Grades 1-5 English Lesson on Fact vs Opinion

GRADES 1 to 12 School KALANGAHAN ELEMENTARY SCHOOL Grade Level FIVE
DAILY LESSON LOG Teacher MELLANIE A. TAMARES Learning Areas ENGLISH

Teaching Dates and Time November , 2017 Quarter III/WEEK 1
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The learner…. The learner…. The learner…. The learner…. Weekly test
listens critically to different text types; listens critically to different text types; listens critically to different text types; listens critically to different text types;
expresses ideas logically in oral and expresses ideas logically in oral and written expresses ideas logically in oral and expresses ideas logically in oral and
written forms; needs. forms; needs. written forms; needs. written forms; needs.
B. Performance Standards The learner... The learner... The learner... The learner...
demonstrates interest in reading to meet demonstrates interest in reading to meet demonstrates interest in reading to meet demonstrates interest in reading to meet
various various various various
C. Learning Competencies/Objectives Distinguish fact from opinion - Infer the meaning of unfamiliar words - Infer the meaning of words based on -Compose clear and coherent sentences
Write the LC code for each Observe politeness at all times (Compound) based on given context clues given context clues (Synonyms and using appropriate grammatical
EN5LC-IIIa-2.10 - Read grade level text with accuracy, Antonyms) EN5G-IIIa-7.3.1
EN5A-IIIa-16 appropriate rate and proper expression - Show tactfulness when communicating
- Observe politeness at all times with others
CG PP 109 EN5V-IIIa-20.3 EN5V-IIIa-20.4
EN5F-IIIa-1.3 EN5A-IIIa-17
EN5A-IIIa-16
CG PP 109 CG PP 109
CG PP 109
II. CONTENT Distinguishing Fact from Compound Words (Vocabulary Development) Synonyms and Antonyms (Vocabulary Composing clear and coherent sentences
Opinion ( Listening ) Development) using appropriate grammatical structures
(Preposition)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Lesson Guide in Elementary English pp. Lesson Guide In English 5 pp. 103-104 Lesson Guides in Elementary English 5 English Expressways: Reading and
33 – 35 Google Images pp. 117-121 Language (Teacher’s Manual) pp. 185 –
English Expressways (Textbook in 188
Reading) pp.215-216 English Expressways:Language (Text
Google Images book for Grade 5) pp. 243 – 251
http://shortschoolstories.blogspot.com/
2013/04/grammer-prepositions.html
http://www.learnenglishtoday.com/
lessons/lesson_contents/grammar/
prepositions.html
http://grammar.yourdictionary.com/
games-puzzles-and-worksheets/
preposition-
games.html#LuD6UpO80DEIFGxU.99
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources metacards, strip of paper rolled with picture, strip of cartolina, realia topic wheel, puzzle, poem realia, pictures, chart of prepositions
ribbon, box, manila paper, pentel pen
IV. PROCEDURES
A. Reviewing previous lesson or Game: Pick out a strip ( rolled with Study the picture. Tell something about it. A. Setting the Stage Directions: The teacher will show pictures
presenting the new lesson ribbon ) with a statement stating a fact or 1. What are the following pastries/cakes made 1.Use a topic wheel. Answer the question showing the use of prepositions. The
an opinion inside a box. Those who picked of? at the center. pupils will analyze the different positions
an opinion should go to the left side; those 2. List down some ingredients in making of the mouse on the image.
who picked a fact should go to the right cupcakes or pancakes/applesauce etc.
side. Pupils who did not get it correctly
should recite a poem or a dance number.
* Boats never sink.

* Ice is cold.
* Three is not a number between two and
four.
* All people can read.
* A kitten grew up to be a cat.
* You should brush your teeth.
* A baby cannot count one to ten.
* Rich people are happy.
B. Establishing a purpose for the lesson Infer the meaning of unfamiliar words 2. Distribute each letter to pupils. Ask The teacher will show the chart of
(Compound) based on given context clues them to rearrange the letters and give the preposition and explain the meaning and
Read grade level text with accuracy, meaning of the word. They will stand in use of each
appropriate rate and proper expression front with the letter. (Encourage the
pupils to give other meanings of the given
word)
(lovely) LYVELO
_________ 1. beautiful
(elegant) GEELTAN
_________2. graceful
(adaptable) EAAADPTLB
_________3. pliant
(fragrant) TRANFRAG
________ 4. sweet
(shining) NIIHGSN
________ 5. sparkling
C. Presenting examples/instances of the 1. Say: I have here a paragraph to read 1. I have here a paragraph. Please read orally. 1. I have here a poem. Please read orally. The teacher will ask the pupils to choose
new lesson with you. Follow the proper reading with accuracy, Follow the proper reading with the appropriate preposition to complete
2. Read the paragraph to the pupils. appropriate rate and proper expression. accuracy,appropriate rate and proper each sentence. Choose from the word
3. Comprehension check-up expression. bank below
4. Ask them to distinguish fact from 2. Read the paragraph.
opinion. One Sundayafternoon, Julian, the
baker is busy making cupcakes and cooking
Listen to the following paragraphs. pancakes. Celia, his helper is busy packing
a. Jose works with animals. In fact, he applesauce and strawberry jam. They will
spends every spare moment in a bri2ng these to Chinatown where anybody can
neighborhood pet store. After school, he buy them anytime.
helps feed the animals and clean their
cages. He spends a lot of time training the 3. Comprehension check-up
animals so that they could get along with a. Who is Julian?
people. b. What is the work of the baker?
b. Jose believes that being a veterinarian c. What does Celia pack?
and working with animals would be a d. When did the story happen?
wonderful thing for him to do when he e. If you were a baker what bread would you
grows up. He thinks that he will become prefer to bake?
an excellent veterinary doctor in the future. 4. Ask them to pick out the different
Which paragraph expresses truth or fact? compound words from paragraph mentioned
above
D. Discussing new concepts and Let the pupils read sentences Modeling for Pupils MY NATIVE LAND
practicing new skills #1 distinguishing fact from opinion. 1. Look for the underlined words in our story. by: Esmeraldo B. Pascua
a. A forest is the best place to relax. 2. Read the two words found in each word.
b. Forests protect our wildlife and provide How beautiful are her mountains grand
homes, food and water to animals and Sunday =sun + day The peaceful valleys between
birds. afternoon=after + noon Her sparkling sun and cooling rains
c. Trees prevent flood that can kill people cupcakes =cup + cakes That bathe the fertile plains –
and crops. pancakes =pan + cakes
d. From these forests come wood for applesauce=apple + sauce
houses, telephone posts, electric light How graceful are her stately plains
strawberry=straw + berry Her towering emerald trees
polesand many other things. Chinatown=China + town
e. Forest fires can be prevented. How pliant her rustling bamboos green
anybody =any + body Dancing blissfully in the breeze –
Fact – is a statement which experiences anytime =any + time
and experiments have proven to be true. How pretty her white sampaguitas
Opinion – is a view or guess which may or And fragrant orchids so rare
may not be true. Clue words like Compound Word – comes from two different How modest and sweet her daughters
think,believes, feel, must be, must and words that have been put together to form Who harvest the golden grain –
probably, seems often signal opinion. anew word with a new meaning.
How I love her rainbow birds
Her blue skies and sparkling waves
How I love this dear Philippines
Home on this troubled earth.
E. Discussing new concepts and Fact – is a statement which experiences Comprehension check-up
practicing new skills #2 and experiments have proven to be true. a. What are found between
Opinion – is a view or guess which may or grand mountains?
may not be true. Clue words like b. How will you describe the
think,believes, feel, must be, must and plains?
probably, seems often signal opinion.1. c. Explain why bamboos are
The teacher will direct the pupils to write pliant.
at least 2 sentences distinguishing factfrom d. Compare the sampaguitas
opinion. and the orchids.
e. Can you name three things
you love most in our country?
F. Developing mastery 2. Group Activity a. Group the pupils accordingly Directions: The teacher will ask the pupils Directions: The teacher will ask the pupils
(Leads to Formative Assessment 3) a. The pupils will group into five. b. The b. Explain the directions of the activity to copy the words that is spelled correctly. to read the short paragraph below. Let
teacher will explain the Directions of the 3. Activity proper gloruious glorious them analyze the use of prepositions in
activity. Directions: Let’s make compound words. gloriouos sentences.
c. There are metacards where the sentences Write the compound word on the blank before resplendent
of fact and opinion are written. its meaning. resplenden Maria is walking on the grass. Riaz is
d. The group will distinguish whether the _____________________ 1. store where rescplendent walking on the foot-path.A boy and a girl
sentences are fact or opinion by pasting it books are sold verdant verdent are running across the road.It is not
in the proper heading. _____________________ 2. marker placed vardent safe.They should look right and left and
3. Activity proper. between the pages of the book plaintive pliantiv then cross the road.They are going to
Sentences: _____________________ 3. a set of shelves plaintive school.They are late for school.They are
a. I love water. or cabinet for holding books boundlhes boundiless all in a hurry.The school begins at
b. Drink about 6-8 glasses of water each _____________________ 4. person who boundless half past seven.The children are in the
day to be healthy and strong. spends much time reading a book class room.They are putting their bags
c. Animals need water to survive. _____________________ 5. used to protect on desk. They are sitting on their chair.
d. Some plants can live without water. the eyes from the sun’s glare The teacher in coming into the class
e. Clean water is pure. room.The children are looking at the
teacher.She is writing on the black
board.She is writing with a piece of chalk.
Zia is late.He is walking into the class
room.
G. Finding practical applications of F. READ AND LEARN Pick out the compound words from the 1. The teacher will ask the pupils to use
concepts and skills in daily living Directions:Read each statement and then sentences. the following words from the poem in
circle whether it is a fact or opinion. 1. Daylight begins at early morning. sentences
Explain your 2. We put all our toys in the playroom. 2. Group Activity:
answer. 3. I got sunburn when we went to the beach. a. The pupils will be grouped
1. The fastest land dwelling creature is the 4. The teacher told the pupils to underline the into five
Cheetah. correct answer. b. The teacher will explain the
Fact or Opinion Explain: 5. We have P.E. in the afternoon. activity
2. The ugliest sea creature is the manatee. Group Activity
Fact or Opinion Explain: Directions: Make a list of 5 synonym or
3. Oranges contain both calcium and antonym word pairs. Use each pair in a
vitamin C. sentence.
Fact or Opinion Explain: Examples:
4. Diamonds are the hardest substance on sad and unhappy
Earth. mistake and error
Fact or Opinion Explain: sleepy and drowsy
5. McDonalds sells more hamburgers than perhaps and maybe
any other restaurant chain in the world. Groups 1-3: Synonyms
Fact or Opinion Explain: Groups 4-5: Antonyms
H. Making generalizations and What have you learned from today’s What have you learned from today’s lesson? *Synonyms – words that have similar What have you learned from today’s
abstractions about the lesson lesson? Give other examples of compound words meaning lesson?
*Antonyms – words that have
opposite meaning
I. Evaluating learning Directions: Distinguish fact from opinion. Read each sentence and fill in the blank with a Directions: Identify the words that have
Write F if the sentences express fact and compound word. Choose your answer below. similar meaning or opposite meaning of
O if it is anopinion on the blank before the each underlined words.
number. 1. The ____________________did their best 1. The grand mountains are beautiful.
______ 1. From birth to adulthood, we to save the burning building. a. attractive c. elegant
grow physically, intellectually, and 2. Please go to the b. marvelous d. radiant
emotionally. ___________________________ for some 2. How graceful are her stately plains!
______ 2. According to many, girls mature medicine. a. willowy c. delicate
earlier than boys do. 3. Grandfather went to the barber shop for a b. obedient d. refined
______ 3. I guess growing up has many _____________________________. 3. How sweet and modest are her
challenges. 4. We will go to the daughters who harvest the golden grain!
______ 4. During adolescence, boys grow ____________________________to harvest a. darling c. harmonious
to manhood and girls develop into fruits and vegetables. b. pure d. fragrant
womanhood. 5. I have ________________________maybe 4. How graceful are her towering emerald
______ 5. Maybe, I would look like my because I ate too much. trees!
mother. haircut firemen stomachache a. brief c. tiny
drugstore backyard cornfield b. little d. low
5. How I love this dear Philippines, home
on this troubled earth!
a. peaceful c. dignified
b. restful d. gracious
J. Additional activities for application 1. The pupils will write the compound word
or remediation that mean the following:
_______________________ bell by the door
_______________________ ache or pain at
the back of the body
_______________________ cake fried on a
pan
_______________________ room where
classes are held
_______________________ cloth to cover
V. REMARKS
VI. REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
evaluation objective. objective. objective. objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
activities for remediation answering their lesson. their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering their ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in
their lesson. lesson. their lesson. their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills and lack of knowledge, skills and interest about because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge,
interest about the lesson. the lesson. interest about the lesson. interest about the lesson. skills and interest about the lesson.
___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the
despite of some difficulties encountered despite of some difficulties encountered in despite of some difficulties encountered despite of some difficulties encountered lesson, despite of some difficulties
in answering the questions asked by the answering the questions asked by the teacher. in answering the questions asked by the in answering the questions asked by the encountered in answering the
teacher. teacher. teacher. questions asked by the teacher.
___Pupils mastered the lesson despite of
___Pupils mastered the lesson despite of limited resources used by the teacher. ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson
limited resources used by the teacher. limited resources used by the teacher. limited resources used by the teacher. despite of limited resources used
___Majority of the pupils finished their work by the teacher.
___Majority of the pupils finished their on time. ___Majority of the pupils finished their ___Majority of the pupils finished their
work on time. work on time. work on time. ___Majority of the pupils finished
___Some pupils did not finish their work on their work on time.
___Some pupils did not finish their work time due to unnecessary behavior. ___Some pupils did not finish their work ___Some pupils did not finish their work
on time due to unnecessary behavior. on time due to unnecessary behavior. on time due to unnecessary behavior. ___Some pupils did not finish their
work on time due to unnecessary
behavior.
C.Did the remedial work? No.of learners ___ 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%
who have caught up with the lesson above
D.No. of learners who continue to 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
remediation activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work?
____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson lesson the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
principal or supervisor can helpme solve? remediation remediation remediation remediation require remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
used/discover which I wish to share with
other teachers? ___Metacognitive Development: ___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
Examples: Self assessments, note taking Self assessments, note taking and studying Examples: Self assessments, note taking Examples: Self assessments, note taking Examples: Self assessments, note
and studying techniques, and vocabulary techniques, and vocabulary assignments. and studying techniques, and vocabulary and studying techniques, and vocabulary taking and studying techniques,
assignments. ___Bridging: Examples: Think-pair-share, assignments. assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, ___Bridging:Examples: Think-pair-
quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. share,quick-
writes,andanticipatorycharts.
___Schema-Building: Examples: Compare and __Schema-Building: Examples:
___Schema-Building: Examples: Compare contrast, jigsaw learning, peer teaching, and ___Schema-Building: Examples: Compare ___Schema-Building: Examples: Compare
Compare and contrast, jigsaw
and contrast, jigsaw learning, peer projects. and contrast, jigsaw learning, peer and contrast, jigsaw learning, peer learning, peer teaching, and
teaching, and projects. teaching, and projects. teaching, and projects. projects.
___Contextualization: ___Contextualization:
___Contextualization: ___Contextualization: ___Contextualization: Examples: Demonstrations, media,
Examples: Demonstrations, media,
Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local opportunities.
opportunities. opportunities. opportunities. ___Text Representation:
___Text Representation: Examples: Student created

___Text Representation: ___Text Representation: ___Text Representation: drawings, videos, and games.
Examples: Student created drawings, videos,
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Modeling: Examples: Speaking
and games.
videos, and games. videos, and games. videos, and games. slowly and clearly, modeling the
___Modeling: Examples: Speaking slowly and language you want students to use,
___Modeling: Examples: Speaking slowly clearly, modeling the language you want ___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly and providing samples of student
and clearly, modeling the language you students to use, and providing samples of and clearly, modeling the language you and clearly, modeling the language you work.
want students to use, and providing student work. want students to use, and providing want students to use, and providing Other Techniques and Strategies
samples of student work. samples of student work. samples of student work. used:
Other Techniques and Strategies used: ___ Explicit Teaching

Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Explicit Teaching ___ Group collaboration
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___Gamification/Learning throuh
___ Group collaboration ___ Group collaboration ___ Group collaboration play
___Gamification/Learning throuh play
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Answering preliminary
___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary activities/exercises
activities/exercises
activities/exercises activities/exercises activities/exercises ___ Carousel
___ Carousel
___ Carousel ___ Carousel ___ Carousel ___ Diads
___ Diads
___ Diads ___ Diads ___ Diads ___ Differentiated Instruction
___ Differentiated Instruction
___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___ Role Playing/Drama
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Lecture Method
___ Lecture Method Why? ___ Lecture Method ___ Lecture Method Why?
Why? ___ Complete IMs Why? Why? ___ Complete IMs
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Availability of Materials
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s
___ Group member’s collaboration/cooperation ___ Group member’s ___ Group member’s collaboration/cooperation
collaboration/cooperation in doing their tasks collaboration/cooperation collaboration/cooperation in doing their tasks
in doing their tasks ___ Audio Visual Presentation in doing their tasks in doing their tasks ___Audio Visual Presentation
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson
of the lesson of the lesson of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
School Head
GRADES 1 to 12 KALANGAHAN ELEMENTARY SCHOOL Baitang/Antas IKALIMA
DAILY LESSON LOG Paaralan
(Pang-araw-araw na
MELLANIE A. TAMARES Asignatura ESP
Tala sa Pagtuturo) Guro
NOBYEMBRE , 2017 Markahan IKATLO/UNANG LINGGO

Petsa/Oras
Lunes Martes Miyerkules Huwebes Biyernes
I. LAYUNIN Nakapagpapakita ng mga kanais-nais ba kaugaliang Pilipino
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa Lingguhang Pagsusulit
kahalagahan nang pagpapakita ng mga kahalagahan nang pagpapakita ng mga kahalagahan nang pagpapakita ng kahalagahan nang pagpapakita ng mga
natatanging kaugaliang Pilipino, natatanging kaugaliang Pilipino, mga natatanging kaugaliang natatanging kaugaliang Pilipino,
pagkakaroon ng disiplina pagkakaroon ng disiplina Pilipino, pagkakaroon ng pagkakaroon ng disiplina
disiplina
B. Pamantayan sa Pagaganap Naisasagawa nang may disiplina sa sarili Naisasagawa nang may disiplina sa sarili Naisasagawa nang may disiplina Naisasagawa nang may disiplina sa sarili at
at pakikiisa sa anumang alituntuntunin at at pakikiisa sa anumang alituntuntunin at sa sarili at pakikiisa sa anumang pakikiisa sa anumang alituntuntunin at batas
batas na may kinalaman sa bansa at batas na may kinalaman sa bansa at alituntuntunin at batas na may na may kinalaman sa bansa at global na
global na kapakanan global na kapakanan kinalaman sa bansa at global na kapakanan
kapakanan
C. Mga Kasanayan sa Pagkatuto (Isulat Nakapagpapakita ng mga kanais-nais ba kaugaliang Pilipino
ang code ng bawat kasanayan)  Tumulong/lumalahok sa kabayanihan at palusong (EsP5PPP - IIIa - 23)
II. NILALAMAN Pagkakaroon ng Disiplina
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-

Mag-aaral
3. Mga pahina sa Teksbuk Wastong Pag-uugali sa Makabagong Wastong Pag-uugali sa Makabagong Wastong Pag-uugali sa Wastong Pag-uugali sa Makabagong
Panahon Panahon Makabagong Panahon Panahon
4. Karagdagang Kagamitan mula sa

portal ng Learning Resource
B. Iba pang Kagamitang Panturo Tsart, manila paper Tsart, manila paper Tsart, manila paper Tsart, manila paper
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Itanong: Ano ang mga magagndang Pag-usapan muli ang tula. Pag – usapan ang ginawang
at/o pagsisimula ng bagong aralin kaugaian ang nakuha ninyo sa mga Pangkatang Gawain.
nakaraang aralin natin?
B. Paghahabi sa layunin ng aralin 1. Ipabasa at ipaunawa ang tula
na nasa kagamitan ng mag- aaral
C. Pag-uugnay ng mga halimbawa sa
bagong aralin
D. Pagtatalakay ng bagong konsepto at Sagutin ang mga sumusunod na tanong: Gumupit ng puso sa bond paper.
paglalahad ng bagong kasanayan #1 1. Ano ang isang magandang Magbalik-tanaw ka. Isipin ang
ugali na dapat ibigay sa kapwa? mga taong nakasalamuha mo na
2. Bakit kailangang tumulong sa iyong nabigyan na ng tulong..
kapwa? Isulat ito sa isang bahagi ng puso
3. Kailan tayo dapat tumulong na iyong ginupit. Sa kabilang
kapwa? bahagi naman ay isulat kung ano
4. Dapat bang tumulong ng ang ginawa mo upang
pabigla-bigla? matulungan ang taong ito.
E. Pagtatalakay ng bagong konsepto at Ipasagot ang sumusunod:
paglalahad ng bagong kasanayan #2 1. Mahalaga ba ang
pagtutulungan sa ating sambayanan?
2. Ano ang damdamin ng taong
nakatutulong sa kapwa niya?
3. Dapat bang ipagdamot ang
iyong tulong?
4. Ang mga Pilipino ba ay likas
na matulungin?
5. Ikaw ba ay matulungin din?
Sa paanong paraan?
F. Paglinang sa Kabihasan Gawain 1
(Tungo sa Formative Assessment) Isulat kung Tama o Mali ang
isinasaad ng pangungusap. Ilagay ang
sagot sa sagutang papel.
G. Paglalapat ng aralin sa pang-araw-  Matapos gawin ng mga mag-
araw na buhay aaral ang Gawain 1, iproseso
ang kanilang mga sagot.
 Muling Itanong sa kanila
kung anong, pagpapahalaga
ang kanilang naipakita sa
paraan ng pagtulong o
bayanihan.
 Matapos ang Gawain ay
pangkatin sa tatlong pangkat
ang mga mag-aaral para sa
Gawain 2, upang maproseso
ang kanilang sagot. Gabayan
sila sa pagbubuod ng mga
sagot.
 Sa pangkatang Gawain
magkaroon ng mga disiplina
ang bawat grupo.
H. Paglalahat ng Arallin TANDAAN NATIN:
Ang pagtulong ay di masama
Kung sa palagay mong ito’y tama
Huwag tumulong sa tamad
Hayaang sila’y magsumikap.
I. Pagtataya ng Aralin Basahin at tapusin ang mga pangungusap. Isulat ang tama o mali.
Isulat ang sagot sa inyong sagutang papel. 1. Tumutulong lamang
Ako ay dapat tumulong kung may kapalit na kabayaran.
sapagkat________________________. 2. Tumulong nang
Di ako dapat maghintay ng kapalit sa aking kusang-loob.
mga itinulong 3. Isapuso lagi ang
sapagkat_____________________. pakikipagtulingan sa kapwa
4. May kagantihang
pagpipintay para sa taong
matulungin.’
5. Tumulong lang
minsan at huwag nang sundan.
J. Karagdagang gawain para sa takdang- Sumulat ng isang maikling
aralin at remediation sanaysay tungkol sa paksang
“Ang pagtulong sa kapwa ay
pagmamahal sa Diyos”.
Isulat ang iyong sanaysay sa bond
paper.
IV. Mga Tala
V. Pagninilay
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to ___Lesson carried. Move on to the next ___Lesson carried. Move on to
pagtatayao. objective. objective. the next objective. objective. the next objective.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery
B.Bilang ng mag-aaralna nangangailangan ng ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties
iba pang Gawain para sa remediation answering their lesson. answering their lesson. difficulties in answering their answering their lesson. in answering their lesson.
lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in
their lesson. their lesson. ___Pupils found difficulties in their lesson. answering their lesson.
answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the
because of lack of knowledge, skills and because of lack of knowledge, skills and ___Pupils did not enjoy the of lack of knowledge, skills and interest lesson because of lack of
interest about the lesson. interest about the lesson. lesson because of lack of about the lesson. knowledge, skills and interest
knowledge, skills and interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the lesson, about the lesson. ___Pupils were interested on the lesson,
lesson, despite of some difficulties despite of some difficulties encountered despite of some difficulties encountered in ___Pupils were interested on
encountered in answering the questions in answering the questions asked by the ___Pupils were interested on answering the questions asked by the the lesson, despite of some
asked by the teacher. teacher. the lesson, despite of some teacher. difficulties encountered in
difficulties encountered in answering the questions asked by
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of answering the questions asked ___Pupils mastered the lesson despite of the teacher.
of limited resources used by the limited resources used by the teacher. by the teacher. limited resources used by the teacher.
teacher. ___Pupils mastered the lesson
___Majority of the pupils finished their ___Pupils mastered the lesson ___Majority of the pupils finished their despite of limited resources used
___Majority of the pupils finished their work on time. despite of limited resources work on time. by the teacher.
work on time. used by the teacher.
___Some pupils did not finish their work ___Some pupils did not finish their work ___Majority of the pupils ___Some pupils did not finish their work on ___Majority of the pupils finished
on time due to unnecessary behavior. on time due to unnecessary behavior. finished their work on time. time due to unnecessary behavior. their work on time.
___Some pupils did not finish ___Some pupils did not finish
their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior.
C.Nakatulong ba ang remedial? Bilang ng mag- ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned
aaral na nakaunawa sa aralin. 80% above 80% above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation activities for remediation activities for remediation additional activities for additional activities for remediation additional activities for
remediation remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong?
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up the lesson ____ of Learners who caught
lesson lesson up the lesson up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue ___ of Learners who continue to require ___ of Learners who continue to
solusyunansa tulong ng aking punungguro at require remediation remediation to require remediation remediation require remediation
superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ko
guro? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive ___Metacognitive Development: ___Metacognitive Development:
Examples: Self assessments, note taking Examples: Self assessments, note taking Development: Examples: Self Examples: Self assessments, note taking Examples: Self assessments, note
and studying techniques, and and studying techniques, and vocabulary assessments, note taking and and studying techniques, and vocabulary taking and studying techniques,
vocabulary assignments. assignments. studying techniques, and assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, vocabulary assignments. ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory quick-writes, and anticipatory charts. ___Bridging: Examples: Think- quick-writes, and anticipatory charts. share, quick-writes, and
charts. pair-share, quick-writes, and anticipatory charts.
anticipatory charts.
___Schema-Building: Examples: Compare ___Schema-Building: Examples: Compare
___Schema-Building: Examples: and contrast, jigsaw learning, peer and contrast, jigsaw learning, peer teaching, ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, teaching, and projects. ___Schema-Building: and projects. Compare and contrast, jigsaw
peer teaching, and projects. Examples: Compare and learning, peer teaching, and
contrast, jigsaw learning, peer projects.
___Contextualization: teaching, and projects. ___Contextualization:
___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media,
Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local opportunities. opportunities. Examples: Demonstrations, media,
opportunities. Examples: Demonstrations, manipulatives, repetition, and local
media, manipulatives, opportunities.
repetition, and local ___Text Representation:
___Text Representation: ___Text Representation: opportunities. ___Text Representation:
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, Examples: Student created
videos, and games. videos, and games. videos, and games. drawings, videos, and games.
___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking
slowly and clearly, modeling the and clearly, modeling the language you Examples: Student created and clearly, modeling the language you slowly and clearly, modeling the
language you want students to use, and want students to use, and providing drawings, videos, and games. want students to use, and providing language you want students to use,
providing samples of student work. samples of student work. ___Modeling: Examples: samples of student work. and providing samples of student
Speaking slowly and clearly, work.
modeling the language you Other Techniques and Strategies
Other Techniques and Strategies used: Other Techniques and Strategies used: want students to use, and Other Techniques and Strategies used: used:
providing samples of student
___ Explicit Teaching ___ Explicit Teaching work. ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Other Techniques and ___Gamification/Learning throuh

___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play
Strategies used: play
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Explicit Teaching ___ Answering preliminary
activities/exercises activities/exercises activities/exercises
___ Group collaboration activities/exercises
___ Carousel ___ Carousel ___ Carousel
___Gamification/Learning ___ Carousel
___ Diads ___ Diads throuh play ___ Diads
___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Role Playing/Drama
___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Carousel ___ Discovery Method
___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Diads ___ Lecture Method
___ Lecture Method
Why? Why? ___ Differentiated Instruction Why?
Why?
___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Complete IMs
___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Availability of Materials
___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Why? ___ Group member’s
___ Group member’s
collaboration/cooperation collaboration/cooperation ___ Complete IMs collaboration/cooperation
collaboration/cooperation
in doing their tasks in doing their tasks ___ Availability of Materials in doing their tasks
in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Audio Visual Presentation
___ AudioVisual Presentation
of the lesson of the lesson ___ Group member’s of the lesson
of the lesson
___ Audio Visual Presentation
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
School Head
Grade 5 Paaralan KALANGAHAN ELEM. SCH. Baitang/Antas Ikalima
Daily Lesson Log Guro MELLANIE A. TAMARES Asignatura Filipino

(Pang-araw-araw na Pagtuturo) Petsa/ oras Oktubre 30-Nob 3, 2017 Markahan Ikatlong Markahan
3rdQ– Unang Linggo LUNES/Oct 30 MARTES/Oct 31 MIYERKULES/Nov 1 HUWEBES/Nov 2 BIYERNES/Nov 3

I. LAYUNIN
1. Naipamamalas ang iba’t ibang 1.Naipamamalas ang kakayahan
kasanayan upang maunawaan ang iba’t at tatas sa pagsasalita sa
ibang teksto pagpapahayag ng sariling idea,
2.Naisasagawa ang mapanuring pagbasa kaisipan, karanasan at
sa iba’t ibang uri ng teksto at damdamin
napapalawak ang talasalitaan 2. Napauunlad ang kasanayan
A. Pamantayang 3.Naipamamalas ang kakayahan at tatas sa pagsulat ng iba’t ibang uri ng
Pangnilalaman sa pagsasalita sa pagpapahayag ng sulatin
sariling idea,kaisipan, karanasan, at 3. Naipamamalas ang
damdamin pagpapahalaga at kasanayan sa
4.Naipamamalas ang kakayahan sa paggamit ng wika sa
mapanuring pakikinig at pag-unawa sa komunikasyon at pagbasa ng
napakinggan iba’t ibang uri ng panitikan
1.Nakagagawa ng nakalarawang 1.Nakagagawa ng isang ulat o
balangkas upang maipahayag ang nakalap panayam
na impormasyon o datos 2. Nakasusulat ng isang tula o
2.Nakabubuo ng timeline ng binasang kwento at talatang naglalahad
teksto, napagsunod-sunod ang mga ng opinion o reaksyon
B. Pamantayan sa hakbang ng isang binasang proseso, at 3.Napahahalagahan ang wika at
Pagganap nakapagsasaliksik gamit ang kard katalog panitikan sa pamamagitan ng
o OPAC pagsali sa usapan at kakayahan,
3.nakagagawa ng isang ulat o panayam sa paghiram sa aklatan,
4.Nakpag-uulat ng impormasyong pagkukwento, pagsulat ng tula
napakinggan at nakabubuo ng balangkas at kwento
ukol dito
1.Nabibigyang-kahulugan ang isang 1.Nagagamit ang Pang-abay sa
poster paglalarawan ng kilos
2.Naibibigay ang kahulugan ng salitang 2.Nakasusulat ng simpleng
C. Mga Kasanayan sa pamilyar at di-pamilyar sapamamagitan patalastas
Pagkatuto (Isulat ang ng depinisyon 3.Naipagmamalaki ang sariling
code ng bawat 3.Nailalarawan ang tauhan batay sa wika sa pmamagitan ng
kasanayan) ikinilos o gawi paggamit nito
4.Naiuugnay ang sariling karanasa sa
napakinggan texto
II. NILALAMAN Paggawa ng IM’s Special non-working holiday All Saints’ Day Pagkakaisa sa Bayanihan Pagkakaisa sa Bayanihan
III. KAGAMITANG PANTURO

A. Sanggunian
1. Mga pahina sa Gabay ng Alab Fil. Manwal ng Guro pp. 111-114 Alab Fil. Manwal ng Guro pp.
Guro 114-115
Alab Fil. Batayang Akkat pp. 121-124 Alab Fil. Batayang Akkat
2. Mga pahina sa Gabay ng Yunit IIl Aralin 1 Mga Taong pp.124-125 Yunit IIl Aralin 1
Pang-mag-aaral Matulungin, Tulong-tulong sa Hangarin Mga Taong Matulungin,
Tulong-tulong sa Hangarin
3. Mga pahina Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resource
B. Iba pang Kagamitang CG CG
Pangturo
IV. PAMAMARAAN
Itanong sa mga bata kung ano ang ibig Balikan ang teksto
A. Balik –Aral sa nakaraang sabihin ng “BAYANIHAN” Ipahanap at ipabasa ang mga
aralin at/o pagsisimula
pang-uri na matatagpuan dito
ng bagong aralin
B. Paghahabi ng layunin ng Magkaroon ng malayang talakayan
aralin tungkol dito
Ipabasa ang “Pagkakaisa sa Bayanihan” Ipabasa ang nasa PAG-
C. Pag-uugnay ng mga pp. 121 ng Batayang Akalat ARALAN NATIN dd. 123
halimbawa sa bagong Talakayin ang Pang-abay na
aralin Pamaraan
D. Pagtalakay ng bagong Talakayan 1 Talasalitaan Ipagawa ang PAGSIKAPAN

konsepto at paglalahad ng PAG-USAPAN NATIN pp122 NATIN titik A & B dd 123
bagong kasanayan # 1
E. Pagtalakay ng bagong Talakayan 2 Talakayan 2
konsepto at paglalahad ng Sagutin ang sumusunod na tanong Pag-aralan ang nasa PAG-
bagong kasanayan # 2 PAG-UNAWA SA BINASA pp122 ALABIN NATIN dd 125
Batay sa napakinggan at sa iyong sariling Ano ang dapat tandaan sa
F. Paglinang sa kabihasnan
karanasan, kalian ka nagging bayani sa paggawa ng isang patalastas?
(Tungo sa Formative
iyong kapwa? Isalaysay ang
Assessment) pangyayaring ito
G. Paglalapat ng aralin sa Sa iyong sariling paraan, paano mo
pang-araw araw na matutulungan ang kapwa mong
buhay nangangailangan?
Sa iyong sariling paraan, paano m o Ano ang pang-abay na
H. Paglalahat ng aralin matutulungan ang kapwa mong pamaraan?
nangangailangan? Ano ang patalastas?
1. Ipagawa ang nasa “PAGTULUNGAN Gumawa ng isang iskrip ng
NATIN” dd 124 isang simpleng patalastas na
magpapaabot kung paano
mahihikayat ang iyong
I. Pagtataya ng aralin
kababaya upang makagawa ng
kabayanihan. Tiyakin din ang
paggamit ng mga Pang-abay na
pamaraan
J. Karagdagan Gawain para
sa takdang aralin at
remediation
V.MGA TALA
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
80% sa pagtatayao. objective. next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
B.Bilang ng mag-aaralna ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in
nangangailangan ng iba pang Gawain their lesson. answering their lesson.
para sa remediation
___Pupils found difficulties in answering their ___Pupils found difficulties in
lesson. answering their lesson.
___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson
lack of knowledge, skills and interest about because of lack of knowledge,
the lesson. skills and interest about the lesson.
___Pupils were interested on the lesson, ___Pupils were interested on the

despite of some difficulties encountered in lesson, despite of some difficulties
answering the questions asked by the teacher. encountered in answering the
questions asked by the teacher.
limited resources used by the teacher. ___Pupils mastered the lesson
despite of limited resources used
on time.
___Majority of the pupils finished
time due to unnecessary behavior.
___Some pupils did not finish their
behavior.
C.Nakatulong ba ang remedial? Bilang ___ of Learners who earned 80% above ___ of Learners who earned 80%
ng mag-aaral na nakaunawa sa aralin. above
D.Bilang ng mag-aaral na ___ of Learners who require additional ___ of Learners who require
magpapatuloy sa remediation activities for remediation additional activities for remediation
E.Alin sa mga estratehiyang ___Yes ___No ___Yes ___No

pagtuturo ang nakatulong ng lubos?
Paano ito nakatulong? ____ of Learners who caught up the lesson ____ of Learners who caught up
the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to require ___ of Learners who continue to
naranasan na solusyunansa tulong ng remediation require remediation
aking punungguro at superbisor?
G.Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well:
aking nadibuho nanais kong ibahagi
sa kapwa ko guro? ___Metacognitive Development: Examples: ___Metacognitive Development:
Self assessments, note taking and studying Examples: Self assessments, note
techniques, and vocabulary assignments. taking and studying techniques,
___Bridging: Examples: Think-pair-share, and vocabulary assignments.
quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair-
share, quick-writes, and
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects. ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
___Contextualization: projects.
manipulatives, repetition, and local ___Contextualization:
opportunities.
manipulatives, repetition, and local
___Text Representation: opportunities.
Examples: Student created drawings, videos, ___Text Representation:
and games.
Examples: Student created
___Modeling: Examples: Speaking slowly and
drawings, videos, and games.
clearly, modeling the language you want
students to use, and providing samples of ___Modeling: Examples: Speaking
student work. slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies used:
Other Techniques and Strategies
___ Explicit Teaching used:
___ Group collaboration ___ Explicit Teaching
___Gamification/Learning throuh play ___ Group collaboration
___ Answering preliminary ___Gamification/Learning throuh

play
___ Answering preliminary
___ Carousel
___ Diads
___ Carousel
___ Diads
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
a. Content Standards Demonstrate understanding of percent
___ Discovery Method ___ Role Playing/Drama
b. Performance Standards Is able to apply percent in mathematical problems and real-life situations.
___ Lecture Method ___ Discovery Method
c. Learning Competencies/ Identifies the base, percentage, and Identifies the base, percentage,
Visualizes percent and its
Objectives. Write the LC Code for Defines percentage, rate or percent, Defines percentage, rate or percent, and
Why? rate in a problem. and
___ Lecture rate in a problem.
Method
relationship to fractions, ratios, and
each and base. base. M5NS-IIIa-138 M5NS-IIIa-138
decimal numbers using models. ___ Complete IMs Why?
M5NS-IIIa-137 M5NS-IIIa-137
M5NS-IIIa-136
___ Availability of Materials ___ Complete IMs
II.CONTENT VisualizingPercent and Its Relationship of percent to fractions, Relationship of percent to fractions, Identify the Base, Percentage, and Rate Identify the Base, Percentage,
Relationship to Fractions, Ratios and ratio, and decimal numbers. ratio, and decimal numbers. in the Problem
___ Pupils’ eagerness to learn and Rate
___ Availability in the Problem
of Materials
Decimal Numbers Using Models
___ Group member’s ___ Pupils’ eagerness to learn
III.LEARNING RESOURCES
collaboration/cooperation ___ Group member’s
A.References
in doingTG
their
1.Teacher’s Guide pages TG Q3 TG Q3 TG Q3 Q3 tasks collaboration/cooperation
TG Q3
___ Audio Visual Presentation in doing their tasks
2.Learner’s Materials pages LM Q3 LM Q3 LM Q3 LM Q3 LM Q3
of the lesson ___ AudioVisual Presentation
3.Textbook pages Growing Up with Math pp. 217-219, Lesson Guide in Mathematics 5 pp. Lesson Guide in Mathematics 5 pp. 417 Growing Up with Math pp.220, Math Growing Up with Math pp.220,
Math for Life pp. 254-257, 417 for Life pp.256 of theMath
lessonfor Life pp.256
Lesson Guide in Math 6 p
Mathematics for a Better Life pp. Lesson Guide in Math 311
208- 210. 6 p 311
4.Additional Resources from

Learning Resources (LR) Portal
B. Other Learning Resources Prepared by:
Checked by:
IV.PROCEDURES MELLANIE A. TAMARES
A.Review previous lesson or Mental computation School Head
Using flash cards. Express each of the
presenting the new lesson.
following in percent. Drill on Renaming What is base, percentage, rate? Drill on percent What is base, percentage, rate?
Fractions to Decimals to Ratio and
Review meaning of percent
Vice-Versa
B. Establishing the purpose to the Action Song (Body Exercise) Concept Development
lesson. School: KALANGAHAN ELEMENTRY SCHOOL Grade Level: V
Tune: Are you Sleeping Material: fraction
GRADES 1 to 12 Teacher: MELLANIE A. TAMARES strips Learning Area: MATHEMATICS
Title: Fraction to Percent
Mechanics:
DAILY LESSON LOG Who among you have baby
Teaching Dates and
brother and sisters who still take a. Form 5 groups.
Time:
(One-fourth) OCTOBER
4x (Twenty-five) 2x 30 – NOVEMBER 3, 2017 (WEEK 1) Quarter: 3RD QUARTER
milk from bottles? Do
b. Distribute
You know how to (One-fourth change to percent) 2x fraction strips equally among the
prepare
___Lesson their
carried.milk? How
Move on many
to the next (Twenty-five
___Lesson carried. Move
percent) 2x on to the next ___Lesson carried. Move on to the next groups and place
___Lesson them
carried. face
Move ondown in next
to the ___Lesson carried. Move on to the
ounces of water do you use? How
objective. objective. objective. objective. next objective.
a pile.
many scoops of
c. Pupils look at the
milk do you put? One-half = 50% top card, name fraction and the name
A.No. of learners who earned 80% in ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
the evaluation
mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in ___Pupils did not find difficulties in
additional activities for remediation answering their lesson. answering their lesson. their lesson. answering their lesson. answering their lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering their ___Pupils found difficulties in answering ___Pupils found difficulties in
their lesson. their lesson. lesson. their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson
because of lack of knowledge, skills and because of lack of knowledge, skills and lack of knowledge, skills and interest about of lack of knowledge, skills and interest because of lack of knowledge,
interest about the lesson. interest about the lesson. the lesson. about the lesson. skills and interest about the lesson.
despite of some difficulties encountered despite of some difficulties encountered despite of some difficulties encountered in despite of some difficulties encountered in lesson, despite of some difficulties
in answering the questions asked by the in answering the questions asked by the answering the questions asked by the teacher. answering the questions asked by the encountered in answering the
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of limited resources used by the teacher. ___Pupils mastered the lesson despite of ___Pupils mastered the lesson
___Majority of the pupils finished their ___Majority of the pupils finished their on time. ___Majority of the pupils finished their work
work on time. work on time. on time. ___Majority of the pupils finished
___Some pupils did not finish their work ___Some pupils did not finish their work time due to unnecessary behavior. ___Some pupils did not finish their work on
on time due to unnecessary behavior. on time due to unnecessary behavior. time due to unnecessary behavior. ___Some pupils did not finish their
behavior.
C.Did the remedial work? No.of ___ 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%
learners who have caught up with the above
lesson
D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
require remediation activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work?
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up
lesson lesson the lesson
F.What difficulties did I encounter ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
which my principal or supervisor can remediation remediation remediation remediation require remediation
helpme solve?
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did used/discover which I
wish to share with other teachers? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: Examples: ___Metacognitive Development: Examples: ___Metacognitive Development:
Examples: Self assessments, note taking Examples: Self assessments, note taking Self assessments, note taking and studying Self assessments, note taking and studying Examples: Self assessments, note
and studying techniques, and vocabulary and studying techniques, and vocabulary techniques, and vocabulary assignments. techniques, and vocabulary assignments. taking and studying techniques,
assignments. assignments. ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. ___Bridging:Examples: Think-pair-
quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. share,quick-
___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare __Schema-Building: Examples:
___Schema-Building: Examples: Compare ___Schema-Building: Examples: Compare contrast, jigsaw learning, peer teaching, and and contrast, jigsaw learning, peer teaching, Compare and contrast, jigsaw
and contrast, jigsaw learning, peer and contrast, jigsaw learning, peer projects. and projects. learning, peer teaching, and
teaching, and projects. teaching, and projects. projects.
___Contextualization: ___Contextualization: ___Contextualization:
___Contextualization: ___Contextualization: Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local manipulatives, repetition, and local opportunities. opportunities. opportunities.
opportunities. opportunities. ___Text Representation:
___Text Representation: ___Text Representation: Examples: Student created

___Text Representation: ___Text Representation: drawings, videos, and games.
Examples: Student created drawings, videos, Examples: Student created drawings,
Examples: Student created drawings, Examples: Student created drawings, ___Modeling: Examples: Speaking
and games. videos, and games.
videos, and games. videos, and games. slowly and clearly, modeling the
___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly language you want students to use,
___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly clearly, modeling the language you want and clearly, modeling the language you and providing samples of student
and clearly, modeling the language you and clearly, modeling the language you students to use, and providing samples of want students to use, and providing samples work.
want students to use, and providing want students to use, and providing student work. of student work. Other Techniques and Strategies
samples of student work. samples of student work. used:
Other Techniques and Strategies used: Other Techniques and Strategies used: ___ Explicit Teaching
Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh
___ Group collaboration ___ Group collaboration play
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary activities/exercises
activities/exercises activities/exercises
activities/exercises activities/exercises ___ Carousel
___ Carousel ___ Carousel
___ Carousel ___ Carousel ___ Diads
___ Diads ___ Diads
___ Diads ___ Diads ___ 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 ___ Group member’s ___ Group member’s
___ Group member’s ___ Group member’s collaboration/cooperation collaboration/cooperation collaboration/cooperation
collaboration/cooperation collaboration/cooperation in doing their tasks in doing their tasks in doing their tasks
in doing their tasks in doing their tasks ___ Audio Visual Presentation ___ Audio Visual Presentation ___Audio Visual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson of the lesson of the lesson
of the lesson of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
School Head
School: KALANGAHAN ELEMENTARY SCHOOL Grade Level: V
GRADES 1 to 12 Teacher: MELLANIE A. TAMARES Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 30 – NOVEMBER 3, 2017 (WEEK 1) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of motion in terms of distance and time
B. Performance Standards The learners should be able to propose an unusual tool or device using electromagnet that is useful for home school or community
C. Learning Competencies/ Identify types of motion
Objectives S5FE-IIIa-1 PP 79 S5FE-IIIa-1 PP 79 S5FE-IIIa-1 PP 79
S5FE-IIIa-1 PP 79 S5FE-IIIa-1 PP 79
II. CONTENT MOTION (S5FE-IIIa-1)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science Beyond Borders Teacher’s Manual p.70
2. Learners’s Materials pages Science Beyond Borders p.108 Sci-Bytes, Worktext in Science 5 pp. Science for Active Minds 5 The New Science Links
242 – 243 p. 205
p.223
3. Textbook pages
4. Additional materials from

learning resource (LR) portal
B. Other Learning Resource Video presentation, pictures, powerpoint, pictures,
worksheet, marker https://www.youtube.com/watch?
v=rfeVlNL7d9U
IV. PROCEDURES
A. Reviewing previous lesson or What is energy? What are the
presenting the new lesson two types of energy?
B. Establishing a purpose for the Balance a ball on the table.

lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and

practicing new skills #2
F. Developing Mastery Original File Submitted and

Formatted by DepEd Club Member -
visit depedclub.com for more
G. Finding Practical application of

concepts and skills in daily
living
H. Making generalization and

abstraction about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
the evaluation objective. objective. objective. objective. next objective.
mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in ___Pupils did not find difficulties in
additional activities for remediation answering their lesson. answering their lesson. their lesson. answering their lesson. answering their lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering their ___Pupils found difficulties in answering ___Pupils found difficulties in
their lesson. their lesson. lesson. their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson
because of lack of knowledge, skills and because of lack of knowledge, skills and lack of knowledge, skills and interest about of lack of knowledge, skills and interest because of lack of knowledge,
interest about the lesson. interest about the lesson. the lesson. about the lesson. skills and interest about the lesson.
despite of some difficulties encountered despite of some difficulties encountered despite of some difficulties encountered in despite of some difficulties encountered in lesson, despite of some difficulties
in answering the questions asked by the in answering the questions asked by the answering the questions asked by the teacher. answering the questions asked by the encountered in answering the
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of limited resources used by the teacher. ___Pupils mastered the lesson despite of ___Pupils mastered the lesson
___Majority of the pupils finished their ___Majority of the pupils finished their on time. ___Majority of the pupils finished their work
work on time. work on time. on time. ___Majority of the pupils finished
___Some pupils did not finish their work ___Some pupils did not finish their work time due to unnecessary behavior. ___Some pupils did not finish their work on
on time due to unnecessary behavior. on time due to unnecessary behavior. time due to unnecessary behavior. ___Some pupils did not finish their
behavior.
C.Did the remedial work? No.of ___ 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%
learners who have caught up with the above
lesson
D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
require remediation activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work?
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up
lesson lesson the lesson
F.What difficulties did I encounter ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
which my principal or supervisor can remediation remediation remediation remediation require remediation
helpme solve?
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did used/discover which I
wish to share with other teachers? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: Examples: ___Metacognitive Development: Examples: ___Metacognitive Development:
Examples: Self assessments, note taking Examples: Self assessments, note taking Self assessments, note taking and studying Self assessments, note taking and studying Examples: Self assessments, note
and studying techniques, and vocabulary and studying techniques, and vocabulary techniques, and vocabulary assignments. techniques, and vocabulary assignments. taking and studying techniques,
assignments. assignments. ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. ___Bridging:Examples: Think-pair-
quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. share,quick-
___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare __Schema-Building: Examples:
___Schema-Building: Examples: Compare ___Schema-Building: Examples: Compare contrast, jigsaw learning, peer teaching, and and contrast, jigsaw learning, peer teaching, Compare and contrast, jigsaw
and contrast, jigsaw learning, peer and contrast, jigsaw learning, peer projects. and projects. learning, peer teaching, and
teaching, and projects. teaching, and projects. projects.
___Contextualization: ___Contextualization: ___Contextualization:
___Contextualization: ___Contextualization: Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local manipulatives, repetition, and local opportunities. opportunities. opportunities.
opportunities. opportunities. ___Text Representation:
___Text Representation: ___Text Representation: Examples: Student created

___Text Representation: ___Text Representation: drawings, videos, and games.
Examples: Student created drawings, videos, Examples: Student created drawings,
Examples: Student created drawings, Examples: Student created drawings, ___Modeling: Examples: Speaking
and games. videos, and games.
videos, and games. videos, and games. slowly and clearly, modeling the
___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly language you want students to use,
___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly clearly, modeling the language you want and clearly, modeling the language you and providing samples of student
and clearly, modeling the language you and clearly, modeling the language you students to use, and providing samples of want students to use, and providing samples work.
want students to use, and providing want students to use, and providing student work. of student work. Other Techniques and Strategies
samples of student work. samples of student work. used:
Other Techniques and Strategies used: Other Techniques and Strategies used: ___ Explicit Teaching
Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration
___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh
___ Group collaboration ___ Group collaboration play
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary activities/exercises
activities/exercises activities/exercises
activities/exercises activities/exercises ___ Carousel
___ Carousel ___ Carousel
___ Carousel ___ Carousel ___ Diads
___ Diads ___ Diads
___ Diads ___ Diads ___ 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 ___ Group member’s ___ Group member’s
___ Group member’s ___ Group member’s collaboration/cooperation collaboration/cooperation collaboration/cooperation
collaboration/cooperation collaboration/cooperation in doing their tasks in doing their tasks in doing their tasks
in doing their tasks in doing their tasks ___ Audio Visual Presentation ___ Audio Visual Presentation ___Audio Visual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson of the lesson of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
School Head
GRADES 1 to 12 Paaralan KALANGAHAN ELEMENTARY SCHOOL Baitang/Antas V
DAILY LESSON LOG Guro MELLANIE A. TAMARES Asignatura ARALING PANLIPUNAN
(Pang-araw-araw na OKTUBRE 30-NOBYEMBRE 3, 2017 Markahan III

Petsa/Oras
Tala sa Pagtuturo)
Lunes Martes Miyerkules Huwebes Biyernes
I. LAYUNIN Nasusuri ang pagbabago sa panahanan ng mga Pilipino sa panahon ng Español.
A. Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag- Lingguhang Pagsusulit
unawa sa mga pagbabago sa lipunan unawa sa mga pagbabago sa lipunan unawa sa mga pagbabago sa lipunan unawa sa mga pagbabago sa lipunan
ng sinaunang Pilipino kabilang ang ng sinaunang Pilipino kabilang ang ng sinaunang Pilipino kabilang ang ng sinaunang Pilipino kabilang ang
pagpupunyagi ng ilang pangkat na pagpupunyagi ng ilang pangkat na pagpupunyagi ng ilang pangkat na pagpupunyagi ng ilang pangkat na
mapanatili ang kalayaan sa mapanatili ang kalayaan sa mapanatili ang kalayaan sa mapanatili ang kalayaan sa
Kolonyalismong Espanyol at ang Kolonyalismong Espanyol at ang Kolonyalismong Espanyol at ang Kolonyalismong Espanyol at ang
impluwensya nito sa kasalukuyang impluwensya nito sa kasalukuyang impluwensya nito sa kasalukuyang impluwensya nito sa kasalukuyang
panahon. panahon. panahon. panahon.
B. Pamantayan sa Pagaganap Nakakapagpakita ng pagpapahalaga Nakakapagpakita ng pagpapahalaga Nakakapagpakita ng pagpapahalaga Nakakapagpakita ng pagpapahalaga
at pagmamalaki sa pagpupunyagi ng at pagmamalaki sa pagpupunyagi ng at pagmamalaki sa pagpupunyagi ng at pagmamalaki sa pagpupunyagi ng
mga Pilipino sa panahon ng mga Pilipino sa panahon ng mga Pilipino sa panahon ng mga Pilipino sa panahon ng
kolonyalismong Espanyol kolonyalismong Espanyol kolonyalismong Espanyol kolonyalismong Espanyol
C. Mga Kasanayan sa Pagkatuto Nasusuri ang pagbabago sa Nasusuri ang pagbabago sa Nasusuri ang pagbabago sa Nasusuri ang pagbabago sa
(Isulat ang code ng bawat panahanan ng mga Pilipino sa panahanan ng mga Pilipino sa panahanan ng mga Pilipino sa panahanan ng mga Pilipino sa
kasanayan) panahon ng Español (ei pagkakaroon panahon ng Español (ei pagkakaroon panahon ng Español (ei pagkakaroon panahon ng Español (ei pagkakaroon
ng organisadong poblasyon, uri ng ng organisadong poblasyon, uri ng ng organisadong poblasyon, uri ng ng organisadong poblasyon, uri ng
tahanan, nagkaroon ng mga tahanan, nagkaroon ng mga tahanan, nagkaroon ng mga tahanan, nagkaroon ng mga
sentrong pangpamayanan, at iba sentrong pangpamayanan, at iba sentrong pangpamayanan, at iba sentrong pangpamayanan, at iba
pa.) pa.) pa.) pa.)
AP5KPK-IIIa-1A AP5KPK-IIIa-1A AP5KPK-IIIa-1A AP5KPK-IIIa-1A
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-

Mag-aaral
3. Mga pahina sa Teksbuk Learner’s Materials, MISOSA Lesson Learner’s Materials, MISOSA Lesson Learner’s Materials, MISOSA Lesson Learner’s Materials, MISOSA Lesson
27 at 40 ( Grade V ) 27 at 40 ( Grade V ) 25 ( Grade V ) 25 ( Grade V )
K to 12 AP5KPK-IIIa-1; Pilipinas Kong K to 12 AP5KPK-IIIa-1; Pilipinas Kong K to 12 AP5KPK-IIIa-1,1.1;1.1.3 ; K to 12 AP5KPK-IIIa-1,1.1;1.1.3 ;

Hirang V, Eleanor D. Antonio et.al. Hirang V, Eleanor D. Antonio et.al. MISOSA Lesson 26 ; Pilipinas Kong MISOSA Lesson 26 ; Pilipinas Kong
ph.169, Isang Bansa, Isang Lahi, ph.169, Isang Bansa, Isang Lahi, Hirang V, Eleanor D. Antonio et.al. Hirang V, Eleanor D. Antonio et.al.
Evelina M. Viloria et.al. Evelina M. Viloria et.al. ph.129, ph.129,
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
B. Iba pang Kagamitang Panturo larawan ng mga panahanan ng mga larawan ng mga panahanan ng mga tsart, manila paper, pandikit, tsart, manila paper, pandikit,
Pilipino sa panahon ng Español, Pilipino sa panahon ng Español, panulat panulat
tsart, manila paper, pandikit, tsart, manila paper, pandikit,

panulat panulat
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Magkaroon ng Walk to a Museum Magkaroon ng Walk to a Museum Ipabuo ang salita sa ibaba. Ipabuo ang salita sa ibaba.
at/o pagsisimula ng bagong sa loob ng silid- aralan. sa loob ng silid- aralan.
aralin
Ipakikita rito ang ang mga larawan Ipakikita rito ang ang mga larawan
ng iba’t- ibang panahanan ng mga ng iba’t- ibang panahanan ng mga HALAANGPAMA KALOL HALAANGPAMA KALOL
Pilipino sa panahon ng Español. Pilipino sa panahon ng Español.
Itanong sa mga bata: Itanong sa mga bata:
Ano-anong uri ng panahanan ang Ano-anong uri ng panahanan ang

inyong nakita sa Walk to a Museum? inyong nakita sa Walk to a Museum?
Ano ang napansin ninyo sa mga Ano ang napansin ninyo sa mga
katangiang pisikal ng mga katangiang pisikal ng mga
panahanan. panahanan.
B. Paghahabi sa layunin ng aralin Nailalarawan ang panahanan ng Nailalarawan ang panahanan ng Nasusuri ang pagbabago sa lipunan Nasusuri ang pagbabago sa lipunan
mga Pilipino sa panahon ng Español. mga Pilipino sa panahon ng Español. sa panahon ng pamahalaang sa panahon ng pamahalaang
kolonyal. kolonyal.
C. Pag-uugnay ng mga halimbawa sa Ang klase ay bubuo ng suliranin Ang klase ay bubuo ng suliranin 1. Ipabasa sa mga bata 1. Ipabasa sa mga bata
bagong aralin mula sa paksa. mula sa paksa. ang nabuong salita. ang nabuong salita.
2. Magpakita ng larawan 2. Magpakita ng larawan
Anu-anong pagbabago sa panahanan Anu-anong pagbabago sa panahanan ng mga lokal na ng mga lokal na
ng mga Pilipino ang inyong nakita? ng mga Pilipino ang inyong nakita? opisyales sa inyong opisyales sa inyong
lugar katulad ng lugar katulad ng
Ilarawan ang mga pagbabago sa Ilarawan ang mga pagbabago sa Mayor, Gobernador Mayor, Gobernador
panahanan ng mga Pilipino sa panahanan ng mga Pilipino sa at Kapitan o at Kapitan o
panahon ng Español. panahon ng Español. Punungbarangay. Punungbarangay.
3. Itanong sa mga bata 3. Itanong sa mga bata
Paghambingin ang mga panahanan Paghambingin ang mga panahanan kung ano ang kung ano ang
ng mga Pilipino sa panahon ng ng mga Pilipino sa panahon ng tungkulin ng mga tungkulin ng mga
Español. Español. opisyales na kanilang opisyales na kanilang
ibinigay. ibinigay.
D. Pagtatalakay ng bagong konsepto Ipabasa sa mga bata ang bahaging Ipabasa sa mga bata ang bahaging 1. Ipabasa sa mga bata 5. Ipabasa sa mga bata
at paglalahad ng bagong kasanayan Alamin Mo sa LM, ph. Alamin Mo sa LM, ph. ang bahaging Alamin ang bahaging Alamin
#1 Mo sa LM, ph. Mo sa LM, ph.
Pakinggan ang sagot ng mga mag- Pakinggan ang sagot ng mga mag- 2. Pakinggan ang sagot 6. Pakinggan ang sagot
aaral. Tanggapin ang lahat ng sagot aaral. Tanggapin ang lahat ng sagot ng mga mag-aaral. ng mga mag-aaral.
nila. nila. Tanggapin ang lahat Tanggapin ang lahat
ng sagot nila. ng sagot nila.
Ipabasa sa mga bata ang bahaging Ipabasa sa mga bata ang bahaging 3. Ipabasa sa mga bata 7. Ipabasa sa mga bata
nagpapaliwanag tungkol sa nagpapaliwanag tungkol sa ang bahaging ang bahaging
panahanan ng mga Pilipino sa panahanan ng mga Pilipino sa nagpapaliwanag nagpapaliwanag
panahon ng mga Espanyol. panahon ng mga Espanyol. tungkol sa tungkol sa
pamahalaang lokal, pamahalaang lokal,
LM ph. LM ph.
4. Ipasagot ang mga 8. Ipasagot ang mga
tanong tungkol sa tanong tungkol sa
binasang teksto sa LM binasang teksto sa LM
ph. ph.
E. Pagtatalakay ng bagong konsepto Ipasagot ang mga tanong tungkol sa Ipasagot ang mga tanong tungkol sa Ipaliwanag ang pamamaraan sa Ipaliwanag ang pamamaraan sa
at paglalahad ng bagong kasanayan binasang teksto sa. binasang teksto sa. paggawa ng Gawain A sa LM ph. paggawa ng Gawain A sa LM ph.
#2
Ipasulat ang kanilang mga sagot sa Ipasulat ang kanilang mga sagot sa
notbuk. notbuk.
F. Paglinang sa Kabihasan -pangkatang Gawain- -pangkatang Gawain- Magpabuo ng pangkat na may Magpabuo ng pangkat na may
(Tungo sa Formative Assessment) tatlong kasapi lamang ( triad). tatlong kasapi lamang ( triad).
Ipaliwanag ang pamamaraan sa Ipaliwanag ang pamamaraan sa

paggawa ng Gawain B sa LM, ph. paggawa ng Gawain B sa LM, ph.
Ipakopya sa papel ang saranggola at Ipakopya sa papel ang saranggola at

ipasulat ang sagot dito. ipasulat ang sagot dito.
G. Paglalapat ng aralin sa pang-araw- -pangkatang Gawain- -pangkatang Gawain- Gamitin ang kaparehong pangkat sa Gamitin ang kaparehong pangkat sa
araw na buhay Gawain B. Gawain B.
Ipaliwanag ang pamamaraan sa Ipaliwanag ang pamamaraan sa

paggawa ng Gawain C sa LM, ph. paggawa ng Gawain C sa LM, ph.
Ipagawa ang isinasaad ng panuto sa Ipagawa ang isinasaad ng panuto sa

gawain. gawain.
Pag-usapan kung ang kanilang sagot Pag-usapan kung ang kanilang sagot
ay ayos na bago ipawasto sa guro. ay ayos na bago ipawasto sa guro.
H. Paglalahat ng Arallin Ano-ano ang mga panahanan noong Ano-ano ang mga panahanan noong Ano nag pamahalaang local? Ano nag pamahalaang local?
panahon ng espanol? panahon ng espanol?
Ipaliwanag kung anong paraan ng Ipaliwanag kung anong paraan ng
pamamahala ito. pamamahala ito.
I. Pagtataya ng Aralin Iguhit ang mga sinaunang panhanan. Iguhit ang mga sinaunang panhanan. Ipasagot ang Gawain A. Ipasagot ang Gawain A.
J. Karagdagang gawain para sa Takdang-Gawain Takdang-Gawain Gumawa ng outllune hinggil sa Gumawa ng outllune hinggil sa
takdang-aralin at remediation pamahalaang local. pamahalaang local.
Mag-survey ka sa sarili mong Mag-survey ka sa sarili mong
barangay. Gamitin moa ng pormat barangay. Gamitin moa ng pormat
na ito. na ito.
Uri ng Saan Uri ng Saan

tirahan matatagpuan tirahan matatagpuan
IV. Mga Tala
V. Pagninilay
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
pagtatayao. objective. objective. objective. objective. next objective.
mastery
B.Bilang ng mag-aaralna nangangailangan ng ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in
iba pang Gawain para sa remediation answering their lesson. answering their lesson. answering their lesson. their lesson. answering their lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering their ___Pupils found difficulties in
their lesson. their lesson. their lesson. lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson
because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge, skills and lack of knowledge, skills and interest about because of lack of knowledge, skills
interest about the lesson. interest about the lesson. interest about the lesson. the lesson. and interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the
lesson, despite of some difficulties despite of some difficulties encountered despite of some difficulties encountered despite of some difficulties encountered in lesson, despite of some difficulties
encountered in answering the questions in answering the questions asked by the in answering the questions asked by the answering the questions asked by the encountered in answering the
asked by the teacher. teacher. teacher. teacher. questions asked by the teacher.
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson
of limited resources used by the limited resources used by the teacher. limited resources used by the teacher. limited resources used by the teacher. despite of limited resources used by
teacher. the teacher.
___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their work
___Majority of the pupils finished their work on time. work on time. on time. ___Majority of the pupils finished
work on time. their work on time.
___Some pupils did not finish their work ___Some pupils did not finish their work ___Some pupils did not finish their work on
___Some pupils did not finish their work on time due to unnecessary behavior. on time due to unnecessary behavior. time due to unnecessary behavior. ___Some pupils did not finish their
on time due to unnecessary behavior. work on time due to unnecessary
behavior.
C.Nakatulong ba ang remedial? Bilang ng mag- ___ 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%
aaral na nakaunawa sa aralin. above
D.Bilang ng mag-aaral na magpapatuloy sa ___ 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
remediation activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the
lesson lesson lesson lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
solusyunansa tulong ng aking punungguro at require remediation remediation remediation remediation require remediation
superbisor?
guro? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: Examples: ___Metacognitive Development:
Examples: Self assessments, note taking Examples: Self assessments, note taking Examples: Self assessments, note taking Self assessments, note taking and studying Examples: Self assessments, note
and studying techniques, and and studying techniques, and vocabulary and studying techniques, and vocabulary techniques, and vocabulary assignments. taking and studying techniques, and
vocabulary assignments. assignments. assignments. ___Bridging: Examples: Think-pair-share, vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. share, quick-writes, and anticipatory
charts. charts.
___Schema-Building: Examples: Compare
___Schema-Building: Examples: Compare ___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching,
___Schema-Building: Examples: and contrast, jigsaw learning, peer and contrast, jigsaw learning, peer and projects. ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, teaching, and projects. teaching, and projects. Compare and contrast, jigsaw
peer teaching, and projects. learning, peer teaching, and projects.
___Contextualization: Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local opportunities. Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. opportunities. manipulatives, repetition, and local
opportunities. opportunities.
___Text Representation: ___Text Representation:
Examples: Student created drawings, videos,
___Text Representation: Examples: Student created drawings, Examples: Student created drawings, and games. Examples: Student created drawings,
Examples: Student created drawings, videos, and games. videos, and games. ___Modeling: Examples: Speaking slowly and videos, and games.
videos, and games. ___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly clearly, modeling the language you want ___Modeling: Examples: Speaking
___Modeling: Examples: Speaking and clearly, modeling the language you and clearly, modeling the language you students to use, and providing samples of slowly and clearly, modeling the
slowly and clearly, modeling the want students to use, and providing want students to use, and providing student work. language you want students to use,
language you want students to use, and samples of student work. samples of student work. and providing samples of student
providing samples of student work. work.
Other Techniques and Strategies used: Other Techniques and Strategies
Other Techniques and Strategies used: Other Techniques and Strategies used: used:
Other Techniques and Strategies used: ___ Explicit Teaching
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Explicit Teaching ___ Group collaboration
___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Group collaboration ___Gamification/Learning throuh play
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play
___Gamification/Learning throuh play ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Answering preliminary activities/exercises
activities/exercises activities/exercises activities/exercises
activities/exercises ___ Carousel
___ Carousel ___ Carousel ___ Carousel
___ Carousel ___ Diads
___ Diads ___ Diads ___ Diads
___ Diads ___ 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
___ Group member’s ___ Group member’s ___ Group member’s
___ Group member’s collaboration/cooperation
collaboration/cooperation collaboration/cooperation collaboration/cooperation in doing their tasks in doing their tasks
in doing their tasks in doing their tasks in doing their tasks ___ Audio Visual Presentation ___ AudioVisual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson of the lesson
of the lesson of the lesson of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
School Head
GRADES 1 to 12 School KALANGAHAN ELEMENTARY SCHOOL Grade Level IKALIMA
DAILY LESSON LOG Teacher MELLANIE A. TAMARES Learning Areas MAPEH
Teaching Dates and Time Oktubre 30-Nobyembre 3, 2017 ( Week 1) Quarter IKATLO

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner . . . The learner…
demonstrates
demonstrates understanding of the demonstrates understanding of new understanding of understands the nature and effects of the use
uses and meaning of musical terms printmaking techniques with the use participation in and and abuse of caffeine, tobacco and alcohol
in Form of lines, texture through stories and assessment of physical
myths. . activities and physical
fitness.
B. Performance Standards The learner… The learner… The learner . . . The learner…
participates and assesses
performs the created song with creates a variety of prints using lines performance in physical practices appropriate first aid principles and
appropriate musicality (thick, thin, jagged, ribbed, fluted, activities .assesses physical procedures for common injuries
woven) to produce visual texture. fitness
C. Learning Competencies/Objectives 1. recognizes the design or structure discusses the richness of Philippine Describes the Philippines
Write the LC code for each of simple musical forms( Nakikilala myths and legends . from the local physical activity Explains the concept of gateway drugs
ang disenyo o istruktura ng simpleng community and other parts of the pyramid(Nailalarawan ang (Naipaliliwanang ang konsepto ng gateway
anyong musical): country. Philippines drugs (Caffeine, Tobacco, at Alcohol)
Natatalakay ang yaman ng Pilipinas physical activity pyramid)
1.1 unitary(one section) sa mapapagitan ng mga alamat tulad H5SU-IIIa-7
PE5PF-IIIa-16
1.2 strophic(same tune with 2 or ng MariangMakiling, Bernardo
more sections and 2 or more Carpio, dwende, capre, sirena,
Explains the indicators
verses). Darna, diwata, DalagangMagayon,
for fitness
MU5FO-IIIa-1 etc A5EL-IIIa ( Naipaliliwanag ang mga
indikasyon ng
pagkakaroon ng
kaaangkupang pisikal)
PE5PF-IIIa-17
II. CONTENT Pagtalakay ng yaman ng Pilipinas sa Philippine Gateway Drugs Lagumang pagsusulit
pamamagitan ng mga alamat - physical activity pyramid
MUSICAL FORMS Paglilimbag AT MGA Physical Fitness
INDICATORS Endurance,
( ANYO NG MUSIKA)
Muscular Strength,
Muscular Endurance,
Flexibility,
at Body Composition)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Yunit 3 Aralin 1- pp1-4 Yunit 3 Aralin 1- pp1-2 Yunit 3 Aralin 1- pp1-2 Yunit 3 Aralin 1- pp
2. Learner’s Material pages Yunit 3 Aralin 1- pp. 1-3 Yunit 3 Aralin 1- pp. 1-2 Yunit 3 Aralin 1- pp. 1-2 Yunit 3 Aralin 1- pp. 1-7
3. Textbook pages
4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Audio player, mga istirp, activity lapis,bond paper,crayons,water Mga tsart/ slides ng
sheets, e-Lesson kung available impormasyon
color,
Mga activity sheets
IV. PROCEDURES
A. Reviewing previous lesson or Gumawa ng dibuho ng iskalang Ano ang mga kwento na inyong Ilahad na muli ang larawan Balik-aralan ang nakaraang aralin sa Health
presenting the new lesson pentatonic, G Mayor at C Mayor sa nalalaman ukol sa Pilipinas o sa ating ng Physical activity
staff. bansa? Pyramid Maglahad ng larawan ng mga producktong
Ipaguhit ang mga iskalang Magpakita ng ilang larawan na Activity Pyramid Guide .
may sangkap na caffeine, tobacco at alcohol.
pentatonic, may kaugnayan sa mga alamat n Hayaang tukuying muli ng
gating bansa.Pag-usapan. Hal:
mga bata ang nakapaloob
dito.
Iskalang G mayor Sabihin: Ngayon ay pag-

aaralan nating muli ang
#
physical activity pyramid
chart at ang mga indicator
ng physical fitness
at C mayor
Hayaang Suriin ng mga bata ang mga

produktong makikita sa larawan. Piliin ang
mga produktong may sangkap na caffeine,
tobacco at alcohol. Pangkatin ang mga ito
ayon sa sangkap na taglay nito.
B. Establishing a purpose for the Ipaawit sa mga bata ang Sabihin: Ang Alamat ay kwentong Ipakita sa mga bata ang Sabihin:
lesson “Pilipinas Kong Mahal” bayanat kawili- wiling basahin lalo’t mga nakatalang gawaing Ngayon ay aalamin natin ang konsepto ng
Ipaawit ito ng lahatan kasabay mahusay ang pagkakasulat. Isa sa pisikal sa bahay, sa gateway drugs (Caffeine, Tobacco, at
ang tugtog mga paksang malimit pagbatayan ng paaralan at sa labas ng Alcohol) at iapliliwanag natin
mga alamat ay ang paglalang ng tahanan. Ipatukoy rin angkonseptong Gateway drugs
Itanong: Ano ang ipinahihiwatig daigdig at ang pinagmulan ng unang kung gaano nila kadalas
ng awiting ito sa atin? tao sa ibabaw ng lupa. Ang lahat ng na ginagawa ang mga ito
bansa ay halos ay may alamat. at ang fitness component
Ang alamat ay kwento na napapaunlad ng
tungkol sa pinanggalingan ng isang gawain.
bagay. Karaniwan sa mga alamat ay
kawili wiling basahin lalo’t mahusay
ang pagkakaksulat,ngunit hwag
kalilimutan na ang alamat ay
kathang isip o gawa-gawa lamang.
C. Presenting examples/instances of Sabihin: Ngayon ay pag-aaralan Sabihin: Ipakita muli ang larawan ng Magkaroon ng pangkatang pagsasaliksik sa
the new lesson natin ang mga anyo ng mga awiting Ngayon ay magsasagawa tayo Physical Pyramid.. Hayaang mga impormasyon tungkolsa mga gateway
musical na gaya ng Pilipinas kong ng pagguhit o paglilimbag ng isa-isahin ng mga bata ang drugs Hayaan silang Sagutin ang mga
Mahal . Ang anyong musical na may isang alamat na yaman ng ating mga gawaing nakapaloob sumusunod na tanong nang pangkatan:
bansa o pinagmulan ngating dito at tukuyin ang mga
isang verse na di inuulit ang pag-
komunidad, halimbawa ang gawaing hindi na nila
awit ay tinatawag na unitary. Ang alamat ni Mariang Pangkat 1
masyadong nagagawa.
anyong musilkal na inaawit mula sa Makiling,Bernardo a. Anu- ano ang mga produktong may sangkap
Itanong:
unang verse hanggang sa matapos Carpio,dwende, na caffeine? Tobacco? B. Alcohol?
Ano kaya ang mangyayari
ang huling verse na may parehong sirena,Darna,diwata,dalagang
kung hindi natin magagawa
tono ay tinayawag na strophic. magayon at iba pa)
ang mga gawaing ito? Pangkat 2
a. Ano ang pagkakaiba ng mga inumin o
Ilahad ang impormasyon ng pagkaing may sangkap na caffeine sa iba pang
kahalagahan ng palagiang pagkain?
pagsasaawa ng mga b. Anu- ano ang mga produktong may tobacco
gawaing nakapaloob sa o nicotine?
physical activity pyramid
chart at ang masamang
Pangkat 3
dulot ng di pagsasagawa ng
mga ito a. Mayroon bang miyembro ng inyong pamilya
. Ilahad din ang mga na gumagamit ng mga produktong ito?
indicator ng pagkakaroon b. Anu- ano naman ang mga produktong may
ng physical fitness. sangkap na alcohol?
Pangkat 4
a.Mayroon bang miyembro ng inyong pamilya
ang komukunsumo ng mga produktong may
sangkap na alcohol?
b. Makabubuti ba ang pagkain o pag- inom ng
mga pagkaing may sangkap na alcohol o
caffeine?
Ipaulat at Talakayin ang gawa ng bawat

pangkat
D. Discussing new concepts and Ilahad ang mga notasyon ng awit na Ilahad ang gawaing pansining Talakaying mulu ang Ang Ipabasa ang dayalogo sa piling mga bata
practicing new skills #1 Pilipinas kong Mahal Pagguhit o paglilimbag ng isang limang sangkap ng health- habang pinakikinggan ng iba
Hayaang suriin ng mga bata ang alamat na yaman ng ating bansa related fitness ay ang
awit. o pinagmulan ngating komunidad, sumusunod:
halimbawa ang alamat ni Mariang Cardiovascular Endurance
Ilang verse ang awit? May bahago
Makiling,Bernardo (Katatagan ng puso at
bang inuulit sa awit? Carpio,dwende, baga) – kakayahang
sirena,Darna,diwata,dalagang makagawa ng
Ipaawit itong muli kasabay ng magayon at iba pa)
pangmatagalang gawain na
tugtog. gumagamit ng malakihang
Ilahad ang mga kagamitan sa
paggawa mga galaw sa katamtaman
hanggang mataas na antas
Papel,lapis,pangkulay,pambura ng paggawa
Ilahad din ang Mga Hakbng sa
Paggawa: Muscular Endurance
(Katatagan ng kalamnan) –
A. Gumuhit ng isang alamat na may kakayahan ng mga
kaugnayan sa inyong bayan kalamnan (muscles) na
halimbawa “Ang Alamat ng matagalan ang paulit-ulit at
Lanzones” mahabang paggawa
B. Ipakita sa pamamagitan ng Muscular Strength (Lakas
pagkakaguhit ang mga bahagi na ng kalamnan) – kakayahan
may kaugnayan kung paano ito ay ng kalamnan (muscles) na
naging isang alamat ng inyong makapagpalabas ng
puwersa sa isang beses na
bayan.
buhos ng lakas
C. Kulayan ng maayos ang inilimbag
Flexibility (Kahutukan) –
o iginuhit na alamat.
kakayahang makaabot ng
Lagyan ng pamagat. isang bagay nang malaya sa
pamamagitan ng pag-unat
ng kalamnan at kasukasuan
Body Composition – dami
ng taba at parte na walang
taba (kalamnan, buto, at
tubig) sa katawan
Magtanong tungkol ditto
upang malaman kung
naunawaan ng mga bata
ang binasang
impormasyon.
Talakayin
E. Discussing new concepts and Ilahad naman a ang iskor ng Silent Ipakitang turo ang pagsasagawa. Sabihin: Talakayin ang sumusunod:
practicing new skills #2 Night. Ipasuri naman. Hayaang panoorin ng mga bata ang Ang Filipino Activity Ano ang gateway drugs ayon sa binasang
Itanong: paggawa.. Talakayin ang Pyramid Guide ay dayalago?
nagpapaalala sa mga Anu- anong produkto ang itinuturing na
Ilang bahagi o verse ang awit? kahalagahan ng pagsunod sa panuto.
gawaing pisikal na gateway drugs?
Anong anyo ang may higit sa isang Legal ba ang pagbibili ng gateway drugs?
verse? maaaring malinang sa
Pangatwiranan.
isport, laro, sayaw, at pang-
Ipaawit din ang awit kasabay ng Paano natuto ang isang indibidwal na gumamit
araw-araw na gawain sa
tugtog ng gateway drugs?
loob at labas ng tahanan. Ano ang maaaring panganib na dulot ng
Ito ay gumagabay kung gateway drugs?
aling mga gawaing Paano maiiwasan an paggamit ng gateway
pampisikal ang maaaring drugs?
gawin nang palagi,
madalas, madalang o
paminsan-minsan para
mapanatili ang kalusugan.
F. Developing mastery Maglahad pa ng ibang awit gamit Individwal na Gawain ng mga bata Ipagawa ang Pagsikapan natin LM
(Leads to Formative Assessment 3) ang rekorder. Hayaang pakinggan ng Tunghayan ang mga p.4
mga bata ang ialang awit, at nakatalang gawaing pisikal
magpaligsahan sa pagsasabi kung ito sa bahay, sa paaralan o sa
A. Lagyan ng tsek ang mga produktong
ay may anyng unitary o anyong labas ng tahanan. Tukuyin
maituturing na gateway drugs.
strophic. Hayaang ipaliwanag ng kung gaano kadalas itong
mga bata ang kanilang sagot. ginagawa sa pamamagitan
ng paglagay ng
(Paunahang makatatlong tamang
karampatang bilang: 1. Beer
sagot)
4 = palagi 3 = madalas 2 = 2. Coffee
Halimbawa: 3. Chocolate Drink
madalang 1 = paminsan-
1. Bahay Kubo 4. Sigarilyo
minsan
2.Inday Kalachuchi Isulat din kung anong 5. Gin
3. Leron-leron sinta etc. sangkap ng fitness ang 6. Vodka
nalilinang at napapaunlad 7. Energy Drink
nito. 8. Rum
9. Tabako
10. Tsaa
B. Gumawa ng dula- dulaan hinggil sa

pagkagumon sa mga pagkain at inumin na
may caffeine at alcohol, gayundin sa
tobacco.
G. Finding practical applications of Ano ang iyong nararamdaman Itanong: Ano ang dapat nating gawin Pangkatang Gawain Pag-usapan ang dahilan ng pagkahikayat ng
concepts and skills in daily living habang inaawit mo ang mga awiting mga tao sa gateway drugs.
sa mga alamat ng ating bayan?
nasa anyong unitary at strophic? Sa
anong mga awitin madalas makikita
ang anyong unitary? ang anyong
Strophic?
H. Making generalizations and Ang anyong musical na may isang Ipabasa sa mga bata ang Tandaan: Ang mga sangkap ng fitness Hayaang bgkasin ng mga bata at ipaliwanag
abstractions about the lesson verse na di inuulit ang pag-awit ay Ang alamat ay kwento tungkol sa ay malilinang nang mabuti
kung ano ang gateway drugs
tinatawag na unitary. Ang anyong pinanggalingan ng isang bagay. kung naisasagawa nang
musikal na inaawit mula sa unang Karaniwan sa mga alamat ay kawili tama ang gawaing pisikal.
verse hanggang sa matapos ang wiling basahin lalo’t mahusay ang Ang palagiang aktibong
huling verse na may parehong tono pagkakaksulat,ngunit hwag paglahok sa mga laro,
kalilimutan na ang alamat ay gawain sa bahay, paaralan,
ay tinatawag na strophic.
kathang isip o gawa-gawa lamang. at pamayanan ay
makatutulong sa
pagpapataas ng antas ng
physical fitness. Ang
mataas na antas ng
physical fitness ay daan
para sa magandang
kalusugan
I. Evaluating learning Panuto: Pag-aralan ang notasyon o Bigyan ng kaukulang puntos ang Ayon sa iyong paglahok Pumili sa kahon ng salitang ilalagay sa loob
iskor ng awit na The Farmer and the inyong nagging pagganap gamit ang satalakayan, paano mo bilog upang mabuo ang konsepto ng gateway
Dell at Amazing grace. Sagutin ang rubric na nasa tsart o slide tatayain ang iyong sarili drugs. Ipaliwanag ang inyong nabuo.
Sumusunod. Isulat kung napakahusay, mahusay ayon sa iyong pagkilos?
1. Anong awit ang nasa anyong at d masyagong mahusay ang Tayain ang sarili sa
unitary? paggawa ninto ng mga sumusunod pamamagitan ng pagtsek sa
na gawain: patlang na naaayon sa
2. Anong awit ang nasa anyong
1. Naiguhit at nakulayan ko ang iyong sagot.
strophic?
tanawin ng pamayanang kultura. 1. Gaano mo nagustuhan
3. Ilang verse mayroon ang awit na 2. Naipakita ko ang wastong ang limpormasyon
Amazing Grace”? espasyo sa pamamagitan ng inilahad?
4. Ilang linya mayroon ang awit na foreground,middle ground at _____ sapat lang _____
“The Farmer in the Dell”? background sobra _____ sobra-sobra
5. Ilang linya mayroon ang awit na 3. Nakilala ang pamayanang 2.Gaano kabilis ang iyong
“Amazing Grace”? kultura sa bansa at ang
pagkatuto sa aralin?
natatanging uri ng tahanan at
_____ sapat lang
pamumuhay
_____sobra _____ sobra-
4. Naipagmalaki ko ang likhang
sobra
sining sa pamamagitan ng
pagpapaskil nito. 3.Gaano ang iyong physical
5. Nasunod mo ba ang mga fitness?
panuto? _____ sapat lang _____
sobra _____ sobra-sobra
4.Naunawaan mo ang
kahalagahan ng
pagkakaroon ng physical
fitness?
_____ sapat lang _____
5.Makatagal ka kaya sa
mga pagsubok na maaari
mong gawin?
_____ sapat lang _____
J. Additional activities for application Maghanap ng dalawang musical Magpabumuo ng isa pang likhang Isulat o ilarawan ang Isulat sa notebook ang inyong saloobin sa
or remediation score o piyesa, isang anyong unitary sining na katulad nito paborito mong gawaing tanong na “Sang-ayon ka ba na legal ang
at strophic. Idikit ito sa bond paper. pisikal sa isang linggong pagbibili ng mga gateway drugs sa mga
talaan. Ito ay magpapaalala tindahan at supermarkets? Bakit?”
ng iyong commitment na
maipagpatuloy ang
nasimulan mo nang gawain
upang mapanatili o
mapaunlad ang antas ng
iyong physical fitness.
V. REMARKS __Ipagpapatuloy ang aralin/gawain __Ipagpapatuloy ang aralin/gawain __Ipagpapatuloy ang __Ipagpapatuloy ang aralin/gawain
__ Ituturo muli ang aralin __ Ituturo muli ang aralin aralin/gawain __ Ituturo muli ang aralin
__Magpapakilala ng bagong __Magpapakilala ng bagong __ Ituturo muli ang aralin __Magpapakilala ng bagong
aralin/gawain aralin/gawain __Magpapakilala ng aralin/gawain
__Dumako sa sunod na aralin __Dumako sa sunod na aralin bagong __Dumako sa sunod na aralin
aralin/gawain
__Dumako sa sunod na
aralin
VI. REFLECTION
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next
pagtatayao. objective. objective. the next objective. objective.
___Lesson not carried.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% mastery
mastery
B.Bilang ng mag-aaralna nangangailangan ng ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in
iba pang Gawain para sa remediation answering their lesson. answering their lesson. difficulties in answering their their lesson. answering their lesson.
lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering their ___Pupils found difficulties in
their lesson. their lesson. ___Pupils found difficulties in lesson. answering their lesson.
answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because of lack ___Pupils did not enjoy the lesson
because of lack of knowledge, skills and because of lack of knowledge, skills and ___Pupils did not enjoy the of knowledge, skills and interest about the lesson. because of lack of knowledge, skills
interest about the lesson. interest about the lesson. lesson because of lack of and interest about the lesson.
knowledge, skills and interest ___Pupils were interested on the lesson, despite
___Pupils were interested on the ___Pupils were interested on the lesson, about the lesson. of some difficulties encountered in answering the ___Pupils were interested on the
lesson, despite of some difficulties despite of some difficulties encountered questions asked by the teacher. lesson, despite of some difficulties
encountered in answering the questions in answering the questions asked by the ___Pupils were interested on encountered in answering the
asked by the teacher. teacher. the lesson, despite of some ___Pupils mastered the lesson despite of limited questions asked by the teacher.
difficulties encountered in resources used by the teacher.
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of answering the questions asked ___Pupils mastered the lesson despite
of limited resources used by the limited resources used by the teacher. ___Majority of the pupils finished their work on of limited resources used by the
by the teacher.
teacher. time. teacher.
___Majority of the pupils finished their ___Pupils mastered the lesson
___Majority of the pupils finished their work on time. ___Some pupils did not finish their work on time ___Majority of the pupils finished their
despite of limited resources
work on time. due to unnecessary behavior. work on time.
used by the teacher.
___Some pupils did not finish their work
___Some pupils did not finish their work on time due to unnecessary behavior. ___Majority of the pupils ___Some pupils did not finish their
on time due to unnecessary behavior. finished their work on time. work on time due to unnecessary
behavior.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Nakatulong ba ang remedial? Bilang ng mag- ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above
aaral na nakaunawa sa aralin. 80% above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional activities ___ of Learners who require additional
remediation activities for remediation activities for remediation additional activities for for remediation activities for remediation
remediation
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up the lesson ____ of Learners who caught up the
lesson lesson up the lesson lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue ___ of Learners who continue to require ___ of Learners who continue to
solusyunansa tulong ng aking punungguro at require remediation remediation to require remediation remediation require remediation
superbisor?
guro? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive ___Metacognitive Development: Examples: Self ___Metacognitive Development:
Examples: Self assessments, note taking Examples: Self assessments, note taking Development: Examples: Self assessments, note taking and studying techniques, Examples: Self assessments, note taking
and studying techniques, and and studying techniques, and vocabulary assessments, note taking and and vocabulary assignments. and studying techniques, and
vocabulary assignments. assignments. studying techniques, and ___Bridging: Examples: Think-pair-share, quick- vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, vocabulary assignments. ___Bridging: Examples: Think-pair-
writes, and anticipatory charts.
share, quick-writes, and anticipatory quick-writes, and anticipatory charts. ___Bridging: Examples: Think- share, quick-writes, and anticipatory
charts. pair-share, quick-writes, and charts.
anticipatory charts. ___Schema-Building: Examples: Compare and
___Schema-Building: Examples: Compare contrast, jigsaw learning, peer teaching, and
___Schema-Building: Examples: and contrast, jigsaw learning, peer projects. ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, teaching, and projects. ___Schema-Building: Compare and contrast, jigsaw learning,
peer teaching, and projects. Examples: Compare and peer teaching, and projects.
contrast, jigsaw learning, peer ___Contextualization:
___Contextualization: teaching, and projects.
Examples: Demonstrations, media, manipulatives,
Examples: Demonstrations, media, repetition, and local opportunities.
Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local
opportunities. Examples: Demonstrations, ___Text Representation: opportunities.
media, manipulatives, ___Text Representation:
Examples: Student created drawings, videos, and
___Text Representation: repetition, and local
___Text Representation: games.
opportunities. Examples: Student created drawings,
Examples: Student created drawings,
___Modeling: Examples: Speaking slowly and
Examples: Student created drawings, videos, and games. videos, and games.
clearly, modeling the language you want students
videos, and games. ___Modeling: Examples: Speaking slowly ___Text Representation: ___Modeling: Examples: Speaking
to use, and providing samples of student work.
___Modeling: Examples: Speaking and clearly, modeling the language you slowly and clearly, modeling the
slowly and clearly, modeling the want students to use, and providing language you want students to use, and
drawings, videos, and games. providing samples of student work.
language you want students to use, and samples of student work. Other Techniques and Strategies used:
providing samples of student work. ___Modeling: Examples: Other Techniques and Strategies used:
Speaking slowly and clearly, ___ Explicit Teaching
modeling the language you
Other Techniques and Strategies used: Other Techniques and Strategies used: want students to use, and ___ Group collaboration ___ Explicit Teaching
providing samples of student
___ Explicit Teaching ___ Explicit Teaching work. ___Gamification/Learning throuh play ___ Group collaboration
___ Group collaboration ___ Group collaboration ___ Answering preliminary ___Gamification/Learning throuh play
___Gamification/Learning throuh play ___Gamification/Learning throuh play Other Techniques and activities/exercises ___ Answering preliminary
Strategies used:
___ Answering preliminary ___ Answering preliminary ___ Carousel activities/exercises
___ Explicit Teaching
activities/exercises activities/exercises ___ Diads ___ Carousel
___ Group collaboration
___ Carousel ___ Carousel ___ Differentiated Instruction ___ Diads
___Gamification/Learning
___ Diads ___ Diads throuh play ___ Role Playing/Drama ___ Differentiated Instruction
___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary ___ Discovery Method ___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Lecture Method ___ Discovery Method
___ Discovery Method ___ Discovery Method ___ Carousel Why? ___ Lecture Method
___ Lecture Method ___ Lecture Method ___ Diads ___ Complete IMs Why?
Why? Why? ___ Differentiated Instruction ___ Availability of Materials ___ Complete IMs
___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Group member’s ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method collaboration/cooperation ___ Group member’s
___ Group member’s ___ Group member’s Why? in doing their tasks collaboration/cooperation
collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Audio Visual Presentation in doing their tasks
in doing their tasks in doing their tasks ___ Availability of Materials of the lesson ___ AudioVisual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn of the lesson
of the lesson of the lesson ___ Group member’s
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
School Head
Gregorio .Sison Mem. Elem. School Grade Five

GRADES 1 to 12 School Level
DAILY LESSON LOG Ednalyn D. Macaraig Learning EPP
Teacher Area
Teaching Date and Oct. 30-Nov 3, 2017/ 1:40-2:30 Third Week 1
Time Quarter
I.LAYUNIN
A.Pamantayang Pangnilalaman naipamamalas ang pagkatuto sa mga kaalaman at kasanayan sa mga gawaing pang-industriya tulad ng gawaing kahoy, metal, kawayan, elektrisidad at iba pa
B.Pamantayan sa Pagganap naisasagawa ng may kawiliha ng pagbuo ng mga proyekto sa gawaing kahoy, metal, kawayan, elektrisidad, at iba pa
C.Mga Kasanayan sa Pagkatuto 1. Natutukoy ang mga mahahalagang 1. Natutukoy ang mga uri ng 1. Natatalakay ang mga uri ng 1. Natutukoy ang mga Lingguhang Pagsusulit
kaalaman at kasanayan sa gawaing kagamitan at kasangkapan sa kagamitan at kasangkapan sa pangkalusugan at
kahoy, metal, kawayan at iba pang gawaing kahoy, metal, kawayan, at gawaing kahoy, metal, kawayan, pangkaligtasang gawi sa
lokal na materyales sa pamayanan. iba pa. at iba pa. paggawa.
2. Nasasabi ang kahalagahan ng 2. Nalalaman ang gamit ng mga 2. Naiisa-isa ang paggamit ng mga 2. Naipamamalas nang may
kaalaman at kasanayan sa mga kagamitan at kasangkapan sa mga gawaing pang-industriya. kawilihan ang pagsunod sa mga
gawaing gawaing pang-industriya. 3. Napapangkat ang kagamitan sa nasabing gawi.
nabanggitK to 12 –EPP5IA-Oa-1, 3. Naipakikita ang tamang paraan paggawa ayon sa paggamit ng 3. Naipamamalas nang may
ng paggamit ng mga kasangkapan mga ito. –EPP5IA-0b- 2, kawilihan ang pagsunod sa mga
sa paggawa panuntunang
pangkaligtasan sa paggawa
EPP5IA-Ob- 2
II.NILALAMAN Batayang kaalaman at kasanayan sa Pagtukoy sa mga uri ng kagamitan Paksa: Pagtalakay sa mga uri ng Pagsunod mga panuntunang
gawaing kahoy, metal, kawayan at at kasangkapan sa gawaing kahoy, kagamitan at kasangkapan sa pagkalusugan at pangkaligtasan
iba pa metal, kawayan, atbp. gawaing kahoy, metal, kawayan, sa paggawa
atbp
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p. 26 CG p. 26 CG p. 26 CG p. 26 CG p. 26
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk Makabuluhang Gawaing Pantahanan Edukasyong Pantahanan at Makabuluhang Gawaing Makabuluhang Gawaing
at Pangkabuhayan 5 Pangkabuhayan 5 (Binagong Pangtahanan at Pangkabuhayan Pantahanan at Pangkabuhayan
p.173-175 Edisyon batay sa 2010 PELC) p. 297- 6 pp.193-196 6,
Edukasyong Pantahanan at 299 Makabuluhang Gawaing pp. 207-209
Pangkabuhayan 5 (Binagong Edisyon Makabuluhang Gawaing Pangtahanan at Pangkabuhayan
batay sa 2010 PELC) p. 264-268 Pangtahanan at Pangkabuhayan 4 4 pp.180-188
p.180-188
4.Karagdagang kagamitan mula sa portal
ng Learning Resource
B.Iba pang kagamitang panturo tsart, realya realya (mga kasangkapan sa realya, tsart, larawan, music tsart, flash cards
paggawa), tsart, larawan, DLP player, bola
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o 1. Pagganyak 1. Balik-aral 1. Balik-aral 1. Balik-aral
pagsisimula ng bagong aralin Ipaisa-isa sa mga bata ang lahat ng Anu-anong mahalagang kaalaman Tukuyin ang mga bagay kung ito Magbigay ng tatlong
mga kagamitan na nasa silid-aralan at kasanayan ang inyong natutuhan ay kasangkapan o kagamitan sa halimbawa ng mga kagamitang
na yari sa mga sumusunod: kahoy, sa paggawa ng gawaing kahoy, paggawa ng mga gawaing kahoy, ginagamit ng isang: karpintero
metal, kawayan at iba pang lokal na kawayan, metal at iba pa? ‘ metal, kawayan at elektrisidad. electrician tubero
materyales sa pamayanan. Punan ng tamang tagot ang 1. pait 2. disturnilyador 3. pako 2. Pagganyak
2. Panimulang Pagtatasa patlang. 4. turnilyo 5. brad awl 6. Lagari Ipabasa sa mga bata ang isang
a. Anong gawain ang tinutukoy na 1. __ a g __a __ a g a r __ - 2. Pagganyak kasabihan.
ang pangunahing materyales ay paglalagari Itanghal sa mesa ang iba’t ibang “May ugar para sa lahat ng
alambre, lata at yero? 2. p a __ s __ g p __ __ __ - kagamitan at kasangkapan sa bagay at ang lahat ng bagay ay
b. Ang ilan sa mga halimbawa ng pagsugpong paggawa ng mga gawain. dapat nasa kanyang lugar.”
gawaing ito ay ang paggawa ng 3. P a __ p __ p u __ o l - Hikayatin ang mga bata na
upuan, kwadro at palamuting pagpuputol tukuyin at ipaliwanag
pandingding. 4. __ a g p __ k __ o__ - pagpukpok ang gamit ng mga kagamitan at
c. Paano isinasagawa ang: 5. p __ __ s__s__ ka __ - kasangkapan sa paggawa
pagsusukat, paglalagari, at pagsusukat
pagpupukpok? Ipaliwanag. 2. Pagganyak
d. Mahalaga bang matutunan ang Pagpapakita ng isang tool box na
mga gawaing ito? Bakit? may lamang materyales at
kagamitan sa paggawa. Halimbawa:
martilyo, pako, turnilyo, lagari,
malyete, pait, electric drill, gulok,
at iba pa.
Itanong: Ano ang nakikita nyo sa
loob ng tool box?
B.Paghahabi sa layunin ng aralin 1. Pangkatang Gawain Ano-ano ang iba’t ibang uri ng Ipasagot sa mga bata ang mga Ano-ano ang pangkaligtasan at
Magpakita ng larawan ng iba’t ibang kasangapan at kagamitan sa tanong. pangkalusugang gawi sa
gawain sa sining pang-industriya paggawa ng mga gawaing pang- Ano ang gamit ng pait? paggawa?
tulad ng pag-uukit, paggawa ng industriya? Ang tester ay ginagamit para sa
basket na yari sa kawayan, paggawa Magbigay ng mga halimabawa ng __________?
ng dust pan at paggawa ng extension kagamitang panukat? Pampukpok?
cord. Ipatukoy sa mga bata ang mga Pampihit? at iba pang materyales?
gawain. Pangkatin ang mga bata
batay sa mga larawang ipinakita.
Anong mahalagang kaalaman at
kasanayan ang inyong nalalaman
tungkol sa iba’t ibang gawaing pang-
industriya?
C.Pag-uugnay ng mga halimbawa sa Ilahad ito sa pamamagitan ng iba’t 1. Gawain 1. Gawain 1. Pangkatang Gawain
bagong ralin ibang malikhaing pamamaraan. Iba’t iba ang mga kasangkapang Pangkatin ang klase sa apat. Ang Pangkat 1 at Pangkat 2 - Sa
Gawin ito sa loob ng 10 minuto. kinakailangan sa paggawa ng mga bawat pangkat ay pipili ng limang isang manila paper, magtala ng
(Mungkahing pamamaraan ng gawaing kahoy, metal at iba pa. larawan sa envelope na kanilang ng mga pangkaligtasan at
paglalahad ng mga bata: sa May iba’t ibang klasipkasyon ang kanilang matatanggap. Ikapit ito pangkalusugang panuntunang
pamamagitan ng awit, tula, rap at mga kasangkapang ito at gamit ng sa manila paper at talakayin kung dapat sundin sa paggawa.
pagguhit ng may magpapaliwanag) bawat isa. Tukuyin ang kagamitan anong uri at gamit nito. Pangkat 3 – Sa pamamagitan ng
Paano isinasagawa ang sumusunod at kasangkapan sa iba’t ibang Pangkat I – Gawaing Kahoy isang awit, ipabatid sa klase ang
na kaalaman at kasanayan sa bawat gawain. 1. lagaring pangkahoy 5. katam mga pangkaligtasan at
Gawain. Pangkat I – Gawaing Kahoy 2. liha, 6. metro pangkalusugang panuntunang
Pangkat 1 – Gawaing Kahoy tabla, pako, turnilyo, martilyo, 3. tabla, 7. turnilyo dapat sundin sa paggawa.
Paglalagari, pagsukat, pagpupukpok lagaring pangkahoy, katam, liha, 4. pako, 8. martilyo Pangkat 4 – Gumuhit ng tatlong
Pangkat 2 – Gawaing Kawayan metro, pait Pangkat II – Gawaing Metal pangkaligtasan at
Pagpuputol, pagsusukat, Pangkat II – Gawaing Metal 1. yero 5. plais pangkalusugang panuntunang
pagsusugpong yero, martilyo de bola, rivet, 2. martilyo de bola 6. steel rule dapat sundin sa paggawa
Pangkat 3 – Gawaing Metal pangrematse, gunting pangyero, 3. rivet 7. turnilyo
Paggupit, pagtutupi, pagpupukpok plais, steel rule, turnilyo 4. pangrematse 8. gunting
Pangkat 4 – Gawaing elektrikal Pangkat III – Gawaing Kawayan pangyero
Pagtatalop ng wire, pagsusugpong, Metro, barnis, gulok, pako, glue, Pangkat III – Gawaing Kawayan
pagsubok agari, papel de liha 1. metro, 5. glue
Pangkat IV- Gawaing Elektrisidad 2. barnis 6. lagari
Plais, metro, long nose, electrical 3. gulok 7. papel de liha
tape, wire, tape, outlet, 4. pako,
plug, Pangkat IV- Gawaing Elektrisidad
disturnilyador, bombilya 1. plais 5. wire
2. metro 6. electrical tape
3. long nose plier 7.
disturnilyador
4. tester 8. Plug
D.Pagtalakay ng bagong konspto at Pag-uulat ng pangkat Pag-uulat ng pangkat Pag-uulat ng pangkat Pag-uulat ng pangkat
paglalahad ng bagong kasanayan #1
E.Pagtalakay ng bagong konsepto at a. Ano ang naramdaman mo habang a. Ano ang iyong naramdaman a. Ano ang inyong naramdaman 2.1 Pagtalakay sa natapos na
paglalahad ng bagong kasanayan #2 isinasagawa ang Gawain? matapos isagawa ang gawain? habang ginagawa ninyo ang Gawain
b. Ano ang mga materyales sa mga b. Anu-anong mga kagamitan sa inyong pangkatang gawain? a. Ano ang iyong naramdaman
Gawain? paggawa ang inyong nalaman? b. Ano- anong mga larawan ng matapos isagawa ang gawain?
c. Bakit kailangang lagyan ng barnis o materyales ang nakuha ninyo? b. Ano-ano ang mga
pintura ang mga proyektong tulad c. Ano-ano naman ang mga pangkaligtasan at
ng astray na yari sa kahoy? kasangkapang kailangan upang pangkalusugang panuntunan sa
magawa ng maayos ang gawaing paggawa ang nabanggit at
kahoy, metal, kawayan at ipinakita ng bawat pangkat?
elektrisidad? c. Bakit mahalaga ang
c. Paano inuuri ang kasangkapan? pagsunod sa mga panuntunang
Isa –isahin ang bawat uri pangkalusugan at
pangkaligtasan sa paggawa?
d. Ano ang dapat isaisip kung
gagamit ng mga sumusunod na
kagamitan:
kasangkapang de-kuryente
matalas at may talim
makinang pangwelding at
pangtorno?
F.Paglinang na Kabihasaan Ang pangkalahatang gawaing pang- 1. Batay sa sagot ng bawat pangkat a. Pag-isahin Ang sumusunod na gawaing
industriya ay mayroong iba’t ibang sa paanong paraan nauri ang mga 1. Pag uugnay-ugnayin ng mga pangkaligtasan ay mahalaga
uri ng gawain: kagamitang pang-industriya? ginawa ng bawat pangkat. upang maiwasan ang sakuna
1. Gawaing Kahoy - Ang kahoy ang 2.Ano ang kahalagahan ng 2. Ayon sa sagot ng bawat habang gumagawa ng
pangunahing materyales sa paggawa paggamit ng mga kagamitang ito? pangkat, ano-ano ang mga proyekto.
ng iba’t ibang proyekto tulad ng 3.Sa paanong paraan nakatutulong materyales at kagamitan na Nakatutulong din ang mga
upuan, laruan, mesa, kwadro, ang mga kagamitan sa paggawa ng ginagamit sa gawaing kahoy? panuntunanag ito upang
kabinet, ash tray at palamuting mga proyekto? metal? Kawayan? at elektrisidad? magamit nang mas
pandingding. Ginagawa ito sa iba’t Ang mga pangunahing matagal.
ibang paraan. Nagiging kaakit-akit kasangkapan sa gawaing l ang mga kagamitan. 1.
ang mga proyekto kung may barnis o pangkamay ay pinangkat ayon sa Maglaan ng isang matibay na
pintura. Ang mga kaalaman at gamit. Mahalagang makilala lalagyan para sa mga
kasanayan sa gawaing kahoy ay ang muna ang bawat kasangkapan at kasangkapan upang doon ito
mga sumusunod: paglalagare, angkop na gamit nito bago isaayos kapag hindi na
pagsusukat, at pagpupukpok. magsimulang gumawa ginagamit. Laging tandaan ang
2. Gawaing Metal – Ang aluminum, kasabihang “May lugar para sa
alambre, lata at yero ang gingamit sa lahat ng bagay at ang lahat ng
pagbuo ng proyektong nabibilang sa bagay ay dapat nasa kanyang
gawaing metal. Halimbawa nito ay lugar.”
ang mga laruang dyip, trak, at ibon. 2. Gamitin sa angkop na gawain
Ang mga halimbawa naman ng mga ang bawat kasangkapan. Ang
kagamitan ay dustpan, timba, ash kasangkapang hindi wasto ang
tray, fruit tray, lalagyan ng napkin at pagkakagamit ay madaling
bookshelf. masira at makasira ng gawain.
3. Gawaing Kawayan - Ang kawayan 3. Gamitin ang mga
ay matibay na gamitin sa paggawa ng kasangkapang nasa maayos at
mga kapaki-pakinabang na tamang kondisyon. Iwasan ang
kagamitang mapagkakakitaan tulad paggamit ng ng mga
ng mga muwebles, lampara, bulaklak, kasangkapang mapurol,
pandekorasyon at basket. Ginagamit kinakalawang o may bahaging
din ito sa paggawa ng bahay sira.
4. Gawaing Pang-elektrisidad - Ang 4. Ituon ang isip at diwa sa mga
mga gawaing may kaugnayan sa ginagawa. Iwasan ang paglalaro
elektrisidad ay ang pag-aayos ng at pagbibiruan habang
sirang fuse, kordon ng plantsa, gumagawa lalo na kung
extension cord, at pundidong ilaw. gumagamit ng mga
kasangkapang may talim.
5. Ilayo sa sarili sa matatalim at
matatalas na kagamitan o
kasangkapan. Iwasan ang
paglalagay ng mga ito sa likod o
sa bulsa kung hindi ginagamit
sa halip ay itago na lang sa
tamang lalagyan.
6. Gumamit ng apron o damit
pantrabaho habang gumagawa
at magpalit kaagad ng kasuotan
pagkatapos gumawa.
7. Maglagay ng takip sa mata,
ilong o bibig habang gumagawa
kung kinakailangan. Nagsisilbi
itong proteksyon lalo na kung
gumagamit ng mga makinang
pang-welding, pangtorno at iba
pang kemikal na maaaring
makapinsala.
8. Gamitin ng buong ingat ang
mga kasangkapang dekuryente.
Hingin ang patnubay ng guro o
sinumang nakatatanda kung
gagamit nito.
9. Patayin ang pangunahing
swits bago gumawa kung
magkukumpuni ng mga sirang
kasangkapang de-kuryente.
10. Maglinis at maghugas ng
kamay pagkatapos gumawa
G.Paglalapat ng aralin sa pangaraw-araw Pangkatang Gawain - IT’S SHOWTIME Pangkatang Gawain Pangkatang Gawain (Pass the Ball Pangkatang Gawain (Role
na buhay Ipakikita ng bawat pangkat ang “PINOY HENYO” Game) Playing)
pagsasagawa ng kaalaman at Pangkatin ang mga bata sa apat. Pangkatin ang mga bata sa apat. Gumawa ng isang dula-dulaan
kasanayan sa gawaing kahoy, Bumunot ng isang papel na may Ang bawat pangkat ay may tig- na nagpapakita ng pagsunod sa
kawayan, metal at elektrisidad nakasulat na pangalan ng iisang bola na may iba’t ibang pangkalusugan at
kagamitan sa loob ng kahon. Sa kulay. Habang nagpapatugtog pangkaligtasang gawain.
pamamagitan ng pagpapakita kung ang guro ng isang masiglang (Halimbawa: gumamit ng
paano ang paraan ng paggamit sa awitin ipapasa ng gwantes at magsuot ng shades
mga kagamitan, huhulaan ng isang mga bata ang bola pakaliwa at habang nagwe-welding)
myembro kung anong kagamitan kung kanino mapatapat pagtigil
ito. Ang pangkat na may ng tunog ay siyang magbiibigay
pinakamaraming nahulaan sa loob ng isang kagamitan o
ng isang minuto ang siyang panalo. kasangkapan sa paggawa. Isulat
ang sagot sa pisara ng apat na
bata sa kolum ng bawat pangkat.
H.Paglalahat ng aralin Ano-ano ang mahalagang kaalaman b. Pagpapalalim ng Kaalaman: Mga kagamitan sa gawaing kahoy a. Anuoano ang mga
at kasanayang inyong Mga kagamitan at kasangkapan sa 1. Lapis - karaniwang ginagamit pangkaligtasan at
nalaman tungkol sa gawaing kahoy? gawaing kahoy. na pang marka ng mga pangkalusugang panuntunan sa
gawaing kawayan? Gawaing KAGAMITAN KASANGKAPAN karpentero paggawa ang nabanggit at
metal? Gawaing elektrisidad? 1. Lapis 1. Plywood 2. Ruler – gamit sa pgsukat ng naipakita ng bawat pangkat?
2. Ruler 2. Pako gagaing maliliit naproyekto na b. Bakit mahalagang sundin ang
3. Iskwala 3. Liha may 12 pulgada o 30 sentimetro mga ito?
4. Katam 4. Bisagra ang laki.
5. Lagaring pangkahoy 5. Liston 3. Iskwala – Isang kasangkapang
6. Pait 6. Barnis/pintura hugis L na may 90 degrees upang
7. Martilyo 7. Wood glue makatiyak na iskwalado ang
8. Barena ginagawang proyekto.
9. Granil 4. Katam – Isang kasangkapang
Mga Kagamitan at kasangkapan sa ginagamit upang ang kahoy ay
gawaing metal. mapakinis.
KAGAMITAN KASANGKAPAN 5. Lagari – Pamutol at pangtistis
1. Gunting pangyero 1. Rivet ng kahoy.
2. Lagaring pambakal 2. Turnilyo 6. Pait – Kasangkapang
3. Kikil 3. Yero/lata pangbutas ng kahoy pahaba o
4. Martilyo de bola parisukat
5. Sinsil 7. Martilyo – Pangbaon at
6. Brad Awl pangbunot ng pako sa kahoy.
7. Dibayder 8. Barena – Pambutas sa kahoy
8. Steel rule na pabilog na may iba’t ibang
9. Pangrimatse diyametro.
Mga kagamitan at kasangkapan sa 9. Granil – Ginagamit sa
gawaing pang-elektrisidad. pagmamarka sa kahoy na paayon
KAGAMITAN KASANGKAPAN sa gilid nito.
1. Plais 1. Electrical tape Mga kagamitan sa gawaing metal
2. Lanseta 2. Bombilya 1. Gunting Pangyero – Ginagamit
3. Disturnilyador 3. Outlet sa paghahati ng nga maninipis na
4. Tester 4. Plug piyesa ng metal.
5. Wire 2. Lagaring Pambakal – Pamutol
Mga Kagamitan at kasangkapan sa ng mga kabilya at mga bara ng
gawaing kawayan bakal.
KAGAMITAN KASANGKAPAN 3. Kikil – Pangkinis sa mga gilid ng
1. Lagari 1. Barnis/ pintura mga proyektng yari sa bakal.
2. Gulok 2. Pako 4. Martilyo de Bola – Martilyong
3. Martilyo 3. Barnis ginagamit sa pagkakabit ng
4. Metro 4. Pandikit rematse, pagpapakulob at
6. Lapis 5. Liha pagpapaumbok sa mga
7. Paet proyektong yari sa metal.
8. Spoke shave 5. Brad Awl – Pangmarka sa mga
proyektong yari sa metal.
6. Dibayder – Kasangkapang
hawig sa compass sa ginagamit sa
paghahati-hati ng maraming
magkakasukat na sukat ng isang
mahabang distansya.
Mga kagamitan sa gawaing
kawayan
Ang mga kasangkapang gamit sa
gawaing kawayan ay ang mga
sumusunod: metro, lagari. gulok,
papel de liha atbp.
Mga kagamitan sa gawaing pang-
elektrisidad
1. Plais – Ginagamit sa pagputol
ng kawad ng kuryente at
pangpilipit ng mga dugtungan ng
kawad. Ang plais ay dapat
nababalutan ang hawakan ng
goma o anumang material na
hindi tinatagusan ng kuryente
upang maiwasan ang aksidente o
sakuna.
2. Disturnilyador – Ginagamit
upang mapaikot at mapalubog
ang mga turnilyo sa mga
materyales na gagamitin sa
pagkukumpuni.
3. Tester – Ito ay kasangkapang
ginagamit sa pagsubok kung ang
isang bagay ay may dumadaloy
na kuryente o wala
I.Pagtataya ng aralin Panuto: Basahing mabuti ang bawat Panuto: Tukuyin ang mga Panuto: Talakayin ang wastong Panuto: Isulat ang TAMA kung
tanong at isulat ang sagot sa kasangkapang inilalarawan sa paggamit ng mga sumusunod na ang isinasaad ng pangungusap
sagutang papel. bawat bilang. Piliin ang titik ng kasangkapan o kagamitan sa ay sumusunodsa panuntunang
1. Inutusan ka ng guro mo na lagariin tamang sagot. paggawa. pangkalusugan at
ang isang piraso ng kahoy ayon sa 1. Nais mong palubugin ang 1. Lagaring pambakal- pangkaligtasan at MALI kung
nasabing sukat. Paano mo ito nakausling turnilyo sa iyong upuan. ___________ hindi.
gagawin? Ano ang gagamitin mo? 2. Katam - _______1. Piliin ang klase at
A. Gagamitin ang mga kasanayang A. Martilyo C. Disturnilyador ____________________ laki ng disturnilyador na
natutuhan sa gawaing kahoy. B. Plais D. Malyete 3. Plais - _____________ gagamiting panghigpit o
B. Gagamitin ang mga kasanayang 2. Gagawa ka ng isang proyektong 4. Martilyo -_________________ pantanggal sa turnilyo.
natutuhan sa gawaing elektrisidad. pandakot at ibig mo na itong 5. Gulok - _______2. Hawakan ang lagari
C. Tatawagin ang tatay para gawin gawin. Anong kagamitan ang _____________________ ng iyong kanang kamay o
ang ipinagagawa ng guro. gagamitin mo? kaliwang kamay. Ilagay ang
2. Nais mong idikit ang plywood sa A. Paet C. Screw apat na daliri sa labas na bahagi
baskagan ng proyekto mong toolbox. B. Gunting pangyero D. Tester ng hawakan at ang isang daliri
Paano mo ito isasagawa kung ang 3. Gusto mong maging makinis ang ay sa loob.
gamit mo ay turnilyo at labas ng ginagawa mong alkansiya _______3. Patayin ang
disturnilyador? bago ito lagyan ng barnis. Anong pangunahing swits bago
A. Hawakan ang plywood, lagyan ng kagamitan ang gagamitin mo? gumawa kung magkukumpuni
turnilyo sa pamamagitan ng A. Barena C. Katam ng mga sirang kagamitang de-
pagpukpok dito. B. Pait D. Liha kuryente
B. Hawakan ang plywood, lagyan ng 4. Gagawa ang pangkat nina Nash _______4. Maglagay ng takip sa
turnilyo sa pamamagitan ng ng extension cord bilang proyekto mata, ilong o bibig habang
pagpapatong ng distulnilyador sa ulo sa IA at nais nilang talupan ang gumagawa sa tuwi-tuwina.
nito. Pihitin ang turnilyo mula sa wire. Ano ang kagamitang _______5. Ilagay sa likod o
kaliwa papuntang kanan hanggang sa gagamitin mo? bulsa ang kagamitan habang di
ito ay bumaon sa baskagan. A. plais at pait C. plais at long nose pa ito ginagamit.
C. Ilagay ang plywood sa baskagan sa B. lagaring pambakal D. long nose
pamamagitan ng pagbubutas sa mga at disturnilyador
gilid para lagyan ng turnilyo gamit 5. Nais ni Jun na lagyan ng disenyo
ang kutsilyo. ang sandalan ng upuan na kanyang
3. Bihasa si Randy sa pagkukumpuni ginawa. Anong kasangkapan ang
ng mga sirang upuan, mesa at pwedeng gamitin ni Jun kung nais
aparador kaya lagi siyang niyang ukitan ito?
ipinapatawag ng kanyang mga A. katam C. pait
kapitbahay kapag nagkakaroon ng B. kikil D. barena
sira o aberya ang kanilang mga
kasangkapang nabanggit. Siya ay may
pagsasanay sa anong gawaing pang-
industriya?
A. Gawaing metal
B. Gawaing Kahoy
C. Gawaing Seramika
4. Sumangguni ka sa iyong ama ng
mga paraan kung paano mo
magagawa ang nasirang extension
cord sa inyong silid-aralan. Ano kaya
ang maaring sagot niya?
A. Gawin ang paraang paglalagari at
pagpukpok sa wire para maging
maayos ito.
B. Talupan ang wire at pagsugpong
ang tamang paraan ng pag-aayos ng
nasirang extension cord.
C. Itupi at pukpukin ang materyales
bago ito gupitin.
5. Paano mo uumpisahan ang
paggawa ng proyektong dust pan?
A. Kumuha ng gunting sa damit at
gupitin ang yero.
B. Ihanda ang mga kagamitan, gupitin
ang yero at lahat ng
materyales upang mapabilis ang
paggawa ng proyektong dustpan.
C. Ihanda ang mga kagamitan sa
paggawa, sukatin ito, gupitin gamit
ang gunting pangyero, itupi at
pukpukin ng maayos.
J.Karagdagang Gawain para sa takdang Anu-ano ang mga hanapbuhay na Magpagawa ng album ng mga Uriin ang mga kagamitan at Gumawa ng isang islogan
aralin at remediation maaring pasukan kung bihasa ka sa: kasangkapang ginagamit sa kasangkapan kung para sa tungkol sa mga gawi at
Gawaing Kahoy- _________ gawaing pang-industriya. Pagsama- gawaing kahoy, gawaing metal, panuntunang pangkaligtasan at
Gawaing kawayan - _________ samahin ang magkakauri at sabihin gawaing kawayan o gawaing pangkalusugan
Gawaing Metal- _________ ang angkop na gamit ng bawat isa. pang-elektrisidad at talakayin ang
Gawaing Elektrikal- _________ kahulugan ng bawat isa
1. long nose plier
2. martilyo de bola
3. kikil
4. Gunting Pangyero
5. disturnilyador
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move
80% sa pagtatayao. next objective. next objective. the next objective. the next objective. on to the next objective.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.Bilang ng mag-aaralna nangangailangan ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
ng iba pang Gawain para sa remediation answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
lesson. their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
answering their lesson. in answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
and interest about the lesson. skills and interest about the lesson. knowledge, skills and interest lesson because of lack of lesson because of lack of
about the lesson. knowledge, skills and interest knowledge, skills and
___Pupils were interested on the ___Pupils were interested on the about the lesson. interest about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the encountered in answering the the lesson, despite of some ___Pupils were interested on ___Pupils were interested
questions asked by the teacher. questions asked by the teacher. difficulties encountered in the lesson, despite of some on the lesson, despite of
answering the questions asked by difficulties encountered in some difficulties
___Pupils mastered the lesson ___Pupils mastered the lesson the teacher. answering the questions asked encountered in answering
despite of limited resources used by despite of limited resources used by the teacher. the questions asked by the
the teacher. by the teacher. ___Pupils mastered the lesson teacher.
despite of limited resources used ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished by the teacher. despite of limited resources ___Pupils mastered the
their work on time. their work on time. used by the teacher. lesson despite of limited
___Majority of the pupils finished resources used by the
___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary work on time due to unnecessary their work on time. ___Majority of the pupils teacher.
behavior. behavior. finished their work on time.
___Some pupils did not finish ___Majority of the pupils
their work on time due to ___Some pupils did not finish finished their work on time.
unnecessary behavior. their work on time due to
unnecessary behavior. ___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
mag-aaral na nakaunawa sa aralin. above above above 80% above 80% above
D.Bilang ng mag-aaral na magpapatuloy ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
sa remediation additional activities for remediation additional activities for remediation additional activities for additional activities for require additional activities
remediation remediation for remediation
E.Alin sa mga estratehiyang pagtuturo ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
ang nakatulong ng lubos?Paano ito
nakatulong? ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
lesson the lesson the lesson up the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
na solusyunansa tulong ng aking require remediation require remediation require remediation to require remediation continue to require
punungguro at superbisor? remediation
nadibuho nanais kong ibahagi sa kapwa
ko guro? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
Examples: Self assessments, note taking Examples: Self assessments, note taking Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
and studying techniques, and vocabulary and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and
assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- vocabulary assignments.
quick-writes, and anticipatory charts. share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and ___Bridging: Examples: Think-
charts. charts. anticipatory charts. pair-share, quick-writes, and
___Schema-Building: Examples: Compare ___Schema-Building:
and contrast, jigsaw learning, peer ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Examples: Compare and
teaching, and projects. Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw contrast, jigsaw learning, peer
peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and teaching, and projects.
projects.
Examples: Demonstrations, media, ___Contextualization: ___Contextualization: ___Contextualization: Examples: Demonstrations,
manipulatives, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, media, manipulatives,
opportunities. repetition, and local
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities.
opportunities. opportunities. opportunities.
Examples: Student created drawings, ___Text Representation: ___Text Representation: ___Text Representation:
drawings, videos, and games.
videos, and games. Examples: Student created drawings, Examples: Student created drawings, Examples: Student created ___Modeling: Examples:
___Modeling: Examples: Speaking slowly videos, and games. videos, and games. drawings, videos, and games. Speaking slowly and clearly,
and clearly, modeling the language you ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking modeling the language you
want students to use, and providing want students to use, and
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
samples of student work. providing samples of student
language you want students to use, and language you want students to use, language you want students to use,
providing samples of student work. and providing samples of student and providing samples of student work.
work. work. Other Techniques and
Other Techniques and Strategies used: Strategies used:
Other Techniques and Strategies used:
Other Techniques and Strategies Other Techniques and Strategies
___ Explicit Teaching used: used:
___ Group collaboration ___ Group collaboration
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___Gamification/Learning throuh play ___Gamification/Learning
___Gamification/Learning throuh play throuh play
___ Answering preliminary ___ Group collaboration ___ Group collaboration

activities/exercises ___Gamification/Learning throuh play ___Gamification/Learning throuh
play activities/exercises
activities/exercises ___ Answering preliminary
___ Carousel
___ Answering preliminary ___ Carousel
___ Carousel activities/exercises
___ Diads
activities/exercises ___ Diads
___ Diads ___ Carousel
___ Carousel ___ Differentiated Instruction
___ Differentiated Instruction ___ Diads
___ Diads ___ Role Playing/Drama
___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method
___ Differentiated Instruction ___ Discovery Method
___ Discovery Method ___ Role Playing/Drama
___ Lecture Method
___ Role Playing/Drama ___ Lecture Method
___ Lecture Method ___ Discovery Method
Why?
___ Discovery Method Why?
Why? ___ Lecture Method
___ Complete IMs
___ Lecture Method ___ Complete IMs
___ Complete IMs Why?
___ Availability of Materials
Why? ___ Availability of Materials
___ Availability of Materials ___ Complete IMs
___ Pupils’ eagerness to learn
___ Complete IMs ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s
___ Availability of Materials ___ Group member’s
___ Group member’s ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn collaboration/cooperation
collaboration/cooperation ___ Group member’s
___ Group member’s in doing their tasks
in doing their tasks collaboration/cooperation
collaboration/cooperation ___ Audio Visual Presentation
of the lesson ___ Audio Visual Presentation in doing their tasks in doing their tasks of the lesson
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation
Prepared by:
Checked by:
MELLANIE A. TAMARES
School Head

Grades 1-5 English Lesson on Fact vs Opinion

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GRADES 1 to 12 School KALANGAHAN ELEMENTARY SCHOOL Grade Level FIVE

DAILY LESSON LOG Teacher MELLANIE A. TAMARES Learning Areas ENGLISH

Monday Tuesday Wednesday Thursday Friday

1. Teacher’s Guide pages

2. Learner’s Material pages

* Boats never sink.

___Text Representation: Examples: Student created

Other Techniques and Strategies used: ___ Explicit Teaching

Why? ___ Complete IMs Why? Why? ___ Complete IMs

collaboration/cooperation in doing their tasks collaboration/cooperation collaboration/cooperation in doing their tasks

of the lesson of the lesson of the lesson

NOBYEMBRE , 2017 Markahan IKATLO/UNANG LINGGO

Lunes Martes Miyerkules Huwebes Biyernes

I. LAYUNIN Nakapagpapakita ng mga kanais-nais ba kaugaliang Pilipino

1. Mga pahina sa Gabay ng Guro

2. Mga pahina sa Kagamitang Pang-

4. Karagdagang Kagamitan mula sa

IV. Mga Tala

Other Techniques and ___Gamification/Learning throuh

___ Audio Visual Presentation

Grade 5 Paaralan KALANGAHAN ELEM. SCH. Baitang/Antas Ikalima

Daily Lesson Log Guro MELLANIE A. TAMARES Asignatura Filipino

3rdQ– Unang Linggo LUNES/Oct 30 MARTES/Oct 31 MIYERKULES/Nov 1 HUWEBES/Nov 2 BIYERNES/Nov 3

III. KAGAMITANG PANTURO

D. Pagtalakay ng bagong Talakayan 1 Talasalitaan Ipagawa ang PAGSIKAPAN

___Pupils were interested on the lesson, ___Pupils were interested on the

E.Alin sa mga estratehiyang ___Yes ___No ___Yes ___No

___ Group collaboration ___ Explicit Teaching

___Gamification/Learning throuh play ___ Group collaboration

___ Answering preliminary ___Gamification/Learning throuh

4.Additional Resources from

___Text Representation: ___Text Representation: Examples: Student created

___ Lecture Method ___ Lecture Method Why? Why? Why?

___ Group member’s ___ Group member’s collaboration/cooperation collaboration/cooperation collaboration/cooperation

of the lesson of the lesson

School: KALANGAHAN ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: MELLANIE A. TAMARES Learning Area: SCIENCE

DAILY LESSON LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4. Additional materials from

B. Establishing a purpose for the Balance a ball on the table.

E. Discussing new concepts and

F. Developing Mastery Original File Submitted and

G. Finding Practical application of

H. Making generalization and

___Text Representation: ___Text Representation: Examples: Student created

___ Lecture Method ___ Lecture Method Why? Why? Why?

___ Group member’s ___ Group member’s collaboration/cooperation collaboration/cooperation collaboration/cooperation

of the lesson of the lesson

DAILY LESSON LOG Guro MELLANIE A. TAMARES Asignatura ARALING PANLIPUNAN

(Pang-araw-araw na OKTUBRE 30-NOBYEMBRE 3, 2017 Markahan III

Lunes Martes Miyerkules Huwebes Biyernes

I. LAYUNIN Nasusuri ang pagbabago sa panahanan ng mga Pilipino sa panahon ng Español.

AP5KPK-IIIa-1A AP5KPK-IIIa-1A AP5KPK-IIIa-1A AP5KPK-IIIa-1A

1. Mga pahina sa Gabay ng Guro

2. Mga pahina sa Kagamitang Pang-

K to 12 AP5KPK-IIIa-1; Pilipinas Kong K to 12 AP5KPK-IIIa-1; Pilipinas Kong K to 12 AP5KPK-IIIa-1,1.1;1.1.3 ; K to 12 AP5KPK-IIIa-1,1.1;1.1.3 ;

tsart, manila paper, pandikit, tsart, manila paper, pandikit,

Itanong sa mga bata: Itanong sa mga bata:

Ano-anong uri ng panahanan ang Ano-anong uri ng panahanan ang

Ipaliwanag ang pamamaraan sa Ipaliwanag ang pamamaraan sa

Ipakopya sa papel ang saranggola at Ipakopya sa papel ang saranggola at

Why? _ Complete IMs Why? Why? _ Complete IMs

_Pupils were interested on the lesson, _Pupils were interested on the

E.Alin sa mga estratehiyang _Yes _No _Yes _No

_ Group collaboration _ Explicit Teaching

_Gamification/Learning throuh play _ Group collaboration

_ Answering preliminary _Gamification/Learning throuh

_Text Representation: _Text Representation: Examples: Student created

_ Lecture Method _ Lecture Method Why? Why? Why?

_ Group member’s _ Group member’s collaboration/cooperation collaboration/cooperation collaboration/cooperation

_Text Representation: _Text Representation: Examples: Student created

_ Lecture Method _ Lecture Method Why? Why? Why?

_ Group member’s _ Group member’s collaboration/cooperation collaboration/cooperation collaboration/cooperation

_ Answering preliminary _ Answering preliminary