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DLL - Araling Panlipunan 5 - Q2 - W10
DLL - Araling Panlipunan 5 - Q2 - W10
GRADES 1 to 12 Teacher: File Created by Ma’am EDNALYN D. MACARAIG Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 15-19, 2018 (WEEK 10) Quarter: 2ND QUARTER
C.Pag-uugnay ng mga halimbawa sa bagong Panlinang na Gawain . Gawain 1 “Venn Diagram” . Gawain 1 “Venn Diagram”
ralin 1. Gawain 1 “ Pandulang Ipabasa ang talata sa mga bata Ipabasa ang talata sa mga
Pagtatanghal“ at ipatala sa Venn Diagram ang bata at ipatala sa Venn Diagram
Pangkatin ang mga mag-aaral sa 5 datos ang datos
pangkat. Bawat pangkat ay na kanilang makikita. na kanilang makikita.
bibigyan ng sitwasyon na
itatanghal. Gawain 2 “Pangkatang Gawain“ Gawain 2 “Pangkatang Gawain“
Pangkat 1- Isadula ang pag- Pangkatin ang mga mag-aaral sa 2 Pangkatin ang mga mag-aaral sa
aalsang ginawa ni Lakandula, raha pangkat. Bawat pangkat ay 2 pangkat. Bawat pangkat ay
ng bibigyan ng activity card ng bibigyan ng activity card ng
Tondo dahil sapang-aabuso gawaing isasagawa gawaing isasagawa
ng mga kawal na Espanyol sa mga Pangkat 1- Art Attack Pangkat 1- Art Attack
Pilipino.
Pangkat 2- Isadula ang pag- Sa pamamagitan ng pagguhit, Sa pamamagitan ng pagguhit,
aalsang ginawa ni Magalat sa ilarawan ang di-mabuting epekto sa ilarawan ang di-mabuting epekto
Cagayan lipunan ng pamamahala ng mga sa lipunan ng pamamahala ng
dahil sa pagtutol sa hindi prayle. mga prayle.
makatarungang pagbubuwis. • Pagbabagong kultural at • Pagbabagong kultural at
Pangkat 3- Isadula ang pag- istilo ng pamumuhay. istilo ng pamumuhay.
aalsang ginawa nina Francisco Pangkat 2- Connect the box Pangkat 2- Connect the box
Maniago
sa Pampanga at pangkat ni Gamit ang graphic organizer, Gamit ang graphic organizer,
Sumuroy sa Samar sanhi ng magbigay ng mga patunay ng di- magbigay ng mga patunay ng di-
sistemang mabuting epekto sa lipunan ng mabuting epekto sa lipunan ng
polo. pamamahala ng mga prayle. pamamahala ng mga prayle.
Pangkat 4- Isadula ang pag- • Diskriminasyon • Diskriminasyon
aalsang pinamunuan ng mag- Pangkat 3- The Voice Pangkat 3- The Voice
asawang
Diego at Gabriela Silang Lumikha ng isang awit patungkol sa Lumikha ng isang awit patungkol
hinggil sa hinihiling nilang reporma di-mabuting epekto sa lipunan ng sa di-mabuting epekto sa lipunan
sa mga pamamahala ng mga prayle. ng pamamahala ng mga prayle.
Espanyol. • Pagmamalupit at • Pagmamalupit at
Pangkat 5- Isadula ang pag-aalsang pagmamalabis ng mga Espanyol sa pagmamalabis ng mga Espanyol
ginawa ng mga taga-Cordillera kanilang tungkulin at karapatan ng sa kanilang tungkulin at
at ng mga Boholano sa mga Pilipino karapatan ng mga Pilipino
pamumuno ni Tamblot kaugnay ng
pagtutol
sa Kristiyanismo.
C.Nakatulong ba ang remedial? Bilang ng mag- ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who ___ of Learners who
aaral na nakaunawa sa aralin. above above earned 80% above earned 80% above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who ___ of Learners who
remediation activities for remediation activities for remediation additional activities for remediation require additional activities require additional activities
for remediation for remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who ____ of Learners who
lesson lesson lesson caught up the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
solusyunansa tulong ng aking punungguro at require remediation require remediation require remediation continue to require continue to require
superbisor? remediation remediation
G.Anong kagamitang panturo ang aking nadibuho Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
nanais kong ibahagi sa kapwa ko guro? ___Metacognitive ___Metacognitive ___Metacognitive well: well:
Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitiv ___Metacognitiv
assessments, note taking and studying assessments, note taking and studying assessments, note taking and e Development: Examples: e Development: Examples:
techniques, and vocabulary techniques, and vocabulary studying techniques, and vocabulary Self assessments, note Self assessments, note
assignments. assignments. assignments. taking and studying taking and studying
___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples: techniques, and vocabulary techniques, and vocabulary
Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and assignments. assignments.
anticipatory charts. anticipatory charts. anticipatory charts. ___Bridging: ___Bridging:
Examples: Think-pair- Examples: Think-pair-
share, quick-writes, and share, quick-writes, and
___Schema-Building: ___Schema-Building: ___Schema-Building:
anticipatory charts. anticipatory charts.
Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast,
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
projects. projects. projects. ___Schema- ___Schema-
Building: Examples: Building: Examples:
Compare and contrast, Compare and contrast,
___Contextualization: ___Contextualization: ___Contextualization:
jigsaw learning, peer jigsaw learning, peer
Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, teaching, and projects. teaching, and projects.
media, manipulatives, repetition, and media, manipulatives, repetition, and media, manipulatives, repetition, and
local opportunities. local opportunities. local opportunities.
___Contextualiza ___Contextualiza
tion: tion:
___Text Representation: ___Text Representation: ___Text Representation:
Examples: Examples:
Examples: Student created Examples: Student created Examples: Student created Demonstrations, media, Demonstrations, media,
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. manipulatives, repetition, manipulatives, repetition,
___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: and local opportunities. and local opportunities.
Speaking slowly and clearly, modeling Speaking slowly and clearly, modeling Speaking slowly and clearly, ___Text Representation:
the language you want students to the language you want students to use, modeling the language you want
___Text Examples:
use, and providing samples of student and providing samples of student work. students to use, and providing
Representation: Student created drawings,
work. samples of student work.
Examples: videos, and games.
Other Techniques and Strategies used:
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies Student created drawings, ___Modeling: Ex
used: ___ Group collaboration used: videos, and games. amples: Speaking slowly
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching ___Modeling: Ex and clearly, modeling the
___ Group collaboration ___ Answering preliminary ___ Group collaboration amples: Speaking slowly language you want
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh and clearly, modeling the students to use, and
___ Answering preliminary ___ Carousel play language you want providing samples of
activities/exercises ___ Diads ___ Answering preliminary students to use, and student work.
___ Carousel ___ Differentiated Instruction activities/exercises providing samples of Other Techniques and
___ Diads ___ Role Playing/Drama ___ Carousel student work. Strategies used:
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Explicit Teaching
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction Other Techniques and ___ Group collaboration
___ Discovery Method Why? ___ Role Playing/Drama Strategies used: ___Gamification/Learning
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Explicit Teaching throuh play
Why? ___ Availability of Materials ___ Lecture Method ___ Group collaboration ___ Answering preliminary
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___Gamification/Learning activities/exercises
___ Availability of Materials ___ Group member’s ___ Complete IMs throuh play ___ Carousel
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Answering preliminary ___ Diads
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn activities/exercises ___ Differentiated
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Carousel Instruction
in doing their tasks of the lesson collaboration/cooperation ___ Diads ___ Role Playing/Drama
___ Audio Visual Presentation in doing their tasks ___ Differentiated ___ Discovery Method
of the lesson ___ Audio Visual Presentation Instruction ___ Lecture Method
of the lesson ___ Role Playing/Drama Why?
___ Discovery Method ___ Complete IMs
___ Lecture Method ___ Availability of Materials
Why? ___ Pupils’ eagerness to
___ Complete IMs learn
___ Availability of ___ Group member’s
Materials collaboration/cooperati
___ Pupils’ eagerness to on
learn in doing their tasks
___ Group member’s ___ AudioVisual
collaboration/cooperati Presentation
on of the lesson
in doing their tasks
___ Audio Visual
Presentation
of the lesson