GRADE 5 School: Grade Level: V

Teacher: Learning Area: EPP – AGRICULTURE

DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7) Quarter: 4TH QUARTER

WEEK 7 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Nakagagawa ng plano sa pag-aalaga ng hayop
A. Pamantayang naipamamalas ang pang- naipamamalas ang pang- naipamamalas ang naipamamalas ang pang-unawa Lingguhang Pagsusulit
Pangnilalaman unawa sa kaalaman at unawa sa kaalaman at pang-unawa sa sa kaalaman at kasanayan sa
kasanayan sa pag-aalaga ng kasanayan sa pag-aalaga ng kaalaman at kasanayan pag-aalaga ng hayop bilang
hayop bilang gawaing hayop bilang gawaing sa pag-aalaga ng hayop gawaing mapagkakakitaan
mapagkakakitaan mapagkakakitaan bilang gawaing
mapagkakakitaan

B. Pamantayan sa Pagaganap
naisasagawa nang may
kawilihan ang pag-aalaga ng
hayop bilang gawaing
mapagkakakitaan
naisasagawa nang may
kawilihan ang pag-aalaga ng
hayop bilang gawaing
mapagkakakitaan
naisasagawa nang may naisasagawa nang may
kawilihan ang pag- kawilihan ang pag-aalaga ng
aalaga ng hayop bilang hayop bilang gawaing
gawaing mapagkakakitaan
mapagkakakitaan

C. Mga Kasanayan sa nakapagsasaliksik ng mga
Pagkatuto (Isulat ang code katangian,uri,
ng bawat kasanayan) pangangailangan,
pamamaraan ng pag-aalaga
at pagkukunan ng mga hayop
na maaaring alagaan, at mga
karanasan ng mga taong nag-
aalaga ng hayop o isda
nakapagsasaliksik ng mga
katangian,uri,
pangangailangan,
pamamaraan ng pag-aalaga
at pagkukunan ng mga hayop
na maaaring alagaan, at mga
karanasan ng mga taong nag-
aalaga ng hayop o isda
ang teknolohiya ang teknolohiya (Internet)sa
(Internet)sa pagkalap pagkalap ng impormasyon at sa
ng impormasyon at sa pagpili ng hayop/isdang
pagpili ng hayop/isdang aalagaan
aalagaan
EPP5AG-0f-13
EPP5AG-0f-13

EPP5AG-0f-12 EPP5AG-0f-12

II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2.Mga pahina sa Kagamitang
Pang-Mag-aaral
3.Mga pahina sa Teksbuk K to 12 CG EPP5AG-Og-14 K to 12 CG EPP5AG-Og-14 K to 12 CG EPP5AG-Og- K to 12 CG EPP5AG-Og-14
14
 4.Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Larawan ng hayop na Larawan ng hayop na Larawan ng isda na Larawan ng isda na aalagaan,
Panturo aalagaan, manila paper, aalagaan, manila paper, aalagaan, manila paper, manila paper, pentel pen
pentel pen pentel pen pentel pen
III. PAMAMARAAN

A. Balik-aral sa nakaraang Magbigay ng mga hayop ang Magbigay ng mga hayop ang Punan ng salita o mga Punan ng salita o mga salita ang
aralin at/o pagsisimula maaring alagaan at maaring alagaan at salita ang mga patlang mga patlang upang mabuo ang
ng bagong aralin mapagkakitaan? mapagkakitaan? upang mabuo ang diwa diwa ng mga pangungusap.
ng mga pangungusap. Pumili ng sagot sa talaan ng
Ibigay ang kahalagahan ng Ibigay ang kahalagahan ng Pumili ng sagot sa mga salita at parirala sa ibaba.
paggawa ng plano sa pag- paggawa ng plano sa pag- talaan ng mga salita at
aalaga ng hayop bilang aalaga ng hayop bilang parirala sa ibaba.
mapagkakakitaan ? mapagkakakitaan ?

B. Paghahabi sa layunin ng Nakagagawa ng plano sa pag- Nakagagawa ng plano sa pag- Nakagagawa ng plano Nakagagawa ng plano sa pag-
aralin aalaga ng hayop aalaga ng hayop sa pag-aalaga ng isda aalaga ng isda

C. Pag-uugnay ng mga
halimbawa sa bagong aralin
Pagbasa ng Tula tungkol sa
pag-aalaga ng hayop.
Pagbasa ng Tula tungkol sa
pag-aalaga ng hayop.
Malapit ba ang inyong Malapit ba ang inyong
pamayanan sa dagat, pamayanan sa dagat, lawa, ilog
lawa, ilog at sapa? Alam at sapa? Alam mob a ang mag-
mob a ang mag-alaga, alaga, magparami at mag-ani ng
magparami at mag-ani mga alagang isda?
ng mga alagang isda?

D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Pag-aralan ang halimbawa ng
Plano ng Paghahayupan
Alamin kung naunawaan ang
plano. Sagutin ang
sumusunod na tanong:
Ano ang unang bahagi ng
plano? Ano ang nilalaman
nito?
Pag-aralan ang halimbawa ng
Plano ng Paghahayupan
Alamin kung naunawaan ang
plano. Sagutin ang
sumusunod na tanong:
Ano ang unang bahagi ng
plano? Ano ang nilalaman
nito?
Pag-aralan ang Plano ng Pag-aralan ang Plano ng Pag-
Pag-aalaga ng Isda aalaga ng Isda
Alamin kung Alamin kung naunawaan ang
naunawaan ang plano. plano. Sagutin ang sumusunod
Sagutin ang sumusunod na tanong:
na tanong:
Ano ang unang bahagi ng
Ano ang unang bahagi plano? Ano ang nilalaman nito?
ng plano? Ano ang
nilalaman nito? Ano ang ikalawang bahagi ng

F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Arallin
I. Pagtataya ng Aralin
Ano ang ikalawang bahagi ng
plano? Ang pangatlong
bahagi?
Pangkatang Gawain
Pangkatang Gawain
Ano ang mangyayari kapag
mahusay at wasto ang
pagpaplanong inyong
ginawa?
Ang mga sumusunod ay mga
gawain sa paghahayupan.
Sipiin at isulat sa inyong
notebook ang mga salita o
parirala tungkol sa mga
gawaing pagpaplano.
Pagpili ng lugar o kapaligiran
Pagpapakain sa mga hayop
Sumangguni sa ahensiya ng
pamahalaan
Paggamot sa mga sakit ng
hayop
Pagpili ng hayop na aalagaan
Isaalang- alang ang puhunan
Paggawa ng kulungan
Pagsunod sa makaagham na
pamamaraan
Ano ang ikalawang bahagi ng
plano? Ang pangatlong
bahagi?
Pangkatang Gawain
Pangkatang Gawain
Ano ang mangyayari kapag
mahusay at wasto ang
pagpaplanong inyong
ginawa?
Ang mga sumusunod ay mga
gawain sa paghahayupan.
Sipiin at isulat sa inyong
notebook ang mga salita o
parirala tungkol sa mga
gawaing pagpaplano.
Pagpili ng lugar o kapaligiran
Pagpapakain sa mga hayop
Sumangguni sa ahensiya ng
pamahalaan
Paggamot sa mga sakit ng
hayop
Pagpili ng hayop na aalagaan
Isaalang- alang ang puhunan
Paggawa ng kulungan
Pagsunod sa makaagham na
pamamaraan
plano? Ang pangatlong bahagi?
Ano ang ikalawang
bahagi ng plano? Ang
pangatlong bahagi?
Pangkatang Gawain Pangkatang Gawain
Pangkatang Gawain Pangkatang Gawain
Ano ang mangyayari Ano ang mangyayari kapag
kapag mahusay at mahusay at wasto ang
wasto ang pagpaplanong inyong ginawa?
pagpaplanong inyong
ginawa?
Ang mga sumusunod ay Ang mga sumusunod ay mga
mga gawain sa gawain sa paghahayupan. Sipiin
paghahayupan. Sipiin at at isulat sa inyong notebook
isulat sa inyong ang mga salita o parirala
notebook ang mga tungkol sa mga gawaing
salita o parirala tungkol pagpaplano.
sa mga gawaing Pagpili ng lugar o kapaligiran
pagpaplano. Pagpapakain sa mga hayop
Pagpili ng lugar o Sumangguni sa ahensiya ng
kapaligiran pamahalaan
Pagpapakain sa mga Paggamot sa mga sakit ng
hayop hayop
Sumangguni sa Pagpili ng hayop na aalagaan
ahensiya ng Isaalang- alang ang puhunan
pamahalaan Paggawa ng kulungan
Paggamot sa mga sakit Pagsunod sa makaagham na
ng hayop pamamaraan
Pagpili ng hayop na
aalagaan
Isaalang- alang ang
puhunan
Paggawa ng kulungan
 Pagsunod sa
makaagham na
pamamaraan

J. Karagdagang gawain para sa Pumili ng isang uri ng hayop Pumili ng isang uri ng hayop Pumili ng isang uri ng Pumili ng isang uri ng hayop na
takdang-aralin at na nais mong alagaan. na nais mong alagaan. hayop na nais mong nais mong alagaan. Gumawa ng
remediation Gumawa ng plano tungkol sa Gumawa ng plano tungkol sa alagaan. Gumawa ng plano tungkol sa pag-aalaga ng
pag-aalaga ng hayop na pag-aalaga ng hayop na napili plano tungkol sa pag- hayop na napili mo.
napili mo. mo. aalaga ng hayop na
napili mo.
IV. Mga Tala
V. Pagninilay

A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa
ko guro?
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: EPP – I.A.
DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7) Quarter: 4TH QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
mag-aaral na nakaunawa sa aralin. 80% above 80% above above 80% above 80% above

D.Bilang ng mag-aaral na magpapatuloy ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
sa remediation additional activities for additional activities for additional activities for additional activities for require additional activities
remediation remediation remediation remediation for remediation

E.Alin sa mga estratehiyang pagtuturo ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
nakatulong? the lesson up the lesson the lesson up the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who ___ of Learners who
na solusyunansa tulong ng aking to require remediation to require remediation require remediation continue to require continue to require
punungguro at superbisor? remediation remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive ___Metacognitive ___Metacognitive well: well:
ko guro? Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacognitive
assessments, note taking and assessments, note taking and assessments, note taking and Development: Examples: Development: Examples:
studying techniques, and studying techniques, and studying techniques, and Self assessments, note taking Self assessments, note
vocabulary assignments. vocabulary assignments. vocabulary assignments. and studying techniques, and taking and studying
___Bridging: Examples: ___Bridging: ___Bridging: Examples: vocabulary assignments. techniques, and vocabulary
Think-pair-share, quick-writes, Examples: Think-pair-share, Think-pair-share, quick-writes, ___Bridging: assignments.
and anticipatory charts. quick-writes, and anticipatory and anticipatory charts. Examples: Think-pair-share, ___Bridging:
charts. quick-writes, and Examples: Think-pair-share,
___Schema-Building: ___Schema-Building: anticipatory charts. quick-writes, and
Examples: Compare and ___Schema-Building: Examples: Compare and contrast, anticipatory charts.
contrast, jigsaw learning, peer Examples: Compare and jigsaw learning, peer teaching, ___Schema-
teaching, and projects. contrast, jigsaw learning, peer and projects. Building: Examples: ___Schema-
teaching, and projects. Compare and contrast, Building: Examples:
___Contextualization:  ___Contextualization:  jigsaw learning, peer Compare and contrast,
___Contextualization:  teaching, and projects. jigsaw learning, peer
Examples: Examples: teaching, and projects.
Demonstrations, media, Demonstrations, media,
manipulatives, repetition, and Examples: manipulatives, repetition, and ___Contextualizatio
local opportunities.
___Text
Representation:  Representation:  manipulatives,
Examples: Student
created drawings, videos, and
games.
___Modeling: Example
s: Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Demonstrations, media, local opportunities. n:  ___Contextualizati
manipulatives, repetition, and Examples: on: 
local opportunities. ___Text Demonstrations, media, Examples:
repetition, Demonstrations, media,
___Text Examples: Student and local opportunities. manipulatives, repetition,
Representation:  created drawings, videos, and and local opportunities.
Examples: Student games. ___Text
created drawings, videos, and ___Modeling: Examples: Representation:  ___Text
games. Speaking slowly and clearly, Examples: Student Representation: 
___Modeling: Exampl modeling the language you want created drawings, videos, Examples: Student
es: Speaking slowly and clearly, students to use, and providing and games. created drawings, videos,
modeling the language you samples of student work. ___Modeling: Exam and games.
want students to use, and ples: Speaking slowly and ___Modeling: Exa
providing samples of student Other Techniques and Strategies clearly, modeling the mples: Speaking slowly and
work. used: language you want students clearly, modeling the
___ Explicit Teaching to use, and providing language you want
Other Techniques and ___ Group collaboration samples of student work. students to use, and
Strategies used: ___Gamification/Learning throuh providing samples of
___ Explicit Teaching play Other Techniques and student work.
___ Group collaboration ___ Answering preliminary Strategies used:
___Gamification/Learning activities/exercises ___ Explicit Teaching Other Techniques and
throuh play ___ Carousel ___ Group collaboration Strategies used:
___ Answering preliminary ___ Diads ___Gamification/Learning ___ Explicit Teaching
activities/exercises ___ Differentiated Instruction throuh play ___ Group collaboration
___ Carousel ___ Role Playing/Drama ___ Answering preliminary ___Gamification/Learning
___ Diads ___ Discovery Method activities/exercises throuh play
___ Differentiated Instruction ___ Lecture Method ___ Carousel ___ Answering preliminary
___ Role Playing/Drama Why? ___ Diads activities/exercises
___ Discovery Method ___ Complete IMs ___ Differentiated ___ Carousel
___ Lecture Method ___ Availability of Materials Instruction ___ Diads
Why? ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Differentiated
___ Complete IMs ___ Group member’s ___ Discovery Method Instruction
___ Availability of Materials collaboration/cooperation ___ Lecture Method ___ Role Playing/Drama
___ Pupils’ eagerness to learn in doing their tasks Why? ___ Discovery Method
___ Group member’s ___ Audio Visual Presentation ___ Complete IMs ___ Lecture Method
collaboration/cooperation of the lesson ___ Availability of Materials Why?
in doing their tasks ___ Pupils’ eagerness to ___ Complete IMs
___ Audio Visual Presentation learn ___ Availability of Materials
of the lesson ___ Group member’s ___ Pupils’ eagerness to
collaboration/cooperatio learn
n ___ Group member’s
in doing their tasks collaboration/cooperati
 ___ Audio Visual on
Presentation in doing their tasks
of the lesson ___ Audio Visual
Presentation
of the lesson

__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations: Planned Innovations:
__Contextualized/Localized __Contextualized/Localized
and Indigenized IM’s and Indigenized IM’s
__ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from
views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to
used as Instructional be used as Instructional
Materials Materials
__ local poetical __ local poetical
composition composition
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: EPP – ICT & ENTREP
DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7) Quarter: 4TH QUARTER

WEEK 7 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN 1. Nakasusunod sa sa usapan sa online discussion forum at chat. 1. Nakapagsisimula ng bagong discussion thread o nakabubuo
2. Nakapagpopost ng sariling mensahe sa online discussion forum at chart. ng sariling discussion group.
3. Naisasaalang-alang ang responsibilidad at mga paalaala sa pagsunod sa usapan sa online 2. Napahalagahan ang responsableng paggamit ng internet.
discussion forum at chat.
A. Pamantayang
Naipapakita ang kaalaman at kasanayan sa pagsali sa discussion forum at chat at sa pamamahagi ng mga dokumento at media files.
Pangnilalaman

B. Pamantayan sa Pagganap
Nakasasali sa discussion forum at format.

C. Mga Kasanayan sa
Nakasusunod sa usapan sa online discussion forum at chat. Nakakapag-post ng sariling Nakakapagsimula ng bagong discussion thread o nakakabuo
Pagkatuto ( EPP5IE-0g-17 ) mensahe sa discussion ng sariling discussion group.( EPPIE-0g-19 )
Isulat ang code ng bawat forum at chat. ( EPPIE-0g-
kasanayan 18 )
Ang online discussion at chat ay naiiba sa discussion forum na pwedeng Makita kailanman at Sa pagtatapos ng araling ito, inaasahang nakakapagsimula ng
II. NILALAMAN saanman. Bagaman my kapareho itong katangian tulad ng maari itong balikan kahit anong oras at bagong discussion thread o nakakabuo ng sariling discussion
kahit saan basta may access sa internet at computer. Sa isang online discussion forum at chat, group.
kailangang ang mga myembro ay naka-online upang makasali sa usapan sa isang forum o chat. Madalas nating gamitin ang internet para sa komunikasyon.
Mas lumalawak an gating pag-iisip dahil sa komunikasyon.
Kung gayon, mahalagang matutuhan natin ang iba’t ibang
paraan ng paggawa ng discussion thread o discussion group
sa internet upang doon makapagpalitan ng kaalaman, kuro-
kuro at opinion.
KAGAMITANG
PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Aralin 17-18, pahina____ Aralin 17-18, pahina_____ Aralin 17-18, pahina____ Aralin 19, pahina___ Aralin 19, pahina____
Guro
2. Mga Pahina sa Aralin 17-18, pahina _____ Aralin 17-18, pahina _____ Aralin 17-18 , pahina_____ Aralin 19 pahina____ Aralin 19, pahina____
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan https://school.quipper.com https://school.quipper.com https://school.quipper.com https://school.quipper.com https://school.quipper.com
mula sa portal ng
Learning Resource https://www.google.com.ph. https://www.google.com.ph.
B. Iba Pang Kagamitang Cell phone, computer, internet Cell phone, computer, Cell phone, computer, Cell phone, computer, Cell phone, computer,
Panturo access, LCD projector, larawan internet access, LCD internet access, LCD internet access, LCD internet access, LCD
projector, larawan projector, larawan projector, larawan projector, larawan
 III. PAMAMARAAN
A. Balik-Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin.
Paano naipamalas ang speed at
accuracy gamit ang mga basic
function at formula sa electronic
spreadsheet?
Anu-ano ang dapat Anu-ano ang mga paraan sa Ano ang dapat gawin upang Ano-ano ang paraan ng
tandaan upang makasunod pagpopost ng mensahe sa maging isang responsible sa pangangalap ng website?
sa usapan sa online online discussion forum at anumang gagawing
discussion forum at chat? chat? dokumento sa loob ng
thread?

Ipasagot ang mga tanong sa Alamin Ipasagot ang mga tanong Ano ang dapat gawin upang Pasagutan ang Kaya Mo Na Anu-ano ang mga websites
B. Paghahabi sa layunin ng Natin sa LM pahina____ sa Aamin Natin sa LM madaling makapagpost ng Ba sa LM na nalalaman ninyo?
aralin pahina ____ mga mensahe gamit ang
iyong facebook account?

C. Pag-uugnay ng mga
halimbawa at bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kahabisaan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa
pang-araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
Sagutin ang Kaya Mo Na
Pagpapakita ng mga Pagpapakita ng mga Google
Nakasali na ba kayo ng isang usapan Ba? Sa LM, pahina ____
facebook group at Yahoo Group at We Chat.
sa online?
Group o Yahoo Messenger
Pagtatalakay tungkol sa pagsusunod Pagtatalakay tungkol sa Pagtatalakay sa Pagtatalakay tungkol sa Pagtatalakay tungkol sa
sa usapan sa online discussion mga dapat tandaan sa responsibilidad at mga pagbubuo ng bagong pagpapahalaga ng
forum at chat. pagpopost ng sariling paalaala sa pagsunod sa discussion thread o sariling responsableng paggamit ng
mensahe. usapan sa online discussion discussion group. internet.
forum at chat.
Ipagawa ang GAWAIN A, Mensahe Ipagawa ang GAWAIN B: Ipagawa ang GAWAIN C: “ Ipagawa ang GAWAIN B: Ipagawa ang D: “ Discussion
Ko… Sundan Mo sa LM “Mensahe MO… I-post Chat Ko… Proyekto Ko… sa Pagsisimula ng Discussion Natin… I-Online Natin”.. sa
Pangkatang Gawain. Mo….sa LM LM Thread o Discussion Group LM
Gamit ang Facebook
Anu-ano ang dapat tandaan sa Magpost ng mga mensahe Gumawa ng isang online Pangkatang Gawain Pangkatang Gawain
tamang pagsunod sa online gamit ang iyong facebook discussion forum at chat Gumawa ng bagong Gumawa ng bagong
discussion forum at chat? account. gamit ang facebook account. discussion forum gamit ang discussion group gamit ang
Google Account. internet.
Bakit mahalaga ang online Ano ang kahalagahan ng Ano ang kahalagahan ng may Ano ang kahalagahan ng Paano nakakatulong ang
discussion forum at chat sa buhay paggamit ng facebook sa facebook account sa discussion forum hindi lng sa internet sap ag-aaral at ibang
ngayon hindi lng sa pag-aaral? online discussion forum at panahon ngayon? klase? ahensya?
chat?
Anu- ano ang dapat gawin upang Anu-ano ang mga paraan Ano ang dapat isaalang-alang Anu-ano ang mga paraan sa Paano nakabubuo ng isang
makasusunod sa usapan sa online sa pagpopost ng sariling upang maging responsable pagbubuo ng sariling discussion group?
discussion forum at chat? mensahe sa online sa anumang gagawing discussion group? Ano ang kahalagahan ng
discussion forum at chat dokumento sa loob ng responsableng paggamit ng
gamit ang facebook? thread? internet?
Gumamit ng hands on sa computer Magpopost ng sampung Pangkatang Gawain Bumuo ng isang discussion Sagutan ang Subukin Mo sa
 para sa online discussion forum at mensahe gamit ang online Gamit ang facebook account group at magpopost ng mga LM
chat. discussion forum at chat. bumuo ng grupo at mensahe.
magkaroon ng isang
discussion forum.
J. Karagdagang gawain para
Magpost ng isang usapan sa online Gamit ang computer at Magpost ng mga mensahe sa Magpost ng mga mensahe sa Gumawa ng ibang discussion
sa takdang-aralin at discussion forum at chat. internet magpopost pa ng inyong grupong nabuo. discussion group na inyong group kasama ang mga
remediation mensahe sa inyong binuo. kaibigan ninyo?
facebook account.
IV. MGA TALA

V. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin.
D. Bilang ng mga mag-aaral
na na magpapatuloy sa
remediation.
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking
punungguro at superbisor?
G. Anong kagamitang
panturo ang aking
nadibuho na nais kong
ibahagi sa mga kapwa kong
guro?
 GRADE 5
Teacher:
DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7)
WEEK 7 MONDAY
I. LAYUNIN 1. Nabubuo ang kagamitang
pambahay na maaring
pagkakitaan.
2. Nakalilikha ng isang
malikhaing proyekto
3. Nakapipili at Nakapamimili
ng materyales
Naipapamalas ang pang-
unawa sa kaalaman at
A. Pamantayang
kasanayan sa “gawaing
Pangnilalaman pantahanan” at tungkulin
at pangangalaga sa sarili.
Naisasagawa ang kasanayan
sa pangangalaga sa sarili at
B. Pamantayan sa Pagganap gawaing pantahanan na
nakakatulong sa pagsasaayos
ng tahanan.
C. Mga Kasanayan sa
Pagkatuto (Isulat ang code K to 12- EPP5HE-0f-18
ng bawat kasanayan)
II. NILALAMAN Pagbuo ng Kagamitang
Pambahay na maaring
Pagkakitaan(Paggawa ng
Apron)
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Quarter2 Week 7 pp.____
Guro
2. Mga pahina sa Gabay ng Quarter2 Week 7 pp.____
Pang-mag-aaral
School:
TUESDAY
1. Nasuri ang proyekto ayon
sa sariling mungkahi at ng iba
gamit ang rubrics.
2. Napapahalagahan ang
nabuong proyekto batay sa
sariling pananaw at
mungkahi ng iba.
Naipapamalas ang pang-
unawa sa kaalaman at
kasanayan sa “gawaing
pantahanan” at tungkulin
at pangangalaga sa sarili.
Naisasagawa ang kasanayan
sa pangangalaga sa sarili at
gawaing pantahanan na
nakakatulong sa pagsasaayos
ng tahanan.
K to 12- EPP5HE-0f-19
Pagsusuri/Pagpapahalaga sa
Natapos na Proyekto
Quarter2 Week 7 pp.____
Quarter2 Week 7 pp.____
WEDNESDAY
1. Naisasagawa ang nabuong
proyekto kung kinakailangan.
Naipapamalas ang pang-
unawa sa kaalaman at
kasanayan sa “gawaing
pantahanan” at tungkulin
at pangangalaga sa sarili.
Naisasagawa ang kasanayan
sa pangangalaga sa sarili at
gawaing pantahanan na
nakakatulong sa pagsasaayos
ng tahanan.
K to 12- EPP5HE-0f-20
Pagasaayos ng Proyekto kung
kinakailangan
Quarter2 Week 7 pp.____
Quarter2 Week 7 pp.____
Grade Level: V
Learning Area: EPP – H.E.
Quarter: 4TH QUARTER
THURSDAY FRIDAY
1. Naisasagawa ang nabuong 1. Naisasagawa ang nabuong
proyekto kung kinakailangan. proyekto kung kinakailangan.
Naipapamalas ang pang- Naipapamalas ang pang-
unawa sa kaalaman at unawa sa kaalaman at
kasanayan sa “gawaing kasanayan sa “gawaing
pantahanan” at tungkulin pantahanan” at tungkulin
at pangangalaga sa sarili. at pangangalaga sa sarili.
Naisasagawa ang kasanayan Naisasagawa ang kasanayan
sa pangangalaga sa sarili at sa pangangalaga sa sarili at
gawaing pantahanan na gawaing pantahanan na
nakakatulong sa pagsasaayos nakakatulong sa pagsasaayos
ng tahanan. ng tahanan.
K to 12- EPP5HE-0f-20 K to 12- EPP5HE-0f-20
Pagasaayos ng Proyekto kung Pagasaayos ng Proyekto kung
kinakailangan kinakailangan
Quarter2 Week 7 pp.____ Quarter2 Week 7 pp.____
Quarter2 Week 7 pp.____ Quarter2 Week 7 pp.____
3. Mga pahina Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
Tela, sinulid, karayom, lapis,typewriting, rubrics na tela, sinulid, karayom, tela, sinulid, karayom, tela, sinulid, karayom,
B. Iba pang Kagamitang
pardon, medina, gunting nakasulat sa manila paper, padron, medida, gunting padron, medida, gunting padron, medida, gunting
pangturo
tsart ng rubrics.
IV. PAMAMARAAN
A. Balik –Aral sa nakaraang
aralin at sa pagsisimula ng
bagong aralin
Panggabay na Tanong: Panggabay na tanong: Panggabay na tanong: Panggabay na tanong: Panggabay na tanong:

“Alam niyo ba na maaring 1.Sinu-sino ang maaring Ipasagot sa mga mag-aaral Ipasagot sa mga mag-aaral Ipasagot sa mga mag-aaral
pagkakitaan ng pamilya na magpahalaga sa natapos na ang sumusunod na tanong: ang sumusunod na tanong: ang sumusunod na tanong:
maipakikita ang proyekto?
pagkamaparaan at 1.Naging matagumpay ba 1.Naging matagumpay ba 1.Naging matagumpay ba ang
pagkamalikhain aat 2.Bakit mahalagang ang ginawa mong proyekto? ang ginawa mong proyekto? ginawa mong proyekto?
B. Paghahabi ng layunin ng
maisasagawa mula sa mura matutunan ang wastong 2.Naging maganda ba ang 2.Naging maganda ba ang 2.Naging maganda ba ang
aralin
at matatagpuan sa pagpapahalaga sa sariling kinalabasan ng proyekto kinalabasan ng proyekto kinalabasan ng proyekto
pamayanan? gawa? mong ginawa? mong ginawa? mong ginawa?
3. Kung hindi naging 3. Kung hindi naging 3. Kung hindi naging
maganda o maayos ang maganda o maayos ang maganda o maayos ang
kinalabasan, ano ang dapat kinalabasan, ano ang dapat kinalabasan, ano ang dapat
mong gawin? mong gawin? mong gawin?

Pangganyak: Pangganyak: Pangganyak: Pangganyak: Pangganyak:

1. 1.Ipalabas sa mag-aaral ang 1. Buksan ang aralin sa 1. Buksan ang aralin sa 1. Buksan ang aralin sa
isang natapos na aralin pamamagitan ng laro. pamamagitan ng laro. pamamagitan ng laro.
Tingnan sa LM p.____. Tingnan sa LM p.____. Tingnan sa LM p.____.
C.Pag-uugnay ng mga
2.Ipalahad sa mga mag-aaral
halimbawa sa bagong aralin
kung sila ay nasiyahan sa
nabuong proyekto. Itanong
kung kanino humingi ng
suhestiyon upang
mapaganda ang proyekto
 2.Itanong sa mga mag-aaral:
Mga bata, anu-anong mga
D. Pagtalakay ng bagong
kagamitan sa bahay ang
konsepto at paglalahad ng
inyong makikita?
bagong kasanayan # 1
Kapaki-pakinabang ba ang
mga ito?
PAGLALAHAD:
Ipakita ang mga kagamitang
E. Pagtalakay ng bagong pambahay. Ipasuri sa mga
konsepto at paglalahad ng bata kung alin sa mga ito ang
bagong kasanayan # 2 pwedeng pagkakitaan;bakit
ito pwedeng pagkakitaan at
kalian pwedeng pagkakitaan
PAGPAPALALIM NG
KAALAMAN:
Gabayan ang mga bata sa
F. Paglinang sa kabihasnan pagpili ng mga kagamitang
(Tungo sa Formative pambahay na maaaring
Assessment) pagkakitaan. Itala ang
napiling kagamitan isulat ang
paraan ng paggawa nito.
G. Paglalapat ng aralin sa
pang-araw araw na buhay
2.Itanong sa mga mag-aaral:
Kanino humingi ng
suhestiyon upang
mapaganda ang proyekto?
PAGLALAHAD:
1.Talakayin ang iba’t-ibang
uri ng instrumento sa
pagtatayo na nasa Linangin
Natin sa Letrang A ng LM.
2.Hayaan ang mag-aaral na
paghambingin ang iba’t-ibang
instrument ng pagtataya.
PAGPAPALALIM NG
KAALAMAN
Hayaan ang mga mag-aaral
na pahalagahan ang kanilang
nabuong proyekto ayon sa
scorecard na nasa Linangin
Natin sa letrang B ng LM.
Ano ang ang kahalagahan ng
paggamit ng iba’t-ibang
instrumento sa pagtataya san
g natapos na proyekto?
2. Itanong sa mga mag-aaral:
PAGLALAHAD:
1.Ipaskil sa pisara ang mga
pamantayan sa proyekto.
Timgan sa LM p.___
PAGPAPALALIM NG
KAALAMAN
Gabayan ang mga mag aaral
sa pagtalakay sa wastong
pagsasa ayos ng natapos na
proyekto.
Itanong : Bakit kailangan
maisaayos ang natapos na
proyekto?
SABIHIN:
Upang maisaayos ang
natapos na proyekto kung
kinakailangan, sundin ang
pamantayan sa pagsasaayos.
2. Itanong sa mga mag-aaral:
PAGLALAHAD:
1.Ipaskil sa pisara ang mga
pamantayan sa proyekto.
Timgan sa LM p.___
PAGPAPALALIM NG
KAALAMAN
Gabayan ang mga mag aaral
sa pagtalakay sa wastong
pagsasa ayos ng natapos na
proyekto.
Itanong : Bakit kailangan
maisaayos ang natapos na
proyekto?
SABIHIN:
Upang maisaayos ang
natapos na proyekto kung
kinakailangan, sundin ang
pamantayan sa pagsasaayos.
2. Itanong sa mga mag-aaral:
PAGLALAHAD:
1.Ipaskil sa pisara ang mga
pamantayan sa proyekto.
Timgan sa LM p.___
PAGPAPALALIM NG
KAALAMAN
Gabayan ang mga mag aaral
sa pagtalakay sa wastong
pagsasa ayos ng natapos na
proyekto.
Itanong : Bakit kailangan
maisaayos ang natapos na
proyekto?
SABIHIN:
Upang maisaayos ang
natapos na proyekto kung
kinakailangan, sundin ang
pamantayan sa pagsasaayos.

H. Paglalahat ng aralin
I. Pagtataya ng aralin
J. Karagdagan Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
Gawain para sa remediation
Sa pagpili at pagbuo ng
kagamitang pambahay
kailangn isa alang-alang natin
ang mga bagay na
matatagpuan sa pamayanan
at tiyaking ito ay kapaki-
pakinabang sa loob at labas
ng tahanan.
Sagutin ang mga tanong:
1.Anu-anong kagamitang
pambahay ang nasa inyong
tahanan?
2.Anu-anong kagamitang
pambahay ang maaaring
pagkakitaan?
3.Bakit mahalagang malaman
ang gamit ng bawat isa?
Ipasaliksik sa mga bata ang
iba’t-ibang uri ng kagamitang
pambahay at ang paraan ng
paggamit nito.
Ipagawa sa mga mag-aaral
ang Gawin Natin sa LM p___.
Sabihin sa mga mag-aaral na
ipakita sa kanilang mga
magulang o kaibigan ang mga
natapos nilang proyekto.
Ipatala sa kwaderno ang
kanilang mga nagging
suhestiyon o mungkahi.
1. Itanong sa mga mag aaral:
Bakit mahalagang isa ayos
ang proyekto kung di naging
maganda ang kinalabasan?
2. Bakit kailangang isaalang
alang ang kagamitan,
panahon, oras at salapi sa
pag aayos ng proyekto?
Ipagawa sa mga mag-aaral
ang Gawin Natin sa LM p___.
Ipagawa sa mag-aaral ang
Pagyamanin Natin sa LM
p____.
1. Itanong sa mga mag aaral:
Bakit mahalagang isa ayos
ang proyekto kung di naging
maganda ang kinalabasan?
2. Bakit kailangang isaalang
alang ang kagamitan,
panahon, oras at salapi sa
pag aayos ng proyekto?
Ipagawa sa mga mag-aaral
ang Gawin Natin sa LM p___.
Ipagawa sa mag-aaral ang
Pagyamanin Natin sa LM
p____.
1. Itanong sa mga mag aaral:
Bakit mahalagang isa ayos
ang proyekto kung di naging
maganda ang kinalabasan?
2. Bakit kailangang isaalang
alang ang kagamitan,
panahon, oras at salapi sa
pag aayos ng proyekto?
Ipagawa sa mga mag-aaral
ang Gawin Natin sa LM p___.
Ipagawa sa mag-aaral ang
Pagyamanin Natin sa LM
p____.
C. Nakatulong ba ang
remediation? Bilang ng mag-
aaral na nakaunawa sa aralin.
D Bilang ng mag-aaral na
magpapatuloy sa
remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking ginamit/nadiskubre
na nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7) Quarter: 4TH QUARTER

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Nasusuri ang mga naunang pag—aalsa ng mga makabayang Pilipino

A. Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag-unawa sa bahaging ginampanan ng kolonyalismong Espanyol at pandaigdigang koteksto ng reporma sa Lingguhang
pag-usbong ng kamalayang pambansa attungo sa pagkabuo ng Pilipinas bilang isang nasyon Pagsusulit
B. Pamantayan sa Pagaganap Nakapagpapahayag ng pagmamalaki sa pagpupunyagi ng mga makabayang Pilipino sa gitna ng kolonyalismong Espanyol at sa mahalagang
papel na ginagampanan nito sa pag-usbong ng kamalayang pambansa tungo sa pagkabuo ng Pilipinas bilang isang nasyon

C. Mga Kasanayan sa Pagkatuto Nakapagbibigay-katuwiran sa mga naging epekto ng mga unang pag-aalsa ng mga makabayang Pilipino sa pagkamit ng kalayaaan na tinatamasa ng
(Isulat ang code ng bawat mga mamamayan sa kasalukuyang panahon
kasanayan) AP5PKB-IVi-7/ Pahina 55 ng 120
II. NILALAMAN Implikasyon ng mga Naunang Pag-aalsa
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro K to 12 – AP5PKB-IVi-7
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk Pilipinas Kong Hirang 5, Eleanor D. Antonio et. al., ph. 140-141,146-147
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
B. Iba pang Kagamitang Panturo powerpoint presentation, video clip,
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Balitaan Balitaan Balitaan Balitaan
at/o pagsisimula ng bagong
aralin
B. Paghahabi sa layunin ng aralin 1.Magpakita ng larawan. Ipalarawan ito sa mga bata.

2. Itanong:
•Ano kaya ang naging dahilan ng pag-aaalsa ng mga sinaunang Pilipino?
•Ano kaya ang sitwasyon natin ngaun kung hindi nagkaroon ng mga pag-aalsa?
 •Sa palagay ninyo, ano kaya ang naidulot ng hindi mabilang na pag-aalsa ng mga sinaunang Pilipino?
2.Isulat sa pisara ang mga sagot ng mga bata.

C. Pag-uugnay ng mga halimbawa sa Iugnay ang mga ito sa aralin

bagong aralin
1.Ilahad ang aralin gamit ang mga susing tanong sa Alamin Mo, LM, pahina ___

D. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong
kasanayan #1
E. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong
kasanayan #2
2.Magdaos ng brainstorming kaugnay ng mga tanong. Tanggapin lahat ang sagot ng mag-aaral.
3.Ipabasa ang Alamin Mo sa LM, p. ___
4.Talakayin ang paksa.
Mga dahilan sa pag-aalsa ng mga katutubo laban sa mga Espanyol
1.Pagbawi sa nawalang kalayaan.
2. Pang-aabuso at masamang Gawain ng mga pinunong
Espanyol.
3.Pangangamkam ng mga lupain ng mga pinunong Espanyol.
4.Sapilitang paggawa.
5.Kahigpitan sa relihiyon
6.Paniningil ng labis-labis na buwis.
1.Ano ang udyok sa mga Pilipino na mag-alsa laban sa mga Espanyol?
2.Ano ang naging dahil kung bakit nabigo ang mga pag-aalsa?
Mga bunga ng Pag-aalsa ng mga Pilipino
Nabigo ang lahat ng pag-aalsa ng mga Pilipino laban sa mga
Espanyol. Nabigo sila dahil kulang sila sa pagkakaisa at kulang ang
kakayahan ng mga lider na namuno sa mga pagbabangon. Marami sa
knila ang walang maayos na plano at kulang sa mga armas.
Nagpangkat-pangkat sila at nahati sa iba’t-ibang tribo.
Pumanig sa mga Espanyol ang karamihan sa mga Pilipino
noon. Naging sunud-sunuran din sila sa mga kagustuhan ng mga ito.
Naging mas matapat pa sila sa mga Espanyol kaysa sa kapwa nila
Pilipino. Sinamantala rin ng mga Espanyol ang pagkakawatak-watak
ng mga katutubo. Ginamit ng mga Espanyol ang mga Pilipino. Dahil
sa likas na kaugalian ng mga Pilipino na magtimpi at matiisin, sila ay
nanatiling alipin ng mga dayuhan sa mahabang panahon.
Naging mahalaga rin ang mga nauanag pag-aalsa kahit puro
kabiguan ang kinalabasan ng mga ito. Dahil ditto, napatunayan na
ang lahing Pilipino ay may pagmamahal sa kalayaan. Nakita rin nila
ang kahalagahan ng pagkakaisa at pagsasama-sama upang matamo
ang kanilang nilalayon.

3.Sa palagay ninyo, ano kaya ang naging epekto ng mga bigong pag-
aalsa sa kalayaang tinatamasa ng Pilipinas sa kasalukuyan?

F. Paglinang sa Kabihasan GAWAIN A Gawain B Gawain C

(Tungo sa Formative Assessment)
Tukuyin kung alin dahilan ng
pag-aalsa ang ipinakikita sa
larawan. Isulat ang sagot sa
notbuk.
Refer to LM
Buuin ang konsep map. Sipiin ito Pangkatang Gawain. Bumuo ng apat na pangkat. Ipagawa ang
sa notbuk. sumusunod.
Refer To LM Pangkat I- Poster na nagpapakita ng pang-aabusong dinanas ng mga
Pilipino.
Pangkat II- Poster na nagpapakita ng pag-aalsa isinagawa ng mga
Pilipino
Pangkat III- Poster na nagpapakita ng pagiging makabayan.
Pangkat IV- Poster na nagpapakita ng kasarinlan ng ating bansa.
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Arallin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
TANDAAN MO
• Tinanggap ang mga sinaunang Pilipino ang pagpasok ng mga Espanyol dahil sa maganda at maayos na pamamalakd ni Legazpi,
ngunit ang naging kapalit niyang si Gobernador-heneral Guido de Lavezares ay hindi naibigan ng mga katutubo dahil bigla niyang inalis ang
mga karapatang ipinagkaloob ni Legazpi. Pinagmalupitan at pinagsamantalahan ng mga Espanyol ang mga katutubo. Sa hirap at png-
aabusong dinanas ng mga Pilipino, nag-ugat ang mga pag-aalsa.
• Sa higit na 100 na pag-aalsa, ang mga ito ay nabigo dahil sa kawalan ng plano, armas at kaalaman sa pakikidigma. Sa kabila ng
kabiguan ang mga pag-aalsa ay naging daan parin upang umalab ang damdamin pagkamakabayan ng mga Pilipino na naging panimula upang
makamit natin ang kasarinlan na tinatamasa natin hanggang sa kasalukuyan.
Pagtataya
Ipagawa ang Natutuhan Ko, ph.
___ ng LM
Isulat kung TAMA o MALI ang
isinasaad ng sumusunod na
pangungusap. Isulat ang sagot sa
notbuk.
1.Hindi nagtagumpay ang mga
pag-aalsa dahil sa pagkakawatak-
watak at pagkakanya-kanya ng
mga Pilipino.
2.Dumanas ang mga Pilipino ng
maayos na pamamahala mula sa
mga Espanyol sa loob ng mahigit
300 taon.
3.May mga katutubong sumanib
sa mga Espanyol at nilabanan
ang kapwa Pilipino sa panahon
ng pag-aalsa.
4.Hindi man nagtagumpay ang
mga naunang pag-aalsa naging
simbolo naman ito ng pagiging
makabansa ng sinaunang
Pilipino.
5.Malaki ang naging epekto ng
mga unang pag-aalsa upang
makamit natin ang kasarinlan.
Takdang Aralin
Gumawa ng likhang sining na
maaring magpakita ng iyong
pagpapahalaga sa kasarinlan na

IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na nakakuha
ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
tinatamasa ng ating bansa.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional
activities for remediation
E. Alin sa mga istratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo nakatulong ng lubos? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
Paano ito nakatulong? the lesson the lesson the lesson the lesson caught up the lesson
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
naranasan na solusyunan sa require remediation require remediation require remediation require remediation continue to require
tulong ng aking punungguro at remediation
superbisor?
G. Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
aking nadibuho na nais kong ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive well:
ibahagi sa mga kapwa ko guro? Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitiv
assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and e Development:
studying techniques, and studying techniques, and studying techniques, and studying techniques, and Examples: Self
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. assessments, note taking
___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples: and studying techniques,
Think-pair-share, quick-writes, Think-pair-share, quick-writes, Think-pair-share, quick-writes, Think-pair-share, quick-writes, and vocabulary
and anticipatory charts. and anticipatory charts. and anticipatory charts. and anticipatory charts. assignments.
___Bridging:
___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building: Examples: Think-pair-
Examples: Compare and Examples: Compare and Examples: Compare and Examples: Compare and share, quick-writes, and
contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer anticipatory charts.
teaching, and projects. teaching, and projects. teaching, and projects. teaching, and projects.
___Schema-
___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization:  Building: Examples:
Compare and contrast,
Examples: Examples: Examples: Examples: jigsaw learning, peer
Demonstrations, media, Demonstrations, media, Demonstrations, media, Demonstrations, media, teaching, and projects.
manipulatives, repetition, and manipulatives, repetition, and manipulatives, repetition, and manipulatives, repetition, and
local opportunities. local opportunities. local opportunities. local opportunities.
___Contextualiza
tion: 
___Text ___Text ___Text ___Text
Examples:
Representation:  Representation:  Representation:  Representation: 
Demonstrations, media,
Examples: Student Examples: Student Examples: Student Examples: Student manipulatives, repetition,
created drawings, videos, and created drawings, videos, and created drawings, videos, and created drawings, videos, and and local opportunities.
games. games. games. games.
___Text Representation: 
___Modeling: Examples ___Modeling: Examples ___Modeling: Examples ___Modeling: Examples
Examples:
: Speaking slowly and clearly, : Speaking slowly and clearly, : Speaking slowly and clearly, : Speaking slowly and clearly,
Student created drawings,
modeling the language you want modeling the language you want modeling the language you want modeling the language you want
videos, and games.
students to use, and providing students to use, and providing students to use, and providing students to use, and providing
samples of student work. samples of student work. samples of student work. samples of student work. ___Modeling: Exa
mples: Speaking slowly
Other Techniques and Other Techniques and Other Techniques and Other Techniques and and clearly, modeling the
Strategies used: Strategies used: Strategies used: Strategies used: language you want
students to use, and
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching providing samples of
___ Group collaboration student work.
___Gamification/Learning Other Techniques and
throuh play Strategies used:
___ Answering preliminary ___ Explicit Teaching
activities/exercises ___ Group collaboration
___ Carousel ___Gamification/Learning
___ Diads throuh play
___ Differentiated Instruction ___ Answering preliminary
___ Role Playing/Drama activities/exercises
___ Discovery Method ___ Carousel
___ Lecture Method ___ Diads
Why? ___ Differentiated
___ Complete IMs Instruction
___ Availability of Materials ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Discovery Method
___ Group member’s ___ Lecture Method
collaboration/cooperation Why?
in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Availability of
of the lesson Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual
Presentation
of the lesson
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7) Quarter: 4TH QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards L C ListeningComprehension

B. Performance Standards

C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
. Summarize information from
various text types
b. Self-correct when reading
c. Observe politeness at all
times.
EN5LC -IVg-3.13
EN5F - IVg -2.9
EN5A -IVg-16/ Page 78 of 164
Summarizing information from
various text types
English Matters 5, pp. 269-270
Developing Reading Power 5, p.20
Worksheet from internet
chart, activity sheet
. Make generalizations
b. Show tactfulness when
communicating with others
EN5RC – IVg-.2.12/ Page 78 of 164
Making generalizations
K to 12 Curriculum Guide
Materials : activity sheets, pictures
Use complex sentences to show
problem-solution relationship of
ideas
EN5G-IV-g-1.9.2/ Page 78
of 164
Complex Sentences
K 12 Curriculum Guide in English
5 English 5
Language Learning Made
Easy
Worksheet from Internet
metacards, pictures, manila
paper, activity sheets
Revise writing for clarity-
appropriate punctuation
marks; transition/signal
words
EN5WC-IIIg-1.8.1/1.8.3
Punctuation marks;
transition/signal words
K 12 Curriculum Guide in
pictures, manila paper,
activity sheets
Determine images/ideas
that are explicitly used to
influence viewers:
Stereotypes, Point of View,
Propaganda
EN5VC – IVg-.7, 7.1, 7.2,
7.3
Images/ideas that are
explicitly used to influence
viewers: Stereotypes,
Point of View, Propaganda
: K to 12 Curriculum Guide
charts, pictures

IV. PROCEDURES
A. Reviewing previous lesson Review Review 1.Look at the group of words. Can you tell when to use Review
or presenting the new Complex sentences Different text types/Checking What are they? (clauses) these punctuation marks? Punctuation Marks/signal
lesson assignment What do we call them? words
(Independent clause/dependent
clause)
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
Look at the pictures. Tell
something about them
Teacher will read
sentences and let the pupils
repeat after her.
1We rode our bikes all over town.
2. The banana does not
come from a seed.
3. There are different ways of
purifying water for drinking
purposes.
4. Your ticket purchase will help
our school.
At the end of the lesson
you will learn how to summarize
information from various text
types.
B.Explaining to the Students what
to do
1.Setting standards for listening
2.Teacher will read paragraphs of
various text types
. Narrative Text Type)
Great Weekend
This past weekend I had the time
of my life. First, Friday night, I had
Look at the pictures. What can you
say about them? We are going to
read something related to the
pictures.
Today you will learn how to
make generalizations.
B.Explaining to the students what
to do
1.Vocabulary Development
a.polio- a serious disease that
affects the nerves of the spine and
makes a person permanently
unable to move particular muscles
b.handicapped –having a physical
disability
Show a picture of a mother
hugging her child.
a. Ask: What does the mother do
to her child? Why do you think
she is hugging the child?
b.Paste other pictures that show
how a parent expresses his/her
love to the child. Say something
about the pictures.
At the end of this lesson you will
be able to use complex sentences
to show problem-solution
relationship of ideas
B.Explaining to the students what
to do
1.Present the following sentences.
Have the pupils read these.
a.I shall not go home unless
mother comes back.
b.I like you because you are so
friendly.
c.Susie will return the books after
Let us read a poem on the
usage of punctuation marks.
Let us sing Bear brand’s
commercial song on
Micronutrient Deficiency
a.Ask: In what kind of
sentences do we use the
following:
Period
Question mark
Exclamation point
b. What punctuation mark
should be used to write
what a speaker
exactly/directly said?
c.When do we use the
ellipsis mark?
At the end of this lesson you Today you will learn
will be able to revise writing different images/ideas that
for clarity by using are explicitly used to
appropriate punctuation influence viewers
marks and transition/signal
words.
B.Explaining to the students B.Explaining to the
what to do students what to do
Present the chart below. Let Present the pictures. Let
the pupils read the us try to identify the three
punctuation rules ways by which viewers can
be influenced.
my best friend over and we made
a delicious, mouth-watering pizza.
After we ate, we had a friendly
video game competition. On
Saturday, my dad took us out on
the boat. The weather was
perfect and the water was warm.
It was a great day to go for a
swim. Later that night, we went to
the movies. We saw an action
packed thriller and ate a lot of
popcorn. Finally, on Sunday, we
rode our bikes all over town. By
the end of the day, my legs were
very tired. I only hope that next
weekend can be as fun as this
one.
Comprehension Check up
a.What is the paragraph about?
b.What are the things that they
did to make the weekend great?
c. What does the paragraph do
for us?(entertains, tells a story)
Refer to LM.
c.exemplify–to be a very good her class.
example of Ask the following questions:
•Which is the independent clause
2.Present the selection in each sentence?
Set standards in reading. •Which is the dependent clause in
Many people succeed in life even if each sentence?
they are physically handicapped. •What word was used to connect
Our country took pride of the independent clause to the ( A Muslim is associated
ApolinarioMabini, a polio victim dependent clause in the first with terrorism
and yet he became the “Brain” of sentence? second sentence? third
Katipunan. sentence?
In addition to the
In this modern times we have
punctuation marks which
a good example from Bicol Region.
help in the clarity of writing
He is Eduardo Camela, a fifteen-
sentences, there are also
year old student of Daet Parochial
transition/signal words that
School in Camarines Norte.
are used.
In spite of his physical defect
Signal or Transition Words
caused by polio, he has invented
(Chronological Sequence)
four useful things. His latest
invention, the Camela Coco-Cell
first, second . . . next
won for him a gold medal from the
not long after
president and P1,500 in cash at the
initially then before
National Science Fair held by the
following when
Department of Science and
finally
Technology. He was affected by
preceding after
polio at the age of 3. He is also a
on (date)
very talented painter. He truly
exemplifies the proud and talented
Signal or Transition Words
Filipino
(Description/Enumeration)
3.Comprehension check up
for instance for
1.Who are the physically
example to illustrate
handicapped persons who showed
such as in additionalso
success?
another furthermore
2.What made them physically
to begin with most
handicapped ?
importantly
3.What was the contribution of
ApolinarioMabini in our history?
Signal or Transition Words
4.How did Eduardo Camelashow his
(Compare and contrast)
talents?
different from same as
5.What recognition did Eduardo
similar to as opposed to
receive?
instead of
6.What kind of character trait do
although
these successful handicapped
compared with
show?
 howeveras well as
either . . . or unless
but

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
C.Modelling for students
•.Go back to the first paragraph.
(Call a pupil to read it again.)
a.What does the paragraph tell
us?
b.What do you think is the
purpose of the writer?
c.What type of text is the
paragraph?
d.How is the paragraph written?
D.Guided Practice
a.The teacher shows examples of
various text types
b.The teacher asks the pupils to
identify the various text types
c.Group Activity (Carousel
method)
Group activity. Each group will be
given an activity sheet. Read the
direction carefully before doing
the activity.
C.Modelling the pupils
Based from the selection,
Apolinario had an important role in
the Katipunan and Eduardo Camela
had made inventions and showed
talent in painting, what can you say
about them being physically
handicapped? (They have strong
determination.) What
generalization can you make?
(Physical defect is not a hindrance
to success.)
•Generalization is a general
statement based on facts.
Group Activity
Group I–Make generalization from
the given paragraph.
The moon’sgravitational pull lifts
the sea like a wave. The water rises
very slowly because it is very long
moving wave. The wave’s motion
reaches to the sea and to the
shoreline. This forward and
backward moving wave is the tide.
Group II - Cross out the sentences
that are not appropriate to the
C.Modelling for Students
1. Let the pupils read the
following examples
a.Study hard so that you will pass
the exam
b.She succeeded although she
encountered many problems.
•A complex sentence is composed
of one independent clause and
one or two dependent clauses.
•An independent clause is a
simple sentence by itself. It gives
a complete meaning. It can stand
alone.
•A dependent clause does not
give a complete thought. It
cannot stand alone. It depends
on an independent clause to
complete its meaning.
Example: I love you because you
love me, too.
I love you is an independent
clause. It gives a complete
thought.
because you love me, too is the
dependent clause. It doesn’t
make sense. Because you love
me, too - what
D.Guided Practice
a.The teacher shows examples of
complex sentences
b.From the examples of complex
sentences, the teacher asks the
pupils to identify the independent
clause/dependent clause
c.Group Activity (Carousel
method)
Group activity. Each group
will be given an activity sheet.
Read the direction carefully
C.Modelling for Students
Read the following
sentences correctly.
1.The accessibility of the
computer has increased
tremendously over the past
several years.
2.What has humanity done
about the growing concern
regarding global warming?
3.You scared me!
4.The computer store was
filled with video games,
computer hardware and
other electronic
paraphernalia.
D.Guided Practice
The teacher shows other
examples of sentences using
different punctuation marks
and signal words. Ask the
pupils to identify the
punctuation marks used as
well as the signal words.
1.Ben’s children love sports.
They like outdoor sports
such as track and field,
football, baseball and
C.Modeling for students
Choose any example of tv
commercial to be viewed
by the pupils.
Ask them to present it and
solicit their reactions to it.
D.Guide Practice
E. Group Activity
Group I – Make a poster
showing stereotyping on
girls and boys. The
following concepts may
serve as your guide:
•Color preference
•Academic excellence
•Sports preference
•Handwriting
Refer to LM stated generalization.
In the olden days an Chinese
emperor was held prisoner in a
castle tower.
__ Decorative kites are expensive to
buy.
__ His loyal men made a huge kite
and sent it flying near the tower
window.
__The emperor reached out, held
on to the kite and safely escaped
from the tower.
Group III – Choose the correct
generalization for the selection.
Philippines has19-21 typhoons
occurrence in a year. During strong
typhoons, flood victims run to the
public schools for their safety. The
schools serve as evacuation centers
for unknown period of time. This
affects the pupils’ studies.. It has
posed a big problem to the
education sector in terms of
damaged school properties,
disruption of normal teaching –
learning activities. Most of all, it has
caused loss of innocent lives of
school children.
a.Philippines cannot avoid
typhoons.
b.Schoools are good evacuation
centers.
c.Natural calamities like
typhoonand floodpose a great
damage to the people all over the
country
d.Typhoon victims receive
assistance from the government
Group IV – Writing sentences to
support the generalization.
Generalization: Education plays an
important role in the lives of many
before doing the activity. javelin throw. Group II - Express your
2.Lorna enjoys putting point of view on any of the
Group I - Read each sentence and accessories whenever she following:
underline the dependent clause. goes out compared with •Corporal punishment
Example: For the first time, I Alda who goes around with •No Assignment Policy on
successfully passed all my classes simple t-shirt and maong Friday
with very high grades. pants. •Bullying
Answer: For the first time, I 3.How will you keep
successfully passed all my classes yourself busy after the Group III – Prepare an
with very high grades. school year ends? advertisement for
1.In the morning, I went for a jog. promoting a product of
2.After the game, we went out for your choice
pizza.
3.Even though I am tired, I will
give my best effort.
4.Martha saw a meteor overheard
while she was sitting on the rock.
5.I was not satisfied with my
performance although we won in
the competition.
Group II - Read each sentence
and underline the independent
clause.
Example: For the first time, I
successfully passed all my classes
with very high grades.
Answer: For the first time, I
successfully passed all my classes
with very high grades.
1.In the morning, I went for a jog.
2.After the game, we went out for
pizza.
3.Even though I am tired, I will
give my best effort.
4.Martha saw a meteor overheard
while she was sitting on the rock.
5.I was not satisfied with my
performance although we won in
the competition.
Group III - Create a complex
sentence by underlining the
correct conjunctions for the
dependent clause.
1. They were furious (when, so

G. Finding practical applications of
concepts and skills in daily living
E.Independent Practice
Read the following paragraphs.
Write the type for each text.
Refer to Lm
people.
1._________________________
2__________________________
3__________________________
4._________________________
E.Independent Practice
Write the generalization for the
following:
1. Fructose makes food taste
sweet.It can be found in different
kinds of fruit.
It gives your body energy to keep
moving and working.Fruit naturally
has fructose in it.Fructose gives us
energy.
Generalization:
_____________________________
_______
2. Your tongue has 10,000
taste buds on it.The taste buds
allow you to taste different
flavors.The tongue is actually a
strong muscle that pushes food up
and down. The tongue has taste
buds and muscles.The tongue
muscles help us eat.The tongue has
that) they heard the unfair ruling.
2.We have not spoken to each
other (for, since 2014).
3.Finish your seatwork (because,
before) you go home.
4.You cannot easily understand
the story ( unless, before) you
read it more than once.
5.I will clean my bedroom (after,
if) I water the plants.
Group IV - Supply the missing
words to complete each complex
sentence.
1.We shall be sad if
_______________
2.He is the man who
_____________.
3.I shall watch my favorite TV
show after I ______________.
4.Study hard so that
_____________.
5.You cannot join us in the movie
house unless _________________
E.Independent Practice E.Independent Practice Independent Practice
Combine the independent Copy each sentence and During the Spanish time,
clause with the dependent clause punctuate properly. the Spaniards looked down
to make a complex sentence. 1.Gener said I disagree with on Filipinos. Check the
Melvin words that show how they
Independent clauses _______________________ stereotype the Filipinos.
Dependent clauses ____ ___ inferior
1.Sonia will buy a new house 2.My sister Jane wanted to ___ leaders
a. because know if Kitty my friend is ___ intelligent
Rina is so thoughtful visiting us for the holiday ___ ignorant
2.She was elated _______________________ ___ good for nothing
b. unless we find _____
the missing wallet. 3.Lito can not climb
3.We shall not rest mountains he is too ill
c. _______________________
when they heard about the _____
4.Mother loves her accident. 4.I told Ricky that we are
5.They were shocked going home early
d. when she learned that she _______________________
passed the exam with flying __________
colors. 5.Let prepare delicious

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
What are the various text types?
(The various text
types are narrative, expository,
technical and persuasive)
G.Evaluation
Give the text type based from the
characteristics below.
1.It convinces readers to take a
certain opinion or perform a
certain action.
___________________
2.It gives entertainment to the
reader.
___________________
3.It offers information to perform
a task
___________________.
4.It tells a story and sentences
stay connected with the main
idea.
___________________
5.It explains the steps or
theprocedure.
____________________
Choose from the different text
types and give example.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
taste buds and muscles.The tongue
muscles help us eat.
Generalization:
_____________________________
_______
What is a generalization?
•Generalization is a general
statement.
What is the basis for making
generalization?
•Generalization is based on facts
Choose the sentences that will
support the given generalization.
Write them in a paragraph form.
Generalization: Electronic devices
are useful tools.
1. Most young and old have cellular
phones.
2.Gadgets are very expensive. Only
the rich people can afford them.
3.We use calculators to make
computing our expenses easier.
4. We use “palm top” organizers
instead of diaries to schedule our
meetings. We communicate to
people around the world through
cellular phones.
5.Nowadayselectronic devices like
CCTV are used to solve crime
problems.
6.Inventions of new electronic
devices make life a little bit easier
for people.
7.Old people do not know how to
use electronic devices.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
e. if the inheritance money is in
her hands already.
F.Closure/Assessment
What makes up a complex
sentence?
What is an independent clause?
dependent clause?
G.Evaluation
Write an independent clause to
complete each complex sentence.
1.Since I’m hungry,
______________________.
2.Although I’m late,
______________________.
3.Because she is rich,
___________________.
Write a dependent clause to
complete each complex sentence.
Use the connecting words (so,
after, when, because, since)
4. ______________the
game, the children are now
hungry.
5.______________ ten years, we
are so glad to see each other
again.
Write 5 complex sentences using
cause-effect ralationship
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
snacks Jannet
F.Closure/Assessment
What are the different
punctuation marks? How
do you use them?
What are transition or signal
words?
G.Evaluation
Copy and punctuate the
paragraph.
David asked what
have you dreamt last night
It was a fantastic dream
narrated Ben but it was so
short Anyway I had a toy
soldier named Phil What
can your toy soldier do
asked David My toy soldier
can walk and talk Imagine
it can also turn right and left
on command To my
surprise Phil even recited a
poem about it
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
F.Closure
What are the ways by
which viewers are
influenced?
•Stereotype
•Point of View
•Propaganda
Evaluation
Identify how the viewers
are influenced. Choose
from the words inside the
box.
1.Held in common by
members. ____________
2.Designed to persuade
the audience __________
3.Mental position from
which the story is
observed _____________
4.Mental picture for
members of a group
____________
5.Depends on how the
narrator see the
characters, events and
places _______________
___Lesson carried. Move
on to the next objective.
___Lesson not carried.

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
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional activities
for remediation
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
 can help me solve? remediation remediation
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
materials did I use/discover ___Metacognitive ___Metacognitive ___Metacognitive well: well:
which I wish to share with other Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacognitive
teachers? assessments, note taking and assessments, note taking and assessments, note taking and Development: Examples: Development: Examples:
studying techniques, and studying techniques, and vocabulary studying techniques, and Self assessments, note Self assessments, note
vocabulary assignments. assignments. vocabulary assignments. taking and studying taking and studying
___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples: techniques, and vocabulary techniques, and
Think-pair-share, quick-writes, Think-pair-share, quick-writes, and Think-pair-share, quick-writes, assignments. vocabulary assignments.
and anticipatory charts. anticipatory charts. and anticipatory charts. ___Bridging: ___Bridging:
Examples: Think-pair-share, Examples: Think-pair-
___Schema-Building: ___Schema-Building: ___Schema-Building: quick-writes, and share, quick-writes, and
Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and anticipatory charts. anticipatory charts.
jigsaw learning, peer teaching, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer
and projects. projects. teaching, and projects. ___Schema- ___Schema-
Building: Examples: Building: Examples:
___Contextualization:  ___Contextualization:  ___Contextualization:  Compare and contrast, Compare and contrast,
jigsaw learning, peer jigsaw learning, peer
Examples: Examples: Demonstrations, Examples: teaching, and projects. teaching, and projects.
Demonstrations, media, media, manipulatives, repetition, and Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and
local opportunities. local opportunities. ___Contextualizati ___Contextualiza
on:  tion: 
___Text Representation: 
___Text ___Text Examples: Examples:
Examples: Student created Demonstrations, media, Demonstrations, media,
Representation:  drawings, videos, and games. Representation: 
manipulatives, repetition, manipulatives, repetition,
Examples: Student ___Modeling: Examples: Examples: Student and local opportunities. and local opportunities.
created drawings, videos, and Speaking slowly and clearly, created drawings, videos, and
___Text Representation: 
games. modeling the language you want games.
___Text Examples:
___Modeling: Examples: students to use, and providing ___Modeling: Example
Representation:  Student created drawings,
Speaking slowly and clearly, samples of student work. s: Speaking slowly and clearly,
Examples: Student videos, and games.
modeling the language you want modeling the language you want
students to use, and providing Other Techniques and Strategies students to use, and providing created drawings, videos, ___Modeling: Exa
samples of student work. used: samples of student work. and games. mples: Speaking slowly
___ Explicit Teaching ___Modeling: Exa and clearly, modeling the
Other Techniques and Strategies ___ Group collaboration Other Techniques and mples: Speaking slowly and language you want
used: ___Gamification/Learning throuh Strategies used: clearly, modeling the students to use, and
___ Explicit Teaching play ___ Explicit Teaching language you want students providing samples of
___ Group collaboration ___ Answering preliminary ___ Group collaboration to use, and providing student work.
___Gamification/Learning throuh activities/exercises ___Gamification/Learning samples of student work. Other Techniques and
play ___ Carousel throuh play Strategies used:
___ Answering preliminary ___ Diads ___ Answering preliminary Other Techniques and ___ Explicit Teaching
activities/exercises ___ Differentiated Instruction activities/exercises Strategies used: ___ Group collaboration
___Gamification/Learning
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Role Playing/Drama ___ Carousel ___ Explicit Teaching throuh play
___ Discovery Method ___ Diads ___ Group collaboration ___ Answering preliminary
___ Lecture Method ___ Differentiated Instruction ___Gamification/Learning activities/exercises
Why? ___ Role Playing/Drama throuh play ___ Carousel
___ Complete IMs ___ Discovery Method ___ Answering preliminary ___ Diads
___ Availability of Materials ___ Lecture Method activities/exercises ___ Differentiated
___ Pupils’ eagerness to learn Why? ___ Carousel Instruction
___ Group member’s ___ Complete IMs ___ Diads ___ Role Playing/Drama
collaboration/cooperation ___ Availability of Materials ___ Differentiated ___ Discovery Method
in doing their tasks ___ Pupils’ eagerness to learn Instruction ___ Lecture Method
___ Audio Visual Presentation ___ Group member’s ___ Role Playing/Drama Why?
of the lesson collaboration/cooperation ___ Discovery Method ___ Complete IMs
in doing their tasks ___ Lecture Method ___ Availability of
___ Audio Visual Presentation Why? Materials
of the lesson ___ Complete IMs ___ Pupils’ eagerness to
___ Availability of Materials learn
___ Pupils’ eagerness to ___ Group member’s
learn collaboration/cooperation
___ Group member’s in doing their tasks
collaboration/cooperati ___AudioVisual
on Presentation
in doing their tasks of the lesson
___ Audio Visual
Presentation
of the lesson
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7) Quarter: 4TH QUARTER

WEEK 7 LUNES MARTES MIYERKULES HUWEBES BIYERNES

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

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

(Isulat ang code ng bawat (EsP5PD - IVe-i - 15)/ Pahina 30 ng 79
kasanayan)
II. NILALAMAN Ispiritwalidad(Spirituality)
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula larawan ng isang pamilya, bond paper, kuwaderno
sa portal ng Learning Resource
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-aral sa nakaraang Alamin Natin (Day 1)
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa 1.Ihanda ang mga mag-aaral sa
sa bagong aralin pamantayan sa pagbasa.
D. Pagtatalakay ng bagong 2.Ipabasa ang “Panalangin ng
konsepto at paglalahad ng Pasa3.Ipasagot ang mga tanong
bagong kasanayan #1 sa Alamin Natin na nasa
Kagamitan ng Mag-aaral.
Hikayatin ang mga mag-aaral na
magbigay ng iba’t-ibang sagot.
Magkaroon ng talakayan sa
 sagot ng mga mag-aaral salamat
sa Diyos”.

E. Pagtatalakay ng bagong Isagawa Natin (Day 2)

konsepto at paglalahad ng 1. Ipagawa sa kwaderno ng mga
bagong kasanayan #2 mag-aaral ang Gawain 1. Ipasuri
ang larawan..
2. Ipasuri ang sumusunod na
tanong batay sa sinuring
larawan.
3. Ipagawa ang Gawain 2 sa
kanilang kuwaderno.
3. Ipaproseso ang mga sagot sa
paraang talakayan
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Arallin
Isapuso Natin (Day 3)
1. Ipagawa sa mga mag-aaral ang
sumusunod na gawain sa Isapuso
Natin sa Kagamitan ng Mag-aaral.
a. Sa kuwaderno ng mga mag-
aaral, magpasulat ng buong
pusong pangako sa pagpapakita
ng iba’t-ibang paraan ng
pasasalamat sa Diyos.
b. Sa bond paper, magpagawa ng
isang simpleng panalangin ng
pasasalamat sa Diyos.
2. Basahin at bigyang-diin ang
Tandaan Natin. Ipabasa ito sa mga
mag-aaral nang may pang-unawa.
Ipaliwanag nang mahusay ang
mensahe nito upang lubos na
maisapuso ito ng mga mag-aaral.
Isabuhay Natin (Day 4)
1. Sabihin sa mga mag-aaral, “
Bilang mag-aaral, paano mo
maipapakita
ang iba’t-ibang paraan ng
pasasalamat sa Diyos.
2. Ipaproseso ang sagot ng mga
mag-aaral gamit ang graphic
organizer sa Isabuhay Natin.
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
Subukin Natin (Day 5)
Ipasagot sa mga mag-aaral
ang Subukin Natin sa
pamamagitan ng paglalagay
ng Tama o Mali sa patlang
bago sumapit ang bilang.
_____1. Ang pamiliyang
walang problema ay
itinuturing na biyaya ng
Diyos.
_____2. Ang paggalang sa
ideya o opinyon ng bawat
myembro ng pamilya ay
tanda ng pasasalamat sa
Diyos.
_____3.Ang pangangalaga
sa anumang may buhay ay
pagpapakita ng
pagpapahalaga sa Poong
Lumikha
_____4. Ang pananalangin o
pakikipag-usap sa Diyos ay
basehan ng isang taong
madasalin
_____5. Higit sa lahat ang
pag gawa ng mabuti sa
kapwa ay dapat ugaliin.
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of

C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-writes,
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-writes,
lesson. knowledge, skills and interest knowledge, skills and
___Pupils were interested on the about the lesson. interest about the lesson.
lesson, despite of some ___Pupils were interested on ___Pupils were interested
difficulties encountered in the lesson, despite of some on the lesson, despite of
answering the questions asked by difficulties encountered in some difficulties
the teacher. answering the questions asked encountered in answering
___Pupils mastered the lesson by the teacher. the questions asked by the
despite of limited resources used ___Pupils mastered the lesson teacher.
by the teacher. despite of limited resources ___Pupils mastered the
___Majority of the pupils finished used by the teacher. lesson despite of limited
their work on time. ___Majority of the pupils resources used by the
___Some pupils did not finish finished their work on time. teacher.
their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. their work on time due to finished their work on time.
unnecessary behavior. ___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
above 80% above 80% above
___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for
remediation remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
the lesson the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue ___ of Learners who
require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work
___Metacognitive ___Metacognitive well:
Development: Examples: Self Development: Examples: Self ___Metacognitive
assessments, note taking and assessments, note taking and Development: Examples:
studying techniques, and studying techniques, and Self assessments, note
vocabulary assignments. vocabulary assignments. taking and studying
___Bridging: Examples: ___Bridging: techniques, and vocabulary
Think-pair-share, quick-writes, Examples: Think-pair-share, assignments.
and anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:  ___Contextualization:  ___Contextualization:  Compare and contrast,
Examples:
Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text
Representation:  Representation:  Representation:  ___Text
Examples: Student
created drawings, videos, and
games.
___Modeling: Example
s: Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
and anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
Examples:
Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text
Examples: Student
created drawings, videos, and
games.
___Modeling: Example
s: Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
and anticipatory charts. quick-writes, and anticipatory ___Bridging:
charts. Examples: Think-pair-share,
___Schema-Building: quick-writes, and
Examples: Compare and contrast, ___Schema-Building: anticipatory charts.
jigsaw learning, peer teaching, Examples: Compare and
and projects. contrast, jigsaw learning, peer ___Schema-
teaching, and projects. Building: Examples:
___Contextualization:  jigsaw learning, peer
Examples:
teaching, and projects.
Demonstrations, media, Examples:
manipulatives, repetition, and Demonstrations, media,
local opportunities. manipulatives, repetition, and ___Contextualizati
local opportunities. on: 
___Text Examples:
Demonstrations, media,
Representation:  manipulatives, repetition,
Examples: Student
and local opportunities.
created drawings, videos, and Examples: Student
games. created drawings, videos, and ___Text Representation: 
___Modeling: Examples: games. Examples: Student
Speaking slowly and clearly, ___Modeling: Example created drawings, videos,
modeling the language you want s: Speaking slowly and clearly, and games.
students to use, and providing modeling the language you ___Modeling: Exa
samples of student work. want students to use, and mples: Speaking slowly and
providing samples of student clearly, modeling the
Other Techniques and Strategies work. language you want students
used: to use, and providing
___ Explicit Teaching Other Techniques and samples of student work.
___ Group collaboration Strategies used: Other Techniques and
___Gamification/Learning throuh ___ Explicit Teaching Strategies used:
play ___ Group collaboration ___ Explicit Teaching
___ Answering preliminary ___Gamification/Learning ___ Group collaboration
activities/exercises throuh play ___Gamification/Learning
___ Carousel ___ Answering preliminary throuh play
___ Diads activities/exercises ___ Answering preliminary
___ Differentiated Instruction ___ Carousel activities/exercises
___ Role Playing/Drama ___ Diads ___ Carousel
___ Discovery Method ___ Differentiated Instruction ___ Diads
___ Lecture Method ___ Role Playing/Drama ___ Differentiated
Why? ___ Discovery Method Instruction
___ Complete IMs ___ Lecture Method ___ Role Playing/Drama
___ Availability of Materials Why? ___ Discovery Method
___ Pupils’ eagerness to learn ___ Complete IMs ___ Lecture Method
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Group member’s ___ Availability of Materials Why?
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete IMs
in doing their tasks ___ Group member’s ___ Availability of Materials
___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to
of the lesson in doing their tasks learn
___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation
in doing their tasks
___AudioVisual
Presentation
of the lesson
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7) Quarter: 4TH QUARTER

WEEK 7 LUNES MARTES MIYERKULES HUWEBES BIYERNES

A. LAYUNIN
A. Pamantayang Naipamamalas ang kakayahan at Naipamamalas ang kakayahan sa Naisasagawa ang mapanuring Naipamamalas ang iba’t
Pangnilalaman tatas Mapanuring pakikinig at pagunawa pagbasa ibang kasanayan upang
sa pagsasalita at pagpapahayag ng Sa napakinggan sa iba’t ibang uri ng teksto at maunawaan ang iba’t
sariling ideya, kaisipan, karanasan at Napauunlad ang kasanayan sa napapalawak ang talasalitaan ibang teksto
damdamin. pagsulat ng iba’t ibang uri ng Naipamamalas ang kakayahan at Naipamamalas
Naisasagawa ang mapanuring sulatin tatas ang kakayahan
pagbasa sa pagsasalita at pagpapahayag sa mapanuring
sa iba’t ibang uri ng teksto at ng panood ng iba’t
napapalawak ang talasalitaan sariling ideya, kaisipan, karanasan ibang uri ng
at media
damdamin.
B. Pamantayan sa Pagaganap Nakagagawa ng radio Nakabubuo ng nakalarawang Nakagagawa ng radio Nakabubuo ng
broadcast/teleradyo, debate at ng balangkas batay sa napakinggan broadcast/teleradyo, debate at sariling
isang forum Nakasusulat ng ng dokumentaryo o
Nakagagawa ng grap o tsart tungkol talatang isang forum maikling pelikula
sa nangangatwiran tungkol sa isang Nakagagawa ng grap o tsart
binasa, nakapagsasagawa ng isang isyu o paksa at makagagawa ng tungkol sa
debate tungkol sa isang isyu portfolio ng mga sulatin binasa, nakapagsasagawa ng
obinasang isang
paksa debate tungkol sa isang isyu o
binasang
paksa
C. Mga Kasanayan sa Pagkatuto Naipapahayag ang sariling opinion o Nakapagbibigay ng lagom o buod Nagagamit ang iba’t ibang uri ng Nagagamit nang wasto ang OPAC. Nakasasagot sa
(Isulat ang code ng bawat reaksyon o ideya sa isang ng tekstong napakingga pangungusap sa paggawa ng Nasusuri ang mga tanong sa
kasanayan) napakinggang isyu. Nakasusulat ng iba’t ibang bahagi patalastas. estilong ginamit ng gumawa ng isang lingguhang
Naibibigay ang kahulugan ng salitang ng pahayagan Nakapagbibigay ng sariling maikling pelikula. pagsusulit
pamilyar at di pamilyar sa F5PN-IVg-h -23, F5PU-IVe-h-2.11 kwento na may ilang bahagi na F5EP-IVg-9.1, F5PD-IVf-g-19
pamamagitan ng paglalarawan. naiba sa kwento.
F5PS—IVb-h-.1, F5PT-IIVd-f- F5WG-IV-g-13.4, F5PB-IVg-17
1.13/Pahina 76 ng 143
B. NILALAMAN Pagpapahayag ng sariling opinyon Pagbibigay Lagom o Buod ng Paggamit ng Iba’t ibang Uri ng Paggamit nang wasto ng OPAC Lingguhang
reaksyon sa napakinggan Isyu. Tekstong Napakinggan Pangungusap sa Paggawa ng Pagsuri ng Estilong Ginamit ng Pagsusulit
Pagsulat ng Iba’t Ibang Bahagi ng Patalastas Gumawa ng Maikling Pelikula
Pahayagan Pagbibigay ng Sariling Kwento na
may ilang Bahagi ang Naiba sa
Kwento
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
C. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng aralin
Bagong Filipinosa Salita at Gawa -
Wika pahina 3.
balita mula sa aklat
Pagsasanay
Sabihin kung ang mga sumusunod
ay katotohanan o opinyon batay sa
sinabi ng tao.
a.“Magiging maunlad ang bansa
kung mananalong presidente si
Duterte”, ang sabi ng isang
supporter ng dating mayor.
b.“ May limang kandidado ng
pagkapangulo sa Eleksyon 2016”, ito
ang pahayag ng Commision on
Election.
c.“Ang kabataan ang pag-asa ng
bayan” ,sabi ni Gat Jose Rizal.
d. “ Uunlad ang bansa kung
tayo ay magtatrabaho sa ibang
bansa” , sabi ng isang OCW sa
Middle East?
e.“ Mas mainam mamuhay sa tabing
ilog “ sabi ng isang magsasaka.
2 . Balik Aral
Alam mo ba ang paraang ginagawa
ng isang mananaliksik / mag-aaral
upang makita niya kaagad ang aklat
na nais niyang basahin sa isang
aklatan?
Pagganyak
Tula
(MISOSA SIM 14 Filipino 5, pahina
2-7, 10)
lathalain “Bakit Hindi Naliligaw ang
mga Langgam”
Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
. Pagsasanay
Magpakita ng pahayagan ,
mabilisang basahin ng pahapyaw ang
nilalaman o bahagi nito .
Ipabigay ang mga bahagi ng
pahayagan. Isulat sa tsart.
Bigyan ng bahagi ng pahayagan ang
pangkat. Basahin ito at ipaskil ang
tamang bahagi ng pahayagan sa
pahinang dapat kalagyan nito
Balik Aral
Sumulat ng balita mula sa mga
sumusunod na ulat.
Ano : Pulong ng mga Magulang
Kailan : Lunes Mayo 30
Saan : Mababang Paaralan ng San
Jose
Agenda: Darating na bisita mula sa
Japan
Pambihirang pangyayari: Paanyaya
para sa lahat ng mga pinuno ng
bawa’t baitang upang magbigay ng
kanilang kuru-kuro ukol sa paraan
kung paano pakikitunguhan ang
bisitang Hapones
Pagganyak
Bagong Filipino sa Salita at Gawa-
Wika pahina 4
Hiyas sa Wika pahina 194
You tube(video clip
https://www.youtube.com/watc
h?v=4oBdBqdjRJQ)
Sanaysay, “ OPAC”
Pagsasanay
Pagpapakita ng video clip ng
isang patalastas na may ibat-
ibang katapusan ayon sa spoof
commercial ng Bubble Gang ( Mc
Donald).
2 . Balik Aral
Anong uri ng
patalastas ang ipinakita sa video
clip ? Nakakatuwa ba ito?
Mayroon ba itong bahagi na
naiiba sa orihinal na patalastas ng
McDonald.
Pagganyak
Balikan ang sanaysay sa unang
video clip(OPAC Pustaka Negeri
Sarawak in Malaysia}
https://www.youtube.com/watch?
v=-0ACv7pcdAY
Pagsasanay
Ano ang OPAC? Ano ang
kaibahan nito sa card
catalog?
May
alam ka bang aklatang
gumagamit na ng
electronic card catalog?
2.Balik-aral
Paano mo isasagawa ng
tama ang iyong pag-aaral
upang makamit ang iyong
pangarap kahit na hindi
mo kayang bumili ng
mamahaling mga aklat
Pagganyak
Gusto mo bang malaman

C. Pag-uugnay ng mga halimbawa
sa bagong aralin
Hanap ,lakad, buklat
Hanap, lakad ,buklat.
Yan ang trabaho ng isang taong
Nagsasaliksik sa aklatan.
Bukas , basa , sara
Bukas , basa, sara
Makita ang hanap na detalye
Kailangan sa pag-aaral.
. Paglalahad
Bago Makinig
Paghahawan ng balakid
Kapag nakakita ka ng langgam , ano
ang ginagawa mo?
Bakit ? May alam ka
ba tungkol sa kanila ?
Paglalahad
Sabihin sa mga bata na unawain ang
lathalain . Magbibigay sila ng buod.
araw . Magbigay ng isang kung paano ka
pangungusap na pasalaysay, makakapaghanap ng aklat
patanong, pautos, at padamdam kahit nasa labas ka ng
mula sa sanaysay na binasa. aklatan? Tingnan natin ang
Anong bantas ang makikita sa OPAC Pustaka Negeri
pangungusap na patanong ? Sarawak sa Malaysia.
padamdam? pautos? pasalaysay?
Online Public Access
Catalog
Alam mo ba ang OPAC ? Ito ay
nangangahulugang online public
access catalog. Ito rin ay
simpleng library catalog kung
saan natutukoy mo ang lokasyon
ng mga aklat , periodicals, audio
visual materials at iba pang bagay
na nasa isang aklatan.
Ano ang kaibahan nito sa card
catalog? Ito ay may access sa
internet na nagiging madaliang
paghanap ng mga aklat kumpara
sa mga lumang sistema ( Dewey
Decimal System). Ito ang
electronic na version ng card
catalog. Ang paghanap ng aklat
ay may sistema na program na
basta i-click mo at mahahanap
mo an lokasyon ng aklat sa isang
aklatan. Malalaman mo rin kung
nasa estante pa ang aklat o may
mga nakahiram na nito.
Wow, ang bilis naman ng
proseso! Kaya dapat ang mga
aklatan sa Pilipinas gumamit na
ng ganitong teknolohiya. Pwede
kaya ito, ngayon na.
Subalit ang malaking gastos ng
sistemang ito ang malaking
hadlang sa malawakang paggamit
ng OPAC.
Paglalahad Paglalahad
May mga ekspresyong Pagpapakita ng video
maari mong gamitin sa pagsulat clip.
ng anunsyo o patalastas . Gusto (https://www.youtube.co
 (Pang-upuang gawain)
Panuto. Punan ng angkop
na nawawalang titik ang mga
sumusunod na pamilyar at di
pamilyar na salitang matatagpuan sa
kwento,Isulat sa kwaderno.
1.Library catalog na nakakonekta sa
internet. O_PA_
2. Lagayan ng aklat sa mga aklatan.
_S_T_NT_
3. Pindutin ang keyboard.
_ - _ LI_K
4. May tatlong uri nito maaaring
pamagat _AR_ CA_ _L_G
paksa o may-akda. Makikita ito sa
mga aklatan.
5. Konektado sa internet
_CC_S_
D. Pagtatalakay ng bagong Habang nakikinig
konsepto at paglalahad ng Magbigay ng reaksyon sa bagong
bagong kasanayan #1 teknolohiyang may kaugnayan sa
mga aklatan.
Online Public Access
Catalog
Alam mo ba ang OPAC ? Ito ay
nangangahulugang online public
access catalog. Ito rin ay simpleng
library catalog kung saan natutukoy
mo ang lokasyon ng mga aklat ,
periodicals, audio visual materials at
iba pang bagay na nasa isang
aklatan.
Ano ang kaibahan nito sa card
catalog? Ito ay may access sa
internet na nagiging madaliang
paghanap ng mga aklat kumpara sa
mga lumang sistema ( Dewey
Decimal System). Ito ang electronic
na version ng card catalog. Ang
paghanap ng aklat ay may sistema
na program na basta i-click mo at
mahahanap mo ang lokasyon ng
aklat sa isang aklatan. Malalaman
“Bakit Hindi Naliligaw ang mga mo bang malaman ito. Ilagay ito m/watch?v=-0ACv7pcdAY)
Langgam” sa World Map . Isulat sa
(MISOSA SIM 14 Filipino 5, pahina kwaderno.
2-3) (MISOSA SIM 19 Filipno 5, pahina
6)
Sabihin ang pamantayan sa
pagbasa.
Pagbasa ng guro.
Pagbasa ng lahat
Pagtalakay Pagtalakay
C . Pagtalakay Alin sa mga ekspresyon ang Ipabasa muna
Pagkatapos Magbasa pangungusap na patanong, ang mga gabay na tanong
Sagutin ang mga tanong . pasalaysay, padamdam at bago ipakita ang video.
Ikumpara ang sagot. Wasto ba ang pautos? Ilagay ito sa manila paper .
inyong sagot? Kung ikaw ay susulat ng (IM 2- F5EP-IVg-9.1)
patalastas ,paano mo ito Sagutin ang mga tanong
isusulat? pagkatapos ng panonood
pwedeng balikan ang
bahagi ng video para sa
paglilinaw.
1.Anong hawak ng lalaki sa
video sa umpisa ng
pelikula / video clip
habang nasa labas ?
2. Anong web site ang
hinanap ng lalaki?
3. Pagkatapos i-click ang
OPAC anong pagpipilian
ang lumabas? Naroon ba
ang Pustaka Miri na
kabilang sa Sarawak na
gumagamit ng Angkasa
System?
4. Anong pangalan ng
 mo rin kung nasa estante pa ang
aklat o may nakahiram na nito.
Wow, ang bilis naman ng proseso!
Kaya dapat ang mga aklatan sa
Pilipinas gumamit na ng ganitong
teknolohiya. Pwede kaya ito, ngayon
na.
Subalit ang malaking gastos ng
sistemang ito ang malaking hadlang
sa malawakang paggamit ng OPAC.
(Isinalin sa wikang Filipino mula sa
https://en.wikipedia.org/wiki/List_o
f_next-generation_library_catalogs
E. Pagtatalakay ng bagong . Pagtalakay
konsepto at paglalahad ng Pagkatapos makinig
bagong kasanayan #2 Sang-ayon ka ba sa ikatlong
talata ng binasang sanaysay?
Ito rin ba ang naging
reaksyon mo tungkol sa OPAC ?
F. Paglinang sa Kabihasan Pagpapayamang Gawain
(Tungo sa Formative Ipabasa sa dalawang bata
Assessment) ang usapan.
( Pugad Baboy -
http://theculturetrip.com/asia/phili
ppines/articles/pugad-baboy-a-
comic-portrayal-of-filipino-foibles/)
Ano ang reaksyon mo tungkol sa
makabagong teknolohiyang
nababanggit sa usapan? Totoo ba
. Pagpapayamang Gawain
Balikan ang lathalain. Bigyan ng
buod o paiikliin ang talata 1 – 3.
Pagpapayamang Gawain
Hayaang mag-usap ang
magkatabi.Gamit ang
ekspresyong 1 ( pangungusap na
padamdam) , 2 (pangungusap na
patanong) 3 ( pangungusap na
pasalaysay) at 4 (pangungusap na
pautos) gumawa ng anunsyo o
patalastas at iparinig sa
klase.Pumili ng dalawa upang
makalikha ng dalawang
patalastas ang bawat pares.
aklat na hinahanap sa
video? Pagkatapos bang i-
click ay nakita na ang
lokasyon ?
5. Nakita rin ba kung nasa
estante at hindi pa
nahiram ang aklat?
6. Anong inilista ng lalaki
sa video bago magtungo
sa aklatan?
7. Nahanap niya ba kaagad
ang aklat? Nakatipid ba ng
panahong ginugol sa
pagtungo sa aklatan?
8. Kung ikaw ang
tatanungin , sang-ayon ka
ba sa ganitong uri ng
sistema sa mga aklatan?
Bakit ? Bakit hindi?
. Pagpapayamang Gawain
Balikan ang spoof
commercial ng Bubble
Gang McDonald at ang
OPAC video clip mula sa
you tube.
Ikumpara ang
paraan o estilong ginamit
ng kumuha ng video. Ano
ang layunin ng kumuha at
gumawa ng spoof
commercial? Suriin ang
estilo. Anong layunin ng
gumawa ng OPAC video
clip? Magkatulad ba ng
estilo ? Sa paanong
paraan?
Pangkatang
Gawain

G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Arallin
I. Pagtataya ng Aralin
ito? Magbigay ng sariling opinyon
tungkol dito.
. Pagpapahalaga
Kaya mo bang tanggapin ang
pagbabago ng ika -21 siglo tungkol
sa pag-aaral, pagtatrabaho at
pamumuhay ng mga tao?
Paglalahat
Tandaan
Ang bawat tao ay may kalayaan
ibigay ang opinyon . Ito man ay
pabor o hindi pabor, sang-ayon o di
sang-ayon . Ang bawat pangyayari o
isyu ay pwedeng mahalaga o hindi
masyadong mahalaga sa ating buhay
. 2. Ang paggamit ng
Pagtataya
Sabihin ang Swak kung
sang-ayon at Pak kung di sang-ayon
Pagpapahalaga
Mahalaga ang detalyeng
isinasaad ng isang patalastas. Ano
ang nararapat mong gawin kung
nakakabasa o nakakarinig ka ng
isang patalastas?
Ano ang isinasaad ng tandang
padamdam? tandang pananong?
Ang salitang kilos sa
pangungusap na pautos ? Ang
detalye sa pangungusap na
pasalaysay?
Paglalahat Paglalahat
Isaisip mo Tandaan ( Bagong
(MISOSA SIM 14 Filipino 5, Filipino sa Salita at Gawa- Wika
pahina 5) pahina 4)
Tandaan( Hiyas sa Wika pahina
194
Pagtataya . Pagtataya
Balikan ang lathalain . Isulat mo ang Anong ekspresyon ang
buod ng talata 4 at 5. gagamitin mo sa mga sumusunod
Suriin muli ang video clip
ng OPAC , palagi bang
okey kung ito ang
gagamitin mong paraan ng
paghanap ng aklat? Kung
mahina ang internet
connection ano ang
magiging epekto nito sa
iyong ginagawang
paghahanap.
Paglalahat
Tandaan
1. Ang estilo ng pelikula /
video ay maaring upang
mang-aliw , magbigay
impormasyon , o pukawin
ang damdamin ng
manonood.
teknolohiya ay may
mabuti at di-mabuting
epekto . hindi laging okey
ang koneksyon sa internet,
minsan ay may problema
din sa elektrikal na suplay.
Higit sa lahat may
karagdagang gastos ang
paggawa ng sistemang
OPAC.
Pagtataya A. Sabihin ang
Piliin ang mga salita ang iyong reaksyon sa
nakita sa video na may panukala ng ilang
tungkol sa mga isyu nabanggit sa
mga sumusunod .
1. Pagtaas ng presyo ng kuryente .
2.Pagdami ng bata sa internet café
dahil sa mga on-line games.
3.Pagkakaroon ng 4Ps para sa mga
mahihirap na pamilya
4.Pagbibigay ng scholarship ng
gobyerno.
5.Paglutas sa problema sa baha ng
pamahalaan.
na patalastas na iyong gagawin?
(tingnan ang world map)
1. Umalis na ang inyong
kasambahay at wala ng mag-
aalaga sa bunso mong kapatid.
Ang iyong mga magulang ay
parehong naghahanapbuhay.
2. Nakapulot ka ng aklat sa
kantina.
3. Magkakaroon ng paligsahan sa
paggawa ng poster .
4. May magaganap na camp sa
distrito para sa mga batang
iskawt.
5. Isang nakakagimbal na balita
ang nangyari sa inyong barangay.
kaugnayan sa paggamit ng mambabatas na tuluyang
OPAC. ipinagbabawal ang
Click Facebook pagtotroso o pagputol ng
Call number mga puno. Sang-ayon ka
Title Twitter Item ba? Bakit ? Bakit hindi?
Registered members ( 5 puntos) Isulat sa papel
ang iyong kasagutan.
B. Mula sa
Talambuhay ni Andres
Bonifacio pakinggan ito
at piliin ang buod ng
bawat talata
nito.Pagsanayan Mo
( MISOSA SIM 14 Filipino
5, pahina 7)
C. Tingnan ang anunsyo
ibaba . Punan ang
nawawalang salita upang
maging angkop sa mga
ekspresyon ng patalastas
Ikaw _ a ay malusog _
M__b
_ _ _ y ng dugo ng buhay
para sa iyong kapwa_
Sali na ! Tara na _
Makipag-ugnayan sa Red
Cross
Sa Lunes , Mayo 30, Ever
Gotesco Mall
Monumento ,Caloocan
City
C.Alalahanin ang OPAC
video clip. Kung ikaw ang
magbibigay ng pagbabago
sa kwento nito, aling

J. Karagdagang gawain para sa
takdang-aralin at remediation
D. Mga Tala
E. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
Karagdagang Gawain
Gumupit ng isang balita. Idikit sa
kwaderno at magbigay ng opinyon
tungkol dito.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
Karagdagang Gawain
Basahin ang talata . Isulat sa inyong
kwaderno ang buod nito.
(Subukin Mo B , MISOSA SIM 14
Filipino 5, pahina 10)
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
Karagdagang Gawain
Gawin ang Subukin
(MISOSA SIM 19 Filipino 5, pahina
9)
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
Karagdagang Gawain
Magbigay ng mga
pelikulang nagpapatawa
sa pang-aaliw at
pelikulang nagbibigay ng
impormasyon sa ating
kasaysayan gaya ng
spoofed commercial at
OPAC video.
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
bahagi ang papalitan mo
upang maging katawa-
tawa ito. Ipaliwanag ang
bahagi ng video at ang
panibagong kwento .
Isulat ang bagong iskrip o
kayay ang sitwasyon .
(Gawing basehan ang
ginawang spoofed ng
Bubble Gang sa
McDonald commercial ).
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of
lack of knowledge, skills
and interest about the
lesson.
___Pupils were
interested on the lesson,
despite of some
 ___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
despite of limited resources used the questions asked by the difficulties encountered
by the teacher. teacher. in answering the
___Majority of the pupils finished ___Pupils mastered the questions asked by the
their work on time. lesson despite of limited teacher.
___Some pupils did not finish resources used by the ___Pupils mastered the
their work on time due to teacher. lesson despite of limited
unnecessary behavior. ___Majority of the pupils resources used by the
finished their work on teacher.
time. ___Majority of the pupils
___Some pupils did not finished their work on
finish their work on time time.
due to unnecessary ___Some pupils did not
behavior. finish their work on time
due to unnecessary
behavior.

C. Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who ___ of Learners who
Bilang ng mag-aaral na above above above earned 80% above earned 80% above
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who ___ of Learners who
magpapatuloy sa remediation additional activities for remediation additional activities for remediation additional activities for require additional require additional
remediation activities for remediation activities for remediation

E. Alin sa mga istratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo nakatulong ng lubos? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who ____ of Learners who
Paano ito nakatulong? lesson lesson the lesson caught up the lesson caught up the lesson
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
naranasan na solusyunan sa require remediation require remediation require remediation continue to require continue to require
tulong ng aking punungguro at remediation remediation
superbisor?
G. Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
aking nadibuho na nais kong ___Metacognitive ___Metacognitive ___Metacognitive well: well:
ibahagi sa mga kapwa ko guro? Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitiv ___Metacognitiv
assessments, note taking and assessments, note taking and assessments, note taking and e Development: e Development:
studying techniques, and vocabulary studying techniques, and vocabulary studying techniques, and Examples: Self Examples: Self
assignments. assignments. vocabulary assignments. assessments, note taking assessments, note taking
___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples: and studying techniques, and studying techniques,
Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and vocabulary and vocabulary
anticipatory charts. anticipatory charts. and anticipatory charts. assignments. assignments.
___Bridging: ___Bridging:
___Schema-Building: ___Schema-Building: ___Schema-Building: Examples: Think-pair- Examples: Think-pair-
Examples: Compare and contrast,
jigsaw learning, peer teaching, and
projects.
___Contextualization:  ___Contextualization:  ___Contextualization:  Building:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:  ___Text Representation:  ___Contextualiza
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Examples: Compare and contrast,
jigsaw learning, peer teaching, and
projects.
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Examples: Compare and contrast,
jigsaw learning, peer teaching,
and projects.
Examples:
Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text
Representation:  Examples:
Examples: Student
created drawings, videos, and
games.
___Modeling: Examples
: Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
share, quick-writes, and
anticipatory charts.
___Schema-
Examples:
Compare and contrast,
jigsaw learning, peer
teaching, and projects.
tion:  ation:
Demonstrations, media,
manipulatives, repetition,
and local opportunities.
___Text
Representation:  Student
Examples:
Student created drawings,
videos, and games.
___Modeling: Ex
amples: Speaking slowly
and clearly, modeling the
language you want
students to use, and
providing samples of
student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
share, quick-writes, and
anticipatory charts.
___Schema-
Building: Examples:
Compare and contrast,
jigsaw learning, peer
teaching, and projects.
___Contextualiz
 
Examples:
Demonstrations, media,
manipulatives, repetition,
and local opportunities.
___Text Representation: 
Examples:
created
drawings, videos, and
games.
___Modeling: Ex
amples: Speaking slowly
and clearly, modeling the
language you want
students to use, and
providing samples of
student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering
preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Audio Visual Presentation ___ Discovery Method ___ Lecture Method
of the lesson ___ Lecture Method Why?
Why? ___ Complete IMs
___ Complete IMs ___ Availability of
___ Availability of Materials
Materials ___ Pupils’ eagerness to
___ Pupils’ eagerness to learn
learn ___ Group member’s
___ Group member’s collaboration/cooperatio
collaboration/coopera n
tion in doing their tasks
in doing their tasks ___AudioVisual
___ Audio Visual Presentation
Presentation of the lesson
of the lesson
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7) Quarter: 4TH QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC code for each
II.CONTENT
IIILEARNING RESOURCES
C. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages
8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
The learner demonstrates
understanding of area, volume
and temperature
The learner is able to apply
knowledge of area, volume and
temperature
in mathematical problems and
real-life situations
Creates problems involving
temperature with reasonable
answers.
Code: M5ME-IVg-88,
Creating problems involving
temperature with reasonable
answer
CG p. 65
Growing in Math 6, pp
MISOSA Gr 5 Module -
Temperature
Charts, concrete objects,
picture of thermometer
Drill
Give the temperature when the
mercury is:
Page847
1. At the freezing point of water
2. At the boiling point of water
3. 10.5 degrees Celsius below
The learner demonstrates
understanding of area, volume and
temperature
The learner is able to apply knowledge
of area, volume and temperature
in mathematical problems and real-life
situations
Collects data on one variable using any
source
Code: M5SP- IVg - 1.5
Collecting data on one variable using
any source
CG p. 65
Growing Up with Math 5 pp. 317
Drill Naming the Parts of a Graph
Strategy: Relay Game
Mechanics:
1. Divide the class into groups of 5
members each.
2. Let them form four lines.
Page851
The learner demonstrates
understanding of area, volume
and temperature
The learner is able to apply
knowledge of area, volume and
temperature
in mathematical problems and
real-life situations
Collects data on two variables
using any source
Code: M5SP – IVg.1.5
Collecting data on two variables
using any source
CG p. 65
Mathematics for Better Life, pp
metacards, different graphs,
pictures of the difference
between the height
of an adolescent boy and an
adolescent girl, chart
Drill
Directions: Name the following
graphs.
Review
Directions: Read the problems
then list the data presented in it.
 Mang Andres has a small sari-
The learner demonstrates
understanding of area,
volume and temperature
The learner is able to apply
knowledge of area, volume
and temperature
in mathematical problems
and real-life situations
Organizes data in tabular
form
Code: M5SP-IVg-2.5,
Organizing Data in Tabular
Form
CG p. 65
BEAM LG Grade 5 Module
20 – Line Graph
charts, metacards, activity
cards
1. Drill
Directions: Arrange the
sets of data from least to
greatest and in
vice versa.
2Reviewing Previous
Lesson
The learner demonstrates
understanding of area,
volume and temperature
The learner is able to apply
knowledge of area, volume
and temperature
in mathematical problems
and real-life situations
Presents data in a line
graph
Code: M5SP-IVg-2.5
Statistics and Probabality
CG p.65
Elementary Mathematics 5
pp. 417-420
Graphing paper, grid
board, colored chalk
Reviewing Previous Lesson
1. Drill on plotting points
on a grid board
1) (1,2) 4) (3,6)
2) (4,5) 5) (5,7)
3) (8,12) 6) (9,3)
Strategy:

B.Establishing a purpose for the
lesson
the normal temperature
4. 25 degrees celsius above the
freezing point of water
5. 1.5 degrees Celsius below the
normal body temperature
2. Review
Reading temperature using an
improvised thermometer
What does your mother do
every time you have fever?
3. Flash the cards one after the other.
4. The members take turn in giving
the answer. The member
who answers correctly goes to the
end of the line.
5. The group that returns to its
original position first is the
winner.
Who among you have a collection of
books?
What kind of books do you collect?
(etc.)
sari store. His daily earnings
were: Monday, Php 1,000;
Tuesday, Php 2,000;
Wednesday, Php1,500, Thursday,
Php3,000; Friday, Php1,800
and Saturday,Php 2,800.
 Diana” Beach Resort clerk
noticed the increasing number
 of reservations in their rooms.
On 2012, they have 500
reservations; 2013, 1,000
reservations; 2014, 1,500
reservations; 2015,
What city is known to be the
“Summer Capital of the
Philippines? How
do you compare its temperature
to Manila?
Directions: Read the
problem. Collect data that
are necessary to
answer the questions that
follow.
Marcela Agoncillo’s
ancestral house was one of
the most visited historical
houses in town of Taal. Its
weekly average tourist-
visitor attendance reaches
up to 100. Monday-110,
Tuesday-120, Wednedsay-
90, Thursday-105, Friday-
125, Saturday-100.
Which day of the week has
the most number of
tourists that visited the
house? Which day of the
week has the least number
of tourists that visited the
house?.
Suppose that a statistical
data and a graph picturing
the data
are displayed on a board.
Which would you notice
first? Why
a) Form groups of five.
Give each a grid board, a
piece of chalk and
ards wherein the ordered
pairs are written.
b) At the signal “Go”,
pupils will plot the points
on the grid board.
c) The group who finishes
first and with the most
number of correct
answers wins the game.
2. Review
Study the line graph, then
answer the questions that
follow
a) In what games did Janno
get the highest points?
How many points?
b) In what games did he
get the same points. How
many points?
c) Find his total points in all
the games.
d) In what part of the
game is Janno more
capable of playing? Why?
e) What is the line graph
all about?
What are other that
suitable to present on a
line graph?
Today we are going to
learn presenting data on a
line graph. Line graphs

C.Presenting examples/instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
Present to the class this
situation
Mother wants to find out if her
son has fever. She got her
thermometer and found out
that the mercury level in the
thermometer
is at 38.5 degrees Celsius. If the
normal body thermometer is
37.5
degrees Celsius.
Have the class create a problem
on temperature given the
above information
Strategy: Thinking Skills (RMFD)
a. Divide the class into group of
5s. Using the problem
presented,
instruct the pupils to help each
other solve the problem. Give
them enough time to perform
on it .
b. After all the group had done
with their output, ask
somebody from the group the
to discuss the solution done
A bookstore clearance sale showed
that there were 750 books sold
during the first day, 500 books during
the second day of the sale, 430 books,
150 books and 135 on the third,
fourth and fifth day respectively.
How many books were sold during
the first day?
How many books were sold during
the second day?
What is the total number of books
sold during the third day? fourth
day? fifth day
Make an organized list of the total
number of books sold during the
sale.
Word Problem
Baguio, the “Summer Capital of
the Philippines,” listed the
following average temperature
within 6 months: January, 15°C;
February, 10°C; March, 18°C;
April, 19°C; May, 15°C; and June,
16°C. In Manila, it listed these
average temperatures: January,
25°C; February, 24°C; March,
23°C; April, 28°C; May, 27°C; and
June 25°C.
Strategy: Direct Instruction
 What are the two cities
mentioned?
 What is being compared
between the two cities?
 Let us make a list of the
temperature in Baguio for 6
months:
Temperature for 6 Months
Month Baguio
January
February
March
April
May
June
 Let us put the temperature in
Manila beside temperature in
Baguio.
Temperature for 6 Months
Month Baguio Manila
January
Word Problem
Miss Valdez has just
finished checking the test
papers of he pupils in
Math. The scores of the
pupils are the following:
Can you tell what the
lowest and highest scores
are easily?
Can you easily give any
conclusion about the result
of the test with the
given data? Why?
How will you arrange these
data?
are best for data that show
trends such as increases
and decreases
Present a story problem
Cristy would like to make a
line graph about her scores
in Spelling for the month
of January as show below.
Cristy’s Average 50
Score in Spelling in
January. Week 1
Week 2 48
Week 3 46
Week 4 49
What is the title of
the line graph?
What information is
on the vertical axis?
What information is
on the horizontal
axis?
Let us help Cristy in
presenting her scores in a
line graph.
a) Let the pupils work in
group.
b) Let them plot the x and
y axes on the grid.
c) Discuss how to select a
scale or interval in
presenting the data
given on the problem.
Note: Point out that the
choice of scale can make
difference on
how the graph would look
like.
d) Guide the pupils how
the vertical and horizontal
sides of the graph should
be labeled.
(Note: Explain that the
dependent variable
 February quantity occupies the y-
Page857 axis)
March e) Have them mark the
April points where the weeks
May and score intersect.
June f) Then, have them
 The list that we had make is an connect with a ruler the
example of how to collect data points on the grid.
with two variables. Our variables g) Emphasize neatness and
here are the cities of Baguio and orderliness in making their
Manila. graphs.
h) Discuss with the pupils
the line graph presented
by answering the
comprehension questions.
a. What is the title of the
graph?
b. In which week was the
highest score of Cristy?
c. In which week did Cristy
get a lowest score?
d. What data was
presented on the x-axis? y-
axis?
E.Discussing new concepts and
practicing new skills #2

F.Developing mastery Directions: Group the pupils
(Leads to Formative into group of 5s. Encourage the
Assessment 3) group to create a problem
based on the information given
below.
At the start of the marathon the
thermometer registered
a thermometer of 36 degrees
Celsius. After the marathon, the
temperature dropped by 4
degrees Celsius
Directions: Read the given situations
then answer the question that
follow.
1. Vicky recorded the temperature
readings taken last Sunday.
The temperature at 6:00 am was 240
celcius, then it rose 2 degrees
higher after two hours. The
temperature at 10:00 am was 290C
and at 12:00 noon the temperature
reading was 350C.
What was the temperature reading at
6:00 am?
What was the temperature at 8:00
am?
What was the temperature at 10:00
Directions: Read the situation and Strategy: Tabulating Data
make a list of the information Materials: table
that can be found in it. Mechanics:
MicMacMig Corporation has two a. Form the pupils into 5
branches. One in Lian, groups.
Batangas and the other one in b. Provide each group with
Nasugbu, Batangas. Their store in a frequency table and let
Lian, Batangas have the following them count and
Daily Sales: Sunday, Php120,000; tally the result from lowest
Monday, Php85,000; Tuesday, to highest score
Php65,000; Wednesday, Score Tally
Php95,000; Thursday, 15 II
Php105,000; Friday, Php110,000 16 II
and Sunday, Php125,000.It 17 II
Nasugbu, Batangas branch 18 III
recorded the following sales: 20 IIII
Strategy: Cooperative
Learning
Mechanics:
a) Class will be divided into
3 groups.
b) Each group will be given
an organized data to work
on.
Page867
Directions: Use a line a
graph to present the data
below.
Group I
Result of an Experiment
am? Sunday, Php 155,000; Monday, 25 IIIII-II Height of Plant Weeks
What was the recorded temperature Php100,000; Tuesday, Php90,000; 26 I 1 cm 1st
at 12:00 noon? Wednesday, Php105,000; 30 I 2 cm 2nd
List down the temperature readings Thursday, Php115,000; Friday, 35 III 2.5 cm 3rd
taken that day. Php145,000 and Sunday, 36 I 3.5 cm 4th
Page852 Php135,000. 40 II 4 cm 5th
2. Man Ben owns a sari-sari store. He TOTAL 28 6 cm 6th
records his sales every Group II
day. Last Sunday his sale amounted to Pupils’ Record of Absences
Php1500. On the next day, in Grade V-Rose
he was able to sell goods amounting Week No. of
to Php800. His sales on Pupils
Tuesday, Wednesday, Thursday and 1
Friday were Php600, 10
Php500, Php900 and P500
respectively. His highest sale 2
was on Saturday which was Php1200. 8
List down the data presented in the 3
sales. 7

4
4

5
3

6
0

7
2

8
5

Group III
Patrick’s Record of
Deposits
Month Amount of Deposit
June P 150
July P 200
August P 100
September P 150
October P 300
November P 250

G.Finding practical applications
of concepts and skills in daily
living
Directions: Create a problem
with the data given below:
a. Lhea’s today body
temperature is 37.5 degrees
Celsius
Yesterday’s body temperature
was 38.9 degrees
Celsius
Problem:_________
Solution: _________
b. Given: today’s temperature is
28.7 degrees Celsius
Yesterday was 30.6 degrees
Celsius
Problem: __________
Solution: __________
Let the pupils conduct a survey as to
their favorite color. Let
them ask 10 of their classmates and
record their responses
Directions: List the variables
found in the problems below.
 Ceejay and Clarence are working
students. They are working part-
time at Matabungkay Beach
Resort as waiters last May. Ceejay
received the following: Week 1,
Php1,500; Week 2, P1,250; Week
3, Php1,800 and Week 4,
Php2,100. Clarence received
these amount: Week 1, Php1,400;
Week 2, Php1,100; Week 3,
Php1,800 and Week 4, Php1,900.
 Anna and Annie are twins. Their
mother, Angie kept a record of
the twins’ weight. At the age of 1
Directions: Study this
problem. Organize the data
in table form.
1. Nancy and her friend
Mackie sold their egg
harvest in 5 days. On the
first day, 30 dozens of eggs
were delivered to Mrs.
Castro’s store.
5 dozens were carried to
Triple A Store by the
following day. Both
20 dozens of eggs were
sent to Mrs. De Villa and
Lucky Store by the
. In what subject do pupils
December P 500 Page868
c) Pupils will mark their
horizontal and vertical
axes.
d) Select a scale or interval
in presenting the given
data.
e) Teacher guides pupils
what data should be
presented in each axis.
(Note: The dependent
quantity occupies the y-
axis.)
f) Let them mark the
points using the tabulated
data.
g) Ask them to connect the
plotted points.
h) Each group take turns in
presenting or discussing
their line graph
Directions: Below are the
results of Third Grading
Tests of Grade V
class. Present these results
on the line graph.
Subjects Percentage
Mastery
English 68%
Filipino 94%
Araling Panlipunan 86%
Mathematics 80%
Science 76%
EPP 87%
MAPEH 85%
ESP 96%

H.Making generalizations and
abstractions about the lesson
H. Evaluating learning
How do we create routine and
non-routine problems involving
temperature
Directions: Create problem
using the data given below.
a. Given: previous temperature
of 30 degrees Celsius rises
at 5 degrees Celsius
Problem: __________
Solution: ____________
b. Given: Lino’s body
temperature was 38.2 degrees
Celsius
In the morning, 39.5 degrees
Celsius after 2 hours.
Problem : ___________
Solution: __________
Lead the pupils to give the
generalization.
To collect data on one variable using
any source we can use:
 observation
 survey
 listing or gathering data from a
source
Directions: Collect the variables in the
following problem by making
a list.
1. Mr. Arceo recorded the number of
foreign visitors to an
exhibition on five days. There were 35
foreigners who watched
the show on Wednesday, 40 on
Thursday, 18 on Friday,
55 on Saturday and 110 on Sunday.
2. Janina had an inventory of the
monthly sales of
magazines from January to May. Last
January, there were
650 magazines sold. Five hundred
were sold on February,
700 on March, 300 on April and 900
on May.
3. The Sky Ranch management
accounted the number of
people who arrived during its first
week of operation. One
thousand two hundred tourists came
on its opening day.
Page853
On its second day of operation, 900
year old, Anna is 8.5 kg while
Annie is 8.75 kg. At two, Anna is
12 kg and Annie is 11.9 kg. At
three, Anna is 14.8 kg while Annie
is 15.2 kg.
How do we collects data with two
or more variables?
Directions: Collect the variables in
the following problem by making
a list
 The Art Museum recorded the
number of visitors who came in
January February, and March. In
January, 120 visitors came on
Sunday, 70 on Monday, 60 on
Tuesday, 100 on Wednesday, 60
on Thursday, 80 on Friday, and
120 on Saturday. In February,
there were 80 visitors on Sunday,
80 on Monday, 100 on Tuesday,
80 on Wednesday, 80 on
Thursday, 60 on Friday and 140 on
Saturday. In March, their visitors
were: 100 on Sunday, 105 on
Monday, 80 on Tuesday, 70 on
Wednesday, 75 on Thursday, 90
on Friday and 110 on Saturday.
 During the Recycling Drive of
San Diego Elementary School,
they collected cans and
newspaper from the barangay.
They collections of the cans were:
200 for Grade 1, 250 for Grade 2,
2. The librarian made this
report of the number of
pupils by grade level
who used the library for a
period of one month.
Grade1-50,
3. Grade 2-70, Grade 3- 65,
Grade 4 – 120, Grade 5-
135 and
Grade 6 – 200.
How do we organize data?
 We organize data
through tabular form. This
would help in the plotting
of data or making graphs
Fifteen pupils were asked
of their favorite native
game. Below are
their responses.
Directions: Organize the
data and complete the
frequency table.
Native Game
Tally Frequency
Answer These:
1. What is the pupils’ most
favorite game?
2. What is the pupils’ least
favorite game?
need improvement?
_______
Why?
______________________
_________________
What steps have you
learned in presenting data
on the line
graph?
Directions: Study these
data. Organize them in
table form. Decide
what interval to use, then
present it on a line graph.
The following data are the
number of eggs sold by
Nancy in one Week: May 5
– 60 dozens; May 6- 50
dozens; May 7- 25 dozens;
May 8- 65 dozens; May 9-
70 dozens

I. Additional activities for Directions: Create problem
application or remediation using the data given below.
Given: Temperature on four
different days were:
29 degrees Celsius, 28 degrees
Celsius, 27
degrees Celsius and 30 degrees
Celsius
Respectively.
Problem: _________________
Solution: __________________
VII. REMARKS
VIII. REFLECTION
H. No. of learners who earned ___Lesson carried. Move on to
80% in the evaluation the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
I. No. of learners who require ___Pupils did not find
additional activities for difficulties in answering their
visitors arrived. There were
650 people came on the third day,
1300 on the fourth day and
800 on the fifth day.
You want know which types of pets
are the most popular in the class.
Collect your data by counting the
number of pets owned by the
students
in the class. (Add more categories if
needed)
Dog _________
Cat _________
Bird _________
Fish _________
Rabbit _________
Horse _________
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
100 for Grade 3, 300 for Grade 4,
500 for Grade 5 and 350 for Grade
6. They collected the following
number of newspapers: 125 for
Grade 1, 100 for Grade 2, 90 for
Grade 3, 125 for Grade 4, 85 for
Grade 5 and 120 for Grade 6.
Directions: Collect the variables in Collect data about the TV Directions: Do the
the following problem by making programs that the grade following activities.
a list. five pupils in 1. Measure your room
 Balibago Elementary School and your school prefer to temperature by the hour
Prenza Elementary School joined watch. Organize and for 5 hours then
the Green Movement. They present the data collected present this data on a line
planted seedlings along the in graph.
highway. Balibago Elementary tabular form 2. Chart your own scores in
School planted 25 ipil-ipil; 40 your 5 Math quizzes.
acacia; 30 lauan; 20 narra and 35 Present this data
mango. Prenza Elementary School on a line graph.
planted these seedlings: 30 ipil-
ipl; 35 acacia; 30 lauan; 25 narra
and 30 mango.
To collect data with two or more
variables, we:
 Read and analyze the problem
 Make a list of the variables in
the problem
Page859
 St. Bernards Academy has the
following enrolment for the last 4
years: 2012, 180 male and 220
female; 2013, 205 male and 192
female; 2014, 280 male and 320
female; and 2015, 305 male and
340 female.
___Lesson carried. Move on to ___Lesson carried. Move ___Lesson carried. Move
the next objective. on to the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got _____% of the pupils got
mastery 80% mastery 80% mastery
___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
in answering their lesson. difficulties in answering difficulties in answering
 remediation who scored below
80%
J. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching
strategies worked well? Why
did these work?
M. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
N. What innovation or localized
materials did I use/discover
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
___Pupils found difficulties
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive
in ___Pupils found difficulties in their lesson.
answering their lesson. ___Pupils found difficulties
___Pupils did not enjoy the in answering their lesson.
lesson because of lack of ___Pupils did not enjoy the
knowledge, skills and interest lesson because of lack of
about the lesson. knowledge, skills and
___Pupils were interested on interest about the lesson.
the lesson, despite of some ___Pupils were interested
difficulties encountered in on the lesson, despite of
answering the questions asked some difficulties
by the teacher. encountered in answering
___Pupils mastered the lesson the questions asked by the
despite of limited resources teacher.
used by the teacher. ___Pupils mastered the
___Majority of the pupils lesson despite of limited
finished their work on time. resources used by the
___Some pupils did not finish teacher.
their work on time due to ___Majority of the pupils
unnecessary behavior. finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned 80% ___ of Learners who
above earned 80% above
___ of Learners who require ___ of Learners who
additional activities for require additional activities
remediation for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who
the lesson caught up the lesson
___ of Learners who continue ___ of Learners who
to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work
___Metacognitive well:
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional activities
for remediation
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
well:
which I wish to share with Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacognitive
other teachers? assessments, note taking and assessments, note taking and studying assessments, note taking and Development: Examples: Development: Examples:
studying techniques, and techniques, and vocabulary studying techniques, and Self assessments, note Self assessments, note
vocabulary assignments. assignments. vocabulary assignments. taking and studying taking and studying
___Bridging: ___Bridging: Examples: Think- ___Bridging: Examples: techniques, and vocabulary techniques, and
Examples: Think-pair-share, pair-share, quick-writes, and Think-pair-share, quick-writes, assignments. vocabulary assignments.
quick-writes, and anticipatory anticipatory charts. and anticipatory charts. ___Bridging: ___Bridging:
charts. Examples: Think-pair- Examples: Think-pair-
___Schema-Building: ___Schema-Building: share, quick-writes, and share, quick-writes, and
___Schema-Building: Examples: Compare and contrast, Examples: Compare and anticipatory charts. anticipatory charts.
Examples: Compare and jigsaw learning, peer teaching, and contrast, jigsaw learning, peer
contrast, jigsaw learning, peer projects. teaching, and projects. ___Schema- ___Schema-
teaching, and projects. Building: Examples: Building: Examples:
___Contextualization:  ___Contextualization:  Compare and contrast, Compare and contrast,
___Contextualization:  jigsaw learning, peer jigsaw learning, peer
Examples: Demonstrations, Examples:
teaching, and projects. teaching, and projects.
Examples: media, manipulatives, repetition, and Demonstrations, media,
Demonstrations, media, local opportunities. manipulatives, repetition, and
manipulatives, repetition, and local opportunities. ___Contextualiza ___Contextualiza
local opportunities. tion:  tion: 
___Text Representation: 
___Text Examples: Examples:
Examples: Student created
___Text Representation:  Demonstrations, media, Demonstrations, media,
drawings, videos, and games.
Representation:  manipulatives, repetition, manipulatives, repetition,
___Modeling: Examples: Examples: Student
and local opportunities. and local opportunities.
Examples: Student Speaking slowly and clearly, modeling created drawings, videos, and
created drawings, videos, and games. ___Text Representation: 
the language you want students to use,
games. ___Modeling: Example ___Text Examples:
and providing samples of student work.
___Modeling: Example s: Speaking slowly and clearly, Representation:  Student created drawings,
s: Speaking slowly and clearly, Other Techniques and Strategies used: modeling the language you want Examples: videos, and games.
modeling the language you ___ Explicit Teaching students to use, and providing Student created drawings, ___Modeling: Exa
want students to use, and ___ Group collaboration samples of student work. videos, and games. mples: Speaking slowly
providing samples of student ___Gamification/Learning throuh play ___Modeling: Exa and clearly, modeling the
work. ___ Answering preliminary Other Techniques and mples: Speaking slowly language you want
activities/exercises Strategies used: and clearly, modeling the students to use, and
Other Techniques and ___ Carousel ___ Explicit Teaching language you want providing samples of
Strategies used: ___ Diads ___ Group collaboration students to use, and student work.
___ Explicit Teaching ___ Differentiated Instruction ___Gamification/Learning providing samples of Other Techniques and
___ Group collaboration ___ Role Playing/Drama throuh play student work. Strategies used:
___Gamification/Learning ___ Discovery Method ___ Answering preliminary ___ Explicit Teaching
throuh play ___ Lecture Method activities/exercises Other Techniques and ___ Group collaboration
___ Answering preliminary Why? ___ Carousel Strategies used: ___Gamification/Learning
activities/exercises ___ Complete IMs ___ Diads ___ Explicit Teaching throuh play
___ Carousel ___ Availability of Materials ___ Differentiated Instruction ___ Group collaboration ___ Answering preliminary
activities/exercises
___ Diads ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___Gamification/Learning ___ Carousel
___ Differentiated Instruction ___ Group member’s ___ Discovery Method throuh play ___ Diads
___ Role Playing/Drama collaboration/cooperation ___ Lecture Method ___ Answering preliminary ___ Differentiated
___ Discovery Method in doing their tasks Why? activities/exercises Instruction
___ Lecture Method ___ Audio Visual Presentation ___ Complete IMs ___ Carousel ___ Role Playing/Drama
Why? of the lesson ___ Availability of Materials ___ Diads ___ Discovery Method
___ Complete IMs ___ Pupils’ eagerness to learn ___ Differentiated ___ Lecture Method
___ Availability of Materials ___ Group member’s Instruction Why?
___ Pupils’ eagerness to learn collaboration/cooperation ___ Role Playing/Drama ___ Complete IMs
___ Group member’s in doing their tasks ___ Discovery Method ___ Availability of
collaboration/cooperation ___ Audio Visual Presentation ___ Lecture Method Materials
in doing their tasks of the lesson Why? ___ Pupils’ eagerness to
___ Audio Visual Presentation ___ Complete IMs learn
of the lesson ___ Availability of ___ Group member’s
Materials collaboration/cooperation
___ Pupils’ eagerness to in doing their tasks
learn ___AudioVisual
___ Group member’s Presentation
collaboration/coopera of the lesson
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7) Quarter: 4TH QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The Learners demonstrate understanding of…
the phases of the Moon and the beliefs and practices associated with it

B. Performance Standards The Learners should be able to…

debug local myths and folklore about the Moon and the Stars by presenting pieces of evidence to convince the community folks
C. Learning 1.Observe the apparent changes in the shape of the moon
Competencies/Objectives 2.Infer the pattern in the changes in appearance s of the moon
Write the LC code for each 3.Awareness on environment
S5FE-IVgh- 7/Page 34of 66
II. CONTENT Phases of the Moon

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide 5 Curriculum Guide 5 Curriculum Guide 5 Curriculum Guide 5
2. Learner’s Material pages
3. Textbook pages - Science for Daily Use 4 (TX/TM) - Science for Daily Use 4 (TX/TM) - Science for Daily Use 4 - Science for Daily Use 4
- Science and Health 5 - Science and Health 5 (TX/TM) (TX/TM)
- Science and Health 5 - Science and Health 5
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Activity 1 What you need Activity 3 Activity 4
2 small ball Manila paper Colors Pictures/ Illustrations Tarpapel/laptop/video
1 big flashlight Pentel pen Pencil Strip of cartolina
1 medium size ball Model ( teacher ) Manila paper
1 tall jar
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for A.Engagement:
the lesson Have you seen the moon? How often
do you see it?
Use laptop/ slide/ video
C. Presenting Day I ACTIVITY 2 Day 3 Day 4 Day 5 – Checking up
 examples/instances of the
new lesson
E. Discussing new concepts and
practicing new skills #1
G. Discussing new concepts and
practicing new skills #2
Activity I – Apparent changes in the Day 2 Activity 3 Activity 4 – More Activity 5
shape of the moon Activity 2 – How we see the moon Show through a model how things to do.
B.Exploration: in its different positions? the relative position of the
Note: Remind the class of the standards observer on earth and the
in doing activity. moon and sun cause
apparent changes in the
shape of the moon.
1.Prepare in advance.
2.Distribute materials to each group.
3.Remind them to work on the activity for 15 – 20 minutes.
4.While class is working on the assigned tasks, will go around to check the progress
What to do : What to do: What to do:
1.Place the medium size ball on top of Color the parts of the a.Darken your room,
the tall jar. moon visible from earth yellow b.Place a lighted lamp on one
2.Align the small ball with the bigger and those not visible black. side of the table.
ball c.Hold a ball infront of it.
3.Focus the flashlight on the small ball. d.Look at the lighted part of
4.Move the small ball around the bigger the ball.
ball make a complete revolution. e.Turn the ball
counterclockwise slowly.
Note the lighted part of the
ball.
C.Explanation:
1.Have each group present their output for 5 minutes only and answer the guide questions.
2.Process the responses of each group and find out the similarities and differences of their answers.
What do the following represent? Guide question:
Small ball 1.Why does the
______________________________ moon seen to change its
Bigger ball shape?
_____________________________ 2. Describe its
Flashlight changes.
______________________________ 3. Describe the
Did the moon change its shape? What different phase of the moon.
was really changed?
 D.Elaboration/ Extension:
Using the model, it shows the apparent changes of the shapes of the moon in relation to its position to the earth and the sun. Note the
lighted section in each phase of the moon

I. Developing mastery 1.Draw the different phase of

(Leads to Formative the moon from new moon to
Assessment 3) full moon.
2.Label and describe each
phase
J. Finding practical
applications of concepts and
skills in daily living
K. Making generalizations and
abstractions about the
lesson
L. Evaluating learning Label the different phase of
the moon show below.
Rearrange the drawing in
their order of appearance
beginning with the new
moon. Write the answer in
your note book.
M. 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 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
. IV.Assignment:
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
Draw the correct pattern in the
changes of the phases of the
moon.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties encountered
in answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional activities
 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?
remediation remediation remediation for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who
lesson the lesson up the lesson up the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who continue ___ of Learners who
require remediation require remediation continue to require to require remediation continue to require
remediation remediation
Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work
___Metacognitive ___Metacognitive well: well: well:
Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacognitive ___Metacognitive
assessments, note taking and studying assessments, note taking and Development: Examples: Self Development: Examples: Self Development: Examples:
techniques, and vocabulary studying techniques, and assessments, note taking and assessments, note taking and Self assessments, note
assignments. vocabulary assignments. studying techniques, and studying techniques, and taking and studying
___Bridging: Examples: Think- ___Bridging: Examples: vocabulary assignments. vocabulary assignments. techniques, and vocabulary
pair-share, quick-writes, and Think-pair-share, quick-writes, ___Bridging: ___Bridging: assignments.
anticipatory charts. and anticipatory charts. Examples: Think-pair-share, Examples: Think-pair-share, ___Bridging:
quick-writes, and anticipatory quick-writes, and anticipatory Examples: Think-pair-share,
___Schema-Building: ___Schema-Building: charts. charts. quick-writes, and
Examples: Compare and contrast, Examples: Compare and contrast, anticipatory charts.
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, ___Schema- ___Schema-Building:
projects. and projects. Building: Examples: Compare Examples: Compare and ___Schema-
and contrast, jigsaw learning, contrast, jigsaw learning, peer Building: Examples:
___Contextualization:  ___Contextualization:  peer teaching, and projects. teaching, and projects. Compare and contrast,
jigsaw learning, peer
Examples: Demonstrations, Examples: teaching, and projects.
media, manipulatives, repetition, and Demonstrations, media, ___Contextualizatio ___Contextualizatio
local opportunities. manipulatives, repetition, and n:  n: 
local opportunities. Examples: Examples: ___Contextualizati
Demonstrations, media, Demonstrations, media, on: 
___Text Representation: 
___Text manipulatives, repetition, manipulatives, repetition, and Examples:
Examples: Student created and local opportunities. local opportunities. Demonstrations, media,
drawings, videos, and games. Representation: 
manipulatives, repetition,
___Modeling: Examples: Examples: Student and local opportunities.
created drawings, videos, and ___Text ___Text
Speaking slowly and clearly, modeling ___Text Representation: 
games. Representation:  Representation: 
the language you want students to use,
Examples: Student Examples: Student Examples: Student
and providing samples of student work. ___Modeling: Examples:
created drawings, videos, created drawings, videos, and created drawings, videos,
Speaking slowly and clearly,
and games. games. and games.
Other Techniques and Strategies used: modeling the language you want
___ Explicit Teaching students to use, and providing ___Modeling: Exam ___Modeling: Examp ___Modeling: Exa
mples: Speaking slowly and
___ Group collaboration samples of student work. ples: Speaking slowly and les: Speaking slowly and clearly, modeling the
___Gamification/Learning throuh play clearly, modeling the clearly, modeling the language you want
___ Answering preliminary Other Techniques and Strategies language you want students language you want students students to use, and
activities/exercises used: to use, and providing to use, and providing samples providing samples of
___ Carousel ___ Explicit Teaching samples of student work. of student work. student work.
___ Diads ___ Group collaboration Other Techniques and Other Techniques and Other Techniques and
___ Differentiated Instruction ___Gamification/Learning throuh Strategies used: Strategies used: Strategies used:
___ Role Playing/Drama play ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Discovery Method ___ Answering preliminary ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Lecture Method activities/exercises ___Gamification/Learning ___Gamification/Learning ___Gamification/Learning
Why? ___ Carousel throuh play throuh play throuh play
___ Complete IMs ___ Diads ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Availability of Materials ___ Differentiated Instruction activities/exercises activities/exercises activities/exercises
___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Carousel ___ Carousel ___ Carousel
___ Group member’s ___ Discovery Method ___ Diads ___ Diads ___ Diads
collaboration/cooperation ___ Lecture Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated
in doing their tasks Why? ___ Role Playing/Drama ___ Role Playing/Drama Instruction
___ Audio Visual Presentation ___ Complete IMs ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
of the lesson ___ Availability of Materials ___ Lecture Method ___ Lecture Method ___ Discovery Method
___ Pupils’ eagerness to learn Why? Why? ___ Lecture Method
___ Group member’s ___ Complete IMs ___ Complete IMs Why?
collaboration/cooperation ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
in doing their tasks ___ Pupils’ eagerness to ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Audio Visual Presentation learn ___ Group member’s ___ Pupils’ eagerness to
of the lesson ___ Group member’s collaboration/cooperation learn
collaboration/cooperatio in doing their tasks ___ Group member’s
n ___ Audio Visual Presentation collaboration/cooperation
in doing their tasks of the lesson in doing their tasks
___ Audio Visual ___AudioVisual
Presentation Presentation
of the lesson of the lesson
 GRADE 5
Teacher:
DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 25 – MARCH 1, 2019 (WEEK 7)
WEEK 7 MONDAY
I.LAYUNIN
A. Pamantayang Pangnilalaman Nakikilala ang mga simbolong
pangmusika at naipapakita
ang kaalaman at pang-unawa
sa mga konsepto tungkol sa
teksturang musika
B. Pamantayan sa Pagaganap Nakikilala, napapakinggan at
nakikita ang mga halimbawa
ng horizontal 3-part vocal or
instrumental texture
C. Mga Kasanayan sa Pagkatuto Naisasagawa ang pag-awit ng
(Isulat ang code ng bawat partner song
kasanayan)
MU5TX-IVe-2
II. NILALAMAN Pagsasagawa nang pag-awit
ng partner song
KAGAMITANG PANTURO
A. Sanggunian K to 12 Gabay Pangkurikulum
sa Musika 5 p.32
School:
TUESDAY
Nauunawaan ang prinsipyo ng
kulay, hugis, balanse, at pag-uulit
sa pamamagitan ng iskultura at 3-
dimensyong likhang-sining
Naipakikita ang kasanayan sa
paggawa ng 3-dimensyong
likhang-sining na nagpapahayag
ng balanse, malikhaing disenyo ,
pag-uulit at kulay.
Naipamamalas ang angking
kasanayan sa paggawa ng papier-
mache jar.
A5PRIV-g
Paggawa ng Papier-Mache Jar
https://en.wikipedia.org/wiki/Ta
ka_(paper_mache)
https://www.youtube.com/watc
h?v=v93eRCkhJms
WEDNESDAY
Naipamamalas ang pag-unawa
sa pakikilahok at pagtatasa ng
pisikal na gawain at
kaangkupang pisikal
Nakikilahok at natatasa ang
pagganap sa mga pisikal na
gawain
Natatasa ang kaangkupang
pisikal
Naisasagawa ang iba‟t ibang
kasanayang napapaloob sa
sayaw- Cariñosa (Figure I-IV)
PE5RD-IVc-h-4
Naisasagawa ang mga hakbang
pansayaw ng may pag-iingat
PE5RD-IVc-h-3
Batayang Kasanayan sa
Katutubong sayaw na Cariñosa
Grade Level: V
Learning Area: MAPEH
Quarter: 4TH Quarter
THURSDAY FRIDAY
Naipapakita ang mga pangunahing Remedial Class /Weekly Test
lunas at pamamaraan sa
mga karaniwang sugat at iba pa
Naipapakita wastong paraan ng
paglulunas sa mga karaniwang
sugat at iba pa
Naiisa-isa ang mga pangunahing
lunas para sa mga nakakagat
ng mga hayop at insekto.
Naipapakita ang wastong paraan
upang mabigyang lunas ang mga
nakagat ng hayop at insekto.
Naipapahayag ang kahalagahan ng
kaalaman sa wastong
paglulunas sa mga indibidwal na
nakaranas ng pagkakagat.
H5IS-IVc-314-316
Pangunahing Lunas sa mga
Nakagat ng Hayop at Insekto
 1. Mga pahina sa Gabay ng TG Q4 W7 TG Q4 W7 TG Q4 W7 TG Q4 W7
Guro
2. Mga pahina sa Kagamitang LM Q4 W7 LM Q4 W7 LM Q4 W7 LM Q4 W7
Pang-Mag-aaral
3. Mga pahina sa Teksbuk Tayo Nang Magpalakas 6 pp
173-179
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
5. Iba pang Kagamitang tsart, CD player, video Powerpoint presentation, Powerpoint presentation, Powerpoint presentation,
Panturo presentation Lumang diyaryo, alambre, metacards,video larawan ng batang nakagat ng
pantali o pisi, pandikit na https://www.youtube.com/v= ahas at batang nakagat
gawgaw at pintura 8p1j-5PgJok ng bubuyog, activity sheet
III. PAMAMARAAN
A. Balik-aral sa nakaraang Pag-awit ng mga bata ng Ibigay ang pangalan ng Itanong sa mga bata kung Ano ano ang mga paraan
aralin at/o pagsisimula ng “Music Alone Shall Live” sumusunod na likhang-sining. natatandaan pa nila ang mga upang malunasan natin ang
bagong aralin hakbang pansayaw ng mga sugat at pagdugo ng
Cariñosa mula Pigura I ilong?
hanggang IV. Itanong din kung
nagsanay sila sa mga
nasabing hakbang ng sayaw.
B. Paghahabi sa layunin ng (Pagpaparinig ng awiting
aralin “Leron, Leron,Sinta”) Ano ang
nilalaman ng awitin?
Paano ito inaawit?
b. Paano binuo ang mga likhang-
Pagpapakita ng mga
larawan ng mga halimbawa
ng ginawang papier-mache.
a. Ano ano ang mga nasa
larawan?
sining na ito?
Papatayuin ang mga mag- Pagmasdan ang mga
aaral. Pabubunutin ng guro sumusunod na larawan.
ang bawat bata ng
pangalan ng kanilang
makakapareha sa
pagsasayaw. Bawat
magkapareha ay
isasagawa ang itatakdang
hakbang pansayaw ng
Cariñosa.
Magsasama-sama ang mga
magkakapareha na
magkakatulad ang hakbang
pansayaw na isasagawa
(Pigura I – IV)
Ano ang nangyari sa bata sa
unang larawan? sa ikalawang
larawan
Sino sa inyo ang nakaranas
na ng ganitong sitwasyon?
Ano ang iyong ginawa?

C. Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
c. Ano ano ang mga kagamitan na
(Pagpapakita ng tsart ng
awiting “Leron, Leron, Sinta” at nagpapakita ng paggawa ng
“Aco Kini Si Anggi”)
Ang “partner songs” ay
dalawang awit na maaaring
awitin nang magkakasabay.
Maaaring gawing “partner
songs” ang dalawang awit kung ginamit sa paggawa ng papier-
tumutugon sila sa mga
sumusunod na katangian:
o Magkatulad ang
palakumpasan
o Magkatulad ang tunugan
o Magkatulad ang bilang ng
mga sukat
o Magkatulad ang akordeng
bumubuo sa dalawang
awit
Ang dalawang awit na
maaaring gawing “partner
songs” ay ang “Leron, Leron,
Sinta” at “AcoKini Si Anggi”.
Ano ang pamagat ng dalawang
awitin?
(“Leron, Leron, Sinta” at “ Aco
Kini Si Anggi”)
Ano ang time signature ng
dalawang awit? (Ang time
signature ng dalawang awit ay
Ano naman ang kanilang key
signature? (Ang kanilang key
signature ay G Mayor)
Ilang sukat ang bumubuo sa
dalawang awit? (Ito ay binubuo
ng tig-labing anim na sukat.)
ginamit sa pagbuo ng mga
likhang-sining na ito?
Magpanood ng video na
paper mache jar.Sagutin
ang mga sumusunod na
tanong.
Ano anong mga kagamitan ang
mache jar?
Bakit pinagaganda ang papier-
mache jar?
Paano mapakikinabangan
ang ginawang likhang-
sining?
Sa araling ito ay gagawa tayo 3-
dimensyong papier-mache jar.
Lilinangin natin ang inyong mga
kasanayan sa paggawa ng
papier mache gayundin ang
inyong pagiging malikhain.
Ang mga lumang papel,
magasin at dyaryo na hindi
na ginagamit ay maaari
pang mapakinabangan.
Maaari itong gamitin sa
paggawa ng papier-mache
jar.
(Tingnan sa LM Gawin).
Panoorin nang mabuti ang
mga pamamaraan upang
malunasan ang kagat ng mga
hayop at mga insekto.
First Aid for Insect Bites
(https://www.youtube.com/
watch?v=brmaBdbMxdA)
First Aid for animal Bites
(https://www.youtube.com/r
esults?
search_query=first+aid+for
+animal+bites)
Ipakitang-turo ang mga Ano ano ang mga karaniwang
hakbang pansayaw ng mga aksidente ang
Cariñosa mula naman sa tinalakay sa mga video na
Pigura V hanggang IX. inyong pinanood?
(tingnan ang Annex A). Bakit kailangang lunasan
kaagaad ang mga taong
nakakagat ng aso? ahas?
Paano masasabi na nasa
delikado nang kalagayan
ang pasyente?
Ano ano ang dapat nating
gawing panlunas upangn
maiwasan ito?
Paano naman natin
 Habang inaawit nang
magkasabay ang dalawang
awitin, ano ang nalilikha nito?
(Ito ay nakakalikha ng
magandang armonya.)
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasaan Pangkatang Gawain
(Tungo sa Formative Pangkat 1 – Pag-awit ng mga
Assessment) bata ng “Leron, Leron, Sinta”
kasabay ang angkop na kilos o
galaw ng katawan
Pangkat 2 – Pag-awit ng “Aco
Kini Si Anggi”
Pangkat 3-4 – Aawitin nang
sabayang “Leron, Leron, Sinta”
at “Aco Kini Si Anggi”
Sagutin ang mga sumusunod na
katanungan.
Ano anong mga elemento
ng sining ang maaring
gamitin upang mapaganda
ang papier-mache jar?
Paano gagamitin ang kulay,
hugis at balance upang
mapaganda ang likhang
sining?
Paano mapapakinabangan
malalaman na nakagat ng
insekto ang isang indibidwal?
Ano ano ang mga
pangunahing lunas para dito?
Panuto: Sundin nang buong
husay ang mga gawaing
nakaatas sa inyong pangkat
na mapipili.
I-draw - Gumuhit ng mga
paraan upang madaling
malunasan ang nakagat ng
hayop.
I-sing - Bumuo ng awitin na
nagpapahayag ng
kahalagahan ng kaalaman ng
pangunang lunas sa
nakagat ng hayop at insekto.
I-write- Bumuo ng limang
“DO’s” o paraan upang
madaling malunasan ang mga
nakagat ng insekto.
I-act- Bumuo ng maikling
komersyal na nagpapakita
ng paunang lunas sa nakagat
ng hayop at nakagat ng
insekto.
1. Ipasanay ang mga hakbang Panuto: Isulat ang tama kung
pansayaw Pigura V – IX. wasto ang ipinapahayag sa
2. Ipaunawa ang mga pangungusap at kung mali
pagpapahalaga na isulat sa tapat nito ang
makukuha sa katutubong karapat dapat na lunas.
sayaw na
Cariñosa tulad ng Sumangguni sa TG.
masiglang pakikilahok at
pagiging maingat.

G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
Mga Tala
Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
Pag-awit ng mga bata ng
“partner songs”
Pangkat 1-2- “
Leron,Leron,Sinta”
Pangkat 3-4- “Aco Kini Si
Anggi”
Paano inaawit ang partner
songs?
Gamitin ang rubric sa TG sa
pagamarka ng performance ng
mga bata.
Maghanap ng mga awiting
maaaring gamitin sa partner
songs.
ang nagawang likhang
sining?
Maraming lumang papel sa
bahay si Ronie. Naisip
niyang ipagbili ito subalit
naisip niya na maaari itong
gamitin sa paggawa ng
papier mache. Bukod sa
nakagawa ng likhang-sining
si Ronie, ano pa ang
kabutihang dulot ng
kanyang ginawa?
Ang papier-mache ay isang
uri ng gawaing sining na
binubuo sa pamamagitan
ng pinagdikit-dikit na mga
maliliit na piraso ng papel.
Ito ay may tatlong
dimensiyon sapagkat ito ay
may taas, lapad, luwang, at
karaniwang nakatatayo.
Ipaskil ang mga papier-
mache jar na nilikha ng mga
mag-aaral.
Dalahin ang sumusunod na
kagamitan para sa susunod
na gawain.
1.makulay na papel o magasin
2.gunting
3.pandikit
4.tali
Isagawa ang mga hakbang
pansayaw ng Cariñosa mula
Pigura 5 hanggang 9.
Tiyaking kabisado ng mga
bata ang mga hakbang upang
maisagawa nang
wasto ang pagsayaw ng
Cariñosa.
Bakit kinakailangang maging Paano natin lulunasan ang
maingat sa pagsasagawa ng kagat ng mga hayop?
mga kasanayang pansayaw sa Paano naman natin
Cariñosa? lulunasan ang kagat ng
insekto?
Ano anong mga
pagpapahalaga ang
matututunan mo sa
pagsasayaw ng Cariñosa?
Self-Assessment Rating ng
mga bata batay sa rubrics sa
TG.
Pagsanayang muli ang mga 1. Paano natin bibigyan
hakbang pansayaw na hindi ng pangunang lunas ang mga
lubos na maisagawa sa aralin. pasyenteng nakagat ng
a. hayop?
b. insekto?
2. Ano ang kadalasan
mong ginagawa kapag ikaw
ay napapaso?
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?