DLL - WEEK9

Republic of the Philippines
Department of Education
Region XII
Division of Cotabato
Aleosan East District
BACOLOD ELEMENTARY SCHOOL
129856
Upper Mingading, Aleosan, Cotabato
Grade Level: VI
DAILY LESSON Teacher: Wilma C.Caaya Learning Area: ESP
LOG Teaching Dates and Time: JANUARY 14,15,16,17,18, 2019 Quarter: 3rd QUARTER Week-9
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.Pamantayang Pangnilalaman
B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto Naisasagawa ang pagpapalaganap Naipahahayagang kaalaman na
ng konsepto na ang mag-anak ay maaaring lumaki ang puhunan
makapagsisimula ng kapaki- kung makikipagsapalaran sa mga
pakinabang na proyektong mapagkakakitaang proyekto
REVIEW 3RD PERIODICAL EXAM 3RD PERIODICAL EXAM
pantahanan at pangkabuhayan
II. Nilalaman Mapagkakakitaang Gawain Mapagkakakitaang Gawain
III. Kagamitang Panturo (
Learning Resources)
A. Sanggunian (References)
1. Mga pahina sa Gabay ng EKAWP 6, p. 30 EKAWP 6, P.30
Guro
2. Mga pahina sa Kagamitang
Pang-mag-aaral
3. Mga pahina sa teksbuk
4. Karagdagang
Kagamitan mula sa portal ng
Learning Resource
B. Iba pang Kagamitang
Panturo
IV. Pamamaraan (Procedures)
A. Balik-aral at/ o Magbigay ng mga pangalan ng mga Anu-anong mga kapaki-
pagsisimula ng aralin kilalang matatagumpay na tao pakinabang na proyekto ang
maaaring simulan ng mag-anak
para sa buhay?
B.Paghahabi sa layunin ng aralin Anu-ano ang mga produkto na Anu-ano ang mga gawaing
pwedi nating pagkakakitaan? pinagkakakitaan sa inyong
pamayanan? Gaano ito kaunlad?
Paano sila nagsimula?
C.Pag-uugnay ng mga halimbawa Ilahad sa klase ang kwento tungkol Ikwento sa klase ang tungkol sa
sa bagong aralin kay Mrs. Ramona Singson “Ipinagmamalaki Kita, Anak”
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D.Pagtatalakay ng bagong Ano ang masasabi ninyo kay Mrs. Paano sila nagsimula sa kanilang
konsepto at paglalahad ng Singson? negosyo?
bagong kasanayan # 1
E.Pagtatalakay ng bagong Kayba ay maaari ring makatulad kay Anu-ano ang dahilan at
konsepto at paglalahad ng Mrs. Singson? nagtagumpay ang kanilang
bagong kasanayan #2 negosyo?
F.Paglinang sa Kabihasaan Paano mo masasabi na ang

Tungo sa Formative Assessment kahirapan ay hindi sagabal sa pag-
unlad ng isang tao?
G.Paglalapat ng aralin sa pang- Bakit dapat nating tularan ang Anu-ano ang kailangan upang
araw-araw na buhay pamilya Singson? makapagsimula ng isang
proyektong kapaki-pakinabang ang
mag-anak
H.Paglalahat ng Aralin Sa papaanong paraan nagtagumpay Anu-anong magagandang
ang mag-anak ni Mrs. Singson? halimbawa ng pagiging produktibo
ang ipinahayag ng kwento?
Paano nakatulong sa mag-anak
ang naisip nilang
napagkakakitaang
proyekto/negosyo
.Pagtataya ng Aralin Sumulat ng mga proyektong Ipaliwanag: “Kung nais,
maaaring itaguyod sa inyong lugar nakakagawa ng paraan, Kapag
upang mapaunlad ang kabuhayan ayaw, makakaisip ng dahilan.” Ano
ng mag-anak sa inyong lugar? ang kaugnayan nito sa pagiging
produktibo?Ipaliwanag
J.Karagdagang Gawain para sa
takdang-aralin at remediation
V. Mga Tala
VI. Pagninilay
A.Bilang ng mag-aaral na
nakakuha ng 80%
B.Bilang ng mag-aaral na
nangangailangan ng iba pang
Gawain para sa remediation
C.nakatulong ba ang remedial ?
Bilang ng mag-aaral na
nakaunawa sa aralin
D.Bilang ng mag-aaral na
nagpatuloy sa remediation?
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E. Alin sa mga stratehiyang
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin aang aking
naranasan na solusyon sa tulong
ng aking punongguro at
superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais kong
ibahagi sa aking kapwa guro?
NOTE: References should have Bookmarks

Prepared by: Noted by:
WILMA C. CAAYA PEDY C. CANAREJO, P-1
Subject Teacher School Head
Region XII
129856

Grade Level: VI
DAILY LESSON Teacher: Wilma C.Caaya Learning Area: SCIENCE
LOG Teaching Dates and Time: Quarter: 3rd QUARTER Week-9
I. OBJECTIVES
The learners demonstrate gravity and friction affect movement objects and how energy is transformed in simple machines
A. Content Standards
The learners should be able to produce an advertisement , demonstrate road safety, create a marketing strategy for a new product on electrical, create a marketing strategy for a new
B. Performance Standards product on electrical or light efficiency
C. Learning Competencies/ Manipulate simple machines to Manipulate simple machines Manipulate simple machines to Answer the test correctly. Answer the test correctly.
Objectives describe their characteristics and to describe their describe their characteristics and
Write the LC code for each uses. (S6FE-IIIg-i-3) characteristics and uses. uses. (S6FE-IIIg-i-3)
(S6FE-IIIg-i-3)
Demonstrate how wheel and axle Demonstrate how a pulley works
works Demonstrate how an inclined
plane works
II. CONTENT Simple Machines Simple Machines Simple Machines THIRD PERIODICAL TEST
WHEEL AND AXLE INCLINED PLANE PULLEY
A. References The New Science Links Worktext The New Science Links
in Science and Technology Worktext in Science and
pp.352-353 Technology pp.352-353
Science for Daily Use 5, Tan,
Conchita T. 2012 pp. 178-201
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Science Links pp. 362-363
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources K’NEx Education teacher’s guide Science Links 6 pp. 367-369 Teacher-Made Test
IV. PROCEDURES
A. Engagement Ask: What do a bicycle; Teacher’s Instruction Concept Mapping by giving example
Administration of the test
skateboard, stroller, wheelchair, Classroom Discussion. of uses of lever.
Checking and Recording
and car have in common? The students will share their
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reflection and insights about
the previous lesson. Question of the day:
Question of the day:
Have you noticed how the flag is
Compare the following being raised during a flag ceremony?
pictures. Which will make
lifting easier? Why?
B. Exploration Please refer to Activity Sheet 7.9 Teacher’s Instruction Teacher’s Instruction
Solicit ideas of the pupil’s Activity 4.4

about inclined plane by using Investigating Pulleys
the KWL chart. Answer the
first two columns of the chart:
What you Know? And What
you Want to know more?
Pupil’s Answer Sheet

Topic: Inclined Plane
What you What What You

KNOW? you have
WANT LEARNED?
to
know
more?
Inclined
Plane
Let the pupils perform the

activity
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“to be so inclined”
C. Explanation You want to increase the speed What can you say about the What are the different simple
of the bucket used for getting stairs for Person’s with machines and how do they help you
water in the well. What will you? disabilities? What do you in your daily activities?
Illustrate your answer. think is the reason why it is
built like that?
D. Elaboration 1. Which is the wheel and axle in Teacher’s Instruction Teacher’s Instruction
the model? Concept Hat. The teacher will
2. How does the wheel and axle ask the pupils to write their The teacher’s ask the students what
work? final concept and ideas on the they have learned and write it on the
3. How does counterweight work cards/sheet of papers and board.
when the freight goes up and place it on a paper hat. Pupils
down? share their concept/learning
4. How do the wheels cause and wears the hat.
movement?
E. Evaluation QUIZ NO. 23 / SIMPLE MACHINES Teacher’s Instruction QUIZ NO. 23 / SIMPLE MACHINES
KWL chart. Let the students
answer the last column of the
chart or what you have
learned?
F. Additional activities for How does wheel and axle make

application or remediation work easier? Give concrete
examples.
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
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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?

WILMA C. CAAYA PEDY C. CANAREJO,P-1
Region XII
129856
Grade Level: VI
DAILY LESSON Teacher: Wilma C.Caaya Learning Area: AP
LOG Teaching Dates and Time: Quarter: 3RD QUARTER Week 8

A.Pamantayang Pangnilalaman
Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan
B. Pamantayan sa Pagganap
Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan
C. Mga Kasanayan sa Pagkatuto Nakapagbibigay ng sariling pananaw tungkol sa mga pagtugon ng mga Pilipino sa patuloy na mga suliranin, isyu at hamon ng kasarinlan sa kasalukuyan
(AP6SHK-IIIh-7)
1. Nakakilala sa mga suliranin at 1. Nakakilala sa mga suliranin at 1. Nakapagbubuod sa paksang
hamon ng kasarinlan sa hamon ng kasarinlan sa tinalakay sa mga pagtugon ng
kasalukuyan kasalukuyan Pilipino sa patuloy sa suliranin,
2. Nakapagsisiyasat sa mga 2. Nakapagsisiyasat sa mga isyu at hamon ng kasarinlan sa
suliranin at hamon ng kasarinlan suliranin at hamon ng kasalukuyan
sa kasalukuyan kasarinlan sa kasalukuyan 2. Nakapagpapahalaga sa mga
3. Nakagawa ng story map tungkol 3. Nakagawa ng story map pagtugon ng mga Pilipino sa
sa mga suliranin at hamo ng tungkol sa mga suliranin at patuloy sa suliranin, isyu at
kasarinlan at iuugnay ito sa mga hamo ng kasarinlan at iuugnay hamon ng kasarinlan sa
hamon sa kasalukuyan ito sa mga hamon sa kasalukuyan
kasalukuyan 3. Makagagawa ng concept map
bilang paliwanag sa pagtugon ng
mga Pilipino sa suliraning
pangkabuhayan pagkatapos ng
digmaan.
II. Nilalaman Mga Suliranin at Hamon ng Mga Suliranin at Hamon ng Mga Pagtugon ng Pilipino sa THIRD PERIODICAL TEST THIRD PERIODICAL TEST
Kasarinlan sa Kasalukuyan Kasarinlan sa Kasalukuyan Patuloy na Suliranin, Isyu at Hamon
ng Kasarinlan sa Kasalukuyan
III. Kagamitang Panturo (
Learning Resources)
C. Sanggunian Aklat sa AP6, TG, CG Aklat sa AP6, TG, CG Aklat sa AP6, TG, CG
5. Mga pahina sa Gabay ng
Guro
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Pang-mag-aaral
7. Mga pahina sa teksbuk
8. Karagdagang
Learning Resource
D.Iba pang Kagami-tang
Panturo
A.Balik-aral at/ o pagsisimula ng Anu-ano ang mga isyu ng kasarinlan Anu-ano ang mga isyu ng Anu-ano ang gimawa ng mga
aralin sa kasalukuyan kasarinlan sa kasalukuyan Pilipino sa suliranin at hamon ng
kasarinlan sa kasalukuyan.
B.Paghahabi sa layunin ng aralin Ipakita ang iba’t ibang isyu ng Ipakita ang iba’t ibang isyu ng Magpakita ng larawan ng
kasarinlan sa kasalukuyan kasarinlan sa kasalukuyan nagpapahayag ng isang suliranin.
C.Pag-uugnay ng mga Ilahad muli ang mga isyu ng Ilahad muli ang mga isyu ng Pag-usapan ang larawan.
halimbawa sa bagong aralin kasarinlan sa kasalukuyan kasarinlan sa kasalukuyan
D.Pagtatalakay ng bagong Pangkatang Gawain: Pangkatang Gawain: Pangkatang Gawain:
konsepto at paglalahad ng Pangkat 1: Tula Pangkat 1: Tula Pangkat 1: Paggawa ng Concept
bagong kasanayan # 1 Pangkat 2: Jingle Pangkat 2: Jingle Map
Pangkat 3: Drama Pangkat 3: Drama Pangkat 2: Broad Casting
Pangkat 3: talk Show
E.Pagtatalakay ng bagong Pag-uulat at pagtatalakayan ng Pag-uulat at pagtatalakayan ng Ipepresenta sa klase ang Gawain ng
konsepto at paglalahad ng bawat grupo bawat grupo bawat pangkat. Suriin ng guro at
bagong kasanayan #2 magbigay ng karagdagang
impormasyon.
F.Paglinang sa Kabi-hasaan Anu-ano ang mga suliranin at Anu-ano ang mga suliranin at Paano natutugunan ng mga Pilipino
Tungo sa hamon ng kasarinlan sa hamon ng kasarinlan sa ang isyu at kasarinlan sa
Formative Assessment kasaysayan? kasaysayan? kasalukuyan.
G.Paglalapat ng aralin sa pang- Pagpapakita ng iba’t-ibang isyu ng Pagpapakita ng iba’t-ibang isyu ng Sa palagay ninyo, Lubos na bang
araw-araw na buhay kasarinlan kasarinlan Malaya ang Pilipinas?
H.Paglalahat ng Aralin Paano mabigyang sulosyon ang Paano mabigyang sulosyon ang Paano natin haharapin ang mga
mga isyu ng kasarinlan? mga isyu ng kasarinlan? isyu at suliranin at hamon sa
kasalukuyan ng kasarinlan sa
kasalukuyan
.Pagtataya ng Aralin Pumili ng isang isyu ng kasarinlan at Pumili ng isang isyu ng kasarinlan Naagagawa ng buod sa tulong ng
ipaliwanag. at ipaliwanag. GO sa mga pagtugon sa mga
suliranin,isyu at hamon ng
kasarinlan sa kasalukuyan.
J.Karagdagang Gawain para sa Ano ang mabigat na isyu sa Ano ang mabigat na isyu sa Magtala ng 3 pruweba na
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takdang-aralin at remediation kasalukuyan ? Ipaliwanag.. kasalukuyan ? Ipaliwanag.. nagpapakiat ng kasarinlan ng bansa.
V. Mga Tala
VI. Pagninilay
nakakuha ng 80%
nakaunawa sa aralin
naranasan na solusyon sa tulong
ng aking punongguro at
superbisor?
ang aking nadibuho na nais kong
ibahagi sa aking kapwa guro?
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129856
Grade Level: VI-

DAILY LESSON LOG Teacher: Wilma C.Caaya Learning Area: ENGLISH
Teaching Dates and Time: Quarter: 3RD QUARTER Week- 8
I.OBJECTIVES
A.Content Standards  The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to serve learning needs in
meeting a wide range of life’s purposes.
B.Performance Standards OL- (Oral Language) V (Vocabulary Development) F – (Oral Fluency)
The learners demonstrate -The Learners demonstrate -The learners demonstrate
understanding of various verbal understanding that words are understanding that a change in
elements in orally communicating composed of different parts to know stress entails a change of
information that their meaning changes meaning to evaluate the
The learners prepare for and depending in context speaker’s/ author’s purpose and
participate effectively in a range of -The learners use strategies to meaning
conversations and collaboration with decode correctly the meaning of -The learners use knowledge of
diverse partners, building on others’ words in isolation and in context stress and intonation of speech to
ideas and expressing their own -context clues appropriately evaluate the
clearly and persuasively -affixes and roots speaker’s intention, purpose and
-other strategies meaning
demonstrates
SS (Study Strategy Research)
- The learners understanding of
library skills to research a variety
of topics
-The learners utilize discrete
techniques (general or specific)
and applies appropriately them to
all or most fields of study
C.Learning Present a coherent, comprehensive Infer meaning of content specific Observe accuracy, appropriate
Competencies/Objectives report on differing viewpoints on an terms using rate and proper expressions in
issue -context clues dialogs
EN6OL-IIIj-1.19 -affixes and roots Organize information from
-other strategies secondary sources in preparation
EN6V-IIIj-12.3.3 for writing, reporting and similar
EN6V- IIIj -12.4.1.3 academic tasks in collaboration
EN6V- IIIj -12.4.2.3 with others
EN6F-IIIj-3.5
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EN6F-IIIj-3.2
EN6F-IIIj-3.6
EN6SS-IIIj-4
II.CONTENT -describe key information of a text from Inferring meaning of content Appropriate rate and proper THIRD PERIODICAL TEST THIRD PERIODICAL TEST
a prescribed viewpoint -context clues expression in dialogues
-discuss the importance of viewpiont of -affixes and roots Organizing information form
a selected text -other strategies secondary sources in writing
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from The Three Little Pigs Passengers Cars Refer to Monday and Tuesday
learning resource (LR) portal http://shortstoriesshort.com/story/th DepEd-BEAM DLP Module 8 Grade reference
e-three-little-pigs/ 6
http://www.surlanefairytales.com/thr pp, 97-98
eepigs/ Interactive Skill Book in English 6
pp, 5-7
B.Other Learning Resource Copy of the short story Copy of the story
The Three Little Pigs Passengers Cars
Short film
song
IV.PROCEDURES
A.Reviewing previous lesson or What are the parts/elements of a Is it always right to judge right away Recall the different versions of the
presenting the new lesson Story? without analyzing nor weighing story the three little pigs
(Character, Setting, Plot, Climax, things? Why? Ask pupils to retell the version
Ending)What are the elements of they recall
the story? Remind pupils to listen attentively
Sing a song and be polite in asking or giving
Who’s afraid of the big bad wolf? their own recollection
B.Establishing a purpose for Class look at the pictures, in which Class look at the picture, do you Use venn diagram to differentiate
the lesson story have you seen these photos? know what is it called? the two stories
(The Three Little Pigs)
(TRAM Work with a partner
)
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A. C. Before it is known as bus in the
USA and popular to all commuters.
This is popular in the USA (United
States of America)
Unlocking of Difficulties
Guess the word use the clue

Picture A is made _aza_d - danger
of what kind of e_ong_ate_ - lengthened
material/s? Show this word transformation to
Picture B is made of the class
what kind of
material/s?
B. Picture C is made
of what kind of
material/s?
Can you summarize in one
sentence the story according to your
own understanding?
Unlocking of Difficulties
Give the meaning of each
underlined words by the clues given
within the sentence.
1. He chased the two pigs
and they ran and hid in
their houses
2. The frightened little pigs
ran to the third pig’s house
made of bricks because
they were terrified.
3. The pigs were tender juicy
meals for the fox because
he thinks of them as
sumptuous meal.
C.Presenting Examples/ (Standard in Oral Reading must be Read the story silently. Discuss briefly the stories with the
instances of the new lesson observed) Passengers Cars class
Early railroad passenger cars were After the discussion pupils will be
Present the story. little more than stagecoaches fitted grouped and will be asked to write
with special wheels to help them a script of the story that later on
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The Three Little Pigs stay on the tracks. They didn’t hold will be role played giving their
Once upon a time there were three many passengers, and because own version according to their
little pigs. One pig built a house of they made out, they were fire judgement.
straw while the second pig built his harzards. They also did not hold up
house with sticks. They built their very well if the train came off the
houses very quickly and then sang track or had a collision with
and danced all day because they another train.
were lazy. The third little pig worked In the United States, it wasn’t long
hard all day and built his house with before passenger cars were
bricks. lengthened to hold more people.
Late in the 1830s. Americans were
A big bad wolf saw the two little pigs riding elongated cars with double
while they danced and played and seats on either side of a center
thought, “What juicy tender meals asile. By the early 1900s, most cars
they will make!” He chased the two were made of metal instead of
pigs and they ran and hid in their wood.
houses. The big bad wolf went to Sleeping and dining cars were
the first house and huffed and introduced in the United States by
puffed and blew the house down in the early 1860s. Over the next 25
minutes. The frightened little pig ran years other improvements were
to the second pig’s house that was made, including electric lighting,
made of sticks. The big bad wolf steam heat and covered vestibules
now came to this house and huffed that allowed passengers to walk
and puffed and blew the house between cars. All of these luxuries
down in hardly any time. Now, the helped make railroad travel much
two little pigs were terrified and ran more comfortable.
to the third pig’s house that was Analysis and Discussion
made of bricks. What are affixes?
The big bad wolf tried to huff and An affix is added to the root of the
puff and blow the house down, but word to change its meaning.
he could not. He kept trying for
hours but the house was very strong An Affix added to the front of a word
and the little pigs were safe inside. is known as a prefix. One added to
He tried to enter through the the back is known as a suffix.
chimney but the third little pig boiled PREFIX
a big pot of water and kept it below The first man looks very friendly! I
the chimney. The wolf fell into it and think it would be nice to spend time
died. with him.
The two little pigs now felt sorry for
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having been so lazy. They too built The second man looks unfriendly. I
their houses with bricks and lived don't think it would be much fun to
happily ever after. spend time with him!
Keyword Clouds: three little pigs We can see in the second sentence
and the big bad wolf, three little pigs that we added the prefix "un-" to the
illustrations, 3 pigs and a wolf, three word "friendly." This prefix "un-"
little pigs sequencing, three little means "not" or "the opposite of."
pigs children story, three little pigs Here are more examples with the
online, three little pigs original prefix "un-":
story, 3 little pigs short story
 happy ----> unhappy
 finished ----> unfinished
 believable ----
> unbelievable
acceptable ---->
SUFFIX
The couple is getting married
because they love each other very
much.
That teddy bear is so cute
and lovable!
We can see in the second sentence
that we added the suffix "-able" to
the word "love." This suffix "-able"
means "capable of being" or "able
to be."
So, the word lovable means
something is able to be loved, or it
makes you feel love for it.
Here are more examples with the
suffix "-able" or "-ible" (depending
on the root word):
 present ----> presentable

 comfort ----> comfortable
 depend ----> dependable
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 reach ----> reachable
D.Discussing new concepts and Comprehension Check-up Script Writing

practicing new skills #1 Who are the characters of the (Guidelines)
story? 1. In writing a script, consider the
Where did the story happen? characters and the
What is the most exciting part of the characteristics.
story? 2. Make necessary dialogue
What can you say about the Three based on how you understand or
little pigs? First pig, Second Pig and how you judge them in the story
the Third Pig. read.
How you judge the wolf? Is he really 3. Make it conversational
a bad wolf? 4. Focus on the topic/context
5. Construct a meaningful ending.
Investigative work with a partner Study the following paragraph. Find
E.Discussing new concepts and using venn diagram. Comparing and out the correct meaning of draft by
practicing new skills #2 contrasting select characters of the studying the context.
story. • Note the italicized word draft in the
paragraph.
A strong draft had blown the
The Three Little Pigs
window open. With a
loud clutter, it blew away the
window shutter. Shivering,
Third Pig Wolf Cindy got up the bed to draft a
temporary replacement for the
The third Both of them shutter until daybreak. As
The Wolf soon as the bank opened, she
pig is wise are determined would encash the draft her mother
strong had sent so she could buy a good
He is calm. They can window shutter. Then she would
He is furious draft her friends to help put up the
stand on shutter. She would reward her
their own friends with a cold draft of fruit
juice.
Let’s look at its
meaning by studying the context.
(1) draft – a current air
(2) draft – a plan
(3) draft – a written order for money
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payable to a bank
(4) draft – to select or draw money
(5) draft – to drink or something
taken in.
• When we use context clues in
learning the meaning of a word, we
read the words that follow it and
then derive its meaning from
them or from the context.
Example:
The heavy rain muffles the loud
music in the bedroom that’s why the
baby’s sleep remains undisturbed.
• Which word in the sentence
means “to deaden the sound of” or
“to keep down”? The word muffle
means “to keep down.”
Answer READ and Do
Letter A on page 6 of Interactive
Skillbook in English 6
F.Developing Mastery Ask learners to discuss their venn
diagram, Cite their opinions how
bad is the wolf, differentiate the
three little pigs in their own words.
G.Finding Parctical application Group Activity: Directions: Use the context clues Role playing -
of concepts and skills in daily If you were to choose which kind of to the sentences to find the
living house from the three little pigs are meanings of the bold faced words.
you going to build? 1. Jane was a wizard at games.
Justify your answer. She mastered them in no time and
(Show openness to criticism) seldom last.
a. evil-magician
b. gifted person
c. average player
2. The holiday was so special that
she was sure she’d never forget it.
The memory would be imprinted
forever in her mind.
a. found
b. b.weighed
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c. fixed
3. “John will believe anything
anyone tells him,” his teacher said.
“He’s a very impressionable young
man.”
a. easily influenced
b. unhappy
c. unintelligent
4. “Do you really think it’s prudent
to spend all your money on
clothes?” his mother asked crossly.
a. foolish b. wise c. funny
5. “Your plan has merit,” Elizabeth’s
father said. “Let me give it
some thought.”
a. value
b. awards
c. kindness
H.Making generalization and Why is it important to view the facts A context clue is a clue or hint from What are the essential parts of
abstraction about the lesson before giving judgement? the sentence that helps you to the script?
figure out words that you don’t
know.
Context clues help you figure out
the meaning of a word by relating it
to other words in the sentence or
this simply
means that we get the meaning of a
word by studying its relationship
with other words in the sentence.
Some clues are
more obvious than the others.
 Choose one question and, in each Understanding Context Clues Checking of the scripts -
I.Evaluating learning of the character columns, record Directions: For each sentence,
how each character might respond circle the pair of words that
to the question. complete
 For example: the meaning of the sentence.
Do you think you did anything wrong 1. Their profits have been
in this situation? __________, and they wish to
__________ their
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 Pigs’ response: No, we situation.
were just minding our own a. decreasing - excuse
business in our houses. b. declining - remedy
 Wolf’s response: I was just c. comfortable – redness
looking for some food. I 2. Rats provide a __________ in
can’t help it if I’m hungry. reducing garbage, but this is
outweighed by their __________
activities.
a. help - useful
b. trouble - dynamic
c. service – harmful
3. Fact and Fancy were so
_________ that no one could
_________ them.
a. connected – separate
b. necessary – use
c. respected – want
4. If one is to understand the
__________, one must study the
_________.
a. facts – unnecessary
b. unusual – sentences
c. whole- parts
5. His father __________ him, for
he realized the interest was more
than
a __________ fancy.
a. encouraged – childish
b. berated – sincere
c. helped – mature
J.additional activities for Writing Center
application or remediation Have students write a review of The
True Story of the 3 Little
Pigs. Remind them that they should
use the evaluating strategy to make
judgments about the story. Have
students read their reviews to a
partner and discuss.
V.REMARKS
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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 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 helpme
solve?
G.What innovation or localized
materials did used/discover
which I wish to share with
other teachers?
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Grade Level: VI
DAILY LESSON LOG Teacher: Wilma C.Caaya Learning Area: MAPEH
Teaching Dates and Time: Quarter: 3rd QUARTER Week-8

I.OBJECTIVES MUSIC ARTS HEALTH PE P.E.
A.Content Standards Demonstrates understanding of Demonstrates understanding Demonstrates understanding of
the concept of timbre through of shapes, colors, values, and the health implications of poor
recognizing musical instruments the principles of emphasis, environmental sanitation
aurally and visually contrast, and harmony in
printmaking and photography
using new technologies.
B.Performance Standards Aurally determines thesound of Describes the basic Consistently practices ways to
a single instrument in any concepts and principles of maintain a healthy
section of the orchestra basic photography environment
C.Learning Competencies/ Identifies the parts and Practices ways to
Objectives Distinguishes varied dynamic functions of the camera control/manage noise
levels in a music heard pollution
8.1 piano (p)
8.2 mezzo piano (mp) A6PR-III-g
8.3 pianissimo (pp)
8.4 forte (f) H6EH-
8.5 mezzo forte (mf) IIIfg-6
8.6 fortissimo (ff)
8.7 crescendo
8.8 decrescendo
MU6TB-IIIf-g-1
II.CONTENT PARTS OF THE CAMERA Practice Ways to Control of THIRD PERIODICAL TEST THIRD PERIODICAL TEST
DYNAMICS A. Phone Camera Noise Pollution
B. Point and Shoot Digital
Camera
A.References
1.Teacher’s Guide pages CG p.57 CG p.51 CG p.56

3.Textbook pages The 21st Century MAPEH in The 21st Century MAPEH in 21st century Mapeh in Action 6
Action p.53-59 Action p.155-160 pages 150-152
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4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Let the pupils show and play What are the principles applied in What are the effects of a noisy
presenting the new lesson their brought instruments. photography?( environment?
Let them identify the sound of contrast5,emphasis,harmony,unit
each. y,balance,pattern)
B.Establishing a purpose for the lesson Have you experienced listening In photography what is themost Do you want to have a peaceful
to a loud music/sound? important tool?camera) environment? How?
What can you say to the sound Do you know the parts and
when you are in the public function of it?
market?
How about the sound inside the
church?
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
C.Presenting Examples/ instances of Presenting the table of “ Showing pictures / video of Show pictures of practicing ways
the new lesson Dynamic Signs with their different parts of a camera to control/manage noise pollution
Meanings” (p.53)
D.Discussing new concepts and Giving activity sheets to be Discuss different parts and Discuss the pictures by group.
practicing new skills #1 reported to the class by each function of a camera
group after discussion
E.Discussing new concepts and Group reporting showing how Group reporting Suggest other ways on how to
practicing new skills #2 to apply the dynamics in using practice ways to control noise
instruments pollution
F.Developing Mastery Group practice on how to show Group working on making activity
the dynamic signs better using on practicing ways on how to
musical instruments control noise pollution( role
playing,makingsteamers,placards,
a short debate,etc.)
G.Finding Practical application of Choose any Christmas song Draw the parts of a camera by Performing the activity made
concepts and skills in daily living applying the dynamics using group and label it.
musical instruments
H.Making generalization and What is dynamics? What are the parts of a camera? How do you practice ways on how
abstraction about the lesson How do you distinguishes varied to control noise pollution?
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dynamic levels in a music ?
I.Evaluating learning Match the descriptions in Match the description in column Make a survey to neighborhood
column A with the terms in A with the part of a camera in on how they practice ways on
column B.Write the letter only column B.Write the letter only on how to control noise pollution.
on the blank. the blank provided.
Suggests the right way on how
Column A A
they are going to practice ways
_1.It is the loud sound __1.This button is pressed to take
to control noise pollution.
_2.A very loud sound picture
_3.A very very loud sound __2.This is where you frame the
_4.It is moderately loud image you want to capture
_5.A moderately soft __3.This focuses the image seen
_6.A soft sound at close or far ranges
_7.A very soft sound __4.This allows photography in
_8.A very very soft soft sound low light condition
_9.Decreasing in loudness __5.This slot houses the
_10.Increasing in loudness removable storage card.
Column B B
a.crescendo A.battery chamber
b.decrescendo B.flash
c.pianisssissimo C.lens
d.pianissimo D.memory card slot
e.piano E.monitor screen
f.mezzo piano F.shutter button
g.mezzo forte
h.fortississimo
i.forte
J.additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No.of learners who require additional
C.Did the remedial work? No.of
learners who have caught up with the
lesson
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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
helpme solve?
materials did used/discover which I
wish to share with
other teachers?

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Grade Level: VI
DAILY LESSON LOG Teacher: Wilma C.Caaya Learning Area: FILIPINO
A.Pamantayang Pangnilalaman Nasasagot ang mga tanong tungkol Nakasusulat ng isang maikling Nabubuod ang tekstong binasa sa
sa impormasyong nakapaloob sa reaksyon tungkol sa sariling pangungusap
grap o mapa napapanahong paksa
3RD PERIODICAL EXAM
B. Pamantayan sa Pagganap Nasasagot ang mga tanong tungkol Nakasusulat ng isang maikling Nabubuod ang tekstong binasa sa
sa impormasyong nakapaloob sa reaksyon tungkol sa sariling pangungusap
grap o mapa napapanahong paksa
C. Mga Kasanayan sa Pagkatuto Pagsagot sa mga Tanong Tungkol sa Pagsulat ng Isang Maikling Pagbubuod sa Tekstong Binasa sa
Impormasyong Nakapaloob sa Grap Reaksyon Tungkol sa Sariling Pangungusap
o Mapa Napapanahong Paksa
II. Nilalaman
III. Kagamitang Panturo
D. Sanggunian
9. Mga pahina sa Gabay ng BEC/PELC PAGSASALITA ph. 7 BEC/PELC FIL. VI PAGSULAT ph. 4 BEC/PELC FIL VI PAGBASA ph. 4
Guro
Pang-mag-aaral
11. Mga pahina sa teksbuk Landas sa Pagbasa 6, ph. 194-201 Banghay Aralin sa Filipino 6, ph.
110-111
12. Karagdagang
Learning Resource
D.Iba pang Kagami-tang Aklat, Larawan ng Mapa at Grap Tsart Tsart/manila paper
Panturo
A.Balik-aral at/ o pagsisimula Ibigay ang wastong pang-angkop na Ano-ano ang mga dapat tandaan Ano ang ibig sabihin ng denotasyon
ng aralin gagamitin sa mga sumusunod na sa pagbibigay ng kahulugan sa at konotasyon?
salita. kilos, gawi at pananalita ng mga Magpabigay ng mga halimbawa.
tauhan sa akda?
1.Mangga____hinog Pagwawasto sa itinakdang gawain.
2.Hilaw _____ saging Pagwawasto sa Takdang-Aralin.
3.Buhangin___ pino
Pagwawasto sa Takdang-Aralin.
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B.Paghahabi sa layunin ng Paano niyo maipakikita ang Ano-ano ang mga napapanahong Ano ang ibig ipakahulugan ng
aralin pagiging matipid? isyu o pinag-uusapan ngayon? katagang “May isang salita?”
Pangkatang Gawain: Pag-aralan
ang grap sa pisara kasama ng iyong Ano naman ang inyong masasabi Naranasan mo na bang
pangkat. Sagutin ang mga tanong tungkol dito? maparusahan ng iyong mga
na nasa ibaba. magulang?
1.Tungkol saan ang pie grap?
2.Anong bahagdan ang nakuha ng
pagkain?
3.Anong bahagi ng badyet ang
pinakamaliit?
C.Pag-uugnay ng mga Paglalahad sa Gawain ng bawat Pagbasa sa maikling kuwento na Pagbasa sa tekstong “Si Reyna
halimbawa sa bagong aralin pangkat. nasa ph. 111-112, Gintong Aklat sa Sima”.
Pagbasa.
D.Pagtatalakay ng bagong Bakit kailangan nating magtipid sa 1.Bakit nagtungo ang Pangulo at 1.Bakit napabantog si Reyna Sima?
konsepto at paglalahad ng panahon natin ngayon? Unang Ginang sa Barangay 2.Ano ang natatanging katangian ng
bagong kasanayan # 1 Kalayaan? mga taga-Kutang Bato?
Paano mo maipakikita ang pagiging 2.Paano makatutulong ang 3.Tama bang parusahan ni Reyna
matipid? pabahay sa mga iskwater? Sima ang kanyang anak? Ipaliwanag
3.Sa inyong palagay, makatutulong ang iyong panig.
bas a mga iskwater ang pagkawala
ng Smokey Mountain? Bakit?
E.Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F.Paglinang sa Kabi-hasaan Pangkatang Gawain: Isulat sa Pangkatang Gawain: Ibuod sa
Tungo sa isang manila paper ang inyong inyong saring pangungusap ang
Formative Assessment sagot sa mga katanungan kasama teksto o kuwentong “Si Reyna
ng iyong pangkat. Humanda sa Sima”.
paglalahad nito sa klase.
G.Paglalapat ng aralin sa pang- Pag-aralan ang grap na nasa inyong Lagyan ng wastong sangkap ang
araw-araw na buhay batayang aklat ph. 196. Pagkatapos bawat bahagi ng liham sa Gintong
sagutin ang mga tanong. Aklat sa Wika ph. 217.
1.Ilang mag-aaral sa unang baiting
ang kumukuha ng computer
course?
2.Ilan ang kumukuha ng computer
course sa Ikalawang Baitang?
3.Aling Baitang ang may
pinakamaraming bilang ng
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kumukuha ng computer course?
H.Paglalahat ng Aralin Magbigay ng iyong reaksyon
tungkol sa nagaganap na isyu
tungkol sa droga sa ating bansa.
I.Pagtataya ng Aralin Paano natin masasagot ang mga Ano-ano ang mga dapat tandaan Paano isinusulat ang isang liham?
tanong grap o mapa? sa pagbibigay ng reaksyon?
J.Karagdagang Gawain para sa Pag-aralan ang mapa sa inyong Magbigay ng iyong reaksyon PANUTO: Sumulat ng isang
takdang-aralin at remediation aklat sa ph. 200. Sagutin ang mga tungkol sa maling pagtatapon ng halimbawa ng liham tungkol sa mga
tanong. basura sa karagatan at paggamit sumusunod. Pumuli lamang ng
1.Ilan lahat ang lungsod sa Metro ng maling pamamaraan sa isang paksang nais mong isulat.
Manila? pangingisda. 1.Wastong pagtatapon ng basura
2.Ilang bayan mayroon ang Metro 2.Wastong pangangalaga sa
Manila? kapaligiran
3.Aling Lungsod ang matatagpuan 3.Mabuting naidudulot ng
sa dakong kanluran ng Makati? teknolohiya
V. Mga Tala Gumuhit ng iyong sariling grap. Magbigay ng iyong maikling Sumulat ng isang liham tungkol sa
Lagyan ito ng mahahalagang reaksyon tungkol sa pagmimina ng nangyayaring hindi maganda sa
impormasyon. ginto sa mga kabundukan. inyong pamayanan. Ipaabot ang
iyong liham sa kinauukulan o sa
inyong barangay.
VI. Pagninilay
nakakuha ng 80%
nakaunawa sa aralin
naranasan na solusyon sa
tulong ng aking punongguro at
superbisor?
ang aking nadibuho na nais
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kong ibahagi sa aking kapwa
guro?
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Grade Level: V-Mahogany

DAILY LESSON LOG Teacher: Wilma C.Caaya Learning Area: SCIENCE

I.OBJECTIVES
A.Content Standards The learners demonstrate understanding of a simple DC circuit
B.Performance Standards "The learners should be able to propose an unusual tool or device using Electricity that is useful for home school or community"
C.Learning The learner should be able to The learner should be able to

The learner should be able to discuss
Competencies/Objectives determine the effects of changing determine the effects of changing
the effects of changing the number
the the type of components in a
and type of components in a circuit
number of components in a circuit circuit
II.CONTENT Electricity - Circuits Electricity - Circuits Electricity - Circuits 3RD PERIODICAL EXAM 3RD PERIODICAL EXAM
A.References
1.Teacher’s Guide pages CG p. CG p. CG p.
3.Textbook pages Science Spectrum 5, pages 191-
196 Science Spectrum 5, pages 191-196
Science Spectrum 5, pp. 191-196 Science and Health 5 by Science and Health 5 by Natividad
Natividad Alegre-Del Prado, Alegre-Del Prado, pp 177-182
pages 177-182
4.Additional materials from https://www.scribd.com/doc/105
http://www.sciencekids.co.nz/game
learning resource (LR) portal 19133/Electronic-Components-
sactivities/electricitycircuits.html
Symbols-Functions
https://www.superteacherworkshe
http://www.safekidscalifornia.or
ets.com/electricity.html
g/wp-
http://www.bbc.co.uk/bitesize/quiz
content/uploads/2015/05/Home-
/q80633759
Safety-Challenge.png
B.Other Learning Resource Chart, power point Chart, power point Chart, power point
IV.PROCEDURES
A.Engagement What are the parts / components 1. Review
of an electric circuit? What are the effects of changing
Describe each part. the number of components in an
electric circuit?
Study the diagram below. CompleteIncreasing the number
it by dragging of to
the parts theform a Simple
electrical circuit. batteries, increases the
brightness of a
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bulb.
Increasing the number of bulbs,
decreases the brightness.
- Checking of Assignment
Connect the circuit components
with their symbols
Now that you have learned from
our previous lesson how to make a

simple circuit, let us now study Based on the, activity what can you
more about circuits as we infer with given circuit diagrams?
investigate Circuit A:
with batteries, voltages and light The bulb glows dimmer and the
bulbs. Let us find out the effects of motor spins slower because of the
changing the number of divided power supply.
components/ parts in the circuit Circuit B:
Activity Proper: Light It Up! The 2 bulbs won’t glow or the circuit
will not work because the switch
is off or circuit is open.
B.Exploration Group reporting Group reporting You have already determined from
Explain the results of the activity. Explain the results of the activity. the previous lessons that changing
Presenting the data and Presenting the data and the number and type of the
observation table. observation table. components affects the circuit.
1. Teacher’s Input: Original File Submitted and I. Objective: Discuss the effects of
* If the activity is not enough to Formatted by DepEd Club changing the number and type of
draw the concepts, do the Member - visit components
Interactive activity for simulation. in a circuit
depedclub.com for more
http://www.sciencekids.co.nz/game II. Problem: Why does changing the
Based on the activities we did,
sactivities/electricitycircuits.html number and type of components
answer the following questions:
affect the circuit?
1. Does changing the load of a
III. Materials: results/tables used in
circuit affects the circuit? No, it
data and observation in Lesson 31
doesn’t.
& 32.
2. Can unjointed wires make the
IV. Procedure:
circuit work? Why? No, because
1. Review the results given in lessons
the electric current won’t flow in
31 & 32.
an unjointed wires.
1. Group reporting
3. What is the function of the
Explain the reasons the results of the
switch in a circuit? The switch
activity.
opens and closes the circuit.
Present the data and observation
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4. Can a circuit work even table 1 & 2
without a switch? Why? Yes.
Because the current can still flow
through the wires even without
switch.
C.Explanation Electricity does a lot of work for us. Complete the following Analyze each diagram and answer
We use it many times each day. It sentences by choosing the each question.
lights our homes, warms and cools correct word from the box below. Diagram 1: Can a bulb added in a
our rooms, and helps us keep them 1. If the switch is on, the circuit is circuit with twisted wires light up?
clean. It cooks our food and washes ____________. Therefore, the Explain your answer.
the dishes. It really help us at home circuit will work. Answer: Yes, the bulb will still light
and most specially in the kitchen. 2. When the switch is up because the circuit has complete
____________, the circuit is parts/components-the power
open. Therefore, the circuit won’t supply, the bulb and wires.
work. Diagram 2: Will the bulb light if you
3. In a circuit with unjointed turn on any of the switches?
wires, the motor _______ work. Justify your answer.
4. A _________controls the Answer: Yes, because turning any of
circuit y opening and closing it. the switch closes the circuit where
5. An open circuit is a the bulb is connected.
____________circuit. .
Diagram 3: Can bulbs A & B still work
if you turn off the switch?
Defend your answer.
Answer: Yes, because even is bulb C
will not light, still bulbs A & B is
connected in a closed circuit.
D.Elaboration What are the effects of changing Electricity is very useful for us. Look at each circuit diagram
the number of components in a But improper use of it will be below. If you think the bulb or
circuit? dangerous.
bulbs
More batteries/voltage (power Activity: Is it SAFE or NOT?
source) makes the bulb glow Tell whether each activity in
will light, put a check in the
brightly but too much using electricity SAFE or NOT box. If you do not think the
batteries/voltage (power source) SAFE. bulb or bulbs
can make the bulb busted. Use happy or sad emoji’s for your will light, put a cross in it.
Adding more bulbs (load) can make answers. Give your answer to each situation:
the glow dimmer but lessening the 1. Replacing broken wires or 1. How can a motor spin faster?
bulb (load) will make it glow busted bulbs. - Increase the voltage of the battery
brighter. 2. Turning off the switch when or add more battery.
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Longer wire makes it hard for the not in use. 2. How can a bulb be made dimmer?
current to flow that is why the bulb 3. Check your electrical - Use a battery with smaller voltage
glow dimmer. connection twice a year. or add more bulb.
4. Asking your 3 year old brother What have you learned?
to turn on or off the switch. I learned that… § Adding more
5. Using octopus connection in batteries to a simple circuit will
running your appliances increase the electrical energy, which
What are the effects of changing will make a bulb brighter.
the type of components in a § Adding more bulbs to a simple
circuit? circuit will reduce the electrical
· Changing the type load with the energy and make the bulbs dimmer.
same power supply does not § Lengthening or twisting the wires
affect the circuit. It still works. in a simple circuit will reduce the
· Unjointed wires does not allow electrical energy, as it has further to
the current to flow that is why travel. The extra distance will make
the circuit will not work. the bulb dimmer.
· Switch opens and closes the § But too much batteries or too
circuit but it can still work even much load will make the circuit
without it. unusable.
Let see if you really understood
the lesson by answering the
questions.
E.Evaluation Directions: Read each item Directions: Read each item Let see if you really understood the
carefully. Choose the letter of the carefully. Choose the letter of the lesson.
correct correct answer. How bright do you think the bulb will
answer. 1. Which statement is correct be in these circuits?
1. In a simple circuit with long about electric current powered Choose the answer from the box.
(coiled) wire, 1.5 V and a bulb, why by a battery?
does A. It always flow clockwise.
the bulb gets dimmer? B. It gets used up as it goes
A. Because the power supply is not around the circuit.
enough to light the bulb C. It does not get used up as it
brighter. goes around the circuit.
B. Because the load is too many. D. All of the above.
C. Because the wire is too long. 2. What needs to be done to this
D. Because the wire is too short. circuit so that the lamp lights up?
2. Imagine a simple circuit with one a. Close the switch
1.5V battery and one bulb. When b. Add another bulb/lamp
the 1.5V battery is replaced with a c. Add another wire
3V battery ... A. The bulb gets d. Add a cell /battery and close
brighter. B. The bulb gets dimmer. the switch
C. The bulb stays at the same level 3. Which switch must be closed
of brightness. D. Nothing has to make the lamps light?
changed. a. Only switch 1
3. Imagine a circuit with a 1.5V b. Only switch 2
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battery and one bulb and similar c. Switch 1 and 2
circuit with a 3V battery and two d. The lamp can still light up even
bulbs. Which has the brighter glow? the switches are open.
A. The circuit with 1.5 V battery and 4. If lamp 1 is removed from its
one bulb. B. The circuit with 3V holder, what will happen to lamp
battery and two bulbs. 2?
C. The bulbs in both circuits are of a. It will stay lit.
similar brightness levels. 3
D. The bulbs in both circuits won’t b. It will be busted.
lit. c. It will get dimmer.
4. Why might a bulb busted when 3 d. It won’t work.
pieces 3V batteries are both 5. Which components do these
connected across in a simple series symbols represent?
circuit? a. bulb, motor, buzzer, switch
A. There is not enough electricity b. buzzer, motor, bulb, power
flowing in the circuit. supply
B. Too much electricity flows c. switch, buzzer, bulb, motor
through the bulb’s filament and the d. wire, switch, power supply,
bulb blows. bulb
C. The batteries are not connected
properly.
D. The batteries are used up or
uncharged.
5. What is the effect of changing the
wire in a circuit from a straight
short wire to a longer (coiled) thick
wire? A. The bulbs become dimmer.
B. The bulbs become brighter. C.
The bulbs stays at the same level of
brightness.
D. Nothing has changed.
J.additional activities for application Draw the symbols for the following Make a circuit diagram for each Creative Writing: Write a reflection.
or remediation circuit components. set of circuit components. What if electricity did not exist?
1. Cell/Battery 1. A circuit with a battery, a How would you do ordinary things?
2. Bulb buzzer and a switch. What would you do for fun?
3. Wire 2. A circuit with 2 batteries, a Write how having an electricity could
4. Switch bulb, a motor and a switch. better your life.
3. A circuit with 2 batteries, a Also, describe how it could affect
buzzer, a bulb and 2 switches your life.
(one for each load)
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
in the evaluation
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B.No.of learners who require
additional activities for remediation
learners who have caught up with
the lesson
require remediation
which my principal or supervisor
can helpme solve?
wish to share with other teachers?

Region XII
129856
Grade Level: VI
DAILY LESSON LOG Teacher: Wilma C.Caaya Learning Area: TLE

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/ Explains the protocols (processes) in making electrical gadgets (TLE6IA-0g-9) 3RD PERIODICAL EXAM
Objectives
II.CONTENT Production/ repair of simple electrical gadgets.
A.References
1.Teacher’s Guide pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Give me an example of different Rearrange the following steps to
presenting the new lesson simple make it correct
electrical gadgets: Refer to activity 2
Extensions cord,
Door bell
Plugs,
lampshades
B.Establishing a purpose for the lesson Group activity: Why is it necessary to strictly Why is it dangerous to make an
The teacher will ask the pupils follow the steps/ direction in electrical gadget without
to list down msking simple elecrical gadgets? following the concise direction?
the steps in constructing an Sample anwers:
extension To avoid accidents,
cord in a manila paper and post To produce an output with good
it on the quality
board. The first group to
complete the task
will be declared as a winner.
C.Presenting Examples/ instances of Classify the things is it a The teacher will prepare strips of Group activities:
Region XII
129856
the new lesson furniture or a flashcards with different steps in Divide the class into 4 groups
gadget? making an extension cord. Each group will be given an
Television Ask the pupils to post it on the envelope with strips of cartolina
Cellphone board accordingly. with different correct processes of
Laptop making an specific electrical
Sofa gadget. The pupils will rearrange
Cabinet it and post it on the board.
Table
Doorbell
Furniture Gadgets
D.Discussing new concepts and Teacher will present at least 3 Group work: Each group will present their
practicing new skills #1 different videos showing the Based on the information they output to the class for
protocols in making electrical watched yesterday, the group confirmation or suggestions by
gadgets. will assess the protocol/process their classmates.
The teacher will instruct the in making an electrical gadgets.
group to observe and take note List the step by step protocol in
of the processes in making the making electrical gadgets
electrical gadgets.
E.Discussing new concepts and The group will list down and Group reporting. Pupils will give
practicing new skills #2 summarize what they have their reactions and the teacher
observed while watching will be the facilitator
the video. (panel discussion of a
group
F.Developing Mastery Refer to Activity 1 “Completing What is the importance of What is the importance of
the Process Ladder” following the correct protocol/ following the correct protocol/
process in making electrical process in making electrical
gadgets? gadgets?
G.Finding Practical application of Why is it important to know At home, you noticed that your Why is constructing octopus
concepts and skills in daily living how to make an electrical brother is having a hard time electrical extenson dangerous?
gadgets? fixing an extension cord. What
How will it be usefulat home will you do?
and in your daily life?
H.Making generalization and What is the importance of What is the importance of What is the importance of
abstraction about the lesson remembering the different remembering the different remembering the different
protocol/ processes/ steps in protocol/ processes/ steps in protocol/ processes/ steps in
making electrical gadgets? making electrical gadgets? making electrical gadgets?
I.Evaluating learning
Region XII
129856
J.additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No.of learners who require additional
learners who have caught up with the
lesson
require remediation
which my principal or supervisor can
helpme solve?
wish to share with
other teachers?


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Republic of the Philippines

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F.Paglinang sa Kabihasaan Paano mo masasabi na ang

NOTE: References should have Bookmarks

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Solicit ideas of the pupil’s Activity 4.4

Pupil’s Answer Sheet

What you What What You

Let the pupils perform the

F. Additional activities for How does wheel and axle make

NOTE: References should have Bookmarks

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Grade Level: VI-

Guess the word use the clue

 present ----> presentable

D.Discussing new concepts and Comprehension Check-up Script Writing

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2.Learners’s Materials pages

NOTE: References should have Bookmarks

Grade Level: V-Mahogany

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C.Learning The learner should be able to The learner should be able to

Now that you have learned from

our previous lesson how to make a

NOTE: References should have Bookmarks

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

NOTE: References should have Bookmarks

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