DLL g6 q2 Week 1 All Subjects (Mam Inkay Peralta)

GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN

DAILY LESSON LOG
Teaching Dates and Time: AUGUST 13 - 17, 2018 (WEEK 1) Quarter: 2ND QUARTER
WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag-unawa sa pamamahala at mg pagbabago sa lipunang Pilipino sa panahon ng kolonyalismong Amerikano at ng pananakop ng mga Hapon at
(Content Standards) ang pagpupunyagi ng mga Pilipino sa makamtan ang kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang malayang nasyon at estado.
Pamantayan sa Pagganap Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto, dahlan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano at ng pananakop ng mga
(Perfomance Standards) Hapon at ang pagmamahal sa kontribusyon ng pagpupunyagi ng mga Pilipino namakamit ang gamit na kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang
malayang nasyon at estado.
Pamantayan sa Pagkatuto Nasusuri ang mga pagbabago sa lipunan sa panahon ng mga Amerikano.
(Learning Competencies)
Layunin
Lesson Objective
1. Naiisa – isa ang mga

1.Nailalarawan ang mga
pagbabago sa patakaran ng 1. Natutukoy ang mga 1. Nakapagtatala ng mga 1. Natatalakay ng may
pagbabago sa Sistema ng
edukasyon sa Panahon ng programang pangkalusugan na pagbabago sa kagalingang katalinuhan sa mga pagbabago sa
Transportasyon sa Pilipinas
Amerikano; ipinatupad ng mga Amerikano; pampubliko sa bansa noong Sistema ng komunikasyon sa
noong panahon ng mga
panahon ng mga Amerikano; Pilipinas noong panahon ng mga
Amerikano;
2. Napahahalagahan ang mga 2. Napahahalagahan ang mga Amerikano;.
pagbabago sa patakaran ng pogramang pangkalusugan na 2. Nasasabi nang may
edukasyon sa Panahon ng mga inilunsad ng mga Amerikano; pagpapahalaga ang mga
2. Nabibigyang halaga ang mga
Amerikano; pagbabago sa kagalingang 2. Nabibigyang halaga ang mga
pagbabago sa sistema ng
3. Nakapagsasagawa ng graphic pampubliko sa bansa noong pagbabago sa Sistema ng
transportasyon sa Pilipinas sa
3. Nakakalikha ng rap tungkol sa organizer na nagpapakita sa panahon ng mga Amerikano; komunikasyon sa Pilipinas sa
panahon ng mga Amerikano;
pagbabago sa patakaran ng mga npagbabago hingil sa panahon ng Amerikano;
edukasyon sa Panahon ng pampublikong kalusugan sa 3. Nakabubuo ng jingle na
Amerikano. Panahon ng mga Amerikano nagtatalakay sa mga pagbabago
3. Nailalahad gamit ang poster
sa kagalingang pampubliko sa 3. Nakagagawa ng picture collage
ang mga epekto ng pagbabago
bansa sa panahon ng mga tungkol sa kahalagahan ng
sa sistema ng mga Amerikano.
Amerikano. komunikasyon.
Paksang Aralin Pagbabago sa Patakaran ng Pagbabago sa Pampublikong Pagbabago sa Kagalingang Pagbabago sa Kumunikasyon sa
(Subject Matter) Pampubliko sa Panahon ng mga Panahon ng mga Amerikano Pagbabago sa Transportasyon sa
Edukasyon sa Panahon ng Kalusugan na ipinatupad sa
Amerikano Panahon ng Amerikano
Amerikano panahon ng Amerikano
Kagamitang Panturo TM, TG, Curriculum Guide 6, AP TM, TG, Curriculum Guide 6, AP TM, TG, CurriculumGuide 6, TM, TG TM, TG, Curriculum Guide 6, AP
(Learning Resources) 6 BOW 2017, Pictures, Charts 6 BOW 2017, Pictures, Charts Bow, Picture, Prepared Chart Curriculum Guide 6 BOW 2017, Pictures, Charts
MISOSA 5 Lesson 22-24
EASE I Modyul 12
Pictures, Tsart
Pamamaraan
(Procedure)
a. Reviewing Previous Paggawa ng maikling jingle Bilang bahagi ng pagbabalik-aral Pagpapakita ng mga larawan na
Lesson or Presenting Pagpapakita ng larawan ng mga tungkol sa pagbabago ng ng mga bata: may kaugnayan sa
Itanong ang mga sumusunod:
the New Lesson Amerikano at ang Battle of kalusugan. Kumuha ng strip of cartolina na transportasyon (eroplano, tren,
1. Anu – ano ang mga
Manila Bay. Sagutan ang mga  Bago dumating ang may katanungan tungkol sa motorsiklo, dyip, kalesa, bangka,
pagbabago sa edukasyon sa
sumusunod na katanungan: mga Amerikano kagalingang pampubliko sa bansa barko)
panahon ng mga Amerikano?
1. Sino – sino ang makikita sa sa panahon ng Amerikano. Alin sa mga ito ang nasakyan
larawan?  Sa panahon ng mga mo?
2. Ano ang dahilan at nakarating Amerikano Sino sa inyo ang nakaranas na
ang mga Amerikano sa Pilipinas? makasakay sa kalesa?
3. Ano – ano ang mga dahilan  Kasalukuyan Sino naman sa inyo ang
kung bakit sinakop ng mga nakasakay sa eroplano?
Amerikano ang ating bansa? Sino naman sa inyo ang
nakasakay sa barko?
b. Establishing purpose Ano – ano ang mga pagbabago Sabihin: Mayroong tayong mga Itanong:
for the lesson sa patakaran ng edukasyon sa Pagpapakita ng mga larawan kagalingan pangkalusugan 1. Anu-anong paraan ng Gamit ang mga larawang
Panahon ng Amerikano? tulad ng ospital, ineksyon, natutunan noong panahon ng komunikasyon ang ipinakita kanina.
gamot, health center at iba pa. mga Amerikano.Tulad ng: gigagamit ng mga tao, sa Maliban sa mga makabagong
 Pagtatag ng quarantine kasalukuyan? larawang ipinakita, anu – ano pa
service 2. Sa iyong palagay, bakit ang makabagong sasakyan ang
 Pagtatatg ng Board of kaya ginagamit ito ng inyong nalalaman?
Public Health mga tao?
 Pagtuturo ng
pangangalaga sa
kalusugan at kalinisan
sa paaralan
c. Presenting Ang sumusunod ay mga bagay Gallery Walk: Magkaroon ng pangkatang
example/instances of na ginagamit sa kagalingang Ipakita ang larawan ng iba’t-ibang gawain gamit ang picture puzzle.
the new lesson Pagpapakita ng video clip na pangkalusugan. paraan ng komunikasyon sa Ang bawat pangkat ay
nagpapakita tungkol sa Itatanong sa mga bata ang  Sabon Panahon ng Amerikano. makabubuo ng isang larawan.
edukasyon sa Panahon ng tungkol sa mga larawan  Sipilyo Pangkat 1 – Tren
Amerikano (Ililista sa pisara ang kanilang  Alcohol Pangkat 2 – Eroplano
mga naging kasagutan)  Shampoo Pangkat 3 – Dyip
 Agua oxynada Ipatukoy sa bawat pangkat ang
 Toothpaste at marami nabuong larawan.
pang iba. Itanong: Sino ang nagdala ng
mga sasakyang ito?
d. Discussing new Mga Tanong: Ang pagkaroon ng kaalaman Talakayan tungkol sa Sistema ng
concepts tungkol sa maayos at ligtas na komunikasyon sa Pilipinas noong
1. Anu – ano ang mga pamaaraan sa pagpapanatili ng panahon ng mga Amerikano.
pagbabago sa edukasyon sa Mga Tanong: kalusugan ay natutunan natin
panahon ng Amerikano? noong panahon nga mga KWL
1. Ano sa inyong palagay ang Amerikano. a. Ilahad ang mga paraan
Sa tulong ng graphic organizer
2. Naibigan o nagustuhan ba ng kinalaman ng mga larawan sa sa komunikasyon na
na Spider web, ipabigay sa
mga Pilipino ang edukasyong ating paksa ngayon? ginamit noong panahon
bawat pangkat ang mabuting
ipinakilala ng mga Amerikano sa ng mga Amerikano?
naidulot ng transportasyon.
bansa? 2. Sa mga larawang ito, ano sa b. Ano ang kahalagahan ng
Pangkat 1 – Tren
inyong palagay ang naiambag o paggamit ng nasabing
Pangkat 2 – Eroplano
3. Ano ang kabutihang naidulot naitulong ng mga ito sa mga paraan?
Pangkat 3 – Dyip
ng pagpapatayo ng mga Pilipino? c. Sa paanong paraan na
pampublikong paaralan ng mga nakatutulong sa pang-
Amerikano sa bansa? 3. Masasabi ba nating ito ay isa araw araw na Gawain ng
ring programa? Bakit? mga Pilipino ang Sistema
4. Kung ikaw ang papipiliin, ano ng komunikasyon sa
ang mas mabuting uri ng 4. Kung ito’y isang programa, sa Panahon ng Amerikano?
edukasyon, Espanyol o anong aspeto naman ng
Amerikano? lipunan?
e. Continuation of the
discussion of new
concepts
f. Developing Mastery Pangakatang Gawain Gumawa ng poster tungkol sa Pangkatang Gawain:
Pangkat 1 – Paggawa ng rap mga pagbabagong nagaganap sa Gumawa ng collage ayon sa mga
tungkol sa edukasyon sa kalusugan noong panahon ng paraang ginagamit sa
Gamit ang iba’t – ibang uri ng Ipatukoy sa bawat pangkat ang
pamamahala ng mga Amerikano mga Amerikano. komunikasyon sa panahon ng
graphic organizer, ipakita ang mga pagbabago sa
Pangkat 2 – Paggawa ng Amerikano.
mga programang pangkalusugan transportasyon sa Panahon ng
semantic web
na inilunsad ng mga Amerikano. mga Amerikano.
Pangkat 3 – Paggawa ng poster
Pangkat 4 – Pagpapakita ng
isang dula - dulaan
g. Finding practical Tanong: Paano mo Pagkakaroon ng pangkatang
Bumuo ng pangkat na may Magkaroon ng isang dula –
applications of mapangangalagaan ang iyong Gawain
limang kasapi. Lumikha ng jingle dulaan na nagpapakita sa
concepts and skills in kalusugan? Pangkat 1 – pantomina sa
tungkol sa pagbabago sa pagpapahalaga sa programang
daily living pagbabago ng transportasyon sa
patakaran ng edukasyon sa pangkalusugan na inilunsad ng
panahon ng Amerikano
Panahon ng mga Amerikano mga Amerikano
Pangkat 2 – Talk Show
h. Making generalizations Isa-isahin ang mga Isa-isahin ang paraan ng
and abstractions about Anu – ano ang mga pagbabago Anu – ano ang mga programang pagbabagong pangkalusugan komunikasyon na ginagamit ng Paano mo mailarawan ang mga
the lesson sa patakaran ng edukasyon sa pangkalusugan na ipinatupad ng noong panahon ng mga mga Pilipino sa panahon ng pagbabago sa transportasyon sa
Panahon ng Amerikano? mga Amerikano? Amerikano. Amerikano. Panahon ng mga Amerikano?
i. Evaluating learning Gumawa ng pangkatang Pangkatang Pagtataya Sagutin ang mga tanong:
pagtataya(graphic organizer) Sa paraang JIGSAW, talakayin ng 1. Anu – ano ang mga
tungkol sa mga pagbabagong bawat pangkat ang Sistema ng pagbabago sa sistema ng
pangkalusugan noong panahon komunikasyon sa Pilipinas noon Transportasyon sa Panahon ng
Sagutin ang mga tanong:
ng mga amerikano panahon ng Amerikano. mga Amerikano?
Basahin ang mga sumusunod na
2. Anu – ano ang mga
1. Ano ang wikang panturong sitwasyon:
kabutihang naidulot sa mga
ginamit sa paaralan sa Panahon
pagbabagong ito?
ng mga Amerikano? Isulat ang PP kung nagsasabi ng
3. Ano ang pagkakaiba ng
2. Anu – ano ang mga asignatura Programang pangkalusugan at
sistema ng transpotasyon sa
sa paaralan sa Panahon ng mga HPP kung hindi.
pamumuhay ng mga Pilipino?
Amerikano? ____ 1. Pamimigay ng libreng
4. Paano nakatutulong ang mga
3. Sino ang mga unang guro sa gamot sa may ketong.
pagbabago pangtransportasyon
panahon ng mga Amerikano? ____ 2. Nagpaggawa ng Health
sa pamumuhay ng mga Pilipno?
4. Bakit nahikayat ang center sa bawat barangay.
5. Bilang mag – aaral, paano ka
karamihan sa mga kabataang ____ 3. Pagkakaroon ng feeding
nakatulong sa pagbabago sa
Pilipino na pumasok sa program sa mga paaralan.
sistema ng transportasyon dito
paaralan? ____ 4. Pagpapatayo ng
sa ating bansa?
5. Naibigan ba ng mga Pilipino pampublikong ospital.
ang edukasyoong ipinakilala ng ____ 5. Pagbibigay ng diskwento
mga Amerikano sa bansa? sa gamot ng mga matatanda.
Bakit?
j. Additional activities for Gamit ang bondpaper gumawa

application or ng picture collage tungkol sa
remediation mga bagay pangkalusugan.
REMARKS
REFLECTION
a. Number of learners
who earned 80% of
the evaluation
b. Number of learners
who require
additional activities
for remediation
who scored below
80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught
up with the lesson
e. Number of learners
who continue to
require
remediation
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?
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG

I. OBJECTIVES
A .Content Standard demonstrates an understanding of English grammar and usage in speaking or writing
demonstrates an understanding of verbal cues for clear expression of ideas
demonstrates an understanding of verbal and nonverbal elements of communication to respond back
B .Performance Standard uses the classes of words aptly in oral and written discourse
actively creates and participates in oral theme-based activities
uses paralanguage and nonverbal cues to respond appropriately
C.Learning Competency/Objectives EN6OL-IIa-3.7 EN6V-IIa-12.3.3 EN6G-IIa-5.5 EN6WC-IIa-3.7
Write the LC code for each. Employ an appropriate EN6V-IIa-12.4.1.3 EN6G-IIa-5.2 Fill-out forms
style of speaking, adjusting EN6V-IIa-12.4.2.3 Compose clear and coherent accurately and
language, gestures, rate, Infer meaning of borrowed words sentences efficiently
and volume according to and content specific terms using using appropriate grammatical (biodata,
audience and purpose context clues structures: application
EN6F-IIa-2.9 affixes and roots -Order and forms, etc.)
Self-correct -other strategies degrees of
when reading (Math) regular
EN6SS-IIa-1.3 adjectives
EN6SS-IIa-1.4
Gather relevant
information
from various
sources
-glossary & indices
II. CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages p. 135 ( Week 1)
3. Textbook pages Mathletics Book (Glossary)
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource Pictures of a hospital and a Jumbled letters Tarpapel for concepts Bio-data sheets
doctor
IV.PROCEDURES
A. Reviewing previous lesson or Review: Have a glimpse of What are the standards in Give some mathematical What are the different degrees of
presenting the new lesson the discussion last Friday. speaking well? concept and their meaning. adjectives?
B. Establishing a purpose for the Show a picture of a Arrange Me! Let the pupils read the following Have pupils tell to class the steps
lesson hospital. Let the pupils Let pupils be in groups. Let them sentences: they know in applying for a job.
enumerate the persons or arrange the jumbled letters 1. Rina is beautiful.
things they can find in about mathematical concepts 2. Zenia is more beautiful than
there. and ideas. The group who will Rina.
score the most will win. 3. Audrey is the most beautiful
girl among them.
C. Presenting examples/Instances of Let the pupils tell Ask the pupils to define the terms Let the pupils differ the previous Distribute biodata sheets for each
the new lesson something about a doctor. on the arranged jumbled letters. instances. group. Let them say what they see
Elicit information possible. inside it.
D. Discussing new concepts and The teacher will read the Show some sentences with the Show the tarpapel and discuss Tell to class what a biodata is.
practicing new skills # 1 selection “Think Before You mathematical concepts. Let them the degrees of comparison of
Judge” on p. 135 of the LM. define the words using context adjectives.
The pupils will read after. clues.
Then, let them answer
“Check it Out”
E. Discussing new concepts and The teacher will guide the Present sentences with Group Activity Have the parts of a biodata be
practicing new skills # 2 students on how to employ mathematical concepts. Then, let Give an adjective to each group discussed.
appropriate the pupils consult a glossary to and let them make a sentence
style of speaking, adjusting define the meaning. for each degree.
language, gestures, rate,
and volume according to
audience and purpose
F. Developing mastery Group Activity Let the pupils complete the Let the pupils complete the Ask questions about the parts of a
(leads to Formative Assessment ) The pupils will proceed into sentences by underlining the sentences by writing the biodata.
their groupings. Then, they correct answer from the choices. appropriate form of the
will be asked to prepare a adjective on the blank.
reaction or a synopsis of
the selection read. The
output will be read with the
group. After that, the group
will check for errors. After
the time, the group have a
reporter to relay their
insights.
G. Finding practical application of What benefit can we get Why do we need to understand What is the relevance of using Why do we need a biodata?
concepts and skills in daily living from knowing how to speak mathematical concepts? the correct adjective?
well?
H. Making generalizations and What are the standards of Give some mathematical concept What are the different degrees How do we fill up a biodata?
abstractions about the lesson speaking well? and their meaning. of adjectives?
I. Evaluating learning The reporting will be Let the pupils complete the Let the pupils complete the Have the pupils fill up a biodata. A
graded using a teacher – sentences by underlining the sentences by writing the rubric for filling up a biodata will
made rubric for speaking. correct answer from the choices. appropriate form of the be used to grade the pupils.
adjective on the blank.
J. Additional activities for application Think of 5 mathematical concept Let pupils pick an adjective write
or remediation and use each in a sentence. the different degree of
comparison and use it in a
sentence.
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?
Teacher: Learning Area: ESP
DAILY LESSON LOG

I.LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa tao na may kaakibat na paggalang at responsibilidad.
B. Pamantayan sa Pagganap Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasya para sa kapayapaan ng sarili at kapwa.
Alamin: Naipapakita ang Isagawa: Naipapakita ang Isapuso: Naipapakita ang Isabuhay: Naipapakita ang Subukin: Naipapakita ang
C. Mga Kasanayan sa Pagkatuto kahalagahan ng pagiging kahalagahan ng pagiging kahalagahan ng pagiging kahalagahan ng pagiging kahalagahan ng pagiging
Isulat ang code ng bawat responsable sa kapwa: responsable sa kapwa: responsable sa kapwa: responsable sa kapwa: responsable sa kapwa:
kasanayan
Pangako o pinagkasunduan Pangako o pinagkasunduan Pangako o pinagkasunduan Pangako o pinagkasunduan Pangako o pinagkasunduan
EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30
II.NILALAMAN Paksa: “Pangako, hindi dapat Paksa: “Pangako, hindi dapat Paksa: “Pangako, hindi dapat Paksa: “Pangako, hindi dapat Paksa: “Pangako, hindi dapat
mapapako.” mapapako.” mapapako.” mapapako.” mapapako.”
Pagkamapanagutan (responsibility) Pagkamapanagutan Pagkamapanagutan Pagkamapanagutan Pagkamapanagutan

(responsibility) (responsibility) (responsibility) (responsibility)
III. KAGAMITANG PANTURO
A. Sanggunian
1.Mga pahina sa Gabay ng Guro EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82
2.Mga Pahina sa Kagamitang

Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula  EsP6 DLP, Ikalawang EsP6 DLP, Ikalawang Markahan, EsP6 DLP, Ikalawang Markahan, EsP6 DLP, Ikalawang Markahan, EsP6 DLP, Ikalawang
sa portal ng Learning Resource Markahan, Ikawalong Linggo - Ikawalong Linggo - Aralin 8: Ikawalong Linggo - Aralin 8: Ikawalong Linggo - Aralin 8: Markahan, Ikawalong Linggo -
Aralin 8: Pagkamapanagutan Pagkamapanagutan Pagkamapanagutan Pagkamapanagutan Aralin 8: Pagkamapanagutan
(responsibility) (responsibility) (responsibility) (responsibility) (responsibility)
B. Iba pang Kagamitang Panturo powerpoint presention, metacards, permanent marker at masking tape
IV.PAMAMARAAN
A. Balik-Aral sa nakaraang aralin Ano- ano ang mga paraan ng 1. Tungkol saan ang video Tungkol saan ang ating tinalakay Balik- aral sa nakaraang gawain Pagtalakay sanakaraang
at/o pagsisimula ng aralin pagkalap ng impormasyon? clip na nakita ninyo kahapon? kahapon? gawain.
2. Ano ang pagpapahalaga
Anong mahalagang balita ang na inyong natutuhan tungkol sa
nakalap ninyo kahapon? aralin?
3. May mga kasunduan ba
kayo sa loob ng bahay? Magbigay
ng halimbawa. Bakit ito ang mga
naging kasunduan ninyo?
Nasunod ba ito? Bakit?
B. Paghahabi sa layunin ng Magpakita ng video clip a. Ipakita ang mga larawan na Papipiliin ng guro ang pangkat ng Magbigay ng salitang maaring
aralin presentation nagpapakita ng mga sumusunod kanilang aktor at aktres upang iugnay sa pagtupad ng pangako.
na kasunduan at pangako: maisadula ang kanilang napiling
b. senaryo tungkol sa pagiging
c. Pagpapatala sa paaralan responsable sa pagtupad ng
a. Kasal pangako o pinagkasunduan.
b. Kontrata
c. Paggamit ng uniporme
d. Batas trapiko
C. Pag-uugnay ng mga Mga tanong: Talakayin ang sagot ng mga mag- Awitin ang “Pangako” ni Regine
halimbawa sa bagong aralin 1. Base sa inyong nakitang aaral Velasquez
video clip, ano ang inyong
napansin?
2. Sa inyong palagay, ano
kaya ang ipinapahiwatig na
mensahe nito?
D. Pagtatalakay ng bagong 1. Bumuo ng apat na Ano pang mga pangyayari o Talakayin ang mga ginawa ng Sumulat ng isang awit o tula na
konsepto at paglalahad ng pangkat karanasan ninyo sa buhay na mga mag-aaral. tungkol sa isang pangako.
bagong kasanayan #1 2. Bawat pangkat ay bubunot nagkaroon kayo ng pangako o Itanong:
ng isang numero na may naka Bilang mag-aaral, ano ang
kasunduan? Gawin ito sa
akdang Gawain. mararamdaman mo kung ang
3. Ayusin ang mga titik ng pamamagitan ng paggawa ng isang pangako ay hindi natupad?
bawat salita upang mabuo ang isang poster.
tamang konsepto. Isa sa bawat pangkat.
a. Koganpa Tema: “Pangako mo, Tuparin
b. Andusunka mo.”
c. Nanapatangu
d. Biliresdadponsi
E. Pagtatalakay ng bagong Ipaliwanag ang pagkakaintindi sa Ibigay ang rubrics para sa gawain. Paano ito makaaapekto sa iyong Tumawag ng dalawang boluntir
konsepto at paglalahad ng nabuong salita. pakikipagkapuwa-tao na maglalahad ng kanilang
bagong kasanayan #2 ginawa.
F. Paglinang sa Kabihasaan Anoang pangako? Pangkatin ang mag-aaral sa lima Sa inyong palagay, bakit Pagtalakay sa sagot ng mga Muling itanong ang nasa
(Tungo sa Formative Assesment at ipakita ang kanilang gagawin. mahalaga ang pagiging mag-aaral. Isabuhay at tumawag ng
) responsable sa kapwa sa ilang mag-aaral upang
Bigyan sila ng limang minuto para pagtupad ng pangako o magbahagi.
sa preparasyon at karagdagang pinagkasunduan?
dalawang minuto sa Ipabuo ang mga pahayag
presentasyon. batay sa napag-aralan.
G. Paglalapat ng aralin sa pang Kailan kayo nangangako? Bakit? Lahat ba ng ipinangako sa inyo ay Ano ang iyong isinaalang-alang
araw-araw na buhay natupad? sa pagbuo ngiyong awit o tula?
H. Paglalahat ng Aralin Ano ang dapat gawin sa mga Magkaroon ng maikling Bakit dapat tumupad sa pangako? Para sa iyoano aang Bumuong paglalahat ukol sa
pangakong binibitawan? paglalahat sa nakaraang gawain. kahalagahan ng pagtupad sa paksang apag-aralan sa
pangako? buong lingo.
I. Pagtataya ng Aralin Ipaliwanag sa sariling salita ang Mayroon kang binitawang Bigyan ng kaukulang puntos ang Sumulat ng maikling talata
salitang PANGAKO pangako sa kaibigan mo. Paano ginawang tula o awitin ng mga tungkol sa kahalagahan ng
mo maipapakita ang pagiging bata batay sa napagkasunduag pagbuo ng pangako.
responsible mo ukol dito? rubric.
J. Karagdagang gawain para sa Bumuo ng Akrostik sa salitang Bumuo ng maikling awitin ukol sa Naniniwala ka bang “ Promises Gumawa ng panata tungkol
takdang-aralin at remediation PANGAKO pangako are made to bebroken?” sa pagiging responsable sa
pagtupad ng pangako o
kasunduan.
V.MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sapagtataya
B. Bilang 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
magpatuloysa remediation?
E. Alin sa mga istrateheya ng
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro at
superbisor?
G.Anong kagamitang panturo
ang aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
Teacher: Learning Area: FIILIPINO
DAILY LESSON LOG

A. I. LAYUNIN
B. A. Pamantayang Pangnilalaman
C. B. Pamantayan sa Pagganap
D. C. Mga Kasanayan sa Pagkatuto. F6PN-IIa-g-3.1 F60L-IIa-e-4 F6RC-IIa-4 F6SS-IIa-6 F4A-0a-j-1
Isulat and code ng bawat Nasasagot ang mga tanong Nagagamit nang wasto ang pang- Nailalarawan ang tauhan at Nagagamit ang pangkalahatang Naipagmamalaki ang sariling
kasanayan tungkol sa napakinggang uri sa paglalarawan sa iba’t ibang tagpuan sa binasang kuwento sanggunian ayon sa wika sa pamamagitan ng
kuwento sitwasyon pangangailangan. paggamit nito.
E. II. NILALAMAN
F. Paglalarawan ng tauhan at Paggamit ng Pangkalahatang Pagmamalaki ng Sariling
Pagsagot ng mga Tanong Paggamit nang wasto ng pang-uri tagpuan sa binasang kuwento Sanggunian (diksiyonaryo, Wika sa Pamamagitan ng
tungkol sa Napakinggang sa paglalarawan sa iba’t ibang ensiklopedya, atlas) Paggamit nito
Kuwento/Seleksyon sitwasyon
(Antas)
G. III. KAGAMITANG PANTURO
A. A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng Kagamitang
Pang-Mag-aaral
3. Mga Pahina sa teksbuk Landas sa Pagbasa pp. 189 - 190

4. Karagdagang Kagamitan mula
sa portal ng Learning
Resources (LR)
B. B. Iba pang kagamitang panturo Powerpoint presentation, Powerpoint presentation PPT presentation, kuwento PPT Presentation laptop, PPT,
video, manila paper, pentel pentel pen, manila paper
pen
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin Sabihin: Itanong: Itanong: Paano ninyo maibibigay ang Pagsasanay
at/o pagsisimula ng bagong Ano-ano ang mga suliranin n Ano ang magandang gawin kahulugan ng pamilyar at di Sabihin ang kasingkahulugan ng mga
aralin gating bansa ngayon? Paano upang masagot nang maayos Ano ang kahulugan ng pang- kilalang salita? sumusunod na sinalungguhitang salita.
mo ito mabibigyan ng ang mga katanungan batay sa uri?
solusyon? kwentong napakinggan? Mariwasa ang buhay niya kaya
nabibili lahat ng gusto niya.
Karamihan sa Filipino ay maralita
dahil kahit pangunahing pangangailangan
ay hindi natutugunan.
Salat sa pangangailangan ang
taong maralita.
Nakaukit sa utak ko ang sinabi ni
Amy.
Naglaho lahat ng sinabi ni ate,
wala akong maaalala.
B. Paghahabi sa layunin ng aralin Ipasagot sa mga bata: Numbered Head: TPS: Sabihin: Babasahin natin Pag-aralan natin ngayon ang mga
1. Sino-sino sa inyo ang ngayon ang isang seleksiyon mahihirap na salita. Alamin natin ang
mahilig magbasa o 1. Ilarawan ang 1. Ano sa palagay mo na pinamagatang, “Ang Diyos kahulugan at pagkatapos gamitin natin
making ng mga panahon sa umagang ang nararamdaman ng mga Ninuno.” ito sa pagsulat ng komposisyon.
alamat o pabula? ito. ng katabi mo
2. Paano mo 2. Ano-ano ang mga ngayon? iskwater – (Ang guro ay
masasagot ang mga salitang iyong 2. Masasabi mo ba na magtanong kung alam ba nila ito.
tanong tungkol dito? ginagamit sa siya ay masaya Magbigay ng pangungusap hanggang sa
3. Pakinggan ang isang paglalarawan? ngayon? Paano mo malaman ang kahulugan nito.)
alamat at subuking nasabi ito?
sagutin ang mga Inaasahang sagot: paglilipat – lipat ng
tanong na kasunod. tirahan
(I-tago ang video at yari – gawa
hayaang pakikinggan kahirapan – dukha
lang ng mga bata partikular – lalo na
ang boses ng mga
tauhan.)
C. Pag-uugnay ng mga 1. Ano-ano ang mga TPS: Magpakita ng larawan ng Alamin ang kahulugan ng mga Gawin Natin:
halimbawa sa bagong aralin Ipapanood sa mga bata isang salitang ginamit sa isang lugar o tao. Hayaan ang sumusunod na salita: Ngayon gagawa kayo ng komposisyon
alamat. Ipasagot ang mga alamat na Alamat ng mga batang ilarawan ang mga 1. Ang mga sinaunang Pilipino gamit ang mga salitang inyong natutuhan.
tanong tungkol dito. Sampalok na ito. ay sumasamba sa mga diyos,
naglalarawan sa mga espiritu, at nilalang na Tandaan lamang na sa paggawa ng
tauhan? nagbabantay sa mga sapa, komposisyon ay:
2. Sino/Ano ang bukid, puno, bundok, gubat,
inilalarawan nito? at kalikasan. Isulat ang pamagat sa gitna ng papel.
2.Ang mga Espanyol ang
siyang nagpalaganap ng Ipasok ang unang salita ng unang
Kristyanismo sa Pilipinas. pangungusap sa bawat talataan.
3. Ang Pilipinas ay isang Lagyan ng palugit sa magkabilang tabi ng
kapuluan. talataan. Gawing isang dali ang Palugit sa
4. Dapat nating pakinggan ang kaliwa, kailangang higit itong malapad
pangaral ng ating mga kaysa kanan na may palugit na kalahating
magulang. dali lamang.
5. Si Hesukristo ay Gumamit ng wastong bantas sa
nagpakamatay sa krus upang pagkatapos ng pangungusap.
maisalba ang kasalanan ng Gawing malaking titik ang simula ng
sangkatauhan. bawat pangungusap.
Ang bawat talataan ay dapat magtaglay
ng isang paksa lamang.
Pumili ng isang paksang nais talakayin.
Magpayaman ng talasalitaan kaugnay ng
paksa.
Gamitin sa mga pangungusap ang
nalinang na talasalitaan.
Bumuo ng iba’t-ibang uri ng pangungusap
ayon sa anyo at tungkulin.
Isaayos ang mga binuong pangungusap
nang sunud-sunod ayon sa diwang
ipinahahayag nito.
Isulat sa talataan ang isinaayos na
pangungusap.
Lagyan ito ng pamagat batay sa
pamaksang pangungusap.
Gawin itong modelo o huwaran.
D. Pagtalakay ng bagong Itanong: Think-Pair-Share  Ipaulat sa mga bata Pagganyak na Tanong Gawin Ninyo:
konsepto at paglalahad ng 1. “Batuhan ng (TPS) ang kanilang mga Ano ang tawag sa diyos ng Hatiin ang mga bata sa 2 pangkat. Papiliin
bagong kasanayan #1 Tanong” Strategy 1. Magpakita ng obserbasyon sa mga ating mga ninuno? sila ng paksang gagawan nila ng
(Hayaan ang mga larawan ang guro at larawan. Ano ang tawag sa diyos ng komposisyon. Bago ang pagsulat alamin
batang gumawa ng hayaang ilarawan ng ating mga ninuno? muna nila ang mga salitang gagamitan at
sarili nilang tanong mga bata ang mga  Iproseso ang Pagsagot sa mga Tanong kapag natutuhan na saka pa gagawa ng
ito. kanilang mga Pang-unawa komposisyon. Ang unang pangkat na
at ipasagot ito sa
2. Magsimula sa isang kasagutan. Anong relihiyon ang nakatapos na tama ang pagkakagawa ay
mga kapwa nila ipinakilala sa Pilipinas ng mga panalo.
larawan hanggang
mag-aaral) Espanyol? (Kristyanismo)
ito ay
paghahambingin. Sa palagay mo, bakit madaling
Itanong: nayakap ng mga Pilipino ang
Ano ang tawag sa mga Kristyanismo?
salitang ginamit sa (Ang ating mga ninuno ay
paglalarawan sa mga bagay naniniwala sa isang Dakilang
na nasa larawan? Lumikha bago ipinakilala ng
mga Espanyol ang
Kristyanismo at tumugma ang
pangaral nito sa paniniwala ng
ating mga ninuno.)
Maraming tawag ang mga
ninuno natin sa sinasamba
nilang Dakilang Lumikha. Sa
palagay mo ba ay magkakaiba
o iisa lamang ang Dakilang
Lumikhang sinasamba nila?
Ipaliwanag ang sagot.
(Sa palagay ko, iisa lamang
ang Dakilang Lumikha na
sinamba ng ating mga ninuno
na siyang lumikha ng lahat ng
bagay sa daigdig.)
E. Pagtalakay ng bagong Pagtatalakay ng aralin: Ipabasa sa mga bata ang Sabihin: May mga salita
konsepto at paglalahad ng kwentong “Iskwater Boy” talagang mahirap
bagong kasanayan #2 Pang-uri – mga salitang maintindihan kahit na ang
naglalarawan ng pangngalan mga ito ay ginagamit sa
at panghalip. pangungusap. Kaya sa
ganitong pagkakataon,
Tatlong kaantasan ng pang- kailangan nating sumangguni
uri. sa pangkalahatang
1. Lantay – isa o sanggunian tulad ng
mahigit pang diksyunaryo, atlas, at
pangngalan o ensiklopedya.
panghalip ay Ipaliwanag ang mga
nagtataglay ng iisang sumusunod:
katangian. Diksiyonaryo – Aklat na
2. Pahambing – naglalaman ng piling mga
dalawang salita ng isang wika na
pangngalan o nakaayos nang paalpabeto at
panghalip o may kaukulang paliwanag o
dalawang pangkat kahulugan; talatinigan.Sa
ang pinaghahambing pagbasa ng diksiyunaryo, ang
3. Pasukdol – ang agad na makikita ay ang
pangngalan o dalawang pamatnubay na
panghalip na pinag- salita sa itaas ng bawat pahina
uusapan ay nito. Nakatutulong ang mga
inihahambing sa ito sa mabilis na paghanap ng
dalawa o mahigit salita. Magkatulad ang unang
pang pangngala/ pamatnubay na salita sa
panghalip kaliwa at ang unang salita sa
itaas ng talaan sa kaliwang
hanay. Magkatulad naman
ang pamatnubay na salita sa
kanang bahagi ng pahina at
ang huling salita sa ibaba ng
talaan sa kanang hanay.
Halimbawa: Webster’s
Dictionary, Oxford Dictionary,
English – Filipino Dictionary
Ensiklopedya – Aklat o
katipunan ng mga aklat na
nagbibigay ng mga kaalaman
sa lahat ng sangay nang
karunungan, kung saan ang
mga lathalain ay inayos nang
paalpabeto.
Halimbawa: Collier’s
Encyclopedia, World Book
F. Paglinang ng Kabihasaan Pangkatang Gawain: Ipasagot: (TPS) Pangkatang Gawain: Itanong: Lahat ba ng mga Gawin Mo:
( tungo sa Formative Assessment Tukuyin an gang kaantsan ng salita sa seleksyon ay Pumili ng paksa sa ibaba at sumulaat ng
) Ipasulat sa mga bata ang pang-uring may salungguhit Ilarawan ang mga tauhan at madaling maintindihan? komposisyon.
mahahalagang detalye sa pangungusap. Isulat ang tagpuan sa kuwnetong (Hindi lahat)
tungkol sa ulat na narinig at lantay, pahmabing o napakinggan sa pamamagitan . Gawin Ninyo
tinalakay gamit ang flower pasukdol. ng Venn Diagram
web. 1. Pinakadakilang pag- Tingnan ang isang maikling
ibig ang pag-aalay sa bahagi ng diksiyunaryo.
sariling buhay para Sagutin ang mga katanungan
sa bayan. sa ibaba nito:
2. Masagana ang ani ng
palay sa taong ito.
3. Di-gaanong matamis
ang manga rito na
gaya sa Guimaras.
Ano ang pamatnubay na mga

salita sa pahinang ito?
Ano-anong salita ang

nakatala sa pahina?
Bukod sa kahulugan
ng salita, ano pang
impormasyon tungkol sa salita
ang nakukuha sa
diksiyonaryo?
G. Paglalapat ng aralin sa pang- Bakit mahalaga ang kaayusan Itanong: Kung ikaw ang nagsasalaysay Hatiin ang klase sa dalawang Pagsasapuso:
araw-araw na buhay ng pagkakaintindi ng naririnig Kung ikaw ay maghahambing, sa kuwento, gagayahin mo rin pangkat. Magpaligsahan sa Sabihin:
ng impormasyon? paano mo paghahambingin ba ang kanyang ginawa? paghahanap ng kahulugan ng Ang wika ay sumasalamin sa kultura at
ang pamamaraan ng Bakit? mga salita sa diksiyonaryo. tradisyon ng mga Pilipino. Ito ay
pamamalakad ng tatay at nagsilbing tulay sa mga Pilipinong
nanay mo sa pagpapalaki sa 1. abala 6. goldiger naninirahan sa iba’t – ibang kapuluan at
iyo? sa ibang panig ng mundo. Ito ay
2. badyet 7. hingalo nagsisilbing pagkakakilanlan n gating lahi
sa iba. Nararapat lang na ito’y gamitin at
3. karaban 8. juicer ipagmalaki
4. deportasyon 9. lagpak
5. engkantada 10.
maglamusak
H. Paglalahat ng Aralin Ano-ano ang mahahalagang Ano-ano ang tatlong antas ng Paano mo mailalarawan nang Ano-ano ang mga Gamit ang bagong salitang natutuhan,
detalye ng ulat na narinig mo pang-uri? tama ang tauhan at tagpuan pangkalahatang sumulat ng sariling komposisyon tungkol
ngayon? sa isang kuwento? sangguniantinatalakay natin? sa…“Ang Pilipinas Ngayon”
Saan dapat gamitin ang mga
Ano-ano ang dapat tandaan ito?
sa pagsagot sa mga tanong
tungkol sa mga detalye ng
seleksyong napakinggan?
I. Pagtataya ng Aralin Basahin ang seleksyong “Mga Isulat sa patlang ang wastong Basahin ang kuwnetong nasa Alin sa mga pangkalahatang Gumawa ng isang maikling tula na
Likas na Yamang ng Pilipinas” pang-uri ayon sa presentasyon at ilarawan ang sanggunian ang nagagamit mo nagpapahayag ng kahalagahan n gating
(nakasulat sa Powerpoint ipinahihiwatig na kaantasan tauhan at tagpuan sa kung nais mong malaman ang wikang Filipino.
presentation) at sagutin ang sa pangungusap. Gamitin ang pamamagitan ng T-Chart. mga sumusunod? Isulat sa
mga katanungan na kasunod pang-uring nasa loob ng sagutang papel kung
nito. panaklong. diksiyonaryo, ensiklopedya, o
1. Ano ang bumubuo (tanyag) 1. Si Fidela ang atlas ang gagamitin.
sa mga likas na _______ na mang-aawit sa
yaman ng bansa? naging panauhin sa aming wastong baybay ng salita
2. Ayon sa anyo, ang 2 paaralan.
uri ng likas yaman? (mahusay) 2. ______ si Dan sa mga makabagong teknolohiya
3. Ano-ano ang mga pagbibigay ng kuru-kuro
yamang kabilang sa kaysa kanyang kapatid. George Orwell
yamang (malaki) 3. Ang bahay sa
napapalitan? tuktok ng gulod ay ________.
4. Magbigay ng mapa ng Luzon, Visayas, at
halimbawa ng mga Mindanao
yamang mineral.
5. Bakit yamang di mga kilalang siyentipiko
napapalitan ang mga
yamang mineral?
J. Karagdagang Gawain para sa Makinig ng balita sa Gamitin ang mga sumusunod Magbasa ng isang kuwento at
takdang aralin at remediation radio/telebisyon mamayang na pang-uri sa pagsusulat ng ilarawan ang tauhan at
gabi at itala ang mga pangungusap. tagpuan nito.
mahahalagang detalye ng ulo 1. Ubod ng tapang
ng mga balita. 2. Kabi-kabighani
3. Magkasintamis
4. Di-gaanong masipag
5. Tahimik
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng 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 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 solusyonan sa tulong
ng aking punongguro at superbisor?
G. Anong kagamitang panturo ang
aking nadibuho na nais kong ibahagi
sa mga kapwa ko guro?
School: Grade Level: VI
GRADE 6 Teacher: Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and Time: AUGUST 13 - 17, 2018 (WEEK 1) Quarter: 2ND QUARTER

I. OBJECTIVE/S
A. Content Standard demonstrates the concept of demonstrates the concept demonstrates the concept of demonstrates the concept of Weekly Test
melody by using intervals in the of melody by using intervals melody by using intervals in the melody by using intervals in the
major scales and in the minor scales in the major scales and in major scales and in the minor major scales and in the minor
the minor scales scales scales
B. Performance applies learned concepts of melody applies learned concepts of applies learned concepts of applies learned concepts of Be able to answer questions given
Standard and other elements to composition melody and other elements melody and other elements to melody and other elements to
and performance to composition and composition and performance composition and performance
performance
C. Learning demonstrates the ability to sing, demonstrates the ability to analyzes the melodic patterns of creates simple melodies in: applies learned concepts of
Competencies read, and write simple musical sing, read, and write simple songs in C Major, G major, and F 4.1 C Major, melody and other elements to
(write the LC Code) notations in the: musical notations in the Major keys 4.2 G Major, and composition and performance
Key of C Major Key of F Major 4.3 and F Major scales
sings and plays solo or with
group, melodies/songs in C sings self-composed melodies in C
Major, G Major, and F Major Major, G major, and F Major key
MU6ME-IIa-2-3 MU6ME-IIa-3-4
MU6ME-IIa-1 MU6ME-IIa-1
An Enhanced Understanding of An Enhanced Understanding An Enhanced Understanding of An Enhanced Understanding of

Melody of Melody Melody Melody
II. CONTENT
III. LEARNING RESOURCES

A. References
1. TG/CG pages CG pp. 34-35 CG pp. 34-35 CG pp. 34-35 CG pp. 34-35
2. Learner’s Materials MISOSA4-modules13,14 MISOSA4-modules13,14 MISOSA4-modules13,14 MISOSA4-modules13,14
pages MISOSA6-module5,6 MISOSA6-module5,6 MISOSA6-module5,6 MISOSA6-module5,6
3. Textbook pages The 21st Century MAPEH in The 21st Century MAPEH in The 21st Century MAPEH in The 21st Century MAPEH in Action .
Action Action Action
4. Materials
downloaded from
LRMDS
B. Other Learning Musical score, Illustration chart Musical score, Illustration chart Musical score, Illustration chart Musical score, Illustration chart of
Materials of C Major Scale of F Major Scale of F Major Scale F Major Scale
IV. PROCEDURES
A. Reviewing previous Reviewing previous lesson: Reviewing previous lesson Reviewing the past lesson Reviewing the past lesson
lesson and The C Major Scale Of the F Major scale A song in the C Major scale,
presenting new Do you still remember when F Major scale, and G Major Scale
lesson you were a baby, your mother
used to sing a lullaby in order
for you to sleep?
B. Establishing a The reason why you have a Today we are going to learn Today, we are going to sing a Today, we will be having a group
purpose for the favorite song is not just the another song with the F Major new song in a G major Scale activities.
lesson lyrics/words of a song but you scale Find your group, and follow
like the tune. directions.
C. Presenting Listen to the song “With a Little Ask the pupils: Teach the song. With your group, WRITTEN TEST
examples/instance Help from My Friend” Do you know or hear the song “Leron Leron Sinta in a G major You are going to create a simple
s of the lesson With your classmates, sing the “May Pulis sa Ilalim ng Tulay”? Scale”” melody of the different Major
famous song entitled “With a scale:
Little Help from my Friend” Teach the song.
Find out what is in the melody  C Major Scale
of this song that makes this  F major Scale and
popular tune.  G major scale song.
Ask:
 What is Melody?
 Why are melodies
important?
 What is interval?
 What are tonal
Movements?
D. Discussing new Tell: There are two kinds of The F Major scale utilizes one flat Discussion: Discuss on what to do:
concepts and diatonic scales (b) in order to maintain the sonic Major scale that utilizes sharp sings self-composed melodies in C
practicing new  The major scale and the interval pattern of a major scale (#) is the key of G Major Major, G major, and F Major key
skills #1 minor scale F(WS) G(WS) A(HS) B(WS) C(WS) G (WS) A (WS) B (HS) C(WS)
 The major scale uses WS- D(WS) E(HS) F D(WS)
WS-HS-WS-WS-WS-HS E(HS) F(WS)
 Key of C – does not have
any sharp or flat signature
 WS-Whole step
 HS-Half step
E. Discussing new An example of folk song in the Present the musical score of the Present the musical score of the Let the pupils have time to
concepts and scale of C Major song “May Pulis sa Ilalim ng Tulay song “Leron Leron Sinta“ practice their song selected
practicing new “
skills #2 “ Kung Dai Si Abanico” in the Help the pupils identify the Help the pupils identify the
tune of “Lubi Lubi” F Major Scale tune. G Major Scale tune.
See p. 29-the 21st Century
MAPEH IN ACTION
F. Developing Present this musical score Present this musical score Present this musical score Group Presentation/
mastery (lead to Performance by group
formative
assessment 3)
G. Finding practical Teach The song to the pupils Teach the song to the pupils in Teach the song to the pupils in Sing again the different songs in
application of and let them sing with you. the the the different Major scale.
concepts and skills This song is about the F Major scale. G Major scale.
in daily living importance of a fan to
Bicolanos throughout the year
H. Making Tell the pupils: Tell: Discussion:

generalization and Some major scales have notes F Major scale that utilizes flat (b) Major scale that utilizes sharps
abstractions about with sharp (#) and flat (b) in order to maintain the sonic (#) is the key of
the lesson markings. interval pattern of a major scale G Major – it utilizes one sharp
(#)
I. Evaluating learning LET US Sing again the song Identify the flat (b) in the major F Identify the flat (b) in the major Identify the scales and the
“Kung Dai Si Abanico” scale of the song “May Pulis sa F scale of the song “Leron Leron different signs that is used in the
Ilalim ng Tulay” Sinta” different songs. found in the song
J. Additional Memorize the song Memorize the song Memorize the song Memorize the song
activities for
application or
remediation
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encountered which
my principal can help
me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other teachers?
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
C. Learning Competencies / 1) The learner expresses one value as a fraction of another given ratio and vice versa M6NS-IIa-129
Objectives 2) Find How many times one value is as large as another given their ratio and vice bersa M6NS-IIa-130
3) Define and Illustrate the meaning of ratio using concrete or pictorial models M6NS-IIa-131
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Lesson 1: The Concept of Ratio Summative Test
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages pp. 26 - 28 pp. 26 - 28 pp. 26 – 28 pp. 26 - 28
2. Learner’s Materials pages p. 86 pp. 84 - 86
3. Textbook pages Math for Everyday Use 6 p.129
Learning Resource (LR)
Portal
B. Other Learning Resources Discover Math 5 pp. 83 – 89 Lesson Guide in Mathematics 6 Discover Math 5 pp. 90 - 91 Growing up with Math 6 pp. 130 Test Notebook
Lesson Guide in Mathematics 6 (Ateneo) pp. 293 - 297 -133
(Ateneo) pp. 289 - 293
IV. PROCEDURES
A. Reviewing previous lesson or Look around your room. What Have a short review on Ask: What is a ratio?
presenting the new lesson are the things you find inside? equivalent fractions
B. Establishing a purpose for Let the pupils count the Ask the pupils about their Present the picture on the board: Say: Today we are going to Prepare the pupils by giving them
the lesson number of boys and number of favorite drink for snacks. Tell differentiate ratio from rate. the standards in taking the test.
girls inside the classroom. them that Calamansi Juice is good
because of its nutritious value.
Ask: What is the ratio of the

number of blue cubes to the
number of red cubes? (6:12)
C. Presenting Guide the pupils to show the Present this problem: Let us now place the cubes in Use two columns (yes and no) Post the questions to the board.
Examples/Instances of new relationship of the number of groups of 2.
lesson boys to the number of girls. Mother is preparing Calamansi In YES column, present examples
Ask: How will they write the Juice: of ratio while in the NO column
comparison of the number of are examples of rate.
boys to the number of girls a) For each glass of Calamansi
using fraction? Is there another Juice, 5 pieces of Calamansi are What is the ratio? (3:6) Lead the pupils in differentiating
way of writing it? How? needed. ratio from rate.
b) If she makes 2 glasses, how Place the cubes in groups of 3
many pieces of calamansi are
needed?
c) If she makes 3 glasses, how
many pieces of calamansi are
needed? What is the ratio? (2:4)
Analyze the problem by asking Finally, group them into 6s.

the following questions:
a) What is asked?
b) What are the given facts?
What strategies may be used to
answer the problem?
What is the ratio? (1:2)
Say: 6:12, 3:6, 2:4 and 1:2 are
called Equivalent Ratios. 1:2 is
the ratio in the Simplest Form
D. Discussing new concepts and Mrs. Tan bought 2 bags of Illustrate the problem using Take a look at the ratio 12:8. How Present this example:
practicing new skills #1 mangoes and 3 bags of blocks. do we write it in simplest form?
avocados. All bags had the a) Joshua scored 168 points in 7
same number of fruits. Glass: Step 1: Divide 12: 8 by the basketball games. Express in
(Present this problem using a common factor 2 to get 6:4 lowest terms, the average rate of
picture and let the pupils count Calamansi: Step 2: Divide 6:4 by the common the number of points that Joshua
and show the relationship) factor 2 to get 3:2 scored in every game.
b)
The ratio of the number of bags 12:8 168 𝑝𝑜𝑖𝑛𝑡𝑠 24 𝑝𝑜𝑖𝑛𝑡𝑠
Glass: Rate = =
7 𝑔𝑎𝑚𝑒𝑠 1 𝑔𝑎𝑚𝑒
of mangoes to the number of ÷2 ÷2
= 24 points per game.
bags of avocados is 2:3 Calamansi: 6:4
÷2 ÷2
3:2
c)
Glass: The ratio 3:2 cannot be divided
exactly by a common factor to
get another equivalent ratio.
Calamansi:
Thus, 3:2 is the ratio in Simplest
Form
E. Discussing new concepts and Ivy has some yellow and red Ask: How many pieces of Present this example: Present this problem:
practicing new skills #2 beads. (Present this using Calamansi are there in a glass of
1
blocks) Water in a? ( or 1:5) There are 9 papayas and 15 Sheena and Nikka joined the
5
2 pineapples. What is the ratio in ladies’ basketball tryout. Sheena
In b? ( or 2:10)
Yellow Beads: 10 simplest form? scored 34 points in her two
3
In c? ( or 3:15) games while Nikka scored 51 in
15
Read Beads: 9:15 her three games. Whose average
Which of these ratios is ÷3 ÷3 point per game is higher?
expressed in lowest 3:5
Ask: The ratio of the number of term/simplest form? (1:5). Why? Ask the pupils to determine the
read beads to the number of The ratio of papaya to pineapple following.
yellow beads is ___:___ Provide similar examples. is 3:5 a) Sheena’s Average Point in
Lowest Term.
b) Nikka’s Average Point in
Lowest Term.
c) Compare Sheena’s Average
Point to Nikka’s Average Point.
F. Developing mastery Give the ratio of each of the Reduce the following ratios in A Volleyball Team won 8 games Ask the pupils to find the rate:
(Leads to Formative following orally. lowest term. Choose the letter out of 12 games it played.
Assessment) 1) Squares to circles that corresponds to the ratio in a) If Luisa can type 440 words in 8
simplest form. a) Write the ratio of wins to minutes, what is her rate of
games played. (2:3) typing? (55 words per minute)
E = 3:4 I = 1:2 R = 2:9 b) Write the ratio of wins to
2) Flowers to Leaves T = 15:4 G = 1:6 N = 5:6 losses. (2:1) b) If 30 green oranges cost
(2 flowers and 3 leaves) S = 1:4 c) Write the ratio of losses to Php100, at what rate are the
games played. (1:3) oranges sold? (Php10 for 3
3) Books to crayons 4:8 15:1 30:8 18:2 oranges)
(4 books and 5 crayons) 8 4
4) Basketballs to tennis balls 6:27 15:2 8:32 60:1

(3 basketballs and 4 tennis 0 6
balls)
7:14 25:3 4:24
6
What is the hidden word?

___________________________
____
G. Finding practical applications Mother bought a bag of rice Study the table below and In a Grade VI Mathematics class, Answer the following:
of concepts and skills in daily and a bag of flour (use picture) answer the question after it. there are 27 boys and 21 girls.
living
(flour = 3kg and rice = 8kg)
a) Write the ratio of boys to girls.
The ratio of the mass of the rice Things Quantit Costs (9:7) a) An Isuzu vehicle can travel 600
to the mass of the flour is y b) Write the ratio of girls to boys. km on 75 liters of gasoline. Write
___:___ Stamps 10 Php50 (7:9) the rate of liters of gasoline used
Patches 15 Php180 c) Write the ratio of girls to the to kilometers traveled.
Bookma 20 Php300 whole class. (7:16)
rk d) The ratio of boys to the whole b) A machine can produce 158
Diary 12 Php300 class. (9:16) items in 12 minutes. Write the
rate of the number of items
In simplest form, express the produced to the number of
following ratio of: minutes.
a) stamps to patches
b) bookmark to patches
c) diary to patches
d) bookmark to stamps
e) diary and stamps
H. Making generalizations and How do we compare the Can a ratio be expressed in How do we express ratio in What is a rate?
abstractions about the quantities of 2 or more sets of simplest form? How? simplest form?
lesson objects?
I. Evaluating Learning Write a ratio for each of the Reduce these ratios in simplest Write each of the following ratios Find the unit rate. Answer the test and submit test
following. form. in simplest form: paper to the teacher.
a) 180 kilometers in 3 hours
1) 4 wins and two losses in a 1) 10:12 1) 12:18 b) 75 stools in 2 weeks
basketball. 2) 9:15 2) 25:10 c) 250 words in 5 minutes
2) 24 girls to 18 boys. 3) 18:24 3) 21:56 d) Php36 for 8 ballpens
1
3) 3 cups of sugar for every 5 4) 21:27 4) 20:25 e)Php225 for 2 𝑘𝑔 of chicken.
2
cups of flour 5) 40:50 5) 30: 54
4)2 men for every 5 cups of rice
5) 1 book for every 2 pupils
J. Additional activities for
application and remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
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
strategies worked well? Why
did this work?
encountered which my
principal or supervisor can
help me solve?
materials did I use/discover
which I wish to share with
other teachers?
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG

I. OBJECTIVES
The learner demonstrate understanding of how the major organs of the human body work together to form organ systems
A. Content Standards
The learners should be able to make a chart showing healthful habits that promote proper functioning of the musculo-
B. Performance Standards skeletal,integumentary,digestive,circulatory,excretory,respiratory and nervous systems
C. Learning Explain how the organs of each organ system work together(S6LT-lIa-b-1)
Competencies/
Objectives
Write the LC code for
each
Describe the structure and Describe the structure and Discuss proper care of the Describe the structure and Describe the structure and
function of the parts of the function of the parts of the muscular and skeletal system functions of the parts of the functions of the parts of the
skeletal system muscular system digestive system. respiratory system
Parts and functions of Parts and functions of musculo- Parts and functions of musculo- Parts and functions of digestive Parts and functions of
II. CONTENT Musculo-skeletal system skeletal system skeletal system system respiratory system
A. References
2. Learner’s Materials
pages
3. Textbook pages The New Science Links, pp. The New Science Links,pp.114- The New Science Links pp. 119. The New Science Links pp. 129- The New Science Links pp. 129-
104-113 121 The Amazing World of Science 6 137 The Amazing World of 137 The Amazing World of
pp. 65-67 Science 6 pp. 77-82. Science
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Science Worksheets, video Worksheets, crossword puzzle Charts and pictures Charts and pictures Charts and pictures
Resources clips
IV. PROCEDURES
A. Reviewing previous ENGAGEMENT: Have you ENGAGEMENT: ENGAGEMENT: ENGAGEMENT: ENGAGEMENT:
lesson or presenting observed how houses are 1. Review on Skeletal System: 1. Checking of Assignments. / 1. Checking of Assignment. 1. Checking of assignment
the new lesson built? What will the Crossword puzzle activity. Review about the muscular 2. Review on how to take care of 2. Review on Digestive System
construction worker do first? 2. Touch your cheek, legs, arms, system. the musculo-skeletal system. process.
How will you compare that to palms, fingers, and stomach. Can 2. Have the pupils perform their 3. Why do we eat food? If you Try to inhale and exhale. What
the human body? Is there a you feel the fleshy parts? How do exercise routine. are hungry how you do feel? organs are involved in
framework that provides they feel? Are they hard or soft? Then ask” How do you feel after Have you ever wondered what breathing? Why do you
structure to the human body? Your bones are covered with the exercise? Why do we need to happened to the food you have breathe?
What do you call this muscles. Can you imagine exercise? What do you think will just eaten? What processes it
framework? Activity # 1 Let the yourself without the muscles that happen to those people who do undergoes until it becomes the
pupils connect the cut out cover your bones and other not exercise? nutrients that will nourish your
pictures of the human skeletal internal organs? body?
system.
B. Establishing a purpose 1.Skeleton dance Four Pics, One Word. Guess the Why do we need to wear helmet Fill in the missing letters of fruits Jumbled Letters Activity:
for the lesson https://www.youtube.com/wat word by studying how the four when riding a motorcycle? and vegetables to reveal the Rearrange the letters to form
ch?v=e54m6XOpRgU pictures are related to each magic word. (Show picture of the correct words.
2. Label the parts:Group Work other. Write the word in the box the digestive system)Refer to 1.ENOS-
below. New Science Links 6 p. 129 2.PXNHARY-
3.LRYANX-
4.ATCHRAE-
5.UNGLS--
6.IBORHCN-
7.MDAPIHRGA-
What are these words?
__ __ __ __ __
C. Presenting EXPLORATION: The teacher EXPLORATION: Group Activity EXPLORATION: EXPLORATION: Group Work EXPLORATION: Group Work
examples/instances of asks to the students “What is 1. Setting of standards/Safety Picture analysis: 1. Setting of standards/Safety 1. Setting of standards/Safety
the new lesson the purpose of the human Tips Showing pictures of Common Tips Tips
skeleton?” 2. Activity #1: Observing Tendons injuries and diseases of the 2. Activity “Investigating 2. Activity #1 “Investigating How
1.Setting of standard/Safety of Muscles musculo-skeletal system. Digestion of Food in the Mouth” the Lungs Work”
tips Problem: How are the muscles Question: What have you Problem: What processes Problem: How do lungs work?
2.Activity #1: Examining Bone connected to the bones? Refer to seen/observe in the picture happen when the food is in the Refer to New science Links pp.
Structure Science Links page 150 given? mouth? Refer to New Science 140-141
Problem: How do skeleton Links pp. 130-131
functions? Refer to The New
Science Links page 105
D. Discussing new EXPLANATION: What are the EXPLANATION: How are muscles EXPLANATION: What are other EXPLANATION: EXPLANATION:
concepts two division of the skeletal connected to bones? What are musculoskeletal system injuries What are the parts and What are the main parts of the
system? What are the parts & the types of muscles? and disorders? What are their functions of Digestive System? respiratory system? Find your
functions of the axial skeleton? symptoms? How are they Mix and Match activity. Parts & Match Activity. (Using pictures
The appendicular skeleton? treated? How can they Functions of the digestive of the parts of the respiratory
What is the difference between prevented? system. Refer to New science system and metacards for its
compact bone & spongy bone? Links pp. 133 functions.
Why is bone marrow
important?
E. Continuation of the Activity #2: Observing Activity #2: Observing Movement Activity #2 Carousel Activity#2 Group work Activity #2 “Observing the Effect
discussion of new Movements of Joints of Muscles brainstorming. “Investigating Digestion of Food of Strenuous Activity on
concepts (leads to Problem: What are the Problem: How do muscles work? Each group will take turns in in the Stomach” Breathing”
Formative Assessment different kinds of joints? Refer to New Science Links p.116 writing their ideas on how to care Problem: What processes Problem: How does exercise
2) Refer to The New Science Links Safety Tips: Do not overstretch the musculo-skeletal system. happen when the food is in the affect breathing?
p. 109 ( Group Work) your muscles. stomach? Refer to New Science Safety Tips: Do not play with or
Safety Tips: 1. Be careful in Links pp. 134 swallow the materials to be
moving your body parts, Safety Tips: Be careful in used.
especially your neck and handling liquids like Refer to New Science Links 6 pp.
backbone. hydrochloric acid. 144
2. Do not allow other persons Always wait for the teachers
to pull or twist your arm. instruction before performing
the activity
F. Developing mastery Mix and match activity: Parts Picture analysis: Group work. Create an exercise to: Chain of Events: Think of one Trace the path of air from the
(leads to Formative and functions of Skeletal The teacher show pictures of the  Improve flexibility food item that you enjoy eating. nose to the lungs. Write your
Assessment 3) System (group work) different types of muscles  Improve physical Using the diagram below and illustration in your manila paper.
Each group will be provided maybe: endurance describe the chain of events that
with parts(green) and a. smooth muscles happens during the digestion of
 Improve muscular
function(yellow) written in b. cardiac muscles your favorite food. Indicate all
metacards. c. skeletal muscles strength the structures that are involved.
Guide Questions: Refer to New Science Links p. 82
1. What can you see/observe in
the pictures given?
2. How do these muscles move or
work?
3. Compare and contrast the
three kinds of muscles:
G. Finding practical ELABORATION: Why should ELABORATION: 1. Why don’t we ELABORATION: Why is it that ELABORATION: Why is breakfast ELABORATION: Is it important to
applications of bones be strong? Why is it overstretch our muscles? If we some schools, hospitals, and considered as the most maintain a clean environment to
concepts and skills in important to prevent falls and do, what will happen? 2. Why department stores have designed important meal of the day? have a healthy respiratory
daily living other accidents that could handicapped person should be ramps for disabled persons? system? Why? In what way do
(reflective approach) injure the bones? treated with kindness and TRIVIA: Borborygmus you think the amount of carbon
Why is it dangerous to move a respect? Borborygmus is the rumbling dioxide affect the speed or
person with spinal fracture? TRIVIA: Don’t you know that your sound in the stomach. When intensity of breathing? Why do
How will you take care of your face has 50 muscles? You use 17 you hear your stomach adolescent like you should not
bones? muscles to smile but more than rumbling, it is the signal from try smoking even though you
46 muscles to frown. So from your brain that the stomach has see others doing it?
TRIVIA: Bones are alive. They now on what will you do? begun the digestion. TRIVIA: A yawn is a signal of
are made of living cells capable oxygen shortage I the body.
of growing and repairing When we are drowsy or sleepy,
themselves. the lungs do not take enough
oxygen from the air. This causes
a shortage of oxygen and sends
a message that causes you to
take a deep long breath called
yawn.
H. Making generalizations What are the ideas did you 1. Explain how the bones and Why do we need to take care of What are the parts of the What are the parts and
and abstractions about learn in the lesson? muscles work together? our musculo-skeletal system? digestive system? How does the functions of the respiratory
the lesson What are the parts and 2. How will you know that a digestive system work? system?
functions of the skeletal muscle is contracting?
system? 3. Why do muscles need rest?
Describe the potential
consequences if all bone
tissues in humans were made
of spongy bones & no compact
bones.
I. Evaluating learning EVALUATION: Matching type: EVALUATION: Completion Type. EVALUATION: Group Activity EVALUATION: EVALUATION:
Match the parts of the skeletal Supply the missing words. Make a chart showing healthful Arranging Sequence of Events: Multiple Choice: Read each item
system in column A with the Choose your answers in the box habits that promote the proper Arrange The New Science Links carefully.Circle the letter of the
functions in column B. below. functioning of the musculo- pp. 129-137 The Amazing World correct answer.
of Science the following
Column A Column The ______system consist of all skeletal system.(Use rubrics in statements according to the 1. Tiny hairs lined inside the
B muscles in the body. Muscles assessing their work) process of digestion and nose prepare air for the lungs by
1. Skull a. the have three kinds:______,______ Healthful Habits absorption in the body. Number ______.
inner layer of the bone that and skeletal. Muscles always each of the steps according to a. cleaning it
2. Spinal column work in _____.If one muscle the sequence it occurs. b. drying it
contains yellowish substance contracts the opposite relaxes. ____ Water is absorbed. c. moistening it
3. Bones _______help the body move and ____Food is broken into small d. warming it
which manufactures blood cells do work. Good food, exercise, pieces 2. How does the body use the
4. Hinge joint in rest, and good posture are ____Nutrients pass through the energy released in its cells?
the body. necessary to make muscles blood stream a. to rest the body
5. Ball and socket b. strong and healthy. ____Waste are removed from b. to lower body temperature.
protects the spinal cord Muscles Smooth Muscular the body. c. for making oxygen
c. a Cardiac Pairs ____Food is liquefied and d. for muscles to move
rigid case that protects the digested into forms that cell can 3. When you exhale, the
brain use. diaphragm helps air leave the
d. body by _____
allows movement in all a. expanding the lungs
b. making the chest larger
directions c. pushing air in the lungs
e. d. making the chest smaller
allows movement in one 4. The body’s cells use oxygen to
break sugar into _____.
direction only a. oxygen and water
b. carbohydrates and water
c. protein and water
d. carbon dioxide and water
5. What happens when you
breathe in air?
a. The diaphragm expands and
the ribcage contracts.
b. the diaphragm contracts and
the ribcage expands.
c. the diaphragm expands and
the rib cage collapses.
d. The diaphragm contracts and
the ribcage remain the same.
J. Additional activities for How will you take care of your Assignment: Write SM if the Assignment: Write a short Assignment:
application or bones? statement pertains to smooth paragraph about the need for The digestive system provides
remediation muscles, CA if cardiac muscles calcium for the musculo-skeletal nourishment for all the cells of
and SK if skeletal muscles. system to function well. our body. What are good habits
_____1. These are muscles found that will keep our digestive
only in heart. system healthy?
--------2. They are striated and
involuntary.
--------3. They are striated and
voluntary.
--------4. They are muscles of
internal organs.
--------5. The muscle cell of this
type contains only one nucleus.
V. REMARKS Re-teaching Transfer of

Lack of Time lesson to
the
following day
No class Achieved
VI. REFLECTION

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
strategies worked well?
Why did these work?
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?
Teacher: Learning Area: TLE - H.E
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in managing family resources
B. Performance Standards Manages family resources applying the principles of home management
a. Allocates budget for basic and social needs such as:
i. food and clothing
ii. shelter and education
C. Learning Competencies /
iii. social needs: social, and moral obligations
Objectives
(birthdays, baptisms, etc.), family activities, school
Write the LC code for each
affairs
iv. savings/emergency budget (health, house, repair)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Management of family resources
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Learning Resource Pp. 23-24 1991.pp. 23-24
(LR)portal
Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan,
Pangilinan, J.P. (2014) J.P. (2014) Growing up with J.P. (2014) Growing up with J.P. (2014) Growing up with
Growing up with Home Home Economics and Livelihood Home Economics and Livelihood Home Economics and
B. Other Learning Resources Economics and Livelihood Education. FNB Educational, Inc. Education. FNB Educational, Inc. Livelihood Education. FNB
Education. FNB Educational, QC. QC. Educational, Inc. QC.
Inc. QC.
IV. PROCEDURES
Last week, there was a Recap of the lesson the previous Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
A. Reviewing previous
discussion on management day day previous day previous day
lesson or presenting the new
of the family income.
lesson
Management of family
income means allocating it
to provide for the basic As a segue, mention that the day Yesterday, we discussed the Yesterday, we learned
needs of members and for before, the class learned the principles that need to be applied budgeting and how it can be
comfortable living. factors that should be considered to make family budgeting a applied to the family.
in budgeting. successful and fulfilling task.
Budgeting is critical because it
Ask the class to identify some of is oftentimes difficult to ensure
the priniciples. that we will be able to make
both ends meet when times are
We also identified items that hard.
were included in the family
budget.
Ask the class about the For the day’s lesson, the class will Ask what items are included in How can we prudently manage
relationship between identify where the income goes or the budget. the financial resources of the
management and budgeting what the family includes in the family?
of family income. budget. Then, present the following list
culled from the book: Group the class into four (4).
Aside from the knowledge of what  Food and clothing Each group will answer the
comprises a family budget, the  Shelter and education question. “How can we make
class needs to be aware of certain  Social needs both ends meet?”
principles to be applied effectively  social and moral obligations
in order to make family budgeting  family activities Reporting per group follows.
a successful and fulfilling task.  school affairs
 Savings/emergency budget The results of the discussion
According to Bantigue and  health will be processed by the
B. Establishing a purpose
for the lesson
Pangilinan (2014), the summary of  house repair teachers.
the principles that should be
applied to make family budgeting
a successful and fulfilling task are
as follows:
 Know the family’s income.
 List your expenses. Know
which components are fixed
and which are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for
savings.
C. Presenting examples/ By means of budgeting, the Ask the class to bring out the Show photos of different Divide the class into four (4)
instances of the new family can properly allot the photos they were asked to bring. items/situations. groups.
lesson income. A family should have Group the class into 4 (four). Let
a knowledge of family the class identify where or what Ask the learners if they are Using the concepts learned
budgeting to know how much the family includes in the budget. needs or wants. yesterday, come up with an
is spent for family needs and Prioritize the items. The class will activity that will demonstrate the
where the income goes. be given ten minutes to complete Ask why they think it is a need difference between needs and
Through family budgeting, the activity. Reporting follows. or want. wants. Think of activities outside
the members will learn to the box.
spend wisely, save regularly,
participate in family matters
more actively with the
maximum benefit from the
wise use of resources, like
time, energy, and abilities.
Ask: What are the factors SHORT SKIT Mention that a family budget also The teacher writes two Presentation per group.
that need to be considered Using the previous group provides for the following needs: columns on the board. One
when budgeting? assignment, discuss among the Refer to the examples given by column has the heading NEEDS.
 Size of the family group the principles in making the learners. If it was already The other column has the
 Family income family budgeting a successful and mentioned, do not include in the heading WANTS.
 Kind of work each fullfilling task. The twist is this will list.
D. Discussing new concepts family member does be presented in a short skit. Randomly distribute metacards
and practicing new skills #1  Talents and abilities Food, shelter, clothing, containing a list of needs and
of each member The group will be given five (5) education, household operations, wants.
 Locality where the minutes to present the short maintenance/repair, utilities
family lives skit. (water, electricity, telephone, Ask the learners to post the
transportation, medical and metacards on the board.
dental care, rest and recreation,
stipend, savings. Ask the learner to
explain/defend his/her choice.
. Presentations Based on the activity that was
 Group 1 conducted ask the learners to
 Group 2 differentiate needs from wants.
 Group 3
 Group 4 A need is a requirement for
E. Discussing new concepts and survival, e.g. breathable air.
practicing new skills#2 A want is a desire. It may be
the desire for a need (e.g. a
choking person generally wants
to be able to breathe) or for
something not needed for
survival, such as chocolate or a
new car.
F. Developing mastery Let the learners cite Comments on group Show a short clip on managing Giving feedback on
examples of the factors that presentations: money: Needs versus Wants presentations.
(Leads to Formative need to be considered when  Group 4 will comment on Group
Assessment 3) budgeting. 1 Analyze the movie and relate it Examples of guide questiona:
 Group 3 will comment on Group to needs versus wants. Note
2 that some of the contents of Was the group effective in
 Group 2 will comment on Group the video may be debatable emphasizing the difference
3 e.g. chocolates is needed by between needs and wants? If
 Group 1 will comment on Group soldiers for endurance in the yes, How?
4 middle of a war while in a
normal situation it is a want for
Limit the comments on the What concepts in the
another individual.
contents of the presentation. presentation had an impact on
Does the presentation manifests you? Why?
the principles in making family
budgeting a successful and Do you think the presentations
fulfilling task? can further be improved? In
what way?
G. Finding practical Aside from what was -do- -do-
applications of concepts mentioned, can you think of
and skills in daily living other factors that need to be
considered when budgeting?
Explain.
H.Making generalizations and Today we determine the Synthesize the discussion on what There is a need to distinguish
abstractions about the lesson relationships between and where the family budget is between need and want . This
management and budgeting allotted, as well as the principles will enable us to prioritize
of family income. We also to take into consideration to make needs over wants, hence
looked into the factors that family budgeting successful and ensuring that the budget is
need to be considered when fulfilling. enough to make both ends
budgeting. meet moreso when times are
hard.
I. Evaluating learning Ask the learners to share their .If you were to make a personal
insights on the lesson for the day budget, what would you include?
Why?
J. Additional activities for Bring photos or drawing
application or remediation where family budget is spent
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
earned80%onthe formative
assessment
B. No.of learners who require
remediation.
lesson.
did these work?
encounter which my principal
or supervisor can help me
solve?
G.What innovation or localized
other teachers?
School Grade Level VI
GRADE 6 Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time AUGUST 13 - 17, 2018 (WEEK 1) Quarter 2ND QUARTER

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
B. Performance Standard sells products based on needs and demands.
C.Learning  Identify the values of  Give ways on how to  Give two basic ways  Make a simple  Make a business
Competency/Objectives a successful start own business. to earn money. product. proposal of
Write the LC code for each. entrepreneur.  Identify the Buyer  Identify steps or TLE6IE-0a-1.2 owned simple
 Identify the types of and Seller relations. guide in making own product.
entrepreneur. simple products. TLE6IE-0a-1.2
TLE6IE-0a-1.1 TLE6IE-0a-1.1  Plan a simple
product.
TLE6IE-0a-1.2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
II. CONTENT
BE A SUCCESSFUL
AN IDEAL ENTREPRENEUR I CAN BE AN ENTREPRENEUR MY SIMPLE PRODUCT BUSINESS PROPOSAL
ENTREPRENEUR
A. References
2. Learner’s Materials pages
3. Textbook pages The Basics of Better Family The Basics of Better Family ICT and Entrepreneurship ICT and Entrepreneurship ICT and
Living pp. 2-5 Living pp. 5-13 pp. 3 & 11-12 pp. 13 Entrepreneurship
pp. 7
ICT and Entrepreneurship
pp. 2-3
Learning Resource
(LR)portal
B. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. PROCEDURES
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Review the Qualities and Review ways on how to start Review ways, steps or guides
presenting the new lesson Types of Entrepreneur. own business & identify the to create their own product
Buyer and Seller relations.
B. Establishing a purpose for the Motivate the child by
lesson presenting a K-W-L Chart
about Entrepreneur.
C. Presenting Ask the pupils where can they
examples/Instances of the find different entrepreneur.
new lesson
D. Discussing new concepts and Discuss the Qualities of an
practicing new skills # 1 ideal entrepreneur and its
types on pp. 3-6
E. Discussing new concepts and Discuss ways on how to start Group Work:
practicing new skills # 2 own business & identify the  Let the pupils identify
Buyer and Seller relations. On ways, steps or guides
pages. TXT 5-13 & TXT 2-3 to create their own
product. See page 11-
12
 Plan their own
product.
See page 3.
 Report it in class.
F. Developing mastery Group Work: Make their own
(leads to Formative Assessment simple product using
3) available ingredients in the
community. And report it in
class.
See page 13
G. Finding practical application Group Work: Make their
of concepts and skills in daily own business proposal
living for their chosen product.
See page 7 and report it
in class
H. Making generalizations and Let the pupils describe
abstractions about the lesson an ideal entrepreneur
using manila paper
I. Evaluating learning Complete the K-W-L Chart Evaluate the products
about Entrepreneur. presented by each group.
J. Additional activities for Research some
application or remediation successful Filipino
Entrepreneurs.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned
80% in the evaluation
remediation who scored
below 80%
lesson
did these work?
encounter which my principal
or supervisor can help me
solve?
other teachers?
School Grade Level VI
GRADE 6 Teacher Learning Area TLE – INDUSTRIAL ARTS
DAILY LESSON LOG
Teaching Date & Time AUGUST 13-17, 2018 (WEEK 1) Quarter 2ND QUARTER

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
B. Performance Standards Performs necessary skill in enhancing/ decorating finished products
C. Learning Competencies Discusses the importance and methods of enhancing/decorating bamboo, wood, and metal Demonstrates creativity and innovativeness in enhancing/decorating
products (TLE6IA‐0a‐1) bamboo, wood, and metal products (TLE6IA‐0a‐2)
II. Content Enhancing/ decorating finished products

III. Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages

Learning Resources (LR)
Portal)
B. Other Learning Resources
IV. Procedures
A. Review Previous Lessons Ask : What are the most Ask : What are the most Review with each group their plans from
widely used techniques in widely used techniques in Activity Sheet No. 4
enhancing bamboo and enhancing metal craft
wood products ? products ?
B. Establishing purpose for Intro: Ask: For the Intro: Refer to each group output from
the Lesson There are many different 1. Are there metal craft shops Activity Sheet
industrial ways or methods present in your The Facilitator will situate and No. 4 (matrix 1 and matrix
to enhance and decorate communities? encourage learners to think of 2)
bamboo, wood, and metal 2. What techniques do you ways on how they will be able
products. These methods mostly see while they work to use the concepts learned Let each group discuss if they will
help improve not only the on their products? from the previous three (3) apply all enhancements that they have
quality of our products but day sessions (wood and metal planned or they
also the life of the families enhancing techniques).
engaged in various
livelihood
activities. Enhancing is Say (Loud) : Are your groups will include other items.
carried out basically to ready ? (15‐20 minutes)
improve the aesthetics and
the functional properties of
a material.
Ask:
1. Are there wooden
furniture shops present
in your communities?
2. What techniques do you
mostly see while they
work on their products?
C. Presenting examples Discuss with the learners The Facilitator will use two
/instances of the new the usual techniques being identical wood/metal
lessons used in furniture shops products found in his home
based on their observations or shops. Show the class
from their community the transformation of a
product from its original
appearance (1st piece) ‐‐‐‐ to
its enhanced version
(2nd piece).
Discuss with the class

evident changes that they
can see on the two product
samples created through/by
enhancements techniques.
D. Discussing new concepts Refer to Activity Sheet No. 1 Refer to Activity Sheet No. 2 Refer to Activity Sheet No. Refer to Activity Sheet No.
and practicing new – (attached) ‐ Puzzle 3 – Learning Stations 4 – Enhancing
skills #1. Pair and Share (attached) (attached) Wood/Metal Products
(attached)
E. Discussing new
concepts & practicing
new skills #2
F. Developing Mastery After the activity, instruct all the groups

(Leads to Formative to rate the output of other group using
Assessment 3) the matrix 2 (rubric). One group will rate
the work of another group.
G. Finding Practical Ask: What are some of the Ask: What are some of the sample Ask: What do you think now
Applications of sample products in bamboo products in metal are the essence of knowing
concepts and skills and woodcraft? (Expected craft? the various ways of enhancing
in daily living answers : (Expected answers: Accessories, wood and metal crafts ?
Bamboo lamp, bamboo pen holder, wind chimes, etc.
bottle holders, bamboo plant
box, desktop organizer,
candle holder, furniture, etc.
H. Making Generalizations Ask : How important is the Ask : How important is the 1. If you are interested in craft Ask:
& Abstractions about knowledge on the different knowledge on the different designing and production, What benefits does a craftsman get from
the lessons techniques on enhancing the techniques on enhancing which will you choose, the know‐how of enhancing wood and
beauty of bamboo and the beauty of metal crafts ? wood crafts or metal craft? metal products?
woodcrafts ? 2. In the Philippines, which do (Expected response) Products made of
you think should be given bamboo, wood and metal can be
focus, wood or metal crafts enhanced through different techniques
? in order to increase their marketability
and saleability.
I. Evaluating Learning Ask the learners to enumerate Ask the learners to enumerate the Ask: After knowing the
the wood craft enhancing metal craft enhancing techniques different techniques on how
techniques to improve or enhance wood
and metal products, what
effects do you think it will do
to a products’ marketability?
J. Additional activities for Before the session ends: Tell the learners to conduct a Reminder:
application or ‐ Break the class into survey (group of three (3) on:
remediation subgroups with 5 What types of finishing What sort of wood /metal
members per group. processes does wood and products did you found in
‐ Let them choose a leader metal craft artisans in their your homes, and your group
and a communities used to enhance is planning to work on as an
secretary/documenter their products . application of the three
Say: Think/look for any wood

or metal products in your
home. Think of ways on how
to enhance or
improve its appearance.
‐ Bring the following for our

two (2) day activity
(Thursday & Friday):
‐ Old wooden or metal
product in your homes
‐ Any material that can be
used to
enhance/improve the
chosen product
o gift wrapper, glitters,
spray paint, etc.
o Small wood/metal
glue
V. Remarks
VI. Reflection
A. No.of learners who earned 80%
in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons work?
No.of learners who caught up
with the lessons
D. No.of learners who continue to
require remediation
worked well? Why did this work?

encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 13-17, 2018 (WEEK 1) Quarter: 2ND QUARTER

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies/ 1.1 Explains benefits derived 1.1 Explains benefits derived 1.1.2 Identifies successful To administer a Pre Test To administer a Pre Test
Objectives from planting trees and fruit- from planting trees and fruit- orchard growers in the
( Write the L Ccode for each) bearing trees to families and bearing trees to families and community or adjacent
communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1
II. CONTENT Benefits derived from Benefits derived from planting Successful orchard growers in
( Subject Matter) planting trees and fruit trees and fruit bearing trees to the community
bearing trees to families and families and communities
communities
A. References
1. Teacher’s Guide pages pp. pp.
2. Learner’s Material pages pp. pp.
3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/c https://plantyourtrees.com/cat
Learning Resource LR atalog/information/bene fits- alog/information/bene fits-of-
portal of-trees trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
IV. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?
B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?
a. Presenting examples/ instances Group Activites Group Activites Let the group present their
of the new lesson. output.
b. Discussing new concepts and Group Reporting Group Reporting Discuss their output.
practicing new skills.#1
c. Discussing new concepts and What are the benefits derived What are the benefits derived
practicing new skills #2. from planting trees and fruit- from planting trees and fruit-
bearing trees? bearing trees?
d. Developing Mastery 1.The teacher further explains 1.The teacher further explains The teacher further gives
(Lead to Formative Assessment 3) and discuss the background and discuss the background examples of orchard growers in
information through inquiry information through inquiry the community.
approach approach
2. Have the pupils master the 2. Have the pupils master the
concepts. concepts.
e. Finding practical application of Why it is necessary to plant Why it is necessary to plant If you were an orchard grower
concepts and skills in daily living trees? trees? how can you help other people?
f. Making Generalizations and What have you learned? What have you learned? How can we say that an orchard
Abstraction about the Lesson. What are the benefits of What are the benefits of owner is a successful?
planting trees? planting trees?
g. Evaluating Learning Why is it good to plant trees Why is it good to plant trees or List down all the orchard
or fruit –bearing trees? fruit –bearing trees? growers in your community.
h. Additional Activities for Draw a fruit-bearing tree and Draw a fruit-bearing tree and Draw an orchard that you have
Application or Remediation explain the benefits of it. explain the benefits of it. in your community.
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80%in

the evaluation.
B . No. of learners who required
remediation who scored below
80%
C. Did the remedial lesson work?

No. of learners who have
caught up with the lesson.
D. No. of learner who continue to

require remediation

worked well? Why did these
work?
F. What difficulties did I encounter

which my principal or
supervisor can help me solve?

materials did I used/discover
other teachers?

DLL g6 q2 Week 1 All Subjects (Mam Inkay Peralta)

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GRADE 6 School: Grade Level: VI

Teacher: Learning Area: ARALING PANLIPUNAN

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Naiisa – isa ang mga

j. Additional activities for Gamit ang bondpaper gumawa

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30

Pagkamapanagutan (responsibility) Pagkamapanagutan Pagkamapanagutan Pagkamapanagutan Pagkamapanagutan

2.Mga Pahina sa Kagamitang

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

3. Mga Pahina sa teksbuk Landas sa Pagbasa pp. 189 - 190

Ano ang pamatnubay na mga

Ano-anong salita ang

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

An Enhanced Understanding of An Enhanced Understanding An Enhanced Understanding of An Enhanced Understanding of

III. LEARNING RESOURCES

H. Making Tell the pupils: Tell: Discussion:

A. No. of learners who

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Ask: What is the ratio of the

Analyze the problem by asking Finally, group them into 6s.

4) Basketballs to tennis balls 6:27 15:2 8:32 60:1

What is the hidden word?

C. Did the remedial lessons

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

V. REMARKS Re-teaching Transfer of

A. No. of learners who

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. Content Enhancing/ decorating finished products

4. Additional Materials from

Discuss with the class

F. Developing Mastery After the activity, instruct all the groups

Say: Think/look for any wood

‐ Bring the following for our

F. What difficulties did I

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. No. of learners earned 80%in

C. Did the remedial lesson work?

D. No. of learner who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

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