GRADE 5 School: Grade Level: V

Teacher: Learning Area: EPP - AGRICULTURE

DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
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. Natutukoy ang iba’t ibang
paraan sa pagkalap ng
impormasyon gamit ang
internet
2. Nagagamit ang teknolohiya o
internet sa pagkalap ng
impormasyon sa pagpili ng
hayop/isdang aalagaan
3. Naisasagawa nang may
kawilihan ang pagkalap ng
impormasyon sa pagpili
ng hayop/isdang aalagaan gamit
ang internet K-12 CG EPP5 AG-
Of-13
Pag-aalaga ng hayop
CG p.19
Makabuhang Gawaing
Pantahanan at Pangkabuhayan 6
pp.230-232
Makabuhang Gawaing
Pantahanan at Pangkabuhayan 5
p.162, 164
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. Nakagagawa ng plano sa pag-
aalaga ng poltri o isda bilang
mapagkakakitaang
gawain.
2. Naiisa-isa ang salik sa
pagpaplano sa pag-aalaga ng poltri
o isda bilang
mapagkakakitaang gawain
3. Naisasagawa nang may
kawilihan ang wastong pag-aalaga
ng poltri o isda
bilang mapagkakakitaang Gawain
K12 CG EPP5 AG-Og-14 LC 2.5
Pag-aalaga ng hayop
CG p.19
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
p. 174
Internet (www.youtube.com :
Plano sa pag-aalaga ng poltri o
isda)
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. Natutukoy ang mga hayop
na maaaring alagaan gaya ng
manok, pato, itik,
pugo o tilapia
2. Naipakikita ang kasiyahan
sa pagtukoy ng hayop na
aalagaan gaya ng
manok, pato, itik, pugo at
tilapia
EPP5 AG-Of-15, LC 2.6
Pag-aalaga ng hayop
CG p.19
Agap at sikap 6 pp. 103-104,
108-109, 119-120,
Makabuluhang Gawaing
Pantahanan at
Pangkabuhayan 5 p 162
Naipamamalas ang pang-unawa Naipamamalas ang pang-
sa kaalaman at kasanayan sa unawa sa kaalaman at
pag-aalaga ng hayop bilang kasanayan sa pag-aalaga
gawaing mapagkakakitaan ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may Naisasagawa nang may
kawilihan ang pag-aalaga ng kawilihan ang pag-aalaga
hayop bilang gawaing ng hayop bilang gawaing
mapagkakakitaan mapagkakakitaan
1.Nakagagawa ng talaan ng mga Natataya ang kaalaman ng
kagamitan at kasangkapan na mga bata sa kasanayang
dapat ihanda tinalakay
upang makapagsimula ng pag-
aalaga ng poltri at isda .
2. Natatalakay ang talaan ng
mga kasangkapan at kagamitan
na dapat ihanda
upang makapagsimula ng pag-
aalaga ng poltri at isda.
3. Naipakikita ang pagiging
maingat sa pagtatala ng mga
kasangkapan at kaga-
mitan na dapat ihanda upang
makapagsimula ng pag-aalaga
ng poltri at isda.
EPP5 AG-Of-16,
Pag-aalaga ng hayop
CG p.19
Agap at Sikap 6 pp. 109 at 118-
119
Umunlad sa Paggawa 5 pp. 134-
136 at 146-148
internet

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
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
EPP 4 Learning Materials p. 52
Agap at Sikap 6 p. 102, 106,108,
119
Internet ( www. Youtube. Com.
Pag-aalaga ng mga hayop at
isda)
larawan, laptop, DLP
Balik-aral:
Paano nakatutulong ang
pagsasaliksik sa pagpili ng hayop
na aalagaan?
Lakbay-aral: Pagtungo sa
computer laboratory para
magmasid.
a. Anong teknolohiya ang nakita
ninyo?
b . Paano iyon ginagamit?
Panimulang Pagtatasa:
a. Pagpapataas ng kamay sa mga
batang may kaalaman sa
kompyuter.
b. Paano ginagamit ang
kompyuter?
c. Panuto: Sagutin ng Oo o Hindi
1. Nakaranas ka na bang
kumalap ng impormasyon sa
computer?
2. Nasubukan mo na bang
kumuha ng impormasyon gamit
ang
internet?
3. Madali ba itong gawin? Bakit?
Paglalahad: Pangkatang Gawain
(HOMO-Hands On Minds On)
Agap at Sikap 6 pp. 96-97
Balik-aral:
Ano ang pagsasaliksik gamit ang
teknolohiya?
Paano nakatutulong ang survey sa
wastong pagpili ng hayop na
aalagaan?
Panuto: Ayusin ang mga letra para
makabuo ng salita.
YOSOLAKN __________
LNPNAAGGIA ________
AAPNHNO ___________
NAKAPI ____________
Anong konsepto ang maaaring
iugnay sa mga salitang nabuo?
Panimulang Pagtatasa:
Anong dapat mong isaalang-alang
sa pagbuo ng plano sa pag-aalaga
ng hayop? Bakit?
Paglalahad: Pangkatang Gawain
Agap at Sikap 5 pp.134,
144,146
Balik-aral:
Paano ka makagagawa ng
isang magandang plano sa
pag-aalaga ng mga
hayop o isda?
Pagganyak
Panuto: Hanapin sa puzzle ang
mga hayop at isda na
maaaring alagaan
Panuto: Sagutin ang mga
tanong sa paraang pasalita.
a. Kung kayo’y bibigyan ng
pagkakataon na mag-alaga ng
poltri o isda, , alin ang pipiliin
ninyo? Bakit?
b. Kaya mo rin kayang
magtagumpay sa pag-aalaga
ng poltri o isda?
Pangatwiranan?
Paglalahad: ( Maglaro Tayo:
Pahulaan)
Balik-aral:
Paano mo matutukoy ang poltri
o isda na maaaring alagaan sa
tahanan?
Pagsasabi ng mga bata ng poltri
na maaaring alagaan at ang mga
kata-
ngian nito.
Pagpapakita ng mga larawan ng
mga kagamitan at kasangkapan
sa
pamamagitan ng projector
Alin sa mga larawang nakita
ninyo ang maaaring gamitin sa
pagsisi-
mula ng pag-aalaga ng poltri at
isda?
Panimulang Pagtatasa
. Dapat bang gumamit ng
angkop na kagamitan at
kasangkapan sa
pagsisimula ng pag-aalaga ng
poltri at isda? Bakit?
Anu-ano ang mga kasangkapan
at kagamitan na maaaring
gamitin
upang makapagsimula ng pag-
aalaga ng poltri at isda?
Pangkatang Gawain

E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
Pangkat I - IV - Gamit ang
teknolohiya kumalap ng
impormasyon
batay sa sumusunod na gabay
na tanong:
A. Anong hayop ang mainam
alagaan at pagkakitaan sa
Probinsiya ng
Batangas?
B. Ano ang nagiging batayan ng
isang tao sa pagpili ng hayop na
aalagaan?
C. Ano-ano ang mga salik na
dapat isaalang-alang sa pagtatag
ng
ng poltri?
D. Paano ka matutulungan ng
teknolohiya sa pagtatag ng
poltri?
Pagtalakay sa natapos na
Gawain
Anong masasabi ninyo sa
ginawa ninyong pagsasaliksik
gamit ang internet?
Anong karaniwang hayop ang
maaaring alagaan batay sa
inyong pagsasaliksik?
Nakatulong ba sa inyo ang
paggamit ng teknolohiya sa
pagkalap ng impormasyon?
Paano?
Pagpapalalim ng Kaalaman
Malaking tulong sa pangangalap
ng impormasyon ang paggamit
ng teknolohiya. Nagiging
batayan ito sa pagdedesisyon
tungkol sa kung anong hayop
ang aalagaan, paano ito
palalakihin at kung paano
magtatagumpay sa napiling
hayop na aalagaan. Bukod dito,
ito ay nagsisilbing sanggunian ng
mga tagapag-alaga ng hayop sa
Gumawa ng plano ng pag-aalaga
ng manok. Bigyang pansin sa plano
ang mga salitang nabuo sa
naunang gawain.
Paglinang sa natapos na gawain
Ano ang binigyang - pansin ng
bawat pangkat sa pagpaplano
Pagpapalalim ng Kaalaman
Ang pagpaplano ay isang
mahalagang elemento na
maaaring maging dahilan ng
pagtatagumpay sa napiling
gawain. Sa pagpaplano ng
aalagaang hayop, kailangang
isaalang-alang ang sumusunod na
salik
Panuto: Pumili sa pangkat ng
dalawang bata. Ang isa ay
siyang huhula at magbibigay
ng clue sa pamamagitan ng
kilos. Ang makahula sa
pinakamabilis na oras ang
siyang mananalo. Nasa ulo ng
isang bata ang huhulaang
pangalan ng hayop na
nakasulat sa maliit na kard.
Manok Bibe Pugo kalapati itik
tilapiya karpa hito
Paglinang sa natapos na
gawain
Ayon sa ginawa nating
pahulaan, ano-anong hayop
ang madaling natukoy?
Bakit madali ninyong natukoy
ang mga ito?
Masaya ba kayo sa ating
ginawa? Bakit?
Pagpapalalim ng Kaalaman:
Ang mga Hayop na maaaring
alagaan sa tahanan o bakuran
ay ang manok, bibe, pato, Itik,
kalapati o pugo.
Ang karpa, tilapia, hito,
bangus o dalag ang mga uri ng
isdang nabubuhay sa tubig na
maalat o tubig dagat.
Mayroon din namang
nabubuhay sa tubig tabang
nabubuhay. May mga isdang
maaaring alagaan nang
Hahatiin ang klase sa apat na
grupo.
Mag-uunahan ang bawat kasapi
na magsulat ng mga kagamitan
at kasangkapan sa pag-aalaga
ng poltri at isda.
Ang may pinakamaraming
maitatalang tamang salita ang
tatanghaling panalo sa gawaing
ito
Paglinang sa natapos na gawain
Sa palagay ninyo angkop ba ang
mga kagamitan at
kasangkapang
naitala para sa pag-aalaga ng
poltri o isda?
Ano ang naramdaman ninyo sa
gawain?
Madali ba ninyong natukoy ang
mga kagamitan at kasangkapan
sa pag-aalaga ng poltri o isda?
Ang kulungan ng poltri ay
maaaring yari sa katutubong
materyales tulad ng pawid at
kugon para sa bubong, at mga
patpat na kawayan ang dingding
at sahig. Maaari ring gamitin
ang chicken wire sa paggawa ng
kulungan ng poltri…………….

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
tuwing nangangailangan sila ng
impormasyon
Pangkatin ang klase sa dalawa.
Magdedebate ukol sa
pananaliksik ng impormasyon
ukol sa mga hayop na maaring
alagaan gamit ang internet vs. sa
paggamit ng iba pang mga
referens.
maramihan upang maipagbili
o kaya’y pambakuran lamang
tulad ng tilapiya, karpa, hito at
iba pang kauri. Ang mga
isdang ito ay madaling
alagaan sapagkat maaari
silang mabuhay sa iba’t ibang
antas ng temperatura sa
tubig.
Ang mga manok ay inaalagaan
dahil sa kanyang karne at
itlog. Layer ang tawag sa
manok na inaalagaan upang
magdulot ng sariwang itlog.
Broiler naman ang tawag sa
manok na inaalagaan upang
patabain at gawing pagkain.
Pinakakilalang uri ng manok
sa produksiyon ng itlog ang
Single Comb White Leghorn.
Sa broiler naman, kilala ang
mga kasta na Cornish,
plymouth rocky at new
hampshire. Nakikilala ang mga
manok na ito sa kanilang
manilaw-nilaw na balat at
mapuputing pakpak. Kasama
rin dito ang mga pugo, bibe at
itik sa mga poltring mainam
alagaan dahil rin sa karne at
itlog nito.
Paglalapat: (Pangkatang Gawain) Tukuyin ang mga hayop/isda Pangkatang Gawain
Paggawa ng plano ng pag-aalaga sa ibaba sa pamamagitan ng Gumawa ang bawat pangkat ng
ng isda at hayop paglalagay ng kanilang talaan ng mga kasangkapan at
Pangkat 1- Manok pangkat. kagamitang na magagamit
Pangkat 2- Pugo a. Maaaring alagaan sa upang makapagsimula ng pag-
Pangkat 3- Itik o Bibe tahanan/bakuran: aalaga ng mga hayop at isda.
Pangkat 4- Isda b. Di maaaring alagaan sa Gamitin ang talaang nasa ibaba
tahanan/bakuran:
Manok kuwago itik agila lawin
kalaw ostrich
pugo bibe pato
tulingan tuna hasa-hasa lapu-
lapu karpa tilapya hito

H.Paglalahat ng aralin 1. Paano kayo natulungan ng
teknolohiya sa pangangalap ng
datos?
2. Paano kayo natulungan ng
teknolohiya sa pagpili ng hayop
na
aalagaan?
I.Pagtataya ng aralin Basahin ang sumusunod at piliin
ang titik ng wastong sagot.
1. Nais ni Ben na hanapin ang uri
ng hayop na may dalawang paa
at pakpak o isda na maaaring
alagaan. Paano niya ito
hahanapin sa internet?
A. I-type ang uri ng hayop na
may dalawang paa at pakpak o
isda sa search bar ng computer
B. Hanapin sa computer ang
larawan ng hayop
C. I-print ang larawan ng hayop
D. Kuhanan ng picture ang mga
hayop
2. Sa pamamagitan ng internet
mahahanap ba ang
impormasyon tungkol sa
mga hayop o isda?
A. Oo B. Hindi C. Marahil D.
Hindi sigurado
3. Nahihirapan si Joel na
hanapin sa mga aklat ng
Edukasyong Pantahanan at
Pangkabuhayan ang tungkol sa
mga hayop na may dalawang
paa at pakpak o isda na
aalagaan. Ano ang kanyang
gagawin?
A. Kung may internet access sa
bahay gamitin ito upang
kumalap ng
Ano-ano ang mga hakbang sa
wastong pagpaplano ng gawain sa
pag-aalaga ng hayop?
Paano makagagawa ng isang
plano?
Basahin ang sumusunod na mga
tanong. Piliin ang titik ng wastong
sagot.
1. Nais magtayo ng poltri nina
Nikko. Saan nila dapat ilagay iyon?
A. Sa mataas na lugar na may
punongkahoy
B. Mababang lugar na tinitigilan ng
tubig
C. Pook na maraming bato
D. Pook na maraming damo
2. Ano anong dapat isaalang-alang
sa paggawa ng kulungan ng manok
o pugo?
A. Tubig na malinis at ligtas sa
sakit B. Klima sa lugar at
kapaligiran
C. Malayo sa bahay D. Pagkain at
pagsasapamilihan nito
3. Anong dapat tandaan sa
pagpapakain sa mga alagang
manok, itik o bibe at
pugo?
A. Panatilihing malinis ang kainan
B. Bigyan ng marami at labis na
patuka
C. Bantayan ang patukaan at
kulungan sa lahat nang oras
D. Bigyan ang alagang hayop ng
pagkaing komersyal at
mamahaling uri
galunggong biya bangus dilis
lagidlid bisugo
Ano-ano ang mga hayop na
maaaring alagaan?
.Bakit maaari alagaan sa
tahanan o sa bakuran ang
napili ninyong uri ng poltri o
isda?
Basahin ang sumusunod at
piliin ang titik ng tamang
sagot.
1. Aling uri ng isda ang
maaaring alagaan sa
panloobang palaisdaan?
A. Tilapya B. Hasa-hasa
C. Lapu-lapo D. Bangus
2. Nais makatipid sa pagbili ng
itlog at karne ni Ruben, ano
ang kanyang
aalagaan?
A. Manok at bibe B. Ibon at
tandang C. Maya at pipit D.
Pugo at Pabo
3. Anong hayop ang mainam
alagaan malapit sa daluyan ng
tubig?
A. Bibe B. Manok C. Kalapati
D. Pabo
4. Alin sa mga hayop ang
mainam pagkunan ng itlog?.
A. Broiler B. Stag C. White
leghorn D. Cobb
5. Anong isda ang angkop
alagaan sa likod-bahay?
A. Tulingan B. Galunggong .
C. Tilapiya D. Bangus
Ano-ano ang mga kasangkapan
at kagamitan na maaaring
gamitin sa pagsisimula ng pag-
aalaga ng poltri at isda?
Paano ninyo naitala ang mga
kasangkapan at kagamitan na
maaring magamit sa pag-aalaga
ng poltri at isda?
Maingat ba ninyo itong pinag-
isipan? Bakit?
Basahin ang sumusunod. Piliin
ang tiitik ng tamang sagot.
1. Mainam gamitin sa paggawa
ng kulungan ng poltri ang
_______ bilang
bakod, upang madaling
makapasok ang hangin.
A. chicken wire B. alambre
C. lambat D. cyclone wire
2. Gamiting bubong ang
_______ upang hindi
masyadong mainitan ang
alagang poltri, lalo na kapag
matindi ang init ng araw.
A. yero B. Kawayan
C. kugon at pawid D. makapal
na karton
3. Kapag malilit pa ang alagang
poltri lagyan ng latag ang sahig
ng _____ upang dito ilagay ang
patuka.
A. diyaryo B. sako
C. duyong dahon D. karton
4. Ang mga ipa,dayami o
buhangin ay inilalagay sa sahig
ng kulunngan upang dito
mangitlog ang alagang poltri.
Bukod sa mga nabanggit na
panlatag sa sahig ng kulungan,
ano pa ang maaaring gawing
sapin?
A. Kusot B. Lupa

J.Karagdagang Gawain para sa takdang
aralin at remediation
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
impormasyon ukol sa mga
hayop.
B. Pumunta sa munisipyo at
magpaseroks ng data tungkol sa
hayop.
C. Pumunta sa Barangay Hall at
doon maghanap ng data ng mga
hayop.
D. Pumunta sa computer shop
at maghanap doon mag-scan ng
mgapicture
ng hayop.
Gamit ang teknolohiya
mangalap ng impormasyon
tungkol sa wastong pagpapalaki
ng pugo. Itala sa notebook ang
nakalap na kaalaman
___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.
4. Saan dapat itayo ang
palaisdaan?
A. Harap ng bahay B. Sa likod
bahay na hindi nababahaan
C. Sa mabatong lugar at palusong
D. Sa magubat na lugar
5. Kailan ang tamang oras ng
pagbibigay ng pakain sa mga
alagang isda?
A. Sa umaga B. Tanghali
C. Hapon D. Kahit anong oras
Kung ang plano mong alagaan ay
bibe, anong dapat mong bigyang-
pansin
sa sumusunod na salik?
a.Panahon ______________
b. Lokasyon ____________
c. Pakain ______________
d. Pangangailangan _______
___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.
Gumupit ng larawan ng hayop
o isda na maaaring
pagkakitaan.
Idikit sa notebook at tukuyin
ang ngalan
___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.
C. Apog D. Sariwang damo
5. Sa pagtatala ng mga
kagamitan at kasangkapan sa
pag-aalaga ng poltri at isda, ano
ang dapat mong ugaliin?
A. Pagiging maingat sa pagtatala
B. Maging mabilis sa pagtatala
C. Maging matanong sa
kasamahan D. Maging matiyaga
sa pagtatala
Panuto: Sagutin sa paraang
pasalita ang katanungan:
Sa paggawa ng talaan ng mga
kasangkapan at kagamitan,
kailangan ba
ng masusing pag-aaral kung
angkop ba ito o hindi? Bakit?
___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 difficulties ___Pupils did not find
in answering their lesson. difficulties in answering
___Pupils found difficulties in their lesson.
answering their lesson. ___Pupils found difficulties
___Pupils did not enjoy the in answering their lesson.
lesson because of lack of ___Pupils did not enjoy the
knowledge, skills and interest lesson because of lack of
about the lesson. knowledge, skills and
___Pupils were interested on interest about the lesson.
the lesson, despite of some ___Pupils were interested
difficulties encountered in on the lesson, despite of
answering the questions asked some difficulties
by the teacher. encountered in answering
___Pupils mastered the lesson the questions asked by the
despite of limited resources teacher.
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 ang remedial? Bilang ___ of Learners who earned 80%
ng mag-aaral na nakaunawa sa aralin. above
D.Bilang ng mag-aaral na magpapatuloy ___ of Learners who require
sa remediation additional activities for
remediation
E.Alin sa mga estratehiyang pagtuturo ___Yes ___No
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up
nakatulong? the lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue to
na solusyunansa tulong ng aking require remediation
punungguro at superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa  ___Metacognitive
ko guro? 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:
 ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.

 
 ___Contextualization:
___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.
 anticipatory charts.

Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
___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  ___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.


___Bridging: Examples: Think-
pair-share, quick-writes, and
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.  ___Contextualization:
 
 ___Contextualization:
___Majority of the pupils ___Pupils mastered the
finished their work on time. lesson despite of limited
___Some pupils did not finish resources used by the
their work on time due to teacher.
unnecessary behavior. ___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% ___ of Learners who earned
above 80% above
___ of Learners who require ___ of Learners who
additional activities for require additional activities
remediation for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who
the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who
require remediation continue to require
remediation
Strategies used that work well: Strategies used that work
well:
Development: Examples: Self  ___Metacognitive
assessments, note taking and Development: Examples:
studying techniques, and Self assessments, note
vocabulary assignments. taking and studying
___Bridging: Examples: Think- techniques, and vocabulary
pair-share, quick-writes, and assignments.
anticipatory charts.  ___Bridging: Examples:
___Schema-Building: Examples: Think-pair-share, quick-
Compare and contrast, jigsaw writes, and anticipatory
learning, peer teaching, and charts.
projects.  ___Schema-Building:
Examples: Compare and
contrast, jigsaw learning,
Examples: Demonstrations,
media, manipulatives, peer teaching, and projects.
repetition, and 
local ___Contextualization:
opportunities.
 Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.  opportunities.
 
 ___Text Representation:  Examples:
 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
Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.
___Text Representation:  Speaking slowly and clearly,
Student 
created
drawings, videos, and games.  Examples: Student created
___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
Examples: Demonstrations, 
media, manipulatives,
 Examples: Student created
repetition, and local
 ___Modeling: Examples:
___Text Representation:
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
___Text Representation:
drawings, videos, and games.
modeling the language you want 
students to use, and providing
samples of student work.
Other Techniques
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
 Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
 ___Text Representation:
Examples: Student created
drawings, videos, and
games.
and
 ___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
 GRADE 5 Paaralan Baitang/Antas V
Guro Asignatura EPP-ENTREP & ICT
DAILY LESSON LOG
Petsa/Oras OCTOBER 8-12, 2018 (WEEK 9) Markahan 2ND QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
Naipapakita ang kaalaman at kkayahan sa paggamit ng productivity tools upang lumikha ng knowledge product
A. Pamantayang Pangnilalaman

B. Pamantayan sa Pagganap
Nakagagawa ng knowledge products gamit ang productivity tools

C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
II. NILALAMAN
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
Nagagamit ang word processing tool o desktop publishing tool Nagagamit ang word
sa paggawa ng flyer, brochure, banner, o poster na may processing tool o desktop
kasamang nalagom na dato sa diagram, table, tsart, photo o publishing tool sa paggawa ng
drawing. flyer, brochure, banner, o
EPPSIE-Oj-21 poster na may kasamang
nalagom na dato sa diagram,
table, tsart, photo o drawing.
EPPSIE-Oj-21
Paglikha ng knowledge products
ICT Aralin 21 ph.___ ICT Aralin 21 ph.__
LM Aralin 21 ph._____ LM Aralin 21 ph.__
Computer na may word, processing at desktop publishing software
Nagagamit ang word processing tool o desktop publishing tool
sa paggawa ng flyer, brochure, banner, o poster na may
kasamang nalagom na dato sa diagram, table, tsart, photo o
drawing.
EPPSIE-Oj-21
ICT Aralin 22 ph.__
LM Aralin 22 ph.__
computer na may powerpoint presentation software

III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin Pumili nga mag-aaral upang
at/o pagsisimula ng bagong ipakita ang kanilang kasanayan
aralin. sa pagggawa ng mga
sumusunod; Magbahagi ng
Media file gamit ang isang file
sharing website
Ipakita ang kanilang mga
nagawang brochures o flyer.
At Ipaliwanag ang mga puna
Pumili ng mag-aaral upang
ibahagi ang pamamaraan ng
paggawa ng poster at banner.
Itanong:
1.Magbalik aral sa mga
nagdaang aralin. Ipakita ang
mga nagawang slide
presentation na maaaring
magamit sa mga pag-uulat.
Pagbabalik tanaw sa mga
paraan ng paglikha ng
knowledge products sa ICT
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
Tanungin ang mga bata kung
pamilyar ba nila ang mga
makasaysayang lugar na
makikita nila sa kanilang
brochure at flyer kanilang
bayan
Ipakita ang mga halimbawang
brochure o flyer at sagutin ang
mga tanong LM__
Pangkatan; Ipakita sa mga
mag-aaralang Alamin Natin sa
LM pahina __. Ipaliwanag sa
mga mag-aaral ang inaasahang
Output
Pangkatan: Hands on sa
computer. Sundin ang mga
panuto sa Gawin Natin sa LM
paniha ____
Nakikita ba niyo ang poster
at banner sa kanto
papuntang munisipyo ng
Plaridel?
Ipakita sa mga mag-aaral at
pag masdan ang mga
halimbawang poster o
banner ng isang paaralan sa
Alamin Natin sa LM pahina
___
Bilang isang mag-aaral sa
ikalimang baiting nais mong
batiin ang isa sa iyong
kaibigan na nanalo sa
paligsahan. Kailangan mong
mag-pasa ng isang
halibawang poster o banner.
Ang plano ay nag lalaman ng
sumusunod... Ipaliwanag
ang nilalaman ng siang
poster o banner.
Pangkatin ang mga
bata.Hands sa computer.
Sino sa inyo nakaranas na
magreport o magpresent ng
ulat gamit ang slide
presentation?
Ipakita sa mga mag-aaral ang
ALAMIN NATIN sa LM
pahina____
Talakayin ang halimbawa ng
isang slide presentation.
Sagutin ang mga tanong ukol
nito.
Pangkatang Gawain:
Bigyang pagkakataong
makapaghands-on sa
computer ang mga mag-aaral.
Pagbibigay ng mga
katanungan ayon sa paglikha
ng knowledge products.
1. Ipakita sa mga mag- Individual Activity:
aaral ang mga pamamaraang (Hands on)
ginamit noong nakalipas na
araw sa paggawa ng slide
presentation. Bawat mag-aaral ay bibigyan
2. Ipaliwanag sa mga ng paksa para maglikha ng
mag-aaral ang inaasahang knowledge products gamit
output ng slide presentation ang ICT.
na kanilang matatapos sa
araling ito.
3. Ipaliwanag ang iba
pang gamit ng isang slide
presentation
4. Talakayin ang iba
pang halimbawa ng isang
slide presentation. Sagutin
ang mga tanong ukol dito.
5. Pangkatin ang mga
mag-aaral na bubuuin ng 10
mag-aaral.
6. Gabayan ang mga
mag-aaral sa pagpaplano ng
kanilang proyekto sa
pamamagitan ng pagsagot sa
mga katanungan na nasa LM
sa pahina __ .
7. Gumamit ng rubric sa
pagbibigay ng marka sa mga
mag-aaral. Ipabasa nang
tahimik sa mga mag-aaral ang

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
Ipaliwang sa mga mag-aaral
ang kanilang plano sa
pamamagitan ng paghahanda
ng mga larawang
digital.(Maaaring gumamit ang
mga mag-aaral ng isang
lumang flyer upang magsilbing
modelo.
Ano-ano ang makikita sa isang
flyer o brochure?
Ano-ano ang dapat tandaan sa
paggawa ng isang Flyer o
Brochure?
Pangkatan.Ang bawat grupo ay
mapapakita ng kanilang
ulat.Magkakaroon ng Gallery
walk upang mabigyang puna
ang lahat ng bata ang gawa ng
bawat grupo
Ipagawa ang mga hakbang
sa mga mag-aaral sa LM
pahina __
Ano ang kahalagahan ng
pagbati ng mag-aaral na
nagwagi sa isang paligsahan
na inilagay sa isang poster o
banner?
Ano-ano ang dapat tandaan
sa paggawa ng isang poster
o banner?
Magkakaroon ng
pansamantalang tarpapael
na magsisilbing poster o
banner upang mabigyang
puna ng lahat ang gawa ng
bawat grupo
Ipagawa ang SUBUKIN MO sa
LM.
Itanong:
Paano ninyo nagagamit ang
slide presention sa iba’t ibang
bagay?
Ipabasa ang TANDAAN NATIN
sa LM at tanungin ang mga
mag-aaral na ukol sa nabasa.
Ipagawa sa mga mag-aaral
ang sumusunod:
1. Ang bawat grupo ay
magpapakita ng kanilang
nabuong slide presentation.
Project Rubric. Bigyan sila ng
tig-iisang kopya nito at
ipaliwanag ang bawat aspeto.
8. Sabihin sa mga mag-
aaral na gumawa ng
balangkas para sa gagawing
slide presentation para sa
isang programa.
1. Bilang panimula,
ipagawa sa mga mag-aaral
ang kanilang plano sa
pamamagitan ng paghahanda
ng mga ilalagay sa bawat
bahagi ng slide.
2. Ipagawa ang mga
hakbang sa mga mag-aaral sa
LM pahina ___ .
3. Maglaan ng 10
minuto upang balikan ng mga
mag-aaral ang kanilang
output.
• Itanong sa mga mag-
aaral:
Paano ninyo nagagamit ang
slide presentation sa
pagpapatakbo ng isang
programa??
Tumawag ng mag-aaral na
makapagbigay ang hakbang
sa pagbuo ng isang slide
presentation para sa isang
programa.
Ipagawa sa mga mag-aaral ang Individuwal na output base sa
sumusunod: actividad na ginawa.
1. Ang bawat grupo ay
magpapakita ng kanilang nabuong
programa gamit ang slide
presentation. Magkunwaring
nagsasagawa ng isang programa
 2. Bigyan ng 5 minuto
ang bawat pangkat sa bawat
output.
3. Gamitin ang rubric
upang magsilbing gabay sa
pagbibigay ng marka sa bawat
pangkat.
habang gumagamit ng slide
presentation.
2. Maaaring mag-imbita ng
ibang guro upang mas maging
awtentiko o makatotohanan ang
pagpapakita ng output.
3. Bigyan ng 3 minuto ang
bawat pangkat sa bawat output.
4. Gamitin ang rubric upang
magsilbing gabay sa pagbibigay ng
marka sa bawat pangkat.
5. Ang bawat pangkat ay
magbibigay ng mungkahi sa isa’t-isa.

J. Karagdagang gawain para sa

takdang-aralin at remediation
IV. MGA TALA
Gumawa ng isang flyer na Gumawa ng isang poster o Ipagawa ang • Ipagawa ang
madalas makikita sa kanilang banner tunkol sa sports iminumungkahing output na iminumungkahing output na
lugar. activity sa kanilang paaralan. matatagpuan sa LM pahina matatagpuan sa LM pahina
____ ____ .

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?
 GRADE 5 Paaralan Baitang/Antas V
DAILY LESSON LOG Guro Asignatura EPP – H.E.
Petsa/Oras OCTOBER 8-12, 2018 (WEEK 9) Markahan 2ND QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Nakapaghahanda at nakapagluto ng pagkain.

A. Pamantayang naipamamalas ang kaalaman naipamamalas ang kaalaman naipamamalas ang naipamamalas ang kaalaman at Lingguhang Pagsusulit
Pangnilalaman at kasanayan upang maging at kasanayan upang maging kaalaman at kasanayan kasanayan upang maging
matagumpay na entrepreneur matagumpay na entrepreneur upang maging matagumpay
matagumpay na na entrepreneur
entrepreneur

B. Pamantayan sa Pagaganap
C. Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat
kasanayan)
mapahusay ang isang produkto
upang maging iba sa iba
naisasagawa ang pagluluto
1.29.1 naihahanda ang mga
sangkap sa pagluluto
1.29.2 nasusunod ang mga
tuntuning pangkalusugan at
pangkaligtasan sa paghahanda
at pagluluto ng pagkain
1.29.3 di paggamit ng mga
sangkap na may food artificial
additives
EPP5HE-0j-29
mapahusay ang isang produkto
upang maging iba sa iba
naisasagawa ang pagluluto
1.29.1 naihahanda ang mga
sangkap sa pagluluto
1.29.2 nasusunod ang mga
tuntuning pangkalusugan at
pangkaligtasan sa paghahanda
at pagluluto ng pagkain
1.29.3 di paggamit ng mga
sangkap na may food artificial
additives
EPP5HE-0j-29
mapahusay ang isang mapahusay ang isang produkto
produkto upang maging upang maging iba sa iba
iba sa iba
naisasagawa ang naisasagawa ang pagluluto
pagluluto 1.29.1 1.29.1 naihahanda ang mga
naihahanda ang mga sangkap sa pagluluto
sangkap sa pagluluto 1.29.2 nasusunod ang mga
1.29.2 nasusunod ang tuntuning pangkalusugan at
mga tuntuning pangkaligtasan sa paghahanda at
pangkalusugan at pagluluto ng pagkain 1.29.3 di
pangkaligtasan sa paggamit ng mga sangkap na
paghahanda at pagluluto may food artificial additives
ng pagkain
1.29.3 di paggamit ng EPP5HE-0j-29
mga
sangkap na may food
artificial additives

EPP5HE-0j-29

II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Patnubay ng Guro sa Patnubay ng Guro sa Patnubay ng Guro sa Patnubay ng Guro sa
Guro Karunungang Karunungang Karunungang Karunungang
Pantahanan at Tingiang Pantahanan at Tingiang Pantahanan at Tingiang Pantahanan at Tingiang Tindahan
Tindahan V. Tindahan V. Tindahan V. V.
 2.Mga pahina sa Kagamitang
PangMag-aaral
3.Mga pahina sa Teksbuk
4.Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng
aralin
C. Pag-uugnay ng mga
halimbawa sa bagong aralin
Tsart ng resipi, mga sangkap at
kagamitan sa pagluluto,
basket, ibat-ibang uri ng gulay.
Magtanung tungkol sa food
pyramid.
1. Naihahanda ang mga
sangkap sa pagluluto.
2. Nasusunod ang mga
tuntuning pangkalusugan at
pangkaligtasan sa paghahanda
at pagluluto ng pagkain.
3. Nasusunod ang di-
paggamit ng mga sangkap na
may food artificial additives.
Ipakita sa mga bata ang ibat-
ibang uri ng gulay na maaaring
isangkap/gamitin sa pagluluto
ng Sinigang na Baboy o Baka.
Tumawag ng 2 bata, bigyan ng
tig iisang basket at ipasilid sa
kanila ang mga gulay na
gagamitin sa pagluluto ng
Tsart ng resipi, mga sangkap at
kagamitan sa pagluluto,
basket, ibat-ibang uri ng gulay.
Magtanung tungkol sa food
pyramid.
1. Naihahanda ang mga
sangkap sa pagluluto.
2. Nasusunod ang mga
tuntuning pangkalusugan at
pangkaligtasan sa paghahanda
at pagluluto ng pagkain.
3. Nasusunod ang di-
paggamit ng mga sangkap na
may food artificial additives.
Ipakita sa mga bata ang ibat-
ibang uri ng gulay na maaaring
isangkap/gamitin sa pagluluto
ng Sinigang na Baboy o Baka.
Tumawag ng 2 bata, bigyan ng
tig iisang basket at ipasilid sa
kanila ang mga gulay na
gagamitin sa pagluluto ng
Tsart ng resipi, mga Tsart ng resipi, mga sangkap at
sangkap at kagamitan sa kagamitan sa pagluluto, basket,
pagluluto, ibat-ibang uri ibat-ibang uri ng gulay.
ng gulay.
Magtanung tungkol sa Magtanung tungkol sa food
food pyramid. pyramid.
1. Naihahanda ang 1. Naihahanda ang mga
mga sangkap sa sangkap sa pagluluto.
pagluluto. 2. Nasusunod ang mga
2. Nasusunod ang tuntuning pangkalusugan at
mga tuntuning pangkaligtasan sa paghahanda at
pangkalusugan at pagluluto ng pagkain.
pangkaligtasan sa 3. Nasusunod ang di-
paghahanda at pagluluto paggamit ng mga sangkap na may
ng pagkain. food artificial additives.
3. Nasusunod ang
dipaggamit ng mga
sangkap na may food
artificial additives.
Ipakita sa mga bata ang Ipakita sa mga bata ang ibat-ibang
ibatibang uri ng gulay na uri ng gulay na maaaring
maaaring isangkap/gamitin sa pagluluto ng
isangkap/gamitin sa Sinigang na Baboy o Baka.
pagluluto ng Sinigang na Tumawag ng 2 bata, bigyan ng tig
Baboy o Baka. iisang basket at ipasilid sa kanila
Tumawag ng 2 bata, ang mga gulay na gagamitin sa
bigyan ng tig iisang
 Sinigang. Ipagawa sa loob
lamang ng dalawang minuto.
Bigyan ng premyo ang batang
may pinakamaraming tamang
sagot sa pagpili ng gulay.
D. Pagtatalakay ng bagong Pagtalakay sa inihandang
konsepto at paglalahad ng resipi.
bagong kasanayan #1 Ipabasa ang resipi sa LM.
Alamin
Natin
Anu-anong sustansya ang
makukuha sa karneng baboy o
baka?
Anu-anong mga gawaing-
kamay at paraan ng pagluluto
ang maaring gamitin dito?
E. Pagtatalakay ng bagong Pag-alala sa mga gawaing
konsepto at paglalahad ng pangkalusugan at
bagong kasanayan #2 pangkaligtasan sa pagluluto.
F. Paglinang sa Kabihasan Ipabasa sa L.M.(Linangin
(Tungo sa Formative Natin).
Assessment)
G. Paglalapat ng aralin sa Kayo ba ay tumulong sa
pang-arawaraw na buhay pagluluto?
Sinigang. Ipagawa sa loob
lamang ng dalawang minuto.
Bigyan ng premyo ang batang
may pinakamaraming tamang
sagot sa pagpili ng gulay.
Pagtalakay sa inihandang
resipi.
Ipabasa ang resipi sa LM.
Alamin
Natin
Anu-anong sustansya ang
makukuha sa karneng baboy o
baka?
Anu-anong mga gawaing-
kamay at paraan ng pagluluto
ang maaring gamitin dito?
Pag-alala sa mga gawaing
pangkalusugan at
pangkaligtasan sa pagluluto.
Ipabasa sa L.M.(Linangin
Natin).
Kayo ba ay tumulong sa
pagluluto?
basket at ipasilid sa pagluluto ng Sinigang. Ipagawa sa
kanila ang mga gulay na loob lamang ng dalawang minuto.
gagamitin sa pagluluto Bigyan ng premyo ang batang
ng Sinigang. Ipagawa sa may pinakamaraming tamang
loob lamang ng sagot sa pagpili ng gulay.
dalawang minuto.
Bigyan ng premyo ang
batang may
pinakamaraming
tamang sagot sa pagpili
ng gulay.
Pagtalakay sa inihandang Pagtalakay sa inihandang resipi.
resipi. Ipabasa ang resipi Ipabasa ang resipi sa LM. Alamin
sa Natin
LM. Alamin Natin
Anu-anong sustansya ang
Anu-anong sustansya makukuha sa karneng baboy o
ang makukuha sa baka?
karneng baboy o baka?
Anu-anong mga gawaing-kamay
Anu-anong mga at paraan ng pagluluto ang
gawaingkamay at maaring gamitin dito?
paraan ng pagluluto ang
maaring gamitin dito?
Pag-alala sa mga gawaing Pag-alala sa mga gawaing
pangkalusugan at pangkalusugan at pangkaligtasan
pangkaligtasan sa sa pagluluto.
pagluluto.
Ipabasa sa L.M.(Linangin Ipabasa sa L.M.(Linangin Natin).
Natin).
Kayo ba ay tumulong sa Kayo ba ay tumulong sa
pagluluto? pagluluto?
 Sinunod nyo ang mga
hakbang sa pagluluto ng
Sinigang na Baboy o Baka?
Gumamit ba kayo ng sangkap
na may food artificial
additives?
Sinunod nyo ang mga
hakbang sa pagluluto ng
Sinigang na Baboy o Baka?
Gumamit ba kayo ng sangkap
na may food artificial
additives?
Sinunod nyo ang mga Sinunod nyo ang mga
hakbang sa pagluluto ng hakbang sa pagluluto ng
Sinigang na Baboy o Sinigang na Baboy o Baka?
Baka?
Gumamit ba kayo ng sangkap na
Gumamit ba kayo ng may food artificial additives?
sangkap na may food
artificial additives?

H. Paglalahat ng Arallin Tandaan : Tandaan : Tandaan : Tandaan :

Ang Sinigang na Baboy o Baka
ay isang uri ng pagkaing ulam
na ginagamitan ng pampaasim
at mga panlahok na gulay tulad
ng gabi, sitaw, okra, labanos, at
kangkong. Ito ay niluluto sa
paraang paglalaga sa mahinang
apoy.
Ang Sinigang na Baboy o Baka
ay isang uri ng pagkaing ulam
na ginagamitan ng pampaasim
at mga panlahok na gulay tulad
ng gabi, sitaw, okra, labanos, at
kangkong. Ito ay niluluto sa
paraang paglalaga sa mahinang
apoy.
Ang Sinigang na Baboy o Ang Sinigang na Baboy o Baka ay
Baka ay isang uri ng isang uri ng pagkaing ulam na
pagkaing ulam na ginagamitan ng pampaasim at
ginagamitan ng mga panlahok na gulay tulad ng
pampaasim at mga gabi, sitaw, okra, labanos, at
panlahok na gulay tulad kangkong. Ito ay niluluto sa
ng gabi, sitaw, okra, paraang paglalaga sa mahinang
labanos, at kangkong. Ito apoy.
ay niluluto sa paraang
paglalaga sa mahinang
apoy.

I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
Ang mga mag-aaral ay
magluluto.
Magsaliksik tungkol sa paraan
ng kaakit-akit na paghahanda
ng pagkain sa hapag-kainan
(food presentation).
Ang mga mag-aaral ay
magluluto.
Magsaliksik tungkol sa paraan
ng kaakit-akit na paghahanda
ng pagkain sa hapag-kainan
(food presentation).
Ang mga mag-aaral ay Ang mga mag-aaral ay magluluto.
magluluto.
Magsaliksik tungkol sa Magsaliksik tungkol sa paraan ng
paraan ng kaakit-akit na kaakit-akit na paghahanda ng
paghahanda ng pagkain pagkain sa hapag-kainan (food
sa hapag-kainan (food
presentation).
presentation).

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?
 GRADE 5 Paaralan Baitang/Antas V
DAILY LESSON LOG Guro Asignatura EPP – I.A.
Petsa/Oras OCTOBER 8-12, 2018 (WEEK 9) Markahan 2ND QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Naisasagawa ang payak na pagkukumpuni ng sirang kagamitan at kasangkapan sa tahanan at paaralan.
A. Pamantayang naipamamalas ang pagkatuto sa naipamamalas ang pagkatuto sa naipamamalas ang naipamamalas ang pagkatuto sa Lingguhang Pagsusulit
Pangnilalaman mga kaalaman at kasanayan sa mga kaalaman at kasanayan sa pagkatuto sa mga mga kaalaman at kasanayan sa
mga gawaing pang-industriya mga gawaing pang-industriya kaalaman at kasanayan sa mga gawaing pang-industriya tulad
tulad ng gawaing kahoy, metal, tulad ng gawaing kahoy, metal, mga gawaing pang- ng gawaing kahoy, metal, kawayan,
kawayan, elektrisidad at iba pa kawayan, elektrisidad at iba pa industriya tulad ng elektrisidad at iba pa
gawaing kahoy, metal,
kawayan, elektrisidad at
iba pa

B. Pamantayan sa Pagaganap
naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa
gawaing kahoy, metal, kawayan,
elektrisidad, at iba pa
naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa
gawaing kahoy, metal, kawayan,
elektrisidad, at iba pa
naisasagawa ng may naisasagawa ng may kawiliha ng
kawiliha ng pagbuo ng pagbuo ng mga proyekto sa
mga proyekto sa gawaing gawaing kahoy, metal, kawayan,
kahoy, metal, kawayan, elektrisidad, at iba pa
elektrisidad, at iba pa

C. Mga Kasanayan sa Pagkatuto 5.3 naisasagawa ang payak na
(Isulat ang code ng bawat pagkukumpuni ng mga sirang
kasanayan) kagamitan at kasangkapan sa
tahanan o sa paaralan
5.3.1 natatalakay ang
kahalagahan ng kaalaman at
kasanayan sa pagkukumpuni ng
mga sirang kagamitan sa
tahanan o paaralan
5.3.2 naipaliliwanag ang mga
hakbang sa pagkukumpuni.
(sirang silya, bintana, door
knob, sirang gripo, maluwag/
natanggal na screw ng takip,
extension cord, lamp shade at
iba pa)
5.3.3 natutukoy ang mga
kasangkapan/kagamitan sa
pagkukumpuni at ang wastong
paraan ng paggamit nito
5.3 naisasagawa ang payak na
pagkukumpuni ng mga sirang
kagamitan at kasangkapan sa
tahanan o sa paaralan
5.3.1 natatalakay ang
kahalagahan ng kaalaman at
kasanayan sa pagkukumpuni ng
mga sirang kagamitan sa
tahanan o paaralan
5.3.2 naipaliliwanag ang mga
hakbang sa pagkukumpuni.
(sirang silya, bintana, door
knob, sirang gripo, maluwag/
natanggal na screw ng takip,
extension cord, lamp shade at
iba pa)
5.3.3 natutukoy ang mga
kasangkapan/kagamitan sa
pagkukumpuni at ang wastong
paraan ng paggamit nito
5.3 naisasagawa ang 5.3 naisasagawa ang payak na
payak na pagkukumpuni pagkukumpuni ng mga sirang
ng mga sirang kagamitan kagamitan at kasangkapan sa
at kasangkapan sa tahanan o sa paaralan
tahanan o sa paaralan 5.3.1 natatalakay ang kahalagahan
5.3.1 natatalakay ang ng kaalaman at kasanayan sa
kahalagahan ng kaalaman pagkukumpuni ng mga sirang
at kasanayan sa kagamitan sa tahanan o paaralan
pagkukumpuni ng mga 5.3.2 naipaliliwanag ang mga
sirang kagamitan sa hakbang sa pagkukumpuni. (sirang
tahanan o paaralan silya, bintana, door knob, sirang
5.3.2 naipaliliwanag ang gripo, maluwag/ natanggal na
mga hakbang sa screw ng takip, extension cord,
pagkukumpuni. (sirang lamp shade at iba pa)
silya, bintana, door knob, 5.3.3 natutukoy ang mga
sirang gripo, maluwag/ kasangkapan/kagamitan sa
natanggal na screw ng pagkukumpuni at ang wastong
takip, extension cord, paraan ng paggamit nito
lamp shade at iba pa)

II. NILALAMAN
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
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng aralin
EPP5IA-0i-9
Sa araling ito tatalakayin kung
ano ang kahalagahan ng
pagkukumpuni at kung paano
ang isang mag-aaral ay
makakatulong sa pagsasa-ayos
ng mga sirang kagamitan sa
tahanan sa wastong
pamamaraan.
EPPIA-0i-9
Mga Kasangkapan sa
pagkukumpuni, mga Sirang
kasangkapan, larawan, at iba pa.
Ipasagot sa mag-aaral ang
katanungan sa ibaba: Lahat ng
sagot ay tatanggapin.
Natatalakay ang kahalagahan ng
mga kaalaman at kasanayan sa
EPP5IA-0i-9
Sa araling ito tatalakayin kung
ano ang kahalagahan ng
pagkukumpuni at kung paano
ang isang mag-aaral ay
makakatulong sa pagsasa-ayos
ng mga sirang kagamitan sa
tahanan sa wastong
pamamaraan.
EPPIA-0i-9
Mga Kasangkapan sa
pagkukumpuni, mga Sirang
kasangkapan, larawan, at iba pa.
Ipasagot sa mag-aaral ang
katanungan sa ibaba: Lahat ng
sagot ay tatanggapin.
Natatalakay ang kahalagahan ng
mga kaalaman at kasanayan sa
5.3.3 natutukoy ang mga EPP5IA-0i-9
kasangkapan/kagamitan
sa pagkukumpuni at ang
wastong paraan ng
paggamit nito
EPP5IA-0i-9
Sa araling ito tatalakayin Sa araling ito tatalakayin kung ano
kung ano ang kahalagahan ang kahalagahan ng pagkukumpuni
ng pagkukumpuni at kung at kung paano ang isang mag-aaral
paano ang isang mag-aaral ay makakatulong sa pagsasa-ayos
ay makakatulong sa ng mga sirang kagamitan sa
pagsasa-ayos ng mga tahanan sa wastong pamamaraan.
sirang kagamitan sa
tahanan sa wastong
pamamaraan.
EPPIA-0i-9 EPPIA-0i-9
Mga Kasangkapan sa Mga Kasangkapan sa
pagkukumpuni, mga pagkukumpuni, mga Sirang
Sirang kasangkapan, kasangkapan, larawan, at iba pa.
larawan, at iba pa.
Ipasagot sa mag-aaral ang Ipasagot sa mag-aaral ang
katanungan sa ibaba: katanungan sa ibaba: Lahat ng
Lahat ng sagot ay sagot ay tatanggapin.
tatanggapin.
Natatalakay ang Natatalakay ang kahalagahan ng
kahalagahan ng mga mga kaalaman at kasanayan sa mga
kaalaman at kasanayan sa

C. Pag-uugnay ng mga halimbawa
sa 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 Kabihasan
(Tungo sa Formative
Assessment)
mga payak na pagkukumpuni sa
tahanan at paaralan.
Ipapanood ang isang video
presentation “The Tool Story”
by Witono Halin. Ipatukoy ang
mga ngalan ng mga kagamitang
nakita sa kanilang napanood .
Itanong kung meron sila nito sa
tahanan? Saan at paano ito
ginagamit?
Magpakita ng larawan ng mga di-
inaasahang pangyayari sa loob
ng tahanan o paaralan tulad ng
maluwag na screw ng takip ng
switch.
Ipakitang turo ang
pagkukumpuni ng maluwag at
tangggal na screw sa takip ng
switch gamit ang mga
kasangkapang matatagpuan sa
toolbox.
Talakayin ang mga kagamitang
ginamit sa pagkukumpuni at ang
gamit nito.
Pangkatin ang klase sa lima at
hayaang gawin ang itatalagang
gawain ng guro sa bawat grupo
na nangangailangan ng
pagkukumpuni batay sa wastong
mga paraan ng pagkukumpuni.(
Gamit ang Activity Card)
mga payak na pagkukumpuni sa
tahanan at paaralan.
Ipapanood ang isang video
presentation “The Tool Story”
by Witono Halin. Ipatukoy ang
mga ngalan ng mga kagamitang
nakita sa kanilang napanood .
Itanong kung meron sila nito sa
tahanan? Saan at paano ito
ginagamit?
Magpakita ng larawan ng mga di-
inaasahang pangyayari sa loob
ng tahanan o paaralan tulad ng
maluwag na screw ng takip ng
switch.
Ipakitang turo ang
pagkukumpuni ng maluwag at
tangggal na screw sa takip ng
switch gamit ang mga
kasangkapang matatagpuan sa
toolbox.
Talakayin ang mga kagamitang
ginamit sa pagkukumpuni at ang
gamit nito.
Pangkatin ang klase sa lima at
hayaang gawin ang itatalagang
gawain ng guro sa bawat grupo
na nangangailangan ng
pagkukumpuni batay sa wastong
mga paraan ng pagkukumpuni.(
Gamit ang Activity Card)
mga payak na payak na pagkukumpuni sa tahanan
pagkukumpuni sa tahanan at paaralan.
at paaralan.
Ipapanood ang isang video Ipapanood ang isang video
presentation “The Tool presentation “The Tool Story” by
Story” by Witono Halin. Witono Halin. Ipatukoy ang mga
Ipatukoy ang mga ngalan ngalan ng mga kagamitang nakita
ng mga kagamitang nakita sa kanilang napanood . Itanong
sa kanilang napanood . kung meron sila nito sa tahanan?
Itanong kung meron sila Saan at paano ito ginagamit?
nito sa tahanan? Saan at
paano ito ginagamit?
Magpakita ng larawan ng Magpakita ng larawan ng mga di-
mga di-inaasahang inaasahang pangyayari sa loob ng
pangyayari sa loob ng tahanan o paaralan tulad ng
tahanan o paaralan tulad maluwag na screw ng takip ng
ng maluwag na screw ng switch.
takip ng switch.
Ipakitang turo ang Ipakitang turo ang pagkukumpuni
pagkukumpuni ng ng maluwag at tangggal na screw sa
maluwag at tangggal na takip ng switch gamit ang mga
screw sa takip ng switch kasangkapang matatagpuan sa
gamit ang mga toolbox.
kasangkapang
matatagpuan sa toolbox. Talakayin ang mga kagamitang
ginamit sa pagkukumpuni at ang
Talakayin ang mga gamit nito.
kagamitang ginamit sa
pagkukumpuni at ang
gamit nito.
Pangkatin ang klase sa Pangkatin ang klase sa lima at
lima at hayaang gawin ang hayaang gawin ang itatalagang
itatalagang gawain ng gawain ng guro sa bawat grupo na
guro sa bawat grupo na nangangailangan ng pagkukumpuni
nangangailangan ng batay sa wastong mga paraan ng
pagkukumpuni batay sa pagkukumpuni.( Gamit ang Activity
wastong mga paraan ng Card)
pagkukumpuni.( Gamit
ang Activity Card)
G. Paglalapat ng aralin sa pang- Itala ang mga panuntunang Itala ang mga panuntunang Itala ang mga Itala ang mga panuntunang
araw-araw na buhay pangkalusugan at pangkalusugan at panuntunang pangkalusugan at pangkaligtasan
pangkaligtasan ginamit upang pangkaligtasan ginamit upang pangkalusugan at ginamit upang maiwasan ang
maiwasan ang anumang sakuna. maiwasan ang anumang sakuna. pangkaligtasan ginamit anumang sakuna.
upang maiwasan ang
anumang sakuna.
H. Paglalahat ng Arallin Ipabasa at ipasaulo ang Tandaan Ipabasa at ipasaulo ang Tandaan Ipabasa at ipasaulo ang Ipabasa at ipasaulo ang Tandaan
Mo sa LM. Mo sa LM. Tandaan Mo sa LM. Mo sa LM.
I. Pagtataya ng Aralin Sagutan ang GAWIN NATIN sa Sagutan ang GAWIN NATIN sa Sagutan ang GAWIN Sagutan ang GAWIN NATIN sa LM
LM LM NATIN sa LM
J. Karagdagang gawain para sa Ipagawa ang PAGYAMANIN Ipagawa ang PAGYAMANIN Ipagawa ang Ipagawa ang PAGYAMANIN NATIN
takdang-aralin at remediation NATIN sa LM. NATIN sa LM. PAGYAMANIN NATIN sa sa LM.
LM.

III. Mga Tala

IV. 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?
 GRADE 5 School:
Teacher:
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9)
WEEK 9 MONDAY
I.OBJECTIVES
A.Content Standards Demonstrates understanding of
the oral standards of English in
order to participate in various oral
communication demands
(situation, purpose and audience
B.Performance Standards Prepares for and participates
effectively in a range of
conversations and collaboration
with diverse partners, building on
others’ ideas and expressing their
own opinion clearly and
persuasively
C.Learning Competencies/Objectives 1. Make a stand about national
issues
2. Show tactfulness when
communicating with others
3. Observe politeness at all times
EN5OL-Iii-4
II.CONTENT Giving opinion/ Making a stand
III.LEARNING RESOURCES
Grade Level: V
Learning Area: ENGLISH
Quarter: 2ND QUARTER
TUESDAY WEDNESDAY THURSDAY FRIDAY
Demonstrates understanding of Demonstrates understanding of 1. Demonstrates The learner
the oral standards of English in the oral standards of understanding of non- demonstrates
order to participate in various English in order to participate in verbal communication to understanding of
oral communication demands various oral communication communicate with others. different
(situation, purpose and audience demands (situation, purpose and 2. Demonstrates formats to write for
audience) understanding that English a variety of
language is stress timed to audiences and
support comprehension purposes.
Prepares for and participates Prepares for and participates 1. Applies knowledge of The learner
effectively in a range of effectively in a range of non-verbal skills to rewrites/revises
conversations and collaboration conversations respectfully give the texts using
with diverse partners, building on and collaboration with diverse speaker undivided appropriate
others’ ideas and expressing their partners, building on others’ attention and text types for a
own opinion clearly and ideas and acknowledge the message. variety of audiences
persuasively expressing their own clearly and 2. Reads with sufficient and purposes.
persuasively. accuracy and fluency to
support comprehension
1. Make a stand about national Make a stand( EN5OL-IIi-4) Observe politeness at all Revise writing for
issues times. clarity.
2. Show tactfulness when Read grade level text - appropriate
communicating with others with accuracy, appropriate punctuation marks
3. Observe politeness at all times rate and proper Show tactfulness
EN5OL-Iii-4 expression (EN5F-IIj-1.3), when
(EN5F-IIj-1.6), (EN5F-IIj- communicating with
1.7), (EN5A-IIh-16 others
Observe politeness
at all times EN5WC-
IIi-1.8.1, EN5A-IIi-16,
EN5A-IIi-17
Giving opinion/ Making a stand Making a stand Observing politeness at all Revise writing for
times clarity
Reading grade level text Apropriate
with accuracy, appropriate punctuation marks
rate and
proper expression
A.References
1.Teacher’s Guide pages CG p. CG p. CG p. CG p. CG p.
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning resource http://www.philstar.com/ http://www.philstar.com/ http://www.edu.gov.mb.ca/k12/ http://www.write4fun.net tp://www.skillsyoun
(LR) portal https://ph.news.search.yahoo.co https://ph.news.search.yahoo.co cur/socstud/frame_found_sr2/tn /view-entry/138585, eed.com/write/punc
m/search; m/search; s/tn-13.pdf Meriam Webster tuation1.html
https://www.youtube.com/watc Dictionary, https://www.youtub
h?v=zbC5xsO5Pow http://www.write4fun.net e.com/watch?v=nyi
https://www.youtube.com/watc /view-entry/138585 Mo5loaGs
h?v=vw7s61h7L1U https://www.youtub
https://www.shsu.edu/~agr.../ET e.com/watch?v=UW
P_3_CLASSROOM_DEBATE_RUBR DuPkj0Cn0
IC.doc
B.Other Learning Resource Chart or tarpapel, pictures, Chart or tarpapel, pictures, Original File Submitted and powerpoint presentation, Strips of cartolina,
newspaper, laptop newspaper, laptop Formatted by DepEd Club activity cards, flash cards, charts, video
Member - visit depedclub.com charts, presentation
for more laptop
IV.PROCEDURES
A.Reviewing previous lesson or presenting A. Reviewing previous A. Reviewing previous How do you distinguish fact from A. Drill A. Review on basic
the new lesson lesson/Presenting new lesson lesson/Presenting new lesson opinion? Practice reading silent W. punctuation marks
Direction: Tell whether if the given Direction: Tell whether if the silent T, Silent H Activity: Body
statement is fact or opinion. given statement is fact or Silent W Silent T Silent H Language
1. Pres. Rodrigo R. Duterte opinion. wrote witch what Teacher will show
delivered his first SONA last July 1. Pres. Rodrigo R. Duterte wrestling castle strips of cartolina
25, 2016. delivered his first SONA last July when containing sen
2. I think the Philippines will 25, 2016. wrinkle fasten tences without
become a great nation again. 2. I think the Philippines will where punctuation marks at
3. Someday, I will finish my studies become a great nation again. whole soften the end. Pupils will
and fulfill my dreams. 3. Someday, I will finish my white be the one to give
4. There is a corruption in the studies and fulfill my dreams. two often the proper
Phillipines. 4. There is a corruption in the rhythm punctuation mark
5. Maybe, our population will be Phillipines. wrap listen using
lessened if everybody will be 5. Maybe, our population will be hour their body.(the
knowledgeable about family lessened if everybody will be wrist Christmas teacher will show
planning knowledgeable about family honest first how to do it)
planning 1. The policeman
help the old woman
crossing the
street
2. Hurray we won
the game

B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of the new
lesson
Teacher presents a word map.
Think of words that can be
associated with the given name
Who among you are familiar with
this name?
Are you familiar with this issue?
What facts or idea can you give
about him?
Give your opinion about this issue.
Pupils will be grouped into four to
perform the activity.
What can you say about this issue?
Do you think government’s choice
to bury the remains of late
Ferdinand Marcos is a good
decision?
Are you also in favor of
Pres.Duterte’s decision? Why or
Why not?
Why do you think the government
decided to bury the remains of
late Marcos at Libingan ng mga
Bayani?
Give your own opinion or stand
about this issue.
Teacher presents a word map.
Think of words that can be
associated with the given name
Who among you are familiar with
this name?
Are you familiar with this issue?
What facts or idea can you give
about him?
Give your opinion about this
issue.
Pupils will be grouped into four
to perform the activity.
What can you say about this
issue?
Do you think government’s
choice to bury the remains of late
Ferdinand Marcos is a good
decision?
Are you also in favor of
Pres.Duterte’s decision? Why or
Why not?
Why do you think the
government decided to bury the
remains of late Marcos at
Libingan ng mga Bayani?
Give your own opinion or stand
about this issue.
Have you aver participated in a
debate or in a round-table
discussion?
Do you know the standards or
mechanics for a debate or rou d-
the
–table discussions?
Today, we are going to deal on
“Making a stand” based on the
facts and opinions presented.
But first, let’s watch a sample
video how debate is facilitated
SETTING STANDARDS FOR FILM
VIEWING.
https://www.youtube.com/watc
h?v=vw7s61h7L1U
3. Would you like to
go with me
4. Wow its amazing
5. What is your
project in English
Let the students watch a Would you like to
video clip of a song with a know more about
title other punctuation
“Be Polite”-“Good Manner marks?
Song”. Let them sing the
song with
emotions, accuracy, and
fluency.
(https://www.youtube.co
m/watch?v=VLYIo_sLqH0)
1. What was the song
about?
2. What polite words were
in the song?
3. Why should we use
polite words?
4. Do you use polite
words?
Teacher will read the story Today you will learn
“Princess Polite” with about other
accuracy, punctuation marks
appropriate rate and that will help
proper expression you revise writing for
Princess Polite clarity.
Once there was a girl
called Princess Polite but
people in her castle
called her Polly or Polly
Polite. One day a super
star came to her castle.
Polly
said “Why have you come
here? And what is your
name?” The super star
said“ My name is Sarah
Jones. I’m here to rock out
on your castles stage!”
Polly said “I don’t have a
stage in my castle!”
“Ooooh dear!” Sarah cried.
Polly said “I will make a
grand stage just
for you and I will name it
Stage Sarah.” Sarah said
“You don’t have to call it
stage Sarah.” Polly called
for the best builders in the
land to come build the
stage.
The building started. It
took them two years to
build it! Polly called
Sarah on the phone. “It’s
finished come see!” Polly
said. “Sure, I’ll be there as
soon as possible!” Super
star Sarah said. Sarah
brought a prince with her.
Polly said “Where did you
find him and what’s his
name?”
“James Sammy and I met
him at a wedding.” Sarah
said. “Oh how
sweet!” Polly said. “Nice to
meet you Polly Polite.” the
handsome prince said.
“You smell like tuna!’ Polly
said. “Oh.” He said. “We
are here to get married!”
Sarah said.
“Wait, I thought we were
here to see you rock out. I
don’t want to marry
you!” James said, “I want
to marry Polly!” Polly
married the prince. The
rock
star rocked out on the
stage but was crying the
whole time. She stopped

D.Discussing new concepts and practicing
new skills #1
Comprehension questions.
1. What is your opinion about this
issue?
2. Who are in favor with the
President’s decision?
3. What are the reasons why you
are favorable with this?
4. Who do not favor with the
President’s decision? Why?
5. Will the Philippine Government
benefit from this?
Comprehension questions.
1. What is your opinion about
this issue?
2. Who are in favor with the
President’s decision?
3. What are the reasons why you
are favorable with this?
4. Who do not favor with the
President’s decision? Why?
5. Will the Philippine
Government benefit from this?
What can you say/conclude
about a debate? What have you
noticed?
How do ou start a debate? How
do you end it?
How are the exchange of ideas
facilitated?
How would you make a stand?
After watching the video, let’s
now apply what you have
learned.
You are going to form two
groups. An idea will be presented
and
you will have to make a stand
whether you agree or disagree
with the idea presented.
Support your propositions with
FACTS.
(Decide on a topic and make a
draw lots to decide who is pro
and anti-proposition)
Your main task for this day is to
gather /research information that
will support your stand.
crying for a moment then
she cried into a bucket it
had a thousand drips in it
and it went all the way up
to the top. She had to tip it
out and start all over
again.
The prince and the
princess lived happily ever
after. The rock star
spent the rest of her life
crying a million tears into a
bucket and starting all
over again and again and
again and again and again
and again and again
and again.
http://www.write4fun.net
/view-entry/138585
Comprehension Check-up: Video presentation
1. Who is the main about using
character in the story? appropriate
2. Where did the story punctuation marks.
happen? https://www.youtub
3. Why was the princess e.com/watch?v=nyi
called Princess Polite Mo5loaGs
4. What is the request of
super star when she came
to Princess Polite’s
castle?
5. Do you think it’s nice to
be like Sarah? Why?
6. Why does the Prince
want to marry Poly Polite
instead of Sarah, the
super star?
E. Discussing new concepts and practicing 1. Do you have the same stand? 1. Do you have the same stand? Another video
new skills #2 2. What can you say about the 2. What can you say about the presentation will be
opinions of others? opinions of others? shown to the pupils
3. What did you do to support 3. What did you do to support further knowledge
your stand? your stand? about punctuation
4. How do you value the opinion 4. How do you value the opinion marks.
of others? of others? https://www.youtub
e.com/watch?v=UW
DuPkj0Cn0
F.Developing Mastery Pupils will be grouped into three. Pupils will be grouped into three. Read more topics at Buzzle: Read the story, 1st group Rewrite the
On each corner, national issues On each corner, national issues http://www.buzzle.com/articles/ will read the first following sentences
written on the metacards are written on the metacards are debatetopics- paragraph guided by using the correct
posted. posted. for-elementary-students.html the teacher and so on. punctuation
Pupils will to go to the corner that Pupils will to go to the corner marks.
best describes how they feel about that best describes how they feel 1. Mr. Robles please
that issue. What is your stand on about that issue. What is your submit your report
this issue? Write your answer in 3- stand on this issue? Write your now said the
5 sentences to make your answer in 3-5 sentences to make principal.
opinion/persuasion strong. your opinion/persuasion strong. 2. Are you willing to
a. Extra Judicial Killings in the a. Extra Judicial Killings in the join the contest
Philippines Philippines 3. My family and I
b. Heavy Traffic b. Heavy Traffic went to Enchanted
c. Corruption and Poverty c. Corruption and Poverty Kingdom last Sunday
4. Oh what a
beautiful garden it
was
5. Get out of my
room now
G.Finding Practical application of concepts Who among you have been Who among you have been Debate or round- the -table Daily Living Group the pupils into
and skills in daily living confined in the private hospital? confined in the private hospital? discussion Group story presentation; three. Each group
Did your parents give an initial Did your parents give an initial Possible Topics make a script or dialogue will be given an
downpayment before admission ? downpayment before admission Books are better than based in the envelope containing
What is your opinion regarding ? What is your opinion regarding computers. story. Make it sure to their task.
this issue? In two to three this issue? In two to three Should computers replace recite the lines with Group I- Draw and
sentences, give your stand sentences, give your stand teachers? accuracy and proper Cut Me
whether it should be implemented whether it should be Are school uniforms needed? expression. (Role Playing) Draw the
or not implemented or not Should mobile phones be punctuation marks
allowed in schools? learned
Are sports and games as in a cardboard and
important as studies? cut them out.
Group II- Fill Me Up
Put the appropriate
punctuation marks in
each

H.Making generalization and abstraction What should we remember in
about the lesson giving stand or opinion to certain
issue?
What should we remember in
giving stand or opinion to certain
issue?
sentence.
Group III- Sing-
“galing”
Compose a song
about different
punctuation
marks then sing it
A debate is a discussion or Using polite words signifies Remember
structured contest about an issue that someone has good Punctuation is the
or manners or respect for system of signs or
a resolution. A formal debate other people. symbols given to a
involves two sides: one Reading with accuracy, reader to
supporting a appropriate rate and show how a
resolution and one opposing it. proper sentence is
Such a debate is bound by rules expression means to read constructed and how
previously agreed upon. Debates without making mistakes, it should be read.
may be judged in order to declare with Sentences are the
a winning side. Debates, in one proper speed within a building blocks used
form or another, are commonly given time and emotions to construct written
used in democratic societies to accounts. They are
explore and resolve issues and complete
problems. Decisions at a board statements.
meeting, public hearing, Punctuation shows
legislative how the sentence
assembly, or local organization should be read and
are often reached through the
discussion and debate. Indeed, basic signs of
any discussion of a resolution is a Punctuation
form of debate, which may or the comma ,
may not follow formal rules (such the full stop .
as the exclamation
Robert’s Rules of Order). mark !
In the context of a classroom, the the question mark ?
topic for debate will be the semi-colon ;
guided by the knowledge, skill, the colon :
and value outcomes in the the apostrophe '
curriculum. Structure for Debate quotation marks “ ”
A formal debate usually involves
three groups: one supporting a
resolution (affirmative team),
one
opposing the resolution
(opposing team), and those who
are judging

I.Evaluating learning Direction: Give your opinion/stand
on the following articles. MANILA,
Philippines - Sen. Ferdinand
"Bongbong" Marcos Jr. perceives
the Philippines' rejection of
bilateral talks with China as a
wasted opportunity to resolve the
maritime dispute over the South
China Sea. "China opened the door
and we shut it. The Chinese said
let's talk and we snubbed them,"
Marcos said during a media forum,
adding that the country failed to
take advantage of the given
opportunity. China to Philippines:
Let's sit down and talk According
to the senator, there are only
three ways to resolve the said
dispute: by war, adjudication or
multilateral or bilateral
agreements. Marcos ruled out war
and arbitration since the Chinese
would not recognize the latter. "So
talk, and tell them: we are not
happy with what you are doing
and we do not agree with what
Direction: Give your
opinion/stand on the following
articles. MANILA, Philippines -
Sen. Ferdinand "Bongbong"
Marcos Jr. perceives the
Philippines' rejection of bilateral
talks with China as a wasted
opportunity to resolve the
maritime dispute over the South
China Sea. "China opened the
door and we shut it. The Chinese
said let's talk and we snubbed
them," Marcos said during a
media forum, adding that the
country failed to take advantage
of the given opportunity. China to
Philippines: Let's sit down and
talk According to the senator,
there are only three ways to
resolve the said dispute: by war,
adjudication or multilateral or
bilateral agreements. Marcos
ruled out war and arbitration
since the Chinese would not
recognize the latter. "So talk, and
tell them: we are not happy with
the quality of the evidence and
arguments and the performance
in
the debate. The affirmative and
opposing teams usually consist of
three members each, while the
judging may be done by the
teacher,
a small group of students, or the
class as a whole. In addition to
the
three specific groups, there may
an audience made up of class
members not involved in the
formal debate. A specific
resolution is
developed and rules for the
debate are established.
Evaluating learning/ Rubric Using Fish bowl, the Rewrite the
Assessment teacher will call pupils to following sentences
read the story with appropriate
with accuracy, appropriate punctuation
rate and proper expression marks.
1. Are you fond of
watching movies
2. Oh my gosh I lost
my wallet at the
concert
3. We have no
classes tomorrow,
Mrs. Ramos told her
pupils
4. Atlanta is the
capital of Georgia
5. I live in Malibu Tuy
Batangas
 you are doing. But the next thing
you say is: how do we fix this?"
the senator said. The Senate
Committee of Foreign Relations
chair noted that the Philippines
will not lose anything if accept
China's invitation to a dialogue on
the maritime dispute. "We should
talk to China bilaterally because it
is still the best option. Our Filipino
businessmen can also help by
reaching out to their Chinese
counterparts and friends in China
and try to come up with a solution
that will persuade both
governments to, at least, sit down
and negotiate, or at most, resolve
the problem outright," Marcos
said. Marcos stressed that the
Philippines should not be
"snobbish" in dealing with
"superpower" China. He added
that he cannot see any reason not
to talk with China. "We're
strategically important to any
great power in Asia- Pacific, but
we have to play that role even-
handedly. We have to stop
thinking in terms of kakampi ko
ang Chinese, kakampi ko ang
Kano. Ang kakampi mo lang
Pilipino," the senator added. The
Philippines sent a delegation to
the United Nations Arbitral
Tribunal to defend its stand
against China's nine-dash line
claim over the South China Sea.
J.additional activities for application or The teacher together with the
remediation pupils discuss the outputs made
V.REMARKS
what you are doing and we do
not agree with what you are
doing. But the next thing you say
is: how do we fix this?" the
senator said. The Senate
Committee of Foreign Relations
chair noted that the Philippines
will not lose anything if accept
China's invitation to a dialogue
on the maritime dispute. "We
should talk to China bilaterally
because it is still the best option.
Our Filipino businessmen can also
help by reaching out to their
Chinese counterparts and friends
in China and try to come up with
a solution that will persuade both
governments to, at least, sit
down and negotiate, or at most,
resolve the problem outright,"
Marcos said. Marcos stressed
that the Philippines should not be
"snobbish" in dealing with
"superpower" China. He added
that he cannot see any reason
not to talk with China. "We're
strategically important to any
great power in Asia- Pacific, but
we have to play that role even-
handedly. We have to stop
thinking in terms of kakampi ko
ang Chinese, kakampi ko ang
Kano. Ang kakampi mo lang
Pilipino," the senator added. The
Philippines sent a delegation to
the United Nations Arbitral
Tribunal to defend its stand
against China's nine-dash line
claim over the South China Sea.
The teacher together with the Write down 1
pupils discuss the outputs made sentence using each
punctuation mark
appropriately
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 activities ___Pupils did not find difficulties in
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.
___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 have ___ of Learners who earned 80% above
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 well? ___Yes ___No
Why did these work?
___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
___Yes ___No
___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried.
next objective. the next objective. Move on to the next
___Lesson not carried. ___Lesson not carried. objective.
_____% of the pupils got 80% _____% of the pupils got 80% ___Lesson not carried.
mastery mastery _____% of the pupils
got 80% mastery
___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find
answering their lesson. difficulties in answering their difficulties in answering
___Pupils found difficulties in lesson. their lesson.
answering their lesson. ___Pupils found difficulties in ___Pupils found
___Pupils did not enjoy the lesson answering their lesson. difficulties in answering
because of lack of knowledge, skills ___Pupils did not enjoy the their lesson.
and interest about the lesson. lesson because of lack of ___Pupils did not enjoy
___Pupils were interested on the knowledge, skills and interest the lesson because of
lesson, despite of some difficulties about the lesson. lack of knowledge,
encountered in answering the ___Pupils were interested on skills and interest
questions asked by the teacher. the lesson, despite of some about the lesson.
___Pupils mastered the lesson difficulties encountered in ___Pupils were
despite of limited resources used by answering the questions interested on the
the teacher. asked by the teacher. lesson, despite of some
___Majority of the pupils finished ___Pupils mastered the lesson difficulties encountered
their work on time. despite of limited resources in answering the
___Some pupils did not finish their used by the teacher. questions asked by the
work on time due to unnecessary ___Majority of the pupils teacher.
behavior. finished their work on time. ___Pupils mastered the
___Some pupils did not finish lesson despite of
their work on time due to limited resources used
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% ___ 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 remediation additional activities for require additional
remediation activities for
remediation
___Yes ___No ___Yes ___No ___Yes ___No
 ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who
lesson lesson lesson up the lesson caught up the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
principal or supervisor can helpme solve? require remediation require remediation require remediation to require remediation continue to require
remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
used/discover which I wish to share with other  ___Metacognitive 
Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive work well:
teachers? 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, and assessments, note taking and Development:
vocabulary assignments. vocabulary assignments. 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 anticipatory share, quick-writes, and anticipatory 
share, quick-writes, and anticipatory ___Bridging: Examples: Think- taking and studying
charts. charts. charts. pair-share, quick-writes, and techniques, and
anticipatory charts. vocabulary
   assignments.
 ___Schema-Building: 
Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
 ___Bridging:Examples:
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw  ___Schema-Building:
Think-pair-share,quick-
peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. Examples: Compare and
writes,andanticipatoryc
   contrast, jigsaw learning, peer
harts.
teaching, and projects.
 ___Contextualization:  ___Contextualization:  ___Contextualization:  __Schema-Building:

 
Examples: Demonstrations, media, 
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Compare
manipulatives, repetition, and local manipulatives, repetition, and local 
manipulatives, repetition, and local ___Contextualization: and contrast, jigsaw
opportunities. opportunities. opportunities.  Examples: Demonstrations, learning, peer teaching,
   media, manipulatives, and projects.
repetition, and local
 ___Contextualization:
 ___Text Representation:  ___Text Representation:  ___Text Representation:
opportunities.
 
Examples: Student created drawings, 
Examples: Student created drawings, Examples: Student created drawings,  Examples:
videos, and games. videos, and games. videos, and games.
 Demonstrations,
 ___Text Representation: media, manipulatives,
 ___Modeling: Examples: 
Speaking ___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking
repetition, and local
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the Examples: Student created
drawings, videos, and games. opportunities.
language you want students to use, language you want students to use, language you want students to use,
and providing samples of student work. and providing samples of student and providing samples of student ___Modeling: Examples:  ___Text
work. work. Speaking slowly and clearly, Representation:
Other Techniques and Strategies used: modeling the language you  Examples: Student
___ Explicit Teaching Other Techniques and Strategies Other Techniques and Strategies want students to use, and created drawings,
___ Group collaboration used: used: providing samples of student videos, and games.
___Gamification/Learning throuh play ___ Explicit Teaching ___ Explicit Teaching work.  ___Modeling: Example
___ Answering preliminary ___ Group collaboration ___ Group collaboration s: Speaking slowly and
activities/exercises ___Gamification/Learning throuh ___Gamification/Learning throuh Other Techniques and clearly, modeling the
___ Carousel play play Strategies used: language you want
___ Diads ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching students to use, and
___ Differentiated Instruction activities/exercises activities/exercises ___ Group collaboration providing samples of
___ Role Playing/Drama ___ Carousel ___ Carousel ___Gamification/Learning student work.
___ Discovery Method ___ Diads ___ Diads throuh play Other Techniques and
___ Lecture Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary Strategies used:
Why? ___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Explicit Teaching
___ Complete IMs ___ Discovery Method ___ Discovery Method ___ Carousel
___ Availability of Materials ___ Lecture Method ___ Lecture Method ___ Diads
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
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
Why? ___ Differentiated Instruction ___ Group
___ Complete IMs ___ Role Playing/Drama collaboration
___ Availability of Materials ___ Discovery Method ___Gamification/Learni
___ Pupils’ eagerness to learn ___ Lecture Method ng throuh play
___ Group member’s Why? ___ Answering
collaboration/cooperation ___ Complete IMs preliminary
in doing their tasks ___ Availability of Materials activities/exercises
___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Carousel
of the lesson ___ Group member’s ___ Diads
collaboration/cooperation ___ Differentiated
in doing their tasks Instruction
___ Audio Visual Presentation ___ Role Playing/Drama
of the lesson ___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s

collaboration/cooperati
on
in doing their tasks
___Audio Visual
Presentation
of the lesson
 GRADE 5
DAILY LESSON LOG
WEEK 9
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
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
School: Grade Level: V
Teacher: Learning Area: ESP
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang pang-unawa sa kahalagahan ng pakikipagkapwa-tao at pagganap ng mga inaasahang hakbang , pahayag at kilos para sa kapakanan ng Lingguhang Pagsusulit
pamilya at kapwa
Naisasagawa ang inaasahang hakbang, kilos at pahayag na may paggalang at pagmamalasakit para sa kapakanan at kabutihan ng pamilya at kapwa
Nagagampanan ng buong husay ang anumang tungkulin sa programa o proyekto gamit ang anumang teknolohiya sa paaralan (EsP5P-IIi-29)
Tungkulin, Tanggapin at Gawin
power point presentation/tsart ng
kuwento, metacards, tseklis
Ano ang inyong dapat maging saloobin
kung may patimpalak sa paalan at alam
mo na kaya mong may kakayahan kang
lumaban?
Magsagawa ng isang palaro.Pangkatin
ang mga bata sa apat. Sa loob ng limang
minuto, tulong-tulong na pag- usapan
ang mga dapat gawin ng kasapi ng grupo
tuwing nagpapangkatang gawain upang
magtagumpay.Isulat ang mga kasagutan
sa metacards. Gumawa ng isang yell na
kung tapos na ang inyong grupo. Ang
mauunang grupo ang tatanghaling
panalo
1. Sa inyong ginawang pangkatang
gawain, ano ang susi sa pagtatagumpay
ng isang pangkat?
2. Basahin ang seleksiyon sa ibaba
Tungkulin, Tanggapin at Gawin!
Nagpatawag ng pulong si Gng.Hebrez sa
lahat ng kasapi ng Healthy Environment
Club upang pagpulungan ang proyekto
ng samahan para sa taon.

D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
“Magmungkahi kayo ng isang proyekto
na makatutulong upang manatiling
malinis ang paaralan at malusog ang mga
batang pumapasok dito,” wika ni Gng.
Hebrez.
“Iminumungkahi ko na itaguyod natin
ang pagtatanim ng gulay sa paaralan,”
wika ni Alex, ang pangulo ng samahan.
“Sang-ayon ako sa munghahi mo, Alex”
sambit ni Liza. “Tutulong kami na
maparami ang mga garden plots upang
madagdagan ang mga pagtataniman sa
gayon madaragdagan din ang uri ng
gualy na pwede nating itanim,” dagdag
pa niya.
“Maglalagay kami ng posters sa mga
pasilyo ng paaralan upang hikayatin ang
mga mag-aaral sa responsableng
pagtatapon ng basura,” wika ni Jun.
“Pwede rin po tayong mag film viewing
upang mabigyang ng lubusang paliwanag
ang iba pa nating kamag-aaral tungkol sa
kahalagahan ng kalinisan ng paaralan,”
masayang wika ni Anie.
“Maraming salamat mga bata. Inaasahan
ko ang pagtanggap at pagtupad ninyo ng
mga nakaatang na tungkulin bilang
miyembro ng ating samahan,”
pagtatapos na wika ni Gng. Hebrez.
a. Bakit nagpatawag ng pulong si Gng.
Hebrez?
b. Paano n inyo ilalarawan ang mga
batang kasapi ng samahan?
c. Kung kayo ay isa sa mga kasapi ng
samahan, anong proyekto ang
maimumungkahi ninyo upang
makatulong sa kalinisan ng paaralan?
Gawain 1
Basahin ang saknong sa ibaba
Tayong mga bata ay may mga
tungkulin,
Na pawang mahahalaga at dapat
tuparin,
Sa bahay , paaralan, maging sa
samahan,
Upang magtagumpay ang mga
mithiin
 Isulat sa meta ang iyong palagay
sabinasang saknong. Iulat ito saklase
Gawin 2
Hikayatin angmga bata na
magkaroon ng pagsusuri sa
sarili.Ipatala ang mga nagampanang
tungkulin na nagging dahilan upang
makatulong sa bahay at samahang
kinaaaniban sa paaralan
F.Paglinang na Kabihasaan Gawain 1
Bilang isang mag-aaral, paano ka
makakatulong sa inyong tahanan
at paaralan sa pagtupad ng iyong
tungkulin:

Bahay
1
2
3

Paaralan
1
2
3
Gawain 2
Sumulat ng isa o dalawang
pangungusap bawat sitwasyon na
sumusunod.Iproseso ang
kasagutan ng mga bata matapos
pagkatapos ng gawain.
a. Kaanib ka ng Readers Club in
Action. Sinabihan ka ng guro mo
na tulungan ang mga kaklase mo
na nangangailangan ng tulong mo
sa pagbabasa.
b. Mahusay kang magpinta kaya’t
nakapasa ka bilang kasapi ng Youth
Artist Club. Anong aksiyon ang
gagawin mo upang mahikayat mo
 ang ibang mag-aaral na gignugugol
ang oras sa walang kabuluhang
mga bagay?
G.Paglalapat ng aralin sa pangaraw-araw na 1. Bumuo ng apat na pangkat..
buhay Hayaang bumuo ang mga bata
ng palabas na nagpapakita ng
kahalagahan ng pagtupad sa
tungkulin gamit ang mga
sumusunod
a. pangkat 1 – dula dulaan
b. pangkat 2 – pantomina
c. pangkat 3 – jingle
d. pangkat 4- awit at sayaw
Batay sa katatapos na gawain,
matapat na suriin ang sarili.
Lagyan ng tsek ang angkop na
kahon sa tseklis.
H.Paglalahat ng aralin . Tandaan Natin
Ang pagtanggap at pagtupad
ng anumang tungkulin na
nakaatang sa isang tao ay
tanda ng kanyang pagiging
responsable.Ito ay susi upang
magtagumpay ang anumang
programa/proyekto ng grupo
I.Pagtataya ng aralin Piliin ang titik ng tamang sagot
sa bawat sitwasyon.
1. Nahalal kang kalihim ng
inyong klase. Alam mo na
marami itong kaakibat na
gawain na dapat gampanan. A.
Sisikapin kong gampanan ito ng
buong husay.
B. Uutusan ko palagi ang iyong
pangalawang kalihim.
C. Pababayaan ko ang aking
pananagutan sa klase.
D. Gagampanan ko ang makaya
lamang na gawain.
Tandaan Natin
Ang pagtanggap at pagtupad
ng anumang tungkulin na
nakaatang sa isang tao ay
tanda ng kanyang pagiging
responsable.Ito ay susi upang
magtagumpay ang anumang
programa/proyekto ng grupo.
2. Matalino ka at aktibo sa
klase. Gusto kang maging
pangulo ng iyong mga
kaklase.Sinabi nila na
iminumungkahi ka bilang
pinuno ng Student Council.
A. Tatanggihan ang mungkahi
at magdadahilan.
B. Tanggapin at gagampanan
ng buong husay ang nakaatang
na tungkulin
C. Tatanggapin ang mungkahi
upang maging popular sa
paaralan
D. Tatanggapin at iaatang sa
mga kasapi ang tungkulin.
3. Binigyan ang pangkat mo ng
iyong guro ng limang araw
upang tapusin ang sand table
ng ecosystem. Bilang lider ng
grupo ano ang gagawin mo?
A. Hahayaaan ko ang aking
mga kagrupo na tapusin ang
gawain.
B. Iuuwi ang proyekto at
ipagagawa sa mga kasama sa
bahay
C. Pipilitin kong matapos ang
gawain kahit mahuli ako sa
ibang klase.
D. Pupulungin ko ang kasapi ng
pangkat at sama-sama naming
tatapusin ang proyekto.
4. Gusto mong magpasikat sa
iyong mga kaibigan kaya’t
nangako ka na ikaw na lang
ang gagawa ng inyong group
project sa Sining.
A. Ipagagawa mo sa iyong kuya
o ate dahil hindi mo kaya.
B. Ipagagawa mo sa iba at
pababayaran mo sa iyong
nanay.
C. Gagawin ang proyekto
kasama ang mga kaklase.
D. Isusulit mo sa kasapi ng
pangkat kapag hindi mo
natapos.

J.Karagdagang Gawain para sa takdang
aralin at remediation
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
C.Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
___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
___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
___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
5. Napili ka ng mga kaklase at
guro mo na maging lider sa
gagawing paligsahan sa Clean
and Green Environment. Ano
ang magiging saloobin mo
dito?
A. Aalamin ng mabuti ang
tungkulin at tatanggihan ito
kung mahirap
B. Pag-aaralan ang tungkulin at
gagampanan ng buong husay
C. Tatanggapin agad at iaasa
ang gawain sa mga kasamahan.
D. Iaasa sa mas nakatatanda at
nakakaunawa ang mga gawain.
Magtala ng limang katangian
ng isang responsableng kasapi
ng isang samahan
___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
___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
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
remediation activities for remediation activities for remediation activities for remediation additional activities for remediation 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 the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson 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 continue to
solusyunansa tulong ng aking punungguro at remediation remediation require remediation require remediation require remediation
superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive Development: Examples:  ___Metacognitive 
Development: ___Metacognitive 
Development: ___Metacognitive Development:  ___Metacognitive
guro? Self assessments, note taking and studying Examples: Self assessments, note taking Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
techniques, and vocabulary assignments. and studying techniques, and vocabulary taking and studying techniques, and taking and studying techniques, assessments, note taking and
assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and
 ___Bridging: Examples: Think-pair-share,
vocabulary assignments.
quick-writes, and anticipatory charts.  
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-
 quick-writes, and anticipatory charts. share, quick-writes, and anticipatory share, quick-writes, 
and ___Bridging: Examples: Think-
charts. anticipatory charts. pair-share, quick-writes, and
 ___Schema-Building: Examples: Compare and 
anticipatory charts.

contrast, jigsaw learning, peer teaching, and 
___Schema-Building: Examples: Compare 
projects. and contrast, jigsaw learning, peer ___Schema-Building: 
Examples: 
___Schema-Building: Examples: ___Schema-Building: Examples:
teaching, and projects. Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw
 learning, peer teaching, and
peer teaching, and projects. learning, peer teaching, and
 ___Contextualization:  projects.
projects.
 ___Contextualization: 
 Examples: Demonstrations, media,
  ___Contextualization:
  ___Contextualization:
manipulatives, repetition, and local Examples: Demonstrations, media,
 ___Contextualization:  Examples:Demonstrations,
opportunities. 
manipulatives, repetition, and local Examples: Demonstrations, media, media,manipulatives,
 opportunities. 
manipulatives, repetition, and local Examples: Demonstrations, media, repetition,andlocal
opportunities. manipulatives, repetition, and local
 ___Text Representation:  opportunities.
opportunities.
 ___Text Representation:   ___Text Representation:
 Examples: Student created drawings, videos, 
and games.  
Examples: Student created drawings, ___Text Representation:  Examples: Student created
videos, and games.  
Examples: Student created drawings, ___Text Representation: drawings, videos, and games.
 ___Modeling: Examples: Speaking slowly and
clearly, modeling the language you want  ___Modeling: Examples: Speaking slowly videos, and games.  Examples: Student 
created ___Modeling: Examples:
drawings, videos, and games.
students to use, and providing samples of 
and clearly, modeling the language you ___Modeling: Examples: Speaking Speaking slowly and clearly,
student work. want students to use, and providing slowly and clearly, modeling the  ___Modeling: Examples: Speaking modeling the language you want
samples of student work. language you want students to use, and slowly and clearly, modeling the students to use, and providing
Other Techniques and Strategies used: providing samples of student work. language you want students to use, samples of student work.
___ Explicit Teaching Other Techniques and Strategies used: and providing samples of student Other Techniques and
___ Group collaboration ___ Explicit Teaching Other Techniques and Strategies used: work. Strategies used:
___Gamification/Learning throuh play ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___ Answering preliminary ___Gamification/Learning throuh play ___ Group collaboration Other Techniques and Strategies ___ Group collaboration
activities/exercises ___ Answering preliminary ___Gamification/Learning throuh play used: ___Gamification/Learning
___ Carousel activities/exercises ___ Answering preliminary ___ Explicit Teaching throuh play
___ Diads ___ Carousel activities/exercises ___ Group collaboration ___ Answering preliminary
___ Differentiated Instruction ___ Diads ___ Carousel ___Gamification/Learning throuh activities/exercises
___ Role Playing/Drama ___ Differentiated Instruction ___ Diads play ___ Carousel
___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction ___ Answering preliminary ___ Diads
___ Lecture Method ___ Discovery Method ___ Role Playing/Drama activities/exercises ___ Differentiated Instruction
Why? ___ Lecture Method ___ Discovery Method ___ Carousel ___ Role Playing/Drama
___ Complete IMs Why? ___ Lecture Method ___ Diads ___ Discovery Method
___ Availability of Materials ___ Complete IMs Why? ___ Differentiated Instruction ___ Lecture Method
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
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
___ 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
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ AudioVisual Presentation
of the lesson
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner…
recognizes the musical symbols
and demonstrates understanding
of concepts pertaining to melody
B. Performance Standards The learner…
accurate performance of songs
following the musical symbols
pertaining to melody indicated in
the piece
C. Learning identifies successive sounding of
Competencies/Objectives two pitches
Write the LC code for each
MU5ME-IId-6
The learner…
recognizes the musical symbols
and demonstrates understanding
of concepts pertaining to melody
The learner…
accurate performance of songs
following the musical symbols
pertaining to melody indicated in
the piece
identifies successive sounding of
two pitches
MU5ME-IId-6
The learner…
demonstrates understanding of
lines, colors, space, and harmony
through painting and
explains/illustrates landscapes of
important historical places in the
community (natural or man-
made)using one-point
perspective in landscape
drawing, complementary colors,
and the right proportions of
parts.
The learner…
sketches natural or man-made
places in the community with
the use of complementary
colors.
draws/paints significant or
important historical places.
sketches and uses
complementary colors in
painting a landscape.
A5PL-IIe
The learner…
demonstrates understanding of
the different changes, health
concerns and management
strategies during puberty
Understands basic concepts
regarding sex and gender
The learner...
demonstrates health practices
for self-care during puberty
based on accurate and scientific
information
The learner...
Demonstrates respect for the
decisions that people make with
regards to gender identity and
gender roles.
gives examples of how male and
female gender roles are
changing
H5GD-Ij-15
The learner . . .
demonstrates
understanding of
participation in and
assessment of physical
activities and physical
fitness.
The learner . . .
participates and assesses
performance in physical
activities .assesses
physical fitness
recognizes the value of
participation in physical
activities
PE5PF-IIb-h-19

II. CONTENT Ang Rhythmic Pattern sa Ang Rhythmic Pattern sa Ang Pagpipinta ng Larawan (SEX AND GENDER) AT MGA Agawang Base
Time Signatures Time Signatures
TUNGKULING KAAKIBAT NITO

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
 2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
Awitin ang “Ang Huni ng Ibong
Pipit”.
identifies successive sounding of
two pitches
Ano ang time signature ng awit?
Anong kilos ang maaaring isabay
sa awit?
Tingnan ang tsart ng awiting
“We’re on the Upward Trail”.
Awitin ang “Ang Huni ng Ibong
Pipit”.
identifies successive sounding of
two pitches
Ano ang time signature ng awit?
Anong kilos ang maaaring isabay
sa awit?
Tingnan ang tsart ng awiting
“We’re on the Upward Trail”.
Isa-isahin ang mga kulay na
makikita sa Primary Color Wheel.
Makaguhit at makapinta ng mga
larawan gamit ang
complementary colors.
Kumpletuhin ang kulay sa Color
Wheel ayon sa tunay na kulay
nito.
Ang Complementary Colors ay
ang magkasalungat na kulay na
matatagpuan sa color wheel. Ito
ay nabuo dahil sa nagkakaroon
ng maganda kombinasyon kapag
ang magkasalungat na kulay ay
pinagsama.
Suriin ang mga larawan.
gives examples of how male and
female gender roles are
changing
1. Ano-ano ang iyong mga
napansin sa mga larawan?
2. Ano ang pinagkaiba ng
bawat larawan sa isa’t-isa?
3. Sang-ayon ba kayo sa
mga larawan na ito?
SEX – ay tumutukoy sa
byolohikal na pagkakaiba ng
lalaki at babae tulad ng
pagkakaiba ng chromosomes,
hormonal profiles, panloob at
panlabas na ari.
Ang habulan, patintero at
iba pang laro kasama ang
mga kaibigan o kamag-aral
ay kasiya-siya. Bukod sa
kasiyahan, nalilinang din
ang iba’t ibang mga
sangkap ng fitness tulad
ng lakas ng kalamnan,
tatag ng kalamnan, bilis, at
liksi.
Matuunan ang larng
agawang base.
Ang ating katawan ay
mahalaga. Ito ay dapat
alagaan at pagtuunan ng
pansin. Mas mainam ang
pagkakaroon ng sapat na
physical fitness upang
mapanatili ang masiglang
isip, masiglang katawan,
masiglang pamumuhay, at
makakaiwas sa sakit.
Bago magsimula sa
pagsasagawa ng mga
gawaing pisikal, isagawa
muna ang pagwarm-up
upang maihanda ang
katawan.

E. Discussing new concepts and
practicing new skills #2
Pakinggan ang awit ng guro.
Bigkasin ang titik ng awitin ayon
sa tamang rhythm.
Aawitin ang “We’re on the
Upward Trail”.
Pakinggan ang awit ng guro.
Bigkasin ang titik ng awitin ayon
sa tamang rhythm.
Aawitin ang “We’re on the
Upward Trail”.
Tingnan ang larawan. Pag-aralan
kung paano ginamit ang
Complementary Colors.
GENDER – naglalarawan ng mga
katangian ng lalaki at babae na
kung saan ang kultura, tradisyon
at paniniwala ng isang lipunan
ang nagdidikta ng pagka-lalaki o
pagkababae ng isang tao.
GENDER IDENTITY – ay
tumutukoy sa pananamit,
pagkilos, at pag-iisip ng isang
lalaki , babae o transgender
batay sa kanyang sariling
paniniwala at kasiyahan.
GENDER ROLES – ay tumutukoy
sa mga kaugalian, kaisipan,
responsibilidad at gawain ng
mga lalaki at babae batay sa
idinidikta ng kultura, tradisyon at
paniniwala ng isang lipunan.
Bakit nga ba nagkakaroon ng
pagkaka-iba ang mga
ginagampanang tungkulin ng
mga lalaki at babae?
MGA SALIK NA Naranasan mo na bang
maglaro ng habulan?
NAKAKAIMPLUWENSYA SA
Naranasan mo rin bang
GENDER IDENTITY AT GENDER makipag-agawan ng laruan
o makipag-unahan sa
ROLES
pagkuha ng upuan? Paano
mo naunahan ang iyong

1. PAMILYA. Sa loob ng
pamamahay unang-unang
natutunan ng isang bata ang
lahat ng bagay na may kinalaman
sa kaniyang sarili at kanyang mga
tungkulin sa pamilya. Dito unang
hinuhubog ang mga bata sa
pamamagitan ng mga itinakdang
obligasyon sa kanila ng kanilang
mga magulang tulad ng:
a. Pag-iigib ng tubig para sa mga
lalaki at paghuhugas naman ng
mga pinggan sa mga babae, at
b. Pagtulong ng lalaking anak sa
kaniyang tatay sa pagkukumpuni
ng mga sirang kagamitan sa
bahay habang ang mga babae
naman ay tumutulong sa
kanilang nanay na maglinis ng
mga kagamitan sa bahay.
2. MIDYA. Ang panunuod ng
telebisyon ay isa sa libangan ng
buong pamilya sa tahanan. Dito,
ang mga bata ay nagkakaroon ng
mga makabagong ideya na
nakadaragdag sa pagkabuo ng
kamag-aral o kalaro sa
pagkuha ng laruan o
upuan? Ano-anong
sangkap ng skill-related
fitness ang pinauunlad sa
gawaing iyon.
Agawang Base
Pamamaraan:
1. Bumuo ng dalawang
pangkat na may pantay na
bilang.
2. Mag-Jack and Poy para
malaman kung sino-sino
ang magkakampi. Mas
maraming manlalaro, mas
Masaya.
3. Kailangan ng bawat
pangkat na may base o
bahay. Ito ay maaaring
puno ng kahoy, malaking
bato, o anumang
puwedeng gawing base ng
bawat pangkat.
4. May guhit na linya sa
gitna na maghahati sa
dalawang base ang bawat
pangkat.
5. May maiiwang isa na
magbabantay sa kanilang
base para hindi ito
maagaw, habang ang
ibang kasapi ng pangkat ay
susubukang agawin ang
base ng kalaban.
6. Kapag lumampas sa
linya ang manlalaro,
kailangang habulin ng
kalaban upang hulihin. Ito
ay dadalhin sa kanilang
base bilang preso at
kailangang bantayan
upang hindi makatakas.
kanilang pagkatao. Anuman ang 7. Maaari lamang
makalaya ang presong
mapanuod ng mga bata sa
manlalaro kung
telebisyon ay maaari nilang mahahawakan o
matatapik ng kakampi at
tularan, taglayin at angkinin
maaari na itong maglaro
upang maging basehan nila ng muli.
8. Kapag ang baseline ng
kanilang mga ikikilos na magiging
pangkat ay nataya ng
katanggap-tanggap sa lipunan. kalaban nang hindi siya
natataya, maaari ding
manalo kung lahat ng
3. RELIHIYON. Ang iba’t-ibang kasapi sa kabilang
koponan ay nahuli na.
relihiyon ay may kani-kaniyang
alituntunin na sinusunod. Sa
kadahilanang ito, ito rin ay
nagdidikta sa mga tao kung ano
ba ang dapat at hindi dapat
upang maging katanggap-
tanggap sa paningin ng kanilang
kinabibilangang relihiyon.

4. PAARALAN. Ang paaralan ang

nagsisilbing pangalawang
tahanan ng mga bata. Dito ay
marami na silang mga
nakakasalamuhang kapwa nila
mga bata at ang kanilang guro na
gumagabay sa kanila sa lubusang
pagkilala nila sa kanilang mga
sarili at sa kanilang mga
tungkulin na dapat gampanan sa
lipunan.
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Pangkatang gawain
(Mahalaga ang kaalaman sa
iba’t-ibang uri ng note at rest sa
pagbuo ng rhythmic pattern. Ang
rhythmic pattern ay nabubuo
ayon sa nakasaad na meter. Ang
rhythmic pattern ay isa sa mga
sangkap sa pagbuo ng musika.)
Ang rhythmic pattern na may
time signature na 4 ay may
kaukulang mga note at rest na
pinagsama-sama upang maka– 4
buo ng 4 na bilang.
Panuto: Isulat sa patlang ang
note o rest na bubuo sa measure
sa time signature na 4.
Pangkatang gawain
(Mahalaga ang kaalaman sa
iba’t-ibang uri ng note at rest sa
pagbuo ng rhythmic pattern. Ang
rhythmic pattern ay nabubuo
ayon sa nakasaad na meter. Ang
rhythmic pattern ay isa sa mga
sangkap sa pagbuo ng musika.)
Ang rhythmic pattern na may
time signature na 4 ay may
kaukulang mga note at rest na
pinagsama-sama upang maka– 4
buo ng 4 na bilang.
Panuto: Isulat sa patlang ang
note o rest na bubuo sa measure
sa time signature na 4.
Pangkatang gawain
(Sumangguni sa GAWIN)
Ang pagpipinta ay sadyang
nakakalibang na gawain.
Maipapahayag ating mga
damdamin. Mas mainam na
malaman natin ang gamit ng
Complementary Colors upang
mabigyan ng buhay an gating
mga obra.
(Sumangguni sa TANDAAN)
Ipapaskil ang larawan na nilikha
ng mga mag-aaral.
(Sumangguni sa SURIIN)
Bumuo ng isang
dayalogo na nagpapakita ng mga
tipikal na sitwasyon sa pamilya,
simbahan, paaralan, at
pamayanan.
Bakit magkaiba ang mga gawain
ng mga lalaki sa mga gawain ng
mga babae?
Ano-ano ang mga natutunan sa
aralin?
Isulat kung LALAKI o BABAE ang
karaniwang gumagawa ng mga
tungkuling nasa ibaba.
Umpisahan natin ang laro.
Paano ka nakakaiwas
habang hinahabol ka ng
inyong kalaro? Naalala mo
ba ang mga palatandaan
upang makaiwas sa
sakuna?
Ang larong Agawang Base
ay nagpapaunlad sa bilis
sa pagtakbo at liksi sa
paggalaw. Sa paglalaro
nito, kailangan ang pag-
iingat upang hindi mataya
ng kalaban.
Ang layunin sa larong ito
ay maagaw ng grupo ang
base ng kalaban nang
hindi natataya. Ang
Agawang Base ay isa ring
halimbawa ng invasion
game, tulad ng patintero.
Lagyan ng tsek ( ̸ ) ang
bawat kolum kung nagawa
mo ang mga ito.
 GAWAIN Karaniwang
ginagawa
ng mga…
1. Pag-iigib ng
tubig
2. Paghuhugas
ng plato
3. Pananahi ng
damit
4.
Pagkukumpuni
ng mga sirang
kasangkapan sa
bahay
5. Pagsisibak ng
kahoy
6. Paglalaba
7.
Pamamalantsa
8. Pagluluto
9.
Pangangahoy
10. Paghahakot
ng mga
mabibigat na
bagay
J. Additional activities for Sumangguni sa LM________. Sumangguni sa LM________. Sumangguni sa LM________. Kapanayamin ang Isulat sa inyong Fitness
application or remediation Diary ang iyong mga
inyong mga magulang o
natutuhan tungkol sa
mga lolo at lola tungkol sa paglaro ng Agawang Base.
 kanilang mga tungkuling Paano ka nakakaiwas
habang hinahabol ka ng
ginagampanan noong
inyong kalaro.
kanilang mga
kapanahunan. Isulat ang
mga ito sa inyong
kwaderno.

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?
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
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
The learner demonstrates
understanding of the ratios
The learner is able to apply ratios
in mathematical problems and
real-life
situations
Identifies equivalent ratios
Code: M5NS – IIi.124
Identifying equivalent ratios
Curriculum Guide, page 60 of 109
Lesson Guide in Elementary
Mathematics 5 pp 227 - 231
Mathematics for Better Life, pp
200 - 201
DepEd Learning Portal, Math 6 –
Ratio and Proportion
metacards, tarpapel, pictures and
activity sheet
1. Drill
Strategy: Name Game
Mechanics:
The learner demonstrates
understanding of the four
fundamental
operations involving ratio and
proportion
The learner is able to apply the
four fundamental operations
involving
ratio and proportion
Writing Equivalent Ratios
Code: M5NS –IIg-121.1
Identifying equivalent ratios
Curriculum Guide, page 60 of 109
Lesson Guides in Elementary
Math 6 pp. 289-292
Mathematics for a Better Life 5
pp. 196-203
metacards, tarpapel, pictures and
activity sheet
1. Drill (Writing ratio in
colon form and fraction
form).
a) 6 dog to 10 cats
The learner demonstrates
understanding of he four
fundamental
Operations involving decimals and
ratio and proportion
The learners are able to apply the
four fundamental operations
involving
decimals and ratio and proportion
in mathematical problems and
real-
life situations.
Expresses ratios in their simplest
forms.
Code: M5NS- II I – 125,
Expressing Ratios in their Simplest
Forms
Curriculum Guide, page 60 of 109
Lesson Guide in Math 5, p 222-226
Mathematics for Better Life 5
MISOSA Gr. 5 Module – Ratio in its
Simplest Form
Flash cards, cutouts, real objects,
charts
1. Drill
Mental computation on reducing
fractions to lowest terms
Strategy: Traveling Game
The learner demonstrates
understanding of the four
fundamental
operations involving ratio
and proportion
The learner is able to apply
the four fundamental
operations involving
ratio and proportion in
mathematical problems and
real-life situations
Finds the missing term in a
pair of equivalent ratios
Code: M5NS-IIi-126
Finding the Missing Term in a
Pair of Equivalent Ratios
Curriculum Guide, page 60
of 109
Lesson Guide in Elementary
Mathematics 6, p.297
Mathematics for Better Life
5, p. 198
flash cards, pictures
Directions: Compare two
given fractions. Use cross
multiplication
by using >, <, or =.
The learner is expected to
demonstrate understanding
of the four funda
mental operations involving
decimals and ratio and
proportion
The learner is able to apply
the four fundamental
operations involving
decimals and ratio and
proportion in mathematical
problems and real-life
situations
Defines and describes a
proportion
Code: M5NS-IIj-127
Defining and describing a
proportion
Curriculum Guide, page 60
of 109
Lesson Guide in Elementary
Mathematics 6, pp. 227-230
Charts, flashcards
1. Drill
Have a game on reducing
ratios to simplest forms.
Use flashcards. Let the

B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances
of the new lesson
Pick up a pupil’s name from a
pre-prepared basket.
The one who will be picked will
name the ratio of the objects in a
given set.
2. Review
Strategy: Reduce Me
Directions: Write the following
rations to lowest terms.
25 wins in 30 games
8 red balls to 12 blue balls
25 dm to 2 m
What is the ratio of letter O to all
the letter in the word COLOR?
What is the ratio of the vowel to
consonant in the word
MATHEMATICS?
(Show a a mini bottle with some
marbles in it) What is the in the
bottle?
Word Problem 1:
Clarence has 7 marbles in his one
mini bottle. How many marbles
does he have if he has filled 6 mini
bottles?
Strategy 1: Integrative Approach
Activity: AICDR
Ask How many marbles are there
in one mini bottle?
How many mini bottles did
Clarence filled?
b) 4 vases to 8 flowers
c) 9 bats to 15 balls
2. Review
Strategy: Hi! and Hello!
Teacher will show flash
cards with wriiten ratio.
Pupils will
say Hi! if the ratio is in a
simplest form and say
Hello! When
the ratio is in a higher
term.
5 : 12
9:6
15 : 12
8 : 14
8 : 14
2:37:
10 : 5
Class, what do you usually do during
DEAR time? Why is it important to
spend your time in reading?
Joy reads 420 word per minute.
How many words can
she read in 15 minutes?
Mechanics: a) 4/16___ 1/4 pupils do these as fast as
a. Pupil no. 1 challenges the b) 5/6____ 2/3 they can
person seating directly beside c) 5/1____ 1/02 2. Review
or behind him. d) 8:10 ____3:4 Directions: Express each
b. Flash a card with fractions to be e) 4:1____ 12:3 ratio in simplest forms.
reduced to lowest terms. 2. Reviewing Previous Lesson a. 8 : 2
c. The pupil who gives out the Reducing Ratios to Lowest b. 9 : 27
correct answer moves to the Term c. 4 : 6
seat of the losing pupil and Directions: Simplify the d. 8 : 12
competes with the next pupil. following ratio to lowest e. 6 : 36
The losing pupil sits on the vacant term.
chair. a). 14:10
d. The winner continues to move b). 24:16
until he/she loses. In this c). 6:9
case, he/she sits on the chair of d). 20:20
the new winner. e). 12:1
e. Pupils who have traveled the
farthest from his original seat
is crowned “ King or Queen of the
Day”.
2. Review
Review the definition of ratio and
the two ways of writing a ratio
(colon and fraction form)
Who among you show love for What makes you busy during What is the program of
Mother Earth? weekend? DepEd that encourages
In what ways can you show love Who among you are helping every school to
for Mother Earth? your parents doing have a vegetable garden?
household chores? What are the plants in our
Why is it important to help garden?
our parents in doing chores Is it good to have Gulayan
during weekends? sa Paaralan? Why?
Strategy: Use Concrete objects or Problem Opener
Cutouts to Answer Problem During weekends, Zeny helps
Opener (Modeling) her mother sell buko juice.
Materials: several bottles of soft For every buko, Zeny adds 4
drinks or cutouts litres of water. How many
Joel and Josie went to the park to litres of water does she need
help clean it up by picking for 3 bukos so that the taste
discarded bottles of soft drinks to will be the same?
be recycled. Joel picked 24
bottles while Josie got 12 bottles.
What is the ratio of the number

D.Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Investigate What can we do to
count all the marbles?
Create Let us try to make a table.
Mables
7 14 21 28 35 4
2
Bottles
1 2 3 4 5
6
Discuss How many marbles are
there in 2 mini bottles?
How about in 3? 4? 5? 6?
Reflect So, we can conclude that
Clarence has 42 marbles
in his 6 mini bottles
Word Problem 2:
Dan and Noli played darts. Dan hit
the target 10 times out of 15
throws. Noli hit the target 12
times out of 18 throws. How can
we compare the ratio of their hits?
Strategy 2: Content – Based
Instruction
Activity: 4A’s
Activity Let us do this problem.
Analysis What is the ratio of Dan’s
number of hits to his throws?
How about Noli’s hit to the
number of his throws?
Abstraction Are their ratios equal?
Let us find out.
Is 10 : 15 = 12 :18?
How many words does Joy read
per minute?
What is the ratio of the number
of words she reads to the
number of minutes?
What does the problem ask
for?
Group the pupils in 5 working
teams. Ask the teams to work
together in looking for the
solution to the problem.
Solution 1:
Make a table showing the data
given
Terms No. of Words No. of
Minutes
A number of bottles collected by
420 1 Joel to the number of bottles
B 15
of bottles gathered by Joel to the
number of bottles gathered by
Josie
Josie in lowest term?
Show bottles to the class
What are given? What is being
asked?
If you were Joel and Josie, will you
do the same? Why?
In what ways can you help Mother
Earth? Cite some ways
of recycling. Why do we recycle?
Divide the class into group of 5s .
Tell each member of the group
that they are going to help each
other
show the number of bottles
collected by Joel and Josie. Tell
them to
compare it by giving ratio
Ask the pupils the ratio of the
collected by Josie.
What did Zeny and her
mother sell?
How many liters of water she
adds in every buko?
What kind of a girl is Zeny?
Will you do the same to your
mother?
Solution 1: Making an
illustration
The illustration shows that
Zeny needs 12 litres of water
in 3 bukos
o What is the ratio in A? B?
o Is the second ratio equal to
the first ratio? Why?
Solution 2: Discuss how to
find the missing term
Directions: Solve for the
missing term.
a) 25 = 𝑛30
b) 𝑛4 = 3224
c) 5𝑛 = 1030
d) 37 = 21𝑛
e) 1248 = 5𝑛
Present the situation below
to the class
Winmer had 4 seedlings of
squash and 6 seedlings of
tomatoes, while Ivan had 8
seedlings of squash and 12
seedlings of tomatoes.
What is the ratio of squash
seedlings to tomato
seedlings each boy had?
What do the 2 boys have?
What can you say about
the boys?
Strategy: Thinking Skills
(RMFD)
Divide the class into group
of 5s. Using the problem
presented,
instruct the pupils to help
each other solve the
problem. Give them
enough time to perform it.
 To find out if the two ratios are
equal, we will find if the product
of their extremes is equal to the
product of their extremes. The
extremes are the first number of
the first ratio and the second
number of the second ratio. While
the means are the second number
of the first ratio and first number
of the second ratio.
extremes
10 : 15 = 12 :18
means
Application extremes = means
Dan and Noli played darts. Dan hit
the target 10 times out of 15
throws. Noli hit the target 12
times out of 18 throws. How can
we compare the ratio of their hits?
Page436
10 18 = 15 x 12
180 = 180
Their products are both 180. We
can now say that:
10 15 = 12 :18.
F.Developing Mastery Activity: Fact or Bluff
Directions: Write Fact if the pair of
ratios are equal and Bluff if they
are
not.
7:3 = 1:3
7:8 = 28:32
3:4 = 12:15
3:4 = 6:9
6:10 = 3:5
Ask pupils to report their
collaborative output.
How did you find the activity?
How were you able to find the
answer to the problem?
Discuss with the pupils the
ways on how to identify and
write equivalent ratios.
Let pupils discover if their answer
is correct using these methods
A. Cross Multiplication
Method
B. Multiplication of
Means and extremes
Extremes
420 : 1 = N_ : 15 ; N =
Means
Solution: 420 X 15 =
6300
After each group have finished, After all the group had done
asked them to be ready for the with their output, asked
reporting. somebody
from the group to discuss
the solutions done.
After the activity, ask the
pupils to explain their
answers.
How did you solve the
problem?
After the activity, ask the pupils to Directions: Solve for the Directions: Write Yes if the
explain their answers. missing term. pair of ratios form a
Tell the pupils that like fractions, 1) What number proportion and No if they
ratios may be reduced to lowest compared to 10 is do not.
terms by dividing the numerator the same as 28 1). 37 , 13
and the denominator by a compared to 5? 2). 34,69
common factor. 2) Lisa saves Php 3). 15,18,1012
Directions: Write the ratio for each 60.00 in 4 weeks. At 4). 4 : 5 = 16 : 20
of the following. Express it in this rate, how long 5). 8: 16 = 4 : 8
lowest will it take her to
terms.( Think-Pair and Share ) save Php 300.00?
1. 15 boys to 30 girls 3) Six compared to
2. 5 boxes to 60 oranges 11 is the same as 84
3. 2 jeep for 44 passengers compared to what
4. 2 teachers to 46 pupils number?
5. 12 flowers to 4 vases 4) A motorist
travelled 240 km is
3 hours. At the
same rate,

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
During a basketball practice,
Ceejay made 8 baskets for every
10 throws. How many baskets
should Clarence make is 20 throws
to equal Ceejay’s performance?
When are two ratios equal?
Directions: Determine if the sets of
ratios are equal. Use cross
products.
1). 3 : 4 = 12 : 16
2). 3 : 2 = 6 : 4
3). 4 : 5 = 13 : 15
4). 6 : 36 = 1 : 6
5). 9 : 2 = 72 : 16
6300 ÷ 1 = 6300
* The table can be
completed by finding
equivalent fractions
Activity 1: Learning Barkada or
Team
Direction: Write a proportion by
finding the value of N.
LB 1 : 𝑁9 x 4936
LB 2 : 8 : 10 = 4 : ____
LB3 A basketball player averages
19 points per game. At this rate,
how many points can he make in
9 games?
LB4 A recipe calls for 2,5 cups of
water to every pack of noodles.
How many packs of noodles will
need 15 cups of water?
Directions: Solve for the missing
term to form equivalent ratios.
1) 23 = 𝑁21 2) 52 = 20𝑁 3) 27 =
12𝑁
3) 6 : 7 = 30 : N 4) N : 11 = 15 : 55
The process of multiplying the
means and extremes is called
getting the cross products. We
can use cross products to find out
if two ratios are equal
Directions: Solve for the missing
term to form equivalent ratios.
1) 23 = 𝑁21
2) 52 = 20𝑁
3) 27 = 12𝑁
4) 6 : 7 = 30 : N
5) N : 11 = 15 : 55
how long will take
to travel 400 km?
5) A scale 3.5 cm on
a map represents an
actual distance of
175 km. What
actual distance does
a scale distance of
5.7 cm represent?
Directions: Express the ratio of the
first quantity to the second
quantity
and reduce to simplest form.
1. 36 glasses of juice to 30
sandwiches
2. 21 garbage cans to 14 classroom
3. 4 books to ten pupils
4. 15 chairs to 5 tables
5. 22 pencils to 11 eraser
How do we reduce ratios to lowest How do you find the missing
terms? term in a pair of equivalent
ratios?
In finding the missing term
in a pair of equivalent ratio,
use cross products method
or the multiplication of
means and extremes.
Directions: Reduce these ratios to lowest terms. Directions: Find the missing
1). 10:5 term.
2). 3:1 a) 47 = 𝑥14 b) 105 = 12𝑛 c)
3). 20:4 𝑛8 = 520
4). 15/30 d) n:6 = 20:24 e) 3:n = 9:12
5). 6/8
Group the learners into five
groups. Instruct them to
answer the problem
written on the chart
Mr. Reyes and his family are
discussing the model of the
house they are going to
build. The house will be
18m long and 12 m wide.
The model is 48cm long and
32cm wide.
What is the ratio of the
length of the model to that
of the house?
How do you define and
describe a proportion?
Use cross products to test if
each pair of ratios defines
and describes a proportion.
1). 27 , 621
2). 12,816
3). 2,8,828
4). 8: 10 = 40 : 50
5). 9: 5 = 18 : 11
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
Directions: Give 3 ratios equal to
the following.
1). 2 : 5
2). 4 : 1
3). 2 : 14
4). 3 : 8
5). 10 : 12
___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.
Directions: Give at least 3 ratios
that are equal
1) 4 : 5
2) 6 : 2
3) 3 : 14
4) 34 = 8 = 16
5) Two numbers are in the ratio
of 3:4 . Find the numbers if
their sum is 91.
___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.
Directions: Express these ratios in
lowest term.
1). 100/10
2). 50/100
3). 200/2
4). 20/2
5). 4/4000
___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.
A. Directions: Find the
missing term to make the
proportion true.
1) 9 : N = 27 : 15
2) N : 8 = 12 : 32
3) 5 : 3 = 25 : N
B. Directions: Complete the
sentences.
1) Ten books is to 5 pupils as
_______ books is to 15
pupils.
2) Three bananas for Php
4.00 as 12 bananas for
_______.
3) Seven boy scouts to a tent
as 42 boy scouts to _____
tents.
___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.
Directions: Which of the
following ratios make
proportions? Put a
check before the number.
____1. 9 : 3 = 18 : 6
____2. 3 : 5 = 7 : 3
____3. 2 : 6 = 4 : 12
____4. 5 : 4 = 15 : 12
____5. 5: 3 = 10 : 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.
___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 have caught up with the
lesson
D.No. of learners who continue to
require remediation
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned
above above 80% above
___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
additional activities for remediation activities for remediation additional activities for additional activities for
remediation remediation

E.Which of my teaching strategies ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the
lesson
F.What difficulties did I encounter ___ of Learners who continue to
which my principal or supervisor can require remediation
helpme solve?
G.What innovation or localized Strategies used that work well:
materials did used/discover which I  ___Metacognitive 
Development:
wish to share with other teachers? 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,
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___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
___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.
 anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
 learning, peer teaching, and
 ___Contextualization:

Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
 media,
 ___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
___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.
___Schema-Building: 
Examples:

Compare and contrast, jigsaw learning,
peer teaching, and projects.
 
Examples: Demonstrations, media,

manipulatives, repetition, and local
opportunities.  Examples:
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
___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught up
the lesson the lesson
___ of Learners who continue to ___ of Learners who continue
require remediation to require remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive  ___Metacognitive
Development: Examples: Self Development: Examples: Self
assessments, note taking and assessments, note taking and
studying techniques, and studying techniques, and
vocabulary assignments. vocabulary assignments.

___Bridging: Examples: Think- ___Bridging: Examples: Think-
pair-share, quick-writes, and pair-share, quick-writes, and
anticipatory charts.


___Schema-Building: Examples: ___Schema-Building:
Compare and contrast, jigsaw Examples: Compare and
contrast, jigsaw learning, peer
projects. teaching, and projects.
___Contextualization:  ___Contextualization:

Demonstrations, Examples: Demonstrations,
manipulatives, media, manipulatives,
repetition, and local repetition, and local
opportunities. opportunities.
 ___Text Representation:
Examples: Student 
created Examples: Student created
drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples:  ___Modeling: Examples:
Speaking slowly and clearly, Speaking slowly and clearly,
modeling the language you want modeling the language you
students to use, and providing want students to use, and
samples of student work. providing samples of student
work.
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
___Gamification/Learning
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
throuh 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
Other Techniques
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
and 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
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learners demonstrate understanding
of the interactions for survival among
living and non-living things that take place
in estuaries and intertidal zones
B.Performance Standards The learners should be able to create a
hypothetical community to show how
organisms interact and reproduce to
survive
C.Learning Competencies/Objectives The learners should be able to explain the
reasons why we need to
protect and conserve estuaries and
intertidal zones
II.CONTENT Reasons why we need to protect and
conserve estuaries and intertidal zones
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.32
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning resource Google.com
(LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or presenting the Answer the riddle:
new lesson I am a habitat where salty water and fresh
water meet. What am I?
I am a kind of habitat where four zones
meet. What am I?
B.Establishing a purpose for the lesson Puzzle Building of Pictures of damaged
estuaries and intertidal zone
The group who could finish the earliest
time is the winner
C.Presenting Examples/ instances of the new Group Activity: “The Day After Tomorrow”
lesson I. Problem: What are the reasons why we
need to protect and
The learners demonstrate
understanding of the interactions for
survival among living and non-living
things that take place in estuaries and
intertidal zones
The learners should be able to create
a hypothetical community to show
how organisms interact and reproduce
to survive
The learners should be able to explain
the reasons why we need to
protect and conserve estuaries and
intertidal zones
Reasons why we need to protect and
conserve estuaries and intertidal
zones
CG p.32
Google.com
Answer the riddle:
I am a habitat where salty water and
fresh water meet. What am I?
I am a kind of habitat where four
zones meet. What am I?
Puzzle Building of Pictures of damaged
estuaries and intertidal zone
The group who could finish the
earliest time is the winner
Group Activity: “The Day After
Tomorrow”
The learners demonstrate
understanding of the interactions
for survival among living and non-
living things that take place in
estuaries and intertidal zones
The learners should be able to
create a hypothetical community to
show how organisms interact and
reproduce to survive
The learners should be able to
explain the reasons why we need to
protect and conserve estuaries and
intertidal zones
Reasons why we need to protect
and conserve estuaries and
intertidal zones
CG p.32
Google.com
Answer the riddle:
I am a habitat where salty water
and fresh water meet. What am I?
I am a kind of habitat where four
zones meet. What am I?
Puzzle Building of Pictures of
damaged estuaries and intertidal
zone
The group who could finish the
earliest time is the winner
Group Activity: “The Day After
Tomorrow”
The learners demonstrate
understanding of the interactions
for survival among living and non-
living things that take place in
estuaries and intertidal zones
The learners should be able to
create a hypothetical community
to show how organisms interact
and reproduce to survive
The learners should be able to
explain the reasons why we need
to
protect and conserve estuaries
and intertidal zones
Reasons why we need to protect
and conserve estuaries and
intertidal zones
CG p.32 CG p.32
Google.com
Answer the riddle:
I am a habitat where salty water
and fresh water meet. What am
I?
I am a kind of habitat where four
zones meet. What am I?
Puzzle Building of Pictures of
damaged estuaries and intertidal
zone
The group who could finish the
earliest time is the winner
Group Activity: “The Day After
Tomorrow”

D.Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F.Developing Mastery
G.Finding Parctical application of concepts
and skills in daily living
conserve estuaries and intertidal zones?
II. Materials: Pictures of damaged
estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to complete
the table below.
2. Infer the reasons why we need to
protect and conserve the estuaries and
intertidal zones.
3. Record your answers in the table
below.
Ecosystem
C auses of Destruction
Effects of Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we need to
protect and conserve estuaries and
intertidal zones?
IV. Conclusion
Group Reporting/ Presentation of the
Output
Sharing the results
Answer the following question:
a. What are the causes of environmental
destruction in estuaries and intertidal
zone?
b. What are the effects of damaged
estuaries and intertidal zone?
c. What are the reasons why we need to
protect and conserve estuaries and
intertidal zone?
Direction: Complete the Venn diagram by
giving the reasons why we need to protect
and conserve estuaries and intertidal
zones
As a Grade V pupil, how could you help in
protecting and
conserving estuaries and intertidal zone?
I. Problem: What are the reasons why
we need to protect and
conserve estuaries and intertidal
zones?
II. Materials: Pictures of damaged
estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to
complete the table below.
2. Infer the reasons why we need to
protect and conserve the estuaries
and intertidal zones.
3. Record your answers in the table
below.
Ecosystem
C auses of Destruction
Effects of Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we need to
protect and conserve estuaries and
intertidal zones?
IV. Conclusion
Group Reporting/ Presentation of the
Output
Sharing the results
Answer the following question:
a. What are the causes of
environmental destruction in estuaries
and intertidal zone?
b. What are the effects of damaged
estuaries and intertidal zone?
c. What are the reasons why we need
to protect and conserve estuaries and
intertidal zone?
Direction: Complete the Venn diagram
by giving the reasons why we need to
protect and conserve estuaries and
intertidal zones
As a Grade V pupil, how could you
help in protecting and
conserving estuaries and intertidal
zone?
I. Problem: What are the reasons
why we need to protect and
conserve estuaries and intertidal
zones?
II. Materials: Pictures of damaged
estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to
complete the table below.
2. Infer the reasons why we need to
protect and conserve the estuaries
and intertidal zones.
3. Record your answers in the table
below.
Ecosystem
C auses of Destruction
Effects of
Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we need
to protect and conserve estuaries
and intertidal zones?
IV. Conclusion
Group Reporting/ Presentation of
the Output
Sharing the results
Answer the following question:
a. What are the causes of
environmental destruction in
estuaries and intertidal zone?
b. What are the effects of damaged
estuaries and intertidal zone?
c. What are the reasons why we
need to protect and conserve
estuaries and intertidal zone?
Direction: Complete the Venn
diagram by giving the reasons why
we need to protect and conserve
estuaries and intertidal zones
As a Grade V pupil, how could you
help in protecting and
conserving estuaries and intertidal
zone?
I. Problem: What are the reasons
why we need to protect and
conserve estuaries and intertidal
zones?
II. Materials: Pictures of damaged
estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to
complete the table below.
2. Infer the reasons why we need
to protect and conserve the
estuaries and intertidal zones.
3. Record your answers in the
table below.
Ecosystem
C auses of Destruction
Effects of
Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we
need to protect and conserve
estuaries and intertidal zones?
IV. Conclusion
Group Reporting/ Presentation of
the Output
Sharing the results
Answer the following question:
a. What are the causes of
environmental destruction in
estuaries and intertidal zone?
b. What are the effects of
damaged estuaries and intertidal
zone?
c. What are the reasons why we
need to protect and conserve
estuaries and intertidal zone?
Direction: Complete the Venn
diagram by giving the reasons
why we need to protect and
conserve estuaries and intertidal
zones
As a Grade V pupil, how could
you help in protecting and
conserving estuaries and
intertidal zone?
H.Making generalization and abstraction
about the lesson
Based on the activity conducted, what are
the reasons why we need to protect and
conserve estuaries and intertidal zone?
Background Information for the Teacher
Human lives depend to some extent on
the abundant resources of estuaries.
Humans, therefore, need to live in
harmony with every component of an
ecosystem like estuary and intertidal
zone. Every individual has a duty to use
wisely and preserve the resources that we
find and enjoy on every part of our planet.
We must realize that we do not own it.
The time for action to protect and restore
the estuary and intertidal zone is now for
tomorrow might be too late every
individual should take active role in the
implementation of conservation programs
to identify and address water quality,
pollution, and habitat problems within
estuaries. It is the responsibility of the
people to examine their everyday
activities and think about how they might
be contributing to the pollution problem.
Here are some suggestions oh how the
people, including you, can make a
difference in the protection of the habitat
of organisms:
Be informed and get involved
o The people should be aware that
estuaries are sensitive habitat areas
o They should get involved in dealing with
habitat issues that affect the community
in which they live or work
o For pupils they can join tree – planting
programs, clean – up drive in school and
community
Take full responsibility for one’s own
backyard
o Minimize the application of fertilizers,
herbicides, or pesticides in your yard
o Use environment – friendly products
such as organic fertilizers and biocontrols
in place of pesticides to safeguard the
entry of harmful substances into the
waters and end up in estuaries
o Conserve water in your daily life to
reduce runoff that may find its way into
the estuaries
Based on the activity conducted, what
are the reasons why we need to
protect and conserve estuaries and
intertidal zone?
Background Information for the
Teacher
Human lives depend to some extent
on the abundant resources of
estuaries. Humans, therefore, need to
live in harmony with every component
of an ecosystem like estuary and
intertidal zone. Every individual has a
duty to use wisely and preserve the
resources that we find and enjoy on
every part of our planet. We must
realize that we do not own it.
The time for action to protect and
restore the estuary and intertidal zone
is now for tomorrow might be too late
every individual should take active
role in the implementation of
conservation programs to identify and
address water quality, pollution, and
habitat problems within estuaries. It is
the responsibility of the people to
examine their everyday activities and
think about how they might be
contributing to the pollution problem.
Here are some suggestions oh how the
people, including you, can make a
difference in the protection of the
habitat of organisms:
Be informed and get involved
o The people should be aware that
estuaries are sensitive habitat areas
o They should get involved in dealing
with habitat issues that affect the
community in which they live or work
o For pupils they can join tree –
planting programs, clean – up drive in
school and community
Take full responsibility for one’s own
backyard
o Minimize the application of
fertilizers, herbicides, or pesticides in
your yard
o Use environment – friendly products
such as organic fertilizers and
biocontrols in place of pesticides to
Based on the activity conducted,
what are the reasons why we need
to protect and conserve estuaries
and intertidal zone?
Background Information for the
Teacher
Human lives depend to some extent
on the abundant resources of
estuaries. Humans, therefore, need
to live in harmony with every
component of an ecosystem like
estuary and intertidal zone. Every
individual has a duty to use wisely
and preserve the resources that we
find and enjoy on every part of our
planet. We must realize that we do
not own it.
The time for action to protect and
restore the estuary and intertidal
zone is now for tomorrow might be
too late every individual should take
active role in the implementation of
conservation programs to identify
and address water quality,
pollution, and habitat problems
within estuaries. It is the
responsibility of the people to
examine their everyday activities
and think about how they might be
contributing to the pollution
problem.
Here are some suggestions oh how
the people, including you, can make
a difference in the protection of the
habitat of organisms:
Be informed and get involved
o The people should be aware that
estuaries are sensitive habitat areas
o They should get involved in
dealing with habitat issues that
affect the community in which they
live or work
o For pupils they can join tree –
planting programs, clean – up drive
in school and community
Take full responsibility for one’s
own backyard
Based on the activity conducted,
what are the reasons why we
need to protect and conserve
estuaries and intertidal zone?
Background Information for the
Teacher
Human lives depend to some
extent on the abundant
resources of estuaries. Humans,
therefore, need to live in
harmony with every component
of an ecosystem like estuary and
intertidal zone. Every individual
has a duty to use wisely and
preserve the resources that we
find and enjoy on every part of
our planet. We must realize that
we do not own it.
The time for action to protect
and restore the estuary and
intertidal zone is now for
tomorrow might be too late
every individual should take
active role in the implementation
of conservation programs to
identify and address water
quality, pollution, and habitat
problems within estuaries. It is
the responsibility of the people to
examine their everyday activities
and think about how they might
be contributing to the pollution
problem.
Here are some suggestions oh
how the people, including you,
can make a difference in the
protection of the habitat of
organisms:
Be informed and get involved
o The people should be aware
that estuaries are sensitive
habitat areas
o They should get involved in
dealing with habitat issues that
affect the community in which
they live or work
o For pupils they can join tree –
planting programs, clean – up
drive in school and community
o Preserve existing trees and plant new
trees and shrubs to help prevent erosion
o Dispose your yard wastes and chemicals
properly
Practice good housekeeping at all times
o In every household, each person is
encouraged to keep all forms of garbage
out of street gutters and storm drains
o Install water-saving devices in shower
heads and toilet bowls
o Replace any dripping faucets of leaky
pipes
o Don’t dispose toxic wastes and
chemicals down your toilet bowl
o Buy and use non-toxic household
products
o Practice 5Rs: REDUCE, REUSE, RECYCLE,
REPAIR, and RECOVER
o Always follow label instructions for the
use and disposal of household
Give due respect and great concern to
estuary
o When you enter an estuary riding a
hired boat, be careful not to touch or hurt
the organisms there. Better still, avoid
entering sensitive habitat areas such as
estuaries
o Make sure you keep all waste produced
during picnics in a safe bag and disposed
properly when you’re back on land
o Avoid dumping any chemicals like
gasoline and oil products, or heavy metal
into the waters of the estuary
safeguard the entry of harmful
substances into the waters and end up
in estuaries
o Conserve water in your daily life to
reduce runoff that may find its way
into the estuaries
o Preserve existing trees and plant
new trees and shrubs to help prevent
erosion
o Dispose your yard wastes and
chemicals properly
Practice good housekeeping at all
times
o In every household, each person is
encouraged to keep all forms of
garbage out of street gutters and
storm drains
o Install water-saving devices in
shower heads and toilet bowls
o Replace any dripping faucets of
leaky pipes
o Don’t dispose toxic wastes and
chemicals down your toilet bowl
o Buy and use non-toxic household
products
o Practice 5Rs: REDUCE, REUSE,
RECYCLE, REPAIR, and RECOVER
o Always follow label instructions for
the use and disposal of household
Give due respect and great concern
to estuary
o When you enter an estuary riding a
hired boat, be careful not to touch or
hurt the organisms there. Better still,
avoid entering sensitive habitat areas
such as estuaries
o Make sure you keep all waste
produced during picnics in a safe bag
and disposed properly when you’re
back on land
o Avoid dumping any chemicals like
gasoline and oil products, or heavy
metal into the waters of the estuary
o Minimize the application of
fertilizers, herbicides, or pesticides
in your yard
o Use environment – friendly
products such as organic fertilizers
and biocontrols in place of
pesticides to safeguard the entry of
harmful substances into the waters
and end up in estuaries
o Conserve water in your daily life
to reduce runoff that may find its
way into the estuaries
o Preserve existing trees and plant
new trees and shrubs to help
prevent erosion
o Dispose your yard wastes and
chemicals properly
Practice good housekeeping at all
times
o In every household, each person is
encouraged to keep all forms of
garbage out of street gutters and
storm drains
o Install water-saving devices in
shower heads and toilet bowls
o Replace any dripping faucets of
leaky pipes
o Don’t dispose toxic wastes and
chemicals down your toilet bowl
o Buy and use non-toxic household
products
o Practice 5Rs: REDUCE, REUSE,
RECYCLE, REPAIR, and RECOVER
o Always follow label instructions
for the use and disposal of
household
Give due respect and great
concern to estuary
o When you enter an estuary riding
a hired boat, be careful not to touch
or hurt the organisms there. Better
still, avoid entering sensitive habitat
areas such as estuaries
o Make sure you keep all waste
produced during picnics in a safe
bag and disposed properly when
you’re back on land
Take full responsibility for one’s
own backyard
o Minimize the application of
fertilizers, herbicides, or
pesticides in your yard
o Use environment – friendly
products such as organic
fertilizers and biocontrols in place
of pesticides to safeguard the
entry of harmful substances into
the waters and end up in
estuaries
o Conserve water in your daily
life to reduce runoff that may
find its way into the estuaries
o Preserve existing trees and
plant new trees and shrubs to
help prevent erosion
o Dispose your yard wastes and
chemicals properly
Practice good housekeeping at
all times
o In every household, each
person is encouraged to keep all
forms of garbage out of street
gutters and storm drains
o Install water-saving devices in
shower heads and toilet bowls
o Replace any dripping faucets of
leaky pipes
o Don’t dispose toxic wastes and
chemicals down your toilet bowl
o Buy and use non-toxic
household products
o Practice 5Rs: REDUCE, REUSE,
RECYCLE, REPAIR, and RECOVER
o Always follow label instructions
for the use and disposal of
household
Give due respect and great
concern to estuary
o When you enter an estuary
riding a hired boat, be careful not
to touch or hurt the organisms
there. Better still, avoid entering
sensitive habitat areas such as
estuaries
o Make sure you keep all waste
produced during picnics in a safe

I.Evaluating learning Direction: Write TRUE if the statement is
correct and FALSE if the
statement is incorrect.
1. The wild animals will no longer have
shelter.
2. The wild animals will be in extinct.
3. The ecosystem will be affected.
4. The reproduction of wild animals will be
affected.
5. The ecosystem will be the same
J.additional activities for application or Interview your parents about their
remediation opinion in protecting natural resources.
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.
___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.
Direction: Write TRUE if the statement
is correct and FALSE if the
statement is incorrect.
1. The wild animals will no longer have
shelter.
2. The wild animals will be in extinct.
3. The ecosystem will be affected.
4. The reproduction of wild animals
will be affected.
5. The ecosystem will be the same
Interview your parents about their
opinion in protecting natural
resources.
___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.
o Avoid dumping any chemicals like bag and disposed properly when
gasoline and oil products, or heavy you’re back on land
metal into the waters of the estuary o Avoid dumping any chemicals
like gasoline and oil products, or
heavy metal into the waters of
the estuary
Direction: Write TRUE if the Direction: Write TRUE if the
statement is correct and FALSE if statement is correct and FALSE if
the the
statement is incorrect. statement is incorrect.
1. The wild animals will no longer 1. The wild animals will no longer
have shelter. have shelter.
2. The wild animals will be in 2. The wild animals will be in
extinct. extinct.
3. The ecosystem will be affected. 3. The ecosystem will be affected.
4. The reproduction of wild animals 4. The reproduction of wild
will be affected. animals will be affected.
5. The ecosystem will be the same 5. The ecosystem will be the
same
Interview your parents about their Interview your parents about
opinion in protecting natural their opinion in protecting
resources. natural resources.
___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried.
next objective. the next objective. Move on to the next
___Lesson not carried. ___Lesson not carried. objective.
_____% of the pupils got 80% _____% of the pupils got 80% ___Lesson not carried.
mastery mastery _____% of the pupils
got 80% mastery
___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
answering their lesson. in answering their lesson. difficulties in
___Pupils found difficulties in ___Pupils found difficulties in answering their
answering their lesson. answering their lesson. lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils found
because of lack of knowledge, skills because of lack of knowledge, difficulties in
and interest about the lesson. skills and interest about the answering their
___Pupils were interested on the lesson. lesson.
lesson, despite of some difficulties ___Pupils were interested on the ___Pupils did not
encountered in answering the lesson, despite of some enjoy the lesson
questions asked by the teacher. difficulties encountered in because of lack of
___Pupils mastered the lesson answering the questions asked by knowledge, skills and
despite of limited resources used by the teacher. interest about the
the teacher. ___Pupils mastered the lesson lesson.
___Majority of the pupils finished despite of limited resources used ___Pupils were
their work on time. by the teacher. interested on the
___Majority of the pupils finished lesson, despite of
their work on time. some difficulties
 ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish encountered in
work on time due to unnecessary work on time due to unnecessary their work on time due to answering the
behavior. 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.
___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 ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who
have caught up with the lesson above above earned 80% above

D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who
remediation activities for remediation activities for remediation additional activities for remediation additional activities for require additional
remediation activities for
remediation

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who
lesson lesson the lesson caught up the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
principal or supervisor can helpme solve? remediation require remediation require remediation require remediation continue to require
remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
used/discover which I wish to share with  ___Metacognitive 
Development: ___Metacognitive 
Development: ___Metacognitive Development:  ___Metacognitive Development: work well:
other teachers? Examples: Self assessments, note taking Examples: Self assessments, note Examples: Self assessments, note 
Examples: Self assessments, note ___Metacognitive
and studying techniques, and vocabulary taking and studying techniques, and taking and studying techniques, and taking and studying techniques, Development:
assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. Examples: Self
 
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think- assessments, note
quick-writes, and anticipatory charts. share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and taking and studying
charts. charts. anticipatory charts. techniques, and
 vocabulary
 
___Schema-Building: Examples: Compare   assignments.
and contrast, jigsaw learning, peer ___Schema-Building: 
Examples: ___Schema-Building: 
Examples: ___Schema-Building: Examples:
teaching, and projects. Compare and contrast, jigsaw learning, Compare and contrast, jigsaw

Compare and contrast, jigsaw
___Bridging:
Examples: Think-pair-
 peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
share, quick-writes,
 projects. projects.
 ___Contextualization: and anticipatory
 ___Contextualization:   charts.
 ___Contextualization:  ___Contextualization: 
 Examples: Demonstrations, 
media, Examples: Demonstrations, media,  Examples: Demonstrations, media,  Examples: 
Demonstrations, ___Schema-Building:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local media, manipulatives, repetition, Examples: Compare
opportunities. opportunities. opportunities. and local opportunities. and contrast, jigsaw
    learning, peer
teaching, and projects.
 ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:

 
Examples: Student created drawings, 
Examples: Student created drawings, Examples: Student 
created Examples: Student created
videos, and games. videos, and games. drawings, videos, and games. drawings, videos, and games.  ___Contextualization:
 
___Modeling: Examples: Speaking slowly ___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking  ___Modeling: Examples:
and clearly, modeling the language you slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly, Examples:
want students to use, and providing language you want students to use, language you want students to use, modeling the language you want Demonstrations,
samples of student work. and providing samples of student work. and providing samples of student students to use, and providing media, manipulatives,
work. samples of student work. repetition, and local
Other Techniques and Strategies used: Other Techniques and Strategies used: opportunities.
___ Explicit Teaching ___ Explicit Teaching Other Techniques and Strategies Other Techniques and Strategies
___ Group collaboration ___ Group collaboration used: used:  ___Text
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Explicit Teaching ___ Explicit Teaching Representation:
___ Answering preliminary ___ Answering preliminary ___ Group collaboration ___ Group collaboration
activities/exercises activities/exercises ___Gamification/Learning throuh ___Gamification/Learning throuh Examples: Student
created drawings,
___ Carousel ___ Carousel play play
videos, and games.
___ Diads ___ Diads ___ Answering preliminary ___ Answering preliminary
___ Differentiated Instruction ___ Differentiated Instruction activities/exercises activities/exercises  ___Modeling: Exampl
___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel ___ Carousel es: Speaking slowly
___ Discovery Method ___ Discovery Method ___ Diads ___ Diads and clearly, modeling
___ Lecture Method ___ Lecture Method ___ Differentiated Instruction ___ Differentiated Instruction the language you want
Why? Why? ___ Role Playing/Drama ___ Role Playing/Drama students to use, and
___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Discovery Method providing samples of
___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Lecture Method student work.
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? Why?
___ Group member’s ___ Group member’s ___ Complete IMs ___ Complete IMs Other Techniques and
collaboration/cooperation collaboration/cooperation ___ Availability of Materials ___ Availability of Materials Strategies used:
in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Explicit Teaching
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s ___ Group member’s ___ Group
of the lesson of the lesson collaboration/cooperation collaboration/cooperation collaboration
in doing their tasks in doing their tasks ___Gamification/Lear
___ Audio Visual Presentation ___ Audio Visual Presentation ning throuh play
of the lesson of the lesson ___ 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/coopera
tion
in doing their
tasks
___ Audio Visual
Presentation
of the lesson
 GRADE 5
Teacher:
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9)
WEEK 9 MONDAY
I. LAYUNIN
Naisasagawa ang mapanuring
pagbasa sa iba’t ibang uri ng
A. Pamantayang Pangnilalaman
teksto at napapalawak ang
talasalitaan
Naisasakilos ang katangian ng
mga tauhan sa kuwentong
binasa; nakapagsasadula ng
maaaring maging wakas ng
kuwentong binasa at
B. Pamantayan sa Pagganap nakapagsasagawa ng charades
ng mga tauhan
-Nasasagot ang mga tanong sa
binasang tekstong
pangimpormasyon (F5PB-IIi-
3.2)
-Naibibigay ang kahulugan ng
C. Mga Kasanayan sa Pagkatuto (CODE)
salita pamilyar at di-pamilyar
na mga salita sa pamamagitan
ng sitwasyong pinaggamitan
ng salita (F5PT-IIi-1.8)
1. NILALAMAN
“Ang Dugong”
School:
TUESDAY
Naipamamalas ang kakayahan at
tatas sa pagsasalita sa
pagpapahayag ng sariling ideya,
kaisipan, karanasan at damdamin
Nakagagawa ng isang travelogue
o kwento na maibabahagi sa iba
Nagagamit ang pang-uri sa
paglalarawan
(F5WG-IIi-4.4)
Kaantasan ng Pang-uri
WEDNESDAY
-Naipamamalas ang kakayahan
sa mapanuring pakikinig at
pagunawa sa napakinggan
- Naipamamalas ang kakayahan
at tatas sa pagsasalita sa
pagpapahayag ng sariling ideya,
kaisipan, karanasan at damdamin
- Naipamamalas ang kakayahan
sa mapanuring panood ng iba’t
ibang uri ng media
-Naisasakilos ang maaaring
mangyari sa napakinggang
kuwento at naibibigay ang
tamang pagkakasunodsunod ang
mga hakbang sa pagsasagawa ng
isang proseso
- Nakagagawa ng isang
travelogue o kuwento na
maibabahagi sa iba
- Nakasusulat ng tula batay sa
pinanood
-Naiuugnay ang sariling
karanasang sa napakinggang
teksto (F5PN-IIi-4)
- Naisasalay ang mga
pangyayaring naobserbahan sa
paligid (F5PS-IIdi-3.1)
- Nakapagtatala ng
mahahalagang pangyayari sa
napanood na
dokumentaryo(F5PD-IIi-14)
Kaantasan ng Pang-uri
“Buhay ko ang Ilog”
“Hamon ng Caramoan”
Grade Level: V
Learning Area: FILIPINO
Quarter: 2ND QUARTER
THURSDAY
-Naipamamalas ang kakayahan at
tatas sa pagsasalita sa
pagpapahayag ng sariling ideya,
kaisipan, karanasan at damdamin
- Naipamamalas ang iba’t ibang
kasanayan upang maunawaan
ang iba’t ibang teksto
- Nakagagawa ng isang
travelogue o kwento na
maibabahagi sa iba
- Nakabubuo ng dayagram upang
maipakita ang nakalap na
impormasyon o datos
- Nagagamit ang pang-uri sa
paglalarawan ng mga hayop na
exotic (F5WG-IIi-4.4)
- Nagagamit ang pangkalahatang
sanggunian sa pagsasaliksik
tungkol sa isang paksa
(F5EP-IIei-6)
Paglalarawan ng mga eksotikong
hayop
Pangkalahatang Sanggunian
FRIDAY
Naipamamalas ang
pagpapahalaga at
ksanayan sa paggamit ng
wika sa komunikasyon at
pagbasa ng iba’t ibang uri
ng panitikan
Napahahalagan ang wika
at panitikan sa
pamamagitan ng pagsali
sa usapan at talakayan,
paghiram sa aklatan,
pagkukuwento, pagsulat
ng tula at kuwento
Nagagamit ang wika
bilang tugon sa sariling
pangangailangan at
sitwasyon (F5PL-Oa-j-2)
Liham Pasasalamat
Lingguhang Pagsususlit
 2. KAGAMITANG PANTURO Aklat,PPT, larawan, metacards, manila paper at pentel pen, Strips of cartolina

A. Sanggunian

Alab Fil. Manwal ng Guro pp. Alab Fil. Manwal ng Guro pp. 98- Alab Fil. Manwal ng Guro pp. 100- Alab Fil. Manwal ng Guro pp. Alab Fil. Manwal ng Guro
1. Gabay ng Guro (pahina)
96-98 99 101 101-102 pp. 102-103
Alab Fil. Batayang Aklat pp. Alab Fil. Batayang Aklat pp. 109- Alab Fil. Batayang Aklat pp. 111- Alab Fil. Batayang Aklat pp.112 Alab Fil. Batayang Aklat
2. Kagamitang Pangmag-aaral
102-105 Aralin 9 111 Aralin 9 112 pp.113
3. Teksbuk (pahina)
4. Karagdagang Kagamitan (LR
portal)
Powerpoint / tsart https://www.youtube.com/watch Powerpoint o tsart
B. Iba Pang Kagamitang Panturo
?v=biQSFmQS-2I
II. PAMAMARAAN
Itanong: Ano ang inyong natutuhan mula Ano-ano ang tatlong ukaantasan Ano ang iyong natutuhan mula Bakit dapat kalingain ang
May mga hayop o halaman ba sa tekstong ating binasa ng pang-uri? sa napanood na dokumentaryo ating pamilya?
A. Balik-Aral sa Nakaraang Aralin at/o
kayong alam na nanganganib kahapon? Magbigay ng halimbawa ng tungkol sa hamon ng
Pagsisimula ng Bagong Aralin
na maubos o mawala? pangungusap gamit ang mga ito. Caramoan?
Magbigay ng halimbawa.
Itanong: Tumawag ng mga bata at Ano ang napapansin ninyo sa Magbigay ng mga halimbawa ng Paano mo naipararating
Nakita na ba kayo ng Dugong? ipalarawan ang Dugong? inyong pamayanan? Tumawag ng eksotibong hayop. ang pasasalamat sa iyong
Ipakita ang isang larawan ng mga mag-aaral na maglalarawan mga magulang o
dugong sa mga bata. sa pamayanang kinabibilangan. kapamilya sa ginagawa
nilang pagkalinga o
B. Paghahabi sa Layunin ng Aralin
pangangalaga sa iyo?

Ipabasa ang tekstong “Ang Talakayin ang Kaantasan ng Pang-uri Iparinig sa mga mag-aaral ang Bakit mahalaga na pangalagaan Nasubukan mo na bang
Dugong” sa Batayang Aklat sa PAG-ARALAN NATIN , Batayang kuwentong “Buhay Ko ang Ilog.” ang mga hayop na nanganganib gumawa ng isang liham
pahina 108-109. Aklat sa pahina 109-110. na maubos o mawala? pasasalamat sa iyong
pamilya?
C. Pag-uugnay ng mga Halimbawa sa
Bagong Aralin
 Anong katangian ng isang
dugong na maihahalintulad
natin sa isang tao?
D. Pagtalakay ng Bagong Konsepto at
Paglalahad ng Bagong Kasanayan #1
(Modelling)
Pangkatang Gawain:
Pangkatin ang klase sa lima.
Magtala ng mga hayop o
halaman na nanganganib na
maubos o mawala. Isulat ang
mga paraan upang ito ay
mapangalagaan at upang hindi
E. Pagtalakay ng Bagong Konsepto at
tuluyang maubos.
Paglalahad ng Bagong Kasanayan # 2
(Guided Practice)
Ipaulat ang natapos na Gawain
ng mga mag-aaral.
Pasagutan ang Pag-unawa sa
Binasa saBatayang aklat,
pahina 109.
F. Paglinang sa Kabihasaan
(Independent)
(Tungo sa Formative Assessment 3)
Tumawag ng mga mag-aaral.
Magbigay ng mga halimbawa ng
pangungusap gamit ang mga
kaantasan ng pang-uri.
Panuto: Isulat sa patlang ang titik
L kung ang pang-uri na may
salungguhit ay nasa lantay na
antas, PH kung ito ay nasa
pahambing na antas, at PS kung
ito ay nasa pasukdol na antas.
1. Kailangan ko ng makapal na
kumot.
2. Si Maricar at Marco ay
magkasinggulang.
3. Kay guwapo ng panganay ni
Ginang Lopez!
4. Ang sasakyan ni Gino ay
simbilis ng tren.
5. Ang mga daan sa lugar ng mga
iskuwater ay makipot.
Pasagutan ang PAGSIKAPAN
NATIN A sa Batayang Aklat,
pahina 110.
Matapos mapakinggan ang Ipagawa ang PAGTULUNGAN Ipagawa ang PAG-ALABIN
kuwento, sagutin ang sumusunod NATIN sa Batayang Aklat sa NATIN sa Batayang Aklat,
1.Sa inyong lugar, ano ang pahina 112. pahina 113.
napansin mong pagkakaiba sa
kapaligiran noon at ngayon?
2.Ano ang sanhi ng ganitong
pagbabago?
3.Ano ang maaaring gawin upang
masolusyunan o maiwasan ang
paglala nito?
Pasagutan ang PAGSIKAPAN Pangkatang Gawain: Balik-aralin ang mga
NATIN D sa Batayang aklat, Magtala ng mga paraan o tinalakay sa loob ng isang
pahina 111. uawain upang hindi tuluyang linggo.
maubos ang mga eksotibong
hayop.
Ipanood ang dokumentaryong Talakayin ang mga natapos na Pagbibigay ng iba’t ibang
“Hamon ng Caramoan”. gawain ng mga mag-aaral. halimbawa ng mga
https://www.youtube.com/watch tinalakay.
?v=biQSFmQS-2I
 Paano maipapakita ang Paano magagamit ang mga pang- Bakit mahalaga na pangalagaan Paano maihahalintulad ang Pagbibigay ng panuto sa
G. Paglalapat ng Aralin sa Pang-araw- pagkalinga sa mga miyembro uir sa paghahambing? at banytayan ang aking pagiging mapagkalinga ng mga pagsusulit.
araw na Buhay (Aplication/Valuing) ng pamilya? kalikasan? hayop sa Pamilyang Pilipino?

Ano kaantasan ng pang-uri? Paano kayo makakatulong sa Bakit mahalaga na pangalagaan Pagbibigay ng pagsusulit
Bawat nilikha ay mahalaga at
Ano-ano ang tatlong uri nito? pagsagip ng ating kalikasan? at kalingain ang ating pamilya? sa mga mag-aaral.
may papel na ginagampanan sa
H. Paglalahat ng Aralin (Generalization) atin at sa kapaligiran. Mahalin,
ingatan, at pangalagaan natin
ang mga ito.
Pasagutan ang Talasalitaan sa Pasagutan ang PAGSIKAPAN Magtala ng mahahalagang Ipagawa ang PAGNILAYAN NATIN Pagtama sa pag-susulit at
Batayang Aklat pahina 109. NATIN B, sa batayang aklat pangyayari tungkol sa napanood. Tungkulinng mga magulang na pagkuha ng iskor ng
pahina 111. Sagutin ang mga tanong kaugnay ng alagaan ang kanilang anak. guro.
pinanood. Isulat ang mga sagot sa Tungkulin din ng magkakapatid na
iyong kuwaderno. alagaaan ang ias’t isa at tulungan
1.Ano ang nararamdaman mo nang ang kanilang mga magulang. Sa
mapanood mo ang dokumentaryo? tahanan natin, nararamdaman natin
I. Pagtataya ng Aralin
2. Ano kaya ang maaari mong na tayo ay ligtas at minamahal.
maiambag kahit sa munting paraan Mag-isip ng sampung bagay na
lamang? maaari mong gawin upang maging
3. May nagbago bas a iyo nang mas mapagkalinga sa iyong pamilya.
mapanood mo iyo? Ibahagi sa klase Ilista ito bilang “Sampung Utos ng
ang pagbabagong ito. Pamilya” Isult ang mga ito sa iyong
kuwaderno.
J. Karagdagang Gawain Para sa
Takdang-Aralin at Remediation
III. MGA TALA
IV. 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 baa ng remediation?
Bilang ng Mag-aaral na Nakaunawa sa
Aralin.
D. Bilang ng Mag-aaral na Magpapatuloy
sa Remediation
E. Alin sa mga istratehiyang pagtuturo
ang 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?
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Matukoy ang paglaganap ng Islam.
A. Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag-
unawa sa konteksto,ang bahaging unawa sa konteksto,ang bahaging unawa sa konteksto,ang bahaging unawa sa konteksto,ang bahaging
ginampanan ginampanan ginampanan ginampanan

B. Pamantayan sa Pagaganap
Nakapagpapahayag ng kritikal na
pagsusuri at pagpapahalaga sa
konteksto at dahilan ng
kolonyalismong
Nakapagpapahayag ng kritikal na Nakapagpapahayag ng kritikal na Nakapagpapahayag ng kritikal na
pagsusuri at pagpapahalaga sa pagsusuri at pagpapahalaga sa pagsusuri at pagpapahalaga sa
konteksto at dahilan ng konteksto at dahilan ng konteksto at dahilan ng
kolonyalismong kolonyalismong kolonyalismong

C. Mga Kasanayan sa Pagkatuto Nasusuri ang iba-ibang perspektibo Nasusuri ang iba-ibang perspektibo Nasusuri ang iba-ibang perspektibo Nasusuri ang iba-ibang perspektibo
(Isulat ang code ng bawat ukol sa pagkakatatag ng kolonyang ukol sa pagkakatatag ng kolonyang ukol sa pagkakatatag ng kolonyang ukol sa pagkakatatag ng kolonyang
kasanayan) Espanyol sa Pilipinas Espanyol sa Pilipinas Espanyol sa Pilipinas Espanyol sa Pilipinas

AP5PKE-IIb-4 AP5PKE-IIb-4 AP5PKE-IIb-4 AP5PKE-IIb-4

II. NILALAMAN
KAGAMITANG PANTURO

A. Sanggunian

1. Mga pahina sa Gabay ng Guro

2. Mga pahina sa Kagamitang Pang-

Mag-aaral
3. Mga pahina sa Teksbuk Gabay Pangkurikulum sa A.P. 5,
pahina 52
K to 12 - AP5KPK-IIIc-3
Makabayan: Kasaysayang Pilipino 5
Gabay Pangkurikulum sa A.P. 5, Gabay Pangkurikulum sa A.P. 5, Gabay Pangkurikulum sa A.P. 5,
pahina 52 pahina 52 pahina 52
K to 12 - AP5KPK-IIIc-3 K to 12 - AP5KPK-IIIc-3 K to 12 - AP5KPK-IIIc-3
Makabayan: Kasaysayang Pilipino 5 Makabayan: Kasaysayang Pilipino 5 Makabayan: Kasaysayang Pilipino 5

4. Karagdagang Kagamitan mula sa

portal ng Learning Resource
B. Iba pang Kagamitang Panturo Tsart, manila paper Tsart, manila paper Tsart, manila paper Tsart, manila paper
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Suriin ang larawan. Sa iyong palagay Suriin ang larawan. Sa iyong palagay Suriin ang larawan. Sa iyong palagay Suriin ang larawan. Sa iyong palagay
at/o pagsisimula ng bagong saan-saan bahagi ng bansa saan-saan bahagi ng bansa saan-saan bahagi ng bansa saan-saan bahagi ng bansa
aralin lumaganap ang relihiyong Islam? lumaganap ang relihiyong Islam? lumaganap ang relihiyong Islam? lumaganap ang relihiyong Islam?
 Matatalunton mo kaya sa mapa
kung saang lalawigan sa bansa ito
lumaganap?
B. Paghahabi sa layunin ng aralin Matukoy ang paglaganap ng Islam.
C. Pag-uugnay ng mga halimbawa sa Pagpapakita ng larawan
bagong aralin
D. Pagtatalakay ng bagong konsepto Ang mga Haligi ng Islam
at paglalahad ng bagong kasanayan Nakapalooob sa Koran,
#1 Ang banal na kasulatan ng mag
Muslim at sa Sunnah naman
nakasulat ang mag tradisyon ni
Muhammad na kinabibilangan ng
Limang Haligi ng Katotohanan ng
Islam. Ang mag aral na ito ay
nagsisilbing gabay sa pamumuhay ng
mag Muslim.
1. Shahadah o pagpapahayag
ng paniniwala – “Walang
ibang Diyos maliban kay
Allah at si Muhammad ang
sugo Niya.”
2. Salat o dasal – Kailangang
limang ulit ang pagdarasal
sa isang buong araw na
nakaharap sa dako ng
Mecca, ang Banal na
Lungsod ng Islam.
Ang muezzin ang
nananawagan sa mga
Muslim sa oras ng
pagdarasal. Bago
magdasal, kailangang
malinis ang kanilang
pananamit at sarili. Iniiwan
sa may pintuan ng mosque
ang kanilang sapin sa paa.
Mosque ang tawag sa
banal na lugar ng
pagsamba ng mga Muslim.
Nakahanay nang
tuwid ang mga Muslim sa
Matatalunton mo kaya sa mapa
kung saang lalawigan sa bansa ito
lumaganap?
Matukoy ang paglaganap ng Islam.
Pagpapakita ng larawan
Ang mga Haligi ng Islam
Nakapalooob sa Koran,
Ang banal na kasulatan ng mag
Muslim at sa Sunnah naman
nakasulat ang mag tradisyon ni
Muhammad na kinabibilangan ng
Limang Haligi ng Katotohanan ng
Islam. Ang mag aral na ito ay
nagsisilbing gabay sa pamumuhay ng
mag Muslim.
1. Shahadah o pagpapahayag
ng paniniwala – “Walang
ibang Diyos maliban kay
Allah at si Muhammad ang
sugo Niya.”
2. Salat o dasal – Kailangang
limang ulit ang pagdarasal
sa isang buong araw na
nakaharap sa dako ng
Mecca, ang Banal na
Lungsod ng Islam.
Ang muezzin ang
nananawagan sa mga
Muslim sa oras ng
pagdarasal. Bago
magdasal, kailangang
malinis ang kanilang
pananamit at sarili. Iniiwan
sa may pintuan ng mosque
ang kanilang sapin sa paa.
Mosque ang tawag sa
banal na lugar ng
pagsamba ng mga Muslim.
Nakahanay nang
tuwid ang mga Muslim sa
Matatalunton mo kaya sa mapa
kung saang lalawigan sa bansa ito
lumaganap?
Matukoy ang paglaganap ng Islam.
Pagpapakita ng larawan
Ang mga Haligi ng Islam
Nakapalooob sa Koran,
Ang banal na kasulatan ng mag
Muslim at sa Sunnah naman
nakasulat ang mag tradisyon ni
Muhammad na kinabibilangan ng
Limang Haligi ng Katotohanan ng
Islam. Ang mag aral na ito ay
nagsisilbing gabay sa pamumuhay ng
mag Muslim.
1. Shahadah o pagpapahayag
ng paniniwala – “Walang
ibang Diyos maliban kay
Allah at si Muhammad ang
sugo Niya.”
2. Salat o dasal – Kailangang
limang ulit ang pagdarasal
sa isang buong araw na
nakaharap sa dako ng
Mecca, ang Banal na
Lungsod ng Islam.
Ang muezzin ang
nananawagan sa mga
Muslim sa oras ng
pagdarasal. Bago
magdasal, kailangang
malinis ang kanilang
pananamit at sarili. Iniiwan
sa may pintuan ng mosque
ang kanilang sapin sa paa.
Mosque ang tawag sa
banal na lugar ng
pagsamba ng mga Muslim.
Nakahanay nang
tuwid ang mga Muslim sa
Matatalunton mo kaya sa mapa
kung saang lalawigan sa bansa ito
lumaganap?
Matukoy ang paglaganap ng Islam.
Pagpapakita ng larawan
Ang mga Haligi ng Islam
Nakapalooob sa Koran,
Ang banal na kasulatan ng mag
Muslim at sa Sunnah naman
nakasulat ang mag tradisyon ni
Muhammad na kinabibilangan ng
Limang Haligi ng Katotohanan ng
Islam. Ang mag aral na ito ay
nagsisilbing gabay sa pamumuhay ng
mag Muslim.
1. Shahadah o pagpapahayag
ng paniniwala – “Walang
ibang Diyos maliban kay
Allah at si Muhammad ang
sugo Niya.”
2. Salat o dasal – Kailangang
limang ulit ang pagdarasal
sa isang buong araw na
nakaharap sa dako ng
Mecca, ang Banal na
Lungsod ng Islam.
Ang muezzin ang
nananawagan sa mga
Muslim sa oras ng
pagdarasal. Bago
magdasal, kailangang
malinis ang kanilang
pananamit at sarili. Iniiwan
sa may pintuan ng mosque
ang kanilang sapin sa paa.
Mosque ang tawag sa
banal na lugar ng
pagsamba ng mga Muslim.
Nakahanay nang
tuwid ang mga Muslim sa
 may likuran ng imam, ang
pinakapuno. Sabay-sabay
ang kanilang pagyuko,pag-
upo at pagpapatirapa. Ang
mga babae ay nakahiwalay
sa mga lalaki.
3. Zakat o pagbibigay ng
limos. Kailangang
magbigay ng limos ang
mga Muslim sa mga
nangangailangan tulad ng
mga pulubi, sinalanta ng
bagyo, lindol at iba pang
mga sakuna, sa mga
maysakit, naulila at
naghihikahos.
4. Sawn o pag-aayuno
(abstinence) sa buwan ng
Ramadan. Apat napung
araw na pag-aayuno ng
mga Muslim kung
Ramadan.
Ang pag-aayuno ay
sinisimulan sa pagsikat ng araw
at natatapos sa paglubog nito.
Ipinagbabawal ang pagkain,
pag-inom, paninigarilyo, mga
kasayahan at ang paggawa ng
mga gawaing mabibigat.
Paglubog ng araw, maari nang
gawin ang mga ito. Ang Hari
Raya Puasa ang pagwawakas ng
pag-aayuno. Ito ang pinakapista
at bumabaha ang pagkain sa
araw na ito.
5. Haji o paglalakbay sa Banal
na Lungsod ng Mecca.
Ang banal na Lungsod ng
Mecca ang sentro ng
pananampalataya ng mga Muslim.
Dinarayo nila ang Kaa’bah, isang
pahabang batong marmol na
nakatayong bantayog sa isang
liwasan sa Mecca. Pinapangarap ng
bawat Muslim ang makarating sa
Mecca sa Saudi Arabia kahit minsan
lamang sa kanyang buhay. Ang
sinumang Muslim na nakapaglakbay
at sumamba sa Banal na Lungsod ay
may likuran ng imam, ang
pinakapuno. Sabay-sabay
ang kanilang pagyuko,pag-
upo at pagpapatirapa. Ang
mga babae ay nakahiwalay
sa mga lalaki.
3. Zakat o pagbibigay ng
limos. Kailangang
magbigay ng limos ang
mga Muslim sa mga
nangangailangan tulad ng
mga pulubi, sinalanta ng
bagyo, lindol at iba pang
mga sakuna, sa mga
maysakit, naulila at
naghihikahos.
4. Sawn o pag-aayuno
(abstinence) sa buwan ng
Ramadan. Apat napung
araw na pag-aayuno ng
mga Muslim kung
Ramadan.
Ang pag-aayuno ay
sinisimulan sa pagsikat ng araw
at natatapos sa paglubog nito.
Ipinagbabawal ang pagkain,
pag-inom, paninigarilyo, mga
kasayahan at ang paggawa ng
mga gawaing mabibigat.
Paglubog ng araw, maari nang
gawin ang mga ito. Ang Hari
Raya Puasa ang pagwawakas ng
pag-aayuno. Ito ang pinakapista
at bumabaha ang pagkain sa
araw na ito.
5. Haji o paglalakbay sa Banal
na Lungsod ng Mecca.
Ang banal na Lungsod ng
Mecca ang sentro ng
pananampalataya ng mga Muslim.
Dinarayo nila ang Kaa’bah, isang
pahabang batong marmol na
nakatayong bantayog sa isang
liwasan sa Mecca. Pinapangarap ng
bawat Muslim ang makarating sa
Mecca sa Saudi Arabia kahit minsan
lamang sa kanyang buhay. Ang
sinumang Muslim na nakapaglakbay
at sumamba sa Banal na Lungsod ay
may likuran ng imam, ang
pinakapuno. Sabay-sabay
ang kanilang pagyuko,pag-
upo at pagpapatirapa. Ang
mga babae ay nakahiwalay
sa mga lalaki.
3. Zakat o pagbibigay ng
limos. Kailangang
magbigay ng limos ang
mga Muslim sa mga
nangangailangan tulad ng
mga pulubi, sinalanta ng
bagyo, lindol at iba pang
mga sakuna, sa mga
maysakit, naulila at
naghihikahos.
4. Sawn o pag-aayuno
(abstinence) sa buwan ng
Ramadan. Apat napung
araw na pag-aayuno ng
mga Muslim kung
Ramadan.
Ang pag-aayuno ay
sinisimulan sa pagsikat ng araw
at natatapos sa paglubog nito.
Ipinagbabawal ang pagkain,
pag-inom, paninigarilyo, mga
kasayahan at ang paggawa ng
mga gawaing mabibigat.
Paglubog ng araw, maari nang
gawin ang mga ito. Ang Hari
Raya Puasa ang pagwawakas ng
pag-aayuno. Ito ang pinakapista
at bumabaha ang pagkain sa
araw na ito.
5. Haji o paglalakbay sa Banal
na Lungsod ng Mecca.
Ang banal na Lungsod ng
Mecca ang sentro ng
pananampalataya ng mga Muslim.
Dinarayo nila ang Kaa’bah, isang
pahabang batong marmol na
nakatayong bantayog sa isang
liwasan sa Mecca. Pinapangarap ng
bawat Muslim ang makarating sa
Mecca sa Saudi Arabia kahit minsan
lamang sa kanyang buhay. Ang
sinumang Muslim na nakapaglakbay
at sumamba sa Banal na Lungsod ay
may likuran ng imam, ang
pinakapuno. Sabay-sabay
ang kanilang pagyuko,pag-
upo at pagpapatirapa. Ang
mga babae ay nakahiwalay
sa mga lalaki.
3. Zakat o pagbibigay ng
limos. Kailangang
magbigay ng limos ang
mga Muslim sa mga
nangangailangan tulad ng
mga pulubi, sinalanta ng
bagyo, lindol at iba pang
mga sakuna, sa mga
maysakit, naulila at
naghihikahos.
4. Sawn o pag-aayuno
(abstinence) sa buwan ng
Ramadan. Apat napung
araw na pag-aayuno ng
mga Muslim kung
Ramadan.
Ang pag-aayuno ay
sinisimulan sa pagsikat ng araw
at natatapos sa paglubog nito.
Ipinagbabawal ang pagkain,
pag-inom, paninigarilyo, mga
kasayahan at ang paggawa ng
mga gawaing mabibigat.
Paglubog ng araw, maari nang
gawin ang mga ito. Ang Hari
Raya Puasa ang pagwawakas ng
pag-aayuno. Ito ang pinakapista
at bumabaha ang pagkain sa
araw na ito.
5. Haji o paglalakbay sa Banal
na Lungsod ng Mecca.
Ang banal na Lungsod ng
Mecca ang sentro ng
pananampalataya ng mga Muslim.
Dinarayo nila ang Kaa’bah, isang
pahabang batong marmol na
nakatayong bantayog sa isang
liwasan sa Mecca. Pinapangarap ng
bawat Muslim ang makarating sa
Mecca sa Saudi Arabia kahit minsan
lamang sa kanyang buhay. Ang
sinumang Muslim na nakapaglakbay
at sumamba sa Banal na Lungsod ay
 pinapayagang maidugtong sa pinapayagang maidugtong sa pinapayagang maidugtong sa pinapayagang maidugtong sa
kanyang pangalan ang salitang Hadji. kanyang pangalan ang salitang Hadji. kanyang pangalan ang salitang Hadji. kanyang pangalan ang salitang Hadji.

E. Pagtatalakay ng bagong konsepto 1. Ilarawan ang Islam. 1. Ilarawan ang Islam. 1. Ilarawan ang Islam. 1. Ilarawan ang Islam.
at paglalahad ng bagong kasanayan 2. Isa-isahin ang aral ng 2. Isa-isahin ang aral ng 2. Isa-isahin ang aral ng 2. Isa-isahin ang aral ng
#2 Islam. Islam. Islam. Islam.
3. Sa iyong palagay, maganda 3. Sa iyong palagay, maganda 3. Sa iyong palagay, maganda 3. Sa iyong palagay, maganda
ba ang nagging ba ang nagging ba ang nagging ba ang nagging
impluwensiya ng Islam sa impluwensiya ng Islam sa impluwensiya ng Islam sa impluwensiya ng Islam sa
buhay ng mga Pilipinong buhay ng mga Pilipinong buhay ng mga Pilipinong buhay ng mga Pilipinong
Muslim? Bakit oo o bkit Muslim? Bakit oo o bkit Muslim? Bakit oo o bkit Muslim? Bakit oo o bkit
hindi? hindi? hindi? hindi?

F. Paglinang sa Kabihasan Bumuo ng time line ng paglaganap Bumuo ng time line ng paglaganap Bumuo ng time line ng paglaganap Bumuo ng time line ng paglaganap
(Tungo sa Formative Assessment) ng Islam sa Pilipinas ng Islam sa Pilipinas ng Islam sa Pilipinas ng Islam sa Pilipinas

G. Paglalapat ng aralin sa pang-araw- Isulat sa talaan ang hinihinging Isulat sa talaan ang hinihinging Isulat sa talaan ang hinihinging Isulat sa talaan ang hinihinging
araw na buhay impormasyong tungkol sa impormasyong tungkol sa impormasyong tungkol sa impormasyong tungkol sa
paglaganap ng Islam sa Pilipinas. paglaganap ng Islam sa Pilipinas. paglaganap ng Islam sa Pilipinas. paglaganap ng Islam sa Pilipinas.

H. Paglalahat ng Arallin Nagsimula ang binhi sa relihiyong Nagsimula ang binhi sa relihiyong Nagsimula ang binhi sa relihiyong Nagsimula ang binhi sa relihiyong
Islam sa Sulu at lumaganap ito sa Islam sa Sulu at lumaganap ito sa Islam sa Sulu at lumaganap ito sa Islam sa Sulu at lumaganap ito sa
iba’t ibang lugar sa Mindanao. iba’t ibang lugar sa Mindanao. iba’t ibang lugar sa Mindanao. iba’t ibang lugar sa Mindanao.

I. Pagtataya ng Aralin Piliin ang letra ng tamang sagot sa Piliin ang letra ng tamang sagot sa Piliin ang letra ng tamang sagot sa Piliin ang letra ng tamang sagot sa
mga sumusunod na tanong. mga sumusunod na tanong. mga sumusunod na tanong. mga sumusunod na tanong.
Nagdala ng binhi Nagdala ng binhi Nagdala ng binhi Nagdala ng binhi
pananampalatayang Islam sa Sulu ay pananampalatayang Islam sa Sulu ay pananampalatayang Islam sa Sulu ay pananampalatayang Islam sa Sulu ay
si _______________. si _______________. si _______________. si _______________.
a.Tuan Mashaika a.Tuan Mashaika a.Tuan Mashaika a.Tuan Mashaika
b. Karim ul Mahkdum b. Karim ul Mahkdum b. Karim ul Mahkdum b. Karim ul Mahkdum
c. Abubakr c. Abubakr c. Abubakr c. Abubakr
Ang paglaganap ng Islam sa Ang paglaganap ng Islam sa Ang paglaganap ng Islam sa Ang paglaganap ng Islam sa
Maguindanao at Lanao ay dahil kay Maguindanao at Lanao ay dahil kay Maguindanao at Lanao ay dahil kay Maguindanao at Lanao ay dahil kay
__________. __________. __________. __________.
a.Abubakr a.Abubakr a.Abubakr a.Abubakr
b.Sharif Kabungsuwan b.Sharif Kabungsuwan b.Sharif Kabungsuwan b.Sharif Kabungsuwan
c.Raha Baguinda c.Raha Baguinda c.Raha Baguinda c.Raha Baguinda
Sino ang nagdala ng relihiyong Islam Sino ang nagdala ng relihiyong Islam Sino ang nagdala ng relihiyong Islam Sino ang nagdala ng relihiyong Islam
sa Luzon? sa Luzon? sa Luzon? sa Luzon?
a.Kabungsuwan a.Kabungsuwan a.Kabungsuwan a.Kabungsuwan
b.Miguel Lopez de Legaspi b.Miguel Lopez de Legaspi b.Miguel Lopez de Legaspi b.Miguel Lopez de Legaspi
c.Mangangalakal ng Misyonerong c.Mangangalakal ng Misyonerong c.Mangangalakal ng Misyonerong c.Mangangalakal ng Misyonerong
muslim muslim muslim muslim
Isulat ang tamang sagot: Isulat ang tamang sagot: Isulat ang tamang sagot: Isulat ang tamang sagot:
 1.Ang Islam ay lumaganap din sa
Maynila, sino ang namuno sa
pamayanang Islam sa lugar na ito?
2.Paano lumaganap ang relihiyong
Islam sa ilang bahagi ng Pilipinas?
1.Ang Islam ay lumaganap din sa
Maynila, sino ang namuno sa
pamayanang Islam sa lugar na ito?
2.Paano lumaganap ang relihiyong
Islam sa ilang bahagi ng Pilipinas?
1.Ang Islam ay lumaganap din sa
Maynila, sino ang namuno sa
pamayanang Islam sa lugar na ito?
2.Paano lumaganap ang relihiyong
Islam sa ilang bahagi ng Pilipinas?
1.Ang Islam ay lumaganap din sa
Maynila, sino ang namuno sa
pamayanang Islam sa lugar na ito?
2.Paano lumaganap ang relihiyong
Islam sa ilang bahagi ng Pilipinas?

J. Karagdagang gawain para sa Magsaliksik ukol sa paglaganap ng Magsaliksik ukol sa paglaganap ng Magsaliksik ukol sa paglaganap ng Magsaliksik ukol sa paglaganap ng
takdang-aralin at remediation relihiyong Islam relihiyong Islam relihiyong Islam relihiyong Islam

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?
S