School SISIMAN ELEMENTARY SCHOOL
GRADGRADE 6
DAILY LESSON LOG
WEEK 1
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
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 Resource
IV. PROCEDURES
Grade Level VI
Teacher JESSICA M. BAUTISTA Learning Area TLE – ENTREPRENEURSHIP & ICT
Teaching Dates and Time NOVEMBER 4-8, 2019 (WEEK 1) Quarter: 3RDQUARTER
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
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.
demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
sells products based on needs and demands.
 Identify the values of  Give ways on how to  Give two basic ways  Make a simple  Make a business
a successful start own business. to earn money. product. proposal of
entrepreneur.  Identify the Buyer  Identify steps or TLE6IE-0a-1.2 owned simple
 Identify the types of and Seller relations. guide in making own product.
entrepreneur. simple products. TLE6IE-0a-1.2
TLE6IE-0a-1.1 TLE6IE-0a-1.1  Plan a simple
product.
TLE6IE-0a-1.2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
BE A SUCCESSFUL
AN IDEAL ENTREPRENEUR I CAN BE AN ENTREPRENEUR MY SIMPLE PRODUCT BUSINESS PROPOSAL
ENTREPRENEUR
The Basics of Better Family The Basics of Better Family ICT and Entrepreneurship ICT and Entrepreneurship ICT and
Living pp. 2-5 Living pp. 5-13 pp. 3 & 11-12 pp. 13 Entrepreneurship
pp. 7
ICT and Entrepreneurship
pp. 2-3
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to

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 application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
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.
Review the Qualities and Review ways on how to start Review ways, steps or guides
Types of Entrepreneur. own business & identify the to create their own product
Buyer and Seller relations.
Motivate the child by
presenting a K-W-L Chart
about Entrepreneur.
Ask the pupils where can they
find different entrepreneur.
Discuss the Qualities of an
ideal entrepreneur and its
types on pp. 3-6
Discuss ways on how to start Group Work:
own business & identify the  Let the pupils identify
Buyer and Seller relations. On ways, steps or guides
pages. TXT 5-13 & TXT 2-3 to create their own
product. See page 11-
12
 Plan their own
product.
See page 3.
 Report it in class.
Group Work: Make their own
simple product using
available ingredients in the
community. And report it in
class.
See page 13
Group Work: Make their
own business proposal
for their chosen product.
See page 7 and report it
in class
Let the pupils describe
an ideal entrepreneur
using manila paper
Complete the K-W-L Chart Evaluate the products
 about Entrepreneur. presented by each group.
J. Additional activities for Research some
application or remediation successful Filipino
Entrepreneurs.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 School SISISMAN ELEMENTARTY SCHOOL Grade Level VI
GRADE 6 Teacher JESSICA M. BAUTISTA Learning Area TLE – INDUSTRIAL ARTS
DAILY LESSON LOG
Teaching Date & Time NOVEMBER 4-8, 2019 (WEEK 1) Quarter: 3RDQUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

II.Content Enhancing/ decorating finished products

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

4.Additional Materials from

Learning Resources (LR)
Portal)
B.Other Learning Resources

IV.Procedures
A.Review Previous Lessons
B.Establishing purpose for Intro:
the Lesson There are many different
industrial ways or methods
to enhance and decorate
bamboo, wood, and metal
products. These methods
help improve not only the
quality of our products but
also the life of the families
engaged in various
Ask : What are the most
widely used techniques in
enhancing bamboo and
wood products ?
Ask:
1. Are there metal craft shops
present in your
communities?
2. What techniques do you
mostly see while they work
on their products?
Ask : What are the most Review with each group their plans from
widely used techniques in Activity Sheet No. 4
enhancing metal craft
products ?
For the Intro: Refer to each group output from
Activity Sheet
The Facilitator will situate and No. 4 (matrix 1 and matrix
encourage learners to think of 2)
ways on how they will be able
to use the concepts learned Let each group discuss if they will apply
from the previous three (3) all enhancements that they have
day sessions (wood and metal planned or they
enhancing techniques).
 livelihood

activities. Enhancing is Say (Loud) : Are your groups will include other items.
carried out basically to ready ? (15‐20 minutes)
improve the aesthetics and
the functional properties of
a material.

Ask:
1. Are there wooden
furniture shops present
in your communities?
2. What techniques do you
mostly see while they
work on their products?
C.Presenting examples Discuss with the learners The Facilitator will use two
/instances of the the usual techniques being identical wood/metal
new lessons used in furniture shops products found in his home
based on their observations or shops. Show the class
from their community the transformation of a
product from its original
appearance (1st piece) ‐‐‐‐ to
its enhanced version
(2nd piece).

Discuss with the class

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

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

(Leads to Formative to rate the output of other group using
Assessment 3) the matrix 2 (rubric). One group will rate
the work of another group.

G.Finding Practical Ask: What are some of the
Applications of sample products in bamboo
concepts and skills and woodcraft? (Expected
in daily living answers :
Bamboo lamp, bamboo
bottle holders, bamboo plant
box, desktop organizer,
candle holder, furniture, etc.
Ask: What are some of the sample
products in metal
craft?
(Expected answers: Accessories,
pen holder, wind chimes, etc.
Ask: What do you think now
are the essence of knowing
the various ways of enhancing
wood and metal crafts ?

H.Making Generalizations Ask : How important is the Ask : How important is the 1. If you are interested in craft Ask:
& Abstractions about knowledge on the different knowledge on the different designing and production, What benefits does a craftsman get from
the lessons techniques on enhancing the techniques on enhancing which will you choose, the know‐how of enhancing wood and
beauty of bamboo and the beauty of metal crafts ? wood crafts or metal craft? metal products?
woodcrafts ? 2. In the Philippines, which do (Expected response) Products made of
you think should be given bamboo, wood and metal can be
focus, wood or metal crafts enhanced through different techniques
? in order to increase their marketability
and saleability.
 I.Evaluating Learning Ask the learners to enumerate Ask the learners to enumerate the Ask: After knowing the
the wood craft enhancing metal craft enhancing techniques different techniques on how
techniques to improve or enhance wood
and metal products, what
effects do you think it will do
to a products’ marketability?

J.Additional activities for Before the session ends:
application or ‐Break the class into
remediation subgroups with 5
members per group.
‐Let them choose a leader
and a
secretary/documenter
Tell the learners to conduct a
survey (group of three (3) on:
What types of finishing
processes does wood and
metal craft artisans in their
communities used to enhance
their products .
Reminder:
What sort of wood /metal
products did you found in
your homes, and your group
is planning to work on as an
application of the three

Say: Think/look for any wood

or metal products in your
home. Think of ways on how
to enhance or
improve its appearance.

‐Bring the following for our

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

F. What difficulties did I

encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
 GRADE 6 School: SISIMAN ELEMENTARY SCHOOL Grade Level: VI
Teacher: JESSICA M. BAUTISTA Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 4-8, 2019 (WEEK 1) Quarter: 3RDQUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

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

B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies/ 1.1 Explains benefits derived 1.1 Explains benefits derived 1.1.2 Identifies successful To administer a Pre Test To administer a Pre Test
Objectives from planting trees and fruit- from planting trees and fruit- orchard growers in the
( Write the L Ccode for each) bearing trees to families and bearing trees to families and community or adjacent
communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1

II. CONTENT Benefits derived from Benefits derived from planting Successful orchard growers in
( Subject Matter) planting trees and fruit trees and fruit bearing trees to the community
bearing trees to families and families and communities
communities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. pp.
2. Learner’s Material pages pp. pp.

3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/c https://plantyourtrees.com/cat
Learning Resource LR atalog/information/bene fits- alog/information/bene fits-of-
portal of-trees trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
IV. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?
 B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?

a. Presenting examples/ instances Group Activites Group Activites Let the group present their
of the new lesson. output.
b. Discussing new concepts and Group Reporting Group Reporting Discuss their output.
practicing new skills.#1

c. Discussing new concepts and
practicing new skills #2.
d. Developing Mastery
(Lead to Formative Assessment 3)
e. Finding practical application of
concepts and skills in daily living
What are the benefits derived
from planting trees and fruit-
bearing trees?
1.The teacher further explains
and discuss the background
information through inquiry
approach
2. Have the pupils master the
concepts.
Why it is necessary to plant
trees?
What are the benefits derived
from planting trees and fruit-
bearing trees?
1.The teacher further explains The teacher further gives
and discuss the background examples of orchard growers in
information through inquiry the community.
approach
2. Have the pupils master the
concepts.
Why it is necessary to plant If you were an orchard grower
trees? how can you help other people?

f. Making Generalizations and What have you learned? What have you learned? How can we say that an orchard
Abstraction about the Lesson. What are the benefits of What are the benefits of owner is a successful?
planting trees? planting trees?

g. Evaluating Learning Why is it good to plant trees Why is it good to plant trees or List down all the orchard
or fruit –bearing trees? fruit –bearing trees? growers in your community.

h. Additional Activities for Draw a fruit-bearing tree and Draw a fruit-bearing tree and Draw an orchard that you have
Application or Remediation explain the benefits of it. explain the benefits of it. in your community.

V. REMARKS

VI. REFLECTION

A. No. of learners earned 80%in

the evaluation.
B . No. of learners who required
additional activities for
 remediation who scored below
80%

C. Did the remedial lesson work?

No. of learners who have
caught up with the lesson.

D. No. of learner 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 used/discover
which I wish to share with
other teachers?
 GRADE 6 School SISIMAN ELEMENTARY SCHOOL Grade Level VI
Teacher JESSICA M. BAUTISTA Learning Area ENGLISH
DAILY LESSON LOG
Teaching Dates And Time November 4-8, 2019 (WEEK 1) Quarter 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards
B. Performance Standards
 Demonstrates understanding of various linguistics nodes to comprehend various texts.
 Demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and
audience
 Demonstrates command of the conventions of standard English grammar and usage when writing or speaking
 Demonstrates understanding of different formats to write for a variety of audiences and purpose.
 Demonstrates understanding of verbal and non verbal elements of communication to respond back
Analyzes text types to effectively understand information/message(s)
Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their
own clearly and persuasively
Uses linguistic cues to appropriately construct meaning from a variety of purposes.
Speaks and writes using good command of the conventions of standard English
Edit texts using appropriate text types for a variety of audiences and purpose.
Uses a variety of strategies to provide appropriate feedback

C. Learning Competencies/ Listening Comprehension
Objectives Oral Language
Note significant details in the
story
Provide evidences using
opinion
Write the LC code for each EN6LC-IIIa-2.2
EN6OL-IIIa-1.27
II.CONTENT Noting significant details in the
story and express opinions
using evidences.
“The Boastful Shrimp”
III. LEARNING RESOURCES
A. References
Reading Comprehension Study Strategies/Research Writing and Composition Attitude
Show tactfulness when
Distinguish text type according Use a particular kind of Plan a composition using an communicating with others
to purpose and language sentence for a specific outline/other graphic
features through enumeration purpose and audience organizers
-asking permission
EN6RC-IIIa-3.2.8 EN6SS-IIIa-1.8.1 EN6Wc-IIIa-1.1.6.1 EN6A-IIIa-17
Distinguishing text type Relaying Commands and Organizing Ideas Using Show tactfulness when
according to purpose and Request Using Indirect Graphic Aids communicating with others.
language features through Discourse
enumeration
“The Fox in the Well”
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
Elementary English pp.303-307
A copy of the story “The
Boastful Shrimp”, a
tablespoon, charts
tarpapel
Recapitulation of the previous
lesson on the Varieties of
Sentences;
-Compound Sentence
-Simple Sentence
-Complex Sentence
With the use of proper
conjunctions.
Elementary English p. 309
A copy of the story, The Fox in
the Well, short stories, charts
Review the summary of the
story that was read yesterday.
-What important values did
you get from the story?
Elementary English
pp.239-244
Comic strips, flash cards,
Show Me Boards
Recapitulation on the
characteristics of a fable.
What is the purpose of the
fable?
What is the most important
lesson you learned from the
selection?
Elementary English
pp.423-429
Graphics organizer, map or Pictures, copy of the selection
globe
-What is the difference -What is a graphic organizer?
between a command and a
request? -How does it help the
- The command plainly gives beginners to write a selection?
an order while a request asks
a favor to do or act at a Why should we be familiar with
certain task. graphic organizers?
-What is a direct and indirect
discourse?
1. John said, “wash the dishes
Anna.”
-John ordered Anna to wash
the dishes.
2. “Please give me a piece of
advice.” Jay said.
-Jay asked me to give him a
piece of advice.
How do you deliver a direct
and indirect discourse?
In the reported command,
the verb “said” is not used,
instead, “told”. The word
“to” is added before the

B. Establishing a purpose The teacher shows a spoon
for the lesson -It is used for eating. Aside
from it is used as eating
utensil, it can be used in
several ways. Give some of its
uses. Examples: ice cream
scooper, taking in medicines,
can opener, as a pestle etc.
verb.
-In reporting request, the
verb “asked” or “requested”
is used instead of “told”
. The word “please” is
dropped.
Recall an instance in your life Use flash cards/show me Show a video clip about the Show a picture of a true friend.
when you did a certain thing boards. Write R if the children from the different
without thinking of the statement states request parts of the world. -Do you have a friend?
consequences. and C if it shows Command. Let them share opinion.
1. Listen attentively. -Compare the Filipino -What do you like most about
What do you think will happen 2. Please keep your things in Children with the Children of your friend?
if you did a certain thing order. the world.
without thinking of the 3. Avoid making too much -The teacher presents a -What do you dislike about
consequences? noise. semantic web. What word him/ her?
4. Stop going around please. can you associate with the
Have the pupils relate their 5. Observe silence. word CHILDREN? If you want to say an honest
experiences. mistake of your friend how do
AnswersCHILDR
may vary. you do it?
Enhance vocabulary words -Play a game: Simon says. Unlock ENN vocabulary words.
through body language. (Teacher uses command or Match column A with column
request. B and write the letter of the
correct answer.
-Read the words aloud 1. Go to the wash room.
2. Keep right! A B
A. Hind legs 3. Kindly speak in a soft 1rebozos a. a pendant
voice. 2. kimono braid of hair at
4. Please lend me your ears. 3. queue the back of
B. Fore legs 5. Come with us. 4. igloo the head.
5. fleet b. an Eskimo
leap 6. hut house
C. c. boat house
d. cottage
Without the
second thought e. a Japanese
D. lose robe fastened with a
sash.
f. a long scarf of

C. Presenting examples/
instances of the new lesson
B. Do you have a pet? Share a
heroic deed it has done for you
or for others.
Unlocking of Difficulties:
Synonym hunt through
multiple choice. Encircle the
letter of the correct answer
1. The sharp protrusion of a
shrimp is used to fight against
its enemies.
a. a part of the body that is
pointed
b. a part of the body that is
hidden.
c. a part of the that is plain.
d. a part of the body that is
dull.
2. Nothing can pierce an iron
shield even an iron sword.
a. to rip of c. to crush
b. to spin d. to go through
3. The beautiful white pearl is
glistening under the rays of the
sun.
a. shine c. flash
b. bright d. all the above
4. The boastful man shows off
his knowledge about martial
arts.
a. humble c. naughty
b. overly confident d. shy
5. His colorful lantern has
-Have you seen a fox?
(Yes/ Not yet
-What are the qualities of the
fox in some common stories?
(Often times fox is wise and
bad)
-Let us find out if the fox is still
the fox we have known
before.
Ask the pupils to read and
analyze the comic strip.
Mother: “Lock your room
before leaving, Jim”.
Jim: “Yes, Mother”.
Rina: Mother told Jim to
lock his door before leaving.
Ms.Aguila: “Please polish
the floor, Mang Ambo.”
Mang Ambo: “Yes Maám”.
Ricky: Ms. Aguila requested
Mang Ambo to polish the
floor.
silk worn wrapped about
the head and shoulder and
sometimes over face.
A. Motive Questions: A. Motive Question:
1. How do children from Why do we need to be tactful
around the world differ from all the time?
each other?
2. How do children differ in
complexion.
3. How do you compare the
clothing’s of the children
from around the world?
4. Can you make distinctions
as the types of houses in
which children from around
the world lives?
5. What do they have in
common?

D. Discussion new concepts
and practicing new skills #1
scorched because of the
constant raining.
a. dried c. dyed
b. worn d. a and b
Motive Question: Why is that
the story titled the Boastful
Shrimp?
The teacher uses the popcorn
reading strategy while the
other pupils listen very
carefully The Boastful
Shrimp
Once there was a shrimp
who thought he was the most
handsome shrimp in all the
world. In fact, he believed that
he was more handsome than
any other creatures on earth.
“Just look at my sword,” he
proudly told the other young
shrimps, pointing to the sharp
pointed protrusion at the end
of his nose. Of course, as far as
shrimps were concerned, the
end of the nose was the most
natural place for the sword to
be.
“And look at my thick,
smooth shield,” Like other
shrimps he carried his shield,”
he would continue. “Nothing
can pierce the shield,” like
other shrimps he carried his
shield on his head. All he
needed to do to show off his
head was to hold his head
high.
“You are indeed a
Read the story.
The Fox in the Well
A fox once fell into the well.
He tried to jump out but each
time he did, he fell back down.
By and by a goat passed by.
Looking into the well, he saw
the fox. “Hello,” he called.
“What are you doing down
there?”
“Drinking some water of
course!” replied the fox. “Is it
good?” asked the goat.
“Good? It is the best water I
ever tasted in my whole life,”
answered the fox, drinking a
gulp of water.
Without a second thought,
the goat jumped in. After
drinking some water, he
looked about for a way to get
out of the well. “How do we
get out of here? “he asked the
fox?
“I know what we can do,”
said the fox. Looking at the
goat from the corner of his
eye. “Stand on your hind legs.
Plant your fore legs firmly
What kind of sentences
were used?
-Study the charts of direct
and indirect discourse
-Differentiate a direct and
indirect discourse.
-Differentiate command
from request based on their
usage.
Point out also their
similarities.
Read the poem:
Children Around the World
(by Jo Feniford)
Some children are brown like
newly baked bread,
Some children are yellow and
some are red,
Some children are white and
some almost blue,
Their colors are different, the
children like you.
Some children wear sweaters
and some rebozos
Some children wear furs and
some kimonos’
Some children go naked, and
wear only their queue,
Their clothes may be
different, the children like
you.
A. Read the dialogues.
Joana: Hey, Susan! It smells
stinky, Is that you Susan!
Susan: No! (She cried and
ran outside.)
Joana: Oh! I don’t mean to
hurt you, I just want to be
frank!
B.
Frieda: Hi, Jenna. Can we
talk outside?
Jenna: Sure! Perhaps it is a
very important matter
right?
Frieda: Yes Jenna. I am
your friend and I am
concern about your
wellness. Being a teenager
we must be concern with
our personal hygiene.
Taking a bath everyday will
help a lot. It is more of
handsome shrimp,” said an old
experienced shrimp. “But you
are just reaching adulthood
and have had no experience of
the world. Do not display
yourself too much or else one
of those humans might grab
you,” said the old shrimp
pointing with one of his many
legs to a young man swimming
nearby.
“Grab me? Who? That
soft- skinned two – legged
creature? “scoffed the young
shrimp. “He does not even
have a proper shell. He has
those funny little bits of shell
on the ends of his fingers and
toes, which do not protect him
at all, as far as I can tell. All I
need to do is stab him with my
sharp sword, and that will be
end of him. Someday, he and
other two- legged humans will
look at me and admire me!”
said the young shrimp.
“Well if you won’t listen
to my advice,” said the old
shrimp, “you will have to learn
your lessons the hard way.”
The young shrimp soon
forget about the old shrimp’s
advice. He continued his habit
of looking for groups of other
young shrimps his age and
showing off before them. He
would engage in shrimp
gymnastics, bending his body
this way and that, to let them
against the side of the well. I’ll
climb on your back, and I’ll
step on your horns. Then I can
get out. When I’m out, I’ll help
you get out too.”
“That’s a good idea!” said
the goat happily as he did
what the fox told him to do.
The fox climbed on the
goat’s back and horns. Then
he jumped out of the well and
started on his way.
“Hey!” shouted the goat.
“Help me out of here. You
promised to help me.”
“You silly goat,” said the
fox. You should have thought
of that before you jumped in.
Next time, look before you
leap.”
-Answer the Comprehension
Check.
1. Where did the story
happen?
2. Who fell into the well?
3. Who jumped into the well?
4. Why do you think the goat
believed the fox? Explain.
5. How did the fox get out of
the well?
6. Why did the goat decided
to jump into the well?
Some children have houses
of stone in the streets,
Some lived in igloos and
some lived in fleets,
Some lived in old straw huts
and some in new,
Their homes may be
different, the children like
you.
Some children are Finnish,
and some from Japan,
Some are Norwegian and
some from Sudan.
Oh yes, we have children in
valley, or pike,
Their countries are different-
the children alike.
Oh if they could dance and if
they could play
Altogether what a wonderful
day!
Some could come sailing and
some could just hike!
So much would be different-
The children alike.
-Using the Clustering
Organizer, discuss how
loving and respecting
ourselves.
Jenna: Thank you Frieda,
indeed you are a true
friend. Thank you, and I
appreciate it very much.
Comprehension Check:
1. How did Susan react to
Joana’s statement?
2. Do you think Joana’s
action is right?
3. If you were Susan, will
you feel the same?
4. In the dialogue B, How
did Frieda approach
Jenna?
5. Did Jenna got angry?
Did she feel
embarrassed? Why?
6. If you were Jenna, will
you get mad at Frieda?
7. Why?
8. If you will choose
between Joana and
Frieda, who will you
choose? Why?
see how strong his muscles children from different parts
inside his beautifully glistening 7. If you were the goat, will of the world differ from each
white shell, which hardly had you do the same? other.
any dark dots or lines on them,
unlike the other shrimps 8. If you were the fox, will you
around him. do the same?
One day, a fishing boat yelloww Color
of the
red

Skin
passed by, with fisherman on
board looking for a good catch. 9. What is the moral of the
The boastful shrimp saw his story? hut

chance to display his athletic Su

da
n

form before them. He swam to Childre

the surface of the water. The B. Enumerate the story Types of
Shelter
n
Around
Country of
Origin

the
fisherman saw him. They cast grammar of the selection World

their net and in a few minutes, read.

the boastful young shrimp was fleet
Japan

caught in the net, along with -Characters: The Fox and the
other shrimps and fish. Goat
That day, at lunch time, Forms of
Clothing

the boastful shrimp was seen -Settings: at the well

kimono rebo
zo

on the end of a barbeque stick,

his shell now in beautiful colors
of pink, red and brown with
some scorched spots from the
coals over which he was
roasted.
“What a fine, fat shrimp!”
explained the persons around
the dining table.
“It’s the best shrimp I’ve
ever tasted!” said the person
who picked up the barbeque
stick and cut up the shrimp,
after putting a little portion in
his mouth. The boastful, young
shrimp got his wish at last to
be admired by humans.
B. Answer the Comprehension
Check-up.
-Plot: The goat saw the Fox
dinking at the well so the goat
did the same without giving a
second thought. In the end
the goat left at the well all by
himself.
-What does the author want
us to feel?
-What do you think is the
purpose of the author in
writing the story?
-Let pupils label the sub
clusters.
Can you give reasons why
they have different
complexions?
(They came from different
parts of the world)
Cite countries and their skin
color.
( Filipinos have brown
complexion, China and Japan
have yellow complexion,
Americans have white
complexion, Africans have
black complexions)

E. Discussing new concepts
and practicing new skill #2
1. Describe the Shrimp based
on his outer and inner
appearance.
2. Why did the old shrimp
advised the boastful shrimp
not to display the latter’s shell
too much?
3. Did the boastful shrimp
listen to his advice? Why?
4. What happened to him?
5. What lesson did you learn
from the selection?
-Explain answers by giving
one’s opinion and supporting
idea
Group Work
Each group will have the
review of the selection listened
to.
A graphic organizer is used in
presenting and developing the
skill. The teacher asks each
group on action taken by the
boastful shrimp and later asks
for inferences on alternative
actions.
-What did we do to be able to
give alternative actions to the
action taken by the character
in the story they read.
-Presentation of each group
What is a Fable?
(The Fable is a short fictional
story that is characterized by
animals and it always gives us
a lesson in life.)
-What is the purpose of a
fable?
(The purpose of a fable is to
entertain and to inform.)
-What makes it unique?
(It is characterized by animals
having the attributes of
humans.)
The teacher reads 10
statements and the pupils will
identify whether it is a fact or
Present a Bubble Talk.
Teacher calls on three pupils
to act out the dialogue and
complete the indirect
command or request.
A.
Grandfather: “Obey your
parents, Jojo”.
Jojo: “Yes Lolo”.
Shiella: Obey your parents,
Jojo.
B.
Millie: “Rizza, Please help
me finish my homework”.
Rizza: “Sure”.
Raffy:
Millie____Rizza____finish__
-Locate using map or globe
where these children are
found.
Use your own graphic Group Work:
organizer, and supply the Each group will share an
missing details asked by each instance in their life when they
sub topic. experienced the tactlessness of
A. SHELTER a certain person.
B. CLOTHES How they reacted on it.
Children Around
the world
.
C. COLOR OF THE SKIN
D. COUNTRY ORIGIN

F. Developing mastery Enumerate the characters in
(Leads to Formative the story.
Assessment 3) ( The Shrimp, The Old Shrimp)
-What line in the story tells
about the characteristics of the
shrimp?
-What part of the story you
a bluff. (FACT OR BLUFF CARD) ___project
Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help
Bluff 2. The goat is a friend to her finish her project.
the fox.
Fact 3. The fox belongs to the
dog family.
Fact 4. The goat is a hog.
Fact 5. The fable is fictional.
Fact 6. Animals have their own
ways of communicating with
one another.
Fact 7. All fables give a lesson
in life.
Bluff 8. Talking animals like
humans is true.
Bluff 9. A fox is smarter than a
goat.
Fact 10. In the story, the fox is
representing the smart
people.
Enumerate the different The teacher gives request GROUP WORK Create a simple skit that shows
purposes of a selection. and command statements. Present a Fishbone Mapping tactfulness in school.
Graphic Organizer. Checking.
-to entertain Fill in the blanks the missing Provide the needed data or
words to complete the details to conclude the
-to inform sentences. Letters A to D general concept of children
of the world similarities and
-to persuade A. Rico said, “Eric waters the differences.
plants”. Similarities and differences

G. Finding
practical/applications of
concepts and skills in daily
living
liked best?
A. FIND THE GEMS:
-Read the story of the selection
The Story of the Tiny Frog.
A. ACT ME OUT:
- Group the pupils into 3 to
of the Children of the World
-Rico_______ water the
Plants.
B. Liza said, “Please check
the papers for me, Annie.”
-Liza ____Annie ________
the papers for ____.
C. Mr. Mirasol said, “Jose,
submit your project early
tomorrow.”
-Mr. Mirasol ____ Jose
Each group will present each
_____ project early
work.
tomorrow.
Explain why they chose the
D. The maid said, “Please
said organizer.
stay in your room, children.”
- The maid ____the children
_____ stay in _____ room.
Answers:
1. Rico ordered Eric to water
the plants.
2. Liza asked Annie to check
the papers for her.
3. Mr. Mirasol told Jose to
submit his project early
tomorrow.
4. The maid requested the
children to stay in their
room.
A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and
Prepare an outline about think of a situation.
- Find a partner and how you want to spend your Deliver a one minute dialogue
GROUP WORK: Group the
pupils into four.
-Group I is assigned to look for
the Characters in the story.
-Group II is assigned to look for
the Settings.
-Group III is assigned to look
for the Plot by sequencing the
events in the story in five
sentences.
- Group IV is assigned to look
for the Theme of the Story.
-Write each output in the
Manila Paper and each groupo
will assign a presentor in front
of the class.
-The teacher gives the final
correction/ clarification after
each presentor.
The Story of The Tiny Frog
There once was a bunch of tiny
frogs who got together to
arrange a competition to reach
to the top of the highest tower
in town.
As the date for the competition
was announced, the news
spread everywhere and crowd
in large numbers gathered
around the tower to see this
interesting competition and
cheer on the contestants. The
crowd did not really believe
any of these little frogs were
going to make it to the top of
the tower. Yet they were
role play the selection below. create a usual Christmas using the using the tactful way of
-Group I to entertain scenario in class clustering of ideas. communicating with others.
that shows the use Checking after immediate The teacher checks the activity
-Group II to persuade or of a command and submission of work. immediately using the RUBRIC.
convince. request in direct
-Group III to inform and indirect
discourse.
A Raven and a Swan
- Each tandem is
e
expected to present
A Raven, which you know is
black as coal, was envious of their work in one
the Swan, because her minute.
feathers were as white as the
purest snow. The foolish bird B. The teacher checks
got the idea that if he lived the pupils work
like the Swan, swimming and immediately. Using
diving all day long and eating the Rubric for
the weeds and plants that making a dialogue.
grow in the water, his feathers
would turn white like the
Swan's. So he left his home in
the woods and fields and flew
down to live on the lakes and
in the marshes. But though he
washed and washed all day
long, almost drowning himself
at it, his feathers remained as
black as ever. And as the
water weeds he ate did not
agree with him, he got thinner
and thinner, and at last he
died.
B. The teacher uses the
Rubrics below for checking
the role play.
Role-Play Rubric BLM G–17
Name:
curious…
The competition began, the
frogs quickly started to ascend
and the crowd cheered!
As a few moments passed,
someone from the crowd
shouted, "Not a chance that
they will succeed! The tower is
too high!"
Another spectator said, "Yes,
they will never make it to the
top. It's way too difficult!"
As the competition continued,
some of the tiny frogs began
collapsing. One by one… tired…
exhausted… But the race
continued… as those who still
had the fight left, passionately
continued to climb higher and
higher…
In the excitement and anxiety
the crowd continued to yell, "It
is too difficult. No one will
make it!"
More tiny frogs got tired and
gave up. They all continued to
give up one by one, until there
was only ONE little frog left in
the competition who
continued to climb higher and
higher and higher…
_________________________
_____ Date:
_____________________
Activity:
________________________
Role played:
_____________________
Assessment done by:
_________________________
_____________________
Criteria: Rating: Speech was
clear with appropriate volume
and inflection. 5 4 3 2 1 Role
was played in a convincing,
consistent manner. 5 4 3 2 1
Arguments and viewpoints
expressed fit role played. 5 4 3
2 1 Costumes and props were
effectively used. 5 4 3 2 1
Role-play was well prepared
and organized. 5 4 3 2 1 Role-
play captured and maintained
audience interest. 5 4 3 2 1
Additional Criteria:
_________________________
_________________________
____________
_________________________
_________________________
____________
_________________________
_________________________
____________
_________________________
_________________________
____________ Comments:
_________________________
_________________________
____________
 This one wouldn’t give up! _________________________
_________________________
This one tiny frog who, after a ____________
big effort was the only one _________________________
who reached the top! This little ________________
soul was the winner! He made
it! He got the glory!

Naturally, everyone wanted to

know how this one tiny frog
managed to pull it off when
every other contestant gave
up.Everybody wanted to know
how this tiny frog had found
the strength to reach this goal
that everyone else thought it
was impossible. So, they asked
questions.

It turned out that the winner

was deaf

H. Making generalization Ask: How do we get the
and abstraction about the significant details in the story
lesson. read?
Concept Formation: Noting the
significant detail is reading
between the lines to get the
main idea of the story, how it
started, developed and ended
with the help of the characters
and other elements of the
story.
Pupils will state the Fable’s
concepts.
Concept Formation:
Fable is a fictional story that
has a purpose of entertaining
and informing the readers. It
is peopled by animals that are
capable of talking and
expressing feelings as humans
Ask: What is Command?
What is Request?
-What is a direct discourse?
-What is indirect discourse?
Concept Formation:
In the reported command,
the verb “said” is not used,
instead, “told”. The word
“to” is added before the
verb.
-In reporting request, the
verb “asked” or “requested”
is used instead of “told”.
The word “please” is
dropped.
Ask: What is the importance
of organizing ideas through
graphic organizer?
Concept Formation: The
clustering graphic organizer
shows and separates the
developed ideas from other
ideas. The use of the CGO
provides the organization of
ideas easy to understand,
making learning more
enjoyable
.
Ask; How do we show
tactfulness in communicating
with others?
Concept Formation:
1. Be honest but always
consider the feelings of others.
There are many ways in
communicating without hurting
the feelings of others.

I. Evaluating Learning Number each statement
according on how the story
happened.
_____The old shrimp advised
the handsome shrimp not to
show off too much.
_____When one day a
fisherman was looking for a
good catch.
_____The handsome Shrimp
starts to brag about his
handsomeness and athletic
figure.
_____He was caught by fishing
net of the fisherman.
_____The boastful shrimp was
cooked and eaten at lunch.
The teacher will read the
selections orally and the
pupils will identify its purpose.
1. Ultra was lying down on the
back porch when suddenly his
friend Kitten went to him and
she invited him to visit their
friend Sky at the pen.
2. The Frog went out for she
hate himself for being useless.
He couldn’t croak and jump.
After he fell into a deep well
and was about to face his
death, he was able to bring his
best and did even better. He is
certain that no one could help
us except our own self.
3. The Free Bird cried, “My
Darling sing the song of the
woodlands.”
The caged bird said, “Sit by my
side; I’ll teach you the speech
of the learned.”
The quotation marks are
dropped.
Necessary changes are
made in the pronouns.
Examples:
Direct:
1. “Put down your bag,”
mother said to Leo.
2. “Please try the other
button,” Lyka said.
Read the short paragraph
below. Follow what you are
asked to do.
It was vacation time.
Being the eldest, Lina was
assigned by her mother to
clean the house. In order to
finish early, she called her
brothers and sisters to help
her.
Identify her statement if it
is a command or request
then transform each into a
reported form.
_______1. “Kevin, please
dust the furniture”.
_______2. “Susie, arrange
the books and magazines”.
_______3. “Husk the floor,
Ruben.”
Use a graphic aid to organize
the ideas in the given
paragraph.
Provide a Title to the
paragraph.
pp.428-429
1. The Filipino is a very
respectful person. He shows
due respect to his parents,
elders and to people in
authority. He never misses
saying the word “po” and
“opo”. This is a Filipino way
Of showing respect, which
we are very proud of. He
kisses the hands of parents
and grandparents as a unique
way of showing respect to
elders. He calls his older
brother “Kuya and his older
sister “ate”.
Write T if it shows tactfulness
for each situation.
______1. Kindly do your work
on time because it can help in
our performance rating.
_______2. Work fast, you
waste our time.
_______3. We can finish the
task on time if we will help
each other.
_______4. It is much better if
we are a help than a burden to
other,
_______5. Speak like no one is
listening to you.

J. Additional activities for
application or remediation
V.REMARKS
VI. REFLECTION
A.No of learners who
earned 80% in the
evaluation
Read a short story or dialogue.
Write the plot in 5 sentences.
-Be ready to share it in class.
4. There was a turtle that _______4. “Help me put
couldn’t stop talking and the some plants inside, Roy”.
geese made a challenge to _______5. “Please be
bring her to the nice place if careful with the plates,
she could promise not to talk Susie”.
because she will be carrying a
stick on her mouth. The turtle
agreed and so they flew to the
place. They heard people
saying something about them
and the turtle spoke. She fell
dead on the ground.
5. The monkey who was so
wise ate all the bananas and
went down without noticing
the thorns planted by his
friend turtle. His selfishness
ruined him.
Read another fable and fill up Read and tell what the Write a paragraph from the Cut out a comic strip and
the SWBS Chart meeting the person in each sentence given topics and present it to compose a comic balloon for
details in the story. said. the class using a graphic each conversation. Always use
SWBS: Plot AUTHOR:__________ organizer. a tactful way of communicating
Chart 1. Father said, “Avoid
PURPOSE:_________ A. Effect of Smoking on One’s your thoughts and feelings.
TITLE:____ playing near the pool, John”. Health
S- 2. “Please help me with my B. Students’ Addiction to
Somebody toy, Sandy”, Sam said. Internet Gaming
W- Wanted 3. “Pray before sleeping C. How Do You Celebrate
B- But Ela”, aunt Norma said. Christmas?
S- So 4. Estella said, “Please allow
me to visit my friend,
Grandma.”
5. “Proceed to my office”
the Principal said.
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 works?
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?
 GRADE 6 Paaralan: SISIMAN ELEMENTARY SCHOOL Baitang / Antas: VI
Guro: JESSICA M. BAUTISTA Asignatura: FILIPINO
DAILY LESSON LOG
Petsa / Oras: November 4-8, 2019 (WEEK 1) Markahan: 3RD QUARTER

WEEK1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I.LAYUNIN (Objectives) Nagagamit sa pagsasalaysay Nabibigyang kahulugan ang Nakasusulat ng isang Nakasusulat ng isang Natutukoy ang mga
ang mga pandiwa na nasa iba’t- kilos, gawi at pananalita ng maikling reaksyon maikling reaksyon pandiwang ginamit at
ibang aspekto mga tauhan sa akda tungkol sa tungkol sa napapanahong ang aspekto nito
napapanahong paksa paksa
A.Pamantayang Pangnilalaman (
Content Standards)

B.Pamantayan sa Pagganap Nagagamit sa pagsasalaysay Nabibigyang kahulugan ang Nakasusulat ng isang Nakasusulat ng isang Natutukoy ang mga
(Performance Standards) ang mga pandiwa na nasa iba’t- kilos, gawi at pananalita ng maikling reaksyon maikling reaksyon pandiwang ginamit at
ibang aspekto mga tauhan sa akda tungkol sa tungkol sa napapanahong ang aspekto nito
napapanahong paksa paksa
C. Mga Kasanayan sa Pagkatuto Paggamit sa Pagsasalaysay ng Pagbibigay Kahulugan sa Pagsulat ng Isang Pagsulat ng Isang Pagtukoy sa mga
(Learning Competencies) mga Pandiwa na Nasa Iba’t- Kilos, Gawi at Pananalita ng Maikling Reaksyon Maikling Reaksyon Pandiwang Ginamit at
ibang Aspekto mga Tauhan sa Akda Tungkol sa Tungkol sa ang Aspekto Nito
Napapanahong Paksa Napapanahong Paksa
II.NILALAMAN (Content)
III. KAGAMITANG PANTURO (Learning
Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro (Teacher’s Guide BEC/PELC FIL. VI PAGSASALITA BEC/PELC FIL. VI PAGBASA BEC/PELC FIL. VI BEC/PELC FIL. VI PAGSULAT BEC/PELC FIL VI
Pages) PH. 4 ph. 4 PAGSULAT ph. 4 ph. 4 PAGSASALITA Ph. 4
2.Mga Pahina sa Kagamitang Pang-Mag-aaral
(Learner’s Materials Pages)
3.Mga pahina sa Teksbuk (Textbook Pages) Banghay Aralin sa Filipino Banghay Aralin sa Filipino Banghay Aralin sa Filipino 6,
6, ph. 142-146 6, ph. 110-111 ph. 110-111
4. Karagdagang Kagamitan mula sa portal ng Learning
Resource (Additional Materials from Learning
Resources (LR) Portal)
B.Iba pang Kagamitang Panturo (Other Manila Paper, Larawan Larawan, Tsart Tsart Tsart Manila paper
Learning Resources)
IV.PAMAMARAAN (Procedures)
A.Balik-Aral sa nakaraang aralin at/o Ano ang pandiwa? Magbigay ng Ano-ano ang aspekto ng Ano-ano ang mga dapat Ano-ano ang mga dapat Ano-ano ang mga dapat
pagsisimula ng aralin (Review Previous halimbawa ng mga salitang pandiwa? tandaan sa pagbibigay ng tandaan sa pagbibigay ng tandaan sa pagbibigay ng
Lessons) kilos o pandiwa at gamitin sa Magbigay ng halimbawa at kahulugan sa kilos, gawi kahulugan sa kilos, gawi at reaksyon?

B. Paghahabi sa layunin ng aralin
(Establishing purpose for the Lesson)
C. Pag-uugnay ng mga halimbawa sa
bagong aralin (Presenting examples
/instances of the new lessons)
D. Pagtatalakay ng bagong konsepto at
sariling pangungusap.
Sino-sino angating mga ninuno
na unang dumating sa
Pilipinas?
Hanggang sa mgayon ay
nakikita parin natin ang mga
lahi nila. Maaari mo bang
ilarawan ang kanilang naging
pamumuhay?
Alam niyo bang sa Kalibo Aklan
ay taon-taon nilang
ipinagdiriwang ang Ati-atihan?
Paano kaya nagsimula ang
ganitong pagdiriwang?
Alamin natin.
Pagbasa sa talatang nakasulat
sa Manila Paper,”Ati-atihan sa
Kalibo Aklan”.
1.Tungkol saan ang talata?
gamitin sa pangungusap.
Pagwawasto sa Itinakdang-
Gawain.
Paano mahihinuha ang
katangian o damdaming
ipinahahayag ng iyong
kapwa? Madali ba itong
Makita?
Paghawan ng balakid:
Hanapin ang kahulugan ng
tambalang-salita na nasa
kaliwa sa mga salita o
pariralang nasa kanan.
Isulat lamang ang titik.
____1. Bukang-liwayway
____2 . basing-sisiw
____3. Buhay-hari
____4.kakaning-itik
a.madaling-araw
b.api-apihan
c.mayaman
d.kaawa-awa
Sino sa inyo ang umaalis ng
bahay kahit hindi
pinapayagan? Alam ba
ninyo ang nararamdaman
ng mga magulang kapag
hindi sinusunod ang
kanilang payo?
Pagbasa sa
kuwentong”Liwanag sa
Dilim”.
1.Bakit nagpasya si Henry
at pananalita ng mga pananalita ng mga tauhan Pagwawasto sa takdang-
tauhan sa akda? sa akda? aralin.
Pagwawasto sa Takdang- Pagwawasto sa Takdang-
Aralin. Aralin.
Ano-ano ang mga Ano-ano ang mga Sino sa inyo ang may
napapanahong isyu o napapanahong isyu o pinag- alagang pato?
pinag-uusapan ngayon? uusapan ngayon? Ano-anong mga
pakinabang ang
Ano naman ang inyong Ano naman ang inyong makukuhan natin sa
masasabi tungkol dito? masasabi tungkol dito? pag-aalaga nito?
Paghawan ng balakid:
1.Mapapawi ang sakit
kung ating gagamutin.
2.Mag-ingat ka sa iyong
daraanan baka ka
matalisod.
3.Tumatawa at tila
nanunuya pa ang
kanyang kaaway nang
siya ay pagalitan.
Pagbasa sa maikling Pagbasa sa maikling Paglalahad sa tulang”Ang
kuwento na nasa ph. kuwento na nasa ph. 111- Pato at ang Bulati”.
111-112, Gintong Aklat sa 112, Gintong Aklat sa
Pagbasa. Pagbasa. Tumawag ng isang mag-
aaral na mahusay
bumasa at ipabasa ito
nang malakas.
1.Bakit nagtungo ang 1.Bakit nagtungo ang 1.Bakit tinawag ng inahin
paglalahad ng bagong kasanayan #1
(Discussing new concepts and
practicing new skills #1.
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
(Discussing new concepts & practicing
new slills #2)
F. Paglinang sa Kabihasaan (Tungo sa
Formative Assesment 3)
Developing Mastery (Leads to
Formative Assesment 3)
2.Ayon sa talata, sino sa ating
mga ninuno ang unang
dumating sa lugar ng Panay?
3.Ilarawan ang naging buhay ng
mga Ati sa kabundukan? Mga
Malayo?
4.Paano nagkaroon ng Ati-
atihan sa Kalibo Aklan?
Balikan natin ang talata:
1.Ano-anong pandiwa ang
ginamit sa talata?
2.Isulat ito sa pisara.
3.Ipabasa ang lahat ng
pandiwang naibigay.
4.Nasa anong aspekto ang mga
pandiwang ginamit sa talata?
5.Magpabigay ng iba pang
halimbawa ng mga pandiwang
nasa iba’t-ibang aspekto at
ipagamit ang mga ito sa
pangungusap.
na sumama sa mga Pangulo at Unang Ginang Pangulo at Unang Ginang sa ang mga inakay?
naghahanap ng sa Barangay Kalayaan? Barangay Kalayaan? 2.Ano ang samo ng
kayamanan? 2.Paano makatutulong 2.Paano makatutulong ang bulati?
2.Ano-anong mga ang pabahay sa mga pabahay sa mga iskwater? 3.Dapat bang maniwala
katangian ni Henry ang iskwater? 3.Sa inyong palagay, agad tayo sa pangako ng
iyong kaibigan? 3.Sa inyong palagay, makatutulong bas a mga isang tao? Bakit?
3.Kubng ikaw ang nanay ni makatutulong bas a mga iskwater ang pagkawala ng 4.Anong aral ang iyong
Henry, anong payo ang iskwater ang pagkawala Smokey Mountain? Bakit? napulot sa tula?
maibibigay mo sa kanya? ng Smokey Mountain?
4.Angkop baa ng kuwento Bakit?
ang pamagat na “Liwanag
sa Dilim”? Ipaliwanang ang
sagot.
1.Pagsagot sa mga tanong Pangkatang Gawain: Pangkatang Gawain: Isulat Pagbasa sa mga
na may pag-iisip. Isulat sa isang manila sa isang manila paper ang pandiwang ginamit sa
2.Ipakita ang semantic paper ang inyong sagot inyong sagot sa mga tula. Halimbawa:
webbing ang katangian ni sa mga katanungan katanungan kasama ng
Henry at ng kanyang Ina. kasama ng iyong iyong pangkat. Humanda sa tinawag, tinuka
pangkat. Humanda sa paglalahad nito sa klase.
paglalahad nito sa klase. Kailan ginawa ang kilos?
H
Paano natin gagawin ang
mga pandiwang ito sa
aspektong ginagawa pa,
e
at gagawin pa lamang?
Anong panlapi ang
idinagdag upang mabuo
ang aspektong ginagawa
n
at gagawin pa lamang?
Ipagawa ang Magbigay ng iba pang
Pagpapayamang halimbawa at tumawag
Gawain:Gawain 1 sa ph. ng ilang mag-aaral na
r
gagawa sa pisara.
143 banghay aralin sa
Filipino 6. Ibigay ang aspektong
ginagawa at gagawin pa
y
lamang:
1.sumayaw
2.tinuruan

G. Paglalapat ng aralin sa pang araw-
araw na buhay (Finding Practical
Applications of concepts and skills in
daily living)
H. Paglalahat ng Aralin (Making
Generalizations & Abstractions about
the lessons)
I.Pagtataya ng Aralin (Evaluating
Learning)
Pangkatang Gawain:
Pangkatin ang klase. Sabihing
sila ay gagawa o susulat ng
isang talata tungkol sa kanilang
magiging paksa. Gumamit ng
mga pandiwang nasa iba’t-
ibang aspekto. Ipaalala ang
wastong hakbang sa pagsusulat
ng talata.
“Paano Ipinagdiriwang ang
Araw ng Undas?”
Pagkatapos hayaang ilahad ng
bawat pangkat ang kani-
kanilang talata. Iwasto at
bigyan ng iba pang
impormasyon na makakatulong
sa pagpapabuti ng kanilang
talata.
Ano-ano ang mga aspekto ng
pandiwa?
Ano-ano ang mga dapat
tandaan sa pagsusulat ng isang
talata?
PANUTO: Isalaysay ang iyong
karanasan tungkol sa mga
sumusunod na paksa. Gumamit
ng mga pandiwa na nasa iba’t-
ibang aspekto. Pumili ng nais
mong paksa
1.Ang Aking Paglalakbay
Papunta sa Isang Lugar
2.Ang Pagdiriwang ng Aking
Kaarawan
3.Paano Ko Pasasalamatan Ang
Aking Mga Magulang?
Ano-ano ang mga dapat
tandaan sa pagbibigay ng
kahulugan sa kilos, gawi at
pananalita ng mga tauhan
sa akda?
Basahin ang mga talata na
ibibgay ng guro. Lagyan ng
nababagay na damdamin o
katangian ng bawat tauhan
sa ibaba ng talata.
3.ipinagluto
Magbigay ng iyong Magbigay ng iyong Pangkatang Gawain:
reaksyon tungkol sa reaksyon tungkol sa Magbigay ng tiglimang
nagaganap na isyu nagaganap na isyu tungkol pandiwa na nasa iba’t-
tungkol sa droga sa ating sa droga sa ating bansa. ibang aspekto at gamitin
bansa. ito sa pangungusap.
Ano-ano ang mga dapat Ano-ano ang mga dapat Ano ang tatlong aspekto
tandaan sa pagbibigay ng tandaan sa pagbibigay ng ng pandiwa?
reaksyon? reaksyon?
Magbigay ng iyong Magbigay ng iyong Tukuyin ang pandiwang
reaksyon tungkol sa reaksyon tungkol sa maling ginamit at ang aspekto
maling pagtatapon ng pagtatapon ng basura sa nito sa bawat
basura sa karagatan at karagatan at paggamit ng pangungusap.
paggamit ng maling maling pamamaraan sa
pamamaraan sa pangingisda. 1.Malayo ang nilakbay ng
pangingisda. aking ama galing
Maynila.
2.Dadalo kami sa
kaarawan ng aking
pinsan sa Pangasinan.
3.Nanonood sila ng liga
sa plaza kasama ang

J. Karagdagang gawain para satakdang- Isalaysay kung paano ka
aralin at remediation (Additional makatutulong sa
activities for application or pagpapanatiling maayos at
remediation) maaliwalas ang iyong
kapaligiran. Gumamit ng mga
pandiwa na nasa iba’t-ibang
aspekto pagkatapos guhitan
ang mga ito.
V.MGA TALA (Remarks)
aking kapatid.
Sumulat ng pahayag ayon Magbigay ng iyong Magbigay ng iyong maikling Gamitin sa pangungusap
sa hinihinging damdamin. maikling reaksyon reaksyon tungkol sa ang mga sumusunod na
tungkol sa pagmimina ng pagmimina ng ginto sa mga pandiwa at tukuyin kung
1.paghanga ginto sa mga kabundukan. nasa anong aspekto ang
2.pagkabigla kabundukan. mga ito.
3.pagwawalang-bahala
1.Kinakabahan
2.Nilapitan
2.Pumipitas
4.Dumalaw
5.Magbabakasakali

VI. PAGNINILAY (Reflection)

A.Bilangng mag-aaralnanakakuhang 75%
sapagtataya (No.of learners who earned 75%
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba
pang gawain para sa remediation (No.of
learners who requires additional acts.for
remediation who scored below 75%)
C. Nakatulongbaang remedial? Bilangng
mag-aaralnanakaunawasaaralin? (Did the
remedial lessons work? No.of learners who
caught up with the lessons)
D. Bilangngmga mag-aaralnamagpatuloysa
remediation? (No.of learners who continue
to require remediation)
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong? (Which of my
teaching strategies worked well? Why did
this work?)
F.
Anongsuliraninangakingnaranasannasolusyo
nansatulongngakingpunongguro at
superbisor? (What difficulties did I
encounter which my principal/supervisor can
help me solve?)
G.
Anongkagamitangpanturoangakingnadibuho
nanaiskongibahagisamgakapwakoguro?
(What innovations or localized materials did I
used/discover which I wish to share with
other teachers?)
 GRADE 6 School: SISIMAN ELEMENTARY SCHOOL Grade Level: VI
Teacher: JESSICA M. BAUTISTA Learning Area: MAPEH-MUSIC
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 4-8, 2019 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrates understanding of the Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Weekly Test
concept of musical forms and musical the concept of musical forms and the concept of musical forms and the concept of musical forms 1. Administerin
symbols musical symbols musical symbols and musical symbols g test
questions
correctly
2. Administerin
g of weekly
test in Music
6
3. Setting of
Standards
4. Test Proper
5. Checking of
Test Results
B.Performance Standards Performs accurately the design of Performs accurately the design of Performs accurately the design of Performs accurately the design
structure of a given musical piece structure of a given musical piece structure of a given musical piece of structure of a given musical
piece
C.Learning Analyzes the musical forms of the Analyzes the musical forms of the Uses the different repeat marks Uses the different repeat marks
Competencies/Objectives following following that are related to form; that are related to form;
1. Leron Leron Sinta 1. Leron Leron Sinta 1. Da Capo (D.c) Da Capo (D.c)
2. Silent Night 2. Silent Night 2. Dal Segno (D.S.) Dal Segno (D.S.)
3. Happy Birthday 3. Happy Birthday 3. Al Fine (up to the end) Al Fine (up to the end)
4. Joy to the world 4. Joy to the world 4. D.C. al Fine (repeat from D.C. al Fine (repeat from
5. Bahay Kubo 5. Bahay Kubo beginning until the word beginning until the word fine)
6. Ili-Ili Tulog Anay 6. Ili-Ili Tulog Anay fine) II: :II
7. Paru-Parung Bukid 7. Paru-Parung Bukid 5. II: :II /----/ /-----/
8. Ang Bayan Ko 8. Ang Bayan Ko 6. /----/ /-----/ (Ending 1, ending 2)
9. Pamulinawen 9. Pamulinawen (Ending 1, ending 2) MU6FO-IIIc-3
10. Tinikling 10. Tinikling MU6FO-IIIc-3
11. Lupang Hinirang 11. Lupang Hinirang
MU6FO-IIIa-b-2 MU6FO-IIIa-b-2
II.CONTENT Forms Forms Forms Forms
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
The 21st Century MAPEH in Action The 21st Century MAPEH in Action The 21st Century MAPEH in The 21st Century MAPEH in
p.44-47 p.44-47 Action p.48 Action p.48
MISOSAA$-module 23 MISOSAA$-module 23 MISOSA4-module 17 MISOSA4-module 17
Manwal ng Guro Umawit at Manwal ng Guro Umawit at
Gumuhit 5 Valdecantos, Emelita Gumuhit 5 Valdecantos, Emelita
C, 1999 pp. 39, 38-40 C, 1999 pp. 39, 38-40

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
What is pollution?
Give the different types.
Let the pupils identify the different
songs.
1. Happy birthday
2. Bahay Kubo
Let them identify the forms of the
songs..How many times did u sing it?
Form in music is the way a musical
composition is arranged. This
composition could be either any
musical piece as sung by vocalists or
singers or the music created by
means of musical instruments.
What is form?
Form 4 groups. Each will be giving
examples of songs according to
forms. Let the other group guess
the forms.
Singing of songs according to the
different forms
What is form?
What is ternary? Identify the symbol
II: :II
Give the symbol for repeat marks What is the importance of
in music. musical symbols like repeat
marks or ending marks in a
musical composition?
Draw the repeat and ending sign Identify the repeat marks in the
for music. Ex II: :II composition.
(The teacher shall provide a
copy with symbols)
Repeat marks for forms are the Using the songs given to them
following: they will form 4 groups and they
1. Da Capo(D.C.) repeat will sing the song according to
from beginning of the the musical marks.
composition
2. Dal Segno(D.S )indicates
that the musical piece is
to be repeated from the
sign S.
3. Da CapoAndDal Segno-
have the same purpose
in repeating the
particular sections
except in the exact
places where to begin.
They also end with the
word “Fine”.
4. D.C. Al Fine- means that
the section is to be
repeated from the
beginning up to the
word “Fine” or up to the
end.
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding Practical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Diff Kinds Of Forms: Review on the different kinds of What is a Choir?
1. Unitary Form- contains only forms Have u been a member of a
one section which remains choir?
the same all throughout the
whole composition ex.
Dandansoy
2. Binary(AB)- made up of two
musical parts or has two
different melodic ideas. Ex
Paru-Parung Bukid
3. Ternary- utilizes a three-
part form represented by
(ABC) and sometimes, third
part is a repititon of the first
part represented by (ABA)
Ex. Lupang Hinirang
4. Rondo (ABACA) is made
upfive or more musical parts
with some repetitions. Ex.
Maligayang Araw
What are the different forms? Give What are the different forms? Give the different repeat marks What are the different repeat
examples for each. Give examples for each. related to form with its meaning. marks?
Identify the musical forms of the Give examples of each form by Identify the following repeat
Following songs group (singing) marks.
1. Happy Birthday
1. have the same purpose
2. Maligayang Araw
in repeating the
3. Leron Leron Sinta
particular sections
4. Dandansoy
except in the exact
5. Lupang Hinirang
places where to begin.
They also end with the
word “Fine”.
2. repeat from beginning
of the composition
3. means that the section
is to be repeated from
the beginning up to the
word “Fine” or up to
the end.
 4. indicates that the
musical piece is to be
repeated from the sign
S.
5.end of the song.
J.additional activities for
application or remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilangng mag-aaralnanakauhang
80% sapagtatayao.
B.Bilangng mag-
aaralnanangangailanganngiba pang
Gawain para sa remediation
C.Nakatulongbaangremedial?
Bilangng mag-
aaralnanakaunawasaaralin.
D.Bilangng mag-
aaralnamagpapatuloysa
remediation
E.Alinsamgaestratehiyangpagtutur
oangnakatulongnglubos?Paanoiton
akatulong?
F.Anongsulioraninangakingnaranas
annasolusyunansatulongngakingpu
nungguro at superbisor?
G.Anongkagamitangpanturoangaki
ngnadibuhonanaiskongibahagisaka
pwakoguro?