GRADE 6 School Grade VI

DAILY LESSON Level

LOG Teacher Learni TLE –
ng ENTREPRENEURSHIP
Area & ICT
Teaching OCTOBER 8-12, 2018 Quarte 2ND QUARTER
Dates and (WEEK 9) r
Time
WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
I.OBJECTIVE needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
S learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Demonstrates knowledge and skills to create knowledge products

Standard
B. Performan Create a multimedia knowledge product
ce Standard
C. Learning  Give  Give the  Insert  Make a  Create
Competency/ steps in steps on action storyboar a
Objectives creating how to buttons in d that powerp
 Write the a add a about oint
LC code for Multime sound presentati their present
each. dia effects to on powerpoi ation
presenta an  Edit and nt about
tion. animatio Remove presenta their
 Identify n. action tion. simple
the  Define buttons in  Draft produc
advance what a their t.
d embeddi presentati powerpoi  Apply
features ng is. on. nt the
of  Give  Record presenta advanc
Microso steps on slideshow. tion. ed
ft how to  Set up a TLEIE6-0i-15 feature
powerpo embed slideshow. s of
int. audio TLEIE6-0i-15 powerp
 Follow and oint
steps in video present
adding into a ation
slide presenta to their
 transitio tion. slides.
n.  Use  Follow
 Define hyperlink steps in
what in a creatin
animatio presenta g
n in tion. Multim
Microso  Edit and edia
ft Remove present
Powerpo hyperlink ation.
int is. in a TLEIE6-0i-
 Identify presenta 15
the steps tion.
in adding TLEIE6-0i-15
animatio
ns in
Microso
ft
Powerpo
int.
 TLEIE6-0i-15
Content is what the lesson is all about. It pertains to the subject
II. CONTE matter that the teacher aims to teach in the CG, the content can be
NT tackled in a week or two.
CREATING KNOWLEDGE PRODUCTS
III. LEARNI
NG
RESOURCE
S
A. References
1. Teache
r’s Guide
pages
2. Learne
r’s
Materials
pages
3. Textbo ICT and ICT and ICT and ICT and ICT and
 ok pages Entrepreneu Entrepreneur Entrepreneur Entrepreneur Entreprene
rship ship ship ship urship
pp. 112-116 pp. 116-121 pp. 121-128 pp. 112-128 pp. 129
4. Additio
nal
Materials
from
Learning
Resource
(LR)portal
B. Other
Learning
Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. PROCE learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
DURES and previous knowledge. Indicate the time allotment for each step.

A. Reviewing Review of Review Review

previous previous previous previous
lesson or lesson about lesson about lesson about
presenting google “Creating steps on how
 the new groups. Multimedia to add sound
lesson Presentation effects to an
s”, “Adding animation,
slide how to
transitions” embed audio
and Applying and video,
animation. Use, edit and
remove
hyperlink.
B. Establishin
g a purpose
for the
lesson
C. Presenting Present
examples/In “Let’s
stances of Study” on
the new page 112.
lesson
D. Discussing Discuss Discuss GROUP
new “Creating  The steps ACTIVITY:
concepts Multimedia on how  Make a
and Presentation to add storyboar
practicing s”, sound d about
new skills #  Adding effects to their
1 slide an simple
transitio animatio product
ns. n.  Draft
 Applying  steps on powerpoi
Animatio how to nt
ns embed presenta
on pp. 112- audio tion
116 of TX. and about
video their
into a simple
presenta product.
tion.
 Use
hyperlink
 in a
presenta
tion.
 Edit and
Remove
hyperlink
in a
presenta
tion.
on pp. 116-
121 of TX.
E. Discussing Discuss GROUP
new  Steps on ACTIVITY:
concepts how to  Let the
and embed pupils
practicing audio and finalize
new skills # video into their
2 a powerp
presentati oint
 on. present
 Use ation
hyperlink and
in a present
presentati in in
on. the
 Edit and class
Remove
hyperlink
in a
presentati
on.
F. Developing GROUP
mastery ACTIVITY:
(leads to Formative
Assessment 3) Let the
pupils do
Activity 6.1
on page
129 of TX.
G. Finding
practical
application
of concepts
and skills in
daily living
H. Making  What is
generalizatio powerp
ns and oint
abstractions present
about the ation?
lesson  What
are its
advanc
ed
feature
s?
I. Evaluating 20 item
learning quiz on
 Microsoft
powerpoin
t
J. Additional Let each
activities for Group
application finish/finaliz
or e their
remediation powepoint
presentation
at home if
unfinished.
V. REMAR
KS
Reflect on your teaching and assess yourself as a teacher. Think about
your students’ progress this week. What works? What else needs to
VI. REFLEC
be done to help the students learn? Identify what help your
TION
instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
A. No. of
 learners who
earned 80%
in the
evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons
work? No. of
learners who
have caught
up with the
 lesson
D. No. of
learners who
continue to
require
remediation
E. Which of
my teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
 supervisor
can help me
solve?
G. What
innovation
or localized
materials did
I
use/discover
which I wish
to share
with other
teachers?
 f

GRADE 6 School Grade Level VI

DAILY LESSON LOG Teacher Learning Area TLE-IA
Teaching Dates and Time OCTOBER 8-12, 2018 (WEEK 9) Quarter 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in recycling waste materials
B. Performance Standards Recycles waste materials following the principles of “five S”
C. Learning Discusses the principles of “five S” 
Competencies / (TLE6IA‐0i‐11)
Objectives
Write the LC code for
each

Sorting (Seiri), Straightening (Seiton), Systematic Cleaning (Shine) (Seiso) 
II. CONTENT
Standardizing (Seiketsu), Service (Sustaining) (Shitsuke) 
Recycling of waste materials
III.
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resources
IV. PROCEDURES
Have the pupils report to the What is sorting? How do we straighten recycled
A. Reviewing How is sorting being
class some simple repair done at waste materials?
previous lesson or done?
home. Why do we straighten recycled
presenting the new lesson
waste materials?
What are the waste When you are looking for Describe a place/workplace you like
B. Establishing a materials do we have at home? something inside your house best.
purpose for the lesson What do we usually do with can you find it easily? Show pictures of a place and let the
those waste materials? Why? pupils describe them.
Show pictures of shelves with
things properly arranged.
C. Presenting Show pictures of waste Let the pupils group each Present the process on systematic
examples/ instances materials. Identify each waste material according to its cleaning
 (residual, reusable, recyclable )
of the new lesson
What is sorting?
How do we sort waste
materials?
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new What are the proper ways of
concepts and practicing sorting waste materials?
new skills#2 Proper Ways of Sorting Waste
Materials
1.Decide what is necessary and
what is unnecessary.
2.Put a red tag on unnecessary
items and keep them in a
separate area.
3.Throw those items which have
not been used in the past one
year.
4.Things used 6-12 months may
classifications and label or
straighten them as reusable,
recyclable and residuals.
Proper ways of straightening
waste materials
If necessary, reassign spaces,
racks, cabinets etc.
Decide the right places for
everything.
Put all materials at a place
allocated to them with proper
label or signalization.
Use alerts or indicators for out
of stocks situation.
Use floor paint marking to
define work area, path,
entrance/exit, cart
Trolley, equipment etc.
6. Use display cautious,
messages, instructions at
proper place.
1.Why straightening and
labelling important?
- eliminate obstacles in the
workplace.
- remove all things that are not in
use.
- segregate unwanted materials.
- place components according to
their uses.
- use cleaning as an inspection.
- prevent machinery and
equipment. From deterioration.
- keep workplace clean and safe to
work.
- set cleaning frequency
- waste removal by cleaning.
The teacher explains each process of
systematic cleaning.
What should we do to our
workplace at home/school.
Why should we practice the
systematic cleaning?
Why is systematic cleaning
important to us?
What are the benefits /
importance of systematic cleaning in
the school, at home and work place?
Benefits and importance of
systematic cleaning.
1. The work place becomes
free of dirt and stain which is the
important point of quality.
2. Equipment lifespan will be
prolonged and breakdowns will be
less.
3. Creates a pleasant
environment.
 be stored at a distance from
work station.
5.Things used more than once a
month should be available at a
central point in the work place.
6.Things used hourly/
everyday/once a week should be
near the work station.
Why do we have to sort waste
materials?
F. Developing mastery Group Activity
(Leads to Formative
Group 1- Identify the waste
Assessment 3)
materials shown in the picture.
Group 2- Classify waste
materials. ( reusable, recyclable,
residuals )
Group 3- Give the proper ways
of sorting waste materials.
Group 4- Give the importance of
sorting waste materials.
Group 5- Give other examples of
waste materials according to its
classification.
G. Finding practical What should you do about
applications of waste materials at home/ in
concepts and skills in school /
daily living Is sorting important? Why?
H. Making Why do we practice sorting
generalizations and waste materials?
abstractions about the
lesson
I. Evaluating learning Direction: Write T if the
statement is true and F if false.
1.All waste materials are
recyclable.
2.Residuals are waste materials
that can be recycled.
3.Waste materials should bo
sorted through their uses.
The teacher will give the name
of waste material, let the pupils
guess the
Classification of waste
materials as reusable,
recyclable or residual.
Examples of waste materials
Paper, tin cans, canister,
iron bars, tires, bottles etc.
What are the things you see
inside the classroom?
Enumerate them.
How will you arrange them
following the proper way of
straightening things?
What is straightening?
What is labeling
Group the following waste
materials according to its
classification through
straightening.
Use the box provided.
RECYCL REUSA RESIDU
ABLE BLE AL
4. Prevents accidents.
Use semantic web
Give the importance of systematic
cleaning.
In your kitchen, how will you apply
the processes of systematic
cleaning?
What are things that you should
remove?
How will you arrange the
utensils, kitchen wares and others?
Why?
What is systematic cleaning?
Why is systematic cleaning
important?
Direction: Put a check ( / ) IF
process of systematic cleaning and
( X ) if not .
____1. Segregate unwanted
materials from the workplace.
____2. It makes the workplace
unsafe.
____3. Waste removal
 4.Sorting is removing unwanted ____4. Check and inspect
materials. tools/machinery.
5.Sorting leads to cleaning. ____5. Waste of time.
paper tin cans
syringe pet bottles
plastic bottle of
chemicals
batteries scrap metals
Styrofoam
J. Additional activities for Apply the proper ways of sorting Visit your science laboratory, Put into practice the systematic
application or waste materials at home / observe the chemicals and cleaning in the work place at
remediation school. glasswares and see how your home/school
science teacher has kept
different chemicals and glass
apparatus
V. REMARKS
VI. REFLECTION
A.No.oflearnerswho
earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactiviti
es forremediation.
C. Didtheremediallessons
work?
No.oflearnerswho
havecaughtupwiththe
lesson.
D.No.oflearnerswho
continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?
Why didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorca
n helpmesolve?
G.What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 GRADE 6 School Grade VI
DAILY LESSON LOG Level
Teacher Learning TLE-HE
Area
Teaching OCTOBER 8-12, Quarter 2ND QUARTER
Dates and 2018 (WEEK 9)
Time
I. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
OBJECTIV
ES
Demonstrates an understanding of and skills in the basics of food preservation
A.
Content
Standards
Preserve food/s using appropriate tools and materials and applying the basics of food
B.
Performa
nce
Standards
3.3 preserves food 3.3 preserves food 3.3 preserves food applying 3.3.1. selects food to be
C. applying principles and applying principles principles and skills in food preserved/processed based on
skills in food and skills in food preservation/processing availability of raw materials, market
 preservation/processin preservation/processi TLE6HE-Oh-12 demands, and trends in the
Learning g ng community

Compete TLE6HE-Oh-12 TLE6HE-Oh-12 TLE6HE-Oh-12

WEEKLY
ncies / TEST
Objective
s

II. CONTENT Food Preservation: Uses of Kitchen Tools and Equipment

III. LEARNING
RESOURCES

A.
Reference
s
1.
Teacher’s
Guide
pages
2.
Learner’s
Materials
pages
The Basics of Better Family Living
3. Gloria A. Peralta, Ed. D.
Rosella N. Golloso
Textbook Leonora D. Basbas, Ph. D.

pages
4.
Additiona
l
Materials
from
Learning
Resources
(LR)
portal
B. Other
Learning
Resources
IV.
PROCEDU
RES
Recap of previous Recap of previous Recap of previous lesson. Recap of what happened the
A. lesson. lesson. Last week, the class prepared for previous day.
Mention the names of the group
Reviewin Last week, the class
prepared for the
Last week, the class
prepared for the
the presentation
processed/preserved
of
products. who completed their presentation.
The presentation of the rest of the
g presentation
processed/preserved
of presentation
processed/preserved
of Today, the class will present by
group. groups willl continue (Groups 5-8).

previous products. Today, the

class will present by
products. Today, the
class will present by
As mentioned, the presentation
will contain the following:
 Recipe
lesson or group.
As mentioned, the
group.
As mentioned, the
of
preserved/processed food
the

 Tools / instruments used in the

presentin presentation
contain the following:
will presentation will
contain the following: activity.
 Recipe  Recipe  Equipment used in the activity
g the new of
preserved/processed
the of
preserved/process
the
 Steps in preserving/processing
lesson. food
 Tools / instruments
ed food
 Tools / instruments
of food
 Name and role of each member
used in the activity. used in the activity. of the group
 Equipment used in  Equipment used in
the activity the activity
 Steps in  Steps in
preserving/processin preserving/process
g of food ing of food
 Name and role of  Name and role of
each member of the each member of
group the group

Tell the class that on Tell the class that on Tell the class that on one hand Tell the class that on one hand
B. one hand through the one hand through the through the activity, each learner through the activity, each learner
activity, each learner activity, each learner will gain insights from each group. will gain insights from each group.
Establishi will gain insights from will gain insights On the other hand, the members On the other hand, the members of
each group. On the from each group. On of the group continue to learn the group continue to learn from
ng a other hand, the the other hand, the from each other through each other through collaborating
members of the group members of the collaborating and working with and working with one another.
 continue to learn from group continue to one another.
purpose each other through learn from each other
collaborating and through collaborating
for the working with one and working with one
another. another.
lesson
The teacher requests The teacher requests The teacher requests the class to The teacher requests the class to
C. the class to give each the class to give each give each of their group a name. give each of their group a name.
of their group a name. of their group a
Presentin name. The 6 groups will present thier
The 6 groups will present thier
performance in preparing atsara as
g The 6 groups will
present thier The 6 groups will
performance in preparing atsara as one of the preserve food.
one of the preserve food.
examples performance in present thier
preparing atsara as one
performance in Order of presentation will be
agreed by the class.
/ of the preserve food. preparing atsara as
one of the preserve
Order of presentation food.
instances will be agreed by the
class. Order of presentation
of new will be agreed by the
class.
lesson
The teacher presents The teacher presents The teacher presents the The teacher presents the mechanics
D. the mechanics of the the mechanics of the mechanics of the presentation: of the presentation:
presentation: presentation:
Discussin Each group will present Each group will
Each group will present for a
maximum of 8 minutes.
Each group will present for a
maximum of 8 minutes.
g new for a maximum of 8
minutes.
present
maximum
for
of
a
8
After every presentation,
clarifications may be raised by the
After every presentation,
clarifications may be raised by the
concepts After
presentation,
every minutes.
After every
rest of the group (3 minutes) rest of the group (3 minutes)

and clarifications may be

raised by the rest of
presentation,
clarifications may be
practicing the group (3 minutes) raised by the rest of
the group (3 minutes)
new skills
#1
Each group will be Each group will be Each group will be given the time Each group will be given the time to
E. given the time to given the time to to present their work to the class. present their work to the class.
present their work to present their work to
Discussin the class. the class.

g new
concepts
and
practicing
new skills
#2
F.
Developin
g mastery
(Leads to
Formative
Assessme
nt 3)
G. Finding
practical
applicatio
ns of
concepts
and skills
in daily
living
The teacher thanks The teacher thanks the The teacher thanks the members of Completion of presentation.
H. Making the members of the members of the class the class for the effort they have The teacher thanks the members of
class for the effort for the effort they have exerted.
generaliza they have exerted. exerted. The teacher mentions that he/she
the class for the effort they have
exerted.
tion and The teacher
mentions that he/she
The teacher mentions
that he/she was
was impressed with all of the
presentation. (if applicable)
The teacher mentions that he/she
was impressed with all of the
abstractio was impressed with
all of the
impressed with all of
the presentation. (if Remember that if a group was not
presentation. (if applicable)
Remember that if a group was not
able to deliver well, it may reflect
ns about presentation. (if
applicable)
applicable)
on the guidance provided by the
able to deliver well, it may reflect on
the guidance provided by the
Remember that if a teacher during the preparation.
lesson Remember that if a group was not able to
teacher during the preparation.

group was not able deliver well, it may

to deliver well, it may reflect on the guidance
reflect on the provided by the teacher
guidance provided by during the preparation
the teacher during
the preparation
Actual group Actual group Actual group presentation. Actual group presentation.
I. presentation. presentation.

Evaluatin
g
Learning
 Search for principles Search for principles in Search for principles in food Search for principles in food
J. in food preservation. food preservation. preservation. preservation.

Additiona
l activities
for
applicatio
n or
remediati
on
V. REMARKS

VI. REFLECTION

A. No. Of learners who

earned 80% in the
evaluation
B. No. Of learners who
require additional
activities for
remediation who scored
below 80%
C. Did remedial lesson
work? No. Of learners
who have caught up
with the lesson
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which to
share with other
teachers?
 GRADE 6 Grade
DAILY LESSON LOG School: Level: VI
TLE-
Learning AGRICULTUR
Teacher: Area: E
Teaching
Dates and OCTOBER 8-12, 2018
Time: (WEEK 9) Quarter: 2ND QUARTER
WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
OBJECTIVES
A. Content Standards demonstrates an understanding of scientific processes in animal/ fish raising

B. Performance Applies knowledge and skills and develops one’s interest in animal/fish raising
Standards Plans for family’s animal and fish raining project
C. Learning Competencies / TLE6AG0i-10
Objectives 10. Identifies animals/fish to 10.1 Prepare list of needed 10.2 Prepares schedule of 10.3 Record potential income, 10.4 Maintain bookkeeping of
Write the LC code for each be raised as an alternative materials to start the project works for the following: expenses and gains out of farm transactions made in marketing
source of income for the  Raising animals and fish products animal and fish pro
family  Caring
 Processing
 Marketing of farm/fish
product

III. CONTENT 10.2.Prepares Plan/Design of 10.2.1 Preparation of Gantt 10.3.1 Maintain Ledger of the 10.4.1 Maintain inventories of
 Development of Feasibility an ideal animal farm and fish Chart for : following transaction consumables, supplies and
study for the prospective farm intended for livelihood  Raising  Capital materials, tools and equipment
project (Animals/Fish 10.2.2. 1List down inventory of  Caring  Debit
Raising) supplies ,materials and  Processing  Credit
consumables needed for the  Marketing of farm/fish
project product

10.2.2 Discuss every works

 scheduled
IV. LEARNING RESOURCES
1. References Curriculum Guide for Grade Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI-
VI-Agriculture Agriculture Agriculture Agriculture Agriculture
2. Teacher’s Guide
Pages
3. Learner’s Materials
Pages
4. Textbook Pages
5. Additional Materials Agri-fishery, Classifying the Agri-fishery, Classifying the Agri-fishery, Classifying the Agri-fishery, Classifying the Habitat Agri-fishery, Classifying the
from Learning Habitat of Animals, Habitat of Animals, Habitat of Animals, Aquaculture of Animals, Aquaculture Habitat of Animals, Aquaculture
Resource (LR) Portal Aquaculture Aquaculture
6. Other Learning Resources Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video, Guidebook, Charts, Pictures, Video,
Guidebook, internet, CBC Guidebook, internet, CBC Guidebook, internet, CBC internet, CBC Guidebook, internet, CBC
7. PROCEDURES
A. Reviewing previous lesson
 Review about Livestock and  Identify the types and kinds  Enumerate the hazards in the  Enumerate ways of preventing  Identify farm and fish
Habitat of Animals and fishes of ruminants, Cattle and swine animal farm and fish farm hazards in the animal/fish farm product and the marketing
strategy applied to

B. Establishing a purpose for the

lesson  Development of project  Prepare the inventories of  Prepare schedule of work  Maintain records/ledger of  Prepare or inventories of
plans and feasibility study of tools, equipment, supplies and involved in putting up the transactions involved in the project supplies, tools and materials
the proposed animal farm and materials needed in putting up project and consumables needed in the
fish farm the project animal farm and fish project

C. Presenting examples / Development of site Workplace Lay out of the Work scheduling and graphical Bookkeeping Record Management
instances of the new development plans for the project presentation
lesson animal and fish raising project
Design of the animal farm and
fish farm
D. Discussing new Site Planning and Farm Design Identifying manpower Work loads and schedule of Book and ledger maintenance Maintaining Marketing strategy
concepts and practicing requirement for the animal constructions for animals and fish products
new skills #1 and fish raising project
E. Discussing new concepts
and practicing new skills
#2
F. Developing Mastery animals/fish to be raised as an Prepare list of needed Prepares schedule of works for Record potential income, expenses Maintain bookkeeping of
(Leads to Formative alternative source of income materials to start the project the following: and gains out of farm animals and transactions made in marketing
Assessment 3) for the family  Raising fish products animal and fish product
 Caring
 Processing
 Marketing of farm/fish
product
animals and fish products
 A. Finding Practical Environmental Scanning for Preparation of canvass for the Document schedule of work, Keep track Accounting and records Maintain Marketing and
applications of concepts the animal and fish raining needed materials to start the time requirement and days to of the project Financial Status of the project
and skills project project be undertaken for the
following:
 Raising
 Caring
 Processing
 Marketing of farm/fish
product

B. Making Site development Plans Design and materials Work scheduling involved in the Record and transaction keeping Marketing Strategy
generalizations and requirement of the project project and management
abstractions about
the lesson
C. Evaluating Learning Oral interview Oral recitation Reporting and presentation Group presentation Written examination
Demonstrations Demonstrations skills Ocular Inspection Product Analysis
Drafting of Plans
D. Additional Take photos of an ideal Canvass for the tools, Invite at least one practitioner Develop ledger, book for accounts Prepare marketing strategy of
activities for animals and fish farm project supplies ,materials and who can share his/her of the project the products and by product of
application or consumables of the project experienced in maintaining animals and fishes
remediation animal farm or fish farm/pond

G. REMARKS
H. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 Grade
DAILY LESSON LOG School: Level: VI
Learning ARALING
Teacher: Area: PANLIPUNAN
Teaching
Dates and OCTOBER 8-12, 2018
Time: (WEEK 9) Quarter: 2ND QUARTER
WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. Layunin

Pamantayang Naipamamalas ang mapanuring pag-unawa sa pamamahala at mga pagbabago sa lipunang Pilipino sa panahon ng kolonyalismong Amerikano at ng pananakop ng mga
Pangnilalaman Hapon at ang pagpunyagi ng mga Pilipino na makamtan ang kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang malayang nasyon at estado

(Content Standards)

Pamantayan sa Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto, dahilan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano
Pagganap

(Perfomance
Standards)

Pamantayan sa Nakapagbibigay ng sariling pananaw tungkol sa naging epekto sa mga Pilipino ng pamamahala sa mga dayuhang mananakop.
Pagkatuto
AP6KDP-IIh-9
(Learning
Competencies)

 Naiisa-isa ang mga batas at
patakaran ng mga Amerikano
na nakaapekto sa
pamumuhay ng mga Pilipino
 Naibabanggit ang mabuti at
 Natutukoy ang mga programang
panlipunan, pangkabuhayan sa
pamahalaang komonwelt
 Nakalalahok ng masigla sa mga
programang pangkabuhayan at
 Nasasabi kung paano nasasakop  Naibibigay ang mga pamamaraan  Nakikilala ang iba’t-ibang
ang Pilipinas sa mga Hapones ng pamamahala ng mga Hapones pakikibaka ng mga Pilipino
 Naibabahagi ang damdamin ng  Nailalarawan ang paraan ng laban sa mga Hapones
mga Pilipino sa pananakop ng pamamahala ng mga Hapones  Napapahalagahan ang
mga Hapones  Nakabubuo ng picture collage sa pakikibaka ng mga Pilipino
 di-mabuting epekto ng mga panlipunan  Nakagagawa ng isang timeline paraan ng pamamahala ng mga laban sa mga Hapones
batas sa patakaran ng mga  Nakapagsasadula ng mga tungkol sa pananakop ng mga Hapones  Nakagagawa ng poster o
Amerikano sa pamumuhay ng programang panlipunan at Hapones slogan sa pakikibaka ng mga
mga Pilipino. pangkabuhayan sa panahon ng Pilipino laban sa mga
 Nakabubuo ng graphic Komonwelt Hapones
organizer sa mga batas,
patakaran ng mga Amerikano
na nakaapekto sa
pamumuhay ng mga Pilipino
Paksang Aralin Mga batas at Mga programang Pananakop ng mga Mga paraan ng Mga paraan ng
patakaran ng mga panlipunan, Hapones pamamahala ng mga pakikibaka ng mga
(Subject Matter) Amerikano na pangkabuhayan sa Hapones Pilipino laban sa mga
nakaapekto sa pamahalaang komonwelt hapones
pamumuhay ng mga
Pilipino

Kagamitang Panturo AP6 Batayang Aklat sa AP 6 AP6 CG, mga larawan, AP6 CG, mga larawan, AP6 CG, mga larawan,
tsart, TM, TG tsart, TM, TG tsart, TM, TG
(Learning Resources) TG 6, LM 6 LM, TG, CG, BOW

Pamamaraan

(Procedure)

a. Reviewing Previous Lesson or Pagbabalita base sa Pagpapakita ng mga larawan at Maglaro ng message relay a. Balitaan Magbalik-aral sa
Presenting the New Lesson mga pangyayari tanong na may kinalaman sa (Mga batas at patakaran tulong ng Catch that
ngayon.(Current komonwelt ng mga Amerikano) b. Ball Game. Ang
Events) makakasalo ng bola
any siyang magbibigay
Tanong: Bakit ng kanyang naging
nagkarron ng digmaan natutunan.
ang mga Pilipino at
Amerikano

b.Establishing purpose for the Pagpapakita ng Magpakita ng larawan tungkol sa Pagpapakita ng larawan Magpakita ng puppet. Magpakita ng iba’t
lesson larawan ng mga komonwelt na may kaugnayan sa ibang larawan ng
pangyayari sa 1. Ano ang nakikita ninyo sa hapones Itanong: Paano natin naglalahad ng
larawan mapapagalaw ang isang
kasalukuyan. pakikibaka e.g. mga
2. Ano-ano ang masasabi ninyo sa puppet? pangyayari sa
larawan
Tanong: Ano ba ang panahon ng Kastila
nakikita nonyo sa
larawan? Bakit
nagkaroon ng

a. Presenting example/instances
of the new lesson
b. Discussing new concepts
c. Continuation of the
discussion of new concepts
kaguluhan
Matutukoy ng mga
mag-aaral ang mga
Batas sa kanilang
Barangay
Pangkatin sa tatlo ang
mga mag-aaral.
1. Ano ang komonwelt
Magbigay ng Activity
Cards sa mga bata. 2. Ano-ano ang programang
panlipunan pangkabuhayan sa
Pangkat 1.- Batas pamahalaang komonwelt.
Pilipinas ng 1902
Pangkat 2 - Batas JOnes
ng 1916
Pangkat 3 - Batas
Tydings McDuffie 1934
Itanong: Mahalaga ba
ang pagkakaroon ng 3
Ipakita/Ipaskil ang KWL Video clip tungkol sa Magpakita ng mga larawan ng mga Ibahagi ang mga
tsart. Pasagutan ito sa pagsabog ng Pearl pinunong pilipino sa panahon ng larawan o pangalan ng
mga bata. Harbor. Hapon. ilang mga pinuno ng
Kilusang Gerilya sa
Ilalahad ng guro ang tsart 1. Pangulong Jose P. Laurel Pilipinas:
ng mga hamon, suliranin
ang mga tugon nito. 2. Claro Recto Hal. Salipada
Pendatun ng
Gabay na tanong:
Cotabato, Wenceslao
1. Nakikilala nyo ba ang mga Vinzons ng Cam.
larawang ipinaskil? Norte, ect.
Hayaang magbigay ng
kaalaman ang mga
bata ukol sa mga
ipinakitang larawan.
Itanong:
Ano ang naging
mahalagang bahagi
nila sa ating
kasaysayan?
Itanong: Pagtatalakay sa mga Isa-isahin ang mga Pangkatin ang klase sa 5. Bawat
pangyayari kung paano kautusan na itinatag ng pangkat ay bibigyan ng
nasakop ng mga Hapones pamahalaang hapones na envelope kung saan
ang Pilipinas. kailangan sundin ng bawat nakapaloob ang gawain at ang
Pilipino at ang pagtatag ng paksang kanilang tatalakayin sa
pamahaang puppet. loob ng pangkat. Ilalahad ito sa
isang malikhaing paraan
mamaya.
Isa-isahin ang mga Pangkatin sa lima ang mga Bigyan ng
pangyayari sa pagsasakop mag-aaral. Bawat pangkat pagkakataon ang
 Batas na ipinatutupad ng mga Hapones sa ay kailangang bumuo ng bawat pangkat upang
para sa kalayaan ng Pilipinas gamit ang picture collage sa paraan maisagawa ang mga
Pilipinas TIMELINE ng pamamahala ng mga gawain.
Hapones

d. Developing Mastery Ano ang mga epekto ng 1. Sino ang kauna-unahang nahalal Pangkatan Magbigay ng tatlong Itanong:
mga 3 Batas para sa sa komonwelt kautusan sa panahon ng
mga mamamayang hapones at ipaliwanag ito. Ano ang
Pilipino 2. Ano-ano ang mga programang, ipinahihiwatag ng
pangkabuhayan sa pamahalaang Roleplay tungkol sa pagkakaroon ng
komonwelt. pagdating ng Hapones sa pakikibaka laban sa
Pilipinas mga Hapon?

e. Finding practical applications
of concepts and skills in daily
living
Alin sa mga Batas ang
iyon nagustuhan?
Bakit?
Pangkatang Gawain Kung ikaw ay nabubuhay Itanong: Kung ikaw ay Ipalahad sa bawat
noong panahon ng mga nabubuhay sa panahon ng pangkat ang
Pangkat 1-Data Ritrieval haopnes sa Pilipinas, pamamahala ng mga napagkasunduang
Chart tungkol sa mga susunod ka ba sa mga Hapones, maging sunud- malikhaing
programang, lumalaban o susunod na sunuran ka ba sa kanilang pagtatanghal
pangkabuhayan sa lamang sa mga hapones ? patakaran?
pamahalaang komonwelt Baki? (Maghanda ng rubrics
para dito)
Pangkat 2 - Pagsasadula/
magtanghal sa mga
programang
pangkabuhayan sa
pamahalaang komonwelt

f. Making generalizations and Ibigay ang mga
abstractions about the lesson kahalagahan ng 3
batas? Sa mga
mamamayang Pilipino?
Ano ang epekto ng Ano ang naging daan Anu-ano ang naging Naging mabisa ba ang
komonwelt sa ating upang maging sakop ng epekto sa mga Pilipino sa paraan ng pakikibaka
bansa? mga Hapones ang pagsunod sa patakaran ng ng mga Pilipino laban
Pilipinas pamamahala ng mga sa mga Hapon?
Hapones. Ipaliwanag ang sagot.

g. Evaluating learning Gumawa ng “Concept
Map” batay sa tatlong
batas.
Kailan itinakda ang Pagsunud-sunurin ang Ikumpara ang patakaran ng Sumulat ng isang
programang komonwelt? mga pangyayari pamamahala ng mga sanaysay ukol sa
dayuhang mananakop. inyong natutunan sa
paksa.
Dayuhan P
g a
Manana t
kop a
k

h. Additional activities for
application or remediation
REMARKS
REFLECTION
a. Number of learners who
earned 80% of the evaluation
b. Number of learners who
require additional activities
for remediation who scored
below 80%
c. Did the remedial lesson work?
d. Number of learners who have
caught up with the lesson
e. Number of learners who
continue to require
remediation
a
r
a
n
Hapon
Amerika
o
Sagutin ang Tanong: Magtanong tanong sa
mga matatanda kung ano
Bakit itinatag ang ang naging karanasan nila
pamahalaang komonwelt sa panahon ng mga
sa bansa. Hapones.
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
earned 80% above earned 80% above earned 80% above earned 80% above earned 80% above
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
require additional require additional require additional require additional activities require additional
activities for activities for remediation activities for remediation for remediation activities for
remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation
Strategies used that Strategies used that work Strategies used that work Strategies used that work Strategies used that
work well: well: well: well: work well:
___ Group ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group
collaboration collaboration
___ Games ___ Games ___ Games
 ___ Games ___ Answering preliminary ___ Answering ___ Answering preliminary ___ Games
preliminary activities/exercises
___ Answering activities/exercises ___ Answering
preliminary activities/exercises ___ Think-Pair-Share (TPS) preliminary
___ Think-Pair-Share (TPS)
activities/exercises ___ Think-Pair-Share ___ Differentiated activities/exercises
___ Differentiated (TPS) Instruction
___ Carousel Instruction ___ Think-Pair-Share
___ Role Playing/Drama ___ Role Playing/Drama (TPS)
___ Think-Pair-Share ___ Role Playing/Drama
(TPS) ___ Discovery Method ___ Discovery Method ___ Differentiated
___ Discovery Method Instruction
___ Differentiated ___ Lecture Method ___ Lecture Method
Instruction ___ Lecture Method ___ Role
Why? Why? Playing/Drama
___ Role Why?
Playing/Drama ___ Complete IMs ___ Complete IMs ___ Discovery Method
___ Complete IMs
___ Discovery Method ___ Availability of ___ Availability of ___ Lecture Method
___ Availability of Materials Materials
___ Lecture Method Materials Why?
___ Pupils’ eagerness to ___ Pupils’ eagerness to
Why? ___ Pupils’ eagerness to learn learn ___ Complete IMs
learn
___ Complete Ims ___ Group member’s ___ Group member’s ___ Availability of
___ Group member’s Cooperation in Cooperation in Materials
___ Availability of Cooperation in doing their
Materials tasks doing their tasks doing their tasks ___ Pupils’ eagerness
to learn
___ Pupils’ eagerness
to learn ___ Group member’s
Cooperation in
___ Group member’s
Cooperation in doing doing their tasks
their tasks

f. What difficulties did I __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’

encounter which my principal behavior/attitude behavior/attitude behavior/attitude behavior/attitude behavior/attitude
or supervisor can help me
solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs

__ Unavailable __ Unavailable Technology __ Unavailable __ Unavailable Technology __ Unavailable

Technology Technology Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
Equipment Equipment

g. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
(AVR/LCD) __ Additional Clerical Equipment (AVR/LCD) __ Additional Clerical (AVR/LCD)
works works
__ Additional Clerical __ Additional Clerical __ Additional Clerical
works works works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books __ Making big books from __ Making big books from __ Making big books from __ Making big books
from from
views of the locality views of the locality views of the locality
views of the locality views of the locality
__ Recycling of plastics to __ Recycling of plastics __ Recycling of plastics to
__ Recycling of plastics be used as Instructional to be used as be used as Instructional __ Recycling of plastics
to be used as Materials Instructional Materials Materials to be used as
Instructional Materials Instructional Materials
__ local poetical __ local poetical __ local poetical
__ local poetical composition composition composition __ local poetical
composition composition
 GRADE 6 Grade
DAILY LESSON LOG School: Level: VI
Learning
Teacher: Area: ENGLISH
Teaching
Dates and OCTOBER 8-12, 2018
Time: (WEEK 9) Quarter: 2ND QUARTER
WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The learner…
A. Content Standards  demonstrates understanding of various verbal and non-verbal elements in orally communicating information
 demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and
audience)
 demonstrates understanding that a change in stress-timed to support comprehension
 demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
 demonstrates command of the conventions of standard English grammar and usage when writing or speaking
 demonstrates understanding of different formats to write for a variety of audience and purposes
 expresses ideas effectively in formal and informal compositions to fulfill their own purpose in writing
 demonstrates understanding of non-verbal communication to communicate with others
 demonstrates understanding of verbal and non-verbal elements of communication to respond back
The learner…
B. Performance Standards  orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
 reads with sufficient accuracy and fluency to support comprehension
 uses correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral or written)
 drafts texts using appropriate text types for a variety of audiences and purposes
 edits texts using appropriate text types for a variety of audiences and purposes
 rewrites/revises texts using appropriate text types for a variety of audiences and purposes
 publishes texts using appropriate text types for a variety of audiences and purposes
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 uses a variety of strategies to provide appropriate feedback
C. Learning Competencies/ Objectives
Write the LC code for each
EN6OL-IIi-6
React on the content of the
material presented
EN6F-IIi-1.6 EN6F-
IIi-1.3 EN6F-IIi-1.7
Read grade level text with
accuracy, appropriate rate
and proper expression
EN6OL-IIi-6
React on the content of the
material presented
EN6F-IIi-1.6
EN6F-IIi-1.3
EN6F-IIi-1.7
Read grade level text with
accuracy, appropriate rate,
and proper expression
EN6G-IIi-8.3
EN6G-IIi-8.4
Compose clear and coherent
sentences using appropriate
grammatical structures:
subordinate conjunctions
and coordinate conjunctions
EN6A-IIc-17
Show tactfulness when
communicating with
EN6G-IIi-8.3 EN6WC-IIi-1.8.2
EN6G-IIi-8.4 EN6WC-IIi-1.8.1
Compose clear and coherent
EN6WC-IIi-1.8.3
sentences using appropriate
Revise writing for clarity:
grammatical structures:
correct spelling, appropriate
subordinate conjunctions and
punctuation marks, and
coordinate conjunctions
transition signal words
EN6A-IIi-18
EN6A-IIc-17 Show openness to criticism
Show tactfulness when
communicating with others

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts
and practicing new skills #1
EN6A-IIi-16
Observe politeness at all
times
Reacting on the content of
the materials presented
Do “Let’s Try This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 2)
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 3-4)
Answer “Let’s Talk About It”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 5)
EN6A-IIi-16
Observe politeness at all
times
Reacting on the content of
the materials presented
Ask: How are you going to
react on the content of
materials presented?
Ask : What kind of materials
presented to you do you
often give reactions to?
Answer “Let’s Do More”
Task 3: News Report
Activity Sheet in English 6
(Quarter 2: Week 9-Day
1&2, p. 8)
Subordinate and
Coordinate Conjunctions
Activity Sheets in English 6
(Quarter 2:Week 9)
Read “Let’s Learn This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
Do “Let’s Try This”
Task 1: A Story to Read
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
Do p. 1-2)
“Let’s Try This”
Task 2: Chop, Chop
Activity Sheet in English 6
(Quarter 2: Week 9-Day
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4, p. 3-5)
Subordinate and Coordinate
Conjunctions
Ask: What are the different
conjunctions that you’ve
learned?
Ask learners to recall the
FANBOYS and
AAAWWUUBBIIS.
Answer “Let’s Do This”
Task 4: A Recipe for A
Sentence
Activity Sheet in English 6
(Quarter 2: Week 9-Day 3&4,
p. 6)
Revising writing for clarity,
correct spelling, appropriate
punctuation marks, and
transition signal words
Do “Let’s Try This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 2)
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 2)
Do “Let’s Do This” Task 1
Say Something
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 5)
 E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
Answer “Let’s Do This” Task
1: Tell Me About It
Activity Sheets in English 6
(Quarter 2: Week 9-Day
1&2, p. 6)
Answer “Let’s Do More”
Task 2: Let’s Do It Together
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 7)
Ask: Why is it important to
give reactions?
Read “Let’s Remember
This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p.9)
Answer “Let’s Test
Ourselves”
Task 4: Deal or No Deal
Activity Sheet in English 6
(Quarter 2: Week 9-Day
Ask learners to cite the
importance of giving
reactions.
Ask: What do we need to
remember in reacting to the
content of materials being
presented to us?
Answer Let’s Enrich
Ourselves
Task 6: You’ve Got Mail!
Activity Sheet in English 6
(Quarter 2: Week 9-Day
1&2 p. 8)
Answer “Let’s Do This”
Task 3: Stick with You
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
p. 5)
Answer “Let’s Enrich
Ourselves”
Task 5: Scissors, Scissors
Activity Sheet in English 6
(Quarter 2: Week 9-Day
Read “Remember This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
p. 7)
Answer “Let’s Test
Ourselves”
Task 6: Picking Out
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
Ask learners to cite the
importance of using
conjunctions.
Read “Remember This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 3&4,
p. 7)
Ask learners to list down 5
sentences using coordinating
and subordinating
conjunctions.
Answer “Let’s Do More” Tsk
2: Help!
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 7)
Answer “Let’s Test
Ourselves”
Task 4: Revision
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
Read “Let’s Remember This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 9)
Answer “Let’s Enrich
Ourselves”
Task 5: Watt?
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 9)
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who
continue to require
E. Which of my teaching
strategies worked well? Why
F. did thesedifficulties
What work? did I
encounter which my
principal or supervisor can
G. What innovation or localized
materials did I use/discover
which I wish to share with
 GRADE 6 Grade
DAILY LESSON LOG School: Level: VI
Learning
Teacher: Area: ESP
Teaching
Dates and OCTOBER 8-12, 2018
Time: (WEEK 9) Quarter: 2ND QUARTER
MIYERKULE
WEEK 9 LUNES MARTES HUWEBES BIYERNES
S
I. LAYUNIN
A. PamantayangPangnilalaman Naipamamalas ang pag- unawa sa kahalagahan ng pakikipag kapwa-tao na may kaakibat na paggalang at responsibilidad
B. PamantayangsaPagganap Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at kapwa
C. MgaKasanayansaPagkatuto
Nakapagpapakita ng paggalang sa ideya o suhestyon ng kapwa (sa social media) - ESP 6 P – IId-i-31
Isulatang code ng bawatkasanayan
II. NILALAMAN Aralin 8: IT at media-suring Komento: Tungkulin sa Kapwa Tao
KAGAMITANG PANTURO
A. Sanggunian
1. Mga Pahina sa Gabay ng Guro Edukasyong Pagpapahalaga 6 – Dapat Isaisip p. 158
2. Mga Pahina sa Kagamitang Pang Mag-
aaral
3. Mga Pahina saTeksbuk
4. Karagdagang Kagamitan mula sa Portal
ng Learning Resources
B. Iba pang Kagamitang Panturo Lakip Blg. 1 at 2 Lakip Blg. 3 Lakip Blg. 4 at 5 Lakip Bilang 6 at 7 K-12 books grade IV EPP

https://www.
Star Graphic Organizer

google.com

III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin
at/o pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa
bagong aralin
D. Pagtalakay ng bagongkonsepto at
paglalahad ng bagongkasanayan #1
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment)
ALAMIN NATIN
Paano maipahahayag ang
paggalang sa ideya ng
namumuno sa pamayanan?
Ipaskil ang larawan
Gamitin Lakip Blg. 1
Itanong: Hi-Tech ka ba?
Pamilyar ba sa inyo ang mga
nasa larawan?
Hikayatin ang mga mag-aaral
na magbahagi ng kanilang
karanasan sa paggamit ng
mga social media
information
Itanong: Masasabi mo bang
naging maingat ka sa
pagbibigay ng iyong personal
na komento o ideya sa
inyong usapan gamit ang
social media?
Taglay mo na ba ang
sumusunod na kaalaman o
kasanayan? Tsekan (√) ang
thumbs up icon kung taglay
mo na ito o ang thumbs
down icon kung hindi pa.
Gamitin ang Lakip Blg. 2
Talakayin ang naging sagot
ng mga mag-aaral. Ituon ang
pansin sa mga sitwasyong
nagbigay respeto sila sa
ideya ng kanilang kausap sa
chat room.
ISAGAWA NATIN
Itanong: Ano ang kahalagahan
ng paggamit ng IT o media sa
isang usapan?
Ilahad ang layunin ng aralin.
Ngayong araw ay masusukat
ang inyong pagsasabuhay sa
paggalang sa inyong kausap sa
forum o chat
Gamitin ang Lakip Blg. 3
Bigyang paliwanag ang inyong
marka sa bawat
pagpapahalaga.
Lakip Blg 8
ISAPUSO NATIN ISABUHAY NATIN SUBUKIN NATIN
Magbalik aral sa tamang Magbigay ng isang hakbang na Anong kaisipan ang natutunan
pakikipag usap gamit ang magpapakita ng paggalang sa na may pagpapahalaga sa
social media. kapwa gamit ang social media paggalang sa suhestyon ng iba
gamit ang IT o social media?
Tandaan:; Ang IT o social media ay may Ipahayag na magkakaroon ng
Ngayon naman ay
mahalagang papel sa pagtatasa ukol sa natutunang
matutunan natin ang
Responsableng pagsali sa kasalukuyang kalagayang aralin
discussion forum o chat na
sosyal ng mga tao.
maaring magpakita ng
pagmamalasakit sa kapwa
at paggalang sa kanyang
opinion o ideya.
Ipakita sa klase ang mga
hakbang na ito gamit ang
graphic organizer
Gamitin ang Lakip Blg. 4
 Pangkatin ang mga mag aaral
Itanong: Gumawa ng isang
Anong kinalabasan ng inyong sa apat. Ipagawa ang lakip
Maari bang ikumpara ang resolusyon para sa iyong
sagot bilang panukat sa antas bilang 6
G. Paglalapat ng mga aralin sa pang-araw- pakikipag usap ng personal sariling pagpapaunlad
ng inyong paggalang sa usapan
sa pakikipag usap sa bilang paggalang sa
araw na buhay gamit ang media?
pamamagitan ng paggamit suhestyon o ideya ng
Nakatulong ba ito sa inyong
ng social media?Ipaliwanag kapwa gamit ang social
sarili?
ang sagot media.
Ano ang epekto ng paggamit Ang paggamit ng IT o media sa Ano ano ang dapat tandaan Ang paggamit ng magagalang Ang responsableng paggamit ng
ng information technology usapan ay nakasalalay o upang matutunan ang na salita ay nagpapahayag ng social media o IT ay
sa paggalang sa ideya ng nakabatay sa antas ng inyong responsableng pagsali sa paggalang sa opinion/ nagpapakita ng paggalang sa
H. Paglalahat ng Aralin
iba? paggalang sa kapwa forum na nagpapakita ng suhestyon ng iba. suhestyon ng iba.
paggalang sa suhestyon ng
iba
Paano mo ginamit ang Ano ang kabutihang dulot ng Paano mo masasabing Ibigay ang pagtatasa sa Gamitin ang Lakip Blg.8
IT/media upang ipakita ang antas ng inyong paggalang sa naunawaan mo ang mga pamamagitan ng isang rubrics.
I. Pagtataya ng Aralin paggalang sa ideya ng kapwa gamit ang IT o media? hakbang na nabanggit? Gamitin ang lakip blg. 7
kapwa? GAmitin ang tsart.
Lakip Blg. 5
J. Karagdagang gawain para sa takdang-
aralin at remediation
IV. MGA TALA
V. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga estratihiyang pagtuturo ang
nakatulong ng lubos? Paano ito
nakatulong?
 GRADE 6 Grade
DAILY LESSON LOG School: Level: VI
Learning
Teacher: Area: FILIPINO
Teaching
Dates and OCTOBER 8-12, 2018
Time: (WEEK 9) Quarter: 2ND QUARTER
MONDA TUESDAY WEDNE THURSD FRIDAY
I. LAYUNIN WEEK 9 Y SDAY AY
A. Pamantayang Pangnilalaman Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
B. Pamantayan sa Pagganap Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
C. Mga Kasanayan sa Pagkatuto. Isulat and Nabibigyang kahulugan ang Naipapahayag ang sariling Nagagamit nang wasto ang Nabibigyang kahulugan ang Nakasusulat ng panuto.
code ng bawat kasanayan pananalita ng tauhan sa opinyon o reaskyon sa isang pandiwa sa pakikipag-usap sa tambalang salita. F6WC-IIi-2.11
napakinggang usapan. napakinggang balita isyu o iba’t ibang sitwayson. F6V-IIi-4.3
F6PN-IIi-19 usapan. F60L-IIf-j-5
F6PS-IIf-i-1
II. NILALAMAN Pabibigay kahulugan ng Pagpapahayag ng sariling Pandiwa at ang Aspekto Nito Pagbibigay Kahulugan sa mga Pagsulat ng Panuto
pananalita ng tauhan sa opinion o reaksyon o ideya sa Tambalang Salita
napakinggang usapan napakinggang isyu
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina ng Gabay ng Guro
2. Mga pahina ng Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk
4. Karagdagang Kagamitan mula sa portal
ng Learning Resources (LR)
B. Iba pang kagamitang panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin
Paglalarawan ng tauhan sa Magkaroon ng pagbabalik-aral Subukin Natin
napakinggang pabula.
Si Matsing at ang Pagong
Ano ang katangiang pinakita ni Panuto: Hanapin sa puzzle ang Pag-aralan Natin
haring Solomon nang
magdesisyon sya na ibigay sa
pangalawang babae ang
sanggol?
PowerPoint Presentation, DLP
Kahunan ang pandiwang angkop Subukin Natin
tungkol sa uri ng pangungusap. Salungguhitan ang mga sa panahunang ipinahihiwatig sa Ang ika-anim na baitang na mag-
Ipatukoy sa mga bata kung pandiwang ginamit sa pangungusap. aaral sa Agripina Elem. School ay
anu-ano ang mga uri ng mgapangungusap at tukuyin 1. (Diniligan, Dinidiligan, gumawa ng liham pangkalakal.
pangungusap. kung nasa anong aspekto ang Didiligan) ng babae ang mga Ayon sa kanilang guro, dapat
mga ito. Isulat ang sagot sa halaman bukas nang umaga. nilang tandaan ang paraan ng
patlang. 2. Ang sanggol ay (umiyak, pagtutupi ng liham pangkalakal.
______ 1. Ang malikot na bata umiiyak, iiyak) tuwing siya’y Gamit ang mga larawang nasa
ay napaso sa kalan. basa. ibaba, sumulat ka ng panuto
______ 2. Manghuhuli ng mga 3. (Tumawa, Tumatawa, Tatawa) tungkol dito. (DLP pah. 2-3)
gumagalang aso ang lalaki. siya matapos niyang mabasa ang
______ 3. Sina Mabelle at liham mo.
Paolo ay sumasayaw ng 4. (Kadarating, Darating,
Tinikling. Dumarating) pa lamang ni Willie
______ 4. Ang magkakapatid ay sa bahay, sinusundo na siya ng
nagdadasal gabi-gabi. isa pang kaibigan.
______ 5. Ang mag-aaral ay 5. (Nagbibihis, Kakabihis,
magsisimba mamayang hapon. Magbihis) ka na at baka ka
maleyt sa kasal ng pamangkin
mo.
Ipabasa ang Basahin Mo Pag-aralan Natin
mga salitang maaaring may May mga batang hindi Ang mga “Bidang” Pilipino Ang lahat ay abala sa paaralan
kinalaman sa tatalakaying marunong sumunod sa mga nina Delia. Araw ng pagbisita ng
aralin. Isulat ito sa metacards. magulang. mga magulang. Ipakikita ng mga
Magbigay ng maikling ideya o Hindi nila inisip na ang kanilang mag-aaral ng ika-anim na baiting
paliwanag tungkol sa mga mga magulang ay nagmamahal ang kanilang ginagawa sa
salitang nahanap. at nagbibigay sa kanila ng lahat paaralan. Abala ang mga batang
ng kanilang mga kailangan. lalaki sa pag-aayos ng kanilang
DOPINYONU Kaya dapat sila’y sundin at proyekto sa EPP. Isusulat nila ang

C. Pag-uugnay ng mga halimbawa sa
bagong aralin
D. Pagtalakay ng bagong konsepto at
REAKSIYON mahalin. Ngunit sa kuwentong mga hakbang sa paggawa ng mga
OSBANSAIL ito, tunghayan natin kung ano ipakikita nilang proyekto. Makikita
GMUALYKDA ang ginawa ni Juan at ano ang ang ganito.
AISATUIED nangyari sa kanya. Ash Tray na Yari sa Bao
HPIOYEMYP (DLP pah.3-4) (DLP pah.4-6)
PAUTOSRAX
Isipin at Gawin Ilahad sa klase ang teksto/isyu.Pag-usapan Natin C. Pagtatalakay Pag-usapan Natin
Gawain Pumili ng batang magbabasa1. Bakit naisipan ni Juan na 1. Saang larangan nabibilang ang 1. Bakit naging kasiya-siya sa mga
Sabihin ang damdaming ng nasabing teksto sa klase. umalis ng bahay? mga “bidang” binanggit sa akda? magulang ang panonood sa mga
inilalarawan ng mga pahayag. Maaari rIn itong ipabasa ng__________________________ Bakit? ginawa ng mga anak nila?
Ipaliwanag. dalawahan, tatluhan o ______ 2. Ano-nong mga katangian ng 2. Malinaw ba ang mga direksyong
1. Ang tagal naman ni Jonathan! pangkatan. 2. Dapat ba nating takasan ang mga bida sa kuwento ang ibinigay ng mga bata sa
Baka mahuli tayo sa practice. Marami nang nalathalang mga taong nagawan natin ng maaaring tularan ng isang bata? Paggawa ng mga proyekto nila sa
2. Ewan ko ba naman sa kaibigan balita at impormasyon ukol sa kasalanan? 3. Sino sa mga miyembro ng paaralan?
pag-unlad ng mga karatig-Bakit? inyong pamilya o angkan ang
mo, Rodel.Hanggang ngayon ay
bansa ng Pilipinas. Tinagurian __________________________ itinuturing mong “bida” at iyong
hindi pa rin naaalis sa sarili ang silang pitong dragon. ______ hinahangaan?
hindi pagdating sa tamang oras Napakabilis ng pag-unlad ng3. Ano sa palagay mo ang 4. Ano-anong mga katangian ng
3. Hayaan mo, pagsasabihan ko mga bansang tulad ng nangyari kay Juan sa katapusan mga “bida” sa kuwento ang
pagdating. Indonesia, Malaysia, Thailand, ng kuwento? maaaring pamarisan ng isang
4. Teka, teka. Bakit hindi na lang Hong Kong, Taiwan, Singapore, __________________________ bata para makatulong siya sa
tayo maglaro habang hinihintay at South Korea. Hindi katulad ______ pagbubuklod ng mga miyembro
ng Pilipinas na hanggang ng kaniyang pamilya?
natin si Jonathan?
ngayon ang mga Pilipino ay
5. Hindi ka ba napagod sa nakasadlak pa rin sa Suriin ang kahulugan ng salita sa
pagbabasketbol natin? Heto kahirapan. bawat kahon.
nga’t masasakit pa ang mga hita May mga suliranin tayong
ko, e. dapat lutasin upang umunlad
ang ating bansa. Unang-una ay
ang isyung kapayapaan at
katahimikan sa bansa. Ikalawa
ay ang kalinisan at
pangangalaga sa paligid na tila
nalilimutan na ng bawat
Pilipino. Ikatlo ay ang isyu ng
kahirapan ng nakararaming
mamamayan. Ikaapat ay ang
kawalan ng edukasyon ng mga
kabataan na siyang inaasahang
maglilingkod sa bayan. Paano
nga ba malulutas ito ng
bansang Pilipinas?
Sagutin ang mga tanong Magkakaroon ng talakayan ang Sa kuwento tungkol kay Juan Ano ang tawag sa mga salitang Isang paraan ng pakikipag-usap o
paglalahad ng bagong kasanayan #1 6. Ano ang damdamin ng tauhan klase tungkol sa binasang
sa unang pangungusap? teksto. Ipasagot ang mga
Ikalawa? sumusunod na tanong.
7. Paano natin malalaman ang 1. Tungkol saan ang binasang
damdaming ipinahahayag sa teksto?
pangungusap? 2. Ano ang tawag sa mga
karatig-bansa ng Pilipinas na
patuloy sa pag-unlad?
3. Ano ang dapat na gawin ng
Pilipinas upang makasabay sa
mga karatig-bansa nito?
4. Anu-anong mga isyu ng
bansa ang dapat na lutasin o
bigyang pansin upang tayo ay
umunlad?
ay nakapapaloob ang iba’t binigyan ng kahulugan sa bawat pakikipag-ugnayan sa iba ang
ibang kahon? Matutukoy mo ba ang pagbibigay ng tuntunin, direksyon
pandiwa: kaibahan ng salita sa kahon A sa at panuto. Sa mga paglalaro o
A. B. salita sa kahon B? paggawa ng isang bagay, kailangan
C. ang direksyon o mga tuntunin na
Umalis Ang salitang binigyang- susundin upang maging madali at
ipinatitinda kahulugan sa bawat kahon ay maayos ang paggawa ng mga ito.
mapapalo tinatawag na tambalang salita. Balikan natin ang panuto kung
ginawa nag-aanyaya Ang tambalang salita ay binubuo paano ang paggawa ng ash tray na
makakagalitan ng dalawang magkaibang salita yari sa bao. Ano ang iyong
ipinakain na pinag-isa. May mga nasaksihan? Malinaw ba ang
dumadampi tambalang salita na panuto?
magpapakabait pinagdurugtong ng gitling (–) at Magkatugma ba ang bawat panuto
nagmadali makikinig mayroon din namang hindi at larawan? Sa tingin mo,
nakatulog ginigitlingan. masusunod kaya ninyo ang mga
nakalimot panuto sa tulong ng mga larawan?
Mapapansin na magkaiba ang
pagkabuo ng mga pandiwa sa
bawat hanay.
Ang mga pandiwang nasa
Hanay A ay pawang mga kilos
na naganap o natapos na. Ito
ay tinatawag na Pandiwang
Pangnagdaan.
Nakatutulong sa pagkilala ng
pandiwang nasa pagnagdaan
ang mga salitang
pampanahong kanina,
kahapon, kagabi, noong isang
araw, atbp. Ang mga ito’y
nagpapahiwatig na ginawa na o
tapos na ang pandiwa.
Sa Hanay B naman, ang mga
pandiwa ay nagsasaad ng kilos
na nasimulan na ngunit hindi
pa tapos o nagaganap pa
lamang. Ito ay tinatawag na
Pandiwang Pangkasalukuyan.
Ginagamit ang mga salitang
pampanahong gaya ng araw-
araw, palagi, tuwing (hal.
tuwing linggo, tuwing Pasko) at
iba pa.
Sa Hanay C naman, ang
 pandiwa ay nagsasaad ng kilos
na hindi pa nasimulan o
gaganapin pa lamang. Ito ay
tinatawag na Pandiwang
Panghinaharap.
Ginagamit ang mga salitang
pampanahong mamaya, bukas,
samakalawa, sa isang linggo at
iba pa.
E. Pagtalakay ng bagong konsepto at Mula sa binasang teksto, Narito pa ang karagdagang Pagyamanin Mo
paglalahad ng bagong kasanayan #2 ipagawa ang Gawin Natin kung halimbawa: Gawin Ninyo
saan magbibigay ang mga bata Pangnagdaan Pangkatang gawain
(Paligsahan)
ng mga pangungusap na Pangkasalukuyan
Magsanay sa pagbuo ng mga
ginamit sa teksto. Panghinaharap tambalang salita. Tingnan ang
Papagbigayin ang mga bata ng Sumayaw mga larawan, isulat ang
kani-kanilang reaksyon o ideya sumasayaw nabuong tambalang salita ayon
at opinion hinggil sa isyung sasayaw sa kahulugan isinasaad.
kanilang nabasa/napakinggan. Ngumiti
ngumingiti
ngingiti
Nagmadali
nagmamadali
magmamadali
Umalis umaalis
aalis
Ginawa
ginagawa
gagawin

F. Paglinang ng Kabihasaan
( tungo sa Formative Assessment )
Gawin Mo Gawin Natin Ano ang kahulugan ng Gawin Natin
Panuto: Bumuo ng dalawang Basahin ang mga sumusunod sumusunod na tambalan sa mga (DLP pah. 6-8)
grupo. Batay sa na pangungusap. Piliin ang pinagsamang salitang-ugat?
mapagkakasunduan ng pandiwa at sabihin ang angkop Pansining may gitling sa may
dalawang grupo, pumili ng na aspekto. Isulat ito sa nawawalang salita. Isulat ang
isang paksa/isyu mula sa mga tamang hanay. sagot sa papel.
sumusunod na listahan. Ang Hal. Bibili sila ng damit sa Tambalan Mga Salitang-Ugat
dalawang grupo ay Davao bukas. Kahulugan
magsasagawa ng isang debate Sagot: 1.anak-pawis anak, pawis
tungkol sa isyu. Gumamit ng Pandiwa Aspekto Ipinanganak na mahirap
iba’t ibang uri ng pangungusap Bibili Panghinaharap
sa pagdedebate. 2.balat-sibuyas
 Magsimula rito: 3.likod-bahay
Mga mungkahing paksa: 1. Tuwing umaga, si Nita ay 4likas-yaman
1. Marangya o simpleng nagwawalis ng kanilang 5agaw-buhay
pagdiriwang ng pista bakuran. 6buhay-Maynila
2. Panukalang oras ng 2. Sumama si Au-au sa piknik 7isip-bata
pagvivideoke noong isang linggo. 8.ayos-dalaga
3. Nationwide liquor ban 3. Manonood ba kayo ng sine 9.hanap-bahay
sa Pilipinas sa Linggo? 10.buhay-binata
4. Panukalang “No 4. Kung sasakay ka sa bapor,
School Uniform” para sa mga marami kang makikilalang tao.
mag-aaral 5. Parang wala sa sarili si Lyn
habang sumisigaw ang kanilang
katulong ng “Sunog!”
Pandiwa Aspekto
1.
2.
3.
4.
5.
G. Paglalapat ng aralin sa pang-araw-araw Paunlarin at Payamanin Isapuso Mo Gumawa ng 5 pangungusap na Pasagutan sa mga mag-aaral ang Pagyamanin Natin
na buhay Basahin ang mga pahayag. Pangkatang Gawain may mga pandiwa batay sa Isapuso Mo (DLP pah. 15-16)
Ipakita sa pamamagitan ng Ang bawat pangkat ay bibigyan larawan. Salungguhitan ang
pagbasa ang damdaming ng envelope na may lamang pandiwa at sabihin kung anong
inilalarawan ng bawat tauhan. manila paper, marker at aspekto
1. May laro akong hindi kwento. Tahimik na babasahin ang ginamit nito.(DLP pah.7)
nakakapagod. Iyon bang larong ang nakatakdang gawain at 1.
habang nagpapahinga ay pagkatapos ay isasagawa na __________________________
nakapaglalaro pa rin. ito. __________________________
2. Pampalipas-oras. Gawin 2.
natin. Gusto ninyo? Unang Pangkat – pumili ng __________________________
3. Puwede bang dito na lang isang napapanahong isyu at __________________________
natin iyan laruin? Talagang magbigay ng mga rekasyon, 3.
masakit ang mga hita ko. opinion o ideya tungkol dito. __________________________
4. Ang dami mong tanong. Iulat ito sa klase. __________________________
Ayaw mo yata, e. Huwag na lang Ikalawang Pangkat - mag-isip 4.
natng ituloy. ng isang napakinggan o __________________________
Ito kasing si Jonathan, e. kung nabasang isyung __________________________
bakit ngayon pa dumating. kinasasangkutan ng bansa. 5.
Natalo tuloy ako. Magsagawa ng tatlong __________________________
minutong debate tungkol dito. __________________________
Gumamit ng iba’t ibang uri ng
pangungusap sa pagdedebate.

H. Paglalahat ng Aralin Ang katangian ng tauhan ayIsaisip Mo Tandaan Natin Gabayan ang mga bata sa Ang panuto ay binubuo ng mga
 mailalarawan ayon sa pahayag Ang pagbibigay ng reaksyon, Ang pandiwa ay may tatlong pagbibigay ng paglalahat. hakbang na sinusunod sa paggawa
na kaniyang sinabi. Matutukoy ideya o opinion tungkol sa aspekto. Ano ang tambalang salita? ng isang bagay.
rin ang kaniyang iniisip at isang isyu ay isang mabuting 1. Pangnagdaan – kung ang Paano binibigyan kahulugan ang Halimbawa:
nadarama. Maaaring pagkainip, kasanayan dahil naipahahayag kilos ay ginawa na o tapos na. mga tambalang salita? Kapag kumukuha ka ng eksamen,
pagkapagod, pagdaing, natin ang sariling saloobin, Umuwi siya nang maaga ang panuto ay
pagkainis, pagsang-ayon, opinyon o pananaw hinggil sa kahapon. magsasabi sa iyo kung sa kaliwa o
paninisi, pag-alo, pag-awat at mga kaisipang inilahad. 2. Pangkasalukuyan – kung ang sa kanan isusulat
paghihikayat. Ang pagbibigay-reaksiyon ay kilos ay nasimulan na ngunti ang iyong sagot, kung letra o
maaaring sa pamamagitan ng hindi pa tapos o nagaganap pa buong salita ang isusulat
pagsang-ayon o pagsalungat sa lamang. mo.
kaisipan ng nagsalita o kausap. Tumutulong siya sa mga Ang panuto rin ang susundan mo
Sikapin lamang na maging gawaing bahay. kung may gagawin kang isang
magalang upang maiwasan ang 3. Panghinaharap – kung ang bagay na nangangailangan ng
makasakit ng damdamin ng kilos ay hindi pa nasimulan o hakbang-hakbang na kilos.
kapwa gaganapin pa lamang. Halimbawa:
Isang paraan din ng Mag-aaral na siya sa susunod 1. Paggawa ng isang kard.
pagpapahayag ng reaksiyon ay na taon. 2. Paano gagawin ang isang
sa pamamagitan ng ehersisyo, atbp.
pagkakaroon ng debate. Iba’t Ito ang mga pamatnubay sa
ibang uri ng pangungusap ang pagsulat ng panuto:
maaaring magamit sa 1. Pag-aralang mabuti ang mga
pakikipagdebate tungkol sa larawan o dayagram.
isang isyu. 2. Isipin munang mabuti ang iyong
isusulat tungkol sa larawan.
3. Tuwirang ibigay o ilahad nang
malinaw ang tuntunin. Iwasan ang
paliguy-ligoy na panuto.
4. Ilahad ang mga panuto nang
sunud-sunod.
5. Gumamit ng mga payak na
salita.
I. Pagtataya ng Aralin Isulat sa papel ang katangian ng Panuto: Magbigay ng sariling Basahin ang mga pangungusap. Panuto: Bilugan ang titik ng Sino ang iyong paboritong bayani?
tauhan na inilalarawan sa reaksyon, opinion o ideya Salungguhitan ang pandiwa na angkop na kahulugan ng Gumawa ng kwadro para sa
pahayag – maawain, masungit, hinggil sa sumusunod na isyu. ginamit dito at ilagay ang tambalang sa bawat bilang. kanyang larawan. Pag-aralan ang
magalang, mabait, masayahin, Labanan ang polusyon bawat pandiwang makikita sa 1. bungang-isip mga larawan at gumawa ka ng
malungkutin, mainipin, at iba Malaking isyu ngayon kanya kanyang aspekto. a. mula sa bunga ng panaginip mga hakbang kung paano ito
pa. ang pagkasira ng kapaligiran Hal. b. mula sa bunga ng mga gagawin.
8. Magandang umaga po. Kayo dahil sa lumulubhang polusyon1. Manonood kami ng sine. nakikita A. Maghanda ng:
po ba si Gng. Reyes? sa lupa, tubig, at hangin. Pangnagdaan c. mula sa bunga ng iba’t ibang - dalawang pirasong cardboard na
9. Oo, ako nga. Anong Malulutas ang suliraning ito Pangkasalukuyan pangyayari 5 x 8 pulgada
maitutulong ko sa iyo? kung makikipagtulungan ang Panghinaharap d. mula sa bunga ng iba’t ibang - lapis
10. Limusan mo na ang bata. bawat tao. May mga batas na pangyayari - ruler
Mukhang hindi pa kumakain. dapat sundin at may mga 2. nagpakitang-gilas - pandikit
Putlang-putla na. kautusang ipinatutupad ang a. ipinakita ang pagiging - krayola o
 11. Ang tagal nmn ni Joyce!
Kanina pa tayo rito.
12. O, hayun na pala siya!
Ngiti na tayong lahat.
J. Karagdagang Gawain para sa takdang
aralin at remediation
ating pamahalaan. Magiging
malinis ang paligid kung
gagawin ng bawat isa ang
kanilang tungkulin. Tayo ang
dapat mangalaga na likas na
kayamanan at ang pag-unlad
ng bayan ay sa atin
nakasalalay.
1. Manonod malikhain - water color
b. ipinakita ang katalinuhan (DLP pah.13-14)
Magsimula rito. c. ipinakita ang pagiging aktibo
1. Nakita ko si Dondon sa d. ipinakita ang kahusayan at
Gaisano Mall. kakayahan
2. Siguro ay sasama ka sa 3. bahay-kubo
Bukidnon. a. maliit na bahay na gawa sa
3. Ang tatay ko ay nagtitiis sa kawayan at sawali
banig ng karamdaman. b. maliit na bahay na gawa sa
4. Nangangaral ang Nanay sa dahon ng saging
kanyang mga anak. c. maliit na bahay na gawa sa
5. Kenneth, kukuha ka ba iba’t ibang kahoy
mamaya ng pagkain mo? d. maliit na bahay na gawa sa
bato
4. kwentong-likha
a. mga tinipong kwento
b. mga isinulat na kwento
c. mga ginupit na kwento
d. mga pinagsama-samang
kwento
5. kilalang pamilya
a. maykaya sa buhay
b. sikat sa pamilya
c. pamilyang kasama sa pulitika
d. malaking pamilya
Salungguhitan ang mga Tukuyin kung literal o
pandiwa. Ilagay sa patlang matalinghaga ang salita ang
kung ito ay pangkasalukuyan, tambalang salitang may
pangnagdaan o panghinaharap. salungguhit sa bawat bilang.
_________ 1. Ang aso ay Ibigay na rin ang kahulugan ng
bumangga sa pader sa tulin ng mga ito.
takbo.
_________ 2. Uuwi ako sa amin _______ 1. Ang bahay-kubo
bukas. namin ay talaga namang
_________ 3. Dali-daling inalis masarap tirhan lalo na kung tag-
ni Peter ang bato. init.
_________ 4. Nagtanim ka ba _______2. Ang bahaghari ay
ng puno sa inyong bakuran? waring nakangiti sa akin at
_________ 5. Masayang nagbibigay-saya.
nagdidilig si Karen ng mga _______ 3. Marami ang
halaman sa kanilang bakuran nagtataingang-kawali sa tuwing
araw-araw. ayaw nilang marinig ang
katotohanan.
_______ 4. Tuwing Pasko ay
 pumupunta sila sa bahay-
ampunan para bisitahin at
bigyan ng kasiyahan ang mga
ulila.
_______ 5. Ibig niya talaga ang
makahanap ng isang
hanapbuhay upang matustusan
ang pag-aaral ng kapatid.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng 80% sa pagtataya ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80%
80% above 80% above 80% above above above
B. Bilang ng mag-aaral na nangangailangan ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
ng iba pang Gawain para sa remediation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
C. Nakatulong ba ang remedial? Bilang ng ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
mag-aaral na nakaunawa sa aralin ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up
the lesson up the lesson up the lesson the lesson the lesson
D. Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to
remediation to require remediation to require remediation to require remediation require remediation require remediation
E. Alin sa mga istratehiyang pagtuturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nakatulong ng lubos? Paano ito ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
nakatulong? Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and
studying techniques, and studying techniques, and studying techniques, and studying techniques, and studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: ___Bridging: ___Bridging: ___Bridging: Examples: ___Bridging: Examples:
Think-pair-share, quick-writes, Examples: Think-pair-share, Examples: Think-pair-share, Think-pair-share, quick-writes, Think-pair-share, quick-writes, and
and anticipatory charts. quick-writes, and anticipatory quick-writes, and anticipatory and anticipatory charts. anticipatory charts.
___Schema-Building: charts. charts. ___Schema-Building: ___Schema-Building:
Examples: Compare and ___Schema-Building: ___Schema-Building: Examples: Compare and Examples: Compare and contrast,
contrast, jigsaw learning, peer Examples: Compare and Examples: Compare and contrast, jigsaw learning, peer jigsaw learning, peer teaching, and
teaching, and projects. contrast, jigsaw learning, peer contrast, jigsaw learning, peer teaching, and projects. projects.
___Contextualization:  teaching, and projects. teaching, and projects. ___Contextualization:  ___Contextualization: 
Examples: ___Contextualization:  ___Contextualization:  Examples: Examples:
Demonstrations, media, Examples: Examples: Demonstrations, media, Demonstrations, media,
manipulatives, repetition, and Demonstrations, media, Demonstrations, media, manipulatives, repetition, and manipulatives, repetition, and
local opportunities. manipulatives, repetition, and manipulatives, repetition, and local opportunities. local opportunities.
___Text local opportunities. local opportunities. ___Text ___Text Representation: 
Representation:  ___Text ___Text Representation:  Examples: Student
Examples: Student Representation:  Representation:  Examples: Student created drawings, videos, and
 created drawings, videos, and Examples: Student Examples: Student created drawings, videos, and games.
games. created drawings, videos, and created drawings, videos, and games. ___Modeling: Examples:
___Modeling: Example games. games. ___Modeling: Examples Speaking slowly and clearly,
s: Speaking slowly and clearly, ___Modeling: Exampl ___Modeling: Example : Speaking slowly and clearly, modeling the language you want
modeling the language you es: Speaking slowly and clearly, s: Speaking slowly and clearly, modeling the language you want students to use, and providing
want students to use, and modeling the language you modeling the language you students to use, and providing samples of student work.
providing samples of student want students to use, and want students to use, and samples of student work. Other Techniques and
work. providing samples of student providing samples of student Other Techniques and Strategies used:
Other Techniques and work. work. Strategies used: ___ Explicit Teaching
Strategies used: Other Techniques and Other Techniques and ___ Explicit Teaching ___ Group collaboration
___ Explicit Teaching Strategies used: Strategies used: ___ Group collaboration ___Gamification/Learning throuh
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___Gamification/Learning play
___Gamification/Learning ___ Group collaboration ___ Group collaboration throuh play ___ Answering preliminary
throuh play ___Gamification/Learning ___Gamification/Learning ___ Answering preliminary activities/exercises
___ Answering preliminary throuh play throuh play activities/exercises ___ Carousel
activities/exercises ___ Answering preliminary ___ Answering preliminary ___ Carousel ___ Diads
___ Carousel activities/exercises activities/exercises ___ Diads ___ Rereading of
___ Diads ___ Carousel ___ Carousel ___ Rereading of Paragraphs/Poems/Stories
___ Rereading of ___ Diads ___ Diads Paragraphs/Poems/Stories ___ Differentiated Instruction
Paragraphs/Poems/Stories ___ Rereading of ___ Rereading of ___ Differentiated Instruction ___ Role Playing/Drama
___ Differentiated Instruction Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Role Playing/Drama ___ Discovery Method
___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method
___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method Why?
___ Lecture Method ___ Discovery Method ___ Discovery Method Why? ___ Complete IMs
Why? ___ Lecture Method ___ Lecture Method ___ Complete IMs ___ Availability of Materials
___ Complete IMs Why? Why? ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to learn ___ Group member’s
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Group member’s collaboration/cooperation
___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn collaboration/cooperation in doing their tasks
collaboration/cooperation ___ Group member’s ___ Group member’s in doing their tasks ___ Audio Visual Presentation of
in doing their tasks collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation of the lesson
___ Audio Visual Presentation in doing their tasks in doing their tasks the lesson
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
F. Anong suliranin ang aking naranasan na __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
solusyonan sa tulong ng aking punongguro __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
at superbisor? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ Internet __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Internet __ Science/ Computer/ Internet
Lab Internet Lab Internet Lab Lab Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. Anong kagamitang panturo ang aking Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
__Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized __Contextualized/Localized and __Contextualized/Localized and
Indigenized IM’s and Indigenized IM’s and Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from views
views of the locality views of the locality views of the locality views of the locality of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
 GRADE 6
Teacher:
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9)
WEEK 9 MONDAY
I. OBJECTIVE/S MUSIC
A. Content Standard Demonstrates the concept of
melody by using intervals in
major scales and in the minor
scales
B. Performance Standard Applies learned concepts of
melody and other elements to
composition and performance
C. Learning Competencies Sing self-composed melodies
(write the LC Code) in C Major,G Major,F Major
keys
MU6ME-IIa-5
II. CONTENT MELODY
III. LEARNING RESOURCES
A. References
School:
TUESDAY
ARTS
Demonstrates understanding of
shapes, space, colors, and the
principles of emphasis, harmony
and contrast in digital painting
and poster design using new
technologies.
Applies concepts on the use of
software in creating digital
paintings and graphic design.
Creates an advertisement
/commercial or announcement
poster
A6PR-IIh
DIGITAL PAINTING –GRAPHIC
DESIGN(Digital Poster)
WEDNESDAY
HEALTH
The learner understands the
importance of keeping the
school and community
environments healthy
The learner demonstrates
practices for building and
maintaining healthy school
and community environments
Practices proper waste
management at home, in
school, and in the community.
H6CMH-IIh-8
Proper Waste Management
Grade Level: VI
Learning Area: MAPEH
Quarter: 2ND QUARTER
THURSDAY
P.E.
Demonstrates understanding
of participation and
assessment of physical activity
and physical
fitness
Participates and assesses
performance in physical
activities. assesses physical
fitness
Assesses regularly
participation in physical
activities based on the
Philippine physical activity
pyramid PE6PFII-b-h-18
Observes safety precautions
PE6GSII-b-h-3
Executed the different skills
involved in the game PE6GS-
IIc-h-4
Recognizes the value of
participation in physical
activities PE6IIb-h-19
Displays joy of effort, respect
for others and fair play during
participation in physical
activities
PE6PF-Ib-h-20
Identifies areas for
improvement PE6PF-II-b-h-22
Invasion game:Basketball
FRIDAY
Demonstrates understanding
of participation and assessment
of physical activity and physical
fitness
Participates and assesses
performance in physical
activities. assesses physical
fitness
Assesses regularly
participation in physical
activities based on the Philippine
physical activity pyramid
PE6PFII-b-h-18
Observes safety precautions
PE6GSII-b-h-3
Executed the different skills
involved in the game PE6GS-IIc-
h-4
Recognizes the value of
participation in physical
activities PE6IIb-h-19
Displays joy of effort, respect for
others and fair play during
participation in physical
activities
PE6PF-Ib-h-20
Identifies areas for
improvement PE6PF-II-b-h-22
Invasion game:CHESS
 1. TG/CG pages CG-P.54 CG-P50 TG. p9 CG page 35 CG page 35
CG-p.53
2. Learner’s Materials pages
3. Textbook pages The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN
ACTION pp.40-41 ACTION pp.140-146 ACTION pp.202-216pp.273- ACTION pp.202-216 ACTION pp.202-216
276
4. Materials downloaded
from LRMDS
B. Other Learning Materials Internet--google Internet--google Internet--google Internet-Ibat ibang Larong Lahi Internet-Ibat ibang Larong Lahi
search:https:/www.google.co search:https:/www.google.com.p search:https:/www.google.co sa Pilipinas-google sa Pilipinas-google
m.ph. h. m.ph. search:https:/www.google.com search:https:/www.google.com.
Laptop,tv monitor Laptop,tv monitor Laptop,tv monitor .ph. ph.
Laptop,tv monitor,basketball Laptop,tv monitor,CHESS BOARD
court,bola
IV. PROCEDURES
A. Reviewing previous lesson What songs are in the major What is computer graphic Activity: 1.Did you enjoy playing 1.Did you enjoy playing invasion
and presenting new lesson C,F,and G?Why? design? Charades invasion game like LAWIN AT game like LAWIN AT
The teacher will choose 3 SISIW,SUNGKA,AGAWAN SISIW,SUNGKA,AGAWAN BASE?
pupils who will act the given BASE? 2.Did you participate actively?
situations. Situations: 2.Did you participate actively? 3,Did you understand the
1. Recycle/recycling, 3,Did you understand the mechanics of the game?
2. Composting, mechanics of the game? 4. Describe the skills involved in
3. Segregation/Sorting Are 4. Describe the skills involved the game.
you practicing this proper in the game. 5.Did you observe safety
waste management at home? 5.Did you observe safety precautions ?
In school? In the community? precautions ? 4. Did you display joy of effort,
4. Did you display joy of effort, respect for others and
respect for others and fair play during your
fair play during your participation to the game ?Why?
participation to the game ? 5.What areas do you need to
Why? improve?
5.What areas do you need to
improve?
B. Establishing a purpose for Do you like to be a What is photo-editing? How are What other methods can you Today, we will be have A VIDEO Today, we will be have A VIDEO
the lesson composer ? photos combined in poster do to apply proper waste WATCHING on how to play WATCHING on how to play
design? disposal at home? In school? basketball. chess.
In the community?

C. Presenting Show pictures of some Say: A photograph can be used as Activity: Video watching Video watching
examples/instances of the composers doing their job. a starting element to make Picture Analysis
lesson posters on the computer.It is Ask the pupils to tell
possible to put a hard copy of the something about the pictures.
image and paint from that with a

D. Discussing new concepts
and practicing new skills #1
Do activity 10 on p. 40
Do any of these activities:
1.You are a composer.
Make your own song.Create
simple phrases and compose
simple melodies for the
phrases you made.
2.You are an instrumentalist.
Play any musical
instruments that you know in
different scales of G and F
major as accompaniment
“You Are My Sunshine”
3.You are a chorale member.
Hum the melody of the
song in every title of songs
that the teacher will give you.
pen tool using whatever brushes
you choose.Usually,photo is
combined in making a poster
design.
Hazardous chemical
containers
Eco-friendly bag
biodegradable wastes
Discuss Digital Poster –HANDS The teacher will discuss the Report/demonstrate the Report/demonstrate the
ON ( I DO ) practices on proper waste background/ correct play of background/ correct play of
management in school and in basketball based on the video chess based on the video
MAKE YOUR OWN DIGITAL the watched. watched.
POSTER
community
1.Open Gimp,create a new Information Index-
Layer,and insert the background “All About The Waste“
you want to use.A textured
image of flat background will do.
2.Create a new Layer for each of
the objects or elements you will
include in your poster.Import or
scan your image and/or
photograph on the
computer.Save the image as file.
3.Retrieve the image and/or
photograph.Insert on the layer
that you want to use.Color the
imAGE.Enhance,resize,move
image according to the layout or
concept that you have in mind.
4Insert your texts.Use the Text
and Type tools from your toolbar
to create and place texts in the
picture and form fonts that you
 think are appropriate for your
theme and main idea.Click on the
picture with the Type tool and
select a box the size of the area
you want to add text.Type in the
box,then adjust t5he size of the
text box.
5.Print your finished poster.

E. Discussing new concepts HANDS ON ( We do) How do you manage your

and practicing new skills #2 waste at home?
What are the waste
management methods being
practiced in the school? In the
community?
Have you tried joining a clean-
up campaign in your school
and in your community?
Pupils are encouraged to
share their experiences about
waste management.

F. Developing mastery (lead
to formative assessment 3)
G. Finding practical
application of concepts and
skills in daily living
Group practice Asking some questions not
cleared in making digital poster
Demonstration Do you have a good
understanding,have some
questions or don’t get it in
making digital poster?
Draw an ideal trash cans for Apply game discussion for Apply game discussion for
proper waste disposal clarification clarification
How can you encourage your Group game Group game
family members to practice
proper waste management?
How do you convince your
classmates and friends to
practice proper waste
management?

H. Making generalization and How do you sing self-
abstractions about the composed melodies?
lesson
I. Evaluating learning Put a check before each
statement that describes your
attitudes and feelings during
and after doing the activities.
__1.Ican demonstrate the
How do make a digital poster
well?
Put a check before each
statement that describes your
attitudes and feelings during and
after doing the artwork.
What are the best practices of
waste management you do at
home, in school, and in your
community?
YES OR NO
Directions: Check the column
that shows the proper waste
management you do at home,
in school, and in community.
Ask the learners to either fill in
the Physical Activity Log or ask
them to write a Journal entry in
their journal notebook/P.E.
notebook of what they have
learned.
Fill in the template “Game
Participation Survey” or “My
Physical Activity and Fitness
Contract”
Check the space provided that
Ask the learners to either fill in
the Physical Activity Log or ask
them to write a Journal entry in
their journal notebook/P.E.
notebook of what they have
learned.
Fill in the template “Game
Participation Survey” or “My
Physical Activity and Fitness
Contract”
Check the space provided that
ability to sing,read,and write __1.I realized that art best describes your answer. best describes your answer.
simple musical notations in processes,elements and Practices Yes No Learning Excelle Goo Poo Learning Excelle Goo Poo
the Key of C,G,F majors. principles still apply even with Disposing nt d r nt d r
__2.I can analyze the melodic garbage in a 1.I 1.I
the use of technologies.
patterns of songs in C.F.G proper trash participat participat
major keys. bin ed in the ed in the
__2.Ican appreciate the elements
__3.I can sing and play solo or Using eco- game game
and principles applied in
with group,melodies/songs in friendly bag actively actively
C,G,F majors layouting. 2.I 2.I
when buying
__4.I cancreate simple in the mall or understoo understoo
melodies in C,G,F, Majors. __3.I can apply skills in layouting
supermarket. d the d the
__5. I can sing self-composed and photo-editing using new Segregating/S backgrou backgrou
melodies in C,F,G major keys. technologies (hardware and orting waste nd of the nd of the
software ) in making a poster. according to game game
its kind. 3.I 3.I
__4.Ican create an Using observed observed
advertisement/commercial or tumblers and safety safety
announcement poster food precautio precautio
containers ns in ns in
__5.Ican expand my imagination instead of playing playing
disposable syato syato
while making a poster.
containers game game
__6.Ican understand my Getting just 4.I 4.I
enough food executed executed
classmates better through their
that I can the the
participation in class. different different
only
consume. skills skills
__7.I can accept the remarks and involved involved
suggestions of others. in the in the
game game
__8.I can see myself improving 5.Idisplay 5.Idisplayed
inhow I think and work in this ed joy of joy of
activity. effort,res effort,respec
pect for t for others
__9.I am happy with,and proud others and fair play
of my work. and fair during
play participation
__10.I can clean and take good during in physical
care of the things inmy classroom participati activities
after using them. on in
physical 6.I identified
activities the areas of
my
 6.I improvemen
identified t
the areas
of my
improvem
ent

J. Additional activities for Master at vacant periods. Master at vacant period/at home Make an E-can made of plastic Play it on vacant time for Play it on vacant time for
application or remediation bottles,plastic mastery. mastery.
wrappers,straws and
coloredpapers.
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
acquired additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encountered which my
principal can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?

GRADE 6 School: Grade Level: VI

Teacher: Learning Area: MATHEMATICS
 Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER
DAILY LESSON LOG
WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
C. Learning Competencies / performs addition on integers. performs subtraction on integers. performs multiplication on performs division on integers.
Objectives M6NS-IIi-156 M6NS-IIi-156 integers. M6NS-IIi-156
M6NS-IIi-156 Weekly test

II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21st Century Mathletes 6, pp 50 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 50- 21st Century Mathletes 6,
Lesson Guide in Elem. Math Gr. pp53-56 53 pp 53
6 p.353 Lesson Guide in Elem. Math Gr. 6
p.356, 358
2. Learner’s Materials pages
3. Textbook pages 21st Century Mathletes 6, 21st Century Mathletes 6, pp158- 21st Century Mathletes 6, pp. 21st Century Mathletes 6,
pp158-165 165 152-157 pp 158
4. Additional Materials from DLP 6 Mod 69 DLP 6 Mod 69
Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
clip, power point presentation power point presentation power point presentation power point presentation
IV. PROCEDURES
A. Reviewing previous lesson Drill: Which of the two integers Drill: Warm-up: What two numbers Have a quick review on
or presenting the new in each pair has a greater Give the opposite of each given will give you a product of 64 and multiplying integers:
lesson distance from zero? integers. a quotient of 4?
1. +5 & -4 1. +50 Solution:
2. -2 & -9 2. +12 • 16 and 4
3. -10 & -6 3. +42 • 16 x 4 = 64
4. +7 & -3 4. -120 • 16 ÷ 4 = 4
5. -12 & + 1 5. -29
Review: Review: Review: Subtract the ff.
Use algebra tiles to show the Quick Review of 1. 18- 7
answer to the following: Adding Integers 2. -26-12
1. (+6) + (-4) 3. 35- (-8)
2. (-8) – (+5) 4. 20- (-20)
3. (-2) X (+3) 5. -25-(-25)
4. (-8) ÷ (+2)
B. Establishing a purpose for Problem: You want to buy
the lesson house that costs Php800,000.
You only have Php500,000. If
you buy the house, what will
your debt be?
If you spend more money than
you have, you go into debt.
(Debt is a good example of
working with negative integers.)
C. Presenting Use a number line to help
Examples/Instances of visualize the addition of
new lesson integers.
(Discuss “explain” on page 152
of txbk)
D. Discussing new concepts Show video clip on how to add
and practicing new skills integers
#1
E. Discussing new concepts
and practicing new skills
#2
Demonstrate adding positive
and negative integers using
counters.
(On the slides of power point
presentation)
The highest point in Asia is the
top of Mount Everest, at a height
of 29,028 feet above sea level.
The lowest point is the Dead Sea,
which 1312 feet below sea level.
How much higher is Mount
Everest than the Dead Sea?
Discuss the answer to the
problem using the 3 Steps to
Subtract Integers
1.Keep
Keep the 1st number
2.Change
Subtraction sign to Addition
3.Opposite
Write down the opposite of the
2nd number
-Then add the way you normally
do.
Show video clip on how to
subtract integers.
Demonstrate another example of
subtraction of integers using a
number line
Problem: You are Php300 in
debt. If your debt is increased 2
times, how much is your debt?
-300 x 2 = -600
Multiplying by a negative
number is multiplying your debt.
Present the rules in multiplying Present to the pupils the
integers using power point discussion on how to divide
presentation. integers. (See power point
 Rule 1: presentation)
Positive x Positive = POSITIVE
 Rule 2:
Negative x Negative = POSITIVE
 Rule 3:
Negative x Positive = NEGATIVE
 Rule 4:
Any Number x 0 = ZERO
Show video clip on how to Show video clip on how to
multiply integers divide integers
Demonstrate another example of Divide the pupils into 5 groups.
multiplication of integers. Let them answer the problems on
the slides.
 Do you notice a pattern or rule?
Adding Integers with like signs.
- When the signs are the same,
add the numbers together and
keep the sign.
Demonstrate Adding Integers
with like signs.

(On the slides of power point

presentation)
Did you notice a pattern or
rule?
Adding integers with unlike
signs.
- When the signs are different,
subtract the integers and keep
the sign of the larger digit.
F. Developing mastery Group Activity: Group Activity: Group Activity:
(Leads to Formative Add the ff. integers: Materials: flash cards/power Materials: flash cards/power
Assessment) 1) -8 + 8 = point, show-me-board point, show-me-board
2) -9 + -11 = Mechanics: Mechanics:
3) 13 + (-19) = a.Divide the class into 5 groups. a.Divide the class into 5 groups.
4) 7 + 5 = b.Choose a leader b.Choose a leader
5) -12 + 10 = c. Teacher flashes numbers on c. Teacher flashes numbers on
6) -22 + (-16) = the slides the slides
7) 18 + (-5) = d.Leader will write the correct d.Leader will write the correct
answer on the show-me-board answer on the show-me-board
e.The first group to flash the e.The first group to flash the
correct answer will get 1 point correct answer will get 1 point
f.The teacher checks the answers. f.The teacher checks the answers.
g.The group having the most g.The group having the most
number of correct answers wins. number of correct answers wins.
G. Finding practical Pair-share: Add the ff. PRACTICE BY PAIR: Try this with your seatmate:
applications of concepts 1. -7 – 15 = 54  6 =
and skills in daily living 2. 23 – 98 = -54  6 =
3. -48 - -13 = 54  -6 =
4. 5 - -6 = -54  -6 =
5. 17 – 8 = |-12  -4| =
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application and
remediation
V. Remarks
VI. REFLECTIONS
How do we add integers with
like sign? Unlike sign?
Adding Integers with like signs.
- When the signs are the same,
add the numbers together and
keep the sign.
-9 + -3 = -12
Adding integers with unlike
signs.
- When the signs are different,
subtract the integers and keep
the sign of the larger integer.
-9 + 3 = -6
If the temperature was -7
degrees (Fahrenheit) at 6 AM,
rose 4 degrees by 7 AM and
then rose another 8 degrees by
8 AM, what was the
temperature at 8 AM?
How do we subtract integers? How do we multiply integers? How do we divide integers?
(Subtraction of integers means 1. IF THE SIGNS ARE THE (on the slides)
adding the minuend and the SAME THE ANSWER
opposite of the subtrahend.) or IS POSITIVE
Subtract Integers 2. IF THE SIGNS ARE
1.Keep DIFFERENT THE ANSWER
Keep the 1st number IS NEGATIVE
2.Change
Subtraction sign to Addition
3.Opposite
Write down the opposite of the
2nd number
-Then add the way you normally
do.
Answer the ff. Let the pupils do the additional Let the pupils answer the activity
Subtract 6 from  15 activities on the slides. cards.
8    2  9    7  
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I

encountered which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove swamps

B. Performance Form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important
Standards plants and animals

C. Learning Discuss the interactions among living things and non-living things in tropical rainforests, coral reefs and mangrove swamps ( S6LT II i-j-5)
Competencies/
Objectives
Write the LC code for
each
a.Identify living and non-living Construct food chains to show Identify the food web in the
things in a mini-ecosystem. feeding relationships among living given illustration.
b.Draw samples of living things Appreciate the importance of
things and non-living things  Tropical rainforests interdependence of food of
found in a mini-ecosystem.  Coral reefs living things.
c.Show concern in the  Mangrove swamps Construct food webs to show
environment. Work harmoniously with the feeding relationships among
group living and non-living things in
an ecosystem
* Tropical Rainforests
* Coral Reefs
* Mangrove Swamps
( S6LTIIi-j-5.5)
Living Things and Non-Living Ecosystems : Topical rainforests 1.Interactions Among Living Things
II. CONTENT Things Coral reefs (Food Chair) Food Web
Mangrove swamps 2.Tropical rainforests
2.1Coral reefs
2.2 Mangrove swamps

III. LEARNING RESOURCES

 A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Exploring Science and Health Cyber Science 6, Myrna Q. Sci-Tech Wonder 6 Cyber Science 6, pp. 175-180
VI, p.83 Adduru, pp.175-179 p. 187 -
The New Science Links 6 , Evelyn
Castante—Padpad, pp.269-274
www.google .com.ph
 
4. Additional Materials http/www.e-
from Learning learningforkids.org/ecosystem/tr
Resource (LR) portal opical rainforest/mangrove
swamps/coral reefs/
B. Other Learning https://www.youtube.co
Resources m/watch?
v=biB39CSwj6M

IV. PROCEDURES

Vocabulary producer
Development consumer
food chain
depend

A. Reviewing previous Activate prior knowledge of
lesson or presenting pupils by giving them jumbled
the new lesson letters to get the word correctly.
(See attached activity sheet # 1)
organisms present in the picture?
What do we have in the Picture?
What are the
ENGAGEMENT:
Picture Analysis
The teacher show picture of grass ,
chicken and snake.
How these three living things
related to each other?
Spot the error.
1. Plants depend on plant and
other animals in order to
survive.
2. Consumers can survive
without the producers.
3. Food chain consists of
producer, consumer and
predators.
4. Producers break down dead
animals to smaller pieces.
5. Consumers is the only living

B. Establishing a Present pictures of Living and In this lesson you will learn about
purpose for the Non-Living Things found tropical rainforest, coral reefs
lesson aroun What can you say about and mangrove swamps and their
the pictures ? Can you group components and how do they
them ? How ? differ from one another.
(Teacher may have a video
presentation before the activity)
C. Presenting Group the pupils into 5 and give
examples/instances Show video about Ecosystem the respective tasks for each
of the new lesson group. Choose rapporteur to
present your output.
Group 1 - The pupils will label
the pictures and describe each.
(Activity sheet # 2)
Group 2 - The pupils will fill up
the table to show the different
component for each type of
ecosystem (Activity sheet # 3)
Group 3 – The pupils will draw
the tropical rainforest, mangrove
swamps and coral reef and label
each. (Activity sheet # 4)
Group 4 – The pupils will act out
as Mr. Forest, Ms. Mangrove
Swamp and
Mrs. Coral Reef and introduce
their components.
Group 5 – The pupils will solve a
picture puzzle of forest ,
mangrove swamp and
coral reef and name it after.
Why do living and non living things
live in a specific environment?
Group Activity
thing that can produce its own
food.
GAME: Explain.
Get the envelope and identify In the jungle or wild there is
the picture organism inside the always survival of the fittest.
envelop..
Make as simple habitat from the
different organism you have
found inside the envelop.
 Forest
 Coral reefs
 Mangrove area
EXPLORATION: Dyads
A. Grouping of pupils Research on books or in the
B. Setting of standards internet on animals found in
C. Activity the following; a. tropical
Activity 1 rainforests b. coral reefs, c.
Food chain in Coral Reefs mangrove swamps.
Activity 2 Individually make a list of
Food chain in tropical rain forest animals found in each
Activity 3 category. Write as many as
Food chain in mangrove area you can for 5 minutes.
Activity 4 Compare your list. Cross out
Draw a food chain in tropical the animals which both of you
forest have in the list. The one who
Activity 5 has the most number of
What a Corals? animals left is the winner
(through video presentation)
D. Discussing new Group Activity ( by learning Discussion of the lesson EXPLANATION Teacher’s Instruction
concepts and stations ) Please see Presentation of outputs. Based on the activity you have Picture Analysis
practicing new skills attachments. made, what are the food chain you
#1 made from tropical rain forest?
mangrove? coral reefs?
Which are the primary
consumers? Secondary
consumers?
Can a secondary consumer
become a primary consumer?
Why?
What is being transfer in food
chain?
Which happens to the amount of 1. Can you name the food
stored energy as it transferred chains in the picture above?
from one consumer to another? 2. How many food chains did
you see?
3. What do you think is the
basis of the relationships in
the picture?
4. How many animals feed in
the plant?
( Teacher may also use
different pictures from
tropical rainforest, coral reefs
and mangrove swamps)
E. Discussing new Process the output of the pupils DIRECTIONS: Identify the symbiosis Activity 1:
concepts and and discuss the type of relationship of the following Problem: What is a
practicing new skills ecosystem as tropical rainforest, situation food web?
#2 mangrove swamp and coral reef being described in each item. Write Study the illustration below
using the presentation found in your answer on your answer sheet.
the web (http./www.e-  
learningforkids.org./ecosystem/) 1.Marie enjoyed snorkeling during
summer
vacation. She witnessed that Sea
urchins eat corals. What interaction
in
marine ecosystem does it show?
______________________________
__
2. Clownfish meets sea anemone
during his sea exploration. They
became friend in the long run.
Clownfish protects sea anemone
from • Observation:
marine creature that immune on its 1. What is the
tentacles while sea anemone serves grasshopper’s source
as of food? Ant’s?
habitat of Clownfish .What 2. What is the eagle’s
interaction source of food?
in marine ecosystem does it show? 3. What is the snake’s
______________________________ source of food?
_ 4. How many food
 3. The reduction of sea urchin chain are there in the
population growth causes of illustration?
decreasing reproduction of Activity 2: Group
corals. What does it show? Work
______________________ Procedures:
 4. Mark’s group dissected Tilapia 1. Identify the
during their science experiment. possible animals that
They discovered that worms lives may survive in the
in the flesh of fish. If worm given pictures to your
harmed the fish, what does it group.
depict? 2. From the list of
__________________________ animals identified
  construct a food web
5. Barnacles and whales were to show the feeding
friends. Barnacles considered relationship of
as commensals while the animals.
whales are host. What Group 1: Tropical
interaction in marine Rainforest
ecosystem does it show?
 
 
 
 

Group 2: Mangrove
Swamps

Group 3: Coral Reefs

From the food web you

constructed, answer the
following:
1. What is the first link
in the food web?
2. In the food web you
have constructed,
what are the
herbivores?
carnivores?
3. In every food
chain/food web what
is considered as the
 final consumer?
4. Are decomposers
important? Why?

F. Developing mastery Describe the component of each Individual Activity

(leads to Formative type of ecosystem . Construct a food chain in the
Assessment 3) following places.
Choose only one habitat? Be able
to explain your work?

1. How many food

chains are there in
the illustration?
2. Which organisms are
the first order
consumers? Second
order consumers?
Third order
consumers?
3. If plants are
destroyed which
organisms have the
greatest chance of
survival? Why?
4. Which organisms
would be affected if
first order consumers
were destroyed?
5. Are decomposers
important in food
web?

G. Finding practical What do you expect to see in Differentiate each type of Group Great Parasites ELABORATION 1. A ripe papaya fell on the
 applications of a swamp pond and in a desert ecosystem: Title of the activity: Show picture of a mangrove tree. ground. After some time,
concepts and skills in ? Try to classify living from Where can we usually find or “ I Can Shout My Fate” Are you familiar to this tree? many organisms are floating
daily living non-living things. locate Tropical rainforest, Prepare and present a rap about Describe the tree. What tree is on it including the worm,
mangrove swamps and coral the concept learned. this? Why this tree can survive in chicken, rat, frog, small ants,
reefs? Group Powerful Competitors this area? Is there food chain can big ants flies and bird.
Title of the Activity: you make out of this habitat? Construct a food chain from
I Can Paint My Life ( State the food chain and explain the given situation.
Draw and present a drawing your answer) 2. Illegal logging is a serious
showing environmental problem our
An interaction about the concept country is facing today. How
learned does illegal logging affects the
food relationships (food chain
and food web) among the
different organisms? (the
plants and animals in the
forest ecosystem) (Valuing)

H. Making Using concept mapping/webbing What are the different kinds of What are the ideas did you • What is a food web?
generalizations and Fill up the concept map give the distinct description for interaction learned in the lesson? Why is it important?
abstractions about correctly. each type of ecosystem in a rainforest? Mangrove swamp? A sequence of different feeding
the lesson Coral Reef? level of organism in an ecosystem
Types of
is called food chain.
Ecosystem
Tropical Mangrove
Rainforest Swamps

Coral
Reefs

I. Evaluating learning Directions: Select at least five pairs EVALUATION Construct a food web from
Write LT if the things found of organisms. A. Using the picture of food the given living things below
belong to living things and What relationships do they have? web. Construct 5 food then answer the questions
NLT if it belongs to non-living For the organisms which are paired chains? that will follow.
things. already, Lion, hen , fox ,snake, wild cat,
1. trees just write these organisms in the green plant, mouse,rabbit ,
2. table data table and goat. owl, caterpillar
3. cloud give also the type of relationship. Questions:
4. laptop
B. Assessment of the pupils
 5. air Organisms Type of Interaction activity using Rubrics 1. Give one food chain
6. lion from the illustration.
7. sunlight 2. Which animals feed
8. teacher on the green plant?
9. water 3. If green plant were
10. ballpen destroyed which
organisms have
greatest chance of
survival?
4. What would happen
if lion and kite were
killed?
5. What does food web
suggest?
a. Interdependence
b. Energy pathway
c. Material cycle
d. All of these

J. Additional activities On your way home, list down Visit your community. Observe
for application or the living things and non- and write at least three interactions
remediation living things you can see. among living things that you could
find. Prepare your observation as
shown below.

Organisms Type of Interaction

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
 require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?