GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE - H.E

DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards Demonstrates an understanding of and skills in managing family resources

B. Performance Standards Manages family resources applying the principles of home management
a. Allocates budget for basic and social needs such as:
i.food and clothing
ii.shelter and education
C. Learning Competencies /
iii. social needs: social, and moral obligations
Objectives
(birthdays, baptisms, etc.), family activities, school
Write the LC code for each
affairs
iv. savings/emergency budget (health, house, repair)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Management of family resources
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and
III. LEARNING RESOURCES
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Learning Resource Pp. 23-24 1991.pp. 23-24
(LR)portal
Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan,
Pangilinan, J.P. (2014) J.P. (2014) Growing up with J.P. (2014) Growing up with J.P. (2014) Growing up with
Growing up with Home Home Economics and Livelihood Home Economics and Livelihood Home Economics and
B. Other Learning Resources Economics and Livelihood Education. FNB Educational, Inc. Education. FNB Educational, Inc. Livelihood Education. FNB
Education. FNB Educational, QC. QC. Educational, Inc. QC.
Inc. QC.
IV. PROCEDURES
A. Reviewing previous Last week, there was a Recap of the lesson the previous Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
lesson or presenting the new discussion on management day day previous day previous day
lesson of the family income.
Management of family As a segue, mention that the day Yesterday, we discussed the Yesterday, we learned
income means allocating it before, the class learned the principles that need to be applied budgeting and how it can be
 to provide for the basic
needs of members and for
comfortable living.
Ask the class about the
relationship between
management and budgeting
of family income.
B. Establishing a purpose
for the lesson
C. Presenting examples/ By means of budgeting, the
instances of the new family can properly allot the
lesson income. A family should
have a knowledge of family
factors that should be considered
in budgeting.
For the day’s lesson, the class will
identify where the income goes or
what the family includes in the
budget.
Aside from the knowledge of
what comprises a family budget,
the class needs to be aware of
certain principles to be applied
effectively in order to make family
budgeting a successful and
fulfilling task.
According to Bantigue and
Pangilinan (2014), the summary
of the principles that should be
applied to make family budgeting
a successful and fulfilling task are
as follows:
 Know the family’s income.
 List your expenses. Know
which components are fixed
and which are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for
savings.
Ask the class to bring out the
photos they were asked to bring.
Group the class into 4 (four). Let
the class identify where or what
to make family budgeting a
successful and fulfilling task.
Ask the class to identify some of
the priniciples.
We also identified items that
were included in the family
budget.
Ask what items are included in
the budget.
Then, present the following list
culled from the book:
 Food and clothing
 Shelter and education
 Social needs
 social and moral obligations
 family activities
 school affairs
 Savings/emergency budget
 health
 house repair
applied to the family.
Budgeting is critical because it
is oftentimes difficult to ensure
that we will be able to make
both ends meet when times
are hard.
How can we prudently manage
the financial resources of the
family?
Group the class into four (4).
Each group will answer the
question. “How can we make
both ends meet?”
Reporting per group follows.
The results of the discussion
will be processed by the
teachers.
Show photos of different Divide the class into four (4)
items/situations. groups.
Ask the learners if they are Using the concepts learned
 budgeting to know how the family includes in the budget. needs or wants. yesterday, come up with an
much is spent for family Prioritize the items. The class will activity that will demonstrate
needs and where the income be given ten minutes to complete Ask why they think it is a need the difference between needs
goes. Through family the activity. Reporting follows. or want. and wants. Think of activities
budgeting, the members will outside the box.
learn to spend wisely, save
regularly, participate in
family matters more actively
with the maximum benefit
from the wise use of
resources, like time, energy,
and abilities.
Ask: What are the factors SHORT SKIT Mention that a family budget also The teacher writes two Presentation per group.
that need to be considered Using the previous group provides for the following needs: columns on the board. One
when budgeting? assignment, discuss among the Refer to the examples given by column has the heading NEEDS.
 Size of the family group the principles in making the learners. If it was already The other column has the
 Family income family budgeting a successful and mentioned, do not include in the heading WANTS.
 Kind of work each fullfilling task. The twist is this list.
D. Discussing new concepts family member will be presented in a short skit. Randomly distribute metacards
and practicing new skills #1 does Food, shelter, clothing, containing a list of needs and
 Talents and abilities The group will be given five (5) education, household operations, wants.
of each member minutes to present the short maintenance/repair, utilities
 Locality where the skit. (water, electricity, telephone, Ask the learners to post the
family lives transportation, medical and metacards on the board.
dental care, rest and recreation,
stipend, savings. Ask the learner to
explain/defend his/her choice.
. Presentations Based on the activity that was
 Group 1 conducted ask the learners to
 Group 2 differentiate needs from wants.
 Group 3
 Group 4 A need is a requirement for
E.Discussing new concepts and survival, e.g. breathable air.
practicing new skills#2 A want is a desire. It may be
the desire for a need (e.g. a
choking person generally wants
to be able to breathe) or for
something not needed for
survival, such as chocolate or a
new car.
F. Developing mastery Let the learners cite Comments on group Show a short clip on managing Giving feedback on
(Leads to Formative examples of the factors that presentations: money: Needs versus Wants presentations.
 Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A.No. of learners who
earned80%onthe formative
assessment
need to be considered when  Group 4 will comment on Group
budgeting. 1 Analyze the movie and relate it Examples of guide questiona:
 Group 3 will comment on Group to needs versus wants. Note
2 that some of the contents of Was the group effective in
 Group 2 will comment on Group the video may be debatable emphasizing the difference
3 e.g. chocolates is needed by between needs and wants? If
 Group 1 will comment on Group soldiers for endurance in the yes, How?
4 middle of a war while in a
normal situation it is a want for
Limit the comments on the What concepts in the
another individual.
contents of the presentation. presentation had an impact on
Does the presentation manifests you? Why?
the principles in making family
budgeting a successful and Do you think the presentations
fulfilling task? can further be improved? In
what way?
Aside from what was -do- -do-
mentioned, can you think of
other factors that need to be
considered when budgeting?
Explain.
Today we determine the Synthesize the discussion on what There is a need to distinguish
relationships between and where the family budget is between need and want . This
management and budgeting allotted, as well as the principles will enable us to prioritize
of family income. We also to take into consideration to needs over wants, hence
looked into the factors that make family budgeting successful ensuring that the budget is
need to be considered when and fulfilling. enough to make both ends
budgeting. meet moreso when times are
hard.
Ask the learners to share their .If you were to make a personal
insights on the lesson for the day budget, what would you
include? Why?
Bring photos or drawing
where family budget is spent
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D.No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G.What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School Grade Level VI
Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
sells products based on needs and demands.
 Identify the values of  Give ways on how to  Give two basic ways  Make a simple  Make a business
a successful start own business. to earn money. product. proposal of
entrepreneur.  Identify the Buyer  Identify steps or TLE6IE-0a-1.2 owned simple
 Identify the types of and Seller relations. guide in making own product.
entrepreneur. simple products. TLE6IE-0a-1.2
TLE6IE-0a-1.1 TLE6IE-0a-1.1  Plan a simple
product.
TLE6IE-0a-1.2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
BE A SUCCESSFUL
AN IDEAL ENTREPRENEUR I CAN BE AN ENTREPRENEUR MY SIMPLE PRODUCT BUSINESS PROPOSAL
ENTREPRENEUR
The Basics of Better Family The Basics of Better Family ICT and Entrepreneurship ICT and Entrepreneurship ICT and
Living pp. 2-5 Living pp. 5-13 pp. 3 & 11-12 pp. 13 Entrepreneurship
pp. 7
ICT and Entrepreneurship
pp. 2-3
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and

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
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
previous knowledge. Indicate the time allotment for each step.
Review the Qualities and Review ways on how to start Review ways, steps or guides
Types of Entrepreneur. own business & identify the to create their own product
Buyer and Seller relations.
Motivate the child by
presenting a K-W-L Chart
about Entrepreneur.
Ask the pupils where can they
find different entrepreneur.
Discuss the Qualities of an
ideal entrepreneur and its
types on pp. 3-6
Discuss ways on how to start Group Work:
own business & identify the  Let the pupils identify
Buyer and Seller relations. On ways, steps or guides
pages. TXT 5-13 & TXT 2-3 to create their own
product. See page 11-
12
 Plan their own
product.
See page 3.
 Report it in class.
Group Work: Make their own
simple product using
available ingredients in the
community. And report it in
class.
See page 13
Group Work: Make their
own business proposal
for their chosen product.
See page 7 and report it
in class
Let the pupils describe
an ideal entrepreneur
using manila paper
Complete the K-W-L Chart Evaluate the products
about Entrepreneur. presented by each group.
J. Additional activities for Research some
application or remediation successful Filipino
Entrepreneurs.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal)
B. Other Learning
Resources
IV. Procedures
A. Review Previous
Lessons
B. Establishing purpose
for the Lesson
School Grade Level VI
Teacher Learning Area TLE – INDUSTRIAL ARTS
Teaching Date & Time OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
Performs necessary skill in enhancing/ decorating finished products
Discusses the importance and methods of enhancing/decorating bamboo, wood, and metal Demonstrates creativity and innovativeness in enhancing/decorating
products (TLE6IA‐0a‐1) bamboo, wood, and metal products (TLE6IA‐0a‐2)
Enhancing/ decorating finished products
Ask : What are the most Ask : What are the most Review with each group their plans
widely used techniques in widely used techniques in from Activity Sheet No. 4
enhancing bamboo and enhancing metal craft
wood products ? products ?
Intro: Ask: For the Intro: Refer to each group output from
There are many different 1. Are there metal craft Activity Sheet
industrial ways or shops present in your The Facilitator will situate No. 4 (matrix 1 and matrix
methods to enhance and communities? and encourage learners to 2)
decorate bamboo, wood, 2. What techniques do you think of ways on how they
and metal products. mostly see while they will be able to use the  Let each group discuss if they will
These methods help work on their products? concepts learned from the apply all enhancements that they
improve not only the previous three (3) day have planned or they
quality of our products sessions (wood and metal
but also the life of the enhancing techniques).
families engaged in
various livelihood
 activities. Enhancing is Say (Loud) : Are your will include other items.
carried out basically to groups ready ? (15‐20 minutes)
improve the aesthetics
and the functional
properties of
a material.

Ask:
1. Are there wooden
furniture shops
present in your
communities?
2. What techniques do
you mostly see while
they work on their
products?
C. Presenting examples Discuss with the learners The Facilitator will use
/instances of the the usual techniques two identical wood/metal
new lessons being used in furniture products found in his
shops based on their home or shops. Show the
observations from their class the transformation
community of a product from its
original appearance (1st
piece) ‐‐‐‐ to its enhanced
version
(2nd piece).

Discuss with the learners Discuss with the class

their observations on the evident changes that they
usual techniques being used can see on the two
in shops in their community product samples created
that produces metalcrafts. through/by
enhancements
techniques.
D. Discussing new Refer to Activity Sheet No. Refer to Activity Sheet No. 2 Refer to Activity Sheet No. Refer to Activity Sheet No.
concepts and 1 (attached) ‐ Puzzle 3 – Learning Stations 4 – Enhancing
practicing new skills – (attached) Wood/Metal Products
#1. Pair and Share (attached) (attached)
E. Discussing new
concepts &
 practicing new
skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Ask: What are some of
Applications of the sample products in
concepts and bamboo and woodcraft?
skills in daily (Expected answers :
Bamboo lamp, bamboo
living
bottle holders, bamboo
plant box, desktop
organizer, candle holder,
furniture, etc.
H. Making Ask : How important is the
Generalizations & knowledge on the
Abstractions about different techniques on
the lessons enhancing the beauty of
bamboo and woodcrafts ?
I. Evaluating Learning Ask the learners to
enumerate the wood craft
enhancing techniques
Ask: What are some of the
sample products in metal
craft?
(Expected answers: Accessories,
pen holder, wind chimes, etc.
Ask : How important is the
knowledge on the different
techniques on enhancing
the beauty of metal crafts ?
Ask the learners to enumerate
the metal craft enhancing
techniques
After the activity, instruct all the groups
to rate the output of other group using
the matrix 2 (rubric). One group will
rate the work of another group.
Ask: What do you think
now are the essence of
knowing the various ways
of enhancing wood and
metal crafts ?
1. If you are interested in Ask:
craft designing and What benefits does a craftsman get
production, which will from the know‐how of enhancing wood
you choose, wood crafts and metal products?
or metal craft? (Expected response) Products made of
2. In the Philippines, which bamboo, wood and metal can be
do you think should be enhanced through different techniques
given focus, wood or in order to increase their marketability
metal crafts ? and saleability.
Ask: After knowing the
different techniques on
how to improve or
enhance wood and metal
products, what effects do
you think it will do to a
products’ marketability?
 J. Additional activities for Before the session ends:
application or ‐ Break the class into
remediation subgroups with 5
members per group.
‐ Let them choose a
leader and a
secretary/documenter
Say: Think/look for any
wood or metal products in
your home. Think of ways
on how to enhance or
improve its appearance.
Tell the learners to conduct a
survey (group of three (3) on:
 What types of finishing
processes does wood and
metal craft artisans in their
communities used to
enhance their products .
Reminder:
What sort of wood /metal
products did you found in
your homes, and your
group is planning to work
on as an application of the
three

‐ Bring the following for our

two (2) day activity
(Thursday & Friday):
‐ Old wooden or metal
product in your homes
‐ Any material that can
be used to
enhance/improve the
chosen product
o gift wrapper,
glitters, spray paint,
etc.
o Small wood/metal
glue
V. Remarks
VI. Reflection
A. No.of learners who earned
80% in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons
work? No.of learners who
caught up with the lessons
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies/ 1.1 Explains benefits derived 1.1 Explains benefits derived 1.1.2 Identifies successful To administer a Pre Test To administer a Pre Test
Objectives from planting trees and fruit- from planting trees and fruit- orchard growers in the
( Write the L Ccode for each) bearing trees to families and bearing trees to families and community or adjacent
communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1

II. CONTENT Benefits derived from Benefits derived from planting Successful orchard growers in
( Subject Matter) planting trees and fruit trees and fruit bearing trees to the community
bearing trees to families and families and communities
communities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. pp.
2. Learner’s Material pages pp. pp.

3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/c https://plantyourtrees.com/ca
Learning Resource LR atalog/information/bene talog/information/bene fits-
portal fits-of-trees of-trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
IV. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?

B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?
a. Presenting examples/ instances
of the new lesson.
b. Discussing new concepts and
practicing new skills.#1
c. Discussing new concepts and
practicing new skills #2.
d. Developing Mastery
(Lead to Formative Assessment 3)
e. Finding practical application of
concepts and skills in daily living
f. Making Generalizations and
Abstraction about the Lesson.
g. Evaluating Learning
h. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80%in
the evaluation.
B . No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
Group Activites
Group Reporting
What are the benefits derived
from planting trees and fruit-
bearing trees?
1.The teacher further explains
and discuss the background
information through inquiry
approach
2. Have the pupils master the
concepts.
Why it is necessary to plant
trees?
What have you learned?
What are the benefits of
planting trees?
Why is it good to plant trees
or fruit –bearing trees?
Draw a fruit-bearing tree and
explain the benefits of it.
Group Activites
Group Reporting
What are the benefits derived
from planting trees and fruit-
bearing trees?
1.The teacher further explains
and discuss the background
information through inquiry
approach
2. Have the pupils master the
concepts.
Why it is necessary to plant
trees?
What have you learned?
What are the benefits of
planting trees?
Why is it good to plant trees or
fruit –bearing trees?
Draw a fruit-bearing tree and
explain the benefits of it.
Let the group present their
output.
Discuss their output.
The teacher further gives
examples of orchard growers in
the community.
If you were an orchard grower
how can you help other people?
How can we say that an orchard
owner is a successful?
List down all the orchard
growers in your community.
Draw an orchard that you have
in your community.
D. No. of learner who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

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

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

1.Nasusuri ang mga pangunahing suliranin at hamon sa kasarinlan pagkatapos ng Ikalawang Digmaang Pandaigdig
Mga Kasanayan sa Pagkatuto 1.1 Natalakay ang Suliraning Pangkabuhayan pagkatapos ng digmaan at ang naging pagtugon sa mga suliranin
(Isulat ang code ng bawat 1.2 Natatalakay ang ugnayang Pilipino-Amerikano sa konteksto ng Kasunduang Militar na nagbigay daan sa pagtayo ng Base Militar ng Estados Unidos sa Pilipinas
kasanayan) 1.3 Natatalakay ang “Parity rights” at ang ugnayang kalakalan sa Estados Unidos
1.4 Naipaliliwanag ang epekto ng “Colonial Mentality” pagkatapos ng Ikalawang Digmaang Pandaigdig.
AP6SHK-IIIa-b-1

I. Layunin
Natatalakay ang mga Hamon at
Suliranin sa kasarinlan pagkatapos ng
Cognitive Ikalawang Digmaang Pandaigdig
Naipahahayag ang damdamin tungkol
sa pagtugon sa hamon at suliranin sa
kasarinlan pagkatapos ng Ikalawang
Affective Digmaang Pandaigdig;
Nakagagawa ng graphic organizer sa
pagtugon ng mga hamon at suliranin
Psychomotor ng kasarinlan pagkatapos ng
Ikalawang Digmaang Pandaigdig.
II. NILALAMAN
KAGAMITANG PANTURO
A. Paksa A. Mga hamon at suliranin sa
kasarinlan ng Pilipinas pagkatapos ng
Ikalawang Digmaang Pandaigdig.
Natatalakay ang ugnayang Pilipino-
Amerikano sa kontexto ng ng
kasunduang military na nagbibigay-
daan sa pagtayo ng base militar ng
Estados Unidos.
Naipapahayag ang damdamin ng
mga Pilipino tungkol sa ugnayang
Pilipino-Amerikano sa kontexto ng
kasunduang military na nagbibigay-
daan sa pagtayo ng base militar ng
Estados Unidos.
Nakasusulat ng kanta tungkol sa
ugnayang Pilipino-Amerikano sa
kontexto ng kasunduang militar na
nagbibigay-daan sa pagtayo ng base
militar ng Estados Unidos.
Ugnayang Pilipino-Amerikano at
Kasunduang Militar
Naibibigay ang ugnayang
kalakalan ng Pilipinas sa Estados
Unidos
Nabibigyang halaga ang
ugnayan ng Pilipinas at Estados
Unidos;
Nakakagawa ng balangkas ng
ugnayang kalakalan ng Pilipinas
sa Estados Unidos
Ugnayang Kalakalan sa United
States
Natutukoy ang kasunduan sa Natatalakay ang
Payne Aldrich Act pagsandal sa
ekonomiya ng US
Naiisa-isa ang hindi pantay na Nakapagbibigay ng
kasunduan sa Payne Aldrich Act magandang resulta sa
pagsandal ng Pilipino
sa ekonomiya ng US
Nailalarawan ang epekto ng hindi Nakapaglalahad ng
pantay na kasunduan sa Payne positibo/negatibong
Aldrich Act resulta sa pagsandal
ng ekonomiya sa
Pilipinas ng US
Ang hindi pantay na kasunduan Ang pagsandal sa
sa Payne Aldrich Act ekonomiya ng Estados
Unidos

B. Sanggunian
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin
at/o pagsisimula ng bagong
aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
B. Mga Pagtugon sa Hamon at
Suliraning Pangkabuhayan .
AP6 Batayang Aklat sa AP 6 AP6 CG, mga larawan, tsart, TM, AP6 CG, mga larawan, tsart, TM, AP6 CG, mga larawan,
TG 6, LM 6 LM, TG, CG, BOW TG TG tsart, TM, TG
Pagpapakita ng mga larawan at Pagpapakita ng larawan ng mga 4 pics in a word Anu ang naging epekto ng Paglalahad ng mga
tunog na may kinalaman sa digmaan Pilipino at Amerikano na Pagpapakita ng 4 na larawan na ugnayang Pilipino, Amerikano nasaliksik na
nagkakaroon ng pag-uusap. may kinalaman sa kalakalan sa tungkol sa kasunduang “Parity impormasyon tungkol
1. Sinu-sino ang makikita sa pagitan ng Pilipinas at estados Right”? sa negatibong epekto
larawan? Unidos. ng pagtatayo ng base
2. Ano sa palagay niyo ang militar ng Estados
kanilang pinag-uusapan? Unidos sa ating bansa.
3. Masasabi nyo ba na ang
kanilang pag-uusap ay may
pagkakasundo? Bakit?
Magpakita ng larawan tungkol sa mga Sa tulong ng video clip, hayaan ang Magpakita ng tsart na nahati sa Anu ang inyong napapansin sa Larong Pinoy Henyo:
pangyayari pagkatapos ng Ikalawang mga mag-aaral na mapanood ang dalawa: Ang unang hanay ay kasunduang Parity Right? Pahuhulaan ng guro
Digmaang pandaigdig. mga pangyayari na may kinalaman nagpapakita ng paraan ng ang mga salita sa
sa kasunduang militar sa pagitan ng pamamagitan ng
kalakalan noon at ang ikalawang
1. Ano ang masasabi ninyo sa mga Pilipinas at Estados Unidos. pagbibigay ng
hanay ay nagpapakita ng
larawan na nakikita ninyo? halimbawa o
2. Ano-ano ang mga iniwang pinsala kalakalan ngayon paglalarawan nito.
ng Ikalawang Digmaan Pangdaigdig sa (Colonial Mentality,
Pilipinas? Japan, U.S.)
Ilahad ang KWL tsart. Pasagutan ito sa Magpakita ng iba pang larawan na Pagsagot ng mga mag-aaral sa .Anu-ano ang mga batas na Magpakita ng mga
mga bata. kuha sa video clip na ipinakita. KWL hinggil sa parity rights. ipinatupad ng pangulong Roxas? larawan tungkol sa
Anu ang nakapaloob sa epekto ng Colonial
Ipapakita ng guro ang tsart ng mga Mga gabay na tanong: kasunduang Parity Right? Mentality ng mga
hamon, suliranin at ang mga tugon Ano ang base-militar? 2. Mahalaga bang Pilipino at pagsandal
nito. Bakit mahalaga ang pakikipag- malaman natin ang sa ekonomiya ng
ugnayan sa ibang bansa? Ano ang epekto ng Estados Unidos.
kabutihang maidududlot ng kasunduang Patnubayan ang
pakikipag-ugnayan ng Pilipinas sa Pilipino, Amerikano mga bata sa paggawa
ibang bansa? tulad ng:“parity ng Graphic Organizer
Right” atbp? tungkol dito.
1. Ano-ano ang mga Kailan Pangkatin ang mga bata sa Magkaroon ng
hamon at suliranin sa nilagdaan ang tatlong Pangkat at ang bawat 1.Paano nakipag kasundo si Pres. talakayan tungkol sa
pagkatapos ng kasunduan sa grupo ay gagawa ng retrieval Roxas sa Estados Unidos tungkol kolonyal na kaisipan at
Ikalawang Digmaang pagtatayo ng tsart tungkol sa ibat-ibang sa Parity Rights at sa ibang pang epekto nito sa
Pandaigdig? Base Militar ng kasunduan na napapaloob sa kasunduan? ekonomiya ng bansa
Amerika? Parity Rights. 2.Kung kayo si Pres. Roxas maki
2. Ano ang ginawa ng Ano ang Group I-Present in a form of pag kasundo ba kayo sa Estados
pamahalaan upang nilalaman ng Jingle) Gamitin ang graphic
Unidos sa pamamagitan nga pag

E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
matugunan ang mga
suliranin pagkatapos
ng Ikalawang
Digmaang
Pandaigdig?
Paano binigyang lunas ng
pamahalaan ang mga suliranin
kinaharap ng bansa pagkatapos ng
Ikalawang Digmaang Pandaigdig.
Pangkatang Gawain
Pangkat 1 : Paggawa ng Data
Retrieval Chart tungkol sa mga
suliranin sa pagkatapos ng Ikalawang
Digmaang Pandaigdig.
Pangkat 2: Paggawa ng reflection
tungkol sa mga hamon pagkatapos ng
Ikalawang Digmaang Pandaigdig.
kasunduang
ito?
Ano ang kabutihang maidulot
ng kasunduan sa mga Pilipino?
Ano ang naging reaksyon ng
mga Pilipino sa kasunduan?
Gumawa ng Semantic Web tungkol
sa kasunduan sa pagtatayo ng base
militar sa pagitan ng Piipino at
Amerikano
Bumuo ng 4 na pangkat.
Sa loob ng 10 minuto,
lumikha ng awit na may 5 linya na
may inspirasyong “Base Militar”
Itanghal sa buong klase sa
malikhaing paraan.
Group II-(Poster and Slogan)
Group III-( Balita)
Ipaulat sa mga bata ang natapos
na Gawain
Think–Pair- Share
Ano-ano ang mga patakaran sa
ugnayang panlabas ng Pilipinas?
. Bilang isang mag-aaral,
paano mo lubusang
mapapanagalagaan bilang isang
mag-aaral ang pagmamalasakit
sa ating likas na yaman?
Bilang isang mag-aaral, paano
mo maipapakita ang mabuting
ugnayan sa iyong kaklase o
lagda ng ibat ibang kasunduan?
Bakit?
Pangkatang Gawain:
Gamit ang Graphic organizer-
Balangkas o Outline, Isa-isahin
ang mga epekto ng mga
kasunduang “Parity Right”.
Ipaliwanag ang ilan sa mga
nagawa ng administrasyong
Roxas.
Sa pamamagitan ng Data
retrieval Chart isulat ang ibat
ibang epekto nga mga
kasunduang nilagdaan ni Pres.
Roxas.
Iulat ang ibat ibang epekto ng
mga kasunduang “Parity Right” at
ipaliwanag ang bawat isa..
organizer bilang
patnubay sa talakayan
ng aralin.
Magbigay ng iba pang
halimbawa na
magpapalalim sa pag
unawa ng mga bata sa
aralin.
Hayaang mailahad ng
mga bata ang kanilang
saloobin sa
pamamagitan ng
debate kung ano ang
epekto ng “Colonial
Mentality” at
pagsandal ng Pilipinas
sa ekonomiya ng
Estados Unidos
pagkatapos ng
Ikalawang Digmaang
Pandaigdig at kung
mahalaga ba o hindi
na ito ay iwaksi.
Tanong: Ano ang
dapat mong bilhin?
produktong gawa ng
mga Pilipino o galling
sa ibang bansa?
 kaibigan?
Pangkat 3: Pagsulat ng maikling tula
tungkol sa pagtugon ng pamahalaan
sa hamon at suliranin.

Pangkat4: Magtanghal ng mga

makabayang awit na nagpapakita ng
pagmamahal sa bayan.

H. Paglalahat ng Aralin Walang kabutihang naidudulot ang
digmaan.
I. Pagtataya ng Aralin Pagsasagawa ng graphic organizer
hinggil sa mga naging epekto ng
ikalawang digmaaang pandaigdig sa
panlipunan at pang-ekonomiyang
aspeto.
Paglalahad ng rubrics ng guro
J. Karagdagang gawain para sa Magsaliksik tungkol sa Epekto ng
takdang-aralin at remediation Ikalawang Digmaang Pandaigdig.
IV. Mga Tala
Kailan nilagdaan ang kasunduan sa
pagitan ng Pilipinas at Amerika ukol
sa pagtatayo ng base militar sa
bansa?
Nakatutulong ba ang nilalaman nito
pag-unlad ng bansa? Bakit?
I.Magbigay ng 3 probisyon na
napapaloob sa kasunduang Militar
at ipaliwanag ito.
Ano ang nagging epekto ng
pagkakaroon ng Base Mlitar ng mga
Amerikano sa Pilipinas?
Ang Pilipinas ay para sa mga
Pilipino.. ganun din namn na ang
Amerika ay para lamang sa
mbga Amerikano… May kanya
kanyang probisyon ang ating
Saligang Batas na ang may higit
na karapatang mag-ari at
magpayaman sa ating likas na
yaman ay ang mga Pilipino.
Paggawa ng mga mag-aaral
balangkas ukol sa nilalaman ng
parity rights.
Sagutin ang Tanong:
Ano ang magandang naidulot ng
parity rights sa ugnayan ng
Pilipinas sa Esatados Unidos
Kung ikaw ay nabubuhay Ano ang epekto ng
noong panahong yon, anu ang “Colonial Mentality”
iyong mararamdaman at gagawin at pagsandal ng
para maipa dama sa Pilipinas sa ekonomiya
administrasyong Roxas ang ng Estados Unidos
negatibong epekto ng pagkatapos ng
kasunduang Parity Right Ikalawang Digmaan?
Ipaliwanag.
Gumawa ng isang awit tungkol sa Gumawa ng isang ng
negatibong epekto sa ugnayang maikling sanaysay na
Pilipino Amerikano sa kontexto nagpapaliwanag ng
ng kasunduang militar na nag epekto ng Colonial
bibigay daan sa pag tayo ng base Mentality at
militar ng Estados Unidos . pagsandal sa
ekonomiya ng Estados
Unidos
Magsaliksik ng iba pang Anu-ano ang
impormasyon tungkol sa impluwensya ng
negatibong epekto ng pag tayo Amerika sa Pilipinas?
ng base militar ng Estados unidos
sa ating bansa.

V. Pagninilay

A. No. of learners who earned

80% on this formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work?
No. of learners who have
caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my principal
or supervisor help me solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teacher?
 GRADE 6 School Grade Level VI
Teacher Learning Area ENGLISH
DAILY LESSON LOG
Teaching Dates And Time OCTOBER 29-31, 2018 (WEEK 1) Quarter 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards  Demonstrates understanding of various linguistics nodes to comprehend various texts.
 Demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and
audience
 Demonstrates command of the conventions of standard English grammar and usage when writing or speaking
 Demonstrates understanding of different formats to write for a variety of audiences and purpose.
 Demonstrates understanding of verbal and non verbal elements of communication to respond back
B. Performance Standards Analyzes text types to effectively understand information/message(s)
Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their
own clearly and persuasively
Uses linguistic cues to appropriately construct meaning from a variety of purposes.
Speaks and writes using good command of the conventions of standard English
Edit texts using appropriate text types for a variety of audiences and purpose.
Uses a variety of strategies to provide appropriate feedback
C. Learning Competencies/ Listening Comprehension Reading Comprehension Study Strategies/Research Writing and Composition Attitude
Objectives Oral Language Show tactfulness when
Distinguish text type according Use a particular kind of Plan a composition using an communicating with others
Note significant details in the to purpose and language sentence for a specific outline/other graphic
story features through enumeration purpose and audience organizers
Provide evidences using -asking permission
opinion
Write the LC code for each EN6LC-IIIa-2.2 EN6RC-IIIa-3.2.8 EN6SS-IIIa-1.8.1 EN6Wc-IIIa-1.1.6.1 EN6A-IIIa-17
EN6OL-IIIa-1.27
II.CONTENT Noting significant details in the Distinguishing text type Relaying Commands and Organizing Ideas Using Show tactfulness when
story and express opinions according to purpose and Request Using Indirect Graphic Aids communicating with others.
using evidences. language features through Discourse
“The Boastful Shrimp” enumeration
“The Fox in the Well”
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide/Pages Elementary English pp.303-307 Elementary English p. 309 Elementary English Elementary English

2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning
Resource(LR)portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
A copy of the story “The
Boastful Shrimp”, a
tablespoon, charts
tarpapel
Recapitulation of the previous
lesson on the Varieties of
Sentences;
-Compound Sentence
-Simple Sentence
-Complex Sentence
With the use of proper
conjunctions.
A copy of the story, The Fox in
the Well, short stories, charts
Review the summary of the
story that was read yesterday.
-What important values did
you get from the story?
pp.239-244
Comic strips, flash cards,
Show Me Boards
Recapitulation on the
characteristics of a fable.
What is the purpose of the
fable?
What is the most important
lesson you learned from the
selection?
pp.423-429
Graphics organizer, map or Pictures, copy of the selection
globe
-What is the difference -What is a graphic organizer?
between a command and a
request? -How does it help the
- The command plainly gives beginners to write a selection?
an order while a request asks
a favor to do or act at a Why should we be familiar with
certain task. graphic organizers?
-What is a direct and indirect
discourse?
1. John said, “wash the dishes
Anna.”
-John ordered Anna to wash
the dishes.
2. “Please give me a piece of
advice.” Jay said.
-Jay asked me to give him a
piece of advice.
How do you deliver a direct
and indirect discourse?
In the reported command,
the verb “said” is not used,
instead, “told”. The word
“to” is added before the
verb.
 -In reporting request, the
verb “asked” or “requested”
is used instead of “told”
. The word “please” is
dropped.
B. Establishing a purpose The teacher shows a spoon Recall an instance in your life Use flash cards/show me Show a video clip about the Show a picture of a true friend.
for the lesson -It is used for eating. Aside when you did a certain thing boards. Write R if the children from the different
from it is used as eating without thinking of the statement states request parts of the world. -Do you have a friend?
utensil, it can be used in consequences. and C if it shows Command. Let them share opinion.
several ways. Give some of its 1. Listen attentively. -Compare the Filipino -What do you like most about
uses. Examples: ice cream What do you think will happen 2. Please keep your things in Children with the Children of your friend?
scooper, taking in medicines, if you did a certain thing order. the world.
can opener, as a pestle etc. without thinking of the 3. Avoid making too much -The teacher presents a -What do you dislike about
consequences? noise. semantic web. What word him/ her?
4. Stop going around please. can you associate with the
Have the pupils relate their 5. Observe silence. word CHILDREN? If you want to say an honest
experiences. mistake of your friend how do
Answers CHILDR
may vary. you do it?
Enhance vocabulary words -Play a game: Simon says. Unlock vocabulary words.
through body language. (Teacher uses command or Match column A with column
request. B and write the letter of the
correct answer.
-Read the words aloud 1. Go to the wash room.
2. Keep right! A B
A. Hind legs 3. Kindly speak in a soft 1rebozos a. a pendant
voice. 2. kimono braid of hair at
4. Please lend me your ears. 3. queue the back of
B. Fore legs 5. Come with us. 4. igloo the head.
5. fleet b. an Eskimo
leap 6. hut house
C. c. boat house
Without the d. cottage
second thought e. a Japanese
D. lose robe fastened with a
sash.
f. a long scarf of
silk worn wrapped about
the head and shoulder and

C. Presenting examples/
instances of the new lesson
B. Do you have a pet? Share a
heroic deed it has done for you
or for others.
Unlocking of Difficulties:
Synonym hunt through
multiple choice. Encircle the
letter of the correct answer
1. The sharp protrusion of a
shrimp is used to fight against
its enemies.
a. a part of the body that is
pointed
b. a part of the body that is
hidden.
c. a part of the that is plain.
d. a part of the body that is
dull.
2. Nothing can pierce an iron
shield even an iron sword.
a. to rip of c. to crush
b. to spin d. to go through
-Have you seen a fox?
(Yes/ Not yet
-What are the qualities of the
fox in some common stories?
(Often times fox is wise and
bad)
-Let us find out if the fox is still
the fox we have known
before.
Ask the pupils to read and
analyze the comic strip.
Mother: “Lock your room
before leaving, Jim”.
Jim: “Yes, Mother”.
Rina: Mother told Jim to
lock his door before leaving.
Ms.Aguila: “Please polish
the floor, Mang Ambo.”
Mang Ambo: “Yes Maám”.
Ricky: Ms. Aguila requested
Mang Ambo to polish the
floor.
sometimes over face.
A. Motive Questions: A. Motive Question:
1. How do children from Why do we need to be tactful
around the world differ from all the time?
each other?
2. How do children differ in
complexion.
3. How do you compare the
clothing’s of the children
from around the world?
4. Can you make distinctions
as the types of houses in
which children from around
the world lives?
5. What do they have in
common?

3. The beautiful white pearl is

glistening under the rays of the
sun.
a. shine c. flash
b. bright d. all the above

4. The boastful man shows off

his knowledge about martial
arts.
a. humble c. naughty
b. overly confident d. shy

5. His colorful lantern has

scorched because of the
constant raining.

D. Discussion new concepts
and practicing new skills #1
a. dried c. dyed
b. worn d. a and b
Motive Question: Why is that
the story titled the Boastful
Shrimp?
The teacher uses the popcorn
reading strategy while the
other pupils listen very
carefully The Boastful
Shrimp
Once there was a shrimp
who thought he was the most
handsome shrimp in all the
world. In fact, he believed that
he was more handsome than
any other creatures on earth.
“Just look at my sword,” he
proudly told the other young
shrimps, pointing to the sharp
pointed protrusion at the end
of his nose. Of course, as far as
shrimps were concerned, the
end of the nose was the most
natural place for the sword to
be.
“And look at my thick,
smooth shield,” Like other
shrimps he carried his shield,”
he would continue. “Nothing
can pierce the shield,” like
other shrimps he carried his
shield on his head. All he
needed to do to show off his
head was to hold his head
high.
“You are indeed a
handsome shrimp,” said an old
experienced shrimp. “But you
Read the story.
The Fox in the Well
A fox once fell into the well.
He tried to jump out but each
time he did, he fell back down.
By and by a goat passed by.
Looking into the well, he saw
the fox. “Hello,” he called.
“What are you doing down
there?”
“Drinking some water of
course!” replied the fox. “Is it
good?” asked the goat.
“Good? It is the best water I
ever tasted in my whole life,”
answered the fox, drinking a
gulp of water.
Without a second thought,
the goat jumped in. After
drinking some water, he
looked about for a way to get
out of the well. “How do we
get out of here? “he asked the
fox?
“I know what we can do,”
said the fox. Looking at the
goat from the corner of his
eye. “Stand on your hind legs.
Plant your fore legs firmly
against the side of the well. I’ll
climb on your back, and I’ll
What kind of sentences
were used?
-Study the charts of direct
and indirect discourse
-Differentiate a direct and
indirect discourse.
-Differentiate command
from request based on their
usage.
Point out also their
similarities.
Read the poem:
Children Around the World
(by Jo Feniford)
Some children are brown like
newly baked bread,
Some children are yellow and
some are red,
Some children are white and
some almost blue,
Their colors are different, the
children like you.
Some children wear sweaters
and some rebozos
Some children wear furs and
some kimonos’
Some children go naked, and
wear only their queue,
Their clothes may be
different, the children like
you.
Some children have houses
of stone in the streets,
A. Read the dialogues.
Joana: Hey, Susan! It smells
stinky, Is that you Susan!
Susan: No! (She cried and
ran outside.)
Joana: Oh! I don’t mean to
hurt you, I just want to be
frank!
B.
Frieda: Hi, Jenna. Can we
talk outside?
Jenna: Sure! Perhaps it is a
very important matter
right?
Frieda: Yes Jenna. I am your
friend and I am concern
about your wellness. Being
a teenager we must be
concern with our personal
hygiene. Taking a bath
everyday will help a lot. It is
more of loving and
respecting ourselves.
are just reaching adulthood
and have had no experience of
the world. Do not display
yourself too much or else one
of those humans might grab
you,” said the old shrimp
pointing with one of his many
legs to a young man swimming
nearby.
“Grab me? Who? That
soft- skinned two – legged
creature? “scoffed the young
shrimp. “He does not even
have a proper shell. He has
those funny little bits of shell
on the ends of his fingers and
toes, which do not protect him
at all, as far as I can tell. All I
need to do is stab him with my
sharp sword, and that will be
end of him. Someday, he and
other two- legged humans will
look at me and admire me!”
said the young shrimp.
“Well if you won’t listen
to my advice,” said the old
shrimp, “you will have to learn
your lessons the hard way.”
The young shrimp soon
forget about the old shrimp’s
advice. He continued his habit
of looking for groups of other
young shrimps his age and
showing off before them. He
would engage in shrimp
gymnastics, bending his body
this way and that, to let them
see how strong his muscles
inside his beautifully glistening
step on your horns. Then I can
get out. When I’m out, I’ll help
you get out too.”
“That’s a good idea!” said
the goat happily as he did
what the fox told him to do.
The fox climbed on the
goat’s back and horns. Then
he jumped out of the well and
started on his way.
“Hey!” shouted the goat.
“Help me out of here. You
promised to help me.”
“You silly goat,” said the
fox. You should have thought
of that before you jumped in.
Next time, look before you
leap.”
-Answer the Comprehension
Check.
1. Where did the story
happen?
2. Who fell into the well?
3. Who jumped into the well?
4. Why do you think the goat
believed the fox? Explain.
5. How did the fox get out of
the well?
6. Why did the goat decided
to jump into the well?
7. If you were the goat, will
Some lived in igloos and
some lived in fleets,
Some lived in old straw huts
and some in new,
Their homes may be
different, the children like
you.
Some children are Finnish,
and some from Japan,
Some are Norwegian and
some from Sudan.
Oh yes, we have children in
valley, or pike,
Their countries are different-
the children alike.
Oh if they could dance and if
they could play
Altogether what a wonderful
day!
Some could come sailing and
some could just hike!
So much would be different-
The children alike.
-Using the Clustering
Organizer, discuss how
children from different parts
of the world differ from each
Jenna: Thank you Frieda,
indeed you are a true
friend. Thank you, and I
appreciate it very much.
Comprehension Check:
1. How did Susan react to
Joana’s statement?
2. Do you think Joana’s
action is right?
3. If you were Susan, will
you feel the same?
4. In the dialogue B, How
did Frieda approach
Jenna?
5. Did Jenna got angry?
Did she feel
embarrassed? Why?
6. If you were Jenna, will
you get mad at Frieda?
7. Why?
8. If you will choose
between Joana and
Frieda, who will you
choose? Why?
white shell, which hardly had you do the same? other.
any dark dots or lines on them,
unlike the other shrimps 8. If you were the fox, will you
around him. do the same?
Color
One day, a fishing boat yellow
w
of
re
d

the
passed by, with fisherman on
board looking for a good catch. 9. What is the moral of the
The boastful shrimp saw his story? hut

chance to display his athletic S

form before them. He swam to Childr

en
the surface of the water. The B. Enumerate the story Types of
Shelter
Aroun
Country of
Origin

d the
fisherman saw him. They cast grammar of the selection World

their net and in a few minutes, read.

the boastful young shrimp was fleet
Japa
n

caught in the net, along with -Characters: The Fox and the
other shrimps and fish. Goat
That day, at lunch time, Forms of
Clothing
rebozo
kimono

the boastful shrimp was seen -Settings: at the well

on the end of a barbeque stick,
his shell now in beautiful colors
of pink, red and brown with
some scorched spots from the
coals over which he was
roasted.
“What a fine, fat shrimp!”
explained the persons around
the dining table.
“It’s the best shrimp I’ve
ever tasted!” said the person
who picked up the barbeque
stick and cut up the shrimp,
after putting a little portion in
his mouth. The boastful, young
shrimp got his wish at last to
be admired by humans.
B. Answer the Comprehension
Check-up.
1. Describe the Shrimp based
on his outer and inner
-Plot: The goat saw the Fox
dinking at the well so the goat
did the same without giving a
second thought. In the end
the goat left at the well all by
himself.
-What does the author want
us to feel?
-What do you think is the
purpose of the author in
writing the story?
-Let pupils label the sub
clusters.
Can you give reasons why
they have different
complexions?
(They came from different
parts of the world)
Cite countries and their skin
color.
( Filipinos have brown
complexion, China and Japan
have yellow complexion,
Americans have white
complexion, Africans have
black complexions)
-Locate using map or globe

E. Discussing new concepts
and practicing new skill #2
appearance.
2. Why did the old shrimp
advised the boastful shrimp
not to display the latter’s shell
too much?
3. Did the boastful shrimp
listen to his advice? Why?
4. What happened to him?
5. What lesson did you learn
from the selection?
-Explain answers by giving
one’s opinion and supporting
idea
Group Work
Each group will have the
review of the selection listened
to.
A graphic organizer is used in
presenting and developing the
skill. The teacher asks each
group on action taken by the
boastful shrimp and later asks
for inferences on alternative
actions.
-What did we do to be able to
give alternative actions to the
action taken by the character
in the story they read.
-Presentation of each group
What is a Fable?
(The Fable is a short fictional
story that is characterized by
animals and it always gives us
a lesson in life.)
-What is the purpose of a
fable?
(The purpose of a fable is to
entertain and to inform.)
-What makes it unique?
(It is characterized by animals
having the attributes of
humans.)
Present a Bubble Talk.
Teacher calls on three pupils
to act out the dialogue and
complete the indirect
command or request.
A.
Grandfather: “Obey your
parents, Jojo”.
Jojo: “Yes Lolo”.
Shiella: Obey your parents,
Jojo.
B.
Millie: “Rizza, Please help
me finish my homework”.
where these children are
found.
Use your own graphic Group Work:
organizer, and supply the Each group will share an
missing details asked by each instance in their life when they
sub topic. experienced the tactlessness of
A. SHELTER a certain person.
B. CLOTHES How they reacted on it.
Children Around
the world
.
C. COLOR OF THE SKIN
D. COUNTRY ORIGIN

Rizza: “Sure”.
The teacher reads 10
statements and the pupils will Raffy:
identify whether it is a fact or Millie____Rizza____finish__
a bluff. (FACT OR BLUFF CARD) ___project
Answer:
Bluff 1. The animals can think.
 Millie asked Rizza to help
Bluff 2. The goat is a friend to her finish her project.
the fox.

Fact 3. The fox belongs to the

dog family.

Fact 4. The goat is a hog.

Fact 5. The fable is fictional.

Fact 6. Animals have their own

ways of communicating with
one another.

Fact 7. All fables give a lesson

in life.

Bluff 8. Talking animals like

humans is true.

Bluff 9. A fox is smarter than a

goat.

Fact 10. In the story, the fox is

F. Developing mastery Enumerate the characters in
(Leads to Formative the story.
Assessment 3) ( The Shrimp, The Old Shrimp)
-What line in the story tells
about the characteristics of the
shrimp?
-What part of the story you
liked best?
representing the smart
people.
Enumerate the different The teacher gives request
purposes of a selection. and command statements.
-to entertain Fill in the blanks the missing
words to complete the
-to inform sentences. Letters A to D
-to persuade A. Rico said, “Eric waters the
plants”.
-Rico_______ water the
Plants.
GROUP WORK Create a simple skit that shows
Present a Fishbone Mapping tactfulness in school.
Graphic Organizer. Checking.
Provide the needed data or
details to conclude the
general concept of children
of the world similarities and
differences.
Similarities and differences
of the Children of the World
 B. Liza said, “Please check
the papers for me, Annie.”

-Liza ____Annie ________

the papers for ____.

C. Mr. Mirasol said, “Jose,

submit your project early
tomorrow.”

-Mr. Mirasol ____ Jose

_____ project early
tomorrow.
D. The maid said, “Please
stay in your room, children.”
Each group will present each
work.
Explain why they chose the
said organizer.

- The maid ____the children

_____ stay in _____ room.

G. Finding
practical/applications of
concepts and skills in daily
living
A. FIND THE GEMS:
-Read the story of the selection
The Story of the Tiny Frog.
GROUP WORK: Group the
pupils into four.
-Group I is assigned to look for
A. ACT ME OUT:
- Group the pupils into 3 to
role play the selection below.
-Group I to entertain
Answers:
1. Rico ordered Eric to water
the plants.
2. Liza asked Annie to check
the papers for her.
3. Mr. Mirasol told Jose to
submit his project early
tomorrow.
4. The maid requested the
children to stay in their
room.
A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and
Prepare an outline about think of a situation.
- Find a partner and how you want to spend your Deliver a one minute dialogue
Christmas using the using the tactful way of
create a usual
scenario in class clustering of ideas. communicating with others.
that shows the use Checking after immediate The teacher checks the activity
the Characters in the story.
-Group II is assigned to look for
the Settings.
-Group III is assigned to look
for the Plot by sequencing the
events in the story in five
sentences.
- Group IV is assigned to look
for the Theme of the Story.
-Write each output in the
Manila Paper and each groupo
will assign a presentor in front
of the class.
-The teacher gives the final
correction/ clarification after
each presentor.
The Story of The Tiny Frog
There once was a bunch of tiny
frogs who got together to
arrange a competition to reach
to the top of the highest tower
in town.
As the date for the competition
was announced, the news
spread everywhere and crowd
in large numbers gathered
around the tower to see this
interesting competition and
cheer on the contestants. The
crowd did not really believe
any of these little frogs were
going to make it to the top of
the tower. Yet they were
curious…
The competition began, the _____ Date:
frogs quickly started to ascend _____________________
-Group II to persuade or of a command and submission of work. immediately using the RUBRIC.
convince. request in direct
-Group III to inform and indirect
discourse.
A Raven and a Swan - Each tandem is
e expected to present
A Raven, which you know is their work in one
black as coal, was envious of
minute.
the Swan, because her
feathers were as white as the
B. The teacher checks
purest snow. The foolish bird
the pupils work
got the idea that if he lived
like the Swan, swimming and immediately. Using
diving all day long and eating the Rubric for
the weeds and plants that making a dialogue.
grow in the water, his feathers
would turn white like the
Swan's. So he left his home in
the woods and fields and flew
down to live on the lakes and
in the marshes. But though he
washed and washed all day
long, almost drowning himself
at it, his feathers remained as
black as ever. And as the
water weeds he ate did not
agree with him, he got thinner
and thinner, and at last he
died.
B. The teacher uses the
Rubrics below for checking
the role play.
Role-Play Rubric BLM G–17
Name:
_________________________
and the crowd cheered!
As a few moments passed,
someone from the crowd
shouted, "Not a chance that
they will succeed! The tower is
too high!"
Another spectator said, "Yes,
they will never make it to the
top. It's way too difficult!"
As the competition continued,
some of the tiny frogs began
collapsing. One by one… tired…
exhausted… But the race
continued… as those who still
had the fight left, passionately
continued to climb higher and
higher…
In the excitement and anxiety
the crowd continued to yell, "It
is too difficult. No one will
make it!"
More tiny frogs got tired and
gave up. They all continued to
give up one by one, until there
was only ONE little frog left in
the competition who
continued to climb higher and
higher and higher…
This one wouldn’t give up!
This one tiny frog who, after a
big effort was the only one
who reached the top! This little
Activity:
________________________
Role played:
_____________________
Assessment done by:
_________________________
_____________________
Criteria: Rating: Speech was
clear with appropriate volume
and inflection. 5 4 3 2 1 Role
was played in a convincing,
consistent manner. 5 4 3 2 1
Arguments and viewpoints
expressed fit role played. 5 4 3
2 1 Costumes and props were
effectively used. 5 4 3 2 1
Role-play was well prepared
and organized. 5 4 3 2 1 Role-
play captured and maintained
audience interest. 5 4 3 2 1
Additional Criteria:
_________________________
_________________________
____________
_________________________
_________________________
____________
_________________________
_________________________
____________
_________________________
_________________________
____________ Comments:
_________________________
_________________________
____________
_________________________
_________________________
____________
 soul was the winner! He made
it! He got the glory!
Naturally, everyone wanted to
know how this one tiny frog
managed to pull it off when
every other contestant gave
up. Everybody wanted to know
how this tiny frog had found
the strength to reach this goal
that everyone else thought it
was impossible. So, they asked
questions.
It turned out that the winner
was deaf
H. Making generalization Ask: How do we get the
and abstraction about the significant details in the story
lesson. read?
Concept Formation: Noting the
significant detail is reading
between the lines to get the
main idea of the story, how it
started, developed and ended
with the help of the characters
and other elements of the
story.
_________________________
________________
Pupils will state the Fable’s
concepts.
Concept Formation:
Fable is a fictional story that
has a purpose of entertaining
and informing the readers. It
is peopled by animals that are
capable of talking and
expressing feelings as humans
Ask: What is Command?
What is Request?
-What is a direct discourse?
-What is indirect discourse?
Concept Formation:
In the reported command,
the verb “said” is not used,
instead, “told”. The word
“to” is added before the
verb.
-In reporting request, the
verb “asked” or “requested”
is used instead of “told”.
The word “please” is
dropped.
The quotation marks are
dropped.
Necessary changes are
Ask: What is the importance
of organizing ideas through
graphic organizer?
Concept Formation: The
clustering graphic organizer
shows and separates the
developed ideas from other
ideas. The use of the CGO
provides the organization of
ideas easy to understand,
making learning more
enjoyable
.
Ask; How do we show
tactfulness in communicating
with others?
Concept Formation:
1. Be honest but always
consider the feelings of others.
There are many ways in
communicating without hurting
the feelings of others.

I. Evaluating Learning Number each statement
according on how the story
happened.
_____The old shrimp advised
the handsome shrimp not to
show off too much.
_____When one day a
fisherman was looking for a
good catch.
_____The handsome Shrimp
starts to brag about his
handsomeness and athletic
figure.
_____He was caught by fishing
net of the fisherman.
_____The boastful shrimp was
cooked and eaten at lunch.
The teacher will read the
selections orally and the
pupils will identify its purpose.
1. Ultra was lying down on the
back porch when suddenly his
friend Kitten went to him and
she invited him to visit their
friend Sky at the pen.
2. The Frog went out for she
hate himself for being useless.
He couldn’t croak and jump.
After he fell into a deep well
and was about to face his
death, he was able to bring his
best and did even better. He is
certain that no one could help
us except our own self.
3. The Free Bird cried, “My
Darling sing the song of the
woodlands.”
The caged bird said, “Sit by my
side; I’ll teach you the speech
of the learned.”
4. There was a turtle that
couldn’t stop talking and the
geese made a challenge to
bring her to the nice place if
she could promise not to talk
made in the pronouns.
Examples:
Direct:
1. “Put down your bag,”
mother said to Leo.
2. “Please try the other
button,” Lyka said.
Read the short paragraph
below. Follow what you are
asked to do.
It was vacation time.
Being the eldest, Lina was
assigned by her mother to
clean the house. In order to
finish early, she called her
brothers and sisters to help
her.
Identify her statement if it
is a command or request
then transform each into a
reported form.
_______1. “Kevin, please
dust the furniture”.
_______2. “Susie, arrange
the books and magazines”.
_______3. “Husk the floor,
Ruben.”
_______4. “Help me put
some plants inside, Roy”.
_______5. “Please be
careful with the plates,
Susie”.
Use a graphic aid to organize
the ideas in the given
paragraph.
Provide a Title to the
paragraph.
pp.428-429
1. The Filipino is a very
respectful person. He shows
due respect to his parents,
elders and to people in
authority. He never misses
saying the word “po” and
“opo”. This is a Filipino way
Of showing respect, which
we are very proud of. He
kisses the hands of parents
and grandparents as a unique
way of showing respect to
elders. He calls his older
brother “Kuya and his older
sister “ate”.
Write T if it shows tactfulness
for each situation.
______1. Kindly do your work
on time because it can help in
our performance rating.
_______2. Work fast, you
waste our time.
_______3. We can finish the
task on time if we will help
each other.
_______4. It is much better if
we are a help than a burden to
other,
_______5. Speak like no one is
listening to you.

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 who scored
below 80%
C. Did the remedial lessons
work? No of learners who
Read a short story or dialogue.
Write the plot in 5 sentences.
-Be ready to share it in class.
because she will be carrying a
stick on her mouth. The turtle
agreed and so they flew to the
place. They heard people
saying something about them
and the turtle spoke. She fell
dead on the ground.
5. The monkey who was so
wise ate all the bananas and
went down without noticing
the thorns planted by his
friend turtle. His selfishness
ruined him.
Read another fable and fill up Read and tell what the Write a paragraph from the Cut out a comic strip and
the SWBS Chart meeting the person in each sentence given topics and present it to compose a comic balloon for
details in the story. said. the class using a graphic each conversation. Always use
SWBS: Plot AUTHOR:__________ organizer. a tactful way of communicating
Chart 1. Father said, “Avoid
PURPOSE:_________ A. Effect of Smoking on One’s your thoughts and feelings.
TITLE:____ playing near the pool, John”. Health
S- 2. “Please help me with my B. Students’ Addiction to
Somebody toy, Sandy”, Sam said. Internet Gaming
W- Wanted 3. “Pray before sleeping C. How Do You Celebrate
B- But Ela”, aunt Norma said. Christmas?
S- So 4. Estella said, “Please allow
me to visit my friend,
Grandma.”
5. “Proceed to my office”
the Principal said.
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 Paaralan: Baitang / Antas: VI
Guro: Asignatura: FILIPINO
DAILY LESSON LOG
Petsa / Oras: OCTOBER 29-31, 2018 (WEEK 1) Markahan: 3RD QUARTER

WEEK1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I.LAYUNIN (Objectives) Nagagamit sa pagsasalaysay Nabibigyang kahulugan ang Nakasusulat ng isang Nakasusulat ng isang Natutukoy ang mga
ang mga pandiwa na nasa iba’t- kilos, gawi at pananalita ng maikling reaksyon maikling reaksyon pandiwang ginamit at
ibang aspekto mga tauhan sa akda tungkol sa tungkol sa napapanahong ang aspekto nito
napapanahong paksa paksa
A.Pamantayang Pangnilalaman
( Content Standards)

B.Pamantayan sa Pagganap Nagagamit sa pagsasalaysay Nabibigyang kahulugan ang Nakasusulat ng isang Nakasusulat ng isang Natutukoy ang mga
(Performance Standards) ang mga pandiwa na nasa iba’t- kilos, gawi at pananalita ng maikling reaksyon maikling reaksyon pandiwang ginamit at
ibang aspekto mga tauhan sa akda tungkol sa tungkol sa napapanahong ang aspekto nito
napapanahong paksa paksa
C. Mga Kasanayan sa Pagkatuto Paggamit sa Pagsasalaysay ng Pagbibigay Kahulugan sa Pagsulat ng Isang Pagsulat ng Isang Pagtukoy sa mga
(Learning Competencies) mga Pandiwa na Nasa Iba’t- Kilos, Gawi at Pananalita ng Maikling Reaksyon Maikling Reaksyon Pandiwang Ginamit at
ibang Aspekto mga Tauhan sa Akda Tungkol sa Tungkol sa ang Aspekto Nito
Napapanahong Paksa Napapanahong Paksa
II.NILALAMAN (Content)
III. KAGAMITANG PANTURO (Learning
Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro (Teacher’s Guide BEC/PELC FIL. VI PAGSASALITA BEC/PELC FIL. VI PAGBASA BEC/PELC FIL. VI BEC/PELC FIL. VI PAGSULAT BEC/PELC FIL VI
Pages) PH. 4 ph. 4 PAGSULAT ph. 4 ph. 4 PAGSASALITA Ph. 4
2.Mga Pahina sa Kagamitang Pang-Mag-aaral
(Learner’s Materials Pages)
3.Mga pahina sa Teksbuk (Textbook Pages) Banghay Aralin sa Filipino Banghay Aralin sa Filipino Banghay Aralin sa Filipino 6,
6, ph. 142-146 6, ph. 110-111 ph. 110-111
4. Karagdagang Kagamitan mula sa portal ng Learning
Resource (Additional Materials from Learning
Resources (LR) Portal)
B.Iba pang Kagamitang Panturo (Other Manila Paper, Larawan Larawan, Tsart Tsart Tsart Manila paper
Learning Resources)
IV.PAMAMARAAN (Procedures)
A.Balik-Aral sa nakaraang aralin at/o Ano ang pandiwa? Magbigay ng Ano-ano ang aspekto ng Ano-ano ang mga dapat Ano-ano ang mga dapat Ano-ano ang mga dapat
pagsisimula ng aralin (Review Previous halimbawa ng mga salitang pandiwa? tandaan sa pagbibigay ng tandaan sa pagbibigay ng tandaan sa pagbibigay ng
Lessons) kilos o pandiwa at gamitin sa Magbigay ng halimbawa at kahulugan sa kilos, gawi kahulugan sa kilos, gawi at reaksyon?

B. Paghahabi sa layunin ng aralin
(Establishing purpose for the Lesson)
C. Pag-uugnay ng mga halimbawa sa
bagong aralin (Presenting examples
/instances of the new lessons)
sariling pangungusap.
Sino-sino angating mga ninuno
na unang dumating sa
Pilipinas?
Hanggang sa mgayon ay
nakikita parin natin ang mga
lahi nila. Maaari mo bang
ilarawan ang kanilang naging
pamumuhay?
Alam niyo bang sa Kalibo Aklan
ay taon-taon nilang
ipinagdiriwang ang Ati-atihan?
Paano kaya nagsimula ang
ganitong pagdiriwang?
Alamin natin.
Pagbasa sa talatang nakasulat
sa Manila Paper,”Ati-atihan sa
Kalibo Aklan”.
gamitin sa pangungusap.
Pagwawasto sa Itinakdang-
Gawain.
Paano mahihinuha ang
katangian o damdaming
ipinahahayag ng iyong
kapwa? Madali ba itong
Makita?
Paghawan ng balakid:
Hanapin ang kahulugan ng
tambalang-salita na nasa
kaliwa sa mga salita o
pariralang nasa kanan.
Isulat lamang ang titik.
____1. Bukang-liwayway
____2 . basing-sisiw
____3. Buhay-hari
____4.kakaning-itik
a.madaling-araw
b.api-apihan
c.mayaman
d.kaawa-awa
Sino sa inyo ang umaalis ng
bahay kahit hindi
pinapayagan? Alam ba
ninyo ang nararamdaman
ng mga magulang kapag
hindi sinusunod ang
kanilang payo?
Pagbasa sa
kuwentong”Liwanag sa
Dilim”.
at pananalita ng mga pananalita ng mga tauhan Pagwawasto sa takdang-
tauhan sa akda? sa akda? aralin.
Pagwawasto sa Takdang- Pagwawasto sa Takdang-
Aralin. Aralin.
Ano-ano ang mga Ano-ano ang mga Sino sa inyo ang may
napapanahong isyu o napapanahong isyu o pinag- alagang pato?
pinag-uusapan ngayon? uusapan ngayon? Ano-anong mga
pakinabang ang
Ano naman ang inyong Ano naman ang inyong makukuhan natin sa
masasabi tungkol dito? masasabi tungkol dito? pag-aalaga nito?
Paghawan ng balakid:
1.Mapapawi ang sakit
kung ating gagamutin.
2.Mag-ingat ka sa iyong
daraanan baka ka
matalisod.
3.Tumatawa at tila
nanunuya pa ang
kanyang kaaway nang
siya ay pagalitan.
Pagbasa sa maikling Pagbasa sa maikling Paglalahad sa tulang”Ang
kuwento na nasa ph. kuwento na nasa ph. 111- Pato at ang Bulati”.
111-112, Gintong Aklat sa 112, Gintong Aklat sa
Pagbasa. Pagbasa. Tumawag ng isang mag-
aaral na mahusay
bumasa at ipabasa ito
nang malakas.
D. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
(Discussing new concepts and
practicing new skills #1.
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
(Discussing new concepts & practicing
new slills #2)
F. Paglinang sa Kabihasaan (Tungo sa
Formative Assesment 3)
Developing Mastery (Leads to
Formative Assesment 3)
1.Tungkol saan ang talata?
2.Ayon sa talata, sino sa ating
mga ninuno ang unang
dumating sa lugar ng Panay?
3.Ilarawan ang naging buhay ng
mga Ati sa kabundukan? Mga
Malayo?
4.Paano nagkaroon ng Ati-
atihan sa Kalibo Aklan?
Balikan natin ang talata:
1.Ano-anong pandiwa ang
ginamit sa talata?
2.Isulat ito sa pisara.
3.Ipabasa ang lahat ng
pandiwang naibigay.
4.Nasa anong aspekto ang mga
pandiwang ginamit sa talata?
5.Magpabigay ng iba pang
halimbawa ng mga pandiwang
nasa iba’t-ibang aspekto at
ipagamit ang mga ito sa
pangungusap.
1.Bakit nagpasya si Henry 1.Bakit nagtungo ang 1.Bakit nagtungo ang 1.Bakit tinawag ng inahin
na sumama sa mga Pangulo at Unang Ginang Pangulo at Unang Ginang sa ang mga inakay?
naghahanap ng sa Barangay Kalayaan? Barangay Kalayaan? 2.Ano ang samo ng
kayamanan? 2.Paano makatutulong 2.Paano makatutulong ang bulati?
2.Ano-anong mga ang pabahay sa mga pabahay sa mga iskwater? 3.Dapat bang maniwala
katangian ni Henry ang iskwater? 3.Sa inyong palagay, agad tayo sa pangako ng
iyong kaibigan? 3.Sa inyong palagay, makatutulong bas a mga isang tao? Bakit?
3.Kubng ikaw ang nanay ni makatutulong bas a mga iskwater ang pagkawala ng 4.Anong aral ang iyong
Henry, anong payo ang iskwater ang pagkawala Smokey Mountain? Bakit? napulot sa tula?
maibibigay mo sa kanya? ng Smokey Mountain?
4.Angkop baa ng kuwento Bakit?
ang pamagat na “Liwanag
sa Dilim”? Ipaliwanang ang
sagot.
1.Pagsagot sa mga tanong Pangkatang Gawain: Pangkatang Gawain: Isulat Pagbasa sa mga
na may pag-iisip. Isulat sa isang manila sa isang manila paper ang pandiwang ginamit sa
2.Ipakita ang semantic paper ang inyong sagot inyong sagot sa mga tula. Halimbawa:
webbing ang katangian ni sa mga katanungan katanungan kasama ng
Henry at ng kanyang Ina. kasama ng iyong iyong pangkat. Humanda sa tinawag, tinuka
pangkat. Humanda sa paglalahad nito sa klase.
H
paglalahad nito sa klase. Kailan ginawa ang kilos?
Paano natin gagawin ang
mga pandiwang ito sa
aspektong ginagawa pa,
e
at gagawin pa lamang?
Anong panlapi ang
idinagdag upang mabuo
ang aspektong ginagawa
n
at gagawin pa lamang?
Ipagawa ang Magbigay ng iba pang
Pagpapayamang halimbawa at tumawag
ng ilang mag-aaral na
r
Gawain:Gawain 1 sa ph.
gagawa sa pisara.
143 banghay aralin sa
Filipino 6. Ibigay ang aspektong
ginagawa at gagawin pa
y
lamang:

G. Paglalapat ng aralin sa pang araw-
araw na buhay (Finding Practical
Applications of concepts and skills in
daily living)
H. Paglalahat ng Aralin (Making
Generalizations & Abstractions about
the lessons)
I.Pagtataya ng Aralin (Evaluating
Learning)
Pangkatang Gawain:
Pangkatin ang klase. Sabihing
sila ay gagawa o susulat ng
isang talata tungkol sa kanilang
magiging paksa. Gumamit ng
mga pandiwang nasa iba’t-
ibang aspekto. Ipaalala ang
wastong hakbang sa pagsusulat
ng talata.
“Paano Ipinagdiriwang ang
Araw ng Undas?”
Pagkatapos hayaang ilahad ng
bawat pangkat ang kani-
kanilang talata. Iwasto at
bigyan ng iba pang
impormasyon na makakatulong
sa pagpapabuti ng kanilang
talata.
Ano-ano ang mga aspekto ng
pandiwa?
Ano-ano ang mga dapat
tandaan sa pagsusulat ng isang
talata?
PANUTO: Isalaysay ang iyong
karanasan tungkol sa mga
sumusunod na paksa. Gumamit
ng mga pandiwa na nasa iba’t-
ibang aspekto. Pumili ng nais
mong paksa
1.Ang Aking Paglalakbay
Papunta sa Isang Lugar
2.Ang Pagdiriwang ng Aking
Ano-ano ang mga dapat
tandaan sa pagbibigay ng
kahulugan sa kilos, gawi at
pananalita ng mga tauhan
sa akda?
Basahin ang mga talata na
ibibgay ng guro. Lagyan ng
nababagay na damdamin o
katangian ng bawat tauhan
sa ibaba ng talata.
1.sumayaw
2.tinuruan
3.ipinagluto
Magbigay ng iyong Magbigay ng iyong Pangkatang Gawain:
reaksyon tungkol sa reaksyon tungkol sa Magbigay ng tiglimang
nagaganap na isyu nagaganap na isyu tungkol pandiwa na nasa iba’t-
tungkol sa droga sa ating sa droga sa ating bansa. ibang aspekto at gamitin
bansa. ito sa pangungusap.
Ano-ano ang mga dapat Ano-ano ang mga dapat Ano ang tatlong aspekto
tandaan sa pagbibigay ng tandaan sa pagbibigay ng ng pandiwa?
reaksyon? reaksyon?
Magbigay ng iyong Magbigay ng iyong Tukuyin ang pandiwang
reaksyon tungkol sa reaksyon tungkol sa maling ginamit at ang aspekto
maling pagtatapon ng pagtatapon ng basura sa nito sa bawat
basura sa karagatan at karagatan at paggamit ng pangungusap.
paggamit ng maling maling pamamaraan sa
pamamaraan sa pangingisda. 1.Malayo ang nilakbay ng
pangingisda. aking ama galing
Maynila.
2.Dadalo kami sa
kaarawan ng aking
 Kaarawan
3.Paano Ko Pasasalamatan Ang
Aking Mga Magulang?
J. Karagdagang gawain para satakdang- Isalaysay kung paano ka
aralin at remediation (Additional makatutulong sa
activities for application or pagpapanatiling maayos at
remediation) maaliwalas ang iyong
kapaligiran. Gumamit ng mga
pandiwa na nasa iba’t-ibang
aspekto pagkatapos guhitan
ang mga ito.
V.MGA TALA (Remarks)
pinsan sa Pangasinan.
3.Nanonood sila ng liga
sa plaza kasama ang
aking kapatid.
Sumulat ng pahayag ayon Magbigay ng iyong Magbigay ng iyong maikling Gamitin sa pangungusap
sa hinihinging damdamin. maikling reaksyon reaksyon tungkol sa ang mga sumusunod na
tungkol sa pagmimina ng pagmimina ng ginto sa mga pandiwa at tukuyin kung
1.paghanga ginto sa mga kabundukan. nasa anong aspekto ang
2.pagkabigla kabundukan. mga ito.
3.pagwawalang-bahala
1.Kinakabahan
2.Nilapitan
2.Pumipitas
4.Dumalaw
5.Magbabakasakali

VI. PAGNINILAY (Reflection)

A.Bilangng mag-aaralnanakakuhang 75%
sapagtataya (No.of learners who earned 75%
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba
pang gawain para sa remediation (No.of
learners who requires additional acts.for
remediation who scored below 75%)
C. Nakatulongbaang remedial? Bilangng
mag-aaralnanakaunawasaaralin? (Did the
remedial lessons work? No.of learners who
caught up with the lessons)
D. Bilangngmga mag-aaralnamagpatuloysa
remediation? (No.of learners who continue
to require remediation)
E.
Alinsamgaistrateheyangpatuturonakatulong
nglubos? Paanoitonakatulong? (Which of my
teaching strategies worked well? Why did
this work?)
F.
Anongsuliraninangakingnaranasannasolusyo
nansatulongngakingpunongguro at
superbisor? (What difficulties did I encounter
which my principal/supervisor can help me
solve?)
G.
Anongkagamitangpanturoangakingnadibuho
nanaiskongibahagisamgakapwakoguro?
(What innovations or localized materials did I
used/discover which I wish to share with
other teachers?)
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH-MUSIC
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrates understanding of the Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Weekly Test
concept of musical forms and musical the concept of musical forms and the concept of musical forms and the concept of musical forms 1. Administerin
symbols musical symbols musical symbols and musical symbols g test
questions
correctly
2. Administerin
g of weekly
test in Music
6
3. Setting of
Standards
4. Test Proper
5. Checking of
Test Results
B.Performance Standards Performs accurately the design of Performs accurately the design of Performs accurately the design of Performs accurately the design
structure of a given musical piece structure of a given musical piece structure of a given musical piece of structure of a given musical
piece
C.Learning Analyzes the musical forms of the Analyzes the musical forms of the Uses the different repeat marks Uses the different repeat marks
Competencies/Objectives following following that are related to form; that are related to form;
1. Leron Leron Sinta 1. Leron Leron Sinta 1. Da Capo (D.c) Da Capo (D.c)
2. Silent Night 2. Silent Night 2. Dal Segno (D.S.) Dal Segno (D.S.)
3. Happy Birthday 3. Happy Birthday 3. Al Fine (up to the end) Al Fine (up to the end)
4. Joy to the world 4. Joy to the world 4. D.C. al Fine (repeat from D.C. al Fine (repeat from
5. Bahay Kubo 5. Bahay Kubo beginning until the word beginning until the word fine)
6. Ili-Ili Tulog Anay 6. Ili-Ili Tulog Anay fine) II: :II
7. Paru-Parung Bukid 7. Paru-Parung Bukid 5. II: :II /----/ /-----/
8. Ang Bayan Ko 8. Ang Bayan Ko 6. /----/ /-----/ (Ending 1, ending 2)
9. Pamulinawen 9. Pamulinawen (Ending 1, ending 2) MU6FO-IIIc-3
10. Tinikling 10. Tinikling MU6FO-IIIc-3
11. Lupang Hinirang 11. Lupang Hinirang
MU6FO-IIIa-b-2 MU6FO-IIIa-b-2
II.CONTENT Forms Forms Forms Forms
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
The 21st Century MAPEH in Action The 21st Century MAPEH in Action The 21st Century MAPEH in The 21st Century MAPEH in
p.44-47 p.44-47 Action p.48 Action p.48
MISOSAA$-module 23 MISOSAA$-module 23 MISOSA4-module 17 MISOSA4-module 17
Manwal ng Guro Umawit at Manwal ng Guro Umawit at
Gumuhit 5 Valdecantos, Emelita Gumuhit 5 Valdecantos, Emelita
C, 1999 pp. 39, 38-40 C, 1999 pp. 39, 38-40

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
What is pollution?
Give the different types.
Let the pupils identify the different
songs.
1. Happy birthday
2. Bahay Kubo
Let them identify the forms of the
songs..How many times did u sing it?
Form in music is the way a musical
composition is arranged. This
composition could be either any
musical piece as sung by vocalists or
singers or the music created by
means of musical instruments.
What is form?
Form 4 groups. Each will be giving
examples of songs according to
forms. Let the other group guess
the forms.
Singing of songs according to the
different forms
What is form?
What is ternary? Identify the symbol
II: :II
Give the symbol for repeat marks What is the importance of
in music. musical symbols like repeat
marks or ending marks in a
musical composition?
Draw the repeat and ending sign Identify the repeat marks in the
for music. Ex II: :II composition.
(The teacher shall provide a
copy with symbols)
Repeat marks for forms are the Using the songs given to them
following: they will form 4 groups and they
1. Da Capo(D.C.) repeat will sing the song according to
from beginning of the the musical marks.
composition
2. Dal Segno(D.S )indicates
that the musical piece is
to be repeated from the
sign S.
3. Da Capo And Dal Segno-
have the same purpose
in repeating the
particular sections
except in the exact
places where to begin.
They also end with the
word “Fine”.
4. D.C. Al Fine- means that
the section is to be
repeated from the
beginning up to the
word “Fine” or up to the
end.
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding Practical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Diff Kinds Of Forms: Review on the different kinds of What is a Choir?
1. Unitary Form- contains only forms Have u been a member of a
one section which remains choir?
the same all throughout the
whole composition ex.
Dandansoy
2. Binary(AB)- made up of two
musical parts or has two
different melodic ideas. Ex
Paru-Parung Bukid
3. Ternary- utilizes a three-
part form represented by
(ABC) and sometimes, third
part is a repititon of the first
part represented by (ABA)
Ex. Lupang Hinirang
4. Rondo (ABACA) is made up
five or more musical parts
with some repetitions. Ex.
Maligayang Araw
What are the different forms? Give What are the different forms? Give the different repeat marks What are the different repeat
examples for each. Give examples for each. related to form with its meaning. marks?
Identify the musical forms of the Give examples of each form by Identify the following repeat
Following songs group (singing) marks.
1. Happy Birthday 1. have the same purpose
2. Maligayang Araw in repeating the
3. Leron Leron Sinta particular sections
4. Dandansoy except in the exact
5. Lupang Hinirang places where to begin.
They also end with the
word “Fine”.
2. repeat from
beginning of the
composition
3. means that the
section is to be
repeated from the
beginning up to the
word “Fine” or up to
the end.
 4. indicates that the
musical piece is to be
repeated from the sign
S.
5.end of the song.
J.additional activities for
application or remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilangng mag-aaralnanakauhang
80% sapagtatayao.
B.Bilangng mag-
aaralnanangangailanganngiba pang
Gawain para sa remediation
C.Nakatulongbaangremedial?
Bilangng mag-
aaralnanakaunawasaaralin.
D.Bilangng mag-
aaralnamagpapatuloysa
remediation
E.Alinsamgaestratehiyangpagtutur
oangnakatulongnglubos?
Paanoitonakatulong?
F.Anongsulioraninangakingnaranas
annasolusyunansatulongngakingpu
nungguro at superbisor?
G.Anongkagamitangpanturoangaki
ngnadibuhonanaiskongibahagisaka
pwakoguro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT / TOPIC
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
The learners demonstrate understanding of gravity and friction affect movement of objects
The learners should be able to produce an advertisement demonstrate road safety.
Infer how friction and gravity affects movements of different objects. Infer how friction and gravity  Identify ways
- Define friction affect movements of different to reduce
- Identify the different kinds of friction objects S6FE-IIIa-c-1 friction
- Demonstrate how friction work Describe how friction affects Infer how friction and gravity  Infer how
- Work cooperatively with the group
motion affect movements of different reducing
Identify conditions when friction objects. S6FE-IIIa-c-1 friction
seems to resist motion Knowledge: Describe how wastes
Compare how objects move in friction affects motion. matter as
different surfaces Skills: Demonstrate ways on well as
how friction affects motion. energy
Attitude: Develop awareness in  Appreciate
keeping a road trip safety. the value of
reducing
friction in
our daily life
Ways of Reducing
Describing How Friction Affects
Gravitation and Frictional Forces Gravitation and Frictional Forces Frictional Force Friction
Motion
Cyber Science 6, pp. 193-197 Cyber Science 6, pp. 193-197 Science Links 6, pp320-321 Explore and
Science Links 6, p. 314 Science Links 6, p. 314 Cyber Science 6 pp. 194-200 Experience Science 6
pp. 224-226
Powerpoint Presentation, Activity Powerpoint Presentation, Activity
Sheet Sheet
Explore and Experience Science 6,

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
Study the pictures. Identify the word
that could describe the picture.
Group activity
See activity sheet
Ask learners questions about the
previous lesson (friction).
Learners read again the definition
friction
Show example of friction
Group activity
See activity sheet
pp. 222 - 227
Teacher’s Instruction The teacher recalls the activity Let the pupils
Brainstorming. The teacher ask during the other day. demonstrate on what
the students what things they activities friction are
remember when they hear the present. Ask your
word “FRICTION”. The students pupils to define what
will write it in their notebooks is friction.
then on the board.
Question of the day: The teacher will show the Let the students try to
How friction affects motion? signage or road sign “Slippery polish the floor
when wet”. The teacher asks without floor wax and
why there is a need to be the other pupil with
careful if the floor or road is floor wax. Which is
wet. easier to husk the
floor with wax or
without wax?
Teacher’s Instruction The teacher will introduce the
Activity 1.3 FRICTION FREE The activity.
teacher will use the activity as The pupils will do the activity.
guide. The pupils recall the setting
standards in doing the science
activity.
Students present their output on Answer guided questions from ACTIVITY: Friction
the activity. The teacher will give the activity Free
feedback about the result. PROBLEM: How does
lubricant work?
MATERIALS:
A smooth metal tray
Notebook
Bottle
Water
A small flat glass
Soap
PROCEDURE:
 1. Hold up the
tray on the
books to
make a slope.
2. Wet one side
of the tray
and slide the
bottle
3. Now, rub the
soap on the
wet side and
slide the
bottle down
again.
Observe the
movement of
the bottle.
OBSERVATION:
1. Is there
friction
between the
bottle and
the dry metal
tray?
2. Why did the
glass bottle
slide down
easily when
the surface
of the tray
was wet with
water?
3. What
happened
when you
rubbed the
soap ont
E. Discussing new concepts and Group discussion Group discussion Answer the Guide Questions. Group reporting or presentation GROUP
 Discuss how friction affects of their outputs through PRESENTATION/REPO
motion. differentiated activities. The RTING
teacher will give feedback on
See activity sheet See activity sheet the works of the pupils.
practicing new skills #2 Gr. I-Jingle Making
Gr. II. Dramatization
Gr. III. Poster Making
Gr. IV. Broadcasting
Gr. V. Advertisement
Analyze and discuss the outputs of Analyze and discuss the outputs of Video can be shown and 1.) What are the
the learners about friction the learners about the different discussed. common
kinds of friction https://www.youtube.com/watc household
h?v=PNDRIicw4E0 activities that
needs a reduce
friction?
2.) Why is reducing
friction
important?
3.) What are the
F. Developing mastery
common
(leads to formative assessment )
household
materials that
help us reduce
friction?
4.)

( Questions will arise

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalization and
abstraction about the lesson
Ask learners to cite other activities
that has something to do with
friction
Discuss the pictures shown in the
motivation and ask learners about
the meaning of friction
Discuss within the class the
different kinds of friction
Ask learners on the different kinds
of friction
The teacher asks the importance
of friction in schools and at
home.
as the students
reacted to the
discussion )
Describe what will happen to a You find
vehicle that is running fast in difficulty in pedalling
highway if there is no friction. your bike because of
How about if roads are too the rusty surface.
rough? What should you do
and why?
Through the use of Venn What are ways to
Diagram, let the pupils describe reduce friction?
the effects of friction on the
 objects motion. (How friction
affects motion?)
Give multiple choice questions The teacher gives ten-question QUIZ NO. 1 QUIZ NO. 2
I. Evaluating learning about friction and different kinds of quiz about how friction affects
friction motion.
Learners search the internet or other Learners work on assignment of Teacher’s Instruction Group the class into 4. Let them List two reasons why
references on other activities in the their choice about the other Brainstorming. The teacher ask make their own advertisement friction is important
community that show friction examples of friction the students what things they about the road safety. Remind for you to function in
remember when they hear the them that their advertisement your everyday life.
J. Additional activities for word “FRICTION”. The students should be related to the concept
application / remediation will write it in their notebooks of the effects of friction on the
then on the board. motion of an objects

Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be

Lesson done : Lesson done : Lesson done : Lesson done : continued :
Lesson done :
Pa Fail ML T Pa Fail ML T Pa Fail ML T Pa Fail ML T
sse ed sse ed sse ed sse ed Pa Fail ML
d d d d sse ed
M M M M d
V. REMARKS
MR MR MR MR M
IAP IAP IAP IAP MR
GC GC GC GC IAP
S S S S GC
S

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work
? No. of learners who have
caught up with the lesson
D. No. of learners who continue
 to require remediation
E. Which of my teaching
strategies worked well ? Why
did this work ?
F. What difficulties did my
principal or supervisor can help
me solve ?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers ?