GRADES 1 to 12 School:
Teacher: EDNALYN D. MACARAIG
DAILY LESSON LOG
Teaching Dates and Time:
WEEK 6 MONDAY
I.LAYUNIN
A.Pamantayang Pangnilalaman Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya, ang
mga teorya sa pinagmulan ng
lahing Pilipino upang
mapahalagahan ang konteksto ng
lipunan/pamayanan ng mga
sinaunang Pilipino at ang kanilang
ambag sa pagbuo ng kasaysayan
ng Pilipinas
B.Pamantayan sa Pagganap Ang mga mag-aaralay
naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga
Pilipino gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng lahing
Pilipino
C.Mga Kasanayan sa Pagkatuto 6.1.1.a. Nailalarawan ang
pamahalaang barangay.
Learning Area:
JULY 9-13, 2018 (WEEK 6)
TUESDAY
Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya,
ang mga teorya sa pinagmulan
ng lahing Pilipino upang
mapahalagahan ang konteksto
ng lipunan/pamayanan ng mga
sinaunang Pilipino at ang
kanilang ambag sa pagbuo ng
kasaysayan ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang
pagmamalaki sa nabuong
kabihasnan ng mga Pilipino
gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng
lahing Pilipino
6.1.2.a. Naipapaliwanag ang
pamahalaang Sultanato
Grade Level:
ARALING PANLIPUNAN
WEDNESDAY
Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya, ang
mga teorya sa pinagmulan ng
lahing Pilipino upang
mapahalagahan ang konteksto ng
lipunan/pamayanan ng mga
sinaunang Pilipino at ang kanilang
ambag sa pagbuo ng kasaysayan
ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga
Pilipino gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng lahing
Pilipino
6.1.3.a. Naihahambing ang
pamahalaang sultanato sa
pamahalaang barangay
V
Quarter: 1ST QUARTER
THURSDAY
Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya,
ang mga teorya sa pinagmulan
ng lahing Pilipino upang
mapahalagahan ang konteksto
ng lipunan/pamayanan ng mga
sinaunang Pilipino at ang
kanilang ambag sa pagbuo ng
kasaysayan ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang
pagmamalaki sa nabuong
kabihasnan ng mga Pilipino
gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng
lahing Pilipino
6.2.1.a. Natatalakay ang iba‟t
ibang antas ng katayuan sa
lipunan ng mga unang Pilipino
FRIDAY
Ang mga mag-aaral ay
naipamamalas ang
mapanuring pag-
unawa at kaalaman sa
kasanayang
pangheograpiya, ang
mga teorya sa
pinagmulan ng lahing
Pilipino upang
mapahalagahan ang
konteksto ng
lipunan/pamayanan ng
mga sinaunang Pilipino
at ang kanilang ambag
sa pagbuo ng
kasaysayan ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang
pagmamalaki sa
nabuong kabihasnan
ng mga Pilipino gamit
ang kaalaman sa
kasanayang
pangheograpikal at
mahalagang konteksto
ng kasaysayan ng
lipunan at bansa
kabilang ang mga
teorya ng pinagmulan
at pagkabuo ng
kapuluan ng Pilipinas at
ng lahing Pilipino
6.3.a. Natatalakay ang
kahalagahan ng batas

II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal
ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
6.1.1.b. Naisasadula ang ilang
pangyayari kaugnay ng
pamahalaang barangay sa
panahon ng mga sinaunang
Pilipino.
6.1.1.c. Napahahalagahan ang
pamahalaang barangay sa
panahon ng mga sinaunang
Pilipino. AP5PLP-If-6
Mga sinaunang Lipunang Pilipino
CG p.48
aklat
Pilipinas Bansang Malaya 5 p.19–
23, Makabayan Kasaysayang
Pilipino 5 p. 4, Magandang
Pilipinas 5 p. 21
mga larawan, DLP, task cards
1. Balitaan
Mga napapanahong pangyayari
sa pamahalan
2. Balik-Aral
Kaugnay ng araling tinalakay
noong nagdaang araw, sa anong
lahi nagmula 2aa ng22l mga
ninunong Pilipino?
Anong teorya ang
nagpapatunay sa pinagmulan ng
lahing Pilipino?
6.1.2.b. Naipakikitang–kilos ang
ilang pangyayari kaugnay ng
Pamahalaang Sultanato
6.1.2.c. Naipahahayag ang
damdaming kaugnay sa
pamahalaang sultanato
AP5PLP-If-6
Mga sinaunang Lipunang
Pilipino
CG p.48
aklat
Pamana 5 pp 26-31
larawan , tsart, DLP, laptop
1. Balitaan ng mga bata tungkol
sa mga pangyayari sa kanilang
barangay/ mga pangyayari sa
ating bansa.
2. Balik-aral
Paligsahan:
Gamit ang mapa ng Pilipinas,
unahan sa pagturo ng
kinalalagyan ng mga lugar na
kung saan matatagpuan ang
mga Muslim. Ipasabi ang ilang
lalawigang sakop ng mga
Muslim sa Mindanao.
6.1.3.b. Naisasadula ang 6.2.1.b. Naisasadula ang 2aa ng-uugnayan ng
pagkakaiba ng pamahalaang tatlong pangkat ng mga tao sa mga Pilipino
sultanato sa pamahalaang lipunan ng mga unang Pilipino 6.3.b. Nakapagtatala
barangay 6.2.1.c. Naipahahayag ang ng ilang mga batas sa
6.1.3.c Nakikilahok sa damdamin ukol sa iba‟t ibang lipunan ng mga unang
pagsasagawa ng mga pangkatang antas sa lipunan ng mga unang Pilipino
2aa ng at talakayan AP 5 PLP-If-6, Pilipino. AP 5 PLP-If-6, 6.3.c. Naipahahayag
ang mga saloobin ukol
sa mga batas ng mga
unang Pilipino
AP5PLP-If-6
Mga sinaunang Lipunang Pilipino Mga sinaunang Lipunang Mga sinaunang
Pilipino Lipunang Pilipino
CG p.48 CG p.48 CG p.48
aklat aklat aklat
Pamana 5 pp. 26-31 Pilipinas: Bansang Papaunlad Makabayan
pah. 6-7, Kasaysayang Pilipino
p.5-6
Laptop, Power point larawan, tsarts,laptap, video, aklat, manila
presentation, plaskard, panyo, ppt paper,marker,slide
larawan presentation
1. Balitaan 1. Balitaan
2. Balik-aral (Pass It to Win It) Pagbibigay ng balita ng mga Panimulang Gawain
Magpapatugtog ng awitin habang bata sa napapanahong isyu (Jr.
ipinapasa ang panyo. Kung Patrol) A. Balitaan
kanino mapatapat ang panyo sa 2. Balik-aral Mga napapanahong
pagtigil ng tugtog ay siya ang Panuto: Punan ng wastong titik isyu
kukuha ng tanong na nakakapit ang bawat kahon upang mabuo
2. Balik-aral
sa panyo. Sagutin ang mga ang salitang tinutukoy.
tanong. Sasagutin ang
a. Ano ang tawag sa namumuno sumusunod na tanong
ng pamahalaang sultanato?
hango sa nakaraang
b. Ano ang tawag sa namumuno
aralin:
ng pamahalaang barangay.?
c. Ano ang tawag sa tagapaghatid a. Ano-ano ang tatlong
ng balita sa barangay? antas ng katayuan sa

B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
Magsasagawa ng slides
presentation gamit ang ilang
larawang may kaugnayan sa
pamahalaang barangay. Ang guro
ay magtatanong ayon sa ilang
larawang ipakikita.
Panimulang Pagtataya
Panuto: Basahin at unawaing
mabuti ang bawat tanong at
isulat ang titik ng wastong sagot.
1. Ang mga sinaunang Pilipino ay
nagmula sa lahing Malay na
nakarating sa Pilipinas libo-libong
taon na ang nakalilipas. Ano ang
sasakyang pantubig ang naghatid
sa mga Malay sa ating kapuluan?
A. Balanghay o Balangay C.
Barkong Victoria
B. Balsa ni Magellan D. Bapor
Pandigmaan
2. May 3aa ng3 na ang
pamahalaan 3aa ng33l mga
ninuno noon pa mang sinaunang
panahon. Ano ang tawag 3aa n?
A. Balangay C. Bayan
Pagpapanood ng video tungkol
sa Pamahalaan ng mga Muslim.
Pag-usapan ang video clip
Panimulang Pagtataya
Basahin at sagutin ang mga
tanong. Piliin ang titik ng
tamang sagot.
1. Sa pamahalaang Sultanato,
ipinatutupad ng Sultan ang
kanilang kaugalian, paniniwala
at batas batay sa kanilang
bibliya. Ano ang tawag sa
kanilang banal na aklat?
A.Q‟ran (Kor‟ an) C.Bibliya
B.Diksyonaryo D. Pahayagan
2. Iba‟t ibang uri ng
pamahalaan ang umiiral sa
bansa. Ano ang tawag sa
pamahalaan ng mga Muslim
noong unang panahon?
A.Pamahalaang Sentral
B.Pamahalaang Demokratiko
d. Ang pamamahala sa
pamahalaang sultanato ay batay
sa anong relihiyon?
e. Ilang mag-anak ang bumubuo
sa isang barangay?
Pagpapakita ng isang video clip
tungkol sa isang sultan. Pag-
usapan
Panimulang Pagtataya
Isulat ang titik ng tamang sagot
sa bawat puwang.
1. Kung ang salitang barangay ay
mula sa Malayo, ang salitang
sultanato ay mula sa
______________
A. Arabong Muslim C. Balangay
B. Indones D. Islam
2. Kung ang datu sa barangay ay
tumatanggap ng buwis, ang
sultan naman ay tumatanggap
ng______________
A. diakat B. Pamana C. Dote D.
Regalo
3. Kung ang paggawa ng batas sa
barangay ay ibinabatay sa mga
batas na nasusulat at di-
nasusulat, ang sa sultanato
Magpakita ng larawan ng mga
taong may iba‟t ibang antas ng
katayuan sa lipunan tulad ng :
Mga maykaya o mayayaman
May katamtamang antas ng
pamumuhay
Mahihirap ang pamumuhay
Panimulang Pagtataya
Panuto: Sagutin ang mga
sumusunod na katanungan.
1. Ang mga unang Pilipino ay
may lipunang kinabibilangan.
Binubuo ito ng iba‟t ibang
pangkat ayon sa katayuan ng
pamumuhay. Aling pangkat ng
tao sa Luzon
pinakamakapangyarihan sa
lahat.
A. Datu C. Maharlika
B. Timawa D. Alipin
2. May pangkat ng tao rin sa
Luzon na binubuo ng
pinakamaking bahagi sa
lipunan. Mga taong Malaya,
tumutulong sila sa mga 3aa ng
sa datu gaya ng pagtatayo ng
lipunan ng mga
sinaunang Pilipino?
b. Paano sila
nagkakaiba-iba?
c. Sino ang bumubuo
sa timawa o maharlika?
Magpapakita ng
larawan:
Maayos at tahimik na
pamayanan
Magulong
pamayanan
Susuriin ang dalawang
larawan.Magkakaroon
ng paghahambing at
tutukuyin ang dahilan
ng pagkakaiba
nila.Pabibigyang pansin
ang kahalagahan ng
pagpapatupad ng mga
batas para sa kaayusan
ng lipunan.
Panimulang Pagtataya
Panuto : Basahing
mabuti ang isinasaad
ng bawat
pangungusap.Piliin at
isulat sa sagutang
papel ang titikng
tamang sagot.
1. Ang mga unang
Pilipino ay may sariling
pamahalaan sa
barangay na
pinamumunuan ng
datu.Bilang pinuno ng
barangay nagpatupad
siya ng ilang uri ng
batas?
A. dalawa B. isa C. apat
D. lima
B. Barangay D. Sentralisado
3. Ang Barangay ay ang
pinakamaliit na pampulitikang
yunit sa sinaunang Pilipino. Ano
ang bumubuo sa pinakamaliit
nayunit na ito?
A. Mga Datu C. Mga Agurang o
Matatanda
B. Mga Mag-anak D. Mga
Mayayaman
4. Ang pagtiyak sa tao o mga
taong dapat parusahan dahil sa
paglabag sa batas ng barangay ay
isinasagawa sa pamamagitan ng
paglilitis at _____________.
A. Paghahandog ng pilak at ginto
C. Pagpapahula
B. Pagsasagawa ng seremonya D.
Pagsubok
5. Bilang tanda ng
pakikipagkaibigan at pakikipag-
ugnayan sa ibang barangay ay
4aa ng4 kaugalian ang Sanduguan
sa pagitan ng ating mga ninuno.
Paano isinasagawa ang
Sanduguan?
A. Nagsasama-sama angating
mga ninuno at isinasagawa ang
pagsasaya tulad ng pag-aawitan
at pagsasayawan.
B. Nagsasama-sama angating
mga ninuno at nag-iinuman ng
mga inihandang katutubong alak.
C. Naghihiwa ng kaunti sa bisig
ang mga kalahok at pinatutulo
ang kaunting dugo sa kopita ng
alak saka iinumin ng mga
kalahok.
D. Pagkakaroon ng labanan o
digmaan ng magkakaaway na
pangkat at pagpapatatu‟t pag-
inom ng alak ng mg
C.Pamahalaang Pambarangay
D.Pamahalaang Sultanato
3. Noong unang panahon ang
Barangay ay pinamumunuan ng
Datu. Sino ang namumuno sa
pamahalaang Sultanato?
A.Hari B. Sultan C.Kapitan D.
Pangulo
4. Sa pamahalaang Sultano,
may isang kapulungan ng mga
maiimpluwensyang tao sa
lipunan tulad ng mga
mayayamang datu at iba pang
mga taong iginagalang. Ano
ang tawag sa kanila?
A. Ruma Bichara B. Pandita
C.Kali D.Sultan
5. Sa pamahalaang Sultanato,
may mga nagtuturo ng
nilalaman ng kanilang Kor‟an.
Sila rin ang namumuno sa oras
ng pagdarasal. Ano ang tawag
sa kanila?
A. Kali B. Imam C. Pandita D.
Panglimas
naman ay ibinabatay sa
______________
A. Kor‟an B. Bibliya C. Pasyon D.
Aklat
4. Kung ang pamahalaang
barangay ay lumaganap sa Luzon,
ang pamahalaang sultanato
naman ay lumaganap sa ____
A. Visayas B. Palawan C. Batanes
D.Mindanao
5. Kung ang datu ay gumaganap
na pinunong mandirigma, ang
sultan naman ay gumaganap na
pinunong________.
A. Pangkalakalan C. Panglalakbay
B. Panrelihiyon D. Pantahanan
bahay,pasalakay sa mga
kalaban at paggaod ng Bangka
kung naglalakbay ang datu.
Sino sila?
A. Datu C. Maharlika
B. Timawa D. Alipin
3. May mga pangkat sa Visayas
na alipin ng mga Datu. Paano
sila maaaring makalaya mula sa
pagiging alipin.
A. Kapag nakabagbayad siya sa
kanyang amo ng 18 tael ng
ginto.
B. Kapag nagsaka sila sa lupang
sakahan ng mga timawa.
C. Kapag humiwalay siya sa
kanyang asawa.
D. Kapag bumukod sila ng
tirahan sa datu.
4. Sa pangkat ng tao sa lipunan
ng mga unang Pilipino may
tinatawag na alipin.Dalawang
uri ng alipin sa mga Tagalog at
tatlong uri sa mga Bisaya. Sino
sa mga Tagalog ang aliping may
tungkuling magbigay ng 4aa
ng4 taun-taon katumbas ng
100 salop na palay.
A. Aliping Namamahay C.
tumarampuk
B. Alipin saguiguilid D. ayuey
5. Dati ay pantay-pantay ang
karapatang tinatamasa ng
mgaunang Pilipino kasabay ng
pag-unlad sumulpot ang iba‟t
ibang katayuan ng mga
miyembro ng lipunan. Alin sa
mga sumusunod ang
kinabibilangan ng mga taong
mayayaman at
makapangyarihan?
A. Timawa C. Datu
B. Maharlika D. Raha
2. Iilan lamang ang
itinuturing na krimen
na dapat idulog sa datu
kabilang 4aa n ang
_________
A. pagsisinungaling C.
pagnanakaw
B. paglalayas D.
pakikipagtsimisan
3. Anong uri ng batas
ang batay sa kaugalian,
tradisyon at paniniwala
ng mga tao.
A. Batas Militar C.
Batas na Nakasulat
B. Batas na di-
nakasulat D. Batas
Jones
4. Ang batas ay
ginagawa ng datu sa
tulong ng lupon ng
matatandang tagapayo
niya.Isa ito sa batas na
ipinatupad ng datu.
A. Batas na Nakasulat
C. Batas ng Pilipinas
B. Batas na di-
nakasulat D. Batas
Tydings Mc Duffie
5. Saklaw ng mga
nakasulat na batas
noon ang mga paksang
may kinalaman sa mga
relasyong
pampamilya,mga
karapatan sa mana at
ari-arian at ito ay
ipinababatid sa mga
tao sa pamamagitan ng
tagapagbalita o
tinatawag na ______
A. maharlika B. alipin C.
datu D. umalohokan
D.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
Ipakikita ang larawan o picture
clip ng balanghay
Gagamit ng semantic web upang
makapagbigay ang mag-aaral ng
sariling ideya tungkol sa salitang
BALANGHAY.
Pagpapakita ng larawan ng
sultanato
1. Ano ang nakikita sa larawan?
2. Ano kaya ang ginagawa nila
Pagpapakita ng guro at slides
sa mga bata.
Basahing mabuti at unawain.
Pangkatang Gawain
Pag-uulat ng mga bata ng
kanilang ginawa sa Venn Diagram
Mga Tanong:
Ano-anong katangian may
pagkakatulad ang pamahalaang
Barangay at Pamahalaang
Sultanato?
Ano-ano ang kanilang
pagkakaiba?
A. Paghahawan ng
sagabal gamit ang mga
larawan
Paggaod ng Bangka, Tael
(ginto), quilan (Alak), Alipin
2. Gawain
2. 1. Pangkatang Gawain
Pagbibigay ng mga
pamantayan sa pangkatang
Gawain
Pangkat 1
a. Pumili ng pinuno, kalihim at
tagapag-ulat
b. Sagutan ang mga
sumusunod batay sa
sanggunian na ibinigay ng guro.
(Makabayan Kasaysayang
Pilipino pah. 20 -21)
Ipaulat ang nalikom na mga
kaalaman ng bawat pangkat.
Mga Tanong:
a. Ano ano ang antas ng
katayuan sa lipunan ng mga
unang Pilipino?
b. Ano-ano ang uri ng tao sa
Luzon? Sa Bisaya? Mindanao?
c. Ano ang katangian/5aa ng ng
Datu? Timawa? At Alipin?
d. Ano ang pinakamababang
pangkat ng mga tao sa
Lipunan?
e. Batay sa inyong nalaman ,
saan mo maaring ihambing ang
iyong sarili?
1. Gawain – (Reporting
)
Pangkatang Gawain.
Hahatiin sa tatlong
pangkat ang
klase.Ipaiisa-isa ang
mga pamantayang
dapat sundin sa
pagsasagawa ng
pangkatang 5aa ng.
Bibigyan ng
pagkakataon na
makapagtanungan ang
bawat pangkat hinggil
sa paksang kanilang
iniulat sa
pamamatnubay ng
guro.
Mga karagdagang
tanong na sasagutin:
a. Ano ang pagkakaiba
ng batas na nakasulat
at di-nakasulat?
b. Paano ipinatupad
ipinatutupad ng datu
ang mga batas sa
kanyang nasasakupan?
c. Ilarawan ang
hukuman sa barangay
noong sinaunang
Pilipino.
d. Anong masasabi mo
hinggil sa hukuman at
paglilitis sa barangay
noon?

F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-araw
na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
Ano ang pangyayari sa barangay
ang ipinakita ng unang pangkat?
Ano ang pangyayari sa barangay
ang ipinakita ng ikalawang
pangkat?
Etc.
Kung noong unang panahon ay
isinasagawa ang Sanduguan
bilang simbolo ng pagkakaibigan
at pakikipag-ugnayan sa ibang
barangay, paano naman ito
naipakikita ng mga tao sa
kasalukuyan?
Anu-ano ang mga paglalarawan
sa pamahalaang Barangay?
Ang pamahalaang Barangay ay
nagmula sa salitang Malay na
Balanghay na ang kahulugan ay
6aa ng.
Ito ay binubuo ng 30 hanggang
100 mag-anak na pinamumunuan
ng Datu. Sapamumuno ng Datu,
katulong niya ang mga Agurang o
lupon ng matatanda,
Umalohokan, Lubluban
Panuto: Basahin at unawaing
mabuti ang mga tanong at isulat
ang titik ng wastong sagot
1. Noon pa man ay may
pamahalaang maituturing na .ang
ating mga ninuno. Paano mo
a. Ano pamahalaang Sultanato?
b. Sino ang nagtatag nito?
Kailan ito itinatag?
c. Bakit itinatag ang
pamahalaang sultanato?
d. Ano ang tawag sa kanilang
relihiyon?
e. Kailan ito itinatag?
f. Ano anong mga lalawigang
nasakop nito?
g. Ano ang Ruma Bichara?
h. Ano ang tawag sa mga
pinuno ng bawat nayon o
lalawigan?
Pumili ng ilang mag-
aaral.Ipalarawan ang
pamahalaang sultanato sa
pamamagitan ng dula-dulaan
na nagpapakita ng sitwasyon
ng pamamahala ng sultan.
Ano ang Pamahalaang
Sultanato?
Piliin ang titik ng tamang sagot.
1. Sa kasalukuyan, demokratiko
ang uri ng pamahalaan na
umiiral sa ating bansa. Ano ang
tawag sa pamahalaan ng mga
Muslim noong unang panahon?
Kung ikaw ay nabubuhay na
noong panahon na ipinatutupad
na ang Pamahalaang Barangay at
Pamahalaang Sultanato, susundin
6aa n ang datu? Bakit
Paano mo ihahambing ang
pamahalaan noon at ngayon?
Paano nagkakaiba at
nagkakatulad ang pamahalaang
barangay at pamahalaang
sultanato
Panuto: Basahing mabuti , piliin
at isulat ang titik ng tamang
sagot.
1. May takdang aralin ang iyong
pinsan sa Araling Panlipunan
tungkol sa namumuno ng
a. Sa Kasalukuyan, mapapansin
6aa n may mga bata ang
kapospalad o mahihirap na di
katulad ng iba na naiibigay ng
kanilang magulang ang lahat ng
pangangailangan. Ano ang
mararamdaman mo? Bakit?
b. Ano sa palagay 6aa ng
maaari mong gawin kung ikaw
ay nasa mayamang pamilya?
Magkaroon ng isang maikling
dula-dulaan . Ipakikita 6aa n
ang tatlong antas ng Katayuan
sa Lipunan ng mga unang
Pilipino.
Anu-ano ang antas ng katayuan
sa lipunan ng mga
unangPilipino?
Panuto: Basahin ang bawat
pangungusap. Isulat kung Tama
kung totoo ang sinasabi nito at
Mali kung hindi.
e. Paano ipinamalas ng
mga Pilipino noon ang
kakayahan sa
pamamahala sa sarili?
Sagutin nang may
katapatan:
a. Sa inyong palagay,
may mahalaga bang
papel na ginampanan
ang mga naipatupad na
batas ng datu sa
kanyang nasasakupan?
Ano-ano ito?
Kung ikaw ay
nabubuhay na noong
unang panahon,alin sa
mga batas na napag-
aralan ngayon ang
pinaka nais mo? Bakit?
Anong mga batas ang
ipinatupad sa
pamahalaang barangay
noon sa pamumuno ng
datu?
Paano sila nagkakaiba?
Panuto: Basahing
mabuti ang mga
sumusunod na
sitwasyon.Sagutin ang
tanong.Piliin at isulat
mailalarawan ang pamahalaang
barangay ng mga unang Pilipino?
A. Sumasakop sa isang tiyak na
lugal na binubuo ng 30 hanggang
100 pamilya.
B. Sumasakop sa isang tiyak na
lugar na binubuo ng mahigit 300
pamilya.
C. Sumasakop sa buong bansa na
ang pinuno ay Datu
D. May 7aa ng7 ng pamamahala
at di-maaaring pakialaman ng
ibang pangkat.
2. Ang salitang “Barangay” ay
nagmula sa salitang Balanghay o
Balangay na ang kahulugan ay
Bangka. Ito ay nakarating sa
kapuluan libu-libong taon na ang
nakalilipas. Anong pangkat ng
mga dayuhan ang nagpakilala
nito sa ating mga ninuno?
A. Arabo B. Espanyol C. Malay D.
Tsino
3. Sa paraan ng pamamahala ng
mga sinaunang Pilipino, ano ang
pinagbatayan sa paraan ng
pagpaparusa sa mga ninunong
nagkasala sa pinuno at
pamayanan?
A. Batay sa kayamanang taglay
B. Batay sa kapangyarihan ng
pinuno
C. Batay sa mga batas na binuo sa
lipunan
D. Batay sa kalagayan sa lipunan
4. May mga batas na sinusunod
ang ating mga ninuno noon pa
mang una, paano nililitis ang
isang may sala noon?
A. Binibigyan ng pagsubok ang
mga taong pinaghihinalaang
nagkasala.
A. Pamahalaang Barangay C.
Pamahalaang Sultanato
B. Pamahalaang Sentral D.
Pamahalaang Balangay
2. Ang pangulo ang
pinakamataas na pinuno ng
ating bansa sa ngayon. Sa
pamahalaang Sultanato, sino
ang may pinakamataas na
kapangyarihan?
A. Datu C.Imam
B. Kapitan D. Sultan
3. Nagiging maayos ang
pamumuno ng isang
pinunokung ito ay may
katuwang sa pamamahala. Sa
pamahalaang sultanato may
isang kapulungan ng mga
maiimpluwensyang kasapi ng
sultanato . Ano ang tawag sa
kanila?
A. Kali C. Pandita
B. Ruma Bichara D. Panglima
4. May mga batas na
ipinatutupad ang isang
pamahalaan upang maging
maayos ang pamamahala. Sa
pamahalaang sultanato
ipinatupad ng mga pinuno ang
kanilang paniniwala, kaugalian
at batas na Islam batay
sa_____ na tinatawag nilang
banal na aklat.
A. Bibliya C. Q‟ran (Kor‟an)
B. Diksyonaryo D. Pahayagan
5. Nabuo ang isang
pamahalaang poli7aa
ng77ltinatawag na _______.
A. Bangsa C. Pandita
B. Panglimas D. Kali
Pamahalaang Sultanato? Ano ang 1. Ang dato o datu ang ang titik nang tamang
isasagot mo sa kanya? pinakamataas na antas sa sagot.Isulat sa
A. Sultan B. Datu C. Kapitan lipunan. sagutang papel.
D.Meyor 2. Mga inanak o inapo ng mga
2. May pagkakatulad at datu mula sa kanilang 1. May dalawang uri ng
pagkakaiba ang sist7aa mgapangalawang asawa ang batas ang naipatupad
ng7pamamahala ng Pamahalaang mga alipin. ng datu sa kanyang
Barangay at Pamahalaang 3. Ang aliping namamahay ang nasasakupang
Sultanato. Saan sila inaasahng magdala ng pagkain barangay. Anong uri ng
nagkakatulad? at maglagay sa Bangka ng mga batas ang may
A. Pagtitinda C. Pamimili kailangan ng datu kapag kinalaman sa mga
B.Pagpapatupad ng bata D. Maglalayag.
relasyong
Pakikipagkalaka 4. Ang ayuey ang
pampamilya,mga
3. Sa pamahalaang Sultanato ay pinakamababang alipin sa
may mga tungkuling Bisaya. karapatan sa mana at
ipinatutupad, ano-ano ang mga 5. Ang timawa ay alipin ng ari-arian?
ito? datu.
A. Batas na Nakasulat
A. pansibil at panrehiyon C.
C. Batas Pambarangay
Panlokal at panrelihiyon
B.Pampulitika at panlokal D. B. Batas na Di-
Pansibiko at panlokal nakasulat D. Batas
4. Nagkaroon ng malayang Pambayan
talakayan ang mga bata sa ika-5
Baitang at napagtalakayan ang 2. Walang pormal na
tungkol sa mga tungkulin ng hukuman sa
Datu, alin dito7aa n hindi kasali? pamahalaang
A. Tagapabalita C. Tagapag-batas barangay.Gayunpaman
B.Tagapag –paganap D.
,ang lahat ng usapin ay
Tagahukom
dumaraan sa isang
5. Kung ang paggawa ng batas sa
barangay ay ibinabatay sa mga pampublikong
batas na nasusulat at di- _____________.
nasusulat, ang mga sultanato
A. paghuhusga C.
naman ay ibinabatay sa.
panghihiya
A. Koran B. Bibliya
C.Almanac D.Dasalan B. paglilitis D.
pagpaparusa
3. Maraming nakasulat
na batas sa barangay
noong unang panahon,
ngunit hindi
napangalagaan dahil sa
B. May mga matatandang
tagapayo na nakikinig sa
nagsasakdal.
C. Pinagsasalita ang nasasakdal
habang nakikinig ang datu.
D. Nag-iimbita ang sultan ng
matatalinong tagapayo.
5. Ang mga sinaunang Pilipino ay
mayroong kanilang paraan ng
pamumuhay. Natuklasan na ang
kanilang mga pamayanan ay
malapit sa ilog, lawa, look at
dagat. Ano ang pinatutunayan
nito?
A. Mahilig silang mangisda at
maligo sa ilog.
B. Masarap at sariwa ang hangin
sa dagat at lawa.
C. Doon sila kumukuha ng
pagkain araw-araw.
D. Bukod sa napagkukunan nila
ng pagkain, marami pang
pakinabang ang tubig sa buhay
nila.
nakasulat lamang ito sa
__________.
A. papel B. daho8aa
ngbalat ng kahoy D.
tela
4. Ang batas na ito ay
batay sa mga
kaugalian, tradisyon at
paniniwala ng tao.
Nagpasalin-salin ang
mga ito sa
pamamagitan ng mga
kwento at talakayan ng
matatanda at mga
anak.
A. Batas Jones C. Batas
na Di-nakasulat
B. Batas ng Pilipinas ng
1902 D. Batas na
Nakasulat
5. May mga pagsubok
para sa mga taong
pinaghihinalaang
nagkasala, isa sa
halimbawa nito ay ang
_______________.
A. pagsisid nang
matagal sa ilalim ng
ilog
B. pag-akyat sa mataas
na puno
C. paglakad ng paluhod
D. hindi pagkain sa
loob ng isang araw
J.Karagdagang Gawain para sa takdang Magsaliksik tungkol sa hukumang
aralin at remediation pambarangay sa kasalukuyan sa
inyong barangay. Itala kagaya ng
nasa ibaba ang pagkakatulad at
pagkakaiba ng uri ng
pagpapatupad nito sa mga
nasasakupan.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to the next
pagtatayao. objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B.Bilang ng mag-aaralna nangangailangan ng iba ___Pupils did not find difficulties in
pang Gawain para sa remediation answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
C.Nakatulong ba a9aa ngedial? Bilang ng mag-aaral ___ of Learners who earned 80% above
na nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require additional
remediation activities for remediation
Ibigay ang pagkakaiba ng Buuin ang tsart at paghambingin
pamahalaang sultanato at ang pamahalaang barangay at
pamahalaang barangay. sultanato
(Pamana 5 ph..20-31)
___Lesson carried. Move on to the next ___Lesson carried. Move on to the
objective. next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
___Pupils did not find difficulties in answering ___Pupils did not find difficulties
their lesson. in answering their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in
lesson. answering their lesson.
___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson
lack of knowledge, skills and interest about the because of lack of knowledge,
lesson. skills and interest about the
___Pupils were interested on the lesson, lesson.
despite of some difficulties encountered in ___Pupils were interested on the
answering the questions asked by the teacher. lesson, despite of some
___Pupils mastered the lesson despite of limited difficulties encountered in
resources used by the teacher. answering the questions asked by
___Majority of the pupils finished their work on the teacher.
time. ___Pupils mastered the lesson
___Some pupils did not finish their work on time despite of limited resources used
due to unnecessary behavior. by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80%
above
___ of Learners who require additional activities ___ of Learners who require
for remediation additional activities for
remediation
Mangalap ng impormasyon na
nagpapakita ng iba‟t ibang
antas ng katayuan sa lipunan
ng mga unang Pilipino sa
pamamagitan ng ginupit na
larawan o pagguhit nito.
Magbigay ng ilang
katanungan tungkol sa antas ng
katayuan sa lipunan ng mga
unang Pilipino.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
Magtanong sa inyong
barangay tungkol sa
mga batas o ordinansa
na ipinatutupad sa
inyong pamayanan.
Iulat ito sa klase?
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught
the lesson lesson up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
solusyunansa tulong ng aking punungguro at remediation remediation require remediation require remediation continue to require
superbisor? remediation
G.Anong kagamitang panturo ang aking nadibuho Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
nanais kong ibahagi sa kapwa ko guro?  ___Metacognitive 
Development: ___Metacognitive Development: Examples:  ___Metacognitive Development:  ___Metacognitive Development: well:
Examples: Self assessments, note taking Self assessments, note taking and studying Examples: Self assessments, note Examples: Self assessments, note  ___Metacognitive
and studying techniques, and vocabulary techniques, and vocabulary assignments. taking and studying techniques, taking and studying techniques, and Development: Examples: Self
assignments.  ___Bridging: Examples: Think-pair-share, quick- and vocabulary assignments. vocabulary assignments. assessments, note taking and
 ___Bridging: Examples: Think-pair-share, writes, and anticipatory charts.  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-pair- studying techniques, and
quick-writes, and anticipatory charts.  pair-share, quick-writes, and share, quick-writes, and anticipatory vocabulary assignments.
  ___Schema-Building: Examples: Compare and anticipatory charts. charts.  ___Bridging: Examples:
 ___Schema-Building: Examples: Compare 
contrast, jigsaw learning, peer teaching, and  Think-pair-share, quick-
and contrast, jigsaw learning, peer projects.  
___Schema-Building: Examples: ___Schema-Building: Examples: writes, and anticipatory
charts.
teaching, and projects.  Compare and contrast, jigsaw Compare and contrast, jigsaw learning,
  ___Contextualization: learning, peer teaching, and peer teaching, and projects. 
 ___Contextualization:  Examples: Demonstrations, media, projects.   ___Schema-Building:
 Examples: Demonstrations, media, manipulatives, repetition, and 
local  ___Contextualization: Examples: Compare and
manipulatives, repetition, and local opportunities.  ___Contextualization:  Examples: Demonstrations, media, contrast, jigsaw learning,
peer teaching, and projects.
opportunities.   Examples: Demonstrations, manipulatives, repetition, and local
 
 ___Text Representation: media, manipulatives, repetition, opportunities.
 ___Text Representation:  Examples: Student created drawings, videos, and local opportunities.   ___Contextualization:
 Examples: Student created drawings, and games.   ___Text Representation:  Examples: Demonstrations,
videos, and games.  
___Modeling: Examples: Speaking slowly and ___Text Representation:  Examples: Student created drawings, media, manipulatives,
repetition, and local
 ___Modeling: Examples: Speaking slowly clearly, modeling the language you want  Examples: Student created videos, and games.
opportunities.
and clearly, modeling the language you students to use, and providing samples of drawings, videos, and games.  ___Modeling: Examples: Speaking
want students to use, and providing student work.  ___Modeling: Examples: slowly and clearly, modeling the 
samples of student work. Speaking slowly and clearly, 
language you want students to use, and ___Text Representation:
Other Techniques and Strategies used: modeling the language you want providing samples of student work.  Examples: Student created
Other Techniques and Strategies used: ___ Explicit Teaching students to use, and providing drawings, videos, and games.
___ Explicit Teaching ___ Group collaboration samples of student work. 
Other Techniques and Strategies used: ___Modeling: Examples:
___ Group collaboration ___Gamification/Learning throuh play ___ Explicit Teaching Speaking slowly and clearly,
___Gamification/Learning throuh play ___ Answering preliminary Other Techniques and Strategies ___ Group collaboration modeling the language you
___ Answering preliminary activities/exercises used: ___Gamification/Learning throuh play want students to use, and
activities/exercises ___ Carousel ___ Explicit Teaching ___ Answering preliminary providing samples of student
___ Carousel ___ Diads ___ Group collaboration activities/exercises work.
___ Diads ___ Differentiated Instruction ___Gamification/Learning throuh ___ Carousel
___ Differentiated Instruction ___ Role Playing/Drama play ___ Diads Other Techniques and
___ Role Playing/Drama ___ Discovery Method ___ Answering preliminary ___ Differentiated Instruction Strategies used:
___ Discovery Method ___ Lecture Method activities/exercises ___ Role Playing/Drama ___ Explicit Teaching
___ Lecture Method Why? ___ Carousel ___ Discovery Method ___ Group collaboration
Why? ___ Complete IMs ___ Diads ___ Lecture Method ___Gamification/Learning
___ Complete IMs ___ Availability of Materials ___ Differentiated Instruction Why? throuh play
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Complete IMs ___ Answering preliminary
___ Pupils’ eagerness to learn ___ Group member’s ___ Discovery Method ___ Availability of Materials activities/exercises
___ Group member’s collaboration/cooperation ___ Lecture Method ___ Pupils’ eagerness to learn ___ Carousel
collaboration/cooperation in doing their tasks Why? ___ Group member’s ___ Diads
in doing their tasks ___ Audio Visual Presentation ___ Complete IMs collaboration/cooperation ___ Differentiated Instruction
___ Audio Visual Presentation of the lesson ___ Availability of Materials in doing their tasks ___ Role Playing/Drama
of the lesson ___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Discovery Method
___ Group member’s of the lesson ___ Lecture Method

__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations:
__Contextualized/Localized and Indigenized __Contextualized/Localized and
IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from
views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used
Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
and __Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
 School: Grade Level: V
GRADES 1 to 12 Teacher: EDNALYN D. MACARAIG Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: JULY 9-13, 2018 (WEEK 6) Quarter: 1ST QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
Vocabulary Development
A. Infer the speakers tone, mood
and purpose based on the
listening text.
B. Infer the meaning of unfamiliar
words relative to the text listened
to
EN5V-IIf-2.8.1
CG p.69
chart
1. Unlocking of Difficulties
Identify the meaning of the
underlined words through context
clues.
A. There was a heavy traffic and
the cars were honking so loud.
B. Handle brittle objects carefully
because they break easily.
C. When polvoron crumbles it
becomes powdery in form
Do you know someone who is
blind? How do you feel for him?
If you had a blind friend, what will
you tell him ? Why?
Today you will listen to “Antonio’s
Story”.
Reading Comprehension Grammar Awareness Oral Fluency /Composition
Analyze figures of speech (simile, Compose clear and coherent A. Reading with automaticity Assess pupils ability in
metaphor, personification, sentences using appropriate level frequently occurring the skills learned
hyperbole) in a given text grammatical content area words. (Science)
EN5RC –If-2.3 structures- conjunctions B. Revise writing for clarity-
(contrasting idea) EN5G-If- punctuation marks
8.3/8.4 EN5WC –If-1.8.1
CG p.69 CG p.69 CG p.69
English Expressways English Expressways
Chart Chart,picture
Preliminary Activity/ Oral Language Match the sentence in set A Preliminary Activity/ Spelling
Pronounce the following pair of with the sentence in set B to Drill
words correctly form a compound sentence 1. equation
joined by “and 2. theory
3. relativity
4. complex
5. formulas
Each groups will form a line, every Describe what the children are
group will be given the same doing based on the given picture Motivation
limerick, the leader will be the first
one to read it and relay to his /her Show a picture of Albert Einstein
members. The group that can relay
the message accurately with

C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
What do you think is the other
world where Antonio lives?
Read Antonio’s Story” to the
pupils.
1. Engagement Activities
Group the class into three and give
each group a task card.
GROUP 1: “Sketch Me”
Draw an image of Francisca and
describe her.
GROUP 2: “Act it Out”
Show through a role playing on
how Antonio and Francisca spent
their time in the park. Observe the
proper intonation to express
feelings effectively while
performing.
GROUP 3:” Write Me”
Write a short friendly letter for
Antonio
Discussion of the group outputs.
Say: Let us know more about
Antonio’s friend.
Ask: Who is Antonio’s friend?
Is she blind like Antonio?
When did they meet?
Where did they meet?
the shortest period of time will be
the winner
There was an old person of fold
Who shrank from sensations of
cold;
So he purchased some muffs,
Some furs, and some fluffs,
And wrapped himself from the cold
Read the poem with the pupils
Poem No.1
The moon, like a flower
In heaven’s high bower
With silent delight
Sits and smiles in the night
Group the class into four and give
each group a task card
Each group will report their finished
activities
Introduction/Presentation
What is figure of speech?
What are the different types of
figure of speech? Give some
examples of each
Unlocking of Difficulties
Find the meaning of the
underlined words, inside the
sentence.
G. The members of the
organization are fond
of going to the beach,
they
incline themselves to rest.
b. Most of their friends prefer
playing volleyball over
basketball; they like to be
engaged in outdoor games.
Read the selection below. Be
ready to answer the questions
that follow
Comprehension Checkup:
a. What do Kevin and Patrick
enjoy doing at the beach?
b. What do they usually do on
Saturdays and Sundays?
c. What do most of their friends
prefer to eat?
d. What does Kevin usually do
alone?
Let us examine the given
sentence from the story
Most of their friends prefer fish
but sometimes they have roast
chicken.
How many simple sentence
does it contain?
Do you know who is in the
picture?
Are you fond of listening and
reading funny stories?
DAY 4
Oral Fluency /
Composition
Today you will read a funny
story about a famous scientist
named Albert Einstein
During Reading Activities
1. Comprehension Checkup:
a. Who is Albert Einstein?
b. Why did Albert Einstein need
to travel to different
universities?
c. Narrate the part of the story
that made you laugh.
Skill Development:
G. Introduction/
Presentation
Direction: Identify the
punctuation marks used in the
following sentences.
What would Francisca do
whenever she sees Antonio
coming? What would she say?
What emotion or mood do the
words and action of Francisca
indicate?
Call Group 2 to perform their
assigned tasks.
What would they do in the park?
How would they walk around the
park?
“And the wind that makes us
laugh, that moves our hair, that
makes our clothes fly, not even I
can see. See?”
And I laugh to hear funny colors,
and soon I forget that I am blind
and that she lives in another
world.
This is my friend Francisca who is
more important to me than having
my own eyes.
Source: One World on the Horizon
What emotion do these actions
indicate?
Which action of Antonio tells us
that sometimes he feels sad about
being blind?
What does Francisca do when she
sees him crying? What could
Francisca’s mood/feeling be as she
holds Antonio’s hand and tells him
about her eyes?
Ask Group 3 to present their
friendly letter for Antonio.
How would you feel if you have a
blind friend or a blind member in
the family?
What have you noticed about G. There’s a story about
the ideas they convey? how Albert Einstein
What word separates these two was travelling to
contrasting ideas? universities in a
chauffeur- driven car,
delivering lecture on
his theory of relativity .
Funny Story
There’s a story about how
Albert Einstein was travelling to
universities in a chauffeur-
driven car, delivering lecture on
his theory of relativity. One day
while in transit, the chauffeur
remarked, “ Dr. Einstein, I’ve
heard you deliver that lecture
about 30 times. I know it by
heart and bet I could give
myself”.
“We’ll, I’ll give you the chance ,”
said Einstein. “They don’t know
me at the next school, so when
we get there, I’ll put your cap,
and you introduce yourself as
me and give the lecture.”
The chauffeur delivered
Einstein’s lecture flawlessly.
When he finished, he started to
leave, but one of the professors
stopped him and asked a
complex question filled with
mathematical equations and
formulas. The chauffeur thought
fast. “The solution to that
problem is so simple, “ he said.
“I’m so surprised you have to
ask me. In fact to show you just
how simple it is, I’m going to ask
my chauffeur to come up here
and answer your question.”
New Dynamic Series In English,
Josefina B. Suarez p.268
Punctuation marks- are tools
that we use to make our written

F.Developing Mastery Let us recall Antonio’s story. I have
here a box containing strips of
paper with statements from the
story. As I play the music you will
start passing the box to your
Divide the pupils into four groups.
Each group will be given an activity
card.
sentences clear to the people
who read them.
Period- Is used at the end of
declarative and imperative
sentences. It is also used after
an abbreviation. It is used after
an initial.
Example: Rice grows well in a
hot, moist climate.
Question mark- Is used after
interrogative sentence.
Example: Why do molds not
grow on dry toast?
Commas- Are used to separate
words in series. The words in a
series may be all nouns, all
verbs, all adjectives, and so
forth.
Example: Rick, Rina, Rose, and
Pia are classmates
Are used after the salutation
and complimentary close in a
friendly letter.
Example: Dear Louie,
Your loving sister,
Are used to set off short
directions.
Example: “ Leave your things
here,” said Diana.
Are used to set off dates,
addresses, and geographical
names.
Example: I was born on
September 19, 2004.
2. They don’t know me at the
next school, so when we get
there, I’ll put your cap, and you
introduce yourself as me and
give the lecture.
Complete the sentences to show
contrasting idea. Choose your
answers from the box.
1. His rope was thin but it was
___________.

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
seatmates. As the music stops, the
pupil holding the box will read the
statement and tell the mood or
purpose of the speaker.
1. “Hello, Antonio! Let’s go! Let’s
go!”
2. “The tree’s body or its trunk is
big, thick, and rough. Here, touch
it!
3. “Don’t cry. My eyes are big
enough for the two of us.”
4. I smile and say, “I know what a
mango tastes like.”
5. “And the wind that makes us
laugh, that moves our hair, that
makes our clothes fly, not even I
can see. See?”
Let the pupils do the group activity
Teaching/ Modelling
What helped us in guessing the
tone, mood and purpose
expressed in the story
Infer the general mood of the
situations that I will read. Choose
your answer from the words
written on the board.
1.“ It breaks my heart to see you
very ill,” said Auring to her sick
daughter.
2. Mang Pedro raised a wooden
stick and shouted at the two boys
to get out of his garden.
3. Yoly’s brother was playing with
other children in the park. After a
while she could not see him
What are the different of figure of
speech?
Why do writers in many poems and
stories used figures of speech?
Direction: Read each sentence
carefully. Identify the figure of
speech used. Write S for simile, M
for metaphor, and P for
personification, H for hyperbole in
your notebook.
1. The stars are jewels strung in a
golden chain across the dark sky.
2. The hanging bridge is like a giant
hammock swaying wildly during the
storm.
3. The guest of honor’s message
was a mile long.
2. He is fat but he runs
____________.
3. I want to lose weight but I
hate __________.
4. The meal was good but
__________.
5. My teacher is very nice but a
bit ___________.
How do we form a sentence
with contrasting ideas?
Direction: Supply the correct
contrasting idea by using “but “
as a conjunction.
1. School can be fun
______________________
2. The Science experiments
need much time and
patience._______
Each group will be given a task
card.
GROUP 1
Direction: Read each sentence.
Circle the answer that shows
correct ending punctuation
mark
What are the different
punctuation marks commonly
used especially in writing
sentences?
What are the basic rules in using
correct punctuation marks?
Direction: Rewrite the letter of
invitation and insert the correct
punctuation marks
143 Maginhawa St.
Teacher’s Village
Quezon City
January 10 2014
Dear Menchie
Sunday January 26 is my tenth
birthday The whole family will
go on a picnic to Bulacan We
would like you to join us .We
will leave on time at six o’clock
 anymore. She tried to look for him
everywhere but she could not find
him.
4. Lightning flashed followed by a
terrible thunder. Sara closed her
eyes and covered her ears as she
sat on the chair.
5. Ramon had always topped his
class since grade one. Now,
mother was expecting another
gold medal. Awarding day came
but Ramon was not called.
Anger sadness disappointment
worry fear
J.additional activities for application
or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next
evaluation objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties in
activities for remediation answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
4. The moonbeams smiled sweetly.
5. The street dancers wore
costumes as colorful as rainbows
Identify which parts of the sentence
contain exaggeration.
About 500 trillion stars are
shining tonight.
Ayla cannot go with us because
she has tons of homework to do.
It would take an atomic bomb to
wake father up
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
3. In Physical Education, we
learn many kinds of
dances._________
4. Our Music teachers teach
Filipino
songs._____________________
5. Mathematics seems
challenging.
__________________________
Rite five sentences using
conjunction but
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
in the morning and come back in
the afternoon.We will pick you
up in your house at about five
o’clock in the morning.
Please come.
Your friend
Mitch
Study the sentences below,
place commas and quotation
marks where they are needed.
1. Are you going to take our son
for a walk? Asked the man.
2. Three-point shot for the
Eagles! Shouted the
sportscaster.
3. I really tried my best
defended the boy.
4. Ruby yelled as loud as she
could Fire! Fire! Help!
5. Ruby said her mother angrily
Don’t ever do that again!
___Lesson carried. Move on to the next ___Lesson carried. Move on
objective. to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
___Pupils did not find difficulties in ___Pupils did not find
answering their lesson. difficulties in answering their
___Pupils found difficulties in answering lesson.
their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson answering their lesson.
because of lack of knowledge, skills and ___Pupils did not enjoy the
interest about the lesson. lesson because of lack of
___Pupils were interested on the lesson, knowledge, skills and interest
despite of some difficulties encountered about the lesson.
in answering the questions asked by the ___Pupils were interested
teacher. on the lesson, despite of
some difficulties
 ___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
C.Did the remedial work? No.of learners who ___ of Learners who earned 80% above
have caught up with the lesson
D.No. of learners who continue to require ___ of Learners who require additional
remediation activities for remediation
E.Which of my teaching strategies worked ___Yes ___No
well? Why did these work? ____ of Learners who caught up the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to require
principal or supervisor can helpme solve? remediation
G.What innovation or localized materials did Strategies used that work well:
used/discover which I wish to share with  ___Metacognitive 
Development:
other teachers? Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.  ___Bridging: Examples: Think-pair-share,
 ___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts. 
 
 ___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer teaching,
and projects.  Compare and contrast, jigsaw learning,
 
 ___Contextualization:  Examples:
 Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.  manipulatives, repetition, and local
 
 ___Text Representation:  Examples: Student created drawings, videos,
 Examples: Student created drawings,
videos, and games.  ___Modeling: Examples: Speaking slowly
 ___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: 
Self assessments, note taking and studying
techniques, and vocabulary assignments.
quick-writes, and anticipatory charts. 
___Schema-Building: Examples: Compare

and contrast, jigsaw learning, peer teaching,
and projects.  ___Schema-Building:
___Contextualization:
Demonstrations, 
media,
manipulatives, repetition, and 
local
opportunities.  Examples: Demonstrations, media, 
___Text Representation:
 
and games.  ___Text Representation:
 Examples: Student created drawings, 
and clearly, modeling the language you want
students to use, and providing samples  of
student work.
Other Techniques and Strategies used:
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
 Think-pair-share,

Examples:
peer teaching, and projects.
 
___Contextualization:  ___Contextualization:
opportunities.
 ___Text Representation:
videos, and games.
___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
___Pupils mastered the lesson despite of encountered in answering
limited resources used by the teacher. the questions asked by the
___Majority of the pupils finished their teacher.
work on time. ___Pupils mastered the
___Some pupils did not finish their work lesson despite of limited
on time due to unnecessary behavior. resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80% above ___ of Learners who earned
80% above
___ of Learners who require additional ___ of Learners who require
activities for remediation additional activities for
remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught
lesson up the lesson
___ of Learners who continue to require ___ of Learners who
remediation continue to require
remediation
Strategies used that work well: Strategies used that work
___Metacognitive Development: well:

Examples: Self assessments, note taking ___Metacognitive
and studying techniques, and vocabulary Development: Examples: Self
assignments. assessments, note taking and
studying techniques, and
share, quick-writes, and anticipatory vocabulary assignments.
charts.  ___Bridging: Examples:
quick-
___Schema-Building: Examples: writes, and anticipatory
charts.
Compare and contrast, jigsaw learning,
peer teaching, and projects. 
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning,
Examples: Demonstrations, media,
peer teaching, and projects.
manipulatives, repetition, and local
___Contextualization:
opportunities.
 Examples: Demonstrations,
media, manipulatives,
repetition, and local
Examples: Student created drawings, opportunities.
videos, and games.
 ___Text Representation:
___Modeling: Examples: Speaking
slowly and clearly, modeling the  Examples: Student created
drawings, videos, and games.
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used: ___ Explicit Teaching  ___Modeling: Examples:
___ Explicit Teaching ___ Group collaboration Other Techniques and Strategies used: Other Techniques and Strategies used: Speaking slowly and clearly,
___ Group collaboration ___Gamification/Learning throuh play ___ Explicit Teaching ___ Explicit Teaching modeling the language you
___Gamification/Learning throuh play ___ Answering preliminary ___ Group collaboration ___ Group collaboration want students to use, and
___ Answering preliminary activities/exercises ___Gamification/Learning throuh play ___Gamification/Learning throuh play providing samples of student
activities/exercises ___ Carousel ___ Answering preliminary ___ Answering preliminary work.
___ Carousel ___ Diads activities/exercises activities/exercises Other Techniques and
___ Diads ___ Differentiated Instruction ___ Carousel ___ Carousel Strategies used:
___ Differentiated Instruction ___ Role Playing/Drama ___ Diads ___ Diads ___ Explicit Teaching
___ Role Playing/Drama ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Group collaboration
___ Discovery Method ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___Gamification/Learning
___ Lecture Method Why? ___ Discovery Method ___ Discovery Method throuh play
Why? ___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Answering preliminary
___ Complete IMs ___ Availability of Materials Why? Why? activities/exercises
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs ___ Carousel
___ Pupils’ eagerness to learn ___ Group member’s ___ Availability of Materials ___ Availability of Materials ___ Diads
___ Group member’s collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Differentiated Instruction
collaboration/cooperation in doing their tasks ___ Group member’s ___ Group member’s ___ Role Playing/Drama
in doing their tasks ___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation ___ Discovery Method
___ Audio Visual Presentation of the lesson in doing their tasks in doing their tasks ___ Lecture Method
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation Why?
of the lesson of the lesson ___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s

collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson

__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and Indigenized __Contextualized/Localized and Indigenized __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized
IM’s IM’s Indigenized IM’s Indigenized IM’s and 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 of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be
Instructional Materials Instructional Materials Instructional Materials Instructional Materials used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical composition
 GRADES 1 to 12
DAILY LESSON LOG
WEEK 6
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
School:
Teacher: EDNALYN D. MACARAIG
Teaching Dates and Time: JULY 9-13, 2018 (WEEK 6)
MONDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapatunay na mahalaga
ang pagkakaisa sa pagtatapos ng
gawain
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.27
sobre na may pira-pirasong
puzzle, powerpoint
presentation/tsart ng kuwento,
metacards
TUESDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapatunay na mahalaga
ang pagkakaisa sa pagtatapos ng
gawain
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.27
WEDNESDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon ng
tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapatunay na mahalaga
ang pagkakaisa sa pagtatapos ng
gawain
Pananagutang Pansarili at mabuting
kasapi ng pamilya
CG p.27
Grade Level: V
Learning Area: ESP
Quarter: 1ST QUARTER
THURSDAY
Naipapamalas ang pag-
unawa sa kahalagahan ng
pagkakaroon ng mapanuring
pag-iisip sa pagpapahayag at
pagganap ng anumang
Gawain na may kinalaman sa
sarili at pamilyang
kinabibilangan
Naisasabuhay ang
pagkakaaroon ng tamang
pag-uugali sa pagpapahayag
at pagganap ng anumang
gawain
Nakapagpapatunay na
mahalaga ang pagkakaisa sa
pagtatapos ng gawain
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.27
FRIDAY
Naipapamalas ang pag-
unawa sa kahalagahan
ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at
pagganap ng anumang
Gawain na may
kinalaman sa sarili at
pamilyang
kinabibilangan
Naisasabuhay ang
pagkakaaroon ng
tamang pag-uugali sa
pagpapahayag at
pagganap ng anumang
gawain
Natataya ang kaalaman
ng mga bata sa
kasanayang tinalakay
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 ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
Anumang mabigat na 21aa ng ay
gagaan kung may
Pagkakaisa, pagtutulungan at
pagtitiyaga. Mga bata ito 21aa
ng21ng mapapatunayan sa aralin
natin ngayon.
Saan una dapat Makita ang
pagkakaisa?
Pangkatin ang mga mag-aaral.
Bigyan ng sobre ang bawat
pangkat na naglalaman ng mga
bahagi ng puzzle. Bubuuin ito ng
bawat pangkat. Ang pangkat na
unang makakabuo ay
tatanghaling panalo.
Bakit nanalo o unang nakabuo
ang inyong grupo? Ano ang 21aa
ng21 susi sa inyong pagkapanalo?
Ipabasa ang sumusunod na
kuwento gamit ang tsart o
powerpoint.
Pagwawasto ng takdang aralin
Gamit ang metacards ipasulat sa
mga bata ang isang pangyayari
sa kanilang buhay na
nagpapakita ng pagiging
matiyaga nila at ang pakikiisa sa
mga 21aa ng. Gabayan ang mga
bata na ipaliwanag kung paano
nakatulong sa kanila ang
mabuting pag-uugaling ito.
Hayaang makapagpahayag nang
21aa ng ang mga bata.
Magkaroon ng pagtatalakayan
tungkol sa kanilang pahayag
Pangkatin sa tatlo ang mga bata.
Bigyan ng activity cards ang
bawat pangkat na naglalaman
ng kanilang takdang Gawain
Isang awit tungkol s a pagkakaisa
Itanong sa mga mag-aaral, “Bilang
isang mag-aaral, ano ang karanasan
mong nagpapatunay na ikaw ay
21aa ng21 matiyaga sa pakikiisa sa
mga 21aa ng? Ano ang 21aa ng21
bunga nito sa iyo.
Ipasulat sa kwaderno ng mga bata
ang kanilang kasagutan.
Matapos sumulat ang mag-aaral,
ipabasa sa klase ang kanilang mga
sinulat. Himukin ang bawat isa na
magbigay ng repleksiyon/reaksiyon
tungkol sa narinig.
Pagtalakay sa ginawa ng mga bata
Bakit mahalaga ang pakikiisa
sa mga Gawain?
Kapag napag-urtusan ka ng
guro na gawin ang isang
Gawain ano ang dapat mong
gawin
Ipakita sa mga bata sa
pamamagitan ng 21aa
ng21ng sitwasyon
Ipagawa ang mga
sumusunod na Gawain
Pangkatin ang mga bata sa
apat. Hikayating gumawa ng
plano ng 21aa ng ang bawat
pangkat upang madaling
matapos ang mga nabanggit
na 21aa ng. Magkakaroon
sila ng munting 21aa ng21n
para 21aa n. Bigyan ng oras
na maipakita ng bawat
pangkat ang kanilang
natapos na 21aa ng.
Bibigyang 21aa ng21ng
ginawa ng bawat pangkat sa
pamamagitan ng rubrics na
ginawa ng guro.
Gawain 2
Upang lubusang maisabuhay
ang araling natutunan,
pasulatin sila ng isang

F.Paglinang na Kabihasaan Sa pagtalakay ng nilalaman ng
kwento bigyang diin ang
kahalagahan ng ugaling pakikiisa
at pagkamatiyaga sa 22aa ng.
G.Paglalapat ng aralin sa pangaraw- Hikayatin ang mga mag-aaral na
araw na buhay magbigay ng sariling karanasan.
Maaari ring magbahagi ang guro
ng kanyang sariling karanasan
H.Paglalahat ng aralin Bakit mahalaga ang pagkakaisa
I.Pagtataya ng aralin
J.Karagdagang Gawain para sa takdang Gumuguhit ng isang gawaing
aralin at remediation nagpapakita ng kahalagahan ng
pagtutulungan at pakikiisa.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to the next
pagtatayao. objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B.Bilang ng mag-aaralna nangangailangan ng iba ___Pupils did not find difficulties in
pang Gawain para sa remediation answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
Pagbibigay ng iba pang
sitwasyon
Sa Pang-araw-araw na Gawain
paano mo maipapakita ang
pagkakaisa?
Bakit mahalaga na may
pagkakaisa sa isang pamilya?
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
Pagbibigay ng iba pang sitwasyon
Ano ang nagiging bunga ng
pakikiisa?
Ipabasa ang nilalaman ng Tandaan
Natin.
Bawat tao ay may kakayahang
gumawa at mag-ambag ng kanyang
talino upang makatulong sa
pangkat o kaninuman.
Mahalaga ang pagtitiyaga at
pakikiisa sa mga 22aa ng upang ito
ay madaling matapos
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
pangako ng pagiging
matiyaga kasama ang
pakikiisa sa mga 22aa ng
bilang isang mag-aaral at
kasapi ng pangkat.
Pagbibigay ng iba pang
sitwasyon
Pagbigayin ang mga bata ng
mabuting epekto ng pakikiisa
sa mga Gawain.
Paanomadaling matatapos
ang isang Gawain?
Humanda sa pagsusulit
___Lesson carried. Move on to the ___Lesson carried. Move on to
next objective. the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery
___Pupils did not find difficulties in ___Pupils did not find
answering their lesson. difficulties in answering their
___Pupils found difficulties in lesson.
answering their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson answering their lesson.
because of lack of knowledge, skills ___Pupils did not enjoy the
and interest about the lesson. lesson because of lack of
___Pupils were interested on the knowledge, skills and interest
lesson, despite of some difficulties about the lesson.
encountered in answering the ___Pupils were interested on
questions asked by the teacher. the lesson, despite of some
___Pupils mastered the lesson difficulties encountered in
despite of limited resources used by answering the questions asked
the teacher. by the teacher.

C.Nakatulong 23aa ng remedial? Bilang ng mag-
aaral na nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy sa
remediation
E.Alin sa mga estratehiyang pagtuturo ang
nakatulong ng lubos?Paano ito nakatulong?
F.Anong sulioranin ang aking naranasan na
solusyunansa tulong ng aking punungguro at
superbisor?
G.Anong kagamitang panturo ang aking nadibuho
nanais kong ibahagi sa kapwa ko guro?
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
 ___Metacognitive 
Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
 
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
 charts.
 
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.
 peer teaching, and projects.
 ___Contextualization:  
 Examples: Demonstrations, 
media,

manipulatives, repetition, and local
opportunities.
 opportunities.
 ___Text Representation:  
 Examples: Student created drawings, 
videos, and games.  Examples: Student created drawings, 
 ___Modeling: Examples: Speaking slowly

and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.  ___Bridging: Examples: Think-pair-share,
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
 ___Schema-Building: Examples: Compare
___Schema-Building: Examples:

Compare and contrast, jigsaw learning,
 ___Contextualization:
___Contextualization:
Examples: Demonstrations, media,

manipulatives, repetition, and local
 ___Text Representation:
___Text Representation:
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Majority of the pupils finished their work ___Majority of the pupils finished
on time. their work on time.
___Some pupils did not finish their work on ___Some pupils did not finish their
time due to unnecessary behavior. work on time due to unnecessary
behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80%
above
___ of Learners who require additional ___ of Learners who require
activities for remediation additional activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the
lesson
___ of Learners who continue to require ___ of Learners who continue to
remediation require remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive Development: Examples:  ___Metacognitive Development:
Self assessments, note taking and studying Examples: Self assessments, note
techniques, and vocabulary assignments. taking and studying techniques, and
vocabulary assignments.
quick-writes, and anticipatory charts.  ___Bridging: Examples: Think-pair-

share, quick-writes, and anticipatory
charts.

and contrast, jigsaw learning, peer teaching,
and projects.  ___Schema-Building: 
Examples:
Compare and contrast, jigsaw  ___Schema-Building:
learning, peer teaching, and projects.
Examples: Demonstrations, 
media,
manipulatives, repetition, and 
local ___Contextualization:
opportunities.  Examples: Demonstrations, media, 

manipulatives, repetition, and local
opportunities.  Examples:

Examples: Student created drawings, videos,
and games.  ___Text Representation:
___Modeling: Examples: Speaking slowly  Examples: Student created
and clearly, modeling the language you want drawings, videos, and games. 
students to use, and providing samples  of ___Modeling: Examples: Speaking 
student work. slowly and clearly, modeling the 
language you want students to use,
Other Techniques and Strategies used: and providing samples of student 
___ Explicit Teaching work.
___ Group collaboration
___Gamification/Learning throuh play Other Techniques and Strategies
___ Answering preliminary used:
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
activities/exercises ___ Explicit Teaching
___ Carousel ___ Group collaboration
___ Diads ___Gamification/Learning
___ Differentiated Instruction play
___ Role Playing/Drama ___ Answering preliminary
___ Discovery Method activities/exercises
___ Lecture Method ___ Carousel
Why? ___ Diads
___ Complete IMs ___ Differentiated Instruction
___ Availability of Materials ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Discovery Method
___ Group member’s ___ Lecture Method
collaboration/cooperation Why?
in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Availability of Materials
of the lesson ___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations:
__Contextualized/Localized and Indigenized __Contextualized/Localized
IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from
views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition
providing samples of student
work.
throuh
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
and __Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
 GRADES 1 to 12 School: Grade Level: V
DAILY LESSON LOG Teacher: EDNALYN D. MACARAIG Learning Area: FILIPINO
Teaching Dates and Time: JULY 9-13, 2018 (WEEK 6) Quarter: 1ST QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN

A.Pamantayang Pangnilalaman Pakikinig Wikang Binibigkas/ pagpapaunlad Gramatika Estratehiya sa pag-aaral Pagsulat
ng talasalitaan

B.Pamantayan sa Pagganap

C.Mga Kasanayan sa Pagkatuto
Naibibigay ang paksa ng
napakinggang kuwento/usapan
F5PN-Ic-g-7
A. Naisasalaysay muli ang
napakinggang teksto sa
pamamagitan ng
pagsadula F5PS-Ic-f-6.1
Nagagamit ang iba’t ibang uri ng
panghalip sa usapan at
paglalahad ng
sariling karanasan F5WG-If-j-3
Nabibigyang-kahulugan ang bar Nakasusulat ng talatang
grap, pie, talahanayan at iba pa nagsasalaysay F5PU-If-2.1
F5EP-If-g-2

B. Naibibigay ang kahulugan ng

salitang pamilyar at di-pamilyar sa

pamamagitan ng kasingkahulugan
F5PT-If-1.4

C. Nagagamit ang wika bilang

tugon sa sariling pangangailangan
at

sitwasyon F4PL-0a-j-2

II.NILALAMAN

III.KAGAMITANG PANTURO

A.Sanggunian

1.Mga pahina sa Gabay ng Guro CG p.66 CG p.66 CG p.66 CG p.66 CG p.66

2.Mga pahina sa kagamitang Hiyas sa Pagbasa 5 Pagdiriwang ng Wikang Filipino 5 Hiyas sa Pagbasa 5
pang-mag-aaral

3.Mga pahina sa teksbuk p.44 pp.72-80 pp.210-211

4.Karagdagang kagamitan mula
sa portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
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 ralin
projector, larawan, metacard,
big book
Paghawan ng Balakid
Ipakuha ang diksyonaryo ng
mga mag-aaral.
Ipahanap ang kahulugan ng
mga salita na nakasulat sa
metacard
-dengue
-sintomas
-kinitil
-paslit
-prioridad
Pagganyak
1. Nagkasakit ka na ba?
2. Ano ang naging sakit mo?
3. Paano ka gumaling?
1. Ano ang naging sakit ng mag-
aaral sa kuwento?
2. Paano siya gumaling?
flashcards, larawan
Mga bata tungkol saan ang ating
kuwento? Dapat ba nating tularan
ang mag-anak sa kuwento? Bakit?
Ngayon mga bata muli nating
babasahin ang kuwento sa
pamamagitan ng pagsasadula.
Basahin ang pangungusap.
Bigyang- pansin ang mga salitang
may
salungguhit sa pangungusap.
Projector, larawan
Balik-aral
1. Ano ang panghalip?
2. Kailan ito ginagamit?
3. Magbigay ng pangungusap na
may panghalip?
Ikaw ba’y nakaranas nang
pumunta sa isang lamayan?Ano
ang inyong nararamdaman kapag
may isang taong malapit sa iyo
ang nawala? Bakit?
Ano ang tinatawag na huling
lamay?Pag-usapan ang larawan
Projector, larawan
Balik-Aral
Ano ang panghalip panao? Kailan
ito ginagamit?
Mga bata, ano-ano ang uri ng grap
na inyong pinag-aralan
sa Matematika?
Ano ang pinakamadaling paraan sa
pag-unawa sa pagbibigay
kahulugan sa mga impormasyon?
Projector, larawan
Paikutin ang mga mag-aaral
sa loob ng silid-aralan.
Ipabasa ang
ginawang pagpapakahulugan
ng ibang pangkat sa mga
salitang
ipinakilala nang unang araw.
Ipasulat sa kanilang
kuwaderno ang kanilang
sariling pakahulugan sa
nakilalang mga salita
Maglalaro tayo ng Batang
Henyo. Huhulaan ng
kabilang pangkat
ang mga salitang ibibigay ng
inyong pangkat. Tandaan
ang mga tanong na ibibigay
upang mahulaan ang salita
ay dapat masasagot lamang
ng hindi po, oo at puwede.
Nahulaan ba ninyo ang
salitang inihanda ng ibang
pangkat?
Kung mayroong hindi
nahulaan, tawagin ang
pangkat na naghanda

D.Pagtalakay ng bagong konspto
at paglalahad ng bagong
kasanayan #1
E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Ipakita ang pabalat ng
kuwentong babasahin sa mga
mag-
aaral.
Bakit kaya wanted si Lolit
Lamok?
Hayaang magbigay ng hula ang
mga mag-aaral. Magpaguhit ng
1. Isang araw, dumating ang di
inaasahang unos na dala ng
kalikasan.
2. Umihip ang malakas na hangin,
malakas na ulan at nakakabinging
kulog at kidlat.
Tingnan ang mga salitang may
salungguhit sa unang
pangungusap.
Ano sa palagay ninyo ang
tinutukoy ng salitang unos sa
pangungusap? Ano ang kahulugan
ng salitang unos sa pangungusap?
Pag-aralan ang salitang may
salungguhit sa ikalawang
pangungusap. Ano kaya sa palagay
ninyo ang kahulugan ng salitang
nakakabingi?
Batay sa mga kasagutang inyong
ibinigay,paano ninyo nalaman
ang kahulugan ng mga pamilyar at
di-pamilyar na salita?
Hayaang basahin ng mga mag-
aaral ang mga salita sa
pamamagitan ng kahulugan
Kilalanin natin ang mga tauhan sa
usapan at alamin natin
kung ano ang tinatawag na huling
lamay.
Sagutin ang mga tanong.
Nasa ibaba ang isang pie grap.
Ipinakikita rito kung paano
hinahati-hati ng Nanay at Tatay ni
Gerricho Jandel ang kinikita ng
pamilya sa isang buwan.
1. Ano ang pamagat ng grap?
2. Sa ilang gastusin nakabadyet
ang buwanang kita?
nito upang pahulaan ang
salita mula sa kanila
Ipabasa sa mga mag-aaral
ang mga naitalang sagot
mula sa
natapos na gawain.
Itanong:
1. Ano ang tawag natin sa
mga salitang ito?
2. Paano natin maipapangkat
ang mga salitang nasa
talaan?
Gamit ang mga salitang ito
sa talaan, gumawa ng mga
pangungusap na may
kinalalaman sa pamilya.
Ipabasa ang mga
pangungusap na ibinigay.
Itanong:
Paano natin maisasaayos
ang mga pangungusap na
ibinigay upang makabuo ng
isang talata?
 isang bolang kristal sa kanilang
kuwaderno at ipasulat ang
kanilang
sagot.
Pagbasa ng kuwentong
inihanda.
1. Ano ang pamagat ng
kuwento?
2. Tungkol saan ang kuwento?
3. Sino si Lolit? Bakit siya
wanted?
4. Ano ang tunay na dahilan at
wanted si Lolit? Ano-ano ang
mga pangyayari sa kuwento?
5. Ano ang suliranin ng
pamayanan? Paano ito
nabigyang kalutasan?
6. Kung isa ka sa mga tauhan sa
kuwento, ano ang gagawin mo
rito?Bakit?
7. Ano ang paksa ng ating
kuwento? Paano ninyo ito
naibigay?
F.Paglinang na Kabihasaan Pangkatin ang mag-aaral ayon
sa kanilang kinahihiligang
gawin.
Isa sa mga paraan upang matukoy
ang kahulugan ng mga
bagong salita ay sa pamamagitan
ng pagbibigay ng mga salitang
1. Ano ang tinatawag na huling 3. Alin ang may pinakamalaking
lamay? badyet? Alin ang may pinakamaliit
na badyet?
2. Bakit sila nasa San Isidro Itaas,
bayan ng Lemery? 4. Alin-aling gastusin ang may
parehong badyet?
3. Anong laro ang nasaksihan ng
nagsasalaysay? Paano 5. Magkano ang badyet para sa
ipon?
Ito isinasagawa?
4. Ilang katao ang kasali sa larong
huego de
prenda? Ano-ano ang
kumakatawan sa mga babae?
sa mga lalaki?
Talakayin Natin:
a. Nakarating kami sa San Isidro
Itaas bayan ng Lemery.
b. Nawili rin ako sa panonood ng
huego de prenda.
c. Masaya sila sa kanilang laro.
d. Napakamot siya sa ulo habang
isinasalin ng hari ang korona.
e. Tayo ay mayroon pa palang
kaugalian na hindi kumukupas,
nanatili pa ring bahagi ng kultura.
Ano ang mga salitang may
salungguhit sa pangungusap?
Ano ang tawag natin sa mga ito?
Magsalaysay ng talambuhay ng Pangkatin ang mga mag-aaral sa Pangkatin ang klase. Bigyan
isang karaniwang tao tatlo at magbigay ng ang bawat pangkat ng
larawan ng isang pamilya.
sa iyong pamayanan na sitwasyon upang makagawa ng
nagpapahayag ng mahahalagang representasyon sa pagkuha ng Sumulat ng isang talatang
nagsasalaysay tungkol sa

G.Paglalapat ng aralin sa Paano ba maiiwasan o
pangaraw-araw na buhay mababawasan ang kaso ng
dengue sa ating pamayanan?
Sino-sino ang mga magiging
katuwang natin sa pagsugpo
nito?
H.Paglalahat ng aralin Paano maibibigay ang paksa ng
napakinggang kuwento/usapan
I.Pagtataya ng aralin Makinig na mabuti sa
sitwasyong babasahin ng guro.
Isulat ang paksa
sa bawat isa
kasingkahulugan nito. Gumuhit sa
kuwaderno ng bulaklak na
katulad nito
Batay sa ating kuwento at araling
tinalakay, mahalaga ba ang
wika bilang pagtugon sa
pangngailangan at sitwasyon?
Bakit? Sa
paanong paraan?
Paano ninyo naibibigay ang
kahulugan ng mga pamilyar at di-
pamilyar na salita?
A. Ipasalaysay sa mga mag-aaral
ang napakinggang teksto.
B. Tukuyin ang kahulugan ng
pamilyar at di-pamilyar na salitang
may
salungguhit sa pangungusap.Piliin
sa loob ng kahon at isulat ang titik
ng sagot sa patlang.
____1. Sabay-sabay na dumulog sa
agahan ang mag-anak.
____2. Habol-hininga si Lian
matapos magpuno ng tubig sa
tatlong
tapayan.
____3. Umusal si Aling Aida ng
isang mataimtim na dalangin sa
pangyayari sa kanyang buhay na
ginagamitan ng panghalip
panao. Tukuyin ang mga
panghalip panao sa salaysay.
Ang mga kaugalian ba nating mag
Pilipino ay dapat panatilihin?
Bakit? Pangatwiranan
Ano ang panghalip panao? Kailan
ito ginagamit?
Gamitin ang tamang panghalip
panao na angkop sa puwang.
1. Tinawag ___ ni Gwenn upang
mag-almusal.
2. Hinimok sumama sa sina
Princess at Jewel.
3. Nagsipaghanda ng gamit sa
piknik sina Maricel at Irene.
4. Sumakit ang ulo kaya hindi ako
5. napilit sumama.
6. Binato ang bunga ng manga.
impormasyon.
Paano natin maipapakita ang
pagtitipid at pagiging masinop sa
sa mga bagay na ating
pinaghihirapan? Bakit?
Paano ninyo mabibigyang-
kahulugan ang bar, pie, line at
talahanayan? Talakayin
Pag-aralan ang sitwasyon at
gamitin ang iba’t ibang uri ng grap
upang
maibigay ng representasyon sa
pagkuha ng impormasyon.
pamilyang nasa larawang
ibinigay.
Ano-ano ang dapat gawin
upang mapahalagahan ang
ating
pamilya?
1. Paano sinisimulan ang
pagsulat ng talata?
2. Ano-ano ang dapat
tandaan sa pagsulat ng
talata?
Sumulat ng talata na may
lima hanggang sampung
pangungusap
tungkol sa kung ano-ano ang
plano mong gawin upang
bigyang-halaga ang pamilya
 Panginoon.

____4. Hindi tumutol ang

magkakapatid nang sila’y gisingin
ng

kanilang nanay.

____5. Si Gerric ang bunso sa

limang magkakapatid.

A. pinakabata C. pagod na pagod

E. tumanggi

B.matapat D. pangkaraniwan F.
kumain

J.Karagdagang Gawain para sa
takdang aralin at remediation
Isulat ang paksa sa sitwasyon.
Mahalaga ang halaman. Ito ay
nagbibigay ng oxygen na
kailangan ng tao sa paghinga.
Sa halaman din kumukuha ng
pagkain
Sumulat ng limang pamilyar at di-
pamilyar na salita at ibigay ang
kahulugan nito
Sumulat ng isang talata gamit ang
panghalip na panao
Kumuha ng pahayagan. Tingnan Ilarawan ang sariling pamilya
ang tsart ng halaga ng piso sa sa pamamagitan ng pagsulat
ng
kasalukuyan. Ihambing ang halaga
ng dolyar sa piso. Ipakita ito sa isang talata.
pamamagitan ng isang grap.

ang mga tao at hayop. Ang mga

punongkahoy tulad ng manga,

lansones, tsiko at abokado ang

nagbibigay sa atin ng prutas.
Ang gulay,

mais, kamote at bigas ay galing

din sa halaman

V.MGA TALA

VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng
80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang Gawain
para sa remediation
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.

C.Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy
sa remediation
E.Alin sa mga estratehiyang pagtuturo
ang nakatulong ng lubos?Paano ito
nakatulong?
F.Anong sulioranin ang aking naranasan
na solusyunansa tulong ng aking
punungguro at superbisor?
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
G.Anong kagamitang panturo ang aking

nadibuho nanais kong ibahagi sa kapwa
ko guro?
 ___Bridging: Examples: Think-pair- 
 ___Schema-Building:
 ___Contextualization:
 Examples: Demonstrations, media,
 ___Text Representation:
 Examples: Student created drawings,
 ___Modeling: Examples:
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
share, quick-writes, and anticipatory
charts.
 ___Schema-Building: Examples: Compare
Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
 ___Contextualization:
 Examples:
manipulatives, repetition, and local
opportunities.
 ___Text Representation:
 
videos, and games.
 
Speaking
slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.

___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
and contrast, jigsaw learning, peer teaching,
and projects.
Demonstrations,
media,
manipulatives, repetition, and
opportunities.
 ___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.

___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
 
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.
 ___Contextualization:  ___Contextualization:

Examples: Demonstrations, 
media,
local manipulatives, repetition, and local
opportunities.
 ___Text Representation:

Examples: Student created drawings,
videos, and games.

___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
Strategies used that work well: Strategies used that work well:
___Metacognitive 
Development: ___Metacognitive Development:
Examples: Self assessments, note taking Examples: Self assessments, note
and studying techniques, and vocabulary taking and studying techniques, and
assignments. vocabulary assignments.

___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-
quick-writes, and anticipatory charts. share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples: Compare

and contrast, jigsaw learning, peer teaching, ___Schema-Building: Examples:
and projects. Compare and contrast, jigsaw
learning, peer teaching, and
projects.
Examples: Demonstrations, media,

manipulatives, repetition, and local ___Contextualization:
opportunities.  Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
Examples: Student created drawings,
videos, and games.  ___Text Representation:

___Modeling: Examples: Speaking slowly Examples: Student created
drawings, videos, and games.
and clearly, modeling the language you
want students to use, and providing  ___Modeling: Examples: Speaking
samples of student work. slowly and clearly, modeling the
language you want students to use,
Other Techniques and Strategies used: and providing samples of student
___ Explicit Teaching work.
___ Group collaboration
___Gamification/Learning throuh play Other Techniques and Strategies
___ Answering preliminary used:
activities/exercises ___ Explicit Teaching
___ Carousel ___ Group collaboration
___ Diads ___Gamification/Learning throuh
___ Differentiated Instruction play
___ Role Playing/Drama ___ Answering preliminary
___ Discovery Method activities/exercises
___ Lecture Method ___ Carousel
Why? ___ Diads
___ Complete IMs ___ Differentiated Instruction
___ Availability of Materials ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Discovery Method
___ Group member’s ___ Lecture Method
collaboration/cooperation Why?
in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Availability of Materials
of the lesson ___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations:
__Contextualized/Localized and Indigenized __Contextualized/Localized and
IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from
views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations:
__Contextualized/Localized and Indigenized __Contextualized/Localized and
IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from
views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition

GRADES 1 to 12
DAILY LESSON LOG
WEEK 6
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
School:
Teacher: EDNALYN D. MACARAIG
Teaching Dates and Time: JULY 9-13, 2018 (WEEK 6)
MONDAY
*Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fraction
*The learner is able to recognize
and represent whole numbers up to
10 000 000 in various forms and
contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fractions in mathematical problems
and real-life situations
Subtracts fractions and mixed
numbers without regrouping
M5NS-If-85
Number and number sense
CG p.55
BEAM LG Gr.5 Module 4
Subtraction of Dissimilar fraction
TUESDAY
*Demonstrates understanding
of whole numbers up to 10 000
000
*Demonstrates understanding
of divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fraction
*The learner is able to recognize
and represent whole numbers
up to 10 000 000 in various
forms and contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fractions in
mathematical problems and
real-life situations
Subtracts fractions and mixed
numbers with regrouping
M5NS-If-85
Number and number sense
CG p.55
BEAM LG Gr.5 Module
4 Subtraction of Dissimilar
fraction
WEDNESDAY
*Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fraction
*The learner is able to recognize
and represent whole numbers up
to 10 000 000 in various forms and
contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fractions in mathematical
problems and real-life situations
Solves routine and non-routine
problems involving addition
and/or subtraction of fractions
using appropriate problem solving
strategies and tools
M5NS-If-87.2
Number and number sense
CG p.55
Grade Level: V
Learning Area: MATHEMATICS
Quarter: 1ST QUARTER
THURSDAY FRIDAY
*Demonstrates understanding
of whole numbers up to 10 000
000
*Demonstrates understanding
of divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fraction
*The learner is able to
recognize and represent whole
numbers up to 10 000 000 in
various forms and contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fractions in
mathematical problems and
real-life situations
Solves routine and non-routine Summative Test
problems involving addition
and/or subtraction of fractions
using appropriate problem
solving strategies and tools
M5NS-If-87.2
Number and number sense
CG p.55
B.Other Learning Resource
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
flash cards, pocket chart
Drill
Directions: Change the following
dissimilar fractions to similar
Review
Use flashcard to answer the ff.
Have your tried bibingka as a
merienda? What can you say
about it?
Let us find out what Aling Ester’s
daily routine in selling her
sumptuous treat.
Aling Ester sold the bibingka she
made in the market. At lunch time,
she brought home the 1 712
bibingka left. If her neighbors
flash cards, pocket chart
Drill
Directions: Match the fractions
in Column A with its lowest
terms in
Column B. Write the correct
answer on the space provided
Review
How do we change dissimilar
fractions to similar fractions?
Do you help your sister at
home? How?
Do you know how to cook?
Glenn needs 𝟔 𝟏/𝟑 cups of sugar
for the bibingka that he is
planning to cook. He requested
his sister to measure the
power point, chart, number cards,
cartolina strips, flaglets and dart
board
Drill
Strategy: “HI –Low “
Materials: Fraction Cards, Show
me board
Mechanics:
a. Form two groups of five and let
each group form a line. Give each
group a show-me-board.
b. Fraction cards and laid on the
table facing down.
c. The card in row “A” will be
opened at the same time as the
card in row “B”.
d. The first pupil in line will “HI”. If
he/she thinks the fraction written
on the card is in higher term and
write “LOW”, if the fraction on
card is fraction written on card is
in a lowest term. The pupil to
show the correct answer gets a
point for the group.
e. The game continues until the
last pupil in the line has answered.
The Team/group with the most
number of points wins the game.
Review
Strategy: GROUP CONTEST
Who among you is a scout
member? What activities have
you participated? Have you joined
camping? How did you feel?
Strategy: Problem Opener
The boy scouts went camping 3
km away from their school. They
power point, chart, number
cards, cartolina strips, flaglets
and dart board
Drill
Strategy: “HI –Low “
Materials: Fraction Cards,
Show me board
Mechanics:
a. Form two groups of five and
let each group form a line. Give
each group a show-me-board.
b. Fraction cards and laid on
the table facing down.
c. The card in row “A” will be
opened at the same time as
the card in row “B”.
d. The first pupil in line will
“HI”. If he/she thinks the
fraction written on the card is
in higher term and write
“LOW”, if the fraction on card
is fraction written on card is in
a lowest term. The pupil to
show the correct answer gets a
point for the group.
e. The game continues until the
last pupil in the line has
answered. The Team/group
with the most number of
points wins the game.
Review
Strategy: GROUP CONTEST
Who among you is a scout
member? What activities have
you participated? Have you
joined camping? How did you
feel?
Strategy: Problem Opener
The boy scouts went camping 3
km away from their school.
They hiked 1 26 km on the first

D.Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
bought 412, how many more
bibingka she have left to sell?
a. What are given?
b. What is being asked?
c. What operation will you use?
d. How will you solve this problem?
Aling Conching baked 24 7/9
dozens of macaroons. She reserved
6/9 of a dozen for her children.
How many dozen were left for her
to sell?
amount of sugar in the
container and found out that it
was only 𝟐/𝟒 cups. How much
more does he need to have?
What do we need to find out?
What data are available?
Are the data sufficient?
Performing the Activities
Divide the class into group of
5s. The task of the pupils is to
help each other to solve the
problem. Give them enough
time to perform the task.
After all groups have finished,
asked them to post their output
on the board and let them
discuss their solutions
Group the learners into five
groups. Tell them to answer the
problem.
Liza bought 312 kilogram of
lanzones and 23 kilogram of
dalandan. How many more
hiked 1 26 km on the first day and
1 26 km on the second day.
a. Ask the pupils to think about
these:
Why is it important to join
scouting activities?
b. Analyze the problem by asking
the following questions:
What is asked in the problem?
What are given in the problem?
Is there a hidden question to be
solved? (What is the first thing
that you have to solve in the
problem?) Is it stated in the
problem?
What do you think are the
operations to be used to solve the
problem?
2. Performing the Activities
Ask the pupils to solve the
problem by pairs.
Understand
Know what is asked in the
problem?
How much farther still will they
have to hike to reach the camp?
Know what are the given facts:
3 km, 1 26 km and 1 36 km
Plan: Determine the operation to
use: Addition and subtraction
Draw a diagram to represent the
problem.
After sharing the answers, let the
pupils express their thoughts
about the activity. Appreciate their
thoughts then ask:
How did you solve the problem?
day and 1 26 km on the second
day.
a. Ask the pupils to think about
these:
Why is it important to join
scouting activities?
b. Analyze the problem by
asking the following questions:
What is asked in the
problem?
What are given in the
problem?
Is there a hidden question to
be solved? (What is the first
thing that you have to solve in
the problem?) Is it stated in the
problem?
What do you think are the
operations to be used to solve
the problem?
2. Performing the Activities
Ask the pupils to solve the
problem by pairs.
Understand
Know what is asked in the
problem?
How much farther still will they
have to hike to reach the
camp?
Know what are the given facts:
3 km, 1 26 km and 1 36 km
Plan: Determine the operation
to use: Addition and
subtraction
Draw a diagram to represent
the problem.
After sharing the answers, let
the pupils express their
thoughts about the activity.
Appreciate their thoughts then
ask:

F.Developing Mastery
G.Finding Practical application of
concepts and skills in daily living
Subtract these mixed numbers and
fractions. Write your
answers in lowest terms.
a. 5 8/9 – 2/9
b. 4 11 1/2 – 312
c. 7 9/10 – 2/10
d. 9 5/6 – 2/6
e. 4 13 1/4 – 7 1/4
Miguel finished reading a book in 1
56 hours while Camille finished the
same book in 46 hours. How much
longer did it take Miguel to read
the book?
kilogram of lanzones than
dalandan did she buy?
Subtract the following fractions
and mixed number.
Reduce to lowest terms if
possible.
a. 85 1/2- 2/3
b. 16 1/4- 3/8
c. 12 2/5- 2/3
Provide each group with an
activity sheet. Let them discuss
the problem together and write
the solution on the board.
Group 1- James Christian biked
8410 km in going to market and
35km in going to school. How
many kilometresfarther is the
market to school?
Group 2 - Dionne Josette used
1215 metre of chicken wire to
cover the hole of the fence and
another 46 metre as plant
holders. How many more
metres of chicken wire did he
use to cover the hole of the
fence than that of the plant
holders?
Directions: Read and understand
the following problems then
solve.
a. It took 10 hours to build a tent.
If 4 12 hours were spent in
preparing the poles, 3 hours in
making the frame and the rest of
the time in covering the frame,
how many hours were spent in
covering the frame?
b. The perimeter of the triangle is
7012 cm. Two sides measures 25
cm and 31 cm. What is the
measure of the
third side?
c. Faye bought of cloth. She used
for a dress. How much cloth was
left?
2 12 m
14
3 56 km
2 16 km
Group Activity
Provide each group with a
problem to solve. Post their
answers on the board.
Directions: Read and analyze.
Solve for the correct answer.
Group 1- Grandma bought 16 34
metres of cloth. She used 8 12
metres for curtains and 7 12
metres for bed cover. How
many metres of clothe were not
used?
Group 2- Gomez loves to travel to
different places.. He spent 6 12
days in the first destination and 4
78 days in the second destination.
How many days longer was he in
his first destination?
How did you solve the
problem?
Directions: Read and
understand the following
problems then
solve.
a. It took 10 hours to build a
tent. If 4 12 hours were spent
in preparing the poles, 3 hours
in making the frame and the
rest of the time in covering the
frame, how many hours were
spent in covering the frame?
b. The perimeter of the triangle
is 7012 cm. Two sides
measures 25 cm and 31 cm.
What is the measure of the
third side?
c. Faye bought of cloth. She
used for a dress. How much
cloth was left?
2 12 m
14
3 56 km
2 16 km
Group Activity
Provide each group with a
problem to solve. Post their
answers on the board.
Directions: Read and analyze.
Solve for the correct answer.
Group 1- Grandma bought 16
34 metres of cloth. She used 8
12
metres for curtains and 7 12
metres for bed cover. How
many metres of clothe were
not used?
Group 2- Gomez loves to travel
to different places.. He spent 6
12 days in the first destination
and 4 78 days in the second
destination. How many days

H.Making generalization and
abstraction about the lesson
I.Evaluating learning
To subtract mixed numbers and
fractions with similar denominators
without regrouping:
Subtract the numerators of the
fractions
Change the fraction to lowest
terms and affix the whole number
Miguel finished reading a book in 1
56 hours while Camille finished the
same book in 46 hours. How much
longer did it take Miguel to read
the book?
To subtract mixed
Subtract these mixed numbers and
fractions. Change your
answers to lowest terms.
a. 8 9/10 – 6/10
b. 2 1 4/18 – 5/18
c. 7 4/7 – 3/7
d. 9 6/14 – 8/14
e. 5 15/18 – 7/18
Group 3- Police Officer Ng was Group 3- I had 6 kilograms of longer was he in his first
driving from San Jose to mangoes. I gave 114 kg. to Sandra. destination?
Lipa,with an approximate How many kilos of mangoes were Group 3- I had 6 kilograms of
distance of 9 15 kilometres. left for me? mangoes. I gave 114 kg. to
When he reached BanayBanay Group 4- Julie had 5 916 metres of Sandra. How many kilos of
District Hospital he had a flat lace. She used 1 23 metres for a mangoes were left for me?
tire. If he had driven 46 chemise, 34 metres for a Group 4- Julie had 5 916
kilometres, howmany more handkerchief and 56 metres for a metres of lace. She used 1 23
kilometres will he need to drive? blouse. How much lace was left? metres for a chemise, 34
metres for a handkerchief and
56 metres for a blouse. How
much lace was left?
How do you subtract fractions In solving problems what are the In solving problems what are
and mixed number wit steps to follow? the steps to follow?
A. Directions: Subtract the Read the following problems and Read the following problems
following fractions and mixed solve for the correct answer and solve for the correct
number. Reduce to lowest terms answer
if possible.
a. 61/5 b. 8 2/7 c. 9 1/3
- 2/4 – 3/5 – 4/5
B. Analyze and solve. Write your
complete solution.
1. James and Dionne own
neighboring cornfields. James
harvested 12 2/7 of an acre of
corn on Monday and Dionne
harvested 68 of an acre. How
many more acres did James
harvest than Dionne?
2. Elyza Angela and her sister
went together to get haircuts.
Elyza Angela got 2 1/7 of an inch
cut off and her sister got 34 of

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
remediation
Subtract the following fractions.
Change your answers to lowest
terms.
a. 13 8/10 – 2/10
b. 7 7/14 – 3/14
c. 15 10/15 – 1/15
d. 9 6/14 – 5/14
e. 11 5/8 – 1/8
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
an inch cut off. Compared to her
sister, how much more hair did
Elyza Angela get taken off?
Directions: Subtract the
following fractions and mixed
number. Reduce to
lowest terms if possible.
a. 83/5 - 4/10
b. 155/7 – 4/5
c. 101/3– 4/5
d. 281/7 – 5/8
e. 43 2/5- 5/7
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
Solve the following problems. Be
sure to show your solution.
a. Remy used 29 liter of oil in
preparing the banana cue while 35
liter was used in preparing banana
fritters. Which recipe used more
oil?
b. Marlon painted the poultry
house using 56 liter of brown paint
and 23 liter of green paint. How
much more brown paint was used
than the white paint?
c. Elmie had 8 14 meters of white
cloth. Evelyn asked for 34 meter
for her project in Science, How
many meters of cloth were left?
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
Solve the following problems.
Be sure to show your solution.
a. Remy used 29 liter of oil in
preparing the banana cue while
35 liter was used in preparing
banana fritters. Which recipe
used more oil?
b. Marlon painted the poultry
house using 56 liter of brown
paint and 23 liter of green
paint. How much more brown
paint was used than the white
paint?
c. Elmie had 8 14 meters of
white cloth. Evelyn asked for
34 meter for her project in
Science, How many meters of
cloth were left?
___Lesson carried. Move on to ___Lesson carried. Move
the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got
mastery 80% mastery
___Pupils did not find ___Pupils did not find
difficulties in answering their difficulties in answering
lesson. their lesson.
___Pupils found difficulties in ___Pupils found difficulties
answering their lesson. in answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the
lesson because of lack of lesson because of lack of
knowledge, skills and interest knowledge, skills and
about the lesson. interest about the lesson.
___Pupils were interested on ___Pupils were interested
the lesson, despite of some on the lesson, despite of
difficulties encountered in some difficulties
answering the questions asked encountered in answering
by the teacher.

C.Did the remedial 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 helpme solve?
G.What innovation or localized
materials did used/discover
which I wish to share with other
teachers?
___Majority of the pupils finished ___Pupils mastered the lesson
their work on time. despite of limited resources used
___Some pupils did not finish their by the teacher.
work on time due to unnecessary ___Majority of the pupils
behavior. finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80% ___ of Learners who earned 80%
above above
___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for
remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up
lesson the lesson
___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation
Strategies used that work well: Strategies used that work well:
 ___Metacognitive Development:  ___Metacognitive
Examples: Self assessments, note Development: Examples: Self
taking and studying techniques, and assessments, note taking and
vocabulary assignments. studying techniques, and
 ___Bridging: Examples: Think-pair- vocabulary assignments.

share, quick-writes, and anticipatory ___Bridging: Examples: Think-
charts. pair-share, quick-writes, and
 anticipatory charts.
 ___Schema-Building: 
Examples:
Compare and contrast, jigsaw ___Schema-Building: Examples:
learning, peer teaching, and Compare and contrast, jigsaw
projects. learning, peer teaching, and
 projects.
___Majority of the pupils finished ___Pupils mastered the lesson the questions asked by the
their work on time. despite of limited resources teacher.
___Some pupils did not finish their used by the teacher. ___Pupils mastered the
work on time due to unnecessary ___Majority of the pupils lesson despite of limited
behavior. finished their work on time. resources used by the
___Some pupils did not finish teacher.
their work on time due to ___Majority of the pupils
unnecessary behavior. finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
above 80% above earned 80% above
___ of Learners who require ___ of Learners who require ___ of Learners who
additional activities for additional activities for require additional
remediation remediation activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
the lesson the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue ___ of Learners who
require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work
 ___Metacognitive Development:  ___Metacognitive well:
Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, assessments, note taking and Development: Examples:
and vocabulary assignments. studying techniques, and Self assessments, note
 ___Bridging: Examples: Think-pair- vocabulary assignments. taking and studying
share, quick-writes, 
and ___Bridging: Examples: Think- techniques, and
anticipatory charts. pair-share, quick-writes, and vocabulary assignments.
 anticipatory charts.  ___Bridging: Examples:
 
___Schema-Building: Examples: Think-pair-share, quick-

Compare and contrast, jigsaw ___Schema-Building: writes, and anticipatory
learning, peer teaching, and Examples: Compare and charts.
projects. 
contrast, jigsaw learning, peer
 teaching, and projects.
 ___Contextualization:  
 Examples: Demonstrations, media, 

manipulatives, repetition, and local
opportunities.
 repetition,
 ___Text Representation:
 Examples: Student 
created
drawings, videos, and games.  ___Text Representation:
 ___Modeling: Examples: Speaking 
slowly and clearly, modeling the

language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Contextualization:  Examples: Demonstrations, media, 
Examples: Demonstrations,
media, manipulatives,
and 
local
opportunities.  ___Text Representation:
 Examples:
Examples: Student created  ___Modeling: Examples: Speaking 
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Contextualization:   ___Schema-Building:
___Contextualization: Examples: Compare and

manipulatives, repetition, and local Examples: Demonstrations, contrast, jigsaw learning,
opportunities. media, manipulatives, peer teaching, and
repetition, and local projects.
opportunities. 
Student 
created  ___Contextualization:
drawings, videos, and games.  ___Text Representation:  Examples:
Examples: Student created Demonstrations, media,
slowly and clearly, modeling the drawings, videos, and games. manipulatives, repetition,

language you want students to use, ___Modeling: Examples: and local opportunities.
and providing samples of student Speaking slowly and clearly, 
work. modeling the language you  ___Text Representation:
want students to use, and  Examples: Student created
Other Techniques and Strategies providing samples of student drawings, videos, and
used: work. games.
___ Explicit Teaching  ___Modeling: Examples:
___ Group collaboration Other Techniques and Speaking slowly and
___Gamification/Learning throuh Strategies used: clearly, modeling the
play ___ Explicit Teaching language you want
___ Answering preliminary ___ Group collaboration students to use, and
activities/exercises ___Gamification/Learning providing samples of
___ Carousel throuh play student work.
___ Diads ___ Answering preliminary
___ Differentiated Instruction activities/exercises Other Techniques and
___ Role Playing/Drama ___ Carousel Strategies used:
___ Discovery Method ___ Diads ___ Explicit Teaching
___ Lecture Method ___ Differentiated Instruction ___ Group collaboration
Why? ___ Role Playing/Drama ___Gamification/Learning
___ Complete IMs ___ Discovery Method throuh play
___ Availability of Materials ___ Lecture Method ___ Answering preliminary
___ Pupils’ eagerness to learn Why? activities/exercises
___ Group member’s ___ Complete IMs ___ Carousel
collaboration/cooperation ___ Availability of Materials ___ Diads
in doing their tasks ___ Pupils’ eagerness to learn ___ Differentiated
___ Audio Visual Presentation ___ Group member’s Instruction
of the lesson collaboration/cooperation ___ Role Playing/Drama
in doing their tasks ___ Discovery Method
___ Audio Visual Presentation ___ Lecture Method
of the lesson Why?
___ Complete IMs
___ Availability of
Materials

__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
School:
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Grade Level: V
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
__ Bullying among pupils
__ Pupils’
behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations:
__Contextualized/Localize
d and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
 GRADES 1 to 12
DAILY LESSON LOG
WEEK 6
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
Teacher: EDNALYN D. MACARAIG
Teaching Dates and Time: JULY 9-13, 2018 (WEEK 6)
MONDAY
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and /or liquid materials in
making useful products
Identify recyclable materials
S5MT-Ie-g-3
Changes that materials undergo
CG p. 30
Science Spectrum 6, Rebecca R.
Fallaria et.al pp. 135-136
real objects that can be recycled
cut – out pictures of materials
from old magazines/ newspapers
powerpoint presentation
activity sheets, marking pen,
manila paper
Review
Learning Area: SCIENCE
Quarter: 1ST QUARTER
TUESDAY WEDNESDAY THURSDAY FRIDAY
Materials undergo changes due to Materials undergo changes due to Materials undergo changes due Materials undergo
oxygen and heat oxygen and heat to oxygen and heat changes due to
oxygen and heat
The learner uses local, recyclable The learner uses local, recyclable The learner uses local, The learner uses local,
solid and /or liquid materials in solid and /or liquid materials in recyclable solid and /or liquid recyclable solid and
making useful products making useful products materials in making useful /or liquid materials in
products making useful
products
Enumerate ways of recycling waste Enumerate ways of reducing Enumerate ways of reusing Enumerate ways of
materials. S5MT-Ie-g-3 waste materials S5MT-Ie-g-3 materials. S5MT-Ie-g-3 recovering useful
materials from waste
S5MT-Ie-g-3
Changes that materials undergo Changes that materials undergo Changes that materials Changes that
undergo materials undergo
CG p. 30 CG p. 30 CG p. 30 CG p. 30
Science and Health 5, Natividad Science Spectrum 6 by Rebecca R. Science Spectrum Work Text in
Alegre-Del Prado, pp.150-152 Fallaria, et.al., pp.133-135 Science 6, Rebecca R. Fallaria,
Nenita A. Apolonario and Jesse
D. Ronquillo, p. 134
puzzle, worksheet, flashcards, pictures trash bin, metacards, activity sack or sako
activity sheet power point presentation sheets, table trash can
1 big Empty bottle of
mineral water
1 big Pail
pots
5 pcs of Small
bamboo
Checking of Assignment What are the ways of recycling Review: Checking of
Review waste materials Game: Let’s Clean Assignment

B.Establishing a purpose for the
lesson
Ask: What are the different ways
to solve waste disposal problem?
Have a game: Bring Me
Ask pupils to observe different
materials inside the classroom and
instruct them to determine what
object should be brought in front.
Let the pupils give examples of
recyclable materials
Say: Today, we are going to play a
game. We will call it, “Name,
Please!” You are going to draw a line
from each recycle guy to their name.
Motivation
Show pictures of things that pupils
usually use such as
paper, plastic bottle, pile of
clothes, plastic bag.
Ask:
How often do you use them?
What do you think will happen if
you use them once and
dispose?
State the situation. Erwin,
Raymond and Julius were given
a task to clean their bedroom
and take out all the things that
they do not need anymore.
Here are the things they found
in their bedroom. Help them to
classify these things in the
proper boxes. Get the
metacards then paste it on the
box.
Motivation The teacher will
Buy me, Reuse Me! (Three present a video clip
Groups about a house
burning
Ask:
How do you feel after
watching the video
clip?
Why do you think it
happened?
If you were Nina,
what will you do?

C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
1. Group pupils into 4 groups.
2. Set the standards in doing the
group activity.
3. Give pupils the activity sheets to
be used.
4. Set the time for pupils to do the
activity.
Let pupils answer the following
questions based on the activity
they did:
1. Setting of standards.
2. Introduce the lesson by revealing
the secret code
Let the pupils do the activity
1. Group the class into four.
2. Distribute the pictures
previously shown.
3. Ask each group to brainstorm
on the uses of each material and
then solicit ideas on how to
reduce the production of these
waste materials?
4. Encourage them to suggest
alternative instead of the given
material.
5. Tell them to be creative in
presenting their group output
1. Group Presentation.
2. Guide Questions:
Say: Class, today we are going
to play “tinda-tindahanan”.
Suppose that I am the owner of
the store, so we will call it,
“Mam/Sir Ukay, Ukay Store!” I
am going to distribute Php
1000.00 play - money to each
group. Be sure that each group
will use the money wisely
What did you buy? Why did
you buy that?
Do you practice the same with
what you did in our activity?
Have you experience buying
something to ukay-ukay store?
How do you spend your money
A. Group Activity
1. Setting activity standards.
Activity Proper
1. Group the pupils
into five
2. Set standards to
follow during group
activity especially
when it is
held outside the
classroom.
3. Check the learners
material that they are
going to use in the
activity
How did you feel after
the activity?
 What is the use of the original a. What other waste materials in 2. Gather the materials needed What are the steps in
bottle of water in the picture? the environment that can be for the activity. making the compost
How is the empty bottle of water lessen? 3. Distribute the materials to pit?
be used for another purpose? b. In what way can we reduce the the group. What materials did
Aside from flower vase, pen use of gasoline in vehicles? 4. Performing the activity. you use in the
holder and lantern, in what other c. Why do you think food chains 5. Filling Up data table activity?
way now a days are using durable What did you do with
can you use it? plastic plates/glasses and stainless those materials?
What is the use of the rubber tire spoons/forks to serve costumers? What is the purpose
in the picture? of using different
How can the old rubber tire be kinds of material
used for another purpose?
Aside from plant pot, in what
other way or purpose can you use
it
again?( use the same pattern of
questions for the remaining
pictures)
Based on this activity, what can
you say about the different
products or materials that we are
usually using?
How do you call these kind of
materials?
What do you call the process of
using discarded materials into
another useful purpose?
Can you give other examples of
recyclable materials
E. Discussing new concepts and 1. Have the group A. Group reporting and
practicing new skills #2 representative to present Guide Questions: presentation
the results of the activity. a. What other waste materials in B. Answering the guide
Three (3) minutes may be the environment that can be questions:
given per group lessen? What are some materials that
presentation. b. In what way can we reduce the we can reuse?
2. 2. Discuss the activity. use of gasoline in vehicles? What are the characteristics
Check the pupils’ responses c. Why do you think food chains of materials that we can reuse?
to the activity questions. now a days are using durable How do we reuse materials?
3. 3. Clarify misconceptions plastic plates/glasses and stainless Why is it important to reuse
when needed. spoons/forks to serve costumers? materials?
4. 4. Guide Questions:
5. How can you make an old
pickle jar useful?

F.Developing Mastery
G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Why is recycling of materials very
important?
What are the examples of
recyclable materials?
What is recycling?
Draw a ____ if the material is
recyclable and______ if not.
1. tire
2. plastic container
3. used aluminum foil
4. candy wrapper
5 used diaper
6. What will you do with the
pile of old newspaper in
your
7. living room?
8. When the milk bottle is
empty, what will you do?
List down some ways of recycling the
following materials
Lead the class to realize that:
Instead of buying things that we
need, we should try to
create useful things that we need
from waste materials. In
this way we can save money and
preserve the
environment.
1. Enumerate 3 ways on how large
plastic water containers can be
recycled.
2. Cite 2 possible recycling
procedures can be applied to tin
cans
Why is it important to plan the
food and utensils if there is an
occasion like birthday?
What is its implication to
environmental issues?
Reduce simply means lessen the
use of unnecessary materials. The
following are some ways to reduce
the use of materials:
Read the following situations.
Draw a happy face on the blank
if the action shows ways of
reducing waste materials and a
sad face if not.
______1. Rebecca wrapped the
slice of cake in an
aluminum foil and kept it in the
fridge.
______2. Mother wrote a short
note for Paolah in a whole
sheet of bond paper before going
to the office.
______3. Mrs. De Chavez brings
shopping bag
every time she shops.
______4. Kayla refuses to buy a
new school bag because
her bag is still usable.
______5. Chito cut his old pants
with holes and made it
into short pants.
Test your cooperation.
Challenge your creativity
Show reuse of materials
through drawing
Let the pupils read the bits of
information
Directions: Choose the letter of
the best answer.
1. Plastic is commonly used as
soft drinks container, what
material can
you use as a substitute for
plastic?
A. empty cans
B. empty plastic bottles
C. old shoes
D. scratch paper
2. In his class, Mr. Lumbres told
his students to reuse paper
instead of throwing it in the
bin. How will they do it?
A. Make an origami.
B. Use it as a scratch paper in
computing mathematical
equation.
C. Give it to your classmate.
D. Never mind the advice of
your teacher.
If you are member of
SPG or Supreme Pupil
Government what
activity would you
conduct to raise funds
for your project?
Let the pupils read the
bits of information
Read and analyze
each sentence. Write
True if the concept is
correct and False if it
is wrong.
_______1. Food
scraps and fruit
peelings are
biodegradable waste.
_______2. You
recover waste when
you refuse to buy a
product that you do
not need.
_______3. The best
way to get rid of trash
and save energy is
recovering.
_______4.
Decomposable wastes
can be buried in the
 3. Some materials are normally soil and change to
useful even after serving its compost.
original purpose. What will you _______5. Recovery
do to an empty canister at change the old
home? discarded waste into a
A. Place it inside the cabinet. new product.
B. Burn it.
C. Use it instead of plastic to
place your meal for lunch.
D. Make a trash bin out of it.
4. You have a lot of small
dresses in your cabinet. You
have noticed that your
playmate used old clothing. Is
it right to share the clothes
that you are not using?
A. Yes, because he is my friend.
B. Yes, instead of storing the
dress it will be useful one.
C. No, it is a gift from my
parents.
D. No, I will burn it.
5. The following materials can
be reused, EXCEPT:
A. woods C. aluminum cans
B. paper D. paint brush
J.additional activities for application Think of any useful products that There are some types of waste that Gather information about other How do you reuse the From an old
or remediation can be made out of the following should never be put in the trash can. ways on how to reduce the waste following materials: newspaper cut an
recyclable materials. List as many These waste maybe dangerous or materials produced. Write you 1. empty sack article about ways on
as you can they may require a special type of answers in your Science Notebook. 2. empty plastic bottle recovering
1. old calendar disposal. They should be kept out of 3. cartoon materials. Paste it on
2. scratch paper the landfills. 4. plastic wares your Science
3. plastic spoon Cite some examples of harmful notebook
4. coconut leaves wastes. List three (3) possible ways
5. empty milk box to recycle them
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried.
in the evaluation next objective. next objective. next objective. the next objective. Move on to the next
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. objective.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% ___Lesson not carried.
mastery mastery mastery mastery _____% of the pupils
got 80% mastery
B.No.of learners who require
additional activities for remediation
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find
answering their lesson. answering their lesson. difficulties in answering their difficulties in
___Pupils found difficulties in ___Pupils found difficulties in lesson. answering their
answering their lesson. answering their lesson. ___Pupils found difficulties in lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson. ___Pupils found
because of lack of knowledge, skills because of lack of knowledge, ___Pupils did not enjoy the difficulties in
and interest about the lesson. skills and interest about the lesson. lesson because of lack of answering their
___Pupils were interested on the ___Pupils were interested on the knowledge, skills and interest lesson.
lesson, despite of some difficulties lesson, despite of some difficulties about the lesson. ___Pupils did not
encountered in answering the encountered in answering the ___Pupils were interested on enjoy the lesson
questions asked by the teacher. questions asked by the teacher. the lesson, despite of some because of lack of
___Pupils mastered the lesson ___Pupils mastered the lesson difficulties encountered in knowledge, skills and
despite of limited resources used by despite of limited resources used answering the questions asked interest about the
the teacher. by the teacher. by the teacher. lesson.
___Majority of the pupils finished ___Majority of the pupils finished ___Pupils mastered the lesson ___Pupils were
their work on time. their work on time. despite of limited resources interested on the
___Some pupils did not finish their ___Some pupils did not finish their used by the teacher. lesson, despite of
work on time due to unnecessary work on time due to unnecessary ___Majority of the pupils some difficulties
behavior. behavior. finished their work on time. encountered in
___Some pupils did not finish answering the
their work on time due to questions asked by the
unnecessary behavior. teacher.
___Pupils mastered
the lesson despite of
limited resources used
by the teacher.
___Majority of the
pupils finished their
work on time.
___Some pupils did
not finish their work
on time due to
unnecessary behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
learners who have caught up with above above above 80% above earned 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation additional activities for additional activities for remediation additional activities for additional activities for require additional
remediation remediation remediation activities for
remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
the lesson lesson the lesson the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
which my principal or supervisor require remediation require remediation require remediation to require remediation continue to require
can helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
materials did used/discover whichI ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive work well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, taking and studying techniques, and taking and studying techniques, assessments, note taking and Development:
and vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and Examples: Self
 ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair- vocabulary assignments. assessments, note
share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, 
and ___Bridging: Examples: Think- taking and studying
anticipatory charts. charts. anticipatory charts. pair-share, quick-writes, and techniques, and
   anticipatory charts. vocabulary
 ___Schema-Building: Examples:  ___Schema-Building: Examples: 
___Schema-Building: Examples: assignments.
Compare and contrast, jigsaw Compare and contrast, jigsaw 
Compare and contrast, jigsaw ___Schema-Building:  ___Bridging:
learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and Examples: Compare and Examples: Think-pair-
projects.  projects. contrast, jigsaw learning, peer share, quick-writes,
  ___Contextualization:  teaching, and projects. and anticipatory
 ___Contextualization:  Examples: Demonstrations, media,  ___Contextualization:  charts.
 Examples: Demonstrations, media, 
manipulatives, repetition, and local Examples: Demonstrations, media,  ___Contextualization: 
manipulatives, repetition, and local opportunities. 
manipulatives, repetition, and local Examples: 
Demonstrations, ___Schema-Building:
opportunities.  opportunities. media, manipulatives, Examples: Compare
  ___Text Representation:  repetition, and local and contrast, jigsaw
 ___Text Representation:  
Examples: Student created drawings, ___Text Representation: opportunities. learning, peer
 Examples: Student created videos, and games.  Examples: Student 
created teaching, and projects.
drawings, videos, and games.  ___Modeling: Examples: Speaking drawings, videos, and games.  ___Text Representation: 
 ___Modeling: Examples: Speaking slowly and clearly, modeling the  ___Modeling: Examples: Speaking  Examples: Student created  ___Contextualization:
slowly and clearly, modeling the language you want students to use, slowly and clearly, modeling the drawings, videos, and games.
language you want students to use, and providing samples of student 
language you want students to use, ___Modeling: Examples:  Examples:
and providing samples of student work. and providing samples of student Speaking slowly and clearly, Demonstrations,
work. work. modeling the language you media, manipulatives,
Other Techniques and Strategies want students to use, and repetition, and local
Other Techniques and Strategies used: Other Techniques and Strategies providing samples of student opportunities.
used: ___ Explicit Teaching used: work. 
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching  ___Text
___ Group collaboration ___Gamification/Learning throuh ___ Group collaboration Other Techniques and Representation:
___Gamification/Learning throuh play ___Gamification/Learning throuh Strategies used:  Examples: Student
play ___ Answering preliminary play ___ Explicit Teaching created drawings,
___ Answering preliminary activities/exercises ___ Answering preliminary ___ Group collaboration videos, and games.
activities/exercises ___ Carousel activities/exercises ___Gamification/Learning  ___Modeling: Exampl
___ Carousel ___ Diads ___ Carousel throuh play es: Speaking slowly
___ Diads ___ Differentiated Instruction ___ Diads ___ Answering preliminary and clearly, modeling
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Differentiated Instruction activities/exercises the language you want
___ Role Playing/Drama ___ Carousel students to use, and
___ Discovery Method ___ Diads providing samples of
___ Lecture Method ___ Differentiated Instruction student work.
Why? ___ Role Playing/Drama
___ Complete IMs ___ Discovery Method Other Techniques and
___ Availability of Materials ___ Lecture Method Strategies used:
___ Pupils’ eagerness to learn Why? ___ Explicit Teaching
___ Group member’s ___ Complete IMs ___ Group
collaboration/cooperation ___ Availability of Materials collaboration
in doing their tasks ___ Pupils’ eagerness to learn ___Gamification/Lear
___ Audio Visual Presentation ___ Group member’s ning throuh play
of the lesson collaboration/cooperation ___ Answering
in doing their tasks preliminary
___ Audio Visual Presentation activities/exercises
of the lesson ___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness
to learn
___ Group member’s

collaboration/coopera
tion
in doing their
tasks
___ Audio Visual
Presentation
of the lesson

__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Bullying among pupils __ Bullying among
__ Pupils’ behavior/attitude pupils
__ Colorful IMs __ Pupils’
__ Unavailable Technology behavior/attitude
Equipment (AVR/LCD) __ Colorful IMs
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
and __Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Science/ Computer/ __ Unavailable
Internet Lab Technology
__ Additional Clerical works Equipment
(AVR/LCD)
__ Science/
Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations:
__Contextualized/Localized __Contextualized/Loc
and Indigenized IM’s alized and Indigenized
__ Localized Videos IM’s
__ Making big books from __ Localized Videos
views of the locality __ Making big books
__ Recycling of plastics to be from
used as Instructional Materials views of the locality
__ local poetical composition __ Recycling of plastics
to be used as
Instructional Materials
__ local poetical
composition

GRADES 1 to 12
DAILY LESSON LOG
WEEK 6
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
School:
Teacher: EDNALYN D. MACARAIG
Teaching Dates and Time: JULY 9-13, 2018 (WEEK 6)
MONDAY
Naipamamalas ang pang-unawa sa
kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop[ bilang
gawaing mapagkakakitaan
1. Naipapakita ang kaalaman,
kasanayan, kawilihan at
mapagkakakitaang gawain sa pag-
aalaga ng poltri o isda
2. Naisasagawa ang mga kaalaman,
kasanayan, kawilihan at
mapagkakakitaang
gawain sa pag-aalaga ng poltri o isda
3. Naipadarama ang kahalagahan ng
pag-aalaga ng polti at isda
EPP5AG-Oe-10
Pag-aalaga ng hayop
CG p.19
TUESDAY
Naipamamalas ang pang-unawa sa
kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop[ bilang
gawaing mapagkakakitaan
1. Naipaliliwanag ang kabutihang
dulot ng pag-aalaga ng poltri o isda
2. Naisasabuhay ang pagtitiwala sa
sarili sa pag-aalaga ng poltri o isda
K-12 CG EPP5 AG Oe-11 LC 2.2 P.19
Pag-aalaga ng hayop
CG p.19
WEDNESDAY
Naipamamalas ang pang-unawa
sa kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop[ bilang
gawaing mapagkakakitaan
1. Nakapagsasaliksik ng mga
katangian, uri, pangangailangan,
pamamaraan ng pag-aalaga at
pagkukunan ng mga hayop na
maaaring alagaan at karanasan
ng taong nag-aalaga ng hayop
2. Natatalakay ang mga
katangian, uri at
pangangailangan, pamamaraan
ng pag-aalaga at pagkukunan ng
mga hayop na maaaring alagaan
at karanasan ng taong nag-aalaga
ng hayop.
3. Naipakikita ang kawilihan sa
pagtalakay ng aralin ukol sa uri,
pagsasaliksik ng katangian,
pangangailangan, pamamaraan
at pagkukunan ng mga hayop na
maaaring alagaan ng taong nag-
aalaga
K-12 CG EPP5 AG-Of-12 LC 2.3
p.19
Pag-aalaga ng hayop
CG p.19
Grade Level: V
Learning Area: EPP - AGRICULTURE
Quarter: 1ST QUARTER
THURSDAY FRIDAY
Naipamamalas ang pang-unawa
sa kaalaman at kasanayan sa
pag-aalaga ng hayop bilang
gawaing mapagkakakitaan
Naisasagawa nang may
kawilihan ang pag-aalaga ng
hayop[ bilang gawaing
mapagkakakitaan
1. Nakapagsasaliksik ng mga Summative Test
katangian, uri, pangangailangan
at pamamaraan ng pag-aalaga at
pagkukunan ng mga isda na
maaaring alagaan at karanasan
ng taong mag-aalaga ng isda.
2. Natatalakay ang mga
katangian, uri, pangangailangan
at pamamaraan ng pag-aalaga at
pagkukunan ng mga isda na
maaaring alagaan at karanasan
ng taong mag-aalaga.
3. Naipakikita ang kawilihan sa
pagtalakay na aralin ukol sa
katangian, uri, pangangailangan
at pamamaraan ng pag-aalaga at
pagkukunan ng mga isda na
maaaring alagaan
K-12 CG EPP5 AG-Of-12 LC 2.3
p.19
Pag-aalaga ng hayop
CG p.19
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
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 ralin
Makabuluhang Gawaing Pantahanan
at Pangkabuhayan 5 p.161-162,
tsart, laptop, projector, larawan
Balik-Aral:
Ano ano ang mga paraan ng
pagtatala ng puhunan, gastos, kita at
maiimpok sa mga inaning halamang
gulay?
Pagpapakita ng mga larawan ng
poltri o isda gamit ang projector.
a. Ano ang napapansin ninyo sa mga
larawan?
b. Maaari bang pagsama-samahin sa
iisang pangkat ang mga ito? Bakit?
Pumalakpak ng tatlong beses kapag
tama ang isinasaad ng bawat
pangungusap at pumadyak naman
ng tatlong beses kung mali.
a. Ang manok at pugo ay nagbibigay
ng itlog at karne.
b. May tamang oras at dami ng
pagkain ang ibinibigay sa mga isda.
c. Ang kulungan ay dapat nalililiman
ng puno at may sapat na bentilasyon
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
p161
Larawan, tsart, laptop computer,
projector
1.Balik-Aral:
Hahatiin ang klase sa dalawang
pangkat.
Magbibigay ang guro ng mga
kartolina strips na naglalaman ng
mga pamamaraan ng pag-aalaga ng
poltri o isda at mga
kaalaman/kasanayan nito.
Pagsasama-samahin sa kanya-
kanyang pangkat ang pamamaraan
at katangian
Pagpapanood sa mga bata ng
“video presentation” tungkol sa
kabutihang dulot ng pag-aalaga ng
mga hayop tulad ng manok at mga
kauri nito.
Itaas ang dalawang kamay kung
tama ang kasagutan at pumalakpak
kung mali.
a. Ang pag-aalaga ng isda ay
nakawiwili at nakalilibang.
b. Nakadaragdag sa gawain at
pagod ang pag-aalaga ng hayop.
c. Nagsisilbing hanapbuhay sa mag-
anak ang pag-aalaga ng poltri o isda
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
pp. 162 at 164
larawan, tsart, Computer,
Projector, meta card
Balik-aral:
Panuto: Piliin sa mga nakapaskil
na meta cards sa pisara ang mga
kabutihang naidudulot ng pag-
aalaga ng hayop at ilagay sa ilalim
ng paksang nakakapit sa tsart na
nasa pisara.
Pagpapanood ng video
presentation ng mga alagang
hayop
Panuto: Tumayo kapag ang mga
hayop na mababanggit ay uri ng
hayop na maaaring alagaan sa
tahanan at pumalakpak kung
hindi
manok ahas kalabaw pugo agila
bibe itik
B. May mga ginupit na letra sa
loob ng kahon sa unahan. Ang
mga salitang mabubuo buhat sa
mga letra ay katangian ng
aalagaang hayop. Ang unang
makabubuo ang tatanghaling
panalo.
Umunlad sa paggawa 5 pp. 144-
148
Balik-aral:
Basahin ang mga sumusunod na
pangungusap. Sabihin ang
salitang DEAL kung tumutukoy
sa mga uri, katangian at
pangangailangan ng hayop na
aalagaan at NO DEAL kung hindi.
Pagpapanood ng video
presentation tungkol sa pag-
aalaga ng isda.
Ano ang inyong masasabi sa
napanood ninyong video galing
sa www.youtube.com: fish
cultivation?
Panimulang Pagtatasa:
Panuto: Sagutin ang mga tanong
sa paraang pasalita
a. Paano ang pag-alaga ng isda ?
b. Ano-ano ang hakbang o
proseso upang isagawa ito?

D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
F.Paglinang na Kabihasaan
Magbigay ng sapat na kaalaman,
kasanayan at kawilihan sa
pag-aalaga ng hayop sa
pamamagitan ng semantic web
a. Pagpapangkat sa mga bata sa lima
b. Pagpili ng lider sa bawat pangkat
c. Pagkalap ng mga impormasyon ng
bawat pangkat tungkol sa paksa
Pangkat 1- Pagpili ng uri ng poltri o
isda
Pangkat 2- Pangangalaga sa
kulungan
Pangkat 3- Pagpapakain
Pangkat 4- Pag-iwas sa mga sakit at
peste
Pangkat 5- Mapagkakakitaang
Gawain
a. Ano ang naramdaman ninyo sa
gawain ng pangkat?
b. Ano-ano ang mga kaalaman na
naipakita sa pag-aalaga ng poltri o
isda?
c. Magbanggit ng ilang kasanayang
kailangan sa pag-aalaga ng poltri
o isda?
d. Paano naipakita ang kawilihan sa
pag-aalaga ng polti o isda?
Pangkatang Gawain: Magbigay ng
mga kabutihang dulot ng pag-
aalaga
ng poltri at isda
a. Ano-ano ang mga kabutihang
dulot ng pag-aalaga ng poltri at isda
sa
mag-anak ?
b. Malaki ba ang naitutulong nito sa
buhay ng pamilya?
c. Paano mo maipakikita ang tiwala
sa sarili sa pag-aalaga ng
Poltri o isda?
Ang pag-aalaga ng poltri o isda ay
isang gawaing makatutugon sa
pangunahing pangangailangan sa
pagkain at makapagpapa-unlad sa
kabuhayan ng mag-anak. Ito ay
maaaring rin magsilbing libangan.
Ang mga itlog ay nagbubuhat sa
mga alagang poltri ay nagdudulot
sa pamilya ng ibayong lakas ng
katawan. Nagagamit rin na pakain
sa mga isda ang mga dumi ng mga
manok at kauri nito o kaya naman,
ginagawang pataba sa mga
halaman. Ang mga balahibo ng mga
poltri ay sangkap sa paggawa ng
mga palamuti sa tahanan o sa mga
mabilis lumaki madaling alagaan
nangingitlog
sariwang karne kapaki-
pakinabang
a. Pangkatang Gawain Pangkatang Gawain
1. Kumalap ng mga impormasyon Magsagawa ng Pagsasaliksik
o datos tungkol sa katangian, uri, tungkol sa sumusunod na
at pangangailangan ng hayop na tanong
aalagaan
2. Gumamit ng semantic web sa
paglalagay ng impormasyon
Pagtalakay sa natapos na gawain Ano-anong pamamaraan ng pag-
a. Anong uri ng manok ang aalaga ng isda batay sa
mainam sa pangingitlog at tinalakay?
maraming karne? Paano mo naipakita ang
b. Anong uri ng pakain ang pagkamaparaan sa pagkalap ng
ibinibigay sa bawat uri ng poltri? datos?
c. Anu-anong katangian ng bawat
uri ng poltri ang dapat alagaan?
d. Anu-ano ang mga uri ng poltri
ang maaaring alagaan?
e. Anu-ano ang mga
pangangailangan ng bawat uri ng
hayop na aalagan gaya ng manok
at mga kauri nito?
f. Paano mo naipakita ang
pagkamaparaan sa pagkalap ng
kaalaman?
May iba’t ibang uri at lahi ang Ang pagsasaliksik ay paraan
poltri. May kani-kaniyang upang lalong madagdagan ang
katangian ang bawat lahi. Ang ating kaalaman tungkol sa isda
lahi ng poltri na maaaring alagaan na nais nating alagaan. Mainam
ay ang mga sumusunod: din itong gamiting batayan kung
Maraming mangitlog (Egg type anong uri, katangian at proseso
breed) tulad ng White Leg Horn, ng pag-aalaga ng isda. Ang
Minorca at Mikawa, Mabilis susunod na datos ay isang
lumaki (Meat type breed) Arbor halimbawa ng resulta ng
Acre, Cobb,Hubbard pananaliksik na ginawa
Pilch,Dekalb,ang Maraming
mangitlog at mabilis lumaki (Dual
type breed) ay ang Plymouth
Rock, Rhode Island Red at New
Hampshire. Ang Sasso Chicken

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
Punan ng tamang sagot ang bawat
patlang upang mabuo ang kaisipang
tumutukoy sa mga kaalaman,
kasanayan, kawilihan sa pag- aalaga
ng hayop.
a. Karaniwang inaalagaan ang mga
bibe malapit sa ___.
b. Panatilihing malinis ang ______ng
mga hayop upang
makaiwas sa sakit.
c. Ang mga isda ay karaniwang
binibigyan ng pagkain tuwing
_______
dahil ito ang tamang oras ng
kanilang pagkain.
d. Gawing _____ ang pag-aalaga ng
mga poltri o isda bilang libangan.
e. Magiging magaan ang iyong buhay
sa pag-aalaga ng mga poltri o isda
kung may _________ ka sa mga ito.
Ang pag-aalaga ng poltri o isda ay
isang kapaki-pakinabang na gawain.
Maraming produkto ang maaaring
makuha sa mga ito katulad ng karne
at itlog. Ang mga sumusunod na
kaalaman at kasanayan ay dapat
matutunan sa pag-aalaga ng mga
poltri o isda:
Basahin ang katanungan at
ipaliwanag ang kasagutan sa anyong
patalata na binubuo ng tatlo
hanggang limang pangungusap.
Bakit mahalaga ang may sapat na
kaalaman, kasanayan, kawilihan at
mapagkakakitaang gawain sa pag-
aalaga ng poltri o isda?
kasuotan. Nagsisilbi ring
hanapbuhay ang pag-aalaga ng
hayop.
Babasahin ng guro ang sumusunod
na sitwasyon. Ipapaliwanag ng bawt
pangkat kung anong kabutihan ang
naidulot ng kasanayan at kaalaman
sa bawt bilang:
a. Naging matagumpay sa pag-
aalaga ng poltri si Dennis dahil sa
kanyang tibay ng loob, kakayahan
at tiwala sa sarili.
b. Malaki ang kapakinabangan sa
pag-aalaga ng poltri sa buhay ni
Carlo dahil nagkaroon siya ng
dagdag kita at nabili pa niya ang
mga pangangailangan ng kanyang
pamilya.
C. Nag-alaga ng poltri si Benny kaya
may pagkakataong nagkakaroon
sila ng pagkain kapag hindi
nakakapamili sa bayan.
a. Anu-ano ang mga kabutihang
naidudulot ng pag-aalaga ng hayop
tulad ng manok at kauri nito?
b. Bakit nagsisilbing libangan ito ng
nag-aalaga?
c. Paano mo masasabi na dagdag
ito sa kita ng mag-anak?
Basahing mabuti ang sumusunod na
katanungan. Isulat ang titik ng
tamang
sagot
may lasang Native Chicken ngunit
mas madaling lumaki
Pangkatang Gawain: Anu-anong pamamaraan sa pag-
Panuto: Gumawa ng talaan ng aalaga ng isda?
mga uri ng hayop na maaaring
alagaan
katangian at kanilang
pangangailangan. Pagkatapos
talakayin ang mga nakalap na
datos ng bawat pangkat
Ano anong uri, katangian,
pangangailangan ng aalagaang
hayop at pamamaraan ng pag-
aalaga?
Basahin ang sumusunod at piliin Basahin ang sumusunod at piliin
ang titik ng tamang sagot. ang titik ng tamang sagot
1. Karaniwang inaalagaan ang itik 1. Maraming uri ng isda ang
sa lugar malapit sa ___________. maaaring alagaan sa panloobang
A. parang B. bahay palaisdaan. Alin sa mga
C. tubig D. damuhan sumusunod ang maaaring
2.Ang white leghorn at minorca alagaan?
ay uri ng manok na na mainam sa A. Tilapya B. Hasa-hasa
_______. C. Lapu-lapo D. Bangus
A. sa pangingitlog B. magpisa ng 2. Upang makakalap ka ng
itlog kumpleto at tamang
C. magbigay ng karne D. impormasyon sa mga uri,
magbigay ng karne at itlog

J.Karagdagang Gawain para sa
takdang aralin at remediation
Sagutin: Upang maging matagumpay
ka sa pag-aalaga ng mga poltri o
isda, ano ano pa ang mga dapat
mong paunlarin? Bakit?
Makipanayam sa may-ari ng poltri
sa inyong lugar. Tanungin ang
kanyang masasabi ukol sa
kabutihang dulto ng pag-aalaga ng
poltri?
3.Upang makakalap ka ng
kumpleto at tamang
impormasyon sa mga uri,
katangian at pangangailangan ng
mga hayop at isdang aalagaan,
anong pag-uugali ang dapat
isapuso at isabuhay mo?
A. Masayahin at matipid B.
Mapagmahal at matulungin
C. Masipag at matiyaga D.
Matiyaga at maparaan
4. Sa pagbibigay ng mga patuka
sa poltri, ano ang dapat isaisip?
A. Sustansiya ng pagkaing
ibibigay sa mga alaga.
B. Dami ng mga bibigyan ng
patuka
C. Kalinisan ng paglalagyan ng
inumin at pakain
D. Uri ng pagkaing ibibgay
5. Ang kulungan ng mga itik ay
karaniwang malapit sa ilog o lawa
inilalagay.
Kung malayo sa ilog o lawa,
anong dapat gawin ng mag-
aalaga?
A. Maglaan ng malaking
palanggana na may tubig.
B. Maghukay sa lupa at doon
mglagay ng tubig
C. Maglagay sa maliliit na
palanggana ng tubig
D. Hayaang maligo sa mga kanal
ang mga alagang itik
Sagutin ang mga katanungan sa
paraang pasalita.
1. Kung nais mong mag-alaga ng
manok na maraming mangitlog,
anong uri ng
manok ang aalagaan mo? Bakit
2. Gagawa ka ng kulungan ng
mga aalagaan mong poltri, anong
isasaisip mo?
Bakit
A.Masayahin at matuwain B.
Mabilis at maabilidad
C. Masipag at matiyaga D.
Matiyaga at maparaan
3. Anong uri ng kulungan ng isda
ang gagawin mo kung gagawa ka
nito sa
iyong palaisdaan?
A. Nakalutang sa tubig B.
Nakalubog sa tubig
C. Nasa tabi ng tubig D. Nasa
bukana ng palaisdaan
4. Paano mo makikilala ang
babaeng tilapya at lalaking
tilapya?
A. Ang babaeng tilapya ay my
dalawang bilog sa bahaging may
buntot
samantalang ang lalaking tilapya
naman ay iisa ang bilog.
B. Ang babaeng tilapya ay mas
malaki kaysa lalaki
C. Ang babaeng tilapya ay
mabilog kysa lalaki
D. Ang babaeng tilapya ay mas
mapula kaysa lalaki
5. Ang mga tilapya ay
karaniwang pinipiling alagaan
dahil ______________.
A. Madali itong alagaan B.
Madaling pakainin
C. Madaling anihin D. Madaling
ilagay sa kulungan
Gamit ang internet, magsaliksik
ng iba pang mga uri, katangian
at pamamaraan ng pag-aalaga
ng isda

V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha
ng 80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang
Gawain para sa remediation
3. Sa mga isdang aalagaan mo sa
likod bahay, anong uri ng isda ang
pipiliin
mo? Bakit?
___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried.
next objective. next objective. the next objective. the next objective. Move on to the next
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. objective.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% ___Lesson not
mastery mastery mastery mastery carried.
_____% of the pupils
got 80% mastery
___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find
answering their lesson. answering their lesson. in answering their lesson. in answering their lesson. difficulties in
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering their
answering their lesson. answering their lesson. answering their lesson. answering their lesson. lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils found
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, lesson because of lack of difficulties in
and interest about the lesson. and interest about the lesson. skills and interest about the knowledge, skills and interest answering their
___Pupils were interested on the ___Pupils were interested on the lesson. about the lesson. lesson.
lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on ___Pupils did not
encountered in answering the encountered in answering the lesson, despite of some the lesson, despite of some enjoy the lesson
questions asked by the teacher. questions asked by the teacher. difficulties encountered in difficulties encountered in because of lack of
___Pupils mastered the lesson ___Pupils mastered the lesson answering the questions asked by answering the questions asked knowledge, skills and
despite of limited resources used by despite of limited resources used by the teacher. by the teacher. interest about the
the teacher. the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson lesson.
___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used despite of limited resources used ___Pupils were
their work on time. their work on time. by the teacher. by the teacher. interested on the
___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils lesson, despite of
work on time due to unnecessary work on time due to unnecessary their work on time. finished their work on time. some difficulties
behavior. behavior. ___Some pupils did not finish ___Some pupils did not finish encountered in
their work on time due to their work on time due to answering the
unnecessary behavior. unnecessary behavior. questions asked by
the teacher.
___Pupils mastered
the lesson despite of
limited resources
used by the teacher.
___Majority of the
pupils finished their
work on time.

C.Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin.
D.Bilang ng mag-aaral na
magpapatuloy sa remediation
E.Alin sa mga estratehiyang
pagtuturo ang nakatulong ng
lubos?Paano ito nakatulong?
F.Anong sulioranin ang aking
naranasan na solusyunansa tulong
ng aking punungguro at superbisor?
G.Anong kagamitang panturo ang
aking nadibuho nanais kong
ibahagi sa kapwa ko guro?
___Some pupils did
not finish their work
on time due to
unnecessary
behavior.
___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who
above above above above earned 80% above
___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
additional activities for remediation additional activities for remediation additional activities for additional activities for require additional
remediation remediation activities for
remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
lesson lesson the lesson the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
require remediation require remediation require remediation require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
 ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive work well:
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and Development:
vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and Examples: Self
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think- vocabulary assignments. assessments, note
share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and  ___Bridging: Examples: Think- taking and studying
charts. charts. anticipatory charts. pair-share, quick-writes, and techniques, and
   anticipatory charts. vocabulary
 ___Schema-Building: Examples: ___Schema-Building: Examples: 
___Schema-Building: Examples: assignments.
Compare and contrast, jigsaw Compare and contrast, jigsaw 
Compare and contrast, jigsaw 
___Schema-Building: Examples: ___Bridging:
learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and Compare and contrast, jigsaw Examples: Think-
 projects. projects. learning, peer teaching, and pair-share, quick-
 ___Contextualization:   projects. writes, and
 Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization:  anticipatory charts.

manipulatives, repetition, and local Examples: Demonstrations, media,  Examples: 
Demonstrations, ___Contextualization: 
opportunities. manipulatives, repetition, and local 
media, manipulatives, repetition, Examples: 
Demonstrations, ___Schema-Building:
 opportunities. and local opportunities. media, manipulatives, Examples: Compare
 ___Text Representation:   repetition, and local and contrast, jigsaw
 
Examples: Student created drawings, ___Text Representation:  ___Text Representation: opportunities. learning, peer
videos, and games. 
 ___Modeling: Examples: Speaking  Examples: Student 
created Examples: Student 
created ___Text Representation: teaching, and
slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games.  Examples: Student created projects.

language you want students to use, ___Modeling: Examples: Speaking  ___Modeling: Examples: drawings, videos, and games. 
and providing samples of student slowly and clearly, modeling the Speaking slowly and clearly,  ___Modeling: Examples:  ___Contextualizatio
work. language you want students to use, modeling the language you want Speaking slowly and clearly, n:
and providing samples of student students to use, and providing 
modeling the language you want Examples:
Other Techniques and Strategies work. samples of student work. students to use, and providing Demonstrations,
used: samples of student work. media,
___ Explicit Teaching Other Techniques and Strategies Other Techniques and Strategies manipulatives,
___ Group collaboration used: used: Other Techniques and Strategies repetition, and local
___Gamification/Learning throuh ___ Explicit Teaching ___ Explicit Teaching used: opportunities.
play ___ Group collaboration ___ Group collaboration ___ Explicit Teaching 
___ Answering preliminary ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Group collaboration  ___Text
activities/exercises play play ___Gamification/Learning Representation:
___ Carousel ___ Answering preliminary ___ Answering preliminary throuh play  Examples: Student
___ Diads activities/exercises activities/exercises ___ Answering preliminary created drawings,
___ Differentiated Instruction ___ Carousel ___ Carousel activities/exercises videos, and games.
___ Role Playing/Drama ___ Diads ___ Diads ___ Carousel  ___Modeling: Exam
___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ples: Speaking slowly
___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction and clearly, modeling
Why? ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama the language you
___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Discovery Method want students to use,
___ Availability of Materials Why? Why? ___ Lecture Method and providing
___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs Why? samples of student
___ Group member’s ___ Availability of Materials ___ Availability of Materials ___ Complete IMs work.
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
in doing their tasks ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn Other Techniques
___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation ___ Group member’s and Strategies used:
of the lesson in doing their tasks in doing their tasks collaboration/cooperation ___ Explicit Teaching
___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks ___ Group
of the lesson of the lesson ___ Audio Visual Presentation collaboration
of the lesson ___Gamification/Lea
rning throuh play
___ Answering
preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method
 ___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness
to learn
___ Group member’s

collaboration/cooper
ation
in doing their
tasks
___ Audio Visual
Presentation
of the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude pupils
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Pupils’
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology behavior/attitude
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Colorful IMs
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Unavailable
Internet Lab Internet Lab Internet Lab Internet Lab Technology
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Equipment
(AVR/LCD)
__ Science/
Computer/
Internet Lab
__ Additional Clerical
works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Lo
Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s calized and
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos Indigenized IM’s
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Localized Videos
views of the locality views of the locality views of the locality views of the locality __ Making big books
__ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be from
Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition views of the
locality
__ Recycling of
plastics to be used as
Instructional
Materials
__ local poetical
composition
 GRADES 1 to 12 Paaralan
DAILY LESSON LOG Guro
(Pang-araw-araw na
Tala sa Pagtuturo) Petsa/Oras JULY 9-13, 2018
WEEK 6 LUNES
I. LAYUNIN
A. Pamantayang Pangnilalaman naipamamalas ang pang-unawa sa
batayang kaalaman at kasanayan sa
pagbuo ng proyektong
pagkakakitaang kaugnay ng sining
pang-industriya at pagkukumpuni
ng mga sirang kagamitan sa
tahanan at paaralan
B. Pamantayan sa Pagaganap nakabubuo ng proyektong
mapagkakakitaan at
nakapagkukumpuni ng mga sirang
kagamitan sa tahanan at paaralan
C. Mga Kasanayan sa Pagkatuto 5.1 nasusuri ang ginawang
(Isulat ang code ng bawat produkto at naisasaayos ito batay
kasanayan) sa sarili at mungkahi ng iba gamit
ang rubrics
5.1.1 nalalapatan ng angkop na
panghuling ayos(finishing) ang
nabuong produkto
5.1.2 natutukoy ang iba ibang
paraan ngpanghuling ayos (pagliha,
pagpintura, at pagbarnis)
5.1.3 nasusundan ang wastong
paraan ng pagliliha, pagpipintura, o
pagbabarnis
EPP5IA-0g-7
II. NILALAMAN Saaraling ito tatalakayin ang
pagsusuri sa ginawang produkto,
matututuhan ang paglalapat ng
angkop na panghuling ayos
MARTES
naipamamalas ang pang-unawa sa
batayang kaalaman at kasanayan sa
pagbuo ng proyektong
pagkakakitaang kaugnay ng sining
pang-industriya at pagkukumpuni
ng mga sirang kagamitan sa
tahanan at paaralan
nakabubuo ng proyektong
mapagkakakitaan at
nakapagkukumpuni ng mga sirang
kagamitan sa tahanan at paaralan
5.1 nasusuri ang ginawang
produkto at naisasaayos ito batay
sa sarili at mungkahi ng iba gamit
ang rubrics
5.1.1 nalalapatan ng angkop na
panghuling ayos(finishing) ang
nabuong produkto
5.1.2 natutukoy ang iba ibang
paraan ngpanghuling ayos (pagliha,
pagpintura, at pagbarnis)
5.1.3 nasusundan ang wastong
paraan ng pagliliha, pagpipintura, o
pagbabarnis
EPP5IA-0g-7
Saaraling ito tatalakayin ang
pagsusuri sa ginawang produkto,
matututuhan ang paglalapat ng
angkop na panghuling ayos
MIYERKULES
naipamamalas ang pang-
unawa sa batayang kaalaman
at kasanayan sa pagbuo ng
proyektong pagkakakitaang
kaugnay ng sining pang-
industriya at pagkukumpuni
ng mga sirang kagamitan sa
tahanan at paaralan
nakabubuo ng proyektong
mapagkakakitaan at
nakapagkukumpuni ng mga
sirang kagamitan sa tahanan
at paaralan
5.1 nasusuri ang ginawang
produkto at naisasaayos ito
batay sa sarili at mungkahi ng
iba gamit ang rubrics
5.1.1 nalalapatan ng angkop
na panghuling ayos(finishing)
ang nabuong produkto
5.1.2 natutukoy ang iba
ibang paraan ngpanghuling
ayos (pagliha, pagpintura, at
pagbarnis)
5.1.3 nasusundan ang
wastong paraan ng pagliliha,
pagpipintura, o pagbabarnis
EPP5IA-0g-7
Saaraling ito tatalakayin ang
pagsusuri sa ginawang
produkto, matututuhan ang
paglalapat ng angkop na
Baitang/Antas V
Asignatura EPP – INDUSTRIAL ARTS
Markahan UNANG MARKAHAN
HUWEBES BIYERNES
naipamamalas ang pang-unawa sa Lingguhang Pagsusulit
batayang kaalaman at kasanayan sa
pagbuo ng proyektong pagkakakitaang
kaugnay ng sining pang-industriya at
pagkukumpuni ng mga sirang
kagamitan sa tahanan at paaralan
nakabubuo ng proyektong
mapagkakakitaan at
nakapagkukumpuni ng mga sirang
kagamitan sa tahanan at paaralan
5.1 nasusuri ang ginawang produkto at
naisasaayos ito batay sa sarili at
mungkahi ng iba gamit ang rubrics
5.1.1 nalalapatan ng angkop na
panghuling ayos(finishing) ang
nabuong produkto
5.1.2 natutukoy ang iba ibang paraan
ngpanghuling ayos (pagliha,
pagpintura, at pagbarnis)
5.1.3 nasusundan ang wastong paraan
ng pagliliha, pagpipintura, o
pagbabarnis
EPP5IA-0g-7
Saaraling ito tatalakayin ang pagsusuri
sa ginawang produkto, matututuhan
ang paglalapat ng angkop na
panghuling ayos (finishing) sana buong
 (finishing) sana buong
produkto,matukoy ang iba’t ibang
paraan ng pang-huling ayos at
masundan ang wastong paraan ng
pagliliha, pagpipintura at
pagbabarnis
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-
Mag-aaral
3. Mga pahina sa Teksbuk EPP51A 0g7
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
B. Iba pang Kagamitang Panturo Tsart ng mga halimbawa ng rubrics
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Sino-sino ang nagsusuri ng ginawang
at/o pagsisimula ng bagong produkto?
aralin
Bakit mahalagang matutunan ang
wastong pagsusuri sa ginawa ng
produkto?
B. Paghahabi sa layunin ng aralin Nalalapatan ng
angkopnapanghulingayos (finishing)
ang nabuong produkto.
C. Pag-uugnay ng mga halimbawa sa Ipalabas sa mga mag-aaral ang isang
bagong aralin natapos na proyekto.
Ipalahad sa mga mag-aaral kung sila
ay nasiyahan sa nabuong proyekto.
Itanong din kung kanino sila humingi
ng suhestiyon upang mapaganda pa
ang kanilang proyekto.
(finishing) sana buong
produkto,matukoy ang iba’t ibang
paraan ng pang-huling ayos at
masundan ang wastong paraan ng
pagliliha, pagpipintura at
pagbabarnis
EPP51A 0g7
Tsart ng mga halimbawa ng rubrics
Sino-sino ang nagsusuri ng ginawang
produkto?
Bakit mahalagang matutunan ang
wastong pagsusuri sa ginawa ng
produkto?
Nalalapatan ng
angkopnapanghulingayos (finishing)
ang nabuong produkto.
Ipalabas sa mga mag-aaral ang isang
natapos na proyekto.
Ipalahad sa mga mag-aaral kung sila
ay nasiyahan sa nabuong proyekto.
Itanong din kung kanino sila humingi
ng suhestiyon upang mapaganda pa
ang kanilang proyekto.
panghuling ayos (finishing)
sana buong
produkto,matukoy ang iba’t
ibang paraan ng pang-huling
ayos at masundan ang
wastong paraan ng pagliliha,
pagpipintura at pagbabarnis
EPP51A 0g7
Tsart ng mga halimbawa ng
rubrics
Sino-sino ang nagsusuri ng
ginawang produkto?
Bakit mahalagang matutunan
ang wastong pagsusuri sa
ginawa ng produkto?
Nalalapatan ng
angkopnapanghulingayos
(finishing) ang nabuong
produkto.
Ipalabas sa mga mag-aaral
ang isang natapos na
proyekto.
Ipalahad sa mga mag-aaral
kung sila ay nasiyahan sa
nabuong proyekto. Itanong
din kung kanino sila humingi
produkto,matukoy ang iba’t ibang
paraan ng pang-huling ayos at
masundan ang wastong paraan ng
pagliliha, pagpipintura at pagbabarnis
EPP51A 0g7
Tsart ng mga halimbawa ng rubrics
Sino-sino ang nagsusuri ng ginawang
produkto?
Bakit mahalagang matutunan ang
wastong pagsusuri sa ginawa ng
produkto?
Nalalapatan ng
angkopnapanghulingayos (finishing)
ang nabuong produkto.
Ipalabas sa mga mag-aaral ang isang
natapos na proyekto.
Ipalahad sa mga mag-aaral kung sila ay
nasiyahan sa nabuong proyekto.
Itanong din kung kanino sila humingi ng
suhestiyon upang mapaganda pa ang
kanilang proyekto.
 Ipasuri sa mga mag-aaral ang isang
halimbawa ng score card nasa
Alamin Natin sa LM.
D. Pagtatalakay ng bagong konsepto Talakayin ang iba’t-ibang uri ng
at paglalahad ng bagong kasanayan instrument sa pagtataya na nasa
#1 Linangin Natin sa LM.
E. Pagtatalakay ng bagong konsepto Ipaliwanag sa mga bata ang iba’t-
at paglalahad ng bagong kasanayan ibang paraan ng panghuli ng ayos at
#2 paglalapat ng angkop na panghuli ng
ayos.
F. Paglinang sa Kabihasan Hayaanang mag-
(Tungo sa Formative Assessment) aaralnasuriinangkanilangnabuongpr
oyektoayonsa score card
nanasaLinanginNatinsa LM.
G. Paglalapat ng aralin sa pang-araw- Itanong: Sa pagsusuri ng nabuong
araw na buhay proyekto, bakit mahalaga na
maisaayos ito batay sa paglalapat ng
angkop nahuli ng ayos?
Paano dapat tanggapin ang
mgapuna at suhestiyon ng iba
tungkol sa natapos na proyekto?
H. Paglalahat ng Arallin Itanong sa mga bata ang
kahalagahan ng paggamit ng rubrics
sa pagtataya at pagmamarka ng
natapos na proyekto.
I. Pagtataya ng Aralin Ipasagot ang Gawin Natin sa LM
Ipasuri sa mga mag-aaral ang isang
halimbawa ng score card nasa
Alamin Natin sa LM.
Talakayin ang iba’t-ibang uri ng
instrument sa pagtataya na nasa
Linangin Natin sa LM.
Ipaliwanag sa mga bata ang iba’t-
ibang paraan ng panghuli ng ayos at
paglalapat ng angkop na panghuli ng
ayos.
Hayaanang mag-
aaralnasuriinangkanilangnabuongpr
oyektoayonsa score card
nanasaLinanginNatinsa LM.
Itanong: Sa pagsusuri ng nabuong
proyekto, bakit mahalaga na
maisaayos ito batay sa paglalapat ng
angkop nahuli ng ayos?
Paano dapat tanggapin ang
mgapuna at suhestiyon ng iba
tungkol sa natapos na proyekto?
Itanong sa mga bata ang
kahalagahan ng paggamit ng rubrics
sa pagtataya at pagmamarka ng
natapos na proyekto.
Ipasagot ang Gawin Natin sa LM
ng suhestiyon upang
mapaganda pa ang kanilang
proyekto.
Ipasuri sa mga mag-aaral ang
isang halimbawa ng score
card nasa Alamin Natin sa LM.
Talakayin ang iba’t-ibang uri
ng instrument sa pagtataya
na nasa Linangin Natin sa LM.
Ipaliwanag sa mga bata ang
iba’t-ibang paraan ng
panghuli ng ayos at
paglalapat ng angkop na
panghuli ng ayos.
Hayaanang mag-
aaralnasuriinangkanilangnab
uongproyektoayonsa score
card nanasaLinanginNatinsa
LM.
Itanong: Sa pagsusuri ng
nabuong proyekto, bakit
mahalaga na maisaayos ito
batay sa paglalapat ng
angkop nahuli ng ayos?
Paano dapat tanggapin ang
mgapuna at suhestiyon ng
iba tungkol sa natapos na
proyekto?
Itanong sa mga bata ang
kahalagahan ng paggamit ng
rubrics sa pagtataya at
pagmamarka ng natapos na
proyekto.
Ipasagot ang Gawin Natin sa
LM
Ipasuri sa mga mag-aaral ang isang
halimbawa ng score card nasa Alamin
Natin sa LM.
Talakayin ang iba’t-ibang uri ng
instrument sa pagtataya na nasa
Linangin Natin sa LM.
Ipaliwanag sa mga bata ang iba’t-ibang
paraan ng panghuli ng ayos at
paglalapat ng angkop na panghuli ng
ayos.
Hayaanang mag-
aaralnasuriinangkanilangnabuongproy
ektoayonsa score card
nanasaLinanginNatinsa LM.
Itanong: Sa pagsusuri ng nabuong
proyekto, bakit mahalaga na maisaayos
ito batay sa paglalapat ng angkop nahuli
ng ayos?
Paano dapat tanggapin ang mgapuna
at suhestiyon ng iba tungkol sa
natapos na proyekto?
Itanong sa mga bata ang kahalagahan
ng paggamit ng rubrics sa pagtataya at
pagmamarka ng natapos na proyekto.
Ipasagot ang Gawin Natin sa LM
J. Karagdagang gawain para sa
takdang-aralin at remediation
Sabihin sa mga mag-aaral na ipakita
ang kanilang proyekto sa mga
magulang o kapatid at hingiin ang
kanilang puna o suhestiyon, ipatala
ito sa kanilang kwaderno.
Sabihin sa mga mag-aaral na ipakita
ang kanilang proyekto sa mga
magulang o kapatid at hingiin ang
kanilang puna o suhestiyon, ipatala
ito sa kanilang kwaderno.
Sabihin sa mga mag-aaral na
ipakita ang kanilang proyekto
sa mga magulang o kapatid at
hingiin ang kanilang puna o
suhestiyon, ipatala ito sa
kanilang kwaderno.
Sabihin sa mga mag-aaral na ipakita ang
kanilang proyekto sa mga magulang o
kapatid at hingiin ang kanilang puna o
suhestiyon, ipatala ito sa kanilang
kwaderno.

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 istratehiyang pagtuturo

nakatulong ng lubos? Paano ito
nakatulong?

F. Anong suliranin ang aking naranasan na

solusyunan sa tulong ng aking
punungguro at superbisor?

G. Anong kagamitang panturo ang aking

nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
 DAILY LESSON LOG Paaralan LOOC CS/DEBOLOC ES Baitang/Antas FIVE
(Pang-araw-araw na Guro HERMOSILIA S. COLALJO/SHIRLYN R. UY Asignatura ICT & ENTREPRENEURSHIP
Tala ng Guro) Petsa/Oras JULY 9-13, 2018 (WEEK 6) Markahan UNANG MARKAHAN

WEEK 6 LUNES MARTES MIYERKULES HUWEBES BIYERNES

a. Naipapaliwanag ang gamit ng diagram at word processing tool. a. Naiisa-isa ang mga basic function at formula sa electronic
b. Nakagagawa ng diagram ng isang proseso gamit ang word processing tool. spreadsheet na ginagamit sa paglalagom ng mga datos.
I. LAYUNIN c. Natutukoy ang kahalagahan ng diagram gamit ang word processing tool. b. Nakagagamit ng mga basic function at formula sa electronic
spreadsheet upang malagom ang datos.
c. Naipamamalas ang speed at accuracy gamit ang mga basic
function at formula sa electronic spreadsheet.
A. Pamantayang Pangnilalaman Naipamamalas ang kaalaman at kasanayan na gamitin ang computer at internet sa pangangalap at pagsasaayos ng impormasyon.

B. Pamantayan sa Pagganap 1. Naipakikita ang impormasyong tekstwal sa pamamagitan ng diagram gamit ang word processing tool.
2. Nailalagom ang impormasyon numerical gamit ang mga basic function at formula sa electronics spreadsheet tool.
C. Mga Kasanayan sa Pagkatuto
Nakagagamit ng mga basic function at formula sa electronic
Nakagagawa ng diagram ng isang proseso gamit ang word processing tool.(EPP5IE-Of-15)
Isulat ang code ng bawat spreadsheet upang malagom ang datos.(EPP5IE-Of-16)
kasanayan
Ang word processor o word processing application ay isang software na tumutulong sa paglikha ng mga tekstuwal na dokumento, sa pag-eedit at pag-save
II. NILALAMAN ng mga ito sa computer file system.
Ang diagram ay mga hugis na nilalaman ng mga impormasyon hinggil sa isang bagay o proseso. Ito rin ay tinatawag nating graph. Noon hindi pauso ang
paggamit ng computer, ang mga diagram ay mano-manong nilikha, ngayong makabagong panahon, maaari nang gamitin ang computer upang gumawa ng
diagram gamit ang word processing tool.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro Aralin 15, pahina 1-3 Aralin 15, pahina 1-3 Aralin 15,pahina 1-3 Aralin 16,pahina 1-3 Aralin 16,pahina 1-3
2. Mga Pahina sa Kagamitang Aralin 15, pahina 1-6 Aralin 15, pahina 1-6 Aralin 15, pahina 1-6 Aralin 16, pahina 1-10 Aralin 16, pahina 1-10
Pang-Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
B. Iba Pang Kagamitang Panturo Powerpoint presentation, Powerpoint presentation, Powerpoint presentation, Powerpoint presentation, Powerpoint presentation,
computer, word processing computer, word processing computer, word processing computer, excel computer, excel
tool, mga larawan tool, mga larawan tool, mga larawan application,meta cards application,meta cards
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin Ano ang masasabi mo sa Ano ang gamit ng diagram at Ano ang kahalagahan ng Makagagawa ba ng diagram Magbigay ng ilang basic
at/o pagsisimula ng bagong bookmark/website? processing tool? diagram gamit ang word ng isang proseso gamit ang function at formula sa
aralin. processing tool? word processing tool? electronic spreadsheets na

B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga
halimbawa at bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kahabisaan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
IV. MGA TALA
ginagamit sa paglalagom ng
mga datos.
Ipasagot sa mga bata ang Ipasagot sa mga bata ang Ipasagot ang Panimulang Ipasagot ang Panimulang
Ipagawa ang Kaya Mo Na Ba? tungkol sa paggawa ng tungkol sa paggawa ng Pagtatasa (sa Kaya Mo Na Pagtatasa (sa Kaya Mo Na
sa LM. diagram gamit ang word diagram gamit ang word Ba?) sa LM. Ba?) sa LM.
processing tool sa LM. processing tool sa LM.
(Pangkatang Gawain) Magbigay ng mga gamit o
Ipasagot sa mga mag-aaral Ipasagot ang mga panggabay Ipagawa ang Gawin Natin sa
Isagawa ang “Relay Game” sa tools na pwedeng makatulong
ang Picture Puzzle sa Alamin na tanong sa Alamin Natin sa LM
Alamin Natin. upang mapabilis ang
Natin sa LM. LM.
pagtutuos.
Pagtalakay tungkol sa gamit Pagtalakay sa paggawa ng Pagbibigay sa kahalagahan ng Pagtatalakay sa mga basic Pagtatalakay sa paggamit ng
ng diagram at word diagram gamit ang word diagram gamit ang word function at formula sa basic function at electronic
processing tool. processing tool. processing tool. electronic spreadsheet upang spreadsheet sa paglalagom ng
magagamit sa paglalagom ng datos.
mga datos.
Ipagawa ang Linangin Natin sa Ipagawa ang Linangin Natin sa Ipagawa ang Linangin Natin sa Ipagawa ang Gawin A sa Ipagawa ang Gawin B sa
LM.(Paggawa ng List Diagram) LM.(Paggawa ng Process LM.(Paggawa ng Cycle Linangin Natin sa LM. Linangin Natin sa LM.
Diagram) Diagram)
Gumawa ng isang diagram ng Magbigay ng tig- iisang Paggawa ng paglalagom ng Paggawa ng paglalagom ng
Ibigay ang kahulugan ng
isang proseso ng paglalaba. halimbawa sa 4 na diagram mga datos gamit ang formula mga datos gamit ang formula
diagram at word processing
na napag-alaman. (Autosum) na mano-mano.
tool.
Ano-ano ang mga basic Gumawa ng basic formula
Ano ang kahalagahan sa Gumawa ng isang simpleng Ano ang naibibigay na
function at formula ng upang makalagom ng mga
paggamit ng diagram sa diagram na gamit ang word kahalagahan ng diagram sa
electronic spreadsheet? datos na may speed at
inyong mga gawaing bahay? processing tool. ating pang-araw-araw na mga
accuracy.
gawain?
Ano ang gamit ng diagram at Makagagawa ba tayo ng Ano ang kahalagahan ng Ano ang kahalagahan ng basic Ano ang maaari nating
word processing tool? diagram gamit ang word diagram gamit ang word formula at electronic gamitin upang makalagom ng
processing tool? processing tool? spreadsheet sa paglalagom ng mga datos?
mga datos?
Sagutan ang Subukin Mo sa Gumawa ng sariling diagram Sagutan ang Kaya Mo Na Ba Sagutan ang Subukin Mo sa Sagutan ang Kaya Mo Na Ba sa
LM. ng isang proseso sa pagluluto sa LM. LM. LM.
ng kanin.(RUBRICS)
Gumawa ng diagram ng isang Gumawa ng diagram ng isang Gumawa ng diagram ng isang Ipagawa ang Gawain sa Ipagawa ang Gawain sa
proseso ng Pagdidilig ng proseso ng Paghuhugas ng proseso ng Pagliligpit ng Magtuos Tayo! sa LM. Magtuos Tayo! sa LM.
Halaman. Plato. Higaan.
 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
na magpapatuloy sa
remediation.
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais kong
ibahagi sa mga kapwa kong
guro?
 GRADES 1 to 12 Paaralan
DAILY LESSON LOG Guro
WEEK 6
I. Layunin
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat
kasanayan)
II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Gabay ng Pang-
mag-aaral
Petsa at Oras
MONDAY
1.Nakapagsasaliksik gamit ang
internet, magasin, aklat at iba
pa.
2. Nalalaman ang kasalukuyang
kalakaran sa pamilihan ng
kagamitang pambahay tulad ng
kurtina, table runner, glass
holder, cover, throw pillow,
table napkin
Naipapamalas ang pang-
unawa sa kaalaman at
kasanayan sa “gawaing
pantahanan” at tungkulin at
pangangalaga sa sarili.
Naisasagawa ang kasanayan sa
pangangalaga sa sarili at
gawaing pantahanan na
nakakatulong sa pagsasaayos ng
tahanan.
K to 12- EPP5HE-0f-15
Paggamit ng Internet, Magasin,
Aklat sa Pagsasaliksik ng
Kasalukuyang Kalakaran sa
Pamilihan ng Kagamitang
Pambahay
Quarter2 Week 6 pp.____
Quarter2 Week 6 pp.____
GUITNANGBAYAN ELEMENTARY SCHOOL
JESUSA A. SANTOS
JULY 9-13, 2018 (WEEK 6)
TUESDAY
1 Nakagagawa ng plano ng
kagamitang pambahay tulad ng
apron.
2.Naipakikita ang kasanayan sa
pagpaplano ng kagamitang
pambahay.
3.Nakagagawa ng padron at
nailalatag ito upang matabas sa
wastong pamamaraan.
4. Napahahalagahan ang
pagpaplano para sa pagbuo ng
kagamitang pambahay.
Naipapamalas ang pang-
unawa sa kaalaman at
kasanayan sa “gawaing
pantahanan” at tungkulin at
pangangalaga sa sarili.
Naisasagawa ang kasanayan sa
pangangalaga sa sarili at
gawaing pantahanan na
nakakatulong sa pagsasaayos ng
tahanan.
K to 12- EPP5HE-0f-16
Paggawa ng Plano para sa Apron
Quarter2 Week 6 pp.____
Quarter2 Week 6 pp.____
WEDNESDAY
1.Natutukoy ang mga bahagi ng
makinang de padyak.
2.Naiisa isa ang mga bahagi ng
makina.
3.Nalalaman ang kahalagahan
ng bawat bahagi nito.
Naipapamalas ang pang-
unawa sa kaalaman at
kasanayan sa “gawaing
pantahanan” at tungkulin at
pangangalaga sa sarili.
Naisasagawa ang kasanayan sa
pangangalaga sa sarili at
gawaing pantahanan na
nakakatulong sa pagsasaayos ng
tahanan.
K to 12- EPP5HE-0f-17
Mga Bahagi ng Makina
Quarter2 Week 6 pp.____
Quarter2 Week 6 pp.____
Baitang/Antas V
Asignatura EPP-H.E
Markahan UNANG MARKAHAN
THURSDAY FRIDAY
1.Natatalakay at naipapakita
ang wasto at maingat na
paggamit ng makina. LINGGUHANG PAGSUSULIT
2.Napahahalagahan ang mga
paraan sa paggamit ng makina.
Naipapamalas ang pang-
unawa sa kaalaman at
kasanayan sa “gawaing
pantahanan” at tungkulin at
pangangalaga sa sarili.
Naisasagawa ang kasanayan sa
pangangalaga sa sarili at
gawaing pantahanan na
nakakatulong sa pagsasaayos ng
tahanan.
K to 12- EPP5HE-0f-17
Wastong Paraan ng Paggamit ng
Makina
Quarter2 Week 6 pp.____
Quarter2 Week 6 pp.____

3. Mga pahina Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
B. Iba pang Kagamitang
pangturo
IV. PAMAMARAAN
A. Balik –Aral sa nakaraang aralin
at sa pagsisimula ng bagong
aralin
B. Paghahabi ng layunin ng aralin
C.Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan # 1
E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan # 2
mga aktwal na kagamitang
pambahay, tsart
Panggabay na Tanong:
1.Nakatulong ba ang paggamit
ng internet sa pagsasaliksik?
2.Anong kabutihan at di-
kabutihang dulot ng paggamit
ng internet?
Pangganyak:
1.Magpakita ng larawan:
2.Itanong sa mga mag-aaral:
“ Alin dito ang halimbawa ng ng
mga kagamitang pambahay (soft
furnishing)
Ipaliwanag ang sagot
PAGPAPALALIM NG KAALAMAN
1Hatiin ang klase sa apat na
pangkat.
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan
5 pp. 128- 129
halimbawa ng plano ng
proyekto, tsart
Panggabay na tanong:
1.Ano ang dapat tandaan sa
pagbuo ng plano?
Pangganyak:
1. Pagpapakita ng mga larawan
ng kagamitan piliin kung ito ay
pambahay o pampaaralan.
2.Itanong sa mga mag-aaral:
PAGLALAHAD:
Pagbuo ng plano para sa pagbuo
ng kagamitang pambahay sa
Manwal ng Guro sa
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan
5 pp. 121-222
makinang de-padyak, tsart ng
mga bahagi ng makina
Panggabay na tanong:
1.Nakakita na ba kayo ng
makina?
2.Saan kayo nakakita ng makina
at ano ang gamit nito?
3.Mahalaga ba ang bawat
bahagi ng makina?
Pangganyak:
1.Pagpapakita ng isang isang
aktwal na makinang de-padyak
na panahian.
2.Itanong sa mga mag-aaral;
Ano ang kahalagahan ng
makinang de padyak?
PAGLALAHAD:
makinang de-padyak, tsart
Panggabay na tanong:
1.Mayroon ba kayong makina sa
bahay?
2.Magbigay ng mga paraan ng
paggamit ng makina?
3.Mahalaga bang malaman
natin ang mga paraan na ito?
Pangganyak:
Tumawag ng mag-aaral mula sa
klase.
2. Itanong sa mga mag-aaral:
Sino sa inyo ang marunong
gumamit ng makina?
PAGPAPALALIM NG KAALAMAN
1.Pangkatin ang klase sa apat .
 2.Magdaos ng dula-dulaan kung
saan ipakikita ang sumusunod:
a.Pangkat 1 paggamit ng
internet sa pagsasaliksik
b.Pangkat 2 paggamit ng aklat,
magasin sa pagsasaliksik
c.Pangkat 3 ipakita ang paraan
ng paggawa ng kurtina.
d.Pangkat 4 Paglilista ng mga
halimbawa ng kasangkapang
pambahay.
1.Isa-isang magtatanghal ang
bawat pangkat.
2.Habang nagsasagawa ang
isang pangkat, ang ibang
pangkat naman ay
magmamasid.
3.Kapag tapos na ang lahat,
magbibigay ng puna ang isang
kasapi ng bawat pangkat at ang
guro. Gabayan ang mga mag-
aaral sa pagbibigay ng puna.
F. Paglinang sa kabihasnan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw araw na buhay
1.Anu-ano ang mga halimbawa
ng kagamitang pambahay?
H. Paglalahat ng aralin
2.Ipaliwanag ang kahalagahan
nito.
pamamagitan ng mga
sumusunod nabalangkas:
I.Pangalan ng Kagamitang
Pambahay
II.Mga Layunin
III.Mga Kagamitan
IV.Pamamaraan sa Paggawa
PAGPAPALALIM NG KAALAMAN
1.Gamit ang hakbang sa pagbuo
ng plano, gawin ito ng may
pagkakasunud-sunod.
Ipagawa sa mag-aaral ang
Pagyamanin Natin sa LM p____.
Itanong sa mag-aaral:
1.Ano ang dapat tandaan sa
pagbuo ng plano?
Magpapakita sa mga mag-aaral
ng tsart ng makina at mga
bahagi nito.
PAGPAPALALIM NG KAALAMAN
1.Pangkatin ang klase.
2.Magpakita ng larawan ng
makina na may mga bahagi nito.
3.Matapos mapag-aralan ang
mga bahagi ng makina gamit
ang tsart tutukuyin naman ng
piling mag-aaral mula sa bawat
pangkat ang mga bahagi ng
makinang de padyak sa harap ng
klase.
Bakit mahalagang malaman ang
mga bahagi na makina?
Anu ano ang mga bahagi ng
makina?
2.Sa unang pangkat ipapakita
nila sa pamamagitan ng
pagsasadula kung paano
pangangalagaan ang makina
3.Sa ikalawang pangkat
pagsusunud-sunurin ang
wastong paraan ng paggamit ng
makina sa tsart.
4.Ang ikatlong pangkat naman
ay magtatalakay ng maingat na
paggamit ng makina.
5.Ang huling pangkat naman
ang magbibigay ng puna sa 3
pangkat na nagsagawa ng kani-
kanilang gawain.
Basahin ang Tandaan Natin sa
LM p_____.
Mahalaga bang malaman natin
ang mga paraan ng paggamit ng
makina?
 2.Tumawag ng ilang mag-aaral
at ipasabi sa kanila ang mga
hakbang sa pagbuo ng plano.

1.Sagutan ang Subukin Mo sa Ipagawa sa mga mag-aaral ang Ipagawa sa mga mag-aaral ang Ipagawa sa mga mag-aaral ang
LM p______. Gawin Natin sa LM p___. Gawin Natin sa LM p___. Gawin Natin sa LM p___.
I. Pagtataya ng aralin 2.Pasagutan ang Kaya Mo na Ba
sa LM ____.

J. Karagdagan Gawain para sa
takdang aralin at remediation
1.Magsaliksik tungkol sa paraan Ipagawa sa mag-aaral ang Ipagawa sa mag-aaral ang Ipagawa sa mag-aaral ang
ng paggawa ng apron. Pagyamanin Natin sa LM p____. Pagyamanin Natin sa LM p____. Pagyamanin Natin sa LM p____.
2.Ipagawa ang Pagyamanin
Natin sa LM.

V.MGA TALA
VI. 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
remediation? Bilang ng mag-
aaral na nakaunawa sa aralin.
D Bilang ng mag-aaral na
magpapatuloy sa remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa tulong
ng aking punungguro at
superbisor?
G. Anong kagamitang panturo
ang aking ginamit/nadiskubre na
nais kong ibahagi sa mga kapwa
ko guro?
 GRADES 1 to 12 School Grade Level FIVE
DAILY LESSON LOG Teacher Learning Areas MAPEH
Teaching Dates and Time JULY 9-13, 2018 Quarter FIRST QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards recognizes the musical symbols and recognizes the musical symbols and The learner… The learner… The learner . . .
demonstrates understanding of demonstrates understanding of demonstrates understanding of
concepts pertaining to rhythm concepts pertaining to rhythm lines, shapes, and space; and the demonstrates understanding of
principles of rhythm and balance mental emotional, and social health
Demonstrates understanding
through drawing of archeological concerns
of
artifacts, houses, buildings, and
churches from historical periods participation and assessment
using crosshatching technique to of physical activity and
simulate 3-dimensional and physical fitness
geometric effects of an artwork.

B. Performance Standards performs with a conductor, a speech performs with a conductor, a speech The learner… The learner… The learner . . .
chorus in simple time signatures chorus in simple time signatures
1. choral 1. choral creates different artifacts and practices skills in managing mental,
2. instrumental 2. instrumental architectural buildings in the emotional and social health
Philippines and in the locality using participates and assesses
concerns
crosshatching technique, geometric
performance in physical
shapes, and space, with rhythm and
balance as principles of design. activities.
puts up an exhibit on Philippine
artifacts and houses from different assesses physical fitness
historical periods (miniature or
replica).

C. Learning Competencies/Objectives
Write the LC code for each
recognizes rhythmic patterns using
quarter note, half note, dotted half
note, dotted quarter note, and
eighth note in simple time
signatures
MU5RH-Ia-b-2
recognizes rhythmic patterns using
quarter note, half note, dotted half
note, dotted quarter note, and
eighth note in simple time
signatures
MU5RH-Ia-b-2
shows, describes, and names describes some mental, emotional assesses regularly
significant parts of the different and social health concerns participation in
architectural designs and artifacts
found in the locality. e.g.bahaykubo, physical activities based on
torogan, bahaynabato, simbahan, H5PH-Ig-15 the
carcel, etc.
Philippines physically activity
pyramid

PE5PF-Ib-h-18
 II. CONTENT Musical Symbols and Concepts Musical Symbols and Concepts Pagguhit ng mga Sinauanang Gusali Kalusugang Pangkaisipan, Ang Pagsubok sa mga
1. Notes and Rests 1. Notes and Rests sa Bansa Emosyonal, at Sosyal Sangkap ng
2. Meters 2. Meters
3. Rhythmic Patterns 3. Rhythmic Patterns Physical Fitness (Pre-test)
4. Simple Time Signatures 4. Simple Time Signatures
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages Umawit at Gumuhit 5

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources karton o kahon, popcicle sticks, glue,
gunting

IV. PROCEDURES

A. Reviewing previous lesson or
presenting the new lesson
Ipalakpak ang sumusunod na
rhythmic pattern sa dalawahang
kumpas
Ipalakpak ang sumusunod na
rhythmic pattern sa dalawahang
kumpas
Ang mga sinaunang bagay o gusali ay
bahagi ng kultura ng ating bansa.
Kabilang dito ang mga mosque at
ang simbahan, mga lumang bahay,
pati na rin ang mga museo at ilang
tanggapan.
Suriin ang mga larawan at sagutin
ang mga tanong.
a. Ano ang ipinahihiwatig ng mga
larawan?
b. Ano ang mensaheng ipinakikita ng
ng mga ito?
Ilagay ang iyong hintuturo at
gitnang daliri sa iyong
pulsuhan (wrist) o kaya
naman sa may leeg sa ilalim
ng panga (jaw) at damhin ang
iyong pulso. Sa hudyat ng
guro, umpisahang bilangin
ang iyong resting heart rate
simula sa zero hanggang sa
sabihin ng guro na itigil o
ihinto ang pagbilang.

Ngayon na nakuha mo na ang

iyong resting heart rate, itala
mo ito sa Physical Fitness
Passport Card na ibibigay ng
iyong guro. Ang Physical
Fitness Passport Card ay
magsisilbing talaan ng iyong
mga iskor sa mga susunod
pang

B. Establishing a purpose for the Pagkilala sa Rhythmic Patters Gamit Pagkilala sa Rhythmic Patters Gamit Nailalarawan ang ibat ibang disenyo Ilarawan ang kalusugang emosyonal, Malaman ang estado ng
lesson ng mga gusali sa ating bansa na iyong physical fitness
social at physical.

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Ang Iba’t-ibang Mga Nota sa
Simpleng Time Signatures
Pangkatang Gawain
Ipakikita ng guro ang mga note at
rest na nakasulat sa mga flashcard.
Matapos kilalanin, dapat ibigay ang
tamang bilang o kumpas ng note o
rest. Ang pangkat na may
pinakamaraming sagot ang panalo.
Laro: Sa hudyat, bubuo ang bawat
pangkat ng rhythmic pattern sa
iba’t-ibang time signature gamit ang
mga flashcard ng note at rest.
Ipalakpak ang mga nagawang
rhythmic pattern.
Ang Iba’t-ibang Mga Nota sa
Simpleng Time Signatures
Pangkatang Gawain
Ipakikita ng guro ang mga note at
rest na nakasulat sa mga flashcard.
Matapos kilalanin, dapat ibigay ang
tamang bilang o kumpas ng note o
rest. Ang pangkat na may
pinakamaraming sagot ang panalo.
Laro: Sa hudyat, bubuo ang bawat
pangkat ng rhythmic pattern sa
iba’t-ibang time signature gamit ang
mga flashcard ng note at rest.
Ipalakpak ang mga nagawang
rhythmic pattern.
ginamit n gating mga ninuno
maraming taon na ang nakalipas.
Pagpapakita ng mga larawan ng mga
sinaunang gusali sa bansa.
1. Ang museo ay isang lugar o gusali
na pinaglalagakan ng mga bagay na
may kinalaman sa kasaysayan at
mga bagay na may kinalaman sa
sining at siyensiya. Kabilang na sa
mga museo sa Pilipinas ay ang
“National Museum” o Pambansang
Museo na itinakda ng pamahalaan
bilang espesyal na lagakan ng mga
pamana ng bansa. Dito nakatago ang
mahalagang kagamitan na ginamit
ng mga unang Pilipino at mga
dakilang bayani ng bansa.
2. Mga lumang
bahay na ginawa daang taon na ang
nakalilipas sa ibat-ibang dako ng
Pilipinas ay karaniwang yari sa bato
at adobe. Ang mga bintana ay
malalaki at pinapa lamutian ng
kapis.Malalaki ang mga pinto.
Maluluwang ang mga silid kabilang
dito ay lumang bahay ni Heneral
Emilio Aguinaldo sa Kawit Cavite.
3. Lumang simbahan at mosque. Ang
unang simbahan o parokya sa
Maynila ay ang ‘Manila Metropolitan
Cathedral” na itinatag noong 1571.
Pagpapakita ng larawan hinggil sa
kalusugan.
KALUSUGANG PANGKAISIPAN
(MENTAL HEALTH)
Ang kalusugang pangkaisipan ay ang
ating abilidad na makapagsaya sa
ating buhay at malampasan ang mga
pasanin ng pang-araw-araw na
pamumuhay.
Ang mabuting kalusugang
pangkaisipan ay nagpapahintulot sa
iyong maging kapakipakinabang, ang
magkaroon ng katuparan sa mga
relasyon sa ibang tao, at ang
umangkop sa mga pagbabago at
malampasan ang mga panahon ng
kahirapan.
Maraming mga kadahilanan ang nag-
aambag sa kalusugang pangkaisipan:
Pagpapahalaga sa sarili at
pagkamaalam sa sarili
Diyeta at ehersisyo
Mga relasyon sa pamilya, mga
kaibigan at mga kasamahan sa
trabaho
Sagutin ang mga tanong:
1. Mabilis ba ang iyong
pulso? Bakit kaya mabilis o
mabagal ito?
2. Ano ang maitutulong ng
mga physical activity na
ginagawa mo para
mapaunlad ang pintig ng
iyong puso?
Ang mga sangkap ng physical
fitness ay nasusukat sa
pamamagitan ng mga
pagsubok na sadyang
maingat na inihanda upang
sukatin ang antas ng
kakayahan. Ang mga
pagsubok na ito ay may
kanya-kanyang sariling
paraan ng paggawa na dapat
sundin upang tumpak ang
makuhang iskor. Ito ay
ginagawa sa simula ng antas
para malaman ang
kasalukuyang estado ng
physical fitness (pre-test) at
pagtatapos ng antas upang
malaman kung umunlad ba
ang mga sangkap na ito
(post-test).
Matatawag ang isang
indibidwal na malusog o
physically fit kung siya ay
hindi kaagad napapagod o
nanghihina sa kaniyang
ginagawa. Batay sa
makukuhang iskor sa iba’t
ibang pagsubok sa pre-test,
(Sumangguni sa LM, Alamin) Mga pananalapi
Paano mo ipinahihiwatig ang iyong
nararamdaman
malalaman kung anong
sangkap ng physical fitness
ang lubos na napauunlad sa
pamamagitan ng mga
gawaing ginagawa sa pang-
araw-araw. Gayundin,
malalaman sa mga pagsubok
kung anong sangkap ng
physical fitness ang dapat
pang paunlarin. Ang layunin
ay maabot ang iskor na
rekumendado sa kasarian at
edad ng isang indibidwal.
May iba’t ibang uri ng
pagsubok para sa mga
sangkap ng physical fitness.
Ang pagpili nito ay
nakasalalay sa guro kung
saan dapat isaalang-alang
ang oras na nilaan para sa
pagsubok, mga kagamitan at
lugar na kailangan, pati na rin
ang mismong pagbibigay ng
mga paraan ng pagsubok.
Sa pagsasagawa ng mga
pagsubok, dapat isaalang-
alang ang pagkakasunod-
sunod ng mga ito.
Makaaapekto nang malaki sa
pagsasagawa ng pagsubok at
resulta o iskor ng isang
indibidwal ang tamang
pagpaplano ng mga ito. Sa
araling ito, hinati sa dalawa
ang mga pagsubok para sa
mas mainam na pagbibigay
nito.
Sa pamamagitan ng regular o
madalas na pakikilahok sa
isports, laro, sayaw, at iba
pang pang-araw-araw na
gawain, mas mapauunlad ang
mga sangkap ng physical
fitness. Ang pag-unlad na ito
 ay maitatala sa pamamagitan
ng pangalawa at huling
pagsubok o post-test. Ito ay
isinasagawa sa pagtatapos ng
antas na layon. Makikita ang
pag-unlad ng mga sangkap ng
physical fitness sa
pamamagitan ng mga araling
gumagamit ng isports, laro,
sayaw, at iba pang pang-
araw-araw na gawain.
Kaakibat nito ang tuloy-tuloy
na pakikilahok sa iba’t ibang
gawain maging sa labas ng
paaralan.

E. Discussing new concepts and
practicing new skills #2
Suriin ang tsart ng awiting “Sayaw at
Awit”
Pakinggan ang tono ng awitin.
Awitin nang sabay-sabay ang “Sayaw
at Awit”
Suriin ang tsart ng awiting “Sayaw at
Awit”
Pakinggan ang tono ng awitin.
Awitin nang sabay-sabay ang “Sayaw
at Awit”
Magpabuo sa bata sa pamamagitan
ng karton o popsicle sticks ng isang
gusali na nagustuhan upang
maipakita ang tatlong dimensiyonal
na imahe.
(Sumangguni sa LM, Gawain)
KALUSUGANG EMOSYONAL
(EMOTIONAL HEALTH)
Paano Mabibigyan ang mga Bata ng
Kalusugang Emosyonal
Iyong malalaman kung ikaw
ay physically fit sa
pamamagitan ng paggawa ng
iba’t ibang pagsubok.

1. Magkaroon ng panahon upang

MAKINIG SA MGA BATA at
mararamdaman nilang mahalaga
sila, makakapag-isipsila ng mahusay,
makakahanap sila ng mga
tamangparaan upang malutas ang
kanilang mga problema.

2. IGALANG ANG MGA BATA. Lalaki

silang may paggalang sa sariliat sa
kapwa.

3. PURIHIN ANG MGA BATA ang

kanilang pagkatao,ang hitsura at
anyo nila,
ang pagkakaroon nilang sariling
kaisipan at kagustuhan.

4. PAYAGAN SILANG MATAKOT AT

MAGALIT. Ang pag-iyak at pag-
alboroto ay nakakabuti. Naalis
nilaang lungkot, pagkayamot at
pagkabigo, at alam ng mgabata ito.
Tayong lahat ay natatakot kung
minsan, atnabibigo, at kailangan
nating umiyak paminsan-minsan.

5. MAKIPAGLAROSA MGA BATA

Natututo, sumisibol at nagmamahal
sila habang nakikipaglaro. Pabayaan
mong sila ang pumiliat mamuno ng
laro.

6. HAYAANG SILA ANG MAG-ISIPNG

SARILI NILANG DESISYON hangga’t
maari sa ganyang paraan, lalaki
silang may kumpyansa at marunong
magdisisyon.

7. MAGTAKDA NG
MAKATUWIRANG HANGGANAN at
alalahaning ang pagpuri aymas
mabisa kaysa parusa!

KALUSUGANG SOSYAL (SOCIAL

HEALTH)

Ang paglalaro ay isang natural at

kinakailangang gawain para sa mga
bata anumang edad. Ito ay
nakakatulong para sila ay lumaki,
matuto at mabuo ang pagkatao.

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
Pangkatang Gawain
Pangkatang Gawain
Tandaan ang bawat awitin ay may
rhythmic pattern na matatagpuan.
Pangkatang Gawain
Pangkatang Gawain
Tandaan ang bawat awitin ay may
rhythmic pattern na matatagpuan.
Pangkatang Gawain
1. Paano mo ilalarawan ang
panuntunan sa pangangalaga ng
mga antigo at sinaunang gusali?
2. Bakit dapat pangalagaan ang mga
antigo o sinaunang gusali?
(Sumangguni sa LM, Tandaan)
Ang paglalaro ay magpapayaman ng
kalusugang piskal at kaisipan at
nagpapaunlad ng aspetong sosyal at
intelektuwal.
Kung ang mga bata ay naglalaro,
natututunan nilang alamin ang
kapaligiran. Nagiging malikhain mag-
isip at marunong tumanggap ng pag
subok at anumang mga pagbabago
sa buhay.
Halos lahat ng bata ay naglalaro
depende sa edad, personalidad,
kakayahan at mga karanasan.
Pangkatang Gawain Pangkatang Gawain
Punan ang tsart ng mga gawain na Pag-aralang mabuti ang
makalilinang sa kalusugang Talaan ng Iskor sa Pagsubok
pangkaisipan, emosyonal at sosyal. ng Physical Fitness. Makinig
Isulat sa tapat ng tamang kahon. nang mabuti sa alituntuning
ibibigay ng guro.
(Sumangguni sa LM, Tandaan) Tandaan na dapat mauna ang
3-minute step test para hindi
pa pagod ang susubok nito.
Dapat namang mahuli ang
50m run para may sapat na
pahinga na ang puso at mga
hita at binti pagkatapos ng 3-
minute step test. Ang partial
curlup, push-up, at stork
stand test ay maaaring mag-
iba-iba ng
pagkakasunodsunod.
I. Evaluating learning Tukuyin at isulat ang rhythmic
pattern na matatagpuan o ginamit
sa awiting “Sayaw at Awit”.
Tukuyin at isulat ang rhythmic
pattern na matatagpuan o ginamit
sa awiting “Sayaw at Awit”.
(Sumangguni sa LM,Suriin) Isulat sa patlang ang tamang sagot.
Piliin ang sagot sa kahon sa ibaba.
_______________ 1. Ito
nagpapahiwatig ng matinding self-
consciousness at takot na
nagdudulot ng pagkamahiyain ng
isang bata.
_______________ 2. Ito ay
panunukso o panunudyo sa kapwa.
Ano-anong sangkap ng
physical fitness ang dapat mo
pang paunlarin? Batay sa mga
naunang aralin, gumawa ng
mga gawaing makasasagot sa
mga sangkap na ito. Gawin
ang mga ito nang madalas
para lalong mapaunlad ang
pangkalahatang kalusugan.

_______________ 3. Ito ay paggawa

ng hindi kaaya-ayang gawain sa
ibang tao sa pamamagitan ng
pamimilit o paggamit ng dahas

_______________ 4. Ito ay pang-

aabusong pisikal at emosyonal
(damdamin o nararamdaman).

_______________ 5. Ito ay pang-

aasar o panloloko na humahantong
sa pagsasakitan.

_______________ 6. Ito ay ang

mabilis na pagbabago ng
pakiramdam ng isang tao

J. Additional activities for application (Sumangguni sa LM,Suriin) (Sumangguni sa LM,Suriin) Magdala ng mga sumusunod. Dapat bang iwasan ang panunukso Gumuhit ng mga larawan na
or remediation sa kapwa? Bakit? may kaugnayan sa physical
1. Manila Paper fitness.
2. Krayon

3. Lapis

4. tape

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 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?