DLL g6 q1 Week 1 All Subjects (Mam Inkay Peralta)

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

DAILY LESSON LOG
Teaching Dates and Time: JUNE 3-7, 2019 (WEEK 1) Quarter: 1ST QUARTER
WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Pamantayang Nilalaman Naipamamalas ang mapanuring pang-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang
(Content Standard) pangheograpiya atang ambag ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipino.
Pamantayan sa Pagganap
(Performance Standard) Naipamamalas ang pagpapahalaga sa kontribosyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo.
Pamantayan sa Pagkatuto
(Learning Competencies) 1. Natutukoy ang kinalalagyan ng Pilipinas sa mundo sa globo at mapa batay sa "absolute location" nito (longitude at latitude)
Day 1 Day 2 Day 3 Day 4 Day 5
Layunin (Lesson Objectives) 1. Nailalarawan ang 1. Natutukoy ang kinalalagyan ng 1.Naisa-isa ang mga guhit sa 1.Natutukoy ang kinalalagyan 1.Natutukoy ang kinalalagyan ng
bansang Pilipinas bilang Pilipinas sa mundo. globo. ng Pilipinas sa globo. Pilipinas sa mapa.
isang bansang
arkipelago. 2.Napapahalagahan ang mga 2.Naipapaliwanag isa-isa ang 2.Napapahalagahan ang mga 2.Natutukoy ang pagkakaiba ng
sistema ukol sa kinalalagyan ng mga depinisyon ng mga guhit sistema ukol sa kinalalagyan mapa at globo ayon sa pagtukoy sa
2. Naipagmamalaki ang Pilipinas sa mundo. sa globo. ng Pilipinas sa globo. kinalalagyan ng Pilipinas.
bansang Pilipinas sa
buong mundo. 3. Nakakagawa ng simpleng 3. Nakakaguhit ng simpleng 3.Nakakapagpakita ng 3.Naisa-isa ang mga uri ng mapa at
"open speech" ukol sa lokasyon replika ng globo. kahusayan sa paggamit at gamit nito.
3. Nakakagawa ng sanaysay ng Pilipinas gamit ang Lokasyong pagmanipula ng globo.
tungkol sa Pilipinas Bisinal at Insular. 4.Nakakapagpakita ng kahusayan
bilang isang bansang sa paggamit at pagmanipula ng
kaaya-aya. mapa.
Paksang Aralin Ang Bansang Pilipinas bilang isang Kinalalagyan ng Pilipinas sa Ang Globo Kinalalagyan ng Pilipinas sa Kinalalagyan ng Pilipinas sa mapa.
(Subject Matter) bansang arkipelago. mundo. ( Bisinal at Insular) globo.
Kagamitang Panturo CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing previous lesson/s or Picture Showing Activity Q and A Portion SABIHIN ANG PAGKAKAIBA
presenting the new lesson
(Larawan ng mga beautiful spots Itanong: Tumingin kayo sa Ipakita sa klase ang globo. Muling pag-usapan sa klase Ipakita sa klase ang mapa at
at sceneries ng bansa) inyong paligid. Anu-ano ang Pag-usapan ito. ang mga guhit ng globo at muling ipakita ang globo.
inyong nakikita? Itala ang mga bawat depinisyon nito.
Pagbigay ng impormasyon sa mga katabing bagay, tao sa inyong Pag-usapan kung ano ang kanilang
larawan . hilaga, timog, kanluran, kaibahan.
silangan?
b. Establishing a purpose for the Pagpapakita ng photo collage na Pamprosesong tanong: Q and A Portion Pagpapanood ng video ukol Pagpapanood ng video ukol sa
lesson ang tema ay may kaugnayan dito 1. Tungkol saan ang pinanood Itanong: Bakit mahalaga sa lokasyon ng Pilipinas sa lokasyon ng Pilipinas sa mapa.
"Ang Pilipinas ay bansang na video? nating mapag-aralan ang globo.
arkipelago". Anu-ano ang mga sistema ukol globo? https://www.youtube.com/watch
sa kinalagyan ng Pilipinas sa https://www.youtube.com/ ?v=JB66zgu18pQ
Itanong: mundo? Isulat ito sa watch?v=J3nGY61UwFk
1. Bakit ang Pilipinas ay isang

bansang arkipelago?
1. Pagpapanood ng video ukol sa
kinalalagyan ng Pilipinas sa
mundo.
https://www.youtube.com/watc metacard
h?v=w0tZljWdd24
c. Presenting examples/instances of Muling balikan ang pinanood na Muling balikan ang pinanood Muling balikan ang pinanood na
the new lesson video at atasan ang mag-aaral na video at atasan ang mag- video at atasan ang mag-aaral na
na bumuo ng isang salita o aaral na bumuo ng isang bumuo ng isang salita o kaisipan na
kaisipan na maglalarawan sa salita o kaisipan na maglalarawan sa ipinakitang
ipinakitang pangyayari. maglalarawan sa ipinakitang pangyayari
pangyayari Original File Submitted and
Formatted by DepEd Club Member
- depedclub.com
d. Discussing new concept Pangkatang Pagkatuto: Pagtalakay sa napanood na Pagtalakay sa napanood na bidyo
Pangkatang It’s Watching Time bidyo sa pamamagitan ng sa pamamagitan ng pagbuo ng
Pagkatuto. Watch me Pagtatalakay sa ipapakitang pagbuo ng learning learning organizer.
and tell the story dalawang klaseng larawan. https://www.youtube.com/ organizer.
https://www.youtube.c watch?v=G3DHUGogGvo
om/watch?v=YQfe7I8t
F0I
Tanong:
Magbigay ng mga guhit sa
Tanong: globo?
Anu-ano ang mga maaaring Anu-ano ang mga depinisyon
maipagmamalaki ng Pilipinas? ng mga guhit sa globo?
e. Continuation of the discussion of Classroom Debate. Pagbubuo ng panibagong Demonstration: Magpanood muli ng bidyo tungkol
new concept kaalaman. sa kinalalagyan ng Pilipinas sa
Saan ang mas nanaisin mong Ipakita sa klase ang mga mapa.
pagtirahan, Amerika o Pilipinas? Insular na Pagtukoy ng Lokasyon
nabanggit na mga guhit ng
– natutukoy ang lokasyon sa
pamamagitan ng pag-alam sa globo at depinisyon nito
mga anyong tubig na nakapaligid gamit ang concrete globe Ito ay karugtong ng pinakitang
nito. material. video.
Bisinal na pagtukoy - natutukoy
ang kinaroroonan ng isang lugar https://www.youtube.com/watch
sa pamamagitan ng pag-alam sa ?v=0ZzAUkiVjVQ
mga bansang katabi o nasa
hangganan nito.
f. Developing Mastery Pagsulat ng bukas na liham ng BISINAL o INSULAR GAME: Ituro mo Game: Magpanood muli ng bidyo Dagdagan ang kaalaman ng mga
pasasalamat sa Maykapal dahil sa Magtanong sa mga bata tungkol tungkol sa kinalalagyan ng bata sa paglalaman ng mga uri ng
kaaya-ayang Pilipinas na ibinigay sa mga sistemang nabanggit sa Ituturo ng bata ang sagot sa Pilipinas sa globo. mapa.
sa mga Pilipino. klase. Sagutin nila gamit ang mga guhit ng globo na
ipinakitang larawan. tatanungin ng guro.
Pamprosesong tanong:
1. Ano ang nilalaman ng iyong Mapang Pisikal – ipinakikita ang
bukas na liham? Ito ay karugtong ng likas na katangian ng bansa.
2. Pag-usapan. Bigyang diin ang pinakitang video. Mapa ng Klima – nagpapakita ng
kahusayan ng Poong lagay ng panahon sa loob ng ilang
Maykapal. https://www.youtube.com/ buwan sa iba't ibang bahagi ng
watch?v=46hsL2IgWBY bansa.
MapangPangkabuhayan-
ipinapakita ang uri ng mga
pangunahing pananim, produkto
at industriya ng isang pook.
Mapang Pulitikal – ipinapakita ang
lawak ng hangganan ng gawa ng
tao at mga katangiang kultural.
g. Finding practical application of Itanong: Itanong: Itanong: Itanong: Itanong:
concepts and skills in daily living Paano mo maipapakita ang Mahalaga bang pag-aralan ang Bakit kailangan nating Bakit kailangan nating Bakit kailangan nating malaman
simpleng pagmamahal sa bansa? mga sistema ukol sa kinalalagyan malaman ang mga guhit sa malaman ang kinalalagyan ang kinalalagyan ng ating bansa sa
ng Pilipinas sa mundo? globo? ng ating bansa sa globo? mapa?
h. Making generalizations and Ang Pilipinas ay isang arkipelago Ang Pilipinas ay matatagpuan sa Parallel o Guhit Latitude – Nababatay ang tiyak na Parehas ang lokasyon ng Pilipinas
abstractions about the lesson na binubuo ng 7107 na isla na pagitan ng 116° 40' at 126° 34' S. pahalang na paikot na guhit lokasyon ng isang lugar o sa mapa at globo. Ang pagkakaiba
may kabuuang agrikultura na longhitud, at 4° 40' at 21° 10' H. sa mundo bansa sa sukat ng latitude lang ng dalawang salalayan sa
lugar ng 300,000 km2. Ang 11 latitud, ang Pilipinas. Nasa hilaga Ekwador o equator – (latitude) at ng longhitud pagtuklas ng mga lokasyon ay;
pinakamalaking isla containment nito ang Kipot Luzon; malaking bilog sa mga parallel (longitude) nito sa mapa ng Ang globo ay isang modelo ng
94% ng kabuuang lugar ng bansa. ang Karagatang Pilipinas sa na paliit ng paliit habang globo. Ginagamit na panukat daigdig. Ipinakikita nito ang
Ang pinakamalaking ng isla silangan; ang Timog-Karagatang papalapit sa Pole sa uri ng lokasyong ito ang eksaktong posisyon ng daigdig na
synthesis ay Luzon tungkol sa Tsina at Dagat Sulu sa kanluran; Latitude –ang distansya sa digri. Matatagpuan ang tiyak nakahilig sa aksis nito.
105,000 km2. Ito ay marubodb sa at ang Dagat Celebes sa timog. pagitan ng mga ekwador- na lokasyon ng pilipinas sa Samanatalang ang mapa ay
mga likas na yaman. Naroroon ang Indonesia sa sinusukat sa pamamagitan ng pagitan ng 4 digri 23' at 21 palapad na representasyon ng
Maipagmamalaki ang bansang katimugang bahagi ng bansa, at degree (o) o minute (‘) digri 25' Hilagang latitud at sa daigdig. Makikita dito ang anyo at
Pilipinas kaninuman. ang Malaysia naman sa timog- Degree (o) o minute (‘) –yunit pagitan ng 116 digri at 127 hugis ng mga kontinenteng
kanluran. Sa silangan nakalugar ng panukat sa mga distansya digri Silangang matatagpuan sa daigdig.
ang Palau at sa hilaga matatanaw ng lugar sa mundo longhitud.Nababatay ang Ito ay parehong ginagamit sa
ang Taiwan. tiyak na lokasyon ng isang pagtuturo ng lokasyon ng isang
lugar o bansa sa sukat ng lugar at upang higit maunawaan
latitude (latitude) at ng ang daigdig.
longhitud (longitude) nito sa Pagkakaiba ng Globo at Mapa: Ang
mapa ng globo. Ginagamit na globo ay bilog at ang mapa ay
panukat sa uri ng lokasyong palapad. Naipakikita ng globo ang
ito ang digri. Matatagpuan pag-ikot ng daigdig na hindi
ang tiyak na lokasyon ng maipakikita ng mapa. Naipakikita
pilipinas sa pagitan ng 4 digri ng mapa ang lahat ng lugar sa isang
23' at 21 digri 25' Hilagang tinginan lamang samantalang ang
latitud at sa pagitan ng 116 globo ay kalahati lamang. Madaling
digri at 127 digri Silangang tiklupin ang mapa at ang globo ay
longhitud. hindi. Maraming uri ang mapa
ngunit ang globo ay iisa lamang.
i. Evaluating learning Gumawa ng sanaysay tungkol sa Gumawa ng "open speech" ukol Pagguhit ng simpleng replika Pagmanipula at paggamit ng Pagmanipula at paggamit ng mapa
Pilipinas bilang isang bansang sa lokasyon ng Pilipinas gamit ng globo. Ihanay ang mga globo sa bawat mag/aaral. sa bawat mag/aaral.
kaaya-aya. ang Bisinal at Insular. pangalan ng mga ibat ibang
guhit nito.
j. Additional Activities for enrichment Pagbabahagi sa mga kaibigan at Pagbabahagi sa mga kaibigan at Magsaliksik tungkol sa Magsaliksik tungkol sa Pagbabahagi sa mga kaibigan at
or remediation kamag-aral ng bagong natutunan kamag-aral ng bagong natutunan lokasyon ng Pilipinas sa lokasyon ng Pilipinas sa kamag-aral ng bagong natutunan
sa klase. sa klase. globo. mapa. sa klase.
Remarks
Reflection
a. No. of learners for application or ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
___ of Learners who earned 80% above above above
remediation
b. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
activities for remediation activities for remediation additional activities for remediation additional activities for remediation activities for remediation
additional activities for remediation
who scored below 80%
c. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson
No. of learners who have caught up
lesson lesson lesson lesson
with the lesson
d. No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
remediation remediation require remediation require remediation remediation
require remediation
e. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well?
___ Games ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
f. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor can
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
g. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I use/discover which I
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
wish to share with other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as
Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures

Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Relate an experience appropriate to Demonstrates Compose clear and Demonstrates an
the occasion. understanding of various coherent sentences using understanding of the
linguistics nodes to appropriate grammatical elements of literary and
comprehend various texts structures: Pluralization of informational texts for
regular nouns comprehension
B.Performance Standards Infer meaning of idiomatic Analyzes text types to Recalls details and shares
expressions using context clues. effectively understand ideas on texts listened to
information/message(s)
C. Learning Competencies Listening Speaking Reading Speaking Recognize the sound devices
Analyze sound devices Derive meaning of common idioms Analyze sound devices Compose clear and to describe people and
(onomatopoeia, alliteration, through text. (onomatopoeia, alliteration, coherent sentences using events
assonance, personification, assonance, consonance) appropriate grammatical
irony and hyperbole) in a structures: Pluralization of Derive meaning of sound
text heard regular nouns devices through context
Write the LC code for each EN6LC-Ia-2.3.1 – EN6V-Ia-12.3.1 ENGRC –IA 2.3.1 ENGG-1A-2.3.1 EN6LC-Ia-2.3.7
EN6LC-Ia-2.3.8 En6v-Ia-2.3.1 ENGRC –IA 2.3.1
II. CONTENT Analyzing sound devices Inferring meaning of idiomatic Analyzing sound devices Composing clear and Sound Devices
(Subject Matter) (onomatopoeia, alliteration, expression using context clues. (onomatopoeia, alliteration, coherent sentences using
assonance, personification, assonance, consonance) appropriate grammatical
irony and hyperbole) in a structures: Pluralization of
text heard regular nouns
III. Learning Resources
A.References
1.Teacher’s Guide Pages Curriculum Guide PELC III 3.3 Curriculum Guide
EN6LC-Ia-2.3.1 – EN6LC-Ia-2.3.7 –
EN6LC-Ia-2.3.8 EN6LC-Ia-2.3.8
2.Learner’s Materials Pages English for All Times 6 Growing in English 6 (Reading), pages English for all times English For You and Me English for All Times 6
(Reading) pp.144-147 228-229 (Reading), pages 144-146 (Reading) pp. 46-48 (Reading) pp.144-147
3.Textbook Pages English For You and Me English For You and Me
(Reading) pp. 51- 52 (Reading) pp. 51- 52
4. Additional Materials from Learning Using Figurative Speech, Using Figurative Speech, lrmds
Resources (LR) Portal) lrmds
B.Other Learning Resources Copy of poem, pictures, charts/paragraph, pictures Pictures, charts
videos
IV.PROCEDURES
A.Review Previous Lessons Tell the figure of speech used in each What do you see in the Read the following Review:
1. Spelling drill # 1
expression as simile, personification, picture? sentences written on a Some words have multiple
2. Say: Do you love to read
hyperbole, or onomatopoeia. Can you imitate the sounds piece of paper to be given meanings but how can we
poems?
1. The moon rose from its of it? by your group. The identify the meaning of
sleep. teacher will ask the class words?
2. The princess is as lovely as a to read the underlined
rose. words.Say: class these are
3. The wings flapped and regular nouns.
flapped.
4. I could kill you for tickling
me.
5. You’re an angel sent from
heaven.
B. Establishing purpose for the Lesson What makes a poem The purpose of the lesson is for the Explaining the pupils what Say;Class our lesson for Ask: Have read a poem?
different from other literary pupils to relate an expression to the to do today is composing clean Did you understand the
piece? occasion and infer meaning of and coherent sentences meaning of the poem? Why?
idiomatic expressions using context using appropriate
clues. grammatical structures; Original File Submitted and
pluralization of regular Formatted by DepEd Club
nouns. Member - depedclub.com
C. Presenting examples /instances of the new Let the students listen to Children, listen how I speak to you! Class our lesson for today is The woman was crying. Present the poem
lessons the poem Clouds (The teacher speaks with a very loud about the sound devices “Spider Webs”
voice saying: Children, listen to me! using onomatopoeia,
Then, in a gentle manner, say again alliteration and assonance The spiders were busy last
the same words) Which way do you night,
like me to speak? Why? From every fence and tree
Let us say it in two ways. Which way They hung their lacy webs
do you like it to say? Why? For all the world to see.
The mist was busy too;

In the stillness of the night
It strung the spider webs
with pearls
To catch the morning light.
One spider wove a web

Like frost on a window pane;
Another one spun a single
thread
That looks like jeweled chain.
Motionless hang the webs,

By the quiet sunbeam kissed;
A fairy world was made last
night
By the spiders and the mist.
D. Discussing new concepts and practicing Answer the questions after Unlocking Difficulties What is alliteration? 1. What is the regular Comprehension Check
new skills #1. the poem. “Hidden Words” nouns used in the first Ask questions based from the
Find the word described by the Alliteration happens when example?2.In the second poem listened to
phrases from the row of letters at words that start with the example,what is the
the left. Encircle the word you find same sound are used close regular noun used?
within. together in a phrase or
sentence. The sound is
a. raharshlmo- irritating; usually consonant and the
offensive words don’t have to be
b. daccentson- a modulation always right next to one
of the voice another.
c. caremaingep- to remember;
to stay
d. msgrievetlos- fail; cause of
pain; sadness
e. thecare- wornte- harassed
with troubles or worries
f. meatdepartment- to leave;
to go away
g. reneternityork- endless or
limitless time
h. armarke- to inflict serious
bodily harm on; destroy
E. Discussing new concepts & practicing and Identify the sound devices Presentation What is an Onomatopoeia? Say.Example in #1 is Group Activities
concern to new skills #2 used in the poem Read the poem altogether. pluralization of regular Group 1: Complete Me
nouns.
SPEAK GENTLY Onomatopoeia is when a Group 2: Dear Diary
-David Bates word’s pronunciation
imitates it’s sound. Group 3: If you were
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh word mar
The good we may do here.
Speak gently to the little child;

It’s love be sure to gain;
Teach it in accents soft and mild,
It may not long remain.
Speak gently to the aged one;

Grieve not the care- worn heart,
Whose sands of life are nearly run;
Let such in peace depart.
Speak gently; it’s a little thing

Dropped in the heart’s deep well;
The good the joy that it may bring
Eternity shall tell.
F.Developing Mastery (Leads to Formative The teacher will give more Analysis and Discussion The teacher will give more Have a draw lots on who Group Presentation
Assesment 3 examples of texts using the sample of sound devices are going to present their
different sound devices a. What is the poem all about? (onomatopoeia, alliteration, answer first. Group
b. What do the following assonance.) 1.Complete each
phrases mean? sentences using the
- ‘Tis a little thing dropped in Which example / sentence regular nouns. (etc.)
the heart’s deep well. imitates it’s sound?
- Rule by love; rule by fear
- It’s love be sure to gain Which sentence start with
- Teach in accents soft and the same sound are used
mild closed close together in a
- Care- worn heart phrase or sentence?
- Sands of life are nearly run
- Let such in peace depart
- Heart’s deep well
- Eternity shall tell
c. How do we learn the
meaning of each phrase?
What help us understand it?
d. We learn the meaning of
phrases through the context
of the poem. These are
called idioms.
e. What are the importance of
idioms?
G. Finding Practical Applications of concepts The teacher will present Read and analyze the sentences. The teacher will present Pandora’s Box Pick one How do you appreciate
and skills in daily living sentences using different Underline the idioms used in each. new sentences to analyze strip of paper and choose sound devices and other
sound devices and the a. The foreigner can easily get the sounds devices. the correct noun to be literacy composition?
students will identify the along with the native. used. (Use different
figure of speech used b. The sampaguita in your car colored papers)
gives off a sweet smell.
c. Eden has a very attractive
getup.
d. My mother looks forward to
the coming of my sister
from Hawaii.
e. We have to look up to our
parents.
H. Making Generalizations & Abstractions What an onomatopoeia? What are idioms? Idioms are words/ What is onomatopoeia? How do we form the plural We learned the different
about the lessons Alliteration? Assonance? phrases used in a way that is Alliteration? Assonance? forms of regular nouns? sound devices, then why do
Personification? Irony? different from the usual dictionary we need to use it?
Hyperbole? meaning of each word that make it
up. Idioms can liven up your writing.
To figure out the meaning of idioms,
use context clues and individual
word meanings.
I.Evaluating Learning Tell what figure of speech is Choose the right idiom below to Read and analyze the sound Write 5 sentences using Identify the sound devices
used in each of the complete the sentences. devices used in the plural form of regular used. Choose the letter of
following sentences. sentences (onomatopoeia, nouns. the correct answer.
1. Lina is very happy. She must have alliteration, assonance)
_________. 1. The guest of honor’s
2. Ading is a very bright boy. In fact, 1. The early bird catches the message was a mile long.
he belongs to the ______ in his worm. a. personification
school. 2. The squeaky wheel gets b. hyperbole
3. Mother Theresa was ine lady the grease. c. irony
_________. 3. Go and mow the lawn. 2. The moonbeams smiled
4. Even if it is raining, the class will 4. The cows in the pasture sweetly.
______ with their exposure trip. mooed loudly. a. onomatopoeia
5. Mother will go to the market, so 5. The doors in the old b. alliteration
I’ll stay to ______ my baby sister. house creaked as the wind c. personification
6. It takes one with an _____ to blew through the broken 3. All I could hear was the
accept other’s opinions calmly. windows. drip, drip, drip of the faulty
7. Litowill ______ his right to play in faucet.
the basketball team. a. assonance
8. A famous basketball player was b. alliteration
invited to _____ on the opening day c. onomatopoeia
of the sportsfest. 4. She sells sea-shells down
9. When the victim ______, the by the sea-shore.
police was able to identify the a. alliteration
suspects. b. assonance
10. If you want to _______ in the c. personification
class, you have to study hard. 5. My dear, you are ugly...but
tomorrow I shall be sober.
look after stand up for a. personification
awakened on the right side of the b. assonance
bed c. irony
start the ball rolling
opened up be a star
with a golden heart
push through open mind
cream of the crop
J. Additional activities for application or For those pupils who got Give the meaning of the idioms in List down sentences with Give examples of Identify the sound devices
remediation 74% and below, the teacher each sentence and use it in a sound devices sentences using used. Choose the letter of
has prepared activity that sentence. (onomatopoeia, alliteration, pluralization of regular the correct answer.
will make the pupils 1. The fatal blow of Kid Kidlat assonance) nouns.
understand the concept of killed his opponent. 1. The guest of honor’s
the lesson 2. The cold war between the message was a mile long.
girls was reported by the a. personification
boys to their teacher. b. hyperbole
3. Our teacher put an end to c. irony
the negative relationship of 2. The moonbeams smiled
the girls. sweetly.
4. Her beauty made her stand a. onomatopoeia
out in the crowd. b. alliteration
5. My allowance was cut down c. personification
by my mother because I 3. All I could hear was the
overspent my pocket drip, drip, drip of the faulty
money. faucet.
a. assonance
b. alliteration
c. onomatopoeia
4. She sells sea-shells down
by the sea-shore.
a. alliteration
b. assonance
c. personification
5. My dear, you are ugly...but
tomorrow I shall be sober.
a. personification
b. assonance
c. irony
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in the ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above 80% above above
evaluation
B. No. of learners who requires additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for remediation
acts.for remediation who scored below 80%
remediation
C. Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the
learners who caught up with the lessons
lesson lesson the lesson lesson
D. No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to
require remediation remediation require remediation to require remediation require remediation
remediation
E. Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did this work?
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their Cooperation in doing their tasks
tasks
F. What difficulties did I encounter which my __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principal/supervisor can help me solve?
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G. What innovations or localized materials did I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
used/discover which I wish to share with other
teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used as
Instructional Materials Instructional Materials as Instructional Materials used as Instructional Materials Instructional Materials

Teacher: Learning Area: TLE-AGRICULTURE
DAILY LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies/ 1.1 Explains benefits derived 1.1 Explains benefits derived 1.1.2 Identifies successful To administer a Pre Test To administer a Pre Test
Objectives from planting trees and fruit- from planting trees and fruit- orchard growers in the
( Write the L Ccode for each) bearing trees to families and bearing trees to families and community or adjacent
communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1
II. CONTENT Benefits derived from Benefits derived from planting Successful orchard growers in
( Subject Matter) planting trees and fruit trees and fruit bearing trees to the community
bearing trees to families and families and communities
communities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. pp.
2. Learner’s Material pages pp. pp.
3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/c https://plantyourtrees.com/cat
Learning Resource LR portal atalog/information/bene fits- alog/information/bene fits-of-
of-trees trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
IV. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?
B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?
a. Presenting examples/ instances Group Activites Group Activites Let the group present their
of the new lesson. output.
b. Discussing new concepts and Group Reporting Group Reporting Discuss their output.
practicing new skills.#1
c. Discussing new concepts and What are the benefits derived What are the benefits derived
practicing new skills #2. from planting trees and fruit- from planting trees and fruit-
bearing trees? bearing trees?
d. Developing Mastery 1.The teacher further explains 1.The teacher further explains The teacher further gives
(Lead to Formative Assessment 3) and discuss the background and discuss the background examples of orchard growers in
information through inquiry information through inquiry the community.
approach approach Original File Submitted and
2. Have the pupils master the 2. Have the pupils master the Formatted by DepEd Club
concepts. concepts. Member - depedclub.com
e. Finding practical application of Why it is necessary to plant Why it is necessary to plant If you were an orchard grower
concepts and skills in daily living trees? trees? how can you help other people?
f. Making Generalizations and What have you learned? What have you learned? How can we say that an orchard
Abstraction about the Lesson. What are the benefits of What are the benefits of owner is a successful?
planting trees? planting trees?
g. Evaluating Learning Why is it good to plant trees Why is it good to plant trees or List down all the orchard
or fruit –bearing trees? fruit –bearing trees? growers in your community.
h. Additional Activities for Draw a fruit-bearing tree and Draw a fruit-bearing tree and Draw an orchard that you have
Application or Remediation explain the benefits of it. explain the benefits of it. in your community.
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80%in ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above
above ___ of Learners who earned 80% above
the evaluation. above
B . No. of learners who required ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
additional activities for remediation activities for remediation activities for remediation additional activities for remediation activities for remediation
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
No. of learners who have lesson lesson lesson lesson lesson
caught up with the lesson.
D. No. of learner who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require
require remediation require remediation remediation require remediation remediation
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these ___ Games ___ Games ___ Games ___ Games ___ Games
work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
supervisor can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I used/discover __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
which I wish to share with other views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
GRADE 6 School: PILA ELEMENTARY SCHOOL Grade Level: VI
Teacher: MARICRIS B. RAMOS Learning Area: TLE – H.E.
DAILY LESSON LOG
dsd

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
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance a n d j o y in
learning the lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills in managing family resources
B. Performance Standards Manages family resources applying the principles of home management
TLE6HE-Oa-1 1.1.1 list of family resources 1.2 enumerates source of family income
C. Learning Competencies / Objectives
Write the LC code for each 1.1 Identifies family resources and needs (human, 1.1.2 list of basic and social needs
material, and nonmaterial)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Management of family resources
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-
III. LEARNING RESOURCES onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning T.H.E II Teacher’s Manual. 1991. Pp. 18 (not
Resource (LR)portal accessible)
https://www.google.com.ph/#q=resources+meaning Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and
J.P. (2014) Growing up with J.P. (2014) Growing up with J.P. (2014) Growing up with Pangilinan, J.P. (2014)
https://en.wikipedia.org/wiki/Resource_management Home Economics and Livelihood Home Economics and Livelihood Home Economics and Growing up with Home
Education. FNB Educational, Education. FNB Educational, Livelihood Education. FNB Economics and Livelihood
B. Other Learning Resources Inc. QC. Inc. QC. Educational, Inc. QC. Education. FNB
Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up
Educational, Inc. QC.
with Home Economics and Livelihood Education. FNB
Educational, Inc. QC.
IV. PROCEDURES
Generate ideas from learners about their definition of Recap of what was discussed the Recap of the lesson the previous Recap of the lesson the Recap of the lesson the
resources. day before and segue to the next day. previous day. previous day.
lesson.
Resources are a stock or supply of money, materials, Yesterday, we talked about Mention that this week we
staff, and other assets that can be drawn on by a person Yesterday, we familiarized money and the need for its have talked about time,
A. Reviewing previous lesson or or organization in order to function effectively. ourselves with management of prudent management, We also energy and money as
presenting the new lesson family resources. We identified identified sources of money. examples of non-material,
examples of resources and human and material
Elicit from the class – what, then, is the meaning of
categorized them into human, resources.
family resources? The learners are asked to give
material and nonmaterial. We
examples of family resources and needs.
focused on time as a nonmaterial .
resource and its importance.
The learners are asked to categorize the resources into The class was asked to prepare a
the following : daily time and work schedule and
(a) Human it was explained why they had
(b) Material included specific activities in the
(c) Nonmaterial schedule, as well as the choice of
time allotment.
Mention that the resources generated in the discussion
need to be managed. From the list of resources, choose
another example. Energy might
be one and falls under human
Ask the learners their idea of management.
resources.
Emphasize the importance of management of resources Emphasize the importance of Again, use the list of resources Ask the class, This activity is intended for
in the context of family which will be discussed in the management of resources in the identified by the learners as point  “Do you think the family the learners to be able to
lesson. context of family, which will be of reference – choose another income is sufficient for the deepen appreciation of the
discussed in the lesson. resource e.g.money. Money falls family? resources that were
under material resource.  “Do you think the family discussed this week.
B. Establishing a purpose for the lesson
income is more than sufficient
The prudent management of for the family?
money is very important.  “Do you think the family
income is not sufficient for the
family?
Ask the learners why energy is Elicit comments and opinions from Why do you think the family Presentation of group work.
Refer to the response of the learners on the examples important. Why should this be the learners on this sentence – income is...? Each group will be given 8
of resources. Depending on the response, zero in on an managed? How should this be “The prudent management of - More than sufficient minutes to present their work.
example provided by the learners e.g. time. Time is in managed? money is very important.” for the family
the category of nonmaterial. - Sufficient for the family
Every activity utilizes energy, thus Articulation of opinions, views and - Not sufficient for the
Time is gold. It is a God-given gift that must be valued reducing strength and causing comments through provision of family
C. Presenting examples/ instances of the and used wisely. Time is short and once lost, cannot be tiredness and fatigue. Our energy examples.
new lesson regained. Proper time management can bring good has its limits, so we have to avoid Give examples.
results. unnecessary use. The proper
management of strength can
The teacher will bring out meta
speed up work and reduce stress.
cards containing quotes on money.
The class will explain the meaning

of the “quotes” then provide
examples.
The learners are asked to give the advantages of proper The teacher will divide the class Money is very important. It is a Based on our discussion, we
time management. Examples are also provided. into four (4). Using photos and part of life just like time and have realized that family
(1) Happiness and security for having accomplished drawings brought by the learners, energy. income most of the time was not
something very important for the day; identify helpful measures that sufficient?
need to be done to simplify work at
(2) More time to spend for family members after How do we differentiate money
home and conserve human energy.
accomplishing the planned activity; and from income? What do we do to ensure that
D.Discussing new concepts and practicing new
(3) More time to attend to other constructive activities we spend the family income
skills #1 wisely?
and worthwhile projects. Money is a current medium of
exchange in the form of coins and
banknotes.
Income is money received,

especially on a regular basis, for
work or through investments.
Time can be managed properly by scheduling activities Each group will report in class. Ask what the possible sources of Group yourselves into four (4).
wisely. Make plan for every activity. Routinize some Examples on application should money are? Identify helpful tips in the wise
activities based on available time and how often these also be given in the report. spending of the family money.
tasks have to be done. ACROSTICS
E. Discussing new concepts and practicing new
skills#2 Using the acronym MONEY, Provide examples.
The preparation of a realistic daily time schedule is a provide a corresponding word or
helpful management tool to help the students identify phrase opposite each letter,
and prioritize activities. indicating its possible sources.
The group assignment the
previous day will be followed.
F. Developing mastery Ask the learners to prepare a one-day time and work -do- Ask the class to bring out the Synthesis of reports:
(Leads to Formative Assessment 3) schedule. photos or drawings on the The following are some helpful
possible sources of money. tips in the wise spending of your
The identified learners will be asked to present their money.
schedule. As a group prepare a collage of the  Make a list of all the needed
photos and present it in class. things to avoid buying things
which are not much needed.
The teacher will facilitate Include the kind, size, color and
discussion on other sources of prices to be bought.
family income that may not be  Know and compare the prices of
covered by the group. commodities to be bought, Do
not buy products with
unreasonably high price.
G. Finding practical applications of concepts Explain why they have included the activities in their After the completion of the group The teacher will explain to class that  Buy fruits and vegetables in
and skills in daily living schedule. Clarify why they have allotted the number of work, the teacher will reinforce the the money being used by the family season to be sure of their
minutes in the activities. discussion by synthesizing the comes from the salary or other freshness, cheap price, and their
results of the discussion. forms of income of family good quality.
members. It can also come from  Buy in bulk foods which are
 Analyze the activity. bonuses, commissions or needed every day.
 Use gadgets to facilitate honorarium received by an  Know the less costly ingredients
completion of work. employee belonging to the family. that can be used as substitute
for expensive items,
 Arrange the materials and things
needed at work in one place. Other source of family income will  Shop at the market nearest your
place. You should be familiar
 Know the appropriate time in be profits from business from those
who are self-employed. with the stores offering the
carrying out the activity in order
lowest prices for each
to accomplish the task properly.
commodity. Have a permanent
 Maintain a good posture while store or grocery where you
working. purchase the needed items to
 Use both hands to facilitate ensure the good quality and
working. standard price.
 Finish the work you have started.  Limit your expenses within the
 Alternate the heavy and amount of money that you have
strenuous activities. but be sure to buy what you
have listed.
H. Making generalizations and abstractions Mention that the class was able to: Mention that the class focused on Mention the importance of Based on the presentation,
about the lesson  Define family resources energy which is a human resource. money in the family, but ensure provide generalizations and
 Define management in the context of the family that money should come from abstrations.
 Determine the importance of management of Ask the class what needs to be done sources that are in accordance
resources. to simplify work at home and with the law of the people and of
 Provide examples of resources e.g. time conserve human energy. God.
The discussion will be synthesized by the teachers and
relate one discussion point to another. We learned the importance of
energy management.
Emphasize the importance of rest

after a hard day’s work.
I. Evaluating learning Referring to the resources identified by the learners, Ask the learners to share on their Ask the learners on their insights As a Grade VI learner, how can Get the insights of the
ask them to choose one and explain why this is insights on the lessons for the day. on the lesson for the day. you ensure that you are learners on the activities
important. spending your money wisely?
J. Additional activities for application or Bring photos or drawings on: Bring photos or drawings of Divide the class into four (4). Remind the class about the
remediation a) how to simplify work with the use of energy; and possible sources of money Ask each group to come up with a presentation the next day on the
b) how to conserve energy. presentation in whatever form on three examples of resources. It
the three examples of resources. will be an application of what
This may be in the form of a skit, was learned this week.
news format etc.; Be resourceful,
creative and artistic. For
presentation on Friday.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe formative ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
___ of Learners who earned 80% above above 80% above
assessment
above
B. No.oflearnerswho requireadditionalactivities ___ of Learners who require additional activities for ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
forremediation. remediation additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation
C. Didtheremediallessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No.oflearnerswho havecaughtupwiththe ____ of Learners who caught up the lesson ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught
lesson. the lesson the lesson the lesson up the lesson
D. No.oflearnerswho continuetorequire ___ of Learners who continue to require remediation ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
remediation require remediation require remediation require remediation to require remediation
E. Whichofmyteaching strategiesworkedwell?Why Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
didthesework? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Group member’s Cooperation in doing their tasks ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their
tasks
F. WhatdifficultiesdidI encounterwhichmy __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principalorsupervisorcan helpme solve? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G. What innovation or localized materials did I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
use/discover which I wish to share with other __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be
Materials as Instructional Materials as Instructional Materials used as Instructional Materials used as Instructional Materials
Teacher: Learning Area: ESP
DAILY LESSON LOG

I. LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat
B. Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat
C. Mga Kasanayan sa Pagkatuto 1.Naisasagawa ang mga 1.Naisasagawa ang mga tamang 1.Naisasagawa ang mga tamang 1.Naisasagawa ang mga tamang 1.Naisasagawa ang mga tamang
(Isulat ang code ng bawat tamang hakbang na hakbang na makatutulong sa hakbang na makatutulong sa hakbang na makatutulong sa hakbang na makatutulong sa
kasanayan) makatutulong sa pagbuo ng pagbuo ng isang desisyon na pagbuo ng isang desisyon na pagbuo ng isang desisyon na pagbuo ng isang desisyon na
isang desisyon na makabubuti sa pamilya makabubuti sa pamilya makabubuti sa pamilya makabubuti sa pamilya
makabubuti sa pamilya 1.1 pagsusuri nang mabuti sa 1.1 pagsusuri nang mabuti sa 1.1 pagsusuri nang mabuti sa 1.1 pagsusuri nang mabuti sa
1.1 pagsusuri nang mabuti sa mga bagay na may kinalaman mga bagay na may kinalaman sa mga bagay na may kinalaman sa mga bagay na may kinalaman
mga bagay na may kinalaman sa sarili at pangyayari sarili at pangyayari sarili at pangyayari sa sarili at pangyayari
sa sarili at pangyayari Nakasususuri nang mabuti Naipakikita sa gawa ang Naipakikita sa gawa ang Nasasabi ang opinyon bago
Nakasusuri nang mabuti bago magbigay ng desisyon wastong desisyon wastong desisyon gumawa ng desisyon
bago magbigay ng desisyon EsP6PKP-1a-i-37 EsP6PKP-1a-i-37 EsP6PKP-1a-i-37 EsP6PKP-1a-i-37
EsP6PKP-1a-i-37
II. NILALAMAN Mapanuring Pag-iisip

(Critical Thinking)
III. KAGAMITANG PANTURO

A. Sanggunian
1. Mga Pahina sa Gabay ng Guro Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6
Pahina 14-15 Pahina 14-15 Pahina 14-15 Pahina 14-15 Pahina 14-15
2. Mga Pahina sa Kagamitang Sulo ng Buhay 6 Sulo ng Buhay Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6
Pang- Mag-aaral Pahina 47-48 Pahina 47-48 Pahina 47-48 Pahina 48-49 Pahina 48-49
3. Mga Pahina sa Teksbuk

4. Karagdagang Kagamitan Mula sa TG, LM Grade 6
Portal ng Learning Resource
B. Iba pang Kagamitang Panturo Video clips, tsart, bond Video clips, tsart, bond Video clips, tsart, bond paper, Video clips, tsart, bond paper, Video clips, tsart, bond paper,
paper,meta cards,organizer, paper,meta cards,organizer, mete cards, organizer,mga meta cards, organizer meta cards,mga larawan
mga larawan mga larawan larawan
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin Pagpapakita ng larawan Ano ang pabatid ng alkalde sa Bakit kailangan nating suriing Ano ang iyong karanasan sa Magbigay ng dyaryo o mga
at/o pagsisimula ng bagong aralin Ano ang nakikita nyo sa kaniyang mga kabarangay? mabuti ang sitwasyon bago iyong tahanan na nagpakita ng larawan sa mga bata.
larawan? gumawa ng desisyon? pagsusuri bago ka gumawa ng
desisyon?
B. Paghahabi sa layunin ng aralin Basahin ang maikling kwento Kailan pumayag ang mga tao na Magpakita ng isang video clips na Magpakita ng mga larawan at Ipangkat sa apat at gumupit ng
sa pahina 47-48 ng Batayang mabakuran ang ilog? may kaugnayan sa pagsusuri ng sabihin kung nagpapakita ng mga larawang nagpapakita ng
Aklat pangyayari bago gumawa ng tamang pagsusuri o hindi pagsusuri bago magdesisyon.
desisyon. Idikit ito sa pisara
C. Pag-uugnay ng mga halimbawa Ano ang ibinalita ng alkalde na Bakit ayaw ng mamamayan ang Ano ang napanood ninyo sa video Aling mga larawan ang Bigyang pagkakataon ang bawat
sa bagong aralin kanyang gagawin para sa pagbabakod sa ilog noong una? clips? nagpapakita ng pagsusuri at alin grupo sa kanilang report.
kanyang mga nasasakupan? Magpakita ng larawan kung Ano ang pagsusuring ginawa ng naman ang hindi?
nagpapakita ng tamang mga tauhan sa video clips?
desisyon. Sang-ayon ka ba sa kanilang
ginawa?
D. Pagtatalakay ng bagong Bakit kailangan niyang Pumalakpak ng tatlo kung tama Pangkatang Gawain: Sabihin Ang HOORAY!kungmay Ano ang gagawin mo upang
konsepto at paglalahad ng bagong pabakuran ang ilog? ang isinasaad ng pangungusap G1-Gumawa ng isang slogan na tamang pagsusuri at HEP HEP! maging matagumpay ang iyong
kasanayan #1 at dalawang padyak kung mali nagpapahayag ng pagsusuri sa Kung mali. desisyon sa lahat ng
1. Pinilit dumaan ni Richard sa isang sitwasyon 1. Lumahok sa paligsahan sa pagkakataon?
bawal na tawiran sapagkat siya G2- Gumuhit ng isang matalinong pagsasayaw at umuwi agad
ay nagmamadali. pagpapasya 2. Bumili ng pagkain ngunit
2. Ayaw lumagda ni Grace sa G3- Bumuo ng isang awit ng kulang ang pera
isang petisyon sapagkat hindi tamang pagpapasya 3. Nagpatala sa painting contest
pa niya napag-aralan kung ano G4- Sumulat ng dalawang at nanalo
ang magiging epekto nito sa pangyayari ng nangangailangan ng 4. Pumasok sa paaralan ngunit
nakararami. matalinong pagpapasya nakalimutang sagutin ang
3. Ipauubaya nalang ninyo sa takdang aralin
inyong pangulo ang pagpapasya. 5. Nag-aral ng mabuti kaya
4. Magaling ang inyong lider sa tumaas ang mga marka
klase kaya ipinauubaya na ninyo Original File Submitted and
sa kanya ang lahat ng desisyon. Formatted by DepEd Club
Member - visit depedclub.com
for more
E. Pagtalakay ng bagong konsepto Alin ang nagbibigay ng mas Pangkatang Gawain: Ipakita sa Magpangkat sa apat at gumawa ng Bakit kailangang suriing mabuti Sabihin kung tama o mali
at paglalahad ng bagong maraming benepisyo sa mga pamamagitan ng dula dulaan isang iskit o sitwasyon na ang pangyayari bago magbigay 1. Ipaubaya sa magulang ang
kasanayan #2 tao, ang mabakuran ang ilog o ang tamang pagsusuri sa mga nagpapakita ng pagsusuri bago ng desisyon? lahat ng iyong desisyon sa buhay
ang manatili itong bukas sa sumusunod na pangyayari. isagawa ang desisyon. (3 minuto) Ano ang naidudulot nito sa atin?
mga tao? G1-Paggawa ng proyekto sa EsP
G2- Pagpupulong ng pangulo ng 2. Mahusay ka sa inyong klase
inyong klase tungkol sa kaya sa iyo pinauubaya ang lahat
pagpipintura ng flower box ng desisyon.
G3- Paglikom ng pondo para sa 3. Walang tanong tanong na
nasalanta ng sunog sumang-ayon sa isang pasyang
G4- Paglilinis ng palikuran ng gagawin upang hindi na
classroom officers magtagal ang usapan.
F. Paglinang sa Kabihasnan (Tungo Pangkatang Gawain: Sagutin nang pasalita: Ano ang dapat gawin bago Magbahagi ng isang pangyayari Magbahagi ng isang pangyayari
sa Formative Assessment 3) G1- Iguhit ang isang malinis na Ipaliwanag kung ano ang gumawa ng isang desisyon? sa paaralan na naranasan mo at sa iyong kaklase na nagpapakita
ilog magiging pasya para sa ganitong paano mo ito nadesisyunan. ng mapanuring pag-iisip. Ibahagi
G2- Itala ang tatlong dahilan o sitwasyon. ito sa klase
pangyayari kung hindi “ Hiniling ng pangulo ng inyong
naipabakod ang ilog klase na magkaroon kayo ng
G3- Ilarawan ang katangian ng isang palatuntunan upang
isang alkalde makalikom ng pondo para
G4- Sumulat ng isang poster maisagawa ang inyong
na nagpapakita ng tamang proyekto. Iyon ay
pagsusuri bago gumawa ng nangangailangan ng inyong
isang desisyon oras,paggawa at pera. Sasang-
ayon ka ba o hindi? Bakit?
G. Paglalapat ng aralin sa pang- Kung isa kayo sa mga Inatasan ka ng iyong guro na Nais mong manood ng palabas sa Ano ang iyong nararamdaman Ano ang iyong nararamdaman
araw- araw na buhay naninirahan doon, tututol din lumahok sa isang singing contest plasa ng inyong barangay ngunit kapag gumawa ka ng isang kapag gumawa ka ng isang
ba kayo o papaya kaagad? at kailangan mong mag-ensayo kailangan mong mag-aral ng iyong bagay at di mo nasuri bago desisyon na hindi mo ito sinuri?
Bakit opo? Bakit Hindi po tuwing hapon bago ang aralin para sa pagsusulit bukas. magdesisyon?
uwian,ano ang magiging pasya Ano ang iyong magiging
mo? Bakit? pagpapasya?
H. Paglalahat ng Aralin Tandaan: Sumuri munang mabuti mabuti Maging matalino sa pagsusuri ng Mahalagang suriin muna ang Tandaan Natin:
Suriin nang mabuti ang sarili bago magbigay ng desisyon sitwasyon bago magbigay ng sarili at pangyayari bago Ang batang may mapanuring
bago magbigay ng desisyon. upang makagawa ng mabuting tamang pagpapasya. magbigay ng desisyon. pag-iisip ay matalino at
pagpapasya. maparaan.
I. Pagtataya ng Aralin Ibigay ang iyong pagpapasya Thumbs up/Thums down Ipakita sa gawa ang iyong desisyon Ipakita sa gawa ang yong Ipaliwanag sa isang talata ang
sa pangyayaring ito: 1. Agarang magbigay ng sa sitwasyong ito (gumamit ng desisyon sa sitwasyong ito. iyong opinyon sa sitwasyong ito.
Aayusin ang isang bahagi ng desisyon para malunasan ang rubrics) Inutusan ka ng iyong guro na (Gumamit ng rubrics)
inyong silid-aralan, suliranin. Hiniling ng iyong ina na lumiban ka magdilig ng halaman ngunit may Bilang isang bata, iaasa ko palagi
pansamantalang lilipat kayo 2. Isipin nang tama ang lahat ng muna sa klase dahil magbabantay takdang gawain ka pang dapat sa lider ang desisyon kapag may
sa isang masikip na lugar, sasabihin para mabigyan ng ka ng iyong kapatid sapagkat may sundin sa kantina. Ano ang iyong pangkatang gawain.
sasang-ayon ka bang lumipat? tamang desisyon ang anumang mahalagang bagay siyang desisyon?
Bakit? problema. aasikasuhin.
3. Iasa sa lider ang desisyon Ano ang iyong magiging pasya?
palagi kapag may pangkatang Paano mo ito susuriin?
gawain.
4. Timbangin ang bawat detalye
sa solusyon ng bawat problema
bago magpasya.
5. Sumang-ayon nalang kag
inihain na ang desisyon sa isang
tao.
J. Karagdagang Gawain para sa Isulat nang patalata ang iyong Sabihin ang iyong pagsusuri sa Sumulat ng isang karanasan na Itala ang iyong karanasan noong Sumulat ng limang karanasan na
takdang- aralin at remediation sariling desisyon: sitwasyong ito: nagpapakita ng pagsusuri bago ikaw ay nasa ikalimang baitang sinuri mo muna bago nagbigay
Magaling magsalita ng Ingles Niyaya ka ng iyong kaklase na magbigay ng desisyon. na nagpapakita ng tamang ng desisyon.
ang inyong lider kaya magcutting class dahil maglalaro pagsusuri bago gumawa ng
sumasang-ayon kayo sa lahat kayo ng basketbol. Ano ang isang desisyon.
ng naisin nya. iyong magiging pasya?
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
nakakuha ng 80% sa pagtataya.
B. Bilang ng mga-aaral na ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remediation? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
Bilang ng mag-aaral na nakaunawa
sa aralin.
D. Bilang ng mga mag-aaral na ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
require remediation remediation remediation remediation remediation
magpapatuloy sa remediation
E. Alin sa mga istratehiyang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F. Anong suliranin ang aking __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
naranasan na nasolusyunan sa
tulong ng aking punungguro at __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
superbisor? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. Anong kagamitan ang aking Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
nadibuho na nais kong ibahagi sa
mga kapwa ko guro? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG

II. LAYUNIN
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
A. Pamantayang Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Pangnilalaman 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
Nasasaulo ang isang tula/awit na napakinggan at naisasadula ang isang isyu o paksa mula sa tekstong napakinggan
Nakasasali sa isang usapan tungkol sa isyu
Nakabubuo ng sariling diksiyonaryo ng mga bagong salita mula sa mga binasa; naisasadula ang mga maaaring mangyari sa nabasang teksto
Nagagamit ang nakalimbag at di-nakalimbag na mga kagamitan sa pagsasaliksik
Nakasusulat ng reaksyon sa isang isyu
B. Pamantayan sa Pagganap Nakagagawa ng isang blog entry tungkol sa napanood
Naisasagawa ang pagsali sa mga usapan at talakayan, pagkukuwento, pagtula, pagsulat ng sariling tula at kuwento
Nasasagot ang mga tanong Nagagamit nang wasto Nagagamit nang wasto ang mga Naiuugnay ang binasa Nasisipi ang isang
tungkol sa napakinggang ang mga pangngalan sa panghalip sa pakikipag-usap sa iba’t sa sariling karanasan talata mula sa huwaran
C. Mga Kasanayan sa pabula pakikipag-usap sa iba’t ibang sitwasyon F6PB-Ia-1 F6PU-Iac.2
Pagkatuto F6PN-Ia-g-3.1 ibang sitwasyon F6WG-Ia-d-2
F6WG-Ia-d-2
Pagsagot sa mga Tanong Wastong Paggamit ng Wastong Paggamit ng Panghalip sa Pag-uugnay ng Binasa sa Sariling Pagsipi ng isang Talata mula sa
II. NILALAMAN Tungkol sa Pangngalan sa Pakikipagusap sa Iba’t Ibang Karanasan Huwaran
Napakinggang Pabula Pakikipagusap sa Iba’t Sitwasyon
Ibang Sitwasyon
III. MGA KAGAMITANG

PANTURO
A. Sanggunian
1. Pahina sa Gabay ng Guro
2. Pahina sa Kagamitang
ng Mag-aaral
3. Pahina sa Batayang Aklat
4. Karagdagang Kagamitan Sipi ng kuwentong “Ang Sipi ng Kuwentong “Ang Kuwento ng
mula sa portal ng Learning Tipaklong at ang Paruparo” Tipaklong at ang Paruparo” Magkapatid na Daga: Si
Resource (LR) mula MISOSA mula MISOSA Kiko at si Tomas |
Panghalip/ Panghalip/ Kuwento ng
Pagsusunod-sunod ng mga Pagsusunod-sunod ng mga Magkapatid na Daga:
Pangyayari/Pagsulat Pangyayari/Pagsulat Pakikipagsapalaran sa
ng Sulatin 6824 pp.2- ng Sulatin 6824 Siyudad 11911
3 pp.2-3
B. Iba pang mga Kagamitang
Panturo
IV. PAMAMARAAN
A. Balik-Aral sa Nakaraang Pahanapin ng kapareha ang Magpakita ng isang Ano ang pangngalan? Saang lugar ninyo ng iyong Balikan ang kuwento nina Tomas
Aralin at/o Pagsisimula ng bawat isa. Ibahagi ang sagot sa larawan. Kung wala, kaibigan nais makarating? at Kiko. Ano-ano ang nangyari sa
Bagong Aralin mga tanong na ibibigay. maaari namang gamitin Bigyang-katwiran ang sagot. kanilang pakikipagsapalaran sa
Itanong: na lamang ang siyudad?
Sino ang iyong matalik na kapaligiran. Pagawain
kaibigan? ng pangungusap tungkol
Ilarawan siya. sa larawan.
Original File Submitted
and Formatted by DepEd
Club Member - visit
depedclub.com for more
B. Paghahabi sa Layunin ng Kuhanin ang pananaw ng mag- Isulat sa pisara ang mga Pangkatin ang mag-aaral. Saan nakipagsapalaran ang Isulat sa pisara ang mga
Aralin aaral sa: masusubok ang tunay pangungusap na ibibigay magkaibigan na Kiko at Tomas? pangungusap na ibibigay ng
Papaghandain ang bawat pangkat ng
na kaibigan sa oras ng ng mag-aaral. mag-aaral.
isang talata/sanaysay tungkol
pangangailangan. Ipabasa muli ang mga ito. Ipabasa ang mga ito. Tama ba
sa isang lugar sa pamayanan at kung
paano ito nakatutulong sa ang pagkakasulat ng mga ito?
mamamayan. Malinaw ba ang pagkakasabi ng
bawat diwa ng pangungusap?
Ipatukoy ang ginamit na pangngalan.
C. Pag-uugnay ng Paano maipakikita ang Ano ang pangngalan sa Ipabasa:
mga pagiging mabuting kaibigan? bawat pangungusap? Magkapatid na Daga: Si
Halimbawa sa Basahin nang malakas ang Ano ang pangngalan? Kiko at si Tomas |
Bagong Aralin pabulang “Ang Tipaklong at Kuwento ng
ang Magkapatid na Daga:
Parupario” sa mag-aaral Pakikipagsapalaran sa
(MISOSA 6824, pp. 2-3) Siyudad 11911
D. Pagtalakay sa Bagong Pasagutan sa bawat pangkat ng Pangkatin ang mag-aaral. Pahanapin ng kapareha ang bawat isa. Sino ang magkaibigan sa Tumawag ng ilang mag-aaral
Konsepto mag-aaral. Papaghandain sila ng Papaghandain ang bawat Ano-ano ang ginagawa ninyong kuwento? upang isulat ang mga
at Paglalahad ng Bagong malikhaing pag-uulat. pangkat ng isang usapan magkaibigan? Saan-saan kayo Ano-ano ang kinahihiligan ng pangungusap na tinalakay upang
Kasanayan #1 1. Sino ang mga tauhan sa na maaaring mapakinggan pumupunta? magkaibigan? Saan sila maging talata.
kuwento? Ilarawan ang mula kina Paruparo at nagpunta? Ano-ano ang
bawat isa. Tipaklong. Ipatukoy sa Ipatukoy ang mga pangngalang ginamit nangyari sa kanila sa siyudad?
mga nakinig sa ng kapareha.
2. Ano ang problema ng
magkakaibigan sa kuwento? pagtatanghal ang mga
pangngalan na ginamit.
3. Paano ito nalutas?
4. Bakit maituturing na
magkaibigan sina Paruparo
at
Tipaklong?
E. Pagtalakay sa Bagong Pasagutan ang mga tanong sa Papiliin ang bawat isa Magpagupit ng isang larawan mula sa Ano-ano ang naging karanasan ng Tama ba ang pagkakasulat ng
Konsepto MISOSA 6824, pp. 3. kung sino ang nais nila lumang diyaryo o magasin. magkaibigan? talata? Tama ba ang mga bantas
at Paglalahad ng Bagong mula kina Paruparo at Magpagawa ng tatlong pangungusap May ganito ka rin bang na ginamit?
Kasanayan #2 Tipaklong. gamit ang pangngalan tungkol sa karanasan? Tama ba ang margin sa kanan at
Papaghandain ang bawat larawang ginupit. (Hayaang magbahagi ng kaliwa? Maayos baa ng
isa ng nais nilang sabihin sa karanasan ang mag- pagkakasulat ng mga salita at
napiling tauhan. aaral) pangungusap?
Siguraduhin na magagamit
ang pangngalan sa
gagawing monologue.
F. Paglinang sa Kabihasaan Hayaang magbahagi ang mag- Ipasipi ang natapos na talata sa
(tungo sa Pormatibong aaral ng kanilang karanasan sa isang malinis na papel.
Pagtataya) siyudad o sa bayan.
G. Paglalapat ng Aralin sa Sino sa dalawang magkaibigan Bakit mahalaga ang

Pang-araw-araw na Buhay ang naibigan mo? Ipaliwanag pagkakaroon ng isang
ang sagot. kaibigan?
H. Paglalahat ng Aralin Ano ang natutuhan mo sa Ano ang pangngalan? Ano ang pangngalan?
magkaibigang Paruparo at
Tipaklong?
I. Pagtataya ng Aralin
J. Karagdagang Gawain
para sa takdang-aralin at
remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80%
nakakuha ng 80% sa above
pagtataya
B. Bilang ng mag-aaral na ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation additional activities for activities for remediation activities for remediation activities for remediation
nangangailangan ng iba pang
remediation
gawain para sa remediation
C. Nakatulong ba ang remedial? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
Bilang ng mag-aaral na
lesson the lesson lesson lesson
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
require remediation require remediation remediation remediation remediation
magpapatuloy sa remediation
E. Alin sa mga istratehiyang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
pagtuturo nakatulong ng
lubos? Paano ito nakatulong? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F. Anong suliranin ang aking __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
naranasan na solusyunan sa
tulong ng aking punungguro __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
at superbisor? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. Anong kagamitang panturo Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko views of the locality views of the locality views of the locality views of the locality views of the locality
guro? __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials used as Instructional Materials Instructional Materials Instructional Materials Instructional Materials
Teacher: Learning Area: MAPEH
DAILY LESSON LOG

III. LAYUNIN
A. Content Standard demonstrates understanding Demonstrates demonstrates understanding of Demonstrates understanding of demonstrates understanding
of the concept of rhythm by understanding of the participation and assessment of personal health issues and of the concept of rhythm by
applying notes and rests, use of lines, shapes, physical activity and physical concerns and the importance of applying notes and rests,
rhythmic patterns, and time colors, texture, and the fitness health appraisal procedures and rhythmic patterns, and time
signatures principles of emphasis community resources in signatures
and contrast in drawing preventing or managing them
a logo and own cartoon
character using new
technologies in drawing.
B. Performance Standard responds to beats in Creates concepts through art participates and practices selfmanagement responds to beats in
music heard with processes, elements, and assesses performance skills to prevent and control music heard with
appropriate principles using new in physical activities. personal health issues and appropriate
conducting patterns of technologies (hardware and assesses physical concerns conducting patterns of
2 3 4 and 6 software) to create personal fitness 2 3 4 and 6
4 4 4 8 or class logo. 4 4 4 8
designs cartoon character onthe
spot using new
technologies
C. Learning Competencies Realizes that art processes, 1. describes the Philippines describes personal identifies the notes / rests
(write the LC Code) identifies the notes / rests elements and principles still physical activity pyramid health issues and used in a particular song
used in a particular song apply even with the use of PE6PF-Ia-16 concerns 6
2 3 4 new technologies. 2. explains the indicators H6PHIab-18 8 time signature
4 4 4 time signatures A6EL-Ia for fitness demonstrates selfmanagement MU6RH-Ia-1
MU6RH-Ia-1 2. Appreciates the elements PE6PF-Ia-17 skills
and principles applied in 3. explains health and skill H6PHIab-19
commercial art. related fitness components
A6PL-Ia PE6PF-Ia-21
Elements: Assessment of physical Personal Health -Issues and RHYTHM
RHYTHM 1. LINE activities and physical fitness Concerns Musical Symbols and
Musical Symbols and 2. SHAPE 1. height and weight(stunted Concepts:
II. CONTENT
Concepts: 3. COLOR growth, underweight, 1. Notes and Rests
1. Notes and Rests 4. TEXTURE overweight, obesity)
5. producing these using 2. hearing (impacted cerumen,
technology swimmer’s ear, otitis media)
3. vision
4. (astigmatism, myopia,
hyperopia,xerophthalmia,
strabismus)
5. skin, hair andand nail
6. (sunburn, dandruff ,corns,
blisters and calluses, ingrown
toenails)
7. posture and spine disorders
(scoliosis, lordosis, kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis, malocclusion,
halitosis)
A. References
1. TG/CG pages
3. Textbook pages MISOSA4-Module6 21st Century MAPEH in ACTION OHSP Health 1 Q1 Module 1, MISOSA4-Module6
MISOSA5-module1 By Gerardo C. Lacia et.al Reading 2 MISOSA5-module1
*Musika at Sining Copyright ,2016 pp.118-125 2. OHSP Health 1 Q2 Module 1 *Musika at Sining
6. Sunico, Raul pp.10-13 6. Sunico, Raul
M. et al, 2000. 3. EdukasyongPangkatawan, M. et al, 2000.
pp.8-10 kalusugan, at pp.8-10
*Umawit at Musika I. DepED. Abejo, Mary *Umawit at
Gumuhit 6. Placid Sr. Gumuhit 6.
Valdecantos, et.al. 1991.pp.46-52, 69-76 Valdecantos,
Emelita C. 1999. Science and Health for the Better Emelita C. 1999.
pp.5-16, pp.25-26 Life 5. pp.5-16, pp.25- 26
IMDC-DepED.PRODED. Abracia,
Norma,et.al.1995. pp.49
2.
EdukasyongPangkatawan,Kalusug
an,at
Musika I. DepED. Abejo, Mary
Placid Sr. et.
al. 1991. pp.62-64;72-80
Original File Submitted and
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more
4. Materials downloaded
from LRMDS
B. Other Learning Materials Laptop, digital art works, Laptop, projector
sample of commercial arts
downloaded from the net
IV. PROCEDURES
A. Reviewing previous Let the pupils sing the Review the basic terminologies Can you still recall your lesson What lessons in Health 5 that you
lesson and presenting Welcome Song in arts about the Physical activity can still remember ?
new lesson Sing the song Tao, taopo What are the elements of arts? pyramid ?
Clap the beat of the song Principles ?processes ?
B. Establishing a purpose After the session,you are going Today, you are going to describe In our lesson you will describe
for the lesson Today, we are going to to realize that art processes, the Philippine physical activity personal health issues and
identify the notes and rest in elements and principles still pyramid Concerns and
a song that we’re going to apply even with the use of Demonstrate self management
learn new technologies. skills
C. Presenting Present sample of commercial How would you describe the What are the common health
examples/instances of arts Philippine physical activity issues that you have or you have Teach the song.
the lesson Play the music chicken dance. Help/ Guide the students pyramid ? observe ?
Let the pupils dance with the describe, interpret, evaluate, Show the illustration of the Phil Assign these topics to small
music theorize and judge the Physical activity pyramid groups for them to discuss and the
Present the song properties and qualities of the What activities are found in STEP report to the class
Haranasabukid. Teach the visual form, for the purpose of 1 ? STEP 2? STEP 3 ?STEP 4 ? 1. height and weight(stunted
song understanding and appreciating What are the aims of the physical growth, underweight,
works of art and understanding activity pyramid? overweight, obesity)
the roles of art in society. 2. hearing (impacted cerumen,
ART HISTORY Why are physical activities swimmer’s ear, otitis media)
Attribution important ? 3. vision Analyze the song`
Where, when, why, and by 4. (astigmatism, myopia, What is the title of the song?
whom was an artwork made? hyperopia,xerophthalmia, What is the time signature of
strabismus) the song? What does it mean
Style by the upper number in the
Style refers to the distinguishing time signature? The second
characteristics of a work of art number ? What are the notes
that identify it as typical of an and rest you found in the song
individual artist, culture, school, ?
movement, or time period.
Artworks may exhibit personal,
national, and/or period styles.
D. Discussing new concepts Group Discussion on theff: What are the indicators or signs Big group sharing Emphasize the discussion of the
and practicing new skills Analyze the song. ART CRITICISM of physical fitness ? What are these? How do you meaning of the song
#1 Guide Questions for art criticism handle these
What is the time signature of Description: What do I see? Do you like doing physical
the song ? What does the (feel, hear, smell, taste)? activities ?
upper number in the time •Subject Matter: Does the Can you stretch your muscles w/o
signature mean? How about artwork depict anything? If so, feeling discomfort or pain?
the lower number ? What are what? Can you move your body with a
the notes and rests you find in •Medium: What tools, little or no difficulty?
the song ? ( quarter note) materials, or processes did the Can you run 1.6 km in eight
(eight note) (quarter art make use? minutes with ease ?
•Form: What elements did the Is the amount of your fat less
note ) ( half note ) . maker choose and how did the than your weight of lean muscles
(dotted quarter note ) maker organize the elements? bones and body organs ?
What does it mean by the *Interpretation: What is the If yes, you are physically fit. If
song ? Discuss the value of artwork about? your answers are no, you have to
the song in relation to the •Interpretive Statement: Can I work out for your physical fitness
culture of Filipinos express what I think the artwork
is about in one sentence?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

E. Discussing new concepts Help the students analyze the Evidence: What evidence inside Group the class in three. Present the musical score of
and practicing new skills song or outside the artwork supports Group 1 -Ask them to work on the song “HimigPasko “
#2 my interpretation? the following topics Help the pupils identify the
Judgment: Is it a good artwork? What are the four signs of fitness notes and rests in the song
Criteria: What criteria do I think ?( ( Any folk song with 6
are most appropriate for judging endurance,flexibility,strength,bo 8
the artwork? dy composition ) Time signature may be used )
Evidence: What evidence inside Group 2- What are the health-
What is the time signature of
or outside the artwork relates to related fitness components
the song ?What does the
each criterion? Group 3- What are the skill-
numbers in the time signature
Judgment: Based on the criteria related fitness components. (
mean ? What are the notes
and evidence, what is my cardio-vascular fitness, healthful
and rests in the song?
judgment about the quality of composition, flexibility, muscular
the artwork? strength, muscular endurance )
( The pupils will recall their
lessons in Grade 4 or they will
research. They can use the Grade
4 LM for this activity (
agility,balance,coordination,
reaction time,speed, power )
F. Developing mastery (lead Let the pupils draw and Group reporting/ presentation Flash different notes and rests,
to formative assessment identify the notes in the song and let the pupils identify them
3)
G. Finding practical Present another song with 2 Are the elements and principles Practice selfmanagement
application of concepts 4 of arts present in the art work ? skills to prevent and control
and skills in daily living time signature and ask the personal health issues and
pupils to identify the different concerns
notes and rest found in the
song. This activity may be
done by group
H. Making generalization What is the art processes in this
and abstractions about art work? What elements of art
the lesson are present ?principles ?
I. Evaluating learning Self assessment Ask the following questions. Do you practice personal hygiene Identify the notes and rests
1.Whatdid I do in my art class Pupils may answer these either to prevent and control personal found in the song
today ? by writing drawing or health concerns.? What are these ( Present a copy of a musical
2.What did I learn ? performing/role play ? score of any folksong in the six-
3.What did I find interesting 1. Describe the Philippine eight time signature )
about the art? activity pyramid
Identify the notes and rests
4.What questions do I have 2. What are the indicators
found in the song
about what I learned for fitness ?
5.What was the point of today’s 3. What do you mean by
lesson ? cardio-vascular fitness ?
4. What do you mean by
agility
5. What is meant by speed
?
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
acquired additional
activities for remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
continue to require
remediation.
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well?
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encountered which my
principal can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I
used/discover which I views of the locality views of the locality views of the locality views of the locality views of the locality
wish to share with other __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG

IV. OBJECTIVES
The learners demonstrate understanding of different types of mixtures and their characteristics
A. Content Standards
The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
B. Performance Standards
C. Learning Competencies/ Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
Objectives
Write the LC code for
each
Recall the states of matter Describe the appearance of Describe the appearance of Describe the appearance of Identify more examples of
mixtures formed mixtures formed mixtures formed mixtures formed
Matter and Mixtures : Introduction Mixtures: Experimentation Mixtures: Presentation of Data of Heterogeneous and
II. CONTENT Three Physical States of the Experiment Homogeneous Mixtures
Matter Examples
A. References
3. Textbook pages
4. Additional Materials from BEAM 4. 5 Explain what happens
Learning Resource (LR) after Mixing Materials. Learning
portal Guides. Mix it Up. July 2009. pp.
5-7.
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
lesson or presenting the Picture Analysis. The teacher Activity 1.1 Pinoy Henyo. The Classroom Discussion. Recitation. Activity 1.4 Mix and Match. The
new lesson should show three pictures teacher will use the activity as The students will share their The students will recall the teacher will use the activity as
referring to solid, liquid and guide. reflection and insights about the activity from the previous lesson. guide.
gas. previous lesson.
Pictures may be: Use the terms used from the Use the terms used from the
a. wood (solid) previous lesson such solid, liquid week’s lesson such as solid,
b. water in a container (liquid) , gas, matter and more. liquid , gas, mixtures and other
c. smoke (gas) related terms.
Guide Questions:
1. What can you observe/see
in the pictures given?
2. What could be the
relationship of the three
pictures?
B. Establishing a purpose Question of the day: Question of the day: Teacher’s Instruction Question of the day: Question of the day:
for the lesson
What are the three physical What will happen if you The teacher will tell that they will What are the results of your Aside from the examples from
states of matter and what do combine solid matter to another further investigate mixtures experiment yesterday? the previous lessons, what other
you know about the three? solid matter, solid matter to a through experimentation. examples of mixtures can you
liquid matter and so on? identify?
Original File Submitted and
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C. Presenting Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
examples/instances of Activity 1.2 Mystery Groupwork Presentation. Sing an Action Song:
the new lesson Combinations. Activity 1.3: Mix It Up! Song: Fruit Salad
Solicit ideas of the student’s The teacher may provide the Use BEAM Mix it up 3.1 only or The students will present their “Watermelon, Watermelon
previous lesson by using the answer sheets or let them write activity sheet. outputs. Papaya, Papaya,
KWL chart on the three in their notebooks. Bananana, Bananananan
physical states of matter. The teacher will ask the students The Presentation Rubrics will be Fruit Salad, Fruit Salad”
Provide Answer Sheets or let to prepare the materials. used. Please see Rubrics 1.1.
the students copy the format Guide question:
in their notebooks. Let the What type of mixture is Fruit
students answer the first two Salad?
columns : What you KNOW?
and What you WANT to know
more?
Student’s Answer Sheet

Topic: Three Physical States of
Matter
What you What What You
KNOW? you have
WANT LEARNED?
to
know
more?
1.Matter
2.State of
matter
D. Discussing new concepts Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
and practicing new skills Direct Instruction. Interactive Lecture in Classroom Development of Data. The Direct Instruction. Class Discussion.
#1 Discussion. The teacher will students will prepare the The teacher points out important The teacher prepares several
Teacher’s Concept: discuss the previous activity and following information regarding information from the experiment examples of heterogeneous and
input lesson through recitation. the Activity 1.3. done. homogeneous mixtures.
Matter is anything that Examples, smoke, air, smog,
occupies space and has mass. halo-halo, orange juice, coffee
The three physical states of Teacher’s Concept: drink, tea drink and other
matter are solid, liquid and examples
gas. Solids have definite A mixture forms when two or
volume and shape. Liquids more substances are combined
have definite volume but no such that each substance retains Heteroge Homoge
definite shape and takes the its own chemical identity. A neous neous
shape of the container. Gases homogeneous mixture has a
have no definite shape and single phase and a
volume. heterogeneous mixture has two
or more phases.
E. Discussing new concepts

and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations Teacher’s Instruction Teacher’s Instruction Continuation of the Teacher’s Instruction Teacher’s Instruction
and abstractions about Concept Webbing. The teacher Story Wheel. The teacher will Experiment/Activity 1.3 Concept Hat. The teacher will ask Fill in. The teacher will present
the lesson will ask the students to give ask the students to give their the students to write their final the structure that the students
their summary of what they summary of what they learned concept and ideas on the will answer.
learned from the lesson. Ask from the lesson. Spin the story cards/sheet of papers and place
the students to attach it on wheel. it on a paper hat. Students share Example
the following diagram. Note: The story should be their concept/learning and wears The ___________ is an example
prepared before the lesson. the hat. of
(heterogeneous/homogeneous )
matter mixture because it is a
combination of ________ which
ga
is (solid, liquid ,gas) and
soli
d s ________ which is (solid, liquid,
liqui
d gas) that is (single /more than
one) phase.
The story wheel should contain

important terms.
I. Evaluating learning Teacher’s Instruction Teacher’s Instruction Continuation of the Teacher’s Instruction Teacher’s Instruction
Experiment/Activity 1.3
KWL chart. Let the students Reflection Log. The students will Laboratory Sheet. The students Poster Making. The students
answer the last column of the write their reflection on the should submit their laboratory create a poster showing
chart or what you have lesson. sheet. examples of mixture.
learned?
The Laboratory rubric will be Use Rubric 1.3 on Poster Making
used to grade their output.
Rubric 1.2
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
require additional
activities for remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
work? No. of learners
lesson lesson lesson lesson lesson
who have caught up with
the lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well?
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my
principal or supervisor __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
use/discover which I wish views of the locality views of the locality views of the locality views of the locality views of the locality
to share with other __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
School Grade Level VI
GRADE 6 Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time JUNE 3-7, 2019 (WEEK 1) Quarter 2ND QUARTER

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
B. Performance Standard sells products based on needs and demands.
C.Learning  Identify the values of  Give ways on how to  Give two basic ways  Make a simple  Make a business
Competency/Objectives a successful start own business. to earn money. product. proposal of
Write the LC code for each. entrepreneur.  Identify the Buyer  Identify steps or TLE6IE-0a-1.2 owned simple
 Identify the types of and Seller relations. guide in making own product.
entrepreneur. simple products. TLE6IE-0a-1.2
TLE6IE-0a-1.1 TLE6IE-0a-1.1  Plan a simple
product.
TLE6IE-0a-1.2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
II. CONTENT
BE A SUCCESSFUL
AN IDEAL ENTREPRENEUR I CAN BE AN ENTREPRENEUR MY SIMPLE PRODUCT BUSINESS PROPOSAL
ENTREPRENEUR
A. References
3. Textbook pages The Basics of Better Family The Basics of Better Family ICT and Entrepreneurship ICT and Entrepreneurship ICT and
Living pp. 2-5 Living pp. 5-13 pp. 3 & 11-12 pp. 13 Entrepreneurship
pp. 7
ICT and Entrepreneurship
pp. 2-3
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
IV. PROCEDURES
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Review the Qualities and Review ways on how to start Review ways, steps or guides
presenting the new lesson Types of Entrepreneur. own business & identify the to create their own product
Buyer and Seller relations.
B. Establishing a purpose for the Motivate the child by
lesson presenting a K-W-L Chart
about Entrepreneur.
C. Presenting Ask the pupils where can they
examples/Instances of the find different entrepreneur.
new lesson
D. Discussing new concepts and Discuss the Qualities of an
practicing new skills # 1 ideal entrepreneur and its
types on pp. 3-6
E. Discussing new concepts and Discuss ways on how to start Group Work:
practicing new skills # 2 own business & identify the  Let the pupils identify
Buyer and Seller relations. On ways, steps or guides
pages. TXT 5-13 & TXT 2-3 to create their own
product. See page 11-
12
 Plan their own
product.
See page 3.
 Report it in class.
F. Developing mastery Group Work: Make their own
(leads to Formative Assessment simple product using
3) available ingredients in the
community. And report it in
class.
See page 13
G. Finding practical application Group Work: Make their
of concepts and skills in daily own business proposal
living for their chosen product.
See page 7 and report it
in class
H. Making generalizations and Let the pupils describe
abstractions about the lesson an ideal entrepreneur
using manila paper
I. Evaluating learning Complete the K-W-L Chart Evaluate the products
about Entrepreneur. presented by each group.
J. Additional activities for Research some
application or remediation successful Filipino
Entrepreneurs.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned
80% in the evaluation
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?
School Grade Level VI
GRADE 6 Teacher Learning Area TLE – INDUSTRIAL ARTS
DAILY LESSON LOG
Teaching Date & Time JUNE 3-7, 2019 (WEEK 1) Quarter 2ND QUARTER

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

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

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

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

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

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

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

encounter which my
principal/supervisor can help
me solve?
G. What innovations or
used/discover which I
wish to share with other
teachers?

DLL g6 q1 Week 1 All Subjects (Mam Inkay Peralta)

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DLL g6 q1 Week 1 All Subjects (Mam Inkay Peralta)

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GRADE 6 School: Grade Level: VI

Teacher: Learning Area: ARALING PANLIPUNAN

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Bakit ang Pilipinas ay isang

GRADE 6 School: Grade Level: VI

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The mist was busy too;

One spider wove a web

Motionless hang the webs,

Speak gently to the little child;

Speak gently to the aged one;

Speak gently; it’s a little thing

GRADE 6 School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The class will explain the meaning

Income is money received,

Emphasize the importance of rest

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. NILALAMAN Mapanuring Pag-iisip

III. KAGAMITANG PANTURO

3. Mga Pahina sa Teksbuk

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan

III. MGA KAGAMITANG

G. Paglalapat ng Aralin sa Sino sa dalawang magkaibigan Bakit mahalaga ang

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

B. Other Learning Resources

Student’s Answer Sheet

E. Discussing new concepts

The story wheel should contain

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. Content Enhancing/ decorating finished products

4. Additional Materials from

Discuss with the class

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

Say: Think/look for any wood

‐ Bring the following for our

F. What difficulties did I

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