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Detailed Lesson Plan (DLP Format)

S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 ENGLISH VI 1st 50 August 07, 2018
minutes
Learning Competency/ies Compose clear and coherent sentences using Code:
appropriate grammatical structures: Subject-verb (EN6G-Ii-3.9)
(Taken from the Curriculum agreement
Guide)
Key Verbs in the present tense end in –s when the subject of the sentence is singular except when
Concepts/Understanding to the subject is You and I.
Verbs in the present tense use the simple form when the subject of the sentence is plural and
be Developed when the subject is You and I. Intervening words or expressions do not affect the subject.
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identify the verbs used in a given sentence
Understanding
Analyzing
Applying
Evaluating
Creating Create a one-paragraph story using the correct form of the verb in the
given sentences
Attitude Receiving
Phenomena
Values Valuing
Content Composing Sentences using Appropriate Grammatical Structures: Subject-verb
Agreement
Learning Resources TG in English 6,LM
PROCEDURES
4.1 Introductory Activity What are the four roles in subject-verb agreement.

4.2 Activity 15 minutes Underline the correct verb to be used in each sentence. Explain why you chose that verb.
1. Julian and Joseph (is, are) absent today.
2.The tongs (is, are) on the table.
3.Some of the boys usually (help, helps) me.
4.Butter (melt, melts) fast on warm days.
5. No one (say, says) the play is good.
4.3 Analysis Are the verbs used to the following sentences agreed to their subjects?
5 minutes
4.4 Abstraction (5 Why is it important for us to learn the proper subject-verb agreement?
minutes)
4.5 Application Verbs in the present tense end in –s when the subject of the sentence is singular except when
the subject is You and I.
10 minutes Verbs in the present tense use the simple form when the subject of the sentence is plural and
when the subject is You and I. Intervening words or expressions do not affect the subject.

Direction: Underline the subject in each sentence. Circle the verb in the parentheses that agrees
with the subject.
1. Dry leaves (fall, falls) on the ground.
2. A strong wind (blows, blow) them away.
3. The fallen trees (blocks, block) the roads.
4. The clouds (look, looks) like dark mountains.
5. The sun still (shine, shines) through the clouds.
6. The owl usually (hunt, hunts) its food at night.
7. Owls (is, are) helpful to mankind.
8. They (eat, eats) harmful rodents that roam in our gardens.
9. That is why the owl (has, have) been called the night watchman of gardens.
10. Scientists (has, have) identified 145 species of owls.

4.6 Assessment
4.7 Assignment Write a short paragraph using the sentences below. Use the correct form of
the verb in each blank.
5 minutes 1. It _____ Clean-up Day at Taal, Bocaue, Bulacan.
2.The people _____ early in the morning.
3.The men ______ the canals and the dirty places.
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 ENGLISH VI 1st 50 August 8, 2018
minutes
Learning Competency/ies Analyze the characters/setting used in print, non-print Code:
and digital materials (Age and gender, race and EN6VC-Ii-3.3.1
(Taken from the Curriculum nationality, attitude and behavior)
Guide) EN6VC-Ii-3.3.3
Read grade level text with 135 words correct per EN6F-Ij-1.13
minute
Key Characters refer to the people involved in the story. They are categorized as major and minor
Concepts/Understanding to characters. We can get to know more of them if we analyzed them through their age, gender,
race, nationality, behavior and attitude.
be Developed Setting includes two major parts, namely time and place. It gives the readers background about
the story.
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identify the different elements in the story
Understanding
Analyzing
Applying Analyze the characters in the story based on the gender, race,
nationality and attitude
Evaluating
Creating Retell the story in their own point of view by group
Attitude Receiving
Phenomena
Values Valuing
Content Analyzing the Characters/Setting used in Print, Non-print and Digital materials
Learning Resources English For All Times 6 (Reading p.48-55),TG in English 6,LM
PROCEDURES
4.1 Introductory Activity What is theme as an element in the story? What is point of view?

4.2 Activity 15 minutes Look for the pictures of some famous fairy tale characters then in your own words describe
each one of them.

1. Elsa 2. Pinocchio

3. Rapunzel 4. Sleeping beauty

4.3 Analysis Using the table each character in the story “The Tale of a White Squash” will be described and
analyzed.
5 minutes
Characteristics wife husband baby
age
gender
race
Nationality
attitude
4.4 Abstraction (5 How will you analyze and describe the character in the story?
minutes)
4.5 Application Discussion and Analysis:
1. “Squash is the only food that the couple eats every day.” From this statement, tell the
10 minutes setting of the story and the source of income of the people.
2. What negative trait does the couple possess?
3. If we are to analyze the couple’s characters, they were not as greedy as they were when
they are still poor, what do you think have changed their behavior?
4. What do you think will happen if the couple became contented with what they had?
5. What lesson did the story teach us?
4.6 Assessment
4.7 Assignment Direction: Read the story below then fill up the information needed below:
5 minutes A friend in need is a friend indeed.

Once upon a time there lived a lion in a forest. One day after a heavy meal.
It was sleeping under a tree. After a while, there came a mouse and it started
to play on the lion. Suddenly the lion got up with anger and looked for those
who disturbed its nice sleep. Then it saw a small mouse standing trembling
with fear. The lion jumped on it and started to kill it. The mouse requested the
lion to forgive it. The lion felt pity and left it. The mouse ran away.
On another day, the lion was caught in a net by a hunter. The mouse came
there and cut the net. Thus it escaped. Thereafter, the mouse and the lion
became friends. They lived happily in the forest afterwards.
a. Where is the setting of the story?
b. Compare the lion’s characteristics with that of the mouse’s
characteristics.
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 ENGLISH VI 1st 50 August 9, 2018
minutes
Learning Competency/ies Analyze the setting used in non- print ( urban or rural; Code:
affluent or poor) EN6VC-Ij-3.3.4
(Taken from the Curriculum
Guide)
Key Characters refer to the people involved in the story. They are categorized as major and minor
Concepts/Understanding to characters. We can get to know more of them if we analyzed them through their age, gender,
race, nationality, behavior and attitude.
be Developed Setting includes two major parts, namely time and place. It gives the readers background about
the story.
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identify the different elements in the story
Understanding
Analyzing Analyze the setting of the story
Applying
Evaluating
Creating Retell the story in their own point of view by group
Attitude Receiving
Phenomena
Values Valuing
Content Analyzing The Setting Used In Non- Print ( Urban or Rural; Affluent or Poor)
Learning Resources English For All Times 6 (Reading p.48-55),TG in English 6,LM
PROCEDURES
4.1 Introductory Activity How will you analyze the character in the story?

4.2 Activity 15 minutes Imagine you were a shipwrecked and washed ashore on a strange island. The people there
look different from you and speak different language. How would you feel? What would you
do?

Let the students watch the movie entitled: Gulliver’s Travel. You can use the link :
https://www.youtube.com/watch?v=7JLf-GkrF3M
4.3 Analysis Group Work::
5 minutes 1.How did Gulliver reach Lilliput?
2. Describe Lilliput and its people.
3. How was Gulliver treated by the Lilliput emperor and his people? Cite details
4. How did Gulliver conquer the enemy?
Do you think it was fair and wise decision when someone refused to cooperate with the person
who treated him kindly?
4.4 Abstraction (5 How will you analyze and describe the setting in the story?
minutes)
4.5 Application
10 inutes
4.6 Assessment Choose two different settings shown in the movie and do this t-chart to show
your analyzation.

Setting 1 Setting 2

4.7 Assignment Explain: the decisions you make have consequences


5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 ENGLISH VI 1st 50 August 10, 2018
minutes
Learning Competency/ies Analyze the characters/setting used in print, non-print Code:
and digital materials (Age and gender, race and (EN6VC-Ii-3.3.1, EN6VC-Ii-3.3.3)
(Taken from the Curriculum nationality, attitude and behavior)
Guide) Read grade level text with 135 words correct per
minute
Analyze the setting used in non- print (urban or rural; EN6VC-Ij-3.3.4
affluent or poor)
Compose clear and coherent sentences using EN6G-Ij-3.9
appropriate grammatical structures: Subject-verb
agreement
Key Characters refer to the people involved in the story. They are categorized as major and minor
Concepts/Understanding to characters. We can get to know more of them if we analyzed them through their age, gender,
race, nationality, behavior and attitude.
be Developed Setting includes two major parts, namely time and place. It gives the readers background about
the story.
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identify the different elements in the story
Identify the correct form of the verb in the given sentences
Understanding
Analyzing Analyze the setting and characters of the story
Applying
Evaluating
Creating
Attitude Receiving
Phenomena
Values Valuing
Content Subject-Verb Agreement/Analyzing The Setting/Characters Used In Non- Print (
Urban or Rural; Affluent or Poor)
Learning Resources English For All Times 6 (Reading p.48-55),TG in English 6,LM
PROCEDURES
4.1 Introductory Activity Have a short recall of the previous lesson for the past few days

4.2 Activity 15 minutes Summative Tests


4.3 Analysis
5 minutes
4.4 Abstraction (5
minutes)
4.5 Application
10 inutes
4.6 Assessment
4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 Filipino VI 1st 50 mins. Ika-7 ng Agosto, 2018
Gabayan ng Pagkatuto Nasasagot ang mga tanong tungkol sa napakinggang Code:
(Taken from the Curriculum Guide) kuwento F6PN-Ia-g-3.1
Nabibigyang-kahulugan ang sawikain na napakinggan F6PN-Ii-19
Susi ng Konsepto ng P ag-unawa
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala Natutukoy ang mga halimbawa ng sawikain sa kwentong napakinggan
Karunungan Pag-unawa

Pag-aaplay Nabibigyang-kahulugan ang mga sawikain sa kwentong napakinggan


Mgakasanayan Pagsusuri
Pagtataya
Paglikha
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing
Nilalaman Pagsagot sa mga Tanong Tungkol sa Napakinggang
Kuwento/ Pagbibigay-kahulugan sa mga Sawikain
Mga Kagamitan Ang mga Sawikain at Salawikain 2027
TG sa Filipino 6
PAMAMARAAN
4.1 Panimulang Gawain (2 minutes) Ano ang talatang pasalaysay?
4.2 Gawain Iparinig ang teksto na babasahin ng guro
3 minutes
4.3 Analisis 1. Ano-anong isda ang ipinapadala sa ibang bansa?
10 minutes 2. Anong tanggapan ang nangunguna sa pagsugpo sa labag na batas
na paraan ng pangingisda?
3. Bakit maraming Pilipinong may hanapbuhay na pangingisda?
4. Ano kaya ang masamang epekto ng paggamit ng pampasabog at
lason sa pangingisda sa tao?
5. Ano ang maaaring mangyari kung hindi ipagbawal ang maling
paraan ng pangingisda?
6. Anong ugali ang ipinakikita ng mga mangingisdang patuloy na
gumagamit ng maling paraan ng pangingisda?

4.4 Abstraksiyon (5 minutes)


4.5 Aplikasyon
10 minutes
4.6 Pagtataya
4.7 Takdang Aralin
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
G.Anongkagamitangpanturoangakingnadibu
honanaiskongibahagisamgakapwakoguro?
Prepared by:
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 Filipino VI 1st 50 mins. Ika-8 ng Agosto, 2018
Gabayan ng Pagkatuto Naibibigay ang kahulugan ng pamilyar at di kilalang salita sa Code:
(Taken from the Curriculum Guide) pamamagitan ng pormal na depinisyon F6PT-Ij-1.10

Susi ng Konsepto ng P ag-unawa Ang di-pamilyar na mga salita ay iyong makikita sa pangungusap at talata na mahirap
maintindihan.
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala Natutukoy ang mga pamilyar at di-pamilyar na mga salita
Karunungan Pag-unawa

Pag-aaplay Nabibigay ang kahulugan ng mga pamilyar at di-pamilyar na mga salita


Mgakasanayan Pagsusuri
Pagtataya
Paglikha
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing
Nilalaman Pagbibigay- kahulugan sa mga Pamilyar at Di-Pamilyar na mga Salita

Mga Kagamitan CG,TG sa Filipino 6


PAMAMARAAN
4.1 Panimulang Gawain (2 minutes) Ano ang sawikain?
4.2 Gawain Pumili ng ilang salita mula sa panonoorin ng mag-aaral. Ipatukoy ang kahulugan ng
3 minutes bawat isa sa pamamagitan ng paggamit ng diksiyonaryo. (Balik-aralan muna kung
paano gumamit ng diksiyonaryo)
Ipabahagi sa mag-aaral ang kahulugan ng mga ito.
4.3 Analisis Ipanood ang inihandang maikling pelikula.
10 minutes Itigil ang panonood nang ilang beses upang magtanong tungkol sa mga natapos na
bahagi.
Itanong kung ano sa palagay nila ang susunod na mangyayari.
Gawin ito hanggang sa matapos ang pelikula.
Mga site na maaaring pagkuhanan ng panonoorin ng mag-aaral.
http://lrmds.deped.gov.ph/create
/detail/805
https://wn.com/kwento_ng_gamugamo_
mga_kuwentong_pambata_ni_rizal
https://natokhd.com/list/mga-pelikulang-pambata
4.4 Abstraksiyon (5 minutes)
4.5 Aplikasyon
10 minutes
4.6 Pagtataya
4.7 Takdang Aralin
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
G.Anongkagamitangpanturoangakingnadibu
honanaiskongibahagisamgakapwakoguro?
Prepared by:
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 Filipino VI 1st 50 mins. Ika-9 ng Agosto, 2018
Gabayan ng Pagkatuto Nagagamit ang pangngalan at panghalip sa pakikipag-usap sa Code:
(Taken from the Curriculum Guide) iba’t ibang sitwasyon F6WG-Ih-j-12
Susi ng Konsepto ng P ag-unawa Ang pangngalan ay tumutukoy sa ngalan ng tao, hayop, pook, bagay at pangyayari
samantalang ang panghalip ay humalili sa pangngalan.
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala Natutukoy ang panghalip sa pangungusap o maaring talata
Karunungan Pag-unawa

Pag-aaplay Nagagamit ang pangngalan at panghalip sa pakikipag-usap


Mgakasanayan Pagsusuri
Pagtataya
Paglikha
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing
Nilalaman Paggamit ng Pangngalan at Panghalip sa Pakikipag-usap sa Iba’t Ibang
Sitwasyon
Mga Kagamitan TG sa Filipino 6
PAMAMARAAN
4.1 Panimulang Gawain (2 minutes) Ano ang pamilyar at di-pamilyar na mga salita?
4.2 Gawain Ano ang pangngalan?
3 minutes Ano ang panghalp?
Ano ang ugnayan ng dalawang ito?
4.3 Analisis Pag-usapan ang tekstong napakinggan sa unang araw. Pag-usapan ang opinyon ng
10 minutes bawat isan tungkol sa mga tauhan sa tekstong napakinggan.
4.4 Abstraksiyon (5 minutes) Kailan ginagamit ang pangngalan? Ang panghalip?
4.5 Aplikasyon Ipangkat ang mag-aaral. Pag-usapan ang isang balitang napakinggan buhat sa
10 minutes nagdaang araw na talakayan.
4.6 Pagtataya Paghandaina ng bawat pangkat ng isang usapan/diyalogo/dula-dulaan
upang naipakita ang kanilang opinyon sa napakinggang balita.
Bigyang-halagan ang pagtatanghal na gagawin.
Ano ang pangngalan/panghalip na napakinggan sa ipinakitang
pagtatanghal?
4.7 Takdang Aralin
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
G.Anongkagamitangpanturoangakingnadibu
honanaiskongibahagisamgakapwakoguro?
Prepared by:
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 Filipino VI 1st 50 mins. Ika-10 ng Agosto, 2018
Gabayan ng Pagkatuto Naipapahayag ang sariling opinion o reaksiyon sa isang Code:
(Taken from the Curriculum Guide) napakinggang balita, isyu o usapan F6PS-Ij-1
Susi ng Konsepto ng P ag-unawa
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala
Karunungan Pag-unawa

Pag-aaplay
Mgakasanayan Pagsusuri
Pagtataya
Paglikha
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing
Nilalaman Pagbibigay ng Opinyon/Reaksyon Tungkol sa Napakinggang Balita
Mga Kagamitan TG sa Filipino 6
PAMAMARAAN
4.1 Panimulang Gawain (2 minutes) Kailan ginagamit ang pangngalan? Ang panghalip?
4.2 Gawain Pag-usapan ang tekstong napakinggan sa unang araw. Pag-usapan ang opinyon ng
3 minutes bawat isan tungkol sa mga tauhan sa tekstong napakinggan.
(larawan/videoclip ng isang matanda na sinasagasaan pati ang kaniyang paninda)
4.3 Analisis Ano ang mo sa larawan na iyong nakita?
10 minutes Bigyan ng pagkakataon ang mag-aaral na magbahagi sa kanilang kapareha.
4.4 Abstraksiyon (5 minutes) Ano ang gagawin mo kung hindi ka sang-ayon sa opinyon ng is among kaibigan?
4.5 Aplikasyon Tumawag ng isang mag-aaral upang ibahagi ang kaniyang nakita at naobserbahan.
10 minutes Magtanong tungkol sa ibinahagi ng mag-aaral.
Ano ang una mong naisip habang nakita moa ng larawan?
Naramdaman?
Ano ang naramdaman mo matapos mong Makita ng nangyari sa matanda?
Ano ang opinion mo tungkol sa ginawa ng mama sa matanda?
4.6 Pagtataya Tumawag ng isang mag-aaral upang ibahagi ang kaniyang nakita at
naobserbahan.
Magtanong tungkol sa ibinahagi ng mag-aaral.
Ano ang una mong naisip habang nakita moa ng larawan?
Naramdaman?
Ano ang naramdaman mo matapos mong Makita ng nangyari sa matanda?
Ano ang opinion mo tungkol sa ginawa ng mama sa matanda?
4.7 Takdang Aralin
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
G.Anongkagamitangpanturoangakingnadibu
honanaiskongibahagisamgakapwakoguro?
Prepared by:
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 Science VI 1st 50 August 08, 2018
minutes
Learning Competency/ies Tell benefits of separating mixtures from products in Code:
the community S6MT-I-g-j-3
(Taken from the Curriculum
Guide)
Key
Concepts/Understanding to
be Developed
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identify the techniques of separating mixtures
Understanding
Analyzing
Applying Give the benefits of separating mixtures from products in the
community
Evaluating
Creating
Attitude Receiving
Phenomena
Values Valuing
Content Ways on how separating mixtures like in waste segregation benefit the community
Learning Resources TG & CG in Science 6,LM
PROCEDURES
4.1 Introductory Activity What are the different methods of separating mixtures?

4.2 Activity 15 minutes Leaners will recall the benefits to the community of herbal medicine preparation in relation to
the separation of mixtures.
Show a picture of children/people conducting coastal clean-up. Ask questions about the things
done.
4.3 Analysis Present the scenario or problem to be solved by the learners (Problem-Based Learning).
5 minutes
4.4 Abstraction (5 What are the benefits of separating mixtures from products in the community?
minutes)
4.5 Application Learners will have time to validate their answers through interview of the garbage collector
or people working in junk shops on how they separate the garbage.
10 minutes
4.6 Assessment
4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 Science VI 1st 50 August 09, 2018
minutes
Learning Competency/ies Tell benefits of separating mixtures from products in Code:
the community S6MT-I-g-j-3
(Taken from the Curriculum
Guide)
Key
Concepts/Understanding to
be Developed
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identify the techniques of separating mixtures
Understanding
Analyzing Analyze the student’s responses based on the given problem
Applying
Evaluating
Creating
Attitude Receiving
Phenomena
Values Valuing
Content Ways on how separating mixtures like in waste segregation benefit the
community
Learning Resources TG & CG in Science 6,LM
PROCEDURES
4.1 Introductory Activity Review the previous activities done by the group about the problem given.

4.2 Activity 15 minutes Elicit responses on experiences of learners about their interview done by themselves
about the assignment given
4.3 Analysis Learners meet the team again to further analyze the problem given to them by
5 minutes infusing ideas gained from the interview.
4.4 Abstraction (5 What are the benefits of separating mixtures from products in the community?
minutes)
4.5 Application Debrief and discuss the problem through questions of teacher about what happened
10 minutes in solving the problem/scenario including the issues that the group faced.
4.6 Assessment Analyze and discuss the answers of the groups about the scenario/problem
4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 Science VI 1st 50 August 10, 2018
minutes
Learning Competency/ies Tell benefits of separating mixtures from products in Code:
the community S6MT-I-g-j-3
(Taken from the Curriculum
Guide)
Key
Concepts/Understanding to
be Developed
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identify the techniques of separating mixtures
Understanding
Analyzing
Applying
Evaluating Present the outputs in groups
Creating
Attitude Receiving
Phenomena
Values Valuing
Content Ways on how separating mixtures like in waste segregation benefit the
community
Learning Resources TG & CG in Science 6,LM
PROCEDURES
4.1 Introductory Activity Review the previous activities done by the group about the problem given.

4.2 Activity 15 minutes Elicit responses on experiences of learners about their interview done by themselves
about the assignment given
4.3 Analysis Learners meet the team again to further analyze the problem given to them by
5 minutes infusing ideas gained from the interview.
4.4 Abstraction (5 What are the benefits of separating mixtures from products in the community?
minutes)
4.5 Application
10 minutes
4.6 Assessment Presenting the group and critiquing
4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 Science VI 1st 50 August 07, 2018
minutes
Learning Competency/ies Enumerating techniques in separating mixtures such Code:
as decantation, evaporation, filtering, sieving and S6MT-I-g-j-3
(Taken from the Curriculum using magnet
Guide)
Key
Concepts/Understanding to
be Developed
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identify the techniques of separating mixtures
Understanding Differentiate the techniques of separating mixtures
Analyzing
Applying Give examples of mixtures in each technique
Evaluating
Creating
Attitude Receiving
Phenomena
Values Valuing
Content Techniques of Separating Mixtures
Learning Resources TG & CG in Science 6,LM
PROCEDURES
4.1 Introductory Activity Review of the different techniques of separating mixtures.

4.2 Activity 15 minutes What technique is applicable to the following mixtures?


1. Sand and pebbles
2. Flour and grains
3. Nails and pins
4. Rice hull and chaff
5. Mongo seeds and mongo pods
4.3 Analysis What is your basis in identifying those techniques?
5 minutes
4.4 Abstraction (5 How is handpicking, sifting, sieving, winnowing, filtration, decantation and magnetism
minutes) can be done?
4.5 Application
10 minutes
4.6 Assessment
4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 Math VI 1st 50 August 07, 2018
minutes
Learning Competency/ies divides decimals up to 2 decimal places by Code:
(Taken from the Curriculum 10, 100,and 1000 mentally M6NS-Ih-118
Guide)
Key In dividing decimals by powers of 10,100 and 1000 just move the number of
Concepts/Understanding to decimal places of the dividend to the left most part.
be Developed
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identify the process in dividing decimals by powers of 10,100 and
1000
Understanding
Analyzing
Applying Solve the given problems involving division of decimals by powers of
10,100 and 1000
Evaluating
Creating
Attitude Receiving
Phenomena
Values Valuing
Content dividing decimals up to 2 decimal places by 10, 100,and 1000
mentally
Learning Resources TG in Math 6, Cg
PROCEDURES
4.1 Introductory Activity Drill:
Dividing whole number by 1-digit divisor
Divide and check.
1. 11.115/ 9
2. 140.4/ 6
3. 350.6/5
4. 48.6/8
5. 25.0/2
4.2 Activity 15 minutes Study the given examples:
1. 5.29/ 10
2. 5.29/100
3. 5.29/1000
4.3 Analysis How will you solve the given problem above? What is your basis in solving the
5 minutes problem?

4.4 Abstraction (5 How do you divide decimals up to 2 decimal places by 10, 100, and 1000?
minutes)
4.5 Application Divide the following.
10 minutes 1. 3.81/ 10
2. 3.81/100
3. 3.81/1000
4.6 Assessment Solve the following exercises.
1. 9.81/10
2. 4.45/10
3. 4.45/100
4. 76.1/1000
5. 9.21/100
6. 34.4/10
7. 34.4/100
8. 0.73/10
9. 0.885/100
10. 0.441/1000

4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 Math VI 1st 50 August 08, 2018
minutes
Learning Competency/ies divides decimals up to 4 decimal places by Code:
(Taken from the Curriculum 0.1, 0.01,and 0.001 mentally M6NS-Ih-116.5
Guide)
Key In dividing decimals by powers of 10,100 and 1000 just move the number of
Concepts/Understanding to decimal places of the dividend to the left most part.
be Developed
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identify the process in dividing decimals by powers of 0.1,0.01and
0.001
Understanding
Analyzing
Applying Solve the given problems involving division of decimals by powers of
0.1,0.01 and 0.001
Evaluating
Creating
Attitude Receiving
Phenomena
Values Valuing
Content Dividing decimals up to 2 decimal places by 0.1, 0.01,and 0.001
Learning Resources TG in Math 6, Cg
PROCEDURES
4.1 Introductory Activity Drill:
1. 3.34/10
2. 3.34/100
3. 0.0543/1000
4.2 Activity 15 minutes Study the given examples:
1. 0.29/ 0.1
2. 35.6/0.01
3. 3.29/0.001
4.3 Analysis How will you solve the given problem above? What is your basis in solving the
5 minutes problem?

4.4 Abstraction (5 How do you divide decimals up to 2 decimal places by 0.1, 10.01, and 0.001?
minutes)
4.5 Application Divide the following.
10 minutes 1. 74.0/01
2. 7.40/0.01
3. 0.074/0.001
4.6 Assessment Answer page 69 of 21st century Mathletes book

4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 Math VI 1st 50 August 09, 2018
minutes
Learning Competency/ies Differentiates terminating from repeating, Code:
(Taken from the Curriculum non-terminating decimal quotients M6NS-Ii-119
Guide)
Key
Concepts/Understanding to
be Developed
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge
Understanding Differentiate terminating from repeating, non- terminating decimal
quotients
Analyzing
Applying Solve the given problems involving terminating,repeating, and non-
terminating decimals
Evaluating
Creating
Attitude Receiving
Phenomena
Values Valuing
Content Dividing decimals involving terminating,repeating and non-terminating
decimals
Learning Resources TG in Math 6, Cg
PROCEDURES
4.1 Introductory Activity Drill:
1. 0.58/ 0.1
2. 0.058/0.01
3. 4.82/0.001
4.2 Activity 15 minutes
4.3 Analysis How will you solve the given problem above? What is your basis in solving the
5 minutes problem?

4.4 Abstraction (5 How do you divide decimals involving terminating,repeating and non-
minutes) terminating decimals

4.5 Application
10 minutes
4.6 Assessment
4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 Math VI 1st 50 August 10, 2018
minutes
Learning Competency/ies Solves routine and non-routine problems Code:
(Taken from the Curriculum involving division of decimals, mixed M6NS-Ii-120.2
decimals and whole numbers including
Guide) money using appropriate problem solving
strategies and tools
Key
Concepts/Understanding to
be Developed
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge
Understanding
Analyzing
Applying
Evaluating
Creating
Attitude Receiving
Phenomena
Values Valuing
Content
Learning Resources TG in Math 6, Cg
PROCEDURES
4.1 Introductory Activity

4.2 Activity 15 minutes


4.3 Analysis How will you solve the given problem above? What is your basis in solving the
5 minutes problem?

4.4 Abstraction (5 How do you divide decimals involving terminating,repeating and non-
minutes) terminating decimals

4.5 Application
10 minutes
4.6 Assessment
4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 ESP VI 1st 50 mins. Ika-7 ng Agosto, 2018
Gabayan ng Pagkatuto Naisasagawa ang mga tamang hakbang na Code:
(Taken from the Curriculum Guide) makatutulong sa pagbuo ng isang desisyon EsP6PKP-Ia-i-37
na makabubuti sa pamilya
1.1. pagsusuri nang mabuti sa mga bagay
na may kinalaman sa pangyayari
Susi ng Konsepto ng P ag-unawa
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala
Karunungan Pag-unawa Nagagamit ang mga impormasyon na nakatutulong sa pagbuo ng
isang desisyon
Pag-aaplay
Mgakasanayan Pagsusuri Nasusuri ang mga bagay na may kinalaman sa pangyayari
Pagtataya
Paglikha
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing Pagkamatiyaga (Perseverance)
Nilalaman Paksa: Maging matiyaga upang guminhawa
Mga Kagamitan CG sa ESP, aklat

4.1 Panimulang Gawain (2 minutes) Bilang mag-aaral, ano ang maidudulot sa iyo ng pagiging mahinahon?
4.2 Gawain Magpakita ng larawan ng mag-aaral nna nahihirapang gumawa ng
3 minutes takdang aralin.
4.3 Analisis Magkaroon ng isang laro na hahasa sa masusing pag-iisip at pag-
10 minutes aanalisa ng mga mag-aaral
4.4 Abstraksiyon (5 minutes)
4.5 Aplikasyon
10 minutes
4.6 Pagtataya
4.7 Takdang Aralin
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 ESP VI 1st 50 mins. Ika-8 ng Agosto, 2018
Gabayan ng Pagkatuto Naisasagawa ang mga tamang hakbang na Code:
(Taken from the Curriculum Guide) makatutulong sa pagbuo ng isang desisyon EsP6PKP-Ia-i-37
na makabubuti sa pamilya
1.2. pagsang-ayon sa pasya ng nakararami
kung nakabubuti ito
Susi ng Konsepto ng P ag-unawa
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala
Karunungan Pag-unawa Nagagamit ang mga impormasyon na nakatutulong sa pagbuo ng
isang desisyon
Pag-aaplay
Mgakasanayan Pagsusuri Nasusuri ang mga bagay na may kinalaman sa pangyayari
Pagtataya
Paglikha
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing Pagkamatiyaga (Perseverance)
Nilalaman Paksa: Maging matiyaga upang guminhawa
Mga Kagamitan CG sa ESP, aklat

4.1 Panimulang Gawain (2 minutes) Balik-aral sa nakaraang aralin


4.2 Gawain Basahin at unawaing mabuti ang maikling kwento. “ Si Kiko na Palaboy”
3 minutes Magbigay ng ilang katanungan kaugnay sa kwentong binasa
4.3 Analisis
10 minutes
4.4 Abstraksiyon (5 minutes)
4.5 Aplikasyon
10 minutes
4.6 Pagtataya
4.7 Takdang Aralin
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 ESP VI 1st 50 mins. Ika-9 ng Agosto, 2018
Gabayan ng Pagkatuto Naisasagawa ang mga tamang hakbang na Code:
(Taken from the Curriculum Guide) makatutulong sa pagbuo ng isang desisyon EsP6PKP-Ia-i-37
na makabubuti sa pamilya
1.3. paggamit ng impormasyon
Susi ng Konsepto ng P ag-unawa
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala
Karunungan Pag-unawa Nagagamit ang mga impormasyon na nakatutulong sa pagbuo ng
isang desisyon
Pag-aaplay
Mgakasanayan Pagsusuri Nasusuri ang mga bagay na may kinalaman sa pangyayari
Pagtataya
Paglikha
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing Pagkamatiyaga (Perseverance)
Nilalaman Paksa: Maging matiyaga upang guminhawa
Mga Kagamitan CG sa ESP, aklat

4.1 Panimulang Gawain (2 minutes) Balik-aral sa nakaraang aralin


4.2 Gawain Panuto: Suriin ang bawat sitwasyon. Ipahayag ang tunay na saloobin
3 minutes sapamamagitan ng pagsulat sa sagutang papel ng Palagi, Minsan,
oHindi mo ito ginagawa.

Mga Sitwasyon:
1. Nagpupursiging pumasok sa paaralan kahit walang baon.
2. Tinutularan ang pamilyang umunlad dahil sa pagtitiyaga.
3. Gumagawa lamang ng gawain kung may bayad o gantimpala.
4. Lumiliban sa klase para maglaro ng computer games.
5. Pumapasok pa rin kahit huli na sa klase dahil nag-aalaga pa
ngnakababatang kapatid.
4.3 Analisis
10 minutes
4.4 Abstraksiyon (5 minutes)
4.5 Aplikasyon 1. Ipakita isa-isa ang mga larawan ng mga langgam na nagtatrabaho.
10 minutes Tandaan: Maaaring gumamit ng iba pang mga larawan na
maykaugnayan sa pagkamatiyaga.
2. Itanong:
a. Ano ang ipinapakita ng bawat larawan?
b. Paano ito maitutulad sa tao?
c. Anong pagpapahalaga ang ipinahihiwatig ng larawan?
d. Bakit mahalaga ang pagpapahalagang ito?
4.6 Pagtataya
4.7 Takdang Aralin
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 ESP VI 1st 50 mins. Ika-10 ng Agosto, 2018
Gabayan ng Pagkatuto Naisasagawa ang mga tamang hakbang na Code:
(Taken from the Curriculum Guide) makatutulong sa pagbuo ng isang desisyon EsP6PKP-Ia-i-37
na makabubuti sa pamilya
1.3. paggamit ng impormasyon
Susi ng Konsepto ng P ag-unawa
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala
Karunungan Pag-unawa Nagagamit ang mga impormasyon na nakatutulong sa pagbuo ng
isang desisyon
Pag-aaplay
Mgakasanayan Pagsusuri Nasusuri ang mga bagay na may kinalaman sa pangyayari
Pagtataya
Paglikha
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing Pagkamatiyaga (Perseverance)
Nilalaman Paksa: Maging matiyaga upang guminhawa
Mga Kagamitan CG sa ESP, aklat

4.1 Panimulang Gawain (2 minutes) Balik-aral sa nakaraang aralin


4.2 Gawain 1. Hatiin ang klase sa limang pangkat.
3 minutes 2. Pabunutin ang bawat pangkat ng sitwasyon. Bawat pangkat ay
ipapakitaang nabunot sa sitwasyon sa pamamagitan ng malikhaing
presentasyon,tulad ng:

Unang Pangkat: maikling dula-dulaan


Ikalawang Pangkat: paggawa ng maikling kasabihan (saying)
Ikatlong Pangkat: paglikha ng tatlong (3) “hugot line”
Ikaapat na Pangkat: malikhaing pagguhit
Ikalimang Pangkat: paglikha ng awit
4.3 Analisis
10 minutes
4.4 Abstraksiyon (5 minutes) Talakayin sa klase ang kahulugan at aral ng sumusunod na kasabihan:
1. Habang maikli ang kumot, matulong mamaluktot
2. Pag may tiyaga may nilaga
3. Nasa Dios ang awa, nasa Tao ang gawa
4. Ang Taong nagigipit, sa patalim kumakapit
5. Apgkahaba-haba man ng prusisyon, sa simbahan din ang tuloy.
4.5 Aplikasyon Itanong:
10 minutes 1. Sa mga napag-aralang kasabihan, alin dito ang tumimo sa iyo?
2. Paano mo ito maiaaplay sa iyong buhay at makatutulong sa
pang-arawarawmong gawain?
4.6 Pagtataya Isulat sa TALAARAWAN ang sumusunod:
1. Gumawa ng listahan ng iyong mga pangarap o nais
makamit sa buhat.
2. Itala ang mga pamaraan ng iyong gagawin upang ito
ay iyong maisakatuparan.
Gamit ang iyong natutunay paano mo mapaunlad ang iyong
sarili?
4.7 Takdang Aralin
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 ARALING VI 1st 50 mins. Ika-7 ng Agosto, 2018
PANLIPUNAN
Gabayan ng Pagkatuto Nabibigyang halaga ang mga kontribosyon ng mga Code:
(Taken from the Curriculum Guide) Natatanging Pilipinong nakipaglaban para sa kalayaan AP6PMK-Ih11
3.Miguel Malvar
Susi ng Konsepto ng P ag-unawa
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala Naililista ang mga kontribusyon ni Miguel Malvar sa pakikipaglaban para sa
Karunungan kalayaan gamit ang graphic organizer
Pag-unawa
Pag-aaplay
Mgakasanayan Pagsusuri
Pagtataya
Paglikha Nakakagawa ng isang poster poster tungkol sa mga pagbabagong naganap
sa pamumuno ni Miguel Malvar.
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing
Nilalaman Mga Kontribusyon ng Natatanging Pilipino
Mga Kagamitan CG sa AP 6
PAMAMARAAN
4.1 Panimulang Gawain (2 minutes) Balik-aral sa mga nakaraang leksiyon
4.2 Gawain Sino sino ang mga natatanging Pilipino na nakikipaglaban para makamit an
3 minutes gating kalayaan? Ano kanilang nagawa sa ating bansa?
4.3 Analisis
10 minutes
4.4 Abstraksiyon (5 minutes)
4.5 Aplikasyon
10 minutes
4.6 Pagtataya
4.7 Takdang Aralin
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
G.Anongkagamitangpanturoangakingnadibu
honanaiskongibahagisamgakapwakoguro?
Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 ARALING VI 1st 50 mins. Ika-8 ng Agosto, 2018
PANLIPUNAN
Gabayan ng Pagkatuto Nabibigyang halaga ang mga kontribosyon ng mga Code:
(Taken from the Curriculum Guide) Natatanging Pilipinong nakipaglaban para sa kalayaan AP6PMK-Ih11
1. Emilio Aguinaldo
2. Gregorio del Pilar
3. Miguel Malvar
Susi ng Konsepto ng P ag-unawa
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala Naililista ang mga kontribusyon ni Emilio Aguinaldo,Gregorio H. del Pilar
Karunungan ,Miguel Malvar sa pakikipaglaban para sa kalayaan gamit ang graphic
organizer
Pag-unawa
Pag-aaplay
Mgakasanayan Pagsusuri
Pagtataya
Paglikha
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing
Nilalaman Mga Kontribusyon ng Natatanging Pilipino
Mga Kagamitan CG sa AP 6
PAMAMARAAN
4.1 Panimulang Gawain (2 minutes) Balik-aral sa mga nakaraang leksiyon
4.2 Gawain Sino sino ang mga natatanging Pilipino na nakikipaglaban para makamit an
3 minutes gating kalayaan? Ano kanilang nagawa sa ating bansa?
4.3 Analisis
10 minutes
4.4 Abstraksiyon (5 minutes)
4.5 Aplikasyon Pagsusulit sa Unang Markahan
10 minutes
4.6 Pagtataya
4.7 Takdang Aralin
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
G.Anongkagamitangpanturoangakingnadibu
honanaiskongibahagisamgakapwakoguro?
Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 Mapeh VI 1st 50 August 7, 2018
minutes
Learning Competency/ies Explains the importance of undergoing H6PH-Idf-21
(Taken from the Curriculum health appraisal procedures
Guide)
Key
Concepts/Understanding to
be Developed
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge
Understanding Explains the importance of undergoing health appraisal procedures
Analyzing
Applying
Evaluating
Creating
Attitude Receiving
Phenomena
Values Valuing
Content Prevention and Management of Personal Health Issues and Concerns
Learning Resources TG in Math 6, Cg
PROCEDURES
4.1 Introductory Activity Ask: Who among you want to be a health care professional/provider?
The teacher will lead the answer of the pupils to the activity

4.2 Activity 15 minutes a. The teacher will group the class into 3 groups.
b. Each group must have a leader and a reporter.
c. The reporter will explain to the class the output of the group
d. Distribute the worksheet
e. Role card may be used if appropriate
Activity
Health Appraisal Procedure
Group 1- Height and Weight/Hearing Test
Group 2 – Vision Screening /Scoliosis Test
Group 3 – Physical Examination/ Dental Examination
4.3 Analysis
5 minutes
4.4 Abstraction (5
minutes)
4.5 Application
10 minutes
4.6 Assessment
4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 – 2018

DLP No. Learning Area Grade Quarter Duration Date


Level
1 Mapeh VI 1st 50 August 8, 2018
minutes
Learning Competency/ies Identifies community health resources and H6PHIgh-23
(Taken from the Curriculum facilities that may be utilized to address a
Guide) variety of personal health issues and
concerns
Key
Concepts/Understanding to
be Developed
Domain Adapted Cognitive OBJECTIVES
Process
Dimensions
Knowledge Identifies community health resources and facilities that may be
utilized to address a variety of health issues
Understanding
Analyzing
Applying
Evaluating
Creating
Attitude Receiving
Phenomena
Values Valuing
Content Prevention and Management of Personal Health Issues and Concerns
Learning Resources TG in Math 6, Cg
PROCEDURES
4.1 Introductory Activity Ask: Who among you want to be a health care professional/provider?
The teacher will lead the answer of the pupils to the activity

4.2 Activity 15 minutes Brainstorming:


1. The teacher will ask the learners if they are aware on the community health
resources and facilitate in their places.
* The learners are expected to respond based on their awareness regarding
the matter.
2. * The teacher will ask them to name some of those community health
resources available in their areas.
* The learners will name some of those health resources available in their
areas.
3. The teacher will give some insights about the community health resources
taking to consideration the importance of these resources

4.3 Analysis
5 minutes
4.4 Abstraction (5
minutes)
4.5 Application * The teacher will group the class into three
10 minutes * Each group must have a leader and a reporter
* The reporter will explain to the class the output of the group
* Distribute the worksheets
* Role card may be used if appropriate ( Annex 2)
Group 1- List of Community Health Professionals/Practitioners
Group 2- List of Community Health Facilities
Group 3- List of Community Health Services

4.6 Assessment
4.7 Assignment
5 minutes
4.8 Concluding Activity
5. Remarks
6. Reflections
A.No. of Learners who C. Which of my learning
earned 80% in the strategies worked well? Why did
evaluation. these work?
B.No. of Learners who D. of Learners who continue to
require additional activities require remediation
for remediation..
C.Which of my learning
strategies worked well?
Why did these work?
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

Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 EPP VI 1st 50 mins. August 7, 2018
Gabayan ng Pagkatuto Discusses the importance of planting and Code:
(Taken from the Curriculum Guide) propagating trees and fruit-bearing trees and TLE6AG-Oa-1
marketing seedlings
1.1.1 Explains benefits derived from planting trees
and fruit-bearing trees to families and
communities
Susi ng Konsepto ng P ag-unawa The importance of planting and propagating fruit-bearing trees
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala
Karunungan Pag-unawa Explains benefits derived from planting trees and fruit-bearing
trees
Pag-aaplay
Mgakasanayan Pagsusuri
Pagtataya
Paglikha Draw an example of fruit-bearing tree and explain its benefits
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing
Nilalaman Benefits derived from planting trees and fruit bearing trees to
families and communities
Mga Kagamitan TG sa EPP 6
PAMAMARAAN
4.1 Panimulang Gawain (2 minutes) Give examples of non-fruit bearing and fruit bearing trees in groups
1. Non-fruit bearing trees 1. Fruit-bearing trees
2.
3.
4.
5.
4.2 Gawain What have you learned about agriculture when you are in Grade Five?
3 minutes Show a picture of an orchard or a farm?
Ask: What can you say about the pictures?
4.3 Analisis
10 minutes
4.4 Abstraksiyon (5 minutes) What are the benefits derived from planting trees and fruit-
bearing trees?
4.5 Aplikasyon Why it is necessary to plant trees? What are the benefits of planting
10 minutes trees? Why is it good to plant trees or fruit –bearing trees?
4.6 Pagtataya
4.7 Takdang Aralin Draw a fruit-bearing tree and explain the benefits of it.
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
G.Anongkagamitangpanturoangakingnadibu
honanaiskongibahagisamgakapwakoguro?
Detailed Lesson Plan (DLP Format)
S.Y. 2017 - 2018
DLP Blg. Asignatura Baitang Kwarter Oras(Haba) Petsa
1 EPP VI 1st 50 mins. August 8, 2018
Gabayan ng Pagkatuto Discusses the importance of planting and Code:
(Taken from the Curriculum Guide) propagating trees and fruit-bearing trees and TLE6AG-Oa-1
marketing seedlings
1.1.2 Identifies successful orchard growers in the
community or adjacent communities

Susi ng Konsepto ng P ag-unawa Trees help us in many ways. First, it is used in building houses and in making
furnitures.
Domain Adapted Cognitive Mga Layunin
Process Dimensions
Pag-alala
Karunungan Pag-unawa List down successful orchard growers in the community

Pag-aaplay
Mgakasanayan Pagsusuri
Pagtataya
Paglikha Draw an example of orchard that can be seen in the community
Pangka-asalan Receiving Phenomena
Pagpapahalaga Valuing
Nilalaman Successful orchard growers in the community
Mga Kagamitan TG sa EPP 6
PAMAMARAAN
4.1 Panimulang Gawain (2 minutes) What are the benefits of planting and propagating fruit-bearing trees?
4.2 Gawain Group the pupils into three. Let them list down the persons that has an
3 minutes orchard in their community?
4.3 Analisis Let the group present their output.
10 minutes
4.4 Abstraksiyon (5 minutes) If you were an orchard grower how can you help other
people?
4.5 Aplikasyon How can we say that an orchard owner is a successful?
10 minutes
4.6 Pagtataya
4.7 Takdang Aralin Draw an orchard that you have in your community.
4.8 Panapos na Gawain
5. Mga Tala
6. Pagninilay
A.Bilangng mag-aaralnanakakuhang 75% C. Nakatulongbaang remedial? Bilangng
sapagtataya (No.of learners who earned 75% mag-aaralnanakaunawasaaralin?
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba D. Bilangngmga mag-aaralnamagpatuloysa
pang gawainparasa remediation. remediation?
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong?
F.Anongsuliraninangakingnaranasannasolusy
onansatulongngakingpunongguro at
superbisor?
G.Anongkagamitangpanturoangakingnadibu
honanaiskongibahagisamgakapwakoguro?
Prepared by:

Name ESTRELLA C. LIMBAGA School SABANG ELEMENTARY SCHOOL


Position TEACHER I Division CEBU PROVINCE
Contact No. 09154180309 Email limbaga_estrella@yahoo.com
Address