DLL G5 Q4 WEEK 8 ALL SUBJECTS (Mam Inkay Peralta)

GRADE 5 School: Grade Level: V
DAILY LESSON LOG Teacher: Learning Area: EPP - AGRICULTURE

Teaching Dates and Time: MARCH 4-8, 2019 (WEEK 8) Quarter: 4TH QUARTER
WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

I. LAYUNIN Naisasagawa ang payak na pagkukumpuni ng sirang kagamitan at kasangkapan sa tahanan at paaralan.
A. Pamantayang naipamamalas ang pagkatuto sa naipamamalas ang pagkatuto sa naipamamalas ang naipamamalas ang pagkatuto sa Lingguhang Pagsusulit
Pangnilalaman mga kaalaman at kasanayan sa mga kaalaman at kasanayan sa pagkatuto sa mga mga kaalaman at kasanayan sa
mga gawaing pang-industriya mga gawaing pang-industriya kaalaman at kasanayan sa mga gawaing pang-industriya tulad
tulad ng gawaing kahoy, metal, tulad ng gawaing kahoy, metal, mga gawaing pang- ng gawaing kahoy, metal, kawayan,
kawayan, elektrisidad at iba pa kawayan, elektrisidad at iba pa industriya tulad ng elektrisidad at iba pa
gawaing kahoy, metal,
kawayan, elektrisidad at
iba pa
B. Pamantayan sa Pagaganap naisasagawa ng may kawiliha ng naisasagawa ng may kawiliha ng naisasagawa ng may naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa pagbuo ng mga proyekto sa kawiliha ng pagbuo ng pagbuo ng mga proyekto sa
gawaing kahoy, metal, kawayan, gawaing kahoy, metal, kawayan, mga proyekto sa gawaing gawaing kahoy, metal, kawayan,
elektrisidad, at iba pa elektrisidad, at iba pa kahoy, metal, kawayan, elektrisidad, at iba pa
elektrisidad, at iba pa
C. Mga Kasanayan sa Pagkatuto 5.3 naisasagawa ang payak na 5.3 naisasagawa ang payak na 5.3 naisasagawa ang 5.3 naisasagawa ang payak na
(Isulat ang code ng bawat pagkukumpuni ng mga sirang pagkukumpuni ng mga sirang payak na pagkukumpuni pagkukumpuni ng mga sirang
kasanayan) kagamitan at kasangkapan sa kagamitan at kasangkapan sa ng mga sirang kagamitan kagamitan at kasangkapan sa
tahanan o sa paaralan tahanan o sa paaralan at kasangkapan sa tahanan o sa paaralan
5.3.1 natatalakay ang 5.3.1 natatalakay ang tahanan o sa paaralan 5.3.1 natatalakay ang kahalagahan
kahalagahan ng kaalaman at kahalagahan ng kaalaman at 5.3.1 natatalakay ang ng kaalaman at kasanayan sa
kasanayan sa pagkukumpuni ng kasanayan sa pagkukumpuni ng kahalagahan ng kaalaman pagkukumpuni ng mga sirang
mga sirang kagamitan sa mga sirang kagamitan sa at kasanayan sa kagamitan sa tahanan o paaralan
tahanan o paaralan tahanan o paaralan pagkukumpuni ng mga 5.3.2 naipaliliwanag ang mga
5.3.2 naipaliliwanag ang mga 5.3.2 naipaliliwanag ang mga sirang kagamitan sa hakbang sa pagkukumpuni. (sirang
hakbang sa pagkukumpuni. hakbang sa pagkukumpuni. tahanan o paaralan silya, bintana, door knob, sirang
(sirang silya, bintana, door (sirang silya, bintana, door 5.3.2 naipaliliwanag ang gripo, maluwag/ natanggal na
knob, sirang gripo, maluwag/ knob, sirang gripo, maluwag/ mga hakbang sa screw ng takip, extension cord,
natanggal na screw ng takip, natanggal na screw ng takip, pagkukumpuni. (sirang lamp shade at iba pa)
extension cord, lamp shade at extension cord, lamp shade at silya, bintana, door knob, 5.3.3 natutukoy ang mga
iba pa) iba pa) sirang gripo, maluwag/ kasangkapan/kagamitan sa
5.3.3 natutukoy ang mga 5.3.3 natutukoy ang mga natanggal na screw ng pagkukumpuni at ang wastong
kasangkapan/kagamitan sa kasangkapan/kagamitan sa takip, extension cord, paraan ng paggamit nito
pagkukumpuni at ang wastong pagkukumpuni at ang wastong lamp shade at iba pa)
paraan ng paggamit nito paraan ng paggamit nito
5.3.3 natutukoy ang mga EPP5IA-0i-9
kasangkapan/kagamitan
EPP5IA-0i-9 EPP5IA-0i-9 sa pagkukumpuni at ang
wastong paraan ng
paggamit nito
EPP5IA-0i-9
II. NILALAMAN Sa araling ito tatalakayin kung Sa araling ito tatalakayin kung Sa araling ito tatalakayin Sa araling ito tatalakayin kung ano
ano ang kahalagahan ng ano ang kahalagahan ng kung ano ang kahalagahan ang kahalagahan ng pagkukumpuni
pagkukumpuni at kung paano pagkukumpuni at kung paano ng pagkukumpuni at kung at kung paano ang isang mag-aaral
ang isang mag-aaral ay ang isang mag-aaral ay paano ang isang mag-aaral ay makakatulong sa pagsasa-ayos
makakatulong sa pagsasa-ayos makakatulong sa pagsasa-ayos ay makakatulong sa ng mga sirang kagamitan sa
ng mga sirang kagamitan sa ng mga sirang kagamitan sa pagsasa-ayos ng mga tahanan sa wastong pamamaraan.
tahanan sa wastong tahanan sa wastong sirang kagamitan sa
pamamaraan. pamamaraan. tahanan sa wastong
pamamaraan.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk EPPIA-0i-9 EPPIA-0i-9 EPPIA-0i-9 EPPIA-0i-9
4. Karagdagang Kagamitan mula
sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo Mga Kasangkapan sa Mga Kasangkapan sa Mga Kasangkapan sa Mga Kasangkapan sa
pagkukumpuni, mga Sirang pagkukumpuni, mga Sirang pagkukumpuni, mga pagkukumpuni, mga Sirang
kasangkapan, larawan, at iba pa. kasangkapan, larawan, at iba pa. Sirang kasangkapan, kasangkapan, larawan, at iba pa.
larawan, at iba pa.
III. PAMAMARAAN
A. Balik-aral sa nakaraang Ipasagot sa mag-aaral ang Ipasagot sa mag-aaral ang Ipasagot sa mag-aaral ang Ipasagot sa mag-aaral ang
aralin at/o pagsisimula ng katanungan sa ibaba: Lahat ng katanungan sa ibaba: Lahat ng katanungan sa ibaba: katanungan sa ibaba: Lahat ng
bagong aralin sagot ay tatanggapin. sagot ay tatanggapin. Lahat ng sagot ay sagot ay tatanggapin.
tatanggapin.
B. Paghahabi sa layunin ng aralin Natatalakay ang kahalagahan ng Natatalakay ang kahalagahan ng Natatalakay ang Natatalakay ang kahalagahan ng
mga kaalaman at kasanayan sa mga kaalaman at kasanayan sa kahalagahan ng mga mga kaalaman at kasanayan sa mga
kaalaman at kasanayan sa
mga payak na pagkukumpuni sa mga payak na pagkukumpuni sa mga payak na payak na pagkukumpuni sa tahanan
tahanan at paaralan. tahanan at paaralan. pagkukumpuni sa tahanan at paaralan.
at paaralan.
C. Pag-uugnay ng mga halimbawa Ipapanood ang isang video Ipapanood ang isang video Ipapanood ang isang video Ipapanood ang isang video
sa bagong aralin presentation “The Tool Story” presentation “The Tool Story” presentation “The Tool presentation “The Tool Story” by
by Witono Halin. Ipatukoy ang by Witono Halin. Ipatukoy ang Story” by Witono Halin. Witono Halin. Ipatukoy ang mga
mga ngalan ng mga kagamitang mga ngalan ng mga kagamitang Ipatukoy ang mga ngalan ngalan ng mga kagamitang nakita
nakita sa kanilang napanood . nakita sa kanilang napanood . ng mga kagamitang nakita sa kanilang napanood . Itanong
Itanong kung meron sila nito sa Itanong kung meron sila nito sa sa kanilang napanood . kung meron sila nito sa tahanan?
tahanan? Saan at paano ito tahanan? Saan at paano ito Itanong kung meron sila Saan at paano ito ginagamit?
ginagamit? ginagamit? nito sa tahanan? Saan at
paano ito ginagamit?
D. Pagtatalakay ng bagong Magpakita ng larawan ng mga di- Magpakita ng larawan ng mga di- Magpakita ng larawan ng Magpakita ng larawan ng mga di-
konsepto at paglalahad ng inaasahang pangyayari sa loob inaasahang pangyayari sa loob mga di-inaasahang inaasahang pangyayari sa loob ng
bagong kasanayan #1 ng tahanan o paaralan tulad ng ng tahanan o paaralan tulad ng pangyayari sa loob ng tahanan o paaralan tulad ng
maluwag na screw ng takip ng maluwag na screw ng takip ng tahanan o paaralan tulad maluwag na screw ng takip ng
switch. switch. ng maluwag na screw ng switch.
takip ng switch.
E. Pagtatalakay ng bagong Ipakitang turo ang Ipakitang turo ang Ipakitang turo ang Ipakitang turo ang pagkukumpuni
konsepto at paglalahad ng pagkukumpuni ng maluwag at pagkukumpuni ng maluwag at pagkukumpuni ng ng maluwag at tangggal na screw sa
bagong kasanayan #2 tangggal na screw sa takip ng tangggal na screw sa takip ng maluwag at tangggal na takip ng switch gamit ang mga
switch gamit ang mga switch gamit ang mga screw sa takip ng switch kasangkapang matatagpuan sa
kasangkapang matatagpuan sa kasangkapang matatagpuan sa gamit ang mga toolbox.
toolbox. toolbox. kasangkapang
matatagpuan sa toolbox. Talakayin ang mga kagamitang
Talakayin ang mga kagamitang Talakayin ang mga kagamitang ginamit sa pagkukumpuni at ang
ginamit sa pagkukumpuni at ang ginamit sa pagkukumpuni at ang Talakayin ang mga gamit nito.
gamit nito. gamit nito. kagamitang ginamit sa
pagkukumpuni at ang
gamit nito.
F. Paglinang sa Kabihasan Pangkatin ang klase sa lima at Pangkatin ang klase sa lima at Pangkatin ang klase sa Pangkatin ang klase sa lima at
(Tungo sa Formative hayaang gawin ang itatalagang hayaang gawin ang itatalagang lima at hayaang gawin ang hayaang gawin ang itatalagang
Assessment) gawain ng guro sa bawat grupo gawain ng guro sa bawat grupo itatalagang gawain ng gawain ng guro sa bawat grupo na
na nangangailangan ng na nangangailangan ng guro sa bawat grupo na nangangailangan ng pagkukumpuni
pagkukumpuni batay sa wastong pagkukumpuni batay sa wastong nangangailangan ng batay sa wastong mga paraan ng
mga paraan ng pagkukumpuni.( mga paraan ng pagkukumpuni.( pagkukumpuni batay sa pagkukumpuni.( Gamit ang Activity
Gamit ang Activity Card) Gamit ang Activity Card) wastong mga paraan ng Card)
pagkukumpuni.( Gamit
ang Activity Card)
G. Paglalapat ng aralin sa pang- Itala ang mga panuntunang Itala ang mga panuntunang Itala ang mga Itala ang mga panuntunang
araw-araw na buhay pangkalusugan at pangkalusugan at panuntunang pangkalusugan at pangkaligtasan
pangkaligtasan ginamit upang pangkaligtasan ginamit upang pangkalusugan at ginamit upang maiwasan ang
maiwasan ang anumang sakuna. maiwasan ang anumang sakuna. pangkaligtasan ginamit anumang sakuna.
upang maiwasan ang
anumang sakuna.
H. Paglalahat ng Arallin Ipabasa at ipasaulo ang Tandaan Ipabasa at ipasaulo ang Tandaan Ipabasa at ipasaulo ang Ipabasa at ipasaulo ang Tandaan
Mo sa LM. Mo sa LM. Tandaan Mo sa LM. Mo sa LM.
I. Pagtataya ng Aralin Sagutan ang GAWIN NATIN sa Sagutan ang GAWIN NATIN sa Sagutan ang GAWIN Sagutan ang GAWIN NATIN sa LM
LM LM NATIN sa LM
J. Karagdagang gawain para sa Ipagawa ang PAGYAMANIN Ipagawa ang PAGYAMANIN Ipagawa ang Ipagawa ang PAGYAMANIN NATIN
takdang-aralin at remediation NATIN sa LM. NATIN sa LM. PAGYAMANIN NATIN sa sa LM.
LM.
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
pagtuturo nakatulong ng lubos? __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
Paano ito nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
naranasan na solusyunan sa __Kakulangan sa makabagong __Kakulangan sa makabagong naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong
tulong ng aking punungguro at kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo.
superbisor?
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Kakulangan sa __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga
bata. bata. makabagong kagamitang bata. bata.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga panturo. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga
bata bata __Di-magandang pag-uugali __Kakulangan sa Kahandaan ng mga bata
__Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng ng mga bata. bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga
mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. __Mapanupil/mapang-aping __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman mga bata makabagong teknolohiya __Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya ng makabagong teknolohiya __Kakulangan sa Kahandaan __Kamalayang makadayuhan ng makabagong teknolohiya
__Kamalayang makadayuhan __Kamalayang makadayuhan ng mga bata lalo na sa __Kamalayang makadayuhan
pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
G. Anong kagamitang panturo ang __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video
aking nadibuho na nais kong presentation presentation presentation __Paggamit ng Big Book presentation
ibahagi sa mga kapwa ko guro? __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Paggamit ng Big Book
__Community Language Learning __Community Language Learning __Community Language __Ang “Suggestopedia” __Community Language Learning
__Ang “Suggestopedia” __Ang “Suggestopedia” Learning __ Ang pagkatutong Task Based __Ang “Suggestopedia”
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Instraksyunal na material __ Ang pagkatutong Task Based
__Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task __Instraksyunal na material
Based
__Instraksyunal na material
Teacher: Learning Area: EPP - ICT
DAILY LESSON LOG

I. LAYUNIN Nagagamit ang advanced features ng isang search engine sa pangangalap ng impormasyon.
A. Pamantayang naipamamalas ang kaalaman at naipamamalas ang kaalaman at naipamamalas ang naipamamalas ang kaalaman at Lingguhang Pagsusulit
Pangnilalaman kasanayan upang maging kasanayan upang maging kaalaman at kasanayan kasanayan upang maging
matagumpay na entrepreneur matagumpay na entrepreneur upang maging matagumpay na entrepreneur
matagumpay na
entrepreneur
B. Pamantayan sa Pagaganap mapahusay ang isang produkto mapahusay ang isang produkto mapahusay ang isang mapahusay ang isang produkto
upang maging iba sa iba upang maging iba sa iba produkto upang maging upang maging iba sa iba
iba sa iba
C. Mga Kasanayan sa Pagkatuto EPP5IE-0a-1 EPP5IE-0a-1 EPP5IE-0a-1 EPP5IE-0a-1
(Isulat ang code ng bawat 1.1 natutukoy ang mga 1.1 natutukoy ang mga 1.1 natutukoy ang mga 1.1 natutukoy ang mga
kasanayan) oportunidad na maaaring oportunidad na maaaring oportunidad na maaaring oportunidad na maaaring
mapagkakitaan (products and mapagkakitaan (products and mapagkakitaan (products andmapagkakitaan (products and
services) sa tahanan at services) sa tahanan at services) sa tahanan at services) sa tahanan at
pamayanan pamayanan pamayanan pamayanan
EPP5IE-0a-2 EPP5IE-0a-2 EPP5IE-0a-2 EPP5IE-0a-2

EPP5IE-0a-1 EPP5IE
EPP5IE-0a-1
-0a-3 EPP5IE
EPP5IE-0a-1
-0a-3 EPP5IE-0a-1
EPP5IE -0a-3 EPP5IE -0a-3
EPP5IE-0b-4 EPP5IE-0b-4 EPP5IE-0b-4 EPP5IE-0b-4

EPP5IE-0b-5 EPP5IE-0b-5 EPP5IE-0b-5 EPP5IE-0b-5
II. NILALAMAN Sa araling ito, ay tatalakayin Sa araling ito, ay tatalakayin Sa araling ito matutukoy Sa araling ito matutukoy ang
ang paggamit ng advanced ang paggamit ng advanced ang angkop na search angkop na search engine sa
features ng isang search features ng isang search engine sa pangangalap ng pangangalap ng impormasyon.
engine sa pangangalap ng engine sa pangangalap ng impormasyon. Maraming Maraming mga search engine ang
impormasyon. Magiging madali impormasyon. Magiging madali mga search engine ang maaaring gamitin kung nais
ang ating paghahanap sa ang ating paghahanap sa maaaring gamitin kung mangalap ng mga impormasyon o
internet ng mga impormasyong internet ng mga impormasyong nais mangalap ng mga datos mula sa internet. Ganun pa
nais natin makuha sa nais natin makuha sa impormasyon o datos man, may iba’t-ibang kakayahan
pamamagitan ng paggamit ng pamamagitan ng paggamit ng mula sa internet. Ganun ang mga search engine na ito na
advanced feature ng search advanced feature ng search pa man, may iba’t-ibang dapat nating alamin.
engine. Bilang isang mag-aaral, engine. Bilang isang mag-aaral, kakayahan ang mga
mahalagang aralin natin ito mahalagang aralin natin ito
sapagkat maaari natin itong sapagkat maaari natin itong
magamit kapag tayo ay gagawa magamit kapag tayo ay gagawa search engine na ito na
ng takdang aralin o proyekto. ng takdang aralin o proyekto. dapat nating alamin.
KAGAMITANG PANTURO
A. Sanggunian
Guro
Pang-Mag-aaral
3. Mga pahina sa Teksbuk EPP5IE-Od-10 EPP5IE-Od-10 EPP5IEOd-11 EPP5IE-Od-11

Resource
B. Iba pang Kagamitang Panturo powerpoint presentation, powerpoint presentation, powerpoint presentation, powerpoint presentation,
kartolina, computer at internet kartolina, computer at internet computer, at internet computer, at internet
III. PAMAMARAAN
A. Balik-aral sa nakaraang Ipasagot sa mga mag- aaral ang Ipasagot sa mga mag- aaral ang Ipasagot sa mga mag- Ipasagot sa mga mag-aaral ang
aralin at/o pagsisimula ng ( Taglay mo na ba?) sa LM. ( Taglay mo na ba?) sa LM. aaral ang Panimulang Panimulang Pagtatasa sa LM
bagong aralin Pagtatasa sa LM
B. Paghahabi sa layunin ng aralin Napahahalagahan ang ICT sa Napahahalagahan ang ICT sa Natutukoy ang angkop na Natutukoy ang angkop na search
pangangalap ng mga pangangalap ng mga search engine sa engine sa pangangalap ng
impormasyon impormasyon pangangalap ng impormasyon
impormasyon
C. Pag-uugnay ng mga halimbawa Pasagutan ang Gawain A sa LM. Pasagutan ang Gawain A sa LM. Pagpapangkat sa klase Pagpapangkat sa klase Gawain A :
sa bagong aralin Pagsasaayos ng mga ginulong Pagsasaayos ng mga ginulong Gawain A : “ TAYO NANG “ TAYO NANG MAG-EXPLORE !”
mga salita. mga salita. MAG-EXPLORE !” a. Pagtukoy sa mga search engine
a. Pagtukoy sa mga sa pagkalap ng mga kaalaman o
search engine sa pagkalap impormasyon.
ng mga kaalaman o
impormasyon.
D. Pagtatalakay ng bagong Magkaroon ng pahapyaw na Magkaroon ng pahapyaw na Ilahad ang aralin sa Ilahad ang aralin sa pamamagitan
konsepto at paglalahad ng talakayan ang mga mag-aaral talakayan ang mga mag-aaral pamamagitan ng mga ng mga susing tanong.
bagong kasanayan #1 tungkol sa mga salitang nabuo. tungkol sa mga salitang nabuo. susing tanong.
Anu-anong mga search engine ang
Sa iyong palagay, mahalaga Sa iyong palagay, mahalaga Anu-anong mga search karaniwang ginagamit sa pagkalap
bang matutuhan ang paggamit bang matutuhan ang paggamit engine ang karaniwang
ginagamit sa pagkalap ng
ng makabagong teknolohiya? ng makabagong teknolohiya? mga kinakailangan nating ng mga kinakailangan nating mga
Bakit? Bakit? mga impormasyon? impormasyon?
Sa tingin mo ba maiiwasan pa Sa tingin mo ba maiiwasan pa
natin ang paggamit ng ICT tools natin ang paggamit ng ICT tools Paano natin masasabi na Paano natin masasabi na angkop
sa kasalukuyang sa kasalukuyang angkop ang mga ito sa ang mga ito sa atin?
panahon?Bakit? panahon?Bakit? atin?
Nasubukan mo na bang Nasubukan mo na bang
magsaliksik gamit ang computer magsaliksik gamit ang computer
at internet? at internet?
Gusto mo ba itong masubukan? Gusto mo ba itong masubukan?
Bakit kailangang matutuhan ang Bakit kailangang matutuhan ang
kasanayan sa pangangalap ng kasanayan sa pangangalap ng
impormasyon gamit ang impormasyon gamit ang
computer at internet sa tulong computer at internet sa tulong
ng mga search engines? ng mga search engines?
E. Pagtatalakay ng bagong Ilahad ang aralin sa Ilahad ang aralin sa Pagtalakay sa ibat-ibang Pagtalakay sa ibat-ibang
konsepto at paglalahad ng pamamagitan ng mga pamamagitan ng mga kakayahan at katangian ng kakayahan at katangian ng ilang
bagong kasanayan #2 sumusunod na tanong LM. Ano sumusunod na tanong LM. Ano ilang kilalang search kilalang search engine na
ang search engine?. ang search engine?. engine na maaaring maaaring makatulong sa mas
Paano ang paggamit ng mga ito Paano ang paggamit ng mga ito makatulong sa mas mabisang pangangalap ng
sa pagkalap ng mga sa pagkalap ng mga mabisang pangangalap ng impormasyon.
impormasyon? impormasyon? impormasyon.
Pagtalakay sa advanced Pagtalakay sa advanced Pagkakaroon ng malayang
features ng google at mga features ng google at mga Pagkakaroon ng talakayan tungkol paggamit ng
hakbang na maaaring hakbang na maaaring malayang talakayan angkop na website o search
gawin kapag gagamitin ang gawin kapag gagamitin ang tungkol paggamit ng engine sa pangangalap ng
Advanced Features ng search Advanced Features ng search angkop na website o impormasyon.
engine. engine. search engine sa
pangangalap ng
impormasyon.
F. Paglinang sa Kabihasan Pagsasagawa ng Linangin Natin Pagsasagawa ng Linangin Natin Ipagawa ang Gawain B: Ipagawa ang Gawain B: LINANGIN
(Tungo sa Formative bilang Gawain B: Aksyon! (LM) bilang Gawain B: Aksyon! (LM) LINANGIN NATIN sa LM NATIN sa LM
Assessment)
G. Paglalapat ng aralin sa pang- a. Pangkatin ang klase sa apat . a. Pangkatin ang klase sa apat . Pagtukoy sa angkop na Pagtukoy sa angkop na search
araw-araw na buhay - Gamit ang meta cards - Gamit ang meta cards search engine sa pagkuha engine sa pagkuha ng mga
bubunot ang bawat lider ng bubunot ang bawat lider ng ng mga impormasyon impormasyon
grupo ng isang grupo ng isang
katanungan at sasagutin nila ito katanungan at sasagutin nila ito
sa pamamagitan ng paggamit ng sa pamamagitan ng paggamit ng
ng isang search engine gamit ng isang search engine gamit
ang internet . ang internet .
b. Iuulat ng bawat grupo ang b. Iuulat ng bawat grupo ang
kanilang mga naging kasagutan kanilang mga naging kasagutan
batay sa kanilang nakalap na batay sa kanilang nakalap na
impormasyon. impormasyon.
c. Pagkakaroon ng malayang c. Pagkakaroon ng malayang
tanungan/talakayan. tanungan/talakayan.
H. Paglalahat ng Arallin . Bigyang diin ang kaisipan sa . Bigyang diin ang kaisipan sa Basahin at bigyang diin Basahin at bigyang diin ang
Tandaan Natin sa LM. Tandaan Natin sa LM. ang Tandaan Natin sa LM. Tandaan Natin sa LM.
I. Pagtataya ng Aralin Ipasagot sa mga mag-aaral ang Ipasagot sa mga mag-aaral ang Ipasagot sa mga mag- Ipasagot sa mga mag-aaral ang
Subukin Mo sa LM. Subukin Mo sa LM. aaral ang Pagtataya sa LM. Pagtataya sa LM.
Pasagutan ang Pangwakas Pasagutan ang Pangwakas na
na Pagtatasa sa LM. Pagtatasa sa LM.
J. Karagdagang gawain para sa Ipagawa ang karagdagang Ipagawa ang karagdagang Pagbisita sa mga kilalang Pagbisita sa mga kilalang search
takdang-aralin at remediation Gawain sa LM Gawain sa LM search engine at engine at pagpapasagot sa mga
pagpapasagot sa mga tanong sa LM.
tanong sa LM.
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
E. Alin sa mga istratehiyang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
pagtuturo nakatulong ng lubos? __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
Paano ito nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
F. Anong suliranin ang aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
naranasan na solusyunan sa __Kakulangan sa makabagong __Kakulangan sa makabagong naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong
tulong ng aking punungguro at kagamitang panturo. kagamitang panturo. __Kakulangan sa kagamitang panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga makabagong kagamitang __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga
superbisor?
bata. bata. panturo. bata. bata.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Di-magandang pag-uugali __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga
bata bata ng mga bata. __Kakulangan sa Kahandaan ng mga bata
__Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng __Mapanupil/mapang-aping bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga
mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. mga bata __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman __Kakulangan sa Kahandaan makabagong teknolohiya __Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya ng makabagong teknolohiya ng mga bata lalo na sa __Kamalayang makadayuhan ng makabagong teknolohiya
__Kamalayang makadayuhan __Kamalayang makadayuhan pagbabasa. __Kamalayang makadayuhan
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
G. Anong kagamitang panturo ang __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video
aking nadibuho na nais kong presentation presentation presentation __Paggamit ng Big Book presentation
ibahagi sa mga kapwa ko guro? __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Paggamit ng Big Book
__Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task __Instraksyunal na material
Based
Teacher: Learning Area: EPP –H.E.
DAILY LESSON LOG

I. LAYUNIN
A. Pamantayang Pangnilalaman naipamamalas ang kaalaman at naipamamalas ang kaalaman naipamamalas ang naipamamalas ang kaalaman at Lingguhang Pagsusulit
kasanayan upang maging at kasanayan upang maging kaalaman at kasanayan kasanayan upang maging
matagumpay na entrepreneur matagumpay na entrepreneur upang maging matagumpay matagumpay na entrepreneur
na entrepreneur
B. Pamantayan sa Pagaganap mapahusay ang isang produkto mapahusay ang isang mapahusay ang isang mapahusay ang isang produkto
upang maging iba sa iba produkto upang maging iba sa produkto upang maging iba upang maging iba sa iba
iba sa iba
C. Mga Kasanayan sa Pagkatuto nakagagawa ng menu para sa nakagagawa ng menu para sa nakagagawa ng menu para nakagagawa ng menu para sa isang
(Isulat ang code ng bawat isang araw batay sa “food isang araw batay sa “food sa isang araw batay sa “food araw batay sa “food pyramid”/
kasanayan) pyramid”/ pangkat ng pagkain pyramid”/ pangkat ng pagkain pyramid”/ pangkat ng pangkat ng pagkain
pagkain
EPP5HE-0i-26 EPP5HE-0i-26 EPP5HE-0i-26
EPP5HE-0i-26
II. NILALAMAN Sa araling ito matutuhan natin Sa araling ito matutuhan natin Sa araling ito matutuhan Sa araling ito matutuhan natin ang
ang paggawa ng menu. ang paggawa ng menu. natin ang paggawa ng paggawa ng menu. Magplano ng
Magplano ng menu na madaling Magplano ng menu na menu. Magplano ng menu menu na madaling baguhin kung
baguhin kung kinakailangan. madaling baguhin kung na madaling baguhin kung kinakailangan. Iwasang magdulot
Iwasang magdulot ng iisang uri kinakailangan. Iwasang kinakailangan. Iwasang ng iisang uri ng pagkain sa isang
ng pagkain sa isang hain o magdulot ng iisang uri ng magdulot ng iisang uri ng hain o katulad na uri sa paghahain.
katulad na uri sa paghahain. pagkain sa isang hain o pagkain sa isang hain o Kailangan din sa paggawa ng menu
Kailangan din sa paggawa ng katulad na uri sa paghahain. katulad na uri sa paghahain. ay lagi nating isasama ang tatlong
menu ay lagi nating isasama ang Kailangan din sa paggawa ng Kailangan din sa paggawa ng pangunahing pagkain.
tatlong pangunahing pagkain. menu ay lagi nating isasama menu ay lagi nating isasama
ang tatlong pangunahing ang tatlong pangunahing
pagkain. pagkain.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-
Mag-aaral
3. Mga pahina sa Teksbuk K12 EPP5 HE-Oi-26 K12 EPP5 HE-Oi-26 K12 EPP5 HE-Oi-26 K12 EPP5 HE-Oi-26
4. Karagdagang Kagamitan mula sa

portal ng Learning Resource
B. Iba pang Kagamitang Panturo Mga larawan ng pagkain, manila Mga larawan ng pagkain, Mga larawan ng pagkain, Mga larawan ng pagkain, manila
paper, pentel pen manila paper, pentel pen manila paper, pentel pen paper, pentel pen
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Ano-ano ang tatlong Ano-ano ang tatlong Ano-ano ang tatlong Ano-ano ang tatlong pangunahing
at/o pagsisimula ng bagong pangunahing pagkain? pangunahing pagkain? pangunahing pagkain? pagkain?
aralin
Anong mga sustansiya ang Anong mga sustansiya ang Anong mga sustansiya ang Anong mga sustansiya ang
nakukuha natin sa tatlong nakukuha natin sa tatlong nakukuha natin sa tatlong nakukuha natin sa tatlong
pangunahing pagkain? pangunahing pagkain? pangunahing pagkain? pangunahing pagkain?
B. Paghahabi sa layunin ng aralin Nakagagawa ng menu para sa Nakagagawa ng menu para sa Nakagagawa ng menu para Nakagagawa ng menu para sa
isang araw batay sa “food isang araw batay sa “food sa isang araw batay sa “food isang araw batay sa “food
pyramid”/ pangkat ng pagkain. pyramid”/ pangkat ng pyramid”/ pangkat ng pyramid”/ pangkat ng pagkain.
pagkain. pagkain.
C. Pag-uugnay ng mga halimbawa sa Pagpapakita ng larawan ng Pagpapakita ng larawan ng Pagpapakita ng larawan Pagpapakita ng larawan ng
bagong aralin tatlong pangkat ng pagkain tatlong pangkat ng pagkain ng tatlong pangkat ng tatlong pangkat ng pagkain
pagkain
D. Pagtatalakay ng bagong konsepto Ipabasa ang Alamin Natin sa Ipabasa ang Alamin Natin sa Ipabasa ang Alamin Natin sa Ipabasa ang Alamin Natin sa L.M.
at paglalahad ng bagong kasanayan L.M. L.M. L.M.
#1
E. Pagtatalakay ng bagong konsepto Talakayain ang mga Talakayain ang mga Talakayain ang mga Talakayain ang mga
at paglalahad ng bagong kasanayan sumusunod: sumusunod: sumusunod: sumusunod:
#2
a. Anu-ano ang mga d. Anu-ano ang mga g. Anu-ano ang mga j. Anu-ano ang mga
alituntunin sa paggawa alituntunin sa alituntunin sa alituntunin sa paggawa ng
ng menu? paggawa ng menu? paggawa ng menu? menu?
b. Bakit kailangan e. Bakit kailangan h. Bakit kailangan k. Bakit kailangan magplano
magplano ng menu sa magplano ng menu magplano ng menu ng menu sa isang araw o
isang araw o sa isang sa isang araw o sa sa isang araw o sa sa isang lingo?
lingo? isang lingo? isang lingo? l. Mahalaga ba ang paggawa
c. Mahalaga ba ang f. Mahalaga ba ang i. Mahalaga ba ang ng menu?
paggawa ng menu? paggawa ng menu? paggawa ng menu?
F. Paglinang sa Kabihasan Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw- Ipaliwanag kung bakit mahalaga Ipaliwanag kung bakit Ipaliwanag kung bakit Ipaliwanag kung bakit mahalaga
araw na buhay ang tatlong pangkat ng pagkain mahalaga ang tatlong pangkat mahalaga ang tatlong ang tatlong pangkat ng pagkain sa
sa paggawa ng menu. ng pagkain sa paggawa ng pangkat ng pagkain sa paggawa ng menu.
menu. paggawa ng menu.
H. Paglalahat ng Arallin Ang paggawa ng menu ay Ang paggawa ng menu ay Ang paggawa ng menu ay Ang paggawa ng menu ay
mahalaga sa pang araw-araw ng mahalaga sa pang araw-araw mahalaga sa pang araw- mahalaga sa pang araw-araw ng
isang pamilya. Gawing batayan ng isang pamilya. Gawing araw ng isang pamilya. isang pamilya. Gawing batayan ang
ang tatlong pangunahing batayan ang tatlong Gawing batayan ang tatlong tatlong pangunahing pagkain.
pagkain. Gamitin ang pagkain pangunahing pagkain. Gamitin pangunahing pagkain. Gamitin ang pagkain nasa
nasa panahon. Ang mga ito’y ang pagkain nasa panahon. Gamitin ang pagkain nasa panahon. Ang mga ito’y mura at
mura at sariwa pa. Bigyang Ang mga ito’y mura at sariwa panahon. Ang mga ito’y sariwa pa. Bigyang halaga ang mga
halaga ang mga kagustuhan at pa. Bigyang halaga ang mga mura at sariwa pa. Bigyang kagustuhan at pagkaing kailangan
pagkaing kailangan ng mag kagustuhan at pagkaing halaga ang mga kagustuhan ng mag anak.
anak. kailangan ng mag anak. at pagkaing kailangan ng
mag anak.
I. Pagtataya ng Aralin Ipaliwanag ang sagot sa mga Ipaliwanag ang sagot sa mga Ipaliwanag ang sagot sa mga Ipaliwanag ang sagot sa mga
tanong tanong tanong tanong
Paano ang paggagawa ng Paano ang paggagawa ng Paano ang paggagawa ng Paano ang paggagawa ng menu?
menu? menu? menu? Magbigay ng limang alituntunin sa
Magbigay ng limang alituntunin Magbigay ng limang Magbigay ng limang paggawa ng menu?
sa paggawa ng menu? alituntunin sa paggawa ng alituntunin sa paggawa ng
menu? menu?
J. Karagdagang gawain para sa Gumawa ng isang menu para sa Gumawa ng isang menu para Gumawa ng isang menu Gumawa ng isang menu para sa
takdang-aralin at remediation iyong pamilya para sa araw ng sa iyong pamilya para sa araw para sa iyong pamilya para iyong pamilya para sa araw ng
Sabado at Linggo. ng Sabado at Linggo. sa araw ng Sabado at Sabado at Linggo.
Linggo.
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na nakakuha ng

80% sa pagtataya
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin
E. Alin sa mga istratehiyang pagtuturo Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
nakatulong ng lubos? Paano ito __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
F. Anong suliranin ang aking naranasan na Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
solusyunan sa tulong ng aking __Kakulangan sa makabagong __Kakulangan sa makabagong naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong
punungguro at superbisor? kagamitang panturo. kagamitang panturo. __Kakulangan sa makabagong kagamitang panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng kagamitang panturo. __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga
bata. mga bata. __Di-magandang pag-uugali ng bata. bata.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga mga bata. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga
bata bata __Mapanupil/mapang-aping __Kakulangan sa Kahandaan ng mga bata
__Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng mga bata bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga
mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa mga bata lalo na sa pagbabasa. makabagong teknolohiya __Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya kaalaman ng makabagong __Kakulangan ng guro sa __Kamalayang makadayuhan ng makabagong teknolohiya
__Kamalayang makadayuhan teknolohiya kaalaman ng makabagong __Kamalayang makadayuhan
__Kamalayang makadayuhan teknolohiya
G. Anong kagamitang panturo ang aking __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video
nadibuho na nais kong ibahagi sa mga presentation presentation presentation __Paggamit ng Big Book presentation
kapwa ko guro? __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Paggamit ng Big Book
__Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task Based __Instraksyunal na material
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: MARCH 4 – 8, 2019 (WEEK 8) Quarter: 4TH QUARTER

I. LAYUNIN Naipapaliwanag ang pananaw at paniniwala ng mga Sultanato (Katutubong Muslim) sa pagpapanatili ng kanilang kalayaan
A. Pamantayang Naipamamalas ang mapanuring pag-unawa sa bahaging ginampanan ng kolonyalismong Espanyol at pandaigdigang koteksto ng reporma sa pag-usbong ng kamalayang
Pangnilalaman pambansa attungo sa pagkabuo ng Pilipinas bilang isang nasyon
B. Pamantayan sa Pagaganap Nakapagpapahayag ng pagmamalaki sa pagpupunyagi ng mga makabayang Pilipino sa gitna ng kolonyalismong Espanyol at sa mahalagang
papel na ginagampanan nito sa pag-usbong ng kamalayang pambansa tungo sa pagkabuo ng Pilipinas bilang isang nasyon
C. Mga Kasanayan sa Pagkatuto 1.Nasusuri ang mga naunang pag—aalsa ng mga makabayang Pilipino Weekly Test
(Isulat ang code ng bawat Natatalakay ang sanhi at bunga ng mga rebelyon at iba pang reaksyon ng mga Pilipino sa kolonyalismo (halimbawa : pagtutol ng mga
kasanayan) katutubong Pilipino laban sa Kristyanismo , pagmamalabis ng mga Espanyol) AP5PKB-IVe-3/ Pahina 54 ng 120
II. NILALAMAN Mga Reaksyon sa Kolonyalismo
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Kto 12 – AP5PKB IVe-3/ MISOSA Kto 12 – AP5PKB IVe-3/ MISOSA Kto 12 – AP5PKB IVe-3/ Kto 12 – AP5PKB IVe-3/
Guro Lesson Lesson MISOSA Lesson MISOSA Lesson
#14(GRADE V) #14(GRADE V) #14(GRADE V) #14(GRADE V)

Pang-Mag-aaral
3. Mga pahina sa Teksbuk Ang Lahing 110-111
Pilipinas Kong Hirang 5 p. 140-146
4. Karagdagang Kagamitan larawan ng mga bayani, tsart,
mula sa portal ng Learning talambuhay, manila paper,
Resource panulat
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula
ng bagong aralin
B. Paghahabi sa layunin ng 1.Ipanuod sa mga bata ang isang video clip tungkol sa mga unang pag-aalsa.
aralin 2.Iproseso ang gawain sa pamamagitan ng pagtanong sa mga sumusunod:
a.Sino-sino ang mga unang Pilipino na nag-alsa laban sa mga Espanyol?
b.Anu-ano ang mga dahlan ng pag-aalsa ng mga Pilipino?
c.Magbigay ng mga lugar kung saan naganap ang ilang pag-aalsa laban sa mga Espanyol.
C. Pag-uugnay ng mga B.Paglinang
halimbawa sa bagong aralin 1.Bigay ang opinyon mo tungkol sa salitang nakalahad. Hayaan ang bata ang sumulat ng kanilang sagot.
D. Pagtatalakay ng bagong 2.Ipabasa sa mga mag-aaral ang LM, pp. _________
konsepto at paglalahad ng 3.Pangkatin ang mga mag-aaral sa tatlong grupo
bagong kasanayan #1 4.Bigyan ang bawat grupo ng manila paper.
5.Pangkatin ang mga nag-alsang Pilipino ayon sa kanilang dahilan at ibigay ang naging bunga nito
E. Pagtatalakay ng bagong 6.Ipabasa sa klase ang rubric ng pangkatang gawain upang mapanatili ang kaayusan sa klase.
konsepto at paglalahad ng 7.Ipaulat ang mga gawa sa bawat pangkat ang kanilang output.
bagong kasanayan #2 8.Ipagawa ang mga gawain sa Gawin Mo, p. _________ ng LM.
F. Paglinang sa Kabihasan Gawain A Gawain B Gawain C

(Tungo sa Formative • Ipasagot sa bawat mag-aaral ang Gawain. • Ipasagot sa bawat • Ipasagot ang tanong
Assessment) • Ipasulat ang mga sagot sa sagutang papel. mag-aaral ang Gawain. sa mga mag-aaral.
• Bigyan ng sapat na panahon ang mga mag-aaral sa pagsagot sa • Ipasulat ang mga • Ipasulat ang sagot sa
gawain. sagot sa notbuk sagutang papel.
• Ipawasto ang mga kasagutan. • Bigyan ng sapat na • Ipaulat sa klase ang
panahon ang mga mag-aaral mga sagot.
sa pagsagot sa gawain. • Tanggapin lahat ng
• Ipawasto ang mga sagot.
kasagutan.
G. Paglalapat ng aralin sa pang- Pag-uulat ng pangkat
araw-araw na buhay
H. Paglalahat ng Arallin Ano ang nagging epekto ng mgapag-aalsa ng mga makabayang Pilipino? 9.Bigyan diin ang mga kaisipan
sa Tandaan Mo, p. _______ ng
LM.
I. Pagtataya ng Aralin Sumulat ng isang talata tungkol sa mga Pag-aalsang tinalakay at epekto Pagtataya
nito sa mga Pilipino Ipasagot sa papel ang
Natutuhan Ko, p. _______ ng
LM.
J. Karagdagang gawain para sa
takdang-aralin at
remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on
nakakuha ng 80% sa next objective. next objective. the next objective. the next objective. to the next objective.
pagtataya ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B. Bilang ng mag-aaral na ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find ___Pupils did not find
nangangailangan ng iba pang answering their lesson. answering their lesson. difficulties in answering their difficulties in answering their difficulties in answering their
gawain para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in lesson. lesson. lesson.
answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
because of lack of knowledge, because of lack of knowledge, answering their lesson. answering their lesson. answering their lesson.
skills and interest about the skills and interest about the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the
lesson. lesson. lesson because of lack of lesson because of lack of lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the knowledge, skills and interest knowledge, skills and interest knowledge, skills and interest
lesson, despite of some difficulties lesson, despite of some difficulties about the lesson. about the lesson. about the lesson.
encountered in answering the encountered in answering the ___Pupils were interested on ___Pupils were interested on ___Pupils were interested
questions asked by the teacher. questions asked by the teacher. the lesson, despite of some the lesson, despite of some on the lesson, despite of
___Pupils mastered the lesson ___Pupils mastered the lesson difficulties encountered in difficulties encountered in some difficulties
despite of limited resources used despite of limited resources used answering the questions asked answering the questions asked encountered in answering
by the teacher. by the teacher. by the teacher. by the teacher. the questions asked by the
___Majority of the pupils finished ___Majority of the pupils finished ___Pupils mastered the lesson ___Pupils mastered the lesson teacher.
their work on time. their work on time. despite of limited resources despite of limited resources ___Pupils mastered the
___Some pupils did not finish their ___Some pupils did not finish their used by the teacher. used by the teacher. lesson despite of limited
work on time due to unnecessary work on time due to unnecessary ___Majority of the pupils ___Majority of the pupils resources used by the
behavior. behavior. finished their work on time. finished their work on time. teacher.
___Some pupils did not finish ___Some pupils did not finish ___Majority of the pupils
their work on time due to their work on time due to finished their work on time.
unnecessary behavior. unnecessary behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.
C. Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
Bilang ng mag-aaral na above above 80% above 80% above 80% above
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
magpapatuloy sa additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation remediation
E. Alin sa mga istratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo nakatulong ng ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught
lubos? Paano ito nakatulong? the lesson the lesson up the lesson the lesson up the lesson
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who
naranasan na solusyunan sa require remediation require remediation to require remediation to require remediation continue to require
tulong ng aking punungguro remediation
at superbisor?
G. Anong kagamitang panturo Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
ang aking nadibuho na nais  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive  ___Metacognitive well:
kong ibahagi sa mga kapwa Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self Development: Examples: Self  ___Metacognitive
ko guro? taking and studying techniques, taking and studying techniques, assessments, note taking and assessments, note taking and Development: Examples: Self
and vocabulary assignments. and vocabulary assignments. assessments, note taking and
 
___Bridging: Examples: Think- ___Bridging: Examples: Think- studying techniques, and studying techniques, and studying techniques, and
pair-share, quick-writes, and pair-share, quick-writes, and vocabulary assignments. vocabulary assignments. vocabulary assignments.
anticipatory charts. anticipatory charts.  
___Bridging: Examples: Think- 
___Bridging: Examples: Think- ___Bridging: Examples:
  pair-share, quick-writes, and pair-share, quick-writes, and Think-pair-share, quick-
anticipatory charts. anticipatory charts. writes, and anticipatory
 
___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw 
Compare and contrast, jigsaw  charts.
learning, peer teaching, and 
learning, peer teaching, and ___Schema-Building:  ___Schema-Building: 
projects. projects. Examples: Compare and Examples: Compare 
and ___Schema-Building:
  contrast, jigsaw learning, peer contrast, jigsaw learning, peer Examples: Compare and
teaching, and projects. teaching, and projects. contrast, jigsaw learning,
 ___Contextualization:  ___Contextualization:
  peer teaching, and projects.
 Examples: 
Demonstrations, Examples: Demonstrations, media,
media, manipulatives, repetition, manipulatives, repetition, and ___Contextualization:  ___Contextualization: 
and local opportunities. local opportunities.  Examples: 
Demonstrations, Examples: 
  media, manipulatives, media, 
manipulatives, Examples: Demonstrations,
repetition, and local repetition, and local media, manipulatives,
 ___Text Representation:  ___Text Representation:
opportunities. opportunities. repetition, and local
created Examples: Student created
opportunities.
drawings, videos, and games. drawings, videos, and games.  
 ___Text Representation:  ___Text Representation: ___Text Representation:
 ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the Examples: Student created  Examples: Student created  Examples: Student created
language you want students to language you want students to drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
use, and providing samples of use, and providing samples of  ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples:
student work. student work. Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly,
modeling the language you modeling the language you modeling the language you
Other Techniques and Strategies Other Techniques and Strategies want students to use, and want students to use, and want students to use, and
used: used: providing samples of student providing samples of student providing samples of student
___ Explicit Teaching ___ Explicit Teaching work. work. work.
___ Group collaboration ___ Group collaboration Other Techniques and
___Gamification/Learning throuh ___Gamification/Learning throuh Other Techniques and Other Techniques and Strategies used:
play play Strategies used: Strategies used: ___ Explicit Teaching
___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration
activities/exercises activities/exercises ___ Group collaboration ___ Group collaboration ___Gamification/Learning
___ Carousel ___ Carousel ___Gamification/Learning ___Gamification/Learning throuh play
___ Diads ___ Diads throuh play throuh play ___ Answering preliminary
___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary ___ Answering preliminary activities/exercises
___ Role Playing/Drama ___ Role Playing/Drama activities/exercises activities/exercises ___ Carousel
___ Discovery Method ___ Discovery Method ___ Carousel ___ Carousel ___ Diads
___ Lecture Method ___ Lecture Method ___ Diads ___ Diads ___ Differentiated
Why? Why? ___ Differentiated Instruction ___ Differentiated Instruction Instruction
___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Group member’s ___ Group member’s Why? Why? Why?
collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Complete IMs ___ Complete IMs
in doing their tasks in doing their tasks ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
of the lesson of the lesson ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___AudioVisual Presentation
of the lesson of the lesson of the lesson
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards L C ListeningComprehension
B. Performance Standards
C. Learning . Summarize information from . Make generalizations Use complex sentences to show Revise writing for clarity- Determine images/ideas
Competencies/Objectives various text types b. Show tactfulness when problem-solution relationship of appropriate punctuation that are explicitly used to
Write the LC code for each b. Self-correct when reading communicating with others ideas marks; transition/signal influence viewers:
c. Observe politeness at all EN5RC – IVg-.2.12/ Page 78 of 164 EN5G-IV-g-1.9.2/ Page 78 of words Stereotypes, Point of View,
times. 164 EN5WC-IIIg-1.8.1/1.8.3 Propaganda
EN5LC -IVg-3.13 EN5VC – IVg-.7, 7.1, 7.2,
EN5F - IVg -2.9 7.3
EN5A -IVg-16/ Page 78 of
164
II. CONTENT Summarizing information from Making generalizations Complex Sentences Punctuation marks; Images/ideas that are
various text types transition/signal words explicitly used to influence
viewers: Stereotypes, Point
of View, Propaganda
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide K 12 Curriculum Guide in English K 12 Curriculum Guide in : K to 12 Curriculum Guide
5 English 5
2. Learner’s Material pages
3. Textbook pages English Matters 5, pp. 269- Language Learning Made
270 Easy
Developing Reading Power 5,
p.20
4. Additional Materials from Worksheet from internet Worksheet from Internet
Learning Resource (LR) portal
B. Other Learning Resources chart, activity sheet Materials : activity sheets, pictures metacards, pictures, manila pictures, manila paper, charts, pictures
paper, activity sheets activity sheets
IV. PROCEDURES
A. Reviewing previous lesson Review Review 1.Look at the group of words. Can you tell when to use Review
or presenting the new Complex sentences Different text types/Checking What are they? (clauses) these punctuation marks? Punctuation Marks/signal
lesson assignment What do we call them? words
(Independent clause/dependent
clause)
B. Establishing a purpose for the Look at the pictures. Tell Look at the pictures. What can you Show a picture of a mother Let us read a poem on the
lesson something about them say about them? We are going to hugging her child. usage of punctuation
read something related to the marks.
pictures.
Teacher will read Let us sing Bear brand’s

sentences and let the pupils commercial song on
repeat after her. a. Ask: What does the mother Micronutrient Deficiency
1We rode our bikes all over do to her child? Why do you
town. think she is hugging the child?
2. The banana does not b.Paste other pictures that
come from a seed. show how a parent expresses
3. There are different ways of his/her love to the child. Say a.Ask: In what kind of
purifying water for drinking something about the pictures. sentences do we use the
purposes. following:
4. Your ticket purchase will help Period
our school. Question mark
Exclamation point
b. What punctuation mark
should be used to write
what a speaker
exactly/directly said?
c.When do we use the
ellipsis mark?
C. Presenting examples/instances At the end of the lesson Today you will learn how to At the end of this lesson you will At the end of this lesson Today you will learn
of the new lesson you will learn how to make generalizations. be able to use complex you will be able to revise different images/ideas that
summarize information from sentences to show problem- writing for clarity by using are explicitly used to
various text types. solution relationship of ideas appropriate punctuation influence viewers
marks and transition/signal
words.
D. Discussing new concepts and B.Explaining to the Students B.Explaining to the students what to B.Explaining to the students B.Explaining to the students B.Explaining to the students
practicing new skills #1 what to do do what to do what to do what to do
1.Setting standards for listening 1.Vocabulary Development 1.Present the following Present the chart below. Let Present the pictures. Let us
2.Teacher will read paragraphs a.polio- a serious disease that affects sentences. Have the pupils read the pupils read the try to identify the three
of various text types the nerves of the spine and makes a these. punctuation rules ways by which viewers can
. Narrative Text Type) person permanently unable to move a.I shall not go home unless be influenced.
Great Weekend particular muscles mother comes back.
This past weekend I had the b.handicapped –having a physical b.I like you because you are so
time of my life. First, Friday disability friendly.
night, I had my best friend over c.exemplify–to be a very good c.Susie will return the books
and we made a delicious, example of after her class.
mouth-watering pizza. After we Ask the following questions:
ate, we had a friendly video 2.Present the selection •Which is the independent
game competition. On Set standards in reading. clause in each sentence?
Saturday, my dad took us out Many people succeed in life even if •Which is the dependent clause ( A Muslim is associated
on the boat. The weather was they are physically handicapped. Our in each sentence? with terrorism
perfect and the water was country took pride of •What word was used to
In addition to the
warm. It was a great day to go ApolinarioMabini, a polio victim and connect the independent clause
punctuation marks which
for a swim. Later that night, we yet he became the “Brain” of to the dependent clause in the
help in the clarity of writing
went to the movies. We saw an Katipunan. first sentence? second
sentences, there are also
action packed thriller and ate a In this modern times we have a sentence? third sentence?
transition/signal words that
lot of popcorn. Finally, on good example from Bicol Region. He
are used.
Sunday, we rode our bikes all is Eduardo Camela, a fifteen-year old
Signal or Transition Words
over town. By the end of the student of Daet Parochial School in
(Chronological Sequence)
day, my legs were very tired. I Camarines Norte.
only hope that next weekend In spite of his physical defect
first, second . . . next
can be as fun as this one. caused by polio, he has invented four
not long after
Comprehension Check up useful things. His latest invention,
initially then before
a.What is the paragraph about? the Camela Coco-Cell won for him a
following when
b.What are the things that they gold medal from the president and
finally
did to make the weekend P1,500 in cash at the National Science
preceding after
great? Fair held by the Department of
on (date)
c. What does the paragraph do Science and Technology. He was
for us?(entertains, tells a story) affected by polio at the age of 3. He
Refer to LM. is also a very talented painter. He
(Description/Enumeration)
truly exemplifies the proud and
for instance for
talented Filipino
example to illustrate
3.Comprehension check up
such as in additionalso
1.Who are the physically handicapped
another furthermore
persons who showed success?
to begin with most
2.What made them physically
importantly
handicapped ?
3.What was the contribution of
ApolinarioMabini in our history?
4.How did Eduardo Camelashow his (Compare and contrast)
talents? different from same as
5.What recognition did Eduardo similar to as opposed to
receive? instead of
6.What kind of character trait do although
these successful handicapped show? compared with
however as well as
either . . . or unless
but
E. Discussing new concepts and C.Modelling for students C.Modelling the pupils C.Modelling for Students C.Modelling for Students C.Modeling for students
practicing new skills #2 •.Go back to the first Based from the selection, Apolinario 1. Let the pupils read the Read the following Choose any example of tv
paragraph. (Call a pupil to read had an important role in the following examples sentences correctly. commercial to be viewed by
it again.) Katipunan and Eduardo Camela had a.Study hard so that you will 1.The accessibility of the the pupils.
a.What does the paragraph tell made inventions and showed talent pass the exam computer has increased Ask them to present it and
us? in painting, what can you say about b.She succeeded although she tremendously over the past solicit their reactions to it.
b.What do you think is the them being physically handicapped? encountered many problems. several years.
purpose of the writer? (They have strong determination.) •A complex sentence is 2.What has humanity done
c.What type of text is the What generalization can you make? composed of one independent about the growing concern
paragraph? (Physical defect is not a hindrance to clause and one or two regarding global warming?
d.How is the paragraph success.) dependent clauses. 3.You scared me!
written? •Generalization is a general •An independent clause is a 4.The computer store was
statement based on facts. simple sentence by itself. It filled with video games,
gives a complete meaning. It computer hardware and
can stand alone. other electronic
•A dependent clause does not paraphernalia.
give a complete thought. It
cannot stand alone. It depends
on an independent clause to
complete its meaning.
Example: I love you because
you love me, too.
I love you is an independent
clause. It gives a complete
thought.
because you love me, too is the
dependent clause. It doesn’t
make sense. Because you love
me, too - what
F. Developing mastery D.Guided Practice Group Activity D.Guided Practice D.Guided Practice D.Guide Practice
(Leads to Formative a.The teacher shows examples Group I–Make generalization from a.The teacher shows examples The teacher shows other E. Group Activity
Assessment 3) of various text types the given paragraph. of complex sentences examples of sentences
b.The teacher asks the pupils to The moon’sgravitational pull lifts the b.From the examples of using different punctuation Group I – Make a poster
identify the various text types sea like a wave. The water rises very complex sentences, the teacher marks and signal words. showing stereotyping on
c.Group Activity (Carousel slowly because it is very long moving asks the pupils to identify the Ask the pupils to identify girls and boys. The
method) wave. The wave’s motion reaches to independent clause/dependent the punctuation marks used following concepts may
the sea and to the shoreline. This clause as well as the signal words. serve as your guide:
Group activity. Each group will forward and backward moving wave c.Group Activity (Carousel 1.Ben’s children love sports. •Color preference
be given an activity sheet. Read is the tide. method) They like outdoor sports •Academic excellence
the direction carefully before Group II - Cross out the sentences Group activity. Each group such as track and field, •Sports preference
doing the activity. that are not appropriate to the will be given an activity sheet. football, baseball and •Handwriting
Refer to LM stated generalization. Read the direction carefully javelin throw.
In the olden days an Chinese emperor before doing the activity. 2.Lorna enjoys putting Group II - Express your
was held prisoner in a castle tower. accessories whenever she point of view on any of the
__ Decorative kites are expensive to Group I - Read each sentence goes out compared with following:
buy. and underline the dependent Alda who goes around with •Corporal punishment
__ His loyal men made a huge kite clause. simple t-shirt and maong •No Assignment Policy on
and sent it flying near the tower Example: For the first time, I pants. Friday
window. successfully passed all my 3.How will you keep •Bullying
__The emperor reached out, held on classes with very high grades. yourself busy after the
to the kite and safely escaped from Answer: For the first time, I school year ends? Group III – Prepare an
the tower. successfully passed all my advertisement for
classes with very high grades. promoting a product of
Group III – Choose the correct 1.In the morning, I went for a your choice
generalization for the selection. jog.
2.After the game, we went out
Philippines has19-21 typhoons for pizza.
occurrence in a year. During strong 3.Even though I am tired, I will
typhoons, flood victims run to the give my best effort.
public schools for their safety. The 4.Martha saw a meteor
schools serve as evacuation centers overheard while she was sitting
for unknown period of time. This on the rock.
affects the pupils’ studies.. It has 5.I was not satisfied with my
posed a big problem to the education performance although we won
sector in terms of damaged school in the competition.
properties, disruption of normal Group II - Read each sentence
teaching – learning activities. Most of and underline the independent
all, it has caused loss of innocent lives clause.
of school children. Example: For the first time, I
a.Philippines cannot avoid typhoons. successfully passed all my
b.Schoools are good evacuation classes with very high grades.
centers. Answer: For the first time, I
c.Natural calamities like typhoonand successfully passed all my
floodpose a great damage to the classes with very high grades.
people all over the country 1.In the morning, I went for a
jog.
d.Typhoon victims receive assistance 2.After the game, we went out
from the government for pizza.
Group IV – Writing sentences to 3.Even though I am tired, I will
support the generalization. give my best effort.
Generalization: Education plays an 4.Martha saw a meteor
important role in the lives of many overheard while she was sitting
people. on the rock.
1._________________________ 5.I was not satisfied with my
2__________________________ performance although we won
3__________________________ in the competition.
4._________________________ Group III - Create a complex
sentence by underlining the
correct conjunctions for the
dependent clause.
1. They were furious (when, so
that) they heard the unfair
ruling.
2.We have not spoken to each
other (for, since 2014).
3.Finish your seatwork
(because, before) you go home.
4.You cannot easily understand
the story ( unless, before) you
read it more than once.
5.I will clean my bedroom
(after, if) I water the plants.
Group IV - Supply the missing
words to complete each
complex sentence.
1.We shall be sad if
_______________
2.He is the man who
_____________.
3.I shall watch my favorite TV
show after I ______________.
4.Study hard so that
_____________.
5.You cannot join us in the
movie house unless
_________________
G. Finding practical applications of E.Independent Practice E.Independent Practice E.Independent Practice E.Independent Practice Independent Practice
concepts and skills in daily Read the following Write the generalization for the Combine the independent Copy each sentence and During the Spanish time,
living paragraphs. Write the type for following: clause with the dependent punctuate properly. the Spaniards looked down
each text. on Filipinos. Check the
Refer to Lm 1. Fructose makes food taste clause to make a complex 1.Gener said I disagree with words that show how they
sweet.It can be found in different sentence. Melvin stereotype the Filipinos.
kinds of fruit. _______________________ ___ inferior
It gives your body energy to keep Independent clauses ____ ___ leaders
moving and working.Fruit naturally Dependent clauses 2.My sister Jane wanted to ___ intelligent
has fructose in it.Fructose gives us 1.Sonia will buy a new house know if Kitty my friend is ___ ignorant
energy. a. visiting us for the holiday ___ good for nothing
Generalization: because Rina is so thoughtful _______________________
_______________________________ 2.She was elated _____
_____ b. unless we 3.Lito can not climb
2. Your tongue has 10,000 taste find the missing wallet. mountains he is too ill
buds on it.The taste buds allow you to 3.We shall not rest _______________________
taste different flavors.The tongue is c. _____
actually a strong muscle that pushes when they heard about the 4.I told Ricky that we are
food up and down. The tongue has 4.Mother loves her accident. going home early
taste buds and muscles.The tongue 5.They were shocked _______________________
muscles help us eat.The tongue has d. when she learned that she __________
taste buds and muscles.The tongue passed the exam with flying 5.Let prepare delicious
muscles help us eat. colors. snacks Jannet
Generalization: e. if the inheritance money is in
_______________________________ her hands already.
_____
H. Making generalizations and What are the various text What is a generalization? F.Closure/Assessment F.Closure/Assessment F.Closure
abstractions about the lesson types? •Generalization is a general What makes up a complex What are the different What are the ways by
(The various text statement. sentence? punctuation marks? How which viewers are
types are narrative, expository, What is the basis for making What is an independent clause? do you use them? influenced?
technical and persuasive) generalization? dependent clause? What are transition or •Stereotype
•Generalization is based on facts signal words? •Point of View
•Propaganda
I. Evaluating learning G.Evaluation Choose the sentences that will G.Evaluation G.Evaluation Evaluation
support the given generalization. Write an independent clause to Copy and punctuate the Identify how the viewers
Give the text type based from Write them in a paragraph form. complete each complex paragraph. are influenced. Choose
the characteristics below. Generalization: Electronic devices are sentence. David asked what from the words inside the
1.It convinces readers to take a useful tools. 1.Since I’m hungry, have you dreamt last night box.
certain opinion or perform a 1. Most young and old have cellular ______________________. It was a fantastic dream
certain action. phones. 2.Although I’m late, narrated Ben but it was so 1.Held in common by
___________________ 2.Gadgets are very expensive. Only ______________________. short Anyway I had a toy members. ____________
2.It gives entertainment to the the rich people can afford them. 3.Because she is rich, soldier named Phil What 2.Designed to persuade the
reader. 3.We use calculators to make ___________________. can your toy soldier do audience __________
___________________ computing our expenses easier. Write a dependent clause to asked David My toy 3.Mental position from
3.It offers information to 4. We use “palm top” organizers complete each complex soldier can walk and talk which the story is observed
perform a task instead of diaries to schedule our sentence. Use the connecting Imagine it can also turn _____________
___________________. meetings. We communicate to words (so, after, when, because, right and left on command
since)
4.It tells a story and sentences people around the world through 4. ______________the To my surprise Phil even 4.Mental picture for
stay connected with the main cellular phones. game, the children are now recited a poem about it members of a group
idea. 5.Nowadayselectronic devices like hungry. ____________
___________________ CCTV are used to solve crime 5.______________ ten years, 5.Depends on how the
5.It explains the steps or problems. we are so glad to see each other narrator see the characters,
theprocedure. 6.Inventions of new electronic again. events and places
____________________ devices make life a little bit easier for _______________
people.
7.Old people do not know how to use
electronic devices.
J. Additional activities for Choose from the different text Write 5 complex sentences
application or remediation types and give example. using cause-effect ralationship
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
80% in the evaluation the next objective. next objective. the next objective. to the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got _____% of the pupils got
mastery mastery mastery 80% mastery 80% mastery
B. No. of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for in answering their lesson. answering their lesson. in answering their lesson. difficulties in answering difficulties in answering
remediation who scored below ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson. their lesson.
80% answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties ___Pupils found difficulties
___Pupils did not enjoy the ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson in answering their lesson. in answering their lesson.
lesson because of lack of because of lack of knowledge, skills because of lack of knowledge, ___Pupils did not enjoy the ___Pupils did not enjoy the
knowledge, skills and interest and interest about the lesson. skills and interest about the lesson because of lack of lesson because of lack of
about the lesson. ___Pupils were interested on the lesson. knowledge, skills and knowledge, skills and
___Pupils were interested on lesson, despite of some difficulties ___Pupils were interested on the interest about the lesson. interest about the lesson.
the lesson, despite of some encountered in answering the lesson, despite of some ___Pupils were interested ___Pupils were interested
difficulties encountered in questions asked by the teacher. difficulties encountered in on the lesson, despite of on the lesson, despite of
answering the questions asked ___Pupils mastered the lesson answering the questions asked by some difficulties some difficulties
by the teacher. despite of limited resources used by the teacher. encountered in answering encountered in answering
___Pupils mastered the lesson the teacher. ___Pupils mastered the lesson the questions asked by the the questions asked by the
despite of limited resources ___Majority of the pupils finished despite of limited resources used teacher. teacher.
used by the teacher. their work on time. by the teacher. ___Pupils mastered the ___Pupils mastered the
___Majority of the pupils ___Some pupils did not finish their ___Majority of the pupils finished lesson despite of limited lesson despite of limited
finished their work on time. work on time due to unnecessary their work on time. resources used by the resources used by the
___Some pupils did not finish behavior. ___Some pupils did not finish teacher. teacher.
their work on time due to their work on time due to ___Majority of the pupils ___Majority of the pupils
unnecessary behavior. unnecessary behavior. finished their work on time. finished their work on time.
___Some pupils did not ___Some pupils did not
finish their work on time due finish their work on time due
to unnecessary behavior. to unnecessary behavior.
C. Did the remedial lessons work? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
No. of learners who have above above above 80% above 80% above
caught up with the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation additional activities for additional activities for remediation additional activities for additional activities for additional activities for
remediation remediation remediation remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who ____ of Learners who
did these work? the lesson lesson the lesson caught up the lesson caught up the lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
encounter which my principal require remediation require remediation require remediation continue to require continue to require
or supervisor can help me remediation remediation
solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
materials did I use/discover  ___Metacognitive  ___Metacognitive Development: ___Metacognitive Development: well: well:
which I wish to share with Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive  ___Metacognitive
other teachers? assessments, note taking and taking and studying techniques, and taking and studying techniques, Development: Examples: Development: Examples:
studying techniques, and vocabulary assignments. and vocabulary assignments. Self assessments, note Self assessments, note
vocabulary assignments.  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think- taking and studying taking and studying
 ___Bridging: Examples: Think- share, quick-writes, and anticipatory pair-share, quick-writes, and techniques, and vocabulary techniques, and vocabulary
pair-share, quick-writes, and charts. anticipatory charts. assignments. assignments.
anticipatory charts.    ___Bridging: Examples: ___Bridging: Examples:
 Think-pair-share, quick- Think-pair-share, quick-
 ___Schema-Building: Examples: ___Schema-Building: Examples:
writes, and anticipatory writes, and anticipatory
 ___Schema-Building: Examples: Compare and contrast, jigsaw Compare and contrast, jigsaw
Compare and contrast, jigsaw learning, peer teaching, and projects. learning, peer teaching, and charts. charts.
learning, peer teaching, and projects.  
projects.
 ___Contextualization:   ___Schema-Building:  ___Schema-Building:
 Examples: Compare and Examples: Compare and
 Examples: Demonstrations, media,  ___Contextualization:
contrast, jigsaw learning, contrast, jigsaw learning,
 ___Contextualization: 
manipulatives, repetition, and local Examples: Demonstrations,
peer teaching, and projects. peer teaching, and projects.
 Examples: Demonstrations, opportunities. media, manipulatives, repetition,
media, manipulatives, and local opportunities.  

repetition, and local   ___Contextualization:  ___Contextualization:
opportunities.
 ___Text Representation:  Examples: Demonstrations,  Examples: Demonstrations,
 Examples: Student created
media, manipulatives, media, manipulatives,
 drawings, videos, and games.  Examples: Student created
repetition, and local repetition, and local
 ___Modeling: Examples: Speaking drawings, videos, and games.
opportunities. opportunities.
 Examples: Student created slowly and clearly, modeling the  ___Modeling: Examples:
drawings, videos, and games.  ___Text Representation:
language you want students to use, Speaking slowly and clearly,
 ___Modeling: Examples: and providing samples of student modeling the language you want
 Examples: Student created  Examples: Student created
Speaking slowly and clearly, work. students to use, and providing drawings, videos, and drawings, videos, and
modeling the language you want samples of student work. games. games.
students to use, and providing Other Techniques and Strategies
 ___Modeling: Examples:  ___Modeling: Examples:
samples of student work. used: Other Techniques and Strategies Speaking slowly and clearly, Speaking slowly and clearly,
___ Explicit Teaching used: modeling the language you modeling the language you
Other Techniques and ___ Group collaboration ___ Explicit Teaching want students to use, and want students to use, and
Strategies used: ___Gamification/Learning throuh ___ Group collaboration providing samples of providing samples of
___ Explicit Teaching play ___Gamification/Learning throuh student work. student work.
___ Group collaboration ___ Answering preliminary play Other Techniques and
___Gamification/Learning activities/exercises ___ Answering preliminary Other Techniques and Strategies used:
throuh play ___ Carousel activities/exercises Strategies used: ___ Explicit Teaching
___ Answering preliminary ___ Diads ___ Carousel ___ Explicit Teaching ___ Group collaboration
activities/exercises ___ Differentiated Instruction ___ Diads ___ Group collaboration ___Gamification/Learning
___ Carousel ___ Role Playing/Drama ___ Differentiated Instruction ___Gamification/Learning throuh play
___ Diads ___ Discovery Method ___ Role Playing/Drama throuh play ___ Answering preliminary
___ Differentiated Instruction ___ Lecture Method ___ Discovery Method ___ Answering preliminary activities/exercises
___ Role Playing/Drama Why? ___ Lecture Method activities/exercises ___ Carousel
___ Discovery Method ___ Complete IMs Why? ___ Carousel ___ Diads
___ Lecture Method ___ Availability of Materials ___ Complete IMs ___ Diads ___ Differentiated
Why? ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Differentiated Instruction
___ Complete IMs ___ Group member’s ___ Pupils’ eagerness to learn Instruction ___ Role Playing/Drama
___ Availability of Materials collaboration/cooperation ___ Group member’s ___ Role Playing/Drama ___ Discovery Method
___ Pupils’ eagerness to learn in doing their tasks collaboration/cooperation ___ Discovery Method ___ Lecture Method
___ Group member’s ___ Audio Visual Presentation in doing their tasks ___ Lecture Method Why?
collaboration/cooperation of the lesson ___ Audio Visual Presentation Why? ___ Complete IMs
in doing their tasks of the lesson ___ Complete IMs ___ Availability of Materials
___ Audio Visual Presentation ___ Availability of Materials ___ Pupils’ eagerness to
of the lesson ___ Pupils’ eagerness to learn
learn ___ Group member’s
___ Group member’s collaboration/cooperation
collaboration/cooperation ___AudioVisual
in doing their tasks Presentation
___ Audio Visual of the lesson
Presentation
of the lesson
Teacher: Learning Area: ESP
DAILY LESSON LOG

I. LAYUNIN Nakapagpapakita ng iba’t-ibang paraan ng pasasalamat sa Diyos(EsP5PD - IVe-i - 15)
A. Pamantayang Naipamamalas ang pag-unawa sa kahalagahan ng pananalig sa Diyos na nagbigay ng buhay
Pangnilalaman
B. Pamantayan sa Pagaganap Naisasabuhay ang tunay na pasasalamat sa Diyos na nagkaloob ng buhay
Hal.
- palagiang paggawa ng mabuti sa lahat
C. Mga Kasanayan sa Pagkatuto Nakapagpapakita ng iba’t-ibang paraan ng pasasalamat sa Diyos

(Isulat ang code ng bawat (EsP5PD - IVe-i - 15)
kasanayan)
II. NILALAMAN Paggawa ng kabutihan, Pagmamahal sa Diyos
KAGAMITANG PANTURO
A. Sanggunian
Guro
Pang-Mag-aaral
3. Mga pahina sa Teksbuk
Resource
B. Iba pang Kagamitang Panturo islogan, bond paper
III. PAMAMARAAN
A. Balik-aral sa nakaraang Balik-aral sa nakaraang aralin
aralin at/o pagsisimula ng at/o pagsisimula ng bagong
bagong aralin aralin
Itanong:
1. Paano mo maipapakita ang
tunay mong pagmamahal sa
iyong
kapwa? Magbigay ng
halimbawa.
2. Itaas ang kanang kamay kung
ang mga sumusunod ay
nagpapakita ng pagmamahal sa
kapwa at kaliwang kamay kung
hindi.
1. Iwasan ang mga kamag-aaral
na mahirap.
2. Magbigay ng tulong kung
kinakailangan.
3. Ipagmaramot ang mga lumang
kagamitan.
4. Isakripisyo ang sarili para sa
iba.
5. Ipagmalaki ang mga bagong
kagamitan.
B. Paghahabi sa layunin ng aralin Sabihin:
Ang Dakilang Lumikha ang ating
sandigan sa lahat ng
pagkakataon. Ang mga ibinibigay
Niyang biyaya sa ating lahat ay
hindi matatawaran. Marapat
lamang na tayo ay laging
magpasalamat sa Kanyang mga
pagpapalang ipinagkakaloob sa
atin. Huwag nating kalimutan
ang magpasalamat lagi sa Kanya
sa patuloy niyang paggabay sa
atin
C. Pag-uugnay ng mga halimbawa Ipabasa ang isang sulat ni
sa bagong aralin
Emmanuel sa Diyos na nakasulat
sa tsart/tarpapel o sa
pamamagitan ng powerpoint
presentation.
Ika-14 ng Marso, 2016
Silid-Aralan, 2:00 N.H.
Mahal kong Hesus,
Kumusta na po kayo? Alam ko
po na lagi Kayong nasa
mabuting kalagayan dahil sabi
ng tatay at nanay ko, Kayo ang
pinakamagaling sa lahat.
Alam N’yo po, napatunayan ko
na totoong napakagaling N’yo.
Dati-rati ay hindi ako makatulog
dahil halos araw-araw ay nag-
aaway sina tatay at nanay.
Madalas ay nagsisigawan sila
bago kami magtungo sa
simbahan. Kapag naman may
nasalubong silang namamalimos
ay binubulyawan pa nila. Ayaw
ko na sana pong maniwala sa
mga turo nila kasi simba nga po
sila nang simba, eh, away
naman sila ng away. Madalas
nga ay nag-iisa lang ako sa
bahay dahil dadalo raw sila sa
mga gawaing pansimbahan.
Sa ngayon po ay labis-labis
akong natutuwa sa
napakalaking pagbabagong
naganap sa kanila. Hindi na nila
nakakaligtaan ang magdasal
araw-araw para sa kapayapaan
ng aming tahanan. Laging bukas
ang kanilang palad sa sinumang
nangangailangan at higit sa
lahat may panahon na rin sila sa
akin. Lagi na po nila akong
kasama sa kanilang gawaing
maka-Diyos.
Naniniwala po ako na dininig
N’yo ang aking dalangin noong
Araw ng mga Puso, na sana’y
buksan N’yo ang isipan ng aking
magulang at bigyang halaga
naman nila ang mga gawaing
maka-Diyos.
Dahil dito, tiyak na palagi nang
mahimbing ang tulog ko.
Maraming salamat po sa Inyo at
lagi N’yong tandaan na mahal
na mahal ko po Kayo.
Labis na nagagalak,
Emmanuel
D. Pagtatalakay ng bagong Pasagutan ang sumusunod na
konsepto at paglalahad ng katanungan
bagong kasanayan #1 1. Para kanino ang sulat?
2. Anong suliranin ang dinadala
ni Emmanuel hanggang sa
kanyang pagtulog?
3. Bakit tila ayaw nang maniwala
ni Emmanuel sa turo ng
kanyang mga magulang?
4. Kung ikaw si Emmanuel, ano
ang gagawin mo sa iyong
suliranin?
5. Ilarawan mo kung anong uri
ng magulang mayroon si
Emmanuel. Pangatuwiranan ito
E. Pagtatalakay ng bagong Magbigay ng iba’t ibang paraan Magtanong tungkol sa
konsepto at paglalahad ng
ninyo ng pasasalamat sa Diyos mahahalagang datos na
bagong kasanayan #2
tinalakay kahapon. Talakayin ang
mga dapat gawin sa mga
sumusunod na gawain
F. Paglinang sa Kabihasan Mga kagamitan:
(Tungo sa Formative
activity cards na naglalaman ng
Assessment)
gawain ng bawat pangkat
manila paper, pentel pen,
papel at bolpen
Mga hakbang sa pagsasagawa:
1. Ipapangkat ng guro sa apat
ang mga mag-aaral.
2. Bigyan ng kani-kanilang
activity cards ang bawat pangkat
batay sa iba’t ibang paraan ng
paglinang sa pangkatang gawain.
3. Bigyan ng sapat na oras ang
mga bata sa pagsasagawa ng
bawat gawain. Iproseso ito
pagkatapos at bigyang-halaga
gamit ang Rubrics sa pangkatang
Gawain
Constructivism Approach
Pangkat I – Liham
Gumawa ng isang liham
pasasalamat sa Diyos tungkol
sa pagkakaroon ninyo ng isang
mabuting guro
Collaborative Approach
Pangkat II – Dula-Dulaan
Isadula ang inyong ginagawang
pagpapasalamat sa Diyos kapag
kayo ay sumisimba.
Inquiry-based Approach
Pangkat III – Interbiyu
Mag-interbiyu sa bawat kasapi
tungkol sa kanilang paraan ng
pagpapasalamat sa Diyos. Isulat
ang sagot sa Manila paper
Integrative Approach
Pangkat IV – Awit
Bumuo ng isang awit na
nagpapakita ng pagpapasalamat
sa Diyos
G. Paglalapat ng aralin sa pang- Itanong sa mga bata ang kanilang

araw-araw na buhay
mga natutunan sa mga
isinagawang gawain kahapon.
Linangin ang mga sumusunod na
Gawain
a. Pagsulatin ang mga mag-
aaral ng kanilang mga
pangako at dapat gawin
batay sa kanilang
natutunan sa aralin
Reflective Approach
Lagyan ng kaukulang salita ang
bawat
titik upang makabuo ng pangako.
A-
___________________________
K-
___________________________
O-
___________________________
___________________
Lagda
b. Sumulat ng isang liham sa
Diyos na naglalaman ng
pasasalamat sa lahat ng mga
biyayang inyong tinatanggap sa
araw-araw.
c. Bigyang-halaga ang kanilang
kasagutan gamit ang Rubrics.
H. Paglalahat ng Arallin Mga kagamitan: tsart o
tarpapel na naglalaman ng
Tandaan Natin
1. Magbalik-aral sa nakaraang
gawain. Linangin ang mga
dapat gawin sa pagbubuo at
pagpapahayag sa anumang
ideya o opinyon.
2. Hikayatin ang bawat isa na
makapagbigay ng kani-kanilang
kasagutan sa pamamagitan ng
iba’t ibang pamamaraan ng
pagpapahayag.
3. Ibigay ang mga gagawin ng
bawat pangkat
Integrative Approach
Pangkat I – Halina’t Umawit
UConstructivism Approach
Pangkat II – Halina’t
Manalangin
Bumuo ng isang panalangin sa
pasasalamat sa Diyosmawit ng
awit sa pasasalamat
Collaborative Approach
Pangkat III – Halina’t Umakto
Ipakita sa pamamagitan ng
pantomina ang inyong
pagpapasalamat sa Diyos
I. Pagtataya ng Aralin Panuto: Ilagay ang kung

wasto ang ipinahahayag sa
bawat bilang at kung hindi
wasto.
1. _______ Ang pagdarasal
ay tulad ng isang makina,
kapag hinulugan mo ay
sasagutin ka.
2. _______ Naipapaabot din
ang pasasalamat sa Diyos sa
pamamagitan ng isang awit
na patungkol sa Kanya.
3. _______ Patuloy akong
magpapasalamat,
magpupuri, hihingi ng
kapatawaran sa Panginoon
sa aking mga nagagawang
kasalanan.
4. _______ Tatawag lamang
ako sa Panginoon kapag
may kailangan.
5. _______ Kapag ang lahat
ng mga materyal na bagay
ay nasa pamilya na namin
ay di na kailangan pang ako
ay magpasalamat.
Tandaan Natin!
Patuloy na magpasalamat
sa Dakilang Lumikha
Sa araw-araw nating
pamumuhay, Siya ang
Panuto: Suriin ang bawat
sitwasyon. Isulat ang iyong
kaukulang saloobin sa iyong
notebook.
1. Nanalo ang kapatid mong
si Dea sa Science Quiz Bee
sa inyong paaralan. Sino ang
una mong pasasalamatan?
Bakit?
2. Ang iyong ama ay
matagal nang maysakit.
Ikinunsulta ninyo sa doktor
at ang sabi ay magaling na
siya. Ano ang una mong
gagawin? Bakit?
3. Ikaw at ang iyong mag-
anak ay lumuwas
patungong Maynila. Bago
pa man umalis ang bus na
inyong sinasakyan ay
patuloy kayo na
nananalangin na maging
ligtas ang inyong biyahe. Sa
kabutihang palad, kayo ay
nakarating nang
maluwalhati sa inyong
patutunguhan. Paano mo
mapapasalamatan ang
Diyos sa pagkakataong ito?
J. Karagdagang gawain para sa Gumuhit ng isang larawan
takdang-aralin at remediation na nagpapakita ng
pagpapasalamat sa Diyos.
Maaaring ang larawan ay
makikita sa simbahan o sa
isang tahanan
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on
nakakuha ng 80% sa the next objective. the next objective. the next objective. the next objective. to the next objective.
pagtataya ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B. Bilang ng mag-aaral na ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
nangangailangan ng iba pang in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
gawain para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the lesson answering their lesson. in answering their lesson.
lesson because of lack of lesson because of lack of because of lack of knowledge, ___Pupils did not enjoy the ___Pupils did not enjoy the
knowledge, skills and interest knowledge, skills and interest skills and interest about the lesson because of lack of lesson because of lack of
about the lesson. about the lesson. lesson. knowledge, skills and interest knowledge, skills and
___Pupils were interested on ___Pupils were interested on ___Pupils were interested on the about the lesson. interest about the lesson.
the lesson, despite of some the lesson, despite of some lesson, despite of some ___Pupils were interested on ___Pupils were interested
difficulties encountered in difficulties encountered in difficulties encountered in the lesson, despite of some on the lesson, despite of
answering the questions asked answering the questions asked answering the questions asked by difficulties encountered in some difficulties
by the teacher. by the teacher. the teacher. answering the questions asked encountered in answering
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson by the teacher. the questions asked by the
despite of limited resources used despite of limited resources used despite of limited resources used ___Pupils mastered the lesson teacher.
by the teacher. by the teacher. by the teacher. despite of limited resources ___Pupils mastered the
___Majority of the pupils ___Majority of the pupils ___Majority of the pupils finished used by the teacher. lesson despite of limited
finished their work on time. finished their work on time. their work on time. ___Majority of the pupils resources used by the
___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish finished their work on time. teacher.
their work on time due to their work on time due to their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. unnecessary behavior. unnecessary behavior. their work on time due to finished their work on time.
unnecessary behavior. ___Some pupils did not
finish their work on time due
to unnecessary behavior.
C. Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
Bilang ng mag-aaral na above above above 80% above 80% above
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
magpapatuloy sa remediation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
E. Alin sa mga istratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo nakatulong ng lubos? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
Paano ito nakatulong? the lesson the lesson the lesson up the lesson caught up the lesson
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
naranasan na solusyunan sa require remediation require remediation require remediation to require remediation continue to require
tulong ng aking punungguro at remediation
superbisor?
G. Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
aking nadibuho na nais kong  ___Metacognitive  ___Metacognitive  ___Metacognitive Development:  ___Metacognitive well:
ibahagi sa mga kapwa ko guro? Development: Examples: Self Development: Examples: Self Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
assessments, note taking and assessments, note taking and taking and studying techniques, assessments, note taking and Development: Examples:
studying techniques, and studying techniques, and and vocabulary assignments. studying techniques, and Self assessments, note
vocabulary assignments. vocabulary assignments.  ___Bridging: Examples: Think- vocabulary assignments. taking and studying
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think- pair-share, quick-writes, and  ___Bridging: Examples: Think- techniques, and vocabulary
pair-share, quick-writes, and pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and assignments.
anticipatory charts. anticipatory charts.  anticipatory charts.  ___Bridging: Examples:
   Think-pair-share, quick-
 ___Schema-Building: Examples:
writes, and anticipatory
 ___Schema-Building: Examples:  ___Schema-Building: Examples: 
Compare and contrast, jigsaw ___Schema-Building:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, peer teaching, and Examples: Compare and charts.
learning, peer teaching, and learning, peer teaching, and projects. 
contrast, jigsaw learning, peer
projects. projects.  teaching, and projects.  ___Schema-Building:
   Examples: Compare and
 ___Contextualization:
contrast, jigsaw learning,
 ___Contextualization:  ___Contextualization:  Examples: 
peer teaching, and projects.
 Examples: Demonstrations, Examples: Demonstrations, 
media, manipulatives, repetition, media, manipulatives, and local opportunities. media, 
manipulatives,
and local opportunities. repetition, and local
 repetition, and 
local ___Contextualization:
 opportunities.
 ___Text Representation: opportunities.  Examples: Demonstrations,
  media, manipulatives,
 ___Text Representation:  Examples: Student created
repetition, and local
 Examples: Student created  ___Text Representation: drawings, videos, and games.  ___Text Representation:
opportunities.
drawings, videos, and games.  Examples: Student created  ___Modeling: Examples:  Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___Text Representation:
 ___Modeling: Examples: Speaking slowly and clearly,
Speaking slowly and clearly,  ___Modeling: Examples: modeling the language you want  ___Modeling: Examples:  Examples: Student created
modeling the language you want Speaking slowly and clearly, students to use, and providing Speaking slowly and clearly, drawings, videos, and
students to use, and providing modeling the language you want samples of student work. modeling the language you games.
samples of student work. want students to use, and  ___Modeling: Examples:
Speaking slowly and clearly,
students to use, and providing Other Techniques and Strategies providing samples of student modeling the language you
Other Techniques and Strategies samples of student work. used: work. want students to use, and
used: ___ Explicit Teaching providing samples of
___ Explicit Teaching Other Techniques and Strategies ___ Group collaboration Other Techniques and student work.
___ Group collaboration used: ___Gamification/Learning throuh Strategies used: Other Techniques and
___Gamification/Learning ___ Explicit Teaching play ___ Explicit Teaching Strategies used:
throuh play ___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching
___ Answering preliminary ___Gamification/Learning activities/exercises ___Gamification/Learning ___ Group collaboration
activities/exercises throuh play ___ Carousel throuh play ___Gamification/Learning
___ Carousel ___ Answering preliminary ___ Diads ___ Answering preliminary throuh play
___ Diads activities/exercises ___ Differentiated Instruction activities/exercises ___ Answering preliminary
___ Differentiated Instruction ___ Carousel ___ Role Playing/Drama ___ Carousel activities/exercises
___ Role Playing/Drama ___ Diads ___ Discovery Method ___ Diads ___ Carousel
___ Discovery Method ___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction ___ Diads
___ Lecture Method ___ Role Playing/Drama Why? ___ Role Playing/Drama ___ Differentiated
Why? ___ Discovery Method ___ Complete IMs ___ Discovery Method Instruction
___ Complete IMs ___ Lecture Method ___ Availability of Materials ___ Lecture Method ___ Role Playing/Drama
___ Availability of Materials Why? ___ Pupils’ eagerness to learn Why? ___ Discovery Method
___ Pupils’ eagerness to learn ___ Complete IMs ___ Group member’s ___ Complete IMs ___ Lecture Method
___ Group member’s ___ Availability of Materials collaboration/cooperation ___ Availability of Materials Why?
collaboration/cooperation ___ Pupils’ eagerness to learn in doing their tasks ___ Pupils’ eagerness to learn ___ Complete IMs
in doing their tasks ___ Group member’s ___ Audio Visual Presentation ___ Group member’s ___ Availability of Materials
___ Audio Visual Presentation collaboration/cooperation of the lesson collaboration/cooperation ___ Pupils’ eagerness to
of the lesson in doing their tasks in doing their tasks learn
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s
of the lesson of the lesson collaboration/cooperation
___AudioVisual
Presentation
of the lesson
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
WEEK 8
I. LAYUNIN
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pagaganap
C. Mga Kasanayan sa Pagkatuto (Isulat ang code ng bawat kasanayan)
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro

2. Mga pahina sa Kagamitang Pang-Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa portal ng Learning Resource
B. Iba pang Kagamitang Panturo
III. PAMAMAR
AAN
A. Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin

C. Pag-uugnay ng mga halimbawa sa bagong aralin
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative Assessment)
G. Paglalaapat ng aralin sa pang-araw-araw na buhay
H. Paglalahat ng Arallin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya

B. Bilang ng mag-aaral na nangangailangan ng iba pang gawain para sa remediation
C. Nakatulong ba ang remedial? Bilang ng mag-aaral na nakaunawa sa aralin

D. Bilang ng mga mag-aaral na magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo nakatulong ng lubos? Paano ito nakatulong?
F. Anong suliranin ang aking naranasan na solusyunan sa tulong ng aking punungguro at superbisor?
G. Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga kapwa ko guro?
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards demonstrates understanding of area, demonstrates understanding of demonstrates understanding of area, demonstrates understanding of Weekly Test
volume and temperature. area, volume and temperature. volume and temperature. area, volume and temperature.
B. Performance Standards is able to apply knowledge of area, is able to apply knowledge of area, is able to apply knowledge of area, The learner is able to create and
volume and temperature in volume and temperature in volume and temperature in interpret representations of
mathematical problems and real-life mathematical problems and real- mathematical problems and real-life data ( line graph) in mathematical
situations. life situations. situations. problems and real-life
situations.
C. Learning Interprets data presented in different Solves routine and non-routine Draws inferences based on data Solves routine and non-routine
Competencies/Objectives kinds of line graphs (single to problems using data presented in presented in a line graph. M5SP-IVh- problems using data presented in a
Write the LC code for each doubleline a line 5.5 line graph.
graph). graph. Code M5SP-IVh-4.5, Page 65 of 109
M5SP-IVh-3.5/Page 65 of 109 M5SP-IVh-4.5/ Page 65 of 109
II. CONTENT •Interpreting data in a bar graph. Solving Routine and Non-routine Drawing Inferences Based on Data Solving Routine and Non-Routine
Problems Using Data Presented in Presented in a Line Graph Problems Using Data Presented in a
a Line Graph Line
Graph
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Mathematics Teachers Guide Mathematics Teachers Guide IV pp. Lesson Guide in Elem. Math Gr. 5 p.
IV pp. 346 346 412
2. Learner’s Material pages K to 12 Grade 5 Curriculum Guide, K to 12 Grade 5 Curriculum Guide, K to 12 Grade 5 Curriculum Guide,
M5SP-IVh-3. M5SP-IVh-3. M5SP-IVh-5.5
3. Textbook pages Lesson Guide in Elementary Mathematics Teachers Guide Mathematics for Better Life 5,
Mathematics V pp.501-507 IV pp. 346 p.380
4. Additional Materials from DLP Gr. 5 Module 58, 59
Learning Resource (LR) BEAM LG Gr. 5 Module 20-Line
portal Graph
B. Other Learning Resources graph, grid board graph, grid board graph, grid board Charts, graphs, activity cards
IV. PROCEDURES
A. Reviewing previous lesson 1.Drill 1.Drill A.Preliminary Activities Drill on finding the average of sets
or presenting the new Drill on skip counting by 2s, 5s, 10s, Conduct a drill on reading and 1.Drill of numbers
lesson etc. interpreting a graph. Each group will use the grid board to Strategy : Game
2.Review plot several points on the graph. Materials: numbers in cards which
are manageable
Conduct a review on interpreting data At the signal “Go”, they will start by the pupils
presented in a bar graph. plotting. The first group to finish will Have a review on graph.
Gemma’s First Quarter Grade on the win the game. Let the first group
Major Subjects describe the figure they form based
on the points they plotted on the
graph.
(1, 20)
(3, 40)
(4, 60)
(5, 120)
1.What is the graph about? (7, 120)
2.On what day did he get the (7, 60)
a.In what subject did Gemma have
the highest grade? lowest score in Math? (4, 60)
b.In what subject did she have the 3.On what days were his scores
lowest grade? the same?
c.In what subjects did she get the 4.When did he get a perfect
same average grade? score?
d.What is the difference between the 5.What was his average score for
highest and lowest grade she got on the week?
the first quarter? .Review
e.What was her average score on the Conduct review onthe parts of a
five subjects? line graph.
Have them construct a line graph
2.Review
using the following data:
Which of the following line graphs
Results in an Experiment
below best describe the height of a
Weeks
child? Defend your answer.
Height of Plant
1 1 cm
2 2 cm
3 2.5 cm
4 3.5 cm
5 4 cm
6 6 cm
B. Establishing a purpose for the 3.Motivation 3.Motivation 3.Motivation What is the usual temperature in
lesson Is it important to get good grades in our country during:
How many of you are observant with Is it important to keep track of
school? a. Summer days
the day’s temperature? your performance in school? What What will you do in order to attain it? b. Christmas season
Why does a weatherman inform us do you do in order to maintain
about temperature readings? good performance track?
Why do you think there is a need to
check the day’s temperature from
time to time?
C. Presenting examples/instances 1.Presentation 1.Presentation 1.Presentation Strategy: Group Activity
of the new lesson
Present a line graph with complete Present a line graph to the class. Ana’s Grade in Math a. Divide the class into group of 5s.
parts and let the pupil interpret the Ella’s Grade in Math b. Give each group activity cards
data. wherein graphs reflected
Ask: and let them interpret the graph
1.What are the parts of a line graph? and answer questions
2.Looking at the data, can you such as:
interpret what is presented by the - What data is presented on the x
graph? How? and y-axis?
Ask: In what quarter did Ella get a.At what quarter did Ana get the
3.How does a line graph help in data the lowest grade? What about the - Which is the dependent quantity?
highest grade in Math?
presentation? highest grade? b.What is the lowest grade she got? - On what axis will you find it?
Why do you think Ella got the c.Why do you think Ana got low grade
4.Is it important to have an accurate lowest grade during the 2nd - How will you find the average of
on the second quarter?
data? Why? Quarter? this given
What will you do in order to
get good grades? quantities in the line graph?
c. Each group will present their
solution on a manila
paper followed by a short
discussion or explanation
of their findings.
D. Discussing new concepts and 2.Performing the Activities 2.Performing the Activities 2.Performing the Activities Process the output of each group
practicing new skills #1 Give each group activity sheets by asking:
Group the pupils into five. Divide the class into groups. Give
involving line graph for interpretation. a. How did you find the activity?
Give activity sheets involving line them enough time to solve Ask the group to work together in b. What did each member in the
interpreting the data and make group do in order to
graph to each group for problems using the data presented
inferences out of it. After they have come up with a successful activity?
interpretation. in a line graph. After few minutes, finished, the leader of each group will
display the output on the board and
Ask each group to work together in they are required to present their
discuss their answers.
interpreting the data on the graph. output. Paulo’s Weight
Once finished, the assign member will Mr. Sanchez’s Monthly Sales
post their work on the board and
discuss their answer.
Use the data in the line graph to

See more different graphs in LM answer the following questions.
1.What was the sale for the first
three consecutive months?
a.What is asked?
b.What facts are needed to solve
the problem?
c.What operation will you use?
d.What is the number sentence?
e.What is the complete answer?
2.How much more was his sale in
March than in February?
a.What is asked?
the problem?
3.What was the difference
between the highest and lowest
sale?
a. What is asked?
the problem?
4.What was his total sale from
January to June?
a.What is asked?
the problem?
5.What was his average sale for six
months?
a.What is asked?
the problem?
E. Discussing new concepts and . Processing the Activities Processing the Activities 3.Processing the Activities Directions: Use the graph below to
practicing new skills #2 Each group will present their Allow each group to present their
Each group will discuss their answer the questions
interpretation of the graph. Then ask: output.
a.How did you find the activity? Ask: How did you find the activity? work. After all the groups have that follow.
b.How were you able to interpret the How did you solve the
presented their answers to the task a. How many schools were
graph? problem?
Discuss with the pupils how to use Expected Answer: given, ask: constructed in 1996?
the data to interpret the graph. Using the four-step plan in solving
How did you find the activity? b. How many more schools were
the problem
• Understand How did you make inferences based constructed in
• Plan
on the data observed on the line 1998 than in 1997?
• Solve
• Check and Look Back graph? c. How many schools were
Discuss how to solve routine and
Discuss with the pupils how constructed from 1996 to
non-routine problems.
to make inferences based on the 2000?
data.
F. Developing mastery Reinforcing the Concept and Skill 4.Reinforcing the Concept and Skill 4.Reinforcing the Concept and Skill Directions: The graph below shows
(Leads to Formative
A.Discuss the presentation under Discuss the presentation under Discuss the presentation under Carlo’s weight in kilograms
Assessment 3)
Explore and Discover on pages ___of Explore and Discover on pages Explore and Discover on page __, LM for six months. Study the graph and
LM Math Grade V. ___of LM Math Grade V. Math Grade 5. answer the questions
B.Have the pupilswork on items under Have the pupils work on items that follow
Get Moving and the items under Keep under Get Moving and the items
Moving on pages ____, LM Math under Keep Moving on pages ____,
Grade 5. Check the pupil’s answers. LM Math Grade 5. Check the pupil’s
answers.
G. Finding practical applications Applying to New and Other Situations Applying to New and Other Applying to New and Other Situations The graph below shows Carlo’s
of concepts and skills in daily
Have the pupils do the items under Situations Ask the pupils to work on items under weight in kilograms
living
the activity on Apply Your Skills on Apply your Skills on page ___, LM for six months. Study the graph and
page ____, LM Math Grade 5 Math Grade 5 answer the questions
Let the pupils do the problems that follow
under Apply your Skills on page
___, LM Math5.
H. Making generalizations and Summarizing the Lesson Summarizing the Lesson 5.Summarizing the Lesson How will you solve routine and non-
abstractions about the lesson Lead the pupils to give the Lead the pupils in Guide the pupils to give the following routine problems
generalization of the lesson by asking: generalizing the following: generalization. Involving line graphs?
What are the parts of a line graph? Routine problems are problems To draw inferences it is important to:
Why is it useful? How do we interpret that follow standard procedure in •observe the parts of the graph
data presented on a line graph? solving word problems: •understand the relationship being
•A line graph has a title, information Understand: illustrated on the graph
on the x-axis (horizontal axis) and •What does the problem ask for? •make prediction based on the
information on the y- axis (vertical •What are the given data? describe situation presented by the
axis). •What is the word clue? data on the graph
•Changes in the data presented are Plan
easily seen on a line graph. •What operation is/are to be
•To read and interpret the data used?
presented in a line graph, we usually •What is the mathematical
compare the data in terms of size and sentence?
amount. Solve
•Show how the solution is done
using the operation.
Check
•Check if the answer is correct.
•State the final answer.
Nonroutine problems are
problems that can be solved even
without following the steps or
procedure
I. Evaluating learning C.Assessment C.Assessment C.Assessment Study the graph carefully, then
Study the line graph, and then Use the data in the line graph to Study the line graph them answer the answer the questions
answer the question below. answer the following questions. question below. that follow
Ramon’s Electric Consumption Baskets made During Practice 1. What is the title of the graph?
1.What is the total electric
2. On what day was the sale
consumption from January to
June? lowest?
a.What is asked?
3. On what days were the decrease
the problem? of sale occur?
4. How much was the total sales?
2.If the cost of electricity per 5. Looking at the data, what can
kilowatt is Php. 14.00, how much
you say about the average
would Ramon pay for the month
of May? daily sales of Mang Ben’s Sari-Sari
a.What is asked?
Store?
the problem? 6. If you were Mang Ben, what will
you do to increase the
e.What is the complete answer? sales every day?
a.What is the title of the graph? a.How many baskets did each one
make during the third session? 7. In your opinion, do you think
b.How many mangoes were b.Who made more baskets on the opening business on Sunday
harvested for the first two weeks? fourth session?
c.What is their average number of Is acceptable or not? Why?
c.In what week was there the baskets during the five-day session of
greatest amount of harvest? practice?
d.How many baskets did each one
d.What is the least amount of mango make all throughout the session?
harvested? e.Who is more successful in making a
basket?
e.What is the total amount of harvest
for six weeks?
J. Additional activities for Study this graph carefully, and then 1.What is the total number of Prepare for the 4th periodical test Directions: Do this activity on a
application or remediation
answer the questions that follow. immigrants starting 2010 up to clean sheet of paper.
2015? 1. Chart the following:
2.What is the average number of - Your own scores in your 5 Math
immigrants for the last three quizzes
years? - Your own savings in your 5 school
Immigrants Admitted in One days
Country from 2010-2015
2. Present these data on a line
1.What is the graph about?
graph
2.How much was her initial deposit?
3. Construct questions based on the
3.In which month was her bank
data presented
deposit greatest?
on each line graph
4.What was her average deposit??
5.What was her total deposit for six
months?
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
earned 80% in the next objective. next objective. next objective. next objective.
evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery
B. No. of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
additional activities for answering their lesson. answering their lesson. answering their lesson. answering their lesson.
remediation who scored below ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
80% answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, skills
and interest about the lesson. skills and interest about the lesson. and interest about the lesson. and interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the encountered in answering the encountered in answering the encountered in answering the
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson
of limited resources used by the despite of limited resources used of limited resources used by the despite of limited resources used by
teacher. by the teacher. teacher. the teacher.
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished
their work on time. their work on time. their work on time. their work on time.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
behavior. behavior. behavior. behavior.
C. Did the remedial lessons work? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
No. of learners who have above above above above
caught up with the lesson
D. No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
to require remediation additional activities for remediation additional activities for activities for remediation additional activities for remediation
remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the
did these work? lesson the lesson lesson lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
encounter which my principal require remediation require remediation require remediation require remediation
or supervisor can help me
solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover  ___Metacognitive Development: ___Metacognitive Development:  ___Metacognitive Development: ___Metacognitive Development:
which I wish to share with Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
other teachers? taking and studying techniques, and taking and studying techniques, taking and studying techniques, and taking and studying techniques, and
vocabulary assignments. and vocabulary assignments. vocabulary assignments. vocabulary assignments.
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and
charts. anticipatory charts. charts. anticipatory charts.
   
 ___Schema-Building: Examples: 
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and
 projects.  projects.
 ___Contextualization:   ___Contextualization: 
 Examples: Demonstrations, media,  ___Contextualization:  Examples: Demonstrations, media,  ___Contextualization:

manipulatives, repetition, and local Examples: Demonstrations, media, 
manipulatives, repetition, and local Examples: Demonstrations, media,
opportunities. manipulatives, repetition, and local opportunities. manipulatives, repetition, and local
 opportunities.  opportunities.
 ___Text Representation:   ___Text Representation: 
 
Examples: Student created drawings, ___Text Representation:  
Examples: Student created drawings, ___Text Representation:
videos, and games.  Examples: Student created videos, and games.  Examples: Student created
 ___Modeling: Examples: Speaking drawings, videos, and games.  ___Modeling: Examples: Speaking drawings, videos, and games.
slowly and clearly, modeling the  ___Modeling: Examples: Speaking slowly and clearly, modeling the  ___Modeling: Examples: Speaking
language you want students to use, slowly and clearly, modeling the language you want students to use, slowly and clearly, modeling the
and providing samples of student language you want students to use, and providing samples of student language you want students to use,
work. and providing samples of student work. and providing samples of student
work. work.
Other Techniques and Strategies Other Techniques and Strategies
used: Other Techniques and Strategies used: Other Techniques and Strategies
___ Explicit Teaching used: ___ Explicit Teaching used:
___ Group collaboration ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching
___Gamification/Learning throuh play ___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration
___ Answering preliminary ___ Answering preliminary
activities/exercises ___Gamification/Learning throuh activities/exercises ___Gamification/Learning throuh
___ Carousel play ___ Carousel play
___ Diads ___ Answering preliminary ___ Diads ___ Answering preliminary
___ Differentiated Instruction activities/exercises ___ Differentiated Instruction activities/exercises
___ Role Playing/Drama ___ Carousel ___ Role Playing/Drama ___ Carousel
___ Discovery Method ___ Diads ___ Discovery Method ___ Diads
___ Lecture Method ___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction
Why? ___ Role Playing/Drama Why? ___ Role Playing/Drama
___ Complete IMs ___ Discovery Method ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Lecture Method ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Complete IMs ___ Group member’s ___ Complete IMs
collaboration/cooperation ___ Availability of Materials collaboration/cooperation ___ Availability of Materials
in doing their tasks ___ Pupils’ eagerness to learn in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Group member’s ___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation of the lesson collaboration/cooperation
in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards The Learners demonstrate understanding of… Weekly Test
the phases of the Moon and the beliefs and practices associated with it
B. Performance Standards The Learners should be able to…

debug local myths and folklore about the Moon and the Stars by presenting pieces of evidence to convince the community folks
C. Learning 1.Relate the cyclical pattern to the 2.Explain the 2 ways of moon’s 3.Demonstrate the cyclical 4.Debug local myths and
Competencies/Objectives length of a month revolution around the earth. pattern of the moon and tell folklore about phases of the
Write the LC code for each how long each phase of the moon.
moon takes to go to another
phase.
II. CONTENT Phases of the Moon
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide for grade 5 Curriculum Guide for grade 5 Curriculum Guide for grade 5 Curriculum Guide for grade 5
3. Textbook pages
4. Additional Materials http://www.moonphases.info/ten-common-moon-myths.html, http://paganpoet.com/moon-mythology, /www.quora.com/How-long-does-
from Learning Resource each-phase-of-the-moon-last, http://www.philippinesinsider.com/myths-folklore-superstition/philippine-myth-origin-of-the-moon-and-stars
(LR) portal
B. Other Learning Resources Day 1- Calendar Month Day 2- Calendar Year Day 3-“Show The Moon Day 4- How True Is It?
Calendar of the current Calendar of the current Patterns” Pentel pen, pencil, color,
year that shows dates of the phases year that shows dates of the Globe, ball and flash light manila paper, bond paper,
of the moon, manila paper, pentel phases of the moon, manila Myths about the moon
pen paper, pentel pen
IV. PROCEDURES
A. Reviewing previous 2.Review 1.Review 1.Review 1.Review
lesson or presenting What are the different phases of How many days does it takes for What are the two ways Differentiate synodic month
the new lesson the moon? Paste its name on the the moon to complete its phases? to measure the time the moon to sidereal month?
proper picture. completes one
revolution around the Earth?
What do you call the 27 ½
days moon cyclical pattern?
What do you call the month
with 29 ½ days moon cycle?
B. Establishing a purpose for 1.Let the pupils tell their 2.Show them a calendar. Does 2.Ask the class to arrange the Ask the pupil if they are
the lesson experiences in playing at night, the each have the same number of letters to form the correct word. familiar with the picture.
games they played and how they days? It is a miniature of the earth Who is she? Where did she
enjoy playing it. Recite the Poem get her power?
30 days has September, April,
June and November
All the rest have 31, except
February which has 28
And one day more every year in It revolves around the earth.
four.
C. Presenting 1.Provide each group with a 1.Provide each group with a 1.Check the materials of each 1.Provide each group with an
examples/instances of the calendar calendar group. activity card
new lesson 2.Set standards in performing an 2.Set standards in performing an 2.Set standards in performing 2.Set standards in performing
activity. activity. an activity. an activity.
3.Let them do their task 3.Let them do their task. 3.Let them do their task 3.Let them do their task.
4.Ask them to answer the
questions using the manila
paper and pentel pens.
5.Then perform and report
their answer.
D. Discussing new concepts C.Explanation C.Explanation C.Explanation C.Explanation
and practicing new skills #1 1.Let each group report their 1.Let each group report their 1.Let each group report their 1.Let each group perform and
findings on the activity. findings on the activity. findings on the activity. report their task
2.Process the answer of the pupils. 2.Process the answer of the 2.Process the answer of the 2.Process the answer of the
How many days does the cyclical pupils. Let them compare the pupils. pupils.
pattern of the moon takes on duration (no. of days) of the cyclic What do you call the phase of According to the performance
September? pattern of the moon for each the moon when we cannot see of group what happens to the
How long does it take for the moon month. the moon? Why do this people of Capiz during the
from new moon to first quarter? How many days does the cyclic happen? After new moon, how Mid-night of full moon?
From first quarter to full moon? pattern of the moon takes on many days will it turn to first Have you experience things
3.Let them compare the duration September? quarter moon? What do you call like this? Do you think stories
(no. of days) for each phase. How many days does the cyclic the phase of the moon when like these are true? Why not?
Does each change phase have the pattern of the moon takes on more than half of it is lighted? How about the performance
same number of days? January? Original File Submitted and of group 2, what did the
What change of phase has longest What are the months that have Formatted by DepEd Club Filipinos thought of the moon
duration? What change of phase the same number of cyclic Member - visit depedclub.com and the stars? Do you believe
has the shortest? Do all the group pattern? for more
have the same total of days for How many days has its pattern in the story? Do you know any
each month? have? other stories like this?
How about the other group of
months?
E. Discussing new concepts D.Extension/Elaboration D.Extension/Elaboration Extension/Elaboration D.

and practicing new skills #2 Our grandparent says that people What are the 2 ways of moon’s Here is a picture of different Extension/Elaboratio
are more crazy/lunatic during full revolution around the earth? phases of the moon, write n
moon? Is that true? Why is it What do you call the months with below the day/s of transition of
important to study the phases of 27 ½ days moon cyclic pattern? from a phase to another Write TRUE or FALSE on the
the moon? What do you call the months with blank.
Background Information 29 ½ days moon cyclic pattern?
Background Information _________1. People are more
crazy/lunatic during full
moon.
_________ 2. Moon change
its shape.
_________ 3. The moon
doesn’t change shape we just
see the lighted part of it.
_________ 4. There are two
cyclical pattern of the moon.
When the moon is between the sun _________5.Werewolves
Scientist measure the time the
and the Earth, we cannot see the comes out and find food only
moon completes one revolution
lighted side of moon. This is called during full moon
around the Earth in two ways-
New Moon. A day after the new Background Information
One is in relation to the sun and
moon, we see a thin slice of light at
the other in relation to a star.
the edge of the moon. This is called
If the moon started its
crescent moon. About a week after
orbit from a spot exactly between
the new moon, we see half of the
Earth and the sun, it would return
lighted side of the moon, this is
to almost the same spot in 29 ½
called first quarter moon. As the
days. During this period, the
first quarter moon increases in size, A full lunar cycle or synodic
moon has changed from one new
it is called gibbous moon. About a month lasts almost a month
moon phase to the next new
week after the first quarter moon, (about 29.5 days), and during
moon phase. This period is called
the earth is between the moon and that time the moon goes from
a synodic month. Philippine folklore is a
the sun. We see the whole lighted new to crescent to first quarter
If the moon started its orbit treasure trove of strange
side of the moon which is called full to gibbous to full to gibbous to
around the Earth from a spot in mythical creatures that have
moon. The full moon decreases in third quarter to crescent and
line with a certain star, it will stood the test of time. Just
size until it is again a gibbous moon. back to new. However, a "full
return to that same spot in about mention the names aswang,
About a week after the full moon, moon," a "new moon," and a
27 ½ days. This is called a sidereal encanto, kapre, tikbalang or
we again see half of its lighted part. "half moon" (first and third
month. tiyanak and you'll get most
This is called the last quarter moon.
After this, the lighted part becomes The term “month” came quarter) are instants, not Filipinos—especially the
smaller until we see a crescent. from the length of time it takes periods of time. Because the young ones. Many years ago
Soon the moon becomes invisible, the moon (one month) to moon is continuously orbiting Filipino people create stories
after which new moon appears the Earth, it will only be about the origin of moon, its
again. absolutely "full" (directly phases, stars and sun that
If the moon started its opposite the sun) for an instant enriched our literature. Those
orbit from a spot exactly between before it moves along in its who do not study or research
Earth and the sun, it would return orbit. So the only phases that believe these stories but for
to almost the same spot in 29 ½ last any length of time are us who have studied and do
days. If the moon started its orbit crescent and gibbous. our own research do not. It is
around the Earth from a spot in line The moon is a crescent for important to know stories like
with a certain star, it will return to about 7.38 days before these because it is part of our
that same spot in about 27 ½ days. instantaneously passing first culture but it doesn’t
quarter and becoming gibbous. necessarily mean we will
It remains gibbous for another follow and believe those
7.38 days, then becomes full for stories.
a split second before becoming
gibbous again. After another
7.38-day period, it
instantaneously passes third
quarter and becomes a
crescent. And after another
7.38 days, it completes the cycle
by passing the moment of the
new moon before becoming
crescent again.
The Moon appears to move
completely around the celestial
sphere once in about 27.3 days
as observed from the Earth. This
is called a sidereal month, and
reflects the corresponding
orbital period of 27.3 days The
moon takes 29.5 days to return
to the same point on the
celestial sphere as referenced to
the Sun because of the motion
of the Earth around the Sun;
this is called a synodic month
(Lunar phases as observed from
the Earth are correlated with
the synodic month). There are
effects that cause small
fluctuations around this value
that we will not discuss. Since
the Moon must move Eastward
among the constellations
enough to go completely
around the sky (360 degrees) in
27.3 days, it must move
Eastward by 13.2 degrees each
day (in contrast, remember that
the Sun only appears to move
Eastward by about 1 degree per
day). Thus, with respect to the
background constellations the
Moon will be about 13.2
degrees further East each day.
Since the celestial sphere
appears to turn 1 degree about
every 4 minutes, the Moon
crosses our celestial meridian
about 13.2 x 4 = 52.8 minutes
later each day.
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning E.Evaluation E.Evaluation E.Evaluation E.Evaluation
Answer the following correctly. Fill Answer the following correctly. Fill Arrange the correct cyclical Draw Full Moon on the
in the blanks with the correct in the blanks with the correct pattern of the moon and write blank before each number if
answer. answer. how long each phase o takes to the statement is correct and
1.If the moon started its orbit _________ 1. What are the two go to another phase. draw if the statement is
around the Earth from a spot in line ways of the scientist to measure not correct.
with a certain star, it will return to the time the moon ______1. There is a shadow of
that same spot in about ________. ________2. completes one a man in the moon because
2.If the moon started its orbit from revolution around the Earth? there is a man in the moon
a spot exactly between Earth and _________3. The term that came ______2. The moon was a
the sun, it would return to almost from the length of time it takes silver crescent comb and the
the same spot in ________. the moon to complete one stars were necklaces of
revolution around the earth. diamonds.
3._______ after the new moon, we ________4. The month if the ____3. Moon is made up of
see a thin slice of light at the edge moon started its orbit around the big ball of cheese that is why
of the moon. This is called crescent Earth from a spot in line with a many wants to go to the
moon. certain star, it will return to that moon.
4._______ after the new moon, we same spot in about 27 ½ days. ____ 4. The moon is a big ball
see half of the lighted side of the ________5. The month with 29 of rocks with craters.
moon, this is called first quarter 1/2 days cyclic pattern. ____ 5. Couples should marry
moon. during full moon because
5._______ after the first quarter more blessing will be given to
moon, the earth is between the them.
moon and the sun. We see the
whole lighted side of the moon
which is called full moon.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on
earned 80% in the next objective. next objective. the next objective. the next objective. to the next objective.
evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B. No. of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering their
remediation who scored ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. lesson.
below 80% answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
and interest about the lesson. skills and interest about the knowledge, skills and interest lesson because of lack of lesson because of lack of
___Pupils were interested on the lesson. about the lesson. knowledge, skills and interest knowledge, skills and interest
lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on about the lesson. about the lesson.
encountered in answering the lesson, despite of some difficulties the lesson, despite of some ___Pupils were interested on ___Pupils were interested
questions asked by the teacher. encountered in answering the difficulties encountered in the lesson, despite of some on the lesson, despite of
___Pupils mastered the lesson questions asked by the teacher. answering the questions asked difficulties encountered in some difficulties
despite of limited resources used by ___Pupils mastered the lesson by the teacher. answering the questions asked encountered in answering
the teacher. despite of limited resources used ___Pupils mastered the lesson by the teacher. the questions asked by the
___Majority of the pupils finished by the teacher. despite of limited resources used ___Pupils mastered the lesson teacher.
their work on time. ___Majority of the pupils finished by the teacher. despite of limited resources ___Pupils mastered the
___Some pupils did not finish their their work on time. ___Majority of the pupils used by the teacher. lesson despite of limited
work on time due to unnecessary ___Some pupils did not finish their finished their work on time. ___Majority of the pupils resources used by the
behavior. work on time due to unnecessary ___Some pupils did not finish finished their work on time. teacher.
behavior. their work on time due to ___Majority of the pupils
unnecessary behavior. finished their work on time.
___Some pupils did not finish ___Some pupils did not finish
their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior.
C. Did the remedial lessons ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
work? No. of learners who above above above 80% above 80% above
have caught up with the
lesson
D. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for remediation additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught
Why did these work? lesson the lesson the lesson up the lesson up the lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
encounter which my require remediation require remediation require remediation to require remediation continue to require
principal or supervisor can remediation
help me solve?
G. What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
localized materials did I  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive  ___Metacognitive well:
use/discover which I wish Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self Development: Examples: Self  ___Metacognitive
to share with other taking and studying techniques, and taking and studying techniques, assessments, note taking and assessments, note taking and Development: Examples: Self
teachers? vocabulary assignments. and vocabulary assignments. studying techniques, and studying techniques, and assessments, note taking and
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments. studying techniques, and
share, quick-writes, and anticipatory pair-share, quick-writes, and  ___Bridging: Examples: Think-  ___Bridging: Examples: Think- vocabulary assignments.
charts. anticipatory charts. pair-share, quick-writes, and 
pair-share, quick-writes, and ___Bridging: Examples:
  anticipatory charts. anticipatory charts. Think-pair-share, quick-
 ___Schema-Building: 
Examples: 
___Schema-Building: Examples:  writes, and anticipatory
charts.
___Schema-Building: Examples: ___Schema-Building:
learning, peer teaching, and learning, peer teaching, and Compare and contrast, jigsaw Examples: Compare 
and
projects. projects. learning, peer teaching, and 
contrast, jigsaw learning, peer ___Schema-Building:
  projects. teaching, and projects. Examples: Compare and
  ___Contextualization: contrast, jigsaw learning,
 ___Contextualization:  ___Contextualization:
peer teaching, and projects.
 Examples: Demonstrations, media,  Examples: 
Demonstrations, ___Contextualization:  Examples: Demonstrations,
media, manipulatives, ___Contextualization:
manipulatives, repetition, and local 
opportunities. and local opportunities. media, manipulatives, repetition, and 
local Examples: Demonstrations,
repetition, and local opportunities. media, manipulatives,
 
opportunities.  ___Text Representation: repetition, and local
 ___Text Representation:  ___Text Representation:
opportunities.

created ___Text Representation: Examples: Student created ___Text Representation:
drawings, videos, and games. drawings, videos, and games.  Examples: Student created drawings, videos, and games. Examples: Student created
 ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking drawings, videos, and games.  ___Modeling: Examples: drawings, videos, and games.
slowly and clearly, modeling the slowly and clearly, modeling the
 ___Modeling: Examples: Speaking slowly and clearly, ___Modeling: Examples:
language you want students to use, language you want students to Speaking slowly and clearly, modeling the language you Speaking slowly and clearly,
and providing samples of student use, and providing samples of modeling the language you want want students to use, and modeling the language you
work. student work. students to use, and providing providing samples of student want students to use, and
samples of student work. work. providing samples of student
Other Techniques and Strategies Other Techniques and Strategies work.
used: used: Other Techniques and Other Techniques and Other Techniques and
___ Explicit Teaching ___ Explicit Teaching Strategies used: Strategies used: Strategies used:
___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Group collaboration ___ Group collaboration ___ Group collaboration
play play ___Gamification/Learning ___Gamification/Learning ___Gamification/Learning
___ Answering preliminary ___ Answering preliminary throuh play throuh play throuh play
activities/exercises activities/exercises ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Carousel ___ Carousel activities/exercises activities/exercises activities/exercises
___ Diads ___ Diads ___ Carousel ___ Carousel ___ Carousel
___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Diads ___ Diads
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
Why? Why? ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Complete IMs ___ Complete IMs Why? Why? Why?
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
collaboration/cooperation collaboration/cooperation ___ Group member’s ___ Group member’s ___ Group member’s
in doing their tasks in doing their tasks collaboration/cooperation collaboration/cooperation collaboration/cooperation
___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks in doing their tasks in doing their tasks
of the lesson of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation ___AudioVisual Presentation
of the lesson of the lesson of the lesson
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: March 4-8, 2019 (WEEK 8) Quarter: 4th Quarter

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner… The learner… The learner . . .
demonstrates demonstrates demonstrates demonstrates understanding of basic first aid principles and demonstrates
understanding of understanding of understanding of colors, procedures for common injuries understanding of
concepts pertaining to concepts pertaining to shapes, space, repetition, participation and
volume in music volume in music and balance through assessment of
sculpture and 3- physical
dimensional craft. activity and physical
fitness
B. Performance Standards The learner… The learner… The learner… The learner… The learner . . .
applies dynamics to applies dynamics to demonstrates practices appropriate first aid principles and procedures for participates and
musical selections musical selections fundamental construction common injuries assesses
skills in making a 3- performance in
dimensional craft that physical
expresses balance, artistic activities.
design, and repeated assesses physical
variation fitness
of decorations and colors
1. papier-mâché jars with
patterns
2. paper beads
constructs 3-D craft using
primary and secondary
colors, geometric shapes,
space, and repetition of
colors to show balance of
the structure and shape
C. Learning uses the major triad as uses the major triad as creates paper beads with demonstrates appropriate first aid for common injuries or recognizes the value
Competencies/Objectives accompaniment to accompaniment to artistic designs and varied conditions of
Write the LC code for each simple songs simple songs colors out of old participation in
magazines and colored H5IS-IV-c-j-36 physical activities
MU5HA-IVh-2 MU5HA-IVh-2 papers for necklace,
bracelet, ID lanyard PE5PF-IVb-h-19
A5PR-IVh
II. CONTENT PAGGAMIT NG PAGGAMIT NG Paglikha ng Disenyo sa Maging Laging Handa sa mga Karaniwang Pinsala KASANAYAN SA PAG-
HARMONIC THIRD HARMONIC THIRD Paggawa ng mga Likhang- SAYAW NG POLKA SA
INTERVAL INTERVAL Sining na Tatlong NAYON
Dimensyonal
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Kilalanin ang major Kilalanin ang major Ang pagtataka o papier Noong nakaraang
lesson or presenting the triads sa ibaba. triads sa ibaba. mache making ay Tingnan ang mga salita sa kahon. Ano ang kaugnayan ng mga salita aralin, nalaman
new lesson nagsimula sa Paete, sa larawan? Mahalaga bang malaman natin ang kaugnayan ng mga ninyo ang ilan sa
Laguna. Ang produkto ay ito? mga basic dance
nagsisimula sa pagluluto steps. Ano-ano nga
ng pandikit na gagamitin ba ang mga ito?
mula sa galapong o
giniling na bigas. Ang mga
lumang dyaryo ay
pinagdidikit-dikit at
inilalapat sa molde.
Pinapatuyo ito at
binabaak pagkatapos
upang tanggalin ang
molde. Pinagdidikit muli
ito at pinipintahan upang
magkaroon ng disenyo
B. Establishing a purpose for uses the major triad as uses the major triad as creates paper beads with demonstrates appropriate first aid for common injuries or recognizes the value
the lesson accompaniment to accompaniment to artistic designs and varied conditions of
simple songs simple songs colors out of old participation in
magazines and colored physical activities
papers for necklace,
bracelet, ID lanyard
C. Presenting Pagpaparinig ng Pagpaparinig ng musika Ibayong pag-iingat ang Pag-aralan ang mga larawan Mayroon ako ng mga
examples/instances of the musika kailangan sa proyektong katanungan sa inyo
new lesson ito sapagkat gumagamit tungkol sa
tayo ng matalas na bagay pinagmulan ng
sa pagkuha ng molde. sayaw na Polka sa
Iwasan din ang matagal Nayon?
na pagkalantad sa rugby.
Di ito maganda sa
kalusugan. Iminimungkahi
ang paggawa ng proyekto
sa tulong at gabay ng
guro o nakakatanda.
D. Discussing new concepts and Ang harmonic interval Ang harmonic interval Mga Hakbang sa Paggawa Pag-aralan Natin Nakaharap sa
practicing new skills #1 ay binubuo ng dalawa ay binubuo ng dalawa o manonood ang mga
o higit pang mga tone higit pang mga tone na 1. Ihanda ang mga Karaniwang Pinsala at Kondisyon Pangunang Lunas pareha, ang mga
na magkakaugnay at magkakaugnay at kagamitan. 1. Sugat Karaniwang hindi babae ay nasa kanan
inaawit o tinutugtog ng inaawit o tinutugtog ng 2. Pahiran ng manipis ng nangangailangan ng ng lalaki at ng mga
sabay. Ang harmonic sabay. Ang harmonic wax ang molde. kamay ng babae ay
daliang pagdadala sa
third ay maaaring third ay maaaring 3. Pahiran ng pandikit ang nkahawak sa gilid ng
ilagay sa ibaba o itaas ilagay sa ibaba o itaas lumang dyaryo at ospital. Maaaring saya, ang sa lalaki
ng original note. Kung ng original note. Kung patungan ito ng isa pang gawin ang mga nasa baywang.
ang original note ay ang original note ay pahina ng dyaryo. sumusunod na (a) I-tap ang kanang
nasa linyaang harmonic nasa linyaang harmonic 4. Idikit ito sa molde. pamamaraan: paa sa bawat bilang
third ay nasa linya rin. third ay nasa linya rin. Maaring punitin ang a. Hugasan ang mga ng sukat ……………… 8
Kung ang original note Kung ang original note dyaryo ayon sa molde s
kamay na nasugatan
ay nasa space ang ay nasa space ang upang maiwasan ang (b) Mga pareha
ng malinis na tubig at
harmonic third ay nasa harmonic third ay nasa gusot. Siguruhing lahat ng magkahawak sa
space rin. space rin. parte ng molde ay sabon. closed ballroom
nalagyacn ng dyaryo. b. Pagpapatigil sa position at humanda
Ulitin ito hanggang pagdurugo gamit ang sa Fig. I
magkaroon ng 8-10 malinis na tela o ………………………..4 s
patong na papel ang lahat bulak.
ng parte ng molde.
c. Linising mabuti ang
5. Ibilad sa araw upang
matuyo. sugat mas mainam na
6. Sa tulong ng patagalin ang sabon
nakatatanda, hiwain ang sa loob ng sugat
taka gamit ang cutter upang maiwasan ang
upang makuha ang mikrobyo, banlawang
molde. Mapapansin na mabuti.
madali itong tanggalin
d. Lagyan ng gamot o
dahil sa tulong ng
ipinahid na wax sa molde antibiotic.
bago takaan. e. Takpan ang sugat
7. Idikit muli ang taka sa ng bandage.
pamamagitan ng rugby.
8. Balutan muli ng dyaryo f. Palagiang palitan
na may pandikit ang parte ang mga bandage ng
ng pinaghiwaan. sugat isang beses sa
9. Patuyuin muli.
isang araw.
10. Pintahan ayon sa nais
na disenyo. g. Kung malalim ang
sugat
nangangailangan
itong tahiin sa
malapit na health
center o ospital.
h. Suriing mabuti ang
sugat at palagiang
tingnan ang mga
sintomas o
palatandaan ng
impeksiyon. Kung
may impeksyon
paturukan ng anti-
tetanus ang
pasyente.
2. Pagdurugo ng Ilong Ang balinguyngoy o
pagdurugo ng ilong ay
isang karaniwang
kondisyon ng
nangangailangan din
ng karampatang
lunas.
a. Umupo ng tuwid at
idikit ang iyong likod
sa sandalan ng
upuan. Kinakailangan
ito upang
mabawasan ang
presyon ng dugo sa
veins ng ilong at
maiwasan ang
pagdaloy ng dugo
pabalik sa iyong
katawan
b. I masahe ang ilong
ng pasyente at
huminga sa bibig
habang ito ay
isinasagawa. Ito ay
isinasagawa upang
maiwasan ang
patuloy na pagdurugo
ng ilong.
c. Upang maiwasan
ang muling
pagdurugo iwasan
ang pagsinga at
huwag yumuko
nangangailangan ang
ganitong kondisyon
na mapanatili na mas
mataas ang iyong ulo
kaysa sa iyong puso.
d. Sa patuloy na
pagdurugo gumamit
na ng nasal sprayer at
sumangguni sa
doktor.
3. Kagat ng Insekto Karamihang
reaksiyon ng kagat ng
insekto ay ang
pamumula,
pangangati at
pagkairitable.
a. Alisin sa lugar ang
pasyente kung saan
ito nakagat.
b. Hugasan ang
bahaging nakagat ng
insekto.
c. Maglapat ng cool
compress o kaya ay
isang tela na may
malamig na tubig o
puno ng yelo.
d. Ilapat ang isang
cream, gel o lotion sa
bahaging nakagat
upang maiwasan ang
pangangati. Kung
wala ka sa bahay nito
maaari ka ding
gumamit ng baking
soda.
e. kung tuluyang
lumala ito dalhin sa
pinakamalapit ng
health center o
ospital.
4. Kagat ng Hayop a. Kung ang sugat ay
mababaw lamang at
walang rabbies,
hugasan ang sugat ng
may sabon at malinis
na tubig, lagyan ng
antibiotic at takpan
ang sugat.
b. Kung ang sugat
naman ay malalim
takpan ang sukat na
isang malinis na tela
upang maampat ang
dugo, talian ito at
daliang dalhin sa
doktor.
c. Kung may
mapapansin kang
palatandaan ng may
impeksyon, tulan ng
pamamaga,
pamumula,
nadagdagan ang
sakit, dalhin kaagad
sa pinakamalapit na
health center o
ospital.
5. Paso Nangangailangan ng
agarang pansin ang
isang pasyenteng
napaso kung ito ay
malubha at
magdudulot sa
pasyente ng
iritableng
pakiramdam at labis
ng sakit.
a. Dagling ibabad ang
napasong bahagi sa
malamig na tubig sa
loob ng 10 minuto
upang maibsan ang
sakit.
b. Kung mayroong
mga Iintos, huwag
itong tusukin.
Panatilihin itong tuyo
at malinis. Huwag
bayaang
maalikabukan o kaya
ay dapuan ng langaw.
Takpan ang may
pinsalang bahagi ng
malinis na damit.
Plantsahin muna ito
bago gamitin.
c. Kung malaking
bahagi ng katawan
ang napaso, dalhin
agad ang pasyente sa
pinakamalapit na
pagamutan. Huwag
gagawa ng anuman sa
pasyente. Pahigain at
takpan siya ng malinis
na damit upang
manatiling mainit.
d. Kung ang paso ay
maliit lamang, ibabad
ito sa tubig na may
asin sa loob ng 20
minuto pagkaraan ng
24 oras. Haluan ng ½
tasang asin ang isang
palanggana o kaya'y
isang timba ng
mainit-init na tubig.
Ibabad ang napasong
bahagi minsan isang
araw sa loob ng 3
araw hanggang
matuyo ang paso.
e. Sabunin at hugasan
ang sabila. Dikdikin
ito at katasin. Lagyan
ng katas ng sabila ang
bahaging may pinsala
pagkatapos na
maibabad sa malnit-
init na tubig na may
asin, minsan isang
araw.
6. Pagkalason sa Pagkain Ang pagkalason sa
pagkain sa
nagmumula o sanhi
sa mga kagamitang
ginamit at sa uri ng
pagkaing kakainin.
Narito ang ilang
paraan upang bigyan
ng pangunang lunas
ang taong nalason.
a.Tiyakin na
nakainom ng
maraming tubig
upang mapanatili ang
iyong katawan na
hydrated at
magpahinga.
b. Kumuha ng isang
basong mainit-init na
tubig, magdagdag ng
ilang patak ng lemon
o kalamansi at lagyan
ng kaunting asukal at
asin, ipainom ito sa
pasyente.
c.Kumain ng isang
kutsarang pulot o
honey na may katas
ng luya upang
mapigilan ang lason.
d. Kung ngtagal pa
ang pagsusuka at
pagtatae ng higit sa
isang araw
sumangguni na sa
doktor.
7. Pamumutla at Pagkahimatay Ang pagkahimatay at
pamumutla ng isang
tao ay nangyayari
kapag hindi sapat ang
supply ng dugo sa
iyong utak. Ito ay
kalimitang maikling
oras lamang.
a. Kung sa iyo ito
mangyayari,
maaaring ikaw ay
humiga o umupo
upang dagliang
mawala ang
panlalabo at
pagkahilo.
b. Umupo at ilagay
ang iyong ulo sa
pagitan ng iyong mga
tuhod.
c. Kung nangyari
naman ito sa ibang
tao, itaas ang mga
binti ng mas mataas
kaysa sa ulo,
paluwagin ang
sinturon o collar ng
damit ng pasyente.
d. Buhatin ang
pasyenteng nahimay
ng dahan-dahan
lamang.
e. Maari ding
gumamit ng gamot na
ammonia na
ipaaamoy sa
pasyente.
8. Sprains/Bali Ang sprain o bali ay

isang pinsala sa isang
litid na nagkakaroon
ng siwang kung kayat
nagkakaroon ng
pamamaga.
a. Ipahinga ang
bahagi ng katawan na
may sprains o bali.
b. Lapatan ng yelo
ang bahaging may
sprain o bali ng 15 –
20 minuto upang
maiwasan ang
pamamaga.
c. Balutan ng bandage
ang bahaging may
sprains o bali,
siguraduhing masikip
ang pagkakatali ng
bandage
d. Dalhin sa
pinakamalapit na
health center o
ospital kung
kinakailangan.
E. Discussing new concepts and Kung ang harmonic Kung ang harmonic Paggawa ng proyekto Ipakita sa pamamagitan ng pagkilos ang mga pangunang lunas sa Pagsagawa ng sayaw
practicing new skills #2 third interval ay nasa third interval ay nasa mga sumusunod na karaniwang pinsala o kondisyon na nakasulat
ibaba, anong tunog ang ibaba, anong tunog ang sa papel. Pumili lamang ng isa ang bawat grup0.
posibleng marinig mo? posibleng marinig mo?
Kung ito naman ay Kung ito naman ay nasa
nasa itaas, anong itaas, anong tunog ang
tunog ang posibleng posibleng marinig?
marinig?
F. Developing mastery Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
(Leads to Formative
Assessment 3)
G. Finding practical applications Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
of concepts and skills in daily
living
H. Making generalizations and Sa paanong paraan mo Sa paanong paraan mo Ang taka, katulad ng mga Ilarawan ang maaari mong gawin kung ikaw ang kasama ng nasa Mahalaga sa
abstractions about the maipakikita ang maipakikita ang ibang likhang-sining ay pagsasayaw ang
larawan. Isulat ang sagot sa kahon.
lesson pagmamahal at pagmamahal at sumasalamin sa pagsaulo sa mga
pagpapahalaga sa mga pagpapahalaga sa mga mayamang kultura ng hakbang at mga
awiting bayan na tulad awiting bayan na tulad mga Pilipino. Ang termino ng sayaw.
ng Bahay Kubo at ng Bahay Kubo at pagkakaroon ng Makatutulong ang
Sitsiritsit? Sitsiritsit? kasanayan sa pagtataka tama at palagiang
ay makakapagbigay ng pagsasanay upang
oportunidad sa mga mag- mapagbuti ang
aaral na linangin ang pagsasayaw at
pagiging malikhain at mapaunland ang
makilala ang sariling koordinasyon ng
kultura. mga kamay at paa.
I. Evaluating learning Sumangguni sa Sumangguni sa Sumangguni sa Sumangguni sa LM___________. Lagyan ng tsek (/)
LM___________. LM___________. LM___________. ang kolum na
makapagsasalarawan
ng inyong sagot.
J. Additional activities for Sumangguni sa Sumangguni sa Sumangguni sa Sumangguni sa LM___________. Isalaysay ang inyong
application or remediation LM___________. LM___________. LM___________. naramdaman habang
sumasayaw. Isulat sa
sagutang papel ang
mga sagot.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

DLL G5 Q4 WEEK 8 ALL SUBJECTS (Mam Inkay Peralta)

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DLL G5 Q4 WEEK 8 ALL SUBJECTS (Mam Inkay Peralta)

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GRADE 5 School: Grade Level: V

DAILY LESSON LOG Teacher: Learning Area: EPP - AGRICULTURE

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES

IV. Mga Tala

WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES

EPP5IE-0a-2 EPP5IE-0a-2 EPP5IE-0a-2 EPP5IE-0a-2

EPP5IE-0b-4 EPP5IE-0b-4 EPP5IE-0b-4 EPP5IE-0b-4

4. Karagdagang Kagamitan mula

IV. Mga Tala

WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES

4. Karagdagang Kagamitan mula sa

IV. Mga Tala

A. Bilang ng mag-aaral na nakakuha ng

WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES

2. Mga pahina sa Kagamitang

F. Paglinang sa Kabihasan Gawain A Gawain B Gawain C

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Teacher will read Let us sing Bear brand’s

WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES

C. Mga Kasanayan sa Pagkatuto Nakapagpapakita ng iba’t-ibang paraan ng pasasalamat sa Diyos

G. Paglalapat ng aralin sa pang- Itanong sa mga bata ang kanilang

I. Pagtataya ng Aralin Panuto: Ilagay ang kung

C. Mga Kasanayan sa Pagkatuto (Isulat ang code ng bawat kasanayan)

1. Mga pahina sa Gabay ng Guro

4. Karagdagang Kagamitan mula sa portal ng Learning Resource

B. Iba pang Kagamitang Panturo

B. Paghahabi sa layunin ng aralin

IV. Mga Tala

A. Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya

C. Nakatulong ba ang remedial? Bilang ng mag-aaral na nakaunawa sa aralin

E. Alin sa mga istratehiyang pagtuturo nakatulong ng lubos? Paano ito nakatulong?

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Use the data in the line graph to

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standards The Learners should be able to…

E. Discussing new concepts D.Extension/Elaboration D.Extension/Elaboration Extension/Elaboration D.

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8. Sprains/Bali Ang sprain o bali ay

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