You are on page 1of 58

School Grade Level VI

GRADE 6 Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT


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

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if 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 to create knowledge products
B. Performance Standard Create a multimedia knowledge product
C.Learning  Give steps in  Give the steps on  Insert action buttons in  Make a storyboard  Create a
Competency/Objectives creating a how to add sound a presentation that about their powerpoint
Write the LC code for each. Multimedia effects to an  Edit and Remove powerpoint presentation
presentation. animation. action buttons in a presentation. about their
 Identify the  Define what presentation.  Draft their simple product.
advanced features embedding is.  Record slideshow. powerpoint  Apply the
of Microsoft  Give steps on how to  Set up a slideshow. presentation. advanced
powerpoint. embed audio and TLEIE6-0i-15 TLEIE6-0i-15 features of
 Follow steps in video into a powerpoint
adding slide presentation. presentation to
transition.  Use hyperlink in a their slides.
 Define what presentation.  Follow steps in
animation in  Edit and Remove creating
Microsoft hyperlink in a Multimedia
Powerpoint is. presentation. presentation.
 Identify the steps in TLEIE6-0i-15 TLEIE6-0i-15
adding animations
in Microsoft
Powerpoint.
TLEIE6-0i-15
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
II. CONTENT two.
CREATING KNOWLEDGE PRODUCTS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 112-116 pp. 116-121 pp. 121-128 pp. 112-128 Entrepreneurship
pp. 129
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
IV. PROCEDURES
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 Review of previous lesson Review previous lesson about Review previous lesson about
or presenting the new about google groups. “Creating Multimedia steps on how to add sound
lesson Presentations”, “Adding slide effects to an animation, how to
transitions” and Applying embed audio and video, Use,
animation. edit and remove hyperlink.
B. Establishing a purpose for
the lesson
C. Presenting Present “Let’s Study” on
examples/Instances of the page 112.
new lesson
D. Discussing new concepts Discuss “Creating Discuss GROUP ACTIVITY:
and practicing new skills # 1 Multimedia Presentations”,  The steps on how to  Make a storyboard
 Adding slide add sound effects to about their simple
transitions. an animation. product
 Applying Animations  steps on how to  Draft powerpoint
on pp. 112-116 of TX. embed audio and presentation about
video into a their simple product.
presentation.
 Use hyperlink in a
presentation.
 Edit and Remove
hyperlink in a
presentation.
on pp. 116-121 of TX.
E. Discussing new concepts Discuss GROUP ACTIVITY:
and practicing new skills # 2  Steps on how to  Let the pupils
embed audio and finalize their
video into a powerpoint
presentation. presentation and
 Use hyperlink in a present in in the
presentation. class
 Edit and Remove
hyperlink in a
presentation.
F. Developing mastery GROUP ACTIVITY:
(leads to Formative Assessment Let the pupils do Activity
3) 6.1 on page 129 of TX.
G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and  What is
abstractions about the powerpoint
lesson presentation?
 What are its
advanced
features?
I. Evaluating learning 20 item quiz on
Microsoft powerpoint
J. Additional activities for Let each Group finish/finalize
application or remediation their powepoint presentation
at home if unfinished.
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
VI. REFLECTION
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
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
f

School Grade Level VI


GRADE 6 Teacher Learning Area TLE-IA
DAILY LESSON LOG Teaching Dates and Time OCTOBER 8-12, 2018 (WEEK 9) Quarter 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


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

Sorting (Seiri), Straightening (Seiton), Systematic Cleaning (Shine) (Seiso)


II. CONTENT
Standardizing (Seiketsu), Service (Sustaining) (Shitsuke)
Recycling of waste materials
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resources
IV. PROCEDURES
Have the pupils report to the What is sorting? How do we straighten recycled
A. Reviewing How is sorting being
class some simple repair done at waste materials?
previous lesson or done?
home. Why do we straighten recycled
presenting the new lesson
waste materials?
What are the waste When you are looking for Describe a place/workplace you like
B. Establishing a materials do we have at home? something inside your house best.
purpose for the lesson What do we usually do with can you find it easily? Show pictures of a place and let the
those waste materials? Why? pupils describe them.
Show pictures of shelves with
things properly arranged.
Show pictures of waste materials. Let the pupils group each Present the process on systematic
Identify each (residual, reusable, waste material according to its cleaning
recyclable ) classifications and label or - eliminate obstacles in the
straighten them as reusable, workplace.
recyclable and residuals. - remove all things that are not in
use.
- segregate unwanted materials.
C. Presenting
- place components according to
examples/ instances
their uses.
of the new lesson
- use cleaning as an inspection.
- prevent machinery and
equipment. From deterioration.
- keep workplace clean and safe to
work.
- set cleaning frequency
- waste removal by cleaning.
What is sorting? Proper ways of straightening The teacher explains each process of
How do we sort waste waste materials systematic cleaning.
materials? If necessary, reassign spaces, What should we do to our
racks, cabinets etc. workplace at home/school.
Decide the right places for Why should we practice the
everything. systematic cleaning?
Put all materials at a place Why is systematic cleaning
allocated to them with proper important to us?
D. Discussing new
label or signalization.
concepts and practicing
Use alerts or indicators for out
new skills #1
of stocks situation.
Use floor paint marking to
define work area, path,
entrance/exit, cart
Trolley, equipment etc.
6. Use display cautious,
messages, instructions at
proper place.

What are the proper ways of 1.Why straightening and What are the benefits /
sorting waste materials? labelling important? importance of systematic cleaning in
Proper Ways of Sorting Waste the school, at home and work place?
Materials Benefits and importance of
E. Discussing new 1.Decide what is necessary and systematic cleaning.
concepts and practicing what is unnecessary. 1. The work place becomes
new skills#2 2.Put a red tag on unnecessary free of dirt and stain which is the
items and keep them in a important point of quality.
separate area. 2. Equipment lifespan will be
prolonged and breakdowns will be
less.
3.Throw those items which have 3. Creates a pleasant
not been used in the past one environment.
year. 4. Prevents accidents.
4.Things used 6-12 months may
be stored at a distance from
work station.
5.Things used more than once a
month should be available at a
central point in the work place.
6.Things used hourly/
everyday/once a week should be
near the work station.
Why do we have to sort waste
materials?
F. Developing mastery Group Activity The teacher will give the name Use semantic web
(Leads to Formative of waste material, let the pupils Give the importance of systematic
Group 1- Identify the waste guess the cleaning.
Assessment 3)
materials shown in the picture. Classification of waste
Group 2- Classify waste materials as reusable,
materials. ( reusable, recyclable, recyclable or residual.
residuals ) Examples of waste materials
Group 3- Give the proper ways of Paper, tin cans, canister,
sorting waste materials. Group 4- iron bars, tires, bottles etc.
Give the importance of sorting
waste materials.
Group 5- Give other examples of
waste materials according to its
classification.
G. Finding practical What should you do about What are the things you see In your kitchen, how will you apply
applications of waste materials at home/ in inside the classroom? the processes of systematic
concepts and skills in school / Enumerate them. cleaning?
daily living Is sorting important? Why? How will you arrange them What are things that you should
following the proper way of remove?
straightening things? How will you arrange the
utensils, kitchen wares and others?
Why?
H.Making generalizations Why do we practice sorting What is straightening? What is systematic cleaning?
and abstractions about waste materials? What is labeling Why is systematic cleaning
the lesson important?

I. Evaluating learning Direction: Write T if the Group the following waste Direction: Put a check ( / ) IF
statement is true and F if false. materials according to its process of systematic cleaning and (
1.All waste materials are classification through X ) if not .
recyclable. straightening. ____1. Segregate unwanted
materials from the workplace.
2.Residuals are waste materials Use the box provided. ____2. It makes the workplace
that can be recycled. unsafe.
3.Waste materials should bo RECYCL REUSA RESIDU ____3. Waste removal
sorted through their uses. ABLE BLE AL ____4. Check and inspect
4.Sorting is removing unwanted tools/machinery.
materials. ____5. Waste of time.
5.Sorting leads to cleaning. paper tin cans
syringe pet bottles
plastic bottle of
chemicals
batteries scrap metals
Styrofoam
J. Additional activities for Apply the proper ways of sorting Visit your science laboratory, Put into practice the systematic
application or waste materials at home / observe the chemicals and cleaning in the work place at
remediation school. glasswares and see how your home/school
science teacher has kept
different chemicals and glass
apparatus
V. REMARKS
VI. REFLECTION
A. No.oflearnerswho
earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactiviti
es forremediation.
C. Didtheremediallessons
work?
No.oflearnerswho
havecaughtupwiththe
lesson.
D. No.oflearnerswho
continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?
Why didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorca
n helpmesolve?
G.What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
GRADE 6 School BACALE ES Grade Level VI
Teacher MERCY M. MARTIN Learning Area TLE-HE
DAILY LESSON LOG
Teaching Dates and Time OCTOBER 8-12, 2018 (WEEK 9) Quarter 2ND QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


A. Content Standards Demonstrates an understanding of and skills in the basics of food preservation
B. Performance Preserve food/s using appropriate tools and materials and applying the basics of food
Standards
C. Learning 3.3 preserves food 3.3 preserves food 3.3 preserves food applying 3.3.1. selects food to be
Competencies / applying principles and applying principles principles and skills in food preserved/processed based on
Objectives skills in food and skills in food preservation/processing availability of raw materials, market WEEKLY TEST
preservation/processin preservation/processi TLE6HE-Oh-12 demands, and trends in the
g ng community
TLE6HE-Oh-12 TLE6HE-Oh-12 TLE6HE-Oh-12

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

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages The Basics of Better Family Living
Gloria A. Peralta, Ed. D.
Rosella N. Golloso
Leonora D. Basbas, Ph. D.
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recap of previous Recap of previous Recap of previous lesson. Recap of what happened the
lesson or presenting lesson. lesson. Last week, the class prepared for the previous day.
the new lesson. Mention the names of the group
Last week, the class Last week, the class presentation of
prepared for the prepared for the processed/preserved products. who completed their presentation.
presentation of presentation of Today, the class will present by The presentation of the rest of the
processed/preserved processed/preserved group. groups willl continue (Groups 5-8).
products. Today, the products. Today, the As mentioned, the presentation will
class will present by class will present by contain the following:
group. group.  Recipe of the
As mentioned, the As mentioned, the preserved/processed food
presentation will contain presentation will  Tools / instruments used in the
the following: contain the following: activity.
 Recipe of the  Recipe of the  Equipment used in the activity
preserved/processed preserved/processe  Steps in preserving/processing of
food d food food
 Tools / instruments  Tools / instruments  Name and role of each member
used in the activity. used in the activity. of the group
 Equipment used in  Equipment used in
the activity the activity
 Steps in  Steps in
preserving/processin preserving/processi
g of food ng of food
 Name and role of  Name and role of
each member of the each member of
group the group

B. Establishing a Tell the class that on Tell the class that on Tell the class that on one hand Tell the class that on one hand
purpose for the lesson one hand through the one hand through the through the activity, each learner through the activity, each learner will
activity, each learner activity, each learner will gain insights from each group. gain insights from each group. On
will gain insights from will gain insights from On the other hand, the members of the other hand, the members of the
each group. On the each group. On the the group continue to learn from group continue to learn from each
other hand, the other hand, the each other through collaborating other through collaborating and
members of the group members of the group and working with one another. working with one another.
continue to learn from continue to learn
each other through from each other
collaborating and through collaborating
working with one and working with one
another. another.
C. Presenting The teacher requests The teacher requests The teacher requests the class to The teacher requests the class to
examples/ instances the class to give each of the class to give each give each of their group a name. give each of their group a name.
of new lesson their group a name. of their group a The 6 groups will present thier
name. The 6 groups will present thier performance in preparing atsara as
The 6 groups will performance in preparing atsara as one of the preserve food.
present thier The 6 groups will one of the preserve food.
performance in present thier
preparing atsara as one
performance in Order of presentation will be agreed
of the preserve food. preparing atsara as by the class.
one of the preserve
Order of presentation food.
will be agreed by the
class. Order of presentation
will be agreed by the
class.

D. Discussing new The teacher presents The teacher presents The teacher presents the The teacher presents the mechanics
concepts and the mechanics of the the mechanics of the mechanics of the presentation: of the presentation:
practicing new skills presentation: presentation: Each group will present for a Each group will present for a
#1
Each group will present Each group will maximum of 8 minutes. maximum of 8 minutes.
for a maximum of 8 present for a After every presentation, After every presentation,
minutes. maximum of 8 clarifications may be raised by the clarifications may be raised by the
After every minutes. rest of the group (3 minutes) rest of the group (3 minutes)
presentation, After every
clarifications may be presentation,
raised by the rest of the clarifications may be
group (3 minutes) raised by the rest of
the group (3 minutes)

E. Discussing new Each group will be given Each group will be Each group will be given the time to Each group will be given the time to
concepts and the time to present given the time to present their work to the class. present their work to the class.
practicing new skills their work to the class. present their work to
#2
the class.

F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living

H. Making The teacher thanks The teacher thanks the The teacher thanks the members of Completion of presentation.
generalization and the members of the members of the class for the class for the effort they have The teacher thanks the members of
abstractions about class for the effort the effort they have exerted. the class for the effort they have
lesson
they have exerted. exerted. The teacher mentions that he/she exerted.
The teacher The teacher mentions was impressed with all of the The teacher mentions that he/she
mentions that he/she that he/she was presentation. (if applicable) was impressed with all of the
was impressed with impressed with all of the presentation. (if applicable)
all of the presentation. (if Remember that if a group was not Remember that if a group was not
presentation. (if applicable) able to deliver well, it may reflect able to deliver well, it may reflect on
applicable) on the guidance provided by the the guidance provided by the teacher
Remember that if a teacher during the preparation. during the preparation.
Remember that if a group was not able to
group was not able to deliver well, it may
deliver well, it may reflect on the guidance
reflect on the provided by the teacher
guidance provided by during the preparation
the teacher during
the preparation
I. Evaluating Learning Actual group Actual group Actual group presentation. Actual group presentation.
presentation. presentation.

J. Additional activities Search for principles Search for principles in Search for principles in food Search for principles in food
for application or in food preservation. food preservation. preservation. preservation.
remediation

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

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


OBJECTIVES
A. Content Standards demonstrates an understanding of scientific processes in animal/ fish raising

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

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

10.2.2 Discuss every works


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

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

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

B. Making Site development Plans Design and materials Work scheduling involved in the Record and transaction keeping and Marketing Strategy
generalizations and requirement of the project project management
abstractions about
the lesson
C. Evaluating Learning Oral interview Oral recitation Reporting and presentation Group presentation Written examination
Demonstrations Demonstrations skills Ocular Inspection Product Analysis
Drafting of Plans
D. Additional activities Take photos of an ideal Canvass for the tools, supplies Invite at least one practitioner Develop ledger, book for accounts Prepare marketing strategy of
for application or animals and fish farm project ,materials and consumables of who can share his/her of the project the products and by product of
remediation the project experienced in maintaining animals and fishes
animal farm or fish farm/pond
G. REMARKS
H. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADE 6 School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES


I. Layunin
Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag-unawa sa pamamahala at mga pagbabago sa lipunang Pilipino sa panahon ng kolonyalismong Amerikano at ng pananakop ng mga Hapon at
(Content Standards) ang pagpunyagi ng mga Pilipino na 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, dahilan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano
(Perfomance Standards)
Pamantayan sa Pagkatuto Nakapagbibigay ng sariling pananaw tungkol sa naging epekto sa mga Pilipino ng pamamahala sa mga dayuhang mananakop.
(Learning Competencies) AP6KDP-IIh-9
 Naiisa-isa ang mga batas at  Natutukoy ang mga programang  Nasasabi kung paano  Naibibigay ang mga pamamaraan  Nakikilala ang iba’t-ibang
patakaran ng mga Amerikano panlipunan, pangkabuhayan sa nasasakop ang Pilipinas sa mga ng pamamahala ng mga Hapones pakikibaka ng mga Pilipino
na nakaapekto sa pamahalaang komonwelt Hapones  Nailalarawan ang paraan ng laban sa mga Hapones
pamumuhay ng mga Pilipino  Nakalalahok ng masigla sa mga  Naibabahagi ang damdamin ng pamamahala ng mga Hapones  Napapahalagahan ang
 Naibabanggit ang mabuti at programang pangkabuhayan at mga Pilipino sa pananakop ng  Nakabubuo ng picture collage sa pakikibaka ng mga Pilipino
di-mabuting epekto ng mga panlipunan mga Hapones paraan ng pamamahala ng mga laban sa mga Hapones
batas sa patakaran ng mga  Nakapagsasadula ng mga  Nakagagawa ng isang timeline Hapones  Nakagagawa ng poster o
Amerikano sa pamumuhay programang panlipunan at tungkol sa pananakop ng mga slogan sa pakikibaka ng mga
ng mga Pilipino. pangkabuhayan sa panahon ng Hapones Pilipino laban sa mga
 Nakabubuo ng graphic Komonwelt Hapones
organizer sa mga batas,
patakaran ng mga Amerikano
na nakaapekto sa
pamumuhay ng mga Pilipino
Paksang Aralin Mga batas at patakaran ng mga Mga programang panlipunan, Pananakop ng mga Hapones Mga paraan ng pamamahala ng Mga paraan ng pakikibaka ng
(Subject Matter) Amerikano na nakaapekto sa pangkabuhayan sa pamahalaang mga Hapones mga Pilipino laban sa mga
pamumuhay ng mga Pilipino komonwelt hapones
Kagamitang Panturo AP6 Batayang Aklat sa AP 6 AP6 CG, mga larawan, tsart, TM, AP6 CG, mga larawan, tsart, TM, AP6 CG, mga larawan, tsart,
(Learning Resources) TG 6, LM 6 LM, TG, CG, BOW TG TG TM, TG
Pamamaraan
(Procedure)
a. Reviewing Previous Lesson Pagbabalita base sa mga Pagpapakita ng mga larawan at Maglaro ng message relay (Mga a. Balitaan Magbalik-aral sa tulong ng
or Presenting the New pangyayari ngayon.(Current tanong na may kinalaman sa batas at patakaran ng mga b. Catch that Ball Game. Ang
Lesson Events) komonwelt Amerikano) makakasalo ng bola any siyang
Tanong: Bakit nagkarron ng magbibigay ng kanyang naging
digmaan ang mga Pilipino at natutunan.
Amerikano
b.Establishing purpose for the Pagpapakita ng larawan ng Magpakita ng larawan tungkol sa Pagpapakita ng larawan na may Magpakita ng puppet. Magpakita ng iba’t ibang
lesson mga pangyayari sa komonwelt kaugnayan sa hapones Itanong: Paano natin mapapagalaw larawan ng naglalahad ng
kasalukuyan. 1. Ano ang nakikita ninyo sa ang isang puppet? pakikibaka e.g. mga
larawan
Tanong: Ano ba ang nakikita pangyayari sa panahon ng
2. Ano-ano ang masasabi ninyo sa
nonyo sa larawan? Bakit larawan Kastila
nagkaroon ng kaguluhan
a. Presenting Matutukoy ng mga mag-aaral Ipakita/Ipaskil ang KWL tsart. Video clip tungkol sa pagsabog ng Magpakita ng mga larawan ng mga Ibahagi ang mga larawan o
example/instances of the ang mga Batas sa kanilang Pasagutan ito sa mga bata. Pearl Harbor. pinunong pilipino sa panahon ng pangalan ng ilang mga pinuno
new lesson Barangay Ilalahad ng guro ang tsart ng mga Hapon. ng Kilusang Gerilya sa
hamon, suliranin ang mga tugon 1. Pangulong Jose P. Laurel Pilipinas:
nito. 2. Claro Recto Hal. Salipada Pendatun ng
Gabay na tanong: Cotabato, Wenceslao Vinzons
1. Nakikilala nyo ba ang mga ng Cam. Norte, ect.
larawang ipinaskil? Hayaang magbigay ng
kaalaman ang mga bata ukol
sa mga ipinakitang larawan.
Itanong:
Ano ang naging mahalagang
bahagi nila sa ating
kasaysayan?
b. Discussing new concepts Pangkatin sa tatlo ang mga Itanong: Pagtatalakay sa mga pangyayari Isa-isahin ang mga kautusan na Pangkatin ang klase sa 5.
mag-aaral. 1. Ano ang komonwelt kung paano nasakop ng mga itinatag ng pamahalaang hapones Bawat pangkat ay bibigyan ng
Magbigay ng Activity Cards sa 2. Ano-ano ang programang Hapones ang Pilipinas. na kailangan sundin ng bawat envelope kung saan
mga bata. panlipunan pangkabuhayan sa Pilipino at ang pagtatag ng nakapaloob ang gawain at ang
Pangkat 1.- Batas Pilipinas ng pamahalaang komonwelt. pamahaang puppet. paksang kanilang tatalakayin
1902 sa loob ng pangkat. Ilalahad ito
Pangkat 2 - Batas JOnes ng sa isang malikhaing paraan
1916 mamaya.
Pangkat 3 - Batas Tydings
McDuffie 1934
c. Continuation of the Itanong: Mahalaga ba ang Isa-isahin ang mga pangyayari sa Pangkatin sa lima ang mga mag- Bigyan ng pagkakataon ang
discussion of new concepts pagkakaroon ng 3 Batas na pagsasakop ng mga Hapones sa aaral. Bawat pangkat ay kailangang bawat pangkat upang
ipinatutupad para sa kalayaan Pilipinas gamit ang TIMELINE bumuo ng picture collage sa maisagawa ang mga gawain.
ng Pilipinas paraan ng pamamahala ng mga
Hapones
d. Developing Mastery Ano ang mga epekto ng mga 3 1. Sino ang kauna-unahang nahalal Pangkatan Magbigay ng tatlong kautusan sa Itanong:
Batas para sa mga sa komonwelt panahon ng hapones at ipaliwanag Ano ang ipinahihiwatag ng
mamamayang Pilipino 2. Ano-ano ang mga programang, Roleplay tungkol sa pagdating ng ito. pagkakaroon ng pakikibaka
pangkabuhayan sa pamahalaang Hapones sa Pilipinas laban sa mga Hapon?
komonwelt.
e. Finding practical Alin sa mga Batas ang iyon Pangkatang Gawain Kung ikaw ay nabubuhay noong Itanong: Kung ikaw ay nabubuhay Ipalahad sa bawat pangkat ang
applications of concepts and nagustuhan?Bakit? Pangkat 1-Data Ritrieval Chart panahon ng mga haopnes sa sa panahon ng pamamahala ng napagkasunduang malikhaing
skills in daily living tungkol sa mga programang, Pilipinas, susunod ka ba sa mga mga Hapones, maging sunud- pagtatanghal
pangkabuhayan sa pamahalaang lumalaban o susunod na lamang sunuran ka ba sa kanilang (Maghanda ng rubrics para
komonwelt sa mga hapones ?Baki? patakaran? dito)
Pangkat 2 - Pagsasadula/
magtanghal sa mga programang
pangkabuhayan sa pamahalaang
komonwelt
f. Making generalizations and Ibigay ang mga kahalagahan ng Ano ang epekto ng komonwelt sa Ano ang naging daan upang Anu-ano ang naging epekto sa mga Naging mabisa ba ang paraan
abstractions about the 3 batas? Sa mga mamamayang ating bansa? maging sakop ng mga Hapones Pilipino sa pagsunod sa patakaran ng pakikibaka ng mga Pilipino
lesson Pilipino? ang Pilipinas ng pamamahala ng mga Hapones. laban sa mga Hapon?
Ipaliwanag ang sagot.
g. Evaluating learning Gumawa ng “Concept Map” Kailan itinakda ang programang Pagsunud-sunurin ang mga Ikumpara ang patakaran ng Sumulat ng isang sanaysay
batay sa tatlong batas. komonwelt? pangyayari pamamahala ng mga dayuhang ukol sa inyong natutunan sa
mananakop. paksa.
Dayuhang Patakaran
Mananakop
Hapon
Amerikao
h. Additional activities for Sagutin ang Tanong: Magtanong tanong sa mga
application or remediation Bakit itinatag ang pamahalaang matatanda kung ano ang naging
komonwelt sa bansa. karanasan nila sa panahon ng
mga Hapones.
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
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
f. What difficulties did I __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
encounter which my
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
principal or supervisor can
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
help me solve?
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
g. What innovation or localized
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
materials did I use/discover
views of the locality views of the locality views of the locality views of the locality views of the locality
which I wish to share with
__ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be
other teachers?
used as Instructional Materials as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
GRADE 6 School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
The learner…
A. Content Standards  demonstrates understanding of various verbal and non-verbal elements in orally communicating information
 demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience)
 demonstrates understanding that a change in stress-timed to support comprehension
 demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
 demonstrates command of the conventions of standard English grammar and usage when writing or speaking
 demonstrates understanding of different formats to write for a variety of audience and purposes
 expresses ideas effectively in formal and informal compositions to fulfill their own purpose in writing
 demonstrates understanding of non-verbal communication to communicate with others
 demonstrates understanding of verbal and non-verbal elements of communication to respond back

The learner…
B. Performance Standards  orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
 reads with sufficient accuracy and fluency to support comprehension
 uses correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral or written)
 drafts texts using appropriate text types for a variety of audiences and purposes
 edits texts using appropriate text types for a variety of audiences and purposes
 rewrites/revises texts using appropriate text types for a variety of audiences and purposes
 publishes texts using appropriate text types for a variety of audiences and purposes
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 uses a variety of strategies to provide appropriate feedback
C. Learning Competencies/ Objectives EN6OL-IIi-6 EN6OL-IIi-6 EN6G-IIi-8.3 EN6G-IIi-8.3 EN6WC-IIi-1.8.2
Write the LC code for each React on the content of the React on the content of the EN6G-IIi-8.4 EN6G-IIi-8.4 EN6WC-IIi-1.8.1
material presented material presented Compose clear and coherent Compose clear and coherent
EN6WC-IIi-1.8.3
sentences using appropriate sentences using appropriate
grammatical structures: Revise writing for clarity:
grammatical structures:
subordinate conjunctions correct spelling, appropriate
EN6F-IIi-1.6 EN6F- EN6F-IIi-1.6 subordinate conjunctions and
and coordinate conjunctions punctuation marks, and
IIi-1.3 EN6F-IIi-1.7 EN6F-IIi-1.3 coordinate conjunctions
transition signal words
Read grade level text with EN6F-IIi-1.7
accuracy, appropriate rate and Read grade level text with EN6A-IIc-17 EN6A-IIi-18
proper expression accuracy, appropriate rate, Show tactfulness when EN6A-IIc-17 Show openness to criticism
Show tactfulness when
and proper expression communicating with
communicating with others
others
EN6A-IIi-16 EN6A-IIi-16
Observe politeness at all Observe politeness at all
times times

Reacting on the content of Reacting on the content of Subordinate and Subordinate and Coordinate Revising writing for clarity,
II. CONTENT the materials presented the materials presented Coordinate Conjunctions Conjunctions correct spelling, appropriate
punctuation marks, and
transition signal words
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Activity Sheets in English 6
Learning Resource (LR) portal (Quarter 2:Week 9)
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson Ask: How are you going to Read “Let’s Learn This” Ask: What are the different
or presenting the new react on the content of conjunctions that you’ve
lesson materials presented? Activity Sheet in English 6 learned?
(Quarter 2: Week 9-Day
B. Establishing a purpose for Do “Let’s Try This” 3&4,
Do “Let’s Try This” Do “Let’s Try This”
the lesson p. 1) 1: A Story to Read
Task
Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2, Activity Sheet in English 6 (Quarter 2: Week 9-Day 5,
p. 2) (Quarter 2: Week 9-Day p. 2)
C. Presenting examples/instances Read “Let’s Study This” Ask : What kind of materials 3&4,
Do p. 1-2)
“Let’s Try This” Ask learners to recall the Read “Let’s Study This”
of the new lesson presented to you do you Task 2: Chop, Chop FANBOYS and
Activity Sheet in English 6 often give reactions to? AAAWWUUBBIIS. Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2, Activity Sheet in English 6 (Quarter 2: Week 9-Day 5,
p. 3-4) (Quarter 2: Week 9-Day p. 2)
D. Discussing new concepts Answer “Let’s Talk About It” Answer “Let’s Do More” Read
3&4, “Let’s Study This” Answer “Let’s Do This” Do “Let’s Do This” Task 1
and practicing new skills #1 Task 3: News Report p. 3) Task 4: A Recipe for A Say Something
Activity Sheet in English 6 Activity Sheet in English 6 Sentence
(Quarter 2: Week 9-Day Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2, Activity Sheet in English 6 Activity Sheet in English 6
3&4, p. 3-5) (Quarter 2: Week 9-Day 3&4,
p. 5) (Quarter 2: Week 9-Day (Quarter 2: Week 9-Day 5,
p. 6)
1&2, p. 8) p. 5)
E. Discussing new concepts Answer “Let’s Do This” Task Answer “Let’s Do This” Answer “Let’s Do More” Tsk
and practicing new skills #2 1: Tell Me About It Task 3: Stick with You 2: Help!

Activity Sheet in English 6 Activity Sheet in English 6


Activity Sheets in English 6 (Quarter 2: Week 9-Day (Quarter 2: Week 9-Day 5,
(Quarter 2: Week 9-Day 3&4, p. 7)
1&2, p. 6) p. 5)
F. Developing mastery (leads Answer “Let’s Do More” Answer “Let’s Test Answer “Let’s Enrich Answer “Let’s Test Answer “Let’s Test
to Formative Assessment Task 2: Let’s Do It Together Ourselves” Ourselves” Ourselves” Ourselves”
3) Task 4: Deal or No Deal Task 5: Scissors, Scissors Task 6: Picking Out Task 4: Revision
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2, Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
p. 7) (Quarter 2: Week 9-Day (Quarter 2: Week 9-Day (Quarter 2: Week 9-Day 1&2, (Quarter 2: Week 9-Day 5,
G. Finding practical applications Ask: Why is it important to Ask
1&2,learners
p.8 ) to cite the 1&2, Ask
p.7 )learners to cite the p. 7)
of concepts and skills in daily give reactions? importance of giving importance of using
p.7 )
living reactions. conjunctions.
H. Making generalizations and Read “Let’s Remember Ask: What do we need to Read “Remember This” Read “Remember This” Read “Let’s Remember This”
abstractions about the This” remember in reacting to the
lesson content of materials being Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
Activity Sheet in English 6 presented to us? (Quarter 2: Week 9-Day (Quarter 2: Week 9-Day 3&4, (Quarter 2: Week 9-Day 5,
(Quarter 2: Week 9-Day 1&2, 3&4, p. 7) p. 9)
I. Evaluating learning p.9) Answer Let’s Enrich p. 7) Ask learners to list down 5 Answer “Let’s Enrich
Ourselves sentences using coordinating Ourselves”
Task 6: You’ve Got Mail! and subordinating
conjunctions. Task 5: Watt?
Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 9-Day (Quarter 2: Week 9-Day 5,
J. Additional activities for 1&2 p. 8) p. 9)
application or remediation

V. REMARKS

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

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES


I. LAYUNIN
A. PamantayangPangnilalaman Naipamamalas ang pag- unawa sa kahalagahan ng pakikipag kapwa-tao na may kaakibat na paggalang at responsibilidad
B. PamantayangsaPagganap Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at kapwa
C. MgaKasanayansaPagkatuto
Nakapagpapakita ng paggalang sa ideya o suhestyon ng kapwa (sa social media) - ESP 6 P – IId-i-31
Isulatang code ng bawatkasanayan
II. NILALAMAN Aralin 8: IT at media-suring Komento: Tungkulin sa Kapwa Tao
KAGAMITANG PANTURO
A. Sanggunian
1. Mga Pahina sa Gabay ng Guro Edukasyong Pagpapahalaga 6 – Dapat Isaisip p. 158
2. Mga Pahina sa Kagamitang Pang Mag-
aaral
3. Mga Pahina saTeksbuk
4. Karagdagang Kagamitan mula sa Portal
ng Learning Resources
K-12 books grade IV EPP
Lakip Blg. 4 at 5
B. Iba pang Kagamitang Panturo Lakip Blg. 1 at 2 Lakip Blg. 3 Lakip Bilang 6 at 7 https://www.google.com
Star Graphic Organizer
Lakip Blg 8
III. PAMAMARAAN ALAMIN NATIN ISAGAWA NATIN ISAPUSO NATIN ISABUHAY NATIN SUBUKIN NATIN
Paano maipahahayag ang Itanong: Ano ang kahalagahan Magbalik aral sa tamang Magbigay ng isang hakbang na Anong kaisipan ang natutunan
A. Balik-Aral sa nakaraang aralin paggalang sa ideya ng ng paggamit ng IT o media sa pakikipag usap gamit ang magpapakita ng paggalang sa na may pagpapahalaga sa
namumuno sa pamayanan? isang usapan? social media. kapwa gamit ang social media paggalang sa suhestyon ng iba
gamit ang IT o social media?

Ipaskil ang larawan


Gamitin Lakip Blg. 1
at/o pagsisimula ng bagong aralin
Itanong: Hi-Tech ka ba?
Pamilyar ba sa inyo ang mga
nasa larawan?
Tandaan:; Ang IT o social media ay may Ipahayag na magkakaroon ng
Ngayon naman ay
mahalagang papel sa pagtatasa ukol sa natutunang
matutunan natin ang
Hikayatin ang mga mag-aaral
Responsableng pagsali sa kasalukuyang kalagayang aralin
B. Paghahabi sa layunin ng aralin na magbahagi ng kanilang
Ilahad ang layunin ng aralin. discussion forum o chat na
karanasan sa paggamit ng sosyal ng mga tao.
maaring magpakita ng
mga social media information
pagmamalasakit sa kapwa at
paggalang sa kanyang
opinion o ideya.
Itanong: Masasabi mo bang Ngayong araw ay masusukat
naging maingat ka sa ang inyong pagsasabuhay sa
C. Pag-uugnay ng mga halimbawa sa
pagbibigay ng iyong personal paggalang sa inyong kausap sa
bagong aralin na komento o ideya sa forum o chat
inyong usapan gamit ang
social media?
Taglay mo na ba ang
sumusunod na kaalaman o
D. Pagtalakay ng bagongkonsepto at kasanayan? Tsekan (√) ang
thumbs up icon kung taglay
paglalahad ng bagongkasanayan #1
mo na ito o ang thumbs
down icon kung hindi pa.
Gamitin ang Lakip Blg. 2
E. Pagtalakay ng bagong konsepto at
Gamitin ang Lakip Blg. 3
paglalahad ng bagong kasanayan #2
Talakayin ang naging sagot Bigyang paliwanag ang inyong Ipakita sa klase ang mga
ng mga mag-aaral. Ituon ang marka sa bawat hakbang na ito gamit ang
F. Paglinang sa Kabihasaan
pansin sa mga sitwasyong pagpapahalaga. graphic organizer
(Tungo sa Formative Assessment) nagbigay respeto sila sa ideya Gamitin ang Lakip Blg. 4
ng kanilang kausap sa chat
room.
Pangkatin ang mga mag aaral
Itanong:
Anong kinalabasan ng inyong Gumawa ng isang sa apat. Ipagawa ang lakip
Maari bang ikumpara ang
sagot bilang panukat sa antas resolusyon para sa iyong bilang 6
G. Paglalapat ng mga aralin sa pang-araw- pakikipag usap ng personal sa
ng inyong paggalang sa usapan sariling pagpapaunlad bilang
pakikipag usap sa
araw na buhay gamit ang media? paggalang sa suhestyon o
pamamagitan ng paggamit ng
Nakatulong ba ito sa inyong ideya ng kapwa gamit ang
social media?Ipaliwanag ang
sarili? social media.
sagot
Ano ang epekto ng paggamit Ang paggamit ng IT o media sa Ano ano ang dapat tandaan Ang paggamit ng magagalang Ang responsableng paggamit ng
H. Paglalahat ng Aralin ng information technology sa usapan ay nakasalalay o upang matutunan ang na salita ay nagpapahayag ng social media o IT ay nagpapakita
paggalang sa ideya ng iba? nakabatay sa antas ng inyong responsableng pagsali sa paggalang sa opinion/ ng paggalang sa suhestyon ng
paggalang sa kapwa forum na nagpapakita ng suhestyon ng iba. iba.
paggalang sa suhestyon ng
iba
Paano mo ginamit ang Ano ang kabutihang dulot ng Paano mo masasabing Ibigay ang pagtatasa sa Gamitin ang Lakip Blg.8
IT/media upang ipakita ang antas ng inyong paggalang sa naunawaan mo ang mga pamamagitan ng isang rubrics.
I. Pagtataya ng Aralin paggalang sa ideya ng kapwa gamit ang IT o media? hakbang na nabanggit? Gamitin ang lakip blg. 7
kapwa? GAmitin ang tsart.
Lakip Blg. 5
J. Karagdagang gawain para sa takdang-
aralin at remediation
IV. MGA TALA
V. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga estratihiyang pagtuturo ang
nakatulong ng lubos? Paano ito
nakatulong?
GRADE 6 School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


A. I. LAYUNIN
B. A. Pamantayang Pangnilalaman Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
C. B. Pamantayan sa Pagganap Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
D. C. Mga Kasanayan sa Pagkatuto. Isulat Nabibigyang kahulugan ang Naipapahayag ang sariling Nagagamit nang wasto ang Nabibigyang kahulugan ang Nakasusulat ng panuto.
and code ng bawat kasanayan pananalita ng tauhan sa opinyon o reaskyon sa isang pandiwa sa pakikipag-usap sa tambalang salita. F6WC-IIi-2.11
napakinggang usapan. napakinggang balita isyu o iba’t ibang sitwayson. F6V-IIi-4.3
F6PN-IIi-19 usapan. F60L-IIf-j-5
F6PS-IIf-i-1
E. II. NILALAMAN Pabibigay kahulugan ng Pagpapahayag ng sariling Pandiwa at ang Aspekto Nito Pagbibigay Kahulugan sa mga Pagsulat ng Panuto
pananalita ng tauhan sa opinion o reaksyon o ideya Tambalang Salita
napakinggang usapan sa napakinggang isyu
F. 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


4. Karagdagang Kagamitan mula sa
portal ng Learning Resources (LR)

B. B. Iba pang kagamitang panturo


PowerPoint Presentation, DLP
IV. PAMAMARAAN

A. Balik-Aral sa nakaraang aralin at/o Paglalarawan ng tauhan sa Magkaroon ng pagbabalik- Subukin Natin Kahunan ang pandiwang Subukin Natin
pagsisimula ng bagong aralin napakinggang pabula. aral tungkol sa uri ng Salungguhitan ang mga angkop sa panahunang Ang ika-anim na baitang na mag-
Si Matsing at ang Pagong pangungusap. Ipatukoy sa pandiwang ginamit sa ipinahihiwatig sa pangungusap. aaral sa Agripina Elem. School ay
mga bata kung anu-ano ang mgapangungusap at tukuyin 1. (Diniligan, Dinidiligan, gumawa ng liham pangkalakal.
mga uri ng pangungusap. kung nasa anong aspekto ang Didiligan) ng babae ang mga Ayon sa kanilang guro, dapat
mga ito. Isulat ang sagot sa halaman bukas nang umaga. nilang tandaan ang paraan ng
patlang. 2. Ang sanggol ay (umiyak, pagtutupi ng liham pangkalakal.
______ 1. Ang malikot na umiiyak, iiyak) tuwing siya’y Gamit ang mga larawang nasa
bata ay napaso sa kalan. basa. ibaba, sumulat ka ng panuto
______ 2. Manghuhuli ng 3. (Tumawa, Tumatawa, tungkol dito. (DLP pah. 2-3)
mga gumagalang aso ang Tatawa) siya matapos niyang
lalaki. mabasa ang liham mo.
______ 3. Sina Mabelle at 4. (Kadarating, Darating,
Paolo ay sumasayaw ng Dumarating) pa lamang ni
Tinikling. Willie sa bahay, sinusundo na
______ 4. Ang magkakapatid siya ng isa pang kaibigan.
ay nagdadasal gabi-gabi. 5. (Nagbibihis, Kakabihis,
______ 5. Ang mag-aaral ay Magbihis) ka na at baka ka
magsisimba mamayang maleyt sa kasal ng pamangkin
hapon. mo.
B. Paghahabi sa layunin ng aralin Ano ang katangiang pinakita Panuto: Hanapin sa puzzle Pag-aralan Natin Ipabasa ang Basahin Mo Pag-aralan Natin
ni haring Solomon nang ang mga salitang maaaring May mga batang hindi Ang mga “Bidang” Pilipino Ang lahat ay abala sa paaralan
magdesisyon sya na ibigay sa may kinalaman sa marunong sumunod sa mga nina Delia. Araw ng pagbisita ng
pangalawang babae ang tatalakaying aralin. Isulat ito magulang. mga magulang. Ipakikita ng mga
sanggol? sa metacards. Magbigay ng Hindi nila inisip na ang mag-aaral ng ika-anim na baiting
maikling ideya o paliwanag kanilang mga magulang ay ang kanilang ginagawa sa
tungkol sa mga salitang nagmamahal at nagbibigay sa paaralan. Abala ang mga batang
nahanap. kanila ng lahat ng kanilang lalaki sa pag-aayos ng kanilang
mga kailangan. Kaya dapat proyekto sa EPP. Isusulat nila ang
DOPINYONU sila’y sundin at mahalin. mga hakbang sa paggawa ng mga
REAKSIYON Ngunit sa kuwentong ito, ipakikita nilang proyekto.
OSBANSAIL tunghayan natin kung ano Makikita ang ganito.
GMUALYKDA ang ginawa ni Juan at ano ang Ash Tray na Yari sa Bao
AISATUIED nangyari sa kanya. (DLP pah.4-6)
HPIOYEMYP (DLP pah.3-4)
PAUTOSRAX
C. Pag-uugnay ng mga halimbawa sa Isipin at Gawin Ilahad sa klase ang Pag-usapan Natin C. Pagtatalakay Pag-usapan Natin
bagong aralin Gawain teksto/isyu. Pumili ng batang 1. Bakit naisipan ni Juan na 1. Saang larangan nabibilang 1. Bakit naging kasiya-siya sa
Sabihin ang damdaming magbabasa ng nasabing umalis ng bahay? ang mga “bidang” binanggit sa mga magulang ang panonood sa
inilalarawan ng mga pahayag. teksto sa klase. Maaari rIn ________________________ akda? Bakit? mga ginawa ng mga anak nila?
Ipaliwanag. itong ipabasa ng dalawahan, ________ 2. Ano-nong mga katangian ng 2. Malinaw ba ang mga
1. Ang tagal naman ni tatluhan o pangkatan. 2. Dapat ba nating takasan mga bida sa kuwento ang direksyong ibinigay ng mga bata
Jonathan! Baka mahuli tayo sa Marami nang nalathalang ang taong nagawan natin ng maaaring tularan ng isang sa
practice. mga balita at impormasyon kasalanan? bata? Paggawa ng mga proyekto nila sa
ukol sa pag-unlad ng mga Bakit? 3. Sino sa mga miyembro ng paaralan?
2. Ewan ko ba naman sa
karatig-bansa ng Pilipinas. ________________________ inyong pamilya o angkan ang
kaibigan mo, Rodel.Hanggang Tinagurian silang pitong ________ itinuturing mong “bida” at
ngayon ay hindi pa rin naaalis dragon. Napakabilis ng pag- 3. Ano sa palagay mo ang iyong hinahangaan?
sa sarili ang hindi pagdating sa unlad ng mga bansang tulad nangyari kay Juan sa 4. Ano-anong mga katangian ng
tamang oras ng Indonesia, Malaysia, katapusan ng kuwento? mga “bida” sa kuwento ang
3. Hayaan mo, pagsasabihan Thailand, Hong Kong, Taiwan, ________________________ maaaring pamarisan ng isang
ko pagdating. Singapore, at South Korea. ________ bata para makatulong siya sa
Hindi katulad ng Pilipinas na pagbubuklod ng mga
4. Teka, teka. Bakit hindi na
hanggang ngayon ang mga miyembro ng kaniyang
lang tayo maglaro habang Pilipino ay nakasadlak pa rin pamilya?
hinihintay natin si Jonathan? sa kahirapan.
5. Hindi ka ba napagod sa May mga suliranin Suriin ang kahulugan ng salita
pagbabasketbol natin? Heto tayong dapat lutasin upang sa bawat kahon.
nga’t masasakit pa ang mga umunlad ang ating bansa.
Unang-una ay ang isyung
hita ko, e.
kapayapaan at katahimikan
sa bansa. Ikalawa ay ang
kalinisan at pangangalaga sa
paligid na tila nalilimutan na
ng bawat Pilipino. Ikatlo ay
ang isyu ng kahirapan ng
nakararaming mamamayan.
Ikaapat ay ang kawalan ng
edukasyon ng mga kabataan
na siyang inaasahang
maglilingkod sa bayan. Paano
nga ba malulutas ito ng
bansang Pilipinas?
D. Pagtalakay ng bagong konsepto at Sagutin ang mga tanong Magkakaroon ng talakayan Sa kuwento tungkol kay Juan Ano ang tawag sa mga salitang Isang paraan ng pakikipag-usap o
paglalahad ng bagong kasanayan #1 6. Ano ang damdamin ng ang klase tungkol sa ay nakapapaloob ang iba’t binigyan ng kahulugan sa pakikipag-ugnayan sa iba ang
tauhan sa unang binasang teksto. Ipasagot ibang bawat kahon? Matutukoy mo pagbibigay ng tuntunin,
pangungusap? Ikalawa? ang mga sumusunod na pandiwa: ba ang kaibahan ng salita sa direksyon at panuto. Sa mga
7. Paano natin malalaman ang tanong. A. B. kahon A sa salita sa kahon B? paglalaro o paggawa ng isang
damdaming ipinahahayag sa 1. Tungkol saan ang C. bagay, kailangan ang direksyon o
pangungusap? binasang teksto? mga tuntunin na susundin upang
2. Ano ang tawag sa mga Umalis Ang salitang binigyang- maging madali at maayos ang
karatig-bansa ng Pilipinas na ipinatitinda kahulugan sa bawat kahon ay paggawa ng mga ito.
patuloy sa pag-unlad? mapapalo tinatawag na tambalang salita. Balikan natin ang panuto kung
3. Ano ang dapat na gawin ginawa nag- Ang tambalang salita ay paano ang paggawa ng ash tray
ng Pilipinas upang aanyaya binubuo ng dalawang na yari sa bao. Ano ang iyong
makasabay sa mga karatig- makakagalitan magkaibang salita na pinag-isa. nasaksihan? Malinaw ba ang
bansa nito? ipinakain May mga tambalang salita na panuto?
4. Anu-anong mga isyu ng dumadampi pinagdurugtong ng gitling (–) Magkatugma ba ang bawat
bansa ang dapat na lutasin o magpapakabait at mayroon din namang hindi panuto at larawan? Sa tingin mo,
bigyang pansin upang tayo nagmadali ginigitlingan. masusunod kaya ninyo ang mga
ay umunlad? makikinig panuto sa tulong ng mga
nakatulog larawan?
nakalimot
Mapapansin na magkaiba ang
pagkabuo ng mga pandiwa sa
bawat hanay.
Ang mga pandiwang nasa
Hanay A ay pawang mga kilos
na naganap o natapos na. Ito
ay tinatawag na Pandiwang
Pangnagdaan.
Nakatutulong sa pagkilala ng
pandiwang nasa pagnagdaan
ang mga salitang
pampanahong kanina,
kahapon, kagabi, noong isang
araw, atbp. Ang mga ito’y
nagpapahiwatig na ginawa na
o tapos na ang pandiwa.
Sa Hanay B naman, ang mga
pandiwa ay nagsasaad ng
kilos na nasimulan na ngunit
hindi pa tapos o nagaganap
pa lamang. Ito ay tinatawag
na Pandiwang
Pangkasalukuyan.
Ginagamit ang mga salitang
pampanahong gaya ng araw-
araw, palagi, tuwing (hal.
tuwing linggo, tuwing Pasko)
at iba pa.
Sa Hanay C naman, ang
pandiwa ay nagsasaad ng
kilos na hindi pa nasimulan o
gaganapin pa lamang. Ito ay
tinatawag na Pandiwang
Panghinaharap.
Ginagamit ang mga salitang
pampanahong mamaya,
bukas, samakalawa, sa isang
linggo at iba pa.
E. Pagtalakay ng bagong konsepto at Mula sa binasang teksto, Narito pa ang karagdagang Pagyamanin Mo
paglalahad ng bagong kasanayan #2 ipagawa ang Gawin Natin halimbawa: Gawin Ninyo
kung saan magbibigay ang Pangnagdaan Pangkatang gawain
(Paligsahan)
mga bata ng mga Pangkasalukuyan
Magsanay sa pagbuo ng
pangungusap na ginamit sa Panghinaharap mga tambalang salita.
teksto. Papagbigayin ang Sumayaw Tingnan ang mga larawan,
mga bata ng kani-kanilang sumasayaw isulat ang nabuong tambalang
reaksyon o ideya at opinion sasayaw salita ayon sa kahulugan
hinggil sa isyung kanilang Ngumiti isinasaad.
nabasa/napakinggan. ngumingiti
ngingiti
Nagmadali
nagmamadali
magmamadali
Umalis
umaalis
aalis
Ginawa
ginagawa
gagawin

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

H. Paglalahat ng Aralin Ang katangian ng tauhan ay Isaisip Mo Tandaan Natin Gabayan ang mga bata sa Ang panuto ay binubuo ng mga
mailalarawan ayon sa pahayag Ang pagbibigay ng reaksyon, Ang pandiwa ay may tatlong pagbibigay ng paglalahat. hakbang na sinusunod sa
na kaniyang sinabi. Matutukoy ideya o opinion tungkol sa aspekto. Ano ang tambalang salita? paggawa ng isang bagay.
rin ang kaniyang iniisip at isang isyu ay isang mabuting 1. Pangnagdaan – kung ang Paano binibigyan kahulugan Halimbawa:
nadarama. Maaaring kasanayan dahil kilos ay ginawa na o tapos ang mga tambalang salita? Kapag kumukuha ka ng
pagkainip, pagkapagod, naipahahayag natin ang na. eksamen, ang panuto ay
pagdaing, pagkainis, pagsang- sariling saloobin, opinyon o Umuwi siya nang maaga magsasabi sa iyo kung sa kaliwa
ayon, paninisi, pag-alo, pag- pananaw hinggil sa mga kahapon. o sa kanan isusulat
awat at paghihikayat. kaisipang inilahad. 2. Pangkasalukuyan – kung ang iyong sagot, kung letra o
Ang pagbibigay-reaksiyon ay ang kilos ay nasimulan na buong salita ang isusulat
maaaring sa pamamagitan ngunti hindi pa tapos o mo.
ng pagsang-ayon o nagaganap pa lamang. Ang panuto rin ang susundan
pagsalungat sa kaisipan ng Tumutulong siya sa mga mo kung may gagawin kang
nagsalita o kausap. Sikapin gawaing bahay. isang bagay na nangangailangan
lamang na maging magalang 3. Panghinaharap – kung ang ng hakbang-hakbang na kilos.
upang maiwasan ang kilos ay hindi pa nasimulan o Halimbawa:
makasakit ng damdamin ng gaganapin pa lamang. 1. Paggawa ng isang kard.
kapwa Mag-aaral na siya sa susunod 2. Paano gagawin ang isang
Isang paraan din ng na taon. ehersisyo, atbp.
pagpapahayag ng reaksiyon Ito ang mga pamatnubay sa
ay sa pamamagitan ng pagsulat ng panuto:
pagkakaroon ng debate. 1. Pag-aralang mabuti ang mga
Iba’t ibang uri ng larawan o dayagram.
pangungusap ang maaaring 2. Isipin munang mabuti ang
magamit sa pakikipagdebate iyong isusulat tungkol sa
tungkol sa isang isyu. larawan.
3. Tuwirang ibigay o ilahad nang
malinaw ang tuntunin. Iwasan
ang paliguy-ligoy na panuto.
4. Ilahad ang mga panuto nang
sunud-sunod.
5. Gumamit ng mga payak na
salita.
I. Pagtataya ng Aralin Isulat sa papel ang katangian Panuto: Magbigay ng sariling Basahin ang mga Panuto: Bilugan ang titik ng Sino ang iyong paboritong
ng tauhan na inilalarawan sa reaksyon, opinion o ideya pangungusap. Salungguhitan angkop na kahulugan ng bayani? Gumawa ng kwadro
pahayag – maawain, hinggil sa sumusunod na ang pandiwa na ginamit dito tambalang sa bawat bilang. para sa kanyang larawan. Pag-
masungit, magalang, mabait, isyu. at ilagay ang bawat 1. bungang-isip aralan ang mga larawan at
masayahin, malungkutin, Labanan ang polusyon pandiwang makikita sa kanya a. mula sa bunga ng panaginip gumawa ka ng mga hakbang
mainipin, at iba pa. kanyang aspekto. kung paano ito gagawin.
8. Magandang umaga po. Kayo Malaking isyu Hal. b. mula sa bunga ng mga A. Maghanda ng:
po ba si Gng. Reyes? ngayon ang pagkasira ng 1. Manonood kami ng sine. nakikita - dalawang pirasong cardboard
9. Oo, ako nga. Anong kapaligiran dahil sa Pangnagdaan c. mula sa bunga ng iba’t ibang na 5 x 8 pulgada
maitutulong ko sa iyo? lumulubhang polusyon sa Pangkasalukuyan pangyayari - lapis
10. Limusan mo na ang bata. lupa, tubig, at hangin. Panghinaharap d. mula sa bunga ng iba’t ibang - ruler
Mukhang hindi pa kumakain. Malulutas ang suliraning ito pangyayari - pandikit
Putlang-putla na. kung makikipagtulungan ang 1. Manonod 2. nagpakitang-gilas - krayola o
11. Ang tagal nmn ni Joyce! bawat tao. May mga batas a. ipinakita ang pagiging - water color
Kanina pa tayo rito. na dapat sundin at may mga Magsimula rito. malikhain (DLP pah.13-14)
12. O, hayun na pala siya! kautusang ipinatutupad ang 1. Nakita ko si Dondon sa b. ipinakita ang katalinuhan
Ngiti na tayong lahat. ating pamahalaan. Magiging Gaisano Mall. c. ipinakita ang pagiging aktibo
malinis ang paligid kung 2. Siguro ay sasama ka sa d. ipinakita ang kahusayan at
gagawin ng bawat isa ang Bukidnon. kakayahan
kanilang tungkulin. Tayo ang 3. Ang tatay ko ay nagtitiis 3. bahay-kubo
dapat mangalaga na likas na sa banig ng karamdaman. a. maliit na bahay na gawa sa
kayamanan at ang pag-unlad 4. Nangangaral ang Nanay sa kawayan at sawali
ng bayan ay sa atin kanyang mga anak. b. maliit na bahay na gawa sa
nakasalalay. 5. Kenneth, kukuha ka ba dahon ng saging
mamaya ng pagkain mo? c. maliit na bahay na gawa sa
iba’t ibang kahoy
d. maliit na bahay na gawa sa
bato
4. kwentong-likha
a. mga tinipong kwento
b. mga isinulat na kwento
c. mga ginupit na kwento
d. mga pinagsama-samang
kwento
5. kilalang pamilya
a. maykaya sa buhay
b. sikat sa pamilya
c. pamilyang kasama sa
pulitika
d. malaking pamilya
J. Karagdagang Gawain para sa takdang Salungguhitan ang mga Tukuyin kung literal o
aralin at remediation pandiwa. Ilagay sa patlang matalinghaga ang salita ang
kung ito ay pangkasalukuyan, tambalang salitang may
pangnagdaan o salungguhit sa bawat bilang.
panghinaharap. Ibigay na rin ang kahulugan ng
_________ 1. Ang aso ay mga ito.
bumangga sa pader sa tulin
ng takbo. _______ 1. Ang bahay-kubo
_________ 2. Uuwi ako sa namin ay talaga namang
amin bukas.
_________ 3. Dali-daling masarap tirhan lalo na kung
inalis ni Peter ang bato. tag-init.
_________ 4. Nagtanim ka _______2. Ang bahaghari ay
ba ng puno sa inyong waring nakangiti sa akin at
bakuran? nagbibigay-saya.
_________ 5. Masayang _______ 3. Marami ang
nagdidilig si Karen ng mga nagtataingang-kawali sa
halaman sa kanilang bakuran tuwing ayaw nilang marinig
araw-araw. ang katotohanan.
_______ 4. Tuwing Pasko ay
pumupunta sila sa bahay-
ampunan para bisitahin at
bigyan ng kasiyahan ang mga
ulila.
_______ 5. Ibig niya talaga
ang makahanap ng isang
hanapbuhay upang
matustusan ang pag-aaral ng
kapatid.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng 80% sa
pagtataya
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?
GRADE 6 School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S MUSIC ARTS HEALTH P.E.


A. Content Standard Demonstrates the concept of Demonstrates understanding of The learner understands the Demonstrates understanding Demonstrates understanding
melody by using intervals in shapes, space, colors, and the importance of keeping the of participation and of participation and assessment
major scales and in the minor principles of emphasis, harmony school and community assessment of physical activity of physical activity and physical
scales and contrast in digital painting environments healthy and physical fitness
and poster design using new fitness
technologies.
B. Performance Standard Applies learned concepts of Applies concepts on the use of The learner demonstrates Participates and assesses Participates and assesses
melody and other elements to software in creating digital practices for building and performance in physical performance in physical
composition and performance paintings and graphic design. maintaining healthy school activities. assesses physical activities. assesses physical
and community environments fitness fitness

C. Learning Competencies Sing self-composed melodies Creates an advertisement Practices proper waste Assesses regularly Assesses regularly
(write the LC Code) in C Major,G Major,F Major /commercial or announcement management at home, in participation in physical participation in physical
keys poster school, and in the community. activities based on the activities based on the Philippine
MU6ME-IIa-5 A6PR-IIh H6CMH-IIh-8 Philippine physical activity physical activity pyramid
pyramid PE6PFII-b-h-18 PE6PFII-b-h-18
Observes safety precautions Observes safety precautions
PE6GSII-b-h-3 PE6GSII-b-h-3
Executed the different skills Executed the different skills
involved in the game PE6GS- involved in the game PE6GS-IIc-
IIc-h-4 h-4
Recognizes the value of Recognizes the value of
participation in physical participation in physical
activities PE6IIb-h-19 activities PE6IIb-h-19
Displays joy of effort, respect Displays joy of effort, respect for
for others and fair play during others and fair play during
participation in physical participation in physical
activities activities
PE6PF-Ib-h-20 PE6PF-Ib-h-20
Identifies areas for Identifies areas for
improvement PE6PF-II-b-h-22 improvement PE6PF-II-b-h-22
II. CONTENT MELODY DIGITAL PAINTING –GRAPHIC Proper Waste Management Invasion game:Basketball Invasion game:CHESS
DESIGN(Digital Poster)
III. LEARNING RESOURCES
A. References
1. TG/CG pages CG-P.54 CG-P50 TG. p9 CG page 35 CG page 35
CG-p.53
2. Learner’s Materials pages
3. Textbook pages The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN
ACTION pp.40-41 ACTION pp.140-146 ACTION pp.202-216pp.273- ACTION pp.202-216 ACTION pp.202-216
276
4. Materials downloaded
from LRMDS
B. Other Learning Materials Internet--google Internet--google Internet--google Internet-Ibat ibang Larong Lahi Internet-Ibat ibang Larong Lahi
search:https:/www.google.co search:https:/www.google.com.p search:https:/www.google.co sa Pilipinas-google sa Pilipinas-google
m.ph. h. m.ph. search:https:/www.google.com search:https:/www.google.com.
Laptop,tv monitor Laptop,tv monitor Laptop,tv monitor .ph. ph.
Laptop,tv monitor,basketball Laptop,tv monitor,CHESS BOARD
court,bola
IV. PROCEDURES
A. Reviewing previous lesson What songs are in the major What is computer graphic Activity: 1.Did you enjoy playing 1.Did you enjoy playing invasion
and presenting new lesson C,F,and G?Why? design? Charades invasion game like LAWIN AT game like LAWIN AT
The teacher will choose 3 SISIW,SUNGKA,AGAWAN SISIW,SUNGKA,AGAWAN BASE?
pupils who will act the given BASE? 2.Did you participate actively?
situations. Situations: 2.Did you participate actively? 3,Did you understand the
1. Recycle/recycling, 3,Did you understand the mechanics of the game?
2. Composting, mechanics of the game? 4. Describe the skills involved in
3. Segregation/Sorting Are 4. Describe the skills involved the game.
you practicing this proper in the game. 5.Did you observe safety
waste management at home? 5.Did you observe safety precautions ?
In school? In the community? precautions ? 4. Did you display joy of effort,
4. Did you display joy of effort, respect for others and
respect for others and fair play during your
fair play during your participation to the game ?Why?
participation to the game 5.What areas do you need to
?Why? improve?
5.What areas do you need to
improve?
B. Establishing a purpose for Do you like to be a composer What is photo-editing? How are What other methods can you Today, we will be have A VIDEO Today, we will be have A VIDEO
the lesson ? photos combined in poster do to apply proper waste WATCHING on how to play WATCHING on how to play
design? disposal at home? In school? basketball. chess.
In the community?

C. Presenting Show pictures of some Say: A photograph can be used as Activity: Video watching Video watching
examples/instances of the composers doing their job. a starting element to make Picture Analysis
lesson posters on the computer.It is Ask the pupils to tell
possible to put a hard copy of the something about the pictures.
image and paint from that with a
pen tool using whatever brushes
you choose.Usually,photo is
combined in making a poster
design.

Hazardous chemical
containers

Eco-friendly bag

biodegradable wastes

D. Discussing new concepts Do activity 10 on p. 40 Discuss Digital Poster –HANDS The teacher will discuss the Report/demonstrate the Report/demonstrate the
and practicing new skills #1 Do any of these activities: ON ( I DO ) practices on proper waste background/ correct play of background/ correct play of
1.You are a composer. management in school and in basketball based on the video chess based on the video
Make your own song.Create MAKE YOUR OWN DIGITAL the watched. watched.
simple phrases and compose POSTER
simple melodies for the community
phrases you made. 1.Open Gimp,create a new Information Index-
2.You are an instrumentalist. Layer,and insert the background “All About The Waste“
Play any musical you want to use.A textured
instruments that you know in image of flat background will do.
different scales of G and F 2.Create a new Layer for each of
major as accompaniment the objects or elements you will
“You Are My Sunshine” include in your poster.Import or
3.You are a chorale member. scan your image and/or
Hum the melody of the photograph on the
song in every title of songs computer.Save the image as file.
that the teacher will give you. 3.Retrieve the image and/or
photograph.Insert on the layer
that you want to use.Color the
imAGE.Enhance,resize,move
image according to the layout or
concept that you have in mind.
4Insert your texts.Use the Text
and Type tools from your toolbar
to create and place texts in the
picture and form fonts that you
think are appropriate for your
theme and main idea.Click on the
picture with the Type tool and
select a box the size of the area
you want to add text.Type in the
box,then adjust t5he size of the
text box.
5.Print your finished poster.

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


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

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

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

J. Additional activities for Master at vacant periods. Master at vacant period/at home Make an E-can made of plastic Play it on vacant time for Play it on vacant time for
application or remediation bottles,plastic mastery. mastery.
wrappers,straws and
coloredpapers.
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.

A. No. of learners who earned


80% in the evaluation
B. No. of learners who
acquired additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encountered which my
principal can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
GRADE 6 School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
C. Learning Competencies / performs addition on integers. performs subtraction on integers. performs multiplication on performs division on integers.
Objectives M6NS-IIi-156 M6NS-IIi-156 integers. M6NS-IIi-156
M6NS-IIi-156 Weekly test

II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21st Century Mathletes 6, pp 50 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 50- 21st Century Mathletes 6,
Lesson Guide in Elem. Math Gr. pp53-56 53 pp 53
6 p.353 Lesson Guide in Elem. Math Gr. 6
p.356, 358
2. Learner’s Materials pages
3. Textbook pages 21st Century Mathletes 6, 21st Century Mathletes 6, pp158- 21st Century Mathletes 6, pp. 21st Century Mathletes 6,
pp158-165 165 152-157 pp 158
4. Additional Materials from DLP 6 Mod 69 DLP 6 Mod 69
Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
clip, power point presentation power point presentation power point presentation power point presentation
IV. PROCEDURES
A. Reviewing previous lesson Drill: Which of the two integers Drill: Warm-up: What two numbers Have a quick review on
or presenting the new in each pair has a greater Give the opposite of each given will give you a product of 64 and multiplying integers:
lesson distance from zero? integers. a quotient of 4?
1. +5 & -4 1. +50 Solution:
2. -2 & -9 2. +12 • 16 and 4
3. -10 & -6 3. +42 • 16 x 4 = 64
4. +7 & -3 4. -120 • 16 ÷ 4 = 4
5. -12 & + 1 5. -29
Review: Review: Review: Subtract the ff.
Use algebra tiles to show the Quick Review of 1. 18- 7
answer to the following: Adding Integers 2. -26-12
1. (+6) + (-4) 3. 35- (-8)
2. (-8) – (+5) 4. 20- (-20)
3. (-2) X (+3) 5. -25-(-25)
4. (-8) ÷ (+2)

B. Establishing a purpose for Problem: You want to buy The highest point in Asia is the Problem: You are Php300 in
the lesson house that costs Php800,000. top of Mount Everest, at a height debt. If your debt is increased 2
You only have Php500,000. If of 29,028 feet above sea level. times, how much is your debt?
you buy the house, what will The lowest point is the Dead Sea,
your debt be? which 1312 feet below sea level.
How much higher is Mount -300 x 2 = -600
Everest than the Dead Sea?
Multiplying by a negative
If you spend more money than number is multiplying your debt.
you have, you go into debt.
(Debt is a good example of
working with negative integers.)
C. Presenting Use a number line to help Discuss the answer to the Present the rules in multiplying Present to the pupils the
Examples/Instances of visualize the addition of problem using the 3 Steps to integers using power point discussion on how to divide
new lesson integers. Subtract Integers presentation. integers. (See power point
1.Keep  Rule 1: presentation)
Keep the 1st number Positive x Positive = POSITIVE
2.Change  Rule 2:
Subtraction sign to Addition Negative x Negative = POSITIVE
3.Opposite  Rule 3:
Write down the opposite of the Negative x Positive = NEGATIVE
2nd number  Rule 4:
-Then add the way you normally Any Number x 0 = ZERO
do.

(Discuss “explain” on page 152


of txbk)
D. Discussing new concepts Show video clip on how to add Show video clip on how to Show video clip on how to Show video clip on how to
and practicing new skills integers subtract integers. multiply integers divide integers
#1
E. Discussing new concepts Demonstrate another example of Demonstrate another example of Divide the pupils into 5 groups.
and practicing new skills subtraction of integers using a multiplication of integers. Let them answer the problems on
#2 number line the slides.

Demonstrate adding positive


and negative integers using
counters.
(On the slides of power point
presentation)
Do you notice a pattern or rule?
Adding Integers with like signs.
- When the signs are the same,
add the numbers together and
keep the sign.
Demonstrate Adding Integers
with like signs.

(On the slides of power point


presentation)
Did you notice a pattern or
rule?
Adding integers with unlike
signs.
- When the signs are different,
subtract the integers and keep
the sign of the larger digit.
F. Developing mastery Group Activity: Group Activity: Group Activity:
(Leads to Formative Add the ff. integers: Materials: flash cards/power Materials: flash cards/power
Assessment) 1) -8 + 8 = point, show-me-board point, show-me-board
2) -9 + -11 = Mechanics: Mechanics:
3) 13 + (-19) = a.Divide the class into 5 groups. a.Divide the class into 5 groups.
4) 7 + 5 = b.Choose a leader b.Choose a leader
5) -12 + 10 = c. Teacher flashes numbers on c. Teacher flashes numbers on
6) -22 + (-16) = the slides the slides
7) 18 + (-5) = d.Leader will write the correct d.Leader will write the correct
answer on the show-me-board answer on the show-me-board
e.The first group to flash the e.The first group to flash the
correct answer will get 1 point correct answer will get 1 point
f.The teacher checks the answers. f.The teacher checks the answers.
g.The group having the most g.The group having the most
number of correct answers wins. number of correct answers wins.
G. Finding practical Pair-share: Add the ff. PRACTICE BY PAIR: Try this with your seatmate:
applications of concepts 1. -7 – 15 = 54  6 =
and skills in daily living 2. 23 – 98 = -54  6 =
3. -48 - -13 = 54  -6 =
4. 5 - -6 = -54  -6 =
5. 17 – 8 = |-12  -4| =
H. Making generalizations How do we add integers with How do we subtract integers? How do we multiply integers? How do we divide integers?
and abstractions about the like sign? Unlike sign? (Subtraction of integers means 1. IF THE SIGNS ARE THE (on the slides)
lesson Adding Integers with like signs. adding the minuend and the SAME THE ANSWER
- When the signs are the same, opposite of the subtrahend.) or IS POSITIVE
add the numbers together and Subtract Integers 2. IF THE SIGNS ARE
keep the sign. 1.Keep DIFFERENT THE ANSWER
-9 + -3 = -12 Keep the 1st number IS NEGATIVE
Adding integers with unlike 2.Change
signs. Subtraction sign to Addition
- When the signs are different, 3.Opposite
subtract the integers and keep Write down the opposite of the
the sign of the larger integer. 2nd number
-9 + 3 = -6 -Then add the way you normally
do.

I. Evaluating Learning

J. Additional activities for If the temperature was -7 Answer the ff. Let the pupils do the additional Let the pupils answer the activity
application and degrees (Fahrenheit) at 6 AM, Subtract 6 from  15 activities on the slides. cards.
remediation rose 4 degrees by 7 AM and
then rose another 8 degrees by
8   2   9   7  
8 AM, what was the
temperature at 8 AM?

V. Remarks
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I


encountered which my
principal or supervisor can
help me solve?

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

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES

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

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

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

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Exploring Science and Health Cyber Science 6, Myrna Q. Sci-Tech Wonder 6 Cyber Science 6, pp. 175-180
VI, p.83 Adduru, pp.175-179 p. 187 -
The New Science Links 6 , Evelyn
Castante—Padpad, pp.269-274
www.google .com.ph

4. Additional Materials http/www.e-


from Learning learningforkids.org/ecosystem/tr
Resource (LR) portal opical rainforest/mangrove
swamps/coral reefs/
B. Other Learning https://www.youtube.co
Resources m/watch?v=biB39CSwj6
M

IV. PROCEDURES

Vocabulary producer
Development consumer
food chain
depend

A. Reviewing previous Activate prior knowledge of What do we have in the Picture? ENGAGEMENT: Spot the error.
lesson or presenting pupils by giving them jumbled Picture Analysis 1. Plants depend on plant and
the new lesson letters to get the word correctly. The teacher show picture of grass , other animals in order to
(See attached activity sheet # 1) chicken and snake. survive.
How these three living things 2. Consumers can survive
related to each other? without the producers.
3. Food chain consists of
producer, consumer and
What are the predators.
organisms present in the picture? 4. Producers break down dead
animals to smaller pieces.
5. Consumers is the only living
thing that can produce its own
food.

B. Establishing a Present pictures of Living and In this lesson you will learn about Why do living and non living things GAME: Explain.
purpose for the Non-Living Things found tropical rainforest, coral reefs live in a specific environment? Get the envelope and identify In the jungle or wild there is
lesson aroun What can you say about and mangrove swamps and their the picture organism inside the always survival of the fittest.
the pictures ? Can you group components and how do they envelop..
them ? How ? differ from one another. Make as simple habitat from the
(Teacher may have a video different organism you have
presentation before the activity) found inside the envelop.
 Forest
 Coral reefs
 Mangrove area

C. Presenting Group the pupils into 5 and give Group Activity EXPLORATION: Dyads
examples/instances Show video about Ecosystem the respective tasks for each A. Grouping of pupils Research on books or in the
of the new lesson group. Choose rapporteur to B. Setting of standards internet on animals found in
present your output. C. Activity the following; a. tropical
Group 1 - The pupils will label Activity 1 rainforests b. coral reefs, c.
the pictures and describe each. Food chain in Coral Reefs mangrove swamps.
(Activity sheet # 2) Activity 2 Individually make a list of
Group 2 - The pupils will fill up Food chain in tropical rain forest animals found in each
the table to show the different Activity 3 category. Write as many as
component for each type of Food chain in mangrove area you can for 5 minutes.
ecosystem (Activity sheet # 3) Activity 4 Compare your list. Cross out
Group 3 – The pupils will draw Draw a food chain in tropical the animals which both of you
the tropical rainforest, mangrove forest have in the list. The one who
swamps and coral reef and label Activity 5 has the most number of
each. (Activity sheet # 4) What a Corals? animals left is the winner
Group 4 – The pupils will act out (through video presentation)
as Mr. Forest, Ms. Mangrove
Swamp and
Mrs. Coral Reef and introduce
their components.
Group 5 – The pupils will solve a
picture puzzle of forest ,
mangrove swamp and
coral reef and name it after.

D. Discussing new Group Activity ( by learning Discussion of the lesson EXPLANATION Teacher’s Instruction
concepts and stations ) Please see Presentation of outputs. Based on the activity you have Picture Analysis
practicing new skills attachments. made, what are the food chain you
#1 made from tropical rain forest?
mangrove? coral reefs?
Which are the primary
consumers? Secondary
consumers?
Can a secondary consumer
become a primary consumer?
Why?
What is being transfer in food
chain?
Which happens to the amount of 1. Can you name the food
stored energy as it transferred chains in the picture above?
from one consumer to another? 2. How many food chains did
you see?
3. What do you think is the
basis of the relationships in
the picture?
4. How many animals feed in
the plant?
( Teacher may also use
different pictures from
tropical rainforest, coral reefs
and mangrove swamps)
E. Discussing new Process the output of the pupils DIRECTIONS: Identify the symbiosis Activity 1:
concepts and and discuss the type of relationship of the following Problem: What is a
practicing new skills ecosystem as tropical rainforest, situation food web?
#2 mangrove swamp and coral reef being described in each item. Write Study the illustration below
using the presentation found in your answer on your answer sheet.
the web (http./www.e-
learningforkids.org./ecosystem/) 1.Marie enjoyed snorkeling during
summer
vacation. She witnessed that Sea
urchins eat corals. What interaction
in
marine ecosystem does it show?
______________________________
__
2. Clownfish meets sea anemone
during his sea exploration. They
became friend in the long run.
Clownfish protects sea anemone • Observation:
from 1. What is the
marine creature that immune on its grasshopper’s source
tentacles while sea anemone serves of food? Ant’s?
as 2. What is the eagle’s
habitat of Clownfish .What source of food?
interaction 3. What is the snake’s
in marine ecosystem does it show? source of food?
______________________________ 4. How many food
_ chain are there in the
3. The reduction of sea urchin illustration?
population growth causes of Activity 2: Group
decreasing reproduction of Work
corals. What does it show? Procedures:
______________________ 1. Identify the
4. Mark’s group dissected Tilapia possible animals that
during their science experiment. may survive in the
They discovered that worms lives given pictures to
in the flesh of fish. If worm your group.
harmed the fish, what does it 2. From the list of
depict? animals identified
__________________________ construct a food web
to show the feeding
5. Barnacles and whales were relationship of
friends. Barnacles considered animals.
as commensals while the Group 1: Tropical
whales are host. What Rainforest
interaction in marine
ecosystem does it show?
Group 2: Mangrove
Swamps

Group 3: Coral Reefs

From the food web you


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

F. Developing mastery Describe the component of each Individual Activity


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

1. How many food


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

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

Coral
Reefs

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

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

Organisms Type of Interaction

V. REMARKS

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