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    DLL

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    DLL

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    19 views8 pages

    DLL - Filipino 5 - Q2 - W1

    Uploaded by

    Jennelyn De Luna
    DLL

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 8

    School: Grade Level: V

    GRADES 1 to 12 Teacher: File Created by DepEd Click Learning Area: FILIPINO


    DAILY LESSON LOG Teaching Dates and
    Time: NOVEMBER 7-11, 2022 (WEEK 2) Quarter: 2ND QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    I.LAYUNIN
    A.Pamantayang Pangnilalaman Naipamamalas ang kakayahan sa Naipamamalas ang kakayahan sa Naipamamalas ang kakayahan sa Naipamamalas ang kakayahan Naipamamalas ang
    mapanuring pakikinig at pag- mapanuring pakikinig at pag- mapanuring pakikinig at pag- sa mapanuring pakikinig at kakayahan sa mapanuring
    unawa sa napakinggan unawa sa napakinggan unawa sa napakinggan pag-unawa sa napakinggan pakikinig at pag-unawa sa
    Naipamamalas ang kakayahan at Naipamamalas ang kakayahan at Naipamamalas ang kakayahan at Naipamamalas ang kakayahan napakinggan
    tatas sa pagsasalita sa tatas sa pagsasalita sa tatas sa pagsasalita sa at tatas sa pagsasalita sa Naipamamalas ang
    pagpapahayag ng sariling ideya, pagpapahayag ng sariling ideya, pagpapahayag ng sariling ideya, pagpapahayag ng sariling kakayahan at tatas sa
    kaisipan, karanasan at damdamin kaisipan, karanasan at damdamin kaisipan, karanasan at damdamin ideya, kaisipan, karanasan at pagsasalita sa
    damdamin pagpapahayag ng sariling
    ideya, kaisipan, karanasan
    at damdamin
    B.Pamantayan sa Pagganap Naisasakilos ang maaaring Naisasakilos ang maaaring Naisasakilos ang maaaring Naisasakilos ang maaaring Naisasakilos ang maaaring
    mangyari sa napakinggang mangyari sa napakinggang mangyari sa napakinggang mangyari sa napakinggang mangyari sa napakinggang
    kuwento at naibibigay ang kuwento at naibibigay ang tamang kuwento at naibibigay ang kuwento at naibibigay ang kuwento at naibibigay ang
    tamang pagkakasunod-sunod ng pagkakasunod-sunod ng mga tamang pagkakasunod-sunod ng tamang pagkakasunod-sunod tamang pagkakasunod-
    mga hakbang sa pagsasagawa ng hakbang sa pagsasagawa ng isang mga hakbang sa pagsasagawa ng ng mga hakbang sa sunod ng mga hakbang sa
    isang proseso proseso isang proseso pagsasagawa ng isang proseso pagsasagawa ng isang
    Nakagagawa ng isang travelogue Nakagagawa ng isang travelogue o Nakagagawa ng isang travelogue Nakagagawa ng isang proseso
    o kuwento na maibabahagi sa iba kuwento na maibabahagi sa iba o kuwento na maibabahagi sa iba travelogue o kuwento na Nakagagawa ng isang
    maibabahagi sa iba travelogue o kuwento na
    maibabahagi sa iba
    C.Mga Kasanayan sa Pagkatuto Nasasagot ang mga tanong sa Nasasagot ang mga tanong sa Nasasagot ang mga tanong sa Nasasagot ang mga tanong sa Nasasagot ang mga tanong
    binasa/napakinggang talaarawan, binasa/napakinggang talaarawan, binasa/napakinggang talaarawan, binasa/napakinggang sa binasa/napakinggang
    journal at anekdota. F5PB-Id-3.4 journal at anekdota. F5PB-Id-3.4 journal at anekdota. F5PB-Id-3.4 talaarawan, journal at talaarawan, journal at
    F5PB-Ie-3.3 F5PB-Ie-3.3 F5PB-Ie-3.3 anekdota. F5PB-Id-3.4 anekdota. F5PB-Id-3.4
    F5PB-IIf-3.3 F5PB-IIf-3.3 F5PB-IIf-3.3 F5PB-Ie-3.3 F5PB-Ie-3.3
    F5PB-IIf-3.3 F5PB-IIf-3.3
    II.NILALAMAN Pagbibigay ng Mahahalagang Pagbibigay ng Mahahalagang Pagbibigay ng Mahahalagang Pagbibigay ng Mahahalagang Pagbibigay ng
    Pangyayari/Pagsagot sa Pangyayari/Pagsagot sa Pangyayari/Pagsagot sa Pangyayari/Pagsagot sa Mahahalagang
    Nabasang Talaarawan, Nabasang Talaarawan, Nabasang Talaarawan, Nabasang Talaarawan, Pangyayari/Pagsagot sa
    Journal, Talambuhay at Journal, Talambuhay at Journal, Talambuhay at Journal, Talambuhay at Nabasang Talaarawan,
    Anekdota Anekdota Anekdota Anekdota Journal, Talambuhay at
    Anekdota
    III.KAGAMITANG PANTURO
    A.Sanggunian
    1.Mga pahina sa Gabay ng Guro
    2.Mga pahina sa kagamitang pang-
    mag-aaral
    3.Mga pahina sa teksbuk
    4.Karagdagang kagamitan mula sa
    portal ng Learning Resource
    B.Iba pang kagamitang panturo LED TV, Powerpoint LED TV, Powerpoint LED TV, Powerpoint LED TV, Powerpoint LED TV, Powerpoint
    presentation,strips of cartolina presentation,strips of cartolina presentation,strips of cartolina presentation,strips of cartolina, presentation,plashcar
    metacards
    IV.PROCEDURES
    Balikan Suriin Isagawa Tayahin Lingguhang Pagsusulit

    Naalala mo pa ba ang huling Ang talaarawan ay isang pang- Basahin ang talambuhay at ibigay Sukatin natin ang iyong
    napag-aralan sa unang araw-araw na tala lalo na ng mga ang hinihinging impormasyon natutuhan sa aralin sa
    markahan? personal na kasunod nito. pamamagitan ng pagsubok na
    May grap sa susunod na pahina karanasan, saloobin, obserbasyon ito.
    tungkol sa badyet ng pamilya. at pananaw. Ito ay sinusulat na A. Basahin ang journal ni Gyle
    Pagaralan parang sa buwan ng Agosto. Kopyahin
    ito at sagutin ang mga tanong sa nakikipag-usap sa isang tao, na sa papel ang diyagram
    ibaba maaaring tawaging “Mahal kong kasunod nito at punan ang
    Diary o hinihinging impormasyon.
    Talaarawan” o maaari ring bigyan
    ng pangalan na parang isang tunay
    na tao ang
    sinusulatan.
    Maaaring pansariling karanasan at
    pananaw lamang ang karaniwang
    laman
    ng talaarawan, ngunit ito ay
    depende sa sumusulat at sa
    Sagutin ang mga tanong. kapaligiran ng pagsusulat.
    1. Ilang bahagdan sa kita ng mag- Maaaring kapulutan ang
    anak ang para sa edukasyon? talaarawan ng mahalagang
    2. Aling pangangailangan ang impormasyon tungkol sa isang
    may pinakamalaking bahagdan? pangyayari sa kasaysayan.
    3. Ilang bahagdan ang para sa Ang talambuhay o biography ay
    bahay at pananamit? isang anyo ng panitikan na
    4. Aling pangangailangan ang nagsasaad ng
    may pinakamaliit na bahagdan? kasaysayan ng buhay ng isang tao
    5. Anong uri ng grap ang ginamit batay sa mga tunay na tala,
    na ilustrasyon? pangyayari, o
    impormasyon.
    Ang pagsulat ng isang talambuhay
    ay may dalawang paraan: maaari
    itong
    tungkol sa ibang tao o kaya sa
    manunulat mismo.
    Ang journal ay tala ng mga
    obserbasyon sa paligid na
    nakatawag ng atensiyon
    ng isang indibidwal. Maaaring ito
    ay isang repleksiyon ng
    mahahalagang pangyayari
    na naging gabay o nakapukaw sa
    isang damdamin.
    Ang anekdota ay maikling
    kuwento na isang nakawiwiling
    insidente sa buhay
    ng isang tao.
    Ang karaniwang paksa ng
    anekdota ay mga taong kilala.
    Layunin nito ang
    ipabatid ang isang katangian ng
    pangunahing tauhan ng anekdota.
    Minsan ang
    anekdota ay nagsasalaysay ng mga
    tunay na pangyayari at mayroon
    ding minsan
    na ang mga pangyayari ay
    bungang-isip lamang. Mayroon
    ding mga anekdota na
    hindi hango sa talambuhay. Ang
    layunin ng anekdota ay mang-aliw,
    makapagturo,
    at makapaglarawan ng ugali ng
    tauhan.
    Tuklasin Pagyamanin

    Basahin ang talaarawan. Basahin ang anekdota. Sagutin ang


    Kopyahin ang dayagram at punan mga tanong pagkatapos nito.
    ng mahahalagang
    pangyayari.
    Mga tanong:
    1. Ano ano ang nakahiligang gawin
    ni Emry?
    2. Bakit kaya masaya siya kahit
    A. Panuto: Basahin ang hindi nakalalabas ng bahay?
    talambuhay. Sagutin ang mga 3. Paano mo mapatutunayan na
    tanong kasunod nito. interesado si Emry na matuto?
    4. Sa iyong palagay, tama kaya ang
    lola ni Emry sa kaniyang sinabi?
    Patunayan
    ang iyong sagot.
    5. Magbigay ng tatlong
    mahahalagang pangyayari sa
    anekdotang nabasa.

    Mga tanong:
    1. Kaninong kuwento ng buhay
    ang iyong binasa?
    2. Paano niya sinulat ang
    kuwento ng kaniyang buhay?
    3. Ano ang tawag sa tulad ng
    iyong binasa na nagsasalaysay ng
    kuwento
    ng buhay?
    4. Bakit sinasabing hindi
    mapapantayan ng kahit anumang
    bagay ang
    pagtuturo sa mga bata?
    5. Magbigay ng limang
    mahahalagang pangyayari mula
    sa iyong binasa.
    (5 puntos)

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

    C.Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
    Bilang ng mag-aaral na nakaunawa above above above 80% above earned 80% above
    sa aralin.
    D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
    magpapatuloy sa remediation additional activities for additional activities for additional activities for additional activities for require additional
    remediation remediation remediation remediation activities for remediation

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

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