GRADE 5 School:
Teacher:
DAILY LESSON LOG
Teaching Dates and Time: JULY 29 - AUGUST 2, 2019 (WEEK 9)
WEEK 9 MONDAY
I.LAYUNIN
A.Pamantayang Pangnilalaman Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya, ang
mga teorya sa pinagmulan ng
lahing Pilipino upang
mapahalagahan ang konteksto ng
lipunan/pamayanan ng mga
sinaunang Pilipino at ang kanilang
ambag sa pagbuo ng kasaysayan
ng Pilipinas
B.Pamantayan sa Pagganap Ang mga mag-aaralay
naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga
Pilipino gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng lahing
Pilipino
C.Mga Kasanayan sa Pagkatuto 10.1.a. Nailalarawan ang
Relihiyong Islam
10.1.b. Naisasadula ang ilang
gawaing may kaugnayan sa
Relihiyong Islam
10.1.c. Naipahahayag ang
reaksyon ukol sa Relihiyong Islam
AP5PLP-Ia-10
Learning Area: ARALING PANLIPUNAN
TUESDAY
Ang mga mag-aaral ay
naipamamalas ang mapanuring pag-
unawa at kaalaman sa kasanayang
pangheograpiya, ang mga teorya sa
pinagmulan ng lahing Pilipino upang
mapahalagahan ang konteksto ng
lipunan/pamayanan ng mga
sinaunang Pilipino at ang kanilang
ambag sa pagbuo ng kasaysayan ng
Pilipinas
Ang mga mag-aaralay
naipamamalas ang pagmamalaki sa
nabuong kabihasnan ng mga
Pilipino gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng lahing
Pilipino
I0.2.a Natatalakay ang paglaganap
ng Relihiyong Islam sa ibang
Bahagi ng bansa.
10.2.b. Nababagtas sa mapa ang
paglaganap ng Relihiyong Islam sa
Ilang bahagi ng Pilipinas
10.2.c. Naipapakita ang paggalang
sa Relihiyong Islam
AP5PLP-Ia-10
Grade Level: V
WEDNESDAY
Ang mga mag-aaral ay naipamamalas
ang mapanuring pag-unawa at
kaalaman sa kasanayang
pangheograpiya, ang mga teorya sa
pinagmulan ng lahing Pilipino upang
mapahalagahan ang konteksto ng
lipunan/pamayanan ng mga
sinaunang Pilipino at ang kanilang
ambag sa pagbuo ng kasaysayan ng
Pilipinas
Ang mga mag-aaralay naipamamalas
ang pagmamalaki sa nabuong
kabihasnan ng mga Pilipino gamit
ang kaalaman sa kasanayang
pangheograpikal at mahalagang
konteksto ng kasaysayan ng lipunan
at bansa kabilang ang mga teorya ng
pinagmulan at pagkabuo ng kapuluan
ng Pilipinas at ng lahing Pilipino
11.1.a. Nailalarawan ang kagawiang
panlipunan ng sinaunang Pilipino.
11.1.b.Naisasakilos ang ilang
kagawiang panlipunan ng mga
sinaunangPilipino.
11.1.c.Napahahalagahan ang
kagawiang panlipunan ng mga
unang Pilipino.
AP5PKE-11a-1
Quarter: 1ST QUARTER
THURSDAY
Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya, ang
mga teorya sa pinagmulan ng
lahing Pilipino upang
mapahalagahan ang konteksto ng
lipunan/pamayanan ng mga
sinaunang Pilipino at ang kanilang
ambag sa pagbuo ng kasaysayan
ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga
Pilipino gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng lahing
Pilipino
11.2.a. Nasusuri ang
pagkakapareho at pagkakaiba ng
kagawiang panlipunan ng
sinaunang Pilipino sa kasalukayan
11.2.b. Nakagagawa ng
ilustrasyon ng pagkakapareho at
pagkakaiba ng kagawiang
panlipunan ng sinaunang Pilipino
sa kasalukayan
11.2.c. Nakikiisa sa mga gawaing
may kaugnayan sa paksa
AP5PRE-11a-1
FRIDAY
Ang mga mag-aaral ay
naipamamalas ang
mapanuring pag-unawa at
kaalaman sa kasanayang
pangheograpiya, ang mga
teorya sa pinagmulan ng
lahing Pilipino upang
mapahalagahan ang
konteksto ng
lipunan/pamayanan ng
mga sinaunang Pilipino at
ang kanilang ambag sa
pagbuo ng kasaysayan ng
Pilipinas
Ang mga mag-aaralay
naipamamalas ang
pagmamalaki sa nabuong
kabihasnan ng mga
Pilipino gamit ang
kaalaman sa kasanayang
pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at
bansa kabilang ang mga
teorya ng pinagmulan at
pagkabuo ng kapuluan ng
Pilipinas at ng lahing
Pilipino
Summative Test
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p.49
2.Mga pahina sa kagamitang pang-mag-aaral Makabayan 5, pp. 28-33,
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo DLP, laptop, tsart, larawan
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o pagsisimula ng 1) Balitaan sa mga isyung
bagong aralin napapanahon na may kaugnayan
sa paksa
2) Balik-aral
Magbigay ng mga paniniwala ng
mga unang Pilipino na
nagpapatuloy hanggang ngayon.
B.Paghahabi sa layunin ng aralin Panimulang Pagtataya
Piliin ang titik ng tamang sagot
1. Iba-iba ang mga relihiyon ng
mga Pilipino sa bansa batay sa
kanilang paniniwala. Alin sa
sumusunod ang naglalarawan ng
relihiyong Islam?
A. Allah ang tawag nila sa
kanilang Panginoon at Koran ang
kanilang banal na aklat
B. Makikita ang mga santo at
birhen sa kanilang sambahan.
C. Nananalangin at nag-aayuno
kapag Mahal na Araw.
D. Bibliya ang tawag sa kanilang
banal na aklat
2. Bawat relihiyon ay may
pinaniniwalaang Diyos o
Panginoon na siyang
tagapagligtas. Tulad ng mga
CG p.49
Makabayan 5, pp. 28-33
AngPilipinassaIba‟t-
ibangpanahon5 ,pp. 24-26
larawan, tsart , video presentation,
DLP, laptop
1. Balitaan sa mga isyung
napapanahon na may kaugnayan sa
paksa
2. Balik-aral
Ano ang tawag sa relihiyon ng mga
Muslim?
Ano-ano ang Limang Haligi ng mga
Muslim na dapat
sundin?
Panimulang Pagtataya
Piliin ang tititk ng tamang sagot.
1. Nakilala ang Islam sa Pilipinas
noong ika- 13 tatlong siglo sa
pamamagitan ng Arabong
misyonero na si Sharif Makdhum.
Saan unang lumapag si Sharif
Makdhum sa Pilipinas?
A. Jolo B, Samar
B. Sulu D. Visaya
2. Mosque ang tawag sa sambahan
ng mga Muslim. Saan unang itinayo
ang kauna-unahang Mosque sa
Pilipinas?
A. Sulu B. Tawi-Tawi
C . Mindanao D. Bohol
3. Ang pagpapalaganap ng Islam ay
hindi natapos ng mamatay si Sharif
Makdhum. Sino ang nagpatuloy
nito?
CG p.49
Pamana 5 pp.8-1
Laptop, video clip, larawan, tsart
1. Balitaan
2. Balik –aral
Relay- Papangkatin ang klase sa 2
pangkat. Ang pangkat na unang
makapagbigay ng tamang sagot sa
patlang ay may puntos.
Panimulang Pagtataya
Sagutin ang mga sumusunod na
tanong.
1. Ang ating mga ninuno ay
nagpalipat-lipat ng tirahan sa
iba‟ibang pook. Ano ang tawag sa
mga taong ganito ang tirahan?
A. Nomads B. Tasaday C.
manlalakbay D. mandaragat
2. Ang mga sinaunang Pilipino ay
payak lamang ang kasuotan. Ang mga
lalaki ay nagsusuot ng pang itaas na
walang manggas. Ano kaya ang
tawag dito?
A. putong B. kangan C.bandana
D.sando
3. Ang mga unang pangkat ng Pilipino
na kinabibilangan ng mga taong
mayayaman at makapangyarihan
tulad ng Datu, raha at sultan. Anong
CG p.49
1Pamana 5 pp.8-15,
Laptop, larawan tsart, metacard
1. Balitaan
2. Balik-aral
 Ano anong uri ng pamamahay
ang tinirhan ng ating mga
ninuno? Ilarawan ang mga ito.
Pagmamalaki sa Kalagayang
Panlipunan ng mga Unang
Pilipino
 Ang mga tao sa pamayanan ay
nahahati sa tatlong antas. Anu-
ano ang mga ito? Ilarawan ang uri
ng pamumuhay ng bawat isa.
 Ano ang mga kadahilanan ng
pagiging isang alipin?
Panimulang Pagtataya
Basahing mabuti ang mga
sitwasyon. Piliin at isulat ang titik
ng tamang sagot.
1. Ang ating mga ninuno ay
walang mga gusaling
pampaaralan at ang kanilang mga
guro ay ang kanilang mga
___________.
A. Tiya B. Magulang C. Lolo D.
Lola
2. Ang karaniwang pinag-aaralan
ng mga kababaihan ay patungkol
sa pamamahay. Sila ay
naghahanda para sa _____.
A. Tao B. Pagiging mabuting
maybahay
C. Mamamayan D. Kapatid
3. Ang pag-aaral ng ating mga
ninuno ay walang nakatakdang

C.Pag-uugnay ng mga halimbawa sa bagong ralin
D.Pagtalakay ng bagong konspto at paglalahad ng
bagong kasanayan #1
Muslim naniniwala sila na walang
ibang Diyos maliban kay ____.
A. Hesukristo C . Allah
B. B.Propeta D. Bathala
3. Ang mga kristiyano ay nag-
aayuno sa panahon ng
Kuwaresma o tinatawag na Mahal
na Araw, ang mga Muslim ay nag-
aayuno sa panahon ng ____
A. Pasko C .Pista
B. Ramadan D. Binyag
4. Ayon sa bibliya si Hesukristo
ang anak ng Diyos ay
nagkatawang tao upang tubusin
sa mga kasalanan ang mga
kristiyano, sino naman ang
kinikilalang propeta o sugo ng
Diyos ng mga Muslim ?
A. Jonas C .Kristo
B. B. Gabriel D. Mohammad
5. Sa Bibliya o banal na aklat
nakasaad ang mga utos,aral o
salita ng Diyos ng mga Kristiyano.
Saan naman nakatala ang aral ng
mga Muslim?
A. Qu‟ran C .Diksyonaryo
B. B. Bibliya D. Pahayagan
Pagganyak (Pagpapakita ng
larawan ng Mosque)
Ano ang nakikita sa larawan?
Ano ang tawag dito?
Gawain 1
Basahin at unawain ang nakasaad
sa bawat slides
Gawain 2
Buuin ang concept map tungkol
sa relihiyong islam
A. Abu Bkar B. Datu Sumakwek
C .Rajah Baguinda D.DatuPuti
4. Ang mga Muslim ay patuloy na
naglakbay sa Mindanao matapos
maitatag ang Islam sa Sulu. Anong
lalawigan sa Mindanao ang
pinamunuan ni Sharif
Kabungsuwan?
A. Cotabato B. Jolo
C .Tawi-Tawi D. Surigao Del Sur
5. Dumating sa bansa ang sampung
datu matapos marinig ang
magandang pagtanggap sa mga
naunang Muslim sa bansa. Sino ang
namuno sa mga ito:
A. Datu Sumakwel B. Datu Bangkaya
C .Datu Paiburong D. Datu Puti
Saang bahagi ng Pilipinas
matatagpuan ang Mindanao?
( Paggamit at pagpapakita ng guro
ng mapa )
A. Pangkatang
Pangkatang Gawain
Sumangguni sa aklat “Ang
Pilipinas sa Iba‟t-ibang
Panahon” pp. 24-26
Pangkat I – Paano lumaganap
ang Islam sa Sulu.(Iulat sa
pamamagitan ng retrieval
Chart)
antas ng kalagayanang tinutukoy?
A. Maharlika B. Timawa C. Alipin
D.Milyonario
4. Ang mga malayang tao sa lipunan
kung saan sila ay ipinanganak na
Malaya hanggang sa kanilang mga
kaanak.
A. Timawa B. Alipin C. Maharlika
D.Maralita
5. Sila ay mga aliping may sariling
tahanan, subalitang lupang
kinatitirikan nito ay hindi nila pag-
aari. Anong uri ng alipin sila?
A. Aliping Sagigilid B. Aliping
Namamahay
C. Alipin sa bahay D.Alipin sa bukid
Ano ang napapansin ninyo sa
kayarian ng mga bahay ngayon?
Tungkol naman sa kasuotan? Ano
naman ang napapansin ninyo?
Pagpapakita ng mga larawan.
Gawain
1.1 Magpapanoodanggurongisang
video clip tungkol sa kagawaiang
panlipunan ng sinaunang
Pilipino
oras. Ang sistema ng edukasyon
noon ay ____________.
A. Pormal B. Di-pormal
C. Di pangkaraniwan D.
Pangkaraniwan
4. Sumusulat sila sa mga dahon,
balat ng punong kahoy at biyas
ng kawayan. Gumagamit sila ng
kutsilyo, matutulis na bagay at
katas na halaman bilang tinta.
Ano ang tawag sa matutulis na
bagay?
A. Botoan B. Lubus C Sipol D.
Alibata
5. Noong unang panahon ang
ating mga ninuno ay naninirahan
sa mga kweba. Pinili nila marahil
ang mga lugar na ito upang
maging ligtas sa ____________.
A. Malaking ahas B. Malalakas na
bagyo
C. Mga kaaway D. Mga dayuhan
Ano ang inyong masasabi tungkol
sa kalagayang panlipunan ng mga
unang Pilipino?
Gawain
1.1. Pakikinig ng mahahalagang
impormasyon sa tulong ng video
record. Pagkakapareho at
Pagkakaiba ng kagawiang
Panlipunan ng Sinaunang Pilipino
sa kasalukuyan.

E. Pagtalakay ng bagong konsepto at paglalahad ng 1. Ano ang relihiyong Islam?
bagong kasanayan #2 2. Sino si Allah?
3. Sino si Mohammad?
4. Paano naipapakita ng mga
Muslim ang kanilang katapatan sa
kanilang pananampalataya?
5. Bilang isang kristiayano, anong
mga paniniwala mo ang sa
palagay mo ay may pagkakatulad
sa Islam?
F.Paglinang na Kabihasaan Isadula ang mga aral na
sinusunod ng mga Muslim
Pangkat II –Paano lumaganap
ang Islam sa Mindanao?(Iulat
sa pamamagitan ng panel
Discussion)
Pangkat III.-Paano lumaganap
ang Islam sa Luzon?
(Magkaroon ng balitaan
tungkol sa nakalap na
impormasyon.)
Pag-uulat/Pagsususri/paglalahat
Paano lumaganap ang relihiyong
Islam sa ibat-ibang bahagi ng
bansa?
Tingnan ang mapa, bagtasin o
ipaliwanag kung paano lumaganap
ang Relihiyong Islam sa bansa
Pangkatang Gawain
Gawain 1
Pagsasadula ng tungkol sa kagawiang
panlipunan
ng mga unang Pilipino.
Pangkat 1 – Panahanan
Pangkat 2 – Pananamit
Pangkat 3 – KalagayansaLipunan
Gawain 2
Pagbuo ng semantic web tungkol sa
kagawiang
panlipunan ng mga unang Pilipino.
Pangkat 1 – Panahanan
Pangkat 2 – Pananamit
Pangkat 3 – Kalagayan sa Lipunan
Pag-uulat ng mga batang
kanilang ginawang awtput.
1. Ano anong uri ng pamamahay ang
tinirhan ng ating mga ninuno?
Ilarawan ang mga ito.
2. Ang mga tao sa pamayanan ay
nahahati sa tatlong antas. Anu-ano
ang mga ito? Ilarawan ang uri ng
pamumuhay ng bawat isa.
3. Ano ang mga kadahilanan ng
pagiging isang alipin?
4. Ilarawan ang pagpapahalaga ng
lipunan sa mga kababaihan?
Ginagawa pa ba ito sa kasalukuyan ?
Ipaliwanag.
5. Alin sa mga gawi ng mga Unang
Pilipino ang nakikita pa natin sa
ngayon?
Pangkatang Gawain
Gawain 1- Pangkatin ang mga
bata . Ipasuri ang pagkakapareho
ng kagawiang panlipunan sa
pamamagitan ng Venn Diagram
Gawain 2- Bumuo ng concept
map at itala ang pagkakapareho
at pagkakaiba ng kagawiang
panlipunan ng sinaunang Pilipino
sa Kasalukuyan
Pagsusuri/ Talakayan
a. Pag-uulat ng mga bata ng
kanilang ginawang awtput.
b. Mga Tanong
 Ano-anong uri ng pamumuhay
ang tinitirhan ng ating mg
ninuno ?
 Ilarawan ang mga ito.
 Ang mga tao sa pamayanan ay
nahahati sa tatlong antas. Ano-
ano ang mga ito? Ilarawan ang uri
ng pamumuhay ng bawat isa.
 Ilarawan ang pagppahalaga ng
lipunan sa mga kababaihan.
 Ginagawa pa ba ang mga ito sa
kasalukuyan ? Ipaliwanag.
 Alin sa mga gawi ng mga unang
Pilipino ang nakikita pa natin
ngayon?

G.Paglalapat ng aralin sa pangaraw-araw na buhay Ano ang masasabi mo tungkol sa
paniniwala ng mga Muslim sa
kanilang relihiyon?
H.Paglalahat ng aralin Ano ang Relihiyong Islam?
I.Pagtataya ng aralin Piliin ang titik ng tamang sagot
1. Ang mga Muslim kapag buwan
ng Ramadan ay hindi kumakain sa
buong maghapon sa loob ng
isang buwan. Ito ay ginagawa nila
upang lalong mapalapit sa
kanilang Panginoon na si Allah.
Ano ang tawag sa sakripisyong
ginagawa nila?
A. Pagsasaya B. Pag-aayuno C
.Pagdarasal D. Paglilimos
2. Tungkulin ng mga Muslim na
magbigay ng ikasampung bahagi
ng kanilang kinikita sa mga
mahihirap na kapatid na Muslim.
Paano mo ipakikita ang paggalang
sa mga kamag-aral mong Muslim?
Paano lumaganap ang Islam sa
bansa?
Piliin ang tititk ng tamang sagot
1. AngTarsila ay matandang
kasulatan na ditto nakasaad kung
paano nagsimula ang relihiyong
Islam sa Sulu. Ayon ditto sino ang
nagdala ng relihiyong Islam sa Sulu?
A. Makdhum Karim B. Tuam
Mashaika
C . Sharif Kabungsuwan D. Raha
Baginda
2. Si Raha Baguinda mula sa
Sumatra ay nagtatag ng pamayanan
sa Sulu. Naging sentro ng kanyang
pamamahala ang Buwan sa. Sino
ang pumalit sa kanyang
Kung ikaw ay pamimiliin ng tirahan,
alin ang pipiliin mo?
Tirahan noon o ngayon? Bakit?
Ano ang kagawiang panlipunan
ngmga sinaunang Pilip[ino?
Panuto: Basahing mabuti. Piliin at
isulat ang titik ng tamang sagot.
1. Ano ang tawag sa mga aliping may
sariling tahanan subalit ang lupang
kinatitrikan nila ay di nila pag-aari.
A. AlipingSagigilid B. Alipin
C. AlipingNamamahay D. Katulong
2. Sila ay pangkat na kinabibilangan
ng mga taong mayayaman at
makapangyarihan tulad ng datu, raja,
sultan at ang kanilang mga kaanak.
Ano ang antas ng katayuan sa buhay?
A. Maharlika B. Alipin
C. Timawa D. AlipingNamamahay
3. Payak ang kasuotan ng ating mga
3. Paghalaw/ Paglalahat
Paglalapat
Iguhit ang pagkakapareho at
pagkakaiba ng kagawiang
Panlipunan ng sinaunang Pilipino
sa kasalukuyan
Pagpapahalaga
o Ano ang nadarama mo tungkol
sa lalagayang Panlipunan ng mga
unang Pilipino?
o Paano mo ito maipamamalas sa
iyong kapwa?
Pagkakapareho ng kagawiang
panlipunan
 Mataas ang pagtingin at
pagpapahalaga ng lipunan sa mga
kababaihan.
 Ang karapatan at tungkulin sa
pamayanan ng mga babae at
lalaki ay magkapareho.
Pagkakaiba ng Kagawiang
Panlipunan
 Ang kayarian ng mga tahanan
ng mga sinaunang Pilipino at
ngayong kasalukuyan ay may
pagkakaiba.
 Iba ang paraan ng Edukasyon ng
mga unang Pilipino
sa kasalukuyan.
 Iba‟t iba ang antas ng
kalagayan sa lipunan ng mga tao
noong unang panahon sa
kasalukuyan
Panuto: Basahing mabuti ang
bawat tanong , piliin at isulat ang
titik
ng tamang sagot.
1. Ang ating mga ninuno ay may
magandang kagawian na
ipinamana sa atin na hanggang
ngayon ay atin pa ring ginagawa.
Ano ito?
A. Mataas na pagtingin at
pagpapahalaga sa mga
kababaihan.
B. Pagiging masipag sa pagluluto.
C. Pagiging mahusay sa paggamit
ng sandata.

J.Karagdagang Gawain para sa takdang aralin at
remediation
Ano ang tawag dito?
A. Sakat B. Hajj C .Saum D.
Shahada
3. Sentro ng mga aral ng Islam na
iisalamangang Diyos. Para sa
kanila sino ang tinatawag na
Diyos ng mga Muslim ?
A. Hesus B. Allah C . Mohammad
D. Noah
4. Ang mga Katoliko ay may
sampung utos na dapat sundin
upang maligtas ayon sa Bibliya.
Ang mga Muslim ay may
tungkulin na dapat sundin o
tinatawag na Haliging Islam. Ilan
ito?
A. Tatlo B. Apat C .lima D. anim
5. Ayon sa banal na aklat ng mga
Muslim, walang katulad si Allah.
Ang lahat ng nagaganap sa paligid
ay ayon sa kanyang kagustuhan.
Ano ang tawag sa banal na aklat
ng mga Muslim?
A. Bibliya B. Encyclopedia C.
Diksyonaryo D. Koran
Alamin kung paano lumaganap
ang relihiyong Islam sa Pilipinas.
Sumangguni sa aklat ng
Kalinangan 5 pp. 77
pamamahala ng siya ay namatay na
naging asawa ng kanyang anak?
A. Sharif Abu Bkar B. Sharif
Muhammad
C . Sharif Kabungsuwan D. Sharif
Alawi
3. Itinatag ni Abu Bkara ng mga
paaralang Muslim na nagtuturo ng
wikang Arabe ,kagandahang asal at
mga aral ng Islam. Ano ang tawag sa
mga tanging paaralan ng mga
Muslim?
A. Mosque B. Koran
C .Madrashh D. Allah
4. Lumawak ang pamayang Muslim
sa malaking bahaging Sulu dulot ng
ugnayang pampulitika at pang
rehiyon. Sino ang nagtatag nito?
A. Sharif ul-Hashim B. Sharif
Muhammad
C . Sharif Kabungsuwan D. Sharif
Alawi
5. Marami sa mga Pilipino na
nahikayat sa relihiyong Islam na
naghahangad na magtungo sa banal
na pook ng mga Muslim. Ano ang
tawag dito?
A. Sharif B. Madrasah
C . Mosque D . Mecca
Mangalap ng larawan ng Mosque at
Madrash. Idikit ito sa
Kwaderno
ninuno. Ano ang tawag sa kasuotan
ng mga lalaki?
A. Pantalon B. Kangan at Bahag
C. Short D. Saya
4. Parisukat ang hugis ng mga
sinaunang bahay. Ito ay may apat
nadingding at may isa o dalawang
silid. Anong panahanan ito?
A. Kweba B. BahayKubi
C. Bahaysaitaasngpuno D.
BangkangBahay
5. Ilang antas ang mayroon sa
kalagayan ng mga tao noong unang
panahon?
A. Tatlo B. Apat
C. Lima D. Dalawa
Ilarawan ang mga sumusunod:
1. Ang kalagayan ng lipunan noong
unang panahon.
2. Ang pagkakaroon ng mga alipin.
3. Ang pagpapahalaga sa mga
D. Kahusayan sa paggawa ng mga
kagamitang pandigma.
2. Noon pa man ay may paraan
na ng edukasyon ang ating mga
ninuno. Sa kasalukuyan ay
patuloy pa rin ang pag-aaral ng
Pilipino. Bagaman magkaiba ang
sistema ng edukasyon noon at
ngayon masasabing ang mga
Pilipino ay mahuhusay . Ano ang
sistema ng edukasyon noong
unang panahon.
A. Pormal B. Di- Pormal
C. Mataas na edukasyon D.
Katamtamang pormal
3. Ang mga babae at mga lalaki sa
lipunan ay may karapatan at
tungkuling ginagampanan. Ano
ang masasabi mo sa karapatan at
tungkulin noon at ngayon ng mga
Pilipino?
A. Magkapareho B. Magkaiba
C. Hindi pantay D. Magkahawig
4. Ang mga alipin ang pinaka
mababang uri. Sila ay naging
alipin dahil sa sumusunod
maliban sa isa. Alin sa mga ito?
A. Nadakip sila sa digmaan.
B. Ipinanganak sila ng mga
magulang na alipin.
C.Kaparusahan sa isang kasalanan
D. Kapabayaan sa mga gawain.
5. Ang mga unang ninuno natin
ay marunong sumulat. Guma
gamit sila ng balat ng kahoy, mga
dahon ng halaman, at katas ng
halaman ang ginagamit na tinta.
Matutulis na bakal at dulo ng
kutsilyo ang ginagamit na
panulat. Ano ang tawag sa
matutulis na bagay?
A. lapis b. Sipol C.Lubus D. pakpak
ng manok
Magtanong sa matatanda tungkol
sa uri ng pamahalaan ng mga
unang Pilipino.

V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to the
pagtatayao. next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B.Bilang ng mag-aaralna nangangailangan ng iba ___Pupils did not find difficulties in
pang Gawain para sa remediation answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
C.Nakatulong ba ang remedial? Bilang ng mag-aaral ___ of Learners who earned 80%
na nakaunawa sa aralin. above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require
remediation additional activities for remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up the
lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to
solusyunansa tulong ng aking punungguro at require remediation
superbisor?
G.Anong kagamitang panturo ang aking nadibuho Strategies used that work well:
nanais kong ibahagi sa kapwa ko guro? ___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and vocabulary
assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary
assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
kababaihan
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory
charts.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and vocabulary
assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties encountered
in answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging:
anticipatory charts.
___Schema-Building:
Examples: Compare and contrast,
jigsaw learning, peer teaching, and
projects.
___Contextualization:  media, manipulatives, repetition, and
Examples:
Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:  the language you want students to
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly, modeling
the language you want students to
use, and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
anticipatory charts. anticipatory charts. Examples: Think-pair-share,
___Schema-Building: Examples: quick-writes, and anticipatory
___Schema-Building: charts.
Compare and contrast, jigsaw
___Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects. ___Schema-
Examples: Compare and contrast, jigsaw learning, peer teaching, and projects.
___Contextualization:  Building: Examples: Compare
learning, peer teaching, and projects.
and contrast, jigsaw learning,
Examples:
___Contextualization:  peer teaching, and projects.
Demonstrations, media,
___Contextualization:  Examples: Demonstrations, manipulatives, repetition, and local ___Contextualiza
opportunities. tion: 
Examples: Demonstrations,
media, manipulatives, repetition, and local opportunities. ___Text Representation:  Examples:
local opportunities. Demonstrations, media,
Examples: Student created manipulatives, repetition,
___Text Representation:  drawings, videos, and games. and local opportunities.
___Text Representation:  Examples: Student created ___Modeling: Examples: ___Text
Examples: Student created drawings, videos, and games. Speaking slowly and clearly, modeling Representation: 
drawings, videos, and games. ___Modeling: Examples:
use, and providing samples of student Examples: Student
Speaking slowly and clearly, modeling the
___Modeling: Examples: created drawings, videos, and
work.
Speaking slowly and clearly, modeling language you want students to use, and games.
Other Techniques and Strategies
the language you want students to use, providing samples of student work.
used: ___Modeling: Exa
and providing samples of student work. ___ Explicit Teaching
Other Techniques and Strategies used: mples: Speaking slowly and
___ Group collaboration
___ Explicit Teaching clearly, modeling the
Other Techniques and Strategies used: ___Gamification/Learning throuh play
___ Group collaboration language you want students
___ Explicit Teaching ___ Answering preliminary
___Gamification/Learning throuh play to use, and providing samples
___ Group collaboration activities/exercises
___ Answering preliminary of student work.
___Gamification/Learning throuh play ___ Carousel
activities/exercises Other Techniques and
___ Answering preliminary ___ Diads
___ Carousel Strategies used:
activities/exercises ___ Differentiated Instruction
___ Diads ___ Explicit Teaching
___ Carousel ___ Role Playing/Drama
___ Differentiated Instruction ___ Group collaboration
___ Diads ___ Discovery Method
___ Role Playing/Drama ___Gamification/Learning
___ Differentiated Instruction ___ Lecture Method
___ Discovery Method throuh play
___ Role Playing/Drama Why?
___ Lecture Method ___ Answering preliminary
___ Discovery Method ___ Complete IMs
Why? activities/exercises
___ Lecture Method ___ Availability of Materials
___ Complete IMs ___ Carousel
Why? ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Diads
___ Complete IMs ___ Group member’s
___ Pupils’ eagerness to learn ___ Differentiated Instruction
___ Availability of Materials collaboration/cooperation
___ Group member’s ___ Role Playing/Drama
___ Pupils’ eagerness to learn in doing their tasks
collaboration/cooperation ___ Discovery Method
___ Group member’s ___ Audio Visual Presentation
in doing their tasks ___ Lecture Method
collaboration/cooperation of the lesson
___ Audio Visual Presentation Why?
in doing their tasks
of the lesson ___ Complete IMs
___ Audio Visual Presentation
___ Availability of Materials
of the lesson
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: JULY 29 - AUGUST 2, 2019 (WEEK 9) Quarter: 1ST QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Listening Oral Language Reading Comprehension Grammar/Language Vocabulary
development
B.Performance Standards
C.Learning Competencies/Objectives A. Recount events effectively A. Clarify meaning of words A. Clarify meaning of words A. Compose clear and A. Compose clear and
B. Read grade level text with using dictionaries using thesaurus coherent sentences using coherent sentences
118 words correct per minute B. Browse and read more B. Browse and read more appropriate grammatical using appropriate
stories/ paragraphs stories/ paragraphs structures :conjunctions grammatical
(because, if, although, so structures :conjunctions
that, unless) ( before, after, when,
B. Observe politeness at all where, so)
times B. Observe politeness at
C. Show tactfulness when all times
communicating with others C. Show tactfulness
when communicating
with others
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages English for All Times, Reading, Fun in English p.73 Expressways Lang.p. 37 Expressways Reading p.133 English for All Times,
p. 48 Reading, p. 48
4.Additional materials from learning resource
(LR) portal
B.Other Learning Resource pictures, copy of stories/ pictures, copy of stories/ pictures, copy of stories/ pictures, copy of stories/ pictures, copy of stories/
paragraphs, graphic organizer, paragraphs, graphic organizer, paragraphs, graphic organizer, paragraphs, graphic paragraphs, graphic
flower organizer, flower organizer, flower organizer, organizer, flower organizer, organizer, flower
inverted pyramid, flashcards organizer,
IV.PROCEDURES
A.Reviewing previous lesson or presenting Preliminary Activities Checking of Assignment Checking of Assignment Checking of Assignment
the new lesson 1. Unlocking of Difficulties
(Using pictures, context clue
and demonstration)
B.Establishing a purpose for the lesson Show a picture of Magellan and For today we are going to study For today we are going to
Lapulapu. how to find difficult words using study about conjunctions
Who looks more impressive to dictionary
 you ? Why ?
C.Presenting Examples/ instances of the new What significant event in
lesson Magellan’s life is related to our
history ?
D.Discussing new concepts and practicing 1. Model reading of the story
new skills #1 2. Popcorn reading of the story
E. Discussing new concepts and practicing Answering the motive question
new skills #2 4. Comprehension Checkup
When did the story happen ?
What did Magellan and his
men bring with them ?
How did they want the Filipino
to welcome them ?
What made Magellan burn the
village ?
How did Lapu-lapu react about
Magellan’s burning of the
village ?
Who lost in the battle ?
Let the pupils read the text
with 118 words correct per
minute
F.Developing Mastery Recount events about
Magellan using graphic
organizer
Read the following sentences.
a. Magellan wanted all the
people including Humabon to
pay tribute to his king.
b. He sent his men to burn the
village called Bulaia.
c. Lapu-Lapu called all his men
armed with spears , lances and
arrows.
d. Lapu-Lapu chose a tricky site
of the sea which was filled with
coral
e. reefs.
f. Magellan was wounded until
he fell and died in the shallows
What are the underlined words
in the sentence ?
What do you mean by these
words ?
How can you give their
meanings ?
Say : Read the underlined
words.
We can clarify their meanings
through the use of dictionaries.
Words
Meaning
tribute to honor someone with
words or an award
What is the job of the people
living near the oceans?
Presentation of a Story
Read the following sentences.
1. He could hardly heave into
the boat.
2. Something yellow glistened in
the afternoon sun.
3. He did not notice the water
slowly seeping into his boat.
4. All he could see was the
brilliant gold color of the chains.
5. The water had rushed into his
boat
What are the underlined words
in the sentence?
What do you mean by each
word? What are their
opposites?
How can you give their
synonyms and antonyms?
Who among you is always
absent? What did you do
when you were absent from
class?
Introduction/ Presentation of
Excuse Letter
Here is a sample of an excuse
letter. Observe the parts of a
letter and answer the
questions below.
Who was absent from class ?
Why was Kent absent ?
Did he write good excuse
letter ? Why do you say so ?
What trait did he show in
writing a letter ?
Study the following
sentences taken from an
excuse letter. Answer the
questions below.
Kent was absent from class
because his mother has a
fever.
DAY 4
Introduction/
Presentation of
Sentences Let's do the
chores one last time
before we leave. After
the service, Alex was
unusually silent. As
always, he had been
there when she needed
him. We reach the point
where the technology
does everything we
need to do. I know
you’re tired so I will let
you rest
What are the underlined
words ?
What is the
independent clause in
the sentences?
dependent clause?
How can you complete
it’s meaning ?
Since such a clause
depends on an
independent clause for
it’s meaning, it is a
dependent clause. It is
introduced by a
different set of
conjunctions like before,

G.Finding Parctical application of concepts
and skills in daily living
H.Making generalization and abstraction
about the lesson
Recount events in the story of
Carlos P. Romulo using a story
pyramid by writing the words
called for, on the lines after
each number
Tips to help you recount events
effectively :
1. Look at the storyteller
2. Take down notes especially :
village small community or
group of houses in a rural area
spears a weapon consisting of a
long shaft with a sharply pointed
end
coral reefs a ridge of rock in the
sea formed by the growth and
deposit of coral
shallows an area of the sea, a
lake, or a river where the water
is not very deep
With a good dictionary you can
look up the meaning of an
English word you see or hear.
Have a contest in getting the
meaning of words (teacher may
give as many words) using a
Read the story. Write the
synonyms/ antonyms of the
underlined words by filling up
the table below
A thesaurus is a reference book
that enriches one’s vocabulary.
It contains synonyms and
antonyms of words which are
Grammar after, when, where and
I will come to school if my so.
father will arrive home early.
What are the underlined
words?
What is the independent
clause in the sentences? Can
it stand alone?
How about dependent
clause? Does it express a
complete meaning?
How can you complete it’s
meaning ?
Say : Since such a clause
depends on an independent
clause for it’s meaning, it is a
dependent clause. It is
introduced by a different set
of conjunctions like because
and if.
Go around the classroom. Compose coherent
Ask three of your classmates sentences by adding an
tocomplete appropriate dependent
the statements below. clause to the given
1. I love reading because conjunctions.
____________________. 1. It was a warm and
2. We can learn anything fast bright day when
if ____________________
_______________________. .
3. I play the guitar although 2. Find a pool where
________________________ __________________.
__. 3. Kindly finish your
4. We study hard so that work before
_____________________. ________________.
5. I will not go camping 4. Melissa studied hard
unless so
___________________. __________________.
5. All four of them went
outside to play ball after
_________________.
When we use because, we We use before and after
are focusing on the reason: to talk about the order
Conjunction if is used with of events in the past or
will/ can + base verb for a future. We can use
 a. name words- persons,
places, things
b. action words and words of
feeling
c. dates
d. direct statements or
quotations
e. sequence of events
f. unfamiliar words
3. Consider carefully the parts
of the story emphasized by the
storyteller.
4. Write down questions
before and after the story was
read.Be open-minded and in
the right mental set.
I.Evaluating learning Recount events in the story
using a flower organizer
dictionary. The first group that
can post the meaning on the
board gets a point. The group
with the most number of points
wins
Read the story/ paragraphs. Fill
up the table below.
It was stormy day. Erwin didn’t
go to school because it was
signal Number 2. He felt very
happy because he likes to play
in the rain. Before his mother
left for the office, she told Erwin
to read his books and review for
the periodic test, besides
warning him not to go out in the
rain.
Soon, the streets get flooded.
Erwin saw his neighborhood
playmates happily wading in the
flooded streets.
“Come, Erwin! Come and join
us,” called his playmates.
Erwin got tempted, took off his
t-shirt and joined the group.
They waded in the flood and
bathe in the rain. Erwin felt cold
and started having running
nose. He returned to the house
because his mother would come
home for lunch. Erwin changed
his clothes and went to bed. His
mother called him for lunch but
listed alphabetically.
Do the following :
1. Divide the class into five
groups. Ask each group to look
for a story in their book.
2. Choose 10 difficult words and
write their synonyms and
antonyms using thesaurus.
3. Have a group presentation
after a 10-minute activity
probable future result. when to introduce a
Although is used to single completed event
introduce a subordinate that takes place in the
clause in which you mention middle of a longer
something that contrasts activity or event. All of
with what you are saying in the uses of where have
the main clause. So that and to do with a place,
in order that are used to talk location, or situation. So
about purpose. Unless is used to show the
expresses a condition.It is reason for something.
used to say that a particular
action or situation will occur
only if another specified
action happens earlier
Form complex sentences Choose one from the
using conjunctions because, picture below and
if, although, so that, unless. compose 2-3 sentences
1. I enjoyed very much my using conjunctions
first visit to the zoo. before, after, when,
2. My summer vacation was where and so
unforgettable.
3. My first school days were
quite a mixture of feelings.
4. I will never forget my
birthday celebration.
5. I love playing computer
games
 he didn’t go out of his room

J.additional activities for application or
remediation
Recount events in the story
using a graphic organizer .
The Ant and the Grasshopper
Read more stories and write at
least 5 words you do not
understand.
Find the meaning of those
words in the dictionary
Read more stories and write at
least 5 words you do not
understand.
Find their synonyms and
antonyms using thesaurus.
Based on the picture,
compose a five-sentence
paragraph using conjunctions
because, if, although, so
that, unless.
Write a five- sentence
paragraph about your
most unforgettable
experience this summer
using conjunctions
before, after, when,
where and so.

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to
evaluation the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B.No.of learners who require additional ___Pupils did not find
activities for remediation difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
___Lesson carried. Move on ___Lesson carried.
to the next objective. Move on to the next
___Lesson not carried. objective.
_____% of the pupils got ___Lesson not carried.
80% mastery _____% of the pupils
got 80% mastery
___Pupils did not find ___Pupils did not find
difficulties in answering their difficulties in answering
lesson. their lesson.
___Pupils found difficulties in ___Pupils found
answering their lesson. difficulties in answering
___Pupils did not enjoy the their lesson.
lesson because of lack of ___Pupils did not enjoy
knowledge, skills and the lesson because of
interest about the lesson. lack of knowledge, skills
___Pupils were interested and interest about the
on the lesson, despite of lesson.
some difficulties ___Pupils were
encountered in answering interested on the
the questions asked by the lesson, despite of some
 ___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
difficulties encountered
in answering the
questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the
pupils finished their
work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Did the remedial work? No.of learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who
have caught up with the lesson 80% above 80% above 80% above 80% above earned 80% above

D.No. of learners who continue to require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
remediation additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation activities for
remediation

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
up the lesson the lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter which my ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who ___ of Learners who
principal or supervisor can helpme solve? to require remediation to require remediation to require remediation continue to require continue to require
remediation remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that
used/discover which I wish to share with ___Metacognitive ___Metacognitive ___Metacognitive well: work well:
other teachers? Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacogni
assessments, note taking and assessments, note taking and assessments, note taking and Development: Examples: tive Development:
studying techniques, and studying techniques, and studying techniques, and Self assessments, note taking Examples: Self
vocabulary assignments. vocabulary assignments. vocabulary assignments. and studying techniques, and assessments, note
___Bridging: ___Bridging: Examples: ___Bridging: Examples: vocabulary assignments. taking and studying
Examples: Think-pair-share, Think-pair-share, quick-writes, Think-pair-share, quick-writes, ___Bridging: techniques, and
quick-writes, and anticipatory and anticipatory charts. and anticipatory charts. Examples: Think-pair-share, vocabulary assignments.
charts. quick-writes, and ___Bridging:
___Schema-Building: ___Schema-Building: anticipatory charts. Examples: Think-pair-
___Schema-Building: Examples: Compare and Examples: Compare and ___Schema-Building: share, quick-writes, and
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:  Examples:
Examples:
Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text
Representation:  created drawings, videos, and
Examples: Student
created drawings, videos, and
games.
___Modeling: Exampl
es: Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
contrast, jigsaw learning, peer contrast, jigsaw learning, peer Examples: Compare and anticipatory charts.
teaching, and projects. teaching, and projects. contrast, jigsaw learning, ___Schema-
peer teaching, and projects. Building: Examples:
___Contextualization:  ___Contextualization:  ___Contextualizatio Compare and contrast,
Examples: n:  jigsaw learning, peer
Demonstrations, media, Demonstrations, media, Examples: teaching, and projects.
manipulatives, repetition, and manipulatives, repetition, and Demonstrations, media, ___Contextuali
local opportunities. local opportunities. manipulatives, repetition, zation: 
and local opportunities. Examples:
___Text ___Text ___Text Demonstrations, media,
Representation:  Representation:  Representation:  manipulatives,
Examples: Student repetition, and local
Examples: Student Examples: Student
created drawings, videos, opportunities.
created drawings, videos, and
games. games. and games. ___Text
___Modeling: Exam Representation: 
___Modeling: Example ___Modeling: Example
s: Speaking slowly and clearly, s: Speaking slowly and clearly, ples: Speaking slowly and Examples:
modeling the language you want modeling the language you want clearly, modeling the Student created
students to use, and providing students to use, and providing language you want students drawings, videos, and
samples of student work. samples of student work. to use, and providing games.
samples of student work. ___Modeling: E
Other Techniques and Other Techniques and Other Techniques and xamples: Speaking
Strategies used: Strategies used: Strategies used: slowly and clearly,
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching modeling the language
___ Group collaboration ___ Group collaboration ___ Group collaboration you want students to
___Gamification/Learning ___Gamification/Learning ___Gamification/Learning use, and providing
throuh play throuh play throuh play samples of student
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary work.
activities/exercises activities/exercises activities/exercises Other Techniques and
___ Carousel ___ Carousel ___ Carousel Strategies used:
___ Diads ___ Diads ___ Diads ___ Explicit Teaching
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated ___ Group collaboration
___ Role Playing/Drama ___ Role Playing/Drama Instruction ___Gamification/Learni
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ng throuh play
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Answering
Why? Why? ___ Lecture Method preliminary
___ Complete IMs ___ Complete IMs Why? activities/exercises
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Carousel
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Diads
___ Group member’s ___ Group member’s ___ Pupils’ eagerness to ___ Differentiated
collaboration/cooperation collaboration/cooperation learn Instruction
in doing their tasks in doing their tasks ___ Group member’s ___ Role Playing/Drama
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperatio ___ Discovery Method
 collaboration/cooperation of the lesson of the lesson n ___ Lecture Method
in doing their tasks in doing their tasks Why?
___ Audio Visual Presentation ___ Audio Visual ___ Complete IMs
of the lesson Presentation ___ Availability of
of the lesson Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooper
ation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
 GRADE 5
DAILY LESSON LOG
WEEK 9
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
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
School:
Teacher:
Teaching Dates and Time: JULY 29 - AUGUST 2, 2019 (WEEK 9)
MONDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapahayag ng
katotohanan kahit masakit sa
kalooban gaya ng:
1. pagkuha ng pag-aari ng iba
2. pangongopya sa oras ng
pagsusulit
3. pagsisinungaling sa sinumang
miyembro ng pamilya at
iba pa
ESP5PKP-Ih-35
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.27
Larawan, template nakasulat sa
manila paper
TUESDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapahayag ng
katotohanan kahit masakit sa
kalooban gaya ng:
1. pagkuha ng pag-aari ng iba
2. pangongopya sa oras ng
pagsusulit
3. pagsisinungaling sa sinumang
miyembro ng pamilya at
iba pa
ESP5PKP-Ih-35
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.27
activity cards, manila paper,
pentel pen, pangkulay
WEDNESDAY
Naipapamalas ang pag-unawa
sa kahalagahan ng
pagkakaroon ng mapanuring
pag-iisip sa pagpapahayag at
pagganap ng anumang
Gawain na may kinalaman sa
sarili at pamilyang
kinabibilangan
Naisasabuhay ang
pagkakaaroon ng tamang pag-
uugali sa pagpapahayag at
pagganap ng anumang
gawain
Nakapagpapahayag ng
katotohanan kahit masakit sa
kalooban gaya ng:
1. pagkuha ng pag-aari ng iba
2. pangongopya sa oras ng
pagsusulit
3. pagsisinungaling sa
sinumang miyembro ng
pamilya at
iba pa
ESP5PKP-Ih-35
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.,27
larawan ng puso sa manila
paper, tsart na naglalaman ng
mga tanong, manila paper,
Grade Level: V
Learning Area: ESP
Quarter: 1ST QUARTER
THURSDAY FRIDAY
Naipapamalas ang pag-
unawa sa kahalagahan ng
pagkakaroon ng mapanuring
pag-iisip sa pagpapahayag at
pagganap ng anumang
Gawain na may kinalaman sa
sarili at pamilyang
kinabibilangan
Naisasabuhay ang
pagkakaaroon ng tamang
pag-uugali sa pagpapahayag
at pagganap ng anumang
gawain
Nakapagpapahayag ng Summative Test
katotohanan kahit masakit sa
kalooban gaya ng:
1. pagkuha ng pag-aari ng iba
2. pangongopya sa oras ng
pagsusulit
3. pagsisinungaling sa
sinumang miyembro ng
pamilya at
iba pa
ESP5PKP-Ih-35
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.,27
papel na kulay pula, papel na
kulay asul, gunting

IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa bagong
ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
Magpaskil sa pisara ng dalawang
pangkat ng larawan. Maaaring
gumamit ng laptop o tunay na
larawan.
Ano ang masasabi ninyo sa
dalawang larawan?
Alin ang larawang nagpapakita
ng tamang gawi? at alin ang
hindi? Bakit?
Babasahin ng guro sa mga mag-
aaral ang sumusunod na kwento
gamit ang masining na
pamamaraan sa pagbabahagi ng
isang natatanging kwento
tungkol sa isang bata na nag-
angkin ng isang bagay na hindi
naman sa kanya.
Magkaroon ng talakayan
tungkol sa binasang kuwento.
Tanggapin at linangin ang iba’t-
ibang kasagutan ng mga mag-
aaral.
a. Ano ang ginawa ni Timmy sa
kanyang napulot?
b. Paano niya nalaman ang
totoong nagmamay-ari ng
perang kanyang napulot?
c. Bakit sinasabing napahiya si
Carol sa kanyang ginawa?
d. Kung ikaw si Timmy ganoon
Iugnay ang tinalakay na kwento
na “Ang Limang Daang Piso” sa
pagsisimula ng gawain. Maaaring
sabihin ito: “Balikan nating muli
ang ating tinalakay kahapon. Ano
ang buod ng kwentong inyong
napakinggan? Ano ang aral na
napulot ninyo sa kwentong ito?
Bakit kaya mahalaga ang
pagsasabi ng katotohanan?”
Pangkatin sa apat ang klase.
Ipamahagi ang activity cards na
naglalaman ng gawain ng bawat
pangkat. Bigyan sila ng tig-
sasampung minuto para sa
kolaboratibong paghahanda ng
kanilang presentasyon
pentel pen
Pangkatin ang klase sa apat.
Ipaguhit ang katulad na
larawan sa ibaba sa isang
manila paper. Dito nila
isusulat ang kanilang
kasagutan.
Magpagupit ng hugis puso sa
pula at asul na papel na
kagaya ng nasa ibaba
Babasahin ng guro ang bawat
sitwasyon at itataas ng mga
bata ang kanilang mga
pusong ginawa. Ipaliwanag
na ang kulay pulang puso ay
sumisimbolo sa katapatan at
ang kulay asul naman ay
sumisimbolo sa isang hindi
magandang gawain

E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-araw na
buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
J.Karagdagang Gawain para sa takdang
aralin at remediation
din ba ang inyong gagawin? si
Annie? Si Carol? Bakit?
Himukin ang mga mag-aaral na
maipaliwanag ang kahalagahan
kung bakit napakahalaga sa
isang batang tulad nila ang
pagsasabi ng katotohanan sa
lahat ng bagay sa kanilang
buhay.
Para sa higit na ikauunawa ng
mga mag-aaral, maaaring
magdagdag ng gawain ang guro
gamit ang template sa ibaba
Bigyan ng pagkakataon ang mga
mag-aaral na maipakita ang
ginawa ng bawat pangkat.
Pagkatapos na maipakita ng mga
mag-aaral ang kanilang
naisagawa, ipoproseso ito ng
guro sa pamamagitan ng
pagtataya sa natapos na gawain
ng bawat pangkat. Ipasagot ang
mga katanungang ito:
1. Ano ang naramdaman ninyo
habang ginagawa ninyo ang
inyong gawain?
2. Anong natatanging kaugalian
ang natanim sa inyong mga puso
at isipan?
3. Gaano kahalaga ang katapatan
sa bawat isa sa atin?
c. Pagkatapos, mamarkahan ang
mga mag-aaral gamit ang Rubriks
ng guro (tingnan ang kalakip na
Rubriks) batay sa iba’t ibang
estratehiyang ipinakita ng bawat
pangkat.
a. Tanungin ang inyong mga
magulang o kapatid kung minsan
Ipakita ng guro ang tsart na Ipasagot ang mga
naglalaman ng katanungan sumusunod na sitwasyon sa
upang makapagbuo ng mga kwaderno
kaalamang dapat nilang
tandaan para sa lubos na
pagka-unawa ng aralin.
Ipapaskil ng mga mag-aaral Magkaroon ng talakayan
ang kanilang kolaboratibong hinggil sa sagot ng mga bata.
ginawa at iuulat ng pinuno.
Ipoproseso ng guro ang
pagbabahaging ginawa ng
mga mag-aaral
Hikayatin ang mga mag-aaral
na makapagbuo ng
mahahalagang konsepto
batay sa ipinakitang
kasagutan ng bawat isa sa
pamamagitan ng nabuong
web.
Itanong:
a. Bilang isang mag-aaral,
paano ninyo masasabi ang
isang katotohanan kahit alam
ninyong makakasakit kayo ng
damdamin ng ibang tao?
b. Sa inyong palagay, bakit
mayroong salitang
“katapatan” sa gitna ng puso?
Ano ang ibig nitong
ipahiwatig?

V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to
pagtatayao. the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B.Bilang ng mag-aaralna nangangailangan ng ___Pupils did not find difficulties
iba pang Gawain para sa remediation in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
sa buhay nila ay nasubok ang
kanilang katapatan.
b. Itala ito sa inyong kwaderno.
Ihanda ang sarili sa pagbabahagi
ng inyong panayam sa buong
klase
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties encountered
in answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils
got 80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of
lack of knowledge, skills
and interest about the
lesson.
___Pupils were
interested on the
lesson, despite of some
difficulties encountered
in answering the
questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the
pupils finished their
work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who
mag-aaral na nakaunawa sa aralin. 80% above above 80% above 80% above earned 80% above

D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
remediation additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation activities 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 ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who
the lesson the lesson up the lesson up the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue ___ of Learners who continue to ___ of Learners who ___ of Learners who ___ of Learners who
solusyunansa tulong ng aking punungguro at to require remediation require remediation continue to require continue to require continue to require
superbisor? remediation remediation remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work Strategies used that
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive ___Metacognitive well: well: work well:
guro? Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacognitive ___Metacogniti
assessments, note taking and assessments, note taking and Development: Examples: Self Development: Examples: ve Development:
studying techniques, and studying techniques, and assessments, note taking and Self assessments, note taking Examples: Self
vocabulary assignments. vocabulary assignments. studying techniques, and and studying techniques, and assessments, note taking
___Bridging: Examples: ___Bridging: Examples: vocabulary assignments. vocabulary assignments. and studying techniques,
Think-pair-share, quick-writes, Think-pair-share, quick-writes, ___Bridging: ___Bridging: and vocabulary
and anticipatory charts. and anticipatory charts. Examples: Think-pair-share, Examples: Think-pair-share, assignments.
quick-writes, and anticipatory quick-writes, and ___Bridging:
___Schema-Building: ___Schema-Building: charts. anticipatory charts. Examples: Think-pair-
Examples: Compare and Examples: Compare and contrast, ___Schema-Building: share, quick-writes, and
contrast, jigsaw learning, peer jigsaw learning, peer teaching, ___Schema-Building: Examples: Compare and anticipatory charts.
teaching, and projects. and projects. Examples: Compare and contrast, jigsaw learning, ___Schema-
contrast, jigsaw learning, peer peer teaching, and projects. Building: Examples:
teaching, and projects. ___Contextualizatio Compare and contrast,
___Contextualization:  ___Contextualization: 
n:  jigsaw learning, peer
Examples: Examples: teaching, and projects.
___Contextualizatio Examples:
Demonstrations, media, Demonstrations, media, ___Contextuali
manipulatives, repetition, and manipulatives, repetition, and n:  Demonstrations, media,
manipulatives, repetition, zation: 
local opportunities. local opportunities. Examples:
Demonstrations, media, and local opportunities. Examples:
manipulatives, repetition, and ___Text Demonstrations, media,
___Text ___Text manipulatives,
local opportunities. Representation: 
Representation:  Representation:  repetition, and local
Examples: Student
Examples: Student Examples: Student opportunities.
___Text created drawings, videos,
created drawings, videos, and created drawings, videos, and ___Text
Representation:  and games.
games. games. Representation: 
___Modeling: Exam
 ___Modeling: Example ___Modeling: Examples: Examples: Student ples: Speaking slowly and Examples:
s: Speaking slowly and clearly, Speaking slowly and clearly, created drawings, videos, and clearly, modeling the Student created
modeling the language you want modeling the language you want games. language you want students drawings, videos, and
students to use, and providing students to use, and providing ___Modeling: Exam to use, and providing games.
samples of student work. samples of student work. ples: Speaking slowly and samples of student work. ___Modeling: E
clearly, modeling the Other Techniques and xamples: Speaking
Other Techniques and Other Techniques and Strategies language you want students Strategies used: slowly and clearly,
Strategies used: used: to use, and providing samples ___ Explicit Teaching modeling the language
___ Explicit Teaching ___ Explicit Teaching of student work. ___ Group collaboration you want students to
___ Group collaboration ___ Group collaboration ___Gamification/Learning use, and providing
___Gamification/Learning ___Gamification/Learning throuh Other Techniques and throuh play samples of student
throuh play play Strategies used: ___ Answering preliminary work.
___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching activities/exercises Other Techniques and
activities/exercises activities/exercises ___ Group collaboration ___ Carousel Strategies used:
___ Carousel ___ Carousel ___Gamification/Learning ___ Diads ___ Explicit Teaching
___ Diads ___ Diads throuh play ___ Differentiated ___ Group collaboration
___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary Instruction ___Gamification/Learnin
___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Role Playing/Drama g throuh play
___ Discovery Method ___ Discovery Method ___ Carousel ___ Discovery Method ___ Answering
___ Lecture Method ___ Lecture Method ___ Diads ___ Lecture Method preliminary
Why? Why? ___ Differentiated Instruction Why? activities/exercises
___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Complete IMs ___ Carousel
___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Availability of Materials ___ Diads
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Pupils’ eagerness to ___ Differentiated
___ Group member’s ___ Group member’s Why? learn Instruction
collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Group member’s ___ Role Playing/Drama
in doing their tasks in doing their tasks ___ Availability of Materials collaboration/cooperatio ___ Discovery Method
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn n ___ Lecture Method
of the lesson of the lesson ___ Group member’s in doing their tasks Why?
collaboration/cooperation ___ Audio Visual ___ Complete IMs
in doing their tasks Presentation ___ Availability of
___ Audio Visual Presentation of the lesson Materials
of the lesson ___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooper
ation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
 GRADE 5
DAILY LESSON LOG
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
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.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
School:
Teacher:
Teaching Dates and Time: JULY 29 - AUGUST 2, 2019 (WEEK 9)
MONDAY
Pakikinig
A. Nakapagbibigay ng angkop
na pamagat sa tekstong
napakinggan
F5PN-Ih-17
B. Naipamamalas ang
paggalang sa ideya, damdamin
at kultura ng may
akda ng tekstong napakinggan
o nabasa F4PL-oa-j-3
CG p.66
Pagdiriwang ng Wikang Filipino
V, Pagbasa pp.53-55
aklat, DLP (kuwento)
Paghahawan ng Balakid
Basahin ang mga pangungusap,
piliin ang kahulugan ng mga
salitang may salungguhit.
1. Katulong si Ben ng kanyang
ama sa bukid, kaya wala siyang
panahong lumaboy tulad ng
ibang bata.
(maglakad, gumala, tumakbo)
2. Pangarap ni Dan na
makagawa ng kabutihan sa
lahat ng tao at tanghaling
bayani ng lahi.
TUESDAY
Wikang Binibigkas/
pagpapaunlad ng talasalitaan
Nakapagbibigay ng panuto
F5PS-Ih-8
CG p.66
Filipino Wika V, pp.154-156
aklat, DLP (kuwento)
Paghahawan ng Balakid
Basahin ang mga pangungusap.
Ibigay ang kahulugan ng mga
salitang may salungguhit.
1. Maraming naakit na
magbakasyon sa Maynila dahil
sa malalaking hotel na
tinutuluyan dito.
2. May naglalakihang mall na
napakaraming display ng mga
paninda na nakakaakit sa mga
tao.
3. Ang aking bunsong kapatid
Grade Level: V
Learning Area: FILIPINO
Quarter: 1ST QUARTER
WEDNESDAY THURSDAY FRIDAY
Gramatika Estratehiya sa pag-aaral Pagsulat
Nagagamit ang iba’t ibang uri ng A. Naibibigay. ang mahahalagang Nakasusulat ng balangkas sa
panghalip sa usapan at pangyayari sa nabasang anyong pangungusap o paksa
pagsasabi tungkol talambuhay sa
sa sariling karanasan F5WG-If-j-3 F5PB-If-h-11 binasang teksto F5EP-Ih-11
B. Naibibigay ang kahulugan ng
salitang pamilyar at di-pamilyar
sa
pamamagitan ng kasalungat
F5PT-lh-i-1.5
CG p.66 CG p.66 CG p.66
Filipino Wika V, pp.154-156
aklat, DLP (kuwento) aklat, DLP (kuwento) aklat, DLP (kuwento)
Balik-aral Balik-aral
Recess, ang mga bata ay unahan Gamitin sa sariling pangungusap
sa pagtakbo papunta sa kantina. ang mga panghalip pananong
Pagdating dito nagtutulakan sila 1. Sino-sino
sa pagbili, kung ikaw ang 2. Alin
canteen manager anong panuto 3. Saan-saan
ang ipatutupad mo sa mga bata? 4. Kailan
5. Ano

B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
(kilalang tao, tanyag na tao,
dakilang tao)
3. Halos hindi maabot ng mga
tao ang liblib na baryong San
Vicente.
(tago, malayo, masukal)
4. Isa-isang kinaladkad ng mga
tao ang sako ng palay upang
itago sa imbakan.
(isa-isang hinila, isa-isang
binuhat, isa-isang dinala)
5. Paran hindi na humihinga at
walang malay ang lalaking
nabundol ng kotse.
(tulog, patay, walang ulirat)
Kilala ba ninyo sina Dr. Jose
Rizal, Apolinario Mabini at
Andres Bonifacio? Ano ang
tawag natin sa kanila? Sa
inyong palagay, bakit sila
tinawag na bayani?
Pangganyak na Tanong
1. Alam ba ninyo na sa murang
gulang ninyo ay maari kayong
tanghaling bayani?
2. Sa araw na ito makakarinig
kayo ng kuwento tungkol sa
isang batang bayani. Nais ba
ninyong marinig ang kuwento
tungkol sa kanya?
ay tuwang-tuwang sumakay sa
elevator.
Pumikit kayo at isiping kayo ay
nasa lugar na maraming laruan,
damit, sapatos, bag at
magagandang gamit. Ano ang
inyong nararamdaman kung
nasa ganito kayong lugar?
Saan lugar kayo pumupunta
kapag gusto ninyong bumili ng
magandang damit? Bakit
1. Ano ang naganap sa buong
bansa noong Mayo 9, 2016?
2. May malinaw na bang resulta
ang nangyaring botohan?
1. Ano ang naganap sa buong
bansa noong Mayo 9, 2016?
2. May malinaw na bang resulta
ang nangyaring botohan?
Paghawan ng Balakid
Basahin ang pangungusap.Ibigay
ang kasalungat ng mga salitang Pagganyak
may salungguhit. 1. Ano ang kahulugan ng
1. Mabilis na pinalaya si talambuhay?
Apolinario nang malamang siya 2. Sino sa inyo ang
ay maysakit. makapagbabahagi ng sariling
2. Ang mga papeles na talambuhay?
importante ay dapat na ingatan.
3. Sa pagpupulong, iminungkahi
ng pangulo na magkaroon ng
proyekto ang kanilang samahan.
4. Nang sumiklab ang digmaan,
maraming Pilipino ang nasawi.
5. Dinakip ng pulis ang
magnanakaw.
Pagganyak
“Ang hindi magmahal sa sariling
wika,
Ay daig pa ang hayop at
malansang isda”.
1. Kaninong salawikain ang
inyong nabasa?
2. Ano ang tawag natin kay Dr.
Jose Rizal?
Pangganyak na Tanong
1. May kilala ba kayong
Batangueńo na naging bayani?
2. Sino siya?

D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
F.Paglinang na Kabihasaan
Iparinig sa mga bata ang
kuwentong “Walong Taong
Gulang,
Naging Bayani”. Ipaalala sa
mga mag-aaral na pakikinggang
mabuti ang
ang kuwento para sa susunod
na gawain sa klase.
1. Sino-sino ang mga
pangunahing tauhan sa
kuwento? Iba pang mga tauhan
2. Ano ang nangyari sa bahay
nina Rona habang ang kanyang
mga magulang ay nasa
palengke?
3. Paano naging bayani si Rona
Mahilum? Ibigay ang
katangiang ipinakita niya.
4. Sa inyong palagay, masaya
ba ang nagkukuwento?Bakit?
5. Kung ikaw si Rona, gagawin
mo rin ba ang ginawa niya?
6. Sa iyong palagay, bakit si G.
Alfredo Lim ang tumulong sa
pagpapagamot kay Rona?
7. Sa may akda ng kuwentong
ito, ano ang maipapakita mong
damdamin para sa kanya?
8. Bukod sa pamagat na bigay
ng may-akda, magbigay
Pangkatin ang mga bata sa
tatlo at ibibigay nila ang
angkop na
Pamagat ng gawaing nakatakda
Gusto ba ninyong mamasyal sa
mall? May iparirinig ako sa
inyong kuwento na may
pamagat na “Shangri-la Plaza”.
1. Anong lugar ang tinutukoy sa
kuwento?
2. Saan ito matatagpuan?
3. Ano-anong mga bagay ang
makikita sa lugar na ito?
4. Sa inyong palagay, masaya
ba ang nagkukuwento?Bakit?
5. Kapag napapunta ka sa
ganitong lugar, anong ugali ang
dapat mong ipakita?
6. Sa ganitong lugar, magbigay
nga kayo ng mga panuto na
dapat makita ng mga tao.
Pangkatin ang mga bata sa
tatlo, bawat pangkat ay
magbibigay ng
panuto sa mga sumusunod na
Gawin Natin
Gusto ba ninyong malaman ang
mga bagay na may kaugnayan sa
naganap na botohan sa ating
lugar? Basahin ang usapan ng
mga tao tungkol dito.
Itanong:
1. Ano ang nilalaman ng
usapan?
2. Bakit iba-iba ang opinyon ng
mga tao sa darating na
botohan?
3. Sino kaya ang tama ang
pananaw ukol sa kanilang
kandidato?
4. Anong mga salita ang ginamit
sa usapan na nagtatanong?
5. Ano ang tawag natin sa mga
salitang sino, ano, saan, kailan,
bakit at ilan? Kapag ito ang
ginamit sa pagtatanong, ilan ang
tinatanong?
6. Kapag marami ang
tinatanong, magbigay nga ng
halimbawa ng tanong na dapat
gamitin?
Pangkatin ang mga bata sa tatlo,
bawat pangkat ay isasagawa ang
gawain na gamit ang panghalip
pananong.
3. Ano ang katangian niya na
wala ang iba?
Ngayon ay babasahin natin ang
“Talambuhay ni Apolinario
Mabini”. (Tatawag ang guro ng
batang magbabasa habang
sinasabayan nang mahinang
pagbasa ng ibang bata )
Itanong:
1. Kaninong talambuhay ang
inyong binasa?
2. Sino ang kanyang mga
magulang?
3. Ano ang kanyang natapos?
4. Ano ang nangyari sa kanya?
5. Nang siya ay lumaya, ano ang
naging papel niya kay Aguinaldo?
6. Ano-ano ang magagandang
bagay na ginawa niya sa ating
bayan?
7. Ano ang naging sanhi ng
kanyang pagkamatay?
8. Sa inyong palagay, si Mabini ba
ay nakatulong upang makamit
natin ang kalayaan ng bansa?
Ipaliwanag.
9. Anong katangian ang taglay ni
Mabini sa talambuhay?
Pangkatin ang mga bata sa tatlo.
Bawat pangkat ay isasagawa ang
gawain sa pamamagitan ng
pagbibigay ng mahahalagang
Natatandaan pa ba ninyo ang
talambuhay ni Apolinario
Mabini?
Sa anong bansag siya nakilala?
Ngayon ay babasahin uli natin
ang “Talambuhay ni Apolinario
Mabini”. (Babasahin nang
tahimik ng mga bata ang
talambuhay . Paalalahanan ang
mga bata ng mga pamantayan
na dapat sundin sa pagbasa
nang tahimik. )
Itanong:
1. Ano ang pamagat ng binasa
mong teksto?
2. Saan at kailan siya
ipinanganak?
3. Sino ang kanyang mga
magulang?
4. Ano ang kanyang katangian
noong bata pa siya?
5. Ano-ano ang natapos niya?
6. Ano-ano ang mga
mahahalagang bagay ang
nagawa niya sa ating bansa?
7. Kailan siya namatay?
8. Ano ang naging sanhi ng
kanyang pagkamatay?
9. Dapat bang tularan ang
kanyang kabayanihan? Bakit?
10. Ano ang tawag natin sa
nabuong porma?
11. Ano-ano ang nakasulat sa
Roman Numeral?
12. Alin ang mga napapaloob sa
malalaking titik ng alpabeto?
13. Sa mga bilang, ano-ano ang
ating isinulat?
Habang sinasagot ng mga bata
ang mga tanong, isusulat ng
guro ang sagot ng mga bata sa
anyong papaksa

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
sa kanilang pangkat
Pakinggang mabuti ang
tekstong iparirinig at ibigay ang
angkop na pamagat nito.
1. Ang Puerto Prinsesa ang
kapital ng Palawan. Dati itong
kilala sa pangalang Puero de la
Asuncion. Ito ang pangunahing
sentro ng kalakalan sa
lalawigan dahil sa lokasyon
nito. Mayroon ditong paliparan
at daungan ng mga barko na
regular na may biyaheng
Maynila at sa malalaking pulo
sa lalawigan. Sa kasalukuyan,
ang Puerto Prinsesa ay isang
paboritong pasyalan ng mga
turista.
gawain
Pakinggang mabuti ang
sitwasyong iparirinig at
pagkatapos ay
isagawa ng bawat pangkat ang
ibibigay nilang panuto.
Unang Pangkat – Pantomina
Ikalawang Pangkat – Paggawa
ng slogan
Pangkat 1 – Awitin Mo
Bumuo ng isang awit gamit ang
panghalip pananong.
Pangkat 2 – Isadula Mo
Isinama ka ng Nanay mo sa
palengke, bibili kayo ng pagkain
ninyo sa loob ng isang
linggo.Gawan ng usapan ang
Nanay at tindera gamit ang
panghalip pananong at isadula
ito
Pangkat 3 – Tulain Mo
Bumuo ng dalawang taludtod ng
tula gamit ang panghalip
pananong
Kumuha ng kapareha, gumawa
kayo ng usapan tungkol sa
inyong karanasan gamit ang
panghalip pananong.(Bibigyan
ng guro ang mga bata ng oras sa
pagbuo ng usapan.)
pangyayari sa talambuhay.
Pangkat 1 – Isulat Mo
Batay sa talambuhay na inyong
nabasa, isulat ang mahahalagang
pangyayari tungkol sa edukasyon
ni Apolinario Mabini
Pangkat 2 – I Rap Mo
Sa nabasang talambuhay igawa
ng rap ang mahahalagang
pangyayari sa buhay niya simula
noong 1893 hanggang sa siya ay
namatay.
Pangkat 3 – Awitin Mo
Gumawa ng maikling awit
tungkol sa mahahalagang tao sa
buhay ni Apolinario Mabini.
Ibigay ang mahahalagang
pangyayari sa iyong talambuhay.
Isulat muna sa isang pirasong
papel at tatawag ako ng bata na
maglalahad ng sarili niyang
talambuhay
Ang Talambuhay ni Apolinario
Mabini
I. Pagsilang
A. Lugar
1. ___________________
B. Petsa
2. ___________________
C. Mga Magulang
1. __________________
2. __________________
II. Edukasyon
A. _____________________
B. _____________________
C. _____________________
D. _____________________
III. Mga Mahahalagang Bagay
na Nagawa sa Bansa
A. ____________________
B. ____________________
C. ____________________
D. ____________________
E. ____________________
IV. Kamatayan
A. Petsa
1. _________________
B. Sanhi
1. _________________
Bawat pangkat ay isusulat sa
anyong pangungusap ang
balangkas na nabuo ng guro.
Pagkatapos ay ipababasa sa
mga
lider ang nabuong
pangungusap
 Sanggunian: Likha 5, Wika at
Pagbasa p. 319
2. Ang barangay Palahanan 2.0,
San Juan, Batangas ay
nagdaraos ng kapistahan
tuwing ika-1 ng Hunyo. Ito ay
dalawampu’t walong taon
nang ipinagdiriwang. Tuwing
kapistahan maraming bisita
ang dumarating sa lahat ng
bahay. May banda ng musiko
na lumilibot sa bawat bahay at
tinutugtugan. Kung gabi naman
ay nagdaraos ng prusisyon
kung saan ang mga dalaga at
binate ay nagsusuot ng Barong
Tagalog at Saya. Talagang
napakasaya ng pagdiriwang ng
kapistahan sa lugar na ito.
H.Paglalahat ng aralin Bilang bata nakakasunod ka ba Ano-anong mga panghalip na
ng maayos sa mga panuto? Sa isahan at maramihan ang
paanong paraan? gagamitin kapag magtatanong?
I.Pagtataya ng aralin Pakinggang mabuti ang Magbigay ng panuto sa mga Gamitin ang tamang panghalip Basahin ang maikling
babasahing kuwento at ibigay sumusunod: pananong sa usapan. talambuhay. Ibigay ang Basahin ang maikling kuwento.
ang angkop 1. May bisitang dumating sa Sitwasyon: Araw ng Sabado, mahahalagang pangyayari sa Punan ang balangkas at
na pamagat nito. Isulat ang inyong paaralan, nakita mo ang maagang nagkita-kita ang pamamagitan ng pagsagot sa pagkatapos isulat ito sa anyong
sagot sa inyong sagutang maliliit na magkakaibigan. May usapan sila tanong. pangungusap
papel. bata na nagtatakbuhan sa na mamamasyal sila sa bukid. Ibigay ang angkop na sagot sa Ang Pamilya Bueno
labas, ano ang ibibigay mong Cora: 1. (Alin-alin,Sino-sino) pa mga sumusunod na tanong. I. Katangian ng pamilya Bueno
panuto sa kanila? ba ang hinihintay natin? 1. Kailan nakitaan ng galling sa A. _____________________
2. Nasa ospital ka, nakita mo na Amy: Sina Lita at Lorna. 2. volleyball si Alyzza? B.____________________
may naninigarilyo at may (Bakit, Sino) kaya wala pa sila? 2. Paano nagging sikat si Alyzza sa C. _____________________
katabing babae na ubo ng ubo, Merly: Tumawag na medyo mga bata at matatanda? II. Paraan ng maayos na
kung ikaw ang tagapamahala mahuhuli sila at tanghali nang 3. Saan siya nagtapos ng pamamalakad ng pamilya
ng ospital, ano ang ibibigay nagising. Alam ba nila kung 3. elementarya, haiskul at kolehiyo, A. _____________________
mong panuto sa sitwasyong (saan, kailan) tayo ano ang kanyang kurso? B. _____________________
ito? magkikita-kita? 4. Bakit siya higit na hinangaan sa C. ____________________
3. Nasa istasyon kayo ng bus, Rose: Oo naman, teka nga pala, kolehiyo? III. Maidudulot sa pamayanan
nag-uunahan sa pagsakay ang 4. (sino, ano) ga nga ang may 5. Ano ang pinakamahalagang ng ulirang pamamalakad ng
mga pasahero, sa sitwasyong dala ng meryenda natin? parangal na kaniyang natanggap? pamilya Bueno
ito anong panuto ang dapat Mariz: Sila nga dalawa ang A. _________________
sundin? magdadala. Kaya siguro sila B. _____________________
4. Ikaw ang tagapamahala ng tinanghali ng gising eh naghanda C. _____________________
silid-aklatan, may limang pa sila kagabi.

J.Karagdagang Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha
ng 80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang
Gawain para sa remediation
Makinig sa isang maikling
kuwento at ibigay ang angkop
na pamagat
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
batang dumating at walang
ginawa kundi mag-ingay, ano
ang ibibigay mong panuto sa
kanila?
5. Maraming dumadaang
sasakyan, marami ding mga tao
ang naglalakad na hindi
magkamayaw, may paroo’t
parine, hindi iniintindi ang ilaw
trapiko, kaya ang kinalabasan
nagkabuhol-buhol ang trapik,
kung ikaw ang pulis, ano ang
ibibigay mong panuto sa
kanila?
Magbigay ng limang panuto na
dapat sundin ng mga bata
kapag nasa
silid-aralan
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
Ana: (Ilang,Kaninong) kilo ng
mais ang nabili mo Merly?
Pagdating natin sa bukid ay
ilalabon agad natin lahat.
Gamitin ang limang panghalip
pananong sa pagsulat ng talata
tungkol
sa inyong sariling karanasan
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
Magbigay ng mahahalagang
pangyayari sa iyong talambuhay.
Isulat
ang sagot sa iyong kuwaderno
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
Magbasa ng isang maikling
kuwento. Sumulat ng
balangkas nito sa
anyong pangungusap o paksa
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
 finished their work on time. finished their work on time. ___Some pupils did not finish ___Some pupils did not finish finished their work on time.
___Some pupils did not finish ___Some pupils did not finish their work on time due to their work on time due to ___Some pupils did not finish
their work on time due to their work on time due to unnecessary behavior. unnecessary behavior. their work on time due to
unnecessary behavior. unnecessary behavior. unnecessary behavior.

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

E.Alin sa mga estratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng lubos? ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught
Paano ito nakatulong? up the lesson up the lesson the lesson the lesson up the lesson
F.Anong sulioranin ang aking ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue
naranasan na solusyunansa tulong to require remediation to require remediation to require remediation require remediation to require remediation
ng aking punungguro at superbisor?
G.Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
aking nadibuho nanais kong ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
ibahagi sa kapwa ko guro? Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and
studying techniques, and studying techniques, and studying techniques, and studying techniques, and studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: ___Bridging: ___Bridging: Examples: ___Bridging: Examples: ___Bridging:
Examples: Think-pair-share, Examples: Think-pair-share, Think-pair-share, quick-writes, Think-pair-share, quick-writes, Examples: Think-pair-share,
quick-writes, and anticipatory quick-writes, and anticipatory and anticipatory charts. and anticipatory charts. quick-writes, and anticipatory
charts. charts. ___Schema-Building: Examples: charts.
___Schema-Building: Compare and contrast, jigsaw ___Schema-Building:
___Schema-Building: ___Schema-Building: Examples: Compare and learning, peer teaching, and Examples: Compare and
Examples: Compare and Examples: Compare and contrast, jigsaw learning, peer projects. contrast, jigsaw learning, peer
contrast, jigsaw learning, peer contrast, jigsaw learning, peer teaching, and projects. ___Contextualization:  teaching, and projects.
teaching, and projects. teaching, and projects. Examples: ___Contextualization: 
___Contextualization:  Demonstrations, media,
___Contextualization:  ___Contextualization:  Examples: manipulatives, repetition, and Examples:
Demonstrations, media, local opportunities. Demonstrations, media,
Examples: Examples: manipulatives, repetition, and ___Text manipulatives, repetition, and
Demonstrations, media, Demonstrations, media, local opportunities. Representation:  local opportunities.
manipulatives, repetition, and manipulatives, repetition, and Examples: Student ___Text
local opportunities. local opportunities. created drawings, videos, and Representation: 
___Text

___Text
Representation:  Representation:  created drawings, videos, and
Examples: Student
created drawings, videos, and
games.
___Modeling: Exampl
es: Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Representation:  games. Examples: Student
___Text Examples: Student ___Modeling: Examples: created drawings, videos, and
Speaking slowly and clearly, games.
Examples: Student games. modeling the language you want ___Modeling: Exampl
created drawings, videos, and ___Modeling: Example students to use, and providing es: Speaking slowly and clearly,
games. s: Speaking slowly and clearly, samples of student work. modeling the language you
modeling the language you want Other Techniques and Strategies want students to use, and
___Modeling: Exampl
students to use, and providing used: providing samples of student
es: Speaking slowly and clearly,
samples of student work. ___ Explicit Teaching work.
modeling the language you
___ Group collaboration Other Techniques and
want students to use, and
Other Techniques and ___Gamification/Learning throuh Strategies used:
providing samples of student
Strategies used: play ___ Explicit Teaching
work.
___ Explicit Teaching ___ Answering preliminary ___ Group collaboration
___ Group collaboration activities/exercises ___Gamification/Learning
Other Techniques and
___Gamification/Learning ___ Carousel throuh play
Strategies used:
throuh play ___ Diads ___ Answering preliminary
___ Explicit Teaching
___ Answering preliminary ___ Differentiated Instruction activities/exercises
___ Group collaboration
activities/exercises ___ Role Playing/Drama ___ Carousel
___Gamification/Learning
___ Carousel ___ Discovery Method ___ Diads
throuh play
___ Diads ___ Lecture Method ___ Differentiated Instruction
___ Answering preliminary
___ Differentiated Instruction Why? ___ Role Playing/Drama
activities/exercises
___ Role Playing/Drama ___ Complete IMs ___ Discovery Method
___ Carousel
___ Discovery Method ___ Availability of Materials ___ Lecture Method
___ Diads
___ Lecture Method ___ Pupils’ eagerness to learn Why?
___ Differentiated Instruction
Why? ___ Group member’s ___ Complete IMs
___ Role Playing/Drama
___ Complete IMs collaboration/cooperation ___ Availability of Materials
___ Discovery Method
___ Availability of Materials in doing their tasks ___ Pupils’ eagerness to learn
___ Lecture Method
___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Group member’s
Why?
___ Group member’s of the lesson collaboration/cooperation
___ Complete IMs
___ Availability of Materials collaboration/cooperation in doing their tasks
___ Pupils’ eagerness to learn in doing their tasks ___ Audio Visual Presentation
___ Group member’s ___ Audio Visual Presentation of the lesson
collaboration/cooperation of the lesson
in doing their tasks
___ Audio Visual Presentation
of the lesson
 GRADE 5
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
School:
Teacher:
Teaching Dates and Time: JULY 29 - AUGUST 2, 2019 (WEEK 9)
MONDAY
*Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fraction
*The learner is able to recognize
and represent whole numbers up
to 10 000 000 in various forms
and contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fractions in
mathematical problems and real-
life situations
Visualize division of fractions
M5NS-Ii-95
CG p. 56
metacards, pocket chart, colored
paper, acetate film
TUESDAY
*Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fraction
*The learner is able to recognize
and represent whole numbers up
to 10 000 000 in various forms
and contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fractions in
mathematical problems and real-
life situations
Divides simple fractions
M5NS-Ii-96.1
CG p. 56
flashcards, chart
WEDNESDAY
*Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fraction
*The learner is able to recognize
and represent whole numbers up
to 10 000 000 in various forms and
contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fractions in mathematical
problems and real-life situations
Divides whole numbers by a
fraction
M5NS-Ii-96.1,
CG p. 56
Number line, activity cards
Grade Level: V
Learning Area: MATHEMATICS
Quarter: 1ST QUARTER
THURSDAY
*Demonstrates
understanding of whole
numbers up to 10 000 000
*Demonstrates
understanding of divisibility,
order of operations, factors
and multiples and the four
fundamental operations
involving fraction
*The learner is able to
recognize and represent
whole numbers up to 10 000
000 in various forms and
contexts.
*The learner is able to apply
divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations
Divides fraction by a whole
number
CG p. 56
show–me-boards, real
objects
FRIDAY
*Demonstrates
understanding of whole
numbers up to 10 000 000
*Demonstrates
understanding of divisibility,
order of operations, factors
and multiples and the four
fundamental operations
involving fraction
*The learner is able to
recognize and represent
whole numbers up to 10
000 000 in various forms
and contexts.
*The learner is able to apply
divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations
Summative Test
CG p. 56
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
A. Preliminary Activities
1. Drill
Directions: Answer the following
orally.
 How many 5s are there in 45?
 How many 10s are there in
120?
 How many 9s are there in 72?
 How many 12s are there is 60?
 How many 15s are there in 75?
2. Review
Name the following fractions
(Show a picture of a mango
orchard) Class, this is a mango
orchard. It is owned by Nica’s
parents
Problem
Nica’s family has a big orchard.
Nica’s father waters ¾ hectare of
the orchard in 1/3 hour using a
machine. How many hectares
could he water un 1 hour using
the same machine?
Answer the following questions:
Questions
a. What are given?
b. What is being asked?
c. What is the number sentence?
d. How will you solve the
1. Drill
Directions: Answer the following
orally
a. 5/6 x 1/3 =
b. 1/3 x 1/4 =
c. 1/4 x 2/3 =
d. 1/6 x 1/4 =
e. 3/7 x 5/6 =
2. Review
 What are reciprocals?
 What is the product of a
number and its reciprocal?
 Give the reciprocals of the
following numbers.
Discuss the value of trees and
why we should take care of them.
 Ask the pupils how they can
show appreciation and love for
our natural resources, especially
the trees.
Problem
A bed factory ordered 23 ton of
kapok. If each delivery truck can
contain 16 ton of kapok, how
many trucks will be needed to
load the order
Analyze the problem:
• What is asked?
• What facts are given?
• What is the needed operation?
2. Performing the Activities
Group Work
1. Drill
Group Activity (Giving Reciprocals)
Mechanics:
a) Form four groups with equal
number of members to play a
relay by giving a reciprocal of the
fraction written on a flash card.
b) The teacher says: “Name its
Reciprocals”
c) At the “GO” signal, pupil “1”
goes to the board and writes
his/her answer, taps the next pupil
who goes to the board to write
his/her answer. This goes on until
every member has written his/her
answers.
d) The groups who finishes within
the time limit and gets the most
correct answers wins
Review
Strategy: Cooperative Learning
Show a picture of a corn farm.
Give some details about the
picture.
Problem Opener ( Using Concept
Development)
Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
Lead the pupils to analyze the
problem by asking the
following questions:
 What is asked in the problem?
 What are given?
 What operation is needed to
A. Preliminary Activities
1. Drill
Directions: Answer the
following orally.
a). How many 5s are there in
45?
b). How many 10s are there
in 120?
c). How many 9s are there in
72?
d). How many 12s are there
in 60?
e). How many 15s are there
in 75?
2. Review
Strategy: Group Contest
 What is your favourite
fruit? Why?
 Why are fruits important to
our body?
 What benefits can we get
from eating them?
 What vitamins can we get
from pineapples?
Presentation
Jose, Joel and Randy have 23
of a pineapple to be
divided equally among
themselves. What fraction of
the whole pineapple will
each get?
 What part of the pineapple
is left with the 3 boys?
 How are they going to
divide it?
 What facts are given?
 What is the needed
 problem?
e. If you were Nica, what will you
do to help you parents?
F.Developing Mastery  What are given in the problem?
(3/4 hectare and 1/3 hour)
 What is being asked?
(The hectare of land Nica’s father
can water in 1 hour)
 What is the number sentence?
(3/4 ÷ 1/3 = N)
Let us use this piece of cartolina
to visualize the mango orachrd of
Nica’s family.
If this whole cartolina represents
1 hectare, how will
you represent the ¾ hectare
piece of land?
Nica’s family has a big orchard.
Nica’s father waters ¾ hectare of
the orchard in 1/3 hour using a
machine. How many hectares
could he water un 1 hour using
Group the class into five teams.
Let them solve the problem for a
few minutes.
Guide questions
• What is asked?
• What facts are given?
• What is the needed operation?
3. Processing the Activities
. 2) The leader gets the activity
Processing the Activities
After all the groups have
presented their answers, look
back
at the given example.
A bed factory ordered 23 ton of
kapok. If each delivery truck can
contain 16 ton of kapok, how
many trucks will be needed to
load the order.
In division of simple fractions, we
use multiplicative inverses or
reciprocals. Two numbers are
reciprocals of each other if their
product is 1.
solve the problem?
Materials:.4 sets of 5 cards with
equations involving multiplication
of simple fractions.
Ex. 14 x 18 , 26 X 14 , 37 x 23 , 23 x
25 , 35 x 24
Mechanics:
1) Form four groups
sheet from the teacher and leads
his/her member to work
cooperatively.
3) The group answers the activity
within 2 minutes and presents the
output on the board as soon as
they are through.
4) The teacher checks the answer.
5) The group with the highest
number of correct answers will be
declared as winner.
a)
 The first pupil in each group
gives the answer in lowest term.
 The group who gives the correct
answer will
Performing the Activities
Group the pupils into four working
teams. Ask them to work
cooperatively in finding the
answers to the problem. Give
them enough time to think and
perform the task
How did you find the activity?
How did you divide a whole
number by a fraction?
Which numbers did you multiply?
operation?
 Write an equation for the
problem.
Guide the pupils in solving
the problem.
 We can rewrite the division
into a missing factor-
sentence:
23 ÷ 3 = n is equivalent to 3 x
n = 23
 To find n, we can multiply
both sides of the sentence by
13.
Thus, 13 x 3 x n = 23 x 131 x
n = n = 29
So, 23 ÷ 3÷ =29
 Notice that in our solution,
we have, 13 x 3 = 1. Numbers
like 13 and 3 are called
reciprocals. (Give other pairs
of reciprocal
How did you find the
activity?
How did you divide the
fraction by a whole number?

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
the same machine?
Let us represent the ¾ hectare of
land using this colored paper.
¾ 1/3
This show that ¾ hectare is
watered in 1/3 hour. So
we need 3 of this for 3/3 or 1
hour.
34 1/3
6/4 2/3
9/4 3/3
This show that Nica’s father can
water 9/4 or 2 ¼
hectare of land in 1 hour.
If you were Nica what will you do
to help your
Directions: Illustrate the quotient
of the following.
𝑎). 3/ 9 ÷ 3/4 𝑒). 8/ 12 ÷ 1/3
𝑏).5/ 10 ÷ 1/2
𝑐). 7/8 ÷ 4/5
𝑑). 6/9 ÷ 1/3
To visualize division of fractions:
 We can use paper folding,
drawing and the like.
Directions: Visualize the following
using drawing.
𝑎). 9/10 ÷ 3/7 𝑑). 7/14 ÷ 5/9
Kate found 3/4 of a big birthday
cake in the refrigerator. She
served 1/4 piece of the cake to
each of her friends. How many of
her friends ate the cake?
Change the divisor to its
reciprocal.
 Change the division sign to
multiplication sign.
 Cancel, if necessary.
 Multiply the numerators then
multiply the denominators.
 Express in lowest terms, if
necessary
Directions: Divide the following
fractions. Reduce to lowest
terms, if
Organize the class in groups of 5. Directions: Solve of the
Provide each group a copy of the following. Use the reciprocal
problems to be solved. (Allow 10 method.
to 15 minutes.) a) 1/5 ÷ 10 = n d) 2/4 ÷ 16 = n
a) Marita is making placemats for b) 1/7 ÷ 21 = n e) 3/5 ÷ 25 =
her godmother. How many n
placemats can she cut from 4 c) 3/5 ÷ 40 = n
metres of linen cloth if each
placemat measures 25 metre?
b) Alma and her classmates are
making graduation ribbons. How
many 910 dm ribbons long can be
made from a spool of 53 dm long?
How do we divide a fraction
To divide a whole number by a by a whole number?
fraction:
 Change the divisor to its
reciprocal.
 Change the division sign to
multiplication sign.
 Simplify or cancel if necessary.
 Multiply the numerators, then
the denominators.
 Express the answer in lowest
term if necessary.
Directions: Find each quotient . Directions: Find each
Express the answer in quotient. Reduce the answer
lowest term. to lowest terms if possible.

J.additional activities for application
or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No.of learners who require
additional activities for remediation
b) 7/8 ÷ 2/3 𝑒). 10/12 ÷ 6/8
𝑐). 4 /9 ÷ 4/5
Directions: Answer the problem
below using a model or
illustration.
Doring had 2 kilograms of sugar.
She used 14 kilogram for
every cake she baked. How many
cakes did she bake?
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
possible.
a. 56÷29= d. 35 ÷29=
b. 83÷12= e. 35 ÷12=
c.56÷29=
Answer each question carefully.
1. How many 25- meter long
pieces can be cut from an 810-
meter
ribbon?
2. If 117 is the quotient and the
divisor is, 710 what is the
dividend?
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
1. What is the quotient of 6 and 46
? b) 3/7 ÷21 = N
2. If you divide 35 by 4, what is the
answer?
3. What is the quotient of 9
divided by 26 ?
4. How many sixths are there in
412 ?
5. Divide 10 by 34 . The answer is
_____.
Solve the problems.
1) Rita lives 58 km from the
school. Mina lives 6 km away?
Who lives farther? How many
times farther?
2) Mrs. Lee baked 120 cookies. She
placed 45 dozen cookies in a small
box. How many boxes did she use?
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
a) 7/8 ÷ 6= N
c) 2/3 ÷ 3= N
d) 3/4 ÷ 4= N
e) 8/9 ÷6 = N
Directions: Find the quotient.
Always express the answers
in lowest terms.
a) 5/6 ÷ 2= N
b) 8/9 ÷ 3 = N
c) 4/6 ÷ 4= N
d) 9/12 ÷ 6= N
e) 5/7 ÷14 = N
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
 ___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
work on time due to unnecessary
behavior.
teacher. teacher.
___Majority of the pupils ___Majority of the pupils
finished their work on time. finished their work on time.
___Some pupils did not ___Some pupils did not
finish their work on time due finish their work on time
to unnecessary behavior. due to unnecessary
behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
learners who have caught up with the above above above 80% above 80% above
lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson the lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
which my principal or supervisor can require remediation require remediation require remediation continue to require continue to require
helpme solve? remediation remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
materials did used/discover which I ___Metacognitive ___Metacognitive ___Metacognitive well: well:
wish to share with other teachers? Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacognitive
assessments, note taking and assessments, note taking and assessments, note taking and Development: Examples: Development: Examples:
studying techniques, and studying techniques, and studying techniques, and Self assessments, note taking Self assessments, note
vocabulary assignments. vocabulary assignments. vocabulary assignments. and studying techniques, and taking and studying
___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples: vocabulary assignments. techniques, and vocabulary
Think-pair-share, quick-writes, Think-pair-share, quick-writes, Think-pair-share, quick-writes, and ___Bridging: assignments.
and anticipatory charts. and anticipatory charts. anticipatory charts. Examples: Think-pair-share, ___Bridging:
quick-writes, and Examples: Think-pair-share,
___Schema-Building: ___Schema-Building: ___Schema-Building: anticipatory charts. quick-writes, and
Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast, ___Schema-Building: anticipatory charts.
jigsaw learning, peer teaching, jigsaw learning, peer teaching, jigsaw learning, peer teaching, and Examples: Compare and ___Schema-
and projects. and projects. projects. contrast, jigsaw learning, Building: Examples:
peer teaching, and projects. Compare and contrast,
___Contextualizatio jigsaw learning, peer
___Contextualization:  ___Contextualization:  ___Contextualization: 
n:  teaching, and projects.
Examples: Examples: Examples:
Examples: ___Contextualizati
Demonstrations, media, Demonstrations, media, Demonstrations, media,
Demonstrations, media, on: 
manipulatives, repetition, and manipulatives, repetition, and manipulatives, repetition, and
local opportunities.
___Text
Representation:  Representation:  Representation:  and local opportunities.
Examples: Student
created drawings, videos, and
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
local opportunities.
___Text
Examples: Student
created drawings, videos, and
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
local opportunities. manipulatives, repetition, Examples:
and local opportunities. Demonstrations, media,
___Text Representation:  ___Text manipulatives, repetition,
Examples: Student
created drawings, videos, and Examples: Student ___Text
games. created drawings, videos, Representation: 
___Modeling: Examples: and games. Examples: Student
Speaking slowly and clearly, ___Modeling: Exam created drawings, videos,
modeling the language you want ples: Speaking slowly and and games.
students to use, and providing clearly, modeling the ___Modeling: Exa
samples of student work. language you want students mples: Speaking slowly and
to use, and providing clearly, modeling the
Other Techniques and Strategies samples of student work. language you want students
used: Other Techniques and to use, and providing
___ Explicit Teaching Strategies used: samples of student work.
___ Group collaboration ___ Explicit Teaching Other Techniques and
___Gamification/Learning throuh ___ Group collaboration Strategies used:
play ___Gamification/Learning ___ Explicit Teaching
___ Answering preliminary throuh play ___ Group collaboration
activities/exercises ___ Answering preliminary ___Gamification/Learning
___ Carousel activities/exercises throuh play
___ Diads ___ Carousel ___ Answering preliminary
___ Differentiated Instruction ___ Diads activities/exercises
___ Role Playing/Drama ___ Differentiated ___ Carousel
___ Discovery Method Instruction ___ Diads
___ Lecture Method ___ Role Playing/Drama ___ Differentiated
Why? ___ Discovery Method Instruction
___ Complete IMs ___ Lecture Method ___ Role Playing/Drama
___ Availability of Materials Why? ___ Discovery Method
___ Pupils’ eagerness to learn ___ Complete IMs ___ Lecture Method
___ Group member’s ___ Availability of Materials Why?
collaboration/cooperation ___ Pupils’ eagerness to ___ Complete IMs
in doing their tasks learn ___ Availability of Materials
___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to
of the lesson collaboration/cooperatio learn
n ___ Group member’s
in doing their tasks collaboration/cooperatio
___ Audio Visual n
Presentation in doing their tasks
of the lesson ___ Audio Visual
Presentation
of the lesson
 GRADE 5
DAILY LESSON LOG
WEEK 9
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
School:
Teacher:
Teaching Dates and Time: JULY 29 - AUGUST 2, 2019 (WEEK 9)
MONDAY TUESDAY
Materials undergo changes due to oxygen and heat
The learner uses local, recyclable The learner uses local,
solid and /or liquid materials in recyclable solid and /or liquid
making useful products materials in making useful
products
Identify local, recyclable materials Infer useful products that can be
found in the community formed out of local, recyclable
S5MT-Ih-i-4 solid/liquid materials.
S5MT-Ih-i-4
Construct the designed project out Construct the designed project
of local, recyclable solid and/ liquid out of local, recyclable solid
materials in making useful products and/ liquid
SMT-Ih-i-4 materials in making useful
products
SMT-Ih-i-4
Changes that materials undergo Changes that materials undergo
CG p.30 CG p.30
Science Spectrum 6, Rebecca R. Science Spectrum 6, Rebecca R.
Fallaria et.al pages 133-138 Fallaria et.al pages 133-138
powerpoint presentation powerpoint presentation
activity sheets activity sheets
recyclable materials and tools/ other recyclable materials and tools/
materials needed in other materials needed in
constructing the project constructing the project
Review Review
Talk about the designed product Talk about the designed product
they did out of the local recyclable they did out of the local
Materials. recyclable
Ask: Materials.
WEDNESDAY
The learner uses local,
recyclable solid and /or liquid
materials in making useful
products
Collect local, recyclable solid/or
liquid materials
S5MT-Ih-i-4
Evaluate the finished product
out of local, recyclable solid
and/or liquid
materials in making useful
products
S5MT-Ih-i-4
Changes that materials undergo
CG p.30
Science Spectrum 6, Rebecca R.
Fallaria et.al pages 133-138
finished products out of local,
recyclable solid
materials in making useful
products, rubrics
What are some of the finished
products that you made out of
local, recyclable solid materials
in making useful products?
Grade Level: V
Learning Area: SCIENCE
Quarter: 1ST QUARTER
THURSDAY FRIDAY
The learner uses local, The learner uses local,
recyclable solid and /or liquid recyclable solid and /or liquid
materials in making useful materials in making useful
products products
Organize the Design a product out of local,
steps/procedures in designing recyclable solid and /or liquid
a product materials in making useful
S5MT-Ih-i4 products
S5MT-Ih-i4
Evaluate the finished product Summative Test
out of local, recyclable solid
and/or liquid
materials in making useful
products
S5MT-Ih-i-4
Changes that materials Changes that materials
undergo undergo
CG p.30 CG p.30
Science Spectrum 6, Rebecca
R. Fallaria et.al pages 133-138
finished products out of local,
recyclable solid
materials in making useful
products, rubrics
What are some of the finished
products that you made out
of local, recyclable solid
materials in making useful
products?

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
Why did you prefer such project?
Have you experienced constructing
projects in your EPP class?
What kind of projects did you make?
How did you find the activity?
Why?
What learning did you gain in doing
such kind of project?
Show powerpoint presentation of
sample products out of
recyclable materials. What can you
say about the product? Can you
make your own?
1. Tell pupils to get all the materials
they need/prepare for constructing
the project out of recyclable
materials.
2. Set standards to follow in doing
the individual project.
3. Let pupils construct his/her
designed project out of the local
recyclable materials.
(Beforehand, decide whether this
will be an individual or group
project)
1. The teacher supervises the pupils
while they are constructing the
project.
2. Ask:
How did you find doing your project?
What common problems did you
encounter?
What did you do to solve these?
Ask:
Why did you prefer such
project?
Have you experienced Let me see you finished Let me see you finished
constructing projects in your products. We are going to products. We are going to
EPP class? evaluate all you outputs. evaluate all you outputs.
What kind of projects did you Ask: How did you find doing the Ask: How did you find doing
make? How did you find the activity? Why? the activity? Why?
activity?
Why?
What learning did you gain in
doing such kind of project?
Show powerpoint presentation
of sample products out of
recyclable materials. What can
you say about the product? Can
you make your own?
1. Tell pupils to get all the 1. Let pupils present their 1. Let pupils present their
materials they need/prepare for finished products. finished products.
constructing 2. Using the rubrics below try to 2. Using the rubrics below try
the project out of recyclable evaluate each finished product. to evaluate each finished
materials. product.
2. Set standards to follow in
doing the individual project.
3. Let pupils construct his/her
designed project out of the local
recyclable materials.
(Beforehand, decide whether
this will be an individual or
group
project)
1. The teacher supervises the 1. How did you evaluate the 1. How did you evaluate the
pupils while they are finished products? finished products?
constructing the 2. What characteristics should 2. What characteristics should
project. these projects possess? these projects possess?
2. Ask: 3. When can we consider your 3. When can we consider your
How did you find doing your project outstanding? very project outstanding? very
project? satisfactory? satisfactory? poor? satisfactory? satisfactory?
What common problems did 4. What factors contribute to poor?
you encounter? the success of your project? 4. What factors contribute to
What did you do to solve these? Why? the success of your project?
Why?
F.Developing Mastery
G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
J.additional activities for application
or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No.of learners who require additional
activities for remediation
What are your plans with your
outputs?
Do you think it is possible to make
earnings out of your products?
How?
Do you appreciate what you did?
Why? Why not?
After this activity, what are you
going do to with the other recyclable
materials at home?
What useful outputs did you
construct out of recyclable
materials?
Check whether pupils have
finished/completed the projects on
time. Presentation of outputs will be
done on the following day
Bring your outputs. Be ready for the
checking/evaluation.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
What are your plans with your
outputs?
Do you think it is possible to
make earnings out of your
products?
How?
Do you appreciate what you
did? Why? Why not?
After this activity, what are you
going do to with the other
recyclable materials at home?
What useful outputs did you
construct out of recyclable
materials?
Check whether pupils have
finished/completed the projects
on
time. Presentation of outputs
will be done on the following
day
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
If you will be given another
chance to make project output
out of recyclable materials what
another project idea will you
prefer? Why?
Should you submit your project
on time? Why?
What did you learn in making
your project?
Evaluate and record the rating
of the project. Use the rubrics.
Scoring Rubrics to Evaluate the
Finished Products out
of Recyclable Materials
List down outstanding Filipino
inventions out of local
recyclable materials. Report this
in class.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
If you will be given another
chance to make project
output out of recyclable
materials what another
project idea will you prefer?
Why?
Should you submit your
project on time? Why?
What did you learn in making
your project?
Evaluate and record the rating
of the project. Use the rubrics.
Scoring Rubrics to Evaluate
the Finished Products out
of Recyclable Materials
List down outstanding Filipino
inventions out of local
recyclable materials. Report
this in class.
___Lesson carried. Move on to ___Lesson carried. Move on to
the next objective. the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery
___Pupils did not find difficulties ___Pupils did not find difficulties
in answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the
lesson because of lack of lesson because of lack of
knowledge, skills and interest knowledge, skills and interest
about the lesson. about the lesson.
___Pupils were interested on ___Pupils were interested on
the lesson, despite of some the lesson, despite of some
difficulties encountered in difficulties encountered in
answering the questions asked by answering the questions asked
the teacher. by the teacher.
 ___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.

C.Did the remedial work? No.of
learners who have caught up with the
lesson
D.No. of learners who continue to
require remediation
___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
above above above 80% above
___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
activities for remediation additional activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson lesson lesson the lesson the lesson
F.What difficulties did I encounter ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
which my principal or supervisor can remediation require remediation require remediation require remediation to require remediation
helpme solve?
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did used/discover which I ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
wish to share with other teachers? Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
assessments, note taking and studying assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and
techniques, and vocabulary assignments. studying techniques, and studying techniques, and studying techniques, and studying techniques, and
___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
pair-share, quick-writes, and anticipatory ___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples: ___Bridging:
charts. Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, Examples: Think-pair-share,
anticipatory charts. anticipatory charts. and anticipatory charts. quick-writes, and anticipatory
___Schema-Building: Examples: charts.
___Schema-Building:
___Schema-Building: ___Schema-Building: Compare and contrast, jigsaw ___Schema-Building:
Examples: Compare and contrast, jigsaw
learning, peer teaching, and Examples: Compare and
learning, peer teaching, and projects. Examples: Compare and contrast, Examples: Compare and contrast,
projects. contrast, jigsaw learning, peer
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
projects. projects. ___Contextualization:  teaching, and projects.
___Contextualization:  ___Contextualization: 
Examples:
Examples: Demonstrations, Demonstrations, media, Examples:
media, manipulatives, repetition, and ___Contextualization:  ___Contextualization: 
manipulatives, repetition, and Demonstrations, media,
local opportunities. Examples: Examples: local opportunities. manipulatives, repetition, and
Demonstrations, media, Demonstrations, media, local opportunities.
___Text
manipulatives, repetition, and local manipulatives, repetition, and local
___Text Representation:  Representation:  ___Text
opportunities. opportunities.
Examples: Student created Examples: Student Representation: 
drawings, videos, and games. created drawings, videos, and Examples: Student
 ___Modeling: Examples: ___Text Representation:  ___Text Representation:  games.
Speaking slowly and clearly, modeling Examples: Student
the language you want students to use, created drawings, videos, and
and providing samples of student work. games.
___Modeling: Examples:
Other Techniques and Strategies used:
___ Explicit Teaching Speaking slowly and clearly,
___ Group collaboration modeling the language you want
___Gamification/Learning throuh play students to use, and providing
___ Answering preliminary samples of student work.
activities/exercises
___ Carousel Other Techniques and Strategies
___ Diads used:
___ Differentiated Instruction ___ Explicit Teaching
___ Role Playing/Drama ___ Group collaboration
___ Discovery Method ___Gamification/Learning throuh
___ Lecture Method play
Why? ___ Answering preliminary
___ Complete IMs activities/exercises
___ Availability of Materials ___ Carousel
___ Pupils’ eagerness to learn ___ Diads
___ Group member’s ___ Differentiated Instruction
collaboration/cooperation ___ Role Playing/Drama
in doing their tasks ___ Discovery Method
___ Audio Visual Presentation ___ Lecture Method
of the lesson Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
created drawings, videos, and
Examples: Student ___Modeling: Example games.
created drawings, videos, and s: Speaking slowly and clearly, ___Modeling: Exampl
games. modeling the language you want es: Speaking slowly and clearly,
___Modeling: Examples: students to use, and providing modeling the language you want
samples of student work. students to use, and providing
Speaking slowly and clearly,
Other Techniques and Strategies samples of student work.
modeling the language you want
used: Other Techniques and
students to use, and providing
___ Explicit Teaching Strategies used:
samples of student work.
___ Group collaboration ___ Explicit Teaching
___Gamification/Learning throuh ___ Group collaboration
Other Techniques and Strategies
play ___Gamification/Learning
used:
___ Answering preliminary throuh play
___ Explicit Teaching
activities/exercises ___ Answering preliminary
___ Group collaboration
___ Carousel activities/exercises
___Gamification/Learning throuh
___ Diads ___ Carousel
play
___ Differentiated Instruction ___ Diads
___ Answering preliminary
___ Role Playing/Drama ___ Differentiated Instruction
activities/exercises
___ Discovery Method ___ Role Playing/Drama
___ Carousel
___ Lecture Method ___ Discovery Method
___ Diads
Why? ___ Lecture Method
___ Differentiated Instruction
___ Complete IMs Why?
___ Role Playing/Drama
___ Availability of Materials ___ Complete IMs
___ Discovery Method
___ Pupils’ eagerness to learn ___ Availability of Materials
___ Lecture Method
___ Group member’s ___ Pupils’ eagerness to learn
Why?
collaboration/cooperation ___ Group member’s
___ Complete IMs
in doing their tasks collaboration/cooperation
___ Availability of Materials
___ Audio Visual Presentation in doing their tasks
___ Pupils’ eagerness to learn
of the lesson ___Audio Visual Presentation
___ Group member’s
of the lesson
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
 GRADE 5 V
School: GradeLevel
DAILY LESSON LOG
Teacher: Learning Area MAPEH
Teaching Dates and Time: JULY 29 - AUGUST 2, 2019 (WEEK 9) Quarter 1ST QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards recognizes the musical symbols and The learner… The learner… The learner . . . WEEKLY TEST
demonstrates understanding of concepts demonstrates understanding of lines, demonstrates understanding of mental demonstrates understanding of
pertaining to rhythm shapes, and space; and the principles of emotional, and social health concerns participation and assessment of
rhythm and balance through drawing of physical activity and physical fitness
archeological artifacts, houses, buildings,
and churches from historical periods using
crosshatching technique to simulate 3-
dimensional and geometric effects of an
artwork.
B.Performance Standards performs with a conductor, a speech chorus The learner… The learner… The learner . . .
in simple time signatures creates different artifacts and practices skills in managing mental, participates and assesses performance
1. choral architectural buildings in the Philippines emotional and social health concerns in physical activities.
2. instrumental and in the locality using crosshatching assesses physical fitness
- technique, geometric shapes, and space,
with rhythm and balance as principles of
design.
puts up an exhibit on Philippine artifacts
and houses from different historical
periods (miniature or replica).
C.Learning Competencies/Objectives Nakatutugon sa metric pulses mula sa Nakikibahagi sa payak na eksibit ng mga Natutukoy ang mga kasanayan o Gawain 1.Naisasagawa ang mga gawaing Measures the learning
narinig na awitin gamit ang angkop larawang iginuhit tungkol sa sa pag-iwas ng mga suliraning teasing, nakalilinang ng power tulad ng competencies of pupils by
na conducting gestures Philippine Artifacts at lumang tahanan bullying, harassment at abuse paglalaro ng larong Pinoy na tatsing. answering questions correctly in
MU5RH-Ih-5 (A5PR-Ih) 2. Nakalalahok sa mga kasanayan sa pag- 2.Nakapagpapamalas ng pakikiisa sa Weekly test
B.Nakapagkukuwento tungkol sa kaniyang iwas ng mga suliraning teasing, bullying, paggawa ng mga gawain
pamayanan sa pamamagitan ng harassment at abuse 3.Naisasagawa nang may kaukulang
kanyang likhang sining 3.Naisasagawa ang mga kasanayan sa pag-iingat sa mga Gawain
(A5PR-Ij) pag-iwas sa mga suliraning PE5PF-Ib-h3
C.Napapahalagahan ang mga sinaunang teasing, bullying, harassment at abuse
gusali at kasangkapan sa inyong H5PH-Ii-17
lugar sa pamamagitan ng eksibit
II.CONTENT Musical Symbols and Concepts Pakikibahagi sa Payak na Eksibit Pag-iwas at Pamamahala sa Suliraning Paksa: Tatsing
1. Notes and Rests Mental, Emosyonal at Sosyal na Kasanayan: Pagpukol
2. Meters Pangkalusugan
3. Rhythmic Patterns
4. Simple Time Signatures

III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages Umawit at Gumuhit 5 p. 67-68, ABAKA 5 p. Sining sa Araw-Araw p. 106
13 Umawit at Gumuhit, T.M. p. 109-110
Umawit at Gumuhit, p. 149-151
4.Additional materials from learning resource powerpoint mga tansan o kitse o mga holen,bato o
(LR) portal
B.Other Learning Resource POWERPOINT mesa, lapis, malinis na bond paper o
puting kartolina,
mga kagamitan pangkulay, pentel
pen,pandikit
IV.PROCEDURES
A.Reviewing previous lesson or presenting Ano ano ang mga lumang kagamitan, at
the new lesson gusali ang makikita sa inyong
pamayanan?
B.Establishing a purpose for the lesson Hanapin sa puzzle ang mga sinaunang
kagamitan.
C.Presenting Examples/ instances of the new Pagpapakita ng mgalarawan ng
lesson mgasinaunanggusalisabansa.
mgalarawan, DLP, Activity sheet,
metacards, pentelpen
Ano-ano ang mga epekto ng suliraning
mental,emosyonal at sosyal sa isang
indibidwal?
Ano ang napansin ninyo sa larawan?
 Naranasan nyo na bang matakot o
malungkot,na halos hindi na kayo
makatulog sa gabi?
 Paano kaya natin maiiwasan ang mga
ganitong bagay?
Pangkatin ang mga mag-aaral sa apat
2. Bawat pangkat ay bibigyan ng isang
envelope nanaglalaman ng mga larawan
na kanilang isasabuhay. Kailangan ng
patnubay ng guro habang isinasagawa
ito ng mga bata.
pamatong platang
barya bawat manlalaro, yeso o chalk
Paper, pencil
Itanong sa mga mag-aaral kung anong 1. Preparation
benepisyo ang nakukuha ng katawan sa 2. Presentation of subject
paglalaro ng pit-tsa matter
3. Reading and
explanation of directions.
4. Answering Test Paper
with the supervision of teacher
5. Checking
6. Recording the score.
Ngayong araw na ito, isa na namang
laro ang ating isasagawa. Ang
larong ito ay kalimitang isinasagawa sa
tulong ng pamato.Ipakita ang
larawan ng tatsing. Alam nyo ba kung
paano ito laruin?
Ipaliwanag ang larong
tatsing at ang mga kasanayan na
kailangan sa larong ito. Siguraduhing
maintindihan ng mga mag- aaral ang
mga kailangang kasanayan sa paglalaro
nito.(Tingnan sa Annex A)
Linangin ang kahalagahan
ng laro upang mapalakas ang puwersa
at kung paano ito makakatulong upang
mapaunlad ang kasanayan
D.Discussing new concepts and practicing
new skills #1
(Magpapakita ang guro ng lumang
larawan ng mga kagamitan
at gusaling matatagpuan sa iba’t ibang
bahagi ng ating bansa)
Ang mga lumang kagamitan at mga
gusaling nasa larawan na ating
ipinagmamalaki at pinahahalagahan ay
bahagi ng sining at kulturang Pilipino.
Tulad ng lumang bahay ni Jose Rizal sa
Calamba, Laguna, ang simbahan ng
lumang bayan sa Nasugbu, Batangas na
yari sa koral na bato na itinayo noong
panahon ng mga Kastila.
Kabilang
E.Discussing new concepts and practicing
new skills #2
F.Developing Mastery Gawaing Pansining
a.Gumuhit ng lumang bahay o lumang
kagamitang napili para sa
gagawing eksibit. Magbahagi ng ilang
kuwento tungkol sa ginawang
obra.
b.Ipaliwanag ang panuntunan sa pagguhit
at paalaala sa panuntunang
pangkaligtasan upang higit na maging
kaaya- aya ang gagagwing
eksibit.
(Gawing Gabay ang rubrik sa pagguhit)
G.Finding Practical application of concepts
and skills in daily living
a.Ano ano ang mga pamantayan sa
pagguhit ang dapat sundin upang
maging maganda at kaaya-aya ang inyong
mga likhang sining?
b.Paano ang wastong pagguhit, pagkulay
at paggamit ng elemento
at balance?
c.Mahalaga bang mapili at magustuhan ng
mga makakakita ang
iyong likhang sining na ilalahok sa
eksibit ? Bakit?
H.Making generalization and abstraction
about the lesson
I.Evaluating learning
Paano ninyo nagawang higit na kaaya-aya
ang inyong mga
likhang sining?
Bilang isang mag- aaral ano ang maaaring
maitulong sa
paghubog ng inyong kakayahan sa
isinasagawang eksibit ng mga
gawain o proyekto?
Mahalaga ba ito? Bakit?
J.additional activities for application or
remediation
V.MGA TALA ___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
VI.PAGNINILAY ___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
Magdala ng mgasumusunod.
1. Manila Paper
2. Krayon
3. Lapis
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.

A.Bilang ng mag-aaral na nakauha ng 80% sa
pagtatayao.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above

B.Bilang ng mag-aaralna nangangailangan ng ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
iba pang Gawain para sa remediation activities for remediation activities for remediation activities for remediation activities for remediation additional activities for
remediation
C.Nakatulong ba ang remedial? Bilang ng ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
mag-aaral na nakaunawa sa aralin. ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson lesson the lesson
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
remediation remediation remediation remediation require remediation require remediation
E.Alin sa mga estratehiyang pagtuturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nakatulong ng lubos?Paano ito nakatulong? ___Metacognitive Development: ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
Examples: Self assessments, note taking and Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
studying techniques, and vocabulary assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying assessments, note taking and
assignments. techniques, and vocabulary assignments. techniques, and vocabulary techniques, and vocabulary studying techniques, and
___Bridging: Examples: Think- ___Bridging: Examples: Think- assignments. assignments. vocabulary assignments.
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory ___Bridging: Examples: ___Bridging: Examples: ___Bridging:
charts. charts. Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Examples: Think-pair-share,
anticipatory charts. anticipatory charts. quick-writes, and anticipatory
charts.
___Schema-Building: Examples: ___Schema-Building:
Compare and contrast, jigsaw learning, peer Examples: Compare and contrast, jigsaw ___Schema-Building: ___Schema-Building:
teaching, and projects. learning, peer teaching, and projects. Examples: Compare and contrast, jigsaw Examples: Compare and contrast, ___Schema-Building:
learning, peer teaching, and projects. jigsaw learning, peer teaching, and Examples: Compare and contrast,
projects. jigsaw learning, peer teaching,
___Contextualization:  ___Contextualization:  and projects.
___Contextualization: 
Examples: Demonstrations, Examples: Demonstrations,
___Contextualization: 
media, manipulatives, repetition, and local media, manipulatives, repetition, and Examples: Demonstrations,
___Contextualization: 
opportunities. local opportunities. media, manipulatives, repetition, and Examples: Demonstrations,
local opportunities. media, manipulatives, repetition, and Examples:
local opportunities. Demonstrations, media,
___Text Representation:  ___Text Representation:  manipulatives, repetition, and
___Text Representation:  local opportunities.
Examples: Student created Examples: Student created
___Text Representation: 
drawings, videos, and games. drawings, videos, and games. Examples: Student created
drawings, videos, and games. Examples: Student created
 ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: drawings, videos, and games. ___Text
Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling ___Modeling: Examples: Representation: 
language you want students to use, and language you want students to use, and the language you want students to use, Speaking slowly and clearly, modeling Examples: Student
providing samples of student work. providing samples of student work. and providing samples of student work. the language you want students to use, created drawings, videos, and
Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: and providing samples of student work. games.
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching Other Techniques and Strategies used:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___Modeling: Exampl
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Group collaboration es: Speaking slowly and clearly,
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning throuh play modeling the language you want
activities/exercises activities/exercises activities/exercises ___ Answering preliminary students to use, and providing
___ Carousel ___ Carousel ___ Carousel activities/exercises samples of student work.
___ Diads ___ Diads ___ Diads ___ Carousel Other Techniques and Strategies
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads used:
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Explicit Teaching
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Group collaboration
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method ___Gamification/Learning throuh
Why? Why? Why? ___ Lecture Method play
___ Complete IMs ___ Complete IMs ___ Complete IMs Why? ___ Answering preliminary
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs activities/exercises
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Carousel
___ Group member’s ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn ___ Diads
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Group member’s ___ Differentiated Instruction
in doing their tasks in doing their tasks in doing their tasks collaboration/cooperation ___ Role Playing/Drama
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks ___ Discovery Method
of the lesson of the lesson of the lesson ___ Audio Visual Presentation ___ Lecture Method
of the lesson Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
F.Anong sulioranin ang aking naranasan na
solusyunansa tulong ng aking punungguro at __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
superbisor? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G.Anong kagamitang panturo ang aking Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
nadibuho nanais kong ibahagi sa kapwa ko __Contextualized/Localized and Indigenized __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
guro? IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be
Instructional Materials Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: EPP - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: JULY 29 - AUGUST 2, 2019 (WEEK 9) Quarter: 1ST QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-
aaral
Naipamamalas ang pang-unawa
sa kaalaman at kasanayan sa
pag-aalaga ng hayop bilang
gawaing mapagkakakitaan
Naisasagawa nang may
kawilihan ang pag-aalaga ng
hayop bilang gawaing
mapagkakakitaan
1. Natutukoy ang iba’t ibang
paraan sa pagkalap ng
impormasyon gamit ang
internet
2. Nagagamit ang teknolohiya o
internet sa pagkalap ng
impormasyon sa pagpili ng
hayop/isdang aalagaan
3. Naisasagawa nang may
kawilihan ang pagkalap ng
impormasyon sa pagpili
ng hayop/isdang aalagaan gamit
ang internet K-12 CG EPP5 AG-
Of-13
Pag-aalaga ng hayop
CG p.19
Makabuhang Gawaing
Pantahanan at Pangkabuhayan 6
pp.230-232
Makabuhang Gawaing
Pantahanan at Pangkabuhayan 5
p.162, 164
Naipamamalas ang pang-unawa sa
kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop bilang
gawaing mapagkakakitaan
1. Nakagagawa ng plano sa pag-
aalaga ng poltri o isda bilang
mapagkakakitaang
gawain.
2. Naiisa-isa ang salik sa
pagpaplano sa pag-aalaga ng poltri
o isda bilang
mapagkakakitaang gawain
3. Naisasagawa nang may
kawilihan ang wastong pag-aalaga
ng poltri o isda
bilang mapagkakakitaang Gawain
K12 CG EPP5 AG-Og-14 LC 2.5
Pag-aalaga ng hayop
CG p.19
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
p. 174
Internet (www.youtube.com :
Plano sa pag-aalaga ng poltri o
isda)
Naipamamalas ang pang-
unawa sa kaalaman at
kasanayan sa pag-aalaga ng
hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may
kawilihan ang pag-aalaga ng
hayop bilang gawaing
mapagkakakitaan
1. Natutukoy ang mga hayop
na maaaring alagaan gaya ng
manok, pato, itik,
pugo o tilapia
2. Naipakikita ang kasiyahan
sa pagtukoy ng hayop na
aalagaan gaya ng
manok, pato, itik, pugo at
tilapia
EPP5 AG-Of-15, LC 2.6
Pag-aalaga ng hayop
CG p.19
Agap at sikap 6 pp. 103-104,
108-109, 119-120,
Makabuluhang Gawaing
Pantahanan at
Pangkabuhayan 5 p 162
Agap at Sikap 5 pp.134,
Naipamamalas ang pang-unawa Naipamamalas ang pang-
sa kaalaman at kasanayan sa unawa sa kaalaman at
pag-aalaga ng hayop bilang kasanayan sa pag-aalaga
gawaing mapagkakakitaan ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may Naisasagawa nang may
kawilihan ang pag-aalaga ng kawilihan ang pag-aalaga
hayop bilang gawaing ng hayop bilang gawaing
mapagkakakitaan mapagkakakitaan
1.Nakagagawa ng talaan ng mga Natataya ang kaalaman ng
kagamitan at kasangkapan na mga bata sa kasanayang
dapat ihanda tinalakay
upang makapagsimula ng pag-
aalaga ng poltri at isda .
2. Natatalakay ang talaan ng
mga kasangkapan at kagamitan
na dapat ihanda
upang makapagsimula ng pag-
aalaga ng poltri at isda.
3. Naipakikita ang pagiging
maingat sa pagtatala ng mga
kasangkapan at kaga-
mitan na dapat ihanda upang
makapagsimula ng pag-aalaga
ng poltri at isda.
EPP5 AG-Of-16,
Pag-aalaga ng hayop
CG p.19
Agap at Sikap 6 pp. 109 at 118-
119
Umunlad sa Paggawa 5 pp. 134-
136 at 146-148
internet

3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
EPP 4 Learning Materials p. 52
Agap at Sikap 6 p. 102, 106,108,
119
Internet ( www. Youtube. Com.
Pag-aalaga ng mga hayop at
isda)
larawan, laptop, DLP
Balik-aral:
Paano nakatutulong ang
pagsasaliksik sa pagpili ng hayop
na aalagaan?
Lakbay-aral: Pagtungo sa
computer laboratory para
magmasid.
a. Anong teknolohiya ang nakita
ninyo?
b . Paano iyon ginagamit?
Panimulang Pagtatasa:
a. Pagpapataas ng kamay sa mga
batang may kaalaman sa
kompyuter.
b. Paano ginagamit ang
kompyuter?
c. Panuto: Sagutin ng Oo o Hindi
1. Nakaranas ka na bang
kumalap ng impormasyon sa
computer?
2. Nasubukan mo na bang
kumuha ng impormasyon gamit
ang
internet?
3. Madali ba itong gawin? Bakit?
Paglalahad: Pangkatang Gawain
(HOMO-Hands On Minds On)
Agap at Sikap 6 pp. 96-97
Balik-aral:
Ano ang pagsasaliksik gamit ang
teknolohiya?
Paano nakatutulong ang survey sa
wastong pagpili ng hayop na
aalagaan?
Panuto: Ayusin ang mga letra para
makabuo ng salita.
YOSOLAKN __________
LNPNAAGGIA ________
AAPNHNO ___________
NAKAPI ____________
Anong konsepto ang maaaring
iugnay sa mga salitang nabuo?
Panimulang Pagtatasa:
Anong dapat mong isaalang-alang
sa pagbuo ng plano sa pag-aalaga
ng hayop? Bakit?
Paglalahad: Pangkatang Gawain
Gumawa ng plano ng pag-aalaga
144,146
Balik-aral:
Paano ka makagagawa ng
isang magandang plano sa
pag-aalaga ng mga
hayop o isda?
Pagganyak
Panuto: Hanapin sa puzzle ang
mga hayop at isda na
maaaring alagaan
Panuto: Sagutin ang mga
tanong sa paraang pasalita.
a. Kung kayo’y bibigyan ng
pagkakataon na mag-alaga ng
poltri o isda, , alin ang pipiliin
ninyo? Bakit?
b. Kaya mo rin kayang
magtagumpay sa pag-aalaga
ng poltri o isda?
Pangatwiranan?
Paglalahad: ( Maglaro Tayo:
Pahulaan)
Balik-aral:
Paano mo matutukoy ang poltri
o isda na maaaring alagaan sa
tahanan?
Pagsasabi ng mga bata ng poltri
na maaaring alagaan at ang mga
kata-
ngian nito.
Pagpapakita ng mga larawan ng
mga kagamitan at kasangkapan
sa
pamamagitan ng projector
Alin sa mga larawang nakita
ninyo ang maaaring gamitin sa
pagsisi-
mula ng pag-aalaga ng poltri at
isda?
Panimulang Pagtatasa
. Dapat bang gumamit ng
angkop na kagamitan at
kasangkapan sa
pagsisimula ng pag-aalaga ng
poltri at isda? Bakit?
Anu-ano ang mga kasangkapan
at kagamitan na maaaring
gamitin
upang makapagsimula ng pag-
aalaga ng poltri at isda?
Pangkatang Gawain
Hahatiin ang klase sa apat na

E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
Pangkat I - IV - Gamit ang
teknolohiya kumalap ng
impormasyon
batay sa sumusunod na gabay
na tanong:
A. Anong hayop ang mainam
alagaan at pagkakitaan sa
Probinsiya ng
Batangas?
B. Ano ang nagiging batayan ng
isang tao sa pagpili ng hayop na
aalagaan?
C. Ano-ano ang mga salik na
dapat isaalang-alang sa pagtatag
ng
ng poltri?
D. Paano ka matutulungan ng
teknolohiya sa pagtatag ng
poltri?
Pagtalakay sa natapos na
Gawain
Anong masasabi ninyo sa
ginawa ninyong pagsasaliksik
gamit ang internet?
Anong karaniwang hayop ang
maaaring alagaan batay sa
inyong pagsasaliksik?
Nakatulong ba sa inyo ang
paggamit ng teknolohiya sa
pagkalap ng impormasyon?
Paano?
Pagpapalalim ng Kaalaman
Malaking tulong sa pangangalap
ng impormasyon ang paggamit
ng teknolohiya. Nagiging
batayan ito sa pagdedesisyon
tungkol sa kung anong hayop
ang aalagaan, paano ito
palalakihin at kung paano
magtatagumpay sa napiling
hayop na aalagaan. Bukod dito,
ito ay nagsisilbing sanggunian ng
mga tagapag-alaga ng hayop sa
tuwing nangangailangan sila ng
ng manok. Bigyang pansin sa plano
ang mga salitang nabuo sa
naunang gawain.
Paglinang sa natapos na gawain
Ano ang binigyang - pansin ng
bawat pangkat sa pagpaplano
Pagpapalalim ng Kaalaman
Ang pagpaplano ay isang
mahalagang elemento na
maaaring maging dahilan ng
pagtatagumpay sa napiling
gawain. Sa pagpaplano ng
aalagaang hayop, kailangang
isaalang-alang ang sumusunod na
salik
Panuto: Pumili sa pangkat ng
dalawang bata. Ang isa ay
siyang huhula at magbibigay
ng clue sa pamamagitan ng
kilos. Ang makahula sa
pinakamabilis na oras ang
siyang mananalo. Nasa ulo ng
isang bata ang huhulaang
pangalan ng hayop na
nakasulat sa maliit na kard.
Manok Bibe Pugo kalapati itik
tilapiya karpa hito
Paglinang sa natapos na
gawain
Ayon sa ginawa nating
pahulaan, ano-anong hayop
ang madaling natukoy?
Bakit madali ninyong natukoy
ang mga ito?
Masaya ba kayo sa ating
ginawa? Bakit?
Pagpapalalim ng Kaalaman:
Ang mga Hayop na maaaring
alagaan sa tahanan o bakuran
ay ang manok, bibe, pato, Itik,
kalapati o pugo.
Ang karpa, tilapia, hito,
bangus o dalag ang mga uri ng
isdang nabubuhay sa tubig na
maalat o tubig dagat.
Mayroon din namang
nabubuhay sa tubig tabang
nabubuhay. May mga isdang
maaaring alagaan nang
grupo.
Mag-uunahan ang bawat kasapi
na magsulat ng mga kagamitan
at kasangkapan sa pag-aalaga
ng poltri at isda.
Ang may pinakamaraming
maitatalang tamang salita ang
tatanghaling panalo sa gawaing
ito
Paglinang sa natapos na gawain
Sa palagay ninyo angkop ba ang
mga kagamitan at
kasangkapang
naitala para sa pag-aalaga ng
poltri o isda?
Ano ang naramdaman ninyo sa
gawain?
Madali ba ninyong natukoy ang
mga kagamitan at kasangkapan
sa pag-aalaga ng poltri o isda?
Ang kulungan ng poltri ay
maaaring yari sa katutubong
materyales tulad ng pawid at
kugon para sa bubong, at mga
patpat na kawayan ang dingding
at sahig. Maaari ring gamitin
ang chicken wire sa paggawa ng
kulungan ng poltri…………….

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
impormasyon
Pangkatin ang klase sa dalawa.
Magdedebate ukol sa
pananaliksik ng impormasyon
ukol sa mga hayop na maaring
alagaan gamit ang internet vs.
sa paggamit ng iba pang mga
referens.
maramihan upang maipagbili
o kaya’y pambakuran lamang
tulad ng tilapiya, karpa, hito at
iba pang kauri. Ang mga
isdang ito ay madaling
alagaan sapagkat maaari
silang mabuhay sa iba’t ibang
antas ng temperatura sa
tubig.
Ang mga manok ay inaalagaan
dahil sa kanyang karne at
itlog. Layer ang tawag sa
manok na inaalagaan upang
magdulot ng sariwang itlog.
Broiler naman ang tawag sa
manok na inaalagaan upang
patabain at gawing pagkain.
Pinakakilalang uri ng manok
sa produksiyon ng itlog ang
Single Comb White Leghorn.
Sa broiler naman, kilala ang
mga kasta na Cornish,
plymouth rocky at new
hampshire. Nakikilala ang mga
manok na ito sa kanilang
manilaw-nilaw na balat at
mapuputing pakpak. Kasama
rin dito ang mga pugo, bibe at
itik sa mga poltring mainam
alagaan dahil rin sa karne at
itlog nito.
Paglalapat: (Pangkatang Gawain) Tukuyin ang mga hayop/isda Pangkatang Gawain
Paggawa ng plano ng pag-aalaga sa ibaba sa pamamagitan ng Gumawa ang bawat pangkat ng
ng isda at hayop paglalagay ng kanilang talaan ng mga kasangkapan at
Pangkat 1- Manok pangkat. kagamitang na magagamit
Pangkat 2- Pugo a. Maaaring alagaan sa upang makapagsimula ng pag-
Pangkat 3- Itik o Bibe tahanan/bakuran: aalaga ng mga hayop at isda.
Pangkat 4- Isda b. Di maaaring alagaan sa Gamitin ang talaang nasa ibaba
tahanan/bakuran:
Manok kuwago itik agila lawin
kalaw ostrich
pugo bibe pato
tulingan tuna hasa-hasa lapu-
lapu karpa tilapya hito

H.Paglalahat ng aralin 1. Paano kayo natulungan ng
teknolohiya sa pangangalap ng
datos?
2. Paano kayo natulungan ng
teknolohiya sa pagpili ng hayop
na
aalagaan?
I.Pagtataya ng aralin Basahin ang sumusunod at piliin
ang titik ng wastong sagot.
1. Nais ni Ben na hanapin ang uri
ng hayop na may dalawang paa
at pakpak o isda na maaaring
alagaan. Paano niya ito
hahanapin sa internet?
A. I-type ang uri ng hayop na
may dalawang paa at pakpak o
isda sa search bar ng computer
B. Hanapin sa computer ang
larawan ng hayop
C. I-print ang larawan ng hayop
D. Kuhanan ng picture ang mga
hayop
2. Sa pamamagitan ng internet
mahahanap ba ang
impormasyon tungkol sa
mga hayop o isda?
A. Oo B. Hindi C. Marahil D.
Hindi sigurado
3. Nahihirapan si Joel na
hanapin sa mga aklat ng
Edukasyong Pantahanan at
Pangkabuhayan ang tungkol sa
mga hayop na may dalawang
paa at pakpak o isda na
aalagaan. Ano ang kanyang
gagawin?
A. Kung may internet access sa
bahay gamitin ito upang
kumalap ng
Ano-ano ang mga hakbang sa
wastong pagpaplano ng gawain sa
pag-aalaga ng hayop?
Paano makagagawa ng isang
plano?
Basahin ang sumusunod na mga
tanong. Piliin ang titik ng wastong
sagot.
1. Nais magtayo ng poltri nina
Nikko. Saan nila dapat ilagay iyon?
A. Sa mataas na lugar na may
punongkahoy
B. Mababang lugar na tinitigilan ng
tubig
C. Pook na maraming bato
D. Pook na maraming damo
2. Ano anong dapat isaalang-alang
sa paggawa ng kulungan ng manok
o pugo?
A. Tubig na malinis at ligtas sa
sakit B. Klima sa lugar at
kapaligiran
C. Malayo sa bahay D. Pagkain at
pagsasapamilihan nito
3. Anong dapat tandaan sa
pagpapakain sa mga alagang
manok, itik o bibe at
pugo?
A. Panatilihing malinis ang kainan
B. Bigyan ng marami at labis na
patuka
C. Bantayan ang patukaan at
kulungan sa lahat nang oras
D. Bigyan ang alagang hayop ng
pagkaing komersyal at
mamahaling uri
4. Saan dapat itayo ang
galunggong biya bangus dilis
lagidlid bisugo
Ano-ano ang mga hayop na
maaaring alagaan?
.Bakit maaari alagaan sa
tahanan o sa bakuran ang
napili ninyong uri ng poltri o
isda?
Basahin ang sumusunod at
piliin ang titik ng tamang
sagot.
1. Aling uri ng isda ang
maaaring alagaan sa
panloobang palaisdaan?
A. Tilapya B. Hasa-hasa
C. Lapu-lapo D. Bangus
2. Nais makatipid sa pagbili ng
itlog at karne ni Ruben, ano
ang kanyang
aalagaan?
A. Manok at bibe B. Ibon at
tandang C. Maya at pipit D.
Pugo at Pabo
3. Anong hayop ang mainam
alagaan malapit sa daluyan ng
tubig?
A. Bibe B. Manok C. Kalapati
D. Pabo
4. Alin sa mga hayop ang
mainam pagkunan ng itlog?.
A. Broiler B. Stag C. White
leghorn D. Cobb
5. Anong isda ang angkop
alagaan sa likod-bahay?
A. Tulingan B. Galunggong .
C. Tilapiya D. Bangus
Ano-ano ang mga kasangkapan
at kagamitan na maaaring
gamitin sa pagsisimula ng pag-
aalaga ng poltri at isda?
Paano ninyo naitala ang mga
kasangkapan at kagamitan na
maaring magamit sa pag-aalaga
ng poltri at isda?
Maingat ba ninyo itong pinag-
isipan? Bakit?
Basahin ang sumusunod. Piliin
ang tiitik ng tamang sagot.
1. Mainam gamitin sa paggawa
ng kulungan ng poltri ang
_______ bilang
bakod, upang madaling
makapasok ang hangin.
A. chicken wire B. alambre
C. lambat D. cyclone wire
2. Gamiting bubong ang
_______ upang hindi
masyadong mainitan ang
alagang poltri, lalo na kapag
matindi ang init ng araw.
A. yero B. Kawayan
C. kugon at pawid D. makapal
na karton
3. Kapag malilit pa ang alagang
poltri lagyan ng latag ang sahig
ng _____ upang dito ilagay ang
patuka.
A. diyaryo B. sako
C. duyong dahon D. karton
4. Ang mga ipa,dayami o
buhangin ay inilalagay sa sahig
ng kulunngan upang dito
mangitlog ang alagang poltri.
Bukod sa mga nabanggit na
panlatag sa sahig ng kulungan,
ano pa ang maaaring gawing
sapin?
A. Kusot B. Lupa

J.Karagdagang Gawain para sa takdang
aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng
80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang Gawain
para sa remediation
impormasyon ukol sa mga
hayop.
B. Pumunta sa munisipyo at
magpaseroks ng data tungkol sa
hayop.
C. Pumunta sa Barangay Hall at
doon maghanap ng data ng mga
hayop.
D. Pumunta sa computer shop
at maghanap doon mag-scan ng
mgapicture
ng hayop.
Gamit ang teknolohiya
mangalap ng impormasyon
tungkol sa wastong pagpapalaki
ng pugo. Itala sa notebook ang
nakalap na kaalaman
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
palaisdaan?
A. Harap ng bahay B. Sa likod
bahay na hindi nababahaan
C. Sa mabatong lugar at palusong
D. Sa magubat na lugar
5. Kailan ang tamang oras ng
pagbibigay ng pakain sa mga
alagang isda?
A. Sa umaga B. Tanghali
C. Hapon D. Kahit anong oras
Kung ang plano mong alagaan ay
bibe, anong dapat mong bigyang-
pansin
sa sumusunod na salik?
a.Panahon ______________
b. Lokasyon ____________
c. Pakain ______________
d. Pangangailangan _______
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
Gumupit ng larawan ng hayop
o isda na maaaring
pagkakitaan.
Idikit sa notebook at tukuyin
ang ngalan
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
C. Apog D. Sariwang damo
5. Sa pagtatala ng mga
kagamitan at kasangkapan sa
pag-aalaga ng poltri at isda, ano
ang dapat mong ugaliin?
A. Pagiging maingat sa pagtatala
B. Maging mabilis sa pagtatala
C. Maging matanong sa
kasamahan D. Maging matiyaga
sa pagtatala
Panuto: Sagutin sa paraang
pasalita ang katanungan:
Sa paggawa ng talaan ng mga
kasangkapan at kagamitan,
kailangan ba
ng masusing pag-aaral kung
angkop ba ito o hindi? Bakit?
___Lesson carried. Move on to ___Lesson carried. Move
the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got
mastery 80% mastery
___Pupils did not find ___Pupils did not find
difficulties in answering their difficulties in answering
lesson. their lesson.
___Pupils found difficulties in ___Pupils found difficulties
answering their lesson. in answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the
lesson because of lack of lesson because of lack of
knowledge, skills and interest knowledge, skills and
about the lesson. interest about the lesson.
___Pupils were interested on ___Pupils were interested
the lesson, despite of some on the lesson, despite of
difficulties encountered in some difficulties
answering the questions asked encountered in answering
by the teacher. the questions asked by the
___Pupils mastered the lesson teacher.
despite of limited resources ___Pupils mastered the
 ___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Nakatulong ba ang remedial? Bilang ___ of Learners who earned
ng mag-aaral na nakaunawa sa aralin. 80% above
D.Bilang ng mag-aaral na magpapatuloy ___ of Learners who require
sa remediation additional activities for
remediation
E.Alin sa mga estratehiyang pagtuturo ___Yes ___No
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up
nakatulong? the lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue
na solusyunansa tulong ng aking to require remediation
punungguro at superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive
ko guro? Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-writes,
and anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:  ___Contextualization:
Examples:
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and contrast,
jigsaw learning, peer teaching, and
projects.
Examples:
used by the teacher. used by the teacher. lesson despite of limited
___Majority of the pupils ___Majority of the pupils resources used by the
finished their work on time. finished their work on time. teacher.
___Some pupils did not finish ___Some pupils did not finish ___Majority of the pupils
their work on time due to their work on time due to finished their work on
unnecessary behavior. unnecessary behavior. time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned ___ of Learners who earned ___ of Learners who
80% above 80% above earned 80% above
___ of Learners who require ___ of Learners who require ___ of Learners who
additional activities for additional activities for require additional activities
remediation remediation for remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who caught up ____ of Learners who
up the lesson the lesson caught up the lesson
___ of Learners who continue ___ of Learners who continue ___ of Learners who
to require remediation to require remediation continue to require
remediation
Strategies used that work Strategies used that work well: Strategies used that work
well: ___Metacognitive well:
___Metacognitive Development: Examples: Self ___Metacognitive
Development: Examples: Self assessments, note taking and Development: Examples:
assessments, note taking and studying techniques, and Self assessments, note
studying techniques, and vocabulary assignments. taking and studying
vocabulary assignments. ___Bridging: techniques, and vocabulary
___Bridging: Examples: Think-pair-share, assignments.
Examples: Think-pair-share, quick-writes, and anticipatory ___Bridging:
quick-writes, and anticipatory charts. Examples: Think-pair-
charts. ___Schema-Building: Examples: share, quick-writes, and
Compare and contrast, jigsaw anticipatory charts.
___Schema-Building: learning, peer teaching, and ___Schema-
Examples: Compare and projects. Building: Examples:
contrast, jigsaw learning, peer ___Contextualization:  Compare and contrast,
teaching, and projects. Examples: jigsaw learning, peer
Demonstrations, media, teaching, and projects.
___Contextualiza
Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text
Representation:  Examples:
Examples: Student
created drawings, videos, and
games.
___Modeling: Example
s: Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Demonstrations, media, ___Contextualizatio manipulatives, repetition, and tion: 
manipulatives, repetition, and n:  local opportunities. Examples:
local opportunities. Examples: ___Text Demonstrations, media,
Demonstrations, media, Representation:  manipulatives, repetition,
___Text Representation:  manipulatives, repetition, and Examples: Student and local opportunities.
Student local opportunities. created drawings, videos, and ___Text
created drawings, videos, and games. Representation: 
games. ___Text ___Modeling: Example Examples:
___Modeling: Examples: Representation:  s: Speaking slowly and clearly, Student created drawings,
Speaking slowly and clearly, Examples: Student modeling the language you videos, and games.
modeling the language you want created drawings, videos, and want students to use, and ___Modeling: Exa
students to use, and providing games. providing samples of student mples: Speaking slowly and
samples of student work. work. clearly, modeling the
___Modeling: Examp
Other Techniques and language you want
les: Speaking slowly and
Other Techniques and Strategies Strategies used: students to use, and
clearly, modeling the
used: ___ Explicit Teaching providing samples of
language you want students
___ Explicit Teaching ___ Group collaboration student work.
to use, and providing samples
___ Group collaboration ___Gamification/Learning Other Techniques and
of student work.
___Gamification/Learning throuh throuh play Strategies used:
play ___ Answering preliminary ___ Explicit Teaching
Other Techniques and
___ Answering preliminary activities/exercises ___ Group collaboration
Strategies used:
activities/exercises ___ Carousel ___Gamification/Learning
___ Explicit Teaching
___ Carousel ___ Diads throuh play
___ Group collaboration
___ Diads ___ Differentiated Instruction ___ Answering preliminary
___Gamification/Learning
___ Differentiated Instruction ___ Role Playing/Drama activities/exercises
throuh play
___ Role Playing/Drama ___ Discovery Method ___ Carousel
___ Answering preliminary
___ Discovery Method ___ Lecture Method ___ Diads
activities/exercises
___ Lecture Method Why? ___ Differentiated
___ Carousel
Why? ___ Complete IMs Instruction
___ Diads
___ Complete IMs ___ Availability of Materials ___ Role Playing/Drama
___ Differentiated Instruction
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Discovery Method
___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Group member’s ___ Lecture Method
___ Discovery Method
___ Group member’s collaboration/cooperation Why?
___ Lecture Method
collaboration/cooperation in doing their tasks ___ Complete IMs
Why?
in doing their tasks ___ Audio Visual Presentation ___ Availability of
___ Complete IMs
___ Audio Visual Presentation of the lesson Materials
___ Availability of Materials
of the lesson ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to
___ Group member’s learn
collaboration/cooperation ___ Group member’s
in doing their tasks collaboration/cooperati
___ Audio Visual Presentation on
of the lesson in doing their tasks
___Audio Visual
Presentation
of the lesson
 GRADE 5 School: Baitang/Antas V
Teacher: Asignatura EPP-ENTREP & ICT
DAILY LESSON LOG
Teaching Dates and Time: JULY 29 - AUGUST 2, 2019 (WEEK 9) Markahan 1ST QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
Naipapakita ang kaalaman at kkayahan sa paggamit ng productivity tools upang lumikha ng knowledge product
A. Pamantayang Pangnilalaman

B. Pamantayan sa Pagganap
Nakagagawa ng knowledge products gamit ang productivity tools

Nagagamit ang word processing tool o desktop publishing tool Nagagamit ang word Nagagamit ang word processing tool o desktop publishing tool
C. Mga Kasanayan sa Pagkatuto sa paggawa ng flyer, brochure, banner, o poster na may processing tool o desktop sa paggawa ng flyer, brochure, banner, o poster na may
Isulat ang code ng bawat kasanayan kasamang nalagom na dato sa diagram, table, tsart, photo o publishing tool sa paggawa ng kasamang nalagom na dato sa diagram, table, tsart, photo o
drawing. flyer, brochure, banner, o drawing.
EPPSIE-Oj-21 poster na may kasamang EPPSIE-Oj-21
nalagom na dato sa diagram,
table, tsart, photo o drawing.
EPPSIE-Oj-21
Paglikha ng knowledge products
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng ICT Aralin 21 ph.___ ICT Aralin 21 ph.__ ICT Aralin 22 ph.__
Guro
2. Mga Pahina sa Kagamitang LM Aralin 21 ph._____ LM Aralin 21 ph.__ LM Aralin 22 ph.__
Pang-Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba Pang Kagamitang Panturo Computer na may word, processing at desktop publishing software computer na may powerpoint presentation software

III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin
at/o pagsisimula ng bagong
aralin.
Pumili nga mag-aaral upang
ipakita ang kanilang kasanayan
sa pagggawa ng mga
sumusunod; Magbahagi ng
Media file gamit ang isang file
sharing website
Ipakita ang kanilang mga
nagawang brochures o flyer.
At Ipaliwanag ang mga puna
Pumili ng mag-aaral upang
ibahagi ang pamamaraan ng
paggawa ng poster at banner.
1.Magbalik aral sa mga
nagdaang aralin. Ipakita ang
mga nagawang slide
presentation na maaaring
magamit sa mga pag-uulat.
Pagbabalik tanaw sa mga
paraan ng paglikha ng
knowledge products sa ICT

B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga
halimbawa at bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Tanungin ang mga bata kung
pamilyar ba nila ang mga
makasaysayang lugar na
makikita nila sa kanilang
brochure at flyer kanilang
bayan
Ipakita ang mga halimbawang
brochure o flyer at sagutin ang
mga tanong LM__
Pangkatan; Ipakita sa mga
mag-aaralang Alamin Natin sa
LM pahina __. Ipaliwanag sa
mga mag-aaral ang inaasahang
Output
Pangkatan: Hands on sa
computer. Sundin ang mga
panuto sa Gawin Natin sa LM
paniha ____
Nakikita ba niyo ang poster
at banner sa kanto
papuntang munisipyo ng
Plaridel?
Ipakita sa mga mag-aaral at
pag masdan ang mga
halimbawang poster o
banner ng isang paaralan sa
Alamin Natin sa LM pahina
___
Bilang isang mag-aaral sa
ikalimang baiting nais mong
batiin ang isa sa iyong
kaibigan na nanalo sa
paligsahan. Kailangan mong
mag-pasa ng isang
halibawang poster o banner.
Ang plano ay nag lalaman ng
sumusunod... Ipaliwanag
ang nilalaman ng siang
poster o banner.
Pangkatin ang mga
bata.Hands sa computer.
Itanong:
Sino sa inyo nakaranas na
magreport o magpresent ng
ulat gamit ang slide
presentation?
Ipakita sa mga mag-aaral ang
ALAMIN NATIN sa LM
pahina____
Talakayin ang halimbawa ng
isang slide presentation.
Sagutin ang mga tanong ukol
nito.
Pangkatang Gawain:
Bigyang pagkakataong
makapaghands-on sa
computer ang mga mag-aaral.
Pagbibigay ng mga
katanungan ayon sa paglikha
ng knowledge products.
1. Ipakita sa mga mag- Individual Activity:
aaral ang mga pamamaraang (Hands on)
ginamit noong nakalipas na
araw sa paggawa ng slide
presentation. Bawat mag-aaral ay bibigyan
2. Ipaliwanag sa mga ng paksa para maglikha ng
mag-aaral ang inaasahang knowledge products gamit
output ng slide presentation ang ICT.
na kanilang matatapos sa
araling ito.
3. Ipaliwanag ang iba
pang gamit ng isang slide
presentation
4. Talakayin ang iba
pang halimbawa ng isang
slide presentation. Sagutin
ang mga tanong ukol dito.
5. Pangkatin ang mga
mag-aaral na bubuuin ng 10
mag-aaral.
6. Gabayan ang mga
mag-aaral sa pagpaplano ng
kanilang proyekto sa
pamamagitan ng pagsagot sa
mga katanungan na nasa LM
sa pahina __ .
7. Gumamit ng rubric sa
pagbibigay ng marka sa mga
mag-aaral. Ipabasa nang
tahimik sa mga mag-aaral ang

F. Paglinang sa Kahabisaan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
Ipaliwang sa mga mag-aaral
ang kanilang plano sa
pamamagitan ng paghahanda
ng mga larawang digital.
(Maaaring gumamit ang mga
mag-aaral ng isang lumang
flyer upang magsilbing modelo.
Ano-ano ang makikita sa isang
flyer o brochure?
Ano-ano ang dapat tandaan sa
paggawa ng isang Flyer o
Brochure?
Pangkatan.Ang bawat grupo ay
mapapakita ng kanilang
ulat.Magkakaroon ng Gallery
walk upang mabigyang puna
ang lahat ng bata ang gawa ng
bawat grupo
Ipagawa ang mga hakbang
sa mga mag-aaral sa LM
pahina __
Ano ang kahalagahan ng
pagbati ng mag-aaral na
nagwagi sa isang paligsahan
na inilagay sa isang poster o
banner?
Ano-ano ang dapat tandaan
sa paggawa ng isang poster
o banner?
Magkakaroon ng
pansamantalang tarpapael
na magsisilbing poster o
banner upang mabigyang
puna ng lahat ang gawa ng
bawat grupo
Ipagawa ang SUBUKIN MO sa
LM.
Itanong:
Paano ninyo nagagamit ang
slide presention sa iba’t ibang
bagay?
Ipabasa ang TANDAAN NATIN
sa LM at tanungin ang mga
mag-aaral na ukol sa nabasa.
Ipagawa sa mga mag-aaral
ang sumusunod:
1. Ang bawat grupo ay
magpapakita ng kanilang
nabuong slide presentation.
2. Bigyan ng 5 minuto
Project Rubric. Bigyan sila ng
tig-iisang kopya nito at
ipaliwanag ang bawat aspeto.
8. Sabihin sa mga mag-
aaral na gumawa ng
1. Bilang panimula,
ipagawa sa mga mag-aaral
ang kanilang plano sa
pamamagitan ng paghahanda
ng mga ilalagay sa bawat
bahagi ng slide.
2. Ipagawa ang mga
hakbang sa mga mag-aaral sa
LM pahina ___ .
3. Maglaan ng 10
minuto upang balikan ng mga
mag-aaral ang kanilang
output.
• Itanong sa mga mag-
aaral:
Paano ninyo nagagamit ang
slide presentation sa
pagpapatakbo ng isang
programa??
Tumawag ng mag-aaral na
makapagbigay ang hakbang
sa pagbuo ng isang slide
presentation para sa isang
programa.
Ipagawa sa mga mag-aaral ang Individuwal na output base sa
sumusunod: actividad na ginawa.
1. Ang bawat grupo ay
magpapakita ng kanilang nabuong
programa gamit ang slide
presentation. Magkunwaring
nagsasagawa ng isang programa
habang gumagamit ng slide
 ang bawat pangkat sa bawat
output.
3. Gamitin ang rubric
upang magsilbing gabay sa
pagbibigay ng marka sa bawat
pangkat.
presentation.
2. Maaaring mag-imbita ng
ibang guro upang mas maging
awtentiko o makatotohanan ang
pagpapakita ng output.
3. Bigyan ng 3 minuto ang
bawat pangkat sa bawat output.
4. Gamitin ang rubric upang
magsilbing gabay sa pagbibigay ng
marka sa bawat pangkat.
5. Ang bawat pangkat ay
magbibigay ng mungkahi sa isa’t-isa.

J. Karagdagang gawain para sa

takdang-aralin at remediation
IV. MGA TALA
Gumawa ng isang flyer na Gumawa ng isang poster o Ipagawa ang • Ipagawa ang
madalas makikita sa kanilang banner tunkol sa sports iminumungkahing output na iminumungkahing output na
lugar. activity sa kanilang paaralan. matatagpuan sa LM pahina matatagpuan sa LM pahina
____ ____ .

V. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na
na magpapatuloy sa
remediation.
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais kong
ibahagi sa mga kapwa kong
guro?
 GRADE 5 Paaralan Baitang/Antas V
DAILY LESSON LOG Guro Asignatura EPP – H.E.
Petsa/Oras JULY 29– AUGUST 2, 2019 (WEEK 9) Markahan 1ST QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Nakapaghahanda at nakapagluto ng pagkain.

A. Pamantayang naipamamalas ang kaalaman naipamamalas ang kaalaman naipamamalas ang naipamamalas ang kaalaman at Lingguhang Pagsusulit
Pangnilalaman at kasanayan upang maging at kasanayan upang maging kaalaman at kasanayan kasanayan upang maging
matagumpay na entrepreneur matagumpay na entrepreneur upang maging matagumpay
matagumpay na na entrepreneur
entrepreneur

B Pamantayan sa Pagaganap mapahusay ang isang produkto
. upang maging iba sa iba
C Mga Kasanayan sa Pagkatuto naisasagawa ang pagluluto
. (Isulat ang code ng bawat 1.29.1 naihahanda ang mga
kasanayan) sangkap sa pagluluto
1.29.2 nasusunod ang mga
tuntuning pangkalusugan at
pangkaligtasan sa paghahanda
at pagluluto ng pagkain
1.29.3 di paggamit ng mga
sangkap na may food artificial
additives
EPP5HE-0j-29
mapahusay ang isang produkto
upang maging iba sa iba
naisasagawa ang pagluluto
1.29.1 naihahanda ang mga
sangkap sa pagluluto
1.29.2 nasusunod ang mga
tuntuning pangkalusugan at
pangkaligtasan sa paghahanda
at pagluluto ng pagkain
1.29.3 di paggamit ng mga
sangkap na may food artificial
additives
EPP5HE-0j-29
mapahusay ang isang mapahusay ang isang produkto
produkto upang maging upang maging iba sa iba
iba sa iba
naisasagawa ang naisasagawa ang pagluluto
pagluluto 1.29.1 1.29.1 naihahanda ang mga
naihahanda ang mga sangkap sa pagluluto
sangkap sa pagluluto 1.29.2 nasusunod ang mga
1.29.2 nasusunod ang tuntuning pangkalusugan at
mga tuntuning pangkaligtasan sa paghahanda at
pangkalusugan at pagluluto ng pagkain 1.29.3 di
pangkaligtasan sa paggamit ng mga sangkap na
paghahanda at pagluluto may food artificial additives
ng pagkain
1.29.3 di paggamit ng EPP5HE-0j-29
mga
sangkap na may food
artificial additives

EPP5HE-0j-29

II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Patnubay ng Guro sa Patnubay ng Guro sa Patnubay ng Guro sa Patnubay ng Guro sa
Guro Karunungang Karunungang Karunungang Karunungang
Pantahanan at Tingiang Pantahanan at Tingiang Pantahanan at Tingiang Pantahanan at Tingiang Tindahan
Tindahan V. Tindahan V. Tindahan V. V.
 2.Mga pahina sa Kagamitang
PangMag-aaral
3.Mga pahina sa Teksbuk
4.Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B Iba pang Kagamitang Panturo Tsart ng resipi, mga sangkap at
. kagamitan sa pagluluto,
basket, ibat-ibang uri ng gulay.
III. PAMAMARAAN
A. Balik-aral sa nakaraang Magtanung tungkol sa food
aralin at/o pagsisimula ng pyramid.
bagong aralin
B. Paghahabi sa layunin ng 1. Naihahanda ang mga
aralin sangkap sa pagluluto.
2. Nasusunod ang mga
tuntuning pangkalusugan at
pangkaligtasan sa paghahanda
at pagluluto ng pagkain.
3. Nasusunod ang di-
paggamit ng mga sangkap na
may food artificial additives.
C. Pag-uugnay ng mga Ipakita sa mga bata ang ibat-
halimbawa sa bagong aralin ibang uri ng gulay na maaaring
isangkap/gamitin sa pagluluto
ng Sinigang na Baboy o Baka.
Tumawag ng 2 bata, bigyan ng
tig iisang basket at ipasilid sa
kanila ang mga gulay na
gagamitin sa pagluluto ng
Tsart ng resipi, mga sangkap at
kagamitan sa pagluluto,
basket, ibat-ibang uri ng gulay.
Magtanung tungkol sa food
pyramid.
1. Naihahanda ang mga
sangkap sa pagluluto.
2. Nasusunod ang mga
tuntuning pangkalusugan at
pangkaligtasan sa paghahanda
at pagluluto ng pagkain.
3. Nasusunod ang di-
paggamit ng mga sangkap na
may food artificial additives.
Ipakita sa mga bata ang ibat-
ibang uri ng gulay na maaaring
isangkap/gamitin sa pagluluto
ng Sinigang na Baboy o Baka.
Tumawag ng 2 bata, bigyan ng
tig iisang basket at ipasilid sa
kanila ang mga gulay na
gagamitin sa pagluluto ng
Tsart ng resipi, mga Tsart ng resipi, mga sangkap at
sangkap at kagamitan sa kagamitan sa pagluluto, basket,
pagluluto, ibat-ibang uri ibat-ibang uri ng gulay.
ng gulay.
Magtanung tungkol sa Magtanung tungkol sa food
food pyramid. pyramid.
1. Naihahanda ang 1. Naihahanda ang mga
mga sangkap sa sangkap sa pagluluto.
pagluluto. 2. Nasusunod ang mga
2. Nasusunod ang tuntuning pangkalusugan at
mga tuntuning pangkaligtasan sa paghahanda at
pangkalusugan at pagluluto ng pagkain.
pangkaligtasan sa 3. Nasusunod ang di-
paghahanda at pagluluto paggamit ng mga sangkap na may
ng pagkain. food artificial additives.
3. Nasusunod ang
dipaggamit ng mga
sangkap na may food
artificial additives.
Ipakita sa mga bata ang Ipakita sa mga bata ang ibat-ibang
ibatibang uri ng gulay na uri ng gulay na maaaring
maaaring isangkap/gamitin sa pagluluto ng
isangkap/gamitin sa Sinigang na Baboy o Baka.
pagluluto ng Sinigang na Tumawag ng 2 bata, bigyan ng tig
Baboy o Baka. iisang basket at ipasilid sa kanila
Tumawag ng 2 bata, ang mga gulay na gagamitin sa
bigyan ng tig iisang pagluluto ng Sinigang. Ipagawa sa
 Sinigang. Ipagawa sa loob
lamang ng dalawang minuto.
Bigyan ng premyo ang batang
may pinakamaraming tamang
sagot sa pagpili ng gulay.
D. Pagtatalakay ng bagong Pagtalakay sa inihandang
konsepto at paglalahad ng resipi.
bagong kasanayan #1 Ipabasa ang resipi sa LM.
Alamin
Natin
Anu-anong sustansya ang
makukuha sa karneng baboy o
baka?
Anu-anong mga gawaing-
kamay at paraan ng pagluluto
ang maaring gamitin dito?
E. Pagtatalakay ng bagong Pag-alala sa mga gawaing
konsepto at paglalahad ng pangkalusugan at
bagong kasanayan #2 pangkaligtasan sa pagluluto.
F. Paglinang sa Kabihasan Ipabasa sa L.M.(Linangin
(Tungo sa Formative Natin).
Assessment)
G. Paglalapat ng aralin sa Kayo ba ay tumulong sa
pang-arawaraw na buhay pagluluto?
Sinunod nyo ang mga
hakbang sa pagluluto ng
Sinigang na Baboy o Baka?
Sinigang. Ipagawa sa loob
lamang ng dalawang minuto.
Bigyan ng premyo ang batang
may pinakamaraming tamang
sagot sa pagpili ng gulay.
Pagtalakay sa inihandang
resipi.
Ipabasa ang resipi sa LM.
Alamin
Natin
Anu-anong sustansya ang
makukuha sa karneng baboy o
baka?
Anu-anong mga gawaing-
kamay at paraan ng pagluluto
ang maaring gamitin dito?
Pag-alala sa mga gawaing
pangkalusugan at
pangkaligtasan sa pagluluto.
Ipabasa sa L.M.(Linangin
Natin).
Kayo ba ay tumulong sa
pagluluto?
Sinunod nyo ang mga
hakbang sa pagluluto ng
Sinigang na Baboy o Baka?
basket at ipasilid sa
kanila ang mga gulay na
gagamitin sa pagluluto
ng Sinigang. Ipagawa sa
loob lamang ng
dalawang minuto.
Bigyan ng premyo ang
batang may
pinakamaraming tamang
sagot sa pagpili ng gulay.
Pagtalakay sa inihandang
resipi. Ipabasa ang resipi
sa
LM. Alamin Natin
Anu-anong sustansya
ang makukuha sa
karneng baboy o baka?
Anu-anong mga
gawaingkamay at paraan
ng pagluluto ang
maaring gamitin dito?
Pag-alala sa mga gawaing
pangkalusugan at
pangkaligtasan sa
pagluluto.
Ipabasa sa L.M.(Linangin Ipabasa sa L.M.(Linangin Natin).
Natin).
Kayo ba ay tumulong sa
pagluluto?
Sinunod nyo ang mga
hakbang sa pagluluto ng
loob lamang ng dalawang minuto.
Bigyan ng premyo ang batang
may pinakamaraming tamang
sagot sa pagpili ng gulay.
Pagtalakay sa inihandang resipi.
Ipabasa ang resipi sa LM. Alamin
Natin
Anu-anong sustansya ang
makukuha sa karneng baboy o
baka?
Anu-anong mga gawaing-kamay
at paraan ng pagluluto ang
maaring gamitin dito?
Pag-alala sa mga gawaing
pangkalusugan at pangkaligtasan
sa pagluluto.
Kayo ba ay tumulong sa
pagluluto?
Sinunod nyo ang mga
hakbang sa pagluluto ng
Sinigang na Baboy o Baka?

H. Paglalahat ng Arallin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
Gumamit ba kayo ng sangkap
na may food artificial
additives?
Tandaan :
Ang Sinigang na Baboy o Baka
ay isang uri ng pagkaing ulam
na ginagamitan ng pampaasim
at mga panlahok na gulay tulad
ng gabi, sitaw, okra, labanos, at
kangkong. Ito ay niluluto sa
paraang paglalaga sa mahinang
apoy.
Ang mga mag-aaral ay
magluluto.
Magsaliksik tungkol sa paraan
ng kaakit-akit na paghahanda
ng pagkain sa hapag-kainan
(food presentation).
Gumamit ba kayo ng sangkap
na may food artificial
additives?
Tandaan :
Ang Sinigang na Baboy o Baka
ay isang uri ng pagkaing ulam
na ginagamitan ng pampaasim
at mga panlahok na gulay tulad
ng gabi, sitaw, okra, labanos, at
kangkong. Ito ay niluluto sa
paraang paglalaga sa mahinang
apoy.
Ang mga mag-aaral ay
magluluto.
Magsaliksik tungkol sa paraan
ng kaakit-akit na paghahanda
ng pagkain sa hapag-kainan
(food presentation).
Sinigang na Baboy o
Baka? Gumamit ba kayo ng sangkap na
may food artificial additives?
Gumamit ba kayo ng
sangkap na may food
artificial additives?
Tandaan : Tandaan :
Ang Sinigang na Baboy o Ang Sinigang na Baboy o Baka ay
Baka ay isang uri ng isang uri ng pagkaing ulam na
pagkaing ulam na ginagamitan ng pampaasim at
ginagamitan ng mga panlahok na gulay tulad ng
pampaasim at mga gabi, sitaw, okra, labanos, at
panlahok na gulay tulad kangkong. Ito ay niluluto sa
ng gabi, sitaw, okra, paraang paglalaga sa mahinang
labanos, at kangkong. Ito apoy.
ay niluluto sa paraang
paglalaga sa mahinang
apoy.
Ang mga mag-aaral ay Ang mga mag-aaral ay magluluto.
magluluto.
Magsaliksik tungkol sa Magsaliksik tungkol sa paraan ng
paraan ng kaakit-akit na kaakit-akit na paghahanda ng
paghahanda ng pagkain pagkain sa hapag-kainan (food
sa hapag-kainan (food presentation).
presentation).
 gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko
guro?
 GRADE 5 Paaralan Baitang/Antas V
Guro Asignatura EPP – I.A.
DAILY LESSON LOG
Petsa/Oras JULY 29– AUGUST 2, 2019 (WEEK 9) Markahan 1ST QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Naisasagawa ang payak na pagkukumpuni ng sirang kagamitan at kasangkapan sa tahanan at paaralan.
A. Pamantayang naipamamalas ang pagkatuto sa naipamamalas ang pagkatuto sa naipamamalas ang naipamamalas ang pagkatuto sa Lingguhang Pagsusulit
Pangnilalaman mga kaalaman at kasanayan sa mga kaalaman at kasanayan sa pagkatuto sa mga mga kaalaman at kasanayan sa
mga gawaing pang-industriya mga gawaing pang-industriya kaalaman at kasanayan sa mga gawaing pang-industriya tulad
tulad ng gawaing kahoy, metal, tulad ng gawaing kahoy, metal, mga gawaing pang- ng gawaing kahoy, metal, kawayan,
kawayan, elektrisidad at iba pa kawayan, elektrisidad at iba pa industriya tulad ng elektrisidad at iba pa
gawaing kahoy, metal,
kawayan, elektrisidad at
iba pa

B. Pamantayan sa Pagaganap
naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa
gawaing kahoy, metal, kawayan,
elektrisidad, at iba pa
naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa
gawaing kahoy, metal, kawayan,
elektrisidad, at iba pa
naisasagawa ng may naisasagawa ng may kawiliha ng
kawiliha ng pagbuo ng pagbuo ng mga proyekto sa
mga proyekto sa gawaing gawaing kahoy, metal, kawayan,
kahoy, metal, kawayan, elektrisidad, at iba pa
elektrisidad, at iba pa

C. Mga Kasanayan sa 5.3 naisasagawa ang payak na
Pagkatuto (Isulat ang code pagkukumpuni ng mga sirang
ng bawat kasanayan) kagamitan at kasangkapan sa
tahanan o sa paaralan
5.3.1 natatalakay ang
kahalagahan ng kaalaman at
kasanayan sa pagkukumpuni ng
mga sirang kagamitan sa
tahanan o paaralan
5.3.2 naipaliliwanag ang mga
hakbang sa pagkukumpuni.
(sirang silya, bintana, door knob,
sirang gripo, maluwag/
natanggal na screw ng takip,
extension cord, lamp shade at
iba pa)
5.3.3 natutukoy ang mga
kasangkapan/kagamitan sa
pagkukumpuni at ang wastong
paraan ng paggamit nito
EPP5IA-0i-9
5.3 naisasagawa ang payak na
pagkukumpuni ng mga sirang
kagamitan at kasangkapan sa
tahanan o sa paaralan
5.3.1 natatalakay ang
kahalagahan ng kaalaman at
kasanayan sa pagkukumpuni ng
mga sirang kagamitan sa
tahanan o paaralan
5.3.2 naipaliliwanag ang mga
hakbang sa pagkukumpuni.
(sirang silya, bintana, door
knob, sirang gripo, maluwag/
natanggal na screw ng takip,
extension cord, lamp shade at
iba pa)
5.3.3 natutukoy ang mga
kasangkapan/kagamitan sa
pagkukumpuni at ang wastong
paraan ng paggamit nito
EPP5IA-0i-9
5.3 naisasagawa ang 5.3 naisasagawa ang payak na
payak na pagkukumpuni pagkukumpuni ng mga sirang
ng mga sirang kagamitan kagamitan at kasangkapan sa
at kasangkapan sa tahanan o sa paaralan
tahanan o sa paaralan 5.3.1 natatalakay ang kahalagahan
5.3.1 natatalakay ang ng kaalaman at kasanayan sa
kahalagahan ng kaalaman pagkukumpuni ng mga sirang
at kasanayan sa kagamitan sa tahanan o paaralan
pagkukumpuni ng mga 5.3.2 naipaliliwanag ang mga
sirang kagamitan sa hakbang sa pagkukumpuni. (sirang
tahanan o paaralan silya, bintana, door knob, sirang
5.3.2 naipaliliwanag ang gripo, maluwag/ natanggal na
mga hakbang sa screw ng takip, extension cord,
pagkukumpuni. (sirang lamp shade at iba pa)
silya, bintana, door knob, 5.3.3 natutukoy ang mga
sirang gripo, maluwag/ kasangkapan/kagamitan sa
natanggal na screw ng pagkukumpuni at ang wastong
takip, extension cord, paraan ng paggamit nito
lamp shade at iba pa)
5.3.3 natutukoy ang mga EPP5IA-0i-9
kasangkapan/kagamitan
sa pagkukumpuni at ang

II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay
ng Guro
2.Mga pahina sa
Kagamitang Pang-Mag-
aaral
3.Mga pahina sa Teksbuk
4.Karagdagang Kagamitan
mula sa portal ng
Learning Resource
B. Iba pang Kagamitang
Panturo
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
Sa araling ito tatalakayin
kung ano ang kahalagahan
ng pagkukumpuni at kung
paano ang isang mag-aaral
ay makakatulong sa pagsasa-
ayos ng mga sirang
kagamitan sa tahanan sa
wastong pamamaraan.
EPPIA-0i-9
Mga Kasangkapan sa
pagkukumpuni, mga Sirang
kasangkapan, larawan, at iba pa.
Ipasagot sa mag-aaral ang
katanungan sa ibaba: Lahat ng
sagot ay tatanggapin.
Natatalakay ang kahalagahan ng
mga kaalaman at kasanayan sa
mga payak na pagkukumpuni sa
tahanan at paaralan.
Ipapanood ang isang video
presentation “The Tool Story”
Sa araling ito tatalakayin
kung ano ang kahalagahan
ng pagkukumpuni at kung
paano ang isang mag-aaral
ay makakatulong sa pagsasa-
ayos ng mga sirang
kagamitan sa tahanan sa
wastong pamamaraan.
EPPIA-0i-9
Mga Kasangkapan sa
pagkukumpuni, mga Sirang
kasangkapan, larawan, at iba pa.
Ipasagot sa mag-aaral ang
katanungan sa ibaba: Lahat ng
sagot ay tatanggapin.
Natatalakay ang kahalagahan ng
mga kaalaman at kasanayan sa
mga payak na pagkukumpuni sa
tahanan at paaralan.
Ipapanood ang isang video
presentation “The Tool Story”
wastong paraan ng
paggamit nito
EPP5IA-0i-9
Sa araling ito tatalakayin Sa araling ito tatalakayin kung
kung ano ang ano ang kahalagahan ng
kahalagahan ng pagkukumpuni at kung paano
pagkukumpuni at kung ang isang mag-aaral ay
paano ang isang mag- makakatulong sa pagsasa-ayos
aaral ay makakatulong ng mga sirang kagamitan sa
sa pagsasa-ayos ng tahanan sa wastong
mga sirang kagamitan pamamaraan.
sa tahanan sa wastong
pamamaraan.
EPPIA-0i-9 EPPIA-0i-9
Mga Kasangkapan sa Mga Kasangkapan sa
pagkukumpuni, mga pagkukumpuni, mga Sirang
Sirang kasangkapan, kasangkapan, larawan, at iba pa.
larawan, at iba pa.
Ipasagot sa mag-aaral ang Ipasagot sa mag-aaral ang
katanungan sa ibaba: katanungan sa ibaba: Lahat ng
Lahat ng sagot ay sagot ay tatanggapin.
tatanggapin.
Natatalakay ang Natatalakay ang kahalagahan ng
kahalagahan ng mga mga kaalaman at kasanayan sa
kaalaman at kasanayan sa mga payak na pagkukumpuni sa
mga payak na tahanan at paaralan.
pagkukumpuni sa tahanan
at paaralan.
Ipapanood ang isang Ipapanood ang isang video
video presentation “The presentation “The Tool Story” by
 by Witono Halin. Ipatukoy ang
mga ngalan ng mga kagamitang
nakita sa kanilang napanood .
Itanong kung meron sila nito sa
tahanan? Saan at paano ito
ginagamit?
D. Pagtatalakay ng bagong Magpakita ng larawan ng mga
konsepto at paglalahad ng di-inaasahang pangyayari sa
bagong kasanayan #1 loob ng tahanan o paaralan
tulad ng maluwag na screw ng
takip ng switch.
E. Pagtatalakay ng bagong Ipakitang turo ang
konsepto at paglalahad ng pagkukumpuni ng maluwag at
bagong kasanayan #2 tangggal na screw sa takip ng
switch gamit ang mga
kasangkapang matatagpuan sa
toolbox.
Talakayin ang mga kagamitang
ginamit sa pagkukumpuni at ang
gamit nito.
F. Paglinang sa Kabihasan Pangkatin ang klase sa lima at
(Tungo sa Formative hayaang gawin ang itatalagang
Assessment) gawain ng guro sa bawat grupo
na nangangailangan ng
pagkukumpuni batay sa
wastong mga paraan ng
pagkukumpuni.( Gamit ang
Activity Card)
G. Paglalapat ng aralin sa Itala ang mga panuntunang
pang-araw-araw na buhay pangkalusugan at
pangkaligtasan ginamit upang
maiwasan ang anumang sakuna.
by Witono Halin. Ipatukoy ang
mga ngalan ng mga kagamitang
nakita sa kanilang napanood .
Itanong kung meron sila nito sa
tahanan? Saan at paano ito
ginagamit?
Magpakita ng larawan ng mga
di-inaasahang pangyayari sa
loob ng tahanan o paaralan
tulad ng maluwag na screw ng
takip ng switch.
Ipakitang turo ang
pagkukumpuni ng maluwag at
tangggal na screw sa takip ng
switch gamit ang mga
kasangkapang matatagpuan sa
toolbox.
Talakayin ang mga kagamitang
ginamit sa pagkukumpuni at ang
gamit nito.
Pangkatin ang klase sa lima at
hayaang gawin ang itatalagang
gawain ng guro sa bawat grupo
na nangangailangan ng
pagkukumpuni batay sa
wastong mga paraan ng
pagkukumpuni.( Gamit ang
Activity Card)
Itala ang mga panuntunang
pangkalusugan at
pangkaligtasan ginamit upang
maiwasan ang anumang sakuna.
Tool Story” by Witono Witono Halin. Ipatukoy ang mga
Halin. Ipatukoy ang mga ngalan ng mga kagamitang nakita
ngalan ng mga sa kanilang napanood . Itanong
kagamitang nakita sa kung meron sila nito sa tahanan?
kanilang napanood . Saan at paano ito ginagamit?
Itanong kung meron sila
nito sa tahanan? Saan at
paano ito ginagamit?
Magpakita ng larawan ng Magpakita ng larawan ng mga di-
mga di-inaasahang inaasahang pangyayari sa loob ng
pangyayari sa loob ng tahanan o paaralan tulad ng
tahanan o paaralan tulad maluwag na screw ng takip ng
ng maluwag na screw ng switch.
takip ng switch.
Ipakitang turo ang Ipakitang turo ang pagkukumpuni
pagkukumpuni ng ng maluwag at tangggal na screw
maluwag at tangggal na sa takip ng switch gamit ang mga
screw sa takip ng switch kasangkapang matatagpuan sa
gamit ang mga toolbox.
kasangkapang
matatagpuan sa toolbox. Talakayin ang mga kagamitang
ginamit sa pagkukumpuni at ang
Talakayin ang mga gamit nito.
kagamitang ginamit sa
pagkukumpuni at ang
gamit nito.
Pangkatin ang klase sa Pangkatin ang klase sa lima at
lima at hayaang gawin ang hayaang gawin ang itatalagang
itatalagang gawain ng gawain ng guro sa bawat grupo na
guro sa bawat grupo na nangangailangan ng pagkukumpuni
nangangailangan ng batay sa wastong mga paraan ng
pagkukumpuni batay sa pagkukumpuni.( Gamit ang Activity
wastong mga paraan ng Card)
pagkukumpuni.( Gamit
ang Activity Card)
Itala ang mga Itala ang mga panuntunang
panuntunang pangkalusugan at pangkaligtasan
pangkalusugan at ginamit upang maiwasan ang
pangkaligtasan ginamit anumang sakuna.
 upang maiwasan ang
anumang sakuna.
H. Paglalahat ng Arallin Ipabasa at ipasaulo ang Tandaan Ipabasa at ipasaulo ang Tandaan Ipabasa at ipasaulo ang Ipabasa at ipasaulo ang Tandaan
Mo sa LM. Mo sa LM. Tandaan Mo sa LM. Mo sa LM.
I. Pagtataya ng Aralin Sagutan ang GAWIN NATIN sa Sagutan ang GAWIN NATIN sa Sagutan ang GAWIN Sagutan ang GAWIN NATIN sa LM
LM LM NATIN sa LM
J. Karagdagang gawain para Ipagawa ang PAGYAMANIN Ipagawa ang PAGYAMANIN Ipagawa ang Ipagawa ang PAGYAMANIN NATIN
sa takdang-aralin at NATIN sa LM. NATIN sa LM. PAGYAMANIN NATIN sa sa LM.
remediation LM.

III. Mga Tala

IV. Pagninilay

A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan
sa tulong ng aking
punungguro at superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa
ko guro?