GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE – H.E.

DAILY LESSON LOG
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 10) Quarter: 3RD QUARTER

WEEK 10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,necessary procedures must be followed and if needed,
additional lessons,exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and jo y in learning the
lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills in the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation
3.6 Markets preserved/processed 3.6.2 computes costs, sales, and gains with pride
food in varied/creative ways with 3.6.3 uses technology in advertising products
pride. 3.6.4 keeps record of production and sales
3.6.1. packages product for sale
C. Learning Competencies / Objectives creatively/artistically,
Write the LC code for each prepares creative package
and uses materials sourced
locally, packages products
artistically, and labels
packaged products
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resources https://books.google.com.ph/books? http://www.packagingoft https://www.google.com.p 3RD PERIODICAL TEST 3RD PERIODICAL TEST
id=1Rro1lZaGxIC&pg=PA1&dq=packa heworld.com/2017/02/10 h/search?
ging+for+marketing&hl=en&sa=X&ve -product-packaging-tips- q=online+advertising+defini
d=0ahUKEwiuv7vD0oXUAhUMkpQKH that-will.html tion&oq=Online+adver&aqs
dKMAkYQ6AEILDAC#v=onepage&q=p =chrome.3.0j69i57j0l4.6025
ackaging%20for http://www.businessdicti j0j7&sourceid=chrome&ie=
%20marketing&f=false onary.com/definition/adv UTF-8
ertising.html
 https://www.google.com.ph/search?
q=packaging+meaning&oq=pac&aqs=
chrome.0.69i59l3j69i57j0l2.4226j0j7
&sourceid=chrome&ie=UTF-8
http://dictionary.cambridge.org/us/di
ctionary/english/packaging
http://businesstips.ph/how
http://smallbusiness.chro -to-compute-your-business-
n.com/8-different-ways- profit/
advertise-products-
services-19274.html

Stewart, B. (1997). Packaging as an

effective marketing tool. Surrey: Pira
International.
IV. PROCEDURES
Recap of previous lesson
Last week the class learned how to
assess quality of preserved/processed
foods. The class also learned how to
A. Reviewing previous lesson or improve the quality of specific
presenting the new lesson preserved/processed food items.
Recap of previous lesson
Yesterday, the class learned
about the importance of
packaging in the marketing
of a quality
processed/preserved food.
Recap of previous lesson
Yesterday, the class learned
about the factors that
should be considered in
packaging a product,
advertising as well as its
types.
It was mentioned that the
class will focus on online
advertising.
1. Preparation
2. Presentation of test
3. Reading and explanation
of directions.
4.Answering Test Paper with
the supervision of teacher
5.Checking
6.Recording the score.
1. Preparation
2. Presentation of test
3. Reading and
explanation of directions.
4.Answering Test Paper
with the supervision of
teacher
5.Checking
6.Recording the score.

Now that the class learned about
coming up with a quality
preserved/processed food, it is
important that the items will also be
packaged creatively and artistically
B. Establishing a purpose for the for it to be attractive to the target
lesson market.
Quality food plus creative packaging
equals to increased sales and profit.
C. Presenting examples/ instances of Tell the learners: According to
the new lesson Stewart in his book, “Packaging as an
Effective Marketing Tool”, the “pack”
Today, the class will learn Online advertising was
on tips in the packaging of demonstrated yesterday by
products. ____.
Based on his/her
Ask the learners: What do demonstration, what then is
you think determine the definition of online
whether a buyer will find advertising?
some item attractive or not?
Answer: Design
When a quality product
comes in a well-designed
package, it encourages sales.
Ask the learners: What do Show examples of online
you think are the important advertisement.
factors to consider in
 is the silent salesman. packaging a product?

Ask the learners: “What do you think 1. Packaging should

is the meaning of that statement?
Give examples.
Generate ideas from the learners.
Process the response of the learners.
Show photos of packaged products.
The photos should include well-
packaged products and not so well-
packaged products.
Ask the learners to comment on the
packaging of the products. Is it
possible to further improve the
packaging of the product?
work in tandem with the
product to create the best
impact. Make it clear what
a particular product is for
and the brand information.
2. Packaging should
determine what sort of
message the product is
sending to the consumers.
3. Packaging should
be honest by showcasing
the item for what it really
is.
4. Know your market
or target consumers.
The teacher will provide
examples for each factor
that should be considered in
packaging a product.

The teacher will ask the class: Based
on the activities earlier, what do you
think is the definition of packaging?
Packaging is the presentation of a
product in a particular way.
D. Discussing new concepts and
practicing new skills #1
Given that the class has
completed the preparation
of the processed
food/preserved food and
packaging of product, the
class will be introduced to
advertising their products.
Show a video clip or photos
of advertisements in
newspapers, magazines,
billboards, social media,
online, radio etc.
The class learned about food
processing/food
preservation, product design
and packaging and online
advertisement.
The class will assume that all
of the products have been
sold. How then will the class
know if they have gained
profit or gains.
Today, the class will learn
how to compute expenses,
sales, and profit.

E.Discussing new concepts and practicing Packaging plays an important role in Ask the class: What is your The simplest formula to

new skills#2
F. Developing mastery
(Leads to Formative Assessment 3)
marketing products.
Packaging is a marketing tool.
Packaging can make an important
contribution to profits through the
simulation of sales and improved
profits.
Packaging is the materials in which
objects are wrapped before being
sold.
Show a video clip on packaging of
products.
Group activity:
Group the class into five (5).
Mechanics:
1. Choose a food product that will be
preserved/processed by the
group.
2. Give your product a brand name.
3. Package the product using local
materials.
4. Present to the class on Thursday.
idea of advertising? Give compute for profit or gains:
examples.
Total Income – Total
Process the response of the Expenses = Net Profit
learners.
Total income – sales of
goods
Ask the class: What then is
the definition of advertising?
Total expenses - includes
all costs related to the sale
Process the response of the transactions such as
learners. production costs, marketing
and all other incidental
Advertising is the activity or expenses (transportation,
profession of producting utilities such as water,
information for promoting electricity, LPG etc.)
the sale or commercial
products or services. The teacher will provide
examples.
Advertising may be done in:
 television
 online (technology)
 radio
 newspaper
 word-of-mouth
advertising
 event sponsorship
 door hanger
 flyers
Ask volunteers from the The teacher will give a
class to demonstrate the situation to the learners
eight (8) ways of advertising. wherein the class will
Give the volunteers five (5) determine the net profit.
minutes to prepare.
 G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Remember, aside from a quality
product, creative packaging is also
important to make it attractive to the
target market.
Ask the learners to comment:
“If the business or an individual has a
tight budget, there is no need to
package the processed/preserved
product:.
The consumers buy products that are
visually appealing, and if some product  processed/preserved
suffers from poor packaging,
unimpressive and shabby, chances are  design of the product
the consumer will move on to a
better-looking item
Demonstration of eight (8) Remind the class the
class volunteers. following items will be
included in the presentation
tomorrow:
•Actual
processed/preserved
product
•Brand name of the product
•Packaging design of the
product
•Online advertisement of
the product
•Computation of profit
Remind the class the
importance of creativity,
honesty and clarity in the
preparation of the design of
the package of the product.
Mention that there are
different types of
advertising.
The class will focus on online
advertising.
Group collaboration with Group collaboration with
clarifications to be provided clarifications to be provided
by the teacher. by the teacher.
By this time, the group
should decide on the
following:
food
package
 identified the task/s for
each group member
 online advertising
J. Additional activities for application or Continue collaborating with Continue collaborating with Continue collaborating with The remaining groups will Each learner will think of a
remediation groupmates for class presentation on groupmates for class groupmates for class present their project specific product which
Thursday. presentation on Thursday. presentation tomorrow. tomorrow. he/she wants to make.
How will you design the
package of the product?
How will you advertise the
product online?

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities forremediation.
C. Didtheremediallessons work?
No.oflearnerswho havecaughtupwiththe
lesson.
D. No.oflearnerswho continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI encounterwhichmy
principalorsupervisorcan helpmesolve?
G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE – ENTREP AND ICT
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 10) Quarter: 3RD QUARTER

WEEK 10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard Demonstrates knowledge and skills to create knowledge products
B. Performance Standard Create a multimedia knowledge product
C.Learning  Identify the basic  Edit clips in Windows  Make preliminary plan
Competency/Objectives features of Movie Maker. of their first movie.
Write the LC code for each. Windows Movie  Add effects in  Implement their
Maker. windows movie preliminary plan for 3RD PERIODICAL TEST 3RD PERIODICAL TEST
 Give five parts of maker. their first movie..
the main window of  Add transitions in TLEIE6-0j-16
windows movie Windows Movie
maker. Maker
 Define each part of  Add narration in
windows movie Windows Movie
maker. Maker.
 Import Videos,  Save/publish project
pictures, audio or in Windows Movie
music in Windows Maker.
Movie Maker. TLEIE6-0j-16
TLEIE6-0j-16
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
II. CONTENT two.
CREATING KNOWLEDGE PRODUCTS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship
pp. 132-135 pp. 135-141 pp. 142-143
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
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Review of previous lesson Review on the basic features Review on the Basic features of 1. Preparation 1. Preparation
about Microsoft Office of Windows Movie Maker. Windows Movie Maker. 2. Presentation of test 2. Presentation of test
Powerpoint.  Parts of Windows  Editing clips 3. Reading and explanation of 3. Reading and explanation
directions. of directions.
Movie Maker.  Adding Effects
4.Answering Test Paper with the 4.Answering Test Paper
 Importing Videos,  Adding transitions supervision of teacher with the supervision of
picture, audio or 5.Checking teacher
music in Windows 6.Recording the score. 5.Checking
Movie Maker. 6.Recording the score.
Present “Let’s Study” on
page 132.
Discuss
Basic Features of Windows
Movie Maker its parts and
how to import videos,
pictures, audio or music on
pp. 132-135 of TX
Discuss
 Editing clips
 Adding Effects
 Adding transitions
 Add Narrations
 Saving/Publishing
Movie
On pp. 135-141 of TX
Group Activity:
Let the learners do Activity 6.2
on page 142 of TX.
 What are the basic
 abstractions about the lesson features of Windows
Movie Maker?
 What are the parts of
Windows Movie
Maker?
I. Evaluating learning 20 item quiz
J. Additional activities for Finish creating you movie and
application or remediation present it in class.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE – I.A.
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 10) Quarter: 3RD QUARTER

WEEK 10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
Demonstrates an
understanding of and skills
in making simple electrical
gadgets.
Constructs simple electrical
gadgets with ease and
dexterity
Demonstrates an
understanding of and skills in
making simple electrical
gadgets.
Constructs simple electrical
gadgets with ease and
dexterity
Demonstrates an understanding of and
skills in making simple electrical 3RD PERIODICAL TEST 3RD PERIODICAL TEST
gadgets.
Constructs simple electrical gadgets
with ease and dexterity

C. Learning Identify materials and tools Identify the different electrical Discuss the health and safety practices
needed in making simple gadgets and their uses. in making electrical gadgets.
Competencies/Objectives electrical gadgets. Demonstrate the uses of the Appreciate the safety and health
Demonstrate the proper use different electrical gadgets. practices in making electrical gadgets.
of tools and electrical (Extension cord, door bell, Enumerate the health and safety
materials. bulb tester, lampshade, etc.) practices in making electrical gadgets.
Show proper care of tools
and materials use in
electrical activities.
Discuss the importance of
using materials and tools in
making simple electrical
gadgets. (TLE6IA-0g-9)

Production/ repair of simple Production/ repair of simple Production/Repair of Simple Electrical ADMINISTERING 3RD QUARTERLY TEST ADMINISTERING 3RD
II. CONTENT / TOPIC electrical gadgets. electrical gadgets. Gadgets QUARTERLY TEST
Health and Safety Practices in
Making Electrical Gadgets.
III. LEARNING
RESOURCES
A. References K to 12 TLE 6 IA 2.6.1 OF-8 K to 12 TLE 6 IA 2.6.1 OF-8 K-12 TLE 6 IA 2.6.3 Of – 8 p. 38
p.40 p.40
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional materials
from
LRMDS portal
B. Other Materials

IV. PROCEDURES

A. Reviewing previous How do we compute our
lesson or business income? Show
presenting the new sample of computation of
lesson income from sales.
B. Establishing a purpose Do you have appliances at
for the home?
lesson How does it function?
Where is it connected?
What electrical materials
were used?
What kind of tools do we
used in fixing those
electrical materials?
C. Presenting examples/ Prepare videos and picture
instances of the new from the different tools and
lesson materials.
Real objects found in the
industrial arts room.
What are the different tools
and materials needed in
making electrical gadgets?
What are their uses?
What electrical gadgets are
we going to use when we
want to get electricity in a
distance?
SIONNETXE DORC
What electrical gadgets have
you seen in the picture?
Give an example of different electrical
gadgets that we are using at home and
in the school?
What is the use of each gadget?
Showing pictures of health and safety
practices.
What can you say about the picture?
1. Preparation
2. Presentation of test
3. Reading and explanation of
directions.
4.Answering Test Paper with the
supervision of teacher
5.Checking
6.Recording the score.
1. Preparation
2. Presentation of test
3. Reading and explanation of
directions.
4.Answering Test Paper with
the supervision of teacher
5.Checking
6.Recording the score.

What are the uses of these

D. Discussing new Activity 1:
concepts and Discuss the importance of
practicing new skills #1 using tools and materials in
making simple electrical
gadget.
Activity 2:
Identifying tools and
materials needed in making
electrical gadgets?
Activity 1: Group Activity What are the health and safety
Group 1 – Give an electrical practices in making electrical gadgets.
gadget and their uses at
home.
Group 2 – Give an electrical
gadgets and their uses in
school.
Group 3 – Give an electrical

E. Discussing new concepts
and
practicing new skills #2
simple electrical gadget. gadget and their uses inside
the room.
How are these materials Activity 2: Group Reporting Group Activity:
and tools used? Group 1 – electrical gadget Why is it important to follow the
Uses of tools: and their uses at home. health and safety practices in making
Combination Pliers –these Group 2 – an electrical gadget electrical gadgets.
are use to twist, cut, hold and their uses in school.
and pick electrical wire or Group 3 – an electrical gadget
tie wires. and their uses inside the
Side cutter Pliers –use to cut room.
electrical wires or tie wires,
also use in skinning small
wires.
Long Nose Pliers – use to
hold, cut, twist or pick up
small objects in a limited
space.
Tester – an instrument used
to test if there is a flow of
electricity in the connection
a made.
Screw Drivers – tools used
in tightening and loosening
screws. It has 2 kinds: flat
and Philips.
Wire strippers/splicer – use
to take off a portion at the
end of the wire before it is
connected to terminals of
other electrical materials.
Soldering gun/iron - this is
used to join two tiny
metallic parts such as
television and radio spare
parts.
Hammer – used to fasten
nail through the wood,
bamboo or concrete wall.

F. Developing mastery
(leads to formative
assessment )
What electrical tools I am
going to use when I want to
remove the plate of the
convenience outlet or
switch?
Matching type. Match column You are washing your clothes, and you
A with column B. need to plug in the washing machine,
A B what is the best thing to do first?
_____ 1. Gadget use
 I want to make an extension Extension to call the
cord, what electrical cord attention of
materials I am going to buy? _____ 2. the owner
Lamp shade of the
_____ 3. house.
Bulb tester Use in
_____ 4. testing an
Door bell incandesce
nt bulb,
starter,
ballast.
Use as
decoration
lamp inside
the room.
A gadget
use to
access
electricity in
our
appliances
are far from
the
convenient
outlet.
G. Finding practical Demonstrate the uses of the We have school program What will you do first when you
applications different tools and outside, but there is no replace a blown out fuse?
of concepts and skills in materials. available convenience outlet. What is the first thing to do before you
daily How do we take good care What electrical gadget are we replace tumbler switch?
living of them? going to use?

H. Making generalization What are the tools and What are the benefits of using What are the importance of following
and materials needed in making different electrical gadgets? the health and safety practices in
abstraction about the simple electrical gadgets? making electrical gadget?
lesson What are the importance in
using tools and materials in
making electrical gadgets
I. Evaluating learning Choose the correct answer Identify the electrical gadgets Write S if the situation shows as safe
inside the box. that are commonly used at practice, writes U if it is an unsafe
Tester home and school. practice.
male plug _____1. This is used to get ______1. Never use equipment with
Combination pliers _____1. An electrical tool electricity in a distance. frayed cords, damaged insulation or
screw driver which is used to twist or _____2. It has two kinds, the broken plugs.
Electrical wires
holder

J. Additional activities for
application / remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned
80% in the evaluation
B. No. of learners who
require
additional activities for
remediation
C. Did the remedial lessons
work
? No. of learners who
have
caught up with the
lesson
splice an electrical wire.
_____2. An instrument used
to test if the gadget is
functioning or there is a
flow of electricity in the
connection made?
_____3. A part of a lamp
that holds the fluorescent
tube.
_____4. Tools used in
tightening and loosening
screws.
_____5. An electrical
material which is used as a
connector or path where
electricity flows. It can be
duplex, solid or stranded.
_____6 . It is used to
connect to wire into the
convenience outlet.
List down the tools and
materials used in making
bulb tester.
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who
caught up the lesson
male and female plug with
two terminals
_____3. Gadget used to give
light or decoration in a room.
_____4. It is used to call
attention of an individual
inside the house.
_____5. It is used to test any
of the electrical gadgets if it is
functioning or not.
List down some electrical
gadgets and their uses.
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
______2. Avoid water at all times
when working with electricity.
______3. Never touch or try repairing
any electrical equipment or circuits
with wet hands.
______4. If you are working on any
receptacle at your home then always
turn off the main switch.
______5. Always use appropriate
insulated rubber gloves and goggles
while working on any electrical circuit.
. Make a project plan for lampshade.
2. Make a project plan for bulb tester.
3. Make a plan for a buzzer circuit.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
D. No. of learners who
continue
to require remediation
E. Which of my teaching
strategies worked well ?
Why did this work ?
___ of Learners who require
additional activities for
remediation
____ Collaborative method
____Constructivism
____Integrative Approach
____Inquiry Base Approach
____Reflective Approach
___ of Learners who require
additional activities for
remediation
____ Collaborative method
____Constructivism
____Integrative Approach
____Inquiry Base Approach
____Reflective Approach
___ of Learners who require additional
activities for remediation
____ Collaborative method
____Constructivism
____Integrative Approach
____Inquiry Base Approach
____Reflective Approach

F. What difficulties did my

principal or supervisor
can help me solve ?
G. What innovation or
localized
materials did I
use/discover
which I wish to share
with
other teachers ?
 GRADE 6 School: Grade Level: VI
DAILY LESSON LOG Teacher: Learning Area: TLE – AGRICULTURE
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 10) Quarter: 3RD QUARTER

WEEK 10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Measures the learning competencies of pupils by answering
questions correctly in First Periodical Test
D. Content Standard Demonstrates an understanding of scientific processes in animal/fish raising
E. Performance Standard Applies knowledge and skills and develops one’s interest in animal/fish raising
Plans for family’s animal and fish raining project
F.Learning Competency/Objectives TLE6AG0i-10 9.1Prepare list of needed 9.1 Prepares schedule of 3RD PERIODICAL TEST 3RD PERIODICAL TEST
Write the LC code for each. 9. Identifies animals/fish materials to start the project works for the following:
to be raised as an  Raising
alternative source of  Caring
income for the family  Processing
 Marketing of farm/fish
product
II. CONTENT  Development of 10.2.Prepares 10.2.1 Preparation of Gantt Chart
Feasibility study for Plan/Design of an ideal for :
the prospective animal farm and fish farm  Raising
project (Animals/Fish intended for livelihood  Caring
Raising)  Processing
10.2.2. 1List down  Marketing of farm/fish
inventory of supplies product
,materials and
consumables needed for 10.2.2 Discuss every works
the project scheduled
III. LEARNING RESOURCES Measures the learning Measures the learning
competencies of pupils by competencies of pupils by
answering questions correctly in answering questions
3RD Periodical Test correctly in 3RD Periodical
Test
C. References Curriculum Guide for Curriculum Guide for Grade Curriculum Guide for Grade VI-
Grade VI-Agriculture VI-Agriculture Agriculture
Internet, Wikipedia Wikipedia Wikipedia
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages
8. Additional Materials from Agri-fishery, Classifying the Agri-fishery, Classifying the Agri-fishery, Classifying the
Learning Resource (LR)portal Habitat of Animals, Habitat of Animals, Habitat of Animals, Aquaculture

D. Other Learning Resource
IV. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the lesson
M. Presenting examples/Instances of
the new lesson
Aquaculture
Charts, Pictures, Video,
Guidebook, internet, CBC
 Review about Livestock
and Habitat of Animals
and fishes
 Development of
project plans and
feasibility study of
the proposed
animal farm and
fish farm
Development of site
development plans for the
animal and fish raising
project
Aquaculture
Charts, Pictures, Video,
Guidebook, internet, CBC
 Identify the types and
kinds of ruminants, Cattle
and swine
 Prepare the
inventories of tools,
equipment, supplies
and materials needed
in putting up the
project
Workplace Lay outof the Work scheduling and graphical
project presentation
Charts, Pictures, Video,
Guidebook, internet, CBC
 Enumerate the hazards in the
animal farm and fish farm
 Prepare schedule of work
involved in putting up the
project
1. Preparation
2. Presentation of test
3. Reading and explanation of
directions.
4.Answering Test Paper with the
supervision of teacher
5.Checking
6.Recording the score.
1. Preparation
2. Presentation of test
3. Reading and explanation
of directions.
4.Answering Test Paper
with the supervision of
teacher
5.Checking
6.Recording the score.

Design of the animal farm

N. Discussing new concepts and
practicing new skills # 1
O. Discussing new concepts and
practicing new skills # 2
P. Developing mastery
(leads to Formative Assessment 3)
Q. Finding practical application of
concepts and skills in daily living
and fish farm
Site Planning and Farm
Design
Identification of
animals/fish to be raised
as an alternative source
of income for the family
Environmental Scanning
for the animal and fish
raining project
Identifying manpower
requirement for the animal
and fish raising project
Prepare list of needed
materials to start the
project
Preparation of canvass for
the needed materials to start
the project
Work loads and schedule of
constructions
Prepares schedule of works
for the following:
 Raising
 Caring
 Processing
 Marketing of farm/fish
product
Document schedule of work, time
requirement and days to be
undertaken for the following:
  Raising
 Caring
 Processing
 Marketing of farm/fish
product
R. Making generalizations and Site development Plans Design and materials Work scheduling involved in the
abstractions about the lesson requirement of the project project
S. Evaluating learning Oral interview Oral recitation Reporting and presentation skills
Demonstrations Demonstrations
Drafting of Plans
T. Additional activities for application Take photos of an ideal Canvass for the tools, Invite at least one practitioner
or remediation animals and fish farm supplies ,materials and who can share his/her
project consumables of the project experienced in maintaining animal
farm or fish farm/pond
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in
the evaluation
I. No. of learners who require
additional activities for remediation
who scored below 80%
J. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
worked well? Why did these work?
M. What difficulties did I encounter
which my principal or supervisor can
help me solve?
N. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

GRADE 6 School: Grade Level: VI

Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 7 – 11, 2019 (WEEK 9) Quarter: 3RD QUARTER
 WEEK 9
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to serve learning needs in meeting a wide
range of life’s purposes.
OL- (Oral Language) V (Vocabulary Development) F – (Oral Fluency)
The learners demonstrate understanding of various verbal elements in orally -The Learners demonstrate understanding that words are composed of -The learners demonstrate
communicating information different parts to know that their meaning changes depending in context understanding that a change in
The learners prepare for and participate effectively in a range of -The learners use strategies to decode correctly the meaning of words in stress entails a change of
conversations and collaboration with diverse partners, building on others’ isolation and in context meaning to evaluate the
ideas and expressing their own clearly and persuasively -context clues speaker’s/ author’s purpose and
-affixes and roots meaning
-other strategies -The learners use knowledge of
stress and intonation of speech
to appropriately evaluate the
speaker’s intention, purpose
and meaning
demonstrates
SS (Study Strategy Research)
- The learners understanding of
library skills to research a
variety of topics
-The learners utilize discrete
techniques (general or specific)
and applies appropriately them
to all or most fields of study
Present a coherent, comprehensive report on differing viewpoints on an issue Infer meaning of content specific terms using Observe accuracy, appropriate
-context clues rate and proper expressions in
-affixes and roots dialogs
-other strategies
Organize information from
secondary sources in
preparation for writing,
reporting and similar academic
tasks in collaboration with
others
EN6OL-IIIj-1.19 EN6V-IIIj-12.3.3 EN6F-IIIj-3.5
EN6V- IIIj -12.4.1.3 EN6F-IIIj-3.2
EN6V- IIIj -12.4.2.3 EN6F-IIIj-3.6
EN6SS-IIIj-4
-describe key information of a text from a prescribed viewpoint Inferring meaning of content Appropriate rate and proper
-discuss the importance of viewpiont of a selected text -context clues expression in dialogues
-affixes and roots Organizing information form
-other strategies secondary sources in writing
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
The Three Little Pigs Passengers Cars Interactive Skill Book in English 6 Refer to Monday and Tuesday
http://shortstoriesshort.com/story/the-three-little-pigs/ DepEd-BEAM DLP Module 8 Grade 6 pp, 5-7 reference
http://www.surlanefairytales.com/threepigs/ pp, 97-98
Copy of the short story Copy of the story
The Three Little Pigs Passengers Cars
Short film
song
What are the parts/elements of a Sing a song Is it always right to judge right away Recall the different versions of
Story? without analyzing nor weighing things? the story the three little pigs
Who’s afraid of the big bad wolf? Why?
(Character, Setting, Plot, Climax, Ask pupils to retell the version
Ending) they recall

Remind pupils to listen

attentively and be polite in
asking or giving their own
recollection
B. Establishing a purpose for the Class look at the pictures, in which Film Showing Class look at the picture, do you know Show this word transformation to Use venn diagram to
lesson story have you seen these photos? what is it called? the class differentiate the two stories
(The Three Little Pigs) The Three Little Pigs
A. C. (TRAM) Work with a partner
ing
Before it atio er
is known
as bus in
the USA
and Form
popular to all commuters.
Picture
This is popular in the USA (United
A is made
States of America)
of what kind of
material/s? tran re
Picture B is made of
what kind of
Unlocking of Difficulties in
material/s?
Guess the word use the clue
B. Picture C is made
of what kind of
_aza_d - danger
material/s?
Can you summarize in one sentence
e_ong_ate_ - lengthened
the story according to your own
understanding?

Unlocking of Difficulties

C. Presenting examples/instances
of the new lesson
Give the meaning of each
underlined words by the clues given
within the sentence.
1. He chased the two pigs
and they ran and hid in
their houses
2. The frightened little pigs
ran to the third pig’s
house made of bricks
because they were
terrified.
3. The pigs were tender juicy
meals for the fox because
he thinks of them as
sumptuous meal.
(Standard in Oral Reading must be
observed)
Present the story.
The Three Little Pigs
Once upon a time there were three
little pigs. One pig built a house of
straw while the second pig built his
house with sticks. They built their
houses very quickly and then sang
and danced all day because they
were lazy. The third little pig
worked hard all day and built his
house with bricks.
A big bad wolf saw the two little
pigs while they danced and played
and thought, “What juicy tender
meals they will make!” He chased
the two pigs and they ran and hid in
their houses. The big bad wolf went
to the first house and huffed and
puffed and blew the house down in
minutes. The frightened little pig
ran to the second pig’s house that
was made of sticks. The big bad
wolf now came to this house and
huffed and puffed and blew the
house down in hardly any time.
Now, the two little pigs were
Once upon a time when pigs spoke
rhyme
And monkeys chewed tobacco,
And hens took snuff to make them
tough,
And ducks went quack, quack, quack,
O!
THERE was an old sow  with three
little pigs,  and as she had not enough
to keep them, she sent them out
to seek their fortune.  The first that
went off met a man with a bundle of
straw, and said to him:
‘Please, man, give me that straw to
build a house.’
Which the man did, and the little pig
built a house with it. Presently came
along a wolf,  and knocked at the
door,  and said:
‘Little pig, little pig, let me come in.  To
which the pig answered:
‘No, no, by the hair of my chiny chin
Read the story silently.
Passengers Cars
Early railroad passenger cars were little
more than stagecoaches fitted with
special wheels to help them stay on the
tracks. They didn’t hold many
passengers, and because they made
out, they were fire harzards. They also
did not hold up very well if the train
came off the track or had a collision
with another train.
In the United States, it wasn’t long
before passenger cars were lengthened
to hold more people. Late in the 1830s.
Americans were riding elongated cars
with double seats on either side of a
center asile. By the early 1900s, most
cars were made of metal instead of
wood.
Sleeping and dining cars were
introduced in the United States by the
early 1860s. Over the next 25 years
other improvements were made,
including electric lighting, steam heat
and covered vestibules that allowed
passengers to walk between cars. All of
these luxuries helped make railroad
Analysis and Discussion Discuss briefly the stories with
the class
What are affixes?
After the discussion pupils will
An affix is added to the root of the be grouped and will be asked to
word to change its meaning. write a script of the story that
later on will be role played
An Affix added to the front of a giving their own version
word is known as a prefix. One according to their judgement.
added to the back is known as a
suffix.
PREFIX
The first man looks very friendly! I
think it would be nice to spend time
with him.
The second man looks unfriendly. I
don't think it would be much fun to
spend time with him!
We can see in the second sentence
that we added the prefix "un-" to
the word "friendly." This prefix
"un-" means "not" or "the opposite
of."
Here are more examples with the
prefix "un-":
terrified and ran to the third pig’s
house that was made of bricks.
The big bad wolf tried to huff and
puff and blow the house down, but
he could not. He kept trying for
hours but the house was very
strong and the little pigs were safe
inside. He tried to enter through the
chimney but the third little pig
boiled a big pot of water and kept it
below the chimney. The wolf fell
into it and died.
The two little pigs now felt sorry for
having been so lazy. They too built
their houses with bricks and lived
happily ever after.
Keyword Clouds: three little pigs
and the big bad wolf, three little
pigs illustrations, 3 pigs and a
wolf, three little pigs
sequencing, three little pigs children
story, three little pigs online, three
little pigs original story, 3 little pigs
short story
travel much more comfortable.
chin.  The wolf then answered to that:  happy ----> unhappy
 finished ----> unfinished
 believable
‘Then I’ll huff, and I’ll puff, and I’ll
----> unbelievable
blow your house in.  acceptable
----> unacceptable
So he huffed, and he puffed, and he
blew his house in, and ate up the little SUFFIX
pig.
The couple is getting married
because they love each other very
The second little pig met a man with a
much.
bundle of furze and said:
That teddy bear is so cute
‘Please, man, give me that furze to and lovable!
build a house.’
We can see in the second sentence
Which the man did, and the pig built that we added the suffix "-able" to
his house. Then along came the wolf, the word "love." This suffix "-able"
and said: means "capable of being" or "able
to be." 
‘Little pig, little pig, let me come in.’
So, the word lovable means
something is able to be loved, or it
‘No, no, by the hair of my chiny chin makes you feel love for it.
chin.’
Here are more examples with the
suffix "-able" or "-ible" (depending
"Then I’ll huff, and I’ll puff, and I’ll
on the root word):
blow your house in.’
So he huffed, and he puffed, and he  present ----> presentable
puffed, and he huffed, and at last he  comfort ----> comfortable
blew the house down, and he ate up  depend ----> dependable
the little pig.  reach ----> reachable
The third little pig met a man with a
load of bricks,  and said:
‘Please, man, give me those bricks to
build a house with.’
So the man gave him the bricks, and
he built his house with them. So the
wolf came, as he did to the other little
pigs, and said:

‘Little pig, little pig, let me come in.’

‘No, no, by the hair of my chiny chin

chin.’

‘Then I’ll huff, and I’ll puff, and I’ll

blow your house in.’

Well, he huffed, and he puffed, and he

huffed and he puffed, and he puffed
and huffed; but he could not get the
house down.  When he found that he
could not, with all his huffing and
puffing, blow the house down, he said:

‘Little pig, I know where there is a nice

field of turnips.

‘Where?’ said the little pig.

‘Oh, in Mr Smith’s Home-field, and if

you will be ready tomorrow morning I
will call for you, and we will go
together, and get some for dinner.’

‘Very well,’ said the little pig, ‘I will be

ready. What time do you mean to go?’

‘Oh, at six o’clock.’

Well, the little pig got up at five, and

got the turnips before the wolf came
(which he did about six), who said:

‘Little pig, are you ready?’

The little pig said: ‘Ready! I have been

and come back again, and got a nice
potful for dinner.

The wolf felt very angry at this, but

thought that he would be up to the
little pig somehow or other, so he
said:

‘Little pig, I know where there is a

nice apple tree.

‘Where?’ said the pig.

‘Down at Merry-garden,’ replied the

wolf, ‘and if you will not deceive me I
will come for you at five o’clock
tomorrow. and get some apples.’

Well, the little pig bustled up the next

morning at four o’clock, and went off
for the apples, hoping to get back
before the wolf came; but he had
further to go, and had to climb the
tree, so that just as he was coming
down from it, he saw the wolf coming,
which, as you may suppose,
frightened him very much. When the
wolf came up he said:

‘Little pig, what! are you here before

me? Are they nice apples?’

‘Yes, very,’ said the little pig. ‘I will

throw you down one.’

And he threw it so far, that, while the

wolf was gone to pick it up, the little
pig jumped down and ran home. The
next day the wolf came again, and said
to the little pig:

‘Little pig, there is a fair

at Shanklin this afternoon,  will you
go?’

‘Oh yes,’ said the pig, ‘I will go; what

time shall you be ready?’

‘At three,’ said the wolf. So the little

pig went off before the time as usual,
and got to the fair, and bought a
butter-churn,  which he was going
home with, when he saw the wolf
coming. Then he could not tell what to
do. So he got into the churn to hide,
and by so doing turned it round, and it
rolled down the hill with the pig in it,
which frightened the wolf so much,
that he ran home without going to the
fair. He went to the little pig’s house,
and told him how frightened he had
been by a great round thing which
came down the hill past him.  Then
the little pig said:

‘Hah, I frightened you, then. I had

been to the fair and bought a butter-
churn, and when I saw you, I got into
it, and rolled down the hill.’

Then the wolf was very angry indeed,

and declared he would eat up the little
pig, and that he would get down the
chimney after him. When the little pig
saw what he was about, he hung on
the pot full of water, and made up a
blazing fire,  and, just as the wolf was
coming down, took off the cover, and
in fell the wolf; so the little pig put on
 the cover again in an instant, boiled
him up, and ate him for supper,
and lived happy ever afterwards.

Note about this version: Joseph Jacobs

D. Discussing new concepts and
practicing new skills #1
Comprehension Check-up
Who are the characters of the
story?
Where did the story happen?
What is the most exciting part of
the story?
What can you say about the Three
little pigs? First pig, Second Pig and
the Third Pig.
How you judge the wolf? Is he really
a bad wolf?
referenced one of the first print
versions of the tale for his edition. The
story appeared in:
Halliwell, James Orchard. Popular
Rhymes and Nursery Tales. London:
John Russell Smith, 1849
Why couldn’t the wolf blow down the
third little pig’s house?
How did the first and second little pig
survive the big bad wolf?
Why did the first and second little pig
choose sticks and straw to build their
houses?
How did the wolf try and get into to
the brick house after huffing and
puffing?
Study the following paragraph. Find out
the correct meaning of draft by
studying the context.
• Note the italicized word draft in the
paragraph.
A strong draft had blown the window
open. With a
loud clutter, it blew away the window
shutter. Shivering,
Cindy got up the bed to draft a
temporary replacement for the shutter
until daybreak. As soon as the bank
opened, she would encash the draft her
mother had sent so she could buy a
good window shutter. Then she would
draft her friends to help put up the
shutter. She would reward her friends
with a cold draft of fruit juice.
Answer READ and Do
Letter A on page 6 of Interactive
Skillbook in English 6
Script Writing
(Guidelines)
1. In writing a script, consider
the characters and the
characteristics.
2. Make necessary dialogue
based on how you understand
or how you judge them in the
story read.
3. Make it conversational
4. Focus on the topic/context
5. Construct a meaningful
ending.

Let’s look at its

meaning by studying the context.
(1) draft – a current air
(2) draft – a plan
(3) draft – a written order for money
payable to a bank
(4) draft – to select or draw money
(5) draft – to drink or something taken
in.

• When we use context clues in

learning the meaning of a word, we
read the words that follow it and then
derive its meaning from
them or from the context.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
formative assessment)
Investigative work with a partner Demonstrate the strategy.  A.Directions: Choose the correct
using venn diagram. Comparing and
contrasting select characters of the Ask two to four students to act as the
story. wolf and pigs. (You may choose to
have one or three students represent
the three pigs.) Explain to students
The Three Little Pigs that there also needs to be a
moderator to ask the questions, and a
summarizer to summarize the debate.
Third Pig Wolf
Using the question
The third Both of them
previously demonstrated, have the
The Wolf
student moderator ask the question
pig is wise are determined
and have each character respond.
strong
He is calm. They can He
is furious Explain to students that they
stand on must “become” the character and
their own answer the question as the character
would. There is no script to read from
so students should just ad-lib.
After students answer the
question, give a brief summary of their
answers to demonstrate the role of
the summarizer.
(Observe Politeness at all times)
Ask learners to discuss their venn Pass out a copy of the Three
diagram, Cite their opinions how Little Pigs Story Map to each learner.
bad is the wolf, differentiate the
three little pigs in their own words. Explain to the class that they
Example:
The heavy rain muffles the loud music
in the bedroom that’s why the baby’s
sleep remains undisturbed.
• Which word in the sentence means
“to deaden the sound of” or
“to keep down”? The word muffle
means “to keep down.”
Context clues analysis and discussion
Give the correct answer for each given
answers
prefix for the following words using
the prefixes in the box. The
meaning of the word is given at the
right.
ante - before
bi - both, double, twice
col-; con-; com-; - together with,
one with another
1. __________ cedent : happening
before
2. __________ lingual : able to
speak two languages
3. __________ mediate : used
between primary and secondary.
4. __________ glottis : a thin plate
of flexible cartilage in front of the
glottis
5. __________ pose : to put a
musical or literary work together
B.Add the correct suffix to the
underlined item in each sentence.
Write your answer on the
blank.
1. A person who always acts on
stage is an ____________.
2. A person who manages a library
is a ________________.
3. One that tells lies is a
_________________.
4. A worthy student becomes a
scholar and is granted full
___________.
5. A person who climbs mountains
is a _________________.
Put the word in brackets into the
correct form. You will have to use
prefixes and/or suffixes.

G. Finding practical/applications of
concepts and skills in daily living
Group Activity:
If you were to choose which kind of
house from the three little pigs are
you going to build?
Justify your answer.
will be answering the 5 W's about the
story that you just read.
For each box, they should draw a
picture illustrating the who, what,
where, when, and why of The Three
Little Pigs
As students work on their
story maps, walk around the
classroom and look at their
worksheets to assess their
1. Based on the other words in
the sentence, what is the
correct definition of hazards?
a. Engines
b. Risks
c. Stations
2. Based on the other words in
the sentence, what is the
correct definition of collision?
a. Crash
b. Race
c. Track
3. Based on the other words in
the sentence, what is the
correct definition of
elongated?
a. wooden
b. new
c. lengthened
4. Base on the words in the
sentence, what is the correct definition
of vestitules?
a. passageways
b. cars
c. depots
5. Based on the other words in the
sentence, what is the corrects
definition of luxuries?
a. additions
b. things offering the greatest comfort
c. inventions
Directions: Use the context clues to the
sentences to find the
meanings of the bold faced words.
1. Jane was a wizard at games. She
mastered them in no time and
1. He was sitting
__________________ in his seat on
the train. (comfort)
2. There was a
__________________ light coming
from the window. (green)
3. He was acting in a very
__________________ way. (child)
4. This word is very difficult to spell,
and even worse, it's
__________________. (pronounce)
5. He's lost his book again. I don't
know where he has
__________________ it this time.
(place)
6. You shouldn't have done that! It
was very __________________ of
you. (think)
7. He didn't pass his exam. He was
__________________ for the
second time. (succeed)
8. Some of the shanty towns are
dreadfully __________________ .
(crowd)
9. The team that he supported were
able to win
the__________________ .
(champion)
10. There is a very high
__________________ that they will
be late. (likely)
Ask pupils to form new word with Role playing
affixes (prefix and suffix)

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
(Show openness to criticism)
Why is it important to view the facts
before giving judgement?
Choose one question and,
in each of the character columns,
record how each character might
understanding of the 5 W's.
Activate students' prior knowledge by
asking for volunteers to retell the
story of The Three Little Pigs.
Students are to select one
fairy tale and rewrite the tale from the
viewpoint of a different character or
object within the tale.
seldom last.
a. evil-magician
b. gifted person
c. average player
2. The holiday was so special that she
was sure she’d never forget it.
The memory would be imprinted
forever in her mind.
a. found
b. b.weighed
c. fixed
3. “John will believe anything anyone
tells him,” his teacher said.
“He’s a very impressionable young
man.”
a. easily influenced
b. unhappy
c. unintelligent
4. “Do you really think it’s prudent to
spend all your money on
clothes?” his mother asked crossly.
a. foolish b. wise c. funny
5. “Your plan has merit,” Elizabeth’s
father said. “Let me give it
some thought.”
a. value
b. awards
c. kindness
A context clue is a clue or hint from the What are the essential parts of
sentence that helps you to figure out the script?
words that you don’t know.
Context clues help you figure out the
meaning of a word by relating it to
other words in the sentence or this
simply
means that we get the meaning of a
word by studying its relationship with
other words in the sentence. Some
clues are
more obvious than the others.
Understanding Context Clues Complete the sentences by writing Checking of the scripts
the correct prefix in the blank
Directions: For each sentence, circle space. You can use a dictionary to
the pair of words that complete help you.

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
respond to the question.
For example:
Do you think you did anything
wrong in this situation?
 Pigs’ response: No, we
were just minding our
own business in our
houses.
 Wolf’s response: I was just
looking for some food. I
can’t help it if I’m hungry.
 
Writing Center
Have students write a review of The
True Story of the 3 Little
Pigs. Remind them that they should
use the evaluating strategy to make
judgments about the story. Have
students read their reviews to a
partner and discuss.
Ask students to reflect on the meeting
of the minds technique. How did it
help them understand the characters?
What did they like and dislike about
the debates? Did it help them better
understand the stories?
the meaning of the sentence.
dis-           -in               mis-             
1. Their profits have been __________, re-          un-               under-
and they wish to __________ their
situation.
a. decreasing - excuse 1. I just can't believe it! The story is
b. declining - remedy _____believable!
c. comfortable – redness
2. No, that answer is _____correct.
2. Rats provide a __________ in It is wrong.
reducing garbage, but this is
outweighed by their __________ 3. Let's look at this information
activities. again. We should _____view it
a. help - useful before the test.
b. trouble - dynamic
c. service – harmful 4. I saw Allison just a moment ago,
but now I can't find her! It seems
3. Fact and Fancy were so _________ that she _____appeared!
that no one could _________ them.
a. connected – separate 5. Oh, I'm sorry, I didn't hear you
b. necessary – use correctly. I _____understood you.
c. respected – want
6. The subway does not go over the
4. If one is to understand the land like a normal train. It moves
__________, one must study the _____ground.
_________.
a. facts – unnecessary
b. unusual – sentences
c. whole- parts
5. His father __________ him, for he
realized the interest was more than
a __________ fancy.
a. encouraged – childish
b. berated – sincere
c. helped – mature
Give copies of the passage from Lesson Write a four-liner poem of the
Write at least 5 sentences using
Guide in Elementary English (Ateneo) three little pigs
pages 136-137 affixes.
Don’t Dump that garbage
Look for the meaning of the underlined
word
See page 137
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use./discover which
I wish to share with other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 10
I.LAYUNIN
A. PamantayangPangnilalaman
B.PamantayansaPagganap
C. MgaKasanayansaPagkatuto
Isulatang code
ngbawatkasanayan
II.NILALAMAN
III. KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahinasaGabayngGuro
2.Mga PahinasaKagamitang
Pang-Mag-aaral
3.Mga pahinasaTeksbuk
4.
KaragdagangKagamitanmulasa
portal ng Learning Resource
B.Iba pang KagamitangPanturo
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang
aralin at/o pagsisimulang
aralin
B. Paghahabi sa layunin ng
aralin
School: Grade Level: VI
Teacher: Learning Area: ESP
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 10) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang pag-unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa
maunlad, mapayapa at mapagkalingang pamayanan.
Nisasagawaang mga Gawain na may kaugnayan sa kapayapaan at kaayusan tungo sa pandaigdigang pagkakaisa
10.1 Naisasakilos ang pagtupad sa mga batas pambansa at paninindigan
10.1.1 daan THIRD QUARTERLY TEST THIRD QUARTERLY
10.1.2 pangkalusugan TEST
10.1.3. pangkapaligiran
10.1.4. pag-abuso sa paggamit ng ipinagbabawal na gamot
Code: EsP6PPP-IIIh-40
Aralin 23 Pagtupad sa Batas Para sa Kaligtasan
EsP - K to 12 CG p. 87 EsP - K to 12 CG p. 87 EsP - K to 12 CG p. 87
tsart tsart powerpoint presention, videoclips
https://www.youtube.com/watch?
v=qWGThLVPw4o metacards,
manila paper, permanent marker
at masking tape
Paano nyo maipakikita ang pag kakaisa Ano ang dapat gawin upang Bakit mahalagang alam dapat ng
para sa ating bansa? maging ligtas sa daan. bawat isa ang pag papahalaga sa
kalinisan ng pag hahanda ng pag
kain? Anong kabutihang dulot nito
sa ating kalusugan?
Ilahad ang larawan. Itanong: Mag karoon ng video presentation
Saan kayo bumibili ng pagkain
tuwing reses?
Ano- ano ang mga itinitinda sa
ating kantina?
 Masusustansya ba ng mga ito?
Malinis ba ang mga kagamitan sa
ating kantina? Bakit?
Sa tingin ninyo sumusunod ba sila
sa batas pangkalusugan?
C. Pag-uugnay ng mga a. Ano ang nakikita ninyo sa larawan? Pangkatang Gawain
halimbawa sa bagong aralin b. Naranasan na ba ninyong sumakay sa
motorsiklo? Magkakaroon ng pabilisan sa
c. Ilan kayong sumasakay sa motorsiklo? pagbuo ng picture puzzle. Ang
unang pangkat na makabubuo ang
siyang panalo.
D. Pagtatalakay ng bagong Ano kaya ang dapat gawin kung sasakay Ano ang mga nabuo ninyong
konsepto at paglalahad ng ka sa motorsiklo? larawan?
bagong kasanayan #1 Talakayin ang Mahalagang Kaisipan. Tungkol saan kaya ang mga ito?
E. Pagtatalakay ng bagong Ipakita ang mga larawan. Pangkatin ang mag-aaral sa apat
konsepto at paglalahad ng at ipakita ang kanilang gagawin.
bagong kasanayan #2 Unang Pangkat: Ikanta Mo!
Gumawa ng maikling awitin
1. Patungkol saan ang inyong
napanood?
2. Ano ang nais iparating ng inyong
napanood?
3. Ano –ano ang maaaring maging
epekto nito sa kalusugan ninyo?
Bakit?
Ipaulit ng dalawang beses ang
video upang tumimo sa isipan ng
mag-aaral.
Ibigay ang inyong kaisipan sa
pinanood na video.
Makatutulong ba ito sa inyo?
Itanong.
Bilang isang mag-aaral, paano mo
ipapakita ang pagsunod at

F. PaglinangsaKabihasaan
(Tungosa Formative Assesment
3)
G. Paglalapat ng aralin sa pang
araw-araw na buhay
Magkaroon ng talakayan pagkatapos
makita ang larawan sa powerpoint
presentation
Ano ang nakikita ninyo sa unang larawan?
Sa ikalawang larawan? Sa ikatlong
larawan?
Ano sa iyong palagay ang maaaring
mangyari sa unang larawan? Sa ikalawang
larawan? Sa ikatlong larawan?
patungkol sa tamang pagtupad sa batas para sa
pamamaraan sa paghahanda ng kaligtasan at kalusugan?
pagkain
Ikalawang Pangkat: Iguhit Mo!
Iguhit ang tamang kasuotan sa
paghahanda ng pagkain
Ikatlong Pangkat: Ipatrol Mo!
Magbalita ng mga pangyayaring
pwedeng mangyari kung hindi
maayos ang paghahanda ng
pagkain.
Ikaapat na Pangkat: Irampa Mo!
Irampa mo ang mga kasuotang
dapat isuot ng mga naghahanda
ng pagkain gamit ang mga bagay
na makikita sa loob ng silid aralan.
Bigyan sila ng limang minuto para Gumawa ng panalangin ukol sa
sa preparasyon at karagdagang pagsunod at pagtupad sa batas
dalawang minuto sa para sa kaligtasan at kalusugan.
presentasyon.
Panalangin
Ano ang inyong natutunan sa Hayaang maibahagi ng mga bata
ginawang pangkatang Gawain? ang kanilang ginawa sa kapwa mag
aaral upang maibahagi ang
Ibigay ang inyong naramdaman kanilang saloobin patungkol sa
habang ginagawa ito. aralin.
Pagtalakay ng guro sa sagot ng mga
bata.
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
V.MGA TALA
VI. PAGNINILAY
A.Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
Tnadaan: Maging alerto, ligtas ang may
alam!
Magbigay ng mga dapat sundin kapag
sumasakay sa bawat sasakyang na nakita
sa larawan?
Gumupit ng mga larawang nag papakita
ng pag iingat sa pag sakay sa mga
sasakyan.
Tandaan: “Batas sa tamang
paghahanda ng pagkain ay sundin
upang kalusagan ay kamtin”.
Ipaliwanag ang tema:
“Batas sa tamang paghahanda ng
pagkain ay sundin upang
kalusugan ay kamtin”.
Magkaroon ng maikling
paglalahat sa nakaraang gawain.
Ibahagi ang gintong aral na
natutunan.
Tukuyin kung Tama o Mali ang mga
sumusunod na sitwasyon. Isulat
ang tamang sagot sa patlang.
____1. Nakasakay sa motor si Leo
ng walang suot na helmet ngunit
ang
kanyang asawa na si Nila ay
nakahelmet.
____2. Pumasok si Ineng sa
paaralan kasama ang kanyang
dalawang
nakababatang kapatid ng
nakaangkas sa motor.
____3. Si Aling Thelma ay tagaluto
sa kantina. Siya ay parating
nakasuot ng
gloves sa tuwing sumasandok ng
pagkain.
____4. Tuwing umaga si Lerna ay
laging bumibili ng inuming
pampalamig na tinda sa gilid ng
paaralan.
____5. Si Larry ay bumili sa
paninda sa kantina. Pagkatapos
niyang kumain ay inilagay na
lamang niya ang pinagbalatan sa
gilid ng kanyang upuan.
Sikaping maisagawa ang
pagtatapon ng basura sa tamang
lagayan at panatilihing malinis ang
kapaligiran.
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na
magpatuloy sa remediation?
E. Alin sa mga istrateheyang
Pagtuturo ang nakatulong ng
lubos? Paano ito na katulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro at
superbisor?
G.Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko
guro?
 GRADE 6
DAILY LESSON LOG
WEEK 10
I. LAYUNIN
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat
kasanayan)
II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Gabay ng
Pang-mag-aaral
3. Mga pahina Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource.
B. Iba pang Kagamitang
pangturo
School: Grade Level: VI
Teacher: Learning Area: FILIPINO
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 10) Quarter: 3RD QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES
Naipamamalas ang Naipamamalas ang kakayahan at Naisasagawa ang mapanuring Naipamamalas ang kakayahan sa
kakayahan sa mapanuring tatas sa pagsasalita at pagbasa sa iba’t ibang uri ng teksto mapanuring panonood ng iba’t
pakikinig at pag-unawa sa pagpapahayag ng sariling ideya, at napapalawak ang talasalitaan. ibang uri ng media.
napakinggan. kaisipan, karanasan at damdamin.
Naisasagawa ang mga Nakapagbibigay ng isang panuto. Nakabubuo ng isang nakalarawang Nakagagawa ng isang suring-papel
hakbang o panutong balangkas. tungkol sa pinanood.
napakinggan.
(F6PN-IIIj-12) (F6PS-IIIj-3.1) (F6PT-IIIj-15) (F6PD-IIIc-j-15) 80-100% ng mga tanong sa
Nakapagbibigay ng hinuha sa Naibabahagi ang isang Nakabubuo ng mga bagong salita Nakauulat tungkol sa pinanood. lingguhang pagsusulit/
kalalabasan ng mga pangyayaring nasaksihan. gamit ang panlapi at salitang-ugat. kasanayan sa pagganap ay
pangyayari sa alamat na nasasagot/ naisasagawa ng
napakinggan. (F6WG-IIIj-12) (F6PB-IIIj-19) mga mag-aaral.
Nagagamit nang wasto ang pang- Nasusuri kung ang pahayag ay
angkop at pangatnig. opinyon o katotohanan.
Pagbibigay ng hinuha sa Pagbabahagi ng isang pangyayaring Pagbuo ng mga bagong salita gamit Pag-uulat tungkol sa pinanood.
kalalabasan ng mga nasaksihan. ang panlapi at salitang-ugat. Lingguhang Pagtataya
pangyayari sa alamat na Pagsusuri kung ang pahayag ay
napakinggan. Paggamit nang wasto ang pang- opinyon o katotohanan.
angkop at pangatnig.
Baybayin Paglalayag sa Wika Yaman ng Pamana Wika at Pagbasa Sipi ng kwento. Baybayin 6 Test Notebook, papel,
at Pagbasa 6 p.25-26. 6 p. 303,311 Sipi ng balitang editoryal. Youtube ballpen at test paper
Larawan ng isang pamilya na Filipino 6 DLP Modyul 61 Filipino 6 DLP https://www.youtube.com/watch?
sinasaktan ng ama ang ina. Metacards, manila paper at Modyul 34 Opinyon o Katotohanan. v=lhNpXjQ6M1E

IV. PAMAMARAAN
A. Balik –Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
https://www.youtube.com/w
atch?v=H7jq8ccQ450
Paunang Pagtataya
Ibigay ang paunang
pagtataya sa ibaba upang
malaman ang kahandaan ng
mag-aaral para sa aralin.
Sagutin ang mga katanungan
ayon sa inyong paniniwala o
pag-intindi. Pumili ng mga
icon o larawang
nagpapahiwatig ng inyong
sagot.
Lubos na sumasang-ayon
Sumasang-ayon
Hindi sumasang-ayon
Lubos na hindi sumasang-ayon
1. Maisasagawa ko ang mga
gawaing ibinigay sa akin ng
aking lider.
2. Makikipagtulungan ako sa
aking mg aka-grupo.
3. Makikinig akong mabuti sa
aking lider at guro.
4. Madali kong masasagot
ang mga tanong na ibibigay
ng aking guro.
5. Hindi ako
makikipagdaldalan sa aking
katabi.
Gamitin ang vocabulary
knowledge scale sa pagtatasa
sa talasalitaang gagamitin
marking pen.
Powerpoint presentation.
Balik-aral:
Ano ang pamagat ng kuwento
natin kahapon?
Anong uri ng kuwento ang inyong
napakinggan kahapon?
Ano ang kinalabasan ng mga
pangyayayri sa kuwento?
Powerpoint presentation. https://youtu.be/DnOu7Iu4p3c?
list=PL2myzpiTzAzQQjCJUxitDYQ6Ft
PFN5l1d
Balik-aral: Balik-aral: Pagbabalik-aral:
Ano ang pang-angkop? Magbigay Balik-aralan ang alamat na tinalakay Sabihin:
ka ng halimbawa nito. natin noong Lunes. Balikan natin ang ating
Paano nagkaugnay ang pangatnig -Ano ang pamagat ng alamat na nakarang mga aralin.
at pang-angkop? inyong napakinggan? Ano-ano ang mga
-Ano ang mensaheng hatid ng nakaraang aralin natin?
Gamitin ang vocabulary knowledge alamat na napakinggan ninyo?
scale sa pagtatasa sa talasalitaang Pamantayan sa Pagsusulit
gagamitin para sa aralin sa Pamantayan sa Panonood: (Magtatanong ang guro)
pakikinig. Ano ang dapat tandaan kapag Ano ang mga dapat
nanonood kayo ng isang palabas sa tandaan kapag kayo ay
Vocabulary Knowledge Scale loob ng silid-aralan? kumukuha ng pagsusulit?
Sa bawat salitang ipapakita ng guro
na nakasulat sa bituin, isusulat nila
sa papel ang bilang kung 5-1 kung
saan nag-uugnay ang kanilang
nararamdaman o naiisip.
 5-alam ko ang salita/parirala
at kaya kong gamitin sa
pangungusap
 4- alam ko ang salita/parirala
at maibibigay ko ang
kahulugan
 3-nakita ko na dati itong
salita/parirala. Sa palagay ko
maibibigay ko ang kahulugan.
 2-Nakita ko na dati ang
salita/parirala ngunit di ko
alam ang kahulugan.
 1-hindi ko pa nakikita ang
salita/parirala.
Tumawag
Binuhat
Nakiusap
Pinagtulungan
para sa aralin sa pakikinig. Pagpapaunlad ng Talasalitaan:
Vocabulary Knowledge Scale Panuto: Gamitin ang iba’t ibang
Sa bawat salitang ipapakita panlapi at salitang ugat upang
ng guro na nakasulat sa makabuo ng pandiwa. Gamitin din
bituin, isusulat nila sa papel ito sa pangungusap.
ang bilang kung 5-1 kung
saan nag-uugnay ang Salitang Pandiw
Panlapi
kanilang nararamdaman o ugat a
naiisip. Tawag -um-
 5-alam ko ang Buhat -in-
salita/parirala at kaya Usap Naki-
kong gamitin sa Kain -in-,-an
pangungusap Tulong Pinag-,-
 4- alam ko ang an
salita/parirala at
maibibigay ko ang Kilalanin ang panlaping ginamit sa
kahulugan pandiwa. Isulat ang sagot sa
 3-nakita ko na dati kabilang hanay.
itong salita/parirala. Sa Pandiwa Panlapi
palagay ko maibibigay Prinito
ko ang kahulugan. Bumulusok
 2-Nakita ko na dati ang Planuhin
salita/parirala ngunit Ibinuhos
di ko alam ang
Umuwi
kahulugan.
 1-hindi ko pa nakikita
Pamantayan sa Pagbasa nang
ang salita/parirala.
Pasalita:
-Ano ang dapat tandaan kapag
Nag-isang dibdib nagbabasa nang pasalita ang inyong
kaklase sa harapan?
Nakabibighani
supling

kumukutikutitap

(Pagkatapos maipakita ang

mga salita, gawin ang
talasalitaan)

Talasalitaan:
Ibigay ang kahulugan ng
salitang nakasalungguhit.

B. Paghahabi ng layunin ng
aralin at paglalahat.
(Pagmomodelo at Paglalahat)
1. Nag-isang dibdib sina
Alden at Maine.
2. Nakabibighani ang ganda
ni Maine Mendoza.
3. Nagkaroon ng isang
supling sina Alden at Maine.
4. Kumukutitaptitap ang
mga bituin sa langit tuwing
gabi.
Pamantayan sa pakikinig ng
kuwento:
Ano ang dapat tandaan
kapag ang guro ay nagbabasa
kuwento sa inyo?
Pagganyak:
Gusto mo bang malaman
kung bakit may araw at
bituin?
Alam mo ba kung ano ang
iyong tungkulin bilang anak
sa iyong pamilya? Ano-ano
ito?
Babasahin ng guro ang
alamat ng “Araw, Buwan at
mga Bituin” sa klase.
Tanong na Pang-unawa:
1. Ilarawan sina Ladlaw at
Libulan.
2. Bakit naghiwalay sina
Ladlaw at Libulan?
3. Nangyari din ba ito sa
inyong mga magulang? Ano
ang dapat mong gawin upang
hindi magalit sa inyo ang
inyong magulang?
4. Sa inyong pamilya, kapag
may nagkakaisa sa inyong
magkakapatid, ano ang
ginagawa ng inyong mga
magulang?
5. Ano-ano ang iyong
Pagganyak:
Sa kuwentong ang Araw at Bituin,
ano ang mensahe ng alamat?
Paglalahad/Pagmomodelo:
Punan ng wastong pang-angkop ang
bawat patlang sa pangungusap.
1. Sina Ladlaw at Libulan ay tunay
____nagmamahalan.
2. Ang mag-asawa___buwan at
araw ay nagkagalit.
3. Buong panahon__ puro liwanag
ang kalangitan.
Ano-anong mga salita ang idinagdag
ninyo sa patlang?
Punan ng wastong pangatnig ang
bawat patlang sa pangungusap.
4. Nalaman ni Libulan na
pinarusahan ni Ladlaw ang kanyang
mga anak ______sila nagkagalit.
5. Pumayag si Ladlaw na sumama
ang kanyang mga anak kay Libulan
______maalagaan sila ng mabuti.
(Itanong sa mga bata)
-Ano ang ilalagay nating pang-
uganay upang mabuo ang
pangungusap?
Pagganyak:
Nangangarap ka rin ba ng gising?
Ano ang iyong pinapangarap?
Pangganyak na tanong
Bakit mahalagang marinig ang
boses ng anak sa pagpapanatili ng
magandang relasyon sa pamilya?
Ipabasa sa mga bata ang kwentong
“Ang Gatas…natapon” sa klase at
magkaroon ng maikling talakayan.
(Tunghayan ang kwento sa LM.)
Tanong na Pang-unawa:
1. Pagsagot sa pangganyak na
tanong.
2. Bakit “Ang gatas… natapon” ang
pamagat ng kuwento?
3.Anong uring bata si Criselda?
4. Ano ang natutuhan mo sa
kuwento?
Paglalahad/Pagmomodelo:
Pag-aralan ang 2 pangungusap:
A.
Si Criselda ay isang batang
Pagganyak: Pagsasagawa ng gawain sa
Gusto ninyo bang makapanood ng pagsusulit/pagganap
isang
alamat? A. Paghahanda
B. Pagbibigay ng panuto ng
Manood nang mabuti at intindihin pagsusulit. (Ang guro ang
ang kuwentong inyong pinapanood. gagawa ng kanyang
https://www.youtube.com/watch? pagsusulit.)
v=lhNpXjQ6M1E C. Pagsusulit ng mga bata
D. Pagwawasto ng
Paglalahad/Pagmomodelo: pagsusulit
E. Pagtatala ng iskor
1. Naiintindihan ninyo ba ang
palabas? Pagbibigay ng komento o
2. Sino ang mga tauhan sa palabas? suhestiyon
3. Bakit nagalit si bulan kay adlaw?
4. Paano nagkaroon ng araw at
gabi?
-Sino ang makapag-uulat ng inyong
pinanood dito sa harapan?
Paglalahat:
Makapag-uulat ka ng isang
kuwentong napanood mo sa TV o
kaya sa youtube o kaya isang
pelikula kung ito ay inyong
uunawaing mabuti at tatandaan
ang mga detalye ng pinanood

C.Pag-uugnay ng mga
halimbawa sa bagong aralin.
Pinatnubayang Pagsasanay)
ginagawa bilang kapatid o
anak upang masuklian ang
pag-aalagang ginagawa sa iyo
ng iyong mga magulang?
6. Bilang isang anak, paano
ka makatutulong sa
pagpapanatili ng magandang
ugnayan sa inyong pamilya?
Paglalahad/Pagmomodelo:
Ano sa tingin ninyo ang
maaaring mangyari sa mag-
anak, magiging masaya pa rin
ba ang kanilang samahan
bilang pamilya? Bakit?
Pangatwiranan mo.
(Magbibigay ng mga
sitwasyon sa mga bata at
kanilang ibibigay ang hinuha
ng sitwasyon)
(tingnan sa LM ang mga
sitwasyon)
Paglalahat
Ang pagbibigay hinuha
sa kalalabasan ng kwento ay
isang mabisang paraan upang
malaman ang ating pang-
unawa sa pangyayari sa
kwento o tekstong narinig.
Gawin Natin 1:
Gabayan ang mga bata sa
pagbuo ng hinuha.
Panuto: Bigyan ninyo ito ng
sariling hinuha.
1. Masunuring bata si Gabriel
kaya marami ang natutuwa
sa kanya.
2. May mga batang
kailangang namumungkal ng
-Ano ang tawag natin sa na, g, at
ng?
Paglalahat:
(tunghayan sa LM)
Gawin Natin 1:
Gabayan ang mga bata sa pagbuo
ng hinuha.
Panuto: Lagyan ng wastong pang-
akop ang sumusunod. Pagkatapos,
gamitin sa pangungusap ang mga
pariralang nabuo.
1. Matapat ____panunungkulan
2. Sariwa _________hangin
tagabukid. ninyo.
Gusto niyang makabili ng Sa pag-uulat tungkol sa pinanood
maraming bagay. dapat banggitin din ang mga
B. tauhan, pinangyarihan ng palabas,
Si Criselda ay isang mangmang at at ang mahahalagang detalye ng
walang pinag-aralan dahil siya ay napanood mong palabas.
tagabukid.
Masama ang mangarap.
Pag-aralan ang mga pangungusap
na nasa hanay A. Ang mga ito ba ay
tunay na nangyayari sa seleksyong
binasa?
Sa hanay B naman, ang mga
pangungusap ba ay totoong
nangyari sa kuwento? Sa unang
pangungusap, hindi lahat ng
mangmang at walang pinag-aralan
ay nakatira sa bukid hindi ba? Sa
ikalawang pangungusap naman,
maaaring masama ang mangarap
kung ito ay hindi pinagsisikapan,
ngunit maaari rin itong mabuti kung
ito ay nagsisilbing inspirasyon
upang makamit ang mithiin sa
buhay.
Paglalahat:
Samakatwid, ang mga pangungusap
na nasa Hanay A ay pawang totoo,
tunay na nangyari. Ito ay tinatawag
na Katotohanan. Ang nasa hanay B
naman ay maaaring totoo sa iba, at
maaaring hindi naman sa iba. Ito ay
tinatwag na Opinyon.
Gawin Natin 1: Gawin Natin 1:
Gabayan ang mga bata sa pagbuo Gabayan ang mga bata sa pagbuo
ng hinuha. ng hinuha.
Panuto: Sabihin kung Opinyon o Panuto:
Katotohanan ang mga sumusunod. Ang bawat pangkat ay isusulat ang
Ngunit bago iyan, basahin mo muna mahahalagang detalye ng palabas
nag kuwento. upang makapag-ulat sila ng
(nasa LM ang kuwento) maayos.
___1. Walang nabago sa
 basura para may makain.
3. Pilit inaabot ng batang
tatlong taong gulang ang
gunting sa ibabaw ng mesa.
4. Nakita mong nagtatapon
ng basura ang iyong
kapitbahay sa may ilog.
5. Naglalaro ng posporo ang
batang si Luigi sa may likod
bahay.
D. Pagtalakay ng bagong Gawin Natin 2:
konsepto at paglalahad ng Sabihin:
bagong kasanayan # 1 Ipaikot ang basket na may
lamang paper strips.
Pinatnubayang Pagsasanay) Nakasulat doon ang iba’t
ibang sitwasyon na
bubunutin ng bata at
bibigyan ng hinuha.
Kinakailangan muna nilang
paikutin ang basket habang
kumakanta ng makabayang
awitin na patutugtugin ng
guro. Sa oras na huminto
ang tugtog ay saka bubunot
ang bata ng isang papel at
sasagutin ng pasalita sa
harap ng klase.
3. Bahay _________bato
4. Binata _________makisig
5. Mabagal _______pagresponde
Gawin Natin 2:
(Ipapagawa ng guro ang pangkatang
gawain)
Panuto: Kilalanin ang pangatnig na
ginamit sa pangungusap.
1. Maiikli ngunit mabibisang
mensahe ang anunsyo.
2. Ito ang patunay na malawak at
mabisang impluwensya ng pag-
aanunsyo sa kaisipan ng mga tao.
3. Iba-iba rin ang paraan ng mga
nag-aanunsyo upang makuha ang
atensyon ng mga mamimili sa
radyo, telebisyon at pahayagan.
4. Mahalaga ang mga anunsyo
sapagkat dito ibinabatay ng mga
mamimili ang bibilhin nilang
produkto.
5. Bibili ako ng sabong iyong kung
pagtitinginan ng mag-anak ni Aling
Idad.
____2. Kailangang mabago ang
anyo ng nayon ayon sa pagunlad
nito.
____3. Ang pagmamano sa
matatanda ay isang katangian ng
mga Pilipino.
_____4. Dapat tayong sumunod sa
pag-unlad ng ating nayon.
____5. Patuloy ang pag-unlad ng
pamayanan sa pamamagitan ng
pagtutulungan.
Gawin Natin 2:
Panuto: Basahin ang kwento.(Ang
kuwento ay nasa LM)
Isulat kung ang pangungusap ba ay
nasa katotohanan o opinyon
lamang. Isulat ito sa puwang.
1. Maraming uri ng isda.
________________
2. Talagang nakaka-aliw ang mga
isda. _______________
3. Mabangis ang isdang piranha.
______________
4. Ginagamit ng isda ang buntot at
mga palikpik sa
paglangoy._____________
5. Hindi ba nakapagtataka ang mga
isda? ____________
Panoorin ninyo ang “Pagong at ang
Matsing”
https://youtu.be/DnOu7Iu4p3c?
list=PL2myzpiTzAzQQjCJUxitDYQ6Ft
PFN5l1d
-Nagustuhan ninyo ba ang
kuwentong inyong pinanood?
-Sino ang unang mag-uulat ng
kuwentong inyong pinanood?
(Tatawag ang guro ng lider na mag-
uulat sa harapan tungkol sa
kanilang pinanood)
Gawin Natin 2:
Ngayon naman, bibigyan ko ng kayo
ng isang kuwento. Pag-aralan ang
kuwento at inyong ipapakita ang
galing ninyo sa pag-arte. (nasa LM
ang kuwento)
Ang manonood ang siyang mag-
uulat ng kuwentong kanilang
napanood.

E. Pagtalakay ng bagong Gawin Ninyo 1:
konsepto at paglalahad ng Basahin ang kwento at
bagong kasanayan # 2 magkaroon ng maikling
talakayan. (tunghayan sa LM
Pagpapalawak ng Kasanayan) ang kuwento)
F. Paglinang sa kabihasaan Gawin Ninyo 2:
(Tungo sa Formative (Ipapagawa ng guro ang
Assessment) pangkatang gawain)
Isagawa ang inyong hinuha
ayon sa kwento.
PANGKAT 1: Iarte
PANGKAT 2: Iguhit
PANGKAT 3: Itula
makukumbinsi ako ng mga anunsyo
nila.
Gawin Ninyo 1: Gawin Ninyo 1: Gawin Ninyo 1:
LARO: Pangkatin ang klase sa tatlo. DEBATE: Bumuo ng dalawang Panuto:
Ibigay ang mga kagamitan sa pangkat at magkaroon ng isang Pangkatang-gawain:
paglalaro. debate tungkol sa kahalagahan ng Mag-isip ng isang palabas sa TV na
PANUTO: Buuin ang parirala sa aklat kontra gadgets sa pag-aaral. inyong napanood na. Pagkatapos,
metacards ng wastong pang- Gabayan ang mga bata sa iulat sa klase ang tungkol sa
angkop. Gamitin ang nabuong ipahahayag nilang ideya. Bigyang pinanood ninyo.
parirala sa pangungusap at isulat pansin ang katotohanan at
ang sagot sa manila paper. Ang opinyong kanilang sasabihin.
unang pangkat na makatapos ang
siyang panalo.
Gawin Ninyo 2: Gawin Ninyo 2: Gawin Ninyo 2:
(Ipapagawa ng guro ang laro sa mga Basahin at pag-aralan ang balitang (Ipapagawa ng guro ang
bata.) editoryal na ibibigay ng guro. Piliin pangkatang gawain)
at ilahad ang mga datos sa balita na
LARO: Gumawa ng tatlong istasyon nagsasabi ng opinyon at Panuto:
sa loob ng silid-aralan. Sa bawat katotohanan. Pangkatang-gawain:
istasyon ay bubunot ang isang (Ang guro ay mangangalap ng Panoorin ang kuwentong “Si Lea
pangkat na kanilang isasagawa. balitang editoryal na napapanahon ang Batang Langgam”.
Ang unang pangkat na makatapos at isyung angkop pag-usapan sa https://youtu.be/B9t3RW2qN4U?
sa lahat ng gawain ang siyang klase). list=PL2myzpiTzAzQQjCJUxitDYQ6Ft
panalo. (Nasa ibaba ang mga PFN5l1d
sitwasyong kanilang gagawin). -Nagustuhan ninyo ba ang
ISTASYON 1: pinanood ninyo?
Bumuo ng pangungusap gamit ang -Sino ang mag-uulat tungkol sa

G. Paglalapat ng aralin sa pang-
araw araw na buhay
(Aplikasyon)
H. Pagtataya ng aralin.
(Optional na gawain para sa
guro kung maganda ang
kinalabasan ng Gawin Mo).
(Malayang Pagsasanay)
Gawin Mo 1:
Ipalabas ang patalastas mula
sa
https://www.youtube.com/w
atch?v=H7jq8ccQ450 at isa-
isahin ang suliraning
pampamilya. Ibigay ang
inyong hinuha sa napanood
na patalastas.
Gawin Mo 2:
Isa sa mga suliranin ngayon
ng Kagawaran ng Edukasyon
ay ang kakulangan sa
kagamitang panturo at mga
aklat na gagamitin sana ng
mga mag-aaral para sa
Baitang 5 at 6.
-Ano ang hinuha ninyo sa
suliraning ito ng Kagawaran
ng Edukasyon? (5puntos)
pangatnig na at. inyong napanood?
ISTASYON 2:
Nang dumating ang bagyo,
maraming nasirang pananim sa
aming bayan.
Ano ang pangatnig na ginamit sa
pangungusap?
ISTASYON 3:
Kumpletuhin ang pangungusap
gamit ang angkop na pangatnig.
Mahalaga ang pag-
aaral______________________.
Gawin Mo 1: Gawin Mo 1: Gawin Mo 1:
(Ipapagawa ng guro ang mga Ibigay ang iyong opinyon. Panuto:
pagsasanay sa ibaba) Sumasang-ayon ka ba sa Panoorin ang “Si Ping ang
Lagyan ng √ kung pangatnig ang pamamaraan ng pagpapatupad ng Matulunging Kambing”. Isulat ang
may salungguhit at X kung hindi. programa ng pamahalaang Oplan inyong ulat sa isang buong papel.
___1. Maganda ang mga Tokhang kung saan tinutugis ng https://youtu.be/o2-BhuMTngM
anunsyong kapupulutan ng mga kapulisan ang mga gumagamit at
aral. nagbebenta ng ipinagbabawal na
___2. Mahilig talaga ako sa gamot?
makukulay na anunsyo sapagkat
nagiging masigla ako.
___3. Ang mga bata ay mas
madaling maakit ng anunsyo kapag
mga kapwa bata rin nila ang tauhan
nito.
___4. Tuwing may anunsyo, biglang
tatayo ang isang bata at manonood.
___5. Totoong maganda ang
komersyal na iyon!
Gawin Mo 2: Gawin Mo 2: Gawin Mo 2:
Buuin ang wastong pang-angkop sa Ipagawa ang Subukin Mo (tingnan Panuto:
bawat patlang. sa LM na ikatlong araw ang gawain) Panoorin ang “Si Dagang Bayan at
1. Mahusay ____ manggagawa ang Dagang Baryo”. Isulat ang inyong
aking ama. ulat sa isang buong papel.
2. Libu-libo__mamamayan ang https://youtu.be/1Ef_SbmNNi8
apektado ng pagtaas ng gasolina.
3. Mahusay na pinuno ang hindi
nag-iisip para sa sarili niya__
kapakanan.
4. Mabuti__ maybahay ang aking

I. Karagdagang Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
ina.
5. Mahigpit na bilin ni Inay na
ingatan__ mabuti ang kaniyang mga
kasangkapan.
Ipagawa ang pangkatang- Ipagawa ang pangkatang-gawaing
gawaing ito ayon sa ito ayon sa kasanayan ng mga bata.
kasanayan ng mga bata. May Kasanayan
(tunghayan sa LM ang mga (Mag-aaral na nakakuha ng 80-
gawain) 100%)
Gumawa ng talata tungkol sa
alamat na ginamitan ng pang-
angkop at pangatnig.
Tumutugon
(Mag-aaral na nakakuha ng 75-79%)
Lagyan ng tamang pang-angko at
pangatnig ang talatang ipapakita ng
guro.
Nagsisimula
(Mag-aaral na nakakuha ng 74-
pababa)
Suriin kung pangatnig ang ginamit
sa pangungusap iguhit ang at
iguhit ang kung pang-angkop
ang ginamit.
Ipagawa ang pangkatang-gawaing
ito ayon sa kasanayan ng mga bata.
May Kasanayan
(Mag-aaral na nakakuha ng 80-
100%)
Mangalap ng sipi ng balitang
editoryal sa pahayagan o internet
at kilalanin ang katotohanan at
opinyon.
Tumutugon
(Mag-aaral na nakakuha ng 75-79%)
Gumawa ng mga pangungusap na
nagpapahayag ng opinyon at
pangungusap ng nagsasabi ng
katotohanan.
Nagsisimula
(Mag-aaral na nakakuha ng 74-
pababa)
Magbasa ng isang kuwento sa aklat.
Isulat ang mga pangungusap na
nagsasaad ng opinion at
katotohanan.
Ipagawa ang pangkatang-gawaing
ito ayon sa kasanayan ng mga bata.
May Kasanayan
(Mag-aaral na nakakuha ng 80-
100%)
Manood ng Alamat ng Pinya
(https://youtu.be/MUb3yfuR_ow.
Iulat ang buong kuwento ng alamat.
Tumutugon
(Mag-aaral na nakakuha ng 75-79%)
Manood ng Alamat ng Pinya
(https://youtu.be/MUb3yfuR_ow.
Itala ang mahahalagang detalyeng
nangyari sa alamat. Iulat ito sa
klase.
3E43Nagsisimula
(Mag-aaral na nakakuha ng 74-
pababa)
Manood ng Alamat ng Pinya
(https://youtu.be/MUb3yfuR_ow).
Itala ang mga tauhan sa kuwento at
ang pinangyarihan nito. Iulat ito sa
klase.
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
Gawain para sa remediation
C. Nakatulong ba ang
remediation? Bilang ng mag-
aaral na nakaunawa sa aralin.
D Bilang ng mag-aaral na
magpapatuloy sa remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo
ang aking ginamit/nadiskubre
na nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH-PE
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 10) Quarter: 3RD QUARTER

WEEK 10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Identify the different arm/ hand positions Perform basic dance steps using the Name the Philippine Folkdances Perform the Philippine
Competencies/Objectives Perform the hand/arm positions hands/ arms position Be familiarize with the Folkdance
Identify safety precautions in folkdances in different places of
dancing the Philippines.

Write for the LC code for each

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages
2. Learner’s Materials Pages
3. Textbook Pages MAPEH CENTURY page 222-223 MAPEH CENTURY page 222-223
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or Review and perform the Recall the different hands/arms Review the different hands/feet Recall the folkdances
presenting the new lesson fundamental dance positions position dance positions discussed .
Recall the hands/ arms positions
B. Establishing a purpose for Perform the hands/ arms positions Show pictures of dances in the
the lesson by group Philippines. Let the pupils
identify or name the dance
featured.

C. Presenting show picture of different hands/ Identify the arms/ hands positions Present the different warm up Present videos of some dances
examples/instances of the
new lesson
arms positions exercise before dancing in the Philippines.
identify what is in the picture 1. Head bending Ask questions with regards to
2. Neck twisting videos shown and compare the
3. Arm stretching dances before on today’s dances
4. Arm circling
amplified 5. Trunk bending
6. Hip rotating
7. Half-knee bending
8. Jumping jack
9. Jogging in place
Kumintang 10. Inhaing-exhaling

T position

Hayon- hayon

Sarok

Reverse T

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
Let the pupils perform each of
the picture shown
Discuss the names of each
hands/arms positions
Make a dance steps using the
hands/arms positions
Performing the dance using the
arms/ hands positions
Discuss the safety precautions in
dancing
Group activity
Make a dance steps using the basic
Explain what folkdances are.
Let pupils give names of
folkdances that are known to
them.
Discuss the different Folk
Dances

F. Developing mastery (Leads
to formative assessment)
G. Finding
practical/applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
Where do we use such hands
positions?
What’s the importance of doing
hands positions?
Identify the different hands/
arms position
Rubrics on hands/ arms
positions
Give and identify the different
hands/arms positions
Rubrics on dance using
hands/arms positions
hands/arms positions and
fundamental dance positions Itik-itik Maglalatik
Binasuan Pandanggo sa Ilaw
Singkil Cariñosa
Tinikling Sayaw sa Bangko
Kuratsa La Jota Manileña
Presenting their dance steps
Giving reactions/ feedbacks on the
presented dance by each group
Let the pupils perform the basic
steps of the folkdances
discussed.
What are the different hands/arms What is folk dance?
positions? Give the different folkdances in
Identify the fundamental dance the Philippines
steps
Rubrics in group activity Identify the Philippine Folkdance Perform by groups the choice
described. of folkdance.
1. A dance with oil lamps
on the head
2. Dancers perfrom dance
moves on the bench
3. Dancers move like a
duck wading
4. The dancer pretend to
battle the latik or the
coconut
5. The dance that shows
the epic of Darangan
using bells
Choose one folk dance, practice
the basic steps of the dance and
present it tomorrow.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use./discover which I wish to
share with other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 10) Quarter: 3RD QUARTER

WEEK 10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner…..
A. Content Standard demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
B. Performance Standard is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-
life situations
C. Learning Competencies / solves word problems involving solves word problems involving solves word problems involving Third Quarterly Test
Objectives measurement of surface area of a cube measurement of surface area of a cylinder measurement of surface area of a sphere
and a rectangular prism. M6ME-IIIj-94 and a pyramid. and a cone. M6ME-IIIj-94
M6ME-IIIj-94
Measurement Measurement Measurement Measurement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21ST Century Mathletes, 108-112 21ST Century Mathletes, 108-112 21ST Century Mathletes, 108-112

2. Learner’s Materials pages 21st Century Mathletes 6, p. 272-285 21st Century Mathletes 6, p. 272-285 21st Century Mathletes 6, p. 272-285
3. Textbook pages 21st Century Mathletes 6, p. 272-285 21st Century Mathletes 6, p. 272-285 21st Century Mathletes 6, p. 272-285
4. Additional Materials Math 6 DLP Mod. 56 Math 6 DLP Mod. 56 Math 6 DLP Mod. 56
from Learning Resource
(LR) Portal
B. Other Learning Resources Mathletes 6 textbook, power point Mathletes 6 textbook, power point Mathletes 6 textbook, power point
presentation presentation presentation
IV. PROCEDURES
A.Reviewing previous lesson or Drill: Match column A with column B Drill: Drill: Write the formula or equation then
presenting the new lesson Column A Column B Divide the class into 5 groups. solve the surface area of the following
3-D shape Surface Area c)Teacher flashes a figures w/ dimensions space figures.
formula d)Each group compute the correct answer
Rectangular surface area (with label)
prism =6s2 e)The first group to get the correct answer
sphere surface area gets 1 point.
f)The group with the most number of
=2πr2+2πrh
points wins.
cylinder surface area
=4πr2
cube surface area
=πrs+πr2
cone surface area
=2lw+2lh+wh
 Review:
B.Establishing a purpose for Show the video of finding the surface
the lesson area of a cube and a rectangular prism.
C.Presenting Present the ff. problem in the class:
Examples/Instances of new How many square decimeter of
lesson cardboard will be needed if the box
measures 3 dm long, 2 dm wide, and
0.5
dm high? Answer the following
questions:
1. What is asked?
2. What are given?
3. What operation will be used?
4. What is the number sentence?
5. What is the solution?
6. What is the answer?
Review:
1.The surface area of this cube is 96 square
units. What is its edge length?
2.A rectangular subdivision water tank, 7 m
by 5 m by 4 m, is to be painted al over.
How much surface is to be painted?
3.Find the total surface area of a cube with
35 cm edges.
4. Find the surface area of a rectangular
prism which is 45 cm long, 36 cm wide, and
2.24 cm high.
5. One side of a cube measures 43.6 cm.
Solve for its surface area.
Show the video of finding the surface area
of a cylinder and a pyramid
Present the ff. problem in the class:
1.John works in a company that makes
tents. His boss assigned him to design
tents for mountaineers. He need to keep
them light. To decide what fabrics are
acceptable to mountaineers, he needs to
know the amount of fabric it takes to
construct tent like the one at the right.
How much fabric is required to construct
this tent?
1.Understand:
Review:
1.A pyramid has a square base of side 15
cm and a height of 14 cm. Find the
surface area of the pyramid.
2.Find the surface area of a square
pyramid if the length of one side of the
base is 2.4 m and the height of the
triangular face is 4.9 m.
3.The radius of the circular base of a
cylindrical tank is 0.7 m and its height is 5
m. Find its surface area.
Show the video of finding the surface
area of sphere and a cone.
Present the ff. problem in the class:
A closed cone model made of tin, has a
radius of 6cm and a slant height of 10cm.
find the amount of material used in
making the cone.
1.Understand:
a. What is asked? What are the
given facts?
2. Plan:
a. which formula(s) shall we use to
solve the problem?
3. Solve:
a. Show your computation
4. Check
Let the group answer the problem.

D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
Analyze the problem and study the
answer to the questions. Find the
surface area of a cube having a side or
edge of 3 cm.
Know:
• What is asked? The surface area of a
cube. • What are given? 3 cm –
measure of the side of a cube.
Plan:
• What operation will be used?
multiplication • What is the number
sentence? S² x 6 = n
Solve:
• What is the solution? S² x 6 = n
(3 cm) ² x 6 = n 9 cm² x 6 = n
54 cm² = n
• What is the answer? The surface area
of a cube is 54 cm².
Check:
• How do you check your answer? You
can change the order of factors.
Check:
6 x 5² = n 6 x (3) ² = n 6 x 9 cm² = n
54 cm² = n
Group Activity:
How many square centimeters of wood
is needed to make a crate if the
measurement is 52 cm long, 30 cm
wide and 25 cm deep including the top
and base?
1.What is asked?
(Number of square centimeter of wood
a. What is asked? The measure of Solution:
fabric required to construct the r=6cm, s=10cm
tent. S.A. = πr2 + πrs
b. What are the given facts? = 3.14(62) + 3.14(6)(10) cm2
2. Plan: 113.04 + 188.4 cm2
a. which formula(s) shall we use to =301.44 cm2
solve the problem? The material used in making the model
3. Solve: cone is 301.44 cm2
a. Show your computation
4. Check:
(Discuss the answer to the problem on
page279-280)
Group Activity: Answer the ff. problem. Group activity:
About how much metal was used to make Suppose you want to produce basketballs
this tuna can? Use π= 3.14 with 4.89 dm. radius. What is the least
amount of rubber you would need if you
want to produce 20 basketballs? Use π=
3.14
3. Understand:
1. Understand: c. What is asked?
a. What is asked? d. What are the given facts?
b. What are the given facts? 4. Plan:
2. Plan: a. which formula(s) shall we use
a. which formula(s) shall we use to to solve the problem?
solve the problem? 3. Solve:
3. Solve: a. Show your computation
a. Show your computation 4. Check:
4. Check: (Discuss the answer to the problem on
(Discuss the answer to the problem on page 280)
page 280-281 of Mathletes Textbook)
Group Activity: Group members solve the Group Activity:
following problems together. They write Answer the ff. problem
the formula, solve for the answer and label 1.The base of a cone is 16cm in diameter
on a piece of paper. and the slant height of the curved surface
1.A cylindrical milk can has a diameter of is 18cm. find its surface area.
14 cm and a height of 22 cm. What is the 2.Find the surface area of a plastic ball of
area of the material of which it is made? radius 15cm.
2.A pyramid has a square base of side 24 Solution:
 needed to make a crate.)
2. What are given? (52 cm long, 30 cm
wide, 25 cm deep.)
3. What operation will be used?
(Multiplication and addition. )
4. What is the number sentence?
(2LW + 2LH + 2WH = n )
5. What is the solution?
(2 LW + 2LH + 2WH = n 2 (52 x 30) +
2(52 x 25) + 2(30 x 25) = n 2(1,560) +
2(1,300) + 2(750) = n 3,120 + 2,600 +
1,500 = n
7,220 cm²)
6. What is the answer?
( There are 7,220 cm² of wood needed
to make a crate. )
F.Developing mastery Read and analyze the ff. problems:
(Leads to Formative 1.Find how many square decimeter of
Assessment) cardboard is needed to make a cubical
soda cracker box measuring 2.5 dm on
each edge.
1. What is asked?
2. What are given?
3. What operation will be used?
4. What is the number sentence?
5. What is the solution?
6. What is the answer?
2.A wooden box measures 8 dm long, 6
dm wide and 4 dm high. What is the
surface area of the box?
3. A company is deciding which box to
use for their merchandise. The first box
measures 8 inches by 6.25 inches by
10.5 inches. The second box measures
9 inches by 5.5 inches by 11.75 inches.
Which box required more material to
make?
4. Find the number of square
centimeters of wrapping paper needed
cm and the height of each triangular face is r=15cm
16 cm. Find the surface area of the S.A.= 4πr2
pyramid. =4(3.14)(152)
3.Find the surface area of the square =2 826 cm2
pyramid whose base side is 4 cm and the The surface area of the plastic ball is 2
slant height of the pyramid is 6 cm. 826 cm2
Solution:
The side of the square is 4 cm
The slant height of the pyramid is 6 cm.
Surface area of a square pyramid = Area of
base + 2SL square units
where, S is the base side length and L is the
slant height of pyramid
Area of the base = (4 ×× 4) = 16
=> Area of the base is 16 cm2
Surface area of a square pyramid = 16 +
(2 ×4 × 6)
= 16 + 48
= 64 
The surface area of the square pyramid is
64 cm2
Answer the ff. problems: Read and analyze the ff. problems:
A cosmetics company that makes small 1.A milk can has a radius of 4 cm and a
cylindrical bars of soap wraps the bars in height of 11 cm. How much tin was used
plastic prior to shipping. Find the surface in making it?
area of a bar of soap if the diameter is 5 2.A closed cone model has a radius of 7
cm and the height is 2 cm. Use 3.14 for π. cm and a height of 12 cm. Find the
The lateral area of a cylinder is 94.2 cm2 . amount of material used in making the
The height is 6 cm. What is the radius? cone?
Find the surface area of the square
pyramid whose base side is 5 m and the
slant height of the pyramid is 8 m.
Solution:
The side of the square is 5 m
The slant height of the pyramid is 8 m
Surface area of a square pyramid = (Area of
base + 2 ×× base side length ×× slant height
of pyramid) square units
Area of the base = (5 ×× 5) = 25
=> Area of the base of pyramid = 25 cm2
Surface area of a square pyramid = 25 +
(2 ×× 5 ×× 8)
= 25 + (2 ×× 40)
= 25 + (80)

G.Finding practical
applications of concepts and
skills in daily living
H.Making generalizations and
abstractions about the lesson
to cover a shoe box 25cm by 15cm by
20cm.
5. A room measures 5m by 4m by 3.5m.
How many square meters of wallpaper
are needed to cover the four walk?
Read and complete the statements
below.
1. A building is a rectangular prism that
is 205m tall. Its base is 90m by 35m.
What is the surface area of the
building?
a. The problem asked for ____
b. The given are _____
c. The number sentence is _____
d. The solution and answer is _____
2. Chloe wants to wrap a present in a
box for Sarah. The top and bottom of
the box is 8 in. by 3 in., the sides are
both 3 in. by 2 in. and the front and
back are 8 in. by 2 in. How much
wrapping paper will Chloe need to
wrap the present?
3.Tara made a rectangular fence
around her rose so it would not get
hurt by her dog. She put a fence around
the rose that was 4 ft long, 2 ft wide,
and 3 ft high. How much material did
she use to make her fence?
4. A gymnasium is 45 ft long, 30 ft wide,
and 14 ft high. The school is painting
the four walls and the ceiling of the
gym. Find the area of the painted parts
of the gym.
5. A closed rectangular subdivision
water tank, 7 m by 5 m by 3 m is to be
painted all over. How much surface is
to be painted?
The following are the steps in solving
word problems involving measurement
of surface area:
A. Know and understand the problem.
1. What is asked?
2. What are given?
3. What is the word clue and what
= 105
The surface area of the square pyramid is
105 m2
A. Analyze the problem by answering the
given question.
1. How much aluminum is needed to make
a cylindrical can if the radius of the base is
8 cm and the height is 12cm?
1. What is asked?
2. What are given?
3. What operation will be used?
4. What is the number sentence?
5. What is the solution?
6. What is the answer?
2. A cylindrical building has a reading of 24
meters and a height of 40 meters. Find its
surface area.
3. How much aluminum is needed to make
a cylindrical can if radius of the base is 5cm
and the height is 15cm?
The following are the steps in solving word
problems involving measurement of
surface area:
A. Know and understand the problem. 1.
What is asked?
2. What are given?
3. What is the word clue and what
Read each word problem carefully.
1.The surface area of a square pyramid is
340 cm2 and each side of its base is 10cm.
what is the height of each triangular
face?
2.What is the area of a sphere whose
radius is 24cm?
3.Find the surface areas of the ff.
a. A softball with a radius of
4cm
b. A volleyball w/ a radius of
8cm
c. A basketball with a radius of
10.8cm.
The following are the steps in solving
word problems involving measurement of
surface area:
A. Know and understand the problem. 1.
What is asked?
2. What are given?
3. What is the word clue and what
 operation to be used?
B. Plan for the solution.
1. What is the number sentence?
C. Carry out the number sentence?
1. Solve the number sentence
2. What is the answer?
D. Look back and check.
1. Find out if you answered the
problem correctly. Here are the
formulas for the surface area of:
1. Rectangular prism SA = 2LW + 2LH +
2WH
2. Cube SA = 6e² or 5² x 6
I.Evaluating Learning Read and analyze the problem. Answer
the questions below.
1.)The edge of a crate measures 10
meters long, 12 meters wide, and 15
meters high. What is the surface area
of the crate?
2.) Trey and Matt each have a
rectangular prism. The base of Trey’s
prism is 4 cm by 7 cm and has a height
of 12 cm. The base of Matt’s prism is 6
cm by 10 cm and has a height of 3 cm.
Whose rectangular prism will require
more material to construct?
3.) A library has an aquarium in the
shape of a rectangular prism. The base
is 6 ft by 2.5 ft. The height is 4 ft. How
many square feet of glass was used to
build the aquarium?
4.) Marley bakes a rectangular cake
that is 9 inches wide, 13 inches long
and 2 inches high. She removes the
cake from the pan to frost it. How
many square inches of frosting does
she need?
5. A cube has a side of 10cm. What is its
surface area?
6. Marley bakes a rectangular cake that
is 9 inches wide, 13 inches long and 2
inches high. She removes the cake from
the pan to frost it. How many square
inches of frosting does she need?
operation to be used?
B. Plan for the solution.
1. What is the number sentence?
C. Carry out the number sentence?
1. Solve the number sentence
2. What is the answer?
D. Look back and check.
1. Find out if you answered the problem
correctly. Here are the formulas for the
surface area of:
1. Cylinder: SA = 2πr2 + 2πrh
2. Pyramid: SA= S2 + 4sh/2 cm2
Read and analyze the problem. Answer the
questions below.
1.Diana wants to make several cans with a
diameter of 6 inches and a height of 8
inches. She is going to cut the cans from a
sheet of metal that has an area of 2,675
in2 . How many can she make?
2. Mrs. Quinay made a cylindrical pencil
holder. It has a height of 5 in and a
diameter of 3 in. How much material does
she need to make her pencil holder?
3. Find the surface area of the square
pyramid whose base side is 6m and the
slant height of the pyramid is 8m.
4.Tommy and Ethan each have a cylinder.
Tommy’s cylinder has a diameter of 6
inches and a height of 8 inches. Ethan’s
cylinder has a diameter of 8 inches and a
height of 6 inches. Whose cylinder has a
larger surface area? Use 3.14 for π.
5. Clayton wants to make a cylindrical case
that will fit a bass drum with a height of 14
in. and a diameter of 24 in. What is the
surface area of the case? Use 3.14 for π.
6.Find the surface area of the square
pyramid whose base side is 6m and the
slant height of the pyramid is 10m.
operation to be used?
B. Plan for the solution.
1. What is the number sentence?
C. Carry out the number sentence?
1. Solve the number sentence
2. What is the answer?
D. Look back and check.
1. Find out if you answered the problem
correctly. Here are the formulas for the
surface area of:
1. Sphere: SA=4πr2
2.Cone: SA= 2πr2 + 2πrh
Read and analyze the problem. Answer
the questions below.
1. A conical tent has a radius of 6m
and the slant height is 5 cm. find
the area of the canvas used for
making it.
2. The base of the cone has a
diameter of 18 inches. Its slant
side is 12cm. what is its surface
area?
3. A ball has a radius of 16cm. what
is its surface area?
4. What is the surface area of a
cone with a diameter of 16cm
and a height of 22cm?
5. Find the surface area of a cone
with height 8cm and radius of
base 3cm.
J.Additional activities for Answer the ff. Answer the ff. Answer the ff.:
application and remediation 1.Mara made a rectangular fence 1.The lateral area of a cylinder is 95 cm 2. 1. A sphere has a radius of 16 cm.
around her garden. She put a fence The height is 8cm. what is the radius? what is its surface area?
around the rose that is 45 ft long, 3 ft 2.A pyramid has a square base of side 26 2. What is the surface area of a
wide, and 4 ft high. How much material cm and the height of each triangular face is cone with a radius of 6 cm and a
did she use to make her fence? 14 cm. find the surface area of the height of 16 cm?
2. One side of a cube measures 42.5 pyramid.\
cm. Solve for its surface area. 3.A pyramid has a square base of side
24cm and the height of each triangular
face is 16cm. find the surface area of the
pyramid.
V. Remarks
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I

encountered which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 10) Quarter: 3RD QUARTER

WEEK 10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
The learners demonstrate gravity and friction affect movement objects and how energy is transformed in simple machines
The learners should be able to produce an advertisement , demonstrate road safety, create a marketing strategy for a new product on electrical, create a marketing
strategy for a new product on electrical or light efficiency
Manipulate simple machines to Manipulate simple machines to Manipulate simple machines to Answer the test correctly. Answer the test
describe their characteristics and describe their characteristics and describe their characteristics correctly.
uses. (S6FE-IIIg-i-3) uses. (S6FE-IIIg-i-3) and uses. (S6FE-IIIg-i-3)
Demonstrate how wheel and axle Demonstrate how an inclined plane Demonstrate how a pulley
works works works

II. CONTENT / TOPIC
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Simple Machines
WHEEL AND AXLE
Science Links pp. 362-363
K’NEx Education teacher’s guide
Ask: What do a bicycle; skateboard,
stroller, wheelchair, and car have in
common?
Simple Machines
INCLINED PLANE
Teacher’s Instruction
Classroom Discussion.
The students will share their
reflection and insights about the
previous lesson.
Question of the day:
Compare the following pictures.
Which will make lifting easier? Why?
Simple Machines THIRD PERIODICAL TEST
PULLEY
Science Links 6 pp. 367-369
Teacher-Made Test
Concept Mapping by giving
example of uses of lever.
Administration of the test
Checking and Recording
Question of the day:
Have you noticed how the flag is
being raised during a flag
ceremony?

C. Presenting examples/ Please refer to Activity Sheet 7.9 Teacher’s Instruction Teacher’s Instruction
 Solicit ideas of the pupil’s about Activity 4.4
inclined plane by using the KWL Investigating Pulleys
chart. Answer the first two columns
of the chart: What you Know? And
What you Want to know more?

instances of the new lesson

Pupil’s Answer Sheet
Topic: Inclined Plane

What you What What You

KNOW? you have
WANT LEARNED?
to
know
more?
Inclined
Plane

Let the pupils perform the activity Teacher’s Instruction

D. Discussing new concepts and
“to be so inclined” The teacher should identify the
practicing new skills #1
uses of pulley.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(leads to formative assessment )
You want to increase the speed of the What can you say about the stairs What are the different simple
G. Finding practical applications
bucket used for getting water in the for Person’s with disabilities? What machines and how do they help
of concepts and skills in daily
well. What will you? Illustrate your do you think is the reason why it is you in your daily activities?
living
answer. built like that?
H. Making generalization and 1. Which is the wheel and axle in the Teacher’s Instruction Teacher’s Instruction
abstraction about the lesson model? Concept Hat. The teacher will ask the
2. How does the wheel and axle pupils to write their final concept The teacher’s ask the students
work? and ideas on the cards/sheet of what they have learned and
 3. How does counterweight work
when the freight goes up and down?
4. How do the wheels cause
movement?
QUIZ NO. 23 / SIMPLE MACHINES
I. Evaluating learning
papers and place it on a paper hat. write it on the board.
Pupils share their concept/learning
and wears the hat.
Teacher’s Instruction QUIZ NO. 23 / SIMPLE
KWL chart. Let the students answer MACHINES
the last column of the chart or what
you have learned?

J. Additional activities for How does wheel and axle make work
application / remediation easier? Give concrete examples.

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 lessons work
? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well ? Why
did this work ?
F. What difficulties did my
principal or supervisor can help
me solve ?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers ?