School Kalangahan Elementary School
GRADES 1 to 12
DAILY LESSON LOG
Monday
I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang kakayahan sa
mapanuring pakikinig at pag-unawa sa
napakinggan
Naipamamalas ang kakayahan at tatas sa
pagsasalita sa pagpapahayag ng sariling
ideya, kaisipan, karanasan at damdamin
B.Pamantayan sa Pagganap Nakapag-uulat ng impormasyong
napakinggan at nakabubuo ng balangkas
ukol dito
Nakagagawa ng isang ulat o panayam
C.Mga Kasanayan sa Pagkatuto Nasusunod ang napakinggang panuto o
hakbang ng isang gawain F5PN-IIId-g-1
Nagagamit ang magagalang na pananalita
sa pagpapahayag ng panghihinayang F5PS-
IId12.20
II.NILALAMAN Pagsunod sa Napakinggang Panuto o
Hakbang ng Isang Gawain
Paggamit ng Magagalang na Pananalita sa
Pagpapahayag ng Panghihinaya
III.KAGAMITANG PANTURO
A.Sanggunian
Grade Level Five
Teacher Mellanie A. Tamares
Teaching Date and Time Nov.20-24, 2017
Tuesday
Naipamamalas ang kakayahan at tatas sa
pagsasalita sa pagpapahayag ng sariling
ideya, kaisipan, karanasan at damdamin
Nakagagawa ng isang ulat o panayam
Nagagamit ang pang-abay at pang-uri sa
paglalarawan F5WG-IIId-e-9
Paggamit ng Pang-abay at Pang-uri sa
Paglalarawan
Learning Area Filipino
Quarter Third/Week 4
Wednesday Thursday Friday
Naisasagawa ang mapanuring pagbasa sa Napauunlad ang kasanayan sa Naipamamalas ang
iba‘t ibang uri ng teksto at napalalawak pagsulat ng iba‘t ibang uri ng sulatin kakayahan sa mapanuring
ang talasalitaan panood ng iba‘t ibang uri ng
Naipamamalas ang iba‘t ibang kasanayan media
upang maunawaan ang iba‘t ibang teksto
Naipamamalas ang pagpapahalaga at
kasanayan sa paggamit ng wika sa
komunikasyon at pagbasa ng iba‘t ibang
uri ng panitikan
Nakabubuo ng isang timeline ng binasang Nakasusulat ng isang tula o kuwento Nakagagawa ng ulat tungkol
teksto (kasaysayan), napagsusunod-sunod at talatang naglalahad ng opinyon o sa pinanood
ang mga hakbang ng isang binasang katotohanan
proseso, at nakapagsasaliksik gamit ang
card catalog o OPAC
Nakagagawa ng nakalarawang balangkas
upang maipahayag ang nakalap na
impormasyon o datos
Napapahalagan ang wika at panitikan sa
pamamagitan ng pasgsali sa usapan at
talakayan, paghiram sa aklatan,
pagkukuwento, pagsulat ng tula at
kuwento
Naibibigay ang kahulugan ng salitang Nakasisipi ng talata mula sa huwaran Nasusuri ang mga
pamilyar at di-pamilyar ayon sa iba‘t F5PU-III d-4 tauhan/tagpuan sa napanood
ibang sitwasyong pinaggamitan F5PT-IIId- na maikling pelikula F5PD-III
1.8 c-i-16
Nahuhulaan ang maaaring mangyari sa
teksto gamit ang dating
karanasan/kaalaman F5PB-IIId-17
Nagagamit ang nakalarawang balangkas
upang maipakita ang nakalap na
impormasyon F5EP-IIId-8
Natutukoy ang magagandang mensahe ng
binasang akda F5PL-0a-j-4
Pagbibigay Kahulugan sa Salitang Pamilyar Pagsipi ng talata mula sa huwaran Pagsusuri sa mga
at Di-pamilyar Ayon sa Iba‘t ibang Tauhan/Tagpuan sa
Sitwasyong Pinaggamitan Napanood na Maikling
Paghula sa Maaaring Mangyari sa Teksto Pelikula
Gamit ang Dating Karanasan/Kaalaman
Paggamit ng Nakalarawang Balangkas
Upang Maipakita ang Nakalap na
Impormasyon
Pagtukoy sa Magagandang Mensahe ng
Binasang Akda
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa bagong
ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
CG p. 73
Hiyas sa Wika 5 pp.154-156
panuto, manila paper, plaskard ng mga
salita
1.Pagbabaybay
Magdidikta ang guro ng limang salita at
gagamitin sa pangungusap. Isusulat ng mga
bata ang wastong pantig ng mga salita.
1. pagsusulit
2. sertipiko
3. dokumento
4. kalihim
5. panauhin
2.Balik-aral
Batay sa inyong napanood na teleserye,
ilarawan nyo nga ang mga tauhan at
tagpuan nito
1.Paghawan ng Balakid
Ibigay ang kahulugan ng salitang may
salungguhit.
a. Ang pagsusulit ay gaganapin bago
magpasukan.
b. Magdala ng dokumento na kakailanganin
sa pagpapatala.
c. Ang mga bata ay kailangan ang panayam
ng guro
1.Pagganyak
Malapit na naman ang pasukan, ano ang
dapat ihanda ng inyong mga magulang
sa pagpapatala sa paaralan?
2.Pangganyak na tanong
Araw ng pagpapatala ng mga bata, ano ang
dapat gawin ng inyong mga magulang
pagdating sa paaralan?
3. Pagbasa ng panuto(Tingnan ang kalakip
na panuto sa hulihan)
Pagsagot sa mga tanong
1. Bakit may mga panuto ang paaralan na
CG p. 73
Hiyas sa Wika 5 p.159-161
Tsart, larawan, manila paper,larawan
1.Pagbabaybay
Ipabaybay sa mga bata ang mga salitang
idinikta kahapon ng guro.
2.Balik-aral
Isulat sa bawat bahagi nito ang mga dapat
tandaan sa pagsunod sa panuto.
Paghawan ng balakid
Panuto: Iugnay ang kahulugan ng salita sa
Hanay A na nasa Hanay B
Hanay A Hanay B
1. Ginugunita A. nag-abala
2. Paglulundagan B. dumarayo
3. Dumadalaw C. iba-iba
4. Pinaghandaan D.ipinagdiriwang
5. Sarisari E. nagluksuhan
F. nagkasundo
1.Pagganyak
Pagpapakita ng larawan. Ano ang masasabi
mo tungkol dito, ilarawan mo nga ang
tahanang ito.
Ano ang tawag natin sa mga salitang ginamit
sa paglalarawan ng tahanan?
2.Pagbasa ng kuwento(Tingnan sa hulihan
ang kalakip na kuwento)
―Ang Ati-atihan sa Kalibo, Aklan‖ Hiyas sa
Wika 5, p 159-161
Pagsagot sa mga tanong tungkol sa kuwento
1. Kailan ginugunita ng mga naninirahan sa
CG p. 73
Hiyas sa Pagbasa 5 pp. 24-26
ttps:google.hairstyle.com.ph.
liham, larawan, manila paper
1.Balik-aral
Magbigay ng mga halimbawa ng pang-uri
at pang-abay.Isulat sa loob ng hugis
1.Paghahanda
Isaayos mo ayon sa pagkakasunod-sunod
ng bagong alpabeto. Lagyan ng
bilang 1-8
-------Xerox ---------Karaoke
--------Radyo
-------Pansit ---------Alkohol
--------Bangko
-------Mesa ---------Videoke
Pamilyar ba kayo sa mga salitang ito?
Ibigay ang kahulugan
1.Pagganyak
Mahalaga ba ang buhok sa isang tao?
Bakit? Tingnan ang mga larawan
Pamilyar ba kayo sa mga bagay na ito.
Alin sa mga ito ang di ka pamilyar?
2.Pagbasa ng liham, ―Buhok, Suklayin,
Ayusin( liham)
Hiyas sa Pagbasa 5, pp.24-26
A. Pagsagot sa mga tanong
1. Batay sa liham, sino si ate Lydia? Ano
CG p. 73
Likhang talata ng guro talata, manila
paper
Balik-aral
Ibigay ang bahagi ng balangkas
Pagganyak
Pasulatin ang mga bata sa show-me-
board ng mga pangungusap na may
kaugnayan
sa mga ginagawa nila araw-araw.
Ipabasa ito sa ibang bata.
1.Pangganyak na tanong
Kung pagsasama-samahin natin ang
mga pangungusap na inyong isinulat,
ano ang inyong mabubuo?
2.Paglalahad
Magpakita ng modelo ng isang talata.
Hayaang suriin ito ng mga bata.
Ang tao ay natatanging nilalang ng
Diyos. Kung ihahambing nga naman
sa iba pang nilikha sa daigdig, walang
pag-aalinlangang masasabi na ang tao
ang nakahihigit sa lahat. Ang
paniniwalang ito ay maibabatay sa
mataas na antas ng pag-iisip ng tao.
Bunga nito, at ng iba pang tanging
kakanyahang ibinibigay ng Diyos sa
tao may mga tungkuling iniatang ang
Diyos sa balikat ng bawat
tao.Masasabing ang tao ang
pinakamahalagang instrument para
maisakatuparan ang mabubuting
gawa na ikinalulugod ng Diyos.
Pagsagot sa mga tanong
1. Ano ang bumubuo sa isang talata?
CG p. 73
https://m.youtube.com/watc
h?v=pdqczl7twfg
Kuwento ng Gamugamo- Mga
kuwentong Pambata
Video clip
Balik-aral
1. Ano-ano ang mga dapat
tandaan sa pagsipi ng isang
talata?
Paghawan ng Balakid
Ibigay ang kahulugan ng
salitang may salungguhit.
1. Maganda ang napanood
kong pelikula.
2. Maraming artista ang
tumutulong sa mga
mahihirap na bata.
3. May mga tauhan sa
pelikula na ang ganap ay
kontrabida.
1.Pagganyak
Pagpapakita ng guro ng
larawan ng gamu-gamo.
Ano ang masasabi ninyo sa
larawan?
2.Pangganyak na tanong
Nakapanood ka na ba ng
pelikula? Ano ang dapat
tandaan kapag nanonood ng
pelikula?
3.Panonood ng mga bata ng
maikling pelikula
https://m.youtube.com/watc
h?v=pdqczl7twfg
Kwento ng Gamu-gamo- Mga
kuwentong Pambata
A. Pagsagot sa mga tanong
1. Ano ang pamagat ng

E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
dapat sundin sa pagpapatala?
2. Anong mangyayari kung walang ganitong
panuto?
3. Saan natin makikita ang panutong ito?
4. Ano ang dapat gawin sa mga panutong
ating mababasa?
Gawin Natin
Pangkatin ang mga bata sa tatlo, bawat
pangkat,ay bibigyan ng panuto na dapat
sundin.
Pangkat 1
Iguhit ang kaganapan sa mga magulang at
mag-aaral kapag unang araw ng
pagpapatala sa paaralan.
Pangkat 2
Isulat ang hakbang o panuto na dapat
sundin ng mga bata sa pagpapatala sa
paaralan.
Pangkat 3
Lumikha ng dalawang taludtod ng tula na
dapat sundin sa pagpapatala gamit
ang magagalang na pananalita at
panghihinayang sa hindi paggamit nito.
Gawin Ninyo
Kung sakaling liban ka ng araw na itinuro ng
Aklan ang pagkakasundo ng mga Ati o Ita at
mga Malayo?
2. Paano nila ipinagdiriwang ang kanilang
pagkakasundo?
3. Paano sumayaw ang mga Ati-atihan?
4. Ano ang masasabi mo sa kanilang
kasuotan?
Basahin ang mga pangungusap.
a. Sadyang mahuhusay sumayaw ang mga
Ati-atihan.
b. Masayang naglulundagan ang mga ati.
c. Nagpapahid sila ng makapal na uling.
d. Nagsusuot sila ng makukulay na damit.
Ano-ano ang mga salitang may salungguhit?
Paano ginamit ang mga salita?
Gawin Natin
Pangkatin ang mga bata sa tatlo. Gagawin ng
bawat pangkat ang sumusunod
Magtala ng angkop na pang-uri at pang-abay
sa mga sumusunod na larawan.
Gamitin ito sa pangungusap at ipaliwanag
kung ang gamit nito ay pang-uri o
pang-abay.
Basahin ang mga pangungusap, isulat kung
ang gamit ng mga salitang may salungguhit
ang suliranin ni Eunice? 2. Paano isinusulat ang simula ng pelikulang inyong napanood?
2. Ano ang pamilyar na salita ang ginamit pangungusap? Paano ito tinatapos? 2. Sino-sino ang mga tauhan
sa liham? Di-pamilyar na salita? 3. Paano isinusulat ang mga tanging sa kuwento? Ibigay ang
3. Ano ang maaaring mangyari kung laging ngalan ng tao? katangian ng bawat isa.
binibraid o sinasalapid ang buhok? 4. Ano-ano ang mga bantas na 3. Ilarawan ang tagpuan.
4. Ano pa ang nagiging sanhi ng ginagamit sa pagsulat ng talata? 4. Ano ang pangyayaring
pagkanipis o pagkakalbo ng buhok? 5. Ano-ano ang mga dapat tandaan sa naibigan mo sa pelikula?
5. Ano-anong mahahalagang detalye ang pagsulat ng talata? Ipaliwanag kung bakit mo ito
iyong natutuhan sa binasa? naibigan.
6. Ano ang magandang mensahe ng 5. Alin naman ang hindi mo
binasang akda? naibigan? Bakit?
6. Ano ang aral na nais
ipahatid ng pelikula?
Gawin Natin Gawin Ninyo Pangkatang Gawain
Pangkatin ang mga bata sa tatlo.Isagawa Pangkatang Gawain Panoorin ang mga bata ng
ang mga ibibigay na gawain. Pabilangin ang mga bata ng 1, 2, 3 at pelikula, gawin ang
Pangkat 1 pagkatapos ay magsasama-sama sila sumusunod na pagsasanay.
Pangkatin ang mga sumusunod na salita. batay sa Pangkat 1- Itala ang pangalan
Ilagay sa tamang hanay at ibigay ang kanilang bilang. Bawat pangkat ay ng bawat tauhan at katangian
kahulugan nito. bibigyan ng guro ng talata at sisipiin ng bawat isa
braid pino marupok curlers klase nila ito ng Pangkat 2- Ilarawan ang
produkto hair spray makintab shampoo wasto. Iuulat ng taga-ulat ang tagpuan ng pelikulang
ponytails kanilang ginawa na nakasulat sa napanood
Pamilyar Kahulugan manila paper. Pangkat 3- Itala ang
Di-Pamilyar Bigyang pansin kung wasto ang pangyayaring naibigan ninyo
Kahulugan paraang ginawa ng mga bata sa sa pelikula at ipaliwanag kung
1. pagsipi ng talata. bakit ito naibigan
1. Pangkat 4- Itala ang di kanais-
2. nais na pangyayari sa
2. pelikulang napanood at
3. ipaliwanag kung bakit
3.
4.
4.
5.
5.
Pangkat 2
Itala ang nakalap na impormasyon sa
liham sa pamamagitan ng balangkas
I. Sanhi ng Pagkalagas ng Buhok
A. Chemotheraphy
B. _____________
C. _____________
D. _____________
II. Wastong Pangangalaga ng Buhok
A. _____________
B. _____________
C. _____________
D. _____________
Pangkat 3
Iguhit ang maaaring mangyari sa ating
buhok kung hindi natin pangangalagaan
ito ng maayos
A. Basahin ang maikling kuwento,pumili Gawin Mo Punan ang tsart. Iugnay sa
ng salitang pamilyar at di-pamilyar. Ibigay Isulat ang nawawalang salita sa paborito mong pelikulang
 guro mo ang pagsunod sa
panuto, paano mo maipakikita sa isang
dayalogo ang paggamit ng magagalang
na pananalita ang iyong panghihinayang?
ay pang-uri o pang-abay.
1. Mainit ang kapeng ininom ni Tatay.
2. Talagang matalinong bata si David.
3. Naglagay ako ng sariwang bulaklak sa
plorera.
4. Masayang ikinuwento ni Liza ang kanyang
karanasan.
5. Totoong mabagal maglakad ang pagong.
ang kahulugan. tulong ng larawan upang makabuo ng napanood
Panaginip talata.
Minsan, napanaginipan ko na ako‘y nasa
isang magarang silid. Antigo
ang lahat ng gamit dito. May isang Sa isang _______
malaking mesa at dalawang rocking chair malapit sa paanan ng
na yari sa nara. May babaing nakaupo sa
silya. May hawak siyang abaniko at
nakasuot ng magarang bestida. Mula sa _______ay naninirahan si Ka Igme at
silya, lumapit siya sa bintana na may Aling Rosa. Marami silang
grills at masayang tinanaw ang kanyang
malawak na hardin. Dito makikita ang
iba‘t ibang uri ng halaman tulad ng rosas,
gumamela, santan, sampaguita at _______ na mga halamang
rosal. napagkukunan ng iba‘ibang uri n
B. Batay sa nabasang kuwento, punan ng
impormasyon sa pamamagitan ng
pagbuo ng balangkas
I. Pamagat g
Pinakapaksa ng kuwento
II.Tauhan
________ .Malago ang
Mga taong nagsiganap
______ sa likod ng kanilang
III.Tagpuan
Pinangyarihan ng kuwento
IV.Galaw ng Pangyayari
A. Pangunahing Pangyayari
_____
B. Gitnang Pangyayari
Isang araw, naghahawan ng
C. Huling Pangyayari

_______ si Ka Igme
nang makakita siya ng
Isang

G.Paglalapat ng aralin sa pangaraw-araw na Gawin Mo
buhay Kapag may pagsusulit, paano mo
maipapahayag ang iyong panghihinayang
kapag hindi ka sumunod sa panuto?
Ano ang magandang katangian na
ipinakikita natin kapag tayo ay sumusunod
sa
panuto?
H.Paglalahat ng aralin Ano ang kahalagahan ng pagsunod sa
panuto?
Ano-ano ang magagalang na pananalita na
nagpapahayag ng panghihinayang?
I.Pagtataya ng aralin Pakinggan ang mga panuto na babasahin
ng guro. Isagawa ang mga ito.
1. Gumuhit ng isang parihaba.Isulat dito
ang BAWAL MAGTAPON NG BASURA.
2. Gumuhit ng malaking bilog. Sa gitnang
bahagi isulat ang salitang HELLO gamit ang
malalaking titik.
3. Isulat ang pangalan ng iyong kaibigan sa
loob ng parisukat at kulayan ito ng dilaw.
Nais mong maging isang matagumpay na
mag-aaral, ilarawan mo nga ang dapat
taglayin ng ganitong bata.
Ano ang pang-uri? Ano ang pang-abay? Ano
ang pagkakaiba ng gamit nito sa
paglalarawan?
Isulat kung pang-uri o pang-abay ang gamit
ng mga salitang may salungguhit.
1. Matibay ang lubid na ginamit ni Mang
Ambo sa pagtatali ng kanilang bubong
ngbahay.
2. Mahusay sumalo ng bola ang batang si
Lito.
3. Masayang maglaro ang mga bata lalo na
kung bakasyon.
Kung ikaw ang nasa katayuan ng tauhan
sa binasang kuwento,ano ang maaari
mong maramdaman?Ano kaya ang
maaaring mangyari?
Ano ang dapat tandaan sa pagbuo ng
balangkas?
A. Basahin ang mga pangungusap.Suriin
ang mga salitang may salungguhit,
isulat kung ito ay pamilyar o di-pamilyar
na salita.Ibigay ang kahulugan nito.
1. Sikat na coach ang kanyang ama.
2. Hindi nila nakita ang malaking elepante
sa Manila Zoo.
3. Nag-aaral kami ng computer.
4. Madalas kaming maglaro
_________.
Ano ang dapat taglayin ng isang bata
sa pagsipi ng talata sa huwaran?
Ano-ano ang dapat tandaan sa pagsipi
ng talata?
Sipiin nang wasto ang talata. Isulat sa
sulatang papel
Si Paul ay nagmamadaling lumabas sa
paaralan upang umuwi. Pagagalitan
siya
ng ina kapag nahuli siya sa pag-
uwi.Habang naghihintay siya ng
sasakyan may
lumabas na mag-ina sa paaralan. Sa
Sa panonood ng pelikula, ano
ang inyong nararamdaman?
Bakit?
Ano ang dapat suriin sa
panonood ng pelikula?
Pagpapanood sa mga bata ng
pambatang pelikula at punan
ang tsart na nasa ibaba
Pamagat ng Pelikula
Tauhan
Tagpuan

J.Karagdagang Gawain para sa takdang aralin
at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa
pagtatayao.
B.Bilang ng mag-aaralna nangangailangan ng
iba pang Gawain para sa remediation
4. Gumuhit ng isang bulaklak na may
limang talulot, kulayan ito ng pula.
5. Sa salitang mahaba,palitan ang titik h ng
titik t,isulat ang bagong salita na nabuo.
Sumulat ng isang panuto na dapat sundin
sa pagluluto ng sinaing. Kung hindi mo ito
susundin, anong magalang na pananalita
ang gagamitin mo para maipahayag ang
iyong panghihinayang
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
4. Malakas ang ulan kagabi kaya naman kami
ay binaha.
5. Mapapalad ang mga batang walang
kapansanan.
Sumulat ng pangungusap gamit ang mga
salitang naglalarawan at isulat kung ito ay
ginamit ng pang-uri o pang-abay.
1. taimtim
2. matipid
3. mabait
4. maliwanag
5. maalalahanin
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
magkakaibigan.
5. May videoke ba sa iyong kaarawan?
B. Basahin ang maikling kuwento, igawa
ng balangkas ang dalawang uri ng tao
sa kuwento.
Kausap ng isang batang bagong dating sa
kanilang lugar ang kanyang lola.
―Lola, baka po hindi ako mawili rito,‖
sabi ng bata.
―Bakit hindi ka mawiwili? Kumusta ba
ang mga tao sa inyong lugar?‖ tanong
ng lola.
―Mababait po at masasaya ang mga tao
sa amin,‖ sagot ng bata.
―Makakakita ka rin ng mga taong may
magandang kalooban at mabubuti rito,‖
sabi ng lola.
―Mayroon din pong hindi mababait sa
amin. Magugulo at walang
pakundangansa kapwa,‖ dagdag pa ng
bata.
―Mayroon din nitong mahilig makipag-
away at lagging nag-iinuman,‖ sabi ng
lola. ―Nasa pagtingin mo sa tao at sa
kapaligiran ang ikaaayos o ikalulungkot
mo sa buhay,‖ ang nakaniting sabi ng lola.
I. Magandang Katangian ng mga Tao
A. ________________
B. ________________
C. ________________
D. ________________
II. Hindi Magandang Katangian ng mga
Tao
A______________
B. ________________
C. ________________
D. ________________
Magbasa ng maikling kuwento, pumili ng
salitang pamilyar at di-pamilyar at ibigay
ang kahulugan. Igawa ng balangkas ang
mahahalagang impormasyon
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
unang tingin pa lang niya, kitang-kita
na masama
ang pakiramdam ng bata. Tumayo
ang mga ito sa tabi niya upang mag-
abang din ng
sasakyan, maya-maya ay may
humintong sasakyan sa harapan ni
Paul.
Sasakay na sana siya subalit nakita
niya na namimilipit sa sakit ng tiyan
ang bata.
Nagmamadali siya sa pag-uwi dahil sa
pagagalitan siya ng ina kapag nahuli
sa
pag-uwi subalit naawa siya sa bata.
Isulat ang mga pangungusap sa Manood ng maikling pelikula,
anyong patalata. ilarawan ang tauhan at
A. Siya si Mina, nasa ika-apat na tagpuan nito.
baiting na siya.
B. Mahilig siya sa mga libro.
C. Lagi siyang nagbabasa kung wala
siyang ibang Gawain.
D. Madalas siyang magbasa sa ilalim
ng puno ng manga, sapagkat masarap
ang hangin doon.
___Lesson carried. Move on to the ___Lesson carried. Move on
next objective. to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got
mastery 80% mastery
___Pupils did not find difficulties in ___Pupils did not find
answering their lesson. difficulties in answering their
___Pupils found difficulties in lesson.

C.Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy sa
remediation
E.Alin sa mga estratehiyang pagtuturo ang
nakatulong ng lubos?Paano ito nakatulong?
F.Anong sulioranin ang aking naranasan na
solusyunansa tulong ng aking punungguro at
superbisor?
G.Anong kagamitang panturo ang aking
nadibuho nanais kong ibahagi sa kapwa ko
guro?
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self assessments,
note taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:  ___Contextualization:  ___Contextualization:  peer teaching, and projects.
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note taking and
studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning, peer
teaching, and projects.
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory
charts.
___Schema-Building:
Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and vocabulary
assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and contrast,
jigsaw learning, peer teaching, and
projects.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties encountered
in answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging:
Examples: Think-pair-share,
quick-writes, and anticipatory
charts.
___Schema-
Building: Examples: Compare
and contrast, jigsaw learning,
 Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, ___Contextualization: 
media, manipulatives, repetition, and local media, manipulatives, repetition, and local media, manipulatives, repetition, and
opportunities. opportunities. local opportunities. Examples: ___Contextualiza
Demonstrations, media, tion: 
manipulatives, repetition, and local
opportunities. Examples:
___Text Representation:  ___Text Representation:  ___Text Representation:  Demonstrations, media,
manipulatives, repetition,
Examples: Student created Examples: Student created Examples: Student created and local opportunities.
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Text Representation: 
___Text Representation: 
___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: Examples: Student created
Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the drawings, videos, and games. Examples: Student
language you want students to use, and language you want students to use, and language you want students to use, and created drawings, videos, and
providing samples of student work. providing samples of student work. providing samples of student work. ___Modeling: Examples: games.
Speaking slowly and clearly, modeling
the language you want students to ___Modeling: Exa
Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: use, and providing samples of student mples: Speaking slowly and
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching work. clearly, modeling the
___ Group collaboration ___ Group collaboration ___ Group collaboration language you want students
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play to use, and providing samples
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary Other Techniques and Strategies of student work.
activities/exercises activities/exercises activities/exercises used:
___ Carousel ___ Carousel ___ Carousel ___ Explicit Teaching Other Techniques and
___ Diads ___ Diads ___ Diads ___ Group collaboration Strategies used:
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___Gamification/Learning throuh play ___ Explicit Teaching
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Answering preliminary ___ Group collaboration
___ Discovery Method ___ Discovery Method ___ Discovery Method activities/exercises ___Gamification/Learning
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Carousel throuh play
Why? Why? Why? ___ Diads ___ Answering preliminary
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Differentiated Instruction activities/exercises
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Role Playing/Drama ___ Carousel
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Discovery Method ___ Diads
___ Group member’s ___ Group member’s ___ Group member’s ___ Lecture Method ___ Differentiated Instruction
collaboration/cooperation collaboration/cooperation collaboration/cooperation Why? ___ Role Playing/Drama
in doing their tasks in doing their tasks in doing their tasks ___ Complete IMs ___ Discovery Method
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Availability of Materials ___ Lecture Method
of the lesson of the lesson of the lesson ___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Complete IMs
collaboration/cooperation ___ Availability of Materials
in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson

Prepared by:
Noted:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
School Head
 School Kalangahan Elementary School Grade Level Five
GRADES 1 to 12 Teacher Mellanie A. Tamares Learning Area ESP
DAILY LESSON LOG Teaching Date and Time Nov. 20-24, 2017 Quarter Third /Week 4

Monday Tuesday Wednesday Thursday Friday

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa bagong
ralin
Naipamamalas ang pag-unawa sa kahalagahan nang pagpapakita ng mga natatanging kaugaliang Pilipino, pagkakaroon ng disiplina para sa kabutihan ng lahat, komitment at pagkakaisa bilang tagapangalaga ng
kapaligiran
Naisasabuhay ang pagkakaisa at komitment bilang responsableng tagapangalaga ng kapaligiran
Nakapagpapakita ng magagandang halimbawa ng pagiging responsableng tagapangalaga ng kapaligiran (EsP5PPP– IIId – 27)
23.1. pagiging mapanagutan
23.2. pagmamalasakit sa kapaligiran sa pamamagitan ng pakikiisa sa mga programang pangkapaligiran
Pagmamalasakit sa Kapaligiran
CG ph. CG ph. CG ph. CG ph.
Lingguhang pagsusulit
Kuwento (powerpoint presentation/ tsart),
larawan, video
Itanong:
1. Anu- ano ang mga dapat tandaan sa
panahon ng sakuna?
2. Paano tayo makakaiwas sa
kapahamakang dulot ng mga sakuna
Sabihin:
Ang pangangalaga sa ating kapaligiran ay
ating responsibilidad sapagkat ito ay
yamang ibinigay ng Diyos sa atin upang
pagyamanin at pangalagaan. Bilang mga
responsableng mga mamamayan,
nararapat lamang na ating pahalagahan.
1. Magpapakita ng larawan ang guro na
may kaugnayan sa kuwentong ibabahagi.

2. Magtatanong ang guro tungkol sa

ipinakitang larawan.
3. Ilalahad ng guro ang isang maikling
kuwento na pinamagatang “Tulung- tulong
Tayo”.
Tulung- tulong Tayo
ni Hazel de Guzman Patalinghug
Si Gng. Castro ang punongguro sa
Mababang Paaralan ng Dalisay. Mahusay
siya sa kanyang trabaho. Isa sa kanyang

D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
pinagtutuunan ng pansin ang kalinisan ng
kanilang paaralan. Isa sa kanyang
pinagtutuunan ng pansin ang kalinisan ng
kanilang paaralan. Sinikap niyang
maisapuso ng mga guro
ang kahalagahan ng kalinisan sa paaralan,
kaya naman naging matagumpay siya rito.
Nais din niyang makatulong ang paaralan
sa kalinisan ng kanilang pamayanan.
Nakikita niyang hindi ito magandang
halimbawa sa mga mag-aaral. Ang mga
bagay na kanilang pinipilit na maisapuso at
maisagawa ng mga mag-aaral tungkol sa
kalinisan ay agad na napuputol paglabas ng
paaralan. Kailangang makita ng mga mag-
aaral na ang mga bagay na itinuturo sa
kanila ay isang realidad at hindi lamang
isang paksa sa paaralan.
Agad siyang nagpatawag ng pagpupulong
sa kanyang mga guro. Sinabi niya ang
problema na kanyang nakikita at sumang-
ayon naman ang mga guro tungkol dito.
Napagkasunduan ng mga guro na
magkaroon ng malawakang proyekto
tungkol sa kalinisan. Kailangan nila ang
tulong ng mga kawani sa barangay at mga
mamamayan upang maisakatuparan ito.
Nangako si Gng. Castro na kakausapin niya
ang Kapitan ng kanilang barangay hinggil sa
proyekto.
Sumang-ayon ang barangay at agad na
sinimulan ang proyekto. Ang mga mag-
aaral ay nagsigawa ng basurahan na
ilalagay sa tamang mga lugar. Mayroon
ding gumawa ng mga posters upang
paalalahanan ang mga mamamayan
tungkol sa kalinisan ng kanilang lugar.
Maayos na ipinatupad ito ng mga tauhan sa
barangay. Hindi nagtagal ay naging ugali na
ng mga mamamayan na panatilihing
malinis ang kanilang lugar. Masaya na si
Gng. Castro sa naging resulta. Hindi lamang
ito nakatulong sa kalinisan ng bayan kundi
nakatulong din ito sa mga mag-aaral na
makita ang kahalagahan ng kalinisan.
Talakayin ang nilalaman ng kuwento sa
pamamagitan ng mga sumusunod na
tanong:
a. Ano ang problemang nakita ni Gng.
Castro sa kanilang lugar?
Tulung- tulong Tayo
ni Hazel de Guzman Patalinghug
Si Gng. Castro ang punongguro sa
Mababang Paaralan ng Dalisay. Mahusay
siya sa kanyang trabaho. Isa sa kanyang
pinagtutuunan ng pansin ang kalinisan ng
kanilang paaralan. Isa sa kanyang
pinagtutuunan ng pansin ang kalinisan ng
kanilang paaralan. Sinikap niyang
maisapuso ng mga guro
ang kahalagahan ng kalinisan sa paaralan,
kaya naman naging matagumpay siya rito.
Nais din niyang makatulong ang paaralan
sa kalinisan ng kanilang pamayanan.
Nakikita niyang hindi ito magandang
halimbawa sa mga mag-aaral. Ang mga
bagay na kanilang pinipilit na maisapuso at
maisagawa ng mga mag-aaral tungkol sa
kalinisan ay agad na napuputol paglabas ng
paaralan. Kailangang makita ng mga mag-
aaral na ang mga bagay na itinuturo sa
kanila ay isang realidad at hindi lamang
isang paksa sa paaralan.
Agad siyang nagpatawag ng pagpupulong
sa kanyang mga guro. Sinabi niya ang
problema na kanyang nakikita at sumang-
ayon naman ang mga guro tungkol dito.
Napagkasunduan ng mga guro na
magkaroon ng malawakang proyekto
tungkol sa kalinisan. Kailangan nila ang
tulong ng mga kawani sa barangay at mga
mamamayan upang maisakatuparan ito.
Nangako si Gng. Castro na kakausapin niya
ang Kapitan ng kanilang barangay hinggil sa
proyekto.
Sumang-ayon ang barangay at agad na
sinimulan ang proyekto. Ang mga mag-
aaral ay nagsigawa ng basurahan na
ilalagay sa tamang mga lugar. Mayroon
ding gumawa ng mga posters upang
paalalahanan ang mga mamamayan
tungkol sa kalinisan ng kanilang lugar.
Maayos na ipinatupad ito ng mga tauhan sa
barangay. Hindi nagtagal ay naging ugali na
ng mga mamamayan na panatilihing
malinis ang kanilang lugar. Masaya na si
Gng. Castro sa naging resulta. Hindi lamang
ito nakatulong sa kalinisan ng bayan kundi
nakatulong din ito sa mga mag-aaral na
makita ang kahalagahan ng kalinisan.
b. Ano ang kanyang ginawa upang
masolusyunan ang problema sa kanyang
paaralan at pamayanan?
c. Sa iyong palagay tama ba ang ginawa ni
Gng. Castro? Bakit?
d. Ano kaya ang nararamdaman ng mga
mag- aaral habang ginagawa nila ang
proyekto? Bakit?
e. Ano ang magandang naidudulot ng
pagtutulungan at pagkakaisa sa
pagsasagawa ng programa
pangkapaligiran?
f. Sa inyong palagay, bakit kailangan nating
makiisa sa mga programang
pangkapaligiran?
E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
1. Magtatanong ang guro tungkol sa
nakaraang aralin.
 Ano ang dapat nating gawin upang
maipakita ang ating malasakit sa ating
kapaligiran?
2. Gawain
Inquiry-based Approach
 Ipasuri sa mga bata ang video na
nagpapakita ng pagmamalasakit at
pagpapahalaga sa kapaligiran.
Kagamitan: video clip na nagpapakita ng
pagmamalasakit sa kapaligiran, activity card,
pentel pen, manila paper
 Ipabigay ang mga pamantayan sa
panonood ng makabuluhang video.
 Pangkatin ang klase sa anim. Bigyan ng
activity card ang bawat pangkat na
naglalaman ng mga tanong tungkol sa video.
 Ipaulat sa lider ng bawat pangkat ang
natapos na gawain.
 Magkakaroon ng palitan ng kuru-kuro
tungkol sa napanood na video.
 Hikayatin ang mga bata na magbigay ng
kanilang sariling opinyon at saloobin tungkol
sa napanood na video.
Ang sumusunod ang nilalaman ng activity
card:
ACTIVITY CARD
Isulat ang sagot sa manila paper.
1. Tungkol saan ang napanood na video?
2. Ano ang kahalagahan ng inyong napanood
na video?
3. Bilang mag-aaral, ano ang maaari mong
gawin na nagpapakita ng iyong malasakit sa
kapaligiran?
1. Magbalik-aral tungkol sa nakaraang
aralin. Itanong ang
sumusunod:
 Bilang mga mag-aaral, ano ang maaari
mong gawin upang maisakatuparan ang
mga programang pangkapaligiran sa
paaralan?
2. Gabayan ang mga bata sa pagsasagawa
ng mga gawain.
Constructivism Approach
Pangkat 1- Kumatha ng isang maikling
awitin na may kaugnayan sa
pangangalaga sa kapaligiran.
Integrative Approach
Pangkat 2- Gumawa ng isang poster na
nagpapakita ng pagmamalasakit sa
kapaligiran.
ACTIVITY CARD
Isulat ang sagot sa manila paper.
1. Tungkol saan ang napanood na video?
2. Ano ang kahalagahan ng inyong
napanood na video?
 3. Bilang mag-aaral, ano ang maaari mong
gawin na nagpapakita ng iyong malasakit
sa kapaligiran?
Collaborative Approach
Pangkat 3- Gumawa ng isang dula-dulaan
na nagpapakita ng pagiging
responsableng tagapangalaga ng
kapaligiran
G.Paglalapat ng aralin sa pangaraw-araw na
buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
Bago simulan ang gawain,
magkakaroon ng maikling balik-aral
tungkol sa nakaraang aralin.
Ipaunawa sa mga batang kahalagahan
ng pagiging responsableng
tagapangalaga ng kapaligiran.
 Gawain
1. Ipabasa ang sitwasyon at
pasagutan ang mga tanong.
a. Nag- abiso ang Kapitan ng barangay
tungkol sa nalalapit na Clean Up
Drive. Iniimbitahan an lahat na
makilahok sa pagsasakatuparan ng
programang ito. Ano ang gagawin
mo?
b. Malapit ang bahay nina Jhay sa
ilog. Minsang nagpunta nagpunta ka
sa kanila, nakita mo na sa ilog nila
itinatapon ang kanilang mga basura.
Ano ang gagawin mo?
2. Iproseso ang sagot ng mga bata.
Ipabasa ang Tandaan Natin
Maging mahigpit na tagapangalaga ng
kapaligiran.
Makiisa sa mga programang
pangkapaligiran ng paaralan,
pamayanan, bansa at daigdig.
Ang patuloy na pakikiisa sa mga
programang ito ay makatutulong
upang maibalik ang masaganang
kalikasan sa buong mundo
Sabihin:
Matapos na matalakay natin ang mga
gawain na maaari nating gawin upang
mapangalagaan at mapahalagahan
ang ating kapaligiran, nababatid kong
lubos na ang inyong pagkaunawa sa
ating aralin.
2. Basahin ang bawat pangungusap.
Iguhit ang kung wasto ang
ipinahahayag ng pangungusap at
kung hindi wasto.
a. _________ Nakikiisa sa paglilinis na
ginagawa ng mga kabataan tuwing
walang pasok.
b. _________ Gumagamit ng
malalaking plastic sa pamimili sa
palengke.

J.Karagdagang Gawain para sa takdang aralin
at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa
pagtatayao.
B.Bilang ng mag-aaralna nangangailangan ng
iba pang Gawain para sa remediation
C.Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy sa
remediation
E.Alin sa mga estratehiyang pagtuturo ang
nakatulong ng lubos?Paano ito nakatulong?
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
c. _________ Iniipon ang mga
basurang maaaring ibenta sa junk
shop.
d. _________ Sumusuporta sa mga
programang pangkapaligiran ang
pamilya Sanchez.
e. _________ Paggamit ng mga
mangingisda ng dinamita sa
pangingisda.
3. Magkaroon ng maikling talakayan
tungkol sa kinalabasan ng pagtataya
upang magkaroon ng higit pang
pagkaunawa ang mga bata tungkol sa
aralin.
Gumawa ng collage ng mga larawan
na nagpapakita ng pagmamalasakit at
pangangalaga sa kapaligiran
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties encountered
in answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
 lesson lesson up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who
solusyunansa tulong ng aking punungguro at remediation remediation remediation require remediation continue to require
superbisor? remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive ___Metacognitive Development: ___Metacognitive ___Metacognitive well:___Metacognitive
guro? Development: Examples: Self assessments, Examples: Self assessments, note taking and Development: Examples: Self Development: Examples: Self Development: Examples: Self
note taking and studying techniques, and studying techniques, and vocabulary assessments, note taking and studying assessments, note taking and assessments, note taking and
vocabulary assignments. assignments. techniques, and vocabulary assignments. studying techniques, and vocabulary studying techniques, and
assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging:
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory ___Bridging: Examples: Examples: Think-pair-share,
charts. charts. charts. Think-pair-share, quick-writes, and quick-writes, and anticipatory
anticipatory charts. charts.

___Schema-
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Building: Examples: Compare
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, peer Examples: Compare and contrast, jigsaw ___Schema-Building: and contrast, jigsaw learning,
peer teaching, and projects. teaching, and projects. learning, peer teaching, and projects. Examples: Compare and contrast, peer teaching, and projects.
jigsaw learning, peer teaching, and
projects. ___Contextualiza
tion: 
___Contextualization:  ___Contextualization:  ___Contextualization: 
Examples:Demons
Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, ___Contextualization:  trations,
media, manipulatives, repetition, and local media, manipulatives, repetition, and local media, manipulatives, repetition, and media,manipulatives,
opportunities. opportunities. local opportunities. Examples: repetition,andlocal
Demonstrations, media, opportunities.
manipulatives, repetition, and local
opportunities. ___Text
___Text Representation:  ___Text Representation:  ___Text Representation:  Representation: 

Examples: Student created Examples: Student created Examples: Student created Examples: Student
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Text Representation:  created drawings, videos, and
games.
___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: Examples: Student created
Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the drawings, videos, and games. ___Modeling: Exa
language you want students to use, and language you want students to use, and language you want students to use, and mples: Speaking slowly and
providing samples of student work. providing samples of student work. providing samples of student work. ___Modeling: Examples: clearly, modeling the
Speaking slowly and clearly, modeling language you want students
the language you want students to to use, and providing samples
Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: use, and providing samples of student of student work.
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching work.
___ Group collaboration ___ Group collaboration ___ Group collaboration Other Techniques and
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play Strategies used:
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary Other Techniques and Strategies ___ Explicit Teaching
activities/exercises activities/exercises activities/exercises used: ___ Group collaboration
___ Carousel ___ Carousel ___ Carousel ___ Explicit Teaching ___Gamification/Learning
___ Diads ___ Diads ___ Diads ___ Group collaboration throuh play
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___Gamification/Learning throuh play ___ Answering preliminary
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Answering preliminary activities/exercises
___ Discovery Method ___ Discovery Method ___ Discovery Method activities/exercises ___ Carousel
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Carousel ___ Diads
Why? Why? Why? ___ Diads ___ Differentiated Instruction
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Differentiated Instruction ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Role Playing/Drama ___ Discovery Method
 ___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Prepared by:
MELLANIE A. TAMARES
Class Adviser
GRADES 1 to 12
DAILY LESSON LOG
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Discovery Method ___ Lecture Method
___ Group member’s ___ Group member’s ___ Lecture Method Why?
collaboration/cooperation collaboration/cooperation Why? ___ Complete IMs
in doing their tasks in doing their tasks ___ Complete IMs ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Availability of Materials ___ Pupils’ eagerness to learn
of the lesson of the lesson ___ Pupils’ eagerness to learn ___ Group member’s
___ Group member’s collaboration/cooperation
collaboration/cooperation in doing their tasks
in doing their tasks ___ AudioVisual Presentation
___ Audio Visual Presentation of the lesson
of the lesson
Noted:
HAZEL JOY P. PAGADOR
School Head
School Kalangahan Elementary School Grade Level Five
Teacher Mellanie A. Tamares Learning Area English
Teaching Date and Time Nov. 20-24, 2017 Quarter Third /Week 4
 Monday
I.OBJECTIVES
A.Content Standards Demonstrates understanding of various
verbal elements in orally communicating
information and understand text types in
order to construct feedback
B.Performance Standards Orally communicates information,
opinions, and ideas effectively to different
audiences using a variety of literary
activities
C.Learning Competencies/Objectives Infer the speaker’s tone,mood and purpose
(EN5LC-IIId-
2.8.1/2.8.2/2.8.3)
Link comments to the remarks of others
(EN5OL-IIId-
2.8)
Observe politeness at all times (EN5A-IIId-
16)
II.CONTENT Inferring speaker’s tone, mood and
purpose
III.LEARNING RESOURCES
A.References CG p.
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages Confucius Confused” - Reading Marvels 5
by Melchora D.
Bilgera et al. pp. 20-22
4.Additional materials from learning 1. http://www.wikipedia.com ( Confucius)
resource (LR) portal 2.http;//
www.ereadingworksheet.com( Meaning of
tone) 3.
http://manila.coconuts.co/2016/07/25/5-
great-quotes- president- rodrigo-dutertes-
first-sona
4. http;// www.eteaching.com
B.Other Learning Resource Charts, pictures
IV.PROCEDURES
A.Reviewing previous lesson or presenting 1. Oral Language Development:
the new lesson Ask pupils about people who are known for
their philosophies in life.
Do you know Pilosopo Tasio? Why is he
called as such? Whom
Tuesday
Demonstrates understanding of various
verbal elements in orally communicating
information and understand text types in
order to construct feedback
Orally communicates information, opinions,
and ideas effectively to different audiences
using a variety of literary activities
Infer the speaker’s tone,mood and purpose
(EN5LC-IIId-
2.8.1/2.8.2/2.8.3)
Link comments to the remarks of others
(EN5OL-IIId-
2.8)
Observe politeness at all times (EN5A-IIId-
16)
Inferring speaker’s tone, mood and purpose
CG p.
Confucius Confused” - Reading Marvels 5 by
Melchora D.
Bilgera et al. pp. 20-22
1. http://www.wikipedia.com ( Confucius)
2.http;//
www.ereadingworksheet.com( Meaning of
tone) 3.
http://manila.coconuts.co/2016/07/25/5-
great-quotes- president- rodrigo-dutertes-
first-sona
4. http;// www.eteaching.com
Charts, pictures
1. Oral Language Development:
Ask pupils about people who are known for
their philosophies in life.
Do you know Pilosopo Tasio? Why is he
called as such? Whom
Wednesday
Demonstrate understanding that words
are composed of different parts to know
that their meaning changes depending in
context
Demonstrates understanding of text
elements to comprehend various texts
Uses strategies to decode correctly the
meaning of words in isolation
and in context
Uses linguistic cues to appropriately
construct meaning from a
variety of texts for a variety of purposes
Infer the meaning of unfamiliar words
based on given context clues
(EN5V-IIId-20.4 )
Distinguish text-types according to
features (structural and
language) -Problem and solution (EN5RC-
IIId-3.2.4)
-Text-types according to features
( Problem and Solution)
-Context Clues
CG p.
1..http;// www.ereadingworksheet.com
2.
http://patternbasedwriting.com/element
ary_writing_success/paragraph-
examples/
3.
http://goldfieldsliteracy.wikispaces.com/fi
le/view/Microsoft+Word+-
+Yvonne+text+types+table.pdf
4. http://www.merriam-
webster.com/dictionary/resources
Charts, meta cards,picture
1. Recall a line from the listening text, “
Confucius Confused.” Identify the tone
expressed.
2. Define tone and mood
Thursday
Demonstrates command of the
conventions of standard English
grammar and usage when writing or
speaking
Uses the correct function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions
in various oral discourse
Use a particular kind of sentence for a
specific purpose and audience (EN5G-
IIId-1.8.1 EN5G-IIId-1.8.2)
a. asking permission
b. responding to permission
Observe politeness at all times
( EN5A-IIId-16 )
Asking and Responding to Permission
CG p.
1.
http://esl.about.com/od/smalltalk/a/
Asking-For-Permission-In-English.htm(
Conversations)
2.
http://www.ecenglish.com/learnengli
sh/lessons/requests-and-permission
Picture, charts
Identify the problem and the solution
in this literary text
According to Department of Health
( DOH), there is an increase in
firework related injuries every year
Friday
Demonstrates understanding
of library skills to research a
variety of topics
Demonstrates understanding
of different formats to write
for a variety of audiences and
purposes
Uses a variety of research
strategies to effectively write
a variety of texts for various
audiences and purposes
Draft texts using appropriate
text types for a variety of
audiences and
purposes
Organize information from
secondary sources in
preparation for writing
(EN5SS-IIId-4)
Plan a two to three-
paragraph composition using
an outline/other
graphic organizers (EN5WC-
IIId-1.1.6.1)
Organizing Information from
Secondary Sources in
Preparation for writing
CG p.
1.
http://blog.globalizationpartn
ers.com/the-philippines-
culture-and-tradition.aspx2.
2.
www.concordia.edu/library
(Primary versus Secondary
Sources)
Pictures, chart
What would you say if you
want to ask permission from
your teacher in going to the
library?
Give examples of sentences

B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of the new
lesson
does Pilosopo Tasio represent?
2. Unlocking of Difficulties
( Constructivisim)
Let the pupils construct the meaning of the
words based on the
guide questions and picture clue.
a. chariot
Have you ridden in a chariot? What does it
look like?
b. confused
Show me a confused face. When do you
usually feel this
emotion?
c. scamper
What does this word mean? What will you
do if there
is a barking dog at your back?
d. mischief
Are you watching “ Probinsyano”? How
does the face of Don
Emilio look like if there is something
malicious and evil that
lingers in his mind? What does it suggest?
Present different kinds of emoticons.
Which of the following emotions show
confusion? Have you been
confused? What was the reason?
Do you know Confucius? What is his
famous quotation/ or
Golden Rule? “ Do not do unto others what
you don’t what
others do unto you.”
Listen to the story of Confucius
does Pilosopo Tasio represent?
2. Unlocking of Difficulties ( Constructivisim)
Let the pupils construct the meaning of the
words based on the
guide questions and picture clue.
a. chariot
Have you ridden in a chariot? What does it
look like?
b. confused
Show me a confused face. When do you
usually feel this
emotion?
c. scamper
What does this word mean? What will you
do if there
is a barking dog at your back?
d. mischief
Are you watching “ Probinsyano”? How does
the face of Don
Emilio look like if there is something
malicious and evil that
lingers in his mind? What does it suggest?
Present different kinds of emoticons.
Which of the following emotions show
confusion? Have you been
confused? What was the reason?
Do you know Confucius? What is his famous
quotation/ or
Golden Rule? “ Do not do unto others what
you don’t what
others do unto you.”
Listen to the story of Confucius
Identify the meaning of the following
words using context clues.
1. problem ( Synonym context clue)
Everyone has his/ her own problem, or
source of perplexity and distress.
2. solution ( Antonym context clue)
My friend always finds it hard to find
solution but I don‟t have difficulty looking
for answer or ways to deal my problem
3. energy ( Explanation context clue)
Energy comes in many forms, it can be
usable powers from heat, electricity, sun
and water.
4. resources(( Synonym context clue)
Our country is rich in its resources. There
are natural features in our country that
enhance the quality of human life of
every Filipino.
( Integrative Teaching – Science)
Look at the pictures in the board. What
form of energy is shown in each one? Put
the correct word under each picture
Solar wind water/hydro
Bioenergy geothermal
Using inquiry – based approach, let the
pupils form questions regarding the
picture and its relevance to the literary /
reading text that will be presented.
Fundamental questions ( what questions)
should be established first.
Possible questions;
What source of energy is safe to the
during New Year‟s Celebration. on asking permission
Emergency rooms are often filled
with children and adults suffering
from wounds and burns due to
fireworks.
Authorities always say that there is no
need to suffer from these injuries just
to make New Year‟s Celebration
merry and loud.Keep yourself safe by
staying away from fireworks and
firecrackers. If you see someone who
is not a professional in lighting
fireworks, take that as your cue to
step away. If everyone stayed away
from fireworks, there wouldn‟t be
any fireworks related injuries. You
can‟t control everyone, but you can
control yourself. If you remember
that accidents happen, you can keep
them from happening to you.
Game ; May EYE ? Where do you usually get
Call some volunteers to pick an eye information when a teacher
and read the sentence written on it. gives you a homework or a
Pay attention on how they read the study report?
sentences Show a picture of library
What are the different
reference materials that are
found in a library?
What information can you
get from these library
sources?
The sentences that you read are used Do you have a facebook or
to ask permission. Let‟s read the twitter account? Do you
conversation below and find out how make blog articles? Below is a
we should ask permission correctly blog article from the internet.
and politely. Pay attention as well on Aside from library , we can
the way the permission is answered get information from the
( granted or denied). internet
Example Situations - Asking for (http://blog.globalizationpart
Permission which is Given ners.com/the-philippines-
Jack: Hi Sam, do you think I could use culture-and-tradition.aspx)
your cellphone for a moment? Sam: How are Filipinos described?
Sure, no problem. Here you are. Jack: Tell something about the
Thanks buddy. It will only be a origin of the name of our
minute or two. Sam: Take your time. country.
No rush. Jack: Thanks! To whom did early Filipinos
Example Situations - Asking for interact with?
environment? Permission which is Denied What was the result of this
What kind/form of energy is given off by Employee: Would you mind if I came interaction?
the sun? in late to work tomorrow?
What will happen if the sun dies? Boss: I'm afraid I'd prefer if you didn't.
What provinces use natural sources of Employee: Hmmm. What if I work
energy like wind, water and geothermal? overtime
What are the advantages of using natural tonight?
sources of energy? Boss: Well, I really need you for the
What will happen if we run out of supply meeting tomorrow. Is there any way
of fuels? you can do whatever it is you
Solar wind water/hydro need to do later.
Bioenergy geothermal Employee: If you put it that way, I'm
Energy Sources: A Dilemma of the sure I can figure something out.
Twenty-First Century Boss: Thanks, I appreciate it.
Retrieved from: 1. Which of the sentences in the
www.dbe.metu.edu.tr/student/groups/in conversations were used to ask
t/Prob.Solution%20Ss.%20Copy.pd permission? 2. What were the
On most part, energy is created by answers to the request for
burning fossil fuels -- coal, natural gas and permission? 3. What verbs are used
oil. The problem with this is that these for asking permission? 4. Why is
resources are finite. At the current rate of important to be polite in asking for
use, it is expected that the world will run permission and in answering the
out of fossil fuels in thirty to forty years to question?
come. As a result, it will no longer be
possible to generate power to operate
factories and vehicles or to light and heat
houses.
This world-wide problem can be resolved
through the implementation of two
possible solutions. The first solution is to
improve conservation efforts. In order to
do this, governments can try to raise
public awareness, discourage over-
consumption and encourage recycling.
For example, they can encourage the
installation of high-efficiency light bulbs in
homes and offices. They can inform the
public of the amount of energy saved by
simply turning off lights that are not being
used or by using public transport more
and cars less. They can also pass laws
mandating the recycling of whatever
possible. Improvements in conservation
will surely extend the life of current fuels
but they are not complete answers to
what will happen when fossil fuels
eventually run out. The second and better
solution, therefore, is to use alternative
sources of energy to meet future needs.
The current leading alternatives to fossil
fuels are solar energy and fusion, which is
the union of atomic nuclei to form heavier
nuclei. Solar energy is directly obtained
from the sun so it is easily accessible and
pollution-free. It can be used both to heat
water and buildings and to generate
electricity but mostly in countries that
have ample sunlight. Fusion, on the other

D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing
new skills #2
1. Why did Confucius consider the boy
uncommonly clever?
2. Was the boy really clever? Why do you
say so?
3. Was Confucius able to answer the boy’s
questions?
4. Why do you think Confucius decided to
pull around the little city the boy
was building?
Excerpts / sentences from the listening text
will be written in a strip of
paper. Then, the teacher will let some
pupils read those lines with
correct tone and expressions.
The teacher will show some emoticons.
Some pupil- volunteers will
choose the correct mood expressed in the
lines / sentences read by
their classmates
What are the tones expressed in the
sentences? What could be the
mood of the selection? What are the clue
words/ context clues?
What are the different tones in literary
text? How do you differentiate
tone from mood?
Let’s FACE it
(Two Heads Together Strategy-
Collaborative
Setting of Standards for Pair Activity
1. Each pupil will find his/ her partner.
2. Each pair will be given a strip of paper
containing a line to be read.
3. One will read accurately the sentence
while the other will identify
the tone or the mood expressed using
1. Why did Confucius consider the boy
uncommonly clever?
2. Was the boy really clever? Why do you say
so?
3. Was Confucius able to answer the boy’s
questions?
4. Why do you think Confucius decided to
pull around the little city the boy
was building?
Excerpts / sentences from the listening text
will be written in a strip of
paper. Then, the teacher will let some pupils
read those lines with
correct tone and expressions.
The teacher will show some emoticons.
Some pupil- volunteers will
choose the correct mood expressed in the
lines / sentences read by
their classmates
What are the tones expressed in the
sentences? What could be the
mood of the selection? What are the clue
words/ context clues?
What are the different tones in literary text?
How do you differentiate
tone from mood?
Let’s FACE it
(Two Heads Together Strategy-
Collaborative
Setting of Standards for Pair Activity
1. Each pupil will find his/ her partner.
2. Each pair will be given a strip of paper
containing a line to be read.
3. One will read accurately the sentence
while the other will identify
the tone or the mood expressed using
hand, will make it possible for nuclear
power plants to generate enormous
amounts of energy in order to meet the
energy needs of the planet indefinitely. In
addition, despite public concern about
safety and risk of contamination, fusion is
a safe and clean source of energy as
modern power plants take strict safety
measures to prevent potential nuclear
disasters and leaks. In conclusion, in order
to have sufficient energy for the next
century, it will be necessary to devel
Comprehension Check-up
Go back to the questions formulated by
the pupils. Let them answer the questions
they raised
1. Describe the text type used in the
selection.( Narrative using problem-
solution)
2. What words signal to show the purpose
of the literary text? (as a result, resolved,
for example, in addition, in conclusion)
3. According to the selection, what is the
problem?
4. Are there a solutions offered to the
problem aired in the literary text?
Fill in the graphic organizer to show the
problem-solution type of literary text
TASK 2- SIMPLE JIGSAW( Collaborative
Approach)
SIMPLE JIGSAW: The teacher divides a
task into parts with all students from each
LEARNING TEAM volunteering to become
"experts" on one of the parts. EXPERT
TEAMS then work together to master
their part of the material and also to
discover the best way to help others learn
it. All experts then reassemble in their
Find a partner and read the following Can you write a similar blog
conversations correctly. Observe in your social network
politeness in asking and answering account?
permission What are the things to do
Conversation 1 before writing any
John and Sandra are a couple on composition?
holiday in Puerto Galera and John Why is important to plan
goes up to a stranger: what you will write?
John : „Excuse me, sorry to bother What will aid you in planning
you, would you mind taking our to write?
picture?‟ Look on the graphic organizer
Stranger: „No not at all. Where would below.
you like to stand?‟
Sandra : „Here‟s fine. In front of this
boat.‟
Stranger „Great, say cheese.‟
Conversation 2
Paul needs to ask his boss for
permission to leave work early the
next day:
Leo: „Mr Santos.‟
Mr . Santos: „Hi Leo, is everything
fine?‟
Leo: „Yes thank you, Sir. It‟s just, do
you mind if I leave early tomorrow?
I need to take my sister to the
airport.‟
Mr. Santos: „No, of course not. That‟s
fine.”
Leo: „Thank you so much , Mr.
Santos.‟
Paper Talk ( Collaborative
Approach)
( This collaborative approach
is facilitated by letting pupils
write his/her own idea in a
paper without the
intervention of the teacher or
other pupils during the
sharing stage)
1. Form a group consisting of
different emoticons prepared
by the teacher.
4. Pupils take turn in presenting their task.
5. For reflection, pupils will have a checklist
whether each pair
performed the task correctly or not
different emoticons prepared
by the teacher.
4. Pupils take turn in presenting their task.
5. For reflection, pupils will have a checklist
whether each pair
performed the task correctly or not
home LEARNING TEAMS where they
teach the other group members
Using the literary problem-solution
narrative text-type below, one/two
members of the team will identify the
solution and the two others will locate
the solutions cited in the reading text.
Group 1
Save the Tigers
http://www.ereadingworksheets.com
Dr. Miller doesn‟t want the tigers to
vanish. These majestic beasts are
disappearing at an alarming rate. Dr.
Miller thinks that we should write to our
congress people. If we let them know that
we demand the preservation of this
species, maybe we can make a difference.
Dr. Miller also thinks that we should
donate to Save the Tigers. Our donations
will help to support and empower those
who are fighting the hardest to preserve
the tigers. We owe it to our grandchildren
to do something.
4-5 members.
2. Using your English Book as
your source , look for a
certain topic/story.
3. Read the chosen
topic/story carefully to get
ideas on how paragraphs are
written. ( Pay attention to
technical aspects; coherence,
unity, transition and others)
4. Plan a two-three three-
paragraph composition using
an outline/other graphic
organizers using the tarpapel
that the teacher will provide.
Topic will be about the
importance of group
cooperation.

Group 2
Fossil Mishap
http://www.ereadingworksheets.com
It‟s important to think critically about the
information that you receive, or else you
may be led astray.For example, the
brontosaurus is a type of dinosaur that
never really existed. Many people still
believe in the brontosaurus today, but the
“brontosaurus” is actually the body of an
apatosaurus with the head of a
camarasaurus. This concocted creature
was made from two mismatched fossils.
Had more people thought critically about
these findings, analyzing the components
that were presented, entire generations
of school children may not have been
misinformed; therefore, think critically
about the information that people tell
you, even if it‟s information you find on a
book or in a worksheet.
Group 3
Earthquake-proofing
http://www.ereadingworksheets.com
Some countries, such as Japan, or parts of
a country, like California in the United
States, have a lot of earthquakes. In these
places it is a good practice to build houses
and other buildings so they will not
collapse when there is an earthquake.
This is called seismic design or
"earthquake-proofing".
Group 4
Attendance

F.Developing Mastery TASK 2- GROUP Activity
Group 1: Writers in Action
Write some lines taken from your favorite
television show.
Then,identify the tone or mood expressed
in each line.
Group 2: Artists in Motion
Draw the emotion or mood expressed in
the following lines
Group 3: Poets in Line
Write a four-line poem that shows the
following
moods/tones; light, playful and happy
Group 4: Actors on Camera
Act out some scenes from your favorite
movie. Then, let
your classmates identify the tone or mood
shown in the
scenes.
Identify the tone or mood expressed in the
TASK 2- GROUP Activity
Group 1: Writers in Action
Write some lines taken from your favorite
television show.
Then,identify the tone or mood expressed in
each line.
Group 2: Artists in Motion
Draw the emotion or mood expressed in the
following lines
Group 3: Poets in Line
Write a four-line poem that shows the
following
moods/tones; light, playful and happy
Group 4: Actors on Camera
Act out some scenes from your favorite
movie. Then, let
your classmates identify the tone or mood
shown in the
scenes.
Identify the tone or mood expressed in the
http://www.ereadingworksheets.com
Having good attendance is important
because attendance determines the
school‟s funding. Some students have
poor attendance, and the school has tried
many ways of addressing this: teachers
have talked to parents on the phone and
the school has mailed letters. Yet, some
students still maintain poor attendance.
Next, the staff will attempt to schedule
parent/teacher/administrator
conferences with students who are
habitually absent. Hopefully, this will help
more students get to school everyday
Group 5
Lost and Found
http://www.ereadingworksheets.com
A mobile phone is lost every second by
some estimates. A 2011 survey shows
that about 22% of Americans have lost a
mobile phone. When a person loses their
phone, they don‟t just lose a device that
may have cost as much as $600, they lose
phone numbers, photos, and sensitive
information. If the phone isn‟t locked and
it gets lost or stolen, someone may use it
to commit identity theft. Perhaps the
worst part about this is that it can be
prevented. Today‟s smart phones have
free applications that allow you to find
your lost phone using GPS signals. Even if
you cannot retrieve your phone, you can
use these applications to delete your data
so that you are less likely to become a
victim of identify theft. Losing your phone
feels horrible, but if you take the time to
install a phone-finding app, you‟ll be
much better prepared to deal with it.
Identify the problem and the solution/s in Make / Construct sentences when Plan a two to three-
the literary text below asking permission to . paragraph composition using
It seems like there has been a surge in • go out on a Friday night with the graphic organizer below.
teen pregnancies these days. Teen trusted friends Choose from any of the
pregnancies make it very difficult for • use someone's book for researching following topics
young mothers to pursue their dreams • use Father‟s bicycle in going to a 1. Traditions and Customs of
and meet the demands of an infant. classmate‟s house Batangueños
Fortunately, most teen pregnancies can • play someone's ball 2. Tourist Spots in your own
be easily prevented by using birth control; town
however, even birth control is not 100% 3. Famous people in your
effective. The most effective way to locality and their
prevent teen pregnancies is abstinence, accomplishments
which is 100% effective.

G.Finding Practical application of concepts
and skills in daily living
H.Making generalization and abstraction
about the lesson
I.Evaluating learning
following lines/ quotes
taken from the SONA of President Rodrigo
Roa Duterte. Select from
the list of words inside the box
Clear
Optimistic
Sentimental
threatening
Formal
Hopeful
Matter-of-fact
Serious
Sad
happy
pleading
playful
1. "All of us want peace, not the peace of
the dead, of course, but
the peace of the living."
2. "Courage knows no limits, cowardice
does."
3. "In this quest, I will put at stake my
honor, my life, my presidency."
4. "This will be a clean government."
5. "And the Filipino, discipline, informed
and involved, shall rise from
the rubbles of sorrow and pain."
6. "Abuse your authority and there will be a
hell to pay. For you will
have become worse than criminality itself."
7. "If we cannot as yet love one another
then in God’s name let us
not hate each other too much."
8. "This government does not condone
violence and repression of
media."
Tone down your Mood!
1. You Mother is asking for a favor from
you. She tells you to clean
your room. What should be your answer?
What should be your
tone?
2. You got a perfect score in your test, how
would you tell your
parents about it? Tell and show to the class
the proper
tone/mood.
Tone is the narrator’s attitude toward his
or her subject. It
is like tone of voice that people use in
words to describe
them.
Mood is the general atmosphere created
by the
author’s words. It is the feeling the reader
gets from reading
For each one identify the tone, what
following lines/ quotes
taken from the SONA of President Rodrigo
Roa Duterte. Select from
the list of words inside the box
Clear
Optimistic
Sentimental
threatening
Formal
Hopeful
Matter-of-fact
Serious
Sad
happy
pleading
playful
1. "All of us want peace, not the peace of the
dead, of course, but
the peace of the living."
2. "Courage knows no limits, cowardice
does."
3. "In this quest, I will put at stake my honor,
my life, my presidency."
4. "This will be a clean government."
5. "And the Filipino, discipline, informed and
involved, shall rise from
the rubbles of sorrow and pain."
6. "Abuse your authority and there will be a
hell to pay. For you will
have become worse than criminality itself."
7. "If we cannot as yet love one another then
in God’s name let us
not hate each other too much."
8. "This government does not condone
violence and repression of
media."
Tone down your Mood! ( Journal Writing – Reflective Approach) Your friend invited you to attend her
1. You Mother is asking for a favor from you. What are the most common problems birthday party on Saturday. How
She tells you to clean that you encounter in school? would you ask permission to your
your room. What should be your answer? How do you deal with it? What are your mother? If your mother
What should be your solutions? denies your request, how would you
tone? answer her? What would you
2. You got a perfect score in your test, how say and do?
would you tell your
parents about it? Tell and show to the class
the proper
tone/mood.
Tone is the narrator’s attitude toward his or What are the different text types that you How do you ask permission? What should be done prior to
her subject. It remember from previous lessons? How What would you answer if writing a composition?
is like tone of voice that people use in words will you describe a problem and solution your permission is granted ? What should be included in
to describe literary text? How does it differ with What if it is denied? How your outline/draft?
them. cause - effect relationship? would you say? What will aid you in planning
Mood is the general atmosphere created by your composition?
the
author’s words. It is the feeling the reader
gets from reading
For each one identify the tone, what context Weightlessness in Space Choose the correct sentence to be Fill in the graphic organizer
 context clues are used to convey
the tone, and the overall mood of the
literary text.
“The School” by Donald Barthelme:
“And the trees all died. They were orange
trees. I don’t know why
they died, they just died. Something wrong
with the soil possibly or
maybe the stuff we got from the nursery
wasn’t the best. We
complained about it. So we’ve got thirty
kids there, each kid had his or
her own little tree to plant and we’ve got
these thirty dead trees. All
these kids looking at these little brown
sticks, it was depressing.
Tone________________________
Context Clues _________
Mood______________________
Excerpt from “The Road Not Taken “ by
Robert Frost
“I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.”
Tone___________________________
Context Clues _________________
Mood ___________
J.additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next
evaluation objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties in
activities for remediation answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
clues are used to convey
the tone, and the overall mood of the
literary text.
“The School” by Donald Barthelme:
“And the trees all died. They were orange
trees. I don’t know why
they died, they just died. Something wrong
with the soil possibly or
maybe the stuff we got from the nursery
wasn’t the best. We
complained about it. So we’ve got thirty kids
there, each kid had his or
her own little tree to plant and we’ve got
these thirty dead trees. All
these kids looking at these little brown
sticks, it was depressing.
Tone________________________
Context Clues _________
Mood______________________
Excerpt from “The Road Not Taken “ by
Robert Frost
“I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.”
Tone___________________________
Context Clues _________________
Mood ___________
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
Astronauts face many problems in space
caused by weightlessness. One of these
problems is floating around the cabin. To
solve this problem, astronauts wear wear
shoes that are coated with a special
adhesive. This adhesive sticks to the floor
of the cabin. Serving food is another
problem. It won't stay put on the table!
Experts solved this problem by putting
food and drinks in pouches and tubes. It
only needs to be mixed with water.
Weightlessness also causes problems
when an astronaut tries to work. The
simple task of turning a wrench or a
doorknob can be difficult. Since there is
no gravity to keep him down, when he
exerts a force in one direction, the
opposite force may flip him over
completely. To solve this problem, he
must be very careful about how much
force he uses to do these simple tasks.
Here on earth, life is much simpler, thanks
to gravity.
Problem:________-
Solution:
1.
2.
3.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
used in the following situations.
1.Two Batangueños in a bus
a. “ It‟s quite hot in here. Can I open
the window?”
b. “ It‟s quite hot in here. Do you
mind if I open the window?”
2) Two public school teachers at
work:
a. “I forgot my pen today. Could I use
yours for the day?”
b. I forgot my pen today. Give me one
of yours for the day.”
3) At a Filipino restaurant: “Excuse
me but do you mind if I take
this chair?”
a.“No, not at all.‟
b.“Yes, sure.”
4) Aling Ador to his neighbor
a. Manong Jose, sorry to bother you
but it‟s almost midnight and I have to
get up early. Do you mind keeping the
volume of the videoke down?‟
b. Sorry Mang Jose, but the volume of
your videoke is a little too loud. Could
you keep it down, please? It‟s late
and I have to get up early tomorrow.
5) A tourist in a Picnic Groove in
Tagaytay:
a. “Excuse me. How do I get to Sky
Ranch?”
b. “Excuse me. Could you tell me how
to get to Sky Ranch?”
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
with the correct idea/
information to
be included in each part
when planning your
composition
Choices for the title:
 Music and Arts
 Religion
 Sports
Choices for the content
( Introduction, body, ending)
 Ways / Means
 Impact on everyday Living
 Importance/ Benefits
 Origin/ Influence
 How –to / Procedures
 Preservation
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties encountered
in answering the questions
asked by the teacher.
___Pupils mastered the

C.Did the remedial 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 helpme solve?
G.What innovation or localized materials did
used/discover which I wish to share with
other teachers?
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self assessments,
note taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:  ___Contextualization:  ___Contextualization:  tion:
Examples: Demonstrations,
media, manipulatives, repetition, and local
opportunities.
___Text Representation:  ___Text Representation:  ___Text Representation:  Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly, modeling the
___Some pupils did not finish their work on ___Some pupils did not finish their work their work on time. lesson despite of limited
time due to unnecessary behavior. on time due to unnecessary behavior. ___Some pupils did not finish their resources used by the
work on time due to unnecessary teacher.
behavior. ___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned
above 80% above
___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
activities for remediation activities for remediation additional activities for remediation additional activities for
remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught
lesson lesson up the lesson
___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who
remediation remediation require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
___Metacognitive Development: ___Metacognitive ___Metacognitive well:
Examples: Self assessments, note taking and Development: Examples: Self Development: Examples: Self ___Metacognitive
studying techniques, and vocabulary assessments, note taking and studying assessments, note taking and Development: Examples: Self
assignments. techniques, and vocabulary assignments. studying techniques, and vocabulary assessments, note taking and
assignments. studying techniques, and
___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory ___Bridging: Examples:
charts. charts. Think-pair-share, quick-writes, and ___Bridging:Exam
anticipatory charts. ples:Think-pair-share,quick-
writes,andanticipatorycharts.
___Schema-Building: Examples: ___Schema-Building: __Schema-
Compare and contrast, jigsaw learning, peer Examples: Compare and contrast, jigsaw ___Schema-Building: Building: Examples: Compare
teaching, and projects. learning, peer teaching, and projects. Examples: Compare and contrast, and contrast, jigsaw learning,
jigsaw learning, peer teaching, and peer teaching, and projects.
projects.
___Contextualiza
 
Examples: Demonstrations, Examples: Demonstrations, ___Contextualization:  Examples:
media, manipulatives, repetition, and local media, manipulatives, repetition, and Demonstrations, media,
opportunities. local opportunities. Examples: manipulatives, repetition,
Demonstrations, media, and local opportunities.
manipulatives, repetition, and local
opportunities. ___Text
 
Examples: Student created Examples: Student created Examples: Student
drawings, videos, and games. drawings, videos, and games. ___Text Representation:  created drawings, videos, and
games.
___Modeling: Examples: ___Modeling: Examples: Examples: Student created
Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the ___Modeling: Exa
 language you want students to use, and language you want students to use, and language you want students to use, and drawings, videos, and games. mples: Speaking slowly and
providing samples of student work. providing samples of student work. providing samples of student work. clearly, modeling the
___Modeling: Examples: language you want students
Speaking slowly and clearly, modeling to use, and providing samples
Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: the language you want students to of student work.
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching use, and providing samples of student
___ Group collaboration ___ Group collaboration ___ Group collaboration work. Other Techniques and
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play Strategies used:
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching
activities/exercises activities/exercises activities/exercises Other Techniques and Strategies ___ Group collaboration
___ Carousel ___ Carousel ___ Carousel used: ___Gamification/Learning
___ Diads ___ Diads ___ Diads ___ Explicit Teaching throuh play
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Group collaboration ___Answering preliminary
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___Gamification/Learning throuh play activities/exercises
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Answering preliminary ___ Carousel
___ Lecture Method ___ Lecture Method ___ Lecture Method activities/exercises ___ Diads
Why? Why? Why? ___ Carousel ___ Differentiated Instruction
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Diads ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Differentiated Instruction ___ Discovery Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Lecture Method
___ Group member’s ___ Group member’s ___ Group member’s ___ Discovery Method Why?
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Lecture Method ___ Complete IMs
in doing their tasks in doing their tasks in doing their tasks Why? ___Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Complete IMs ___ Pupils’ eagerness to learn
of the lesson of the lesson of the lesson ___ Availability of Materials ___ Group member’s
___ Pupils’ eagerness to learn collaboration/cooperation
___ Group member’s in doing their tasks
collaboration/cooperation ___Audio Visual Presentatio
in doing their tasks of the lesson
___ Audio Visual Presentation
of the lesson

Prepared by:
Noted:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
School Head

School Kalangahan Elementary School Grade Level Five

GRADES 1 to 12 Teacher Mellanie A. Tamares Learning Area EPP
DAILY LESSON LOG Teaching Date and Time November 20-24, 2017 Quarter Third Week 1

Monday Tuesday Wednesday Thursday Friday

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
Naipamamalas ang pagkatuto sa mga kaalaman at kasanayan sa gawaing pang-industriya tulad ng gawaing kahoy, metal kawayan, elektrisidad at iba pa
Naisasagawa nang may kawilihan ang pagbuo ng mga proyekto sa gawaingkahoy, metal, kawayan , elektrisidad at iba pa
1. Natutukoy ang iba’t ibang produktong
mabibili gawa sa iba’t ibang materyales
gamit ang teknolohiya.
2. Nasasabi ang kahalagahan ng
teknolohiya sa pagkalap ng datus.
3. Nakapagsasagawa ng survey gamit ang
teknolohiya sa pagkalap ng datos upang
malaman ang iba’t ibang produktong
mabibili gawa sa iba’t ibang materyales.
Pagsasagawa ng survey gamit ang
teknolohiya sa pagkalap ng datos upang
malamanang iba’t ibang produktong
mabibili gawa sa iba’t ibang materyales
Edukasyong Pantahanan at Pantahanan
Binagong Edisyon pp. 283-286
K-12 Curriculum Guide EPP5IA Oe-5 4.1,
4.1.2
larawan, tsart, laptop
Ano-ano ang mga kasangkapan at
kagamitan na ginagamit sa gawaing
elektrisidad?
Paano mo masasabi na ikaw ay isang
matalinong mamimili? Bakit?
Ano ang nagiging batayan mo sa pagbili ng
isang produkto?
a. Paano ka makakakalap ng datos kung
may nais kang siyasatin sa isang produkto
bago ka bumili?
b. Ano ang maari mong gamitin sa pagkalap
ng datos bukod sa mga akl
1. Natutukoy ang mga patapong bagay na
maaaring gamiting disenyo sa isang proyekto
o produkto
2. Napahahalagahan ang mga patapong
bagay sa paligid
3. Nakapagsasagawa ng survey gamit ang
teknolohiya sa pagkalap ng datos upang
malaman ang disenyong ginamit sa paggawa
ng proyekto o produkto
Pagsasagawa ng survey gamit ang
teknolohiya sa pagkalap ng datos upang
malaman ang disenyong ginamit sa proyekto
o produkto
CG p.27 Curriculum Guide EPP5IA 0e-5
LC#4.1, 4.1.3
Maunlad na Tahanan at Kabuhayan p. 180-
181
Edukasyong Pantahanan at Pantahanan
Binagong Edisyon pp. 268-271
K
Internet
larawan, tsart, loptop
a. Ano-ano ang mga produktong mabibili na
gawa sa iba’t ibang materyales?
b. Ano-anong mga materyales ang ginamit sa
produktong inyong binanggit?
Pagpapakita ng guro ng larawan
1. Natutukoy ang mga materyales,
kagamitan at pamamaran ng pagboo ng
isang proyekto
2. Nakapagsasagawa ng survey gamit ang
teknolohiya sa pagkalap ng datos upang
malaman ang materyales, kagamitan at
paraan ng pagbuo ng proyekto.
3. Napahahalagahan ang paggamit ng
teknolohiya sa pagkalap ng datos sa isang
proyektong nais gawin
Pagsasagawa ng survey gamit ang
teknolohiya sa pagkalap ng datos upang
malaman ang mga materyales, kagamitan
at paraan ng pagbuo ng proyekto
CG p.27
Edukasyong Pantahanan at Pantahanan
BinagongEdisyon pp. 283-286,
Internet larawan, tsart, loptop
a. Ano-anong mga patapon bagay ang
maaari nating gamiting pandisenyo sa
proyekto?
b. Ano-anong mga patapong bagay ang
maaari nating lagyan ng disenyo upang
itoy maging maganda?
Pagpapakita ng guro ng larawan.
a. Ano ang nakikita ninyo sa larawan?
1. Naiisa-isa ang mga datos tungkol sa Natatayaang kaalaman ng
pangangailangan ng pamilihan mga bata sa kasanayang
2. Naibabahagi ang nakalap na datos tinalakay
na may kaugnayan sa
pangangailangan ng pamilihan
3. Nakapagsasagawa ng survey gamit
ang teknolohiya sa pagkalap ng datos
upang malaman ang pangangailangan
ng pamilihan EPP5IA 0e-5 4.1, 4.1.5
Pagsasagawa ng survey gamit ang
teknolohiya sa pagkalap ng datos
upang malaman ang mga materyales,
kagamitan at paraan ng pagbuo ng
proyekto
CG p.27
larawan, tsart, laptop
Anong proyekto ang magagawa mo
buhat sa sirang gulong? kwadradong
lata ng mantika? 1.5L na bote ng
softdrinks, atbp…?
a.Sino sa inyo ang may negosyong
tindahan sa bahay o kahit saang
lugar?
b.Ano-ano ang tinda ninyo

C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
Hatiin ang klase sa apat na pangkat.Sa
tulong ng teknolohiya, magsagawa ng
survey upang malaman ang iba’t ibang
materyales na maaaring gawing pandakot,
wall décor, basket, lampshade atbp
Presentasyon at pag- uulat ng apat
napangkat.
Sagutin:
a. Ano ang iyong naramdaman habang
ginagawa ninyo ang inyong gawain?
b. Ano- ano mga yaring produkto na
ginawan ninyo ng datos?
c. Nagsagawa ba kayo ng survey bago
nagtala ng datos?
d. Ano-anong datos ang inyong nakalap sa
ginawang survey?
Ang paggamit ng teknolohiya sa
pagsasagawa ng survey ay isang paraan
upang mapalawak ang ating kaalaman
tungkol sa mga materyales na maaari
nating gamitin upang makabuo ng isang
proyekto.
Halimbawa ang pandakot ay maaaring yari
sa yero, plastik container o
plywood. Ang lampshade naman ay
maaaring yari sa kawayan, yero at kahoy,
samantalang ang wall decor na maaaring
yari sa kayawan, plastik at kahoy.
a. Paano makakagawa ng isang produkto o
proyekto na may naiibang
disenyo?
b. Ano ang maaring gamitin o gawin para
makakalap ng nais na disenyo?
c. Ano-ano ang mga produktong maaaring
lagyan ng disenyo upang ito ay
maging kakakit- akit sa paningin?
Hatiin ang klase sa apat na pangkat. Gamit
ang internet o teknolohiya gaya ng laptop,
mag saliksik upang makapagtala ang bawat
pangkat ng mga proyektong maaaring lagyan
ng desenyong angkop dito. Gumawa ng
survey tungkol dito at magtala ng datos
a. .Ano ang iyong naramdaman habang
ginagawa ninyo ang inyong pangkatang
gawain?
b. Anu- ano mga produkto o proyektong
pang industriya ang maaaring lagyan ng
desenyo?
c. Anu-anong mga desenyo o bagay na
maaaring gamiting pandesenyo ang naitala
ninyo?
Ang survey ay isang paraan upang
makakalap ng sapat na impormasyon upang
mapaunlad ang desenyo ng proyektong
gagawin.Maaari itong gawin sa
pamamagitan ng panayam o
pamimigay ng nakaimprentang tanong
upang maging mas malinaw ang
impormasyong makakalap.
Ang mga palamuting pandingding na nasa
ating mga tahanan gaya ng “picture frame”,
flower vase, ash tray at mga “ “scrap book”
ay ilan lamang sa mga proyektong pang
b. Anu-ano kayang mga materyales ang
ginamit dito?
c. Maayos ba ang pagkakagawa ng
proyekto? Bakit?
a.Paano mo magagawang maayos at de- a. Ano ang market demand?
kalidad ang proyektong iyong gagawin? b. May alam ba kayong impormasyon
b. Ano ang maari mong gamitin o gawin tungkol dito?
para makakalap ka ng tamang materyales,
kagamitan at paraan ng pagbuo ng
proyekto?
1. Pangkatang Gawain: 1. Pangkatang Gawain:
Hatiin ang mga bata sa tatlong pangkat. Hatiin ang klase sa tatlong pangkat.
Gamit ang internet o teknolohiya gaya ng Bawat pangkat ay magsasagawa ng
laptop. Mangalap ng datos. survey sa tindahang nasa paaralan. Sa
Pangkat I at II- Pumili ng isang proyektong tulong ng teknolohiya , mangalap ng
nais gawin. Isa-isahin ang mga materyales datos sa pamamagitan ng survey sa
na gagamitin. Maghanda ng talaan ng tindahan.
materyales sa napiling proyekto. Gamiting gabay ang mga sumusunod
Pangkat III at IV-Pumili ng isang na tanong.
proyektong nais gawin. Isa isahin ang mga a. Aling paninda ang pinakamabilis
ksangkapan na gagamitin. Itala ang mga mabenta sa inyong tindahan?
paraan ng pagbuo ng proyekto. b. Bakit ito ang pinakamabenta sa
inyong tindahan?
c. Ano ang ginagawa mo sa mga
produktong mabilis mabenta?
d. Ano ang batayan mo sa pamimilimg
muli ng sunod mong paninda?
2.1.Ano ang iyong naramdaman habang Pagkumparahin at suriin ang sagot ng
ginagawa ninyo ang inyong pangkatang bawat pangkat
gawain?
2.2. Anong proyekto ang napili ninyo?
Anu-ano ang mga kagamitan at
ksangkapan na kailangan sa dito?
2.3. Madali bang masusundan ang mga
paraan ng pagbuo ng proyektong napili
ninyo?
Ang pagkalap at pagtatala ng datos ay
mahalagan sa pagbuo ng isang proyekto.
Gamit ang makabagong teknolohiya
makakakalap tayo ng iba’t ibang
proyektong may kaugnayan sa industriya.
Kailangang makalap at maitala nang
wasto ang mga materyales, kasangkapan
at paraan ng pagbuo ng proyekto upang
matapaos kaagad ang proyekto at walang
masayang na materyales.
Mahalagang piliin ang angkop na
materyales at kagamitan upang matagal

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
J.Karagdagang Gawain para sa takdang
aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng
80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang Gawain
Makagagawa namn tayo ng basket buhat
sa rattan at straw.
Ang palamuting pandingding ay isa sa mga
produktong maaring gawin buhat sa iba’t
ibang materyales. Magtala ng isang uri ng
palamuti sa dingding na gawa sa ibat ibang
materyales.Gamit ang teknolohiya magtala
ng datos tungkol dito. Iulat ang inyong
ginawa.
a. Ano-ano ang mga materyales na
maaaring gawing dustpan,
lampshade, basket at wall decor?
b. Bakit mahalaga ang teknolohiya sa
pagkalap ng mga datos?
Panuto: Isulat ang TAMA kung ang pahayag
ay nagpapakita ng wastong pagsasagawa at
kahalagahan ng survey at isulat ang MALI
kung hindi wasto ang pahayag.Ang suvey ay
nakatutulong upang mas madali tayong
makakuha ng datos tungkol sa proyektong
gagawin.
1. Ang pagkalap ng datos ay mahalaga bago
mgsimula ang isang proyekto.
2. Makagagawa tayo ng mga produktong
may kalidad gamit ang makabagong
teknolohiya.
3. Makabubuo tayo ng mas magandang
proyekto kung susunod sa wastong paraan.
4. Limitadong ediya at datos ang makakalap
natin kung gagamit tayo ng makabagong
teknolohiya.
Sa tulong ng survey, anu-anong mga datos
ang dapat mong isasalang alang kung
gagamtin mo ang mga patapong bagay sa
iyong produktong gagawin?
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
industriya na maaaring lagyan ng disenyo
para mas maging magandang tingnan.
Ang Origami ay isang paraan ng pagtutupi na
kung saan maaaring gamiting disenyo sa
isang proyekto. Ang balat ng itlog, sinamay,
bayas, kagamitang pangkulay, doco cement,
karton at iba pa ay mga kagamitanding
pandisenyo sa isang proyekto.
Tingnan at siyasating mabuti ang larawan.
Magtala ng mga datos kungpaano ito
magagawang isang lalagyangmaganda at
kaakit akit na lalagyan o taniman ng
halaman. Ang pangkat na may wasto at
angkop na datos ng disenyo ang siyang
bibigyan ng pinakamataas na marka.
a. Ano-ano ang mga patapong bagay na
maaaring gawing
disenyo sa isang proyekto?
b.Paano makatutulong ang teknolohiya sa
pagpapaunlad ng
disenyo ng proyektong gagawin?
Panuto: Sa tulong ng survey, gamit ang
makabagong teknolohiya, mangalap ng
datos tungkol sa kung paanong ang isang
simpleng bote ay magiging
kapakipakinabang na bagay kapag nilagyan
ng disenyo. Sa tulong ng datos na nakalap,
paano ito gagawing kaakit-akit at
magandang tingnan?
KRITERYA SA PAGMAMARKA NG
PAGLALAPAT AT PAGTATAYA
1. Ano-anong mga datos ang dapat isasalang
alang kung gagamtin ang mga patapong
bagay bilang iyong disenyo?
2. Magtala ng iba pang mga bagay na
maaaring gamiting pandisenyo
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
na mapakinabangan ang proyektong
gagawin.
Pangkatang Gawain
Punan ng tamang datos ang tsart.
Sa paggawa ng isang proyekto, dapat
magkaroon ng tamang pagsisisyasat sa
pagkalap ng datos. Gumawa ng talaan ng
mga materyales at iba pang kasangkapan
at kagamitang kakailanganin sa paggawa
ng proyekto. Lalo’t higit ang pagsunod sa
tamang paraan ng pagbuo ng proyektong
nais ninyong gawin.
Panuto: Basahin at unawaing mabuti ang
inilalahad. Sagutin ang tanong.
Ang gulong ng sasakyan ay maaaring
gawing isang kapakipakinabang na
proyekto sa bahay man o sa paaralan.
Kung ikaw ang gagawa ng proyekto,
anong proyekto ito. Itala ang ang mga
materyales, kasangkapan at paraan ng
pagbuo nito.
Umisip ka ng proyektong gusto mong
gawin at punan mo ang talaan na nasa
ibaba
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
a. Ano ang nagiging batayan ng mga
mamimili para bilhin ang isang
paninda?
b. Nakakaapekto ba ang kalidad at
presyo ng isang paninda upang ito ay
madaling mabenta?
Panuto: Sa tulong ng teknolohiya ay
magsasagawa ng survey tungkol sa
mga katangian ng mamsanas na
dapat bilihin. Gawin ito sa 10 kaklase
sa loob ng loob ng silid aralan.
Mag interview ng dalawa hanggang
tatlong may ari ng tindahan na
maplapit
sa inyong bagay. Magtala ng datos
tungkol sa mga presyo, konsyumer at
demand ng kanilang paninda. Gamitin
ang rubriks sa pagmamarka
___Lesson carried. Move on to ___Lesson carried. Move
the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got
mastery 80% mastery
___Pupils did not find difficulties ___Pupils did not find
in answering their lesson. difficulties in answering
para sa remediation
C.Nakatulong ba ang remedial? Bilang
ng mag-aaral na nakaunawa sa aralin.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were
interested on the lesson,
despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above

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

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

Prepared by:
Noted:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
School Head

School Kalangahan Elementary School Grade Level Five

GRADES 1 to 12 Teacher Mellanie A. Tamares Learning Area Math
DAILY LESSON LOG Teaching Date and Time N0v. 20-24 2017 Quarter Third Week 4

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or presenting
the new lesson
B.Establishing a purpose for the lesson
Monday Tuesday Wednesday Thursday Friday
The learner demonstrates understanding of polygons
The learner is able to construct and describe polygons
Visualizes congruent polygons Visualizes congruent polygons Visualizes and describes a circle Identify the terms related to a circle Identifies the terms related
Code: M5GE-IIId-22, Code: M5GE- IIId-22 Code: M5GE – IIId.23, Code: M5GE-IIId-23 to a circle
Code: M5GE-IIId-23,
Visualizing Congruent Polygons Visualizing congruent polygons Visualizing and describing a circle Geometry Identifying the Terms Related
to a Circle
CG p. 61/Lesson Guide in Elem. Math Gr. 5 CG p. 61/ Lesson Guide in Elem. Math Grade CG p. 61 CG p. 61/ Mathematics for Better Life CG p. 61/ Mathematics for
pp. 358-362 5 pp. 358-362 ™5 pp.226-228 Better Life, Teacher’s Manual
p. 226
Mathematics for Better Life 5, p.350 Growing Up with Math 5 pp. 244-246 Mathematics for Better Life, pp Mathematics for Better Life TX pp234- Mathematics for a Better Life
236 5, p. 234
BEAM LG Gr. 5 Geometry DepEd Learning Portal, Math 5
Charts, flash cards, graphing paper, cutouts cut-outs of polygons, activity sheets power metacards, charts, protractor, circle- Models of plane figures with curved puzzle pieces, circle
of different polygons point presentation shaped objects edges, puzzle of different illustrations
graphing paper, scissors pictures of circles, circular cutouts
1. Drill 1. Review: Identifying Polygons 1. Drill 1. Drill on visualizing circle 1. Drill
Climbing the ladder Strategy: Guessing Game – What Am I Directions: Which of the following is a The teacher uses pictures or real Post figures with curved
Mechanics 1. I am a 3-sided polygon with congruent circle. objects and let the pupils identify edges on the board.
a. The teacher group the pupils into 2 – side whether it is a circle or not Ask pupils to identify each
boys and girls. 2. I am 4-sided polygon with congruent sides Directions: Clap your hands twice if figure.
b. He or she flashes the geometrical figures 3. I have nine sides the object is a circle and stamp your Have the pupils identify
written on the flash cards and let it be 4. I am a four- sided polygon with one pair of feet thrice if it is not which of these are circles
2. Review
identified by the pupils. parallel side. 2. Review 2. Review
 What is a polygon?
c. The pupils who answer the question will 5. I am a 3-sided polygon with two sides Group the class into 3 groups. Give Directions: Identify and name
 Give examples of polygons
step one ladder up. The first group to reach equal them activity card and let them write the parts of the circle
the top is the winner. their answers on metacards.
2. Review Group I- Name five objects that
Guessing Game- What am I? suggest a circle.
a. I am a 3-sided polygon with congruent Group II- Why is a ball not an example
side. of a circle.
b. I am a 4-sided polygon with congruent Group III- What differentiates a circle
sides. from other plane figures
c. I have 10 sides.
d. I am a four-sided polygon with 1 pair of
parallel side.
e. I have 8 sides.
Ask: Look at our blackboards. Do they have Look at our blackboards. Do they have the same size and shape? Is a circle a polygon? Why do you think Strategy: Game (puzzle) Strategy: Puzzled Up
the same size and Look around the room. What objects have the same size and shape? so? Mechanics: Materials: puzzle pieces of a
Shape? Look around the room. What 1. Divide the class into four groups. circle
objects have the same 2. Group Leaders will pick or get the Mechanics:
shape and size? envelope containing parts of puzzle. a. Group the pupils into 4’s.
Values Integration 3. Give them 1 minute to form the b. Each group will have their
Ask some pupils to relate their experiences. puzzle. And the first group to activity kit which includes
Lead them to complete pieces of puzzle.
the discussion that will develop their it wins the game. c. Each group will form the
willingness to do 4. Remind each pupil to be a good pieces to form a circle. They

C.Presenting Examples/ instances of the new
lesson
D.Discussing new concepts and practicing
new skills #1
the assigned tasks.
Strategy: Looking for the correct pair
Materials: cutouts of polygons, ruler,
protractor and identify them
Mechanics:
a. Group the pupils into 4’s.
b. Distribute envelopes with cutouts of
polygons, two of which are
pair.
c. Instruct the pupils to look for the pair of
the polygons as shown
below. Let them measure the sides and the
angles. Let them
paste the polygons in pair on manila paper
d. Ask the pupils. What can you say about
the sides of each pair
of polygons? What can you say about the
shape? What
Can you say about the angles?
e. Let the pupils draw congruent polygons
and identify them.
Teacher then processed the output done
by each group.
Materials: cut outs of polygons, ruler,
protractor
Mechanics:
a. Group the pupils into 4’s.
b. Distribute envelopes with cut outs of
polygons, two of which are pair.
c. Let the pupils look for the pair of polygons
as shown below. Let them measure the sides
and the angles. Let them paste the polygons
in pair on
a manila paper
What can you say about the sides of each
pair of polygons?
What can you say about the shape?
What can you say about the angles?
Mechanics:
a. Group the pupils into 4 groups
b. Let them bring out their ruler and
graphing paper
c. Instruct the pupils to draw different
polygons using the graphing paper. Draw
one pair of polygons with the same size and
shape
Group 1- three-sided polygons like
equilateral, isosceles
and scalene
Group 2- four-sided polygons
Group 3- five to seven-sided polygons
Group 4- eight to ten-sided polygons
d. Let the pupils compare the figures they
cut.
e. What can you say about their size and
shape?
f. Guide the pupils to answer that the pair of
plane figure with exactly
the same shape and size are congruent.
g. Ask: How did you feel when performing
the activity?
What value is developed when you
Have the pupils observe the circles below.
Take a look at each of the circles. Do you
find any line segment?
Strategy: Direct Instruction
 A circle is a simple closed curved. It is
composed of a set of points equidistant
from a fixed point called the center of the
circle.
 In the illustration point O is found at the
center of the circle.
 A circle is named by its center. This
circle is called circle O.
 Segment OA is a radius. Radius is a line
segment from the center
to any point on the circle. A radius is half
of a diameter.
 We can use a protractor to draw a
circle. A protractor is
an instrument that is used to draw circles
with different radii.
We can also trace a circle from other
objects with a shape of
a circle.
sport when playing games will form 3 pieces of circles of
different sizes.
d. The first group to post
their work wins
a. Strategy: Paper Folding Activity Strategy: Naming Parts of the
Mechanics: Circle
1) Divide the class into 5 groups. Materials: circular cut-outs
2) Give each group a piece of circular Mechanics:
cutout. a. Group the pupils into 4’s.
3) Let them fold it in half. (Focus the b. Study the circle.
pupils’ attention on the line c. Trace the circle around
segment formed by the fold. from point P back to the
Introduce the term Diameter to name same point. (That is the
the line segment. circumference of the circle.)
4) After that, let them fold the cutout d. Trace the curve line from
such that the diameter is halved. point P to point Q passing
(Introduce the term radius to the point N.
name of the new line segment (That is the called semi-
formed). How the length of the radius circle.)
compares with the diameter? What is e. Trace point N to point Q.
a diameter? What is a radius? (That is a minor arc. The
5) Using a marker, let them mark the degree measures less than
center of the circle. (Specify that 180°.
a center named the circle. f. Trace point N to point Q
b. Present another circle passing point P. (That is the
cutout/picture like shown below major arc.
Look at the circle that is posted. Can The degree is greater than
you give the lines in a circles? 180°.
How do we name this circle?
What can you say on Line ED? How
will you the describe it? (so we called
it chord whose endpoints lie on a
circle.)
Directions: Group the class into four. Presentation of each group
Use the illustrated circle at the
right in answering the items in the
activity.
1. The circle is named as ________.
2. OT is a _________.
3. OE is a _________.
4. HE is a _________.
5. The center of the circle is
________.
6. Name 3 radii:
_______,_______,_______.
7. Name 2 diameters:
________,________,________
8. Name the chords:
_________,_________.
 performed the activity?
E.Discussing new concepts and practicing a. How do you find the activity? Presentation of each group Presentation of each group What is the name of the
new skills #2 b. When do you say that two polygons are circle?
congruent? How will you describe the
c. What other strategies will you use to circumference of the circle?
help you find that How is the semi-circle
two or more polygons are congruent? formed?
How will you describe minor
arc? major arc?
How will compare minor and
major arc?
How will you describe the
area of the circle?
F.Developing Mastery Directions: Look at the figures. Which of Directions: Identify the figure in Figure I that Strategy: Thinking Skills Directions: Refer to Circle O
them appears to be congruent? Name is congruent in Figure II Analyze the following figures. What are Directions: Use circle O at the right to to name the following.
the pairs Figure I Figure II they? identify each line segment as a. a minor arc
1. Quadrilateral FBEF __________ a radius, a diameter and a chord. ______________
2. Triangle CBE __________ 1. Line AC b. a major arc
3. Triangle GCH __________ 2. Line OA ______________
4. Quadrilateral ACGF __________ 3. Line FM c. a semicircle
5. Triangle CDE __________ 4. Line OD ________________
6. Triangle ABF __________ 5. Line OC Direction: Do the following.
7. Segment FH __________ 6. Line OF d. Trace the circumference of
8. Segment BC __________ 7. Line AB the circle.
9. Angle DCE __________ 8. Line DC e. Shade the area of the circle
10 Triangle CDB
G.Finding Parctical application of concepts Directions: Look at the things inside the 1. Look at the things inside the classroom Using the circles and different Directions: Form five groups. Let each Directions: Group the pupils
and skills in daily living classroom and identify and identify the congruent sides or faces. shapes given to your group, create a new group draw their own circle. into 3’s. Let the draw the
the congruent sides or faces. a. books b. tables c . chalkboard figure from it. Post your work and explain Have them illustrate a radius, following circle
a. books d. tables d. wall e. cabinets what you have formed diameter and a chord. Give illustrating the following.
b. chalkboard e. walls 2. Find pair of figure in your classroom that them time to do this. Each group will Shade the area of the three
c. cabinets shows congruency present their output circles differently.
a. minor arc
b. major arc
c. semi-circle
H.Making generalization and abstraction When do you say that two polygons are Lead the pupils to generalize that two What is a circle? How will you identify the radius, How will you identify the
about the lesson congruent? polygons are congruent if: diameter, chord and center of a circumference, area, semi-
a. Both have the same shape and size. circle? circle, minor arc, and major
b. Tracing of one fits the other. arc of a circle
c. Their corresponding angles and sides are
congruent
I.Evaluating learning Directions: Check the letter of the figure Evaluating Learning Directions: Draw objects that can be found inside and outside the Directions: Refer to the circles below Directions: Use circle O to
that is congruent to the first figure Write the letter of the figure that is classroom that has a shape of a circle. Label the object you have drawn to answer the following identify each line segment in
congruent to the first figure. 1. Name the diameters and radii in the figure.
the circle. a. FG
2. Which line segments in the circle b. RS
are chords c. SE
d. GE
e. AS

J.additional activities for application or Directions: Draw 2 congruent figures of the Directions: Directions: Name 5 things found in your Directions: Have the pupils work in Directions: Illustrate five
remediation following polygons. Certain artists, such as Pablo Picasso, home that has a shape of a circle pairs. They will each fold a circles showing the following

V.REMARKS
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 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 helpme solve?
G.What innovation or localized materials did
1. Trapezoid
2. Octagon
3. Pentagon
4. Isosceles triangle
5. Decagon
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
created paintings and drawings using a style
called “cubism.” Cubism is an abstract style
where the artist arranges cubes and other
geometric forms in their work. A cubist
painting could contain shapes like those
below.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
circle to show 4 diameters and name
the diameters
and the radii formed. Have them
explain what part of
each diameter a radius is.
Enrichment
Directions: Use this circle to show
three diameters and three radii. Use
capital letters to name the points on
the circle
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
parts of the
circle. Label each illustration.
a. circumference
b. area
c. minor arc
d. major arc
e. semicircles
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties encountered
in answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
used/discover which I wish to share with
other teachers?
___Metacognitive
Development: Examples: Self assessments,
note taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:  ___Contextualization:  ___Contextualization:  peer teaching, and projects.
___Metacognitive Development: ___Metacognitive ___Metacognitive well:
Examples: Self assessments, note taking and Development: Examples: Self Development: Examples: Self ___Metacognitive
studying techniques, and vocabulary assessments, note taking and studying assessments, note taking and Development: Examples: Self
assignments. techniques, and vocabulary assignments. studying techniques, and vocabulary assessments, note taking and
assignments. studying techniques, and
___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory ___Bridging: Examples:
charts. charts. Think-pair-share, quick-writes, and ___Bridging:
anticipatory charts. Examples: Think-pair-share,
quick-writes, and anticipatory
charts.
___Schema-Building: Examples: ___Schema-Building:
Compare and contrast, jigsaw learning, peer Examples: Compare and contrast, jigsaw ___Schema-Building:
teaching, and projects. learning, peer teaching, and projects. Examples: Compare and contrast,
jigsaw learning, peer teaching, and ___Schema-
projects. Building: Examples: Compare
and contrast, jigsaw learning,

Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, ___Contextualization: 

media, manipulatives, repetition, and local media, manipulatives, repetition, and local media, manipulatives, repetition, and
opportunities. opportunities. local opportunities. Examples: ___Contextualiza
Demonstrations, media, tion: 
manipulatives, repetition, and local
opportunities. Examples:
___Text Representation:  ___Text Representation:  ___Text Representation:  Demonstrations, media,
manipulatives, repetition,
Examples: Student created Examples: Student created Examples: Student created and local opportunities.
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Text Representation: 

___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: Examples: Student created

Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the drawings, videos, and games. ___Text
language you want students to use, and language you want students to use, and language you want students to use, and Representation: 
providing samples of student work. providing samples of student work. providing samples of student work. ___Modeling: Examples:
Speaking slowly and clearly, modeling Examples: Student
the language you want students to created drawings, videos, and
Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: use, and providing samples of student games.
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching work.
___ Group collaboration ___ Group collaboration ___ Group collaboration ___Modeling: Exa
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play mples: Speaking slowly and
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary Other Techniques and Strategies clearly, modeling the
activities/exercises activities/exercises activities/exercises used: language you want students
___ Carousel ___ Carousel ___ Carousel ___ Explicit Teaching to use, and providing samples
___ Diads ___ Diads ___ Diads ___ Group collaboration of student work.
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___Gamification/Learning throuh play
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Answering preliminary
___ Discovery Method ___ Discovery Method ___ Discovery Method activities/exercises Other Techniques and
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Carousel Strategies used:
Why? Why? Why? ___ Diads ___ Explicit Teaching
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Differentiated Instruction ___ Group collaboration
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Role Playing/Drama ___Gamification/Learning
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Discovery Method throuh play
___ Group member’s ___ Group member’s ___ Group member’s ___ Lecture Method ___ Answering preliminary
collaboration/cooperation collaboration/cooperation collaboration/cooperation Why? activities/exercises
in doing their tasks in doing their tasks in doing their tasks ___ Complete IMs ___ Carousel
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Availability of Materials ___ Diads
 of the lesson of the lesson of the lesson ___ Pupils’ eagerness to learn ___ Differentiated Instruction
___ Group member’s ___ Role Playing/Drama
collaboration/cooperation ___ Discovery Method
in doing their tasks ___ Lecture Method
___ Audio Visual Presentation Why?
of the lesson ___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperatio
n
in doing their tasks
___ Audio Visual Presentation
of the lesson

Prepared by:
Noted:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
School Head

School Kalangahan Elementary School Grade Level Five

GRADES 1 to 12 Teacher Mellanie A. Tamares Learning Area Science
 DAILY LESSON LOG Teaching Date and Time Nov 20-24, 2017 Quarter Third Week 4

Monday Tuesday Wednesday Thursday Friday

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or presenting
the new lesson
B.Establishing a purpose for the lesson
The learners demonstrate understanding on how black and colored objects affect the ability to absorb heat.
The learners should be able to perform the activities sensibly.
The learner should be able to describe the
characteristics of black and colored objects.
S5FE-IIId-4
Effects of Light and Sound, Heat and
Electricity
CG p.
https://www.reference.com/science/list-
black-things
http://www.slideshare.net/lhoralight/k-
to-12-grade-4-learners-material- in-
science-q1q4
www.teachengineering.org
Direction: Give an example of a good
conductor. For every correct answer,
the pupil may open a covered letter to
reveal and guess the mystery word. C
ONDUCTOR
“Why are conductors important?”
Group yourselves according to your
favorite color. Why is that your favorite
color?
The learner should be able to
The learner should be able to infer how
The learner should be able to classify objects investigate how black and colored
black and colored objects affect the ability
as to black and colored objects. objects affect the ability to absorb To cunduct summative test
to absorb heat.
S5FE-IIId-4 heat.
S5FE-IIId-4
S5FE-IIId-4
Effects of Light and Sound, Heat and Effects of Light and Sound, Heat and Effects of Light and Sound, Heat
Summative Test
Electricity Electricity and Electricity
CG p. CG p. CG p.
http://www.slideshare.net/lhoralight
http://www.slideshare.net/lhoralight/k-
/k-to-12-grade-4-learners-material-
https://www.reference.com/science/list- to-12-grade-4-learners-material-in-
in-
black-things science-q1q4
science-q1q4
http://mentalfloss.com/article/50506/why- www.teachengineering.org
www.teachengineering.org
do-black-shirts-get-hot-sun https://www.youtube.com/watch?
https://www.youtube.com/watch?
v=u3ttUCeKL9k
v=2KX8-7EFiiM
Fact or Bluff Word Splash: Game: Write examples of common Review previous lesson
Direction: Write Fact if the statement if Let the pupils write words related to black and colored objects
correct and Bluff if not. black objects and colored objects. to complete the meaning of the
_________1. A black object looks black Use the graphic organizer below. acronym for BLACK and
because it absorbs all the COLORED
wavelengths in white light. (Fact) words.
_________2. Colors are all equally heat B- C-
absorbent. (Bluff) L- O-
_________3. Color is a result of the A- L-
wavelength of light reflected by C- O-
that object. (Fact) K- R-
_________4. A black fabric absorbs all E-
colors of light. (Fact) D-
_________5. Lighter colors are more (bulls, lice, ash, charcoal, kitten)
absorbent than darker ones. (can, owl, leaf, orange, roof,
(Bluff) eggplant, dress)
What makes an object appear more Imagine that it is 100 degrees Celsius Week 4 Day 5
attractive than the rest? outside. Look at the picture and describe Lesson 20: Summative
(Its color…) How do you stay cool? What kinds of it. (They are the workers that Test Number 2
Today, you are going to brainstorm on clothing do you wear? install the roof of the building.) I. Directions: Read each
the colors of objects and Any thought to color? (Listen to pupils’ What is the color of the roof do question carefully. Write
classify them as to black or colored. ideas.) they use? Why do you think they only the letter of the
prefer to use a white roof? (They correct answer.
use white color to reduce the 1. Which of the following
amount of heat energy required to DOES NOT belong to the
keep the inside building group?

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
Approach: Inquiry-Based Approach
Strategy: Cyclic Inquiry Model and the
Practical Inquiry Model
Suggested Activity: The AIDR Activity
(Ask, Investigate, Create, Discuss,
Reflect)
Group Activity: “How Do I Get My
Color?”
V. Problem: What are the
characteristics of colored objects?
VI. Materials: 3 pieces of colored
cellophane (red, blue, green)
3 flashlights,4 pieces of construction
paper (white, red, blue, green
VII. Procedures
4. Cover the head of each flashlight
with cellophane.
5. Turn on the flashlights and point
them at the white paper.
3. Then point the flashlight with the
other paper.
Red light – green paper
Green light – blue paper
Blue light – red paper
4. Repeat step 2 and use the 3 different
colors together.
VIII. Data and Observation
Questions
1. What colors do you see?
__________________
2. What happens when you looked at
the papers through the
different colored cellophane?
______________________
3. What color is formed when you
combined all the three colors?
_______________________________
_________________
4. What color of light beams did you
combine to produce a white
light?
_______________________________
_____________
V. Conclusion:
I therefore conclude that ___________
4. Group reporting
5. Sharing of results of the activity.
Who among you have been to a Safari?
Would you like to go on a Safari?
Come on and watch this interactive
song video and identify the black and
colored objects found in there.
(https://www.youtube.com/watch?
v=8mLRmZmR3vM) “Color Songs -
Let's Spell Black”
Approach: Collaborative
Strategy: Jigsaw Method
Suggested Activity: TDAR
(Think, Discuss, Act, Reflect)
Group Activity: “Imagine My Color”
M. Problem: What objects are black and
colored?
II. Materials: Chart, Activity sheet
III. Procedure
1. Study the list of objects in the chart.
2. Discuss with your group members
their usual or common color.
3. Record your answer on the table.
4. Data and Observation
Questions
1. Which objects are black?
________________________________
__
2. Which objects are colored?
________________________________
1. Group reporting
2. Sharing of results of the activity.
Discussing new concepts and practicing
new skills #2
1. Answer these questions:
Why do objects appear black?
Why do objects appear colored?
Approach: Inquiry-Based Approach
Strategy: Cyclic Inquiry Model and the
Practical Inquiry Model
Suggested Activity: The AIDR Activity
(Ask, Investigate, Create, Discuss,
Reflect)
Group Activity: “Team Black and
Colored vs Team White”
I. Problem: How do black and colored
objects affect the ability to absorb
heat?
II. Materials: 2 identical glasses, water,
black construction paper, white
construction paper, tape,
thermometer, a sunny day
III. Procedure
1. Find two identical glasses.
2. Cut black construction paper to the
same height as one of the glasses.
3. Wrap the black construction paper
around the glass so it covers the entire
outside surface as well as the top.
4. Tape the paper in place around the
glass to hold the paper in place.
5. Repeat steps 2-4 with the second
glass with the white construction
paper.
6. Fill both glasses with water. Make
sure they have the same amount of
water in them, and make sure you use
the same temperature of water in both
glasses.
7. Take the temperature of the water
in each glass and write down the
starting or initial temperature.
8. Place both glasses outside in the
sun.
1. Group reporting
2. Sharing of results of the activity.
Watch this video clip to find out how
black and colored objects absorb
heat (https://www.youtube.com/watch?
v=u3ttUCeKL9k)
Answer these questions:
1. What is the effect of black and
colored objects to heat absorption?
2. What is the effect of white objects to
heat absorption?
temperature...To prevent the
Approach: Inquiry-Based
Approach
Strategy: Cyclic Inquiry Model and
the Practical Inquiry Model
Suggested Activity: The AIDR
Activity
(Ask, Investigate, Create, Discuss,
Reflect)
Group Activity: “Melting Race
Under the Heat of the Sun”
I. Problem: How do black and
colored objects affect the ability to
absorb heat?
II. Materials: Colored paper 4
sheets per group (white, yellow,
red, black), Newspaper, Scissors,
Clear tape, 4 ice cubes per group,
Sunny day or a heat lamp/alcohol
lamp
III.Procedure
1. Prepare four sheets of colored
paper (white, yellow, red, black),
cut and fold the sheets into boxes.
2. Hand out newspaper and
spread the newspaper in an
exposed, sunny place outside, or
under a heat lamp.
3. On the newspaper, place the
boxes side by side with the
opening facing away from the
sunlight so pupils can see inside.
4. Get four ice cubes and place
one ice cube in the center of each
colored box.
5. Let the ice cubes sit in the sun
until they have melted. Check
them every few minutes and
record which ice cubes melted
first, second, third and fourth.
6. Record your data in the
worksheet chart.
1. Group reporting
2. Sharing of results of the activity.
Watch this video clip to find out
how black and colored objects
absorb
and lose heat.
(https://www.youtube.com/watch?
v=_SiSDcN9TBE) “Thermoscope -
Experiment to prove that black
substances absorb heat faster –
Science”
Answer these questions:
1. Which tin can has higher
temperature? Why?
A. aluminum C. copper
B. plastic D. iron
2. Some materials which
allow an electric current to
flow through them are
called ____________ of
electricity.
A. insulators C. conductors
B. convectors D. radiators
3. Materials that block an
electric current from
flowing are called
____________.
A. insulators C. conductors
B. convectors D. radiators
4. Why are electric wire
usually made up of
copper?
A. Because copper is a
good insulator.
B. Because copper is a
good conductor.
C. Because copper is a
poor insulator.
D. Because copper is a
poor conductor.
5. Which is the best
conductor of electricity?
A. aluminum C. gold
B. copper D. silver
6. Which of the following is
an insulator?
A. iron C. water
B. rubber D. aluminum
7. The main reason for
using aluminum to make
cooking pans is because:
A. It is a good conductor of
heat.
B. It is a good conductor of
electricity.
C. It has a very high
density.
D. It is very strong.
8. You can protect yourself
from the harmful effects of
conductors by using
___________.
A. conductors C.
convectors
B. insulators D. radiators
9. Which of the following
materials are good
conductors of heat?
A. ceramic cups,
disposable glass, silver
B. iron nail, silver, copper
C. glass, cloth, paper
D. aluminum, plastic,
rubber
10. Which among the

F.Developing Mastery
G.Finding Parctical application of concepts
and skills in daily living
H.Making generalization and abstraction
about the lesson
I.Evaluating learning
J.additional activities for application or
remediation
What black objects are found in a
Safari?
What are their characteristics?
What insight have you learned about
the importance of colors in our
environment?
What did you learn today?
What are the characteristics of black
and colored objects?
Write a short paragraph about the
description of light
Make a concept map on characteristics
and examples of black and
colored objects.
Complete the color wheel with examples
of objects represented by each color in
the color wheel and black whee
You’ve just classified the black objects
from colored objects.
During summer or hot days, what color of
shirt is more advisable to
use?
Which makes you feel better? Why?
What did you learn today?
What are the common black and colored
objects that we usually
encounter?
Directions: Write C if the object is colored
and B if black.
_______1. Penguin
_______2. Sun
_______3. Plant
_______4. Charcoal
_______5. Lemon
Make an inventory list of black and
colored materials found in the
community.
What might be the influence of color
and its relationship to heat?
Can you think of any instances in
which the color of something makes a
difference in how hot it gets in the
sun?
Listen to student ideas.
Possibilities: Wearing white vs. black
clothing on superhot days.
Flat rooftops sealed in black tar vs.
white polymer
material.
You’ve just found out how black and
colored objects affect the absorption of
heat.
If you live where it is sunny and hot all
the time, what car will you use, a white
one or a black one? Why?
What did you learn today?
How does black or colored object
affect the ability to absorb it?
Directions: Write AGREE if the
statement is true and DISAGREE if
false.
_______1. A white car absorbs more
heat than a black car.
_______2. Lighter colors reflect more
of the sun’s radiant energy.
_______3. Darker colors absorb more
sunlight than lighter colors.
_______4. A black T-shirt gets cooler
than a colored one.
_______5. Water in a colored glass
will have a lower temperature.
Draw at least 5 black objects that
absorb more heat and 5 colored
objects that absorb less heat.
2. Which tin can has lower
temperature? Why?
How does the color of an object
affect the ability to absorb heat?
Debate on the reason why ice
chest or Styrofoam are always in
color
white and not in black.
You’ve just investigated how black
and colored objects affect the
absorption of heat.
Which color would be the best help
to keep the ice cubes from melting
too quickly in the sun?
What did you learn today?
How does black or colored object
affect the ability to absorb heat?
Directions: Group the following
phrases related to heat absorption
ability
of black and colored objects or of
white objects.
Phrases:
· Remain cooler to touch in the
sunlight
· Get warmer more quickly in the
sunlight
· Absorb more heat
· Absorb less heat
· Dry slower under the sun
· Dry faster under the sun
Illustrate the effect of walking
barefooted across a black asphalt
roadway versus walking across a
lighter concrete roadway.
following materials is
useful in cooking food?
A. ceramic mug C.
aluminum casserole
B. metal spoon D. plastic
cup
11. Why is electrical wiring
usually covered with a
layer of plastic?
A. To help electricity flow
along the wire
B. To make it look better
C. To save electricity
D. To make it safe
12. What colors are
reflected when an object
appears black?
A. none C. red and blue
B. all colors D. black
13. Which object would
absorb the most light and
heat?
A. black shirt C. green leaf
B. red apple D. white car
14. Which object would
reflect the most light?
A. black shirt C. green leaf
B. red apple D. white car
15. If red and green lights
are shining on a red apple,
what happens to the red
and green lights?
A. Both are absorbed.
B. Both are reflected.
C. Red is reflected and
green is absorbed.
D. Green is reflected and
red is absorbed.
16. When objects absorb
light, the energy that was
once travelling through the
wave is absorbed into the
object and converted to
heat, causing the
temperature of the object
to __________.
A. fall C. stay the same
B. rise D. keep still
17. White absorbs all
colors while black reflects
all colors.
A. True C. False
B. Maybe D. Not at all
18. Black and colored
objects absorb
___________ than white
ones.
A. less heat C. the same
amount of heat
B. more heat D. no heat
19. During hot or summer

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next
evaluation objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties in
activities for remediation answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
days, people must wear
_____________.
A. white or light-colored
clothes C. black clothes
B. dark-colored clothes D.
any color of clothes
20. Which set of objects
are usually black and are
more absorbent of heat?
A. carbon paper, roof, bag
C. coal, tires, iron, magnet
B. hair, laptop, clothes D.
flower, paper, vase
II. Write BCO if the
phrases pertain to the
ability and effects of black
and colored objects in heat
absorption and WO for
those of white objects.
_________21. Absorb
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by

C.Did the remedial 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 helpme solve?
G.What innovation or localized materials did
used/discover which I wish to share with
other teachers?
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self assessments,
note taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:  ___Contextualization:  ___Contextualization:  peer teaching, and projects.
Examples: Demonstrations,
media, manipulatives, repetition, and local
opportunities.
___Text Representation:  ___Text Representation:  ___Text Representation:  Demonstrations,
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
___Majority of the pupils finished their work ___Majority of the pupils finished their the teacher.
on time. work on time. ___Majority of the pupils finished
___Some pupils did not finish their work on ___Some pupils did not finish their work their work on time.
time due to unnecessary behavior. on time due to unnecessary behavior. ___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
above
___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
activities for remediation activities for remediation additional activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson
___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
remediation remediation require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
___Metacognitive Development: ___Metacognitive ___Metacognitive well:
Examples: Self assessments, note taking and Development: Examples: Self Development: Examples: Self ___Metacognitive
studying techniques, and vocabulary assessments, note taking and studying assessments, note taking and Development: Examples: Self
assignments. techniques, and vocabulary assignments. studying techniques, and vocabulary assessments, note taking and
assignments. studying techniques, and
___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory ___Bridging: Examples:
charts. charts. Think-pair-share, quick-writes, and ___Bridging:
anticipatory charts. Examples: Think-pair-share,
quick-writes, and anticipatory
charts.
___Schema-Building: Examples: ___Schema-Building:
Compare and contrast, jigsaw learning, peer Examples: Compare and contrast, jigsaw ___Schema-Building:
teaching, and projects. learning, peer teaching, and projects. Examples:Compare and contrast,
jigsaw learning, peer teaching, and ___Schema-
projects. Building: Examples: Compare
and contrast, jigsaw learning,
Examples: Demonstrations, Examples: Demonstrations, ___Contextualization: 
media, manipulatives, repetition, and local media, manipulatives, repetition, and
opportunities. local opportunities. Examples: ___Contextualiza
Demonstrations, media, tion: 
manipulatives, repetition, and local
opportunities. Examples:
media,
manipulatives, repetition,
Examples: Student created Examples: Student created and local opportunities.
drawings, videos, and games. drawings, videos, and games. ___Text Representation: 
___Modeling: Examples: ___Modeling: Examples: Examples: Student created
Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the drawings, videos, and games. ___Text
language you want students to use, and language you want students to use, and Representation: 
providing samples of student work. providing samples of student work. ___Modeling: Examples:
Speaking slowly and clearly, modeling Examples: Student

Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Prepared by:
MELLANIE A. TAMARES
Class Adviser
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
the language you want students to created drawings, videos, and
Other Techniques and Strategies used: use, and providing samples of student games.
___ Explicit Teaching work.
___ Group collaboration ___Modeling: Exa
___Gamification/Learning throuh play mples: Speaking slowly and
___ Answering preliminary Other Techniques and Strategies clearly, modeling the
activities/exercises used: language you want students
___ Carousel ___ Explicit Teaching to use, and providing samples
___ Diads ___ Group collaboration of student work.
___ Differentiated Instruction ___Gamification/Learning throuh play
___ Role Playing/Drama ___ Answering preliminary
___ Discovery Method activities/exercises Other Techniques and
___ Lecture Method ___ Carousel Strategies used:
Why? ___ Diads ___ Explicit Teaching
___ Complete IMs ___ Differentiated Instruction ___ Group collaboration
___ Availability of Materials ___ Role Playing/Drama ___Gamification/Learning
___ Pupils’ eagerness to learn ___ Discovery Method throuh play
___ Group member’s ___ Lecture Method ___ Answering preliminary
collaboration/cooperation Why? activities/exercises
in doing their tasks ___ Complete IMs ___ Carousel
___ Audio Visual Presentation ___ Availability of Materials ___ Diads
of the lesson ___ Pupils’ eagerness to learn ___ Differentiated Instruction
___ Group member’s ___ Role Playing/Drama
collaboration/cooperation ___ Discovery Method
in doing their tasks ___ Lecture Method
___ Audio Visual Presentation Why?
of the lesson ___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperatio
n
in doing their tasks
___ Audio Visual
Presentation
of the lesson
Noted:
HAZEL JOY P. PAGADOR
School Head
 GRADE 1 to 12 Paaralan Kalangahan Elementary School Baitang/ Antas 5
DAILY LESSON LOG Guro Mellanie A Tamares Asignatura Araling Panlipunan
(Pang-araw-araw na Petsa/ Oras Nov 20-24, 2017 Markahan IKATLO Week 4
Tala ng Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN

A. Pamantayang Naipamamalas ang mapanuring pang-unawa sa pagbabago sa lipunan ng sinaunang Pilipino kabilang ang pagpupunyagi ng ilang pangkat na mapanatili ang kalayaan sa kolonyalismong Espanyol; at ang impluwensiya nito sa
Pangnilalaman kasalukuyang panahon
B. Pamantayan sa Nakapagpapakita ng pagpapahalaga at pagmamalaki sa pagpupunyagi ng mga Pilipino sa panahon ng kolonyalismong Espanyol
pagganap
C. Mga Kasanayan sa Natatalakay ang ibat ibang anyo ng Nasusuri ang bahaging ginagampanan ng Nasusuri ang mga pagbabagong ginawa Naihahambing ang istruktura ng pamahalaang
Pagkatuto panitikan na ipinakilala ng mga Kristiyanismo sa kultura at ng mga Espanyol sa edukasyon ng kolonyal sa uri ng
Isulat ang code ng Espanyol tradisyon ng mga Pilipino mga Pilipino pamamahala ng mga sinaunang Pilipino
bawat kasanayan Nagagamit ang mga kapaki-pakinabang na Naisasadula ang mga kultura at tradisyon Napaghahambing ang mga pagbabago sa Naipakikita ang istruktura ng pamahalaang kolonyal sa
panitikan na dala ng mga dulot ng Kristiyanismo uri ng edukasyon sa panahon ng uri ng
Espanyol Naipahahayag ang sariling saloobin mga Espanyol pamamahala ng mga sinaunang Pilipino sa
Napahahalagahan ang mga kapaki- tungkol sa kultura at tradisyon na Nabibigyang katwiran ang mabuti at di pamamagitan ng pagguhit
pakinabang na panitikan dala ng hatid ng mga Espanyol sa buhay ng mga mabuting dulot ng pagbabago sa uri Nabibigyang katwiran ang kahalagahan ng istruktura
mga Espanyol Pilipino ng edukasyon sa panahon ng mga sa kalakalan
Espanyol
II. Nilalaman Pagbabago sa lipunan s ilalim ng pamahalaang kolonyal
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Mga Pahina sa CG p. 52 CG p. 52 CG p. 52 CG p. 52 CG p. 52
Gabay ng Guro
2. Mga Pahina sa
Kagamitang Pang-
Mag-aaral
3. Mga Pahina sa AP5, Makabayan Kasaysayang Pilipino 5 ph Makabayan: Kasaysayang Pilipino p.81 Makabayan: Kasaysayang Pilipino pp. 74- Pamana 5 pahina 20 at 75, Pilipinong Makabayan 5
Teksbuk 78-80, 75
Ang Pilipinas sa Ibat ibang Panahon
4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource
B. Iba pang larawan, Tv, laptap, powerpoint larawan, tarpapel larawan, tarpapel, activity card card,manila paper,pentel pen,laptop
Kagamitang Panturo presentation powerpoint presentation, tsart, larawan, activity

IV. PAMAMARAAN
A. Balik-Aral sa 1. Balitaan tungkol sa napapanahong isyu 2. Balik Aral 1. Balitaan tungkol sa napapanahong isyu. 1. Balitaan tungkol sa napapanahong isyu.
nakaraang aralin at/o sa ating bansa at sa labas ng  Ano-ano ang uri ng panitikan na sinulat 2. Balik Aral 2. Balik-aral
pagsisimula ng bansa. ng mga Pilipino? Ano ano ang mga kultura at tradisyon na  Anong uri ng edukasyon mayroon ang mga Pilipino
bagong aralin 2. Balik-aral  Sino sa mga naging tanyag na dinala ng mga Espanyol sa sa ilalim ng
  Sino ang Pilipinong naging tanyag sa
larangan ng agham?
 Ano-ano ang kanyang naiambag sa
larangan ng agham?
3. Panimulang Pagtataya
Panuto: Piliin ang titik ng tamang sagot.
1. Alin sa sumusunod ang kabutihang dulot
ng pagpapakilala ng panitikan ng
mga Espanyol sa bansa?
A. Napayaman ng mga Espanyol ang
panitikan ng ating mga ninuno.
B. Nagkaroon ng pagkakataon ang mga
Espanyol na sumulat
C. Nagkaroon ang mga Pilipino ng oras sa
pagbabasa
D. Naging sikat ang mga Espanyol sa mga
Pilipino
2. Ibat ibang anyo ng panitikan ang dala ng
mga Espanyol sa ating bansa.
Alin sa mga sumusunod ang karaniwang
paksa ng mga ito?
A. Paksang pampulitika C. Paksang
panrelihiyon
B. Paksang panlipunan D. Paksang
pampamilya
3. Ang pag-awit ng pasyon tuwing Mahal
na Araw ay isa sa mga tradisyon ng
mga mananampalatayang Pilipino, alin sa
mga sumusunod ang tinutukoy
ditto?
A. pagkamatay ni Kristo sa krus
B. Pagpapahalaga sa katekismo
C. Pagkakaibigan ng mga Kristiyano at
Muslim
D. paggunita sa buhay at pagpapakasakit ni
Kristo
4. Maraming panitikan ang dinala ng mga
Espanyol sa ating bansa. Bilang
isang mamamayang Pilipino ano ang
gagagawin mo sa mga ito?
A. palitan ang konsepto nito
B. balewalain ang mga ito
C. pahalagahan ang konsepto nito
D. kalimutan na lamang ang mga ito
5. Habang nagbabasa si Miguel ng kanyang
aralin, napukaw ang kanyang
pansin ng isang akda tungkol sa tunggalian
ng mga Kristiyano at Muslim.
Anong anyo ng panitikan ang kanyang
nabasa?
A. duplo B. senakulo C. sarswela D. moro-
moro
B. Paghahabi sa Nakapanood na ba kayo ng mga taong
layunin ng aralin umaawit ng pasyon tuwing
mahal na araw?
 Alam nyo ba ang mensaheng nilalaman
ng awit mula sa pasyon?
manunulat ang dati mo nang kilala?
 Ano ang nalalaman mo tungkol sa
kanya?
3. Panimulang Pagtataya
Panuto: Basahing mabuti ang mga
sumusunod na tanong. Piliin ang titik
ng tamang sagot.
1. Para maging isang ganap na Kristiyano,
ang unang sakramento na
dapat tanggapin ng isang tao ay ang
__________. Alin ito?
A. kumpil B. binyag C. komunyon D. kasal
2. Ipinagdiriwang ito ng mga Katoliko
bilang parangal sa santong patron ng
isang lugar. Ano ito?
A. Pasko B. Araw ng mga Patay C. Pista D.
Bagong Taon
3. Ito ay isang pagdiriwang na gustong-
gusto lalo na ng mga bata dahil
masaya silang nakakatanggap ng mga
regalo. Ito ay ang ___.
A. Pasko B. Pista C. Kasal D. Komunyon
4. Kailan isinasagawa nang buong
katapatan ang pag-awit ng mahal na
pasyon at ang penitensya?
A. Araw ng mga Patay C. Pista
B. Mahal na Araw D. Pasko
5. Sa mga Kristiyano ang ang tinatawag
nilang Mahal na Araw ay
isinasagawa sa pag-alaala sa mga hirap at
sakit na dinanas ni Hesus at
paggunita ng daan ng krus. Ano ang tawag
dito?
A. Pista C. Penitensya
B. Senakulo D. Prusisyon
Pagpapakita ng guro ng mga larawan sa
mga bata at ipasabi kung anoano
ang nasa larawan.
Pilipinas? Ipinagpapatuloy pa rin ba natin Pamahalaang Espanyol?
ang mga ito? 3. Panimulang Pagtataya
3. Panimulang Pagtataya Panuto: Tukuyin kung may katotohanan o kuru-kuro
Panuto: Piliin ang kaugnay na pangyayari ang mga sumusunod
na isinasaad sa bawat na pahayag.
pangungusap. Piliin ang titik ng tamang 1. May sarili nang paraan ng pamamahala ang ating
sagot. mga ninuno bago pa
1. Hindi naging bukas para sa lahat ang man dumating ang mga dayuhang Espanyol sa
sistema ng edukasyon noong kapuluan ng Pilipinas.
panahon ng mga Espanyol 2. Sa pamahalaang kolonyal, ang mga lupaing nasakop
A. Kaya mga lalaki lamang ang nag-aral ay kinamkam at
noon itinuring na pag-aari ng bansang mananakop.
B. Kaya sinubaybayan sila ng mga pari. 3. Noon pa man ay mayroon ng mga batas na
C. Kaya mga pari ang nagturo sa kanila. pumatnubay sa mga tao
D. Kaya naging laganap ito sa lahat. upang maging maayos ang kanilang pamayanan at
2. Ang edukasyong primarya ay binuksan pakikipag-ugnayan
noong 1863 sa isa’t-isa.
A. at nagbukas din ng mga paaralan para 4. Pinamunuan ng gobernador heneral ang
sa mga guro. pamahalaang sentral na
B. ngunit hindi ito naitatag sa mga itinatag ng Espanya sa Pilipinas.
lalawigan. 5. Ang iba namang barangay ay nagwawatak-watak
C. ngunit kakaunti ang mga pumasok dito. para maging malakas
D. at lumaganap ito sa buong bansa. sila kung may kalaban.
3. Mabilis na natuto ang mga Pilipino sa
mga paaralang parokyal dahil—
A. wikang Pilipino ang ginamit sa
pagtuturo.
B. mahuhusay ang mga gurong
misyonero.
C. dati na silang may sistema ng pagsulat
at pagbasa.
D. may mga pabuyang ibinigay sa mga
mahuhusay na mag-aaral.
4. Dahil sa mga paaralang itinatag ng mga
Espanyol
A. napakaraming Pilipino ang nakatapos
sa kolehiyo.
B. kinilala ang mga Plipino maging sa
Espanya.
C. napalaganap ang relihiyong Katoliko.
D. napalaganap ang wikang Espanyol.
5. Masasabing nagkaroon ng mabuting
epekto ang edukasyon sa mga
Pilipino noon dahil
A. napaunlad nito ang ekonomiya ng
bansa.
B. napalawak nito ang kanilang mga
kaalaman.
C. naging daan ito sa pakikipag-ugnayan
sa ibang bansa.
D. magkaiba ang edukasyon para sa mga
babae at lalaki.
Alin kaya sa mga paaralang ito ang Pagmasdan ang mga larawan.
itinatag ng mga Espanyol sa Ano ang nakikita o masasabi ninyo sa una at ikalawang
Pilipinas?(larawn ng ibat ibang kolehiyo) larawan?
C. Pag-uugnay ng mga Gawain I
halimbawa sa Tingnan ang larawan, magkaroon ng
bagong aralin talakayan tungkol dito. Isadula ang
napagtalakayan
(larawan ng Pagpapasan ng krus ni Kristo at
Dula-dulang Florante at Laura)
Ano-ano ang nakikita ninyo sa larawan?
 Ano ang masasabi ninyo tungkol dito?
 AtbpGawain II
Basahin at unawain ang konsepto na nasa
pahina 73-74 ng aklat
Pilipinas Bansang Malaya. Punan ng mga
tamang detalye ang concept
map batay sa inyong binasa at sagutin ang
mga katanungan sa ibaban
Uri Panitikang ipinakilala ng mga Espanyol
Mga Tanong:
 Ano ang sarswela? Paano ito naiiba sa
sinakulo?
 Sinu-sino ang mga Pilipinong naging
tanyag sa panitikan?
 Paano pinahalagahan ng mga Pilipino ang
Panitikang dala ng mga
Espanyol?
D. Pagtatalakay ng Pag-uulat ng bawat pangkat
bagong konsepto at
paglalahad ng bagong
kasanayan #1
E. Pagtalakay ng Mahalaga ba ang panitikang dinala ng mga
bagong konsepto at Espanyol sa ating bansa?
paglalahad ng  Bukod sa mga tula,awit, korido at kwento
bagong kasanayan #2 ano-ano pa ang mga
panitikang dinala ng mga Espanyol sa ating
bansa?
 Paano ninyo maipakikita ang iyong
pagpapahalaga sa mga panitikang
nabanggit sa ating aralin?
Pangkatang Gawain
Pagdulog: Collaborative Approach
Estratehiya: Jigsaw Method
Gawain: The TDAR Activity
a. Pangkat 1: Laro: 4 Pics 1 Word
Panuto: Buuin ang salitang angkop sa
larawan. Pumili ng titik sa
kahon sa ibaba at isulat sa loob ng
bakanteng kahon
Sagutin ang mga sumusunod na tanong:
a. Ano ang nasa unang larawan? Ano ang
masasabi nyo tungkol dito?
b. Anong pagdiriwang ang nasa ikalawang
larawan? Isinasagawa pa ba
natin ito ngayon?
c. Ano ang nasa ikatlong larawan? Dapat
ba itong pahalagahan ng mga
Pilipino? Bakit?
d. Ano ang nakita sa ikaapat na larawan?
Ilarawan ito sa klase.
b. Pangkat 2: “Lights, Camera, Action”
Panuto: Isadula ang mga sumusunod na
kultura at tradisyon sa harap ng
klase.
1. Binyag
2. Piyesta
3. Flores de Mayo / Santacruzan
Ano ang masasabi sa bawat tradisyon at
kultura na ipinakita?
c. Pangkat 3:
Panuto: Basahin ang talataan. Pagkatapos
ay ibigay ang inyong
saloobin ayon dito. Iulat sa klas
Pag-uulat ng mga bata ng kanilang
natapos na gawain sa klase.
Sagutin ang mga tanong:
a. Bakit mahalaga ang binyag?
b. Ano ang masasabi ninyo tungkol sa
pagdiriwang ng Pasko? Maganda
bang panatilihin natin ito?
c. Anu-ano pa ang ibang kutura at
tradisyon na hatid ng mga Espanyol sa
mga Pilipino? Ipahayag ang inyong
nararamdaman ukol dito.
Pangkatang Gawain
Pagdulog: Constructivism
Estratehiya: Direct Instruction
Gawain: The TGA Activity
a. Pangkat 1: “Ibuod Natin”
Panuto: Basahin ang talataan. Pagkatapos
ay gawin ang nakalahad sa
activity card. Humanda sa pag-uulat ito sa
klase.
b. Pangkat 2
Panuto: Basahin ang talatataan.
Pagkatapos ay gawin ang
nakalahad sa activity card.
c. Pangkat 3:
Panuto: Basahin ang talata pagkatapos ay
gumawa ng
paghahambing sa mga ito. Maghandang
iulat to sa klase
d. Pangkat 4
Basahin ang talata at pagkatapos ay
punan ang graphic organizer sa
ibaba. Maghandang iulat ito sa klase
Pag-uulat ng mga bata ng kanilang
natapos na gawain sa klase.
a. Ano-ano ang katangian ng mga unang
paaralang itinatag ng mga
Espanyol?
b. Paano naiiba ang paaralang pambabae
sa paaralang panlalaki noon?
c. Bakit naiiba ang mga itinuturo sa mga
babae kaysa sa mga lalaki?
d. Ganito pa rin ba hanggang ngayon?
e. Anong mga kurso ang itinuturo sa
unibersidad noon? Itinuturo pa rin ba
ang mga ito hanggang ngayon?
f. Ano ang naging epekto ng edukasyon sa
katayuan ng mga tao sa
lipunan noon? Ganito pa rin ba ito
hanggang ngayon?
g. Bakit kaya hindi agad nagtatag ng
paaralang pambayan ang Espanya
sa Pilipinas?
h. Paano nagagamit ang edukasyon sa
Gawain
a. Pangkat 1- Basahin at Unawain
Istruktura ng Pamamahala ng Sinaunang Pilipino
Panuto: Basahin at unawain ang talata. Sagutin ang
mga tanong sa ibaba.
Istruktura ng Pamahalaang Kolonyal
. Sino ang namumuno sa pamahalaang sentral na
itinatatag ng Espanya
sa Pilipinas?
2. Sa patakarang kolonyal, ano ang nangyayari sa mga
lupain ng mga
Pilipino?
3. Ano ano ang mga tungkulin ng isang gobernador
heneral sa
pamahalaang kolonyal?
c. Gawain 3
Iparinig sa mga bata ang istruktura ng pamahalaan ng
sinaunang Pilipino at
pamahalang Kolonyal gamit ang isang audio-visual
presentation. Gamitin
ang retrieval chart sa pagtatala ng mahahalagang
bagay tungkol sa narinig
Iuulat ng bawat pangkat ang kanilang ginawang
awtput. Paghambingin
ang istruktura ng pamahalaang kolonyal sa uri ng
pamamahala ng mga
sinaunang Pilipino. Gamitin ang Venn Diagram.
1. Mula sa ating napag-aralan, may napansin ba
kayong pagkakaiba o
pagkakapareho sa istruktura ng pamahalaang kolonyal
sa uri ng
pamahalaan ng sinaunang Pilipino? Ipaliwanag ang
inyong sagot.
2. Paano nagkakatulad at nagkakaiba ang
pamahalaang umiral noon sa
kasalukuyang pamahalaan sa Pilipinas?

F. Paglinang sa Paano mo maipapakita ang iyong
Kabihasnan pagpapahalaga sa mga panitikan
(Tungo sa Formative na ipinakilala ng mga Espanyol sa mga
Assessment) Pilipino?
G. Paglalapat ng aralin Kung ikaw ay papipiliin ng isa sa mga
sa pang-araw- panitikan na ipinakilala ng
araw na buhay mga Espanyol, alin sa mga anyo ng
panitikan ang pipiliin mo?
Bakit?
H. Paglalahat ng Aralin  Ano-ano ang ibat ibang anyo ng panitikan
na ipinakilala ng mga
Espanyol sa ating bansa?
 Paano mapahahalagahan ang mga ito?
I. Pagtataya ng Aralin Piliin ang titik ng tamang sagot.
1. Inatasan si Ruben ng kanyang guro na
magkalap ng halimbawa ng panitikan
na nagpapahayag ng paksang panlipunan
at pampulitika sa anyong dula na
may musika. Alin sa sumusunod ang dapat
niyang kalapin?
A. duplo B. sinakulo C. moro-moro D.
sarswela
2. Ang sumusunod ay mga halimbawa ng
panitikan na sinulat ni Jose P. Rizal na
nalathala noong panahon ng mga Espanyol.
Alin sa sumusunod ang hindi
kabilang sa pangkat?
A. Noli Me Tangere C. Florante at Laura
B. El Filibusterismo D. Mi Ultimo Adios
3. Sa klase ni Gng. Gomez nagsagawa ang
mga mag-aaral ng isang dula na
tumatalakay sa pagpapakasakit ni Kristo sa
pagtubos ng kasalanan ng tao.
Anong panitikan ang ipinakita ng mga mag-
aaral?
A. moro-moro C. sinakulo
B. sarswela D duplo
4. Anong kabutihang dulot sa mga Pilipino
ang pagdadala ng mga Espanyol ng
panitikan sa bansa?
A. Nagkaroon ang mga Pilipino ng interes
sa pagpapaunlad ng kanilang
kaalaman.
B. Napayaman ng mga Espanyol ang
kanilang panitikan
C. Natutong magbasa at magsulat ang mga
Pilipino
D. Nagkaroon ng libangan ang mga Pilipino
5. Magkakaroon ng palatuntunan sa inyong
Matapos malaman ang mga kultura at
tradisyon ng mga Kristiyano,
ipahayag ang iyong saloobin at
pagpapahalaga sa mga ito?
May bagong kapapanganak si Daisy na
kapatid. Bilang isang
Kristiyano, ano ang maari niyang
isuhestyon sa kanyang mga
magulang na gawin sa kanyang kapatid
para maging ganap siyang
Kristiyano?
c. Nappaplano nang magpakasal ang
magkasintahang Ellen at Ladie.
Kung ikaw ay isa sa kanilang kapamilya,
tututol ka ba? Bakit?
Ano ano ang mga kultura at tradisyon ng
mga Pilipino na may bahaging
ginagampanan ang Kristiyanismo?
Panuto: Piliin ang titik ng tamang sagot.
1. Isa itong pagdiriwang na dinala ng mga
Espanyol sa Pilipinas upang
parangalan ang mga patron ng bayan. Alin
ito?
A. Pasko B. Pista C. Mahal na Araw D.
Binyag
2. Tuwing sasapit ang bakasyon o bago
magtapos ang pasukan ng mga magaaral
ay may tradisyon tayong ipinagdiriwang.
Ito ay nagpapakita kung paano
nagpakasakit si Kristo sa krus. Ano ang
tawag natin dito?
A. Komunyon B. Bagong Taon C. Mahal na
Araw D. Pasko
3. Kung buwan ng Mayo, nagkakaroon ng
prusisyon ng mga naggagandahang
kababaihan at nagkikisigang kalalakihan
na gumugunita kina Reyna Elena at
sa iba pa na karaniwang isinasagawa sa
tapusan ng Flores de Mayo. Ano ito?
A. Santacruzan B. prusisyon C. Penitensya
D. Kasal
4. Ang mga sumusunod na kultura at
tradisyon na dinala ng mga Espanyol sa
Pilipinas ay nakikita sa ating pagiging
Kristiyano. Bilang bata, alin dito ang
hindi pa angkop sa mga batang tulad
ninyo?
A. Binyag B. Kasal C. Pasko D. Pista
5. Nakipagkaibigan ang mga Espanyol sa
mga Pilipino upang mapalaganap ang
Kristiyanismo at ito ay sinimulan nila sa
pamamagitan ng ___________.
A. Komunyon B. Pagbibinyag C.
Sanduguan D. Pagdarasal
pag-unlad ng pamumuhay?
Kung isa kang mag-aaral noon, ano
kayang kurso ang iyong kukunin?
Bakit?
Paghambingin ang sistema ng edukasyon
noong panahon ng Espanyol
at ngayon. Lagyan ng tsek () ang angkop
na hanay
Ano ano ang mga pagbabagong ginawa ng
mga Espanyol sa edukasyon
ng mga Pilipino?
Panuto: Piliin ang titik ng tamang sagot
tungkol sa mga paaralang itinatag ng mga
Espanyol sa Pilipinas.
1. Bakit nagtatag ang mga Espanyol ng
mga paaralan noon?
A. Upang matuto ng iba’t ibang kaalaman
ang bawat tao
B. Upang mapaunlad ang pamumuhay ng
mga Pilipino
C. Upang mapalaganap ang relihiyong
Katoliko
D. Upang magkaisa ang mga Pilipino
2. Sino ang mga nagtatag ng mga unang
paaralang kolonyal ng Espanya?
A. Hari ng Espanya
B. Mamamayang Pilipino
C. Misyonerong Pilipino
D. Misyonerong Espanyol
3. Sino ang mga nagturo sa mga unang
paaralang kolonyal ng Espanya?
A. Paring Pilipino
B. Paring Espanyol
C. Sundalong Espanyol
D. Ordinaryong Mamamayan
4. Ano ang pangunahing paksang itinuro
sa mga paaralan?
A. Sining at Musika
B. Sibika at Kultura
C. Relihiyong Katoliko
D. Agham at Matematika
5. Alin sa mga sumusunod ang
naglalarawan sa mga paaralan noon?
A. Ang mga ito ay bukas para sa lahat.
B. Ang mga ito ay para sa mga katutubo.
C. Ang mga ito ay katulad ng mga
paaralan sa ngayon.
Kung ikaw ay papipiliin ng pamahalaan, alin ang
pipiliin mo? Istruktura ng
Pamahalaang Kolonyal o Istruktura ng Pamamahala ng
Sinaunang
Pilipino? Bakit?
Sa pamamagitan ng pagguhit, ipakita ang istruktura
ng pamahalaang
Espanyol at pamamahala ng mga Sinaunang Pilipino.
(Gawaing Pangkatan
sa loob ng 5 minuto)
Ano ano ang pagkakaiba o pagkakatulad ng istruktura
ng pamamahala ng
sinaunang Pilipino at pamamahalang kolonyal?
Panuto: Batay sa tinalakay na istruktura ng
pamamahala ng sinaunang Pilipino at
Pamahalaang Kolonyal, isulat ang T kung ang
pangungusap ay tama at DT kung
di- tama ang pangungusap.
1. Pinamunuan ng gobernador- heneral ang
pamahalaang sentral na itinatag
ng Espanya sa Pilipinas.
2. Ang pagbabago sa uri ng pamamahala ay nagbigay
daan upang umunlad
ang ekonomiya ng bansa ngunit ang ilan sa mga
ipinatupad dito ay nagdulot
din ng marahas na kaparusahan sa mga Pilipinong
hindi nagnanais
sumunod sa pamamahala.
3. Ang mga batas ay batayan sa pagpapanatili ng
kapayapaan, katahimikan at
kaayusan ng barangay.
4. Ang mga pinuno ng mga barangay ay nagsasagawa
ng sanduguan upang
pagtibayin ang kanilang pagkakasundo.
5. Walang maayos na sistema ng pamahalaan ang
ating mga ninuno noon pa
mang unang panahon.
 paaralan, ang inyong klase ay D. Ang mga ito ay nakatulong sa
naatasang gumawa ng isang palabas na pagpapaunlad ng kaalaman
magpapakita senaryo kung paano
nagtunggali ang mga Kritiyano at Muslim.
Anong anyo ng panitikan ang inyong
ipakikita?
A. duplo C. sarswela
B. sinakulo D. moro-moro
J. Karagdagang Gawain Mangalap ng 3 halimbawa ng panitikan na Batay sa ating talakayan, ano ang Ano-anong gawain sa paaralan noon ang Magsaliksik tungkol sa Kalakalang Galyon at sa epekto
para sa takdang- aralin ipinakilala ng mga Espanyol sa ating masasabi mo sa kultura at tradisyon na nararapat na ipagpatuloy ngayon? nito sa kabuhayan ng mga
at remediation bansa. Itala ang mga ito sa inyong hatid Bakit? sinaunang Pilipino
kwaderno ng mga Espanyol sa Pilipinas? Nakabuti
kaya ito sa mga Pilipino? Ipaliwanag
ang iyong sagot.

V. MGA TALA
VI. PAGNINILAY .

A. Bilang ng mag-aaral ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
na nakakuha ng 80% sa objective. objective. objective. objective. objective.
pagtataya. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery

B. Bilang ng mga-aaral ___Pupils did not find difficulties in
na nangangailangan ng answering their lesson.
iba pang gawain para ___Pupils found difficulties in answering
sa remediation their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.

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

D. Bilang ng mga mag- ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
aaral na magpapatuloy activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
sa remediation
E. Alin sa mga ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
istratehiyang ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
pagtuturo ang lesson lesson
nakatulong ng lubos?
Paano ito nakatulong?

F. Anong suliranin ang ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
aking naranasan na remediation remediation remediation remediation remediation
nasolusyunan sa
tulong ng aking
punungguro at
superbisor?

G. Anong kagamitan Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
ang aking nadibuho na ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive Development:
nais kong ibahagi sa Development: Examples: Self assessments, Development: Examples: Self Development: Examples: Self Development: Examples: Self assessments, Examples: Self assessments, note taking and
mga kapwa ko guro? note taking and studying techniques, and assessments, note taking and studying assessments, note taking and studying note taking and studying techniques, and studying techniques, and vocabulary
vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments. vocabulary assignments. assignments.

___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory
charts. charts. charts. charts. charts.

___Schema-Building: Examples: ___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building: Examples:

Compare and contrast, jigsaw learning, Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw Examples:Compare and contrast, jigsaw Compare and contrast, jigsaw learning, peer
peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. teaching, and projects.

___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: 

Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, repetition, and local media, manipulatives, repetition, and media, manipulatives, repetition, and media, manipulatives, repetition, and local media, manipulatives, repetition, and local
opportunities. local opportunities. local opportunities. opportunities. opportunities.

___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation: 

Examples: Student created Examples: Student created Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.

___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples:

Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the Speaking slowly and clearly, modeling the
language you want students to use, and language you want students to use, and language you want students to use, and language you want students to use, and language you want students to use, and
providing samples of student work. providing samples of student work. providing samples of student work. providing samples of student work. providing samples of student work.

Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
 ___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

Prepared by:
Noted:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
School Head
 GRADES 1 to 12 School Kalangahan Elementary School Grade Level V
DAILY LESSON LOG Teacher Mellanie A. Tamares Learning Areas MAPEH
Teaching Dates and Time November 20-24, 2017 Quarter 3rd/ Week 4

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner… The learner… The learner . . .

demonstrates understanding of the uses demonstrates understanding of the uses demonstrates understanding of new understands the nature and effects of demonstrates
and meaning of musical terms in Form and meaning of musical terms in Form printmaking techniques with the use of the use and abuse of caffeine, tobacco understanding of
lines, texture through stories and myths. and alcohol participation and
assessment of physical
activity and physical
fitness
B. Performance Standards The learner… The learner… The learner… The learner… The learner . . .

C. Learning Competencies/Objectives
Write the LC code for each
performs the created song with performs the created song with creates a variety of prints using lines practices appropriate first aid principles participates and assesses
appropriate musicality appropriate musicality (thick, thin, jagged, ribbed, fluted, and procedures for common injuries performance in physical
woven) to produce visual texture. activities.
assesses physical fitness
creates a 4 –line strophic song with 2 creates a 4 –line strophic song with 2 explores new printmaking technique discusses the nature of caffeine, nicotine explains the nature/background
sections and 2 verses sections and 2 verses using a sheet of thin rubber (used for and alcohol use and abuse of the dance
soles of shoes),linoleum, or any soft
MU5FO-IIIc-d-3 MU5FO-IIIc-d-3 wood that can be carved or gouged to H5SU-IIIc-9 PE5RD-IIIb-1
create different lines and textures

A5EL-IIIb

II. CONTENT strophic song strophic song Paglilimbag Pinagmula ng Caffeine, Nikotina at STUNTS ( ISAHAN, DALAWAHAN,)
Alcohol

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
 IV. PROCEDURES
A. Reviewing previous lesson or Ano ang istruktura ng anyong strophic? Ano ang istruktura ng anyong strophic? Ang bagong pamamaraan ng paglilimbag Pagmasdan at pag-aralang mabuti ang Ang stunts ay gawain sa himnastiko na
presenting the new lesson ay sa pamamagitan ng pag-iwan ng bakas mga larawan sa ibaba. nasa paraang laro. Hindi natin
sa ipinintan bagay. namamalayan na tayo ay nag-
eehersisyo kapag tayo ay naglalaro.
Kung kaya ang katawan natin ay
lumalakas kapag tayo ay laging
naglalaro.
B. Establishing a purpose for the lesson creates a 4 –line strophic song with 2 creates a 4 –line strophic song with 2 explores new printmaking technique discusses the nature of caffeine, nicotine Ilahad ang kahalagahan ng sayaw
sections and 2 verses sections and 2 verses using a sheet of thin rubber (used for and alcohol use and abuse
soles of shoes),linoleum, or any soft
wood that can be carved or gouged to
create different lines and textures

C. Presenting examples/instances of the Magbigay ng awitin na nasa anyong Magbigay ng awitin na nasa anyong Pangkatang Gawain Ano ang tawag ninyo sa mga larawan? Sagutin ang sumusunod:
new lesson strophic. strophic. Saan madalas nakikita ang mga ito? Alam 1. Ano ang kaugnayan ng bawat
b ninyo na nagtataglay sila ng mga bahagi ng pyramid sa pagpapaunlad
mahahalagang substansya? Anu-anong ng
mga larawan ang makikita ninyo sa titik
A, B at C? sa palagay ninyo ano ang iba’t ibang bahagi ng katawan?
maaring magmula sakanila kapag sila ay 2. Gaano kadalas ang pagsasagawa ng
idinaan sa mga proseso.? mga gawaing makapagpapaunlad sa
pagpapatibay ng katawan sa
pamamagitan ng stunts?

D. Discussing new concepts and practicing Suriin ang tsart ng awit na “Bahay Kubo” Suriin ang tsart ng awit na “Bahay Kubo” Ang paglilimbag ay isa sa mga gawaing
new skills #1 Pakinggan. Pakinggan. pansining na magagawa sa pamamagitan
Awitin nang sabay-sabay. Awitin nang sabay-sabay. ng pag-iwan ng bakas ng isang kinulayang
bagay. Ito’y maaaring isagawa sa
pamamagitan ng iba’t ibang bagay na
matatagpuan natin sa paligid at
pamayanan halimbawa ang linoleum,
softwood,rubber(soles of shoes).
Sa pamamagitan ng
pagkulay,mapagyayaman ang ganda ng
mga gawaing pansining. Sa
kulay,maipakikita rin nang lubusan ang
damdamin at imahinasyon ng likhang-
sining kung paano nagbabago ang mga
nakulob na bagay upang makalikha ng
linya o texture gamit ang mga bagong
paraan ng paglilimbag.
Nikotina, kapeina, at alcohol
Ang nikotina ay isang alkaloid na
matatagpuan sa nightshade plants
partikular sa tabako plant na tinatawag
ding Nicotiana tabacum. Ang ibang
nightshade plants, gaya ng patatas,
kamatis, at talong, ay mayroon ding
nicotine ngunit mas mababa ang kanilang
nicotine content kung ihahambing sa
tabako. Ang nicotine ay matatagpuan sa
sigarilyo at iba pang produktong tabako.
Ang bawat piraso ng sigarilyo ay
tinatayang may 1 mg nicotine.
Ang caffeine o kapeina ay nilalaman ng
ilang mga halaman at ito ay mapait.
Kadalasang matatagpuan ito sa
maraming inumin na tulad ng kape,
tsaa, soft drinks o soda, cacao o
tsokolate, kola nuts at ilang mga gamot
na kung tawagin ay stimulants. Ito ay
nagbibigay ng karagdagang enerhiya at
pansamantalang tulong sa pagiging
alerto.
Alcohol ay nilikha mula sa katas ng
prutas, o gulay na tinatawag na
fermented. Ang alcohol ay parang tubig o
Kristal dahil sa kulay nitong puti. Ang
pagbuburo ay isang proseso na
gumagamit ng yeast o bakterya upang
baguhin ang sugars sa pagkain sa alak.
Ang Pagbuburo ay ginagamit upang
Ang mga sumusunod ay ilan lamang sa
mga uri ng isahan at dalawahang
stunt:
A. PRETZEL
1. Dumapa at itaas ang ulo at katawan.
2. Ibaluktot ang tuhod.
3. Abutin ang mga daliri ng paa ang
likuran ng ulo.
B. TANGLEFOOT
1. Tumayo ng magkadikit ang sakong
at ang mga daliri ng paa ay
nakaturong palabas.
2. Yumuko na nakaharap sa harapan.
3. Ibaluktot ang tuhod, ilagay ang
dalawang kamay sa pagitan ng mga
binti at paikutin ang mga kamay sa
bukung-bukong at ang hinlalatu ay
pagdikitin na ang mga palad ay
nakaharap sa sarili. Manatili ng tatlo
hanggang limang segundo.
C. BEAR DANCE
1. Tumalungko na ang mga sakong ay
nakaangat sa sahig at iunat ang
mga bisig sa tagiliran.
2. Iunat ang kaliwang paa sa harap.
3. Lumukso at sabay na iunat ang
kanang paa sa harap samantalang
humahatak ang kaliwang paa pabalik
sa pagkakalungho.
4. Salisihang iunat ang kanan at
kaliwang paa sa harap.
5. Ulitin ang bilang 1-4
 makagawa ng maraming mga
kinakailangang mga item. Alcohol ay may
iba't ibang mga form at maaaring
magamit bilang isang malinis, o isang
antiseptiko, o di kayay isang gamot na
pampakalma.
6. Tumayo.
D. THE ANGEL
1. Ito ay isinasagawa ng batang nasa
itaas sa pamamagitan ng pagtayo
ng tuwid sa tuhod ng kapareha na ang
mga kamay ay nakadipa.
2. Ang batang umaalalay ay
nakahawak sa mga hita ng
nakatungtong sa
kanyang tuhod at nakahilig nang
bahagya sa likod upang magkaroon ng
panimbang sa kapareha.
3. Mananatili sa ganitong ayos ng mga
tatlong segundo.

E. Discussing new concepts and practicing Subukan nating palitan ang mga titik ng
new skills #2 awit na ang magiging pamagat ay “Aking
Nanay”.
Awitin ang nagawang lyrics
Subukan nating palitan ang mga titik ng 1. Ihanda ang mga kagamitan na Pangkatang Gawain. Bumuo ng talong Ang koordinasyon at pagpapatibay ng
awit na ang magiging pamagat ay “Aking gagamitin sa isasagawang pangkat, pag-usapan ang mga katawan ay makalilinang at
Nanay”. paglilimbag na nakalap sa pinagmulan ng mga sangkap na inihahalo makapagpapaunlad sa pamamagitan
sa mga produkto gaya ng kape ano ba ng mga gawaing pisikal katulad ng
Awitin ang nagawang lyrics inyong tahanan.
ang mga sangkap na nakapaloob dito. stunts.
2. Gayundin ilahad ang oslo Ibibigay ng guro ang mga pag-uusapan Handa ka na bang subukan ang mga
paper na gagamitin,water (caffeine, alcohol at nicotine). ito?
paint o water color,brush. Gumuhit ng kahon sa inyong kwaderno at
3. Kulayan ang mga bagay na isulat kung ano ang ibig sabihin ng
may bakas na bahagi na substansyang nabanggit at kung saan ito
ipinadala ng guro at nagmula.
pagkatapos ay ilapat ito sa
oslo paper kung ito ay di na
gaanong basa ang
pagkakapinta o kulay.
4. Lumikha ng magandang
disenyo sa pamamagitan ng
mga bakas na nasa mga
kagamitan.
5. Upang lalong maging kaakit-
akit ang iyong gagawin ay
paganahin ang inyong
imahinasyon sa paglilimbag sa
pamamagitan ng pag-iwan ng
bakas.
6. Kung ang gagamitin naman ay
softwood. Umukit ng
magandang larawan sa
malambot na kahoy at
pagkatapos ay pintahan at
iwanan ang bakas sa malinis
na papel.

F. Developing mastery Sa nagawang lyrics na may pamagat na
(Leads to Formative Assessment 3) “Aking Nanay”, palitan ng ang tono o
himig ng awit ng pangkatan.
Iparinig ang nabuong awit sa klase.
Sa nagawang lyrics na may pamagat na
“Aking Nanay”, palitan ng ang tono o
himig ng awit ng pangkatan.
Iparinig ang nabuong awit sa klase.
Pangkatang Gawain Pangkatang Gawain Ang klase ay hahatiin sa apat na
pangkat. Bawat pangkat ay
magtutungo sa isang bahaging
palaruan o silid-aralan at isasagawa
ang isahan at dalawahang stunts.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and abstractions
about the lesson
Pangkatang Gawain
Upang makagawa ng awit na may
dalawang verse na may apat linyang
anyong strophic dapat tandaan ang
istruktura o disenyo ng anyo nito.
Pangkatang Gawain
Upang makagawa ng awit na may
dalawang verse na may apat linyang
anyong strophic dapat tandaan ang
istruktura o disenyo ng anyo nito.
Pangkatang Gawain
Ang paglilimbag ay isa sa mga gawaing
pansining na magagawa sa pamamagitan
ng pag-iwan ng bakas ng isang kinulayang
bagay. Ito’y maaaring isagawa sa
pamamagitan ng iba’t ibang bagay na
matatagpuan natin sa paligid at
pamayanan halimbawa ang linoleum,
softwood,rubber(soles of shoes).
Sa pamamagitan ng
pagkulay,mapagyayaman ang ganda ng
mga gawaing pansining. Sa
kulay,maipakikita rin nang lubusan ang
damdamin at imahinasyon ng likhang-
sining kung paano nagbabago ang mga
nakulob na bagay upang makalikha ng
linya o texture gamit ang mga bagong
paraan ng paglilimbag.
Pangkatang Gawain
Ano-ano ang mga natutunan sa aralin?
Gawin ang bawat stunts sa loob ng
dalawang minuto (2 minutes).
Pangkatang Gawain
Sa pagsasagawa ng mga stunt na ito ay
dapat nating isaalang-alang ang
kahalagahan ng koordinasyon upang
ang mga bahagi ng katawan ay
maikilos nang wasto nang hindi
napapahamak ang sarili. Gayundin
dapat isagawa ito ayon sa panuto at
mga tuntuning pangkaligtasan. Ang
mga ito ay makalilinang sa mga
gawaing pisikal. Ang palagiang
aktibong paglahok sa mga laro, gawain
sa bahay, paaralan, at pamayanan ay
makatutulong sa pagpapaunlad at
pagpapatibay ng katawan.

I. Evaluating learning Ano ang iyong naramdaman nang Ano ang iyong naramdaman nang Bigyan ng kaukulang puntos ang inyong Tukuyin ang mga uri ng prutas o gulay na Lagyan ng tsek (√) ang angkop na
makalikha kayo ng sarili ninyong awit? makalikha kayo ng sarili ninyong awit? nagging pagganap gamit ang rubric na pinagmulan ng mga substansya na hanay ayon sa iyong pagsasagawa ng
nasa kasunod na pahina. inihahalo sa ilang produkto gaya ng kape. isahan at dalawahang stant.
Buuin ang salita sa pamamagitan ng
pagsulat sa patlang ng mga nawawalang
titik.

1. Prutas na hugis puso at

may kulay na pula,
mayroong din berde
ginagawang alcohol
___a___s___na____
2. Ito ay prutas hugis bilog
na maliliit na ginagawa
ding alcohol ang katas
_____b_____s
3. Isang prutas na malabot
maraming buto at kulay
pula na pinagmulan din
caffeine
K____m____ _____ I
______
4. Ito ay mahaba at may
kulay ube na
pinagmulan ng nikotina
_____ a _____ o ______
g
5. Halaman na may maliliit
na dahon ginagamit na
sangkap sa sigarilyp
_____ o ______a ______
o
J. Additional activities for application or Panuto: Gumawa ng sariling awit na nasa
remediation anyong strophic na dalawang verse na
may apat na linya. Gamitin ang pamagat
na “Masaya Ang Buhay” bilang patnubay.
Gumamit ng rubric at lagyan ng tsek ang
tamang kahon.
Panuto: Gumawa ng sariling awit na nasa Sumangguni sa LM_______. Sumangguni sa LM_______. (Isulat ang mga gawain na
anyong strophic na dalawang verse na makapagpapaunlad sa kasanayang
may apat na linya. Gamitin ang pamagat nabanggit.)
na “Masaya Ang Buhay” bilang patnubay.
Gumamit ng rubric at lagyan ng tsek ang
tamang kahon.

V. REMARKS
VI. REFLECTION
A. Bilang ng mag-aaral na nakakuha ng 80% sa ___Lesson carried. Move on to the next
pagtataya. objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B. Bilang ng mga-aaral na nangangailangan ng ___Pupils did not find difficulties in
iba pang gawain para sa remediation answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.

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

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

E. Alin sa mga istratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos? Paano ito nakatulong? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
lesson lesson lesson
F. Anong suliranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
nasolusyunan sa tulong ng aking punungguro require remediation remediation remediation remediation remediation
at superbisor?

G. Anong kagamitan ang aking nadibuho na
nais kong ibahagi sa mga kapwa ko guro?
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and vocabulary
assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
anticipatory charts.
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive Development:
Development: Examples: Self Development: Examples: Self Development: Examples: Self assessments, Examples: Self assessments, note taking and
assessments, note taking and studying assessments, note taking and studying note taking and studying techniques, and studying techniques, and vocabulary
techniques, and vocabulary assignments. techniques, and vocabulary assignments. vocabulary assignments. assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory
charts. charts. charts. charts.

___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building: Examples:

___Schema-Building: Examples: Compare and contrast, jigsaw Examples: Compare and contrast, jigsaw Examples:Compare and contrast, jigsaw Compare and contrast, jigsaw learning, peer
Examples: Compare and contrast, learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. teaching, and projects.
jigsaw learning, peer teaching, and
projects.

___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: 

___Contextualization:  Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations,

media, manipulatives, repetition, and media, manipulatives, repetition, and media, manipulatives, repetition, and local media, manipulatives, repetition, and local
Examples: local opportunities. local opportunities. opportunities. opportunities.
Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation: 

Examples: Student created Examples: Student created Examples: Student created Examples: Student created
___Text Representation:  drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.

Examples: Student ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples:

created drawings, videos, and
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
Speaking slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Speaking slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Speaking slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Speaking slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
 activities/exercises Why? Why? Why? Why?
___ Carousel ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Diads ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Differentiated Instruction ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Role Playing/Drama ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
___ Discovery Method collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation
___ Lecture Method in doing their tasks in doing their tasks in doing their tasks in doing their tasks
Why? ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
___ Complete IMs of the lesson of the lesson of the lesson of the lesson
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

Prepared by:
Noted:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
School Head