DLL - WEEK1

Republic of the Philippines
129856
Department of Education
Region XII
Division of Cotabato
Aleosan East District
BACOLOD ELEMENTARY SCHOOL
Upper Mingading, Aleosan, Cotabato
Grade Level: VI
DAILY LESSON LOG Teacher: Wilma C.Caaya Learning Area: ESP
Teaching Dates and Time: October 28,29,30,31, November 1, 2019 -8:00-8:30 Quarter: 3rd QUARTER Week-1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.Pamantayang Naipamamalas ang pag-unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa isang maunlad, mapayapa at
Pangnilalaman mapagkalingang pamayanan
B. Pamantayan sa Naipakikita ang mga gawaing tumutugon sa pagmamahal sa bansa sa pamamagitan ng aktibong pakikilahok na may dedikasyon at
Pagganap integridad
C. Mga Kasanayan sa Nabibigyang-halaga ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon
Pagkatuto 1.1. kalayaan sa pamamahayag
1.2. pagbibigay ng sariling opinyon, ideya o pananawEsP6PPP- IIIa-c–34
II. Nilalaman Aralin 15: Ako at ang aking Papel tungo sa Kamalayang Pansibiko
III. Kagamitang Panturo ( 2nd Quarter Test- DBP-Apply School Bank Classes Suspended due to Classes Suspended due to HOLIDAY
Learning Resources) Continuation Account Earthquake Earthquake
A. Sanggunian EsP - K to 12 Curriculum Guide d. 32
(References)
1. Mga pahina sa Gabay
ng Guro
2. Mga pahina sa
Kagamitang Pang-
mag-aaral
3. Mga pahina sa
teksbuk
4. Karagdagang MISOSA 6. Makatuwiran at Pantay na Pagbibigay ng Pasiya; Pagkukusang Sumali sa mga Gawaing Pansibiko
Kagamitan mula sa
portal ng Learning
Resource
B. Iba pang Kagamitang powerpoint presention, metacards, permanent marker at masking tape, larawan, ttps://www.youtube.com/watch?v=zcruIov45bI
Panturo rubrics
IV. Pamamaraan
(Procedures)
A. Balik-aral at/ o . Pagtitsek kung sinong liban sa
pagsisimula ng aralin klase
B.Paghahabi sa layunin Pagpapakita ng mga larawan ng
ng aralin pagka kanya-kanya o kawalang
pakialam sa kapwa at
kumonidad. Hayaang magbigay
ng opinyon o ideya ang bawat
isa.
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Region XII
Mga larawang kuha gamit ang

www.google.com. (Mas mainam
na puntahan at i-cite ang orihinal
na website.
C.Pag-uugnay ng mga a. Ano-anong tagpo ang
halimbawa sa bagong makikita sa larawan. Isa-
aralin isahin?
b. Sino-sino ang kabilang sa
mga larawan at ano ang
kanilang ginagawa?
c. Nakikita o namamasdan
nyo ba ang mga iyan sa
inyong paligid?
d. Ano ang naisip o
naramdaman mo habang
nakikita ang mga larawan at
inaalala ang aktwal na
nagaganap sa kapaligiran?
e. Tama ba o mali ang
ipinakikita ng mga nasa
larawan? Maghatol at
mangatwiran?
D.Pagtatalakay ng Magpakita ng mga
bagong konsepto at bagong larawan. Sa
paglalahad ng bagong pagkakataong ito, ang
kasanayan # 1 mga larawan ay
nagpapamalas ng Civic
Consciousness o
Kamalayang Pansibiko.
E.Pagtatalakay ng bagong Magkaroon ng talakayan

konsepto at paglalahad sa pamamagitan ng
ng bagong kasanayan #2 pagtatanong ng mga ito:
- Ano ano naman ang
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Region XII
makikita at ginagawa ng
mga tao na nasa bagong
mga larawang ipinakita?
- Sa pagkakataong ito,
ano ano naman ang
inyong naramdaman
habang pinagmamasdan
ang mga larawan?
- Bumanggit ng mga
pagkakatulad at
pagkakaiba sa ipinakikita
ng mga larawan. Ano
ang wala sa unang set
na nasa ikalawang set?
(Magbigay ng iba pang
prompts hanggang mai-
direkta ang mga ng
Kamalayang Pansibiko)
- Ibigay ang depinisyon
ng Kamalayang
Pansibiko at mga
halimbawa kung papano
ito maipapakita. Gamitin
ang mga
kapaliwanagang nasa
MISOSA 6. I-highlight din
na napakahalagang
paraan para
maisakatuparan ito ay
ang pagkakaroon ng
kagustuhang
makatulong at kalayaan
sa pamamahayag.
- Ipabasa ang artikulong:
Problemang Pinas:
Wapakels!
Closure: Iparinig ang
awit na Jam nina Kevin
Roy at Cooky Chua. Sa
huli, bigyang diin ang
sabi sa lyrics bata na
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Region XII
kailangan MAKIALAM,
MAKI-JAM, MAKILAHOK.
Ipabigkas ito sa mga
mag-aaral. na: Kilos
kabataan, oras natin ‘to.
F.Paglinang sa
Kabihasaan
Tungo sa Formative
Assessment
G.Paglalapat ng aralin sa Pagsulatin ang mga
pang-araw-araw na mag-aaral ng kanilang
buhay panunumpa o pangako
na makikiisa sa paglutas
ng mga suliranin na
nangyayari sa bansa sa
pamamagitan ng
pagkumpleto nito:
(Ipasulat ito sa papel na
korteng puso. Hayaan
din ang mga batang
lagyan ito ng iba pang
desinyo)
Closure: Bawat isa ay
may magagawa o
maitutulong. Ang
kailangan ay:
MAKIALAM, MAKI-JAM,
MAKILAHOK. (Sa
pagkaka-taong ito,
ipabanggit sa mga bata
ang tatlong kataga sa
paawit na paraan.)
H.Paglalahat ng Aralin Itanong. Sa paanong
paraan ka
makatutulong upang
mabigyang solusyon
ang mga suliraning
nararanasan ng bansa.
Gamit ang simpleng
template na nasa ibaba,
bumuo ng isang
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Region XII
mungkahi sa
pamamagitang ng
project proposal
(tingnan ang kasamang
kopya na gagamitin ng
bata).
Ipaulat ang mga
mungkahing proyekto.
Bago ito, sabihin na ang
mapipiling proyekto ay
aktwal na isasagawa ng
boung klase bago
matapos ang yunit.
MUNGKAHING
PROYEKTO
Pangalan ng Proyekto:
Tagapagsulong:
Kailan at Saan
Gaganapin:
Rationale: (Gabayan
ang mga bata sa
pagbuo nito. Sabihin na
magsimula sa ano ang
kasalukuyang suliranin
(tungkol sa napili ng
grupo) at paano
makatutulong ang
proyektong nais
isagawa. Ilahad din ang
inaasahang magiging
impact o mabuting
epekto nito.
Layunin: (Tulungan ang
mga mag-aaral na
gumawa nito sa
pamamagitan ng mga
halimbawa)
Ipaunawang ito ay
espisipik na mga
gagawin at naisin na
agad-agad
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maisasakatuparan sa
pagsasagawa ng
proyekto.
Mga Gawain: (Ano ano
ang mga nakatakdang
gawain mula sa
pagpaplano hanggang
sa pagsasakatuparan ng
mga ito.
Paghahati ng mga
gawain: (Ipasulat ang
mga trabaho at kung
sino ang gaganap dito.
Closure sa ikapat na
araw: Sasabihin ng
guro: Kung hindi ikaw,
sino? Kung hindi
ngayon, kalian?Sasagot
ang mga mag-aaral:
MAKIALAM, MAKI-JAM,
MAKILAHOK.
.Pagtataya ng Aralin Pasagutan ang
sumusunod na
katanungan:
1. TAMA o MALI.
Nagpapatuloy ang iba’t
ibang suliranin sa bansa
dahil sa kawalang
kamalayan o pakialam
sa mga pangyayari sa
komunidad at bansa?
2. Identipikasyon. Dahil
sa kasalukuyang
sitwasyon ng bansa,
anong mabuting
pagpapahalaga ang
dapat malinang sa tulad
mong Pilipino?
3. Multiple Choice.
Magagampanan ang
pagtugon sa mga
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suliranin sa pamama-
gitan ng:
A. Pagbibigay ng
ideya o opinion
B. Pagtupad sa
malaya at
responsableng
pamamahayag
C. Pakikipagtulungan
sa bansa
D. Lahat ng
nabanggit
4.-5. Pag-iisa-isa.
Magbigay ng dalawang
aspektong pang-sibiko
na dapat kang
magkaroon ng
kamalayan.
Matapos makapag tsek
ng papel, ituon ang
atensyon ng mga mag-
aaral sa panonood sa
pakikinig ng awit.
J.Karagdagang Gawain Maglista ng iba pang
para sa takdang-aralin at mga suliranin sa
remediation komunidad/bansa na
hindi pa natalakay sa
klase at kapanayamin
ang mga magulang o
kapitbahay sa maaaring
solusyon o magagawa
dito.
Isulat sa kwaderno ang
sagot at maghanda sa
pagbabahagi sa klase.
V. Mga Tala
VI. Pagninilay
A.Bilang ng mag-aaral na
nakakuha ng 80%
B.Bilang ng mag-aaral na
nangangailangan ng iba
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pang Gawain para sa
remediation
C.nakatulong ba ang
remedial ? Bilang ng
mag-aaral na nakaunawa
sa aralin
D.Bilang ng mag-aaral na
nagpatuloy sa
remediation?
E. Alin sa mga Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
stratehiyang pagtuturo
__Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
ang nakatulong ng lubos? __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
Paano ito nakatulong? __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin aang Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking
naranasan: naranasan: __Kakulangan sa makabagong naranasan: naranasan:
aking naranasan na
__Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang panturo. __Kakulangan sa makabagong __Kakulangan sa makabagong
solusyon sa tulong ng kagamitang panturo. kagamitang panturo. __Di-magandang pag-uugali ng mga kagamitang panturo. kagamitang panturo.
aking punongguro at __Di-magandang pag-uugali ng __Di-magandang pag-uugali ng bata. __Di-magandang pag-uugali ng __Di-magandang pag-uugali
superbisor? mga bata. mga bata. __Mapanupil/mapang-aping mga mga bata. ng mga bata.
__Mapanupil/mapang-aping __Mapanupil/mapang-aping bata __Mapanupil/mapang-aping __Mapanupil/mapang-aping
mga bata mga bata __Kakulangan sa Kahandaan ng mga mga bata mga bata
__Kakulangan sa Kahandaan __Kakulangan sa Kahandaan ng bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan __Kakulangan sa Kahandaan
ng mga bata lalo na sa mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng mga bata lalo na sa ng mga bata lalo na sa
pagbabasa. __Kakulangan ng guro sa ng makabagong teknolohiya pagbabasa. pagbabasa.
__Kakulangan ng guro sa kaalaman ng makabagong __Kamalayang makadayuhan __Kakulangan ng guro sa __Kakulangan ng guro sa
kaalaman ng makabagong teknolohiya kaalaman ng makabagong kaalaman ng makabagong
teknolohiya __Kamalayang makadayuhan teknolohiya teknolohiya
__Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan
G. Anong kagamitang __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
presentation presentation presentation presentation presentation
panturo ang aking
__Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
nadibuho na nais kong __Community Language __Community Language __Community Language Learning __Community Language __Community Language
ibahagi sa aking kapwa Learning Learning __Ang “Suggestopedia” Learning Learning
guro? __Ang “Suggestopedia” __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Ang “Suggestopedia”
__ Ang pagkatutong Task __ Ang pagkatutong Task Based __Instraksyunal na material __ Ang pagkatutong Task __ Ang pagkatutong Task
Based __Instraksyunal na material Based Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
NOTE: References should have Bookmarks

Prepared by: Noted by:
129856
Region XII
WILMA C. CAAYA PEDY C. CANAREJO, P-1
Subject Teacher School Head
Grade Level: VI-Rizal & Bonifacio

GRADES 1 to 12 Teacher: Wilma C.Caaya Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: October 28,29,30,31, Nov. 1, 2019-8:30-9:20/10:20-11:10 Quarter: 3rd QUARTER Week-1

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of gravity and friction affect movement of objects
B. Performance Standards The learners should be able to produce an advertisement demonstrate road safety.
C. Learning Competencies/
Objectives Infer how friction and gravity affects movements of different objects. Describe how friction affects motion
Write the LC code for each - Define friction Identify conditions when friction
- Identify the different kinds of friction seems to resist motion
- Demonstrate how friction work Compare how objects move in
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- Work cooperatively with the group different surfaces
II. CONTENT Gravitation and Frictional Forces Gravitation and Frictional Forces Describing How Friction Affects
Motion
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Cyber Science 6, pp. 193-197 Cyber Science 6, pp. 193-197
Science Links 6, p. 314 Science Links 6, p. 314
4. Additional Materials from
Learning Resource (LR) Powerpoint Presentation, Activity Sheet
portal
B. Other Learning Resources
2nd Quarter Test-Continuation DBP-Apply School Bank Account Classes Suspended due to Classes Suspended due to HOLIDAY
IV. PROCEDURES earthquake earthquake
A. Engagement Study the pictures. Identify the word Ask learners questions about the Teacher’s Instruction
that could describe the picture. previous lesson (friction). Brainstorming. The teacher ask the
students what things they remember
Learners read again the definition when they hear the word
friction “FRICTION”. The students will write
it in their notebooks then on the
board.
Question of the day:
How friction affects motion?
B. Exploration Group activity Show example of friction Teacher’s Instruction
Group activity Activity 1.3 FRICTION FREE The
See activity sheet See activity sheet teacher will use the activity as guide.
Students present their output on the
activity. The teacher will give
feedback about the result.
C. Explanation Group discussion Group discussion Answer the Guide Questions.
See activity sheet See activity sheet Discuss how friction affects motion.
Analyze and discuss the outputs of Analyze and discuss the outputs of
the learners about friction the learners about friction
D. Elaboration Ask learners to cite other activities Discuss within the class the different The teacher asks the importance of
that has something to do with friction kinds of friction friction in schools and at home.
Discuss the pictures shown in the Ask learners on the different kinds of
motivation and ask learners about friction
the meaning of friction
E. Evaluation Give multiple choice questions about The teacher gives ten-question quiz
friction and different kinds of friction about how friction affects motion.
F. Extend Learners search the internet or other Learners work on assignment of their
references on other activities in the choice about the other examples of
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community that show friction friction
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80% above
in the evaluation
B. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
additional activities for
remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
No. of learners who have caught
lesson lesson lesson lesson lesson
up with the lesson
D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
require remediation remediation remediation remediation require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why did these
___ Games ___ Games ___ Games ___ Games ___ Games
work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I use/discover
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
which I wish to share with other views of the locality views of the locality views of the locality views of the locality views of the locality
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teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures

WILMA C. CAAYA PEDY C. CANAREJO,P-1
Grade Level: VI
DAILY LESSON Teacher: Wilma C.Caaya Learning Area: AP
LOG Teaching Dates and Time: October 28,29,30,31, November 1, 2019-1:50-3:30 Quarter: 3rd QUARTER Week1

A.Pamantayang
Pangnilalaman Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino
tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan
B. Pamantayan
sa Pagganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit
ng ganap na kalayaan at hamon ng kasarinlan
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C. Mga 1.Nasusuri ang mga pangunahing suliranin at hamon sa kasarinlan pagkatapos ng Ikalawang
Kasanayan sa Digmaang Pandaigdig
Pagkatuto 1.1 Natalakay ang Suliraning Pangkabuhayan pagkatapos ng digmaan at ang naging pagtugon
sa mga suliranin
1.2 Natatalakay ang ugnayang Pilipino-Amerikano sa konteksto ng Kasunduang Militar na
nagbigay daan sa pagtayo ng Base Militar ng Estados Unidos sa Pilipinas
1.3 Natatalakay ang “Parity rights” at ang ugnayang kalakalan sa Estados Unidos
1.4 Naipaliliwanag ang epekto ng “Colonial Mentality” pagkatapos ng Ikalawang Digmaang
Pandaigdig.
AP6SHK-IIIa-b-1
1.Natatalakay ang 1.Natatalakay ang 1. Naibibigay
mga Hamon at ugnayang Pilipino- ang ugnayang
Suliranin sa Amerikano sa kalakalan ng
kontexto ng ng
kasarinlan Pilipinas sa
kasunduang military
pagkatapos ng Estados Unidos
na nagbibigay-daan
Ikalawang sa pagtayo ng base
Digmaang militar ng Estados 2. Nabibigyang
Pandaigdig Unidos. halaga ang
2.Naipahahayag 2. Naipapahayag ugnayan ng
ang damdamin ang damdamin ng Pilipinas at
tungkol sa mga Pilipino Estados
pagtugon sa tungkol sa Unidos;
hamon at suliranin ugnayang Pilipino- 3. Nakakagawa
sa kasarinlan Amerikano sa ng balangkas ng
pagkatapos ng kontexto ng ugnayang
Ikalawang kasunduang kalakalan ng
Digmaang military na Pilipinas sa
Pandaigdig; nagbibigay-daan Estados Unidos
3. Nakagagawa ng sa pagtayo ng base
graphic organizer militar ng Estados
sa pagtugon ng Unidos.
mga hamon at 3. Nakasusulat ng
suliranin ng kanta tungkol sa
kasarinlan ugnayang Pilipino-
pagkatapos ng Amerikano sa
Ikalawang kontexto ng
Digmaang kasunduang
Pandaigdig. militar na
nagbibigay-daan
sa pagtayo ng base
militar ng Estados
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Unidos.
II. Nilalaman A. Mga hamon at Ugnayang Pilipino- Ugnayang
suliranin sa Amerikano at Kalakalan sa
kasarinlan ng Kasunduang United States
Pilipinas Militar
pagkatapos ng
Ikalawang
Digmaang
Pandaigdig.
B. Mga Pagtugon
sa Hamon at
Suliraning
Pangkabuhayan .
III. Kagamitang
Panturo
( Learning
Resources)
C. Sanggunian AP6 AP6
TG 6, LM 6 TG 6, LM 6
5. Mga pahina
sa Gabay ng
Guro
6. Mga pahina
sa
Kagamitang
Pang-mag-
aaral
7. Mga pahina
sa teksbuk
8. Karagdagan
g
Kagamitan
mula sa portal
ng Learning
Resource
D.Iba pang
Kagami-tang
Panturo
IV.
Pamamaraan
(Procedures)
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Region XII
A.Balik-aral at/ o Pagpapakita ng Pagpapakita ng 4 pics in a word
pagsisimula ng mga larawan at larawan ng mga Pagpapakita ng
aralin tunog na may Pilipino at 4 na larawan na
kinalaman sa Amerikano na may kinalaman
digmaan nagkakaroon ng sa kalakalan sa
pag-uusap. pagitan ng
1.Sinu-sino ang Pilipinas at
makikita sa estados Unidos.
larawan?
2.Ano sa palagay
niyo ang kanilang
pinag-uusapan?
3.Masasabi nyo ba
na ang kanilang
pag-uusap ay may
pagkakasundo?
Bakit?
B.Paghahabi sa Magpakita ng Sa tulong ng video Magpakita ng
layunin ng aralin larawan tungkol sa clip, hayaan ang tsart na nahati
mga pangyayari mga mag-aaral na sa dalawa: Ang
pagkatapos ng mapanood ang unang hanay ay
Ikalawang mga pangyayari na nagpapakita ng
Digmaang may kinalaman sa paraan ng
pandaigdig. kasunduang militar kalakalan noon
1. Ano ang sa pagitan ng at ang
masasabi ninyo sa Pilipinas at Estados ikalawang
mga larawan na Unidos. hanay ay
nakikita ninyo? nagpapakita ng
2. Ano-ano ang kalakalan
mga iniwang ngayon
pinsala ng
Ikalawang
Digmaan
Pangdaigdig sa
Pilipinas?
C.Pag-uugnay ng Ilahad ang KWL Magpakita ng iba Pagsagot ng
mga halimbawa tsart. Pasagutan pang larawan na mga mag-aaral
sa bagong aralin ito sa mga bata. kuha sa video clip sa KWL hinggil
Ipapakita ng guro na ipinakita. sa parity rights.
ang tsart ng mga Mga gabay na Original File
hamon, suliranin at tanong: Submitted and
129856
Region XII
ang mga tugon Ano ang base- Formatted by
nito. militar? DepEd Club
Bakit mahalaga Member - visit
ang pakikipag- depedclub.com
ugnayan sa ibang for more
bansa? Ano ang
kabutihang
maidududlot ng
pakikipag-ugnayan
ng Pilipinas sa
ibang bansa?
D.Pagtatalakay 1. Ano-ano ang Kailan nilagdaan Pangkatin ang
ng bagong mga hamon at ang kasunduan mga bata sa
konsepto at suliranin sa sa pagtatayo tatlong Pangkat
paglalahad ng pagkatapos ng ng Base Militar at ang bawat
bagong Ikalawang ng Amerika? grupo ay
kasanayan # 1 Digmaang Ano ang gagawa ng
Pandaigdig? nilalaman ng retrieval tsart
2. Ano ang ginawa kasunduang tungkol sa ibat-
ng ito? ibang
pamahalaan kasunduan na
upang napapaloob sa
matugunan Parity Rights.
ang mga Group I-Present
suliranin in a form of
pagkatapos ng Jingle)
Ikalawang Group II-(Poster
Digmaang and Slogan)
Pandaigdig? Group III-
( Balita)
Ipaulat sa mga
bata ang
natapos na
Gawain
E.Pagtatalakay Ano ang
ng bagong kabutihang
konsepto at maidulot ng
paglalahad ng kasunduan sa mga
bagong Pilipino?
kasanayan #2 Ano ang naging
reaksyon ng mga
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Pilipino sa
kasunduan?
F.Paglinang sa Paano binigyang Gumawa ng Think–Pair-
Kabi-hasaan lunas ng Semantic Web Share
Tungo sa pamahalaan ang tungkol sa Ano-ano ang
Formative mga suliranin kasunduan sa mga patakaran
Assessment kinaharap ng pagtatayo ng base sa ugnayang
bansa pagkatapos militar sa pagitan panlabas ng
ng Ikalawang ng Piipino at Pilipinas?
Digmaang Amerikano
Pandaigdig.
G.Paglalapat ng Pangkatang Bumuo ng 4 na . Bilang isang
aralin sa pang- Gawain pangkat. mag-aaral,
araw-araw na Pangkat 1 : Sa loob ng 10 paano mo
buhay Paggawa ng Data minuto, lubusang
Retrieval Chart lumikha ng awit mapapanagalag
tungkol sa mga na may 5 linya na aan bilang isang
suliranin sa may inspirasyong mag-aaral ang
pagkatapos ng “Base Militar” pagmamalasaki
Ikalawang t sa ating likas
Digmaang Itanghal sa buong na yaman?
Pandaigdig. klase sa
Pangkat 2: malikhaing Bilang isang
Paggawa ng paraan. mag-aaral,
reflection tungkol paano mo
sa mga hamon maipapakita
pagkatapos ng ang mabuting
Ikalawang ugnayan sa
Digmaang iyong kaklase o
Pandaigdig. kaibigan?
Pangkat 3:
Pagsulat ng
maikling tula
tungkol sa
pagtugon ng
pamahalaan sa
hamon at suliranin.
Pangkat4:
Magtanghal ng
mga makabayang
awit na
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Region XII
nagpapakita ng
pagmamahal sa
bayan.
H.Paglalahat ng Walang kabutihang Kailan nilagdaan Ang Pilipinas ay
Aralin naidudulot ang ang kasunduan sa para sa mga
digmaan. pagitan ng Pilipino.. ganun
Pilipinas at din namn na
Amerika ukol sa ang Amerika ay
pagtatayo ng base para lamang sa
militar sa bansa? mbga
Nakatutulong ba Amerikano…
ang nilalaman nito May kanya
pag-unlad ng kanyang
bansa? Bakit? probisyon ang
ating Saligang
Batas na ang
may higit na
karapatang
mag-ari at
magpayaman sa
ating likas na
yaman ay ang
mga Pilipino.
.Pagtataya ng Pagsasagawa ng I.Magbigay ng 3 Paggawa ng
Aralin graphic organizer probisyon na mga mag-aaral
hinggil sa mga napapaloob sa balangkas ukol
naging epekto ng kasunduang sa nilalaman ng
ikalawang Militar at parity rights.
digmaaang ipaliwanag ito.
pandaigdig sa
panlipunan at
pang-ekonomiyang
aspeto.
Paglalahad ng
rubrics ng guro
J.Karagdagang Magsaliksik Ano ang nagging Sagutin ang
Gawain para sa tungkol sa Epekto epekto ng Tanong:
takdang-aralin ng Ikalawang pagkakaroon ng Ano ang
at remediation Digmaang Base Mlitar ng magandang
Pandaigdig. mga Amerikano sa naidulot ng
Pilipinas? parity rights sa
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ugnayan ng
Pilipinas sa
Esatados
Unidos
V. Mga Tala 2nd Quarter Test- DBP-Apply School Classes Suspended Classes HOLIDAY
Continuation Bank Account due to earthquake Suspended due to
earthquake
VI. Pagninilay
A.Bilang ng
mag-aaral na
nakakuha ng
80%
B.Bilang ng mag-
aaral na
nangangailanga
n ng iba pang
Gawain para sa
remediation
C.nakatulong ba
ang remedial ?
Bilang ng mag-
aaral na
nakaunawa sa
aralin
D.Bilang ng
mag-aaral na
nagpatuloy sa
remediation?
E. Alin sa mga Stratehiyang dapat Stratehiyang dapat Stratehiyang dapat Stratehiyang dapat Stratehiyang dapat
gamitin: gamitin: gamitin: gamitin: gamitin:
stratehiyang
__Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
pagtuturo ang __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang
nakatulong ng __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL Gawain
lubos? Paano ito __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __ANA / KWL
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Fishbone Planner
nakatulong?
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Sanhi at Bunga
__Event Map __Event Map __Event Map __Event Map __Paint Me A
__Decision Chart __Decision Chart __Decision Chart __Decision Chart Picture
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Event Map
__I –Search __I –Search __I –Search __I –Search __Decision Chart
__Discussion __Discussion __Discussion __Discussion __Data Retrieval
Chart
__I –Search
__Discussion
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F. Anong Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning
naranasan: naranasan: naranasan: naranasan: aking naranasan:
suliranin aang
__Kakulangan sa __Kakulangan sa __Kakulangan sa __Kakulangan sa __Kakulangan sa
aking naranasan makabagong makabagong makabagong makabagong makabagong
na solusyon sa kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang
tulong ng aking __Di-magandang pag- __Di-magandang pag- __Di-magandang pag- __Di-magandang pag- panturo.
uugali ng mga bata. uugali ng mga bata. uugali ng mga bata. uugali ng mga bata. __Di-magandang
punongguro at
__Mapanupil/mapang- __Mapanupil/mapang- __Mapanupil/mapang- __Mapanupil/mapang- pag-uugali ng mga
superbisor? aping mga bata aping mga bata aping mga bata aping mga bata bata.
__Kakulangan sa __Kakulangan sa __Kakulangan sa __Kakulangan sa __Mapanupil/mapa
Kahandaan ng mga bata Kahandaan ng mga Kahandaan ng mga bata Kahandaan ng mga ng-aping mga bata
lalo na sa pagbabasa. bata lalo na sa lalo na sa pagbabasa. bata lalo na sa __Kakulangan sa
__Kakulangan ng guro pagbabasa. __Kakulangan ng guro pagbabasa. Kahandaan ng mga
sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro bata lalo na sa
makabagong sa kaalaman ng makabagong sa kaalaman ng pagbabasa.
teknolohiya makabagong teknolohiya makabagong __Kakulangan ng
__Kamalayang teknolohiya __Kamalayang teknolohiya guro sa kaalaman
makadayuhan __Kamalayang makadayuhan __Kamalayang ng makabagong
makadayuhan makadayuhan teknolohiya
__Kamalayang
makadayuhan
G. Anong __Pagpapanuod ng __Pagpapanuod ng __Pagpapanuod ng __Pagpapanuod ng __Pagpapanuod ng
video presentation video presentation video presentation video presentation video presentation
kagamitang
__Paggamit ng Big Book __Paggamit ng Big __Paggamit ng Big Book __Paggamit ng Big __Paggamit ng Big
panturo ang __Community Language Book __Community Language Book Book
aking nadibuho Learning __Community Learning __Community __Community
na nais kong __Ang “Suggestopedia” Language Learning __Ang “Suggestopedia” Language Learning Language Learning
__ Ang pagkatutong __Ang __ Ang pagkatutong __Ang __Ang
ibahagi sa aking
Task Based “Suggestopedia” Task Based “Suggestopedia” “Suggestopedia”
kapwa guro? __Instraksyunal na __ Ang pagkatutong __Instraksyunal na __ Ang pagkatutong __ Ang pagkatutong
material Task Based material Task Based Task Based
__Instraksyunal na __Instraksyunal na __Instraksyunal na
material material material

WILMA C. CAAYA PEDY C. CANAREJO
129856
Region XII
Grade Level: VI-

DAILY LESSON LOG Teacher: Wilma C.Caaya Learning Area: ENGLISH
Teaching Dates and Time: Quarter: 3RD QUARTER Week- 1
I.OBJECTIVES
A.Content Standards  Demonstrates understanding of various linguistics nodes to comprehend various texts.
 Demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience
 Demonstrates command of the conventions of standard English grammar and usage when writing or speaking
 Demonstrates understanding of different formats to write for a variety of audiences and purpose.
 Demonstrates understanding of verbal and non verbal elements of communication to respond back
B.Performance Standards Analyzes text types to effectively understand information/message(s)

Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
Uses linguistic cues to appropriately construct meaning from a variety of purposes.
Speaks and writes using good command of the conventions of standard English
Edit texts using appropriate text types for a variety of audiences and purpose.
Uses a variety of strategies to provide appropriate feedback
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C.Learning Listening Comprehension Reading Comprehension Study Strategies/Research
Competencies/Objectives Oral Language
Distinguish text type according to Use a particular kind of sentence for a
Note significant details in the story purpose and language features specific purpose and audience
Provide evidences using opinion through enumeration -asking permission
EN6LC-IIIa-2.2 EN6RC-IIIa-3.2.8 EN6SS-IIIa-1.8.1
EN6OL-IIIa-1.27
II.CONTENT Noting significant details in the story Distinguishing text type according to Relaying Commands and Request
and express opinions using purpose and language features Using Indirect Discourse
evidences. through enumeration
“The Boastful Shrimp” “The Fox in the Well”
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from A copy of the story “The Boastful A copy of the story, The Fox in the Comic strips, flash cards, Show Me
learning resource (LR) portal Shrimp”, a tablespoon, charts Well, short stories, charts Boards
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Recapitulation of the previous lesson Review the summary of the story that Recapitulation on the characteristics of
presenting the new lesson on the Varieties of Sentences; was read yesterday. a fable.
-Compound Sentence -What important values did you get What is the purpose of the fable?
-Simple Sentence from the story? What is the most important lesson you
-Complex Sentence learned from the selection?
With the use of proper conjunctions.
B.Establishing a purpose for The teacher shows a spoon Recall an instance in your life when Use flash cards/show me boards. Write
the lesson -It is used for eating. Aside from it is you did a certain thing without R if the statement states request and C
used as eating utensil, it can be used thinking of the consequences. if it shows Command.
in several ways. Give some of its What do you think will happen if you 1. Listen attentively.
uses. Examples: ice cream scooper, did a certain thing without thinking of 2. Please keep your things in order.
taking in medicines, can opener, as a the consequences? 3. Avoid making too much noise.
pestle etc. Have the pupils relate their 4. Stop going around please.
experiences. 5. Observe silence.
Enhance vocabulary words through -Play a game: Simon says. (Teacher
body language. uses command or request.
-Read the words aloud 1. Go to the wash room.
2. Keep right!
A. Hind legs 3. Kindly speak in a soft voice.
4. Please lend me your ears.
B. Fore legs 5. Come with us.
leap
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C.
Without the
D. second thought
C.Presenting Examples/ B. Do you have a pet? Share a heroic -Have you seen a fox? Ask the pupils to read and analyze the
instances of the new lesson deed it has done for you or for others. (Yes/ Not yet comic strip.
Unlocking of Difficulties: Synonym Mother: “Lock your room before leaving,
hunt through multiple choice. Encircle Jim”.
the letter of the correct answer -What are the qualities of the fox in Jim: “Yes, Mother”.
1. The sharp protrusion of a shrimp is some common stories? Rina: Mother told Jim to lock his door
used to fight against its enemies. (Often times fox is wise and bad) before leaving.
a. a part of the body that is pointed Ms.Aguila: “Please polish the floor,
b. a part of the body that is hidden. -Let us find out if the fox is still the fox Mang Ambo.”
c. a part of the that is plain. we have known before. Mang Ambo: “Yes Maám”.
d. a part of the body that is dull. Ricky: Ms. Aguila requested Mang
2. Nothing can pierce an iron shield Ambo to polish the floor.
even an iron sword.
a. to rip of c. to crush
b. to spin d. to go through
3. The beautiful white pearl is
glistening under the rays of the sun.
a. shine c. flash
b. bright d. all the above
4. The boastful man shows off his
knowledge about martial arts.
a. humble c. naughty
b. overly confident d. shy
5. His colorful lantern has scorched
because of the constant raining.
a. dried c. dyed
b. worn d. a and b
Motive Question: Why is that the
story titled the Boastful Shrimp?
D.Discussing new concepts and The teacher uses the popcorn Read the story. What kind of sentences were used?
practicing new skills #1 reading strategy while the other The Fox in the Well -Study the charts of direct and indirect
pupils listen very carefully A fox once fell into the well. He discourse
The Boastful Shrimp tried to jump out but each time he did, -Differentiate a direct and indirect
Once there was a shrimp who he fell back down. discourse.
thought he was the most handsome By and by a goat passed by. -Differentiate command from request
shrimp in all the world. In fact, he Looking into the well, he saw the fox. based on their usage.
believed that he was more handsome “Hello,” he called. “What are you Point out also their similarities.
than any other creatures on earth. doing down there?”
“Just look at my sword,” he “Drinking some water of course!”
proudly told the other young shrimps, replied the fox. “Is it good?” asked the
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pointing to the sharp pointed goat.
protrusion at the end of his nose. Of “Good? It is the best water I ever
course, as far as shrimps were tasted in my whole life,” answered the
concerned, the end of the nose was fox, drinking a gulp of water.
the most natural place for the sword Without a second thought, the
to be. goat jumped in. After drinking some
“And look at my thick, smooth water, he looked about for a way to
shield,” Like other shrimps he carried get out of the well. “How do we get
his shield,” he would continue. out of here? “he asked the fox?
“Nothing can pierce the shield,” like “I know what we can do,” said the
other shrimps he carried his shield on fox. Looking at the goat from the
his head. All he needed to do to show corner of his eye. “Stand on your hind
off his head was to hold his head legs. Plant your fore legs firmly
high. against the side of the well. I’ll climb
“You are indeed a handsome on your back, and I’ll step on your
shrimp,” said an old experienced horns. Then I can get out. When I’m
shrimp. “But you are just reaching out, I’ll help you get out too.”
adulthood and have had no “That’s a good idea!” said the goat
experience of the world. Do not happily as he did what the fox told
display yourself too much or else one him to do.
of those humans might grab you,” The fox climbed on the goat’s
said the old shrimp pointing with one back and horns. Then he jumped out
of his many legs to a young man of the well and started on his way.
swimming nearby. “Hey!” shouted the goat. “Help me
“Grab me? Who? That soft- out of here. You promised to help
skinned two – legged creature? me.”
“scoffed the young shrimp. “He does “You silly goat,” said the fox. You
not even have a proper shell. He has should have thought of that before
those funny little bits of shell on the you jumped in. Next time, look before
ends of his fingers and toes, which do you leap.”
not protect him at all, as far as I can -Answer the Comprehension Check.
tell. All I need to do is stab him with 1. Where did the story happen?
my sharp sword, and that will be end 2. Who fell into the well?
of him. Someday, he and other two- 3. Who jumped into the well?
legged humans will look at me and 4. Why do you think the goat believed
admire me!” said the young shrimp. the fox? Explain.
“Well if you won’t listen to my 5. How did the fox get out of the well?
advice,” said the old shrimp, “you will 6. Why did the goat decided to jump
have to learn your lessons the hard into the well?
way.” 7. If you were the goat, will you do
The young shrimp soon forget the same?
about the old shrimp’s advice. He 8. If you were the fox, will you do the
continued his habit of looking for same?
groups of other young shrimps his 9. What is the moral of the story?
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age and showing off before them. He B. Enumerate the story grammar of
would engage in shrimp gymnastics, the selection read.
bending his body this way and that, to -Characters: The Fox and the Goat
let them see how strong his muscles -Settings: at the well
inside his beautifully glistening white -Plot: The goat saw the Fox dinking
shell, which hardly had any dark dots at the well so the goat did the same
or lines on them, unlike the other without giving a second thought. In
shrimps around him. the end the goat left at the well all by
One day, a fishing boat passed himself.
by, with fisherman on board looking -What does the author want us to
for a good catch. The boastful shrimp feel?
saw his chance to display his athletic -What do you think is the purpose of
form before them. He swam to the the author in writing the story?
surface of the water. The fisherman
saw him. They cast their net and in a
few minutes, the boastful young
shrimp was caught in the net, along
with other shrimps and fish.
That day, at lunch time, the
boastful shrimp was seen on the end
of a barbeque stick, his shell now in
beautiful colors of pink, red and
brown with some scorched spots from
the coals over which he was roasted.
“What a fine, fat shrimp!”
explained the persons around the
dining table.
“It’s the best shrimp I’ve ever
tasted!” said the person who picked
up the barbeque stick and cut up the
shrimp, after putting a little portion in
his mouth. The boastful, young
shrimp got his wish at last to be
admired by humans.
B. Answer the Comprehension
Check-up.
1. Describe the Shrimp based on his
outer and inner appearance.
2. Why did the old shrimp advised the
boastful shrimp not to display the
latter’s shell too much?
3. Did the boastful shrimp listen to his
advice? Why?
4. What happened to him?
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5. What lesson did you learn from the
selection?
-Explain answers by giving one’s
opinion and supporting idea
Group Work What is a Fable? Present a Bubble Talk.
E.Discussing new concepts and Each group will have the review of (The Fable is a short fictional story Teacher calls on three pupils to act out
practicing new skills #2 the selection listened to. that is characterized by animals and it the dialogue and complete the indirect
A graphic organizer is used in always gives us a lesson in life.) command or request.
presenting and developing the skill. -What is the purpose of a fable? A.
The teacher asks each group on (The purpose of a fable is to entertain Grandfather: “Obey your parents, Jojo”.
action taken by the boastful shrimp and to inform.) Jojo: “Yes Lolo”.
and later asks for inferences on -What makes it unique? Shiella: Obey your parents, Jojo.
alternative actions. (It is characterized by animals having B.
-What did we do to be able to give the attributes of humans.) Millie: “Rizza, Please help me finish my
alternative actions to the action taken The teacher reads 10 statements and homework”.
by the character in the story they the pupils will identify whether it is a Rizza: “Sure”.
read. fact or a bluff. (FACT OR BLUFF Raffy:
-Presentation of each group CARD) Millie____Rizza____finish_____project
Bluff 1. The animals can think. Answer:
Bluff 2. The goat is a friend to the fox. Millie asked Rizza to help her finish her
Fact 3. The fox belongs to the dog project.
family.
Fact 4. The goat is a hog.
Fact 5. The fable is fictional.
Fact 6. Animals have their own ways
of communicating with one another.
Fact 7. All fables give a lesson in life.
Bluff 8. Talking animals like humans
is true.
Bluff 9. A fox is smarter than a goat.
Fact 10. In the story, the fox is
representing the smart people.
F.Developing Mastery Enumerate the characters in the Enumerate the different purposes of The teacher gives request and
story. a selection. command statements.
( The Shrimp, The Old Shrimp) -to entertain Fill in the blanks the missing words to
-What line in the story tells about the -to inform complete the sentences. Letters A to D
characteristics of the shrimp? -to persuade A. Rico said, “Eric waters the plants”.
-What part of the story you liked -Rico_______ water the
best? Plants.
B. Liza said, “Please check the papers
for me, Annie.”
-Liza ____Annie ________ the papers
for ____.
C. Mr. Mirasol said, “Jose, submit your
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Region XII
project early tomorrow.”
-Mr. Mirasol ____ Jose _____ project
early tomorrow.
D. The maid said, “Please stay in your
room, children.”
- The maid ____the children _____ stay
in _____ room.
Answers:
1. Rico ordered Eric to water the plants.
2. Liza asked Annie to check the papers
for her.
3. Mr. Mirasol told Jose to submit his
project early tomorrow.
4. The maid requested the children to
stay in their room.
G.Finding Parctical application A. FIND THE GEMS: A. ACT ME OUT: A. WORKING IN TANDEM:
of concepts and skills in daily -Read the story of the selection The - Group the pupils into 3 to role play - Find a partner and create a
living Story of the Tiny Frog. the selection below. usual scenario in class that
GROUP WORK: Group the pupils -Group I to entertain shows the use of a command
into four. -Group II to persuade or convince. and request in direct and
-Group I is assigned to look for the -Group III to inform indirect discourse.
Characters in the story. A Raven and a Swan - Each tandem is expected to
-Group II is assigned to look for the e present their work in one
Settings. A Raven, which you know is black as minute.
-Group III is assigned to look for the coal, was envious of the Swan, B. The teacher checks the pupils
Plot by sequencing the events in the because her feathers were as white work immediately. Using the
story in five sentences. as the purest snow. The foolish bird Rubric for making a dialogue.
- Group IV is assigned to look for the got the idea that if he lived like the
Theme of the Story. Swan, swimming and diving all day
-Write each output in the Manila long and eating the weeds and plants
Paper and each groupo will assign a that grow in the water, his feathers
presentor in front of the class. would turn white like the Swan's. So
-The teacher gives the final he left his home in the woods and
correction/ clarification after each fields and flew down to live on the
presentor. lakes and in the marshes. But though
he washed and washed all day long,
The Story of The Tiny Frog almost drowning himself at it, his
There once was a bunch of tiny frogs feathers remained as black as ever.
who got together to arrange a And as the water weeds he ate did
competition to reach to the top of the not agree with him, he got thinner
highest tower in town. and thinner, and at last he died.
As the date for the competition was B. The teacher uses the Rubrics
announced, the news spread below for checking the role play.
everywhere and crowd in large Role-Play Rubric BLM G–17 Name:
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numbers gathered around the tower ______________________________
to see this interesting competition Date: _____________________
and cheer on the contestants. The Activity:
crowd did not really believe any of ________________________ Role
these little frogs were going to make played: _____________________
it to the top of the tower. Yet they Assessment done by:
were curious… ______________________________
The competition began, the frogs ________________ Criteria: Rating:
quickly started to ascend and the Speech was clear with appropriate
crowd cheered! volume and inflection. 5 4 3 2 1 Role
As a few moments passed, someone was played in a convincing,
from the crowd shouted, "Not a consistent manner. 5 4 3 2 1
chance that they will succeed! The Arguments and viewpoints expressed
tower is too high!" fit role played. 5 4 3 2 1 Costumes
Another spectator said, "Yes, they will and props were effectively used. 5 4
never make it to the top. It's way too 3 2 1 Role-play was well prepared
difficult!" and organized. 5 4 3 2 1 Role-play
As the competition continued, some captured and maintained audience
of the tiny frogs began collapsing. interest. 5 4 3 2 1 Additional Criteria:
One by one… tired… exhausted… ______________________________
But the race continued… as those ______________________________
who still had the fight left, __
passionately continued to climb ______________________________
higher and higher… ______________________________
In the excitement and anxiety the __
crowd continued to yell, "It is too ______________________________
difficult. No one will make it!" ______________________________
More tiny frogs got tired and gave up. __
They all continued to give up one by ______________________________
one, until there was only ONE little ______________________________
frog left in the competition who __ Comments:
continued to climb higher and higher ______________________________
and higher… ______________________________
This one wouldn’t give up! __
This one tiny frog who, after a big ______________________________
effort was the only one who reached ______________________________
the top! This little soul was the __
winner! He made it! He got the glory! ______________________________
Naturally, everyone wanted to know ___________
how this one tiny frog managed to
pull it off when every other contestant
gave up. Everybody wanted to know
how this tiny frog had found the
strength to reach this goal that
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everyone else thought it was
impossible. So, they asked questions.
It turned out that the winner was deaf
H.Making generalization and Ask: How do we get the significant Pupils will state the Fable’s concepts. Ask: What is Command? What is
abstraction about the lesson details in the story read? Request?
Concept Formation: -What is a direct discourse?
Concept Formation: Noting the Fable is a fictional story that has a -What is indirect discourse?
significant detail is reading between purpose of entertaining and informing Concept Formation:
the lines to get the main idea of the the readers. It is peopled by animals In the reported command, the verb
story, how it started, developed and that are capable of talking and “said” is not used, instead, “told”. The
ended with the help of the characters expressing feelings as humans word “to” is added before the verb.
and other elements of the story. -In reporting request, the verb “asked”
or “requested” is used instead of “told”.
The word “please” is dropped.
The quotation marks are dropped.
Necessary changes are made in the
pronouns.
Examples:
Direct:
1. “Put down your bag,”
mother said to Leo.
2. “Please try the other button,” Lyka
said.
I.Evaluating learning Number each statement according on The teacher will read the selections Read the short paragraph below. Follow
how the story happened. orally and the pupils will identify its what you are asked to do.
_____The old shrimp advised the purpose. It was vacation time. Being the
handsome shrimp not to show off too 1. Ultra was lying down on the back eldest, Lina was assigned by her mother
much. porch when suddenly his friend Kitten to clean the house. In order to finish
_____When one day a fisherman went to him and she invited him to early, she called her brothers and
was looking for a good catch. visit their friend Sky at the pen. sisters to help her.
_____The handsome Shrimp starts to 2. The Frog went out for she hate Identify her statement if it is a
brag about his handsomeness and himself for being useless. He couldn’t command or request then transform
athletic figure. croak and jump. After he fell into a each into a reported form.
_____He was caught by fishing net of deep well and was about to face his _______1. “Kevin, please dust the
the fisherman. death, he was able to bring his best furniture”.
_____The boastful shrimp was and did even better. He is certain that _______2. “Susie, arrange the books
cooked and eaten at lunch. no one could help us except our own and magazines”.
self. _______3. “Husk the floor, Ruben.”
3. The Free Bird cried, “My Darling _______4. “Help me put some plants
sing the song of the woodlands.” inside, Roy”.
The caged bird said, “Sit by my side; _______5. “Please be careful with the
I’ll teach you the speech of the plates, Susie”.
learned.”
4. There was a turtle that couldn’t
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stop talking and the geese made a
challenge to bring her to the nice
place if she could promise not to talk
because she will be carrying a stick
on her mouth. The turtle agreed and
so they flew to the place. They heard
people saying something about them
and the turtle spoke. She fell dead on
the ground.
5. The monkey who was so wise ate
all the bananas and went down
without noticing the thorns planted by
his friend turtle. His selfishness
ruined him.
J.additional activities for Read a short story or dialogue. Write Read another fable and fill up the Read and tell what the person in each
application or remediation the plot in 5 sentences. SWBS Chart meeting the details in sentence said.
the story. 1. Father said, “Avoid playing near the
-Be ready to share it in class. SWBS: Plot pool, John”.
AUTHOR:__________
Chart 2. “Please help me with my toy, Sandy”,
PURPOSE:_________
TITLE:____ Sam said.
S-Somebody 3. “Pray before sleeping Ela”, aunt
W- Wanted Norma said.
B- But 4. Estella said, “Please allow me to visit
S- So my friend, Grandma.”
5. “Proceed to my office” the Principal
said.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No.of learners who require
additional activities for
remediation
C.Did the remedial work? No.of
learners who have caught up
with the lesson
D.No. of learners who continue
to require remediation
E.Which of my teaching
strategies worked well? Why
did these work?
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F.What difficulties did I
encounter which my principal
or supervisor can helpme
solve?
G.What innovation or localized
materials did used/discover
which I wish to share with
other teachers?
Grade Level: VI
DAILY LESSON Teacher: Wilma C.Caaya Learning Area: MAPEH
LOG Teaching Dates and Time: Quarter: 3rd QUARTER Week-1
I.OBJECTIVES
A.Content Standards Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
the concept of musical forms and the concept of musical forms the concept of musical forms
musical symbols and musical symbols and musical symbols
B.Performance Standards Performs accurately the design of Performs accurately the design Performs accurately the design
structure of a given musical piece of structure of a given musical of structure of a given musical
piece piece
C.Learning Competencies/ Analyzes the musical forms of the Analyzes the musical forms of Uses the different repeat marks
Objectives following the following that are related to form;
1. Leron Leron Sinta 1.Leron Leron Sinta 1. Da Capo (D.c)
2. Silent Night 2.Silent Night 2. Dal Segno (D.S.)
3. Happy Birthday 3.Happy Birthday 3. Al Fine (up to the end)
4. Joy to the world 4.Joy to the world 4. D.C. al Fine (repeat from
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5. Bahay Kubo 5.Bahay Kubo beginning until the word
6. Ili-Ili Tulog Anay 6.Ili-Ili Tulog Anay fine)
7. Paru-Parung Bukid 7.Paru-Parung Bukid 5. II: :II
8. Ang Bayan Ko 8.Ang Bayan Ko 6. /----/ /-----/
9. Pamulinawen 9.Pamulinawen (Ending 1, ending 2)
10.Tinikling 10.Tinikling MU6FO-IIIc-3
11.Lupang Hinirang 11.Lupang Hinirang
MU6FO-IIIa-b-2 MU6FO-IIIa-b-2
II.CONTENT Forms Forms Forms
A.References
3.Textbook pages The 21st Century MAPEH in Action The 21st Century MAPEH in The 21st Century MAPEH in
p.44-47 Action p.44-47 Action p.48
4.Additional materials from learning
resource (LR) portal
IV.PROCEDURES
A.Reviewing previous lesson or presenting What is pollution? What is form? What is ternary?
the new lesson Give the different types.
B.Establishing a purpose for the lesson Let the pupils identify the different Form 4 groups. Each will be Give the symbol for repeat
songs. giving examples of songs marks in music.
1. Happy birthday according to forms. Let the
2. Bahay Kubo other group guess the forms.
C.Presenting Examples/ instances of the new Let them identify the forms of the Singing of songs according to Draw the repeat and ending sign
lesson songs..How many times did u sing the different forms for music. Ex II: :II
it?
D.Discussing new concepts and practicing Form in music is the way a musical What is form? Repeat marks for forms are the
new skills #1 composition is arranged. This following:
composition could be either any 1. Da Capo(D.C.) repeat from
musical piece as sung by vocalists beginning of the composition
or singers or the music created by 2. Dal Segno(D.S )indicates that
means of musical instruments. the musical piece is to be
repeated from the sign S.
3. Da Capo And Dal Segno-
have the same purpose in
repeating the particular
sections except in the exact
places where to begin. They
also end with the word
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“Fine”.
4. D.C. Al Fine- means that the
section is to be repeated
from the beginning up to the
word “Fine” or up to the end.
E.Discussing new concepts and practicing Diff Kinds Of Forms: Review on the different kinds of What is a Choir?
new skills #2 1. Unitary Form- contains only forms Have u been a member of a
one section which remains the choir?
same all throughout the whole
composition ex. Dandansoy
2. Binary(AB)- made up of two
musical parts or has two
different melodic ideas. Ex
Paru-Parung Bukid
3. Ternary- utilizes a three-part
form represented by (ABC) and
sometimes, third part is a
repititon of the first part
represented by (ABA) Ex.
Lupang Hinirang
4. Rondo (ABACA) is made up five
or more musical parts with
some repetitions. Ex.
Maligayang Araw
F.Developing Mastery What are the different forms? Review on the different kinds of What is a Choir?
Give examples for each. forms Have u been a member of a
choir?
G.Finding Practical application of concepts What are the different forms? Give the different repeat marks
and skills in daily living Give examples for each. related to form with its
meaning.
H.Making generalization and abstraction
about the lesson
I.Evaluating learning Identify the musical forms of the Give examples of each form by
Following songs group (singing)
1. Happy Birthday
2. Maligayang Araw
3. Leron Leron Sinta
4. Dandansoy
5. Lupang Hinirang
J.additional activities for application or
remediation
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V.MGA TALA
VI.REFLECTION
A.No. of learners who earned 80% in the ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
above ___ of Learners who earned 80%
evaluation above
B.No.of learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for remediation additional activities for remediation activities for remediation activities for remediation activities for remediation
activities for remediation
C.Did the remedial work? No.of learners who ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
have caught up with the lesson
lesson lesson lesson lesson
D.No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
require remediation require remediation remediation remediation require remediation
remediation
E.Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work?
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F.What difficulties did I encounter which my __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principal or supervisor can helpme solve?
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G.What innovation or localized materials did Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
used/discover which I wish to share with
other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
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Grade Level: VI
DAILY LESSON Teacher: Wilma C.Caaya Learning Area: FILIPINO
LOG Teaching Dates and Time: Quarter: 3rd QUARTER Week1

A.Pamantayang Naipamamalas ang Naipamamalas ang Naisasagawa ang
Pangnilalaman kakayahan sa kakayahan at tatas sa mapanuring pagbasa
mapanuring pakikinig at pagsasalita at sa iba’t ibang uri ng
pag-unawa sa pagpapahayag ng teksto at napapalawak
napakinggan. sariling ideya, kaisipan, ang talasalitaan.
karanasan at damdamin.
B. Pamantayan sa Naisasagawa ang mga Nakapagbibigay ng Nakabubuo ng isang
Pagganap hakbang o panutong isang panuto. nakalarawang
napakinggan. balangkas.
C. Mga Kasanayan (F6PN-IIIa-1.2) (F6WG-IIIa-c-6) (F6PB-IIIa-20)
sa Pagkatuto Naisasagawa ang Nagagamit ang Nagmumungkahi ng
napakinggang hakbang pariralang pang-abay sa iba pang pangyayari
ng isang gawain. paglalarawan ng paraan, na maaaring maganap
panahon, lugar ng kilos sa binasang teksto.
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at damdamin.
(F6PS-IIIa-8)
Nakapagbibigay ng
panuto.
II. Nilalaman Pagsasagawa ng Paggamit ng pariralang Pagmumungkahi ng
napakinggang hakbang pang-abay sa iba pang pangyayari
ng isang gawain. paglalarawan ng paraan, na maaaring maganap
panahon, lugar ng kilos sa binasang teksto
at damdamin.
Nakapagbibigay ng
panuto
III. Kagamitang
Panturo
D. Sanggunian
9. Mga pahina sa
Gabay ng Guro
10.Mga pahina sa
Kagamitang
Pang-mag-aaral
11.Mga pahina sa
teksbuk
12.Karagdagang
Kagamitan mula sa
portal ng Learning
Resource
D.Iba pang Kagami-
tang Panturo
IV. Pamamaraan
(Procedures)
A.Balik-aral at/ o Paunang pagtataya Balik-aral Balik-aral
pagsisimula ng (Ang guro ay Balikan ang Balik-aralin ang
aralin magbibigay ng kwentong tinalakay kwento tungkol
paunang pagtataya tungkol sa “Tatlong sa “Ang Tatlong
upang malaman ang Bayani ng Ibalon”. Bayani ng
kahandaan ng mga Ibalon”.
mag-aaral. (Ipalarawan sa mga Kung isa ka sa
PANUTO: Alin sa bata ang mga tauhan mga
mga icons ang sa kwentong mamamayan ng
tumutugon sa inyong tinalakay kahapon.) Ibalon, ano ang
pang-unawa sa mga maibibigay mong
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katanungang payo upang
makikita sa projector. maipagpatuloy
ang magandang
gawaing A
sinimulan ni
Sumasang-ayon Handiong sa
pamumuhay sa
Hindi sumasang-ayon Ibalon?
Lubos na hindi
sumasang-ayon
1.Hindi ko na
kailangan pang
makinig at magbasa
ng ibang uri ng
kwento upang
matutuhan ang
Epiko.
2.Marami akong
lubos na
mauunawaan kung
malilinang ko ang
aking kasanayan sa
pakikinig.
3.Kailangan kong
makipagkwentuhan 1.
sa aking katabi mataman
habang nakikinig ng 2.
kwento ng aking dispaling
guro. hado
4.Dapat kong itala 3. katitikan
ang mga Ipabanggit sa mga
mahahalagang bata ang
detalye sa kwentong pamantayan sa
aking narinig. pagbasa.
5.Ang pakikinig ay
isang kasanayang
hindi dapat bigyan ng
labis na pansin.
Vocabulary
Knowledge Scale.
(Ipaliliwanag ng guro
ang ibig sabihin ng
bawat emoticon.)
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PANUTO: Pumili ng
icon na tutugon sa
iyong pang-unawa sa
mga salitang makikita
sa projector.
1. Nahihintakutan
2. Latian
3. Pangahas
4. Malupig
5. gulok
Talasalitaan
(Magpakita ng mga
larawan ng salitang
bibigyang
kahulugan). Kilalanin
ang hinihinging
kahulugan ng salita
sa pangungusap.
1. Kung ikaw ay
nahihintakutan, ikaw
ay ___.
a. natatakot
b. nagagalit
c. natutuwa
d. naiinis
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2. Ang latian ay
isang uri ng anyong
____.
a. lupa
b. tubig
c. bundok
d. hangin
3. Kung ikaw ay
pangahas, ikaw
ay____.
a. malakas ang loob
b. mahina ang loob
c. walang tibay ng
loob
d. duwag
4. Kailangang
malupig ang kalaban
upang sila ay iyong
____.
a. malamangan
b. matalo
c. madaya
d. mapatay
5. Ginamit niya ang
matalas na gulok
upang ang higante ay
kanyang__________
__.
a. magising
b. mahati sa dalawa
c. mapalo
d. makita
B.Paghahabi sa Pamantayan sa
layunin ng aralin Pakikinig
Ipabanggit sa mga
bata ang mga
pamantayan sa
pakikinig.
Pagganyak
Ipaawit na may
kasamang pagkilos
ang “Kung Ikaw ay
Masaya” sa mga bata.
Itanong:
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1. Naisagawa ba
ninyo nang wasto ang
sinasabi sa awit? Sa
papaanong paraan?
2. Ginamit ba ninyo
ang pang-unawa at
pakikinig upang
maisagawa ang
gawain?
Pagganyak na tanong
Sa papaanong paraan
mo maipakikita ang
iyong kabayanihan?
Paglalahad/Pagmomo
delo
(Babasahin ng guro
ang kwento ng “Ang
Tatlong Bayani ng
Ibalon” sa klase.
Pagkatapos nito ay
magkakaroon ng
maikling talakayan sa
pamamagitan ng
tanong at sagot.
Tanong na Pang-
unawa (HOTS)
1. Bakit nais
manatili ni Baltog sa
lupain ng Ibalog?
2. Paano
ipinakita ni Baltog ang
kabayanihan sa
kaniyang bayan?
Bukod sa pakikipaglaban
sa mga masasamang
elemento, ano pang
kabutihan ang ginawa ni
Handiong sa kanyang
bayan at mga
mamamayan Papaano
naman ipinakita ni
Bantong ang kanyang
kabayanihan sa bayan ng
Ibalog?
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2. Anong kakayahan
ang ginamit ni
Bantong upang
mapaslang ang
higante?
1. Anong gintong
aral ang
mapupulot natin
sa kwento?
2. Bakit mahalagang
maipagtanggol
ang iyong
nasasakupan?
Sagutin ang
pagganyak na tanong.
Paglalahat
Ano ang masasabi
ninyo sa uri ng
kwentong inyong
napakinggan? Ano
ang kaibahan nito sa
pangkaraniwang
kwentong inyong
nababasa? Ang
tawag sa ganitong uri
ng panitikan ay Epiko.
Ang epiko ay isang uri ng
panitikan na tumatalakay
sa kabayanihan ng/ ng
mga tauhan na
nagtataglay ng kakaibang
lakas o kapangyarihan.
C.Pag-uugnay ng Gawin Natin 1
mga halimbawa sa (Ididikit ng guro ang
bagong aralin mga larawan ng
tatlong pangunahing
tauhan sa kwento sa
pisara at isulat ang
lipon ng mga salita sa
paper strips).
PANUTO: Gamit ang
mga lipon ng salita o
parirala, ilagay ito sa
tamang larawan na
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tumutukoy sa tauhan.
LIPON NG MGA SALITA
1. Buong lakas na nilabanan ang
baboy-damo.
2. Namalagi sa Ibalong upang
magtanim.
3. Mag-isang tinahak ang pusod
ng kagubatan upang labanan si
Oryol.
4. Napa-unlad niya ang
pamumuhay ng Ibalong.
5. Ginamit niya ang kaniyang
talino sa pagpaslang sa
higante.
6. Pinag-iisipan muna niya ang
gagawin bago makipaglaban.
D.Pagtatalakay ng Gawin Natin 2
bagong konsepto at (Babasahin ng guro
paglalahad ng ang pangkat ng salita
bagong kasanayan # at ipasusulat sa mga
1 mag-aaral sa show-
me-board ang salitang
hindi nabibilang sa
pangkat).
PANUTO: Pakinggan
ang pangkat ng mga
salitang babanggitin
ko at isulat sa inyong
“show-me-board” ang
salitang hindi kabilang
sa grupo.
1. Labanayaw
Himagsikanareglo
2. Mabagsikmaamo
Matapangpalaban
3. Pagtugispaghuli
Pagdakippagpapa
laya
4. Gulokpatalim
Pantagapambalot
5. Nakalimutannala
man
napag-
alamannatuklasan
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E.Pagtatalakay ng Gawin Ninyo 1
bagong konsepto at (Pangkatin ang klase
paglalahad ng sa tatlo at isagawa
bagong kasanayan ang gawain.
#2 Magbigay ng manila
paper at marking pen
sa mga mag-aaral.)
PANUTO: Makinig sa
panuto at gawin sa
manila paper ang mga
hakbang na aking
sasabihin.
1. Gumuhit ng
malaking bilog sa
inyong manila paper.
2. Sa gitna ng bilog
ay isulat ang isa sa
mga pangalan ng mga
bayani ng Ibalon.
3. Gumuhit ng tig-
isang parihabang
kahon sa bawat gilid
ng bilog at sa loob
nito ay isulat ang
natatanging katangian
o nagawa ng
bayaning isinulat
ninyo.
F.Paglinang sa Kabi- Gawin Ninyo 2 Gawin Ninyo 2 Pagganyak Pagganyak
hasaan Tungo sa (Ipamahagi ang (Gumawa ng tatlong Ipaawit na may (I-download ang
Formative gawaing papel ng talahanayan na tulad kasamang link sa ibaba at
Assessment bawat pangkat. ng nasa ibaba at pagkilos sa mga ipanood sa mga
Tunghayan ang ipaskil sa pisara. mag-aaral ang mag-aaral.
gawain sa Gawin Isulat sa paper strips kantang “Ang https://www.yo
Ninyo sa p.1). ang mga pang-abay mga Ibon”. utube.com/wat
PANUTO: Pakinggan na ginamit sa Paano lumipad ch?
ang sasabihin kong pangungusap sa ang mga ibon? v=sBuQTSZveNA
panuto tungkol sa ibaba at ilagay ang Gaano kataas “Good Morning
gagawin ng bawat mga paper strips sa ang mga puno? Boss: Panayam
pangkat. kahon. Gawin ito Ano ang iyong kay Sen.
PANGKAT 1-Ilarawan para sa apat na damdamin Heherson Alvarez
ang katangian ni pangkat.) habang inaawit tungkol sa climate
Baltog sa PA PA at isinasakilos
PAM- change”.
pamamagitan ng MA- N- ARAang gawain? Magkaroon ng
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semantic web. NA LU maikling
PANGKAT 2-punan HO NA AN Paglalahad/Pag talakayan tungkol
ang balangkas N N momodelo sa napanood na
tungkol sa mga Hanguin ang video).
mahahalagang tagpo mga
ng pakikipagtunggali pangungusap na Itanong sa mga
ni Handiong sa gagamitin mula bata: Ano-anong
kanyang mga sa kuwentong magagandang
PANUTO:
kalaban. narinig kahapon mensahe ang
Kinakailangan ng
PANGKAT 3- Isadula bilang lunsaran inyong napulot
limang mag-aaral na
ang paraan ng ng aralin sa mula talkshow?
kakatawan sa bawat
paggapi ni Bantong sa gramatika.
pangkat upang isa-
kanyang kalabang si (Ipabasa sa mga Pagganyak na
isang tumakbo sa
Rabot. mag-aaral ang tanong
pisara at hanapin
Para sa pangkat 1 at mga Ano-ano ang
ang tamang pang-
2: Isulat ang inyong pangungusap na karaniwang
abay sa
sagot sa gawaing ipakikita sa problema sa mga
pangungusap na
papel na ibibigay ko projector at pamilihang
makikita sa projector.
sa inyo. iproseso ang bayan? Ano-ano
Ang mga pang-abay
Kinakailangang talakayan sa ang mga
ay nakasulat sa
masundan ang pamamagitan ng kalutasan sa mga
paper strips sa loob
hinihinging balangkas pagsagot sa ito?
ng kahon. Hintayin
na nakasulat sa talahanayan sa
ang hudyat ng guro
gawaing papel. Tuklasin Mo p. 1.) (Ipabasa sa mga
bago tumakbo sa
Iulat/ipakita ang 1. Buong tapang mag-aaral ang
pisara.
nabuong sagot sa na lumaban si kwentong
1. Matapang na
harapan ng klase. Handiong sa “Maayos at
lumaban sa mga
Pagkatapos ng isang halimaw. Malinis na
halimaw si Baltog.
pangkatang gawain: 2. Napag-alaman Pamilihang
2. Tuwing kabiluan ng
Ano ang inyong ni Bantong na Bayan”.
buwan, naglalakad
napagtanto mula sa kapag araw, tulog Pagkatapos ay
si Handion sa
gawain? Sagutin ang ang higante. magkaroon ng
kabayanan.
mga tanong sa ibaba? 3. Natagpuan ni talakayan gamit
3. Sa kabundukan
(Sa pamamagitan nito ay Handiong si Oryol ang tanong na
siya nanirahan
malalaman ng guro ang sa puso ng pang-unawa).
nang ilanga taon.
kahinaan ng bata sa kagubatan. (Ipasagot sa mga
4. Ipinagbunyi ng
gawain). mag-aaral ang
taong-bayan ang
• Naisagawa ba ng Paglalahat pagganyak na
kanyang
bawat pangkat ang Ang pang-abay ay tanong).
pagkapanalo nang
kani-kanilang gawain? nagbibigay turing Tanong na Pang-
buong sigla.
•Anong kasanayan ang sa mga salitang unawa
5. Taimtim na
inyong nalinang upang naglalarawan sa 1. Bakit
nanalangin ang
magawa ang gawain paraan, panahon nagsasagawa
mga tao habang
nang wasto? at lugar na ng pagpupulong
lumilindol.
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inilalarawan sa ang mga
pangungusap at nagtitinda sa
sumasagot sa palengke?
tanong na paano, 2. Isalaysay ang mga
kailan at saan. mungkahing
inilahad ng mga
nagtitinda sa
pagpupulong.
1. Paano naging
maayos ang
pagpupulong
ng samahan?
2. Naging
makabuluhan
ba ang
pagpupulong?
Patunayan.
3. Bakit
mahalaga ang
pagbibigay ng
mungkahi?
4. Paano ang
wastong
paraan ng
pagbibigay ng
mungkahi?
Paglalahat
(Ipakita ang
paglalahat sa
powerpoint
presentation).
Ang mungkahi ay
paglalahad o
pagbibigay ng
maaaring
solusyon sa
suliranin o
sitwasyon.
G.Paglalapat ng Gawin Mo 1 Gawin Mo 1 Gawin Natin 1 Gawin Natin 1

aralin sa pang-araw- Isagawa ang mga PANUTO: Pumili sa (Ipakita ang mga (Ipakita sa
araw na buhay hakbang na sasabihin mga sumusunod na pangungusap sa projector ang iba’t
ko. gawain ang kaya projector at ibang sitwasyon
1. Gumuhit ng mong gawin. Bumuo gabayan ang mga na bibigyan ng
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Region XII
malaking bilog sa ng 2-3 hakbang na bata na kilalanin mungkahi ng mga
kwaderno. panuto. Gumamit ng ang pang-abay sa mag-aaral. Gawin
2. Sa magkabilang pang-abay sa pangungusap.) itong pasalita
gilid ng bilog ay pagbuo ng PANUTO: upang malinang
gumuhit ng maliliit na pangungusap. Salungguhitan ang kasanayan sa
tatsulok.  Pag-aayos ng ang pang-abay na wikang
3. Sa loob ng bilog, bag. ginamit at binibigkas).
gumuhit ng dalawang  Paghahanda ng kilalanin ang uri 1. Nagkaroon ng
maliliit na bilog sa sarili bago pumasok nito. proyekto ang
itaas na bahagi. sa paaralan. 1.Bigkasin mo inyong paaralan
4. Sa ibaba nito,  Paghahanda ng ang tula ni Andres tungkol sa
gumuhit ng isang sarili bago Bonifacio nang pagpapanatili ng
maliit na tatsulok. matulog. malakas. kalinisan ng
Gumuhit ng tig- 2.Tuwing umaga, paligid. Sa inyong
tatatlong pahalang na sinasanay niya pagpupulong, ano
guhit na magsisilbing ang mga linya ng ang maibibigay
balbas. pahayag sa mong mungkahi
5. Sa bandang ibaba talumpati ni na makatutulong
naman ay gumuhit ng Graciano Lopez- sa pagpapaganda
linyang pakurbang Jaena. ng inyong
pataas. 3.Doon tayo sa proyekto?
(Inaasahang ganito kantina mag-usap 2. Malaking
ang magagawa ng tungkol sa report suliranin ng
mga bata.) nating, “Kabataan inyong paaralan
ang Pag-asa ng ang kakulangan
Bayan”. ng aklat para sa
4.Umiiral ngayon baitang 5 at 6.
ang pagmamahal Maging ang
sa wikang Ingles inyong guro ay
ng ilang Pilipino. nahihirapang
5.Araw-araw, solusyonan ang
dapat ay problemang ito.
napahahalagahan Ano ang iyong
ang mga maimumungkahi
tagumpay ng sa sitwasyong ito?
batang Pinoy. 3. Nasaksihan
mong laging huli
sa pagpasok ang
iyong kaibigan
dahil marami
siyang ginagawa
sa kanilang bahay
tulad ng pag-iigib,
paglilinis ng
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Region XII
bahay at maging
pag-aalaga ng
kapatid. Ano ang
maibibigay mong
payo sa kaniya
upang
mapagtuunan
niya ng pansin
ang kaniyang
pag-aaral?
H.Paglalahat ng Gawin Mo 2 Gawin Mo 2 Gawin Natin 2 Gawin Natin 2
Aralin PANUTO: Sundin PANUTO: Piliin ang (Ipakikita ng guro (Ang guro ang
ang sasabihin kong mga pang-abay na ang larawan at tatayong host ng
hakbang at gawin ito ginamit sa talata at hayaan ang mga talk show).
sa isang buong papel. kilalanin ang uri nito. mag-aaral na PANUTO:
(1 pt sa bawat Isulat ang sagot sa bumuo ng Magkunwari na
hakbang na nagawa) kahon. pangungusap kayo ay nasa
1. Gumuhit ng Ang mula sa larawan isang talk show.
katamtamang bilog sa pagtatanggol sa gamit ang uri ng Pag-usapan ninyo
itaas na bahagi ng bayan ay isang pang-abay). ang isyu tungkol
papel. katangi-tanging gawi PANUTO: Bumuo sa pagkahumaling
2. Sa ilalim ng bilog, na dapat taglayin ng ng pangungusap ng mga kabataan
gumuhit ng patayong bawat isa sa atin sa na tumutukoy sa sa paglalaro
parihaba. tuwina upang mga larawan online tulad ng
3. Sa magkabilang masiguro ang gamit ang iba’t crossfire at dota.
gilid ng parihaba ay kapayapaan sa ating ibang uri ng pang- Ipakita rin sa
gumuhit muli ng bayan. Buong-lakas abay. usapan kung ano
pahigang parihaba. nating labanan ang ang maaaring
4. Sa ilalim ng unang pagsugpo sa 1. maimungkahi sa
parihabang ginuhit, kriminalidad at isyung
gumuhit ng dalawang maipalaganap ang tinatalakay.
paa. paggawa ng
5. Isulat sa ilalim ng kabutihan kasabay
papel kung ano ang ng taimtim na
nabuong larawan. pananalangin sa pang-abay na
(Inaasahang ito ang Poong Maykapal na pamanahon
mabubuo ng mga tayo’y gabayan at (Tunghayan ang
mag-aaral). pagpalain sa lahat ng iba pang larawan
oras. Araw-araw sa Gawin Natin
tayong magmatiyag p.2).
sa mga kakaibang
pangyayari sa ating
TAO paligid nang sa
gayon ay agarang
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Region XII
magawan ng aksyon
ang sitwasyon.
PANG-ABAY URI
1.
2.
3.
4.
5.
I.Pagtataya ng (Ipagagawa ng guro (Ipagagawa ng guro Gawin Ninyo 1 Gawin Ninyo 1
Aralin ang differentiated ang differentiated (Gugupit-gupitin PANUTO:
activity sa tatlong activity sa tatlong ng guro ang mga Humanap ng
pangkat ng mag-aaral pangkat ng mag- larawan sa Gawin kapareha. Pag-
ayon sa resulta ng aaral ayon sa resulta Ninyo p.2-3 usapan ang mga
Index of Mastery). ng Index of Mastery). upang maging sitwasyon sa
Gawain para sa Gawain para sa picture puzzle. ibaba. Isulat ang
tatlong pangkat ng tatlong pangkat ng Isulat din sa strips napagkasunduan
mag-aaral: mag-aaral. ng papel ang mga g mungkahi ng
May Kasanayan May Kasanayan salitang nakasulat kapareha sa isang
(nakakuha ng 80%- (nakakuha ng 80%- sa asul na papel.
100) 100) kahon.)
Tumutugon Tumutugon PANGKATANG (Tunghayan ang
(nakakuha ng 75%- (nakakuha ng 75%- GAWAIN: mga sitwasyon sa
79%) 79%) PANUTO: Gawin Ninyo p.6)
Nagsisimula Nagsisimula Pangkatin ang
(nakakuha ng 74%- (nakakuha ng 74%- klase sa apat.
pababa) pababa) Buuin ang picture
May Kasanayan May Kasanayan puzzle at ilagay
PANUTO: Magpaturo PANUTO: Piliin ang sa angkop na
sa iyong ina ng mga pang-abay na mga
gawaing bahay na ginamit at kilalanin pangungusap.
kaya mong gawin. ang uri nito. Kumpletuhin din
Itala ang hakbang 1. Sang-ayon akong ang mga
ayon sa ipagpatuloy ang pangungusap
pagkakasunod-sunod pagtuturo ng gamit ang mga
nito. Humandang wikang Ingles sa pang-abay na
ilahad ang nabuong ating mga nakasulat sa
hakbang sa klase. paaralan. strips. Ang unang
Tumutugon 2. Banayad na pangkat na
PANUTO: Manood sa tinalakay nila ang makatapos ng
youtube kung paano ang paksa kung sino gawain ang
wastong paraan ng dapat ang gawing siyang panalo.
paghuhugas ng kamay. pambansang
Humandang gawin ito sa bayani, si Rizal o si
klase. Bonifacio?
Nagsisimula 3. Bukas na ang
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Region XII
PANUTO: Magpatulong paglulunsad ng
sa iyong ina o programang
nakatatandang kapatid. “Kabataan, Dangal
Magpagawa ng 3 ng Bayan.”
hakbang na gawain sa 4. Natapos nang
pag-susuot ng sapatos. mabilis ang
Isulat ito sa tseklist at balagtasan.
ipabasa ito ng malakas 5. Gabi-gabi,
sa iyong ina habang maraming balitang
ginagawa mo ito. pang-ekonomiya.
Hayaang ang iyong ina Tumutugon
ang magbigay sa iyo ng PANUTO: Paano
marka. (Sundan ang isinagawa ang kilos
tseklist na iyong sa pangungusap?
gagawin sa ilalim). Isulat ang sagot sa
Mga Hakbang Nagawa patlang.
1. ______1.
2. Mahimbing na
3. natutulog ang
higante sa loob ng
kweba.
______2. Dahan-
dahang lumapit si
Bantong sa higante
habang natutulog sa
kweba.
______3. Buong
gabing nagbantay
sina Bantong sa
higante.
______4.
Pinuntahan ni
Handiong sa puso ng
kagubatan ang
mailap na si Oryol.
______5. Dahil sa
pagmamasid, napag-
alaman ni Bantong
na kapag araw, tulog
ang higante.
Nagsisimula
PANUTO: Piliin ang
pang-abay na
ginamit sa
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Region XII
pangungusap. Isulat
ang sagot sa patlang.
_____1. Noong
unang panahon, may
isang mayamang
lupaing tinatawag na
Ibalong.
_____2. Pagkatapos
ng laban, bumalik si
Baltog sa kanyag
bahay sa Tondo.
_____3. Isang gabi,
naligaw ang isang
baboy-damo sa
malawak na lupain.
_____4. Sama-sama
nilang pinatay ang
mga mababangis na
hayop sa kagubatan.
_____5. Sa gitna ng
kagubatan
naninirahan ang mga
mababangis na
nilalang.
J.Karagdagang
Gawain para sa
takdang-aralin at
remediation
V. Mga Tala
VI. Pagninilay
A.Bilang ng mag-
aaral na nakakuha
ng 80%
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
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D.Bilang ng mag-
aaral na nagpatuloy
sa remediation?
E. Alin sa mga
stratehiyang
pagtuturo ang
nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin
aang aking
naranasan na
solusyon sa tulong
ng aking
punongguro at
superbisor?
G. Anong
kagamitang panturo
ang aking nadibuho
na nais kong ibahagi
sa aking kapwa
guro?
WILMA C. CAAYA PEDY C. CANAREJO, P-1
Grade Level: V-Mahogany

DAILY LESSON LOG Teacher: Wilma C.Caaya Learning Area: SCIENCE
Teaching Dates and Time: Quarter: 3rd QUARTER Week-1
I.OBJECTIVES The learners demonstrate understanding of motion in terms of distance and time
A.Content Standards The learners should be able to propose an unusual tool or device using electromagnet that is useful for home school or community
B.Performance Standards Identify types of motion
S5FE-IIIb-2
C.Learning Identifying the types of Enumerating Factors Giving Examples of
Competencies/Objectives motion Affecting Motion Standard Units in
of Objects Measuring
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Time and Distance of
Objects in Motion
II.CONTENT Motion Motion Motion
A.References 1. Teacher’s Guide pages:
CG p32
2. Learner’s Materials pages
2.Learners’s Materials Sci-Bytes, Worktext in
pages Science 5 pp. 242 – 243
Science for Active Minds
5 p. 205
3.Textbook pages
4.Additional materials from https://youtu.be/Dqksor manila paper, metacards,
learning resource (LR) BxSKM DLP
portal
B.Other Learning Resource Video presentation, manila paper,
pictures, worksheet, metacards, DLP, strips of
marker paper
IV.PROCEDURES
A.Engagement Approach: Collaborative Activity: Let us Act! Write the word TRUE if the
Strategy: Jigsaw Inside the mystery box statement correct and
Suggested Activity: TDAR the pupil will act what is FALSE if it is not.
Encourage volunteers to written in a strip of 1. Force is pull only
share their assignment. paper. 2. Rolling, sliding and static
What is energy? What 1 kick a ball are kinds of friction
are the two types of 2. hit a marble with a 3. Motion is the change in
energy? ruler an object’s position
Balance a ball on the 3. blow the paper Activity: Word Hunt!
table. 4. flick a coin with your Look for the word about
Is the ball moving? finger measuring units. Encircle
How could we be able to 5. pull the chair each one.
move the ball? What What did pupil 1 do? Approach: Inquiry-Based
do we need to do? What did he/she apply Activity: AICDR (Ask,
to the ball? Investigate, Create, Discuss,
How about pupil #2, Reflect)
what did he/she do?
What did he/she apply
to the marble? to the
paper? to the coin? to
the chair?
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Procedure:
1. Call a small boy and a
big boy in class.
2. Ask them to push the
teacher’s table one at a
time in 10 seconds
Ask:
Who do you think was
able to push the table
farther?
Who exerted less
effort/force to pull?
Does the size of the
body affect the force to
be exerted to push
the table? Prove your
answer.
B.Exploration Activity Proper: Video- Group Activity: “Just for 1. Group
Based Instruction Fun?” reporting/Presentation of
https://youtu.be/Dqksor I. Problem: What are the the output
BxSKM factors affecting motion 2. Sharing of results of the
I. Problem: What are the of objects? activity
different types of II. Materials: three
motion? identical small toy cars
II. Materials: video about III. Procedure:
the types of motion 1. Do this activity with
III. Procedure: five groups.
1. Watch and listen to the 2. Follow the rules.
video presentation. 3. Play the game fairly.
2. Write down important Have fun!
details about the topic IV. Observation
presented in the Questions:
video. How did you find the
IV. Data Presentation activity?
V. Conclusion Was it easy to blow the
 I learned that car up to the finish line?
__________________ What strategies did your
_________________ group apply in order to
win?
Did the body built of the
group members help the
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Region XII
group to win?
V. Conclusion:
I learned that
____________________
___________
I therefore conclude
that_________________
______
C.Explanation 1. Peer sharing of 1. Group Teacher’s input through
answers reporting/Presentation PowerPoint presentation
2. Checking of of the output
worksheets 2. Sharing of results of
3. Verifying the results by the activity
replaying the video and
pause in each type
of motion
D.Elaboration The teacher leads the Teacher’s input through Brain Buster!
pupils to summarize their PowerPoint Presentation Directions: Answer the
answers in the table Activity: Let’s questions quickly.
Types of Motion Investigate! 1. A change in position with
Description I. Problem: How do relevance to a reference
1. rectilinear motion forces affect motion? point is called
Movement of an object II. Materials: coin, 2. To find the speed of an
along a feather, meter stick object, you need to know
straight line III. Procedure: _______
2. circular motion Object 1. Get a coin. Throw the and time.
moves around a fixed coin upward and let it 3. The length of time that
point fall to the ground. passes from one event to
such that its distance Observe what happens. another is When the speed
from the center 2. Slide the coin on the of an object does not
remains the same floor. Infer why the coin change, the speed
3. periodic motion slows down and Is said to be ___________
Motion that repeats itself stops. 5. To determine the
alter 3. Prepare a feather and distance travelled by an
definite time intervals a coin. Hold the feather object, the speed
4. Rolling motion and the coin 2 Is ___________ by the time.
Combination of meters Study the diagram below
rectilinear motion above the floor or .Answer the guide
and circular motion ground. Observe which questions.
Have students one will reach the Guide
demonstrate indoor ground first if you drop Questions:
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Region XII
activities. Let them the feather and the coin 1. If you wereto go to your
identify the type of at the same friend’s
motion present in each time. house, draw an arrow to
activity IV. Observation: show which route or way
1. Which object reached you’ll take that route? Why
the ground first? will you take that route?
2. What kind of force 2. If you follow the streets,
causes the coin to fall to is there more than one
the ground? route that would be the
Describe it. same?
3. Why did the coin 3. Could you go from A to B
rolling on the floor slow by shorter route and do not
down and stop? follow the streets?
4. What kind of force What did you learn today?
opposes the motion of What are the examples of
the feather. standard units in measuring
V. Conclusion: time and distance
____________________ of objects in motion?
____________________
____________________
____________________
.
Friction is useful and
sometimes harmful. In
human, friction in
Relationship means
disagreements, quarrels,
or misunderstanding.
Can you reduce friction
among family members
and friends?
E.Evaluation Identify the types of Directions: Write T if the Directions: Encircle the
motion in each activity. sentence is True and F if letter of the correct answer.
1. walking the statement is 1. Which of the following is
2. writing on the False. a measure of speed?
blackboard 1. You can tell if an A. km B. min C. m/s D. cm
3. earth moving around object moved even 2. Which is an ideal
the sun without a reference reference point?
4. ball moving on a point. A. a colored object
ground 2. An object is said to B. a nonmoving landmark
5. players playing on a have moved if it C. a person running
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football ground changed its position. D. a cloud in the sky
3. Motion takes place 3. Riza is walking along a
over time. sidewalk. Which of the
4. Position and motion following sentences is
can make sense even true.
without a frame of A. Riza is moving with
reference. respect to the building at
5. The actual position of the corner?
an object from a B. Riza is moving with
reference point is respect to another person
changed. who is walking beside
her.
C. Riza is not moving with
respect to the sidewalk.
D. Riza is not moving with
respect to the sun.
4. What is elapsed time?
A. It is the time from sun up
to sun down.
B. It is the time between
two specific events.
C. It is the final recorded
time.
D. It is the initial recorded
time.
5. A biker covers a distance
of 150 km in five hours.
What is the biker’s
speed?
A. 15km/h
B. 30 km/h
C. 45 km/h
D. 60 km/h
J.additional activities for Make a design of an Make a journal about From the school gate,
application or remediation amusement park with at factors affecting motion. create two paths between
least four different rides. two points going to our
For each ride include the room.
different types of motion. Measure the length of one
Write a reflection on of your steps, and then walk
how the amusement park these paths.
highlights the material Count the number of steps
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Region XII
discussed in the you take and record the
lesson. time it takes you to
walk each path.
1. Which path is shorter?
How long is this path in
meters?
2. Calculate your speed for
the shorter path in m/s.
3. Draw the distance-time
graph of your motion for
this path.
V.REMARKS
VI.REFLECTION
A.No. of learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80%
80% above ___ of Learners who earned 80% above 80% above above
earned 80% in the 80% above
evaluation
B.No.of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for
require additional activities
remediation remediation remediation remediation remediation
for remediation
C.Did the remedial work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up
No.of learners who have
up the lesson up the lesson the lesson up the lesson the lesson
caught up with the lesson
D.No. of learners who ___ of Learners who continue ___ of Learners who ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to
to require remediation continue to require to require remediation to require remediation require remediation
continue to require
remediation
remediation
E.Which of my teaching Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration well: ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies worked well?
___ Games ___ Group collaboration ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation ___ Games ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Power Point ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises Presentation activities/exercises activities/exercises activities/exercises
___ Discussion ___ Answering preliminary ___ Discussion ___ Discussion ___ Discussion
___ Case Method activities/exercises ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Discussion ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Case Method ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories ___ Think-Pair-Share (TPS) Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Rereading of ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama Paragraphs/ ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method Poems/Stories ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Differentiated ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Instruction Why? Why? Why?
___ Complete IMs ___ Role Playing/Drama ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Discovery Method ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Lecture Method ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Why? ___ Group member’s ___ Group member’s ___ Group member’s
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Region XII
Cooperation in doing their ___ Complete IMs Cooperation in doing their Cooperation in doing their Cooperation in doing their tasks
tasks ___ Availability of Materials tasks tasks
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in doing their
tasks
F.What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my
principal or supervisor can __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
helpme solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G.What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did
__ Making use big books from __ Making use big books __ Making use big books from __ Making use big books from __ Making use big books from
used/discover which I wish views of the locality from views of the locality views of the locality views of the locality
to share with other __ Recycling of plastics to be views of the locality __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used
teachers? used as Instructional Materials __ Recycling of plastics to used as Instructional Materials used as Instructional Materials as Instructional Materials
__ local poetical composition be used as Instructional __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards Materials __Fashcards __Fashcards __Fashcards
__Pictures __ local poetical __Pictures __Pictures __Pictures
composition
__Fashcards
__Pictures

Grade Level: VI
DAILY LESSON LOG Teacher: Wilma C.Caaya Learning Area: TLE
Teaching Dates and Time: Quarter: 3rd QUARTER Week-1
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Region XII
I.OBJECTIVES
A.Content Standards Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
B.Performance Standards Performs necessary skill in enhancing/ decorating finished products
C.Learning Competencies/ Discusses the importance and methods of enhancing/decorating bamboo, wood, and metal
Objectives products (TLE6IA‐0a‐1)
II.CONTENT Enhancing/ decorating finished products
A.References
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
IV.PROCEDURES
A.Reviewing previous lesson or presenting Ask : What are the most Ask : What are the most
the new lesson widely used techniques in widely used techniques in
enhancing bamboo and enhancing metal craft
wood products ? products ?
B.Establishing a purpose for the lesson Intro: Ask:
There are many different 1. Are there metal craft
industrial ways or methods shops present in your
to enhance and decorate communities?
bamboo, wood, and metal 2. What techniques do
products. These methods you mostly see while
help improve not only the they work on their
quality of our products but products?
also the life of the families
engaged in various livelihood
activities. Enhancing is
carried out basically to
improve the aesthetics and
the functional properties of
a material.
Ask:
1. Are there wooden
furniture shops present
in your communities?
2. What techniques do you
mostly see while they
work on their products?
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Region XII
C.Presenting Examples/ instances of the new Discuss with the learners
lesson the usual techniques being
used in furniture shops
based on their observations
from their community
D.Discussing new concepts and practicing Refer to Activity Sheet No. 1 Refer to Activity Sheet No. 2 Refer to Activity Sheet No.
new skills #1 – (attached) ‐ Puzzle 3 – Learning Stations
Pair and Share (attached) (attached)
E.Discussing new concepts and practicing
new skills #2
F.Developing Mastery
G.Finding Practical application of concepts Ask: What are some of the Ask: What are some of the Ask: What do you think
and skills in daily living sample products in bamboo sample products in metal now are the essence of
and woodcraft? craft? knowing the various ways
(Expected answers : (Expected answers: of enhancing wood and
Bamboo lamp, bamboo Accessories, pen holder, metal crafts ?
bottle holders, bamboo wind chimes, etc.
plant box, desktop
organizer, candle holder,
furniture, etc.
H.Making generalization and abstraction Ask : How important is the Ask : How important is the Ask:
about the lesson knowledge on the different knowledge on the different 1. If you are interested in
techniques on enhancing techniques on enhancing craft designing and
the beauty of bamboo and the beauty of metal crafts ? production, which will
woodcrafts ? you choose, wood crafts
or metal craft?
2. In the Philippines, which
do you think should be
given focus, wood or
metal crafts ?
I.Evaluating learning Ask the learners to Ask the learners to Ask: After knowing the
enumerate the wood craft enumerate the metal craft different techniques on
enhancing techniques enhancing techniques how to improve or
enhance wood and metal
products, what effects do
you think it will do to a
products’ marketability?
J.additional activities for application or Before the session ends: Tell the learners to conduct Reminder:
remediation ‐ Break the class into subgroups a survey (group of three (3) What sort of wood /metal
with 5 members on: products did you found in
per group.  What types of finishing your homes, and your
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Region XII
‐ Let them choose a processes does wood and group is planning to work
leader and a metal craft artisans in on as an application of the
secretary/documenter their communities used to
Say: Think/look for any enhance their products three
wood or metal products in
your home. Think of ways
on how to enhance or
improve its appearance.
‐ Bring the following for our
two (2) day activity
(Thursday & Friday):
‐ Old wooden or metal
product in your homes
‐ Any material that can
be used to
enhance/improve the
chosen product
o gift wrapper, glitters,
spray paint, etc.
o Small wood/metal
glue
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
above ___ of Learners who earned 80%
evaluation above
B.No.of learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for remediation additional activities for remediation activities for remediation activities for remediation activities for remediation
activities for remediation
C.Did the remedial work? No.of learners who ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
have caught up with the lesson
lesson lesson lesson lesson
D.No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
require remediation require remediation remediation remediation require remediation
remediation
E.Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work?
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
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Region XII
F.What difficulties did I encounter which my __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principal or supervisor can helpme solve?
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G.What innovation or localized materials did Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
used/discover which I wish to share with
other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as


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Republic of the Philippines

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Mga larawang kuha gamit ang

E.Pagtatalakay ng bagong Magkaroon ng talakayan

NOTE: References should have Bookmarks

Grade Level: VI-Rizal & Bonifacio

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

NOTE: References should have Bookmarks

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

NOTE: References should have Bookmarks

Grade Level: VI-

B.Performance Standards Analyzes text types to effectively understand information/message(s)

NOTE: References should have Bookmarks

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

G.Paglalapat ng Gawin Mo 1 Gawin Mo 1 Gawin Natin 1 Gawin Natin 1

Grade Level: V-Mahogany

NOTE: References should have Bookmarks

NOTE: References should have Bookmarks

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