School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: JULY 16-20, 2018 (WEEK 7) Quarter: 1ST QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding…
A. Content Standards ● of texts elements to comprehend various texts
● that English language is stressed time to support comprehension
● of the forms and conventions of print, non print, and digital materials to understand various viewing texts
● of non – verbal communication to communicate with others
● Demonstrates command of the conventions of standard English grammar and usage when writing or speaking
The learner …
B. Performance ● Uses knowledge of texts types to correctly distinguish literary from informational texts. ● Reads with sufficient accuracy and fluency to support
Standards comprehension.
● Uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse.
● Evaluate effectively the message constructed and conveyed in various viewing texts.
● Applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message.

C. Learning EN6RC-Ig-2.24.1 EN6G-Ig-4.4.1 EN6G-Ig-4.4.1 EN6VC-Ig-5.1.7 Describe EN6VC-Ig-5.1.7

Competencies/Objectiv es
Write the LC code for each
EN6RC-Ig-2.24.2 Evaluate narratives EN6G-Ig-4.4.3 EN6G-Ig-4.4.3 different forms and Describe different forms
based on how the author developed EN6G-Ig-4.4.2 Compose clear EN6G-Ig-4.4.2 Compose conventions of films and and conventions of films
the elements: and coherent sentences clear and coherent moving pictures. ( setting ) and moving pictures. (
-setting using appropriate sentences using appropriate setting )
-characters grammatical structures: grammatical structures: EN6A-Ig-16
EN6A-Ig-16 Pronoun- Pronoun- Observe politeness at all
Observe politeness at all times EN6A- Reference agreement Reference agreement times
Ig-17 (number, case, gender ) (number, case, gender ) EN6A-Ig-17
Show tactfulness when
Show tactfulness when
communicating with others
EN6A-Ig-18

communicating with EN6F-Ig-1.8.1 Read with Show openness to criticism.

others auto automaticity grade
EN6A-Ig-18 level frequently occurring
Show openness to content area words.
criticism
 Elements of the Story Pronoun Antecedent Pronoun Antecedent Different Forms and Different Forms and
II. CONTENT Convention of Films Convention of Films (
( Setting ) Setting )

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from Activity Sheet in English 6 (Quarter 1: Week 7, pp
Learning Resource (LR) portal 1-10)

B. Other Learning Resources www.sjsu.edu/writing Actor Varun Pruthi.

“Honesty of orphan little
girl trying to sell pens on
street will leave you
Speechless” June12,2015.
Accessed April
15,2017.http://youtube.
www.moe.gov.sg/teach.you
tube

IV. PROCEDURES

A. Reviewing previous lesson or Answer “Let’s Recall” Answer “Let’s Recall” Answer “Let’s Recall” Answer “Let’s Try This” Answer “Let’s Try This”
presenting the new lesson Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 (Quarter 1: Week 7Day2, p.1) (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.1) (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1, p.1) p.1) p.1)
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
Do “Let’s Try This“ Read “Let’s Read” Read “To The Learner” Read “To the Learner” Read “ To The Learner”
Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 (Quarter 1: Week 7Day2, p.2) (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.1) (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1, p.1) p.1)
P.2)
Read “Let’s Read“ Read “Let’s Read” Do “Let’s Do This” Answer “Let’s Do This”
Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.1) (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1, p.2) p.1) p.2)
Do “Let’s Do This“ Read “Let’s Study” Answer “Let’s Study Answer “Let’s Study Answer “Let’s Study This”
Activity Sheet in English Activity Sheet in English 6 This” This” Activity Sheet in English 6
6 (Quarter 1: Week 7Day2, p.2- Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1, p.2) 3) (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.2) p.2)
p.2-3)
Read “Let’s Study This“ Answer “Let’s Try This” Answer “Let’s Try This” Answer “Let’s Try This” Answer “Let’s Try This”
Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 (Quarter 1: Week 7Day2, p.3) (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.3) (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1, p.3) p.3) p.3)
Answer “Let’s Enrich Do “Let’s Do More” Answer “Let’s Do More” Answer “Let’s Do This”
Ourselves“ Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
Activity Sheet in English (Quarter 1: Week 7Day2, p.4) (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.4)
6 p.3)
(Quarter 1: Week 7Day1, p.4)
Do “Let’s Do This“ Answer “Let’s Do This” Answer “Let’s Do This” Answer “Let’s Do More” Answer “Let’s Do More”
Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 (Quarter 1: Week 7Day2, p.4) (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.4) (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1, p.5) p.4) p.3)
 H. Making generalizations and Read “Let’s Remember” Read “Let’s Remember” Read “Let’s Remember” Read “Let’s Remember” Read “Let’s Remember”
abstractions about the lesson Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 (Quarter 1: Week 7Day2, p.4- (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.5) (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1, p.5) 5) p.4) p.4)

I. Evaluating learning Do “Let’s Do This“ Do “Let’s Test Do “Let’s Test Ourselves” Answer “Let’s Do This” Answer “Let’s Do This”
Activity Sheet in English Ourselves” Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 Activity Sheet in English 6 (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.5) (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1,p5) (Quarter 1: Week 7Day2, p.5) p.4) p.4)

J. Additional activities for Do “Let’s Enrich

application or Ourselves”
remediation Activity Sheet in English 6
(Quarter 1: Week 7Day3,
p.5)

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80%

in the
evaluation

B. No. of learners who require

additional
activities for remediation

C. Did the remedial lessons work?

No. of learners who have
caught up with the lesson

D. No. of learners who continue

to require remediation
E. Which of my teaching strategies
worked well? Why did these
work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with other
teachers?
 School: Grade Level: VI
GRADES 1 to 12 Teacher: Learning Area: ESP
DAILY LESSON LOG Teaching Dates and Time: JULY 16-20, 2018 (WEEK 7) Quarter: 1ST QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A. Pamantayang Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat
Pangnilalaman
B. Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat
C. Mga Kasanayan sa EsP6PKP-Ia-i-37
Pagkatuto 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya
(Isulat ang code ng bawat 1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito
Kasanayan)
II. NILALAMAN Pagtanggap sa mga tungkulin nang maluwag sa kalooban
III. KAGAMITANG PANTURO
A.Sanggunian
1. Mga Pahina sa Gabay ng Wastong Pag-uugali sa Weekly Test
Guro Makabagong Panahon 6
62-63 64-65 58-59 60-61
2. Mga Pahina sa
Kagamitang Pang-mag-
aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa Portal ng
Learning Resource
5. Iba pang Kagamitang
Panturo
6. Curriculum Guide 61 61 61 61
IV. PAMAMARAAN
A. Balik-aral sa nakaraang Balik-aral sa nakaraang aralin Balik-aral sa nakaraang aralin Balik-aral sa nakaraang aralin Balik-aral sa nakaraang aralin
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng Pangkatin ang mga mag-aaral Pumalakpak kung tama at Pumadyak kung tama at
aralin upang makagawa ng dula-dulaan kumembot kung mali. pumalakpak kung mali.
tungkol sa kanilang kakayahan at 1. Maging Masaya sa iyong 1. Inaalam ko ang aking sariling
paraan ng pagbabahagi ng mga ito. sariling kakayahan. kakayahan at ginagamit ko ito
2. Ayokong bigyan ng sa tamang paraan.
pagkakataon ang 2. Masama ang loob ko kapag
akng kamag-aral na hindi ako ang napiling lider ng
makasagot sa klase. anumang pangkat.
 3. Ang aking angking talino ay 3. Huwag sumali sa anumang
wala sa iba. programa sa paaralan.

C. Pag-uugnay ng mga Alam mo ba ang sarili mong Ano ang komitment sa nakaraang
halimbawa sa bagong kakayahan? Ano ito? aralin?
aralin
D. Pagtatalakay ng bagong Mga reaksyon tungkol sa dula. Ito ang Aking Kapasyahan, d. 95 Pag-usapan kung paano Papaano ka makikiisa sa paglutas ng
konseptoat paglalahad ng maisasagawa ang mga ito. anumang suliranin sa inyong
bagong kasanayan #1 paaralan?

E. Pagtatalakay ng bagong Ipasagot ang Pag-usapan Natin, Pagbasa ng Dula, d. 99

konseptoat paglalahad ng d. 96
bagong kasanayan #2
F. Paglinang sa Kabihasaan Sagutin ang mga sumusunod na
(Tungo sa Formative tanong:
Assessment) 1. Ano ang suliranin ng
pamayanang nabanggit?
2. Ano ang pinag-uusapan ng mga
tauhan?
3. Kung ikaw ang isa sa mga ito, ga
gawin mo rin ba ang kanilang
pasyahan? Bakit?
4. Anu-anong bagay ang maaari
mong maitulong sa pagsugpo
sa ganitong uri ng problema?
5. Bakit mahalaga sa tao ang
paggawa nang bukas sa loob?

G. Paglalapat ng aralin sa
pang-araw araw na buhay

H. Paglalahat ng Aralin
Ang paggamit ng talino ay pag- Ang bawat tao ay may kanya- Gamitin ang sariling kakayahan sa Tanngapin ang mga gawain ayon sa
bibigay todo. kanyang kakayahan, mabuting paraan. Ang hindi sariling kakayahan.
tuklasin ito at gamitin sa kayang gawin pagsumikapa’t pag-
Sa biyaya ng Diyos na nagbigay kabutihan. aralan. Maging maka totohanan sa iyong
nang lubos. pagganap.

I. Pagtataya ng Aralin Lagyan ng kaukulang tsek ang Piliin kung alin sa mga Lagyan ng kaukulang sago tang
kahon . sumusunod ang kayang gawin. kahon.

Minsan
Lagyan ng tsek.

Palagi

Hindi
Kaugalian
_____ 1. Mamuno sa isang
Minsan

palatuntnan.
Palagi

Hindi

Gawain
1. _____ 2. Tumulong sa 1. Di ako
Tinutulungan pagdidisiplina tumatanggi sa
ko ang sa loob ng paaralan. utos ng guro.
aking kamag- _____ 3. Makialam sa mga 2. Nakikiayon
aral sa problema ng guro ako sa
paggawa ng tungkol nakararami.
takdang- sa pagtuturo. 3. Masama ang
aralin. _____ 4. Sumali sa mga aking loob sa
2. palatuntunang klase dahil
Ipinagyayaba pampaaralan. hindi ako
ng ko sa _____ 5. Maging hinihilingan ng
aking mga makatotohanan sa mga pasabi ng guro.
kamag-aral sasabihin at gagawin. 4. Pinag-
na ako’y aaralan ko ang
matalino anumang
kaysa sa gawaing
kanila. iniuutos ng
3. Binibigyan guro at maging
ko ng pag- ng aking mga
kakataong magulang.
makasagot 5. Wala akong
ang aking pakialam sa
kamag-aral aking mga
sa mga kamag-aral
katanungan dahil hindi ko
ng aking guro sila pinapansin
sa klase. at dir in nila ako
4. Maging pansin.
makasarili sa
lahat ng
pagkakataon
.
5.
Ibinabahagi
ko ang aking
nalalaman sa
mga
nangangailan
gang tulong.
 J. Karagdagang gawain para
sa takdang-aralin at
remediation
V. MGA TALA ---------------------------------------- ------------------------------------------- ---------------------------------------------- -------------------------------------------- ----------------------------------------
---------------------------------------- ------------------------------------------- ---------------------------------------------- -------------------------------------------- ----------------------------------------
---------------------------------------- ------------------------------------------- ---------------------------------------------- -------------------------------------------- ----------------------------------------
---------------------------------------- ------------------------------------------- ---------------------------------------------- -------------------------------------------- ----------------------------------------
---------------------------------------- ------------------------------------------- ---------------------------------------------- -------------------------------------------- ----------------------------------------
----------
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
VI-3 (42) _____ VI-3 (42) _____ VI-3 (42) _____ VI-3 (42) _____ VI-3 (42) _____
pagtataya.

B. Bilang ng mga-aaral na
nangangailangan ng iba
pang gawain para sa VI-3 (42) _____ VI-3 (42) _____ VI-3 (42) _____ VI-3 (42) _____
remediation

C. Nakatulong ba ang
remediation? Bilang ng
mag-aaral na nakaunawa VI-3 (42) _____ VI-3 (42) _____ VI-3 (42) _____ VI-3 (42) _____
sa aralin.

D. Bilang ng mga mag-aaral

na magpapatuloy sa
VI-3 (42) _____ VI-3 (42) _____ VI-3 (42) _____ VI-3 (42) _____
remediation

E. Alin sa mga istratehiyang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
pagtuturo ang nakatulong __Kolaborasyon __Kolaborasyon __Kolaborasyon __Kolaborasyon
ng lubos? Paano ito __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
nakatulong?
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search
__Experiential Learning __Experiential Learning __Experiential Learning __Experiential Learning
F. Anong suliranin ang aking Mga Suliraning aking
naranasan na naranasan:
nasolusyunan sa tulong ng __Kakulangan sa makabagong
kagamitang panturo.
aking punungguro at
__Di-magandang pag-uugali
superbisor? ng mga bata.
__Mapanupil/mapang-aping
mga bata
__Kahandaan ng mga bata
lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
G. Anong kagamitan ang __Pagpapanuod ng video
aking nadibuho na nais presentation
kong ibahagi sa mga __Paggamit ng Big Book
__Community Language
kapwa ko guro?
Learning
__Ang “Suggestopedia”
__Ang pagkatutong Task
Based
__Instraksyunal na material
Mga Suliraning aking
naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kahandaan ng mga bata lalo
na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__Ang pagkatutong Task Based
__Instraksyunal na material
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping mga
bata
__Kahandaan ng mga bata lalo na
sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__Ang pagkatutong Task Based
__Instraksyunal na material
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping mga
bata
__Kahandaan ng mga bata lalo na
sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
_ Ang pagkatutong Task Based
__Instraksyunal na material
 School: PILIPOG ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: AQUILINA D. EPE Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: JULY 15-19, 2019 (WEEK 7) Quarter: 1ST QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of different techniques to separate mixtures
A. Content Standards
The learners should be able to separate desired materials from common and local products
B. Performance Standards

C. Learning Competencies/ Tell benefits of separating mixtures from products in the community. S6MT-I-g-j-3
Objectives Identify the benefits of Identify the benefits of Identify the benefits of separating Identify the benefits of Identify the benefits of
Write the LC code for each separating mixtures from separating mixtures from mixtures from products in the separating mixtures from separating mixtures from
products in the community products in the community community through filtering products in the community products in the community
through sieving through decanting through evaporating through the use of magnet

Benefits of separating Benefits of separating Benefits of separating mixtures Benefits of separating mixtures Benefits of separating mixtures
II. CONTENT mixtures through sieving mixtures through decanting through filtering through evaporating through the use of magnet

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages Science Spectrum 4 by Science Spectrum 4 by Fallaria Science Spectrum 4 by Fallaria Science and Health Textbook for
Fallaria et.al p. 156 et.al p. 157 et.al p. 157 Grade Four by Coronel and
Abracia p. 148

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
Recall by giving some
steps/processes on how a
soluble solid is separated
from a liquid using
evaporation.
Show pictures that depict
some activities done by
construction workers in
building houses and buildings
emphasizing sieving of sand
and gravel. Ask questions.
Unlock difficult words or
terms that learners may
encounter in the lesson (e.g.
benefit, mesh screen etc.).
Independently, learner thinks
and lists different activities
that deal with sieving either
in school and community.
Share ideas to the larger
group. See Activity Sheet 7.1
Learners share their previous
output and brainstorm to
come up with general
answer. Groups discuss
on the benefits of separating
mixtures from products in
community through sieving.
See Activity Sheet 7.2
Analyze and discuss the
outputs of the learners about
benefits of separating
mixtures from products in the
community through sieving.
Ask learners to cite some
importance of sieving in the
community.
Ask learners questions about
the previous lesson (benefits
of sieving).
Learners read again the
definition of decantation on
page 156. Ask question
about its possible
importance.
Learners familiarize the
difficult words they may
encounter in the lesson
pertaining to decantation.
Learners work independently
by listing different situations
or activities in the
community in which
decantation can be applied.
See Activity Sheet 7.3
Each member shares ideas
about the different activities
where decantation can be
applied in relation to their
benefits. Team consolidates
the answers for group
reporting to the class.
See Activity Sheet 7.4
Analyze and discuss the
outputs of the learners
about benefits of separating
mixtures from products in
the community through
decantation.
Discuss within the class how
to apply decantation in oil
spills that may affect the
bodies of water in the
community.
Ask learners questions about the
previous lesson (benefits of
decantation).
Learners analyze again how
filtration can be done on page
157. Ask them how important
filtration is in the community.
Show pictures of activities in the
community depicting filtration.
Learners discuss within their
group the different activities or
situations in the community in
which filtration is involved.
Discuss the benefits of filtration in
the community. See Activity
Sheet 7.5
Analyze and discuss the outputs
of the learners about benefits of
separating mixtures from
products in the community
through filtration.
Ask learners to write other
practical applications of filtration
in the kitchen.
Ask learners questions about the
previous lesson (benefits of
filtration).
Redefine evaporation and ask
questions related to it.
Learners interpret the diagram
about evaporation in nature on
page 157. Ask them how
important it is.
Through group activity, learners
brainstorm
the benefits of separating
mixtures from products in the
community through evaporation
using their individual output in
the previous activity.
See Activity Sheet 7.6
Analyze and discuss the outputs
of the learners about benefits of
separating mixtures from
products in the community
through evaporation.
Cite some situations showing
evaporation and ask learners the
importance of each one to daily
living.
Ask learners questions about
the previous lesson (benefits of
evaporation).
Redefine magnetic separation.
Learners do the activity
Investigate on page 148 and ask
the importance of applying
magnet as observed in the
mentioned activity.
Through group activity, learners
brainstorm
the benefits of separating
mixtures from products in
community through magnetic
separation using their individual
output in the previous activity.
See Activity Sheet 7.7
Analyze and discuss the outputs
of the learners about benefits of
separating mixtures from
products in the community
through the use of magnet.
Ask learners to write other
practical applications of
magnetic separation in the
community.
 H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Rediscuss the pictures shown
in the motivation and ask
learners about benefits of it
and other activities
pertaining to sieving
Give multiple choice
questions about benefits of
sieving
Learners search the internet
or other references on other
activities in the community
that show benefits of sieving
aside from what were
mentioned in the lesson.
Ask learners on the benefits
of decantation to the
community
Give multiple choice
questions about benefits of
decantation
Learners work on
assignment of their choice
about the importance of
decantation.
 Poem
 Song/Jingle
 Poster/Slogan
See Rubric
Ask learners to give the benefits
of filtration in school, home,
community and others
Give multiple choice questions
about benefits of filtration
Learners interview workers in
water refilling stations near their
household and ask how filtration
is involved in the processing of
clean and potable water.
Ask learners to give the benefits
of evaporation in school, home,
community and others
Give multiple choice questions
about benefits of evaporation
Learners research from the
internet or other resources on
the different activities/situations
showing importance of
evaporation in the community
aside from what were
mentioned.
Ask learners to give the benefits
of using magnet in separating
mixtures in school, home,
community and others
Give multiple choice questions
about benefits of using magnet
in separating mixtures
Learners will do the assignment
of their choice about the
importance of using magnet in
separating mixtures.
 Poem
 Song/Jingle
 Poster/Slogan
See Rubric

V. REMARKS
VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did
F. What these work?
difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 School: Grade Level: VI
GRADES 1 to 12 Teacher: Learning Area: TLE-H.E.
DAILY LESSON LOG Teaching Dates and Time: JULY 16-20, 2018 (WEEK 7) Quarter: 1ST QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance an d joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills into the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food
TLE6HE-Og-11 3.2.1 Identifies the tools/utensils and equipment
C. Learning Competencies / Objectives 3.2 Uses the tools/utensils and 3.2.1 Prepares plan on preserving/processing food
Write the LC code for each equipment and their substitutes in
food preservation / processing.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete
III. LEARNING RESOURCES
and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
Bantigue, R.M. and Pangilinan, J.P. https://food-
(2014) Growing up with Home hacks.wonderhowto.com/h
Economics and Livelihood Education. ow-to/10-brilliant-
FNB Educational, Inc. QC. substitutions-for-
specialized-kitchen-tools-
0150526/
B. Other Learning Resources
https://www.youtube.com/
watch?v=N0Y2QlMO4Uw

https://www.youtube.com/
watch?v=KjG28t1iGQI
 IV. PROCEDURES
Recap of previous lesson
Last week, the discussion was on food
preservation, the benefits derived
from it as well as its different types.
We also conducted an inventory of
food that can be preserved and
processed.
A. Reviewing previous lesson or This week’s lesson is on the
presenting the new lesson tools/instruments/utensils and
equipment that we use for food
preservation.
Ask the learners on the importance
of familiarizing the learners with the
tools/utensils and equipment in food
preservation.
B. Establishing a purpose for the
lesson
Ask the difference between
tools/instruments and equipment.
C. Presenting examples/ instances of
Before the difference is determined,
the new lesson
ask the learners to give examples of
tools / instruments and equipment.
Recap of previous lesson
Yesterday, the class was
able to identify different
tools/instruments and
equipment used in food
preservation.
The class was able to
distinguish the difference
between tool/instruments
and equipment.
Our lesson for today is a
continuation of the
discussion yesterday
because the class will be
asked to present the recipes
of preserved
foods/processed foods and
identify the
tools/instruments and
equipment used to complete
the process.
Individual class presentation. With reference to the
The other members of the the teacher will call on
class will provide feedback learners to provide examples
on the presentation.
Recap of previous lesson.
There were exercises or
activities on the use of the
different tools/instruments
and equipment in food
preservation / food
processing,.
The class was asked if they
could think of possible
substitute/s for
tools//instruments.
Ask the learners why there
is a need to think of
substitutes for
instruments/tools in the
kitchen.
Emphasize the need to be
resourceful for the learners
assigned task to the learners,
of substitutes.
Show photos to the class.
Recap of previous lesson.
There were presentation of
possible substitutes for
kitchen tools/instruments.
There was a video
presentation of these
substitutes and how they can
be used.
The class was also informed
that they willl present by
group processed/preserved
food next week.
The class started with their
planning for the project and
the first step was to identify
a food item.
The eight (8) groups will
present their plans.
There is emphasis on non-
duplication of food items
with the same mode of food
preservation.
After presentation, the
teacher will ask the class to
group themselves again
then discuss the following:
 Choosing a recipe.
 Identifying tools and
equipment that will be
Mention that yesterday,
the class started with the
planning for the
presentation of
preserved/processed food.
Today, they will continue
to prepare for the
assignment next week.
Continue with group
discussion on project.
The class discussed with
their individuall group their
chosen recipe, tools and
equipment, tasks for each
member of the group,
workplan, and the budget
for the project.
The group representative
will check with the HE room
if the tools and equipment
needed are available.
If the tools are not
available, the learners will
bring them to class.
 Knife sharpener - sharpen
your knife with a ceramic
bowl or mug
Egg separator – water bottle
Jar opener – duct tape
Burger press – measuring
cup, jar lids
used in completing the
process Bring the needed
 Listing the steps in ingredients for the project.
preserving/processing of
food
 Assigning tasks for each
group member
 Designing a work plan
 Preparing a budget
 Documenting photos

Double boiler – two

saucepans or one pan and a
mixing bowl
Ask the learners examples of these Play a video clip on food The teacher will explain each The eight (8) groups will
tools/instruments: preservation / food Show a video on substitute of the items that will be provide updates on the
processing. The video for kitchen included in the presentation: status of preparation for
Response may include knives, fork, contains the specific steps tools/instruments. their assignment.
spoon, whisk, spatulas, graters, undertaken for the  Recipe of the
wooden mallets, containers, plastic completion of the process. https://www.youtube.com/ preserved/processed
bins with airtight lids, ceramic dishes The use of the tools / watch?v=N0Y2QlMO4Uw food
with plastic lids and foil containers, utensils/ instruments and
jars, bag, food brushes, measuring equipment are very evident
https://www.youtube.com/  Tools / instruments used
cups, colander, strainer, timer, in the video.
watch?v=KjG28t1iGQI in the activity
weighing scale, measuring spoons,
handheld can opener, cooking
D. Discussing new concepts and Think of other substitute for  Equipment used in the
thermometer, etc.
practicing new skills #1 tools/iinstrument. activity

Ask the learners examples of

equipment used in food preservation:  Steps in
juicer, mixer, electric can opener, preserving/processing of
blender, refrigerator, stove, oven. food

What then is the difference between  Role of each member of

tools and equipment? the group

One major difference is the use of

electricity.
 The teacher will show photos or
drawings of examples of
tools/instruments and equipment.
The teacher will ask the learners the
use of each tool/instrument and
equipment.
The teacher will then present a photo
where the specific tool or equipment
E. Discussing new concepts and practicing
is used or being used.
new skills#2
The contents of the video
will be processed by the
class.
The teacher will inform the Tell the class that it might be
class that by next week, they the first time that they have
will be bringing heard of the following:
preserved/processed foods  Work plan
which they themselves will  Budget
prepare.  Photo Documentation
(not included in the CG)
The class will be divided into
eight (8). With reference to
the lessons last week on the
methods of food
preservation, assign two
groups per method.

Group 1 - Drying
Group 2 - Salting
Group 3 - Freezing
Group 4 –Processing
Group 5 – Drying
Group 6 – Salting
Group 7 - Freezing
Group 8 - Processing
F. Developing mastery The class will prepare Pickled Papaya. Presentation of another Each group will identify what Define, explain and provide
(Leads to Formative Assessment 3) What tools/utensils/instruments will video clip on .
food item they will work on. examples.
be used? processing/preservation of There should be no
 Grater food. duplication of food items for Workplan – is the list of tasks
 Bowl groups who will be working that need to be done for a
 Jar Midway in the presentation, on the same method. specific activity. It indicates
the day and time and the task
 Teaspoon the teacher will pause the
that will be done.
 Cup video then ask the class
 Muslin bag what the next steps will be. The individual group will
plan on the Budget – is the list of the
 Squeezer
preserved/processed food expenses or costs of items
 Collander The video presentation will
which they will prepare. used in the activity.
 Tray or bilao be played again.
 Sauce pan Photo Documentation – are
 Knife pictures taken before, during
 Slicer and after the activity. These
are action shots e.g.
discussing, marketing, food
preparation, of cooking until
 the final product is ready for
presentation.

G. Finding practical applications of
concepts and skills in daily living
Describe how the above
tools//instruments will be used?
Ask the class what equipment will be
used in the preparation of Pickled
Papaya?
The teacher will ask the
learners what process in the
video is very important in
food preservation / food
processing. Ask them why.

Answer: Gas stove or gas range

Ask the class when it will be used.

H.Making generalizations and
abstractions about the lesson
I. Evaluating learning
Remember the difference between The class continue with
tools/instruments and equipment. their planning for next
week’s presentation
Familiarize yourselves with the
tools/instruments used in the
preservation of food.
Present a situation wherein The teacher will go around The teacher will go around The teacher will advise the
the tools/instruments the eight (8) groups to the eight (8) groups to group on how to better
needed for a specific recipe ensure that they are on the ensure that they are on the prepare for their
are not available. right track. right track. presentation next week.

Ask the learners to think of a Clarifications by the learners Clarifications by the learners Clarifications by the
substitute. will be addressed by the will be addressed by the learners will be addressed
teacher. teacher. by the teacher.
J. Additional activities for application or Bring recipes on preserved foods. Submit photos of possible
remediation Identify the equipment and substitutes for kitchen .
tools/instruments that will be used to tools/instruments.
complete the process.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
D. No.oflearnerswho continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI encounterwhichmy
principalorsupervisorcan helpmesolve?
G.What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
 School Grade Level VI
GRADE 1 to 12
Teacher Learning Area EPP 6 – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time JULY 16-20, 2018 (WEEK 7) Quarter FIRST

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed
and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard demonstrates knowledge and skills in using audio, video conferencing tools, and e-group
B. Performance Standard communicates and collaborates online through audio, video conferencing, and e-group
C.Learning  Give steps in signing  Give steps in  Sign up for a skype  Make a group video  Use
Competency/Objectives up for a skype importing facebook account. call or video skype/google
Write the LC code for each. account. contacts to skype  Follow steps in signing conferencing. hangouts in
 Enumerate steps in  Call someone using up, adding and  Make a group call or video call.
adding a skype skype. importing contacts. audio conferencing.  Conduct a
contact. TLEIE6-0g-13  Make a call using TLEIE6-0g-13 skype/google
TLEIE6-0g-13 skype. hangouts in
TLEIE6-0g-13 video or audio
conference.
TLEIE6-0g-13
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in
a week or two.
II. CONTENT
COMMUNICATING AND
COLLABORATING USING ICT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 90-96 pp. 97-99 pp. 90-99 pp. 99-100 Entrepreneurship
pp. 101
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Developing mastery
(leads to Formative Assessment
3)
F. Finding practical application
of concepts and skills in daily
living
G. Making generalizations and
abstractions about the lesson
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Present “Let’s Study” on Review on steps in signing Review on steps in importing Review on Review on how to
page 90. up for a skype account and facebook contacts to skype  Steps in signing up make an audio and
steps in adding skype and for a skype account video conference
contacts. Call someone using skype.  Steps in aading skype using skype.
contacts
 How to import
facebook contacts to
skype
 Call someone using
skype
Introduce skype to the
learners and give some
background about the
application.
Discuss the steps in Group Activity:
signing up for a skype  Create a skype account
account and steps in following the steps in
adding skype contacts on making a skype
pp. 90-96 of TX account.
Discuss Importing  Add contact list in their Discuss the steps on how Group Activity:
Facebook Contacts to skype account. to start a Group video call Let each group do
skype and calling someone  Import contacts (Video Conferencing using “Acvtivity 5.1:
in contact list on pp. 97-99 skype and Making a Group Catching Up!” on
 Make a video call.
of TX Call (Audio Conferencing) page 101 of TX.
using skype on pp. 99-100
of TX
Let each group
collaborate with each
other using skype or
google hangouts.
Group Activity:
Let each Group discuss the
following in the class
 Group 1 - Creating a
skype account
following the steps in
making a skype
account.
Group 2 - Adding contact
list in their skype
account.
Group 3 - Importing
contacts
Group 4 - Making a video
call.
Group 5 - Making a
group call.
H. Evaluating learning 20 item quiz
I. Additional activities for
application or remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
VI. REFLECTION be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
 or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 School: Grade Level: VI
GRADES 1 to 12 Teacher: Learning Area: TLE-I.A.
DAILY LESSON LOG Teaching Dates and Time: JULY 16-20, 2018 (WEEK 7) Quarter: 1ST QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in making simple electrical gadgets.
B. Performance Standards Constructs simple electrical gadgets with ease and dexterity
C. Learning Competencies / Objectives Explains the protocols (processes) in making electrical gadgets (TLE6IA-0g-9)
Write the LC code for each

II. CONTENT
Production/ repair of simple electrical gadgets.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resources
IV. PROCEDURES
Give me an example of Rearrange the following The teacher will show the work of
different simple steps to each group done yesterday about
A. Reviewing previous lesson or electrical gadgets: make it correct the
presenting the new lesson Extensions cord, Refer to activity 2 protocol or a process in making a
Door bell Continue the group electrical gadgets.
Plugs, presentation from
lampshades yesterday activities
Group activity: Why is it necessary to Why is it dangerous to The will show a diagram of the
The teacher will ask the strictly make an correct process of making a
B. Establishing a purpose for the pupils to list down follow the steps/ electrical gadget dorrbell. The teacher will ask: will
lesson the steps in constructing direction in without the doorbell function? Why?
an extension msking simple elecrical following the concise
cord in a manila paper and gadgets? direction?
post it on the Sample anwers:
 board. The first group to To avoid accidents,
complete the task To produce an output
will be declared as a with good
winner. quality

Classify the things is it a The teacher will prepare

Group activities:
furniture or a strips of Divide the class into 4
gadget? flashcards with different
groups
Television steps in Each group will be
Cellphone making an extension given an
Laptop cord. envelope with strips of
C. Presenting examples/ instances of Sofa Ask the pupils to post it
cartolina
the new lesson Cabinet on the with different correct
Table board accordingly. processes of
Doorbell making an specific
electrical
gadget. The pupils will
rearrange
it and post it on the
board.
Teacher will present at Group work: Each group will present The teacher and the Ask the pupls to give some reactions
least 3 different Based on the information their class will give on the diagram presented.
videos showing the they output to the class for comments and
protocols in making watched yesterday, the confirmation or suggestions regarding
electrical gadgets. group will suggestions by their group
D. Discussing new concepts and
The teacher will instruct assess the their classmates. presentation and the
practicing new skills #1
the group to protocol/process in teacher
observe and take note of making an electrical will give additional
the processes in gadgets. List information about the
making the electrical the step by step protocol protocol in making an
gadgets. in electrical
making electrical gadgets. gadgets.
The group will list down Group reporting. Pupils What is the importance
and summarize will give of
E. Discussing new concepts and
what they have observed their reactions and the following the correct
practicing new skills#2
while watching teacher will protocol/
the video. (panel be the facilitator process in making
discussion of a group) electrical
 gadgets?

F. Developing mastery Refer to Activity 1 What is the importance What is the importance of following
(Leads to Formative Assessment 3) “Completing the Process What is the importance of following the the correct protocol/ process in
Ladder” of following correct protocol/ making electrical gadgets?
the correct protocol/ process in making
process in electrical gadgets?
making electrical
gadgets?

G. Finding practical applications of Why is it important to Why is constructing When does short
concepts and skills in daily living know how to make At home, you noticed octopus circuit happen?
an electrical gadgets? that your electrical extension
How will it be usefulat brother is having a hard dangerous?
home and in your time fixing
daily life? an extension cord. What
will you
do?
H. Making generalizations and What is the importance of What is the importance What is the importance What is the importance
abstractions about the lesson remembering of of of
the different protocol/ remembering the remembering the remembering the
processes/ steps in different different different protocol/
making electrical gadgets? protocol/ processes/ protocol/ processes/ processes/ steps in
steps in steps in making electrical
making electrical making electrical gadgets?
gadgets? gadgets?
I. Evaluating learning True Or false
Give the different What will you do if your Why is constructing 1. Do not check the wirings in
protocol/ processes/ steps extension cord is not octopus making
in working, Considering the electrical extension an extension cord.
making electrical gadgets. safetyness in fixing? dangerous? 2. Operate any electrical appliances
1. with wet hands.
2. 3. Never use temporary jumpers.
3. 4. Never construct octopus
4. extension
5. cord.
5. Don’t attempt to check or repair
some electrical gadgets if you do not
have the right knowledge to do it.
J. Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION
A. No.oflearnerswho
earned80%onthe formative assessment
B.No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
D. No.oflearnerswho
continuetorequire remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan helpmesolve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 Grades 1 to 12 SCHOOL GRADE LEVEL VI
DAILY LESSON LOG TEACHER LEARNING AREA EPP - AGRICULTURE
TEACHING DATES AND TIME JULY 16-20, 2018 (WEEK 7) QUARTER 1ST

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.
I. OBJECTIVES

A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees

B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
Applies knowledge and skills in planting trees and fruit trees Markets Fruits and
Seedlings
TLE6AG0f-7
7 Market fruits and seedlings 7.1 Applies scientific knowledge 7.2.Keep updated 7.3 marketing 7.4 Uses of on line
and skills in identifying fruits and records of strategy to be used in marketing of orchard
seedlings ready for sale trees/seedlings for selling trees and seedlings
sale 7.5 Prepares flyers and
Brochures
• How to sell your crop 7.2.1Proper record 7.3.1Marketing 7.1.4 Benefits of on line
Wholesale and retail keeping of events, strategy marketing
Marketing of fruits and seedlings expenses, sales Transactiona Advantages and
• The Farmers Market and improvement of l dis advantages of
orchards • Word of Mouth on line marketing 7.1.5
• Personalized Design and lay out of
7.2.2 Maintaining records • Free sample flyers and brochures for
• Tree map marketing marketing fruits and
• Tree growth • Telemarketing seedlings
• Seedlings growth • Community
marketing

III. LEARNING RESOURCES

 A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Curriculum Guide for Curriculum Guide for Grade Curriculum Guide for Curriculum Guide for Curriculum Guide for
Grade VI-Agriculture p.32 VIAgriculture p.32 Grade VI-Agriculture p.32 Grade VI-Agriculture Grade VI-Agriculture p.32
p.32
Agricultural Crops Agricultural Crops Production, Agricultural Crops Wastong Pagtatanim Wastong Pagtatanim
Production, Teachers Teachers Guide Production, Teachers
Guide Guide
Charts, Pictures, Video, Actual object, Charts, Pictures, Video, Actual Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video,
Guidebook, internet object, Guidebook, internet Actual object, Actual object, Actual object,
Guidebook, internet Guidebook, internet Guidebook, internet
Assign groups to report on the Perform systematic and .Perform proper Demonstrate the Observe healthy and
systematic and scientific way of scientific ways of caring procedures in proper ways of safety measures in
caring for seedlings, trees and seedlings, propagated trees preparing organic applying organic formulating organic
fruit trees and fruit trees fertilizer and fertilizer and fertilizer and pest
• Cultivating organic pest/insect organic pest/insect /insect control
• Transplanting control control to
• Watering seedlings and
• Applying organic propagated plants
fertilizer
Apply entrepreneurial skills in Scientific knowledge Skills and Maintaining record Choosing the best Practice marketing
marketing and selling fruits, in identifying fruits and and keeping all data in marketing strategy strategy through
seedlings seedlings for sale tact in selling fruits and advertising and on
and cuttings seedlings line techniques
C. Presenting examples/instances of Proper selection and harvesting of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
fruits, and proper selection of
seedlings for sale
Environmental and community
scanning in marketing fruits and
seedling
Practice.Scientific
knowledge/skills in identifying
fruits and seedlings for sale
Ripeness
Physiological maturity
Colouring
Organoleptic quality
Commercial maturity
Analyzing your orchard s and
plantation status
Safety practices in transplanting
seedlings and propagated plants
Proper maintenance of Presentation of Practice advertising
records and Books, different Marketing techniques in marketing
ledger for marketing strategies in marketing fruits and seedlings
fruits and seedlings fruits and seedlings
Bookkeeping techniques Proper wearing of Analyzing failed or un-
Personal protective successful formulation of
equipment organic fertilizer and
organic pest/insect
control
Introduction to Organic Ideal marketing Advertise your product
concoctions strategy applied for
fruits and seedlings
F. Developing mastery (leads to Discussed Applies scientific knowledge Proper record Discuss the different Lay out and design
Formative Assessment 3) entrepreneurial skills and skills in identifying fruits keeping of events, marketing advertisement for
in marketing and selling fruits, and seedlings ready for sale expenses, sales and strategies in fruits and seedlings for
seedlings and cuttings improvement of selling fruit and sale
orchards seedlings

G. Finding practical applications of Knowing your market and Proper analysis of fruits and Develop proper Selection and best Practice on-line
concepts and skills in daily living customer seedlings ready for records and books marketing strategy marketing strategy
market intended for for
marketing fruits and seedlings

H. Making generalizations and Entrepreneurial skills in Marketing Scientific way and skills in Record keeping and Scope and Present different way of
abstractions about the lesson fruits and seedlings identifying fruit and seedlings for maintenance of data for characteristics of advertising your product
sale marketing different marketing
techniques
I. Evaluating learning Written examination Oral recitation Demonstrations Reporting and Group presentation Written examination
Demonstrations presentation skills Role Play Word Puzzle
Role Play Demonstration Direct Observation
Ocular Inspection

J. Additional activities for application Video presentation of some best Video presentation of scientific Present ideal existing Invite speaker who is Video presentation in
or remediation practices in marketing fruits and skills in identifying fruits and actual records of books an authority in developing
seedlings seedlings for sale and ledger intended for marketing fruits and advertisement like
fruits and seedling sale seedling and who will brochure, leaflets and
sand market talked on marketing posters for marketing
strategies

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
 B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 School PILIPOG ELEMENTARY SCHOOL
GRADES 6 Teacher AQUILINA D. EPE
DAILY LESSON
Teaching Date JULY 15-19, 2019
LOG
WEEK 7 MONDAY
MUSIC
I. OBJECTIVES
A. Content Standards Illustrates the concept of
rhythm by applying notes and
rests, rhythmic patterns, and
time signatures for appropriate
mastery and acquisition of skills
B. Performance Standards
Creates rhythmic patterns
using half, quarter, eighth
and
sixteenth notes and rests, in
time signatures 2 3 4 and 6
4 4 4 8 designs cartoon character on-
C. Learning Competencies/ Identifies through conducting
Objectives the relationship of the first
( Write the LCcode for each) and the last measure in an
incomplete measure
Creates rhythmic patterns in
2 3 4
4 4 4
and
time signatures
Musical Symbols and
II.CONTENT Concepts: Conducting
( Subject Matter)
III. LEARNING RESOURCES
A. References
TUESDAY
ARTS
demonstrates understanding
of the use of lines, shapes,
colors, texture, and the
principles of emphasis and
contrast in drawing a logo and
own cartoon character using
new technologies in drawing.
creates concepts through art
processes, elements, and
principles using new
technologies (hardware and
software) to create personal
or class logo.
the spot using new
technologies.
Realizes that art processes,
elements, and principles still
apply even with the use of
technologies.
A6EL-Ie
appreciates the elements and
principles applied in comic art.
A6PL-Ie
Grade Level VI
Learning Area MAPEH
Quarter: 1ST Quarter
WEDNESDAY THURSDAY FRIDAY
PE HEALTH PE
demonstrates Demonstrates understanding demonstrates
understanding of of personal health issues and understanding of
participation and concerns and the importance participation and
assessment of physical of health appraisal procedures assessment of physical
activity and physical and community resources in activity and physical fitness
fitness preventing or managing them
participates and assesses practices self-management participates and assesses
performance in physical skills to prevent and control performance in physical
activities. personal health issues and activities.
assesses physical fitness concerns assesses physical fitness
To be able to assess executes the different skills
regular participation in avails of health services in the involved in the game
Physical Activities based school and in the community PE6GS-Ic-h-4
on the Philippine Physical H6PH-Igh-24
Activity Pyramid.
 1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages OHSP Health 1Q1 Module 1
Reading 2 pp. 12
2. OSHP Health 1Q4 pp.14
3. Edukasyong
Pangkatawan,Kalusugan,at
Musika I. DepED. Abejo, Mary
Placid Sr. et. al. 1991. pp.53
Health 6 Curriculum Guide
p.55
4. Additional Materials from
Learning Resource LR
portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous Lesson Do the following: Activate prior knowledge on Conduct Review on Review: Community health Conduct a review about
or presenting new lesson 1. Tap the rhythm. lines, shapes, colors and Physical Activity Pyramid resources Locomotor and Non-
2. Given the indicated time contrast and emphasis Guide. Let pupils the Locomotor Movements. Let
signature, conduct according pupils identify and give the pupils execute each
to the value of each note in an examples of the example.
each measure. activities that belong to
the recommended step
like in
- Step 1: Daily Activities
(walking to school, doing
household chores, like
cleaning and washing the
dishes)
- Step 2: Always Activities
(riding a bike, playing
balls, and jogging)
- Step 3: Sometimes
Activities (dancing,
swimming, rowing,
tumbling, and activities
that develop flexibility?
 - Step 4: Minimal / Limit
these Activity (watching
TV, playing video games
using computers, and all
activities that are in
active)
Also review the
indicators of Fitness (past
lesson 2)
B. Establishing a purpose for Let the children sing the song Arrange in series the comic Sing Mag tanim ay Biro Ask the pupils about the
the lesson “Ang Saya-Saya” strip in the comic panel health services offered in the
barangay.
template.

C Presenting Song Analysis: ( Ang Saya- Say: Teacher will present a

Examples/Instances of the Saya) A One page comic is a sample of a Test Paper
New Lesson narrative blend of texts and and ask what is the

D. Discussing New Concepts
and Practicing New Skills 1
1. Identify the meter, time
signature, key and the first
note of the song.
2. (Ans. Triple, , G Major, re)
3. How many phrases are
there in the song?
(Ans. four)
5. What can you say
about the number of
beats found in the
first measure in the
first phrase?
5. How about the last
measure?
6. What is your take with this
kind of song or composition?
Do the following:
a. Clap the rhythm.
b. Tap the beat.
c. Conduct the pattern.
d. Sing the melodies.
e. Identify what part of the
beat the first measure
started. (1st, 2nd, or 3rd).
images. It is a compilation of
comic strips arranged in
series. Each visual narrative
is produced from a creative
process involving an author
and an artist. But most
modern comics are produced
using creative teams, which
adds letterers, colorists, and
inkers into the process.
Reading a comic is entirely
different from reading a
traditional test because of its
visual nature. In making a
onepage comic paneling is
one of the most significant
part. We can see the
importance of panel through
its size- the bigger size of the
panel shows the focus of the
narrative. Make your
characters seamless in each
movement in the panel.
Refer to Think Creatively on
Activity Sheet, page______
object I am holding?
(Test Paper)
Ask: How do you feel
before a test? Of course
there is a feel of anxiety
and nervous. The test
that you will experience
may also bring the
anxiety on your part. But
this kind of test is a non –
graded test, the result of
which is a goal for you to
plan.
Ask: What activities may Discuss School health Culminating / Post Activity
be given to measure services and Community : The class will be divided
regular participation health services into 4 Stations
activities? Present Station 1: Three minute
different pictures to the Step Test for Cardio-
class and let the pupils vascular Endurance
answer what did the Station 2: Abdominal
picture is all about. Strength Curl ups Test foe
strength and Endurance
Station 3: The Zipper Test
for Flexibility

E. Discussing New Concepts
and Practicing New Skills 2
F. Developing Mastery
(Lead to Formative Assessment
3)
What can you say about the
following songs?
What part of the beat did it
start?
Do the following:
1. Sing the song.
2. Tap the rhythm.
Ask:
1. What are the art elements
used in your comic?
2. How did you show
contrast in your work?
3. How did emphasis help in
relaying the mood of your
comic?
4. What positive trait/s are
needed to come up with a
remarkable art work?
Station 4: Push- ups for
strength and Flexibility
Base on the picture Ask: (Individual / Pair activity)
presented, which 1. What health services are – Pupils will execute and
movement is a loco- shown in the pictures? perform the assigned self-
motor movements and 2. What health services are assessment.
Non loco-motor available in your school and Look for a partner to
movements? Explain in your community? record the result. Do the
Why? 3. Why school/community following physical fitness
Regular participation to health services important? tests. . Record your result
physical activities 4. Why should health in your notebook.
improves ones physical services be availed?
fitness. Such can be
assessed by self – testing
exercises.
Self -testing exercises are
activities that one does
repeatedly to achieve a
goal: to improve one’s
own fitness level. They
consist of exercises that
improve one’s
endurance, strength, and
flexibility.
Group Activity: Game Each group will have a role
Divide the class in two play depicting on th health
group. Each group will

G. Finding Practical
Applications of Concepts and
Skills in Daily Living
H. Making Generalizations
and Abstractions About the
Lesson
3. Where is the first strong
beat?
4. How many beats are in the
first measure?
5. How many beats are needed
to complete the first measure?
In our lives we do not begin at
the same time. Others will be
successful earlier but in the
end all of us will be
successful.
In conducting music, the
preparatory beat is always
important. Some music start
with broken or incomplete
measure. The missing beats in
the first measure are usually
completed in the last
measure.
Ask:
How did you express yourself
in your art work?
What positive trait did you
acquire in making the art
work?
When on creates a work of
art such as a comic paneling
and layouting are the basic
tools when one creates a
work of art such as a comic.
The reader must also get the
flow of the conversation
easily. Once it was the
conversation was
established, there should be
consistency throughout the
story to avoid confusion. The
reader should also acquire
understanding of the story
choose leader. The services in the school and in
mechanics of the game is the community.
each group will choose
one movement it’s either
in loco-motor or non-
loco-motor movements,
the other group will
guess the movement
they act. The group who
will got the highest score
will declare the winner
Emphasize to the pupils Why should we avail all
that safety measures is these health services?
very important in
performing the activity.
He/she must be careful
in doing the activities to
avoid injury.
Ask: What activities may Differentiate School Health
be given to measure Services and Community
regular participation in Health Services.
physical activities?
What are the two types
of self-testing Activities?
Describe each type and
give examples.
 summary even without the
dialogue because the
storyline is clear.
I. Evaluating Learning Fill in the chart below. Ask: Let the pupils fill up the Write TRUE if the statement Performance Task
TITLE METER WITH BROKEN
MEASURE
On
what How did you express yourself Physical Fitness Passport avails the health services in
beat
did
in your art work? the school and FALSE if it is
the
song
What positive trait did you not.
start?
( 1st,
acquire in making the art 1. A young girl have a regular
2nd,
3rd ,
work? check –up by the dentist in
or 4th school and in the
)
community.
2. Carl accidentally slip on
the floor and suffered from
pain because the doctor is
out in the
community.
3. The pupils of Valencia
YES NO
Central Elementary School
Pilipinas
Kong
Mahal were dewormed every six
Let it
Go months.
Pusong
Bato 4. Every time my cousin
suffered from
dysmenorrhea, she runs to
her mother for a medicine.
5. The whole Grade 6 class of
San Jose Elementary School
is a beneficiary of the NGO
dental
mission.
J. Additional Activities for Write at least 3 of the health
Application or Remediation services you availed in school
and in the community.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya.
B. Bilang ng mga-aaral na
nangangailangan ng iba pang
gawain para sa remediation

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

D. Bilang ng mga mag-aaral na

magpapatuloy sa remediation

E. Alin sa mga istratehiyang

pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?

F. Anong suliranin ang aking

naranasan na nasolusyunan sa
tulong ng aking punungguro at
superbisor?

G. Anong kagamitan ang aking

nadibuho na nais kong ibahagi
sa mga kapwa ko guro?