GRADE 6
DAILY LESSON LOG
WEEK 3
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
School Grade Level VI
Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
Teaching Dates and Time NOVEMBER 12-16, 2018 (WEEK 3) Quarter 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
demonstrates knowledge and skills in the safe and responsible use of wikis, blogs, and audio and video conferencing tools.
practices safe and responsible use of wikis, blogs, and audio and video conferencing tools.
 Define what ICT is.  Create a gmail account.  Define what Blog is.  Create a Blogger  Interact using their
 Identify the benefits of  Create a wiki account on  Identify different Blog account. wiki and blog
ICT. wikispaces. sites.  Design their blog. accounts.
 Define what Wiki is. TLEIE6-0c-5  Enumerate some internet TLEIE6-0c-6  Update/post
 Identify different Wiki safety tips. something in their
sites  Show steps in making a wiki and blog
 Give the uses of Wiki Blogger account accounts.
 Show the steps in TLEIE6-0c-6 TLEIE6-0c-5
creating a wiki. TLEIE6-0c-6
TLEIE6-0c-5
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
USING WIKI MY WIKI USING BLOGS MY BLOGGER BLOG FREE GUIDED ACTIVITY
ON WIKI AND BLOG
The Basics of Better Family ICT and Entrepreneurship The Basics of Better Family ICT and Entrepreneurship ICT and
Living pp. 14-16 pp. 30 Living pp. 16-18 pp. 38 Entrepreneurship
pp. 23-38
ICT and Entrepreneurship ICT and Entrepreneurship
pp. 23-29 page 31-37
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Review of previous lessons Review of previous lessons Review of previous
about. about. lessons about.
 What is ICT?  What is Blog?  What is ICT?
 What are the benefits of  Give ways on how we  What is Wiki?
technology to can be safe in the  What is Blog?
enterprise? internet.
 What is Wiki?
Ask the learners what they
know about ICT.
Discuss the benefits that
technology can provide to
enterprise of TX The Basics of
Better Family Living pp. 14-16
Discuss “Using Wikis” on GUIDED ACTIVITY
pages 23-29 of Textbook ICT 1.The Teacher will make
and Entrepreneurship. his/her own Gmail
Account. (if already
available move to number
2)
2.Guide the learners in
making their Gmail
Account.
3.The teacher will make
his/her own Wikispace
account as Teacher. (if
already available move to
number 4)
4.Guide the pupils in making
their Wikispaces account.
Refer also to page 30 of TX
“ICT and Entrepreneurship”
Discuss GUIDED ACTIVITY
 “Using Blogs” on pages 1. Guide the
 31-37 of Textbook ICT learners/groups in
and Entrepreneurship making their Blogs.
 Internet Safety on pages
16-18 of TX “The Basics Refer also to page 38 of TX
of Better Family Living” “ICT and Entrepreneurship”

F. Developing mastery FREE GUIDED ACTIVITY

(leads to Formative Assessment 1. Let the
3) Learners/Groups
interact using their
wikispace account.
2. Let the
Learners/Groups
update their post on
their blogs. (Add
pictures, videos, or
files)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
 have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-INDUSTRIAL ARTS
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A.Content Standards Demonstrates an Demonstrates an understanding Demonstrates an
Demonstrates an understanding
understanding of knowledge of knowledge and skills in understanding of knowledge Demonstrates an understanding of
of knowledge and skills in
and skills in enhancing/decorating products as and skills in knowledge and skills in
enhancing/decorating products
enhancing/decorating products an alternative source of income enhancing/decorating enhancing/decorating products as
as an alternative source of
as an alternative source of products as an alternative an alternative source of income
income
income source of income
B.Performance Performs necessary skill in Performs necessary skill in Performs necessary skill in Performs necessary skill in Performs necessary skill in
Objective enhancing/ decorating finished enhancing/ decorating finished enhancing/ decorating finished enhancing/ decorating enhancing/ decorating finished
products products products finished products products
C.Learning Discusses the effects of Discusses the effects of Enhances bamboo, wood,
Competencies/ Discusses the effects of innovative Enhances bamboo, wood, metal,
innovative finishing materials innovative finishing materials metal, and other finished
Objectives finishing materials and creative and other finished products
and creative accessories on the and creative accessories on the products through sketching,
( Write the LC marketability of products
accessories on the marketability of
marketability of products shading, and outlining(TLE6IA‐
through sketching, shading, and
code for each) products (TLE6IA‐0c‐4) outlining (TLE6IA‐0c‐5)
(TLE6IA‐0c‐4) (TLE6IA‐0c‐4) 0c‐5)
Enhancing/decorating Enhancing/decorating Enhancing/decorating finished
Enhancing/decorating finished Enhancing/decorating finished
CONTENT finished products finished products products
products products
( Subject Matter)
II.LEARNINGRESOURCES
A.References
1.Teachers Guide
pages
2.Learners Material
Pages
B. Other Learning
Resources
III. PROCEDURES
A.Reviewing past What is a survey? What is a survey?
lesson or Presenting Effects of innovative finishing Effects of creative accessories
Effects of creative accessories on
the new lesson materials on the marketability on the marketability of
the marketability of products
(Drill/Review/Unlockin of products products
g of difficulties)
B.Establishing a For this learning episode, we For this learning episode, we are For this learning episode, we are
purpose of the new are going to discuss the effects going to discuss the effects of going to discuss the effects of
lesson (Motivation) of innovative finishing materials innovative finishing materials and innovative finishing materials
and creative accessories on the creative accessories on the and creative accessories on the
marketability of products. marketability of products. marketability of products.
C.Presenting Group activity: Group activity: Group activity: Prepare an activity focusing Prepare an activity focusing on the
 Examples/ instances With the use of internet or
of the new lesson other information gathering
(Presentation) methods, answer the following
questions:
1. What is finishing materials?
2. Write some examples of
finishing materials that can be
found in our community.
3. What are the effects of
finishing materials in the
marketability of
products/projects?
D.Discussing new
concepts and Group
practicing new skills presentations/discussions of
no.1. (Modeling)
their outputs.
With the use of internet or other
information gathering methods,
answer the following questions:
1. What is finishing materials?
2. Write some examples of
finishing materials that can be
found in our community.
3. What are the effects of finishing
materials in the marketability of
products/projects?
Group presentations/discussions
of their outputs.
With the use of internet or
other information gathering
methods, answer the following
questions:
1. What is creative accessories?
2. Write some examples of
creative accessories that can be
found in our community.
3. What are the effects of
creative accessories in the
marketability of
products/projects?
Group presentations/discussions
of their outputs.
on the processes of sketching,
processes of sketching, shading
shading and outlining to
and outlining to enhance bamboo
enhance bamboo
projects/products.
projects/products.
Group
Group presentations/discussions
presentations/discussions of
of their outputs.
their outputs.

E. Discussing new Discuss the effects of innovative

concepts and finishing materials on the
practicing new skills
marketability of products.
no.2 (Guided Practice)
Teacher also gives examples of
the different finishing materials
that can be found in our
community.
F.Developing Mastery Write 5 common finishing
(Leads to Formative
materials that can be found in
Assessment 3.)
your community.
(Independent Practice)
G. Finding practical Why do we need to apply
application of concepts finishing touch on a
and skills in daily living
product/project? Does it affect
(Application/Valuing)
the marketability of the project?
How?
H. Making
Generalization and What are the effects of finishing
abstraction about the materials in the marketability of
lesson the products?
(Generalization)
I. Evaluating learning Direction: Essay 5 pts. Discuss
the effects of finishing materials
in the marketability of the
products.
(use rubrics to assess the
answers of learners)
Discuss the effects of innovative
finishing materials on the
marketability of products. Teacher
also gives examples of the
different finishing materials that
can be found in our community.
Write 5 common finishing
materials that can be found in
your community.
Why do we need to apply finishing
touch on a product/project? Does
it affect the marketability of the
project? How?
What are the effects of finishing
materials in the marketability of
the products?
Direction: Essay 5 pts. Discuss the
effects of finishing materials in the
marketability of the products.
(use rubrics to assess the answers
of learners)
CRITERIA PO
Discuss how to enhance
Discuss the effects of creative Discuss how to enhance wood
bamboo products/projects
accessories on the marketability products/projects through
through sketching, outlining
of products sketching, outlining and shading.
and shading.
Write 5 common creative
accessories that can be found in
your community.
Why do we need to apply
finishing touch on a
product/project? Does it affect
the marketability of the project?
How?
What are the effects of creative
How do we enhance bamboo How do we enhance wood
accessories in the marketability
projects/products? projects/products?
of the products?
Direction: Essay 5 pts. Discuss The class will be grouped into The class will be grouped into four.
the effects of finishing materials four. Each group will enhance Each group will enhance the
in the marketability of the the bamboo products through bamboo products through
products. sketching, shading and sketching, shading and outlining.
(use rubrics to assess the outlining. The teacher will The teacher will show four
answers of learners) show four bamboo products bamboo products to be enhance
CRITERIA PO IN CRITERIA to be enhance by the learners. by the learners. (use rubrics to
IN TS (use rubrics to assess the assess the performance of
TS The essay is focused, purposeful, and 5
The essay is focused, purposeful, and 5 reflects original insight and ideas. The essay is focused, purposeful, and performance of learners) learners)
reflects original insight and ideas. Uses correct grammar, spelling, and reflects original insight and ideas. Creativi Effort/ Craftsm Cooper Creati Effort Crafts Coop PTS
Uses correct grammar, spelling, and punctuation throughout with very Uses correct grammar, spelling, and ty/ Perseve anship/ ation/ vity/ / manshi eratio .
punctuation throughout with very few errors punctuation throughout with very few Original rance Skill Attitud Origin Perse p/ n/
few errors The essay is focused on the topic and 4 errors ity e ality veran Skill Attitu
The essay is focused on the topic and 4 includes relevant ideas. The essay is focused on the topic and The The The The ce de
includes relevant ideas. Uses correct grammar, spelling, and includes relevant ideas. student project artwork studentThe The The The
Uses correct grammar, spelling, and punctuation with few errors. Uses correct grammar, spelling, and explore was was willingl stude projec artwor stude
punctuation with few errors. The essay is focused on topic and 3 punctuation with few errors. d continu beautif y nt t was k was nt
The essay is focused on topic and 3 includes few loosely related ideas The essay is focused on topic and several ed until ul and participexplor contin beautif willin
includes few loosely related ideas Contains frequent errors in includes few loosely related ideas choices it was patientl ated in ed ued ul and gly
Contains frequent errors in grammar, spelling, and punctuation. Contains frequent errors in grammar, before comple y done; necessasever until patientl partici
grammar, spelling, and punctuation. The essay poorly addresses topic and 2 spelling, and punctuation. Selectin te as it was ry al it was y done; pated
The essay poorly addresses topic and 2 includes irrelevant ideas. The essay poorly addresses topic and g one, the as good preparachoic compl it was in
includes irrelevant ideas. Many errors in grammar, spelling, includes irrelevant ideas. generat student as hard tion or es ete as as good neces
Many errors in grammar, spelling, and punctuation, makes reader’s Many errors in grammar, spelling, and ed could work work befor the as hard sary
and punctuation, makes reader’s comprehension difficult. punctuation, makes reader’s many make could for e stude work prepa
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tried it effort it. om, ting could make or
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J. Additional activities
for application and
remediation
(Assignment)
IV REMARKS
V. REFLECTION
A. No. of learner who
earned 80%
B .No. of learner who
scored below 80%
( needs remediation)
C. No. of learners who
have caught up with
the lesson
D. No of learner who
continue to require
remediation
E. Which of my
teaching strategies
work well? Why?
F. What difficulties did
I encounter which my
principal /supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share w/other
teacher?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

B. Performance Applies knowledge and skills in planting trees and fruit trees
Standards
C. Learning .Identify types of orchard Identify trees appropriate for Demonstrate proper way of Identify sources of fruit bearing Identify how to care for
Competencies / farms in the country orchard gardening based on planting/propagating trees seedlings
Objectives (community) location, climate, and market trees( budding, Marcotting, and
Write the LC code for each .Prepares layout design of an demands grafting) TLE6AG-Oc-3-1.3.4
orchard garden using the TLE6AG-Oc-3-1.3.2 TLE6AG-Oc-3-1.3.5
information gathered TLE6AG-Oc-3-1.3.3
TLE6AG-Oc-3-1.3.1
TLE6AG-Oc-4-1.4

III. CONTENT Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit trees Propagating trees and fruit
trees trees trees trees
IV. LEARNING RESOURCES
1. References
2. Teacher’s Guide CG: TLE6AG-Od-5.2
Pages
3. Learner’s Materials MISOSA VI:
Pages ASEKSWAL/ARTIPISYAL NA
PAGPAPARAMI NG HALAMAN
4. Textbook Pages MGA GAWAIN SA
PAGPAPAUNLAD NG BUHAY pp.
137-144.
5. Additional Materials OHSP TLE Agri-Fishery_ Laptop EPP Module 1
from Learning Quarter 1&2. Module No. 3 projector Starting a Garden in a smart way
Resource (LR) Portal
6. Other Learning https://youtu.be/KWEmBZop_
Resources HQ
http://www.gardenguides.com
/111768-care-flower-
seedlings.html

7. PROCEDURES
A. Reviewing previous lesson What are the types of orchard? * Checking of Assignments What is budding, Marcotting and * Checking of Assignments
*Asks: grafting? *Asks

B. Establishing a purpose for
the lesson
1. What are we need to consider 1. What is grafting?
in an orchard gardening? 2. What are the steps in doing
2. What are the steps in doing so?
so? Call a volunteer to share his/her
* Call a volunteer to share answer with her classmates
his/her answer with her
classmates
Types of orchard Teacher will flash a picture of * Have the pupils recite the Teacher will flash different kinds of Analyze the situation below,
1. Seed Orchards different plants and fruit poem fruit bearing trees picture then answer the questions that
According to the Food and bearing trees using projector “A TREE” with correct (Localized fruit bearing trees) follow.
Agriculture Organization of the pronunciation and expression Kenneth is a grade six pupil. He
United Nations, seed orchards (using power point- by rows) has a project in vegetable
focus primarily on growing production. He bought a
trees that produce seeds pack of pechay seeds from an
rather than nuts or fruit. These ambulant vendor who sells
seeds are then sold to ornamental plants and
commercial distributors for fertilizers.
resale to the public in small When he sowed the pechay
seed packets. They may also be seeds in a seed box, he was
sold to large agricultural surprised that only few of the
facilities or used for food seeds germinated.
production. Seed orchards can .
further be divided into two
categories based on how they
are established. In a seedling
orchard, trees are selected
through controlled pollination.
In a clonal seed orchard, seeds
are distributed through
methods such as cutting and
tissue culture, resulting in an
easier harvest overall.
2. Nut Orchards
Nut orchards include a large What do you see?
variety of facilities that Do you know those fruit bearing
produce nut-bearing trees. trees?
These include orchards that Do we have here in our community?
grow popular nuts like pecans,
cashews, walnuts and
almonds. This category also
includes cocoa and chocolate-
producing nuts, as well as
coconuts. Some orchard
owners produce pine trees for
 their edible pine nuts.
Orchards that focus on this
type of pine production also
fall under this category.
3. Fruit Orchards
Fruit orchards include any
facility focused on growing
tree-bearing fruits. Some
popular options include apples,
olives, dates and figs. Citrus
trees, such as those bearing
lemons, limes or oranges, may
be grown all together in large
citrus orchards, or individually
in smaller facilities. Plantations
that grow fruit-bearing bushes
generally don't fall under this
category. These include berries
and other fruits not grown on
trees.

C. Presenting examples / Game: Balloons Popping
instances of the new Inside the balloons a word of
lesson types of orchard. The pupils
will say something about the
word that he get.
Can you classify those plants
and fruit bearing plants?
Unlocking of difficulty:
*Video presentation in one of
the scientific ways in
propagating trees and fruit trees
– trees
BUDDING
MARCOTTING
GRAFTING
*Encourage pupils to tell
something about the video clip.
Semantic web Step 1
Keep seedlings indoors in cool,
well-lit area until you are ready
Pupils will give the fruit bearing to transplant them. Set them
where they receive at least six
hours of sunlight, such as by a
south-facing window.
FRUIT Step 2
BEARING Water the seedlings when the
TREES soil surface just begins to feel
dry. Water until the excess
moisture drains from the
bottom of the seedling pots.
Avoid wetting the foliage; water
at the base of the plant. Empty
the drip tray after watering, as
standing water breeds disease.
Step 3
Fertilize the seedlings beginning

D. Discussing new This time, we are going to have
concepts and an activity on how to
practicing new skills #1
layout .sample picture using
projector
E. Discussing new concepts Group activities:
and practicing new skills Each group will make a layout
#2 on orchard using soft drink
straw, matches stick, used
newspaper, and ice drop stick
Defining the term Group Work:
Climate *Group pupils into 5
Location *Let them choose their own
Market demands leader
*The leader will guide/tour the
members in the School Nursery
*Instruct them to observe and
look for a plants best to apply
Budding, Marcotting, Grafting
*Have them list down
Group activities GROUP ACTIVITY: (provide
materials for the pupils)
Group I- explain and elaborate *Return-demonstration of
the word climate pupils (by group)
Group II- explain and give
Group Work
Group pupils into 5
Let them choose their own leader
will guide the members
Group I- List of fruit bearing trees
inside the school
Group II- Draw different kinds of
fruit bearing trees
Group III- make a jingle
Group IV- make a slogan
Group V- Make a poem
GROUP ACTIVITY: (provide
materials for the pupils)
*Return-demonstration of pupils
(by group
five days after germination and
then every two weeks
thereafter. Apply a soluble
flower fertilizer at one-half the
label-recommended rate.
Step 4
Pinch off the top ¼ inch of the
plant stems when seedlings are
approximately 6 inches tall and
have grown in at least three sets
of leaves. Pinching encourages
lateral stem growth and leads to
stockier plants.
Step 5
Prepare seedlings for
transplanting outdoors. Set the
seedlings outside in an area
protected from high winds and
direct sunlight once all spring
frost danger is past. Leave the
seedlings outside during the
day, and bring them back inside
at night. Gradually move them
into direct light over the course
of
*Group pupils into 5
*Let them choose their own
leader
*The leader will guide their
group mates to do step 1
followed by step 2 and so on.
Video presentation on how tp
take care the seedlings
 Group 1 – soft drink straw
Group II- matches stick
Group III- used newspapers
Group IV- ice drop stick
F. Developing Mastery Group presentation
(Leads to Formative
Assessment 3)
example about the location
Group III – explain and give an
example of market demands
A fruit bearing tree- is GROUP ACTIVITY: (provide
Why we consider these? Budding- a mode of sexual a tree which bears fruit that is materials for the pupils)
reproduction, in which a small consumed or used by humans *Return-demonstration of pupils
part of the substance of the and some animals — all trees (by group
parent (mother plant) is that are flowering plantsproduce
produced as a bud and fruit, which are the
developed into a new organism. ripened ovaries of flowers contai
ning one or more seeds.
Marcotting- a method for the
In horticultural usage, the term
vegetative propagation of plants
'fruit tree' is limited to those that
in which a part of the stem or provide fruit for human food
branch is packed with moss until
roots have formed and the
treated part is ready for
independent growth.
Grafting- a shoot inserted to a
tree or plant, so as to become a
living part of it
- the place where the coin is
inserted in a stock.

Why we need to study first the location, climate and

A. Finding Practical In doing those activities what Presentation and Reporting of Are fruit bearing trees are Presentation and Reporting of
market demand before putting an orchard?
applications of concepts should we consider? outputs through: essential to all human beings? outputs through jingle
and skills * Poem. Why?
B. Making What are the types of an What are we going to What are the three ways on Why we need to plant more fruit Seedlings - are more tender
generalizations and orchard? remember in putting an plants and fruit bearing trees bearing trees? than mature plants and often
abstractions about orchard? propagations? cannot tolerate too much cold
the lesson How are going to to layout or heat. They are also more
your orchard? susceptible to pests and drought
conditions. Caring for them
correctly also ensures that they
continue to thrive once outside

C. Evaluating Learning
Enumerate the type of orchard
and prepare your layout in an
orchard.
Make your own word and
explain why in putting an
orchard gardening is in an
appropriate location, climate
and market demands.
In own words explain briefly the
procedure/steps in Budding,
Marcotting and grafting.
Write a paragraph expanding the
importance of fruit bearing trees in
animals and human beings.
and throughout the entire
growing season.
In your own understanding, how
are you going to take care of
your seedlings?

D. Additional
activities for
application or
remediation

G. REMARKS

H. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
G. What innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School Grade Level VI
Teacher Learning Area TLE-HE
DAILY LESSON LOG
Teaching Dates and Time NOVEMBER 12-16, 2018 (WEEK 3) Quarter 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
Demonstrates an understanding of and skills in sewing household linens
Sews household linens using appropriate tools and materials and applying basic principles of sewing
TLE6HE-0C-5 TLE6HE-0C-6 TLE6HE-0c-7
2.1 classifies tools and materials 2.2 prepares project plan for household linens 2.3 identifies supplies/materials and tools needed for the project
according to their use (measuring,
cutting, sewing)

II. CONTENT
Sewing of household linens
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resources
IV. PROCEDURES
Sewing a linen can be enjoyable and easy Recap of what was discussed the Ask: Yesterday, you made an effective project plan for From the previous lesson that we
to make if it is done with the heart. A happy day before and segue to the next 1.What are the necessary materials, a type of household linen. discussed, recite the importance
experience in sewing may lead to the lesson. tools and equipment in Making your own household of proper selection of fabric for a
enhancement of one’s sewing skills. making/sewing standard linens can save you money. You can also exercise sewing project.
Yesterday, we discussed the basic pillowcase? your own creativity by producing the design that you
tools necessary in making a really like. These items can also be sold to augment
A. Reviewing previous sewing project. 2.How do you prepare the the family income.
lesson or presenting the new Ask: What are the different linen/cloth in making/sewing .
lesson measuring, cutting, marking, and standard pillowcase?
sewing tools necessary in making
a sewing project?
3.How do you sew the fabric to
What are the uses and functions
make a standard pillowcase?
of the said sewing tools?

4.How do you evaluate the finished

B. Establishing a purpose for
the lesson
In this lesson, learners should be able to
sew household linens using appropriate
tools and materials and applying the basic
principles of sewing. Sewing is a worthwhile
project?
Careful and systematic planning is
the first step in making a good The lesson for today will enable
Now that you already know how to carefully plan
sewing project. the students to learn the proper
Make a project plan for a for a project, you will now be taught how to choose
Ask: way of preparing the fabric
marketable household linen: Two- the proper material for a sewing project, particularly
1.How can you make a nicely done before sewing
Toned Standard Pillowcase the household linen.
project?
2.What are the things that you When we say material in

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts and
practicing new skills#2
hobby but it can also be a means of have to consider in preparing for a sewing, we refer to the fabric or cloth necessary in
livelihood or a way to augment the family sewing project? sewing.
income.
Show the teacher-made Enumerate, define, and describe the different Today’s lesson is “Preparing the
Describe the project plan and procedure in making Two-toned kinds of fabric: Fabric”
The basic tools in a sewing project include
discuss the importance of Pillowcase Guide questions:
those used for measuring, marking, cutting,
and sewing. planning before making a project. Cotton Sinamay 1.How do you prepare the fabric
before sewing?
Linen Silk
2.Why is it necessary to soak the
Ramie Wool
Piña Synthetic fabric in water overnight?
3. Why is it important to
condition the fabric for sewing?
1. Classify the basic sewing tools Explain the guidelines to consider We discussed yesterday how to Be sure you are aware of the different types of Preparing the Fabric:
into: in preparing for a sewing project. make an effective project plan. fabric. The design of the fabric should also be 1.Soak cotton fabric overnight in
1.1 measuring tools Today, you will apply your learning appropriate to the project. Texture of the material water.
1.2 cutting tools 1. Study the project, make a by making the project plan for two- should also be considered. 2.Hang to dry. Do not wring.
1.3 marking tools detailed illustration, and list down toned standard pillowcase using
3.Iron wrinkles in the fabric when
1.4 sewing tools the materials to be used. the given procedures. Fab So Quali Trade Uses
ric urc ty name
dry.
2. Discuss the uses and functions of 2. Choose the fabric most suitable e 4.Check the fibers-lengthwise
the basic sewing tools for the project. Cott Co Stron Muslin( Sleep fibers (warp) should be straight.
on tto g katsa) wear
3. Decide on the design of the n abso Poplin towel 5.Raw edge or selvage should be
project. pla rbent Terry trimmed.
4. Plan the steps to be followed in nt cloth
Line 6.Iron the fabric, if needed.
making the project. n
5. Prepare the sewing tools and Ra
the sewing machine. mie
Pina
6. Prepare the materials needed. Sina
Consider the quality of the may
materials to be used in the Silk
project.
Discuss the tips to keep sewing tools and
equipment last longer and maintain their State/enumerate/show the parts Post a visual chart with pieces of different kinds of Fabric should be in proper
proper functions. of a project plan. fabric. Let the students see and touch those pieces of condition before using for a
fabric. Then, ask them to place each piece sewing project.
Explain carefully each part of the accordingly in a separate chart with columns that Show different fabrics with
project plan. indicate the names of the fabric. different conditions to the class:
1.new fabric
2.soaked overnight fabric
3.wrap side of the fabric
4.fabric with selvage

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
This can be done through a game or
graded recitation. This is a group activity.
Each group has time to participate. The
members of the group will fall in line in
front of the class.
Game: Sewing tools are placed in a box and
laid in assortment. Students will place the
tools accordingly in the provided boxes
labelled measuring, cutting, marking, and
sewing tools. The fastest group with the
most number of correct tools placed in the
appropriate boxes wins.
Graded recitation: Sewing tools are placed
all together in a box and laid in assortment.
Each student in a participating group will be
blindfolded. A student will get a tool and
describe the uses and functions of the tool
taken fron the box. Then, the student will
place the tool in the appropriate box.
Sewing is enjoyable and fun,
especiallywhen it is done using the
appropriate tools for the job. It can be a
productive hobby and also a profitable
livelihood.
The discussion of the lesson on the
proper use and function of sewing tools will
help the students get acquainted with all
the tools that he/she will need to work on a
sewing project.
10-item quiz: Identification:
Identify the name of the sewing tool that is
described (10 items):
State two ( 2) measuring tools, two ( 2)
cutting tools, two (2) 2 marking tools, and
four (4) sewing tools.
Show the video on making a
household linen.
One sample is the video of Sewing
Two-Toned Standard Pillow Case
Discuss the needed tools,
equipment, and materials in
making the Two-toned Pillowcase.
From the discussion, let the
students design/prepare their
own project plan of two-toned
pillowcase
Careful and systematic planning is
the first step in making a good
project.
A project plan is a formal,
approved document used to guide
both project execution and project
control.
Evaluate the individual project
plan.
5.wrinkled fabric
Call students who will prepare the
fabric before sewing in front of
the class.
All students must participate.
Present the finished project plan of Basket of knowledge: Let us go back to the guide
a two-toned standard pillowcase to In a basket containing pieces of rolled paper where questions given earlier and let us
the class for critiquing the name of different fabrics are listed individually, answer them.
pick a piece and then explain the fabric stated in the 1.How do you prepare the fabric
unrolled paper. before sewing?
2.Why is it necessary to soak the
fabric in water overnight?
3. Why is it important to
condition the fabric for sewing?
Designing a project plan for Choosing the right fabric and knowing its use will The right choice of material for
sewing two-toned standard contribute to the success of the sewing project the proper way of conditioning
pillowcase will not only develop Example: sleepwear:cotton the fabric before using, will help
the skills of the students in careful linen:pillowcases produce well-sewn and well-fitted
planning for a project, but also sewing project.
sinamay: placemat
help them become quality
conscious in any project they
intend to engage themselves in.
The primary use of the project A well-prepared fabric produces
plan is to document planning well-made project
assumptions and decisions,
project design, marketability and
profitability.
Evaluate the finished project Accomplish/complete the template. Ask students to discuss how to
plan using a scoring rubric. Fabric Sour Quali Tra Us prepare the fabric before using
ce ty de es
na for sewing.
me
Cotto
n
Linen
Ramie
Pina
Sinam
ay
Silk
J. Additional activities for 1.
application or remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
VI. REFLECTION
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
D. No.oflearnerswho continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Pamantayang Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan
Pangnilalaman

Pamantayan sa Pagaganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan

Nasusuri ang iba’t-ibang reaksyon ng mga Pilipino sa mga epekto sa pagsasarili ng bansa na ipi napahayag ng ilang di-pantay na kasunduan tulad ng Philippine
Mga Kasanayan sa Pagkatuto
Rehabilitation Act, Parity Rights at Kasunduang Base Militar
(Isulat ang code ng bawat
AP6SHK-IIIc-2
kasanayan)
I. Layunin
Nakikilala ang mga epekto tungkol sa Nakapagbibigay ng reaksyon Natutukoy ang mga di-pantay na Nakakatalakay ang mga epekto Nakapagbibigay-
Philippine Rehabilitation Act tungkol sa Isipang Kolonyal o kasunduan at pagsasandal sa US ng Base Militar ng US sa Pilipinas kahulugan sa mga
Cognitive Colonial Mentality reaksyon at epekto
ng parity rights at
ang ugnayang
pangangalakal sa
panahon ng mga
Amerikano
Nakapagpapahalaga sa mga adhikain Nakapahayag ng reaksyon tungkol Nakapagtatamo ng kasagutan sa Nakadarama sa mga epekto ng Nakapagtatamo ng
sa nais matamo tungkolsa Philippine sa Isipang Kolonyal o Colonial di-pantay na kasunduan at Base Militar ng US sa Pilipinas kasagutan sa mga
Rehabilitation Act Mentality pagsasandal sa US epekto ng parity
Affective rights at ang
ugnayang
pangangalakal sa
panahon ng mga
Amerikano
Nakapagtatanghal ng dula-dulaan Nakapagtatala ng mga epekto ng Nakapagsasabi ng reaksyon sa Nakasusulat ng mga epekto sa Nakasusulat ng isang
tungkol sa mga reaksyon at epekto Isipang Kolonyal o Colonial di-pantay na kasunduan at pagtatalaga ng Base Militar ng US talata tungkol sa
Psychomotor ng Philippine Rehabilitation Act Mentality pagsasandal sa US sa Pilipinas ng isang slogan epekto ng parity
rights at ang
ugnayang
pangangalakal
II. NILALAMAN
KAGAMITANG PANTURO
 A. Paksa
B. Sanggunian
III. PAMAMARAAN
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 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 Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
Reaksyon at Epekto ng Philippine
Rehabilitation Act
Batayang Aklat sa AP 6, TG, CG, Ang
Bayan Kong Mahal 5, 1999 pp. 184-
185, 209-210
a. Balitaan
b. Balik-aral:
Epekto ng Colonial Mentality “Pop-
corn)
Nakakasulat ng mga epekto tungkol
sa Philippine Rehabilitation Act
Pagpapakita ng larawan ng pagguho
ng isang gusali
Pagtatanong sa mga mag-aaral kung
anu-ano ang dahilan sa pagguho ng
isang estruktura.
Pagpapabuo ng “puzzle “
Pagtatalakay sa konsepto sa paksang
nais maintindihan patungkol sa
Rehabilitation Act.
Ano ba ang iyong gagawin sa isang
bagay na nasira?
Ang Reaksyon at epekto ng Isipang Ang Pagpapahayag ng Reaksyon Ang Epekto ng Base Militar ng US Ang Reaksyon at
Kolonyal “Colonial Mentality” sa di-pantay na kasunduan at sa Pilipinas Epekto ng Parity
pagsandal sa US Rights at ang
Ugnayang
Pangangalakal
Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP
Pilipinas Isang Sulyap at Pagyakap I, Pilipino Ako, Pilipinas ang Bayan Ang Bayan Kong Mahal 5, 1999 6, TG, CG, Pilipinas:
2006, pp. 221-224 ko, Patnubay ng Guro 5, 1999, pp. 184-185, 209-210 Ang Ating Bansa,
pp.135-142, pp. 150-156 (Batayang Aklat) 5,
2000 pp.197-204
a. Balitaan a. Balik-aral a. Balitaan Pagpapakita ng
2. Balik-aral: Pagsagot sa isang crossword b. Pagpapakita ng mga taong larawan ng mga
“Pass the ball” puzzle nagrarally. taong nagkakasakit
“Mga hinanakit ng mga Pilipino” Itanong: Ano kaya ang damdamin dahil sa epekto ng
ng mga taong ito? pangalawang
digmaan.
Isa-isahin ng mga prebilihiyo at Dapat ba tayong sasandal sa Ano kaya ang kabutihang dulot Sino ang dapat sisihin
kabuhayang napakikinabangan ng mga Amerikano? Bakit? ng pagtalaga ng Base Militar ng sa mga pangyayaring
mga Pilipino sa panahon ng mga US sa Pilipinas? Ano kaya ang ito?
Amerikano masama?
Pangkatin ang mga bata sa limang Mga kalakalan at Iba’t-ibang negosyo at trabaho ng Pagpapabasa sa
pangkat: pangkabuhayang ibinahagi ng maitatag na ang Base Militar batayang
Bigyan sila ng Activity Card mga Amerikano aklat”Epekto ng
Parity Rights”
Ibigay ang kahulugan ng ‘Colonial Iba’t-ibang kalakal at kabuhayan Ibigay ang kahulugan ng “Base Binigyan nga mga
Mentality” sa panahon ng mga Amerikano Militar” Amerikano ng Parity
Bakit tayo nagkaganito? Rights ang mga
Pilipino
Mga alintuntunin ng pamahalaang Ang lahat ba ng mga benepisyo Ang layunin ng pagtalaga ng Base Iba’t-ibang
Amerikano ng mga Pilipino ay nakamit nila? Militar sa bansa prebilihiyo ng mga
Bakit? Pilipino na
ikinalulugod nilang
tanggapin. (Mga
Negosyante)
Pagtatalakay Ipasuri ang balangkas kaugnay Ipatukoy ang maaaring masama “Buzz Bug”
sa diwa ng pagkapantay-pantay dulot sa base militar
Ibigay ang mga alituntunin ng Husgahan ang mga benepisyo, , Kung kayo ang tatanungin, dapat Makatarungan ba
pamahalaang Amerikano pantay-pantay ba ito? bang may Base Militar sa ating ang Parity Rights?
bansa? Sino ang mas pabor
nito?
H. Paglalahat ng Aralin Ano ba ang nagging reaksyon ng Dapat ba nating sundin ang mga Kailangan bang ipagpatuloy Ang Base Militar ay may Ipagpapatuloy ba
Pilipino sa Philippine Rehabilitation alituntunin ng pamahalaang natin ang pagsasandal sa mga magandang maidudulot sa bansa natin ang
Act? amerikano? Amerikano? subalit ito rin ang magpapako sa pagsasandal natin sa
ating pagiging tuta ng mga mga Amerikano?
Amerikano
I. Pagtataya ng Aralin Pagtatanghal ng isang dula-dulaan Sagutin ang sumusunod: Tama o Mali: Ano kaya ang masamang dulot ng Kung ikaw ay
tungkol sa epekto ng Philippine Sumulat ng limang alituntunin ng ___1. Nagkakaroon ng digmaan? negosyante, handa
Rehabilitation Act. mga Amerikano na hindi maraming trabaho ang mga ka bang magbuhos
nagustuhan ng mga Pilipino Pilipino sa panahon ng mga ng salapi para sa
Amerikano bansa kahit na itoy
nasa ilalim ng
dalawang
administrasyon?
Bakit?
J. Karagdagang gawain para sa Isulat ang iyong puna sa Sa iyong palagay anu-ano ang mga Ilista ang mga gamit mula sa Nasiyahan ba kayo na may Anuo-ano ang iyong
takdang-aralin at remediation pagsasadula. kabutihang dala ng mga mga Amerikano. digmaan? Bakit? magagawa sa iyong
Amerikano? bansa kung ikaw ay
mayaman?
IV. Mga Tala
V. Pagninilay

A. No. of learners who earned

80% on this formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work?
No. of learners who have
caught up 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 help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teacher?
 GRADE 6 School Grade Level VI
Teacher Learning Area ENGLISH
DAILY LESSON LOG
Teaching Dates And Time NOVEMBER 12-16, 2018 (WEEK 3) Quarter 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
D. Content Standard  Demostrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrates understanding of text elements to comprehend various text
 Demonstrates understanding of the research process to write a variety of texts
 Demonstrates understanding that different formats to write for a variety of audiences and purposes
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
E. Performance  Uses strategies to decode correctly the meaning of words in isolation and in context.
Standard  Uses knowledge of text types to correctly distinguish literary from informational texts
 Uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
 Drafts using appropriate text types for a variety of audiences and purposes
 Uses a variety of strategies to provide appropriate feedback
F. Learning Vocabulary Reading Comprehension Study Strategies/Research Writing Composition Attitude
Competency/Objectives
Infer meaning of borrowed Distinguish text types according Organize information from Revise writing for clarity Show tactfulness when
words using context clues to purpose and language secondary sources in preparation -punctuation mark communicating with others
features for writing, reporting and similar
academic tasks in collaboration
with others
Write the LC code for each. EN6V-IIIc-12.3.3 EN6RC-IIIc-3.2.7 EN6SS-IIIc-4 EN6WC-IIIc-1.8.2 EN6WC-IIIc-1.8.3
EN6V-IIIc-12.4.3 EN6WC-IIIc-1.8.1

II. CONTENT Inferring Meaning of Borrowed Distinguishing Text Types Organizing Information from Revising/Writing for Clarity Showing Tactfulness When
Words According to Purpose and Secondary Sources Communicating with Others
Language Feature
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages
2. Learner’s Materials
Pages
3. Textbook Pages Enjoying Language ; First Quarter ;pp:17-23
Integrated English for Effective Communication ; First quarter pp:4-10,77-88,Third quarter; pp:19-30, Fourth quarter: pp: 63-72
4. Additional Materials
from Learning Resource (LR)
portal
B.Other Learning Resource picture
III. PROCEDURES
K. Reviewing previous Identify the meaning of the What are the examples of What are the purposes of How do we show the similarities How do we organize information
lesson or presenting the underlined word in the borrowed words that we studied informational text? and differences of things? from secondary sources in
 new lesson sentence. yesterday? preparation for writing, reporting
1. The council was made up of Structures of an Informational One of the things to consider in and similar academic tasks in
men chosen from twelve of the Battalion, ballet, adobe, opera, Text giving similarities and differences collaboration with others?
most ancient Greek tribes. tempo, calendar, kimono 1. Description – It gives details is through the usage of
They met each twice each year. about the topic with the use of signal/transitional devices.
a. athletes descriptive adjectives.
b. members 2. Problem- solution – It tells the
c. lawmakers readers about an existing
2. When Apollo first saw the problem and how it is solved
valley of Olympia he exclaimed, through the solution provided.
“ Here will I make me a fair 3. Time – order or sequence –
temple to be an oracle for The information is arranged in a
men.” specific or chronological order.
a. shrine 4. Comparison and Contrast – It
b. magic tells us about the similarities and
c. prophecy differences of the given items in
3. The ancient stadium was the topic.
erected in the valley in which 5. Cause and Effect – It aims to
the victors of the games were provide a reason or an
given wreaths of wild olive. explanation for an event.
a. laurel
b. plants
c. medals
L. Establishing a purpose Read the selection entitled “The What reading material do you Listening to a telephone Read the sentence below.
for the lesson President of the Philippines” have at home? conversation
Thank you ...
Adapted sources: Minda: Hello, Luz. How are you? I am happy.....
http://www.gov.ph/about -newspapers Luz: I’m fine. Thank you. And you? I mean it
/gov/exec/ -magazine Minda: I’m fine too., What’s new?
http://www.gov.ph/ -books Luz:Will you be busy this Sunday? What comes into your mind
1987/07/25/executive-order-no- Are newspapers good to read? Minda: No, I won’t be. Why? when you read these messages?
292/ Luz: My cousins will celebrate
-a serial publication containing their town fiesta in Bulacan.
news, other informative articles Would you like to go with my
family?
Minda: Oh! I’d love to! It must be
fun to go there.
Luz: Yes. You and I have been
working hard these days.
We deserve a break.
Minda: You’re right. I’ll be happy
to be part of the occasion.
Just don’t forget to talk to my
parents.

M. Presenting Present examples of borrowed
examples/Instances of words used in a sentence
the new lesson
1. There is a heavy traffic in the
metropolis every day.
GREEK )
2. Jesus Christ is known by
Catholics as the Messiah.
HEBREW )
3. The doctor advised the man
to take the capsule once a day.
( LATIN )
4. Toasted bread tastes good
with strawberry marmalade.
( PORTUGUESE )
5. You will have bad karma if
you keep on doing bad things.
( SANSKRIT )
N. Discussing new concepts Explain the meaning of
and practicing new skills borrowed words
#1
What kind of a leader would you
like to lead the country?
( be use for writing or reporting.
(
What are the different structures
of an informational text?
Structures of an Informational
Text
1. Description – It gives details
about the topic with the use of
descriptive adjectives.
2. Problem- solution – It tells the
readers about an existing
problem and how it is solved
through the solution provided.
3. Time – order or sequence –
The information is arranged in a
specific or chronological order.
4. Comparison and Contrast – It
tells us about the similarities and
differences of the given items in
the topic.
5. Cause and Effect – It aims to
provide a reason or an
explanation
The teacher will group the class
into 5; each group will read an
article and they will write the
important facts from it which will
The teacher will discuss on the
class on how to get the important
points in writing report.
Luz: Please relax. I’ll take care of
you. Good-bye.
Minda: Thank you for the
invitation.
Let the pupils play the game
“Simon Says”
Following directions.
Discuss the kinds of sentences by
giving specific examples.
Declarative Sentence
My cousins are inviting us to their
town fiesta.
Interrogative Sentence
Would you like to go with us?
Imperative Sentence
Wait for me on Monday.
Exclamatory Sentence
It must be exciting to go there!
Class our lesson for today is
about showing tactfulness when
communicating with others
The teacher will discuss the
difference between tactless and
tactful.
Ask:
1. What is the difference
between tactless and
tactful communicator?
2. Do you think there is a
careful consideration of
the feelings and values
of another in a tactful
communication?
O. Discussing new concepts Present a creative role play
and practicing new skills about one of the given three
#2 scenarios. Use loan words in
your dialogues.
Scenario 1:
You received an e-mail from a
French language learning
center.The letter confirms that
you have been
Granted a six month
scholarship to learn basic
French in Paris. The letter
states that the scholarship will
also allow you to learn more
about French culture, history,
cuisine and arts. However, you
find some parts of the letter
unclear. You do not know how
to reply.
Scenario 2.
Your friend from Italy came to
Manila for a short vacation. He
still craves for Italian food so
he invited you to have dinner
with some friends in a fancy
Italian restaurant. The main
problem is that you do not like
Italian food , and you are not
quite familiar with Italian
cuisine. The idea of looking at
the menu terrifies you.
Scenario 3:
Your language teacher asked
you to write an essay about
Spanish pop culture, you
decide to watch a Spanish
lifestyle/travel magazine show
in the cable channel. The hosts
of the show are speaking in
English. However, there are still
some Spanish words that they
use in their conversations. As a
result, you are having a difficult
Read the following informational
text and complete the chart
Republic of the Philippines
Official Gazette
This Web site is run by the
Presidential Communications
Development and Strategic
Planning Office (PCDSPO).
We believe than an informed,
empowered, and vocal citizenry
is the heart of democratic
society.
While it is the citizens’
responsibility to keep informed
about the government, how it
works, and who runs it, it is the
government’s duty to make sure
this knowledge base is available
at their fingertips. Public
documents and laws, the latest
announcements and data,
policies and projects, must be
made easily and immediately
accessible.
We encourage you-the citizen,
employee, student, business
practitioner, professional, or
even potential visitor to the
Philippines-to tell us what you
want to see on this Web site.
This Website, the national
government portal, is one of the
ways we’re making sure this
happens. We want to make sure
that this Web site houses, or will
lead you to any sort of
government-related information.
The Official Gazette was
launched online in 2010 and has
been constantly under
development ever since. Lately,
we’ve added more features to
make it easier for site users to
sends us feedback.
Guided Practice Work By Pairs Guided Practice
Arrange the ff. Sentences to form Read the sentences below. Write ”Think before you speak “ Its
a report. Follow the format the correct punctuation mark. your test day but you need to go
below. 1. It’s wonderful to see how the to province to attend your
chicks grow fast grandparent burial, how are you
According to a March 14, 2. I am happy to see how healthy going to ask permission from
1988 news article in the they are your teacher?
Houston Post, "Deaf 3. I can see how well you take care Explain your answer.
President Named," the of them
selection of Gallaudet 4. I have always loved poultry –
University President I. King raising
Jordan was a joyous event 5. Will you see them in them in the
for the campus community, market
which had long sought a
deaf university president for
the college.
In addition to Jordan's
appointment, Gallaudet
University Board of Trustees
member Phillip W. Bravin,
one of four deaf board
members, was selected to
replace Chair Jane Bassett
Spilman. Spilman resigned
from her position after
criticism from protestors.
According to Bravin, the
trustees will establish a
committee to ensure that the
board has a majority of deaf
members. Bravin also said
that none of the
demonstrators will be
penalized for participating in
the protest.
Jordan had at one point
during the protest supported
the selection of Elizabeth
Ann Zinser, a hearing
woman originally chosen by
the Board of Trustees as
Gallaudet University
 time understanding some of http://www.gov.ph/
the dialogues. President. However, Jordan
Give the purpose reversed his position the
of launching the next day in support of the
What is protest
When
the was this
Official Title__________________
__________
Who What can Introduction:____________
can be seen in ___________
access Main
the Points:________________
__
1.____________________
__
2.___________________
3.__________________
Conclusion
1.______________
2._______________

P. Developing mastery Let the pupils use the What are the traits of a good
(leads to Formative borrowed words in their own leader that you would like to
Assessment ) examples. emulate?
Traits of a good leader are:
Confident and humble,
committed, positive attitude,
having a clear vision, he or she is
able to to strategic planning and
the ability to get everyone
working together.
Independent Practice
One a whole sheet of paper
arrange the sentence into a
news report.
1.Elián's father wants to return
with his son to Cuba, their native
home. U.S. Attorney General
Janet Reno says Elián should be
able to go back to Cuba.
2.After five months of separation,
Elián Gonzalez was reunited with
his father, Juan Miguel Gonzalez.
What are the different
punctuation marks we use in
writing sentences?
Different punctuation mark
a. Declarative Sentence (.) period
b. Interrogative Sentence (?)
question mark
c. Imperative Sentence (.) period
d. Exclamatory Sentence (!)
exclamation point
. Independent Practice
What can you say about
this situation?
Supposing your teacher criticises
your work, what would be your
immediate reaction? Would you
accept it? Or would you become
defensive? Or get frustrated?

3.In the early morning of April 22,

U.S. immigration officials took 6-
year-old Elián out of his relatives'
house in Miami. Elián was flown
to Andrews Air Force Base near
Washington, D.C., where his
father was waiting.

4.For now, Elián will remain in

the U.S. with his father until the
 court decides whether or not he
can ask for political asylum, or
protection, from Cuba. He could
then stay in the U.S

5.On their first day together,

Elián and his father played
baseball and went for a walk.

6.Elián's Miami relatives want

Elián to stay in the U.S. They
disagree with the Communist
leadership of Cuba, saying it
limits people's personal
freedoms. Elián's relatives have
asked a U.S. federal court to keep
Elián in the U.S.

Q. Finding practical Imagine that you were in a
application of concepts German restaurant, how would
and skills in daily living you take your orders using
German language?
If you were the president of the
Philippines, how would you lead
the country?
Let pupils group organize the
given ideas from news clippings.
Write a letter to your parents How tactful are you?
using the four kinds of sentences. Use this scale to describe your
tactfulness.
5-I always do this
4-I often do this
3-I sometimes do this
2-I seldom do this
1-I never do this

a. I recognize that how I

say something is just as
important as what i say
b. I analyze my
communication style to
determine what non
verbal message i send
c. I make a genuine effort
to listen to ideas with
which I don’t agree
d. I look for ways to
improve my listening
skills

R. Making generalizations Why do we need to use Enumerate the different
and abstractions about borrowed words in our daily structures of an informational
the lesson living? text and its text features.
1. Description – It gives details
about the topic with the use of
descriptive adjectives.
2. Problem- solution – It tells the
readers about an existing
problem and how it is solved
through the solution provided.
3. Time – order or sequence –
The information is arranged in a
specific or chronological order.
4. Comparison and Contrast – It
tells us about the similarities and
differences of the given items in
the topic.
5. Cause and Effect – It aims to
provide a reason or an
explanation for an event.
S. Evaluating learning Read the sentences below. Identify the type of informational
Then choose your answer on text.
the words listed below. 1. The man who killed the driver
Ninja was put to jail.
2. Ana’s mother left the house to
yoga
work abroad to support them.
Tycoons 3. Orange is a good source of
tsunami vitamin C but malunggay is more
Carabao nutritious.
tea 4. Mt. Everest is the highest
Shiatsu mountain.
bungalow 5. In 1998, she won a national
Bamboo award and in time she won an
dimsum international award.
1. My father cut down some
_________ to build a flooring
for our home.
2. Ryu is a ____________ who
was trained as a martial artist
Closure
What are the points to remember
in writing reports?
1. Understanding the
report
2. Gathering and selecting
information
3. Organizing materials
4. Analyzing your materials
On one whole sheet of paper
arrange and write the sentences
into news report.
1. Mateo directed the schools to
involve police officers and local
government units to initiate anti-
illegal drug lectures to children
2. Mateo said parents and
guardians play a key role in
helping control the spread of
unverified information on bomb
scares.
3. NCRPO Regional Director Chief
Supt. Oscar Albayalde met with
DepEd Asec. Jesus Mateo last
Friday and both agreed to
Describe the most beautiful you
have ever seen using the four
kinds of sentences.
Write the correct punctuation
mark in the text below.
Lisa had just gotten out of the car
and was heading around the
corner of the garage when she ran
into Brian__
__Jesus, you startled me__ I
wasn’t expecting you here__ __
His face looked sort of pale and
pinched__
He’s found out__ she thought__
I finally broke it off__ but I was
too late__
e. I always listen to the
teacher
Closure
What is the meaning of the word
tact?
Tact is the ability to deliver a
difficult message in a way that
considers other people’s feelings
and preserves relationships. It
encompasses many things such
as emotional intelligence,
discretion, compassion, honesty
and courtesy.
Identify the sentences whether
tactful or tactless.
1. “It’s good to see you.”
2. “I’m trying to study”
3. “It’ your lost.”
4. “Stop talking to me”
5. “I’m so sorry”
 and secret agent.
3. Celine practices __________ establish a protocol on how to
thrice a week for her physical report, in a fast and easy way,
and mental well being. concerns from the schools to the
4. The country is home to many authorities.
_______ whose businesses
incur huge profits. 4. "Teachers must report first to
5. I want to build a ________ authorities before sending out
for my elderly parents for ease information to parents," Mateo
of living. said.
6. After the earthquake , a
___________ warning was
5. "Parents should stay calm
issued to residents near the
when told of any situation so we
sea.
can all address the threat fast in
7. It has been a habit of my
the correct and appropriate
grandmother to drink
manner. Principals were also
________ after meals.
reminded on the sending kids to
8. The ______ is a beast of
school-protocol. Everybody is
burden that is immensely
encouraged to report
helpful in farming.
immediately the information,
9. John frequents a restaurant
suspicious things such as
that offers a wide selection of
unattended bags, boxes, or new
________.
things to the police and not open
10. After a day’s hardwork,
it," he added.
Richard usually gets a
_________ massage
.
T. Additional activities for Write the meaning of each Look for other notable Read a newspaper. Read the paragraph carefully. Look
application or word. personalities here in our country Write a brief report about the for examples of the four kinds of
remediation 1. aide-de-camp and abroad that showed article. sentences. Write them under the
2. manservant exceptional leadership skills. proper headings.
3. tsunami
4. physician
5. mosque
IV. REMARKS
IV. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
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 which I
wish to share with other
teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 3
I.LAYUNIN
A. Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
II.NILALAMAN
III. 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
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o
pagsisimula ng aralin
B. Paghahabi sa layunin ng aralin
School: Grade Level: VI
Teacher: Learning Area: ESP
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES
Naipamamalas ang pagkaunawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa isang maunlad, mapayapa, at mapagkalingang
pamayanan
Naipakikita ang mga gawaing tumutugon sa pagmamahal sa bansa sa pamamagitan ng aktibong pakikilahok na may dedikasyon at integridad.
. 1. Nabibigyang- halaga ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon. .
1.1 Pagsasaalang-alang ng karapatan ng iba
1.2 Paghihikayat sa iba na magkaroon ng kamalayan sa kanilang kalayaaan
Code: EsP6PPP-IIIa-c-34
Paksa: Karapatan Ko, Igalang Mo!
K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016, pahina 83
1. EsP DLP, Ikatlong Markahan, Ikatlong Linggo - : Aralin 18 Karapatan Ko, Igalang Mo!
Videoclip tungkol sa Batang Bubog (www.gmanetwork.reportersnotebook)
VideoClip ng The Good Experiment (youtube)
laptop, projector, video clips , powerpointpresentation na nagpapakita ng mga sitwasyon, manila paper, gunting, permanent marker, masking tape,
graphic organizers
1.Pagbati ng guro. Batiin ang mga mag- aaral Batiin ang mga mag- aaral Batiin ang mga mag- aaral Batiin ang mga mag-
2. Pagtsitsek kung sinong liban at itala ang bilang ng mga at itala ang bilang ng mga at itala ang bilang ng mga aaral at itala ang bilang
sa klase. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban. ng mga pumasok at
3. Balik-aral: Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling lumiban.
Sa paanong paraan maipakikita balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng Magkaroon nang
ang kamalayang sibiko. nakaraang araw. nakaraang araw. nakaraang araw. maikling balik-aral sa
4. Ipabasa ang panimula ng ginawa ng nakaraang
araw.
aralin at talakayin ang
mahalagang Kaisipan.
1. Ipanood sa mga bata a. Balik-aral. Itanong sa mga 2. Ipanood sa mga mag-aaral
ang video tungkol sa “Batang bata ang videoclip The Good

C. Pag-uugnay ng mga halimbawa sa
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 Kabihasaan (Tungo sa
Formative Assesment 3)
Bubog”.
www.gmanetwork.reporters
notebook
Tanong:
a. Tungkol sa ano ang inyong
napanood na video?
b. Bakit kaya sila nandoon?
c. Sa palagay ninyo, dapat na
bang magtrabaho ang mga
batang nasa ganung edad?
Bakit?
d. Ano ang inyong naramdaman
sa video inyong napanood?
e. Anong karapatan ng isang
bata ang nalalabag o nawawala
sa video inyong napanood?
f. Kung ikaw ay kaibigan ng mga
batang iyon, ano ang iyong
maipapayo sa kanila? Bakit?
1. Tungkol saan ang ating
napanood na video kahapon?
2. Ano ang pagpagpapahalagang
iyong natutuhan tungkol sa
aralin?
3. Paano ito nakaimpluwensiya
sa iyong upang umunlad?
GAWAIN 1:Thumbs Up, Thumbs
Down
Panuto: Basahin ang sitwasyong
nka flash sa projector. Ipakita
ang “Thumbs Up” kung wasto
ang kaisipang ipinapahayag at
“Thumbs Down” kung hindi.
1. Ang edukasyon ay isang
karapatan na dapat makamit ng
isang bata para sa kanyang pag-
unlad.
2. Sa batang edad, nararapat na
maghanapbuhay ang bata upang
matustusan ang kanyang pag-
aaral.
3. Isaalang-alang ng magulang
ang karapatan ng anak katulad
ng edukasyon.
4. Nararapat igalang ang
karapatan ng iyong kapwa sa
pamamagitan ng pagbibigay
payo sa kahalagahan ng pag-
aaral.
5. Maituturing na mahalaga ang
edukasyon upang umunlad ang
isang bata.
GAWAIN 2: FESTIVAL OF
TALENTS
Pangkatin ang klase sa apat na
grupo. Hayaang pumili ang
Experiment Magbigay ng mga
katanungan tungkol sa
videoclip.
(Para sa guro) Gabayan ang
mga mag-aaral sa panunuod ng
videoclip. Maging sensitibo sa
pangyayari sa videoclip.
Iproseso itong mabuti sa mga
bata.
Mga tanong. a. Itanong. Bilang isang mag-
1. Tungkol saan ang aaral, paano mo mahihikayat
videoclip na iyong napanood? ang mga kapwa mo bata na
2. Bakit kaya marumi ang mga pumasok sa paaralan?
kasuotan ng mga bata? b. Gamit ang Concept Map sa
3. Bakit kaya umiiyak ang mga ibaba, isulat ang mga gawaing
nanay sa bidyu? makahihikayat sa mga bata
4. Mahalaga ba na nasa upang pumasok sa paaralan.
paaralan ang mga batang
katulad ninyo? Bakit?
5. Sa inyong palagay, mas
mahalaga bang nag-aaral ang
mga bata o hindi.
Pangatwiranan.
6. Kung may nakita kang mga
bata na nasa kalye at hindi
pumapasok sa paaralan, ano
ang iyong gagawin?
Pagtalakay sa sagot ng mga
mag-aaral.

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
V.MGA TALA
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakakuha ng
80% sa pagtataya
May kapitbahay ka, nakita mo
na pinatigil sa pag-aaral ang
kanilang anak upang maghanap
buhay, ano ang mararamdaman
mo?
Dapat bang hayaang
magtrabaho ang mga batang
nasa mura pang edad?
bawat grupo ng larawang
nagpapakita ng mga karapatan
ng mga bata na nais nilang pag-
usapan. Ipaliwanag ito sa
pamamagitan ng malikhaing
presentasyon.
Pangkat 1: Rap
Pangkat 2: Tula
Pangkat 3: Awit
Pangkat 4: Sayawit
Presentasyon ng bawat grupo.
Paano natin maisasaalang- alang
ang karapatan ng bawat bata?
Gumawa ng komitment kard na
nagpapahayag ng pananagutan
upang ipaunawa ang kahalagan
ng edukasyon sa bawat isa.
Ipaliwanag: Ang bawat isa ay
may pananagutan sa sarili at sa
kanyang kapwa na ipaunawa
ang kahalagan ng pag-aaral.
Ipaunawa sa mga mag-aaral ang
ibig sabihin nito atkung paano
sila makatutulong upang
mahikayat ang ibang mga bata
na patuloy mag-aral.
Ang bawat isa ay may
magagawa sa pag-unlad ng
kapwa.
Hikayatin natin silang mag-aral,
magsumikap at magtagumpay.
Gumawa ng isang slogan na
binubuo ng sampung salita
na nagpapakita ng
kahalagahan ng edukasyon.
Gumawa ng kard na
nagaanyaya upang
makahihikayat ang isang bata
na pumasok sa paaralan.
B. Blgng 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
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulong ng lubos? Paano
ito nakatulong?
F. Anong suliranin ang aking naranasan
na solusyonan sa tulong ng aking
punongguro at superbisor?
G.Anong kagamitang panturo ang
aking na dibuho na naiskong ibahagi sa
mga kapwa ko guro?
 GRADE 6
DAILY LESSON LOG
WEEK 3
I. LAYUNIN
A. Pamantayang
Pangnilalaman
C. B. Pamantayan sa Pagganap
C. Mga Kasanayan sa
Pagkatuto. Isulat and code
ng bawat kasanayan
E. II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resources (LR)
School: Grade Level: VI
Teacher: Learning Area: FILIPINO
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
Naisasagawa ang mga hakbang o panutong napakinggan.
Nakapagbibigay ng isang panuto.
Nakabubuo ng isang nakalarawang balangkas.
Nakagagawa ng nakalarawang balangkas upang maipakita ang nakalap na datos o impormasyon.
Nakasusulat ng isang talambuhay at orihinal na tula.
Nakagagawa ng isang suringpapel tungkol sa pinanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento , pagsulat ng tula at kuwento.
Nasasagot ang mga literal na Nagagamit ang pang-abay sa sa F6PT-IIIb-1.7 F6PB-IIIb-6.2
tanong tungkol sa napakinggang paglalarawan ng kilos. F6WG-IIIa- Naibibigay ang kahulugan ng Napag-uugnay ang sanhi at bunga
Talaarawan. F6PN-IIIb-3.1 c-6 pamilyar at di kilalang ng mga pangyayari.
salita sa pamamagitan ng
depinisyon.
Pagsagot sa mga tanong sa Pang-abay na Pamamaraan Pagbibigay Kahulugan ng Pamilyar Pagbibigay ng Sanhi sa
binasang talaarawan. at Di-Kilalang Salita sa Magkakaugnay na Bunga na
Pamamagitan ng Pormal na Inilahad sa Kwento
Depinisyon
Landas sa Pagbasa 6 pp.24-25
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Tukuyin ang dalawang salitang
aralin at/o pagsisimula ng magkaugnay na ginamit sa
bagong aralin pangungusap.
Ang Pangulo ay itinuturing na
pinakamataas na pinuno ng isang
bansa batay sa isinasaad ng
Saligang Batas ng isang
pamahalaan.
B. Paghahabi sa layunin ng Ilahad ang isang talaarawan. Ipasuri
aralin sa mga mag-aaral.
Mahal kong Talaarawan,
Maganda at maayos naman ang
aking umaga ngayon dahil maaga
akong nakapunta sa paaralan.Pero
bago ako pumasok sa
paaralan,naligo muna ako, nagbihis
ng maayos, nagsuklay ng buhok,
kumain at nagsisipilyo ng ngipin.
Pagkatapos kong magsipilyo ng
ngipin ay hinatid ako ng papa ko sa
paaralan. Pagdating ko sa paaralan
ay bigla nalang sumakit ang ngipin
ko. Kaya uminom agad ako ng
gamot upang mawala agad ang
sakit ko sa ngipin.
Sa tanghalian naman ay masaya
kaming nagkainan sa "BBQ-han" at
pagkatapos ng kainan namin ay
dumiretso agad kami sa silid-aralan
Masasabi mo ba kung paano
ginawa ang kilos sa mga
kasabihan?
Anong tawag sa pang-abay na
sumasagot sa tanong na paano mo
isinagawa ang kilos?
Basahin ang usapan. Kumuha ng
dalawang batang magdadayalogo
habang nakikinig ang klase
Basahin ang bawat pangungusap. Ano ang tinatawag nating pamilyar
Ibigay ang kahulugan ng mga may at di pamilyar ng mga salita?
salungguhit na salita sa Magbigay ng mga halimbawa.
papamagitan ng pagbibigay ng
kanilang kasalungat. Isulat ang
sagot sa sagutang papel.
Humusay ang kaniyang
pagguhit dahil sa pag-eensayo.
Ang batang makulit ay
napagalitan ng nanay.
Walang humpay ang pag-
iyak ng bata.
Pati hangin yata’y walang
pakialam sa kapal ng usok na
nakabalatay
May maliit na liwanag na
natatanaw ang bata.
Itanong sa mga bata kung sila ay
may narinig o nabasang kwento
tungkol sa isang batang katulada
nila na ibinuwis ang buhay alang-
alang sa kapwa.
Kailan at saan ninyo ito madalas
makikita?
Anu-anong tradisyon ng mga
Pilipino ang alam ninyo?
 namin. Nag-aaral din ako sa paksa
namin sa Ingles dahil magkakaroon
kami ng pagsubok o pagsasanay. At
iyan ang mga ginagawa ko sa araw
na ito.
Nagmamahal,
Shekainah
C. Pag-uugnay ng mga a. Anu-ano ang mga makikita natin
halimbawa sa bagong aralin na detalye sa talaarawan?
b. Sino ang gumagawa ng
talaarawan? c. Bakit tayo
sumusulat ng talaarawan?
Pagbibigay hakbang/pamantayan sa
pagbasa
Basahin ang kuwento
PIsta sa Aming Bayan
Masayang-masaya ang lahat. Araw
ng pista ngayon sa aming bayan.
Maraming tao ang nagsimba.
Masigla at masaya ang kalembang
ng kampana sa simbahan. Hindi
magkamayaw sa ingay ng
pagbabatian at pagbabalitaan ang
mga tagarito, mga balikbayan, at
mga panauhin mula sa ibang bayan.
Walang tigil ang masipag na banda
ng musiko sa paglibot sa mga
lansangan habang nagbibigay ng
masiglang tugtugin. Umaambag rin
sa sigla at saya ang malakas na
bunghalit ng mga tugtugin sa mga
perya at pondahan at maging sa
mga tahanan man.
Nagpapagaraan sa ganda ang mga
arko sa mga panulukan ng mga
kalye. May mga arkong kawayan na
may makukulay na ginupit-gupit na
papel. Ang mga banderitas na may
iba’t ibang kulay ay nakagayak sa
mga hayag na lansangan at maging
sa maliliit na kalye man.
Naku, higit sa lahat kabi-kabila ang
handaan. May mga naglilitson doon
Ang Bayaning Iskawt
Si Iskawt Aries Canoy Espinosa
ay 13 taong gulang. Kasapi siya sa
Kawan Blg. 60 sa ilalim ng
pamamahala ng Paaralang
Elementarya ng Rupagan, Lanao
del Norte Council. Nabalita siya
kaugnay ng isang malungkot na
pangyayari noong Enero 30, 1994
Nangyari ito nang isang pangkat
ng mga batang lalaki ang naglalaro
ng Granada. Walang kamalay-
malay ang mga bata na ang
pinaglalaruan nila ay sumasabog.
Ito ay ginagawa nilang parang bola
ng basketbol na isinu-shoot sa
ring. Bumagsak ang Granada sa
malapit sa ibang pangkat ng mga
batang naglalaro ng goma.
Naroroon sa di kalayuan si Iskawt
Espinosa. Mabilis niyang sinigawan
ang pangkat ng mga batang lalaki,
“Umalis kayo riyan, puputok iyan!”
sabay takbo, papalapit sa Granada.
Dumapa siya upang takpan ito ng
kanyang katawan. Halos
nagkasabay ang kanyang pagdapa
at ang pagputok ng granada na
siya niyang ikinamatay.
Ang mabilis na pagpapasya,
pagmamalasakit sa kapwa, at mga
pagsasanay na natutuhan ni
Iskawt Espinosa sa Scouting ang
nakatulong upang mailigtas ang
maraming buhay.
Namatay siya nang wala
at dine. Malalaking talyasi ng
pagkain ang nakasalang sa kalan sa
mga kusina at sa mga bakuran.
Mula tanghalian hanggang hapunan
ay pagsasalu-saluhan ang mga
inihandang pagkain ng mga
magkakamag-anak, magkakaibigan,
at mga panauhin. Kainang hindi
matapus-tapos. Ganyan ang pista.
Nakalulungkot tuloy isipin na ang
pista ay tila kainan na lamang at
nawawala na ang diwang ispiritwal
ng okasyon.
E, bakit nga ba may pista? Hindi ba’t
nagdudulot lamang ito ng malaking
gastos? Hindi ba’t malaking pag-
aabala ito? Pero sadyang hindi na
maiaalis sa kulturang Pilipino ang
pagpipista at pamimista. Ito’y isang
kaugaliang minanapa natin sa ating
mga ninuno.
sa panahon at lubhang
napakataba pa upang ialay ang
kanyang buhay para sa kanyang
mga kaibigan. Nagampanan niya
nang lubusan ang panunumpa at
batas ng isang Iskawt na:
“Tulungan ang kapwa sa lahat ng
pagkakataon.”’
Isang pagpapakasakit sa sarili ang
kanyang ginawa upang mabuhay
lamang ang kanyang kapwa na
siyang pinakamahalagang
kasabihan sa larangan ng
katapangan. Ito rin ang nagbibigay
ng mahalagang katuparang
nauukol sa kasabihan ng mga
Iskawt, ang “LAGING HANDA.”
Iyan si Iskawt Aris Canoy Espinosa,
ang munting bayani..

Ang pista ay araw ng pasasalamat

sa Poong Maykapal sa mga
biyayang ipinagkakaloob Niya sa
mga tao. Ito ay araw ng pagdakila.
pagpuri at pagpaparangal sa
Panginoon. Kadalasan, ang pistang-
bayan ay itinatapat sa kaarawan ng
patron ng bayan, gaya ng pista ng
Meycauayan na ipinagdiriwang sa
kaarawan ng patron nito na si San
Francisco de Asis, pista ng Santa
Clara sa kaarawan ng Mahal na
Birhen de Salambao, pista ng
Obando sa kaarawan ni San Pascual
de Baylon, pista ng Malolos sa
kaarawan ng Birhen Immaculada
Concepcion, at iba pa.

Sagutin ang mga sumusunod na

tanong:

D. Pagtalakay ng bagong Pagyamanin Natin
konsepto at paglalahad ng Basahin ang talaarawan ng
bagong kasanayan #1 tahimik at sagutan ang
mga sumusunod na
katanungan.
1. Sino ang nagsulat ng
talaarawan?
2. Ano ang unang ginawa ni
Shekainah bago pumasok sa
paaralan?
3. Sino ang naghatid sa kanya
sa paaralan?
4. Ano ang nangyari kay
Shekainah ng siya ay nasa
paaralan na?
5. Saang subject nagkaroon
ng pagsubok o pagsasanay si
Shekainah?
Ano ang pista?
Bakit may pista?
Ilarawan ang pagdiriwang ng pista
batay sa tekstong binasa.
Sang-ayon ka ba na ipagpatuloy ang
tradisyon ng pagdaraos ng pista?
Ipaliwanag.
Bakit sinasabing ang pista ay isang
pamanang kalinangan n gating mga
ninuno?
Batay sa binasang teksto, anong
isyu ang nakapaloob dito?
Sa isyung nakapaloob sa teksto, ano
sa tingin mo ang paniniwala ng
may-akda nito tungkol sa isyung
ito?
Gawin Natin: “Paano ipinakita ni Aries ang
kanyang pagmamahal kapwa?
Tukuyin ang kahulugan ng salitang
pamilyar at di- pamilyar. Gamitin
ang diksyunaryo.Isulat ang sagot sa
pisara.
Hindi magkamayaw sa
ingay ng pagbabatian at
pagbabalitaan ang mga tao sa
plasa.
Nagpapagaraan sa ganda
at kulay ang mga arko at banderitas
sa kalye.
Tuwing pista, naririnig ang
bunghalit ng mga tugtugin sa perya,
mga pondahan at mga tindahan
Makukulay na banderitas
ang nasa kalye kung araw ng pista.
Bukud sa pagtugtog ng
banda ng musiko, umaambag din sa
saya ng kapistahan ang pagsasalo-
salo sa masasarap na pagkain ng
mga pamilya at panauhin.
Tanong: Ano ang ibig sabihin ng
pamilyar at di-kilalang salita?
 Paano mo naibibigay ang kahulugan
ng mga salitang pamilyar at di-
kilalang sa kwentong iyong binasa?

Magbigay ng mga halimbawa ng

pamilyar at di-kilalang salita.
Tukuyin ang kahulugan nito sa
pamamagitan ng paggamit ng
diksyunaryo.

(Ang guro ay malayang magbigay ng

iba pang mga salita)
Mga
Salitang Mga Salitang
Pamilyar Di-kilala
Matayog Punyal
Namangha Piging
Intindihin Ablada
Umaaso Ginapi
Sekreto Pitak
nalaman balintataw

E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2

F. Paglinang ng Kabihasaan Gawin Niyo/ Gawin Mo: Basahin ang mga pangungusap.
( tungo sa Formative Bilugan ang sanhi at salungguhitan
Assessment ) Kumpletuhin ang tsart sa ang bunga. Gawin ito sa sagutang
pamamagitan ng pagtatala ng mga papel.
salitang naging pamilyar at di-kilala 1. Sumigaw sya ng malakas
sa inyo mula sa binasa ninyong kung kayat nakalayo kaagad ang
teksto. Iugnay ang mga salitang ito mga batang naglalaro.
sa inyong sariling karanasan. Ibigay 2. Dumapa siya sa Granada
ang kahulugan nito. kaya siya ang nasabugan nito.
Salitan 3. Marami ang naligtas dahil
g Salitang sa kanyang ginawa.
Pamily Kahulug Di- Kahulu 4. Lahat ay humanga ng
ar an Kilala gan malaman nila ang kanyang
kabayanihan.
5. Nagpatatag ng loob ni Ari
sang kanyang pagiging Iskawt.
G. Paglalapat ng aralin sa Sumulat ng isang halimbawa ng Malaking Pangkatang
pang-araw-araw na buhay talaarawan. Gawain( dalawang pangkat)
Isadula ang three shifts at
multigrade scheme habang
isinasagawa ang tamang
pamamaraan ng kilos sa ganitong
mga sitwasyon. Magsulat ng
parirala na ipinakikita ang wastong
gawi sa pagpasok at paglabas ng
silid aralan sa three shifts
Gayundin ang pamamaraan ng
kilos/ pakikinig sa guro sa
multigrade scheme.
Ang kabilang pangkat ang
magtataya kung naging tama ba
ang isinagawa ng kabilang pangkat
gamit ang rubrik sa Pangkatang
Gawain. Kung kayo ang nasa
kanilang kalagayan ano sana ang
mas akmang kilos na dapat sana’y
ipinakita ng pangkat ? Kung naging
maayos sabihin din ito sa klase
Basahin ng tahimik ang talata. Piliin Guhitan ang sanhi at bilugan ang
ang mga salitang pamilyar at di- bunga. Gawin ito sa manila paper.
kilala mula sa teksto. Sa tulong ng (Pangkatang Gawain)
diksyunaryo, tukuyin ang kahulugan 1. Ipinapakasakit niya ang
ng bawat isa. Tukuyin din kung ano kanyang sarili upang mabuhay
ang iyong matuklasan at kung ito ba lamang ang kanyang kapwa.
ay nakapagbabago sa dating niyong 2. Hindi alam ng mga bata
kaalaman. ang panganib sa Granada kapag
pinaglaruan nila ito.
TUGOB FESTIVAL 3. Dahil sa alam ni Ari sang
Ang Tugob Festival ay isang panganib, mabilis syang kumilos.
magarbong pagdiriwang sa Lungsod 4. Hindi malilimot ang
ng Ormoc na idinaraos tuwing batang si Aris Espinosa sapagkat
buwan ng Oktubre taon-taon. Ang kahanga-hanga ang kanyang
salitang Tugob ay salitang pagmamalasakit.
Ormocanon na ang ibig sabihin ay 5. Nakatuon ang mga
“nag-uumapaw” na tumutukoy sa layunin ng mga iskawt sa
kasaganaan ng likas na yaman ng paglilingkod kung kaya handa ila
Ormoc. Ipinapakita at anumang oras.
ipinagmamalaki ng mga taga Ormoc
ang masaganang ani ng mga
produktong pinya , tubo , niyog ,
isda, gulay , palay at iba pa. Ito ay
unang idinaos noong 2010 na
itinaon sa pagdiriwang ng ika 63rd
Charter Day ng lungsod.
Pinakainaabangang bahagi ng
pagdiriwang ang street dancing
kung saan ang mga kalahok ay
galing sa iba’t ibang barangay ng
Ormoc ,mga mag-aaral, at mga
kawani ng lokal na pamahalaan ng
lungsod. Ang mga mananayaw ay
nagsusuot ng matitingkad at
magagarang kasuotan habang
nagsasayaw sa kalsada upang
ipakita ang kanilang
pagpapasalamat sa nag-uumapaw
na biyaya ng lungsod. Ang street
dancing ay isang kumpetisyon sa
pinakamagaling umindak ,

H. Paglalahat ng Aralin Ang talaarawan ay kalipunan ng
mga bugto-bugtong o baha-
bahaging sulatin na nakasulat at
nakaayos sa sunod-sunod na petsa
o araw.
I. Pagtataya ng Aralin Isulat ang mga pangyayari ng
nakalipas na isang linggo sa
pamamagitan o halintulad ng isang
talaarawan.
J. Karagdagang Gawain para
sa takdang aralin at
remediation
pinakamakulay at
pinakamagarbong kasuotan at
pinakamagaling sa pagpapakita ng
kahulugan ng pagdiriwang sa
kanilang sayaw.
Ano ang natutunan mo sa aralin?
Naibigay mo ba ng wasto ang mga
kahulugan ng mga salitang pamilyar
at di-kilala?
Paano/Ano ang iyong ginawa?
Ibigay ang kahulugan ng salita na
may salungguhit. Piliin ang sagot sa
loob ng kahon.
1. Ang mga talipandas ay
pumupunta sa handaan
kahit hindi iniimbita.
2. Ang mga may kapansanan
ay may kakayahang
maghanapbuhay.
3. Dapat mabuhay ng may
dignidad ang mga tao.
4. Ang kahirapan ay hindi
sagwil sa edukasyon..
5. Ang buhay ng taong dakila
ay magniningning sa
lipunan.
Pagbibigay ng Sanhi sa
Magkakaugnay na Bunga na
Inilahad sa Kwento
May mga kwentong ang
binibigyang-diin ay ang sanhi at
bunga ng mga pangyayari.
Ang Sanhi ay siyang dahilan ng
pangyayari at Bunga naman ay ang
resulta o kinalabasan.
Halimbawa:
Pinanindigan ni Ari sang
Panunumpa niya sa Scouting kaya
iniligtas niya ang batang naglalaro.
Sanhi: Pinanindigan ni Ari sang
panunumpa nya sa Scouting
Bunga: iniligtas nya sa kamatayan
ang mga batang naglalaro.
Isulat sa inyong sagutang papel
kung sanhi o bunga ang lipon ng
mga salitang sinalungguhitan.
1. Ang mamatay sa sarili ay
mabubuhay sa Diyos.
2. Sapagkat larawan ni
Kristo an gating mabuting pastol,
lubos ang pananalig ko sa kanya.
3. Inialay nya ang kanyang
sariling buhay upang tayo ay
tubusin.
4. Para sa lugod at
kabutihan ng minamahal Niyang
kapwa, naglilingkod Siya sa kanila
sa mumuting paraan.
5. Handa Siyang mamatay
upang ikaw ay mabuhay.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng 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 mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong
ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro
at superbisor?
G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH-ARTS
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S ARTS ARTS ARTS ARTS ARTS

A. Content Standard The learner demonstrates
understanding of shapes, colors,
values, and the principles of
emphasis, contrast, and harmony
in printmaking and photography
using new technologies.
The learner demonstrates
understanding of shapes, colors,
values, and the principles of
emphasis, contrast, and harmony
in printmaking and photography
using new technologies.
The learner demonstrates
understanding of shapes, colors,
values, and the principles of
emphasis, contrast, and harmony
in printmaking and photography
using new technologies.
The learner demonstrates
understanding of shapes, colors,
values, and the principles of
emphasis, contrast, and harmony
in printmaking and photography
using new technologies.
The learner demonstrates
understanding of shapes,
colors, values, and the
principles of emphasis,
contrast, and harmony in
printmaking and
photography using new
technologies.

B. Performance "The learner creates simple
Standard printmaking (silkscreen) designs
on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates simple
printmaking (silkscreen) designs
on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates simple
printmaking (silkscreen) designs
on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates simple
printmaking (silkscreen) designs
on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates simple
printmaking (silkscreen)
designs on t-shirts and
posters.
The learner describes the
basic concepts and principles
of basic photography."

C. Learning The learner knows that The learner knows that The learner knows that The learner understands that The learner understands that
Competencies design principles still design principles still design principles still digital technology has speeded up digital technology has
(write the LC apply for any new design apply for any new design apply for any new design the printing of original designs and speeded up the printing of
Code) (contrast of colors, (contrast of colors, (contrast of colors, made it accessible to many, as original designs and made it
shapes, and lines shapes, and lines shapes, and lines emphasized in t-shirts and poster accessible to many, as
produces harmony) produces harmony) produces harmony) design A6PR-IIIC emphasized in t-shirts and
whether done by hand or whether done by hand or whether done by hand or poster design
machine (computer). machine (computer). machine (computer). A6PR-IIIC

A6PL-IIIB A6PL-IIIB A6PL-IIIB

II. CONTENT PRINT MAKING PRINT MAKING PRINT MAKING PRINT MAKING PRINT MAKING
III. LEARNING RESOURCES
A. References
1. TG/CG pages
2. Learner’s Materials 21st Century Mapeh in Action 6 pp. 21st Century Mapeh in Action 6 pp. 21st Century Mapeh in Action 6 pp. 21st Century Mapeh in Action 6 pp. 21st Century Mapeh in
pages 150-152 150-152 150-152 150-152 Action 6 150-152
3. Textbook pages
4. Materials
downloaded from
LRMDS
B. Other Learning
Materials
IV. PROCEDURES
A. Reviewing previous What are the different kinds of What are the different kinds of What are the different kinds of What is printmaking? What is printmaking?
lesson and forms? forms? forms?
presenting new
lesson
B. Establishing a What is the print making? What is the print making? What is the print making? Give its 4 processes. Give its 4 processes.
purpose for the Printmaking is the process of Printmaking is the process of Printmaking is the process of
lesson creating art by transferring an creating art by transferring an creating art by transferring an
image or design from a source image or design from a source image or design from a source
onto another material. onto another material. onto another material.
C. Presenting What are the 4 processes in What are the 4 processes in What are the 4 processes in What do we need in silkscreen What do we need in
examples/instances printmaking? printmaking? printmaking? printing? silkscreen printing?
of the lesson 1. Relief Printing-the raised 5. Relief Printing-the raised 9. Relief Printing-the raised 1. Design printed on 6. Design printed on
areas hold ink. areas hold ink. areas hold ink. transparency transparency
2. Intaglio Printing- the 6. Intaglio Printing- the 10. Intaglio Printing- the 2. Mesh screen 7. Mesh screen
incised areas hold ink incised areas hold ink incised areas hold ink 3. Liquid emulsifier 8. Liquid emulsifier
3. Lithography- the image 7. Lithography- the image 11. Lithography- the image 4. Squeegee 9. Squeegee
areas holds ink. areas holds ink. areas holds ink. 5. Fabric Paint 10. Fabric Paint
4. Screen printing- ink 8. Screen printing- ink 12. Screen printing- ink
passes through areas of passes through areas of passes through areas of
screen that are not screen that are not screen that are not
blocked. blocked. blocked.
Paper with screened Paper with screened Paper with screened
image image image
D. Discussing new What is silkscreen printing? What is silkscreen printing? What is silkscreen printing? The creation of the design, using The creation of the design,
concepts and Silkscreen printing is one of the Silkscreen printing is one of the Silkscreen printing is one of the computer program is easier. The using computer program is
practicing new skills methods in printmaking. It uses methods in printmaking. It uses methods in printmaking. It uses production is even made faster easier. The production is
#1 stencil to apply ink onto another stencil to apply ink onto another stencil to apply ink onto another with the silkscreen printing even made faster with the
material. It can be on fabric or t- material. It can be on fabric or t- material. It can be on fabric or t- machine. This machine allows silkscreen printing machine.
shirts. It can be on paper, wood, shirts. It can be on paper, wood, shirts. It can be on paper, wood, printing of several colors on a t- This machine allows printing
vinyl, or any other material that vinyl, or any other material that vinyl, or any other material that shirt. of several colors on a t-shirt.
 absorbs ink. absorbs ink. absorbs ink.

E. Discussing new How is silkscreen printing done? How is silkscreen printing

concepts and 1. Prepare a design and done?
practicing new skills print on transparency. 7. Prepare a design
#2 2. Prepare the mesh screen. and print on
Coat it with light transparency.
sensitive. 8. Prepare the mesh
3. Position the printed film screen. Coat it with
over the screen and light sensitive.
expose it to a very bright 9. Position the printed
light source. film over the screen
4. Rinse off excess emulsion. and expose it to a
Once you have all the very bright light
screens exposed and source.
cleaned, you are ready to 10. Rinse off excess
print. emulsion. Once you
5. Place screen over t-shirt. have all the screens
Apply ink, any color of exposed and
your choice, using a cleaned, you are
squeegee. ready to print.
6. Using a blow dyer, dry ink 11. Place screen over t-
on t-shirt. You now have shirt. Apply ink, any
a finished product. color of your
choice, using a
squeegee.
12. Using a blow dyer,
dry ink on t-shirt.
You now have a
finished product.
F. Developing mastery
(lead to formative
assessment 3)
G. Finding practical Using of technology, printing of Using of technology, printing of Using of technology, printing of
application of original designs has been easier original designs has been easier original designs has been easier
concepts and skills and faster. and faster. and faster.
in daily living
H. Making What is What is What is Enumerate the materials needed Enumerate the materials
generalization and printmaking/screenprinting? printmaking/screenprinting? printmaking/screenprinting? in silkscreen printing. needed in silkscreen
abstractions about printing.
the lesson
I. Evaluating learning Put a check if it is a Put a check if it is a Put a check if it is a Give the process on how to make Give the process on how to
 process of printmaking.
1. Lithography
2. Photography
3. Intaglio Printing
4. Computer Printing
5. Relief Printing
process of printmaking.
6. Lithography
7. Photography
8. Intaglio Printing
9. Computer Printing
10. Relief Printing
process of printmaking. a silkscreen. make a silkscreen.
11. Lithography
12. Photography
13. Intaglio Printing
14. Computer Printing
15. Relief Printing

J. Additional activities Bring your own printed shirt Bring your own printed shirt Bring your own printed shirt What is silkscreen printing? What is silkscreen printing?
for application or tomorrow. tomorrow. tomorrow.
remediation

V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
acquired 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 encountered
which my principal
can help me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to
share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner…..
A. Content Standard demonstrates understanding of solid figures.
B. Performance Standard is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere
C. Learning Competencies / visualizes and describes the different solid figures: cube, prism, identifies the nets of the following space figures: cube, prism, pyramid, Weekly Test
Objectives pyramid, cylinder, cone, and sphere. cylinder, cone, and sphere using plane figures.
M6GE-IIIc-31 M6GE-IIIc-32
II. CONTENT Geometry Geometry Geometry Geometry
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Lesson Guide in Elem. Math Gr. 6 Lesson Guide in Elem. Math Gr. Lesson Guide in Elem. Math Gr. 6 p.
p.77-83 6 p.77-83 77-83
2. Learner’s Materials pages 21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 200- 21st Century Mathletes 6,
209 pp. 200-209 209 pp 200-209

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp.
200-209 200-209
DLP 6 Mod 54 DLP 6 Mod 54
Mathletes 6 textbook, video clip, Mathletes 6 textbook, video
power point presentation clip, power point presentation
Drill: Drill: Guess who am I? My name
is given in the box below. Oops!
Spelling of my name is jumbled
up. Try to identify it from the
clues given below and write it in
the blank space.
(1) I am a polyhedron with least
number of faces. ________ (2) I
am a prism whose all faces are
square. ________ (3) Looks like
marbles but have no vertex.
________ (4) I am a solid whose
base is polygonal and other
faces are triangles. ___
Review
21st Century Mathletes 6, pp. 200- 21st Century Mathletes 6,
209 pp. 200-209
DLP 6 Mod 54 DLP 6 Mod 54
Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
power point presentation power point presentation
Drill: BRING ME! A.Drill: Identify what spatial figure Choose the letter of the
The first pupil who will bring the is being shown. correct answer:
thing that can be found inside their 1.  Which solid can be
bag or in the classroom that formed using the net
represents the spatial figure that shown?
the teacher will say, will get 1 point.
Those who will earn more points
will be the winner.
Ex. Bring me a thing that represents
a rectangular prism.
Review: Guessing Game!
a. cylinder
1.My base is a polygon and my
faces are triangles. Who am I? b. prism
(triangular prism) c.sphere
2.I am a spatial figure with a B.Review d. cone
 polygonal base whose edges meet 1. 2. What figure can you
at a common vertex. Who am I? make from the net?
(pyramid)
3.I am a spatial figure having a
circular base and one vertex. Who
am I? (cone)
4.I am a spatial figure with 2 Answer:
parallel congruent faces called a cylinder
B.Review bases and the other faces are a cylinder with no
parallelograms. Who am I? bases
(rectangular prism) a cube with no base
5.I am a spatial figure with 2 a rectangular prism
circular bases, no edge, and no 3. Identify the rectangular
vertex. Who am I? (cylinder) 2. prism that the net shown
would fold into.

Answer:

B. Establishing a purpose for
the lesson
Group Activity: Group Activity: Distribute an
activity sheet to each group.
Answer:
a.Figure 4
b.Figure 3
c.Figure 1
d.Figure 2
Every morning, we take our Group Activity: 4.Which of the nets can be
breakfast to jumpstart our day. Distribute net to each group. Let folded to form a cylinder?
Breakfast is the first and most them cut carefully around the net.
important meal of the day. People Fold the net to construct a solid
have different preferences for figure. Label the name of the solid
breakfast. Some prefer to have a figure they formed.
light breakfast, while others want it
heavy. One good example of a
healthy breakfast is a bowl of a. Figure 2
cereals. All cereals are available in a b. Figure 4
similar box. What kind of solid c. Figure 3
figure is it? Have you tried
d. Figure 1
unfolding cereal box?
5.  Which of the nets can
be folded to form a
rectangular prism?
 a. Figure 2
b. Figure 1
c. Figure 4
d. Figure 3

C. Presenting Group Activity: Present the lesson on page 200 of Group Activity: 6.  Which net can be folded
Examples/Instances of Identify the solids that can be Txbk. Provide graphing paper for each to form a rectangular
new lesson formed by the given figures. Let us unfold a cereal box. group to do this activity. prism?
Based on the illustration ( see the
illustration on page 200), if we
unfold the cereal box we will come
up with a closed plane figure.
This two-dimensional figure is
called a net.
(Discuss the content on page 202-
a. Figure 2
205 of 21st century Mathletes)
b. figure 3
c. figure 1
d. figure 4

(TG page 79)

D. Discussing new concepts Show a video of visualizing solid Show a video of visualizing solid Show a video of “3d Shape Nets for Show a video of “Learning Solid 7.. Identify the net for the
and practicing new skills figures figures Kids” Figures and Nets (cone, cylinder, rectangular prism.
#1 prism, pyramid, cube, cuboid)”

a.Figure 2
b.Figure 4
c.Figure 1
d.Figure 3

E. Discussing new concepts Group Activity: Group Work; Each group will make 2 different 8. Which of the figures
 and practicing new skills Each group will make 2 different nets for the ff. represents the front view
#2 nets for the ff. Group 1: hexagonal prism of the solid?
Group 1: Cube Group 2: square pyramid
Group 2: Square Prism Group 3: Triangular Prism
Group 3: Octagonal Prism Group 4: cylinder
Group 4: cylinder Group 5: rectangular prism
Group 5: Cone
(TG. page.80)
a.Figure 3
b.Figure 2
c.Figure 1
d.none of these
F. Developing mastery 9.Which of the figures
(Leads to Formative represents the side view of
Assessment) the solid?

G. Finding practical
applications of concepts
and skills in daily living
a.Figure 3
b.Figure 1
c.Figure 2
d.none of these
Pair-share: Matching Game Pair-share: Pair-share: 10.Which is the top view of
1)Divide the class into 2 groups. the solid?
2)The first group will be given
activity cards with the name of
spatial figures.
3)The second group will be
given activity cards with
a. Figure 1
descriptions of particular spatial
figures. b.Figure 2
4)Let the activity card holders c.Figure 3
raise the activity cards they are d.none of these
holding. 11.Which of the figures
5)Each of them will try to find represents the top view of
their partner. the cylinder?
6)The first to match their cards
correctly wins.
7)Let each pair stand in front
and read their activity cards. a.Figure 1

H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application and
remediation
b.Figure 3
c.Figure 2
d.none of
these
Ans.
A,b,b,d,c,c,d,c,a,a,b
What is a solid figure? What is a net?
How can you describe a solid figure? A net is a flat figure that can be folded to form a closed, three-
-A solid or space figure is three – dimensional. It has length, width dimensional object. Such an object is called a solid.
and height. Differentiate the nets of pyramids, prisms, cones and cylinders from each
-Face – is the flat surface. other
- Edge – is the intersection of any two faces.
-Vertex – is the intersection of three or more faces.
Name each solid figure. Then, Identify the solid figure that can be Continuation: Answer
draw its net. formed by each net. Chapter Test on page 83
(Txbk page 206) (Txbk page 207)
Answer Math Challenge on page 208-208=9 Answer remediation on TG page Answer Enrichment Actvity on TG
81 page 82
V. Remarks
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
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 this work?

F. What difficulties did I

encountered which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
The learners demonstrate understanding of Gravity and friction affect the movement of object
The learners should be able to produce advertisement demonstrate road safety.
The learners should be able to infer Infer how friction and gravity Produce an advertisement which The learners should be able to
how friction and gravity affect affect movements of different demonstrate road safety infer how friction and gravity affect movements of
movements of different objects. S6FE- objects S6FE-IIIa-c-1 different objects.
IIIa-c-1
-Create an advertisement that demonstrates road safety.
Demonstrate the effects of friction of
the motion of an object -Demonstrate advertisement on road safety in a creative
way.

-Appreciate the importance of advertisements about road

safety.

Demonstrating the effects of

Frictional Forces gravity and friction on the motion Describing Forces Gravitational and Frictional Forces
II. CONTENT / TOPIC
of an object
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
K 12 Science link 318-322 Science Links Science Links 6
3. Textbook pages
294-303
4. Additional materials from https://youtu.be/t4HlDF8_Fao
LRMDS portal
Explore and Experience Science 6, Video recorder, hand phone, Laptop,internet,pictures,activity sheets,video
B. Other Materials
pp. 217 – 224 meta cards, marker
Science Links 6 , pp. 305 - 322
IV. PROCEDURES
A. Reviewing previous lesson or Teacher’s Instruction Arrange the following jumbled Let’s Do the Thumbs up.
 Show pictures of moving cars and letters. If the statement is true show your Thumbs up.If it is false
the solar system. Infer how they Thumbs down.
move. VTTIONGRAAINAL CEROF -Force can stop a moving object.
(Gravitational force)- is a force - Force can change the speed of a moving object.
that pulls object toward one - By applying force to the break,the vehicle will continue
another to move.
CITENGAM CEROF-(Magnetic
Force)- is a force that causes
object to attract or repel each
other
CELECIRT CEROF (Electric Force)-
that exist between charged and
particles
presenting the new lesson RAELCUN CEROF-(Nuclear Force)-
that holds the particles in the
nucleus together
LANOFRICTIO CEROF (Frictional
Force-) are force that opposes
motion between two surfaces
touching each other
LAGUFRITENC CEROF (Centrifugal
force) – is an outward force that
pulls an object away from the
center.
CTRIENTALPE CEROF-
(Centripetal0- is a force that
pulls an object
Question of the day: Question of the day: Review the different Road safety Pair up activity
How friction and gravity affect sign. Ask them to Identify the Watch a video about a situation on a busy road.
What would life be without friction? motion? different signs by using meta Have a short talk with your seatmate.
B. Establishing a purpose for the
How does friction affect us? cards
lesson
(SEE ATTACHED ACTIVITY: GUESS
WHAT PPP)

C. Presenting examples/ Teacher’s Instruction Teacher’s Instruction Let the pupils watch a video How can we help inform other people about safety road?
instances of the new lesson ‘’Guess the mystery word!” identify Activity 1 – TOY CAR IN MOTION https://youtu.be/t4HlDF8_Fao
the word that could describe the four The teacher will use the activity as
pictures. Write your answer in the guide

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(leads to formative assessment )
G. Finding practical applications
of concepts and skills in daily
living
boxes below
Teacher’s Instruction
Activity 6.5 comparing movements of
objects on the different surfaces.
Teacher’s Instruction
Group Presentation of Data. The
teacher may use Rubric on
Presentation.
The students will give some desirable
effects of friction on the motion of
objects
Activity 2 - DroppingThings of
Different Weights
Students present their output on
the activity. The teacher will give
feedback about the result.
Answer the Guide Questions.
Discuss how gravity and friction
affect motion of an object
1. Your brother discovered
that the chain of his bicycle is
rusty, so it runs slow. How will you
help him fixing his bicycle?
2. Your on your way to a
family outing. Suddenly it rained,
and the road gets slippery, what
would you tell to your father?
Why?
3. Your mother’s wedding
Giving motive question Group Activity
Create an advertisement about the given pictures.
Presentation of the ouptputs
Group I-Jingle
Group II- Slogan
Group III-Short Dialogue
Group IV- Poster
ACTIVITY Games on road signs
Using Technology like video
recorder or hand phone, The
group will make an
Advertisement. (Infomercial)
about road safety. The video will
be presented on the next day
The setting will be:
Group 1: In front of a School,
while crossing the road.
Group 2: In the market
Group 3: In the Play ground
Group 4: While riding in a
jeepney.
Group 5: While using bicycle.
Presentation of the group To lessen the accidents on road especially during rainy
days,what should people do?

Let the students demonstrate the
different effects of friction on the
H. Making generalization and
motion of an object.
abstraction about the lesson
Please see the rubrics on activity 6.5
I. Evaluating learning
ring got stuck in her finger. She
wanted to remove it but no matter
how hard she pulled it, she cannot
get it how would you help her?
4. You are going on a hiking.
Which kind of shoes are you going
to use? (Rubber shoes? or leather
shoes), Why?
5. The padlock of your
house doesn’t open anymore
because it is filled with rust. You
applied it with oil. Why did you do
it?
External condition like friction Why do you think it is important What are some of the ways of keeping the roads safe
affect the movement of an object. for pupils like you to be aware of from accidents?
Awareness should be done that the different signs and safety Is advertisement of great help?How?
friction has desirable and measures while on the road?
undesirable effect.
The teacher gives ten-question How can you relate the saying Use Rubrics to evaluate the pupils advertisements.
quiz about how friction and gravity “Prevention is better than
affect motion. amount of cure” in our topic?

J. Additional activities for A. Stack a Tower

application / remediation Gravity pulls objects downward.
Stack blocks as high as you can in
different ways. Experiment with
the shape and center of gravity.
How high can you stack the
blocks?

B. Radio play
You are one of the passengers
on a space shuttle flight. You are in
orbit for the first time and you
cannot feel you weight. Write a
dialogue communicating with your
friend on the ground with a radio
 device.

C. Road advertisement

Friction occurs between the

parts of the vehicle and between
the road and the tires. Wearing
away of parts in engine sometimes
causes road accidents. Produce an
advertisement to show road
safety.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done :

Pa Fail ML T Pa Fail ML T Pa Fail ML T Pa Fail ML T

sse ed sse ed sse ed sse ed
V. REMARKS
d d d d
M M M M
MR MR MR MR
IAP IAP IAP IAP
GC GC GC GC
S S S S
VI. REFLECTION
______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned 80% above
A. No. of learners who earned
above 80% above 80% above
80% in the evaluation
______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require additional activities for
B. No. of learners who require
additional activities for remediation additional activities for additional activities for remediation
additional activities for
remediation remediation
remediation
C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
? No. of learners who have ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught ______ of Learners who caught up the lesson
caught up with the lesson the lesson the lesson up the lesson
D. No. of learners who continue ______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue to require remediation
to require remediation require remediation to require remediation to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well ? Why ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
did this work ? ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Demonstrations
 Demonstrations Demonstrations Demonstrations The activity can be a classroom experiment, a survey, a
The activity can be a classroom The activity can be a classroom The activity can be a classroom simulation or an analysis of secondary data.
experiment, a survey,a simulation or experiment, a survey, a simulation experiment, a survey, a ___Cooperative Learning
an analysis of secondary data. or an analysis of secondary data. simulation or an analysis of ___Jigsaws
___Cooperative Learning ___Cooperative Learning secondary data. ___Gallery Walks
___Jigsaws ___Jigsaws ___Cooperative Learning ___Fieldtrips
___Gallery Walks ___Gallery Walks ___Jigsaws ___Making notes from book
___Fieldtrips ___Fieldtrips ___Gallery Walks ___Use of internet/audio visual presentation
___Making notes from book ___Making notes from book ___Fieldtrips ___Text books
___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from book ___Investigations
presentation presentation ___Use of internet/audio visual ___Models
___Text books ___Text books presentation ___Demonstrations
___Investigations ___Investigations ___Text books Other Techniques and Strategies used:
___Models ___Models ___Investigations ___Manipulative Tools
___Demonstrations ___Demonstrations ___Models ___Pair Work
Other Techniques and Strategies Other Techniques and Strategies ___Demonstrations ___ Explicit Teaching
used: used: Other Techniques and Strategies ___ Group collaboration
___Manipulative Tools ___Manipulative Tools used: ___ Carousel
___Pair Work ___Pair Work ___Manipulative Tools ___ Diads
___ Explicit Teaching ___ Explicit Teaching ___Pair Work ___ Differentiated Instruction
___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Discovery Method
___ Carousel ___ Carousel ___ Group collaboration ___ Lecture Method
___ Diads ___ Diads ___ Carousel Why?
___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Complete IMs
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Availability of Materials
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Pupils’ eagerness to learn
Why? Why? ___ Lecture Method ___ Group member’s collaboration/cooperation in doing
___ Complete IMs ___ Complete IMs Why? their tasks
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Audio Visual Presentation of the lesson
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn
collaboration/cooperation in doing collaboration/cooperation in doing ___ Group member’s
their tasks their tasks collaboration/cooperation in
___ Audio Visual Presentation of the ___ Audio Visual Presentation of doing their tasks
lesson the lesson ___ Audio Visual Presentation of
the lesson
F. What difficulties did my
principal or supervisor can help __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils

me solve ?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers ?
__ 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
__ 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
__ 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
__ 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