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School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: JODILMARY C. MONTEMAYOR Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: JUNE 11-15, 2018 (Week 2) Quarter: 1st Quarter
I. OBJECTIVES
A. Content Standards Analyze sound devices Infer meaning of idiomatic Compose clear and coherent Describe different forms and Observe politeness at all times
(personification ) expressions using affixes sentences using appropriate conventions of film and moving
In a text heard grammatical structures: pictures
Pluralization of irregular nouns (blocking)
B. Performance
Standards
C. Learning ENG. LC-Ib-2-3-6 ENG. 6V-Ib-12.4.2.1 EN6G-Ib-2.3.2 EN6VC-Ib-5.1.2 ENG. 6-Ib-5.1.2
Competencies) Analyze sound devices Infer meaning of idiomatic Compose clear and coherent Describe different forms and Observe politeness at all times
(personification ) expressions using affixes sentences using appropriate conventions of film and moving
In a text heard grammatical structures: pictures
Pluralization of irregular nouns (blocking)
II. Content Analyzing sound devices Inferring meaning of idiomatic Composing clear and coherent Describing different forms and Observing politeness at all times
(personification) in a text expressions using affixes sentences using appropriate conventions of film and moving
heard grammatical structures: pictures
Pluralization of irregular nouns (blocking)
B. Establishing purpose for the Let pupils identify the figure 1. Discuss the title of the story. . Listening to a poem Ask a question: Have you ever Have the pupils give their
Lesson of speech use in a text 2. Allow children to ask questions. THE PLURAL POEM wondered how a film is made? reactions about the video
www.ereadingfigurative
www.ereadingfigurative Internet search Who are the people behind the
language scenes?
C. Presenting examples Show examples of figurative Read the story John’s Keys to Choose the correct form of plural Read the story:
/instances of the new lessons language Success for each noun Movie in the Making Video Presentation: Be Polite at
www.ereadingfigurative
www.ereadingfigurative esl.com advance reading John’s ELC Study Zone pp. 214-216 all Times
language Keys to Success Fun in Eng. Reading internet search
Personification
D. Discussing new concepts Allow pupils to read the list of Ask pupils to give some idioms and Allow pupils to answer activit y 2 Answer the question orally
and practicing new skills #1. figurative language write them on the board. A p. 112 Fun in Eng. Lang “After You Read” p. 216 Fun in Role- Playing : have the pupils
Personification Eng. Reading role played a different scenarios
that shows politeness
www. brightubeducation
E. Discussing new concepts & Give a list of Figurative Let them give the meaning of Pronunciation: 1. Ask pupils to What is blocking? Ask the pupils to tell what they
practicing new skills #2 language Personification idiomatic expression read the poem orally by group. search www.elements
Internet search www.elements already knew about using polite
www.ereadingfigurative
www.ereadingfigurative THE PLURAL POEM of cinema( blocking) words.
language Answer Activity 1 p. 217 Fun in Original File Submitted and
Eng. Reading Formatted by DepEd Club
Member - visit depedclub.com
for more
F. Leads to Formative Let them analyze sound Answer Exercise 1 pp. 212-213 Fun Ask pupils to use the plural of Ask the pupils: What is the
Assessment 3) devices using personification in Eng. Reading irregular nouns in a clear and importance of blockings in a Let the pupil’s answer 1-5
1 -5
in a text heard coherent sentences film? Scenario on what are they going
www.ereadingfigurative
www.ereadingfigurative to do on the ff. scenes.
language Internet search
www. brightubeducation
G. Finding Practical What benefits can you get John’s Keys to Success What you have learned about Film Making Tips What is the importance of being
Applications of concepts and from this lesson? What values have you learned “PLURAL POEM”
POEM” (blockings) polite at all times?
skills in daily living from the story? Internet search
H. Making Generalizations & A. Let them read and analyzed Work on Exercise 2 on p. 213 Fun What benefits can we get from Lesson about movie blocking
Abstractions about the lessons sound devices using in Eng. Reading the PLURAL POEM Videos Why is being polite at all times
personification in a text heard Internet search important?
www.ereadingfigurative
www.ereadingfigurative
language
I. Evaluating Learning Answer p. 52 English For You Pen Power: Have the pupils write Spell It Right, Role-Playing about Movie Read some of pupils answer on
And Me Reading some idiomatic expressions and ELC Study Zone Blockings the given scenario.
give its meaning Internet search
J. Additional activities for Let pupils understand the use of Answer ELC Study Zone 330 Write a Movie Review about List down all the polite
application or remediation affixes in an idiomatic expression grammar your favorite film expression you have known.
V.Remarks
VI. Reflection
A .No.of learners who earned 80% ___ of Learners who earned
earned 80% ___ of Learners who earned 80% above
above ___ of Learners who earned
earned 80% abov
above
e ___ of Learners who earned 80% abo
above
ve
above ___ of Learners who earned 80% above
above
in the evaluation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No.of learners who caught up with ____ of Learners who caught
caught up the ____ of Learners who caught
caught up the lesson
lesson ____ of Learners who caught
caught up the lesson
lesson ____ of Learners who caught
caught up the ____ of Learners who caught
caught up the
the lessons lesson lesson lesson
D. No.of learners who continue to ___ of Learners who continue to ___ of Learners who continue
continue to require
re ___ of Learners who continue to require
require ___ of Learners who continue to ___ of Learners who continue
continue to requirre
e
require remediation require remediation remediation remediation require remediation remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did this work?) ___ Group collaaboration
boration ___ Group collaboration
laboration ___ Group collaaboration
boration ___ Group collaboration
collaboration ___ Group collaboration
collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation
Presentation ___ Power Point Presentation
Presentation ___ Power Point Presentation
Presentation ___ Power Point Presentation on ___ Power Point Presentation
Presentation
___ Answering preliminary
preliminary ___ Answering preliminary
preliminary ___ Answering preliminary
preliminary ___ Answering preliminary
preliminary ___ Answering prelimin nary
ary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share
Think-Pair-Share (TPS) ___ Think-Pair-Share
Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
(TPS) ___ Think-Pair-Share
Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Paragraphs/ ___ Rereading of Paragraphs/
Paragraphs/ ___ Rereading of Paragraphs/
Paragraphs/ ___ Rereading of Paragraphs/
Paragraphs/ ___ Rereading of Paragraphs/
Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction
Instruction ___ Differentiated Instruction
Instruction ___ Differentiated Instruction
Instruction ___ Differentiated Instruction
Instruction ___ Differentiated Instruction
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
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
of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of
of Materials
___ Pupils’ eagerness to learn
to learn ___ Pupils’ eagerness to learn
learn ___ Pupils’ eagerness to learn
learn ___ Pupils’ eagerness to learn
learn ___ Pupils’ eagerness to leearn
arn
___ Group member’s Cooperation
Cooperation in ___ Group member’s
member’s ___ Group member’s
member’s ___ Group member’s
member’s ___ Group member’s
member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
__Lack
PlannedofInnovations:
Interest of pupils __Lack
PlannedofInnovations:
Interest of
of pupils __Lack
PlannedofInnovations:
Interest of pupils __Lack
PlannedofInnovations:
Interest of pupils __Lack
PlannedofInnovations:
Interest of
of pupils
G. What innovations or localized
materials did I used/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making use big books
books from __ Making use big books
books from __ Making use big books
books from __ Making use big books
books from __ Making use big books
books from
views of the locality views of the locality views of the locality views of the locality views of the locality
teachers?
__ Recycling of plastics
astics to be used as __ Recycling of plastics
plastics to be used as __ Recycling of plastics
astics to be used as __ Recycling of plastics
astics to be used as __ Recycling of plastics
plastics to be used as
Instructional Materials Instructionall Materials
Instructiona Instructionall Materials
Instructiona Instructional Materials Instructionall Materials
Instructiona
__ local poetical composition __ local poetical
poetical composition __ local poetical composition __ local poetical composition __ local poetical
poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: JODILMARY C. MONTEMAYOR Learning Area: FILIPINO
DAILY LESSON LOG Teaching Dates and
Time: JUNE 11-15, 2018 (Week 2) Quarter: 1st Quarter
I. OBJECTIVES
I. Layunin
Nasasaulo ang isang tula/awit na napakinggan at naisasadula ang isang isyu o paksa mula sa tekstong napakinggan
Nakasasali sa isang usapan tungkol sa isyu
B. Pamantayan sa
Nakabubuo ng sariling diksiyonaryo ng mga bagong salita mula sa mga binasa; naisasadula ang mga maaaring mangyari sa nabasang teksto Nagagamit ang nakalimbag at di-
Pagganap
nakalimbag na mga kagamitan sa pagsasaliksik
Nakasusulat ng reaksyon sa isang isyu
Nakagagawa ng isang blog entry tungkol sa napanood
Naisasagawa ang pagsali sa mga usapan at talakayan, pagkukuwento, pagtula, pagsulat ng sariling tula at kuwento
C. Mga Kasanayan Nasasagot ang mga tanong Nakapagbibigay ng panuto na Nagagamit nang wasto ang mga Napagsunod-sunod ang mga Nagagamit ang pangkalahatang
sa Pagkatuto tungkol sa napakinggang may higit sa limang pangngalan at panghalip sa pangyayari sa kuwento sa tulong sanggunian F6EP-Ib-d-6
kuwento hakbang F6PS-Ib-8 pakikipag-usap
pakikipag- usap sa iba’t ibang ng nakalarawang
F6PN-Ia-g-3.1 sitwasyon balangkas
F6WG-Ia-d-2 F6PB-Ib-5.4
Nakasusulat ng idiniktang talata
F6PU-Ib-2.8
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Pahina sa Gabay ng Guro
2. Pahina sa Kagamitan ng
Mag-aaral
3. Pahina sa Batayang
Aklat
4. Karagdagang
Kagamitan mula sa
Learning Resource (LR)
portal
IV. PAMAMARAAN
A. Balik-aral sa nakaraang Ipatukoy sa mag-aaral ang Dugtungan Mo Igagalaw ko, Pangalanan Mo Sabihin ang kahulugan ng Hayaang magbahagi ng
aralin at/o ngalan ng sumusunod na Simulan ang pagbabahagi ng Magpatukoy ng isang bagay sa salitang may salungguhit sa karanasan ang magaaral tungkol
pagsisimula ng bagong larawan at kung saan ito unang pangyayari sa loob ng silid-aralan. Pahulaan bawat pangungusap. sa pagganit ng silidaklatan.
aralin ginagamit. napakinggang kuwento nang ang inisip sa mga kaklase sa 1. Dumungaw si Angela nang Original File Submitted and
nagdaang araw. Tumawag ng pamamagitan ng paggawa ng marinig ang malakas na Formatted by DepEd Club
mag-aaral upang sundan ang mga kilos upang masabi kung Member - visit depedclub.com
tahol ng aso.
pangyayaring ibinigay. Gawin ano ang bagay na ito. for more
2. Nakita niya ang dalawang
ito hanggang sa matapos ang Itala sa pisara ang sagot ng pulis at mga tsuper ng jeep
kuwento.
magaaral. na may nilulutas na
Ipabasa ang ginawang talaan. problema sa banggaang
Ano ang tawag sa mga ito?
naganap.
Ano ang pangngalan?
3. Naroon din ang kaniyang
lolo, mahilig kasi itong
maglagi sa may bakuran
kaya kitang-kita niya ang
pangyayari.
B. Paghahabi sa layunin ng Hayaang magbahagi ang mag- Ano ang nilaro ng Ipabasa nang malakas ang Paano mo ipinapakita ang Ano-ano ang gamit na makikita
aralin aaral ng kanilang karanasan na magkakaibigan sa ilog? sumusunod na pangungusap. pagmamahal mo sa mga sa silidaklatan?
may kaugnayan sa mga larawang 1. Nagpunta sina Juan sa kaibigan?
ipinakilala sa natapos na gawain. ilog.
2. Gumawa sila ng balsa
gamit ang pinagtabitabing
katawan ng puno ng
saging.
3. Habang naglalaro ang
magkakaibigan, natulog
naman si Juan sa isang
balsa.
C. Pag-uugnay ng mga Ano ang nangyari kay Juan Pakuhanin ang mag-aaral ng Ano-ano ang pangngalan sa bawat
bawat Ipabasa: Tanda ng Ano-ano ang mga
halimbawa Tamad nang magpunta silang kalahating papel. pangungusap? Pagmamahalan Mga pangkalahatang sanggunian na
sa bagong aralin magkakaibigan sa ilog? Alamin Bigyan sila ng mga panuto sa Ipagamit sa sariling pangungusap Diptonggo sa Tula at makikita sa silid-aklatan? Kailan
ang mga hinu ha ng mag-aaral. paggawa ng bangkang papel. ang mga natukoy na pangngalan. Mahahalagang Pangyayari sa ginagamit ang bawat isa?
Isulat ito sa pisara. Ibigay nang isa-isa ang mga Kuwento 1268
hakbang.
Tingnan kung nasusundan ito ng
D. Pagtalakay ng Basahin nang malakas ang “Juan Nasunod mo ba nang wasto ang Balikan ang usapan sa kuwento ni Ipangkat ang mag-aaral. Dalhin ang mag-
bagong konsepto Tamad” sa pp. 7-8
7 -8 ng Mga mga panuto na ibinigay? Juan Tamad. Pagawain ang bawat pangkat ng aaral sa silid-aklatan. Papiliin ang
at paglalahad ng Diptonggo sa Tula at Bakit? Bakit hindi? Ano-ano ang pangngalang ginamit
ginamit komik istrip upang ipakita ang bawat isa ng gagamiting
bagong Mahahalagang Ano ang ginawa mo upang sa usapan? pagkakasunod ng mga pangkalahatang sanggunian upang
kasanayan #1 Pangyayari sa Kuwento 1268. makasunod nang wasto sa pangyayari sa binasang kuwento. makapagsaliksik paksang nais. -
panutong ibinigay?
Tungkol saaan ang Ano ang napansin ninyo nang
napakinggang kuwento?
magbigay ako ng panuto?
Nakatulong ba ang aking
ginawa upang makasunod ka
nang wasto?
E. Pagtalakay ng Balikan ang mga hinuha ng Ipangkat ang mag-aaral. Kung makakausap mo si Juan Pasagutan ang ibinigay na
bagong konsepto mag-aaral bago basahin ang Bawat pangkat ay Tamad, ano ang nais mong sabihin balangkas upang maipakita ang
paglalahad ng bagong kuwento. tungkol sa paggawa ng isang Gumamit ng pangngalan. pangyayari sa binasang kuwento.
kasanayan #2 Isa-isahin ang mga ito at laruan.
sabihin kung nangyari ba ang Matapos ang laang oras, Ano-ano ang pangngalang ginamit?
Ano ang Ano ang
mga ito sa kuwento o hindi. pagparehasin ang bawat pangkat. Tama ba ang pagkakagamit ng bawat sumunod na
unang
Sasabihin ng Pangkat A ang pangkat? pangyayari? pangyayari?
kanilang mga inihandang panuto sa
Pangkat B. Matapos ang gawain na
F. Paglinang sa Sino-sino ang tauhan sa Bigyan ng sapat na oras ang mag- Magpagupit sa mag-aaral ng larawan sa Ano-ano ang dapat tandaan upang
upang Pasulatin ng isang talata
Kabihasaan (Tungo
(Tungo napakinggang kuwento? aaral na makapaghanda ng panuto lumang diyaryo o magasin. (Kung wala, maisulat muli ang ididiktang talata ng na may lima (5) hanggang
sa formative Saan nagpunta ang na nais nilang ipagawa sa kanilang maaaring maghanda na ang guro ng guro? (10) sampung
Assessment ) magkaibigan? kaklase upang makabuo ng isang mga larawan na gagamitin. pangungusap tungkol sa
Ipasulat ang ididiktang talata.
Ano ang ginawa nila sa bagay mula sa isang papel. Siguraduhin na sapat sa lahat ng mag- paksang sinaliksik.
kanilang pinuntahan?
pinuntahan? Ano Matapos ang inilaang oras, sabihin aaral ang larawang ihahanda. Matapos ang gawain, kuhanin ang Matapos ang inilaang
ang ginawa ni Juan? Ano sa mag-aaral na humanap ng Pakuhanin ang bawat mag-aaral ng papel upang bigyang-puna. oras, tumawag ng ilan
ang ginawa ng kaniyang kapareha. Bawat isa ay magbibigay isang larawan.) Gamit ang larawang upang ibahagi ang
mga kaibigan? Ano ang ng kani-kanilang inihandang ginupit/napili, pagawain ang mag-aaral Ipasulat muli ito ayon sa ibinigay na kanilang natapos.
nangyari kay Juan? panuto. ng isang maikling salaysay/talata na puna.
Umikot at tingnan kung tama at may 4 –
4 – 5
5 pangungusap. Ipasulat ito sa
maayos ang pagbibigay ng isang papel. Pabilugan ang mga
bawat isa ng panuto. pangngalan na ginamit.
G. Paglalapat ng Aralin Anong bahagi ang Ano-ano ang panuto na lagi Paano mo pahahalagahan ang iyong Paano makatutulong sa
sa Pangaraw-araw nagustuhan mo sa mong naririnig sa bahay? Sa kaibigan? iyo ang pagkaalam sa
na kuwentong napakinggan? paaralan? Sa kalsada? Sa mga paggamit ng mga
buhay Bigyang-katwiran ang sagot pampublikong lugar? pangkalahatang
na ibibigay. Sa pagsagot sa pagsusulit, ano sanggunian sa
ang mangyayari kung hindi mo pagsasaliksik na
susundin nang maayos ang mga gagawin?
panutong ibinigay?
H. Paglalahat ng Ano ang natutuhan mo sa Ano ang dapat tandaan sa Ano ang pangngalan? Ano ang dapat tandaan upang Ano-ano ang
Aralin kuwentong napakinggan? pagbibigay ng panuto? matukoy muli ang mga pangyayari pangkalahatang
Paano mo ito maisasabuhay? sa binasang kuwento? sanggunian at kalian
Ano-ano ang dapat tandaan upang ginagamit ang bawat isa?
maisulat nang wasto ang talatang
ididikta ng guro?
I. Pagtataya ng Kung bibigyan mo ng marka ang Ipabuod ang kuwento ni Juan Tamad.
Aralin iyong kapareha sa natapos na Pabilugan ang mga pangngalang
gawain, ano ang ibibigay ginamit.
mo?Bigyang-katwiran ang ibinigay
na marka.
5 – pinakamataas
pinakamataas
4- mataas
3- mataas--taas
2- mababa
1- pinakamababa
J. Karagdagang gawain
para sa takdang-
aralin at remediation
remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilan ng mag-
aaral na nakakuha ng
80% sa pagtataya
B. Bilang ng mag-
aaral na
nangangailangan ng
iba pang gawain para
sa
remediation
remediation
C. Nakatulong ba ang
remedial? Bilang
Bilang ng
magaaral na
nakaunawa sa
aralin.
__Data
__I – Retrieval Chart
__I –Search
Search Chart __Data
__I – Retrieval Chart
__I –Search
Search Chart __Data
__I – Retrieval Chart
__I –Search
Search Chart __Data
__I
__I – Retrieval Chart
–Search
Search Chart __Data
__I
__I – Retrieval Chart
–Search
Search Chart
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
makabagong __Kakulangan sa makabagong
makabagong kagamittang
ang __Kakulangan sa makabagong
makabagong kagamitang
kagamitang __Kakulangan sa makabagong
makabagong kagamit
kagamitang
ang __Kakulangan sa makabagong
makabagong
aking naranasan na
kagamitangpanturo. panturo. panturo. panturo. kagamitangpanturo.
solusyunan sa __Di-magandang pag-uugali
pag-uugali ng mga __Di-magandang pag-uugali
pag-uugali ng mga bata.
bata. __Di-magandang pag-uugali
pag-uugali ng mga bata. __Di-magandang pag-uugali
pag-uugali ng mga bata. __Di-magandang pag-uugali
pag-uugali ng
tulong ng aking bata. __Mapanupil/mapang-aping
__Mapanupil/map ang-aping mga bata
bata __Mapanupil/mapang-aping
__Mapanupil/mapa ng-aping mga bata __Mapanupil/mapang-aping
__Mapanupil/mapa ng-aping mga bata mga bata.
punongguro at __Mapanupil/mapang-aping
__Mapanupil/map ang-aping mga __Kakulangan sa Kahandaan
Kahandaan ng mga bata __Kakulangan sa Kahandaan
Kahandaan ng mga bata lalo na sa __Kakulangan sa Kahandaan
Kahandaan ng mga bata lalo __Mapanupil/mapang-aping
__Mapanupil/map ang-aping mga
bata lalo na sa pagbabasa. pagbabasa. na sa pagbabasa. bata
superbisor?
__Kakulangan sa Kahandaan
Kahandaan ng mga __Kakulangan ng guro
guro sa kaalaman ng
ng __Kakulangan ng guro sa kaalaman ng
ng __Kakulangan ng guro sa kaalaman nng
g __Kakulangan sa Kahandaan
Kahandaan ng
bata lalo na sa pagbabasa. makabagongteknolohiya makabagongteknolohiya makabagongteknolohiya mga bata lalo na sa pagbabasa.
__Kakulangan ng guro
guro sa kaalaman __Kamalayang makadayuhan
makadayuhan __Kamalayang makadayuhan
makadayuhan __Kamalayang makadayuhan
makadayuhan __Kakulangan ng guro
guro sa
ng makabagong teknolohiya kaalaman ng makabagong
__Kamalayang makadayuhan
makadayuhan teknolohiya
__Kamalayang makadayuhan
makadayuhan
School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: JODILMARY C. MONTEMAYOR Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: JUNE 11-15, 2018 (Week 2) Quarter: 1st Quarter
I. OBJECTIVES
The learners demonstrate understanding of different types of mixtures and their characteristics
A. Content Standards
The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
B. Performance Standards
C. Learning Competencies/ Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
Objectives
Write the LC code for
each
Recall of Homogeneous and Describe solutions as Perform Experiments affecting Describe characteristics and
Heterogeneous Mixture homogeneous mixture and its uses Solubility uses of suspensions
Review of Heterogeneous and Solutions Solutions : Experimentation Suspensions
II. CONTENT Homogeneous Mixtures
A. References
1. Teacher’s Guide pages
pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
lesson or presenting the Game: Pera o Bayong.
Bayong . The Yes or No.
No. The teacher should ask Flashcards.. The teacher should
Flashcards Pass the ball . The small ball
new lesson teacher should prepare 4 the students to prepare yes and prepare terms such as solutions, will be passed while the
choices for every question. no cards. The teacher asks a solid, liquid, solute, dissolution, music is playing. When the
When a question is asked, the question answerable by yes or no. solvent and other related terms. music stops, the one holding
students will line up to the The teacher should lead the Show the cards and ask students the ball gives an insight or
choices. discussion to homogeneous what they recall. learning from yesterday’s
mixtures. activity.
B. Establishing a purpose Question of the day: Question of the day: Situation Analysis: Question of the day:
for the lesson
Based from last week’s What happens when solids are If you were to drink coffee, will Why do some solids mixed
activity, what are mixture? mixed with water? you choose granules or powder? with water do not dissolve?
Heterogeneous and Why?
homogeneous mixtures?
If you were to drink chocolate,
what will you choose tablea or
D. Discussing new concepts Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
and practicing new skills Direct Instruction.
Instruction. The teacher Group Presentation of Data.
Data . The Direct Instruction.
Instruction. The
#1 should
in identify
his/her solute and solvent
discussion. teacher may use Rubric on
Presentation. teacher should
students to the guide theof
concept
suspension.
Original File Submitted and
Formatted by DepEd Club
Member - visit
depedclub.com for more
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery Teacher’s Instruction
(leads to Formative
Assessment 3) Activity 2.1 Mixture
The teacher will useFoldables.
Foldables
the .
activity as guide.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations Note: The activity has the Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
and abstractions about summary/generalization of One sentence summary . The Cause and Effect . The teacher Suspension Glass.
Glass. The
the lesson the lesson. teacher asks the students what should show a graphic organizer of teacher should show a
they have learned. cause and effect like fishbone. graphic organizer of
suspension glass.
Example,
The bottom part should
contain things you have
learned about suspension.
The top part should contain
things you want to know
more about suspension.
I. Evaluating learning Please see Rubrics on Making Note: The teacher may use the The evaluation score is based on Short Quiz.
Foldables. evaluation in the activity. the rubrics used. Possible question:
What is suspension? What
are the characteristics of
suspension? What are the
uses of suspension?
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% above
above ___ of Learners who earned
earned 80% abov
above
e ___ of Learners who earned 80%
above ___ of Learners who earned
earned 80% above
above above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require ___ of Learners who require additional
additional ___ of Learners who require additional
additional ___ of Learners who require
require additional
additional ___ of Learners who require
additional activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
require additional
activities for remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught
caught up the ____ of Learners who caught
caught up the lesson
lesson ____ of Learners who caught
caught up the lesson
lesson ____ of Learners who caught
caught up the lesson ____ of Learners who caught
caught up the
work? No. of learners
lesson lesson
who have caught up with
the lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue
continue to requirre
e ___ of Learners who continue to require
require ___ of Learners who continue to requ
require
ire ___ of Learners who continue to
require remediation remediation remediation remediation require remediation
continue to require
remediation
___ 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
of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of
of Materials
___ Pupils’ eagerness to learn
learn ___ Pupils’ eagerness to learn
learn ___ Pupils’ eagerness to learn
learn ___ Pupils’ eagerness to learn
learn ___ Pupils’ eagerness to learn
learn
___ Group member’s Cooperation
Cooperation in ___ Group member’s
member’s ___ Group member’s
member’s ___ Group member’s
member’s ___ Group member’s
member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils
pupils __ Bullying among pupils
pupils __ Bullying among pupils
pupils __ Bullying among pupils
pupils __ Bullying among pupils
pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/atti
behavior/attitude
tude __ Pupils’ behavior/attitude
behavior/attitude __ Pupils’ behavioor/attitude
r/attitude
encounter which my
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor __ Unavailable Technology
Technology __ Unavailable Technology
Technology __ Unavailable Technology
Technology __ Unavailable Technology
Technology __ Unavailable Technology
Technology
can help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/
Computer/ __ Science/ Computer/
Computer/ __ Science/ Computer/
Computer/ __ Science/ Computer/
Computer/ __ Science/ Computer/
Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Cleerical
rical works __ Additional Clerical
Clerical works __ Additional Cleerical
rical works __ Additional Clerical
Clerical works __ Additional Clerical
Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of
of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of
of pupils
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized materials did I
__ Making use big books
books from __ Making use big books
books from __ Making use big books
books from __ Making use big books
books from __ Making use big books
books from
use/discover which I views of the locality views of the locality views of the locality views of the locality views of the locality
wish to share with other __ Recycling of plastics
astics to be used as __ Recycling of plastics
plastics to be used as __ Recycling of plastics
astics to be used as __ Recycling of plastics
astics to be used as __ Recycling of plastics
plastics to be used
teachers? Instructionall Materials
Instructiona Instructionall Materials
Instructiona Instructionall Materials
Instructiona Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical
poetical composition __ local poetical composition __ local poetical composition __ local poetical
poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
GRADE 6 Teacher: JODILMARY C. MONTEMAYOR Learning Area: T.L.E-H.E
DETAILED LESSON PLAN Teaching Dates and
Time: JUNE 11-15, 2018 (Week 2) Quarter: 1st Quarter
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Management of family resources
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and
III. LEARNING RESOURCES
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Learning Resource Pp. 23-24 1991.pp. 23-24
(LR)portal
Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Bantigue, R.M. and
Pangilinan, J.P. (2014) J.P. (2014) Growing up with J.P. (2014) Growing up with Home Pangilinan, J.P. (2014) Pangilinan, J.P. (2014)
Growing up with Home Home Economics and Livelihood Economics and Livelihood Growing up with Home Growing up with Home
Economics and Livelihood Education.. FNB Educational
Education Educational,, Inc. Education.. FNB Education
Education Educational,
al, Inc. Economics and Livelihood Economics and Livelihood
Education.. FNB Educational,
Education Educational, QC. QC. Education.. FNB Educational,
Education Education.. FNB
Education
Inc. QC. Inc. QC. Educational, Inc. QC.
B. Other Learning Resources
https://www.google.com.ph/ http://www.watchknowlearn.
search?q=needs+versus+wan org/Video.aspx?VideoID=4473
ts+activities&oq=needs+vers 8&CategoryID=4959
us+wants&aqs=chrome.2.69i
59j69i57j69i59j0l3.6406j0j7&
sourceid=chrome&ie=UTF-
8#q=needs+versus+wants+
IV. PROCEDURES
Last week, there was a Recap of the lesson the previous Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
discussion on management day day previous day previous day
of the family income.
Management of family As a segue, mention that the day Yesterday, we discussed the Yesterday, we learned
income means allocating it to before, the class learned the principles that need to be applied budgeting and how it can be
A. Reviewing previous provide for the basic needs factors that should be considered to make family budgeting a applied to the family.
lesson or presenting the new of members and for in budgeting. successful and fulfilling task.
lesson comfortable living.
Budgeting is critical because it is
Ask the class to identify some of oftentimes difficult to ensure
the priniciples. that we will be able to make
both ends meet when times are
We also identified items that were hard.
included in the family budget.
Ask the class about the For the day’s lesson, the class will Ask what items are included in How can we prudently manage
relationship between identify where the income goes or the budget. the financial resources of the
management and budgeting what the family includes in the family?
of family income. budget. Then, present the following list
culled from the book: Group the class into four (4).
Aside from the knowledge of what Food and clothing Each group will answer the
comprises a family budget, the Shelter and education question. “How can we make
class needs to be aware of certain Social needs both ends meet?”
principles to be applied effectively social and moral obligations
in order to make family budgeting family activities Reporting per group follows.
a successful and fulfilling task. school affairs
By means of budgeting, the Ask the class to bring out the Tell the learners that items 1 and 2 Show photos of different Divide the class into four (4)
family can properly allot the photos they were asked to bring. are basic needs and are familiar to items/situations. groups.
income. A family sshould
hould have Group the class into 4 (four). Let them. Mention something about
a knowledge of family the class identify where or what food and clothing, shelter and Ask the learners if they are Using the concepts learned
budgeting to know how much the family includes in the budget. education. needs or wants. yesterday, come up with an
is spent for family needs and Prioritize the items. The class will activity that will demonstrate
where the income goes. be given ten minutes to complete Ask them to give examples of the Ask why they think it is a need the difference between
Through family budgeting, the the activity. Reporting follows.
C. Presenting examples/ items under social needs, and or want. needs and wants. Think of
members will learn to spend savings/emergency budget. activities outside the box.
instances of the new
wisely, save regularly,
lesson
participate in family matters
These are the following:
more actively with the
a. Social and moral obligations –
–
maximum benefit from the
birthdays, baptisms, etc.;
wise use of resources, like
time, energy, and abilities.
b. family activities;
Ask: What are the factors that SHORT SKIT Mention that a family budget also The teacher writes two columns Presentation per group.
need to be considered when Using the previous group provides for the following needs: on the board. One column has
budgeting? assignment, discuss among the Refer to the examples given by the heading NEEDS. The other
Size of the family group the principles in making the learners. If it was already column has the heading
Family income family budgeting a successful and mentioned, do not include in the WANTS.
Kind of work each fullfilling task. The twist is this will list.
D. Discussing new concepts family member does be presented in a short skit. Randomly distribute metacards
and practicing new skills #1 Talents and abilities Food, shelter, clothing, education, containing a list of needs and
of each member The group will be given five (5) household operations, wants.
Locality where the minutes to present the short maintenance/repair, utilities
family lives skit. (water, electricity, telephone, Ask the learners to post the
transportation, medical and metacards on the board.
dental care, rest and recreation,
stipend, savings. Ask the learner to
explain/defend his/her choice.
. Presentations Divide the class into four groups Based on the activity that was
Group 1 Provide situations wherein the conducted ask the learners to
group will prepare a budget for the differentiate needs from wants.
E. Discussing
Discussing new concepts and Group 2
practicing new skills#2 entire family for one week.
Group 3
Group 4 Note that there are four types of A need is a requirement for
situation. The group have the survival, e.g. breathable air.
option on how they will present it A want is a desire. It may be the
V. REMARKS
E. Whichofmyteaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaaboration
boration ___ Group collaboration
collaboration ___ Group collaaboration
boration ___ Group collaboration
collaboration ___ Group collaboration
collaboration
strategiesworkedwell?Why ___ Games ___ Games ___ Games ___ Games ___ Games
didthesework? ___ Power Point Presentatio on
n ___ Power Point Presentation
Presentation ___ Power Point Presentation
Presentation ___ Power Point Presentation
Presentation ___ Power Point Presentation
Presentation
___ Answering preliminary
preliminary ___ Answering preliminary
minary ___ Answering preliminary
preliminary ___ Answering preliminary
preliminary ___ Answering preliminary
minary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS)
(TPS) ___ Think-Pair-Share
Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
(TPS) ___ Think-Pair-Share
Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Paragraphs/ ___ Rereading of Paragraphs/
Paragraphs/ ___ Rereading of Paragraphs/
Paragraphs/ ___ Rereading of Paragraphs/
Paragraphs/ ___ Rereading of Paragraphs/
Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction
Instruction ___ Differentiated Instruction
Instruction ___ Differentiated Instruction
Instruction ___ Differentiated Instruction
Instruction ___ Differentiated Instruction
Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
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
of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of
of Materials
___ Pupils’ eagerness to learn
learn ___ Pupils’ eagerness to leearn
arn ___ Pupils’ eagerness to learn
learn ___ Pupils’ eagerness to learn
learn ___ Pupils’ eagerness to leearn
arn
___ Group member’s Cooperation
Cooperation in ___ Group member’s
member’s ___ Group member’s
member’s ___ Group member’s
member’s ___ Group member’s
member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. WhatdifficultiesdidI __ Bullying among pupils
pupils __ Bullying among pupils
pupils __ Bullying among pupils
pupils __ Bullying among pupils
pupils __ Bullying among pupils
pupils
__ Pupils’ behavior/attitude
behavior/attitude __ Pupils’ behavior/attitude
behavior/attitude __ Pupils’ behavior/attitude
behavior/attitude __ Pupils’ behavior/attitude
behavior/attitude __ Pupils’ behavior/attitude
behavior/attitude
encounterwhichmy __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principalorsupervisorcan __ Unavailable Technology
Technology __ Unavailable Technology __ Unavailable Technology
Technology __ Unavailable Technology
Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
helpmesolve? __ Science/ Computer/
Computer/ __ Science/ Computer/
Computer/ __ Science/ Computer/
Computer/ __ Science/ Computer/
Computer/ __ Science/ Computer/
Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical
Clerical works __ Additional
Additional Clerical works __ Additional Cle
erical
rical works __ Additional Clerical
Clerical works __ Additional
Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
School: ANTIBALAS ELEMENTARY SCHOOL Grade Level: VI
GRADE 6 Teacher: JODILMARY C. MONTEMAYOR Learning Area: ARALING PANLIPUNAN
DETAILED LESSON PLAN Teaching Dates and
Time: JUNE 11-15, 2018 (Week 2) Quarter: 1st Quarter
Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang pangheograpiya at
(Content Standards) ang ambag ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipino.
Pamantayan sa Pagganap
(Performance Standards Naipamamalas ang pagpapahalaga sa kontribosyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo.
Pamantayan sa Pagkatuto 4. Nasusuri ang konteksto ng pag- usbong ng liberal na ideya tungo sa pagbuo ng kamalayang nasyonalismo 4.1 Natatalakay ang epekto ng pagbubukas ng mgadaungan ng
(Learning Competencies) bansa sa pandaigdigang kalakalan
4.2 Naipaliliwanag ang ambag ng pag-usbong ng uring mestizo at ang pagpapatibay ng dekretong edukasyon ng 1863
Layunin (Lesson Objectives) 1.Naipapaliwanag ang 1.Natatalakay ang epekto ng 1. Naipapaliwanag kung paano 1.Nakapagtatala ng mga dahilan 1.Naipapaliwanag ang
kahulugan ng pagbubukas pagbubukas ng mga daungan sa umusbong ang gitnang uri sa sa pagsasabatas ng Dekretong kahulugan ng pagbubukas ng
ng Suez Canal sa bansa. lipunan sa Pilipinas. Edukasyon ng 1863 at mga Suez Canal sa pandaigidigang
pandaigidigang kalakalan naging epekto nito; kalakalan.
2.Napapahalagahan ang epekto ng 2.Napahahalagahan ang epekto ng
2. Masigasig na makakasali sa pagbubuakas ng mga daungan pag-usbong ang gitnang uri sa 2.Nakapagpapahalaga sa mga 2.Napapahalagahan ang epekto
brainstorming at talakayan ng bansa sa pandaigdigang lipunang Pilipino. kabutihang dala ng edukasyon. ng mga pagbubukas ng mga
tungkol sa mga epekto ng kalakalan. daungan ng bnsa sa
pagbubukas ng Suez Canal 3. Nakakagawa ng isang concept 3. Nakakagawa ng poster na pandaigdigang kalakalan.
3. Nakakalikha ng poster tungkol map na napag-ugnay ugnay ang may bisaya
bisaya slogan
slogan na
3. Nakakagawa ng alin man sa sa epekto ng pagbubukas ng dahilan sa pag-usbong ng gitnang nagpapakita ng kahalagahan ng 3. Nakakagawa ng poster na
sumusunod: mga daungan ng bansa sa uri edukasyon may na Slogan na nagpapakita
a. Nakakaguhit ng Poster na pandaigdigang kalakalan. ng kahalagahan ng Edukasyon
nagpapakita ng epekto o
impluwensiya ng pabubukas
ng Suez Canal
b. Nakakagawa at
nakakaawit ng jingle tungkol
sa epekto o impluwensiya ng
pagbubukas ng Suez Canal
Paksang-Aralin (Subject- Pagbubukas ng Pilipinas sa Epekto ng Pagbubukas ng mga Pag-usbong ng gitnang uri Pagpapatibay ng Dekretong Lingguhang Pagsusulit
Matter) pandaigdigang kalakalan Daungan sa Bansa sa Edukasyon ng 1863
“Pagbubukas ng Suez Canal:
Canal: Pandaigdigang Kalakalan
Kagamitang Panturo (Learning TM, TG, Curriculum Guide 6, TM, TG, Curriculum Guide 6, MG TM, TG, Curriculum Guide 6, MG TM, TG, Curriculum Guide 6, MG Test Papers
Resources) MG BOW 2016, Others BOW 2016, Others BOW 2016, Others BOW 2016, Others
Pamamaraan (Procedure)
A. Reviewing Previous Bilang bahagi ng pagbabalik- Pagpapakita ng talaan tungkol sa Gamit ang Semantic Web TAMA o MALI: Magkaroon ng
lesson/s or presenting the new aral ng mga bata: (Q and A) sanhi at bunga ng pagbubukas ng review sa nakaraang leksyon sa
lesson Ngayong araw na ito pag- Suez Canal. Anu-ano ang naganap na pamamagitan ng pagtatanong
aralan natin ang tungkol sa pagbabago sa Pilipinas sa ng mga katanungang sasagutin
Punan ang tsart ng mga
pagbubukas ng Suez Canal sa pagbubukas ng Suez Canal? ng Tama o Mali. Kung ang
impormasyon na nagsasaad ng
Pandaigdigang Kalakalan. sasagot ng Tama ang mga mag-
Mahalagang malaman mga sanhi at bunga ng pagbukas aaral, sila ay tatayo. Kung Mali
natin ang pagbukas sa Suez ng Suez Canal naman ang kanilang sasagot, sila
Canal sa pandaigdigang ay uupo sa kanilang upuan.
kalakalan upang malaman
natin ang sanhi at bunga sa
pagbubukas ng Suez Canal
Pagkatapos ng leksyon
susukatin ang inyong
kaalaman sa pamamagitan ng
pagsulat.
B. Establishing a Purpose for Malalaman ang kahalagahan Pagpapakita ng larawan ng Paglalahad sa mga bata ng Pass the ball: Itanong sa mga
the Lesson ng pagbubukas ng Suez Canal pinakamalapit at pinakakilalang kanilang pangkatang gawain. mag-aaral kung bakit mahalaga
sa pandaigdigang kalakalan daungan sa kanilang lugar. ang kanilang pag-aaral dito sa
(Basahin at ipaliwanag ni paaralan. Magpapaikot at
titser ang pagbubukas ng Suez Ipalarawan sa mga bata ang magpapasa ng isang Bola ang
Canal sa pandaigdigang ipinakitang mga daungan mga mag-aaral habang
Kalakalan) tumutugtog ang musika. Ang
sino mang may hawak ng bola sa
paghinto ng musika ang siyang
sasagot sa tanong
C. Presenting Maipapaliwanag ang Pagpapakita ng video ng mga Pangkatang Gawain gamit ang Ilahad sa mga mag-aaral ang
Examples/Instances kahalagahan ng pagbubukas sinaunang daungan sa Pilipinas Concept Map: Pangangalap ng naging adhikain ng pamahalaang
ng Suez Canal datos gamit ang aklat Espanyol sa pagtatag ng Sistema
ng edukasyon sa ating bansa
Group 1 –
1 – Isulat
Isulat ang mga upang tugunan ang mabilis na
pagpababago sa pangkabuhayan paglaganap ng kaisipang liberal.
noong umusbong ang gitnang uri. Original File Submitted and
Formatted by DepEd Club
Group 2 - Isulat ang mga Member - visit depedclub.com
pagpababago sa larangan ng for more
edukasyon noong umusbong ang
gitnang uri.
Gamit ang Radio Broadcasting:
D. Discussing New Concepts Modelling: Concept Mapping Pangkating-Gawain (5 grupo) Pagpapalitan ng kuro-kuro ukol sa Focused Group Discussion:
Magpapakita ang teacher ng Bigyan ng larawan ang bawat mga pagbabagong naganap sa Pangkatin ang klase sa 5-8
concept mapping at ipapaskil pangkat larangan ng pangkabuhayan at grupo. Bigyan sila ng hand-outs
niya ito sa pisara edukasyon batay sa nakalap na na naglalaman sa paksang
Larawan ng Kalakalang Galyon datos. aralin. Hayaan silang pag-usapan
Ano-ano ang pangyayaring ( silbi ng galyon sa panahon ng ang ito.
nagbunsod sa pagbukas ng Espanyol
Suez Canal? Think-Pair-Share
E. Continuation of the Pair Group- Cooperative Pagbibigay ng karagdagang Data Retrieval Chart: Magbigay
Discussion of New Concepts Learning impormasyon tungkol sa paksa: ng Blank Chart sa bawat
Ipaliwanag kung paano pangkat. Ipatala sa mga mag-
nakapaglakbay ang mga tao Epekto ng pagbukas ng mga aaral ang mga dahilan sa
noong hindi pa naimbento ng daungan sa bansa pagsasabatas ng Dekretong
mga barko, erplano at iba Edukasyon ng 1863 at ang mga
F. Developing Mastery Independent Practice Paggawa ng concept map tungkol Magtalakayan, Buuin o Lagumin
G. Finding Practical Application: Pagsulat ng sanaysay tungkol sa Pass the ball: Itanong sa mga
Applications of Concepts and Napapahalagahan ang kahalagahan ng mga daungan at mag-aaral kung paano nila
Skills in Daily Living kaalaman sa pagbubukas ng epekto nito sa ekonomiya ng mapapahalagahan ang
Suez Canal sa pandaigdigang bansa. Lagyan ng pamagat ang edukasyon. Magpapaikot at
kalakalan iyong nagawang sanaysay. magpapasa ng isang Bola ang
mga mag-aaral habang
tumutugtog ang musika. Ang
sino mang may hawak ng bola sa
paghinto ng musika ang siyang
sasagot sa tanong
H. Making Generalizations and Ano-ano ang mga sanhi at Ano-ano ang epekto sa pagbukas Ang pag-usbong ng gitnang uri ay Poster/Slogan Making:
Abstractions about the Lesson bunga sa pagbukas ng Suez ng daungan sa bansa? nagdulot ng positibong resulta sa Pagawain ang bawat pangkat ng
Canal sa pandaigdigang larangan ng edukasyon at Bisaya Slogan na nagpapakita ng
kalakalan? kabuhayan kahalagahan ng edukasyon. Sa
baba ng slogan, magpasulat sa
kanila ang 5 –
5 – 10
10 impormasyong
kanilang natutunan o
naintindihan sa pagsasabatas ng
Dekretong Edukasyon ng 1863.
I. Evaluating Learning Pagsulat ng Journal Ipasadula ang mga pangyayaring Gumawa ng sanaysay tungkol sa Sagutin ang mga tanong:
naganap sa daungan. kahalagahan ng pag-usbong ng 1-2. Magbigay ng dalawang
Ipaliwanag ang kahalagahan gitnang uri sa larangan ng dahilan kung bakit itinatag o
ng pagbukas ng Suez Canal edukasyon at kabuhayan. isinabatas ang Dekretong
Edukasyon ng 1863.
3-5. Magbigay ng limang epekto
sa pagkakatatag ng Dekretong
Edukasyon ng 1863.
B. Performance Standard participates and assesses practices selfmanagement responds to beats in creates concepts through art participates and assesses
performance in physical skills to prevent and control music heard with processes, elements, and performance in physical
activities.assesses physical personal health issues and appropriate principles using new activities.assesses physical
fitness concerns conducting patterns of technologies (hardware and fitness
2 3 4 and 6 software) to create personal
4 4 4 8 or class logo.
designs cartoon character onthe
spot using new
technologies
C. Learning Competencies describes personal Differentiates among 2 3 4 applies concepts on the use Explains the
(write the LC Code) . explains health issues and concerns 4 4 4 of the software (commands, nature/background of the
describes the skills involved in H6PHIab-19 • Describes the 2 describes the skills involved in
the games 4 time signature the games
PE6GS-Ib-2 PE6GS-Ib-2
observes safety precautions observes safety precautions
PE6GS-Ib-h- PE6GS-Ib-h-
recognizes the value of recognizes the value of
participation in physical participation in physical
activities activities
PE6PF-Ib-h-19 PE6PF-Ib-h-19
assesses regularly
assesses regularly participation in physical
participation in physical activities based on the
activities based on the Philippines physical activity
Philippines physical activity pyramid
pyramid PE6PF-Ib-h-18
PE6PF-Ib-h-18 displays joy of effort, respect
displays joy of effort, respect for others and fair play during
for others and fair play during participation in physical
participation in physical activities
activities PE6PF-Ib-h-20
PE6PF-Ib-h-20 identifies areas for
identifies areas for improvement
improvement PE6PF-Ib-h-22
PE6PF-Ib-h-22
II. CONTENT Personal Health -Issues and RHYTHM Principles: Assessment of physical
Concerns Musical Symbols and 6. CONTRAST activities and physical fitness
Assessment of physical 1. height and weight(stunted Concepts: 7. EMPHASIS Target games ( batuhang
activities and physical fitness growth, underweight, 1. Notes and Rests Bola/ Tamaangtao
Target games (Tumbangpreso) overweight, obesity) 2. Meters Original File Submitted and
2. hearing (impacted cerumen, 3. Rh ythmic P
Patterns
atterns Formatted by DepEd Club
swimmer’s ear, otitis media)
media) Member - visit depedclub.com
3. vision for more
4. (astigmatism, myopia,
hyperopia,xerophthalmia,
strabismus)
5. skin, hair and and nail
6. (sunburn, dandruff ,corns,
blisters and calluses, ingrown
toenails)
periodontitis, malocclusion,
halitosis)
III. LEARNING RESOURCES
A. References
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages ASE P.E Module 2 pp.6-7,12- 1. OHSP Health 1 Q1 Module 1, MISOSA5-module6 Musika at ASE P.E Module 2 pp.6-7,12-
13 Reading 2 Sining 6. Sunico, Raul 13
2. OHSP Health 1 Q2 Module 1 M. et al, 2000. Projector, laptop,
21st Century MAPEH in Action pp.10-13 musical scale of the songs 21st Century MAPEH in Action
Gerardo C. Lacia pp. 3. EdukasyongPangkatawan, HaranasaBukid, HimigPasko and Gerardo C. Lacia pp.
Copyright 2016,pp126 kalusugan, at other folk songs Copyright 2016,pp126
Musika I. DepED. Abejo, Mary pp.8-10
Placid Sr. *Umawit at Gumuhit
et.al. 1991.pp.46-52, 69-7 6.Valdecantos,
Emelita C. 1999. pp.5-20
4. Materials downloaded
from LRMDS
B. Other Learning Materials Lata ng gatas/evap , tsinelas Laptop, PC desktop Palayok,
IV. PROCEDURES
A. Reviewing previous Review the previous lesson Let the pupils sing the song “ Tao, Review the previous lesson How is Tumbangpresoplayed
lesson and presenting Describe the Philippine taopo “. Let the pupils clap/ tap ? What skills are develop by
new lesson Physical activity pyramid the rhythm of the song . playing the game ?
B. Establishing a purpose Establish the purpose for the Today, we are going to describe Today, we are going to apply Would you like to play a game
for the lesson Would you like to play a game lesson the 2 concepts on the use of software. again ?
? 4 time sig
signature
nature
C. Presenting Group the class in four Present again the song “ Tao, ( This lesson should be done in Fill the pride of being a
examples/instances of Give them topics to research and taopo “. the E-classroom. In the absence Filipino with Tumbangpreso.
the lesson Fill the pride of being a Filipino to talk /share with the group and Analyze the song. Give the value of technology, the teacher may This game promote healthful
with Tumbangpreso. This share to the whole class. Provide of each note find in the song and prepare visuals that would help lifestyle. Furthermore,they
game promote healthful them with readings downloaded relate the value of the notes to the the pupils visualize and promote: patriotism( to feel
lifestyle. Furthermore,they from LRMDS time signature of the song. Review conceptualize the concepts on the pride of being Filipino)
promote: patriotism( to feel Group 1. skin, hair and and nail the meaning of the numbers in the the use of software ) Bonding( to build bridge of
the pride of being Filipino) Group 2. (sunburn, dandruff time signature. fun and closeness among
Bonding( to build bridge of fun ,corns, Discuss the value of the song in neighborhood to develop
and closeness among blisters and calluses, ingrown the life of Filipino. camaraderie with peers) and
neighborhood to develop toenails) sportsmanship ( to build a
camaraderie with peers) and Group 3. posture and spine positive outlook on
sportsmanship ( to build a disorders acceptance of winning and
positive outlook on (scoliosis, lordosis, kyphosis) being defeated
H. Making generalization What are personal health issues? How would you describe the 2
and abstractions about How to handle it 4 time signature ? What are the commands and
the lesson menu in the use of software
I. Evaluating learning Self-assessment . Use rubrics Do you practice personal hygiene Sample questions for assessment: Use rubrics to assess
to prevent and control personal 1.What is the value of quarter pupils performance
1.Did you enjoy the game ? health concerns.? What are these note in the 2/4 time signature ? Self-assessment . Use rubrics
2. Describe the skills involved ? 2.How many beats are there in Theory 50%
in the game ? every measure in 2/4 time 1.Did you enjoy the game ?
Application 5%
3.Did you observe safety signature? 2. Describe the skills involved
precautions ? 3.What is the value of eight note in the game ?
4. Did you display joy of in 2/4 time signature ? 3.Did you observe safety
effort, respect for others and 4.Can we use the whole note in precautions ?
fair play during your 2/4 time signature? Why? 4. Did you display joy of
participation to the game ? effort, respect for others and
5.Do you feel proud being fair play during your
Filipino while playing the participation to the game ?
game ? 5.Do you feel proud being
Filipino while playing the
game?
J. Additional activities for Share your inputs to your family
application or and friends
remediation
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
A. No. of learners who earned ___ of Learners who earned 80% above
above ___ of Learners who earned
earned 80% above
above ___ of Learners who ear
earned
ned 80% abov
above
e ___ of Learners who earned 80% abov
above
e
___ of Learners who earned
earned 80%
80% in the evaluation above
B. No. of learners who ___ of Learners who require additional
additional ___ of Learners who require additional
additional ___ of Learners who require
require additional ___ of Learners who require
require additiona
additionall ___ of Learners who require additiona
additionall
acquired additional activities activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
for remediation who scored
below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught
caught up the ____ of Learners who caught
caught up the ____ of Learners who caught
caught up the ____ of Learners who caught
caught up the ____ of Learners who caught
caught up the lesso
lesson
n
have caught up with the lesson lesson lesson lesson
lesson.
D. No. of learners who ___ of Learners who continue
continue to ___ of Learners who continue
continue to ___ of Learners who continue
continue to ___ of Learners who continue to ___ of Learners who continue to requ
require
ire
continue to require require remediation require remediation require remediation require remediation remediation
remediation.
E. Which of my teaching 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:
strategies worked well? ___ Group collaboration
laboration ___ Group collaboration
laboration ___ Group collaboration
collaboration ___ Group colla
aboration
boration ___ Group colla
aboration
boration
Why did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation
Presentation ___ Power Point Presentation
Presentation ___ Power Point Presentation
on ___ Power Point Presentation
on ___ Power Point Presentation
Presentation
I. LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat
B. Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat
C. Mga Kasanayan sa Pagkatuto
Isulat ang code
code sa
sa bawat 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya
kasanayan 1.1. pagsusuri nang mabuti sa mga bagay na may kinalaman sa pangyayari
1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito
1.3. paggamit ng impormasyon Code: EsP6PKP-Ia-i-37
Paksa: Minamahal ang taong makatotohanan
Kaugnay na Pagpapahalaga: Pagmamahal sa katotohanan (Love of truth)
II. NILALAMAN
III. KAGAMITANG PANTURO Itala ang mga Kagamitang Panturo gagamitin sa bawat araw. Gumamit ng iba’t -ibang kagamitan upang higit na mapukaw ang interes at pagkatuto ng mga mag-aaral.
A. Sanggunian
1. Mga Pahina sa Gabay ng
Guro
4. Karagdagang Kagamitan K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016, pahina 81
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
1. EsP DLP, Unang Markahan, Ikalawang Linggo - Aralin 2: Minamahal ang Taong Makatotohanan ,
Makatotohanan , pahina 1-6
2. Maaaring gamitin ang mga videos sa:
https://www.youtube.com/watch?v=Fzn_AKN67oI
https://www.youtube.com/watch?v=GENxFiRBiBA
3. https://tl.wikipedia.org/wiki/Katotohanan
4. laptop, projector, powerpoint presentation na inihanda ng guro , mga larawan para sa picture
sa picture analysis
IV. PAMAMARAAN
A. Balik-Aral sa Nakaraang Aralin at/o Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at
Pagsisimula ng Bagong Aralin itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga
pumasok at lumiban pumasok at lumiban. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban.
Gumamit ng action song bilang
pagganyak Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling
Magkaroon ng pagbabalikaral balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng
sa natutunan ng mga mag- nakaraang araw. nakaraang araw. nakaraang araw. nakaraang araw.
aaral sa nakaraang aralin
(Aralin 1). Sumangguni sa EsP
DLP,
Unang Markahan,
Ikalawang Linggo - Aralin 2,
pahina 2
B. Paghahabi sa Layunin ng Aralin Sumangguni sa EsP DLP,
Unang Markahan,
Ikalawang Linggo - Aralin 2,
pahina 2
C. Pag-uugnay ng mga Halimbawa sa Ipaanalisa ang mga larawan
Bagong Aralin (Picture Analysis) na nakatala
sa pahina 2 ng EsP DLP, Unang
Markahan, Ikalawang Linggo -
Aralin 2 at gamitin ang
patnubay na mga tanong para
sa talakayan
IV. PAMAMARAAN
IV. PAMAMARAAN
VI. PAGNINILAY
D. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.
E. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real -
life situations.
F. Learning Competencies/Objectives:
Write the LC Code for each M6NS-Ib-90.2 M 6NS-Ib-92.2 M6NS-Ib-92.2 M6NS-Ib-93.2
The learner multiplies The learner solves routine The learner solves non- The learner creates
simple fractions and mixed problems involving routine problems involving problems (with reasonable
fractions. multiplication with or multiplication with or answers) involving
without addition or without addition or multiplication without or
subtraction of fractions subtraction of fractions with addition or
and mixed fractions using and mixed fractions using subtraction of fractions
appropriate problem appropriate problem and mixed numbers.
solving strategies and tools solving strategies and tools
correctly. correctly.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Multiplying Simple Solving Routine Problems Solves Non-Routine Creating Problems (With
Fractions and Mixed Involving Multiplication Problems Involving Reasonable Answers)
VI. CONTENT Fractions with or without Addition or Multiplication with or Involving Multiplication
Subtraction of Fractions without Addition or Without or With Addition
and Mixed Fractions Using Subtraction of Fractions or Subtraction of Fractions
Appropriate Problem and Mixed Fractions Using and Mixed Fractions
Solving Strategies and Appropriate Problem
Tools Solving Strategies and
Tools
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and i n learning. Ensure that there is a mix of
VII. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages
VIII. PROCEDURES
PROCEDURES
K. Reviewing Previous Lesson or Review game (charade)
Presenting the New Lesson Review: (Using flash Complete the table below Divide the class into 5
cards) Call 4 volunteers who will groups.
serve as the actors.
Ask each group to write as
The pupils will act to show many words as they can,
the following words without related to the following.
saying any words.
a) Addition (e.g. sum of,
Check total, added to, in all)
Plan b) Subtraction (e.g. less,
Solve diminished, deducted,
Understand difference)
Multiplication
The pupils will guess the product, twice, times)
word.
d) Division (e.g. quotient,
divided by)
M. Presenting
Presenting Examples/Instances of Problem Opener: Problem Opener: Problem Opener: Let the pupils give a name for
the Lesson Mang Emong harvests crates Carlo can jog 4 23 km in one Michael saved 200 pesos. He the girl in the picture.
of mangoes each day. hour. How far can he jog in 12 used 12 of it to buy a bag and Ask them to make a
hour? 12 of his remaining money to scenario/situation.
The table shows the record of
Let the pupils discuss the steps buy a book. What fraction of Ask: What are the needed
his harvest.
in solving word problems. his money was left? How ingredients in making a cake?
Understand much was left? Out of the given situation, let
What is the problem asking Let the pupils discuss the steps the pupils create an
you to find? in solving word problems. interesting word problem.
What are the given Understand Let them discuss. What are the
information that will help us What is asked in the things they should consider in
solve the problem? problem? creating a word problem?
Plan What are the given facts?
Can you visualize how to go
through the problem? Plan
How many crates of mangoes What strategies can you What are the operations to
can Mang Emong harvest in suggest to solve this problem? be used?
half an hour? In 4 hours? In 4 What is the correct number
12 hours? Solve sentence?
Show the solution.
What operation can we use in Solve
Elicit from the learners how to Did you use correctly all Have you checked your
multiply mixed numbers and important data provided? calculations?
fractions. Does the answer make Did you use correctly all
Let the pupils observe what sense? important data provided?
happened in every step of the Did you look for another way Does the answer make
solution. to solve the problem to find sense?
out if your answer is correct? Did you look for another way
to solve the problem to find
out if your answer is correct?
N. Discussing New Concepts and Pair work Group work Group work Group work (5 groups)
Practicing New Skills #1 Find the product of the Groups 1 and 2 (using any Answer the following Make another interesting
following. Reduce the answer to strategy): problems. problem out of the previous
simplest form, whenever “A garden plot is 5 1/2 meters What comes next in the given situation.
possible. long and 2/3 meter wide. set of number Ask: What if the girl will bake 2
What is the area of the garden cakes? 3 cakes? How are we
plot?” going to adjust the
Groups 3 and 4 (using any ingredients?
strategy):
P. Developing Mastery Assign a number to every Solve: Pair work Make a meaningful problem of
(Leads to Formative Assessment 3) student in the class. Mang Celso caught 40 1/2 Solve: the given problem and solve.
Randomly select a pupil or kilograms of fish. He sold 3/4 Ken planted a mongo seed. He 1)
group of pupils to answer a of it. How many kilograms noticed that the seed grew 1/5
question. of fish did he sell all in all? times larger than the previous
Say: All even numbers please week. This week, he measured
stand up the plant and found out that it
Only pupils assigned to an is 10 cm tall. How tall will the
even number will stand up and plant be two weeks from now?
answer a question on their The teacher will guide the
show-me-board. pupils in answering the
a) All even numbers problem.
b) All multiples of 3
c) Numbers divisible by 4
d) Numbers between 20 and
30
e) Numbers divisible by 5
Q. Finding Practical Applications of Read, analyze, and solve the Read, analyze and solve the Read and solve the following Act out.
Concepts and Skills in Daily Living problem below. following problems. problems. Show your neat and The class will be divided into 4
Mang Jess used 3/4 liters of Show your neat and complete complete solution. groups. Each group will be
paint to cover 10 1/2 square solution. 1) Mang Daniel had 4 3/4 given time to create their
meters of wall. How many 1) Aling Maria has 6 2/3 hectares of land. He used 3/5 word problem. After the time,
liters of paint is needed to kilograms of malagkit rice. She in planting mango trees, and they will act out their
cover 12 1/4 square meters of used 3/4 of it and made biko. 14 in planting santol trees. problem. The remaining
wall? How many kilograms of rice What fraction of Mang groups will guess the problem
did she use in making biko?
R. Making Generalizations and How do we multiply mixed What are the steps in solving What are the steps in solving How do we create word
Abstractions about the Lesson numbers and fractions? word problems? word problems? problems?
Why is it important to change Why is each step important in Why is it important to check What are the things to
the mixed number to problem solving? your answer? consider in making meaningful
improper form before mathematical word problems?
multiplying?
In what real-life situations can
we apply the concept of
multiplying mixed numbers
and fractions?
S. Evaluating Learning Answer the questions below. Solve the following problems. Solve the following problems. Group evaluation.
Write the answer in simplest Let each member of the group
form, whenever possible. 1) A street sweeper can clean 1) Rica can drink 3 1/2 liters of evaluate their own work based
1) If you multiply 5/6 and 3 10 2/3 meters of street in half water in a day. How many on the rubric given. Let them
4/5, what will you get? an hour. How many meters of liters of water can she drink in discuss how to improve their
2) Find the value of N in the street can he clean if he works 5 days if on the 5th day she work.
statement: for only 3/4 of an hour? drank 1/4 liters more? After the each group’s
4/7 x 6 3/5 = N 2) Jules can run 5 2/3 2) The laborers can finish discussion, let the pupils
3) If 2/9 x 4 5/8 are multiplied, kilometers in one hour. How cementing 4/5 kilometer of rewrite their work.
the product is _____. far can he go if he runs for road in a day. How many
only 3/8 of an hour? kilometers of road can they
finish if they work for 10 1/2
days?
T. Additional Activities for Application Please refer to Lesson Guide in Solve the following problems. Solve the following problems. Create your own interesting
or Remediation Elementary Mathematics 5, Show your neat and complete Show your neat and complete and challenging word
pp. 208- 209 solution. solution. problem.
1) A jug contains 4 1/2 liters of 1) A rectangular lot is 10 Rubrics
water. How many liters can it 2/3 meters long and 5 5: Creates a problem clearly
hold if it is 2/3 full? 3/8 meters wide. If ½ with complete data.
meters wide 4: Creates unclear problem
2) Mang Mariano harvested 25 pavement is place with complete data.
1/2 sacks of palay. He saved 2 around the lot, what
/17 of the sacks. How many is the area of the lot 3: Creates a problem with
sacks of palay did Mang not covered by the incomplete data.
Mariano save? pavement? 2: Attempts to create a
problem.
1: No work at all.
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What el se needs to be done to help the
V. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so whe n you meet them, you can ask them relevant questions.
H. No. of learners who earned 80% in ___ of Learners who earned
earned 80%
___ of Learners who earned 80%
___ of Learners who earned 80% ___ of Learners who earned
earned 80% ___ of Learners who earned 80%
above above above above
the evaluation above
I. No. of learners who require ___ of Learners who require
require additional ___ of Learners who require additional
additional ___ of Learners who require additiona
additionall ___ of Learners who require
require additional
additional ___ of Learners who require additio
additional
nal
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
additional activities for remediation
J. Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught
caught up the ____ of Learners who caught
caught up the ____ of Learners who caught
caught up the ____ of Learners who caught
caught up the ____ of Learners who caught up the
of
thelearners
lesson who have caught up with
lesson lesson lesson lesson lesson
K. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue
continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
continue to
require remediation require remediation require remediation require remediation require remediation
require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration
collaboration ___ Group collaboration
laboration ___ Group collaaboration
boration ___ Group collaboration
collaboration ___ Group collaboration
collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentatio on
n ___ Power Point Presentation
Presentation ___ Power Point Presentation
Presentation ___ Power Point Presentation on ___ Power Point Presentation
Presentation
___ Answering preliminary
preliminary ___ Answering preliminary
preliminary ___ Answering preliminary
preliminary ___ Answering preliminary
preliminary ___ Answering prelimin nary
ary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS)
(TPS) ___ Think-Pair-Share
Think-Pair-Share (TPS) ___ Think-Pair-Share
Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
(TPS) ___ Think-Pair-Share
Think-Pair-Share (TPS)