DLL G5 Q1 WEEK 5 ALL SUBJECTS (Mam Inkay Peralta)

GRADE 5 School: Grade Level: V
Teacher: Learning Area: ARALING PANLIPUNAN

DAILY LESSON LOG
Teaching Dates and Time: JULY 1-5, 2019 (WEEK 5) Quarter: 1ST QUARTER
WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Ang mga mag-aaral ay Ang mga mag-aaral ay Ang mga mag-aaral ay Ang mga mag-aaral ay Ang mga mag-aaral ay
Pangnilalaman naipamamalas ang mapanuring naipamamalas ang mapanuring naipamamalas ang mapanuring naipamamalas ang mapanuring naipamamalas ang mapanuring
pag-unawa at kaalaman sa pag-unawa at kaalaman sa pag-unawa at kaalaman sa pag-unawa at kaalaman sa pag-unawa at kaalaman sa
kasanayang pangheograpiya, kasanayang pangheograpiya, kasanayang pangheograpiya, ang kasanayang pangheograpiya, ang kasanayang pangheograpiya,
ang mga teorya sa pinagmulan ang mga teorya sa pinagmulan mga teorya sa pinagmulan ng mga teorya sa pinagmulan ng ang mga teorya sa pinagmulan
ng lahing Pilipino upang ng lahing Pilipino upang lahing Pilipino upang lahing Pilipino upang ng lahing Pilipino upang
mapahalagahan ang konteksto mapahalagahan ang konteksto mapahalagahan ang konteksto ng mapahalagahan ang konteksto ng mapahalagahan ang konteksto
ng lipunan/pamayanan ng mga ng lipunan/pamayanan ng mga lipunan/pamayanan ng mga lipunan/pamayanan ng mga ng lipunan/pamayanan ng mga
sinaunang Pilipino at ang sinaunang Pilipino at ang sinaunang Pilipino at ang kanilang sinaunang Pilipino at ang kanilang sinaunang Pilipino at ang
kanilang ambag sa pagbuo ng kanilang ambag sa pagbuo ng ambag sa pagbuo ng kasaysayan ambag sa pagbuo ng kasaysayan kanilang ambag sa pagbuo ng
kasaysayan ng Pilipinas kasaysayan ng Pilipinas ng Pilipinas ng Pilipinas kasaysayan ng Pilipinas
B.Pamantayan sa Pagganap Ang mga mag-aaralay Ang mga mag-aaralay Ang mga mag-aaralay Ang mga mag-aaralay Ang mga mag-aaralay
naipamamalas ang pagmamalaki naipamamalas ang naipamamalas ang pagmamalaki naipamamalas ang pagmamalaki naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga pagmamalaki sa nabuong sa nabuong kabihasnan ng mga sa nabuong kabihasnan ng mga sa nabuong kabihasnan ng mga
Pilipino gamit ang kaalaman sa kabihasnan ng mga Pilipino Pilipino gamit ang kaalaman sa Pilipino gamit ang kaalaman sa Pilipino gamit ang kaalaman sa
kasanayang pangheograpikal at gamit ang kaalaman sa kasanayang pangheograpikal at kasanayang pangheograpikal at kasanayang pangheograpikal at
mahalagang konteksto ng kasanayang pangheograpikal at mahalagang konteksto ng mahalagang konteksto ng mahalagang konteksto ng
kasaysayan ng lipunan at bansa mahalagang konteksto ng kasaysayan ng lipunan at bansa kasaysayan ng lipunan at bansa kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng kasaysayan ng lipunan at bansa kabilang ang mga teorya ng kabilang ang mga teorya ng kabilang ang mga teorya ng
pinagmulan at pagkabuo ng kabilang ang mga teorya ng pinagmulan at pagkabuo ng pinagmulan at pagkabuo ng pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng pinagmulan at pagkabuo ng kapuluan ng Pilipinas at ng lahing kapuluan ng Pilipinas at ng lahing kapuluan ng Pilipinas at ng
lahing Pilipino kapuluan ng Pilipinas at ng Pilipino Pilipino lahing Pilipino
lahing Pilipino
C.Mga Kasanayan sa 5.1.a. Natatalakay ang teorya ng 5.2.a. Natatalakay ang iba pang 5.3.a. Naisasalaysay ang ilang 5.3.a. Naisasalaysay ang ilang Natataya ang kaalaman ng mga
Pagkatuto pandarayuhan ng tao mula sa mga teorya tungkol sa teoriya tungkol sa mga teoriya tungkol sa mga bata sakasanayang tinalakay
rehiyong Austronesyano pinagmulan ng mga unang tao pinagmulan ng mga unang Pilipino pinagmulan ng mga unang Pilipino
5.1.b. Natatalunton sa mapa ang sa Pilipinas 5.3.b. Nakasusulat ng maikling 5.3.b. Nakasusulat ng maikling
daan ng pandarayuhan ng tao 5.2.b. Natatalunton sa mapa sanaysay na binubuo ng 1 sanaysay na binubuo ng 1
mula sa rehiyong Austronesyano ang mga lugar na hanggang 3 talata ukol sa mga hanggang 3 talata ukol sa mga
5.1.c. Napahahalagahan ang pinanggalingan ng mga unang teoriyang natutunan teoriyang natutunan
mga teorya ng pandarayuhan ng Pilipino 5.3.c. Nasusunod ang pamantayan 5.3.c. Nasusunod ang pamantayan
tao mula sa rehiyong rehiyong 5.2.c. Napahahalagahan ang sa pagsulat ng mga talata sa pagsulat ng mga talata
Autronesyano mga teorya ng pinagmulan ng AP5Lp-Ie-5, AP5Lp-Ie-5,
AP5PLP-Ie-5 mga unang Pilipino.
,AP5Lp-Ie-5,
II.NILALAMAN Pinagmulan ng Pilipinas at mga Pinagmulan ng Pilipinas at mga Pinagmulan ng Pilipinas at mga Pinagmulan ng Pilipinas at mga Pinagmulan ng Pilipinas at mga
sinaunang Kabihasnan sinaunang Kabihasnan sinaunang Kabihasnan sinaunang Kabihasnan sinaunang Kabihasnan
Teorya ng Pagkabuo ng Pilipinas Teorya ng Pagkabuo ng Teorya ng Pagkabuo ng Pilipinas Teorya ng Pagkabuo ng Pilipinas Teorya ng Pagkabuo ng Pilipinas
Pilipinas
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng CG p.48 CG p.48 CG p.48 CG p.48 CG p.48
Guro
2.Mga pahina sa kagamitang
pang-mag-aaral
3.Mga pahina sa teksbuk Pamana 5 pah 3-7, Makabayan Pamana 5 pah 3-7, Makabayan - Pamana 5 pah 3-7, Makabayan -
ph 153-155 155 155
4.Karagdagang kagamitan
mula sa portal ng Learning
Resource
B.Iba pang kagamitang aklat, manila paper, Laptap, TV, cut-outs, pictures , Mga larawan, powerpoint, tv, tsart Mga larawan, powerpoint, tv, tsart
panturo marker,larawan,slide mapa ng mundo, globo, power
presentation presentation, Charts
IV.PROCEDURES
A.Balik-aral sa nakaraang Panimulang Gawain Panimulang Gawain 1. Balitaan 1. Balitaan
aralin at/o pagsisimula ng 1. Balitaan 1. Balitaan 2. Balik-aral 2. Balik-aral
bagong aralin 2. Balik-aral 2. Balik-aral Buuin ang mga salita. Gawing Buuin ang mga salita. Gawing
Hulaan kung sino / ano ako. Tayo ay maglalaro. Magbibigay gabay ang paliwanag ng bawat gabay ang paliwanag ng bawat
Sabihin ang tamang sagot. ako ng tanong at isulat sa bilang. bilang.
a. Ayon kay Beyer, sila ang mga pisara ang tamang sagot. a. Unang pangkat ng taong a. Unang pangkat ng taong
unang taong dumating sa bansa. a. .Ano ang tawag sa mga dumating sa Pilipinas . dumating sa Pilipinas .
OGNTERI= taong nag-aaral sa mga bagay b. Ikalawang pangkatng taong b. Ikalawang pangkatng taong
___________________ na may kinalaman sa mga tao dumating sa Pilipinas dumating sa Pilipinas
b. Amerikanong antropologo na noong unang panahon? c. Ang pangatlong pangkat na c. Ang pangatlong pangkat na
nagsabi na ang mga Pilipino ay (arkeologo) dumating sa bansa na may dumating sa bansa na may
nagmula sa tatlong pangkat ng b. Ano ang tawag sa mga bagay painakamaunlad na paraan ng painakamaunlad na paraan ng
tao. na binubuo ng mga bagay na pamumuhay. pamumuhay.
YELTOREYBE= may kinalaman sa mga tirahan, d. Pangkat ng taong dumating sa d. Pangkat ng taong dumating sa
_____________________ kasuotan, kasangkapan, wika, bansa na namuhay nang pagala- bansa na namuhay nang pagala-
c. Sila ang ikatlong pangkat ng kaugalian at pamahalaan at gala dahil sa paghahanap ng gala dahil sa paghahanap ng
tao na dumating sa kapuluan pagkikilanlan ng isang tao. pagkain. pagkain.
LAYAM= (Kultura) Pagsunod sa pamantayan sa Pagsunod sa pamantayan sa
______________________ c. Paano mo makikilala ang pagsulat ng talata. pagsulat ng talata.
mga unang Pilipino? e. Lugar kung saan natagpuan ang e. Lugar kung saan natagpuan ang
mga buto o kalansay ng mga tao at mga buto o kalansay ng mga tao at
mga kagamitang tinapyas sa bato. mga kagamitang tinapyas sa bato.
B.Paghahabi sa layunin ng Panimulang Pagtataya Pagpapakita ng guro ng power Magpapakita ang guro ng mga Magpapakita ang guro ng mga
aralin point presentation ng mga larawan ng talong pangkat ng larawan ng talong pangkat ng
Panuto: Iguhit ang isang larawan ng mga unang Pilipino. taong dumating sa bansa. Ipasusui taong dumating sa bansa. Ipasusui
masayang mukha kung tama ang Pag-usapan ang kanilang anyo ang kanilang pisikal na anyo at ang kanilang pisikal na anyo at
isinasaad sa bawat pangungusap o katangiang pisikal. pamumuhay. pamumuhay.
at malungkot na mukha kung
hindi tama ang inilalahad ng
pangungusap.
1. Ang mga Austronesian ay
tumutukoy sa mga grupo ng tao
na ang wika ay Austronesian.
2. Bukod sa wika,ang matinding
impluwensya ng mga
Austronesians ay makikita sa
pagtatanim ng palay na
ginagamitan ng patubig,
pagpapaamo at pag-aalaga ng
mga hayop.
3. Nagmula ang mga
Autronesian sa bansang Japan at
nanduyahan sa ibat-ibang lugar.
4. Ayon sa mga antropologo,
ang mga Austronesian may
maunlad na kaalaman sa
agrikultura at paglalayag.
5. Sinasabing ang mga
sinaunang taong nanirahan sa
Pilipinas ay nakatira sa itaas ng
mga puno.
C.Pag-uugnay ng mga “Sinasabing ang mga unang tao Panimulang Pagtataya Panimulang Pagtataya Panimulang Pagtataya
halimbawa sa bagong ralin ay nakarating sa Pilipinas sa Panuto: Piliin ang titik ng Panuto : Basahin ang bawat Panuto : Basahin ang bawat
pamamagitan ng dalawang tamang sagot. pangungusap. Isulat ang Tama pangungusap. Isulat ang Tama
paraan: gamit ang tulay na lupa 1. Sang-ayon sa mananalaysay kung totoo ang sinasabi nito at kung totoo ang sinasabi nito at
at namangka gamit ang matagal ng may naninirahan sa Mali kung hindi. Baguhin ang Mali kung hindi. Baguhin ang
balangay, gagayahin natin ang bansang Pilipinas Sino ang pangungusap kung mali. pangungusap kung mali.
mga nakasakay sa bangka.Gawin kauna-unahang Pilipinong 1. Sa teorya ni H. Otley Beyer ang 1. Sa teorya ni H. Otley Beyer ang
ang pagsagwan dumating dito. mga Pilipino ay nagmula sa tatlong mga Pilipino ay nagmula sa tatlong
A. Malay B.Indones C. Ita D. pangkat ng taong dumating sa pangkat ng taong dumating sa
Austrosyano Pilipinas. Pilipinas.
2. Nakarating sa Pilipinas ang 2. Ayon kay Beyer , sa mga 2. Ayon kay Beyer , sa mga
mga unang tao sa pangkat ng taong dumating sa pangkat ng taong dumating sa
pamamagitan ng mga tulay na bansa, ang mga Indones ang may bansa, ang mga Indones ang may
lupa at Bangka tulad ng mga pinakamaunlad na paraan ng pinakamaunlad na paraan ng
Indones. Saan sila nagmula? pamumuhay. pamumuhay.
A.Timog- Silangang Asya C. 3. Namuhay ang mga Nigrito o 3. Namuhay ang mga Nigrito o
Malaysia Aeta sa pamamagitan ng Aeta sa pamamagitan ng
B. Timog – Silangang Aprika D. paggagala-gala upang makahanap paggagala-gala upang makahanap
Borneo ng pagkain. ng pagkain.
3. Ayon sa kasaysayan ang 4. Ang ikalawang pangkat na 4. Ang ikalawang pangkat na
huling pangkat ng mga dumating sa Pilipinas ay ang dumating sa Pilipinas ay ang
ninunong nakarating sa Indones sakay ng tren buhat sa Indones sakay ng tren buhat sa
Pilipinas ay ang mga ________. iabng bahagi ng Asya. iabng bahagi ng Asya.
A. Malay B. Indones C. Ita 5. Sinsabing ang ikalawang 5. Sinsabing ang ikalawang
D.Austronesyano pangkat ng tao ay nabuhay dahil pangkat ng tao ay nabuhay dahil
4. Ayon sa pananaliksik ng mga sa pagtatanim at pangingisda sa pagtatanim at pangingisda
dalubhasa, matagal nang may
naninirahan sa Pilipinas. Paano
nila ito napatunayan?
A. May natagpuang mga buto o
kalansay sa Kweba ng Tabon sa
Palawan.
B. dahil sa mga kagamitang
ginagamit pa rin nila hanggang
sa kasalukuyan.
C .dahil sa kultura na nkikita sa
kasalukuyan.
D. May mga natitira pang
Pilipino na nagpapatunay.
5. Sang-ayon din sa
kasaysayan, ang pinag-mulan
ng lahing Pilipino ay
___________.
A. iisa lamang C.Tatlo lamang
B. dalawa lamang D. Marami
D.Pagtalakay ng bagong Gawain (Reporting) Pangkatang Gawain Gawain-Sa pamamagitan ng Gawain-Sa pamamagitan ng
konsepto at paglalahad ng Sa pamamagitan ng slides powerpoint at tsart, isasalaysay powerpoint at tsart, isasalaysay
bagong kasanayan #1 presentation, ibabahagi ang ang ilang teorya sa mga pinag- ang ilang teorya sa mga pinag-
kaalaman tungkol sa pagdating mulan ng mga unang Pilipino. mulan ng mga unang Pilipino.
ng mga pangkat ng taong
nandayuhan sa Pilipinas mula
rehiyong
Austronesyano.Susuriin ng
bawat pangkat ang slide na
itinakda para sa kanila.
E. Pagtalakay ng bagong Bibigyan ng pagkakataong Iuulat ng mga bata ang Batay sa inyong napag-alaman Batay sa inyong napag-alaman
konsepto at paglalahad ng makapagtanungan ang bawat kanilang ginawang awtput. isulat ang mahahalagang nakalap isulat ang mahahalagang nakalap
bagong kasanayan #2 pangkat hinggil sa paksang Mga tanong: sa aralin tulad ng mga sumusunod: sa aralin tulad ng mga sumusunod:
kanilang iniulat sa a. Ayon kay Dr. Henry Otley- 1.1.1. Teorya ni H. Otley Beyer 1.1.1. Teorya ni H. Otley Beyer
pamamatnubay ng guro. Beyer, may tatlong pangkat ng Tatlong Pangkat ng Taong Tatlong Pangkat ng Taong
taong dumating sa Pilipinas. Dumating sa Pilipinas Dumating sa Pilipinas
Mga karagdagang tanong na Sinu-sino sila? Paano sila A. Ita o Negrito A. Ita o Negrito
sasagutin: nakarating sa Pilipinas? 1. Katangiang Pisikal 1. Katangiang Pisikal
a.) Anu-ano ang mga teorya b. Anu –ano ang pisikal na a.________________ a.________________
tungkol sa mga unang taong katangian ng mga Ita? Indones b.________________ b.________________
nanirahan sa kapuluan ng at Malay? c.________________ c.________________
Pilipinas? c. Masasabi mo bang ang mga d.________________ d.________________
b.) Ilarawan kung paano sinaunang Pilipino ay mayroon 2. Paninirahan 2. Paninirahan
dumating sa Pilipinas ang mga nang katutubong kultura bago a._______________ a._______________
ninuno ng Pilipinas tulad ng mga pa dumating ang mga b._______________ b._______________
Austronesian? dayuhan? Ipaliwanag c._______________ c._______________
c.) Ano ang masasabi ninyo sa 3. Uri ng Pamumuhay 3. Uri ng Pamumuhay
pandarayuhan dito ng mga a._______________ a._______________
Austronesian b._______________ b._______________
c._______________ c._______________
4. Paano nakarating sa Bansa 4. Paano nakarating sa Bansa
____________________________ ____________________________
____________________________ ____________________________
____________________ ____________________
F.Paglinang na Kabihasaan a.) Anong pangkat ng mga tao Punuan ang talahanayan.
ang nandayun sa bansa ang Batay sa balangkas na nabuo Batay sa balangkas na nabuo
tinukoy natin ngayon? sumulat ng maikling sanaysay na sumulat ng maikling sanaysay na
b.) Saang rehiyon sila nagmula? binubuo ng 1 hanggang 3 talata binubuo ng 1 hanggang 3 talata
ukol sa teoryani H. Otley Beyer at ukol sa teoryani H. Otley Beyer at
F.Landa Jocano. F.Landa Jocano.
G.Paglalapat ng aralin sa a. Magbigay ng mga patunay na Anong katangiang pisikal mo Isalaysay ang teorya ni H. Otley Isalaysay ang teorya ni H. Otley
pangaraw-araw na buhay ang sinaunang Pilipino ay ang kahawig ng mga unang tao beyer at F. Landa Jocano tungkol beyer at F. Landa Jocano tungkol
nabuhay libu-libong taon na ang sa Pilipinas? Sino sa 3 pangkat sa pinagmulan ng mga unang sa pinagmulan ng mga unang
nakararaan. ang may posibilidad na ninuno Pilipino. Pilipino.
b. Magtala ng mga Gawain ng mo? Ngayon alam ninyo na iba‟t Ngayon alam ninyo na iba‟t
mga sinaunang Pilipino na ibang pinagmulan ng mga ibang pinagmulan ng mga
ginagawa pa rin hanggang sa sinaunang Pilipino sinunod ba sinaunang Pilipino sinunod ba
kasalukuyan. ninyo ang pamantayan sa pagsulat ninyo ang pamantayan sa pagsulat
ng talata. ng talata.
H.Paglalahat ng aralin a. Bakit mahalagang pag-aralan Ang mga Ita, Indones at Batay sa Teoryang H.Otley Batay sa Teoryang H.Otley
ang tungkol sa ating mga Malay ang tatlong pangkat ng Beyer: nagmula sa tatlong pangkat Beyer: nagmula sa tatlong pangkat
ninuno? taong dumating sa Pilipinas ng tao na dumating sa Pilipinas ng tao na dumating sa Pilipinas
b. Sa inyong palagay, may mula sa kapuluan ng Asya sa mula sa iba‟t ibang panig ng Asya. mula sa iba‟t ibang panig ng Asya.
mabuti bang naidulot sa atin ang pamamagitan ng lupang tulay.
pandarayuhan dito ng ibat-ibang Ang unang pangkat ay mga
pangkat ng mga tao? Negrito o Ita galling sa Borneo
at naglakad sa mga tuay na
lupa.
Ang ikalawang pangkat ay
ang mga Indones at dumating
sila sa kapuluan sakay sa mga
bangka
Ang ikatlong pangkat ay mga
Malay sakay sa Bangka na
tinatawag na balangay.
Pinakamaunlad sa lahat ang
mga Malay.
I.Pagtataya ng aralin Panuto: Basahin at unawain ang Panuto: Piliin ang titik ng Panuto: Sumulat ng sanaysay Panuto: Sumulat ng sanaysay
isinasaad sa bawat tamang sagot. tungkol sa pinag-mulang lahing tungkol sa pinag-mulang lahing
pangungusap.Isulat ang titik N 1. Pinangunahan ng mga Pilipino Pilipino
kung ito ay nagpapahayag ng arkeologo at antropologo ang
teorya ng pandarayuhan ng tao pananaliksik tungkol sa
sa bansa mula sa rehiyong pinagmulan ng sinaunang
Austronesian at titik DN kung Pilipino. Ayon sa teorya, paano
hindi. nakarating ditto ang mga
1. Ang paggamit ng tapayan at sinaunang Pilipino?
banga sa paglilibing ng yumao A. Tumawid sila sa makikitid na
ay natutuhan natin sa mga lupang tulay na nagdugtong sa
Austronesian. Pilipinas at kalupaang Asya
2. Ang mga Austronesian ay B. Sakay sila ng mga sasakyang
naglakbay sa pamamagitan ng panghimpapawid
paglalayag. C. Dinala sila ditto ng mga
3. Nagmula ang mga banyagang sasakyan.
Austronesian sa timog China at D. Sakay sila ng malalaking
nandayuhan sa ibat-ibang lugar. bangka.
4. Natutunan natin mula sa mga 2. Isang Amerikanong
Austronesian ang paggawa ng antropologo si Propesor H.
Bangka na yari sa kahoy. Otley Beyer. Ayon sa kanya,
5. Naimpluwensyahan tayo ng saan nagmula ang lahing
mga Austronesian ng pag-aalaga Pilipino.
ng hayop. A. Galing sila sa South China
sea , naglakbay at nakakita ng
mga produkto na pwede nilang
ipagbili sa ibang bansa.
B. Dumating ang tatlong
pangkat ng tao mula sa iba‟t
ibang panig ng Asya.
C. Dumating ang mga pangkat
ng tao galling sa iba‟t ibang
lupalop ng Europa
D. Naniniwala sila na ang mga
unang tao ay mismong
katutubo ng Pilipinas.
3. Sang-ayon sa teoryang
Beyer, sino ang unang pangkat
na dumating sa Pilipinas na
galling sa Borneo at naglakad
sa mga tulay na lupa?
A. Negrito o Ita C .Malay
B. Indones D.Austronesian
4. Ayon naman sa teorya ni F.
Landa Jocano,isang
antropologo na maraming
pangkat ng tao ang dumating
sa Pilipinas noong sinaunang
panahon. Ano ang patunay
nito?
A. may nakausap silang mga
katutubo na nagpapatunay nito
B. mula sa iba pang kalapit ng
iba pang kalapit bansa ang mga
unang Pilipino.
C. Nakakakita ng maraming
kagamitan na naiwan ng mga
taong naglakbay dito at
hanggang sa kasalukuyan ay
patuloy nilang ginagamit.
D. May nahukay na mga bungo
o kalansay sa Kwebang Tabon
sa Palawan na pinaniniwalaang
may 21,000 o 22,000 taon na
ang nakararaan
5. Batay sa ginawang pag-aaral
ng ilang antropologo, saan pa
nagmula ang lahing Pilipino?
A. Nagmula sa kontinente ng
Asya dahil kasama ang Pilipinas
dito.
B. Ang lahing Pilipino ay mula
sa Austronesian na galing sa
South China.
C. Galing sa South China Sea na
may maunlad nakaalaman sa
mga gawaing pang Pilipino.
D. Galing sa mga lugar na kung
saan may mga
kagamitanginamit ng mga
unang Pilipino na matatagpuan
sa mga bansang malapit sa
Pilipinas.
J.Karagdagang Gawain para sa Magtala ng mga Gawain ng mga Iguhit ang 3 pangkat ng mga Batay sa ginawang pag-aaral ng Batay sa ginawang pag-aaral ng
takdang aralin at remediation sinaunang Pilipino na ginagawa ninunong Pilipino. Isulat ang ilang antropologo, ang mga ilang antropologo, ang mga
pa rin hanggang sa kasalukuyan. kanilang katangiang pisikal Aistronesian ay maaring ninuno ng Aistronesian ay maaring ninuno ng
mga Pilipino. Patunayan sa mga Pilipino. Patunayan sa
pamamagitan ng pagsasaliksik na pamamagitan ng pagsasaliksik na
matatagpuan sa Makabayan matatagpuan sa Makabayan
Kapaligirang Pilipino 5 pah. 157- Kapaligirang Pilipino 5 pah. 157-
158 158
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
nakauha ng 80% sa the next objective. the next objective. next objective. next objective. the next objective.
pagtatayao. ___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-aaralna ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
nangangailangan ng iba pang in answering their lesson. difficulties in answering their answering their lesson. answering their lesson. in answering their lesson.
Gawain para sa remediation ___Pupils found difficulties in lesson. ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. ___Pupils found difficulties in answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
lesson because of lack of ___Pupils did not enjoy the because of lack of knowledge, because of lack of knowledge, lesson because of lack of
knowledge, skills and interest lesson because of lack of skills and interest about the lesson. skills and interest about the lesson. knowledge, skills and interest
about the lesson. knowledge, skills and interest ___Pupils were interested on the ___Pupils were interested on the about the lesson.
___Pupils were interested on about the lesson. lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
the lesson, despite of some ___Pupils were interested on encountered in answering the encountered in answering the the lesson, despite of some
difficulties encountered in the lesson, despite of some questions asked by the teacher. questions asked by the teacher. difficulties encountered in
answering the questions asked difficulties encountered in ___Pupils mastered the lesson ___Pupils mastered the lesson answering the questions asked
by the teacher. answering the questions asked despite of limited resources used despite of limited resources used by the teacher.
___Pupils mastered the lesson by the teacher. by the teacher. by the teacher. ___Pupils mastered the lesson
despite of limited resources used ___Pupils mastered the lesson ___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used
by the teacher. despite of limited resources their work on time. their work on time. by the teacher.
___Majority of the pupils used by the teacher. ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils
finished their work on time. ___Majority of the pupils work on time due to unnecessary work on time due to unnecessary finished their work on time.
___Some pupils did not finish finished their work on time. behavior. behavior. ___Some pupils did not finish
their work on time due to ___Some pupils did not finish their work on time due to
unnecessary behavior. their work on time due to unnecessary behavior.
unnecessary behavior.
C.Nakatulong ba ang ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
remedial? Bilang ng mag-aaral above 80% above above above above
na nakaunawa 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 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 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 up ____ of Learners who caught up
lubos?Paano ito nakatulong? the lesson the lesson the lesson the lesson the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
naranasan na solusyunansa require remediation to require remediation require remediation require remediation require remediation
tulong ng aking punungguro
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 well:
ang aking nadibuho nanais  ___Metacognitive  ___Metacognitive  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive
kong ibahagi sa kapwa ko Development: Examples: Self Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
guro? assessments, note taking and assessments, note taking and taking and studying techniques, taking and studying techniques, assessments, note taking and
studying techniques, and studying techniques, and and vocabulary assignments. and vocabulary assignments. studying techniques, and
vocabulary assignments. vocabulary assignments.  ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- vocabulary assignments.
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think- share, quick-writes, and share, quick-writes, 
and ___Bridging: Examples: Think-
pair-share, quick-writes, and pair-share, quick-writes, and anticipatory charts. anticipatory charts. pair-share, quick-writes, and
anticipatory charts. anticipatory charts.   anticipatory charts.
   ___Schema-Building: Examples:  ___Schema-Building: Examples:  ___Schema-Building: Examples:
 ___Schema-Building: Examples:  ___Schema-Building: Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
Compare and contrast, jigsaw Examples: Compare and learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and
learning, peer teaching, and contrast, jigsaw learning, peer projects. projects. projects.
projects. teaching, and projects.  ___Contextualization:  ___Contextualization:  ___Contextualization:
 ___Contextualization:  ___Contextualization:  Examples: Demonstrations, media,  Examples: Demonstrations, media,  Examples: Demonstrations,
 Examples: Demonstrations,  Examples: Demonstrations, manipulatives, repetition, and local manipulatives, repetition, and local media, manipulatives,
media, manipulatives, media, manipulatives, opportunities. opportunities. repetition, and local
repetition, and local repetition, and local opportunities.
 ___Text Representation:  ___Text Representation:
opportunities. opportunities.
 Examples: Student 
created Examples: Student 
created
 ___Text Representation:  ___Text Representation: drawings, videos, and games. drawings, videos, and games.  ___Text Representation:
 Examples: Student created  Examples: Student created  ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking  Examples: Student created
drawings, videos, and games. drawings, videos, and games. slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games.
 ___Modeling: Examples:  ___Modeling: Examples: language you want students to use, language you want students to use, ___Modeling: Examples:
Speaking slowly and clearly, Speaking slowly and clearly, and providing samples of student and providing samples of student Speaking slowly and clearly,
modeling the language you want modeling the language you work. work. modeling the language you want
students to use, and providing want students to use, and students to use, and providing
samples of student work. providing samples of student Other Techniques and Strategies Other Techniques and Strategies samples of student work.
work. used: used:
Other Techniques and Strategies ___ Explicit Teaching ___ Explicit Teaching Other Techniques and Strategies
used: Other Techniques and ___ Group collaboration ___ Group collaboration used:
___ Explicit Teaching Strategies used: ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Explicit Teaching
___ Group collaboration ___ Explicit Teaching play play ___ Group collaboration
___Gamification/Learning ___ Group collaboration ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning
throuh play ___Gamification/Learning activities/exercises activities/exercises throuh play
___ Answering preliminary throuh play ___ Carousel ___ Carousel ___ Answering preliminary
activities/exercises ___ Answering preliminary ___ Diads ___ Diads activities/exercises
___ Carousel activities/exercises ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel
___ Diads ___ Carousel ___ Role Playing/Drama ___ Role Playing/Drama ___ Diads
___ Differentiated Instruction ___ Diads ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction
___ Role Playing/Drama ___ Differentiated Instruction ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama
___ Discovery Method ___ Role Playing/Drama Why? Why? ___ Discovery Method
___ Lecture Method ___ Discovery Method ___ Complete IMs ___ Complete IMs ___ Lecture Method
Why? ___ Lecture Method ___ Availability of Materials ___ Availability of Materials Why?
___ Complete IMs Why? ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs
___ Availability of Materials ___ Complete IMs ___ Group member’s ___ Group member’s ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Availability of Materials collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn
___ Group member’s ___ Pupils’ eagerness to learn in doing their tasks in doing their tasks ___ Group member’s
collaboration/cooperation ___ Group member’s ___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation
in doing their tasks collaboration/cooperation of the lesson of the lesson in doing their tasks
___ Audio Visual Presentation in doing their tasks ___ Audio Visual Presentation
of the lesson ___ Audio Visual Presentation of the lesson
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
Indigenized IM’s and Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
Teacher: Learning Area: ESP
DAILY LESSON LOG

I.LAYUNIN
A.Pamantayang Naipapamalas ang pag-unawa sa Naipapamalas ang pag-unawa sa Naipapamalas ang pag-unawa sa Naipapamalas ang pag-unawa sa Naipapamalas ang pag-unawa
Pangnilalaman kahalagahan ng pagkakaroon ng kahalagahan ng pagkakaroon ng kahalagahan ng pagkakaroon ng kahalagahan ng pagkakaroon ng sa kahalagahan ng
mapanuring pag-iisip sa mapanuring pag-iisip sa mapanuring pag-iisip sa mapanuring pag-iisip sa pagkakaroon ng mapanuring
pagpapahayag at pagganap ng pagpapahayag at pagganap ng pagpapahayag at pagganap ng pagpapahayag at pagganap ng pag-iisip sa pagpapahayag at
anumang Gawain na may anumang Gawain na may anumang Gawain na may anumang Gawain na may pagganap ng anumang Gawain
kinalaman sa sarili at pamilyang kinalaman sa sarili at pamilyang kinalaman sa sarili at pamilyang kinalaman sa sarili at pamilyang na may kinalaman sa sarili at
kinabibilangan kinabibilangan kinabibilangan kinabibilangan pamilyang kinabibilangan
B.Pamantayan sa Pagganap Naisasabuhay ang pagkakaaroon Naisasabuhay ang pagkakaaroon Naisasabuhay ang pagkakaaroon Naisasabuhay ang pagkakaaroon Naisasabuhay ang
ng tamang pag-uugali sa ng tamang pag-uugali sa ng tamang pag-uugali sa ng tamang pag-uugali sa pagkakaaroon ng tamang pag-
pagpapahayag at pagganap ng pagpapahayag at pagganap ng pagpapahayag at pagganap ng pagpapahayag at pagganap ng uugali sa pagpapahayag at
anumang gawain anumang gawain anumang gawain anumang gawain pagganap ng anumang gawain
C.Mga Kasanayan sa Nakahihikayat ng iba na maging Nakahihikayat ng iba na maging Nakahihikayat ng iba na maging Nakahihikayat ng iba na maging Natataya ang kaalaman ng mga
Pagkatuto matapat sa lahat ng uri ng matapat sa lahat ng uri ng matapat sa lahat ng uri ng matapat sa lahat ng uri ng bata sa kasanayang tinalakay
paggawa. EsP5KPK-Ie-31 paggawa. EsP5KPK-Ie-31 paggawa. EsP5KPK-Ie-31 paggawa. EsP5KPK-Ie-31
II.NILALAMAN Pananagutang Pansarili at Pananagutang Pansarili at Pananagutang Pansarili at Pananagutang Pansarili at
mabuting kasapi ng pamilya mabuting kasapi ng pamilya mabuting kasapi ng pamilya mabuting kasapi ng pamilya
A.Sanggunian
1.Mga pahina sa Gabay ng CG p.27 CG p.27 CG p.27 CG p.27
Guro
2.Mga pahina sa kagamitang
pang-mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan MISOSA Baitang 4,Pagiging MISOSA Baitang 4,Pagiging MISOSA Baitang 4,Pagiging MISOSA Baitang 4,Pagiging
mula sa portal ng Learning Marangal Marangal Marangal Marangal
Resource
B.Iba pang kagamitang Metacards , Kuwento Metacards , Kuwento Manila paper , pentel pen , Kartolina , pentel pen at lapis
panturo kartolina ,metacards
IV.PROCEDURES
A.Balik-aral sa nakaraang Paano mo maipapakita ang Paano mo maisasagawa ang Pagwawasto ng takdang aralin Pagwawasto ng takdang aralin
aralin at/o pagsisimula ng positibong saloobin sa pag-aaral pagiging matapat
bagong aralin Pagwawasto ng takdang aralin.
B.Paghahabi sa layunin ng Mag-brainstorm sa mga bata Magpakita ng kilos na Ano angmararamdaman mokung Muling pag-usapan ang mga
aralin kung anu-ano ang mga katangian nagpapakita ng pagiging matapat ikaw ay isang tapat na tao? pamamaraan na dapat isagawa
ng upang mahikayat ang iba na
mga taong tapat sa paggawa
maging matapat sa lahat ng uri ng
paggawa
C.Pag-uugnay ng mga Ipabasa sa mga bata ang Hatiin ang mga mag-aaral sa Hatiin ang mga mag-aaral sa Pangkatin ang mga bata sa
halimbawa sa bagong ralin kuwentong “ Katapatan sa tatlong pangkat. Bawat pangkat dalawang pangkat. Ipagawa ang dalawang grupo. Bigyan ng activity
Paggawa” na nakasulat sa manila ay bibigyan ng isang sitwasyon na sumusunod na pagsasanay card na naglalaman ng mga
paper /powerpoint presentation nakasulat sa cartolina. Pag- gawain
aaralan ng bawat pangkat ang
sitwasyon at ipalalabas ito sa
klase sa pamamagitan ng
maikling dula-dulaan, yell at tula
D.Pagtalakay ng bagong 1.Anong ugali ang dapat nating Pag-uulat ng bawat pangkat Pag-uulat ng bawat pangkat Pag-uulat ng bawat pangkat
konspto at paglalahad ng iukit sa ating puso at isipan?
bagong kasanayan #1 2.Bakit kailangan nating gumawa
ng tapat?
3.Dapat mo bang tularan ang sa
palagay mo naman ay mga
maling gawa? Bakit?
4.Paano mo hihikayatin ang mga
taong may maling gawi sa
paggawa tungo sa tapat na
paggawa?
5.May pakinabang ba tayong
matatamo kung magiging tapat
tayo? Magbigay ng halimbawa.
E. Pagtalakay ng bagong Pagbibigay ng iba pang sitwasyon Pagbibigay ng iba pang sitwasyon
konsepto at paglalahad ng
bagong kasanayan #2
F.Paglinang na Kabihasaan Bigyan ng pagkakataon ang mga Ibahagi ang inyong karanasan na Pagbabahagi ng karanasan ng Bigyan ng pagkakataon ang mga
mag-aaral na makapagbahagi ng nagpapakita ng pagiging matapat mga bata mag-aaral na makapagbahagi ng
kanilang karanasan na sila ay kanilang karanasan na sila ay
nakahikayat ng mga kaklase na nakahikayat ng mga kaklase na
gumawa nang tapat sa mga gumawa nang tapat sa mga
iniaatas sa kanila kahit walang iniaatas sa kanila kahit walang
sumusubaybay.Itanong kung ano sumusubaybay.Itanong kung ano
ang naging epekto ng kanilang ang naging epekto ng kanilang
panghihikayat na ginawa. panghihikayat na ginawa.
G.Paglalapat ng aralin sa Itatak sa isipan ng mga bata sa Ipasagot sa mga bata ang ibibigay Itatak sa isipan ng mga bata sa Itatak sa isipan ng mga bata sa
pangaraw-araw na buhay pamamagitan ng matiyagang na sitwasyon ng guro pamamagitan ng matiyagang pamamagitan ng matiyagang
pagpapaliwanag ng guro at pagpapaliwanag ng guro at pagpapaliwanag ng guro at
pagbibigay ng halimbawa ng pagbibigay ng halimbawa ng pagbibigay ng halimbawa ng
kabutihang maidudulot ng kabutihang maidudulot ng kabutihang maidudulot ng
paggawa nang may katapatan paggawa nang may katapatan paggawa nang may katapatan
H.Paglalahat ng aralin Paano mo mahihikayat ang iba na Paano momaisasagawa ang Upang mahikayat natin ang ibang Upang mahikayat natin ang ibang
maging matapat? pagiging matapat? tao na maging matapat sa tao na maging matapat sa
paggawa, kailangang tayo ay paggawa, kailangang tayo ay
namamasdan nila na matapat din namamasdan nila na matapat din
sa ating gawa , pananalita at sa ating gawa , pananalita at
kaisipan kaisipan
I.Pagtataya ng aralin
J.Karagdagang Gawain para Sumulat ng tatlong pangungusap Sumulat ng isang awitin sa Sumulat ng isang talata ayon sa Humanda sa Pagsusulit
sa takdang aralin at ng paghihikayat ng katapatan paghihikayat sa katapatan inyong ginawa sa pangkatang
remediation gawain
V.MGA TALA
VI.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 the ___Lesson carried. Move on to
nakauha ng 80% sa the next objective. the next objective. the next objective. next objective. the next objective.
B.Bilang ng mag-aaralna ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find
nangangailangan ng iba in answering their lesson. in answering their lesson. in answering their lesson. answering their lesson. difficulties in answering their
pang Gawain para sa ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson.
remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson.
because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, ___Pupils did not enjoy the
skills and interest about the skills and interest about the skills and interest about the skills and interest about the lesson. lesson because of lack of
lesson. lesson. lesson. ___Pupils were interested on the knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson, despite of some difficulties about the lesson.
lesson, despite of some lesson, despite of some lesson, despite of some encountered in answering the ___Pupils were interested on
difficulties encountered in difficulties encountered in difficulties encountered in questions asked by the teacher. the lesson, despite of some
answering the questions asked by answering the questions asked by answering the questions asked by ___Pupils mastered the lesson difficulties encountered in
the teacher. the teacher. the teacher. despite of limited resources used answering the questions asked
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson by the teacher. by the teacher.
despite of limited resources used despite of limited resources used despite of limited resources used ___Majority of the pupils finished ___Pupils mastered the lesson
by the teacher. by the teacher. by the teacher. their work on time. despite of limited resources
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Some pupils did not finish their used by the teacher.
their work on time. their work on time. their work on time. work on time due to unnecessary ___Majority of the pupils
___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish behavior. finished their work on time.
their work on time due to their work on time due to their work on time due to ___Some pupils did not finish
unnecessary behavior. unnecessary behavior. unnecessary behavior. their work on time due to
C.Nakatulong ba ang ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
remedial? Bilang ng mag- above above above above 80% above
aaral na nakaunawa sa
aralin.
magpapatuloy sa additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation remediation
pagtuturo ang nakatulong ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
ng lubos?Paano ito the lesson the lesson the lesson the lesson the lesson
nakatulong?
F.Anong sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
naranasan na solusyunansa require remediation require remediation require remediation require remediation to require remediation
tulong ng aking punungguro
at superbisor?
G.Anong kagamitang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
panturo ang aking nadibuho ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive
nanais kong ibahagi sa Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
kapwa ko guro? taking and studying techniques, taking and studying techniques, taking and studying techniques, taking and studying techniques, assessments, note taking and
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. studying techniques, and
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-pair- vocabulary assignments.
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and share, quick-writes, 
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. pair-share, quick-writes, and
    anticipatory charts.
 
___Schema-Building: Examples: 
___Schema-Building: Examples:
Compare and contrast, jigsaw 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 learning, peer teaching, and Examples: Compare and
projects. projects. projects. projects. contrast, jigsaw learning, peer
    teaching, and projects.
 ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: 
 Examples: 
Demonstrations, Examples: 
Demonstrations, Examples: 
Demonstrations, Examples: Demonstrations, media,  ___Contextualization:
media, manipulatives, repetition, media, manipulatives, repetition, media, manipulatives, repetition, 
manipulatives, repetition, and local Examples: Demonstrations,
and local opportunities. and local opportunities. and local opportunities. opportunities. media, manipulatives,
    repetition, and local
opportunities.
 ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:
 Examples: Student 
created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.  ___Text Representation:
 ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples: Speaking  Examples: Student created
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, slowly and clearly, modeling the drawings, videos, and games.
modeling the language you want modeling the language you want modeling the language you want language you want students to use,
students to use, and providing students to use, and providing students to use, and providing and providing samples of student
 ___Modeling: Examples:
samples of student work. samples of student work. samples of student work. work. Speaking slowly and clearly,
modeling the language you
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies want students to use, and
used: used: used: used: providing samples of student
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching work.
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Other Techniques and
play play play play Strategies used:
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching
activities/exercises activities/exercises activities/exercises activities/exercises ___ Group collaboration
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___Gamification/Learning
___ Diads ___ Diads ___ Diads ___ Diads throuh play
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama activities/exercises
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Carousel
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Diads
Why? Why? Why? Why? ___ Differentiated Instruction
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Discovery Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s Why?
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Complete IMs
in doing their tasks in doing their tasks in doing their tasks in doing their tasks ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn
of the lesson of the lesson of the lesson of the lesson ___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized
Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be
as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials
DAILY LESSON LOG Teacher: Learning Area: FILIPINO

I.LAYUNIN
A.Pamantayang Pangnilalaman Pakikinig Wikang Binibigkas/ pagpapaunlad ng Gramatika/Pagpapahalaga sa Estratehiya sa Pag-aaral Pagsulat
talasalitaan Wika at Panitikan
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto Nasasagot ang mga tanong A. Nabibigkas nang may wastong A. Nasasagot ang mga tanong sa Nagagamit ang isinalarawang Nakasusulat ng maikling tula.
tungkol sa napakinggang tono, diin, antala at damdamin ang binasang talaarawan F5PB-Ie-1.8 balangkas upang maipakita F5PU-Ie-2.2
sawikain napakinggang tula F5PS-Ie-25 B. Nagagamit nang wasto ang ang nakalap na impormasyon
F5PN-Ie-3.1 B. Naibibigay ang kahulugan ng mga pangngalan at panghalip sa F5EP-Ie-8
salitang pamilyar at di-pamilyar ayon pagtalakay
sa gamit nito sa iba’t ibang sitwasyon tungkol sa sarili, tao, hayop,
F5PT-Ie-1.8 lugar , bagay at pangyayari
F5WG-Ia-e-2
C. Naibabahagi ang karanasan sa
pagbasa upang mahikayat ang
iba na
magbasa ng iba’t ibang akda
F5PL-Oa-j-5
II.NILALAMAN
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p.66 CG p.66 CG p.66 CG p.66 CG p.66
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk Hiyas sa Wika ,pp. 72-73, 92 Hiyas sa Pagbasa 5, pp.117-
121, 140-144
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo recorder( maaring laptop o DLP, Powerpoint slides, DLP, Powerpoint slides,mga powerpoint presentation, Tsart, larawan, smiley card
cellphone ), tsart plaskard,ginupit na letra DLP,larawan, ginupit na mga
hugis
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o Paghahawan ng balakid Pagsama-samahin ang mga salitang Balik-Aral Pagwawasto ng takdang- Pagwawasto ng
pagsisimula ng bagong aralin Hanapin sa Hanay B ang nakasulat sa mga aklat ayon 1. Ano ang pamagat ng tulang aralin takdangaralin
kahulugan ng mga salita o sa uri nito. pinakinggan kahapon?
pariralang nasa 2. Bakit mahilig magbasa ng
Hanay A . aklat ang may-akda ng tula?
B.Paghahabi sa layunin ng aralin 1. Sino sa inyo ang may Bibigyan ko kayo ng mga ginupit May inihandang mga iba’t
kasamang Nanay at Mamay sa May saulo pa ba kayong tula na na letra. Pagkatapos kong ibang cut outs o ginupit na Laro: Hanapin ang kapares
bahay? natutunan noong nasa unang baitang maibigay sa inyo ang mga letra dibuho ang guro. Gamit ang May inihandang mga
2. Alin sa mga sawikaing nasa isa pa lamang kayo? Maari ba ninyong ay iaayos ninyo ang inyong sarili mga hugis ay bumuo ng isang salitang magkakasingtunog
tsart ang karaniwan ninyong bigkasin ito ngayon sa klase? ayon sa letrang hawak ninyo istraktura. Ano ang inyong ang guro. Bigyan ng tig-
naririnig sa kanila? Kailan nila upang makabuo ng salita na ang nabuo? iisang salita ang mga
ito sinasabi? kahulugan ay talaarawan. bata.Ipahanap sa kanila ang
kasingtunog ng salitang
hawak nila upang
magkaroon sila ng kapares.
Kailangang may kaugnayan
ang dalawang salita
C.Pag-uugnay ng mga halimbawa sa Ang mga salita at pariralang Sino sa inyo ang gumagawa ng Alin sa mga salitang ito ang 1. Ano ang pamagat ng
bagong ralin nasa Hanay A ay mga sawikain talaarawan? may kaugnayan sa mga tulang pinakinggan ninyo
o mga idyomatikong pahayag. larawan? Gamitin sa sariling noong nakaraang araw?
pangungusap 2. Ano ang hilig ng may-akda
ayon sa tula?
D.Pagtalakay ng bagong konspto at Pakinggan natin ang usapan Ngayon ay may babasahin tayong Ngayon ay magbabasa tayo ng Babasahin natin ang tulang Basahin nating muli ang
paglalahad ng bagong kasanayan #1 ng mag-inang taga tula. Iparirinig ng guro ang tamang talaarawan. Ito ay ang “Mga Bahagi ng Tahanan”. tulang “Ang Aking
Tubahan, Rosario, Batangas pagbigkas nito. talaarawan ni Vince Mga Bahagi ng Tahanan Paglalakbay”
Anak: Inay! Inay!. May 1. Saan nagbakasyon si Vince? Si Nanay ang ilaw ng tahanan
sasabihin po ako sa inyo. 2. Kailan nagsimula ang Nagbibigay ng liwanag sa
Ina: Ano ga iyon anak? pagtatala ng kanyang buong kabahayan
Anak: Pwede na ga po akong karanasan? Bintana at pintuan din siya
magboypren? 3. Ano-ano ang mga prutas na Hanging dulot ay ginhawa
Ina: Naku! Ay ilang taon ka ga pinitas ni Vince? Haligi ng bahay si Tatay
laang ngayon anak? Eh, 4. Sino-sino ang mga Matatag na pundasyong tunay
may gatas ka pa sa labi eh. nagpasalubong ng aklat sa Siya rin ang matibay na
Ano’t napasok na agad iyan sa kanya? bubong
iyong isip? Saka na laang 5. Ano-ano ang mga panghalip Sa matinding araw at ulan ay
naman anak, kapag ikaw ay na nabanggit sa kanyang proteksyon.
nasa hustong edad na. talaarawan. Ang mga anak ang dingding at
Anak: E, kailan naman po ako Pansinin ang mga salitang kulay. sahig
pwedeng mag-asawa? 6. Alin-alin sa mga salitang may Sa magulang laging
Ina: Anak, batang-bata ka pa salungguhit ang panghalip? nakasandig
naman. Pagdating mo sa 7. Alin-alin naman ang mga Sama-sama, kapit-kapit
hustong edad at kaya mo pangngalan? Ligaya sa puso ang hatid
nang humiwalay sa amin ng 8. Anong sinabi ni Vince ang Sina Lolo at Lola naman ang
iyong tatay para mamuhay makakahikayat sa iyo na bakod
nang sarili.Kapag nakatapos magbasa ring Sa munting bahay,
ka na sa pag-aaral at may katulad niya? Bakit? nakapalibot
permanenteng trabaho. E di, Binabantayan ang
iyon pwede ka nang lumagay katahimikan
sa tahimik at bumuo ng sarili
mong pamilya. Ang pag- Hangad sa mag-anak ay
aasawa ay hindi parang kaning kaunlaran.
isusubo, na kapag napaso ka Bawat bahagi ng tahanan ay
ay pwede mong iluwa. mahalaga
Anak: Ano ga po iyong may Hindi maaaring mawala ang
gatas pa sa labi? kahit isa,
Ina: Ang ibig sabihin noon ay Kailangang pintahan ito ng
bata ka pa. dasal
Anak: Hindi ko naman po kayo At kandaduhan ng
maintindihan eh. Ano ga pagmamahal.
po iyong sinabi ninyong
lumagay sa tahimik?
Ina: Pag-aasawa ang
kahulugan noon. At ang pag-
aasawa ay panghabambuhay
na kumpormiso. Kapag nag-
asawa ka na, wala na iyong
atrasan. Kaya dapat, hindi ito
ipinagmamadali.
Anak: Ah! Kaya pala po kayo
ay matanda na noong
magpakasal sa tatay.
E. Pagtalakay ng bagong konsepto Pagtalakay 1. Paano ang wastong tono ng tula? 1. Sino-sino ang mga 1. Ano ang kabuuang paksa
at paglalahad ng bagong kasanayan 1. Ano ang sinabi ng ina sa 2. Aling bahagi ng tula ang bumubuo sa pamilya? ng tula?
#2 anak noong itinanong niya nagpapakita ng antala? 2. Ano-ano ang mga 2. Ano-anong mga
kung pwede na siyang 3. Saang bahagi o taludtod ng tula pinaghambingan sa kanila? matalinhagang salita ang
magkaboypren? naipakita ang may diin? 3. Ano-ano ang mga ginamit sa tula?
2. Sinabi ng ina na pwede 4. Ano-anong mga damdamin ang tungkuling ginagampanan ng 3. Bakit kailangang
nang lumagay sa tahimik ang naipahayag sa tula? bawat bahagi ng tahanan? magkakasingtunog o
anak kapag nakatapos ng pag- magkakatugma ang mga
aaral at may trabaho na siya. salita?
Ano ang kahulugan ng 4. May paksa ba ang bawat
paglagay sa tahimik? saknong? Ano ang paksa ng
3. Paano inilarawan ng ina sa unang saknong? Ng
anak ang pag-aasawa? ikalawa?....ng huling
4. Ano ang ibig sabihin ng mga saknong?
tinuran niyang iyon?
F.Paglinang na Kabihasaan Pangkatin ang klase. Hatiin sa apat na pangkat ang klase. Pangkatin sa apat ang klase. Ngayon naman ay punan natin Pangkatang Gawain
Magpaparinig ng mga Papiliin ang bawat pangkat Bigyan ng activity worksheets ang balangkas ng tula. Basahin ang mga tulang
sawikain ang guro. Itatanong sa mga saknong ng tula na nais nilang ang ______________ nakasulat sa tsart. Buuin ito
ng guro kung tungkol saan ang bigkasin bawat pangkat. Pamagat sa pamamagitan ng
sawikain. Pagkatapos ay Pangkat I- Sumulat ng I. Paksa: _________ pagdaragdag ng salitang
gawin ito sa paraang talaarawan ng iyong karanasan Mga detalye: katugma ng may
paligsahan. Sabay-sabay na noong a.______________
tatayo ang magkakapangkat nagdaang Sabado at Linggo. b.______________ salungguhit. Isaalang-alang
at saka sasagot. Kailangang Pangakat II- Magbahagi sa II. Paksa:_________ din ang sukat at
lahat ay nakatayo na inyong klase ng Mga Detalye: pagkakaugnay ng
bago sabihin ang kasagutan. pinakamagandang a.______________ mga salita. Lagyan ito ng
Ang unang makasagot sa kuwentong nabasa ninyo sa b.______________ pamagat
tanong at sumunod sa panuto aklat. Hati-hatiin sa III. Paksa:________
ang tatanghaling panalo inyong mga kasapi ang ibat Mga Detalye
ibang yugto ng kwento a.______________
upang maikuwento ninyo ang b.______________
buod nito. IV. Paksa:________
Pangkat III- Sumulat ng maikling Mga Detalye:
talata ng inyong karanasan a.______________
tungkol sa Lakbay-aral. Gumamit b.______________
ng pangngalan at V. Paksa:___________
panghalip sa pagsulat. Mga Detalye
Pangkat IV- Ilarawan sa a._______________
pamamagitan ng pagguhit ang b. ______________
sarili
ninyong karanasan noong
nagdaang bakasyon.
G.Paglalapat ng aralin sa pangaraw- Gumawa ng talaan ng Ano-ano ang mga dapat tandaan sa Basahin ang talaarawan ni Pangkatin sa apat ang klase. Tukuyin ang mga salitang
araw na buhay sawikaing naririnig mo sa pagbigkas ng tula? Isulat Arlene. Bigyang ng activity tinutukoy kapag sumusulat
iyong mga kasama sa bahay. ang kasagutan sa inyong kwaderno. Sabado, Ika-3 ng Hunyo, 2006 worksheets ang bawat grupo. ng tula.
1. Ang tula ay binibigkas nang may Pagkakain ng agahan, ipinasyal 1. Ako ay nagsisimula sa titik
wastong tono, hindi ito kailangang kami ni Tita Carmen sa Rizal P, isinusulat ako sa unahan
bigkasin nang may indayog o para Shrine sa Dapitan. Ito pala ay ng tula. Ako ay ang
bang inaawit. nasa baybay-dagat. nagsasabi ng kabuuang
2. Bigyang-pansin ang diin at mga Napakalamig at sariwang-sariwa tinatalakay sa tula.
bantas tulad ng kuwit upang ang hanging nagbubuhat sa 2. Ako ay nagsisimula sa titik
maipakita ang antala sa pagbigkas dagat at napakalinaw ng tubig. T, na kailangang
nito. Napakasarap langhapin ng magkasingtunog. Ginagamit
sariwang hangin. ako upang maging madali
a. Saan namasyal si Arlene? ang pagbigkas.
b. Sino ang kasama niya? 3. Ako ay nagsisimula sa titik
c. Kalian sinulat ni Arlene ang S, napapadali ko rin ang
kanyang talaarawan? pagbigkas ng tula. Dahil sa
d-e. Sumipi ng dalawang akin madaling
pangngalang makikita sa makapagdugtong ideya.
talaarawan. 4. Ako ay titik P,
2. Punan ng wastong panghalip isinasaalang-alang ako sa
ang mga pangungusap upang bawat saknong tula upang
mabuo ang ideya nito. maipakita ang pagkaka-
a.__________ dako ng mundo, ugnay at koneksyon ng mga
pagmamahal ang kailangan ng ideya.
_______ ng tao. 5. Ako ay titik M, katangian
b. Hindi kita malilimutan ng salitang ginagamit ng mga
___________. manunula upang sila ay
c. ___________ ang mangyari, tawaging makata
huwag kang aalis dito.
d. Ang ___________ ay tapos na
ngunit hindi ________
makakapagsumite ng proyekto
dahil mabagal gumawa
ang _______.
H.Paglalahat ng aralin Ano ang sawikain? Bakit Paano ang wastong pagbigkas ng 1. Paano isinusulat ang Paano nakatutulong ang Anu-ano ang mga dapat
ginagamit ito sa pagsasalita o tula? talaarawan? isinalarawang balangkas sa isaalang-alang sa pagsulat ng
pakikipag-usap? 2. Ano-ano ang mga pagkalap ng impormasyon? tula?
impormasyong kailangan dito?
3. Kailan ginagamit ang
panghalip?
4. Saan ginagamit ang
pangngalan?
I.Pagtataya ng aralin Magparinig muli ng mga Pakinggan ang tulang iparirinig ng Panuto: Gamitin ang mga Gamit ang balangkas, Sumulat ng dalawang
sawikain. Ipakita sa guro at pagkatapos ay bigkasin pangngalan at panghalip na magbigay ng impormasyong saknong na tula tungkol sa
pamamagitan ng powerpoint ito sa klase. (Babasahin ng guro o nasa plaskard upang sasagot sa mga tanong na: iyong inay.
presentation ang mga tanong nakarekord na tula.) Gumamit ng makumpleto ang impormasyon 1. Ano?
tungkol dito at pasagutan ang rubrics sa pagmamarka ng sa talaarawan. Isulat ang inyong 2. Saan?
mga ito. performance ng mga bata. sagot sa inyong sagutang papel. 3. Bakit?
Biyernes, Ika-13 ng Hunyo, Isulat ang inyong sagot sa
2016. Pasukan na naman. inyong kwaderno.
masaya ako’t makikita ko muli Pamagat: Ang Bagong
ang aking mga___________ at Palengke
kaibigan. _________sa kanila, sa I. Pangunahing Detalye:
akin ay mahalaga. Pinaganda at isinaayos ang
_______________bahagi ng palengke ng Rosario
aming _____________ay tunay II. Pansuportang Detalye:
na napakaganda. May mga bago a. Binulwas ang mga
akong _____________. Ang iba pwestong walang maayos na
sa kanila ay nagmula pa sa panara
Bisaya. b. Pinalitan ang mga butas at
kalawanging mga bubong
c. Inaayos ang mga drainage
at kanal
d. Pininturahan ang mga
dingding
Pamagat: Pagtaas ng
Produktong Petrolyo
I. Pangunahing Detalye: Mas
malaking magpatong ng
presyo ang
mga nasa Kamaynilaan
a. Pansuportang Detalye:
1. Piso kada litro sa gasolina
2. Pitumpong sentimo kada
litro sa krudo
3. Limampung sentimo kada
litro sa gaas
II. Pangunahing Detalye: Mga
dahilan sa pagtaas ng presyo
a. Pansuportang Detalye
1. Kulang ang suplay
2. Tumataas ang
pangangailangan
3. Mataas ang presyo sa
pandaigdigang merkado
J.Karagdagang Gawain para sa Magtala ng iba pang Sumipi ng tulang ginagamitan ng Maghanap ng tula na Ilahad ang impormasyon ng Sumulat ng maikling tula
takdang aralin at remediation sawikaing tumutukoy sa mga panghalip. Bigkasin ito sa klase ginagamitan ng panghalip at iyong talambuhay sa tungkol sa inyong pangarap
sumusunod na katangian, bukas. pangngalan. Isulat ito sa inyong pamamagitan sa buhay.
kaugalian at kulturang kwaderno ng balangkas. Isulat ito sa
Batangueño. inyong kwaderno
1. Pagtitipid/Katipiran 4.
Pagkakaibigan
2. Kasaganaan 5. Kasipagan
3. Kahirapan
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on
ng 80% sa pagtatayao. the next objective. next objective. the next objective. 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% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery 80% mastery
B.Bilang ng mag-aaralna ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
nangangailangan ng iba pang difficulties in answering their answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering their
Gawain para sa remediation lesson. ___Pupils found difficulties in ___Pupils found difficulties in lesson. lesson.
___Pupils found difficulties in answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. answering their lesson.
___Pupils did not enjoy the because of lack of knowledge, skills lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
lesson because of lack of and interest about the lesson. knowledge, skills and interest lesson because of lack of lesson because of lack of
knowledge, skills and interest ___Pupils were interested on the about the lesson. knowledge, skills and interest knowledge, skills and interest
about the lesson. lesson, despite of some difficulties about the lesson. about the lesson.
___Pupils were interested on encountered in answering the ___Pupils were interested on ___Pupils were interested on ___Pupils were interested
the lesson, despite of some questions asked by the teacher. the lesson, despite of some the lesson, despite of some on the lesson, despite of
difficulties encountered in ___Pupils mastered the lesson despite difficulties encountered in difficulties encountered in some difficulties
answering the questions asked of limited resources used by the answering the questions asked answering the questions asked encountered in answering
by the teacher. teacher. by the teacher. by the teacher. the questions asked by the
___Pupils mastered the lesson ___Majority of the pupils finished ___Pupils mastered the lesson ___Pupils mastered the lesson teacher.
despite of limited resources their work on time. despite of limited resources used despite of limited resources ___Pupils mastered the
used by the teacher. ___Some pupils did not finish their by the teacher. used by the teacher. lesson despite of limited
___Majority of the pupils work on time due to unnecessary ___Majority of the pupils ___Majority of the pupils resources used by the
finished their work on time. behavior. finished their work on time. finished their work on time. teacher.
___Some pupils did not finish ___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 their work on time due to finished their work on time.
unnecessary behavior. unnecessary behavior. unnecessary behavior. ___Some pupils did not finish
their work on time due to
C.Nakatulong ba ang remedial? ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
Bilang ng mag-aaral na nakaunawa 80% above above above 80% above 80% above
sa aralin.
D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
magpapatuloy sa remediation additional activities for activities for remediation additional activities for additional activities for additional activities for
remediation remediation remediation remediation
pagtuturo ang nakatulong ng ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught
lubos?Paano ito nakatulong? up the lesson lesson the lesson up the lesson up the lesson
F.Anong sulioranin ang aking ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
naranasan na solusyunansa tulong to 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  ___Metacognitive Development: ___Metacognitive  ___Metacognitive well:
ibahagi sa kapwa ko guro? Development: Examples: Self Examples: Self assessments, note Development: Examples: Self Development: Examples: Self  ___Metacognitive
assessments, note taking and taking and studying techniques, and assessments, note taking and assessments, note taking and Development: Examples:
studying techniques, and vocabulary assignments. studying techniques, and studying techniques, and Self assessments, note taking
vocabulary assignments.  ___Bridging: Examples: Think-pair- vocabulary assignments. vocabulary assignments. and studying techniques, and
 ___Bridging: Examples: Think- 
share, quick-writes, and anticipatory ___Bridging: Examples: Think-  ___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and charts. pair-share, quick-writes, and 
pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts.  anticipatory charts. anticipatory charts. Think-pair-share, quick-
   writes, and anticipatory
 ___Schema-Building: Examples:
 ___Schema-Building: Compare and contrast, jigsaw  
___Schema-Building: Examples: ___Schema-Building: charts.
Examples: Compare and learning, peer teaching, and projects. Compare and contrast, jigsaw Examples: Compare 
and
contrast, jigsaw learning, peer
 ___Contextualization: learning, peer teaching, and contrast, jigsaw learning, peer
 ___Schema-Building:
teaching, and projects. projects. teaching, and projects. Examples: Compare and
 Examples: Demonstrations, media,
 ___Contextualization: 
manipulatives, repetition, and local ___Contextualization:  ___Contextualization: contrast, jigsaw learning,
 Examples: Demonstrations, opportunities.  Examples: Demonstrations, Examples: Demonstrations, peer teaching, and projects.
media, manipulatives, ___Text Representation: media, manipulatives, media, manipulatives, ___Contextualization:
repetition, and local repetition, and local repetition, and local
 Examples: Demonstrations,
 Examples: Student created drawings,
opportunities. videos, and games. opportunities. opportunities. media, manipulatives,
 ___Text Representation:
 ___Modeling: Examples: 
Speaking ___Text Representation:  ___Text Representation: repetition, and local
 Examples: Student created slowly and clearly, modeling the  Examples: Student created  Examples: Student created opportunities.
drawings, videos, and games. language you want students to use, drawings, videos, and games. drawings, videos, and games. ___Text Representation:
 ___Modeling: Examples: and providing samples of student  ___Modeling: Examples:  ___Modeling: Examples:  Examples: Student created
Speaking slowly and clearly, work. Speaking slowly and clearly, Speaking slowly and clearly, drawings, videos, and games.
modeling the language you modeling the language you want modeling the language you  ___Modeling: Examples:
want students to use, and Other Techniques and Strategies students to use, and providing want students to use, and Speaking slowly and clearly,
providing samples of student used: samples of student work. providing samples of student modeling the language you
work. ___ Explicit Teaching work. want students to use, and
___ Group collaboration Other Techniques and Strategies providing samples of student
Other Techniques and ___Gamification/Learning throuh play used: Other Techniques and work.
Strategies used: ___ Answering preliminary ___ Explicit Teaching Strategies used:
___ Explicit Teaching activities/exercises ___ Group collaboration ___ Explicit Teaching Other Techniques and
___ Group collaboration ___ Carousel ___Gamification/Learning ___ Group collaboration Strategies used:
___Gamification/Learning ___ Diads throuh play ___Gamification/Learning ___ Explicit Teaching
throuh play ___ Differentiated Instruction ___ Answering preliminary throuh play ___ Group collaboration
___ Answering preliminary ___ Role Playing/Drama activities/exercises ___ Answering preliminary ___Gamification/Learning
activities/exercises ___ Discovery Method ___ Carousel activities/exercises throuh play
___ Carousel ___ Lecture Method ___ Diads ___ Carousel ___ Answering preliminary
___ Diads Why? ___ Differentiated Instruction ___ Diads activities/exercises
___ Differentiated Instruction ___ Complete IMs ___ Role Playing/Drama ___ Differentiated Instruction ___ Carousel
___ Role Playing/Drama ___ Availability of Materials ___ Discovery Method ___ Role Playing/Drama ___ Diads
___ Discovery Method ___ Pupils’ eagerness to learn ___ Lecture Method ___ Discovery Method ___ Differentiated
___ Lecture Method ___ Group member’s Why? ___ Lecture Method Instruction
Why? collaboration/cooperation ___ Complete IMs Why? ___ Role Playing/Drama
___ Complete IMs in doing their tasks ___ Availability of Materials ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn of the lesson ___ Group member’s ___ Pupils’ eagerness to learn Why?
___ Group member’s collaboration/cooperation ___ Group member’s ___ Complete IMs
collaboration/cooperation in doing their tasks collaboration/cooperation ___ Availability of Materials
in doing their tasks ___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation learn
of the lesson of the lesson ___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
__Contextualized/Localized __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized
and Indigenized IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s and Indigenized IM’s
__ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical composition
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG

I.OBJECTIVES
A.Content Standards Listening Comprehension Oral Language Grammar Oral Reading
Fluency, Grammar Awareness and
Writing
B.Performance Standards
C.Learning 1. Analyze elements of poetry as Use formal and informal English Determine the correct A. Compose clear and coherent Distinguish types of viewing
Competencies/Objectives rhymes, sound devices appropriate to a given conjunction for a given set of sentences using appropriate devices
(onomatopoeia, alliteration, situationEN5OL-Ie-.9 sentences (for additional grammatical structures- EN5VC-IIe-7.1
assonances) and imagery based on information) conjunctions (for additional
the listening text EN5G Ie-8.3/8.4 information)
2. Infer the meaning of unfamiliar B. Read with automaticity grade
words based on the given context level frequently occurring content
clues EN5LC-Ie- area words (Math)
2.11.1/2.11.2/2/2.11.13 C. Revise writing for clarity –
correct spelling
EN5F-Ie-1.8.1.2
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.69 CG p.69 CG p.69 CG p.69 CG p.69
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource Picture, chart Picture, chart Picture, chart chart pictures
IV.PROCEDURES
A.Reviewing previous lesson Ask the class to listen to the What are the different sound Show a picture of children Using a wheel combine sentences Preliminary Activity
or presenting the new lesson rhymes to be read by the teacher devices? cleaning garbage in the school using conjunction and If you want to know certain
Pat Checking of assignment ground information, what are the
He is called Pat, materials that you usually
The boy sitting on the mat, consult?”
For all the day, he eats and eats, Aside from books, television and
Now, all his clothes, nothing fits. computers, we still have other
useful materials where we can
get information and we can also
use in keeping in touch with our
friends, family and relatives.
Let’s find them out in our next
activity
B.Establishing a purpose for Let the pupils answer the given Show pictures of different What can you say about the Spelling Drill
the lesson question in the topic wheel people talking with one another picture? Do you think the Say: “Let us now spell the words
children were doing the right that we have in our wheel.”
thing? Why? Why not? a. chase
Say: “Our story for today is b. collected
entitled as Throwing Litter. Let c. donated
us see what will happen in the
story”.
C.Presenting Examples/ Unlocking of Difficulty Ask: “What have you observed Read the story. Today, we will read the short story Present pictures of viewing
instances of the new lesson Say: ―Identify the word or phrase in the first picture? In the The Power of Numbers. Let us find materials
which has the same meaning as second picture?” out how the character in the story
the underlined word‖. “Based on the pictures shown, realized the importance of
a. She likes the stage decoration how did each character talk with learning numbers.”
filled with lovely flowers. It makes one another?
the presentation more beautiful.
b. Oh! The big lantern is shining.
The room is sparkling.
c. The fragrant smell of
sampaguita is as sweet as my
favorite perfume.
D.Discussing new concepts Read the poem to the pupils. “Here is the dialogue between “What were Paolo and his “What have the boy experienced Referring to the answers of the
and practicing new skills #1 Stop/Pause at some parts and ask the two friends. Let us find out friends doing at the waiting when he was in kindergarten?” pupils, list down the names of
predicting questions. what they have talked about.” shed?” “What did the boy think about the materials that they have
My Native Land Ana was applying for a certain “What happened when Paolo numbers?” grouped. Present this in
How beautiful are her mountains job position in LIMA Park was waiting for the school “How did the boy find out the columns.
grand Malvar. She passed the written bus?” power of numbers?” What are the materials grouped
The peaceful valleys between examination and she will (Let the groups write their in the first box? 2nd box? 3rd
Her sparkling sun and cooling rains undergo the final interview. She answers on the strips of cartolina) box?
That bathe the fertile plains— asked the help of her friend “Why did somebody throw an What have you observed with
How graceful are her stately plains Maria so that she will be ready empty cigarette packet in the the materials grouped in each
Her towering emerald trees for the interview. gutter?” box?
How pliant her rustling bamboos Ana: Hi Maria! What’s up? “Where was the empty The three types of viewing
green Maria: Hello Ana! I am good cigarette packet thrown?” devices are static media,
Dancing blissfully in the breeze— Ask: “What is the dialogue “Why did the man give Paolo a dynamic media and stationary
How pretty her white sampaguitas about?” ten-peso bill?” media.
And fragrant orchids so rare “Why did Ana ask the help of (Write the pupils’ answers in Static media refers to media
How modest and sweet her her friend Maria?” column) that do no move or cannot be
daughters “What were the kinds of altered when it was written such
Who harvest the golden grain— communication mentioned by as newspaper, books and
How I love her rainbow birds Maria?” magazines.
Her blue skies and sparkling waves “What did Maria tell about the Dynamic media is the complete
How I love this dear Philippines kinds of communication?” opposite of static media.
Home on this troubled earth. “Do you think Maria had helped Examples are facebook, twitter
Engagement Activities Ana for her final interview?” and other websites.
Group the class into three and give “Why? Why not?” Stationary media refers to
each group a task card. If you were Maria would you do commercially manufactured
Group I the same? Why? materials or any writings that
Draw our native land as described “Can you tell me the informal were printed by such device.
in the poem. and formal sentences used in (Ask the pupils to give more
Group II the dialogue?” examples of static, dynamic and
On each side of the dice, write the (Write the pupils’ answers in stationary media)
ways on how we can appreciate column)
the beauty of our land.
Group III
Compose a jingle on how we can
maintain the beauty of our land
What are found between grand
mountains?
How will you describe the plains?
(Call Group 1 to present their
drawing)
Say: ―Let us see how our native
land looks like‖.
(Ask Group 2 to present their dice
of appreciation)
Ask: What are the beautiful places
in our country?
What are the ways of appreciating
the beauty of our country?
(Call Group 3 to present their
jingle)
Ask: What are the ways to
maintain the beauty of our land?
E. Discussing new concepts ―I will read examples of poem. Present phrases of formal and Present set of independent Teaching/Modelling
and practicing new skills #2 Tell me the words that rhyme.‖ informal language clauses (Let the group read their answers)
a. Across the world Ask: “What have you observed “The written sentences are 1. It was more on fun and play and
Two boys are crying, with the informal and formal examples of independent it was more on singing and
Both wanting more, sentences?” clauses. Each independent dancing.
And tired of trying. b. Black bug bit clause is composed of subject, 2. The boy learned about numbers
a big black bear. But where is the predicate and it gives a and fundamental operaytions such
big black bear that the big black complete thought or idea. as addition, subtraction,
bug bit? Now, let us try to multiplikaytion and dibistion.
c. I must confess that in my quest connect/combine the set of 3. Solving matematikal problems
I felt depressed and restless. independent clauses using the would be easier if you know the
d. How much wood would a conjunction.” multiplication table and the right
woodchuck chuck; (Ask the pupils to give operation to be used.
If a woodchuck would chuck examples of conjunction) Ask:
wood? Ask: “Which conjunction is “What have you noticed with the
appropriate for the first set of sentences?”
independent clauses? in the “Are the words written correctly?”
2nd set? And in the 3rd set?” (Ask volunteers to correct the
misspelled words. Ask the pupils
to read the corrected words.)
operation
multiplication
division
mathematical problems
Ask:
“What conjunction did you use to
combine the ideas given by each
group?”
“Do you think the ideas given were
related?”
F.Developing Mastery ―What words rhyme in the given Say: “I will divide you into three Prepare the following Say: “We will have a tea party. I I will divide you into two groups.
poems/verses? ― groups. Each group will be given materials: (strips of cartolina will provide you cut-outs of cups The first group will think of
―How do these words rhyme?‖ a task to perform. Cooperate with sentences written on labeled with topics that are examples of different types of
Expected Answers: well with your group mates for them, metacards with interesting to you. You will move viewing devices then the second
crying – trying (rhymes) you to have a good conjunction and) about and engage in a group will identify the kind of
bug – bit (same initial sound- presentation.” Say: “Combine the set of conversation using independent viewing device shared by the
alliteration) Group I: We Can Write! Write an related sentences using the sentences. You will combine the first group.”
confess – restless (same vowel essay about election. conjunction and. related sentences using the
sound-assonance) Group II: The Telephone Call [ The Sun and the Moon were appropriate conjunction. Then,
wood – would (imitation of sound- Have a telephone conversation married] you will write your sentences on
onomatopoeia) with your classmate asking him [ They had many children, the strips of colored paper. Observe
stars.] the correct spelling of words.”
about the project to be
submitted.
Group III: The Interview! Have a
short presentation about a job
interview
G.Finding Practical application Ask volunteers to complete the How will you talk to your Combine each pair of Read the paragraph carefully..
of concepts and skills in daily following short poems using the teacher with formality? sentences using and. The girl scouts of San Isidro
living words inside the parenthesis. 1. The family needed food. The Elementary School camped for
a. Rhymes family needed other supplies. four days. One night they told
One morning, Pretty Little _____ 2. John’s father prepared the stories after supper, then they
(lane, garden, hen) boat. He set sail for town. went back to their tents and they
Was walking in the _______ 3. The girl stayed at home. She fixed their bedding. The scout
b. Alliteration took care of her little brother. leader visited each tent and she
Sheep should _______ in a shed. 4. We love dancing. We can do made sure that each scout fell
(sleep, away, sway) modern dances. asleep by 8 o’clock in the evening.
c. Assonance 5. Ana and Maria are good The following day, the girls got up
I lie down by my side for my neighbors. They have become by 5 o’clock in the morning. All of
_____. (lady, bride, baby) best friends. them jogged at the 500-meter
Fleet feet sweep by sleeping campsite. Their breakfast
_____.(goose, geese, guest) afterwards was simple but it was
d. Onomatopoeia nutritious. Next, the girls prepared
Whoosh, passing breeze for the hike uphill and down the
Whoosh, whoosh _______. rainforest.
(splash, sparks, sprinkle)
H.Making generalization and Elements of a certain poetry piece We use formal English When do we use the
abstraction about the lesson can be analyzed through rhymes communication in such serious conjunction and? In constructing coherent
and sound devices. Alliteration is situations or when talking with sentences, ideas of the sentences
identified by the repeated sound people we don’t know well. It is should be related. Use conjunction
of the first consonant in a series of also used in essays, cover letter and to combine related ideas or
multiple words. Assonance is the for job application, letters at related independent clauses
repetition of vowel sound to work and other business related
create rhyming. Onomatopoeia communication.
refers to imitation of sound or We use informal English
formation of words resembling in communication in our everyday
sound. conversation and in personal
writings with friends, family and
other people.”
I.Evaluating learning Complete the following verses Rewrite the sentences to make Combine the sentences using Then, compose 3 related Identify whether the viewing
with appropriate rhyming words. it formal or informal. the correct conjunction sentences about it using device is an example of static,
a. Rhymes 1. What’s up, Sally? conjunction and. Observe proper dynamic or stationary media.
Because she’s sporty ___________________ spelling of words Write your answer on the blank
In a kindly sort of _____. ( clay, before each number.
way, bay)
b. Alliteration 2. Jim, can you please go out to ___________1. English
The fair breeze blew get the Expressways Grade 5
The white foam _______. (blow, children?________________ ___________2.
flew, flee) 3. The performance was www.google.com
c. Assonance wonderful._________________ ___________3. Poster of Clean
I never heard before of a ship __________ and Green Campaign
Furbished with battle _____ 4. Yours truly, ___________4. Avon brochure
(beetle, tackle, pixel) ________________ ___________5. Birthday
d. Onomatopoeia 5. I’m invitation
The _______ bee flew away. (busy, okay.__________________
buzzing, barking)
J.additional activities for Write at least one example of Write five examples of formal Write five sentences using
application or remediation each. Sound devices and informal english conjunction
V.REMARKS
VI.REFLECTION
A.No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to
80% in the evaluation next objective. the next objective. the next objective. next objective. the next objective.
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for answering their lesson. in answering their lesson. difficulties in answering their answering their lesson. in answering their lesson.
remediation ___Pupils found difficulties in ___Pupils found difficulties in lesson. ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. ___Pupils found difficulties in answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the because of lack of knowledge, lesson because of lack of
skills and interest about the lesson. knowledge, skills and interest lesson because of lack of skills and interest about the lesson. knowledge, skills and interest
___Pupils were interested on the about the lesson. knowledge, skills and interest ___Pupils were interested on the about the lesson.
lesson, despite of some difficulties ___Pupils were interested on about the lesson. lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the the lesson, despite of some ___Pupils were interested on encountered in answering the the lesson, despite of some
questions asked by the teacher. difficulties encountered in the lesson, despite of some questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson answering the questions asked difficulties encountered in ___Pupils mastered the lesson answering the questions asked
despite of limited resources used by the teacher. answering the questions asked despite of limited resources used by the teacher.
by the teacher. ___Pupils mastered the lesson by the teacher. by the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished despite of limited resources used ___Pupils mastered the lesson ___Majority of the pupils finished despite of limited resources used
their work on time. by the teacher. despite of limited resources their work on time. by the teacher.
___Some pupils did not finish their ___Majority of the pupils used by the teacher. ___Some pupils did not finish their ___Majority of the pupils
work on time due to unnecessary finished their work on time. ___Majority of the pupils work on time due to unnecessary finished their work on time.
behavior. ___Some pupils did not finish finished their work on time. behavior. ___Some pupils did not finish
their work on time due to ___Some pupils did not finish their work on time due to
unnecessary behavior. their work on time due to unnecessary behavior.
C.Did the remedial work? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80%
No.of learners who have above above 80% above above above
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 additional activities for additional activities for additional activities for additional activities for
remediation remediation 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 ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
did these work? the lesson the lesson the lesson the lesson the lesson
F.What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to
encounter which my principal require remediation require remediation to require remediation require remediation require remediation
or supervisor can 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 well:
localized materials did  ___Metacognitive Development:  ___Metacognitive  ___Metacognitive  ___Metacognitive Development:  ___Metacognitive
used/discover which I wish to Examples: Self assessments, note Development: Examples: Self Development: Examples: Self Examples: Self assessments, note Development: Examples: Self
share with other teachers? taking and studying techniques, assessments, note taking and assessments, note taking and taking and studying techniques, assessments, note taking and
and vocabulary assignments. studying techniques, and studying techniques, and and vocabulary assignments. studying techniques, and
 ___Bridging: Examples: Think-pair- vocabulary assignments. vocabulary assignments.  ___Bridging: Examples: Think-pair- vocabulary assignments.
share, quick-writes, 
and ___Bridging: Examples: Think-  ___Bridging: Examples: Think- share, quick-writes, 
anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and
 anticipatory charts. anticipatory charts.  anticipatory charts.
 ___Schema-Building: Examples:    ___Schema-Building: Examples: 
Compare and contrast, jigsaw  ___Schema-Building: Examples:  ___Schema-Building: Compare and contrast, jigsaw  ___Schema-Building: Examples:
learning, peer teaching, and Compare and contrast, jigsaw Examples: Compare and learning, peer teaching, and Compare and contrast, jigsaw
projects. learning, peer teaching, and contrast, jigsaw learning, peer projects. learning, peer teaching, and
 ___Contextualization: projects. teaching, and projects.  ___Contextualization: projects.
 Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization:  Examples: Demonstrations, media,  ___Contextualization:

manipulatives, repetition, and local Examples: Demonstrations, Examples: Demonstrations, 
manipulatives, repetition, and local Examples: Demonstrations,
opportunities. media, manipulatives, media, manipulatives, opportunities. media, manipulatives,
 ___Text Representation: repetition, and local repetition, and local
 ___Text Representation: repetition, and local
opportunities. opportunities. opportunities.
 Examples: Student created  Examples: Student created
drawings, videos, and games.  ___Text Representation:  ___Text Representation: drawings, videos, and games.  ___Text Representation:
 ___Modeling: Examples: Speaking  Examples: Student created  Examples: Student created  ___Modeling: Examples: Speaking  Examples: Student created
slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games. slowly and clearly, modeling the drawings, videos, and games.
language you want students to use, ___Modeling: Examples:  ___Modeling: Examples: language you want students to use, ___Modeling: Examples:
and providing samples of student Speaking slowly and clearly, Speaking slowly and clearly, and providing samples of student Speaking slowly and clearly,
work. modeling the language you want modeling the language you work. modeling the language you want
students to use, and providing want students to use, and students to use, and providing
Other Techniques and Strategies samples of student work. providing samples of student Other Techniques and Strategies samples of student work.
used: work. used:
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration Other Techniques and Strategies Other Techniques and ___ Group collaboration Other Techniques and Strategies
___Gamification/Learning throuh used: Strategies used: ___Gamification/Learning throuh used:
play ___ Explicit Teaching ___ Explicit Teaching play ___ Explicit Teaching
___ Answering preliminary ___ Group collaboration ___ Group collaboration ___ Answering preliminary ___ Group collaboration
activities/exercises ___Gamification/Learning ___Gamification/Learning activities/exercises ___Gamification/Learning
___ Carousel throuh play throuh play ___ Carousel throuh play
___ Diads ___ Answering preliminary ___ Answering preliminary ___ Diads ___ Answering preliminary
___ Differentiated Instruction activities/exercises activities/exercises ___ Differentiated Instruction activities/exercises
___ Role Playing/Drama ___ Carousel ___ Carousel ___ Role Playing/Drama ___ Carousel
___ Discovery Method ___ Diads ___ Diads ___ Discovery Method ___ Diads
___ Lecture Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction
Why? ___ Role Playing/Drama ___ Role Playing/Drama Why? ___ Role Playing/Drama
___ Complete IMs ___ Discovery Method ___ Discovery Method ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Lecture Method ___ Lecture Method ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn Why? Why? ___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Complete IMs ___ Complete IMs ___ Group member’s ___ Complete IMs
collaboration/cooperation ___ Availability of Materials ___ Availability of Materials collaboration/cooperation ___ Availability of Materials
in doing their tasks ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Group member’s ___ Group member’s ___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation collaboration/cooperation of the lesson collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized and __Contextualized/Localized and
Indigenized IM’s Indigenized IM’s and Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be
as Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional Materials
DAILY LESSON LOG Teacher: Learning Area: MATHEMATICS

I.OBJECTIVES
A.Content Standards *Demonstrates understanding of *Demonstrates understanding *Demonstrates understanding *Demonstrates *Demonstrates
whole numbers up to 10 000 000 of whole numbers up to 10 000 of whole numbers up to 10 000 understanding of whole understanding of whole
*Demonstrates understanding of 000 000 numbers up to 10 000 000 numbers up to 10 000 000
divisibility, order of operations, *Demonstrates understanding *Demonstrates understanding *Demonstrates *Demonstrates
factors and multiples and the of divisibility, order of of divisibility, order of understanding of divisibility, understanding of
four fundamental operations operations, factors and operations, factors and order of operations, factors divisibility, order of
involving fraction multiples and the four multiples and the four and multiples and the four operations, factors and
fundamental operations fundamental operations fundamental operations multiples and the four
involving fraction involving fraction involving fraction fundamental operations
involving fraction
B.Performance Standards *The learner is able to recognize *The learner is able to recognize *The learner is able to recognize *The learner is able to *The learner is able to
and represent whole numbers up and represent whole numbers and represent whole numbers recognize and represent recognize and represent
to 10 000 000 in various forms up to 10 000 000 in various up to 10 000 000 in various whole numbers up to 10 whole numbers up to 10
and contexts. forms and contexts. forms and contexts. 000 000 in various forms 000 000 in various forms
*The learner is able to apply *The learner is able to apply *The learner is able to apply and contexts. and contexts.
divisibility, order of operations, divisibility, order of operations, divisibility, order of operations, *The learner is able to apply *The learner is able to
factors and multiples and the factors and multiples and the factors and multiples and the divisibility, order of apply divisibility, order of
four fundamental operations four fundamental operations four fundamental operations operations, factors and operations, factors and
involving fractions in involving fractions in involving fractions in multiples and the four multiples and the four
mathematical problems and real- mathematical problems and mathematical problems and fundamental operations fundamental operations
life situations real-life situations real-life situations involving fractions in involving fractions in
mathematical problems and mathematical problems
real-life situations and real-life situations
C.Learning Competencies/Objectives Finds the common multiples and Solves real-life problems Solves real-life problems Creates problems (with Adds fractions and mixed
the least common multiple (LCM) involving GCF and LCM of 2-3 involving GCF and LCM of 2-3 reasonable answers) fractions without
of 2-4 given numbers given numbers involving GCF of 2-3 given regrouping
numbers using continuous M5NS-Ie-70.2, M5NS-Ie-70.2, Numbers
division M5NS-Ie-71.2,
M5NS-Id-6.2.2
II.CONTENT Number and Number Sense Number and Number Sense Number and Number Sense Number and Number Sense Number and Number Sense
A.References
1.Teacher’s Guide pages K-12 Curriculum Guide in Math 5 CG p.54 CG p.54 CG p.54 CG p.55
pp.54, Lesson Guide in Elem.
Math 5
pp. 44-47,
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource DLP, Activity Sheets, picture flash cards, pocket chart, flash cards, pocket chart, flash cards, pocket chart DLP, Place Value Chart,
Activity Sheets
IV.PROCEDURES
A.Reviewing previous lesson or Drill 1. Drill 1. Drill 1. Drill Drill
presenting the new lesson Strategy: “Jollibee or McDo” Directions: Give the GCF of Directions: Give the GCF of Directions: Give the GCF of Game: Fill Them Up
Materials: flashcards, pocket these pairs of numbers. these pairs of numbers. the following numbers. Materials: fraction cards,
chart a. 16 and 24 a. 16 and 24 a. 12, 20 colored chalks
Mechanics: b. 20 and 30 b. 20 and 30 b. 14, 16, Mechanics:
a. The whole class will participate c. 21 and 35 c. 21 and 35 c. 24 , 6 a. Form 2 groups of five.
in the activity Directions: Give the LCM of Directions: Give the LCM of d. 12, 16 and 48 Line them up.
b. Flashcards with written these pair of numbers. these pair of numbers. e. 15, 20 and 30 b. Each group will be given
numbers will be placed in the a. 12 and 5 a. 12 and 5 2. Review sets of fraction cards.
pocket chart. b. 7 and 9 b. 7 and 9 How do we find the GCF of Review
c. The pupils will flap their hands 2. Review 2. Review numbers? Finding the LCD of some
like a bee, if the number is PRIME How do we express a number as How do we express a number as given fractions
and do the McDo sign if the a product of its prime factors? a product of its prime factors? Strategy: Relay Game
number is COMPOSITE. Materials: flashcards
37 Mechanics:
67 a. Divide the class into two
49 groups. One representative
86 from each group stands at
15 the back of the room.
Review b. Flash the card with 2 to 3
Directions: Find the GCF of the fractions on it.
following using continuous c. The pupils give the LCD
division. orally and the one who
gives the correct answer
first gets the point.
d. The game continues until
all the selected players
have participated.
e. The group with the most
points at the end of the
game
wins.
B.Establishing a purpose for the lesson Show a picture of a girl studying Class, what do I have here in this Class, what do I have here in this What are your favorite Who among you have
in the library. Ask the pupils to jar? jar? native delicacies? vegetable garden at home?
tell something about the picture. Right. These are marbles. Elsa, a Right. These are marbles. Elsa, a Who prepares them for What are the vegetables
pupil likes to collect marbles. pupil likes to collect marbles. you? that you and your family
Elicit the value of education and Her collection was so many that Her collection was so many that Are they nutritious? grow? How do you take
good study habit. she wants to group them. she wants to group them. care of your plants?
C.Presenting Examples/ instances of the Presentation of the problem Problem Problem Presentation of the Last week, Mr. Reyes
new lesson Elsa has 27 violet marbles, 54 Elsa has 27 violet marbles, 54 problem worked 2 days in his
blue marbles and 72 white blue marbles and 72 white Kiara baked 30 pieces of vegetable
marbles. She wants to divide the marbles. She wants to divide the puto and 48 pieces of garden. He worked 2 14
marbles into groups so that marbles into groups so that kutsinta to be packed in hours on the first day and
each group has the same each group has the same plastic containers for her 13 hour on the second day.
number of each color. What is number of each color. What is friends at school. She wants How long did he work in
the greatest number of groups the greatest number of groups to divide the native all?
that Elsa can make? that Elsa can make? delicacies into identical
containers so that each
container has the same
number of each kind of
delicacy. If she wants each
container to have the
greatest number of
delicacies possible, how
many plastic containers
does she need?
D.Discussing new concepts and Have the pupils read the 2. Performing Activities 2. Performing Activities What did Kiara bake? What good trait do you
practicing new skills #1 problem. Answer the following questions: Answer the following questions: What is asked in the think has Mr. Reyes for
In what subjects does Angela Questions Questions problem? having a
attend enrichment a. What are given? a. What are given? What are given? vegetable garden at home?
classes? b. What is being asked? b. What is being asked? How will you solve the How can such garden help
What can you say about Angela? c. What operation will you use? c. What operation will you use? problem? in sustaining
What kind of pupil is d. How will you solve this d. How will you solve this a family’s daily expenses?
she? problem? problem? What other benefits can
How will you solve the problem? 3. Processing Activities 3. Processing Activities you get from
• What are given in the • What are given in the maintaining such garden at
problem? problem? home?
(27 violet marbles, 54 blue (27 violet marbles, 54 blue Performing the Activities
marbles and 72 white marbles and 72 white a. Have the pupils plan
marbles) marbles) what operation they will
• What is being asked? • What is being asked? use to find the answer.
(The total greatest number of (The total greatest number of b. Let them write the
groups that Elsa groups that Elsa number sentence.
can make) can make) c. Lead them to solve the
• What operation/s do we need • What operation/s do we need problem by using visual
to solve our problem? to solve our problem? representation.
(Division) (Division) 3. Processing the Activities
• What is the answer to our • What is the answer to our Let one representative of
problem? problem? the group to report on their
(9 groups of marbles) (9 groups of marbles) outputs.
Therefore, Elsa can make 9 Therefore, Elsa can make 9 After all the groups have
groups of marbles for all her groups of marbles for all her presented their answers,
marble collection. marble collection. ask: How did you find the
activity? How were you
able to add fractions and
mixed fractions with
different denominators?
What did you do?
E. Discussing new concepts and Divide the pupils into teams. Let Mr. Cruz paints their house Mr. Cruz paints their house Directions: Divide the class Directions: Find the sums.
practicing new skills #2 them work on the problem by every 3 years while Mr. Perez every 3 years while Mr. Perez into group of 5s. The task of Simplify, if possible.
learning team. paints their house every 4 years. paints their house every 4 years. the pupils is to help each a) 2/3 + 5/ 14 b) 7/ 38 + 1/4
Note: Solving this problem If they painted their house at If they painted their house at other to solve the problem. c) 1/4 + 12 1/4 d) 2 3/8 +
requires finding the least the same time this year, when the same time this year, when Give them enough time to 1/2
common multiple of numbers. will they paint their house at the will they paint their house at the perform the task. e) 2 23 + 19
Let the pupils find the LCM of the same time again? same time again? After all groups have
numbers using the method that finished, asked them to
they know. post their output on the
board and let them discuss
their solutions
F.Developing Mastery Let the groups present their Miss Reyes baked 150 chocolate Miss Reyes baked 150 chocolate Directions: Group the Read, analyze and solve.
outputs. chip cookies and 132 peanut chip cookies and 132 peanut learners into five groups. a. How much paint will be
How did you solve for the correct butter cookies. She divided the butter cookies. She divided the Encourage the used if 1 34 gallon will be
answer? chocolate chip cookies into piles chocolate chip cookies into piles groups to create a problem used for the
Which multiples are common to and so with the peanut butter and so with the peanut butter similar to the given one. stage and 15 gallons in the
both 2 and 4? Among cookies. Each pile had only one cookies. Each pile had only one Then, solve the problem. a. hallway?
the common multiples, which type of cookie, had the same type of cookie, had the same . Given : 36 manggo- b. Jewel wraps her gifts.
one is the least or smallest? number of cookies and the number of cookies and the flavoured sweets (Tim) 44 One gift used 16 meter of a
If none of the group used the greatest possible number of greatest possible number of grape-flavoured sweets wrapper,
continuous division method cookies. cookies. (Peter) Asked: number of another gift used 2 13
or decomposition method show a. How many cookies were there a. How many cookies were there sweets in each tray meters. How much wrapper
them how it is done. Then, give in each pile? in each pile? Problem: was used in
other set of numbers and find b. How many piles of chocolate b. How many piles of chocolate _______________________ all?
their LCM using the same chip cookies were there? chip cookies were there? _________
method. c. How many piles of peanut c. How many piles of peanut Solution and answer:
butter cookies were there? butter cookies were there? ______________________
b. Given: Two wires with
lengths of 448 cm and 616
cm Asked: length of the two
pieces of wires cut
Problem:
_______________________
_______
Solution and answer:
_____________________
c. Given: 120 crayons, 30
pieces of paper, 20 pencils
Asked: largest number of
students she can have in
her class
so that each student gets
equal number of crayons,
paper and pencil
Problem:
_______________________
_______
Solution and
answer:________________
______
G.Finding Parctical application of Directions: Find the LCM using Answer the following problem. Answer the following problem. Directions: Create a Directions: Solve the
concepts and skills in daily living continuous division Juan has 96 m of copper wire Juan has 96 m of copper wire problem with the following following problems. Express
a) 9, 12, d) 30, 42 and 136 m of aluminum wire. and 136 m of aluminum wire. given data. your answer in lowest term
b) 16, 24, e) 10, 15 ,30 What is the maximum length he What is the maximum length he Given: 14 rock CDs, 12 if possible.
c) 52, 72, 81 can cut these wire so that all the can cut these wire so that all the classical CDs, and 8 pop CDs a. Mang Jose catches a 4
pieces are of the same length? pieces are of the same length? Asked: greatest number of 1/8 -kg tuna fish, Mang
CDs Oscar can pack in each Andres catches a 3/5-kg of
box yellow-fin fish. What was
Problem: the total weight of their
_______________________ catches?
_______ b. Mel spends1 3/5 hours
Solution and answer: watching TV, Garry spends
______________________ 2 1/8 hours playing
badminton, and Joey
spends 1/4 hour hanging
out with friends.
Altogether, how much time
is spent by them?
c. Junel jogs 2 1/4 km in
the morning and the in 1/4
the afternoon
How many km does he jog
in one day?
H.Making generalization and abstraction What is a Least Common Multiple How will you solve word How will you solve word How do you create How do we add fractions
about the lesson (LCM)? problem involving LCM? problem involving LCM? problems (with reasonable and mixed forms with
How is continuous division done answers) different
in getting the Least involving GCF of 2-3 denominators?
Common Multiple of a set of numbers?
numbers?
I.Evaluating learning Solve these problems. Solve these problems. Directions: Create a Add. Reduce your answer
Directions: Give the least a. Alicia waters her orchids a. Alicia waters her orchids problem using the given to lowest terms, if possible
common multiple (LCM). Use every 4 days and her violets every 4 days and her violets information. a) 4 2/3 + 1/5
continuous division. every 7 days. Not counting the every 7 days. Not counting the a. Given : 45 okra plants, 81 b) 3/8 + 10 1/4
a) 6, 8 d) 8, 10 first day, when is the next time first day, when is the next time corn plants and 63 tomato c) 1/10 + 12 1/5 + 3/5
b) 18, 36 e) 8, 12 ,16 will she water her plants at the will she water her plants at the plants d) 8 3/8 + 3 1/6
c) 15 ,30 ,45 same day again? same day again? Asked: greatest number of e) 7 1/3 + 2/9
b. A group of 45 dancers and 30 b. A group of 45 dancers and 30 plants in 1 row
clowns in a parade. You want to clowns in a parade. You want to b. Given : PE Club of 16 girls
arrange the two groups in rows arrange the two groups in rows and 36 boys
with the same number of people with the same number of people Asked: biggest number of
in each row, but without mixing in each row, but without mixing members each group can
the groups. What is the greatest the groups. What is the greatest have which
number of people you can have number of people you can have would have an equal
in each row? in each row? number of boys and girls c.
Given : two pieces of string,
one 20 feet long and the
other 12 feet long Asked:
greatest length, in feet, that
she can cut them d. Given :
12 blue marbles and 15
white marbles Asked:
greatest number of groups
Julie can make
To create problems
involving GCF of 2 – 3
numbers, the following will
serve as guide:
Familiarize yourselves
with the concepts of GCF
Think of type of problems
you want to create.
Read some examples of
problems and study the
solution.
e. Given : 10 stuffed cats
and 20 stuffed dogs Asked:
greatest number of groups
Leslie can place her stuffed
animals into
J.additional activities for application or Directions: In each set of Directions: Solve the following Directions: Solve the following Directions: Write a question Directions: Find the sums.
remediation numbers, circle the common problems. problems. for the given problem. a. Reduce the answers to
multiples of a. Ken, Kenneth and Kenzrae are a. Ken, Kenneth and Kenzrae are Megan is creating party simplest forms.
the given numbers in the left. jogging around a track. Ken jogging around a track. Ken favors with pencils and a) 2 2/3 + 1/8
a. 2 and 6: takes 4 minutes to jog once takes 4 minutes to jog once stickers. She has 20 pencils b) 6 1/5 + 23
(4,10,18,25,29,36,40,46.54) around the track. Kenneth takes around the track. Kenneth takes and 8 stickers, and wants c) 42/8 + 1/2
b. 8 and 15: (10, 5 minutes and Kenzrae 6 5 minutes and Kenzrae 6 each party favor to include d) 1 2/10 + 3/5
40,70,90,120,150,180, 240) minutes. If they start together at minutes. If they start together at the same combination of e) 7 3/9 + 1/3
c. 9 and 12: 6:00 a.m., at what time will they 6:00 a.m., at what time will they pencils and stickers, with
(18,28,36,40,52,63,72,80,88,95) be together again at the starting be together again at the starting none left over. b. There are
point. point. 36 teachers and 42 parents
b. Sally has two pieces of string. b. Sally has two pieces of string. playing in a sports fest. Each
One is 20 m long and the other One is 20 m long and the other team must have equal
is 10 m long. She cuts the strings is 10 m long. She cuts the strings number of teachers and
in the same length. How many in the same length. How many parents as members.
were the strings she made? were the strings she made?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
the evaluation the next objective. the next objective. the next objective. to the next objective. to the next objective.
_____% 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 additional ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
activities for remediation in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering difficulties in answering
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson. their lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the in answering their lesson. in answering their lesson.
because of lack of knowledge, lesson because of lack of lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
skills and interest about the knowledge, skills and interest knowledge, skills and interest lesson because of lack of lesson because of lack of
lesson. about the lesson. about the lesson. knowledge, skills and knowledge, skills and
___Pupils were interested on the ___Pupils were interested on ___Pupils were interested on interest about the lesson. interest about the lesson.
lesson, despite of some the lesson, despite of some the lesson, despite of some ___Pupils were interested ___Pupils were interested
difficulties encountered in difficulties encountered in difficulties encountered in on the lesson, despite of on the lesson, despite of
answering the questions asked by answering the questions asked answering the questions asked some difficulties some difficulties
the teacher. by the teacher. by the teacher. encountered in answering encountered in answering
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson the questions asked by the the questions asked by the
despite of limited resources used despite of limited resources used despite of limited resources used teacher. teacher.
by the teacher. by the teacher. by the teacher. ___Pupils mastered the ___Pupils mastered the
___Majority of the pupils finished ___Majority of the pupils ___Majority of the pupils lesson despite of limited lesson despite of limited
their work on time. finished their work on time. finished their work on time. resources used by the resources used by the
___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish teacher. teacher.
their work on time due to their work on time due to their work on time due to ___Majority of the pupils ___Majority of the pupils
unnecessary behavior. 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
to unnecessary behavior.
due to unnecessary
behavior.
C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
who have caught up with the lesson above above above 80% above 80% above
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 additional activities for additional activities for additional activities for
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who ____ of Learners who
the lesson the lesson the lesson caught up the lesson caught up the lesson
F.What difficulties did I encounter which ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
my principal or supervisor can helpme require remediation require remediation require remediation continue to require continue to require
solve? remediation remediation
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 used/discover which I  ___Metacognitive Development:  ___Metacognitive  ___Metacognitive well: well:
wish to share with other teachers? Examples: Self assessments, note Development: Examples: Self Development: Examples: Self  ___Metacognitive  ___Metacognitive
taking and studying techniques, assessments, note taking and assessments, note taking and Development: Examples: Development: Examples:
and vocabulary assignments. studying techniques, and studying techniques, and Self assessments, note Self assessments, note
 ___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments. taking and studying taking and studying
pair-share, quick-writes, and  ___Bridging: Examples: Think-  ___Bridging: Examples: Think- techniques, and vocabulary techniques, and vocabulary
anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and assignments. assignments.
 anticipatory charts. anticipatory charts.  ___Bridging: Examples: ___Bridging: Examples:
  Think-pair-share, quick- Think-pair-share, quick-
 ___Schema-Building: Examples:
writes, and anticipatory writes, and anticipatory
Compare and contrast, jigsaw  ___Schema-Building: Examples:  ___Schema-Building: Examples:
learning, peer teaching, and Compare and contrast, jigsaw Compare and contrast, jigsaw charts. charts.
projects. learning, peer teaching, and learning, peer teaching, and  
 ___Contextualization: projects. projects.  ___Schema-Building:  ___Schema-Building:
 ___Contextualization:  ___Contextualization: Examples: Compare and Examples: Compare and

media, manipulatives, repetition, Examples: Demonstrations,  Examples: Demonstrations, contrast, jigsaw learning, contrast, jigsaw learning,
and local opportunities. media, manipulatives, media, manipulatives, peer teaching, and projects. peer teaching, and projects.
 ___Text Representation: repetition, and local repetition, and 
local ___Contextualization:  ___Contextualization:
 Examples: Student created opportunities. opportunities.  Examples: Demonstrations,  Examples: Demonstrations,
drawings, videos, and games.  ___Text Representation:  ___Text Representation: media, manipulatives, media, manipulatives,
repetition, and local repetition, and local
 ___Modeling: Examples:  Examples: Student created  Examples: Student created
drawings, videos, and games. drawings, videos, and games. opportunities. opportunities.
Speaking slowly and clearly,
modeling the language you want  ___Modeling: Examples:  ___Modeling: Examples:  ___Text Representation:  ___Text Representation:
Speaking slowly and clearly, Speaking slowly and clearly,
students to use, and providing modeling the language you want modeling the language you want
 Examples: Student created  Examples: Student created
samples of student work. students to use, and providing students to use, and providing drawings, videos, and drawings, videos, and
samples of student work. samples of student work. games. games.
Other Techniques and Strategies
 ___Modeling: Examples:  ___Modeling: Examples:
used: Other Techniques and Strategies Other Techniques and Strategies Speaking slowly and clearly, Speaking slowly and clearly,
___ Explicit Teaching used: used: modeling the language you modeling the language you
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching want students to use, and want students to use, and
___Gamification/Learning throuh ___ Group collaboration ___ Group collaboration providing samples of providing samples of
play ___Gamification/Learning ___Gamification/Learning student work. student work.
___ Answering preliminary throuh play throuh play
activities/exercises ___ Answering preliminary ___ Answering preliminary Other Techniques and Other Techniques and
___ Carousel activities/exercises activities/exercises Strategies used: Strategies used:
___ Diads ___ Carousel ___ Carousel ___ Explicit Teaching ___ Explicit Teaching
___ Differentiated Instruction ___ Diads ___ Diads ___ Group collaboration ___ Group collaboration
___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___Gamification/Learning ___Gamification/Learning
___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama throuh play throuh play
___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Answering preliminary ___ Answering preliminary
Why? ___ Lecture Method ___ Lecture Method activities/exercises activities/exercises
___ Complete IMs Why? Why? ___ Carousel ___ Carousel
___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Diads ___ Diads
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Differentiated ___ Differentiated
___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Instruction Instruction
collaboration/cooperation ___ Group member’s ___ Group member’s ___ Role Playing/Drama ___ Role Playing/Drama
in doing their tasks collaboration/cooperation collaboration/cooperation ___ Discovery Method ___ Discovery Method
___ Audio Visual Presentation in doing their tasks in doing their tasks ___ Lecture Method ___ Lecture Method
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation Why? Why?
of the lesson of the lesson ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to ___ Pupils’ eagerness to
learn learn
___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks
___ Audio Visual ___ Audio Visual
Presentation Presentation
of the lesson of the lesson
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized
Indigenized IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s and Indigenized IM’s
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to
as Instructional Materials used as Instructional Materials used as Instructional Materials be used as Instructional be used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition Materials Materials
__ local poetical __ local poetical
composition composition
DAILY LESSON LOG Teacher: Learning Area: SCIENCE

I.OBJECTIVES
A.Content Standards Changes that materials undergo Changes that materials Changes that materials undergo Changes that materials undergo Changes that materials undergo
undergo
B.Performance Standards The learner uses local, The learner uses local, The learner uses local, The learner uses local, recyclable The learner uses local,
recyclable solid and /or liquid recyclable solid and /or liquid recyclable solid and /or liquid solid and /or liquid materials in recyclable solid and /or liquid
materials in making useful materials in making useful materials in making useful making useful products materials in making useful
products products products products
C.Learning Observe when materials Describe the harmful effects Differentiate biodegradable Determine the practices on waste Cite ways to solve waste
Competencies/Objectives become harmful to the of materials to the from non-biodegradable disposal observed in the disposal problem
environment environment materials environment S5MT-Ie-g-3
S5MT-Ie-g-3 S5MT-Ie-g-3 S5MT-Ie-g-3 S5MT-Ie-g-3
II.CONTENT Useful and harmful materials Useful and harmful materials Useful and harmful materials Useful and harmful materials Useful and harmful materials
A.References
1.Teacher’s Guide pages CG p. 30 CG p. 30 CG p. 30 CG p. 30 CG p. 30
3.Textbook pages Science Spectrum Work Text in Science Spectrum, Rebecca R. Science Spectrum Work Text in Science Spectrum 6, Rebecca R. Science Spectrum Worktext in
Science and Health for Fallaria, et.al., pp.168-173. Science 6, Rebecca R. Fallaria Fallaria et.al., pp. 133-138 Science 6 by Rebecca R. Fallaria
Elementary et al., pp. 131 - 137 et al., p. 136
6 Rebecca R. Fallaria et.al.,
p.137
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource video clip pictures trash bin, metacards, activity video clip on waste disposal trash bin, metacards, activity
illustration/Pictures of School, video clip sheets activities sheets
Market, and Hospital powerpoint presentation Powerpoint presentation
Meta cards activity sheets, marking pen, manila
paper
IV.PROCEDURES
A.Reviewing previous lesson or Motivation Review Review: 1. Review Review
presenting the new lesson The learners will watch a video Checking of Assignment Game: Fall-in-line please. Let’s Play: Give some waste materials
clip of El Gamma Penumbra’s Say: Here are some situations Raise the word fact if the statement starting with the following
Touching Tribute to Mother about the effects of materials to is correct and bluff if it is wrong. letters and tell how these
Nature the environment. Two pupils Fact or Bluff materials be disposed.
will hold the metacards where 1. Left over peelings of fruits and
‘Good Effect’ and ‘Bad Effect’ of vegetables are biodegradable.
materials are written. You are
going to fall in line to the 2. Plastics and styrofoam are non-
answer of your choice whether biodegradable.
it is Good or Bad Effect.. 3. Diapers and sanitary napkins are
a. Rubber when burned biodegradable materials.
produces toxic fumes and acid 4. Waste produced by animals are
rain. biodegradable.
b. Improper waste disposal 5. Leaves and twigs of plants are
causes diseases and pollution biodegradable.
that pose danger to our health.
c. Some synthetic materials are
used to produce medicine.
d. Materials are used in building
houses and other
infrastructures.
e. Air conditioners help to cool
our house and workplaces.
B.Establishing a purpose for What did you feel after New Words to Learn Picture Analysis. Let pupils listen to the song of The teacher will read the
the lesson watching the video clip Use power point presentation Let the learners look at the Smokey Mountain “Anak ng Pasig” situation.
presentation? for the new words which will picture and tell something about Proper waste disposal
Where can we find those be tackled during the lesson it Erwin, Raymond and Greg are
trashes? ozone layer grade five learners. They went
acid to Mangahan Market. They had
chloroflourocarbons (CFCs) noticed that there lot of garbage
pollution in the place. People just throw
Global Warming their garbage everywhere. If you
Awareness on Safety were one of the three boys,
Precautions what will you do?
The teacher may conduct a
pre-assessment by asking if
the
pupils know the meaning of
the words. Record their
answers and
check it during the lesson
C.Presenting Examples/ Activity Proper Motivation Ask: How do you dispose your What is the message of the song? Do you practice waste
instances of the new lesson a. Groupings of the class Picture Analysis garbage or waste material? Why do we need to dispose segregation?
b. Setting of Standards Teacher will show at least five A. Advance Preparation our waste materials properly? Why it is important to segregate
pictures of materials found in 1. Gather the materials needed our waste?
the for the activity.
community. The pupils will 2. Distribute the materials to the
analyze the pictures as to the group.
benefits B. Group Activity/ Activity
that they give to the people. Proper
1. Setting activity standards.
Ask: What benefits can we get 2. Performing the activity.
from these?
Suggested pictures:
power plant
pile of used tire
junk Shop
repair Shop
different vehicles
D.Discussing new concepts and Group Reporting Inform: Did you know that A. Group reporting and 1. Divide the class into four groups Ask: Improper waste disposal
practicing new skills #1 even how useful the materials presentation 2. Set standards to follow in doing led to different pollutions. How
are, group activity. can we
they may also be harmful? 3. Provide pupils with activity sheets contribute to lessen the
Ask: In what ways do you and other materials needed. problem?
think they can be harmful? 4. Let them do the activity: A. Group Activity
Solicit ideas from the children. 1. Setting activity standards.
Have them record their 2. Gather the materials needed
answers for the activity.
under the K column of the 3. Distribute the materials to the
KWL chart. group.
Ask: 4. Performing the activity.
What other things do you
want to know as we go on
with our
lesson? Write your answers
on the (W) column
E. Discussing new concepts and Analysis and Discussion 1. Group the pupils into five. Answering the guided questions: 1. Discuss group outputs. 1. Group reporting and
practicing new skills #2 1. Based on the activity, what 2. Recall the standards to What are the materials that presentation
materials are seen in the follow during group activity. you put in the bins? .
pictures from the different 3. Distribute the metacards How did you classify or group
stations. containing research of them?
2. Are all materials found in information (prepared by the What materials decay easily?
each station safe to use? Why or teacher two days before the What do you call them?
why not? lesson) about the harmful What is non-biodegradable
3. What materials found in each effects of materials to the material?
station can be considered environment. What are the characteristics of
useful? How about harmful Group I – Depletion of the biodegradable materials?
materials? Ozone Layer What materials do not decay
4. Why did you consider that Group II – Global Warming easily? What do you call them?
these materials are useful and Group III – Air Pollution What are the characteristics of
harmful? Group IV-Acid Rain non – biodegradable materials?
5. What are these materials Group V- Water Pollution How do you differentiate
made of? 4. List down the materials that biodegradable materials from
contribute to the non-biodegradable materials?
environmental problem
assigned.
F.Developing Mastery 1. There are lots of harmful Answer the follow up Group the class into two the Ask: Answering the guided questions:
materials found in the questions: first will name materials and the Based on the activity done, what are a. What are the materials that
community like in school, a. What are the different second group will tell whether it the different waste disposal belong to dry garbage? Wet
market, hospital, church and harmful materials that affect is biodegradable or not practices usually observed in our garbage?
malls the environment? environment? b. What do you do with the
Below are examples of the b. How will you describe each Which among these practices are garbage at home?
harmful materials of the harmful effect of very common? c. How do you dispose your wet
Community materials to the environment? Inspite of various ordinance on garbage?
Tubes/bottles of shampoo and Depletion of the ozone layer waste management being d. What do you do with the dry
conditioner, for laundry and Global Warming implemented, what are the factors garbage?
cleaning, for home maintenance Air pollution that affect people attitude and e. What materials do you
Plastic container Land Pollution ways of waste disposal? commonly recycle?
Styrofoam Water Pollution Which of the practices given are
Medicine bottles Acid rain proper? Why?
Disposable syringed improper? Why?
Dextrose What do you think would happen if
2. Harmful materials should be people continue practicing the
properly disposed improper waste disposal? Why?
G.Finding Parctical application Make a slogan or poster about Ask the pupils to fill up the Let the pupils list biodegradable How do you feel when pupils like Describe how your family
of concepts and skills in daily proper disposal/storage of information needed to and non- biodegradable you do not mind if someone throws manages garbage disposal.
living materials that are harmful to complete their materials waste anywhere? Why? What are the reasons why some
the environment KWL chart about what they As a learner, what proper waste cannot practice proper waste
learned on the L column. disposal strategy do you think is disposal?
Do you think we are also effective to implement? Why?
affected by these harmful
effects of the
different materials? If yes,
what are some possible
effects? If not,
explain
H.Making generalization and When do materials become Materials in the environment Let the pupils read the bits of Have the pupils generalized by Let the pupils read the bits of
abstraction about the lesson harmful to the environment? are mostly useful. However, information asking: information
they may become harmful to What different practices on waste
the environment depending disposal are observed in the
on the way we use or handle environment?
them. Some of these harmful
effects are depletion of the
ozone layer, global warming,
acid rain, land pollution, air
pollution and water pollution
I.Evaluating learning Encircle the best answer. Match the description from Directions: Differentiate Identify the waste disposal practice
1. Leziel used to bring cooked column A with the effects of biodegradable from non- in each situation below.Choose your Directions: Choose the letter of
rice for her lunch in school. materials to biodegradable. Choose the answer from the given options the best answer.
Which do you think is the safest the environment in column B. letter of the best answer. below: 1. Your classmate throws a
container to store it? Write the letter of the correct 1. Empty cans, bottles, boots 1. Joy is living near Bantok River. candy wrapper outside the
A. Wrapped it with aluminum answer and scratched paper are Early in the morning, she disposes room. What
foil on the blank provided. examples of wastes material. their garbage into the river without will you do?
B. Wrapped it with banana leaf Your mother told you to thinking the effects it may bring to a. Talk to him not to throw
C. Put it inside a plastic bag segregate it. Which of these them and to the environment. anywhere.
2. Aling Jessica is fond of buying materials would you place to a 2. Mrs. Rizo is working in Municipal b. Tell it to your teacher.
air freshener. Which will be biodegradable waste bin? Environment Natural Resources c. Never mind him.
good for the environment and A. empty cans C. empty bottles Office in their town. At home, she 2. There are many used plastic-
best alternative to use? B. boots D. scratched paper has labeled trash cans for plastic, bottles in your community. You
A. peelings of calamansi 2. In his class, Mr. Lumbres paper, and other biodegradable have learned that these must be
B. cologne asked his students to wastes. She also supervises her disposed properly. What will
C. mothballs differentiate biodegradable children and neighbor. you do?
3. Dr. Gregorio De Chavez gave from non-biodegradable 3. One of the projects of School Pupil a. Collect them then burn.
vaccines to pet dogs at Barangay materials. If you were to answer Government is the installation of b. Collect them then sell to
Berinayan; Laurel, Batangas. the question asked by Mr. container for empty plastic bottles junkshop.
Which is the proper way to Lumbers, what will be your near the school c. Ask the barangay official to
dispose the used syringe? answer? canteen. Pupils are disciplined in clean the mess.
A. Burn them. A. Biodegradable materials throwing the empty bottles into 3. Dried leaves, twigs and paper
B. Throw them in a trash can. decayed while non - container. which are normally useful
C. Put it in an empty bottle of biodegradable do not. 4. After being hit by a passenger become harmful when not
mineral water, label it with toxic B. Non-biodegradable materials jeepney, Bingo, Raul pet dog died. properly disposed. What will
material before disposing. decayed while biodegradable do Raul immediately dumped the you do to lessen its volume?
4. Niña is fond of cleaning the not. remains of the dead animal into the a. Recycle it.
toilet. What should she use to C. Both biodegradable materials dugged land at their backyard. b. Make a compost pit in a
clean it? and non - biodegradable can be 5. Julius, a buko vendor places the backyard.
A. Use soap detergent and recycled. buko shells in a sack. He brings c. Burn it.
water. D. Biodegradable materials are these at home and tries to arrange 4. Aling Paolah, a carenderia
B. Use muriatic acid. composed of empty bottles, them in a way that it will be owner always has left-over and
C. Use baking soda. plastics and cans while non - exposed to sunlight. He has been spoiled food. How can you help
5. Mario is cleaning his room. He biodegradable materials are doing this since he knew that the her dispose these properly?
found lots of plastic bags. What composed of dried leaves, left- dried buko shell still be used for a. Give the left-over and spoiled
will he do with these? over foods and the like. cooking? food to street children.
A. Burned the plastic bag. 3. Some materials which are IV. Assignment: b. Throw it into canal near the
B. Keep them for future use. normally useful become harmful Make a poster showing proper waste carenderia.
C. Keep them under the bed. when not properly disposed. disposal practices that should be c. Feed it to the animals
Examples are those which are Observed at home, school and 5. The most effective way to
made of plastic and rubber. community. lessen the problem in waste
What will you do to lessen its A. by burning disposal is______.
volume? B. by segregating a. burn it
A. Make clothes made of plastics C. by dumping anywhere b. have a dump site
B. Burned it. D. by throwing waste into the body c. segregation
C. Just pile it up. of water
D. Make a trash bin out of it.
4. Materials made of paper are
harmless but they become
sources of carbon dioxide when
burned. How will you dispose
your used paper?
A. Put it in the box for recycling.
B. Throw it outside the room.
C. Burned it.
D. Put it inside your bag and use
for cooking.
5. The following materials are
examples of biodegradable
waste, EXCEPT:
A. woods C. aluminum cans
B. used paper D. dried twigs
J.additional activities for Read the given situation. Write Gather some materials at List down ten (10) examples of Make a poster showing proper waste List down five (5) ways to solve
application or remediation 2-3 sentences to home that have harmful non biodegradable materials disposal practices that should be waste disposal problem.
express your insight about it. effects to and ten (10) Observed at home, school and
(Use the given rubrics in the environment. What will biodegradable materials. community
checking pupils’ be step to lessen the chance
work) of
1. Cathy is helping her mother harming the environment due
sweeping their backyard every to these materials?
Saturday. She noticed that
trashes are made up of different
materials like twigs, dried
leaves, plastic bags and the like.
If you were Cathy what are you
going to do to reduce the
possible harmful effects of these
materials to the environment?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to
80% in the evaluation the next objective. the next objective. the next objective. next objective. the next objective.
B.No.of learners who require ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for in answering their lesson. difficulties in answering their in answering their lesson. answering their lesson. in answering their lesson.
remediation ___Pupils found difficulties in lesson. ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. ___Pupils found difficulties in answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the answering their lesson. ___Pupils did not enjoy the ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
lesson because of lack of ___Pupils did not enjoy the lesson because of lack of because of lack of knowledge, skills lesson because of lack of
knowledge, skills and interest lesson because of lack of knowledge, skills and interest and interest about the lesson. knowledge, skills and interest
about the lesson. knowledge, skills and interest about the lesson. ___Pupils were interested on the about the lesson.
___Pupils were interested on about the lesson. ___Pupils were interested on lesson, despite of some difficulties ___Pupils were interested on
the lesson, despite of some ___Pupils were interested on the lesson, despite of some encountered in answering the the lesson, despite of some
difficulties encountered in the lesson, despite of some difficulties encountered in questions asked by the teacher. difficulties encountered in
answering the questions asked difficulties encountered in answering the questions asked ___Pupils mastered the lesson answering the questions asked
by the teacher. answering the questions asked by the teacher. despite of limited resources used by by the teacher.
___Pupils mastered the lesson by the teacher. ___Pupils mastered the lesson the teacher. ___Pupils mastered the lesson
despite of limited resources used ___Pupils mastered the lesson despite of limited resources used ___Majority of the pupils finished despite of limited resources used
by the teacher. despite of limited resources by the teacher. their work on time. by the teacher.
___Majority of the pupils used by the teacher. ___Majority of the pupils ___Some pupils did not finish their ___Majority of the pupils
finished their work on time. ___Majority of the pupils finished their work on time. work on time due to unnecessary finished their work on time.
___Some pupils did not finish finished their work on time. ___Some pupils did not finish behavior. ___Some pupils did not finish
their work on time due to ___Some pupils did not finish their work on time due to their work on time due to
unnecessary behavior. their work on time due to unnecessary behavior. unnecessary behavior.
C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up above 80% above above above above
with the lesson
D.No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
to require remediation additional activities for additional activities for additional activities for additional activities for remediation 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 ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up
did these work? the lesson up the lesson the lesson lesson the lesson
F.What difficulties did I ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
encounter which my principal require remediation to require remediation require remediation require remediation require remediation
or supervisor can helpme
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: Strategies used that work well:
materials did used/discover  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive 
Development: ___Metacognitive
which I wish to share with Development: Examples: Self Development: Examples: Self Development: Examples: Self Examples: Self assessments, note Development: Examples: Self
other teachers? assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and
studying techniques, and studying techniques, and studying techniques, and taking and studying techniques, and studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
 
___Bridging: Examples: Think- 
___Bridging: Examples: Think- 
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and share, quick-writes, and anticipatory pair-share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts. charts. anticipatory charts.
    
 ___Schema-Building: Examples:  ___Schema-Building:  ___Schema-Building: Examples:  ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Examples: Compare and Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and contrast, jigsaw learning, peer learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and
projects. teaching, and projects. projects.  ___Contextualization: projects.
 ___Contextualization:  ___Contextualization:  ___Contextualization:  Examples: Demonstrations, media,  ___Contextualization:
 Examples: Demonstrations, Examples: Demonstrations,  Examples: Demonstrations, manipulatives, repetition, and local Examples: Demonstrations,
media, manipulatives, media, manipulatives, media, manipulatives, opportunities. media, manipulatives,
repetition, and local repetition, and local repetition, and local
 ___Text Representation: repetition, and local
opportunities. opportunities. opportunities. opportunities.
 Examples: Student created drawings,
 ___Text Representation:  ___Text Representation:  ___Text Representation: videos, and games.  ___Text Representation:
 Examples: Student created  Examples: Student created  Examples: Student created  ___Modeling: Examples: Speaking  Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. slowly and clearly, modeling the drawings, videos, and games.
 ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples: language you want students to use,  ___Modeling: Examples:
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, and providing samples of student Speaking slowly and clearly,
modeling the language you want modeling the language you modeling the language you want work. modeling the language you want
students to use, and providing want students to use, and students to use, and providing students to use, and providing
samples of student work. providing samples of student samples of student work. Other Techniques and Strategies samples of student work.
work. used:
Other Techniques and Strategies Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies
used: Other Techniques and used: ___ Group collaboration used:
___ Explicit Teaching Strategies used: ___ Explicit Teaching ___Gamification/Learning throuh ___ Explicit Teaching
___ Group collaboration ___ Explicit Teaching ___ Group collaboration play ___ Group collaboration
___Gamification/Learning ___ Group collaboration ___Gamification/Learning ___ Answering preliminary ___Gamification/Learning
throuh play ___Gamification/Learning throuh play activities/exercises throuh play
___ Answering preliminary throuh play ___ Answering preliminary ___ Carousel ___ Answering preliminary
activities/exercises ___ Answering preliminary activities/exercises ___ Diads activities/exercises
___ Carousel activities/exercises ___ Carousel ___ Differentiated Instruction ___ Carousel
___ Diads ___ Carousel ___ Diads ___ Role Playing/Drama ___ Diads
___ Differentiated Instruction ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction
___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama
___ Discovery Method ___ Role Playing/Drama ___ Discovery Method Why? ___ Discovery Method
___ Lecture Method ___ Discovery Method ___ Lecture Method ___ Complete IMs ___ Lecture Method
Why? ___ Lecture Method Why? ___ Availability of Materials Why?
___ Complete IMs Why? ___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs
___ Availability of Materials ___ Complete IMs ___ Availability of Materials ___ Group member’s ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn collaboration/cooperation ___ Pupils’ eagerness to learn
___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s in doing their tasks ___ Group member’s
collaboration/cooperation ___ Group member’s collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation
in doing their tasks collaboration/cooperation in doing their tasks of the lesson in doing their tasks
___ Audio Visual Presentation in doing their tasks ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson ___ Audio Visual Presentation of the lesson of the lesson
of the lesson
__Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
Indigenized IM’s and Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials Instructional Materials used as Instructional Materials
GRADES 1 to 12 School Grade Level V
DAILY LESSON LOG Teacher Learning Areas MAPEH
Teaching Dates and Time JULY 2-6, 2018 (WEEK 5) Quarter 1ST QUARTER

I. OBJECTIVES
A. Content Standards recognizes the musical symbols and recognizes the musical symbols and The learner… The learner… The learner . . .
demonstrates understanding of demonstrates understanding of
concepts pertaining to rhythm concepts pertaining to rhythm demonstrates understanding of lines, demonstrates understanding of demonstrates
shapes, and space; and the principles mental emotional, and social understanding of
of rhythm and balance through health concerns participation and
drawing of archeological artifacts, assessment of physical
houses, buildings, and churches from activity and physical
historical periods using crosshatching fitness
technique to simulate 3-dimensional
and geometric effects of an artwork.
B. Performance Standards performs with a conductor, a performs with a conductor, a The learner… The learner… The learner . . .
speech chorus in simple time speech chorus in simple time
signatures signatures creates different artifacts and practices skills in managing participates and assesses
1. choral 1. choral architectural buildings in the mental, emotional and social performance in physical
2. instrumental 2. instrumental Philippines and in the locality using health concerns activities.
crosshatching technique, geometric assesses physical fitness
shapes, and space, with rhythm and
balance as principles of design.
puts up an exhibit on Philippine
artifacts and houses from different
historical periods (miniature or
replica).
C. Learning recognizes rhythmic patterns using recognizes rhythmic patterns using appreciates the importance of Identifies appropriate resources explains the nature/background
Competencies/Objectives quarter note, half note, dotted half quarter note, half note, dotted half artifacts, houses, clothes, language, and people who can help in of the games
Write the LC code for each note, dotted quarter note, and note, dotted quarter note, and lifestyle dealing with mental, emotional
eighth note in simple time eighth note in simple time - utensils, food, pottery, furniture - and social, health concerns. PE5GS-Ib-1
signatures signatures influenced by colonizers who have
come to our country (Manunggul H5PH-Ij-18
MU5RH-Ia-b-2 MU5RH-Ia-b-2 jar, balanghai, bahaynabato,
kundiman, Gabaldon schools,
vaudeville, Spanish-inspired
churches).
A5PL-Ie
II. CONTENT Musical Symbols and Concepts Musical Symbols and Concepts Pagguhit ng mga Sinauanang Bagay Mga Bagay at Taong Paglinang ng Cardiovascular
1. Notes and Rests 1. Notes and Rests mula sa Impluwensya ng mga Nakatutulong sa mga Endurance
2. Meters 2. Meters mananakop na dayuhan na dumating Problemang Pangkalusugan
3. Rhythmic Patterns 3. Rhythmic Patterns sa ating bansa.
4. Simple Time Signatures 4. Simple Time Signatures
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Pilipinas Bansang Malaya 5
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Bond paper, lapis, krayon
IV. PROCEDURES
A. Reviewing previous Ang ay may time signature na Ang ay may time signature na Atin balik- aralan ang ating nagdaang Itanong: Ano-ano ang mga ginagawa mo sa
lesson or presenting the dalawahan ang bilang ng kumpas. dalawahan ang bilang ng kumpas. aralin tungkol sa sinaunang bagay at a. Kilala ba ninyo ang nasa araw-araw na napapansin mo na
new lesson Ito ay karaniwang iniuugnay sa kilos Ito ay karaniwang iniuugnay sa kilos gusali pati na rin ang pananakop ng larawan? Sino – sino ang mga nagpapabilis ng tibok ng iyong puso?
o galaw na pang martsa. o galaw na pang martsa. mga dayuhan na dumating sa ating nasa larawan? Bakit sa tingin mo ay bumibilis ang
Napapangkat ang mga bilang na ito Napapangkat ang mga bilang na ito bansa. b. Saan natin sila madalas tibok ng puso kapag ginagawa ang
sa pamamagitan ng paglalagay ng sa pamamagitan ng paglalagay ng nakikikita? mga ito?
barline. barline. c. Sino sa inyo ang may Dahil ngayon ay walang kang
karanasan nang makapag pa- ginagawang anumang nakapapagod
konsulta sa mga nasa larawan? at nakaupo lang, may pagkakataon
Isalaysay ang iyong karanasan. na kunin ang iyong resting heart rate.
Ilagay ang iyong hintuturo at gitnang
daliri sa iyong pulsuhan (wrist) o sa
may leeg sa gilid ng lalamunan at
damhin ang iyong pulso. Sa hudyat
ng guro, umpisahang bilangin ang
iyong resting heart rate hanggang sa
sabihin ng guro na itigil o ihinto ang
pagbilang.
Ikumpara ito sa nakuha mong resting
heart rate noong nakaraang aralin.
Tumaas ba, bumaba o pareho
lamang? Ano kaya ang dahilan?
B. Establishing a purpose for the Makilala ang duration ng rest sa Makilala ang duration ng rest sa Nakaguguhit ng sinaunang bagay tulad Nakikilala ang mga bagay at pagpapaunlad ng cardiovascular
lesson time signature. time signature. ng manunggal jar o balanghai. endurance
taong nakakatulong sa mga
problemang pangkalusugan
C. Presenting Echo Clapping: Ipalakpak ang mga Echo Clapping: Ipalakpak ang mga Pagpapakita ng mga Larawan ng Balikang muli ang mga larawan Paglinang ng Cardiovascular
examples/instances of the nota. nota. manunggal jar at balanghai. sa Pag-usapan Natin. Ang bawat Endurance
new lesson grupo ay pipili ng isang larawan. Para masanay ang iyong puso sa
Sumulat ng isang maikling talata paggawa ng mga gawaing
tungkol sa maari nilang sumusubok sa tatag nito, nararapat
maitulong kung sakaling na gumawa ng mga gawaing sadyang
makaranas ka ng problema sa magpapagalaw ng mga kalamnan
kalusugan ng pag-iisip, (muscles) na may katamtaman
emosyonal, sosyal at iba pang hanggang mataas na antas ng
mga usaping pangkalusugan . kahirapan. Ang pagsasayaw ay isang
magandang paraan para mapaunlad
ang iyong cardiovascular endurance.
D. Discussing new concepts and Pangkatin ang mga note at rest Pangkatin ang mga note at rest Ang manunggal jar ay isang banga na Lagyan ng tsek ( / ) ang patlang Ang cardiovascular endurance ay ang
practicing new skills #1 upang makabasa ng rhythm ayon sa upang makabasa ng rhythm ayon sa ginamit sa paglilibing sa mga kung ang mga sumusunod na kakayahang makagawa ng
time signature. time signature. sinaunang tao sa Palawan noong 1960. kasangkapan o bagay ay pangmatagalang gawain na
Karaniwang makikita ito sa Tabon nakatutulong upang maging gumagamit ng malakihang mga galaw
Cave. malusog ang ating isipan, sa katamtaman (moderate intensity)
Ang balanghai ay ang tawag sa bangka damdamin at ang kalusugang hanggang mataas na antas ng
noong unang panahon. Ito ay nagmula pang sosyal. kahirapan (high
sa IPAGPATULOY NATIN NATIN
Butuan Agusan Del Norte. intensity). Nalalaman ito sa
(Sumangguni sa LM, Alamin) pamamagitan ng bilang ng pintig o
tibok ng puso sa loob ng itinakdang
oras (kadalasang segundo o minuto
lamang). Ang pintig o tibok ng puso
ay nararamdaman sa artery ng ating
katawan. Ilan sa mga arteries na ito
ay matatagpuan sa pulsuhan at sa
may leeg sa gilid ng lalamunan
(carotid). Kung mas malapit ang
artery sa puso, mas malakas ang
mararamdamang pintig o tibok ng
puso.
Ang mga halimbawa ng gawaing
nagtataglay, nangangailangan, at/o
nagpapaunlad ng cardiovascular
endurance ay pagtakbo, paglakad
nang mabilis, pag-akyat sa hagdanan,
paglalaro, at iba
pa. Ang madalas na pakikilahok sa
ganitong tipo ng mga gawain ay
mainam na paraan upang mapaunlad
ang cardiovascular endurance.
Ang mga pagsubok sa sangkap
(component) ng physical fitness na
ito ay kinabibilangan ng mga kilalang
pagsubok tulad ng 3-minute Step
Test, Harvard Step Test, at iba pa. Sa
mga ganitong pagsubok nalalaman
kung ang estado ng puso ay naaayon
sa itinakda batay sa edad. Mas
mabuti para sa kalusugan kung ang
bilang ng pintig o tibok ng puso na
iyong makukuha ay hindi kataasan
dahil ang mataas na bilang ng pintig
o tibok ng puso sa saglit lamang na
paggawa ay maaaring mangahulugan
na may kadaliang mapagod ang isang
tao. Ang mababang bilang naman ng
pintig o tibok ng puso sa saglit
lamang na paggawa ay maaaring
mangahulugan na mas angkop ang
estado ng puso sa paggawa ng mga
gawain kahit na ang mga ito ay may
kahirapan.
Ang cardiovascular endurance ay
mahalaga sa mga sandaling kailangan
ang matagal na gawaing pisikal. Kung
madaling mapagod o hingalin kahit
saglit lamang ang paggawa o kahit
madali lamang ang gawain, mas
nararapat na pagtuunan ng pansin
ang pagpapaunlad nito. Kailangang
tandaan na maiiwasan ang madaling
pagkahapon kung ang iyong puso ay
matatag.
Sa layuning maging handa sa mga
pangangailangan ng anumang
gawain, kailangang masanay ang
iyong katawan sa mga gawaing
lilinang o magpapaunlad sa iyong
cardiovascular endurance. Tingnan
ang iyong naitalang bilang ng pintig
ng puso para sa pre-test sa iyong
Physical Fitness Passport Card. Ang
layunin mo ay mapabuti pa ang
bilang na ito sa pamamagitan ng
pakikilahok sa mga gawain sa mga
aralin sa yunit na ito hanggang sa
huling yunit sa antas na ito.
E. Discussing new concepts and Suriin ang iskor ng mga sumusunod Suriin ang iskor ng mga sumusunod Magpaguhit sa mga bata sa bond Laruin ang “ Hulaan mo Kung Gawin muna ang pampasiglang
practicing new skills #2 na awitin. na awitin. paper ng manunggal jar o kaya ay Sino Ako” gawain mula sa naunang aralin bago
balanghai. simulan ang gawain.
Basahin ang titik ng awit. Basahin ang titik ng awit. (Sumangguni sa LM, Gawin)
Tungkol saan ang awit? Tungkol saan ang awit?
F. Developing mastery Ang mga awit ay nasa meter na Ang mga awit ay nasa meter na Ginagamit pa din sa kasalukuyan ang Pangkatang Gawain Pangkatang Gawain
(Leads to Formative Assessment 3) dalawahan o duple, tatluhan at dalawahan o duple, tatluhan at manunggal jar at balanghai?
apatan. May 2,3, at 4 na kumpas sa apatan. May 2,3, at 4 na kumpas sa
bawat sukat. Ang bawat note at rest bawat sukat. Ang bawat note at rest
ay may katumbas na kumpas. Ang ay may katumbas na kumpas. Ang
tunog nito ay maaaring maikli o tunog nito ay maaaring maikli o
mahaba. mahaba.
G. Finding practical applications Ang mga gawain ay nagkakaroon ng Ang mga gawain ay nagkakaroon ng Paano mo pahahalagahan ang mga Pangkatang Gawain Pangkatang Gawain
of concepts and skills in daily kaayusan kung marunong tayong kaayusan kung marunong tayong sinaunang bagay na ito ?
living sumunod sa patakaran. sumunod sa patakaran.
H. Making generalizations and Ano-ano ang katumbas na kumpas Ano-ano ang katumbas na kumpas (Sumangguni sa LM, Tandaan) (Sumangguni sa LM, Tandaan) Ang paglinang ng cardiovascular
abstractions about the lesson ng bawat nota? ng bawat nota? endurance ay mahalaga para maging
mas malusog ang pangangatawan.
Ang mga gawain tulad ng
pagsasayaw ng aerobics at paglalaro
ng mga larong Pinoy tulad ng
tumbang preso ay maiinam na mga
paraan upang mapaunlad ang
cardiovascular endurance. Mas
mainam kung ito ay madalas na
gagawin. Malalaman ang pag-unlad
ng pangangatawan sa pamamagitan
ng post- test.
I. Evaluating learning Kilalanin ang mga notes at rest at (Sumangguni sa LM, Suriin) Punan ng angkop na salita o lipon May mga gawaing nakapagpapabilis
isulat ang mga halaga nito sa 2, 3, at ng mga salita ang mga sa pintig o tibok ng puso. Lagyan ng
4 time signatures. sumusunod na pangngusap tsek (/) ang mga gawain ayon sa
4 4 4 upang maging makabuluhan. epekto nito sa bilis ng pintig o tibok
ng puso.
1. Kapag ako ay nakararanas ng
hindi maganda sa aking katawan,
ako ay agad na__________
2. Kapag naramdaman ko sa
aking sarili na ako ay nalulungkot
, agad akong_________
3. Upang lagi kong mapanatiling
malusog ang aking isipan at
katawan ako ay palaging
_________________________
J. Additional activities for Sumulat ng nota na may tamang Sumulat ng nota na may tamang Magdala ng mga sumusunod oslo Sumangguni sa LM _____. Ipagpatuloy ang paglahok sa mga
application or remediation kumpas. kumpas. paper at lapis gawaing pisikal na tumutulong sa
cardiovascular endurance tulad ng
pag-jumping rope, pagsasayaw, at
paglalaro. Itala kung gaano kadalas
mo itong ginawa sa isang linggo.
Kopyahin ang nasa ibaba sa iyong
kuwaderno.
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?
DAILY LESSON LOG Teacher: Learning Area: EPP-AGRICULTURE

I.LAYUNIN
A.Pamantayang Naipapamalas ang pang-unawa Naipapamalas ang pang-unawa Naipapamalas ang pang-unawa sa Naipapamalas ang pang-unawa sa Naipapamalas ang pang-unawa
Pangnilalaman sa panimulang kaalaman at sa panimulang kaalaman at panimulang kaalaman at panimulang kaalaman at kasanayan sa panimulang kaalaman at
kasanayan sa pagtatanim ng kasanayan sa pagtatanim ng kasanayan sa pagtatanim ng gulay sa pagtatanim ng gulay at ang kasanayan sa pagtatanim ng
gulay at ang maitutulong nito sa gulay at ang maitutulong nito sa at ang maitutulong nito sa pag- maitutulong nito sa pag-unlad ng gulay at ang maitutulong nito sa
pag-unlad ng pamumuhay pag-unlad ng pamumuhay unlad ng pamumuhay pamumuhay pag-unlad ng pamumuhay
B.Pamantayan sa Naisasagawa nang maayos ang Naisasagawa nang maayos ang Naisasagawa nang maayos ang Naisasagawa nang maayos ang Naisasagawa nang maayos ang
Pagganap pagtatanim,pag-aani at pagtatanim,pag-aani at pagtatanim,pag-aani at pagtatanim,pag-aani at pagtatanim,pag-aani at
pagsasapamilihan ng gulay sa pagsasapamilihan ng gulay sa pagsasapamilihan ng gulay sa pagsasapamilihan ng gulay sa pagsasapamilihan ng gulay sa
masistemang pamamaraan masistemang pamamaraan masistemang pamamaraan masistemang pamamaraan masistemang pamamaraan
C.Mga Kasanayan sa 1. Natutukoy ang mga hakbang sa 1. Naiisa-isa ang mga hakbang sa 1. Natutukoy at nailalarawan ang 1. Natutukoy ang mga paraan 1. Naitatala ang puhunan,
Pagkatuto pagtatakda ng tamang presyo ng tamang pagsasaayos ng mga iba’t ibang paraan ng pagtitinda ng upang maakit/mahikayat ang gastos, kita at maiipok mula sa
mga inaning gulay o produkto inaning produkto. produkto. mamimili. naaning produkto.
2. Nakapagtatakda ng tamang 2. Nasasabi ang kahalagahan ng 2. Nakasusunod sa mga alituntunin 2. Nakagagawa ng plano kung 2. Nasasabi ang mga hakbang sa
presyo ng inaning produkto gamit tamang pagsasaayos ng mga sa pagtitinda ng produkto. paano aakitin o hihikayatin ang pagtutuos ng kita at halagang
ang computer inaning produkto. 3. Naipapakita ang wastong mamimili. maiimpok mula sa inaning
3. Naipapakita ang katapatan sa 3. Naipakikita ang pagiging paraan ng pagtitinda. 3. Naipapamalas ang kakayahan sa produkto
pagtatakda ng presyo ng inaning mapamaraan sa pagsasaayos ng EPP5AG-0e-9 LC 1.9.4 pag-akit sa mamimili 3. Naipapamalas nang may
produkto. mga inaning produkto. EPP5AG-0e-9 LC 1.9.5; kasiyahan ang pagtatala ng
EPP5AG-0e-9 LC 1.9.2; EPP5AG-0e-9 LC 1.9.3 gastos at kita.
EPP5AG-0e-9 LC 1.9.6;
II.NILALAMAN Pagtatanim ng gulay Pagtatanimng Gulay Pagtatanimng Gulay Pagtatanimng Gulay
III.KAGAMITANG
PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng CG p.19 CG p.19 CG p.19 CG p.19 CG p.19
Guro
2.Mga pahina sa Makabuluhang Gawaing Makabuluhang Gawaing Makabuluhang Gawaing Makabuluhang
kagamitang pang-mag- Pantahanan at Pangkabuhayan Pantahanan at Pangkabuhayan 5; Pantahanan at Pangkabuhayan 5 p. Gawaing Pantahanan at
aaral 5; Pangkabuhayan 6, pp. 167-169
3.Mga pahina sa teksbuk Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
p.
4.Karagdagang kagamitan MISOSA V Pag-aayos at Pagbibili
mula sa portal ng Learning ng Produkto
Resource
B.Iba pang kagamitang tsart, computer, projector tsart, larawan ng tindahan ng tsart, mga larawan, video clips, tsart, larawan, LCD projector, talaan, tsart, projector
panturo mga gulay, ilang halimbawa ng projector laptop
produktong gulay, projector
IV.PROCEDURES
A.Balik-aral sa nakaraang Ano-ano ang mga batayan sa Ano-ano ang mga hakbang sa Maghanda ng isang kahon na Balik-aral
aralin at/o pagsisimula ng Balik-aral pagtatakda ng presyo ng pagsasaayos ng paninda? paglalagyan ng mga papel kung Pag-akit sa mamimili
bagong aralin Paano isinasagawa ang wastong paninda? saan nakasulat ang iba’t ibang Maghanda ng dalawang kahon;
pagpapakete ng mga produktong paraan ng pagtitinda. Bubunot ang ang unang kahon ay paglalagyan
gulay na inani? mga bata ng isang papel at ng mga papel kung saan
ipapakita nya ang paraan ng nakasulat ang mga paraan
pagtitinda na nakasulat sa papel sa upang maakit ang mamimili. Ang
pamamagitan ng pantomime. ikalawang kahon ay paglalagyan
ng pangalan ng mga bata.
Bubunot ang guro ng pangalan
ng bata at tatawagin ang sila
upang bumunot sa kahon ng
isang paraan ng pag akit sa
mamamili. Ipakikita ito ng mga
bata sa pamamagitan ng isang
pantomime
B.Paghahabi sa layunin ng Ipaawit sa tono ng koro ng “Price Ipakita ang larawan ng dalawang Laro: Huhulaan ng mga mag–aaral Sa papamagitan ng video clips at Ipakita sa mga bata ang talaan
aralin Tag” tindahan ng gulay. Ang larawan ang lugar o gawain na ilalarawan powerpoint presentation, ng puhunan at gastos sa
A ay nagpapakita ng magandang ng guro sa pamamagitan ng magpapakita ang guro ng mga Gulayan sa Paaralan. Itanong
pagkakaayos ng mga paninda at pagsasaayos sa ginulong letra ng patalastas na napapanood sa kung ano ang nilalaman ng
ang larawan B ay nagpapakita isang salita. Ang unang telebisyon at tagline na talaan at kung nakakatulong ba
naman ng isang magulo at di makakahula ay bibigyan ng naririnig sa radyo ukol sa isang ito upang malaman kung kumita
maayos na pagkakalagay ng mga premyo. produkto o nalugi ang gulayan.
paninda. a. pagkolala (pag lalako)
Tanong: Ano ang napansin ninyo Karaniwang naglilibot o naglalakad
sa dalawang larawan? sa kalye bitbit ang kanyang
paninda at isinisigaw ang pangalan
nito.
b. ngiangti (tingian)
Maliit na tindahan na maraming
uri ng paninda ngunit paisa-isa o
paunti-unti lamang ang bilang ng
paninda.
c. risegro (groseri)
Malaking tindahan na karaniwang
matatagpuan sa bayan o lungsod
kung saan kumpleto lahat ng uri
ng paninda.
d. katanang (angkatan)
Pagbibigay o pagpapatinda sa
produkto ng walang bayad at kung
kalian maubos ang paninda ay
saka lamang babayaran.
e. wanyapak (pakyawan)
Pagbibili ng lahatan, maramihan o
bultuhan
C.Pag-uugnay ng mga Panimulang Pagtatasa a. Ano-ano ang mga gawain sa a. Tungkol saan ang ating laro? a. Tungkol saan ang pinanood Panimulang Pagtatasa
halimbawa sa bagong ralin Itanong sa mga mag-aaral ang pamamahala ng paninda? b. Ano-anong salita ang inyong ninyong video clips at powerpoint Tanong:
sumusunod: b. Kasama ba sa gawaing nabuo? presentation? a. Paano ginagawa ang talaan ng
a. Naranasan n’yo na ba ang pagtitinda ang pagsasaayos ng b. Ano ang napansin sa mga puhunan, gastusin at tubo?
mamalengke? mga paninda? patalastas at tagline? b. Mahalaga ba ang paggawa at
b. Ano ang una ninyong c. Bakit kinakailangan ang mga pagtatago ng mga talaang ito?
itinatanong sa tinderkapag kayo’y patalastas o advertisements para sa Bakit?
bibili ng isang produkto? isang produkto?
c. Alam ba ninyo kung papaano
itinatakda ang presyo ng isang
produkto?
D.Pagtalakay ng bagong 1. Gawain Gawain A. Gumawa ng plano ng Pangkatin ang klase sa apat. Bawat Gawain Pangkatin ang klase sa apat.
konspto at paglalahad ng Pangkatin ang klase sa apat. pagsasaayos ng paninda upang pangkat ay maghahanda ng isang Ang mga mag-aaral ay manonood Bigyan ng Kard ng Gawain ang
bagong kasanayan #1 Pumili ng isang miyembro sa maisapamilihan. dula-dulaang ngpapakita ng iba’t ng video tungkol sa mga paraan ng bawat pangkat. Hayaang
bawat pangkat upang pumunta Gawain B. Pangkatin ang klase ibang paraan ng pagtitinda paghikayat o pag-akit sa mga magtulong-tulong ang bawat
sa kantina ng paaralan. Ang mga sa apat. Bigyan ng mga gulay na Pangkat 1: Paglalako ng gulay mamimili.Magtatala sila ng kasapi sa pagtutuos ng gastos,
napiling miyembro ay magtatala yari sa plastic o styro ang bawat Pangkat 2: Pagtitinda ng gulay sa mahahalagang impormasyong pinagbilhan at kita ng pangkat
ng tatlong uri ng paninda kasama pangkat. Magkaroon ng palengke o permanenteng makikita at maririnig sa video. Gabay na tanong:
ang halaga o presyo ng mga ito. paligsahan sa pagsasaayos ng tindahan Ibabahagi nila ito sa klase a. Magkano ang kabuuang
Alamin o itanong sa panindang gulay sa pagitan ng Pangkat 3: Pagpapa-angkat ng mga pagkatapos. puhunan?
tagapamahala ng kantina kung dalawang grupo gulay sa ibang magtitinda. ___________________
paano niya itinatakda ang presyo Pangkat 4: Pagpapapakyaw sa b. Magkano ang kabuuang
ng bawat paninda. Iuulat ng panindang gulay o pagbibili ng pinagbilhan?
bawat grupo ang mga bultuhan o lahatan _________________
impormasyong nakuha c. Magkano ang kabuuang kita?
________________________
Nilalaman ng talaan:
E. Pagtalakay ng bagong Pagsusuri sa natapos na gawain Pagsusuri sa natapos na gawain a. Ano-ano ang mga paraan ng Pagsusuri a. Ano ang masasabi ninyo sa
konsepto at paglalahad ng a. Ano-anong mga paninda ang a. Paano ninyo isinaayos ang pagtitindang ipinakita ng bawat a. Nagustuhan ba ninyo ang mga natapos na gawain?
bagong kasanayan #2 napili ninyong itala? inyong mga paninda? pangkat? video clips? b. Ano-an ang nilalaman ng
b. Magkano ang takdang presyo b. Ano ang inyong naging b. Paano isinasagawa ang b. Ano ang ipinakita dito? talaan?
ng bawat panindang inyong batayan sa pagsasaayos ng mga paglalako? c. Ano-ano ang mga ipinakitang c. Ano-ano ang kadalasang
itinala? ito? c. Ano-ano ang mga produktong paraan upang mahikayat at maakit nagiging gastusin sa pagbebenta
c. Magkano ang puhunan sa c. Maganda ba sa inyong madalas ay inilalako? ang mga mamimili? ng mga aning produkto?
produktong napili ninyong itala? paningin ang pagkakaayos ng d. Anong paraan ng pagbebenta d. Kung kayo ang isa sa mamimili, d. Paano tinutuos ang mga
d. Ilang bahagdan ang inyong mga paninda? Bakit ang ginagawa sa mga sari-sari mahihikayat ba kayong bumili sa gastusin? Ang kabuuang
idinadagdag sa bilang tubo? ninyo ito nasabi? store? magtitindang nasa video? Bakit? puhunan?
d. Sa inyong palagay kaninong e. Kailan ginagamit ang paraang e. Kung kayo ay magtitinda ng
pangkat ang may pakyawan sa pagbebenta? inyong mga naaning gulay, paano
pinakamagandang d. Paano isinasagawa ang pag- ninyo hihikayating bumili sa inyo
pagkakaayos? aangkat ng mga produkto? ang mga mamimili?
e. Bukod sa mga ipinakitang
paraan ng pagbebenta, mayroon
pa ba kayong nalalamang ibang
paraan? Ano-ano ang mga ito?
F.Paglinang na Kabihasaan Ipabasa ang pagpapalalim ng
kaalaman
G.Paglalapat ng aralin sa Lagyan ng tsek (/) kung ang a. Sa inyong palagay, alin sa mga Pangkatin ang mga mag-aaral sa Batay sa datos, itala ang
pangaraw-araw na buhay Ibigay ang takdang presyo ng pangungusap ay nagpapakita ng nabanggit na paraan ng pagtitinda apat. Bawat pangkat ay puhunan o gastos at ang
inaning talong gamit ang tamang hakbang sa pagsasaayos ang pinakamagaling at maghahanda at magpapakita ng kabuuang kita
sumusunod na datos sa ng paninda at ekis (x) kung pinakaepektibong gamitin? dula-dulaan sa paghikayat at pag-
pamamagitan ng computer hindi. Pangatwiranan. akit sa mga mamimili. Bibigyan din
_____Lagyan ng presyo ang b. Ano ang dapat tandaan ng isang ang bawat pangkat ng takdang
bawat uri ng paninda. tindera sa pagsasagawa ng produktong dapat ibenta o itinda
_____Pagsama-samahin lahat alinman sa mga paraan ng
ng uri ng paninda. pagtitindang nabanggit?
_____Gawing pantay pantay sa
paningin ang lahat nang
paninda.
_____Ilagay sa hindi makikita.
_____Ilagay sa madaling maabot
ng mamimili.
H.Paglalahat ng aralin a. Paano itinatakda ang presyo ng a. Ano-ano ang mga hakbang sa a. Ano-ano ang mga paraan ng a. Ano-ano ang mga paraan na a. Ano-ano ang mga hakbang sa
isang paninda? tamang pagsasaayos ng mga pagtitinda ng mga aning makatutulong o maaaring gawin pagtutuos ng gastos, ng kita at
b. Ano-ano ang mga karaniwang inaning produkto o paninda? produkto? upang makaakit at makahikayat ng ng halagang maiimpok?
gastos sa paghahalamang dapat b. Bakit kailangang iayos nang b. Paano isinasagawa ang bawat mga mamimili? b. Bakit mahalaga ang
itala at isalalang-alang upang wasto ang mga paninda? isa? b. Paano nagiging epektibo ang pagkakaroon ng talaan?
matuuos ang kabuuang gastusin? c. Paano ito nakatutulong sa isang magtitinda sa paghikayat ng
c. Ano-ano ang sunud-sunod na pagsasapamilihan ng mga mga mamimili?
hakbang upang matuuos ang produkto?
takdang presyo ng paninda at ang
tubo dito?
d. Kinakailangan bang magtakda
agad ng mataas na presyo ng
iyong produkto? Bakit?
I.Pagtataya ng aralin Panuto: Isulat sa patlang ang Panuto: Tukuyin ang paraan ng Panuto: Isulat sa patlang ang Tama Panuto: Batay sa datos, gumawa
Gamit ang mga datos, tuusin ang tama kung ang hakbang ay pagtitinda na inilalarawan sa kung wasto ang isinasaad ng ng talaan ng gastos o puhunan
mga nagastos at bahagdang tubo nagpapakita ng wastong bawat bilang. pangungusap at Mali kung di wasto. at tubo o kita.
upang maitakda ang presyo ng pagsasaayos ng mga inani at Piliin ang sagot sa loob ng kahon. ____1. Maging magalang, magilliw
inaning kamatis mali kung hindi. at matapat sa mamimili.
_____1. Pagsama-samahin ang Tingian pakyawan pagtitida sa _____2. Maglagay ng karatula sa
bawat paninda na magkakauri. pwesto bandang ibaba ng harap ng
_____2. Ilagay sa unahan ang Paglalako Pag-angkat tindahan.
malalaking gulay, at sa likod ang 1. Ito ay pagtitinda ng paunti-unti, _____3. Ipagbili ng “buy 1 take 1”
maliliit. paisa-isa o per piraso. ang mga gulay na nabubulok na.
_____3. Lagyan ng presyo ang 2. Sa paraang ito, ang tindera ay _____4. Mag post ng advertisement
bawat uri ng paninda. lumilibot sa kalye dala ang sa social media.
_____4. Ilagay ang mga paninda kaniyang produkto upang ipagbili. _____5. Magkaroon ng mataas na
sa lugar na hindi maaabot ng 3. Pagbebenta ng maramihan, uri ngunit murang paninda
mamimili. lahatan o bultuhan.
_____5. Siguraduhing 4.Tinatawag din itong bigay-tiwala,
makatawag pansin ang sapagkat ibinibigay ang produkto
kabuuang pagkakaayos ng mga sa tingiang tindahan kahit wala
paninda pang bayad sa kasunduang
babayaran sa oras na maubos ang
paninda
5. Pagtitinda sa permanenteng
tindahan tulad ng palengke.
J.Karagdagang Gawain Gumawa ng sariling pagtatakda Magdala ng larawan ng tindahan Magdala ng larawan na 1. Magsagawa ng panayam sa Gumawa ng sariling talaan ng
para sa takdang aralin at ng presyo ng isa sa mga ng gulay na maganda sa inyong nagpapakita ng iba’t ibang paraan tindera ng gulay. Itanong kung ano- gatusin, pinagbilhan at kita ng
remediation produktong inani ninyo sa paningin ang pagkakaayos. ng pagtitinda. Ipakita at ilarawan ano ang paraan upang makahikayat gulayan sa paaralan.
gulayan sa paaralan ito sa klase bukas ng mamimili upang mabili ang
itinitindang inaning gulay.
2. Gumawa ng isang poster at
islogan para mahikayat ang mga
mamimili sa mga aning produkto
tulad ng gulay. Gagawin ito sa isang
¼ piraso ng puting cartolina.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
nakauha ng 80% sa the next objective. the next objective. next objective. next objective. the next objective.
B.Bilang ng mag-aaralna ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
nangangailangan ng iba in answering their lesson. in answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
pang Gawain para sa ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, lesson because of lack of because of lack of knowledge, because of lack of knowledge, skills lesson because of lack of
skills and interest about the knowledge, skills and interest skills and interest about the lesson. and interest about the lesson. knowledge, skills and interest
lesson. about the lesson. about the lesson.
___Pupils were interested on the ___Pupils were interested on ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on
lesson, despite of some the lesson, despite of some lesson, despite of some difficulties lesson, despite of some difficulties the lesson, despite of some
difficulties encountered in difficulties encountered in encountered in answering the encountered in answering the difficulties encountered in
answering the questions asked by answering the questions asked questions asked by the teacher. questions asked by the teacher. answering the questions asked
the teacher. by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson by the teacher.
___Pupils mastered the lesson ___Pupils mastered the lesson despite of limited resources used despite of limited resources used by ___Pupils mastered the lesson
despite of limited resources used despite of limited resources used by the teacher. the teacher. despite of limited resources used
by the teacher. by the teacher. ___Majority of the pupils finished ___Majority of the pupils finished by the teacher.
___Majority of the pupils finished ___Majority of the pupils their work on time. their work on time. ___Majority of the pupils
their work on time. finished their work on time. ___Some pupils did not finish their ___Some pupils did not finish their finished their work on time.
___Some pupils did not finish ___Some pupils did not finish work on time due to unnecessary work on time due to unnecessary ___Some pupils did not finish
their work on time due to their work on time due to behavior. behavior. their work on time due to
unnecessary behavior. unnecessary behavior. unnecessary behavior.
C.Nakatulong ba ang ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
remedial? Bilang ng mag- above above above above above
aaral na nakaunawa sa
aralin.
magpapatuloy sa additional activities for additional activities for additional activities for additional activities for remediation additional activities for
E.Alin sa mga ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
estratehiyang pagtuturo ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up
ang nakatulong ng the lesson the lesson the lesson lesson the lesson
lubos?Paano ito
nakatulong?
F.Anong sulioranin ang ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
aking naranasan na require remediation require remediation require remediation require remediation require remediation
solusyunansa tulong ng
aking punungguro at
superbisor?
G.Anong kagamitang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
panturo ang aking  ___Metacognitive Development:  ___Metacognitive  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive
nadibuho nanais kong Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
ibahagi sa kapwa ko guro? taking and studying techniques, assessments, note taking and taking and studying techniques, taking and studying techniques, and assessments, note taking and
and vocabulary assignments. studying techniques, and and vocabulary assignments. vocabulary assignments. studying techniques, and
 ___Bridging: Examples: Think- vocabulary assignments.  ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- vocabulary assignments.
pair-share, quick-writes, and  ___Bridging: Examples: Think- share, quick-writes, and 
share, quick-writes, and anticipatory ___Bridging: Examples: Think-
anticipatory charts. pair-share, quick-writes, and anticipatory charts. charts. pair-share, quick-writes, and
 anticipatory charts.   anticipatory charts.
 ___Schema-Building: Examples:   ___Schema-Building: Examples:  ___Schema-Building: 
Examples:
Compare and contrast, jigsaw  ___Schema-Building: Examples: Compare and contrast, jigsaw Compare and contrast, jigsaw  ___Schema-Building: Examples:
learning, peer teaching, and Compare and contrast, jigsaw learning, peer teaching, and learning, peer teaching, and Compare and contrast, jigsaw
projects. learning, peer teaching, and projects. projects. learning, peer teaching, and
 ___Contextualization: projects.  ___Contextualization:  ___Contextualization: projects.
 Examples: 
Demonstrations, ___Contextualization:  Examples: Demonstrations, media,  Examples: Demonstrations, media,  ___Contextualization:
media, manipulatives, repetition,
 Examples: Demonstrations, manipulatives, repetition, and local manipulatives, repetition, and local
and local opportunities. media, manipulatives, opportunities. opportunities. media, manipulatives,
 ___Text Representation: repetition, and 
local ___Text Representation:  ___Text Representation: repetition, and local
 Examples: Student created opportunities.  Examples: Student 
created Examples: Student created opportunities.
drawings, videos, and games.  ___Text Representation: drawings, videos, and games. drawings, videos, and games.  ___Text Representation:
 ___Modeling: Examples:  Examples: Student created  ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking  Examples: Student created
Speaking slowly and clearly, drawings, videos, and games. slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games.
modeling the language you want  ___Modeling: Examples: language you want students to use, language you want students to use, ___Modeling: Examples:
students to use, and providing Speaking slowly and clearly, and providing samples of student and providing samples of student Speaking slowly and clearly,
samples of student work. modeling the language you want work. work. modeling the language you want
students to use, and providing students to use, and providing
Other Techniques and Strategies samples of student work. Other Techniques and Strategies Other Techniques and Strategies samples of student work.
used: used: used:
___ Explicit Teaching Other Techniques and Strategies ___ Explicit Teaching ___ Explicit Teaching Other Techniques and Strategies
___ Group collaboration used: ___ Group collaboration ___ Group collaboration used:
___Gamification/Learning throuh ___ Explicit Teaching ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Explicit Teaching
play ___ Group collaboration play play ___ Group collaboration
___ Answering preliminary ___Gamification/Learning ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning
activities/exercises throuh play activities/exercises activities/exercises throuh play
___ Carousel ___ Answering preliminary ___ Carousel ___ Carousel ___ Answering preliminary
___ Diads activities/exercises ___ Diads ___ Diads activities/exercises
___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel
___ Role Playing/Drama ___ Diads ___ Role Playing/Drama ___ Role Playing/Drama ___ Diads
___ Discovery Method ___ Differentiated Instruction ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction
___ Lecture Method ___ Role Playing/Drama ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama
Why? ___ Discovery Method Why? Why? ___ Discovery Method
___ Complete IMs ___ Lecture Method ___ Complete IMs ___ Complete IMs ___ Lecture Method
___ Availability of Materials Why? ___ Availability of Materials ___ Availability of Materials Why?
___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs
___ Group member’s ___ Availability of Materials ___ Group member’s ___ Group member’s ___ Availability of Materials
collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn
in doing their tasks ___ Group member’s in doing their tasks in doing their tasks ___ Group member’s
___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation
of the lesson in doing their tasks of the lesson of the lesson in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be
as Instructional Materials used as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials
Teacher: Learning Area: ICT & Entrepreneurship
DAILY LESSON LOG
WEEK 5 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN a. Naipapaliwanag ang kahalagahan ng pag-bookmark ng isang a. Naipapaliwanag ang kahalagahan ng pag-bookmark ng isang websites.
websites. b. Naiisa-isa ang mga paraan ng pag-bookmark ng websites.
b. Naiisa-isa ang mga paraan ng pag-bookmark ng websites. c. Nagagamit ang bookmark sa mabilis na pangangalap ng impormasyon.
c. Nagagamit ang bookmark sa mabilis na pangangalap ng
impormasyon.
A. Pamantayang Pangnilalaman Naipamamalas ang kaalaman at kasanayan na gamitin ang computer at internet sa pangangalap at pagsasaayos ng impormasyon.
B. Pamantayan sa Pagganap Nakagagamit ng computer at internet sa pangangalap at pagsasaayos ng impormasyon.

C. Mga Kasanayan sa Pagkatuto Nakakapag-bookmark ng mga website.(EPP5IE-Oe-13) Naisasaayos ang mga bookmarks.(EPP5IE-Oe-14)
Isulat ang code ng bawat
kasanayan
Sa dami ng website sa internet, minsan ay hindi mo na tanda Ang bookmarks ay isang mahalagang bahagi ng browser. Ito ay isang mahusay na paraan para
II. NILALAMAN ang pangalan ng mga ito. Upang mabilis mong mabuksan ang sa browser upang matandaan ang isang webpage upang maaaring mapanatiling bumalik dito
website na iyong paborito, ang pag-bookmark ng mga WEBSITE sa ibang pagkakataon.
ay makakatulong upang mabilis kang ma access sa mga ito. Sa araling ito, matutunan mo ang pagsasaayos, pagdadagdag, pagde-delete ng bookmarks.
Sa araling ito, matutunan mo ang pag-bookmark ng websites
upang mabilis kang makakuha ng impormasyong nais mo.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro Aralin 13, pahina 1-2 Aralin 13, pahina 1- Aralin 14, pahina 1-2 Aralin 14, pahina 1-2 Aralin 14, pahina 1-2
2
2. Mga Pahina sa Kagamitang Aralin 13, pahina 1-5 Aralin 13, pahina 1- Aralin 14, pahina 1-6 Aralin 14, pahina 1-6 Aralin 14, pahina 1-6
Pang-Mag-aaral
5
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
B. Iba Pang Kagamitang Panturo computer, internet, larawan ng mga computer, internet, computer, internet, larawan computer, internet, larawan computer, internet, larawan
websites,metacard larawan ng mga ng mga websites, metacard ng mga websites, metacard ng mga websites, metacard
websites,metacard
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin Paano natitiyak ang kalidad ng Ano ang Paano mag-bookmark ng Ano-ano ang mga paraan ng Ano-ano ang paraan ng
at/o pagsisimula ng bagong impormasyong nakalap at ng mga kahalagahan ng website? pagsasaayos ng bookmarks? pangangalap ng website?
aralin. websites na pinanggalingan nito? website?
Ipasagot ang Panimulang Pagtatasa (sa Ipasagot ang Ipasagot ang Panimulang Ipasagot ang Panimulang Ipasagot ang Panimulang
B. Paghahabi sa layunin ng aralin Kaya Mo Na Ba?) sa LM. Panimulang Pagtatasa (sa Kaya Mo Na Pagtatasa (sa Kaya Mo Na Pagtatasa (sa Kaya Mo Na
Pagtatasa (sa Kaya Ba?) sa LM. Ba?) sa LM. Ba?) sa LM.
Mo Na Ba?) sa LM.
C. Pag-uugnay ng mga Ipagawa ang Pangkatang Gawain. Ipagawa ang Ipagawa ang Pangkatang Ipagawa ang Pangkatang Ipagawa ang Pangkatang
halimbawa at bagong aralin Alamin Natin sa LM, pahina Pangkatang Gawain, Alamin Natin sa LM, Gawain. Alamin Natin sa LM, Gawain. Alamin Natin sa LM,
Gawain. Alamin pahina pahina pahina
Natin sa LM, pahina
D. Pagtatalakay ng bagong Pagtalakay tungkol sa bookmarks at Pangkatang Gawain Pagtatalakay tungkol sa Paggamit ng computer sa Paggamit ng computer sa
konsepto at paglalahad ng kahalagahan nito. Isulat sa metacard pagsasaayos paalpabeto ng pagdadagdag, pagsasaayos pagdadagdag, pagsasaayos
bagong kasanayan #1 ang website at bookmark. paalpabeto at pagde-delete paalpabeto at pagde-delete
ilagay sa folder. ng bookmarks. ng bookmarks.
Magsagawa ang
bawat pangkat ng
pag-uulat.
E. Pagtatalakay ng bagong Ipagawa ang Linangin Natin sa LM, Ipagawa ang Ipagawa ang Linangin Natin sa Ipagawa ang Linangin Natin sa Ipagawa ang Linangin Natin sa
konsepto at paglalahad ng pahina Linangin Natin sa LM LM, pahina LM, pahina
bagong kasanayan #2 LM
Paano ang pagsasaayos ng Paano magdagdag ng mas Paano magdedelete ng mas
F. Paglinang sa Kahabisaan
Gumawa ng isang bookmark. Ipakita sa
bookmarks? maraming bookmarks sa bar? maraming bookmarks sa bar?
(Tungo sa Formative Assessment) pamamagitan ng
computer na may
internet ang paraan
ng pag-bookmark
sa websites.
G. Paglalapat ng aralin sa pang-

Paano nakatutulong ang
Ano ang kahalagahan ng websites sa Sa loob ng 15 Paano nakatutulong ang Paano nakatutulong ang
araw-araw na buhay bookmarks sa pag-aaral at
pangangalap ng impormasyon sa iyong minuto,mag- bookmarks sa pag-aaral at bookmarks sa pag-aaral at
pagtuturo?
buhay? unahan ang mga pagtuturo? pagtuturo?
mag-aaral sa
pangangalap ng
impormasyon sa
pamamagitan ng
paggamit ng
bookmarks.
Ano ang kahalagahan ng websites? Paano ang paggawa Ano ang kahalagahan ng
H. Paglalahat ng Aralin ng bookmark? pagsasaayos paalpabeto ng Ano ang gamit ng bookmark? Ano ang gamit ng bookmark?
isang bookmark?
Magbigay ng limang websites at ang Sagutan ang Pagsunud-sunurin ang mga Sagutan ang Subukin Mo sa Sagutan ang Subukin Mo sa
I. Pagtataya ng Aralin kahalagahan nito. Subukin Mo sa LM paraan ng pagsasaayos ng LM LM
mga bookmarks paalpabeto.
J. Karagdagang gawain para sa
Ipagawa ang Gawin Natin “O Kaya Mo Gamit ang Suriin ang websites. Ipagawa ang Suriin ang Ipagawa ang Suriin ang
takdang-aralin at remediation Ba Ito?” computer at Pasunud-sunurin paalpabeto Website sa LM,pahina Website sa LM,pahina
internet, subukang ang mga websites.
mag-bookmark ng
mga websites.
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
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 kong
guro?
Teacher: Learning Area: EPP – H.E.
DAILY LESSON LOG

I. Layunin 1. Natutukoy ang mga bahagi ng 1.Natutukoy ang ibat-ibang 1.Naisasagawa ang pag-aayos at 1.Nakagagawa ng kagamitang
tahanan mga gawain dito. paraan ng pag-aayos ng pagpapaganda ng tahanan sa panghalili mula sa ibat-ibang uri
tahanan, mga kagamitan at pamamagitan ng talatakdaan. ng materyales na magagamit sa LINGGUHANG PAGSUSULIT
kasangkapan. 2. Nakagagawa ng plano ng pag- pag-aayos ng tahanan.
2. Nasasabi ang kabutihang aayos ng tahanan.
dulot ng pagsasaayos ng 3.Naitatala at nagagawa ang
tahanan. mga kagamitan at kasangkapan
sa pag-aayos ng tahanan.
4.Nasusuri ang ginawang
pagsasaayos at nababago ito
kung kinakailangan.
Naipapamalas ang pang- Naipapamalas ang pang- Naipapamalas ang pang- Naipapamalas ang pang-
unawa sa kaalaman at unawa sa kaalaman at unawa sa kaalaman at unawa sa kaalaman at
A. Pamantayang Pangnilalaman kasanayan sa “gawaing kasanayan sa “gawaing kasanayan sa “gawaing kasanayan sa “gawaing
pantahanan” at tungkulin at pantahanan” at tungkulin at pantahanan” at tungkulin at pantahanan” at tungkulin at
pangangalaga sa sarili. pangangalaga sa sarili. pangangalaga sa sarili. pangangalaga sa sarili.
Naisasagawa ang kasanayan sa Naisasagawa ang kasanayan sa Naisasagawa ang kasanayan sa Naisasagawa ang kasanayan sa
pangangalaga sa sarili at pangangalaga sa sarili at pangangalaga sa sarili at pangangalaga sa sarili at
B. Pamantayan sa Pagganap gawaing pantahanan na gawaing pantahanan na gawaing pantahanan na gawaing pantahanan na
nakakatulong sa pagsasaayos ng nakakatulong sa pagsasaayos ng nakakatulong sa pagsasaayos ng nakakatulong sa pagsasaayos ng
tahanan. tahanan. tahanan. tahanan.
C. Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat K to 12 EPP5HE-Od-11 K to 12 EPP5HE-Oe-12 K to 12 EPP5HE-Oe-13 K to 12 EPP5HE-Oe-14
kasanayan)
II. NILALAMAN Pagsasaayos ng Tahanan at Ibat-ibang Paraan ng Pag-aayos Pag-aayos ng Tahanan Mga Palamuti sa Tahanan
Paglikha ng mga Kagamitang ng tahanan, mga Kagamitan at
Pambahay. Kasangkapan
Larawan ng mga bahagi ng Mga larawan ng kaayusan ng Mga tunay na kasangkapan sa Family picture, mga larawan o
tahanan, tsart, lumang magasin, mga bahagi ng tahanan: larawan tahanan tunay na palamuti sa tahanan
III. KAGAMITANG PANTURO
pandikit gunting at typewriting ng kaayusan ng mga bulaklak, tulad ng lampshade, figurine,
dollhouse, mga uri ng bulaklak, kurtina atbp, activity cards
figurines o plorera.
A. Sanggunian
Quarter2 Week 5 pp.____ Quarter2 Week 5 pp.____ Quarter2 Week 5 pp.____ Quarter2 Week 5 pp.____
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Gabay ng Pang- Quarter2 Week 5 pp.____ Quarter2 Week 5 pp.____ Quarter2 Week 5 pp.____ Quarter2 Week 5 pp.____
mag-aaral
3. Mga pahina Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
B. Iba pang Kagamitang
pangturo
IV. PAMAMARAAN
A. Balik –Aral sa nakaraang aralin Balik- aral ukol sa Balik- aral ukol sa Balik- aral ukol sa ibat-ibang Balik- aral ukol sa pag-aayos
Pagsasaayos ng Tahanan at pagsasaayos ng tahanan at paraan ng pag-aayos ng ng kasangkapan sa tahanan
at sa pagsisimula ng bagong
Paglikha ng mga Kagamitang paglikha ng mga kagamitang tahanan, mga kagamitan at
aralin
Pambahay. pambahay. kasangkapan
Panggabay na Tanong: Panggabay na tanong: Panggabay na tanong: Panggabay na tanong:
“Anu-anong kasangkapan o Bakit tayo gumagawa ng Bakit tayo gumagamit ng

B. Paghahabi ng layunin ng aralin palamuti ang makatutulong sa talatakdaan? palamuti sa tahanan?
kaayusan at kagandahan ng
isang tahanan?
Pangganyak: Pangganyak: Pangganyak: Pangganyak:
1.Gumawa ng mga bugtong 1.Magpakita ng larawan. 1.Magpakita ng larawan ng 1.Magpakita ng mga palamuti
C.Pag-uugnay ng mga halimbawa bahay na malinis at may
tungkol sa mga kasangkapan at Pagmasdan ang mga ito at suriin ng tahanan na gawa sa kamay.
sa bagong aralin mabuting pagkakaayos ng
saan ito matatagpuan. kung ano ang inilalarawan Hayaang pagmasdan ito ng mga
Hal: Ako ay pahingahan, mga kasangkapan. bata at ipasuri kung paano
himlayan sa gabi ginawa ang amg ito.
Ano ako at saan ako naroroon?
2.Itanong sa mga mag-aaral: 2.Itanong sa mga mag-aaral: 2.Itanong sa mga mag-aaral; 2. Itanong sa mga mag-aaral:
Sino sa inyo ang Bakit kailangang maging Ano ang masasabi ninyo sa Anu-ano ang mga dapat
D. Pagtalakay ng bagong makapagbibigay ng ilang maganda at maayos ang ating larawan na ito? isaalang-alang sa paggawa
konsepto at paglalahad ng halimbawa? tahanan? Bakit kaya magandang ng palamuti para sa tahanan?
bagong kasanayan # 1 tingnan ito?
Nais rin ba ninyong
magkaroon ng katulad ng
nakita ninyo?
E. Pagtalakay ng bagong
Basahin ang Alamin Natin sa LM Talakayin ang ALAMIN Talakayin ang ALAMIN NATIN sa Talakayin ang ALAMIN NATIN sa
konsepto at paglalahad ng
sa pahina_ NATIN sa LM sa pahina _ LM sa pahina_ LM sa pahina_
bagong kasanayan # 2
Pagmasdan ang dalawang Talakayin at gawin ang Talakayin at gawin ang mga Talakayin at gawin ang mga
F. Paglinang sa kabihasnan
larawan ng tahanan. LINANGIN NATIN sa LM sa gawain sa LINANGIN NATIN sa gawain sa LINANGIN NATIN sa
(Tungo sa Formative
pahina_ LM sa pahina_ LM sa pahina_
Assessment)
“Alin sa dalawang larawan ang
inyong nagustuhan? Bakit?
Ano ang kahalagahan ng ibat- Ano ang maidudulot ng
G. Paglalapat ng aralin sa pang- ibang gawaing pantahanan? pagpaplano ng pag-aayos sa
araw araw na buhay tahanan?
Ano ang nais mo sa isang Anu-ano ang dapat tandaan sa Bakit tayo gumagawa ng Bakit tayo gumagamit ng
tahanan? pag-aayos ng tahanan, mga talatakdaan? palamuti sa tahanan?
kasangkapan at kagamitan?
H. Paglalahat ng aralin
Ano ang gagawin mong mga Anu-ano ang mga tuntunin ang
hakbang upang ito’y dapat tandaan kapag nag-aayos
maisakatuparan. ng mga kasangkapan sa
tahanan?
Sagutan ang GAWIN NATIN sa Punan ng angkop na salita ang
LM sa pahina __ patlang. Piliin sa ibaba ang Sagutan ng TAMA o MALI Sagutan ng Oo, Hindi Gaano o
I. Pagtataya ng aralin tamang kasagutan. Hindi (1-5) Tingnan sa TG sa
(1-5).Tingnan sa TG sa pahina_ Tingnan sa TG sa pahina _ pahina_
Gawin ang PAGYAMANIN Ayusin ang inyong tahanan ayon Gumawa ng simpleng kwadro Gumawa ng simpleng kwadro
J. Karagdagan Gawain para sa
NATIN sa LM sa pahina __ sa prinsipyo ng pag-aayos ng para sa larawang isasabit sa para sa larawang isasabit sa
takdang aralin at remediation silid-tulugan. silid-tulugan.
mga kasangkapan at kagamitan.
V.MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
nangangailangan ng iba pang
Gawain para sa remediation
C. Nakatulong ba ang
remediation? Bilang ng mag-
aaral na nakaunawa sa aralin.
D Bilang ng mag-aaral na
magpapatuloy sa remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa tulong
ng aking punungguro at
superbisor?
G. Anong kagamitang panturo
ang aking ginamit/nadiskubre na
nais kong ibahagi sa mga kapwa
ko guro?
Teacher: Learning Area: EPP – I.A.
DAILY LESSON LOG
WEEK 5 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Nakapagtatala ng iba pang disenyo at materyales na maaaring magamit o pagsama-samahain upang makagawa ng malikhaing produkto batay sa nakalap na datos
A. Pamantayang Pangnilalaman naipamamalas ang pagkatuto sa naipamamalas ang pagkatuto sa naipamamalas ang pagkatuto naipamamalas ang pagkatuto sa mga Lingguhang Pagsusulit
mga kaalaman at kasanayan sa mga mga kaalaman at kasanayan sa mga sa mga kaalaman at kaalaman at kasanayan sa mga
gawaing pang-industriya tulad ng gawaing pang-industriya tulad ng kasanayan sa mga gawaing gawaing pang-industriya tulad ng
gawaing kahoy, metal, kawayan, gawaing kahoy, metal, kawayan, pang-industriya tulad ng gawaing kahoy, metal, kawayan,
elektrisidad at iba pa elektrisidad at iba pa gawaing kahoy, metal, elektrisidad at iba pa
kawayan, elektrisidad at iba
pa
B. Pamantayan sa Pagaganap naisasagawa ng may kawiliha ng naisasagawa ng may kawiliha ng naisasagawa ng may kawiliha naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa pagbuo ng mga proyekto sa ng pagbuo ng mga proyekto pagbuo ng mga proyekto sa gawaing
gawaing kahoy, metal, kawayan, gawaing kahoy, metal, kawayan, sa gawaing kahoy, metal, kahoy, metal, kawayan, elektrisidad, at
elektrisidad, at iba pa elektrisidad, at iba pa kawayan, elektrisidad, at iba iba pa
pa
C. Mga Kasanayan sa Pagkatuto 3.1 nakagagawa ng proyekto na 3.1 nakagagawa ng proyekto na 3.1 nakagagawa ng proyekto 3.1 nakagagawa ng proyekto na
(Isulat ang code ng bawat ginagamitan ng elektrisidad ginagamitan ng elektrisidad na ginagamitan ng ginagamitan ng elektrisidad
kasanayan) 3.1.1 natatalakay ang mga 3.1.1 natatalakay ang mga elektrisidad 3.1.1 natatalakay ang mga kaalaman at
kaalaman at kasanayan sa gawaing kaalaman at kasanayan sa gawaing 3.1.1 natatalakay ang mga kasanayan sa gawaing elektrisidad
elektrisidad elektrisidad kaalaman at kasanayan sa 3.1.2 natutukoy ang mga materyales at
3.1.2 natutukoy ang mga 3.1.2 natutukoy ang mga gawaing elektrisidad kagamitan na ginagamit sa gawaing
materyales at kagamitan na materyales at kagamitan na 3.1.2 natutukoy ang mga elektrisidad
ginagamit sa gawaing elektrisidad ginagamit sa gawaing elektrisidad materyales at kagamitan na 3.1.3 nagagamit ang kasangkapan at
3.1.3 nagagamit ang kasangkapan 3.1.3 nagagamit ang kasangkapan ginagamit sa gawaing kagamitan sa gawaing elektrisidad
at kagamitan sa gawaing at kagamitan sa gawaing elektrisidad
elektrisidad elektrisidad 3.1.3 nagagamit ang
kasangkapan at kagamitan sa EPP5IA-0c- 3
gawaing elektrisidad
EPP5IA-0c- 3 EPP5IA-0c- 3
EPP5IA-0c- 3
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 EPP5IA-0f-6 EPP5IA-0f-6 EPP5IA-0f-6 EPP5IA-0f-6
4. Karagdagang Kagamitan mula sa

portal ng Learning Resource
B. Iba pang Kagamitang Panturo mga larawan, power point mga larawan, power point mga larawan, power point mga larawan, power point
presentation, LCD Projector, laptop presentation, LCD Projector, laptop presentation, LCD Projector, presentation, LCD Projector, laptop
laptop
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Ipasagot sa mga mag-aaral ang Ipasagot sa mga mag-aaral ang Ipasagot sa mga mag-aaral Ipasagot sa mga mag-aaral ang
at/o pagsisimula ng bagong sumusunod na tanong: sumusunod na tanong: ang sumusunod na tanong: sumusunod na tanong:
aralin Itanong sa mga bata kung mayroon Itanong sa mga bata kung mayroon Itanong sa mga bata kung Itanong sa mga bata kung mayroon
silang mga kagamitan sa kanilang silang mga kagamitan sa kanilang mayroon silang mga silang mga kagamitan sa kanilang
tahanan na yari sa mga bagay na tahanan na yari sa mga bagay na kagamitan sa kanilang tahanan na yari sa mga bagay na
nakikita nila sa paligid/pamayanan. nakikita nila sa paligid/pamayanan. tahanan na yari sa mga bagay nakikita nila sa paligid/pamayanan.
(Halimbawa: Kahoy na sandok, (Halimbawa: Kahoy na sandok, na nakikita nila sa (Halimbawa: Kahoy na sandok, upuang
upuang yari sa kawayan/rattan, at upuang yari sa kawayan/rattan, at paligid/pamayanan. yari sa kawayan/rattan, at tasa o
tasa o pinggan na yari sa bao, atb.) tasa o pinggan na yari sa bao, atb.) (Halimbawa: Kahoy na pinggan na yari sa bao, atb.)
Itanong sa mga bata kung ano pa Itanong sa mga bata kung ano pa sandok, upuang yari sa Itanong sa mga bata kung ano pa ang
ang naisip nilang proyekto na ang naisip nilang proyekto na kawayan/rattan, at tasa o naisip nilang proyekto na maaring yari
maaring yari sa materyales na nasa maaring yari sa materyales na nasa pinggan na yari sa bao, atb.) sa materyales na nasa paligid lamang
paligid lamang nila. paligid lamang nila. Itanong sa mga bata kung ano nila.
pa ang naisip nilang proyekto
na maaring yari sa materyales
na nasa paligid lamang nila.
B. Paghahabi sa layunin ng aralin Nakapagtatala ng iba pang disenyo Nakapagtatala ng iba pang disenyo Nakapagtatala ng iba pang Nakapagtatala ng iba pang disenyo at
at materyales na maaaring magamit at materyales na maaaring magamit disenyo at materyales na materyales na maaaring magamit o
o pagsama-samahain upang o pagsama-samahain upang maaaring magamit o pagsama-samahain upang makagawa
makagawa ng malikhaing produkto makagawa ng malikhaing produkto pagsama-samahain upang ng malikhaing produkto batay sa
batay sa nakalap na datos batay sa nakalap na datos makagawa ng malikhaing nakalap na datos
produkto batay sa nakalap na
datos
C. Pag-uugnay ng mga halimbawa sa 1. Magpakita ng mga larawan ng 1. Magpakita ng mga larawan ng 1. Magpakita ng mga larawan 1. Magpakita ng mga larawan ng mga
bagong aralin mga malikhaing produkto gamit ang mga malikhaing produkto gamit ang ng mga malikhaing produkto malikhaing produkto gamit ang
LCD projector. LCD projector. gamit ang LCD projector.
2. Itanong sa mga bata kung anu- 2. Itanong sa mga bata kung anu- LCD 2. Itanong sa mga bata kung anu-anong
anong kasangkapan ang nakita nila anong kasangkapan ang nakita nila projector. kasangkapan ang nakita nila sa
sa sa 2. Itanong sa mga bata kung larawan.
larawan. larawan. anu-anong kasangkapan ang 3. Itanong sa mga bata kung anu-anong
3. Itanong sa mga bata kung anu- 3. Itanong sa mga bata kung anu- nakita nila sa mga materyales ang ginamit sa
anong mga materyales ang ginamit anong mga materyales ang ginamit larawan. mga produkto na
sa mga sa mga 3. Itanong sa mga bata kung nakita sa larawan.
produkto na nakita sa larawan. produkto na nakita sa larawan. anu-anong mga materyales
ang ginamit sa
mga produkto na
nakita sa larawan.
D. Pagtatalakay ng bagong konsepto Talakayin ang iba’t-ibang uri ng Talakayin ang iba’t-ibang uri ng Talakayin ang iba’t-ibang uri Talakayin ang iba’t-ibang uri ng
at paglalahad ng bagong kasanayan materyales na matatagpuan sa materyales na matatagpuan sa ng materyales na materyales na matatagpuan sa
#1 paligid/pamayanan na nasa Linangin paligid/pamayanan na nasa Linangin matatagpuan sa paligid/pamayanan na nasa Linangin
Natin sa letrang A ng LM. Natin sa letrang A ng LM. paligid/pamayanan na nasa Natin sa letrang A ng LM.
Linangin Natin sa letrang A ng
LM.
E. Pagtatalakay ng bagong konsepto Ipalahad sa mga bata ang maaring Ipalahad sa mga bata ang maaring Ipalahad sa mga bata ang Ipalahad sa mga bata ang maaring
at paglalahad ng bagong kasanayan gawin sa bawat materyales na gawin sa bawat materyales na maaring gawin sa bawat gawin sa bawat materyales na nabasa.
#2 nabasa. nabasa. materyales na nabasa.
F. Paglinang sa Kabihasan Pasagutan sa mga bata ang tanong Pasagutan sa mga bata ang tanong Pasagutan sa mga bata ang Pasagutan sa mga bata ang tanong na
(Tungo sa Formative Assessment) na nasa Linangin Natin sa Letrang B na nasa Linangin Natin sa Letrang B tanong na nasa Linangin nasa Linangin Natin sa Letrang B ng LM
ng LM ng LM Natin sa Letrang B ng LM
G. Paglalapat ng aralin sa pang-araw- Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
araw na buhay
H. Paglalahat ng Arallin Itanong sa mga mag-aaral kung ano Itanong sa mga mag-aaral kung ano Itanong sa mga mag-aaral Itanong sa mga mag-aaral kung ano ang
ang natutunan nila sa araling ito. ang natutunan nila sa araling ito. kung ano ang natutunan nila natutunan nila sa araling ito. Gabayan
Gabayan sila na makabuo ng disenyo Gabayan sila na makabuo ng disenyo sa araling ito. Gabayan sila na sila na makabuo ng disenyo ng proyekto
ng proyekto na may materyales na ng proyekto na may materyales na makabuo ng disenyo ng na may materyales na makukuha sa
makukuha sa kanilang makukuha sa kanilang proyekto na may materyales kanilang paligid/pamayan na
paligid/pamayan na magagamit nila paligid/pamayan na magagamit nila na makukuha sa kanilang magagamit nila sa kanilang tahanan o
sa kanilang tahanan o maaaring sa kanilang tahanan o maaaring paligid/pamayan na maaaring pagkakitaan.
pagkakitaan. pagkakitaan. magagamit nila sa kanilang
tahanan o maaaring
pagkakitaan.
I. Pagtataya ng Aralin Tanungin ang mga mag-aaral kung Tanungin ang mga mag-aaral kung Tanungin ang mga mag-aaral Tanungin ang mga mag-aaral kung bakit
bakit dapat nating pangalagaan at bakit dapat nating pangalagaan at kung bakit dapat nating dapat nating pangalagaan at
pahalagaahan ang ating mga natural pahalagaahan ang ating mga natural pangalagaan at pahalagaahan pahalagaahan ang ating mga natural na
na bagay sa ating kapaligiran. na bagay sa ating kapaligiran. ang ating mga natural na bagay sa ating kapaligiran.
bagay sa ating kapaligiran.
J. Karagdagang gawain para sa Tukuyin kung anong pinaghalong Tukuyin kung anong pinaghalong Tukuyin kung anong Tukuyin kung anong pinaghalong
takdang-aralin at remediation materyales ang ginamit sa pagbuo materyales ang ginamit sa pagbuo pinaghalong materyales ang materyales ang ginamit sa pagbuo ng
ng makabuluhang proyekto sa ng makabuluhang proyekto sa ginamit sa pagbuo ng makabuluhang proyekto sa bawat
bawat bilang. Piliin ang tamang bawat bilang. Piliin ang tamang makabuluhang proyekto sa bilang. Piliin ang tamang sagot sa loob
sagot sa loob ng kahon. Isulat ang sagot sa loob ng kahon. Isulat ang bawat bilang. Piliin ang ng kahon. Isulat ang mga titik ng
mga titik ng wastong sagot sa mga titik ng wastong sagot sa tamang sagot sa loob ng wastong sagot sa sagutang papel.
sagutang papel. sagutang papel. kahon. Isulat ang mga titik ng
wastong sagot sa sagutang 16. Paggawa ng upuan/bangkito
1. Paggawa ng 6. Paggawa ng papel.
upuan/bangkito upuan/bangkito 17. Basket
11. Paggawa ng 18. Walis tambo
2. Basket 7. Basket upuan/bangkito 19. Lampshade
3. Walis tambo 8. Walis tambo 20. Wind chime
4. Lampshade 9. Lampshade 12. Basket
5. Wind chime 10. Wind chime 13. Walis tambo
14. Lampshade
15. Wind chime
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
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?

DLL G5 Q1 WEEK 5 ALL SUBJECTS (Mam Inkay Peralta)

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DLL G5 Q1 WEEK 5 ALL SUBJECTS (Mam Inkay Peralta)

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GRADE 5 School: Grade Level: V

Teacher: Learning Area: ARALING PANLIPUNAN

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Tungkol saan ang awit? Tungkol saan ang awit?

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 5 LUNES MARTES MIYERKULES HUWEBES BIYERNES

B. Pamantayan sa Pagganap Nakagagamit ng computer at internet sa pangangalap at pagsasaayos ng impormasyon.

G. Paglalapat ng aralin sa pang-

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

“Anu-anong kasangkapan o Bakit tayo gumagawa ng Bakit tayo gumagamit ng

Pangganyak: Pangganyak: Pangganyak: Pangganyak:

WEEK 5 LUNES MARTES MIYERKULES HUWEBES BIYERNES

2. Mga pahina sa Kagamitang Pang-

3. Mga pahina sa Teksbuk EPP5IA-0f-6 EPP5IA-0f-6 EPP5IA-0f-6 EPP5IA-0f-6

4. Karagdagang Kagamitan mula sa

A. Bilang ng mag-aaral na nakakuha

F. Anong suliranin ang aking naranasan na

G. Anong kagamitang panturo ang aking

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