GRADE 6 School: Grade Level: VI

Teacher: Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: AUGUST 19-23, 2019 (WEEK 2) Quarter: 2ND QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
The learner demonstrates…
 understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience
 understanding that English language is stress timed to support comprehension
 understanding of text types to listen for different purposes from a variety of texts
 understanding that words are composed of different parts to know that their meaning changes depending in context
 understanding that reading a wide range of texts provides
 understanding of different formats to write for a variety of audiences and purposes
 command of the conventions of standard English grammar and usage when writing or speaking
 understanding of library skills to research a variety of topics
 demonstrates understanding of the various forms and conventions materials to critically analyze the meaning constructed in print, non-print, and digital
materials
The learner…
 prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their
 own clearly and persuasivel
 uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
 uses literal information from texts heard to construct an appropriate feedback
 uses strategies to decode correctly the meaning of words in isolation and in context
 uses knowledge of text types to correctly distinguish literary from informational texts
 drafts texts using appropriate text types for a variety of audiences and purposes
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
  evaluates effectively the message constructed and conveyed in various viewing texts
EN6LC-IIb- 3.2 EN6OL-IIb- 3.7 EN6RC-IIb- 5.5 EN6WC-IIb-1.1.6.1 EN6VC-Ibc- 3.7
Distinguish various types of Employ an appropriate style Respond appropriately to the Plan a composition using an Infer the target audience
informational/factual text of speaking, adjusting messages of the different outline/other graphic
EN6V-IIb- 12.3.3 language, gestures, rate, and authentic texts organizers
EN6V-IIb- 12.4.1.3 volume according to audience EN6SS-IIb- 1.4 EN6G-IIb-6.6
EN6V-IIb- 12.4.2.3 and purpose EN6SS-IIb- 1.4.1 Compose clear and coherent
Infer meaning of borrowed EN6F-IIb-1.6 Gather relevant information sentences using appropriate
words and content specific EN6F-IIb-1.3 from various sources - grammatical structures:
terms using -context clues – EN6F-IIb-1.7 -Dictionary -Order and degrees of
affixes and roots -other Read grade level text with -Thesaurus irregular adjectives
strategies (Science) accuracy, appropriate rate EN6A-IIb-17
EN6A-IIb-16 and proper expression Show tactfulness when
Observe politeness at all EN6A-IIb-18 communicating with others

II. CONTENT
THEME:
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learning Materials pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills
(Leads to formative assessment No.
10)
E. Discussing new concepts and
practicing new skills
(Leads to formative assessment No.
2)
Group Activity
time
Various Types of
Informational texts
Inferring meaning of
borrowed words and
content specific terms in
Science-based texts using -
context clues -affixes and
roots –other strategies
Recall previous lesson.
Read “Let’s Learn This”
Activity Sheet in English 6
(Quarter 2: Week 2-Day 1,
p. 1)
Do “Let’s Try This”
Task 1 & 2
Activity Sheet in English 6
(Quarter 2: Week 2-Day 1,
pp. 1-3)
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 2-Day 1,
pp. 3-4)
Answer “Let’s Do This”
Task 3
Activity Sheet in English 6
(Quarter 2: Week 2-Day 1,
p. 4)
Answer “Let’s Do More”
Task 4
Activity Sheet in English 6
(Quarter 2: Week 2-Day 1,
pp. 5-6)
Show openness to criticism
Appropriate style of speaking,
adjusting language, gestures,
rate, and volume according to
audience and purpose
Reading grade level text with
accuracy,appropriate rate,
and proper expression
Ask: What are the different
type of informational texts?
Do “Let’s Try This”
Activity Sheet in English 6
(Quarter 2: Week 2-Day 2,
p. 1)
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 1: Week 2-Day 2,
pp. 1-2)
Do “Let’s Do This”
Task 1
Activity Sheet in English 6
(Quarter 2: Week 2-Day 2,
p. 3)
Do “Let’s Do This”
Task 2
Activity Sheet in English 6
(Quarter 2: Week 2-Day 2,
p. 3)
Responding appropriately to
the messages of the different
authentic texts
Using Dictionary and
Thesaurus in gathering
relevant information
Activity Sheet in English 6
(Quarter 2: Week 2)
Call volunteers to recite the
poem studied in the previous
lesson.
Do “Let’s Try This”
Activity Sheet in English 6
(Quarter 2: Week 2-Day 3,
p. 1)
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 2-Day 3,
pp. 1-2)
Answer “Let’s Do This”
Task 1
Activity Sheet in English 6
(Quarter 2: Week 2-Day 3,
p. 2)
Do “Let’s Do This”
Task 2
Activity Sheet in English 6
(Quarter 2: Week 2-Day 2,
p. 3)
Outline/Graphic Organizers,
Order of Adjectives
Degrees of Irregular
Adjectives
Recall previous lesson.
Do “Let’s Try This”
Task 1 & 2
Activity Sheet in English 6
(Quarter 2: Week 2-Day 4,
p. 1)
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 2-Day 4,
pp. 2-4)
Do “Let’s Do This”
Task 3
Activity Sheet in English 6
(Quarter 2: Week 2-Day 4,
p. 4)
Answer “Let’s Do More”
Task 4
Activity Sheet in English 6
(Quarter 2: Week 2-Day 4,
pp. 4-5)
Target Audience
Ask: What have you
learned about order of
adjectives? degrees of
irregular adjectives?
Do “Let’s Try This”
Task 1
Activity Sheet in English 6
(Quarter 2: Week 2-Day 5,
p.1
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 2-Day 5,
p.1)
Do “Let’s Do This”
Task 2
Activity Sheet in English 6
(Quarter 2: Week 2-Day 5,
p. 2)
Do “Let’s Do This”
Task 2
Activity Sheet in English 6
(Quarter 2: Week 2-Day 5,
p. 2)

F. Developing Mastery
(Leads to formative assessment No.
3)
Individual Activity
G. Finding practical applications of
concepts and skills in daily living
(Reflective Approach)
H. Making generalization and
abstractions about the lesson.
I. Evaluating Learning
J. Additional activities for application
or remediation.
V.REMARKS
VI. REFLECTION
A. No. of learners earned 80% in
evaluation.
B. No. of learners who require
Remind the learners to
observe politeness at all time.
Ask: How can you apply
your knowledge in various
informational texts in real
life situations?
Is learning word strategies
in inferring the meaning of
borrowed words and content
specific terms in Science-
based texts important? Why?
What are the various types
of informational text?
Answer “Let’s Do More”
Task 5
Activity Sheet in English 6
(Quarter 2: Week 2-Day 1,p.
6)
Do “Let’s Enrich Ourselves”
Task 6
Activity Sheet in English 6
(Quarter 2: Week 3-Day 1,p.
7)
Remind the learners to show
openness to criticism.
Do “Let’s Do More”
Task 3
Activity Sheet in English 6
(Quarter 2: Week 2-Day 2,
(pp. 3-4)
Ask: Why should we use
appropriate speaking style,
rate, volume and pitch in
reading and speaking?
How can you apply this in
daily life?
Ask: How should we employ
proper volume, rate, pitch,
gesture and style in speaking
according to purpose?
according to audience?
Read “Let’s Remember This”
Activity Sheet in English 6
(Quarter 2: Week 2-Day 2,p.
6)
Do “Let’s Test Ourselves”
Task 4
Activity Sheet in English 6
(Quarter 2: Week 2-Day 2,p. 5
Do “Let’s Enrich Ourselves”
Task 5
Activity Sheet in English 6
(Quarter 2: Week 2-Day 2,p.
6)
Remind the learners to show
openness to criticism.
Do “Let’s Do More”Task 4
Activity Sheet in English 6
(Quarter 2: Week 2-Day 3,p.
4)
Remind the learners to show
tactfulness when
communicating with others.
Ask: Why is responding
appropriately to the
messages of the different
authentic texts important?
What is the importance of
using dictionary/thesaurus in
real life situations?
Ask: What are the uses of
dictionary? thesaurus?
Do “Let’s Test Ourselves”
Task 5
Activity Sheet in English 6
(Quarter 1: Week 2-Day 3,p.
5)
Answer “Let’s
EnrichOurselves”
Task 6
Activity Sheet in English 6
(Quarter 1: Week 2-Day 3,(p.
6)
Answer “Let’s Do More”
Task 5
Activity Sheet in English 6
(Quarter 2: Week 2-Day 4,
p. 5)
Ask: Is using outline/graphic Ask: Why do you think it is
organizers helpful? Why? important to know your
What is the importance of target audience when you
learning the order and write or speak?
degrees of irregular adjectives
in daily life?
Ask: What are the uses of Ask: What is an audience?
dictionary? thesaurus? What is target audience?
Answer “Let’s Test Ourselves” Do “Let’s EnrichOurselves”
Task 6 & 7 Task 3
Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2:Week 2-Day 4, (Quarter 2: Week 2-Day 5,p. 2)
pp.5-6)
Do “Let’s Enrich Ourselves”
Task 8
Activity Sheet in English 6
(Quarter 2: Week 2-Day 4,p.
7)
additional activities for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies Strategies used that work
worked well? Why did these work? well:
___ Group collaboration
___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
F. What difficulties did I encounter __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude
help me solve? __ Colorful Ims
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovation or localized Planned Innovations:
materials did I use/discover which I __ Localized Videos
wish to share with other teachers? __ Making use big books from
views of the locality
Strategies used that work
well:
___ Group collaboration
___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful Ims
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
Strategies used that work
well:
___ Group collaboration
___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful Ims
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
Strategies used that work
well:
___ Group collaboration
___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful Ims
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
Strategies used that work well:
___ Group collaboration ___
Games
___ Power PointPresentation ___
Answering preliminary
activities/exercises
___ Discussion ___ Case
Method
___ Think-Pair-Share (TPS) ___
Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction ___
Role Playing/Drama ___
Discovery Method ___ Lecture
Method
Why?
___ Complete Ims
___ Availability of Materials ___
Pupils’ eagerness to learn ___
Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful Ims
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer Internet Lab
__ Additional Clerical works
__Reading Readiness __Lack of
Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from views
of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
__Flashcards
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
__Flashcards
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
__Flashcards
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
__Flashcards
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Flashcards
 GRADE 6 School: SINURA ELEMENTARY SCHOOL Grade Level: VI
Teacher: NELYN M. MAGBAG Learning Area: FIILIPINO
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 14 - 18, 2022 (WEEK 2) Quarter: 2ND QUARTER
WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. LAYUNIN

A. Pamantayang Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan

Pangnilalaman Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
C. B. Pamantayan sa Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Pagganap Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
C. Mga Kasanayan sa F60L-IIa-e-4 HOLIDAY F6V-IIb-4.2 F4A-0a-j-1
Pagkatuto. Isulat and code Nagagamit nang wasto ang pang- Nabibigyang kahulugan ang salitang Naipagmamalaki ang sariling wika
ng bawat kasanayan uri sa paglalarawan sa iba’t ibang hiram. sa pamamagitan ng paggamit nito.
F6PN-IIb-4 sitwasyon
Naiuugnay ang sariling
karanasan sa napakinggang
teksto.

E. II. NILALAMAN
F. Pag-uugnay ng Sariling Pagmamalaki ng Sariling Wika sa
Karanasan sa mga Pangyayari Paggamit ng Pang-uri sa Pagbibigay kahulugan sa salitang hiram Pamamagitan ng Paggamit nito
sa Kuwento paglalarawan sa iba’t ibang
sitwasyon (ANTAS)
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Mga pahina ng Gabay
ng Guro
2. Mga pahina ng Hiyas sa Pagbasa p. 151-153
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk
 4. Karagdagang FILIPINO 6 DLP 49
Kagamitan mula sa
portal ng Learning
Resources (LR)
B. B. Iba pang kagamitang http://teksbok.blogspot.com/2012/06/
panturo paghihiram-ng-mga-salita.html
IV. PAMAMARAAN

A. Balik-Aral sa nakaraang Tumawag ng mga mag-aaral Piliin ang wastong pang-uri na nasa
aralin at/o pagsisimula ng upang pumili ng mga loob ng panaklong na
bagong aralin pangyayari na naganap na sa angkop sa pangungusap.
knilang buhay: 1. (Mas malawak, Malawak,
Pinakamalawak) ang Dagat-
 Hindi nakasali sa Pasipiko
pasulit dahil kaysa sa Dagat-Atlantiko.
nagkasakit 2. Si Merle ay (magaling, ubod ng
galing, higit na magaling) sa
 Napagalitan dahil
paglalaro ng chess.
ginabi ng uwi 3. (Pinakamataas, Mataas,
 Pumasok sa Magsintaas) ang Mt. Apo sa lahat
eskwelahan nang ng
walang baon bundok sa Pilipinas.
 Walang natanggap 4. Ang araw ang (pinakamalapit,
mas malapit, malapit) na bituin sa
na regalo sa pasko
daigdig.
Napalo noong maliit pa 5. (Higit na matayog, ubod ng
tayog, matayog) ang lipad ng ibon
kaysa manok.
B. Paghahabi sa layunin ng Anong mga bagay Nakakita ka na ba ng sisiw, lawin at
aralin ang karaniwan uwang? Kung hindi pa,
makalimutan natin sa pansinin mo ang makaguhit sa
daan? ibaba.
Anu-anong mga hayop ang nakita
mo sa larawan?
Kilala mo ba ang uwang? Sakaling
Pagbabaybay ng mga salitang-hiram
Pag-tsek ng takdang aralin na inihanda
ng mga bata
Ipapanood ang youtube video na ito.
Ipaalala ang mga dapat at di-dapat
gawin sa panonood. Sabihin din sa mga
bata na maari nilang isulat sa kanilang
kuwaderno ang mga importanteng
salita na kanilang makikita at maririnig.
Pagsasanay
Sabihin ang kasingkahulugan ng
mga sumusunod na
sinalungguhitang salita.
Mariwasa ang buhay niya
kaya nabibili lahat ng gusto niya.
Karamihan sa Filipino ay
maralita dahil kahit pangunahing
pangangailangan ay hindi
natutugunan.
Salat sa pangangailangan
ang taong maralita.
Nakaukit sa utak ko ang
sinabi ni Amy.
Naglaho lahat ng sinabi ni
ate, wala akong maaalala.
Pag-aralan natin ngayon ang mga
mahihirap na salita. Alamin natin
ang kahulugan at pagkatapos
gamitin natin ito sa pagsulat ng
komposisyon.
iskwater – (Ang guro ay
magtanong kung alam ba nila ito.
Magbigay ng pangungusap
hanggang sa malaman ang
kahulugan nito.)
Inaasahang sagot: paglilipat – lipat
ng tirahan
yari – gawa

C. Pag-uugnay ng mga
halimbawa sa bagong Basahin ang nakatalang mga
aralin salitan inuulit. Bilugan ang
salitang kasingkahulugan nito.
1.Bagong-bago (pinakabago,
di-gaanong bago, lumang-
luma)
2.Mahapding-mahapdi
(mahapdi nang bahagya, mas
mahapdi, sobra ang hapdi)
3.Patakbo-takbo (takbo nang
takbo, takbo-hinto-takbo,
mabilis ang pagtakbo)
4.Taking-taka (labis ang
pagtataka, nagtataka,
nagtataka nang kaunti)
5.Malapit-lapit ( lubhang
malapit, higit na malapit,
malapit nang kaunti)
kahirapan – dukha
partikular – lalo na
hindi, ang uwang ay
kulisap na kadalasang
naninirahan sa puno ng
niyog
Pagbasa ng kuwento https://www.youtube.com/watch? Gawin Natin:
Ang Lawin, ang Sisiw, at ang Uwang v=YA-ans78i8o Ngayon gagawa kayo ng
komposisyon gamit ang mga
salitang inyong natutuhan.
Tandaan lamang na sa paggawa ng
komposisyon ay:
Isulat ang pamagat sa gitna ng
papel.
Ipasok ang unang salita ng unang
pangungusap sa bawat talataan.
Lagyan ng palugit sa magkabilang
tabi ng talataan. Gawing isang dali
ang Palugit sa kaliwa, kailangang
higit itong malapad kaysa kanan na
may palugit na kalahating dali
lamang.
Gumamit ng wastong bantas sa
pagkatapos ng pangungusap.
Gawing malaking titik ang simula ng
bawat pangungusap.
Ang bawat talataan ay dapat
magtaglay ng isang paksa lamang.
Pumili ng isang paksang nais
talakayin.
Magpayaman ng talasalitaan
kaugnay ng paksa.
Gamitin sa mga pangungusap ang
nalinang na talasalitaan.

D. Pagtalakay ng bagong Pagganyak na Tanong:
konsepto at paglalahad ng  Bakit kaya naiwan ni
bagong kasanayan #1 Liza ang payong?
Pakikinig sa kuwento.
E. Pagtalakay ng bagong Pag-unawang Tanong
konsepto at paglalahad ng Sino ang nagkukuwento?
bagong kasanayan #2 Ano ang kanyang suliranin?
Ano ang nangyari sa kanya
isang araw?
Paano siya napupunta kay
Liza?
Ano ang binalak na gawin ng
lalaking makisig?
Paano siya napunta sa tunay
na may-ari?
Ano ang nadama ni Liza nang
Makita ang payong na binili
niya?
Paano natapos ng buhay ng
nagkukuwento?
Mayroon ka bang alam na
pangyayaring katulad sa
kanya?
Sagutin:
1. Paano pinaghambing ang lawin
at ang uwang?
2. Paano naman pinaghambing ang
lawin at ang sisiw?
3. Paano naman inihambing ng
lawin ang kanyang sarili sa iba?
4. Paano inihambing ang ibon sa
ibang uri ng hayop na lumilipad?
5. Kung ikaw ang pagpipiliin, alin
ang gusto mong maging katulad,
ang lawin o ang uwang?
Ipaliwanag.
Narito ang mga pangungusap na
hango sa pabulang iyong
binasa. Pag-aralan mo.
A. Malakas ang siyap ng sisiw sa
paghanap sa kanyang mga
kapatid.
B. 1. Higit na malakas ang siyap ng
inahin sa pagtawag sa anak.
2. Ang uwang ay kasintapang din ng
lawin.
C. Ang lawin ang pinakamalaki sa
mga pangkaraniwang ibong
makikita natin sa paligid.
 Ano ang tawag sa mga
salitang may salungguhit?
 Ano ang pang-uri?
 Sa pangungusap sa A, ano
ang pang-uri? Ano at ilan
Bumuo ng iba’t-ibang uri ng
pangungusap ayon sa anyo at
tungkulin.
Isaayos ang mga binuong
pangungusap nang sunud-sunod
ayon sa diwang ipinahahayag nito.
Isulat sa talataan ang isinaayos na
pangungusap.
Lagyan ito ng pamagat batay sa
pamaksang pangungusap.
Gawin itong modelo o
huwaran.
Itanong: Ano-anong mga salitang- Gawin Ninyo:
hiram ang iyong nadinig at ang Hatiin ang mga bata sa 2 pangkat.
katumbas nito sa ingles? Papiliin sila ng paksang gagawan
nila ng komposisyon. Bago ang
Mga sagot: pagsulat alamin muna nila ang mga
1. haynayan – biology salitang gagamitan at kapag
2. bilnuran – arithmetic natutuhan na saka pa gagawa ng
3. miktiinig – microphone komposisyon. Ang unang pangkat
4. pang-ulong hatinig – headset na nakatapos na tama ang
5. sulatroniko – e-mail pagkakagawa ay panalo.
6. pook-sapot – website
7. pantablay - charger
Itanong:
1. Anu-anong pagbabago ang
nangyayari sa ating bansa na
iyong napapansin?
2. Ano ang naidudulot nito na
maganda sa ating mga
mamamayan?
3. Bakit kailangan na magkaroon
ng mga pagbabagong ito?
4. Ang teknolohiya ba ay may
mabuti o masamang
maidudulot sa mga kabataan?
5. Anong mga makabagong
kagamitan ang nakatutulong
sa iyong pag-aaral? Paano?
Mayroon ba kayong dalang mga
 Kung ikaw ang nag kukwento, ang makabagong kagamitan
ano ang mararamdaman mo? inilalarawan nito?
Sa pangungusap sa B. 1.,
ano ang pang-uri? Ano
ang
pinaghahambing nito?
 Ilan ang pinaghambing?
 Magkatulad ba ang
katangiang
inihahambing?
 Sa pangungusap sa B-2,
ano ang pang-uri? Ano
ang
pinaghahambing nito?
 Sa pangungusap sa C, ano
ang pang-uri? Ano ang
pinaghahambing?

Ilan ang pinaghahambing?

F. Paglinang ng Pag-aralan ang sumusunod na
Kabihasaan mga pangyayari sa nabasang
( tungo sa Formative kuwento.
Assessment ) Bilugan ang bilang ng
pangyayari sa kuwento na
naranasan mo na.
1. Natutuwa ka kapag
may nakapansin sa
iyong mga tao.
2. Pabili ng payong dahil
tag-ulan na naman.
3. Maingat sa pagdadala
ng payong
4. Habang nasa
sasakyan at
mayroong kasama at
ka kuwentuhan at
biglang papara dahil
malapit na palang
lumagpas sa babaan
5. Madalas makaiwan
Punan ang patlang ng wastong
anyo ng pang-uri na angkop sa
pangungusap. Isulat ang sagot sa
sagutang papel.
1. Sina Edward at Ramon ay
____________ (taas).
2. ____________ (bilis) ang usa
kung tumakbo.
3. Ang aking bunsong kapatid ang
____________ (likot) sa mga
batang lalaki.
4. ____________ (hinahon) siya sa
lahat ng oras at pagkakataon.
5. Ang hilaw na mangga ay
___________ (asim) kaysa sa
sampalok.
At Natutong Magluto ng Almusal si Gawin Mo:
Genio Pumili ng paksa sa ibaba at sumulat
Ni NERISSA S. ALARDE ng komposisyon.
Tuwing umaga, kinasanayan na ni
Genio na gumising nang maaga,
maghanda ng maaga para pumasok sa
paaralan. Dahil sa simula pa lang, nasa
mababang antas pa lamang siya,
tinuruan na siya ng kanyang Nanay
Minda na maghanda ng sarili sa
pagpasok sa paaralan. Dapat,
pagkagising sa umaga, ililigpit muna ni
Genio ang kanyang kama, iaayos ang
mga unan, titiklupin ang kumot at
ilalagay sa nakalaang lalagyan para sa
mga ginamit sa pagtulog. Matapos na
maiayos ang kanyang silid, dapat
niyang ayusin naman ang kanyang mga
gamit sa paaralan, tinitiyak niya na
lahat ng kanyang mga kailangan sa
araw na 'yon, tulad ng mga aklat at
notebook na kakailanganin niya sa
 ng gamit sa sasakyan kanilang lesson sa araw na 'yon ay
6. Hindi na hahanapin maayos na nakalagay sa kanyang
ang naiwang bagay sa school bag. Hindi rin niya dapat
sasakyan kalimutan ang mga assignments na
Pag-aalaalang bilhan ng isang inihanda niya bago siya matulog.
bagay na kailanganng- Matapos na maiayos ang lahat,
kailangan ng isang mahal sa kailangang magtungo na siya sa hapag.
buhay. Dahil tiyak na nakahanda na ang
kanyang almusal na inihanda ng
kanyang mahal na nanay. Subalit nang
lumabas ng silid si Genio upang
magtungo sa hapag, napansin niyang
wala pang almusal na nakahanda sa
mesa at wala pa rin ang kanyang nanay
na
madalas na nauuna pang magising sa
kanya upang maghanda ng kanilang
almusal. Agad na tinungo ni Genio ang
silid ng ina.
Nakahiga pa rin si Aling Minda.
Lumapit si Genio sa kama.
“ Anak, mabigat ang pakiramdam ko,
napagod yata ako kahapon, hindi tuloy
kita naipaghanda ng almusal,”
matamlay na wika ni Aling Minda sa
anak. “ Huwag po kayong mag-alala
nanay, ako na lang po maghahanda ng
almusal ko,” sagot ni Genio.
“ Marunong ka na ba?” Tanong ni Aling
Minda.
“ Opo 'Nay, grade six na
ako...magagawa ko na kung paano
ninyo niluluto ang almusal ko.”
pagmamalaki ni Genio.
“ May kanin sa kaldero, kaya mo na
bang iluto ang sinangag?”
“ Yakang-yaka 'nay!”
“ Pagpirito ng itlog at hotdog, kaya mo
na rin ba?”
“ Chicken!” Pagyayabang ni Genio.
“ Chocomilk mo, kaya mo na rin
ihanda?” Patuloy ni Aling Minda.
“ No problem 'nay, relax lang kayo,
ihahanda ko pati baon ko at almusal

G. Paglalapat ng aralin sa Sabihin: Ano nag pag-uugnay
pang-araw-araw na buhay sa Sariling karanasan sa mga
pangyayari sa kuwento ang
ating talakayan ngayon…
Pinakamabisang paksa ang
isang kuwento ang karanasan
ng tao. Madaling maunawaan
ang kuwento kapag ito ay
ibinatay sa karanasan.
Naiiugnay ang tunay na
pangyayari sa buhay na nasa
isang kuwento o iba pang
akda.
H. Paglalahat ng Aralin Ano ang kahalagahan ng
karanasan?
Sumulat ng mga pangungusap na
pinaghahambing ang
sumusunod.
1. Ang alaga mong aso at ang alaga
ng iyong mga kaibigan
2. Dalawang punong atis
3. Isang manggang hinog at isang
manibalang
4. Si Jose Rizal at ibang mga bayani
5. Ang iyong guro
• Ang pang-uri ay may tatlong
antas:
1. Lantay – kung iisang tao, bagay,
hayop o pook ang
pinaghahambing.
2. Pahambing – kung dalawang tao,
bagay, hayop o pook
ang pinaghahambing.
- ang dalawang pinaghahambing ay
maaaring magkatulad o magkaiba
ang katangian
• Hambingang magkatulad
o a. Ginagamitan ng panlaping sing,
- magkasing
o b. Ginagamitan ng kapwa, gaya,
paris
• Hambingang Di-magkatulad
o a. Ginagamitan ng mga salitang
mas o higit at kaysa o sa
3. Pasukdol – kung higit sa
dalawang tao, bagay, hayop o
pook ang pinaghahambing.
- ginagamitan ng panlaping pinaka
ninyo!” pagmamalaki ni Genio.
Makalipas nga ang ilang minuto,
naihandang lahat ni Genio ang almusal
nilang mag-ina, pati na rin ang baon na
dadalhin niya sa paaralan.Matapos na
magkapag-almusal, masiglang
pumasok ng paaralan si Genio.
a.Magbigay ng isang salitang hiram at Gamit ang bagong salitang
tumbasan ito ng salita sa natutuhan, sumulat ng sariling
Filipino. komposisyon tungkol sa…“Ang
b. Gamitin sa pangungusap ang Pilipinas Ngayon”
napiling salitang hiram sa ibang
paraan o pangungusap.
May tatlong dahilan kung bakit Pagsasapuso:
nanghihiram ng salita ang mga Pilipino. Sabihin:
1. Hiramin ang salita, at tumbasan sa Ang wika ay sumasalamin sa
Filipino. kultura at tradisyon ng mga
Halimbawa Pilipino. Ito ay nagsilbing tulay sa
Classroom – Silid-aralan mga Pilipinong naninirahan sa iba’t
Library – Silid-aklatan – ibang kapuluan at sa ibang panig
2. Hiramin ang tunog ng salita at ng mundo. Ito ay nagsisilbing
baybayin sa Filipino. pagkakakilanlan n gating lahi sa iba.
Halimbawa Nararapat lang na ito’y gamitin at
Cell phone - selfon ipagmalaki
Book - buk
3. Hiramin na ng buo ang salita
Kapag mawawala ang tunay na
kahulugan ng salita kapag
tinumbasan sa Filipino, o kaya naman,
mababago ang
kahulugan kapag binaybay sa Filipino,
hiramin na lang ng buo ang
salita.
 o napaka o sinasamahan ng ubod,
sukdulan, nuno, lubha, masyado,
totoo, talaga, tunay
I. Pagtataya ng Aralin Iugnay moa ng sanhi sa Punan ang patlang ng wastong Pumili ng paksa sa ibaba. Gamitin
pangyayaring ito: anyo ng pang-uri na aangkop sa ang bagong salitang natutunan sa
pangungusap. pagsulat ng sariling komposisyon
Pagsusulit noon. May 1. _____________ (sipag) si Reggie ukol dito.
ginawa kang talaan ng mga kaysa kay Melie. a. Kahalagahan ng Kalusugan
petsa at pangyayari hingil sa 2. _____________ (lambot) ng
pagkakaroon ng kasarinlan ng mamon ang puso ng pinsan ko. Ang Pag-aaral
Pilipinas. Ito ang iyong ginamit 3. _____________ (talino) ang kuya
sa balik-aral. May nakalimutan ni Joyce. Ang Aking Pamilya
kang limang petsa. Ang papel 4 – 5. Sa lahat ng prutas,
ay nasa bulsa. Tumingin ka sa ____________ (baho) ang amoy ng
guro. Ang guro pala ay durain
nakatingin sa iyo. subalit ito ang ___________
(sarap).
________________________
________________________
J. Karagdagang Gawain Bumasa ng isang bahagi sa
para sa takdang aralin at bibliya. Isulat mo sa maikling
remediation pangungusap kung paano mo
ito inugnay sa ioyng buhay.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
Gawain para sa remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa aralin
D. Bilang ng mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro
at superbisor?
G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 19-23, 2019 (WEEK 2) Quarter: 2ND QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
A. Content Standard
demonstrates the concept of
melody by using intervals in the
major scales and in the minor
scales
Demonstrates understanding of HOLIDAY
shapes, space, colors, and the
principles of emphasis, harmony and
contrast in digital painting and poster
design using new technologies.
demonstrates understanding of
participation in and assessment of
physical activities and physical
fitness
WEEKLY TEST

B. Performance applies learned concepts of Applies concepts on the use of Participates and assesses
Standard melody and other elements to software in creating digital paintings performance in physical activities.
composition and performance and graphic designs.
assesses physical fitness

C. Learning demonstrates the ability to sing,
Competencies read, and write simple musical
(write the LC Code) notations in the:
1.1 Key of C Major
1.2 Key of G Major
1.3 Key of F Major
Realizes that art processes, elements describes the Philippines physical
and principles still apply even with activity pyramid
the use of technologies. PE6PF-IIa-16
A6EL-IIa
Appreciates the elements and explains the indicators for fitness
principles applied in digital art. PE6PF-IIa-17
A6PL-IIa

MU6ME-IIa-3-4

Digital Painting An Enhanced Understanding of

Melody Melody
II. CONTENT

III. LEARNING RESOURCES

A. References
1. TG/CG pages CG pp. 34-35
2. Learner’s Materials
pages
3. Textbook pages The 21st Century MAPEH in Action The 21st Century MAPEH in Action The 21st Century MAPEH in Action .

4. Materials
downloaded from
LRMDS
 B. Other Learning Musical score, Illustration chart of Musical score, Illustration chart of F
Materials C, G and F Major Scale Major Scale

IV. PROCEDURES
A. Reviewing previous Reviewing the past lesson What games have you played with
lesson and A song in the C Major scale, your friends and classmates?
presenting new F Major scale, and G Major Scale
lesson

Have you wondered just what digital

paintings are?

B. Establishing a Today, we will be having group Showing the art work of Vincent Van Today, we will be having a group
purpose for the activities. Gogh and Tadao Cern. activities.
lesson Find your group, and follow Vincent Willem van Gogh was a Find your group, and follow
directions. Dutch Post-Impressionist painter who directions.
is among the most famous and
influential figures in the history of
Western art. 

The Starry Night is an oil on canvas by

the Dutch post-
impressionist painter Vincent van
Gogh. Painted in June 1889, it depicts
the view from the east-facing window
 of his asylum room at Saint-Rémy-de-
Provence, just before sunrise, with
the addition of an idealized village.

Almond Blossoms is from a group of

several paintings made in 1888 and
1890 by Vincent van
Gogh in Arles and Saint-Rémy, southe
rn France of
blossoming almond trees. Flowering
trees were special to van Gogh. They
represented awakening and hope. He
enjoyed them aesthetically and found
joy in painting flowering trees. 

C. Presenting With your group, Showing pictures of tumbang-preso,

examples/instance You are going to create a simple piko, luksong-baka, luksong-tinik,
s of the lesson melody of the different Major and patentero.
scale:

 C Major Scale
 F major Scale and
 G major scale song.

D. Discussing new Discuss on what to do: Van Gogh is a great impressionist.

concepts and sings self-composed melodies in C
practicing new Major, G major, and F Major key
skills #1
E. Discussing new Let the pupils have time to Tadao is a digital painter. How do they play the games?
concepts and practice their song selected
practicing new
skills #2
I AM NOBODY
A decision to change from a career in
architecture to photography in 2011
paved the way for my path as an
artist. I've decided to move to a more
conceptual form of artistic expression
with my newly created projects 'Black
Balloons', 'Chromatic Aberrations',
'Adobe Acrobat'.
 TADAO CERN – COMFORT ZONE
Solo exhibition featuring the artist
from Vilnius, Lithuania. In 24 large-
format photographs, Tadao Cern
explores the beach as a social loca-
tion where the uninhibited and indivi-
dual lifestyle transforms into an
arranged portrait full of the bizarre.

F. Developing Group Presentation/ How were you able to tell the Group Presentation/
mastery (lead to Performance by group difference? Performance by group
formative
assessment 3)
G. Finding practical Sing again the different songs in What are the rules of the games?
application of the different Major scale.
concepts and skills
in daily living
H. Making Which one do you like better? What are the Filipino games?
generalization and
 abstractions about
the lesson
I. Evaluating learning Identify the scales and the Choose a game and list the rules of
different signs that are used in the it.
different songs found in the song
J. Additional Memorize the song Define Digital Painting. A picture of a healthy community.
activities for
application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encountered which
my principal can help
me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other teachers?
 School: Grade Level: VI
GRADE 6 Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: AUGUST 19-23, 2019 (WEEK 2) Quarter: 2ND QUARTER

WEEK 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Form ratio/proportion for groups Reduce ratios to lowest terms Find the missing term in a Solve word problems involving Solve word problems involving
Competencies/Objectiv of objects/numbers Write ratios correctly proportion direct proportion partitive proportion
es Use colon (:) and fractions in Write proportions correctly Write proportions correctly Illustrate word problems through
writing ratios and proportion drawings or tables
Write ratio/proportion using
colon or fraction form
II. CONTENT Forming ratio and proportion Reducing ratios to lowest Finding the missing term in a Solving word problems involving Solving word problems involving
Using colon (:) and fractions in terms proportion direct proportion partitive proportion
writing ratios and proportions
LEARNING RESOURCES
A. References
1. Teacher’s Guides BEC PELC II K.1.1, 1.1.1 BEC PELC II.K.1.1-1.1.1 BEC PELC II.K.1.2 BEC PELC II.K.2.2.1 BEC PELC II.K.2.2.2
2. Learner’s Material
pages
3. Textbook Pages
4. Additional Reference Mathematics Workbook Mathematics Workbook Mathematics Workbook Mathematics Workbook Mathematics Workbook
from Learning
Resource
B. Other Learning Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
Resources
III. PROCEDURES
A. Reviewing previous Review about fractions. Conduct a review on reducing Have a review on equivalent Conduct a drill on finding the Find the hidden message. What’s
lesson or presenting fractions to lowest terms. Let fractions. missing term in a proportion. Use hello in the Hawaiian language?
the new lesson the pupils do this mentally. Checking of Assignment flash cards and have pupils Give the missing
Reduce these fractions to answer orally. element to form a proportion.
lowest terms: Checking of Assignment Write in the blanks the letters that
Checking of Assignment correspond to the answer.
(See slides)
Checking of Assignment
B. Establishing a purpose Look around your room. What What is your merienda Before presenting the problem Before presenting the problem Do you share candies to your
for the lesson are the things you find inside? yesterday? situation, ask the pupils if they situation, ask the pupils what they friend? How?
help their parents at home do on weekends. Let
especially during weekends. them realize that they can earn
extra money during weekends if

C. Presenting Count the number of boys. (Let
examples/instances of the pupils count.)
the new lesson Count the number of girls. Ex. 25
boys and 28 girls
D. Discussing new Ronald bought 3 pencils for 10 at
concepts and practicing Elen’s School Supply Store. Ruby
new skill #1 bought 6
pencils for 20. Give the ratio of
pencils to the amount of money
of each child.
E. Discussing new Discuss the lesson through the
concepts and practicing problem presented.
new skill #2
F. Developing mastery Give the ratio of each of the
(Leads to Formative following orally in two different
Assessment) ways.
a) books to crayons
b) flowers to leaves d)
basketballs to tennis balls
G. Finding practical Find the ratio/proportion of the
applications of following. Use 2 different ways in
concepts and skills in writing them.
daily living 1) There are 10 buses at a
station. If each bus has 6 wheels,
what is the ratio of buses to
wheels?
Say that the puto is sliced
into 6 equal parts and
mother took 2 of the
slices to serve
for merienda (take away
2 slices to show a bilao
background.)
3)
What is the ratio of the
remaining slices of puto to the
whole? Why?
Which ratio do you think is in
lowest terms? Why?
Give another example.
Express the given ratio in
simplest or lowest terms.
1) 8 hours to 10 hours
2) 40 minutes to 1 hour
3) 25 centavos to a peso
4) 2 dozens to 18 things
5) 264 km in 3 hours
6) 18 boys to 16 girls
7) 25 atis to 30 mangoes
Study the table and answer
the questions after it.
Things Quantity Cost
Stamps 10 50.00
Patches 15 180.00
Bookmark 20 300.00
Diary 12 300.00
Present this problem situation.
During weekends, Zeny helps her
mother sell buko juice. For every
buko, Zeny
adds 4 litres of water. How many
litres of water does she need for
3 bukos so that
the taste will be the same?
Discuss the lesson through the
problem presented.
Give another example.
Group activity.
Tell whether the following given
ratios are proportions. Write Yes
if they are and No if
not, change one term to make
them proportions.
a) 4/5 and28/35
b) 18:45 and 4:12
c) 20/48 and l5/36
d) 3:21 and 6:40
e) 9:12 and 27:32
Solve for the missing term.
1) What number compared to 10
is the same as 28 compared to 5?
2) Lisa saves 60 in 4 weeks. At
this rate, how long will it take her
to save 300.00?
3) Six compared to 11 is the same
they are industrious or
hardworking.
Roy and Al sell newspapers on
weekends to earn extra money.
For every 3
newspapers that Roy sells, Al sells
5. If Roy sold 15 newspapers, how
many did Al
sell?
Discuss the lesson through the
problem presented.
Give another example.
Group activity.
Solve the problems.
a) A motorist travels 275 km in 5
hours. How far can he travel in 9
hours at the same
speed?
Proportion: __________
Answer: __________
b)Two buses can transport 130
people. How many buses are
needed to transport 780
pupils?
Proportion: __________
Answer: __________
Read and solve.
1) The ratio of the areas of 2
squares is 1:4. The area of the
smaller square is 36 cm2.
How
long is each side of the bigger
square?
Joy and Dale are twins. They
always share their things equally.
Even their mother
gave them the same amount of
anything, whether money, toys,
candies, and others. But
one day, their father gave them 5
chocolates, 2 chocolates for Joy
and 3 chocolates for
Dale.
Discuss the lesson through the
problem presented.
Give another example.
Group activity.
Analyze and solve each problem.
1) Two numbers are in the ratio
5:3. If the sum is 88, find the 2
numbers.
2) The ratio of chairs to tables is
2:7. There are 180 chairs and
tables in a party. How
many are there of each kind?
3) The sum of two numbers is 215.
If the ratio is 2:3, find the larger
number.
Solve the given problems.
1) The salary of two workers is in
the ratio 3:4. They received
12,250.00. How much did
each worker receive?
2) The ratio of men to women at a
college is 7 to 5. How many women
 2) Every quarter each student
submits 2 projects in EPP. Give
the ratio of projects to quarters.
3) There are 3 caimito trees and 4
mango trees in Mang Tino’s
orchard. While in Mr. Muñoz’
orchard, there are 6 caimito trees
and 8 mango trees. Give the ratio
of the mango to caimito
trees in each orchard then write
a proportion.
H. Making generalizations What is a ratio? proportion?
and abstractions about What are the 2 ways of writing
the lesson ratio/proportion?
I. Evaluating learning Write a ratio or proportion for
each of the following:
2.)Eight compared to 28.
3) There are 5 kites to seven
boys.
4) In a t-shirt factory, each box
contains 3 t-shirts. Give the ratio
of boxes to t-shirts.
5) In a camping, each boy scout
was given 4 hotdogs. If there are
5 boy scouts, 20 hotdogs were
cooked. Write the proportion.
J. Additional activities for Form ratio/proportion for the
application or following using 2 different ways.
remediation 1) 7 to 8
2) 3 to 5 is equivalent to 6 to 15
3) two barangays to 13 348
people
4) one boat to 3 people is equal
to 6 boats to 18 people
5) 45 members of Glee Club to 30
members of Dance Club
1) In lowest terms, express as 84 compared to what number? students are there if
the ratio of: 4) A motorist traveled 240 km in there are 350 men?
a) stamps to patches 3 hours. At the same rate, how 3) The ratio of Math books to other
b) bookmark to patches long will it take to travel 400 books in a class is 8 to 5. How
c) bookmark to stamps km? many Math books are there
d) diary to patches 5) A scale 3.5 cm on a map if there are 247 books in all?
e) bookmark to stamps represents an actual distance of
2) What is the rate or unit 175 km. What actual distance
price of each item does a scale distance of 5.7 cm
represent?
Can a ratio be expressed in What is a proportion? Recall the steps in solving How do you solve word problems
lowest terms? How? What are the terms or elements problems involving direct involving partitive proportion?
in a proportion? proportion. What are the processes involved?
How do we find the missing What must you remember when
element in a proportion? setting a direct proportion?
Reduce these ratios to lowest Solve for the missing term in each Analyze each problem and write a Read and analyze, then solve the
terms. proportion. proportion to solve it. Draw a problems.
a) 10:12 a) 6:n = 8:12 diagram to help you when 1) The ratio of cats to dogs is 6:5.
b) 9:15 b) m:7 = 6:21 necessary. There are 495 dogs and cats in a
c) 18:24 c) 20:24 = x:6 1) A tree casts a shadow of 12 certain barangay.
d) 21:27 d) y:6 = 28:84 metres when a 5-metre pole casts a) How many cats are there?
e) 40:50 e) 14:21 = 2:n a shadow of 4 metres. How tall is b) How many dogs are there?
the tree? 2) Three numbers are in the ratio
2) At the rate of 3 items per 100, 2:5:7. If their sum is 504, what are
how much will 12 items cost? the three numbers?
3) A car travels 72 km on 8 litres a) first number
of gasoline. At the same rate, b) second number
about how far can it travel on 11 c) third number
litres of gasoline?
Reduce the ratios to lowest Find the missing term to make Write a proportion for each Analyze and solve the problems
terms. the proportion true. problem, then find the carefully.
a) 18:20 a) 9:N = 27:15 missing term. 1) The ratio of doors to windows is
b) 9:36 b) N:8 = 12:32 a) The ratio of 2 numbers is 1:5. There are 186 doors and
c) 12:3 c) 5:3 = 25:N 3:5. The larger number is 30. windows in a building. How many
d) 28:50 What is the smaller number? doors are there? windows?
e) 11:44 b) There are 3 teachers to 2) The ratio of the angles of a
f) 60:12 125 pupils during the school triangle is 3:4:5. Find the measure
program. How many teachers of each angle.
were 3) Three numbers are in the ratio
there if there were 2 500 1:4:7. Find the second number if
pupils? their sum is 276.
c) The ratio of male teachers 4) The difference between two
to female teachers in our numbers is 40. They are in the ratio
 school is 2:9. If there are 108 9:7. What are the numbers?
female
teachers, how many teachers
are male?

IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 2
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
School: Grade Level: VI
Teacher: Learning Area: SCIENCE
Teaching Dates and Time: AUGUST 19-23, 2019 (WEEK 2) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrate understanding of how the major organs of the human body work together to form organ systems
The learners should be able to make a chart showing healthful habits that promote proper functioning of the musculo-
skeletal,integumentary,digestive,circulatory,excretory,respiratory and nervous systems
S6LT-IIa-b-1
The learners should be able to explain the organs of each organ system work together
HOLIDAY WEEKLY TEST
DLP 5 Module 6 Science and DLP 5 Module 9 Science and Unit 2 The Nervous System pp.1-
Health Health 10
The Respiratory System Taking Care of the Respiratory
pp.41-45 System pp.65-69
Worksheets, pictures Charts and pictures Charts and pictures
How does oxygen get into our 1. Review about the respiratory 1. Review about the
body? Likewise; how does carbon system. taking care of
dioxide get out from our body? 2. How can we take good care respiratory system.
Which body system is responsible of our respiratory system?
2. Present the materials
for taking in oxygen and giving out
for new lesson, The
carbon dioxide?
Nervous System
B. Establishing a purpose for Four Pics, One Word. Guess the Ask diferrent diseases/ailments Discuss the functions of the
the lesson word by studying how the four associated with respiratory Nervous Sytem
pictures are related to each other. system problems?
Write the word in the box below.

__ __ __ __ __

C. Presenting EXPLORATION: Group Activity EXPLORATION: EXPLORATION:

examples/instances of the Riddle Time: Who am I? Show pictures of respiratory Show some picture of
new lesson Inhale these scrambled words. diseases/ailments. movements and ask their
Exhale the answers to the riddles. How the problems occur in our observation in the presented
1. I warm and clean the air you respiratory system? pictures
breathe. SNOE __________ How can we avoid these
2. There are 300 millions of me in problems?
your lungs.
RAI SCAS _________________
3. I leave your body when you
breathe out. RONBAC DOXEIDI
______________________
4. I am a long tube connecting
your mouth to your lungs.
RATHCAE ______________
5. I go through the air sacs and
into the blood. YXGONE
__________
D. Discussing new concepts EXPLANATION: EXPLANATION: Give the EXPLANATION:
How oxygen and carbon dioxide importance of taking care of our Discuss the observation in the
occur in alveoli of the lungs? respiratory system. presented pictures and explain
how it works
E. Continuation of the Activity #2 Activity #1 Give an example of body
discussion of new Identify the part of the respiratory TRUE OR FALSE movements
concepts (leads to system which is being referred to. If False, change the
 Formative Assessment 2) 1. Closes over your larynx inappropriate word to make the
when you swallow. statement true.
2. Two short branches at
1. Breathing exercise
the end of the trachea
improve the condition
that carry air into the
of one’s lungs.
lungs.
2. The chances of getting
3. Cluster of tiny thin walled
the common virus is
sacs found at the end of
increased as one mixes
each bronchioles.
with more people.
4. Substance produced by
3. Healthy lungs can draw
the lining of the nasal
in enough air to supply
cavity.
oxygen to all parts of
5. Tiny hair-like structures
the body.
that trap bacteria in the
4. Cigarette smoking is
trachea.
good to our respiratory
6. A tube made up of C-
system.
shaped rings of the
5. Do not wash your
cartilage.
hands before eating.
7. Opening of the nose that
leads to the nasal cavity.
8. A tube-like passage for
both food and air.
9. Produces vocal sounds.
10. Compose of alveoli
arranged in grape-like
clusters.

F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
(reflective approach)
Picture analysis: Group work. The
teacher show pictures of the
different parts of the respiratory
system.
1. What can you see/observe in
the pictures given?
2. How do these parts work?
ELABORATION:
How oxygen and carbon dioxide
occur?
Picture Analysis: Group work.
Show some pictures of
respiratory exercises. Let them
do the exercises.
ELABORATION: ELABORATION:
What do you feel after doing the How the Nervous System
exercises? works?
 H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Explain how the organs of Explain the importance of taking Think of a situation in your life
Respiratory system work together good care of our respiratory when your nervous system
system. Show some pictures of worked to keep you safe from
nutritious foods that can help harm. Can you imagine what
our respiratory work properly. might have occurred inside your
body as your nervous system
received from and sent
information to various parts of
your body?
EVALUATION: EVALUATION:
Give the correct answer: Lists the four major functions of
1. A muscle that controls the nervous system and give 2
breathing. examples of its corresponding
2. A smaller extension of the controlled actions.
bronchi.
3. The upper part of the
throat that carries air into
the respiratory tract.
4. Opening in the nose.
5. A leaf shaped cartilage
that covers the larynx
during swallowing.
6. Air sacs in the lungs.
7. Upper end of the trachea
which is also known as
the voice box.
8. Two large main branches
of the trachea.
9. A tube that goes down
the lungs and is also
known as the windpipe.
10. Gas given off during
exhalation.

J. Additional activities for

application or
remediation

V. REMARKS
VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-AGRI
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 19-23, 2019 (WEEK 2) Quarter: 2ND QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
Demonstrates an understanding of scientific practices in planting trees and fruit trees
Applies knowledge and skills in planting trees and fruit trees
TLE6AG0b-2
2. Uses technology in 2.1 Conduct a survey/interview 2.2 Conduct a survey/interview 2.3 Conduct a survey/interview 2.4 Conduct a survey/interview of
gathering information about for the following: for the following: of the following the following
trees and fruit trees.  elements to be observed in  market demands for fruit  sources of trees and fruit  famous orchard, farm in the
 data preparation planting trees and fruit bearing trees. trees. country.
 use of survey trees.
 use of interview

II. CONTENT 2a. Discuss the different
tools/instruments in gathering
data for trees and fruit trees.
 Interview
 Survey
2.1.1. Elements to be observed
in planting trees and fruit trees
 Be able to present data using
interview or a survey.
2.2.1 Identify different market
demands for trees and fruit
trees
 Be able to present data using
interview or a survey.
2.3.1 Present data regarding
different sources of trees and
fruit trees
 Be able to present data using
interview or a survey.
2.4.1 Present data regarding
famous orchards and farmlands
within the community in the
different provinces in the country.
 Be able to present data using
interview or a survey.

III. LEARNING RESOURCES

Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI-
A. References Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Agricultural Crops Production, Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim Wastong Pagtatanim
Teachers Guide Teachers Guide Teachers Guide
Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual
Object, Guidebook, Internet. Object, Guidebook, Internet. Object, Guidebook, Internet. Object, Guidebook, Internet. Object, Guidebook, Internet.

IV. PROCEDURES

A. Reviewing previous lesson or  Ask any one from the class  Identification of the different  Report on market demands  Discussion on the different  Presentation of the different
presenting the new lesson to report about trees and fruit elements to be observed in for trees and fruit trees. sources of trees and fruit trees. well-known orchard/farm in the
trees. planting trees and fruit trees. country.

B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
 Importance and the benefits
we can derive from planting
trees and fruit trees.
 Be able to discuss before the
class the use of interview and
survey in gathering data and
other information about trees
and fruit trees.
Presentation of
data/information on the
different trees and fruit trees
grown in the different
provinces with focused on its
Ordinary name and its
scientific name
Present data gathering
instrument using Interview
and Survey.
 Discussions on the use of
technology in gathering data
on trees and fruit trees.
 Present before the class the
scientific practices in gathering
data about the trees and fruit
trees.
 Present the different
elements to be observed in
planting trees and fruit trees.
Show data regarding the
different elements to be
practiced in planting trees and
fruit trees.
Present charts/pictures
showing the different elements
practiced in planting trees and
fruit trees.
 List down different elements
involved in planting trees and
fruit trees.
 Demonstrate the different
practices in planting trees and
fruit trees.
 Learners will identify the
different market demands for
trees and fruit trees.
Identify market demands for
trees and fruit trees.
Interviewing skills on market
demands for trees and fruit
trees.
 Identify some market
demands related to trees and
fruit trees.
 Present before the class
videos, film clips of different
products that serve as a market
demand for trees and fruit trees
(ex: foods: fruits, candies, jams,
vegetables,
non-food: furnitures, energy
source, infrastructure, etc.
 Present before the class some
sources of trees and fruit trees.
Using a developed data base,
present before the class the
different sources of trees and
fruit trees as follows:
 Commercial Nursery
 Agricultural Institutions
 Department of Agriculture
 Bureau of Plant Industry
Presentation skills using video
footages on the different
sources of trees and fruit trees.
 Presentation skills on the
different agencies, partners
being the source of trees and
fruit trees.
 Show some footages of
different government, non-
government as well as private
entities, where trees and fruit
trees are obtained from.
 Learners will be able to gain
information about the success
story of some well-known
orchards/farms in the country.
Presentation of the different well-
known orchards/farms with
exemplary characteristics and
awards.
Video presentation featuring the
outstanding orchards/farms in the
country.
 Video coverage presentation of
some well-known orchard farm in
the country.
 Present data of some
outstanding orchards/farms in the
country.
 Present their sample proposals or
project study.
 The importance of scientific The different elements in Some products derived from Sources of trees and fruit trees. Qualities and characteristics of an
H. Making generalizations and tools in data gatherings. planting trees and fruit trees. trees and fruit trees that will ideal orchard.
abstractions about the lesson provide for a market demand.
Written examination Oral recitation Reporting and presentation Group presentation. Written examination.
I. Evaluating learning Demonstrations. Demonstrations skills. Video presentation. Word Game.
Brainstorming. Role Play. Quiz. Direct Observation.
Present documentaries and Demonstration on the different Invite at least one practitioner Develop flip chart on the Video shoot of different types of
J. Additional activities for some data about trees and practices in planting trees and who can share his/her different sources of trees and orchard.
application or remediation fruit trees that are gathered fruit trees. expertise/experiences in fruit trees.
through surveys and marketing products out of trees
interviews. and fruit trees.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School Grade Level VI
Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time AUGUST 19-23, 2019 (WEEK 2) Quarter 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard Demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
B. Performance Standard Sells products based on needs and demands.
C.Learning  Identify the buying  Plan to make a  Identify the different  Identify common
Competency/Objectives process. product/service steps in selling techniques that
Write the LC code for  Illustrate the buying available. process. advertisers use to
each. process.  Create a sketch of a  Describe the different convince customers to
TLEIE6-0b-3 product advertisement. steps in selling buy their product.
TLEIE6-0b-3 process.  Act that they are
TLEIE6-0b-4 selling
product/service to
somebody.
II. CONTENT
THE BUYING PROCESS PRODUCT ON THE GO! THE SELLING PROCESS ADD AN AD!
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 14-16 page 17 pp. 18-19 Entrepreneurship
pp. 7
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
IV. PROCEDURES
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous Review the following: Review the Buying Process. How can you promote your
lesson or presenting  Values and Qualities product?
the new lesson of a successful
Entrepreneur.
 Types of
Entrepreneur
 The buyer and seller
relations.
 Steps or guides in
making simple
products.
B. Establishing a purpose In order to effectively For you to make more sales
for the lesson promote your product, you follow this traditional 7-step
should first understand the Selling Process given in figure
buying decision process and 2.
later prepare for selling
strategies.
C. Presenting Show/Illustrate the Buying Show/Illustrate the Selling
examples/Instances of Decision Steps Involved in Process Figure 2 on page 18.
the new lesson the Process Figure 1 on page
14.
D. Discussing new Discuss the Buying Process GROUP ACTIVITY: Discuss the Selling Process on
concepts and on page 14-15. Let the pupils do Activity 1.3 page18-19
practicing new skills # Product on the Go! On Page 17.
1
E. Discussing new Discuss the most common GROUP ACTIVITY:
concepts and techniques advertisers use to Let the pupils do the
practicing new skills # convince customers to buy activity on “Let’s do
2 their product. this!” Act it Out on page
21.
F. Developing mastery Give a 20 item Quiz
(leads to Formative about the Ideal
Assessment 3) Entrepreneur from Week
1 to 2.
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations  What is the
and abstractions about Buying Process?
 the lesson  What is the
Selling Process?
 How can you
promote your
product?
I. Evaluating learning Evaluate the pupil’s
performance in doing the
Group Activity.
J. Additional activities for Make an
application or Advertisement/Poster of your
remediation product in a Cartolina.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-IA
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 19-23, 2019 (WEEK 2) Quarter: 2ND QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
B. Performance Standards Performs necessary skill in enhancing/ decorating finished products
C. Learning - Determine market trends on - Identify the types/sources of innovative finishing materials. 1.Discusses the effect of innovative finishing materials and creative
Competencies products made of bamboo, wood Discuss the types/sources of innovative finishing materials. accessories on the marketability of products.
and metal using technology. Cooperate actively in doing activity. 2.Give the effects of innovative finishing materials and creative
- Identify customer’s preference of accessories on the marketability of products.
products. - 3.Appreciates the effects of innovative finishing materials
Cooperate actively in group works. Identify the process in enhancing/decorating finished products made accessories on the marketability of products.
TLE6IA-Ob-3 of bamboo.
Enumerate the fundamental process in handicrafts in treating TLE6 IA OC-4
bamboo.
Appreciate one’s work.

TLE6IA-Ob-3
II. Content Enhancing/ decorating finished products
III. Learning Resources
A. References Curriculum Guide Pages- K-12 TLE6IA-Ob-3, p. 39
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal)
B. Other Learning
Resources
IV. Procedures
A. Review Previous Give the different methods in Give example of activities to What are the different sources of What are the market trends should What are the finishing materials
Lessons enhancing/decorating finished determine market trends of finishing materials, accessories and be done in marketing products to enhance finished products?
products. finished products. design? made of bamboo, wood and
metal?
B. Establishing purpose - Do you have any finished - Our country has vast Show some pictures of finished 1. Showing some pictures of Have them share/show the
 for the Lesson product or handicraft made of
bamboo, wood or metal in
your home? Where did you
buy it?
- In this lesson we are going
natural resources where
useful products are
derived. The different kind
of finishing materials like
varnish, paint, lacquer,
enamel shellac and many
more had their sources.
to discuss the sources of
finishing materials,
accessories and designs.
products finishing products. given assignment
What finishing materials did they
use to beautify it?
- Finishing- is the method of
beautifying the project. It is
the last step in the completion
of a project.

C. Presenting One of the steps to ensure the
examples success of the products is
/instances of the marketing.
new lessons - Product marketing is the set
of activities one should be
aware in order to know more
about the products that made
of bamboo, wood and metal.
Show some pictures of finishing There are processes and treatments . Show pictures of unfinished and Have them discuss what the
materials, accessories and done on some materials before finished products .Let the pupils finishing materials they used on
designs. making them into articles. describe and compare the their finished products.
Treating Bamboos pictures.
- What are the finishing 1. Preserving and Treating Bamboos
materials you can see in the There are various ways of treating
pictures? bamboo to preserve its natural
beauty. It is called the resin-oil
extraction method. It is done by
either wet or dry process. In the wet
process, the bamboo is soaked
overnight in a solution of 0.1% to
1.2% caustic soda or carbonate of
soda or boiled in this solution for 10-
15 minutes. In the dry process,
bamboo poles are evenly heated
over charcoal at a temperature of 49
C to 54 C for 20-30 minutes.
2. Bleaching
Bleaching is the process of whitening
or removing the colour by sunlight
exposure, air ventilation or by the
use of chemical solutions.
3. Dyeing Bamboo Poles and Splints
Dyeing is the process of applying
colour into the materials. The direct
dyeing or reactive dyeing method
may be used. In direct dyeing,
bamboo splints make sure of
vegetable dye. It is done by boiling
water with dye and immersing the

D. Discussing new Here are some activities to
concepts and determine market trends on
practicing new products made of bamboo, wood or
skills #1. metal.
1. Direct Marketing – through
demonstrations, trade exhibits and
other public venues. This is popular
activity being done by the
producers to motivate consumers
or buyers about the products.
2. Advertising in Print Media –
these activities is done through
advertisements in newspapers,
magazines and flyers about the
product.
3. Radio, Television and
Internet Advertising – it is a modern
ways of endorsing product.
4. Distributing Products via
Transport System – Products
reached the consumers faster
through the means of land, air and
sea transportation spreading
promotion, feedbacks even in the
farthest region of the country.
• What is direct marketing?
• Explain what advertising in
bamboo splints until the desired
colour is achieved. They are dried
under the sun. In reactive dyeing, the
following materials are used: 30% of
dye; salt is 30 grams per liquid and
fixing agent is 30 grams per liquid.
The dye is dissolved in water and is
diluted to the final volume. The
bamboo splints are soaked for10
minutes then salt is added and
dyeing is continued for an hour.
4. Pyrography
Pyrography is the process of burning
designs of bamboo with hot wire.
The electric soldering iron is
considered the best tool in
pyrography.
There are sources of finishing Enumerate the fundamental Why is it important to paint Why is it important to paint
materials like: processes in treating bamboos. materials made of wood? materials made of wood?
1. Shellac – it is a good Discuss the following processes in How finishing
finish for many projects. It treating bamboos. materials helps your -discuss/review all the previous
comes from the excreta of project/product more attractive lesson you taught for the week.
insects called a luc bug. The and saleable
colour is yellow and appears like Have them share their learnings
small pieces of cellophane. on the previous lessons.
Before it is used, it is mixed with
denatured alcohol.
2. Varnish – it is another
finishing material that beautifies
and preserves a project. It is
made from copal gum dissolved
in pure boiled linseed oil. Copal
gum comes from resin of pine
trees buried several feet below
the ground. Linseed oil comes
from oil of cotton seed. When
varnish becomes sticky and
hard, add turpentine to make it
thin and usable again. Varnish
and turpentine are sold in cans
and bottles.
3. Paint – it is another
finishing material that is always
used because of its beautiful
print media is. colour and a good protector of
materials. The body of paint is a
• Discuss the modern ways of mixture of four elements:
endorsing products. pigment, vehicle, thinner, and
• Give an example of drier. It comes in cans of
distributing products via transport different sizes. When the paint
system. gets sticky or hard, add paint
thinner. If thinner is not
available, use gasoline or
petroleum as a substitute.
4. Lacquer – this is a
synthetic product which is
largely used in all manufactured
articles. This finishing material
could retain the natural colour
of the material to which it is
applied. Like varnish and shellac
it is sold in cans and bottles. The
solvent used is lacquer thinner.
5. Stain (Tina) – stain is
colouring material which is
applied to the surface of a wood
to improve its appearance.
There are three kinds of stain:
oil stain, water stain, and spirit
stain.
When you mix the dye (tina)
with petroleum, the result is oil
stain. When the dye is mixed
with water, it is now water stain.
When the dye is mixed with
alcohol, the mixture is called
spirit stain.
The dye is sold in boxes or in
kilos. Spirit stain is ready mixed.
It is sold in cans and bottles. All
of these stains are applied by
means of brush, spray, or cotton
cloth.
6. Sandpaper – it is made
grits, usually ground silica, flint,
quartz, or emery glued to thick
paper or cloth. Sandpaper for
wood is called flint paper and for

E. Discussing new If you are going to buy some
concepts & finished products which do you
practicing new prefer? Why?
skills #2 • Bamboo product?
• Wood product?
• Metal product?
metal it is called emery cloth at
present we have water proof
abrasive for metal. Both are
used for smoothing rough
surface of objects.
7. Glue – glue is a paste for
wood materials. It is in powder
or in cake form. It is
manufactured from fish,
animals, and plastic resin.
-
- What are the different kinds
of finishing materials?
Let the pupils identify the sources
of the following finishing
materials:
- Choose your answer in the
box.
How do you preserve and treat
bamboos?
What is bleaching?
What are the two methods in
dyeing bamboos?
What is pyrography?
What are the effects of finishing
materials used in decorating
wood, metal and bamboo?
Give instruction to answer the
given activity.
Determine the types/sources of
innovative finishing materials,
accessories, and designs.
Activity No. 1
Direction: Draw smiling
face if the sentence
is correct and sad face if it
is wrong.
__________ 1. When you mixed
the dye (tina) with Petroleum
the result is oil stain.
__________ 2. When varnish
becomes sticky and hard, add
water to make it usable again.
__________ 3. The body of paint
is a mixture of four elements.
__________ 4. When the dye
(tina) is mixed with alcohol, the
mixture is called spirit stain.
__________ 5. When the dye
(tina) is mixed with water, the
mixture is called water stain.
 F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Why is having the
Applications of knowledge of conducting
concepts and skills survey using technology
in daily living important in your future
alternative plans?
H. Making Generalizations
& Abstractions about
the lessons

I. Evaluating Learning

J. Additional activities for

application or
remediation
V. Remarks
VI. Reflection
A. No.of learners who earned 80%
in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons work?
No.of learners who caught up
with the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor
can help me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
 GRADE 6
DETAILED LESSON PLAN
WEEK 2
Pamantayang Nilalaman
(Content Standard)
Pamantayan sa Pagganap
(Performance Standard)
Pamantayan sa Pagkatuto
(Learning Competencies)
Layunin (Lesson Objectives)
Paksang Aralin
(Subject Matter)
Gamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Balik-Aral sa nakaraang aralin
School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
Teaching Dates and Time: AUGUST 19-23, 2019 (WEEK 2) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang mapanuring pag-unawa sa pamamahala at mga pagbabago sa lipunang Pilipino sa panahon ng kolonyalismong
Amerikano at ng pananakop ng mga Hapon at ang pagpupunyagi ng mga Pilipino na makamtan ang kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang
malayang nasyon at estado.
Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto,dahilan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano
at ng pananakop ng mga Hapon at ang pagmamalaki sa kontribusyon ng pagpupunyagi ng mga Pilipino namakamit ang ganap na kalayaan tungo sa pagkabuo ng kamalayang
pagsasarili at pagkakakilanlang malayang nasyon at estado
2. Nasusuri ang pamahalaang kolonyal ng mga Amerikano
2.1 Natatalakay ang mga Patakarang Pasipikasyon at Kooptasyon ng pamahalaang Amerikano
2.2 Nailalarawan ang sistema at balangkas ng Pamahalaang Kolonyal
2.3 Nasusuri ang mga patakaran ng malayang kalakalan (free trade) na pinairal ng mga Amerikano
2.4 Natatalakay ang epekto ng malayang kalakalan(free trade)
Hal: − Kalakalan ng Pilipinas at U.S.
− Pananim at Sakahan
1. Nasusuri ang 1. Natatalakay ang mga Patakarang 1. Nailalarawan ang 1. Nasusuri ang mga patakaran
pamahalaang kolonyal ng Pasipikasyon at Kooptasyon ng sistema at balangkas ng ng malayang kalakalan (free
mga Amerikano pamahalaang Amerikano Pamahalaang Kolonyal trade) na pinairal ng mga
2. Napapahalagahan ang 2. Napapahalagahan ang ang mga 2. Napapahalagahan ang Amerikano
pamahalaang kolonyal ng Patakarang Pasipikasyon at sistema at balangkas ng 2. Natatalakay ang epekto ng
mga Amerikano Kooptasyon ng pamahalaang Pamahalaang Kolonyal malayang kalakalan(free
3. Nagpapakita ng pakiisa sa Amerikano 3. Nagpapakita ng pakiisa trade)
pangkatang gawain 3. Nagpapakita ng pakiisa sa sa pangkatang gawain 3. Napapahalgahan ang mga
pangkatang gawain patakaran ng malayang
kalakalan (free trade) na
pinairal ng mga Amerikano
4. Nagpapakita ng pakiisa sa
pangkatang gawain
Pamahalaang Kolonyal ng mga Patakarang Pasipikasyon at Sistema at Balangkas ng Malayang Kalakalan at Epekto
Amerikano Kooptasyon Pamahalaang Kolonyal nito
AP6KDP-IIb-2 AP6KDP-IIb-2
AP6KDP-IIb-2
Kultura, Kasaysayan, at Kabuhayan AP6KDP-IIb-2 Kultura, Kasaysayan, at
Kultura, Kasaysayan, at
pp. 141-142 Bagong Lakbay ng Lahing Kabuhayan pp. 142-143
Kabuhayan pp.138-140
Bagong Lakbay ng Lahing Pilipino Pilipino pp. 119-121 Bagong Lakbay ng Lahing
pp.116-117 Pilipino pp. 121-122
Ano ang epekto ng Ano ang mahahalagang pangyayari Ano ang patakarang kooptasyon Ano ang sistema at balangkas ng
at/o pagsisimula ng bagong
aralin (Reviewing previous
lesson/s or presenting the new
lesson)
b. Paghahabi sa layunin ng
aralin (Establishing a purpose
for the lesson)
c. Pag-uugnay ng mga
halimbawa sa bagong aralin
(Presenting examples/
instances of the new lesson)
d. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
(Discussing new concept)
e. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
(Continuation of the discussion
of new concept)
transportasyon at
komunikasyon sa pamumuhay
ng mga Pilipino?
Suriin ang pamahalaang
kolonyal ng mga Amerikano.
Bigyan ng Kalakip ang mag-
aaral.
1. Ano ang tunay na konsepto
ng Benevolent Assimilation o
mapagkawanggawang
asimilasyon?
2. Ano ang layunin ng
pamahalaang military?
3. Bakit ipinadala ang
Schurman Commission? Ano
ang ipinanukala nito?
4. Ano ang Taft Commission?
Ano ang ipinatupad nito?
5. Ano ang pamahalaang sibil?
Sino ang namuno rito?
sa pamahalaang kolonyal?
Ano ang patakarang partisipasyon
at kooptasyon?
Bigyan ng Kalakip ang mag-aaral.
Ano ang patakarang pasipikasyon?
Ano ang ipinatupad ng patakarang
pasipikasyon?
Ano ang patakarang kooptasyon?
at pasipikasyon? pamahalaan kolonyal?
Ano ang Sistema at balangkas ng Ano ang naidulot ng malayang
pamahalaang kolonyal? kalakalan?
Bigyan ng Kalakip ang mag- Bigyan ng Kalakip ang mag-
aaral. aaral.
Isa-isahin ang mga pangyayaring 1. Ano ang malayang
nagbigay-daan sa pagkakaroon kalakalan?
ng malayang pamahalaan? 2. Ano ang Batas Payne-
Ilarawan ang mga pagsisikap na Aldrich?
ginawa ng mga Pilipino tungo sa 3. Ano ang Batas
pagkakaroon ng malayang Underwood-Simmons?
pamahalaan? 4. Ano ang naging
Paano mo ilalarawan ang suliranin para sa
sistema at balangkas ng pagsasarili ng bansa?
Pilipinas? 5. Ilarawan ang malayang
May pagkakahawig o kalakalan sa pagitan ng
pagkakatulad ba ito sa umiiral Estados Unidos at
na uri ng pamahalaan sa ating Pilipinas.
bansa? 6. Naging makatarungan
Ipaliwanag ang iyong sagot. ba ang mga Amerikano
Paano nakatulong ang mga sa pagpapatupad ng
misyong ipinadala sa Estados Payne-Aldrich at
Unidos sa pagkamit ng Underwood-Simmons
kalayaang pinapangarap ng mga para sa malayang
Pilipino? kalakang ito?
f. Paglinang sa Kabihasaan
(Tungo sa Formative
Assessment) (Developing
Mastery)
g. Paglalapat ng aralin sa pang-
araw-araw na buhay (Finding
practical application of concepts
and skills in daily living)
h. Paglalahat ng Aralin (Making
generalizations and abstractions
about the lesson)
i. Pagtataya ng Aralin
(Evaluating learning)
Ipresent ang output.
Mabuti ba ang ginawang
panlilinlang sa ibang tao?
Ano ang mahahalagang
pangyayari sa pamahalang
kolonyal ng mga Amerikano?
Piliin ang titik ng tamang
sagot.
1. Ano ang tunay na konsepto
ng Benevolent Assimilation o
mapagkawanggawang
asimilasyon?
A. isa lamang pagbibigay
katuwiran ng US sa
pananakop.
B. kailangan ng kolonya ng US
dahil nag-iindustriyalisa ang
ekonomiya nito
C. Kailangan ng baseng
malapit sa China
D. Lahat ng mga Nabanggit
2. Ano ang layunin ng
pamahalaang militar?
A. Sugpuin ang ang mga
pakikibakang Pilipino laban sa
mga
Amerikano
B. isinaayos ang Korte
Suprema na binubuo ng siyam
na hukom
C. pinanatili ang pamahalaang
Ipresent ang output.
Sa pamamagitan ng Venn Diagram
ay talakayin ang pagkakaiba ng mga
patakarang pasipikasyon at
patakarang kooptasyon?
Patakarang Pasipikasyon
Patakarang Kooptasyon
Pagkakatulad ng dalawang
patakaran
Bakit ipinatupad ang dalawang
patakaran?
Ano ang patakarang kooptasyon at
pasipikasyon?
Piliin ang titik ng tamang sagot.
1. Ano ang dahilan ng pagpatupad
ng dalawang patakaran?
A. para makamit ang kalayaan
B. upang masupil ang nasyonalismo
C.upang maging Amerikano ang
lahat
D. Lahat ng mga Nabanggit
2. Ano ang sinasalamin ng
patakarang pasipikasyon?
A. malinaw na walang katotohanan
ang Benevolent Assimilation
B. pagsupil ng nasyonalismo
C. pagsupil sa kalayaan
D. Lahat ng Nabanggit
3. Alin sa mga batas na nagpapakita
ng kalupitan ng mga Amerikano?
A. pagbabawal sa pamamahayag
noong 1889 partikular na balita o
artikulo.
B. pagpapatapon sa mga Pilipinong
nakikipaglaban para sa kalayaan
C. pagbabawal sa pagtatag sa
partido politikal
D. Lahat ng Nabanggit
Ipresent ang output.
Ano ang pagkakahawig sa ating
sistema ng pamahalaan noon sa
ngayon?
Ano ang sistema at
balangkas ng pamahalaang
kolonyal?
Piliin ang titik ng tamang sagot.
1. Sino ang naging tagapagsalita
ng mga Pilipino at bilang lider ng
kapulungan mg mayorya?
A. Manuel L. Quezon
B. Sergio Osmeña
C. Carlos P. Romulo
D. A at B ay Tama*
2. Ano ang batas Jones o Batas
Autonomiya?
A. magkaroon ng matatag na
pamahalaan ang bansa.
B. Nagkaroon ng Mataas na
kapulungan
C.Pagkakaroon ng tatlong
sangay
D. Lahat ng mga Nabanggit*
3. Sang-ayon dito,
ipinagkakaloob sa Pilipinas sa
kalayaan matapos ang 10 taong
paghahanda, pagtatatag ng
base-militar ng US?
A. Batas Jones
B. Misyong OsRox
C. Komisyong Schurman
Ipresent ang output.
Sa inyong palagay, anoa ng
naging epekto ng mga
programang itinaguyod ng mga
negosyanteng Pilipino sa
paglutas ng suliraning ito?
Ano ang malayang kalakalan at
naging epekto nito?
Piliin ang titik ng tamang sagot.
1. Ano ang malayang kalakalan?
A.walang sagabal sa pagpasok ng
mga produktong Amerikano sa
Pilipinas*
B. walang sabagal na
pagbabayad ng buwis
C. walang batas na ipinatutupad
D. walang kinahinatnan ang
kalakalan
2. Ano ang Batas Payne-Aldrich?
A. malayang pagpasok ng
produkto nang walang taripa*
B.Malayang komunikasyon
C. malayang transportasyon
D. malayang edukasyon
3. Ano ang Batas Underwood-
Simmons?
A. nagtatanggal ng buwis sa
mga produktong Pilipino na
inululuwas sa US*
B. nagtatanggal ng limitasyon sa
mga produktong Pilipino na
inululuwas sa US*
C. Nagbibigay laya sa kalakalan

j. Karagdagang gawain para sa
takdang-aralin at remediation
(Additional Activities for
application or remediation)
Remarks
Reflection
a.     Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya.
b.     Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation.
c.     Nakatulong ba ang
remedial? Bilang ng mag-aaral
munisipal
D. Lahat ng mga Nabanggit
3. Bakit ipinadala ang
Schurman Commission?
A. upang maging maganda
ang relasyon ng Pilipinas at
Amerika
B. upang malaman ang
kondisyong political at
panlipunan sa Pilipinas*
C. upang makipanayam ang
mga ilustrado
D. Lahat ng mga Nabanggit
4. Ano ang Taft Commission?
A. Pagtatag ng Philippine
Constabulary
B. Pagpapagawa ng mga
nasirang imprastraktura
C. pagtatatag ng mga
ahensyang pampamahalaan
D. Lahat ng mga Nabanggit
5. Sino ang namuno sa
pamahalaang sibil?
A. Jacob Schurman
B. Pangulong William
Mckinley
C. William Howard Taft
D. Heneral Wesley Merrit
Magtala ng mahahalagang
aral na iyong natutunan.
4. Ito ay ang ginamit sa mga
Pilipinong pumayag na manumpa
ng katapatan sa pamahalaang
Amerikano?
A. Benevolent Assimilation
B. Patakarang pasipikasyon
C. Patakarang Kooptasyon
D.Lahat ng Nabanggit
5. Ano ang tawag sa Pilipinong
nakikipaglaban para sa kalayaan
tulad ni Apolinario Mabini at
Melchora Aquino na ipinatapon sa
Guam?
A. ilustrado
B. irreconcilables
C. Thomasites
D. pamahalaang sibil
Magtala ng mahahalagang aral na
iyong natutunan.
D. Hare-Hawes-Cutting Bill*
4. Ano ang itinadhana ng Batas-
Tydings-Mc-Duffie?
A. iniisa ang mga hakbang tungo
sa kalayaan ng Pilipinas
B. pagtatag ng sampung taong
pamahalaang Komonwelt bilang
pagkilala sa kasarinlan
C. Nagkaroon ng Mataas na
kapulungan
D. magkaroon ng matatag na
pamahalaan ang bansa.
5. Paano mo ilalarawan ang
sistema at balangkas ng
Pilipinas?
A. Nagbigay ng pagkakataon sa
mga Pilipinong makisali sa
pamamalakad sa pamahalaan
gaya ng paggawa batas
B. Napakagulo at pinaasa
lamang ang mga Pilipino
C.Hindi sapat ang sampung taon
upang makapagsarili.
D. Ito ay pagkakaroon ng
sistema at balangkas na hawig
sa pamahalaan natin sa ngayon.
Magtala ng mahahalagang aral
na iyong natutunan.
D. Naging daan upang magmahal
ang produkto
4. Ano ang naging epekto ng
malayang kalakalan?
A. Naubos ang mga produkto
B. Nabili ang lahat ng paninda
C. nabili ang produktong Pilipino
D. paglaganap ng kolonyal
mentality*
5. Bakit mga dayuhang produkto
ang tinatangkilik ng mga
Pilipino?
A. Ipinag-utos ng US
B. higit na mura kaysa sa local na
produkto*
C. Nauubos ang produktong
Pilipino
D.wala na silang ibang mabili
Magtala ng mahahalagang aral
na iyong natutunan.
na nakaunawa sa aralin.
d.     Bilang ng mga mag-aaral
na magpapatuloy sa
remediation.
e.     Alin sa mga istratehyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
f.       Anong suliranin ang
aking naranasan na solusyunan
sa tulong ang aking punungguro
at superbisor?
g.     Anong kagamitang
panturo ang aking nadibuho na
nais kong ibahagi sa mga kapwa
ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ESP
DETAILED LESSON PLAN
Teaching Dates and Time: AUGUST 19-23, 2019 (WEEK 2) Quarter: 2ND QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A. Pamantayang Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa tao na may kaakibat na paggalang at responsibilidad.
Pangnilalaman
 
B. Pamantayan sa Pagganap Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasya para sa kapayapaan ng sarili at kapwa.

  Alamin: Naipapakita ang
C.  Mga Kasanayan sa kahalagahan ng pagiging
Pagkatuto responsable sa kapwa:
Isulat ang code ng bawat
Pagpapanatili ng Mabuting
kasanayan
Pakikipagkaibigan
Isagawa: Naipapakita ang
kahalagahan ng pagiging
responsable sa kapwa:
Pagpapanatili ng Mabuting
Pakikipagkaibigan
Isapuso: Naipapakita ang
kahalagahan ng pagiging
responsable sa kapwa:
Pagpapanatili ng Mabuting
Pakikipagkaibigan
Isabuhay: Naipapakita ang
kahalagahan ng pagiging responsable
sa kapwa:
Pagpapanatili ng Mabuting
Pakikipagkaibigan
Subukin: Naipapakita ang
kahalagahan ng pagiging
responsable sa kapwa:
Pagpapanatili ng Mabuting
Pakikipagkaibigan

EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30

EsP6P-IIa-c-30 EsP6P-IIa-c-30

II.NILALAMAN Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting
Pakikipagkaibigan Pakikipagkaibigan Pakikipagkaibigan Pakikipagkaibigan Pakikipagkaibigan

Pagmamalasakit sa Kapwa Pagmamalasakit sa Kapwa Pagmamalasakit sa Kapwa Pagmamalasakit sa Kapwa Pagmamalasakit sa Kapwa

III. KAGAMITANG PANTURO

A. Sanggunian
1.Mga pahina sa Gabay ng EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82
Guro

2.Mga Pahina sa Kagamitang

Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
EsP6 DLP, Ikalawang
Markahan, Ikasiyam na
Linggo - Aralin 9:
Pagpapanatili ng Mabuting
Pakikipagkaibigan
EsP6 DLP, Ikalawang Markahan, EsP6 DLP, Ikalawang
EsP6 DLP, Ikalawang Markahan, Ikasiyam na Linggo- Aralin 9: Markahan, Ikasiyam na
Ikasiyam na Linggo- Aralin 9: Pagpapanatili ng Mabuting Linggo- Aralin 9:
Pagpapanatili ng Mabuting Pakikipagkaibigan Pagpapanatili ng Mabuting
Pakikipagkaibigan Pakikipagkaibigan
B. Iba pang Kagamitang
Panturo
IV.PAMAMARAAN
A. Balik-Aral sa  nakaraang
aralin at/o pagsisimula ng
aralin
B. Paghahabi sa layunin ng
aralin   tungkol sa slogan na inyong
C. Pag-uugnay ng mga
halimbawa sa bagong aralin    talakayan.
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan  #1   Hiking Society.
 
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
powerpoint presention, metacards, permanent marker at masking tape
Panimulang Gawain:
Pagpapaskil ng isang slogan
Ang matapat na kaibigan
tunay na maaasahan lalo na
sa oras ng kagipitan.
Ano ang inyong masasabi
nakita?
Magkaroon ng maikling
Iparinig /ipabasa sa klase ang
awiting “Kaibigan” ng Apo
Pag-analisa
a. Ano ang pamagat ng
Balik Aral:
Tungkol saan ang ating talakayan
kahapon?
Anong pagpagpapahalaga ang
inyong natutunan tungkol sa
aralin?
Paano ito nakapukaw sa inyong
damdamin bilang isang mabuting
kaibigan?
Pangkatin ang klase sa limang
grupo. Magpakita sila ng
malikhaing palabas batay sa tema
sa ibaba.
Tema:
Pagpapakita ng paggalang at
pananagutan sa isang kaibigan.
Pangkat 1-Magpapakita ng dula-
dulaan
Balik Aral:
Tungkol saan ang ating
talakayan kahapon?
Anong pagpagpapahalaga ang
inyong natutunan tungkol sa
aralin?
Ano ang inyong naramdaman
pagkatapos ng inyong
malikhaing pagganap?
Pangkatin ang klase sa limang
grupo at bigyan ang bawat
pangkat ng sobre na may
lamang mga letra (jumbled
letters). Buuin nila ito ayon sa
mga katangian ng isang
mabuting kaibigan.
atpaamt -matapat
halpagmama -mapagmahal
inmalutang –matulungin
naglagam -magalang
nuawainam -maunawain
Ano ang mga nabuo ninyo?
Balik-aral.
:Ano-ano ang katangian ng isang
mabuting kaibigan?
Bilang isang mag-aaral, paano mo
ipapakita na ikaw ay isang mabuting
kaibigan?
Gumawa ng isang liham
pagpapahalaga o “appreciation” sa
isang matalik na kaibigan.
Pag-analisa:
Ano ang inyong naramdaman habang
sinulat ang isang liham
pagpapahalaga?
Magbasa ng isa o dalawang liham.
Pagproseso batay sa liham na
nabasa/nagawa ng mga bata.
Anong katangian ang dapat taglayin
upang mapanatili ang magandang
bagong kasanayan #2
F. Paglinang sa  Kabihasaan
(Tungo sa Formative
Assesment )
G. Paglalapat ng aralin sa pang
araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
awit? Sino ang umawit?
b. Ano ang payo ng mang-
aawit sa kanyang
kaibigan?
c. Saang linya o “lyrics” ng
kanta ang nagustuhan
ninyo? Ipaliwanag.
d. Paano mo
mapapatunayan na ikaw
ay isang mabuting
kaibigan?
e. Anong katangian ang
ipinapakita ng mang-
aawit patungkol sa
kanyang kaibigan?
Anong aral ang iyong
natutunan sa araw na ito?
May kaibigan k aba? Paano
mo siya pinahahalagahan?
Ipaliwanag: “Kaibigan ko,
Pananagutan Ko”
Ang iyong kaibigan ay
lumiban sa klase sa
kadahilanang siya’y
nagkasakit. Ngunit nakita mo
siyang naglalaro sa loob ng
“internet café”. Ano ang
gagawin mo?
Pangkat 2-Paggawa ng poster ugnayan ng isang magkakaibigan?
Pangkat 3- Bumuo ng isang sayaw Sino ang inilarawan ng mga
Pangkat 4- Pagsulat ng maikling ito?
kuwento
Pangkat 5-Paggawa ng awit
Pag-analisa: Pag-usapan ang Kung bibigyan ka ng pagkakataon na
pagganap sa pamagitan ng Rubrics. mapahahalagahan ang iyong kaibigan,
sa anong paraan mo ito ipapaabot?
Paglalahat: Ano ang mahalagang Ano ang mga katangiang
kaisipan/aral ang inyong napulot? hinahanap mo sa isang
Bawat pangkat ay bibigyan ng kaibigan?
panahon na bumuo ng kanilang
“Pulot of the Day”.
Ipaliwanag: “Kaibigan ko, Biyaya Ipaliwanag: “Mabuting Ano-ano ang inyong nabuong kaisipan
Ko” Kaibigan, Hahanapin Ko” tungkol sa pagkakaibigan mula sa
unang araw hanggang sa araw na ito?
Gumawa ng isang “Gratitude Lagyan ng (/) ang scale na 1, 2, Magpakita ng isang “graphic
Chart”. 3 ang mga katangiang organizer”. Sagutin ito.
hinahanap mo sa isang
Kaibigan Bagay na Paano mo kaibigan kung saan ang 3 ang
na nais nais mong siya
siyang pinakamataas at ang 1
mong ipagpasa- pasasala-
Pasala- lamat matan ang pinakamababa.
matan
Katangian 1 2 3
1.matapat
2. matulungin
3.responsable
 4.mapagmaha
l
5.magalang
J. Karagdagang gawain para sa Bigyan ng sariling Gumawa ng repleksiyon batay sa
takdang-aralin at remediation pakahulugan ang salitang journal
  KAIBIGAN Ano ang natutunan ko?
Anong pagbabago ang gagawin ko?
Paano ko isasakatuparan ang mga
pagbabagong ito?

V.MGA TALA Ang aralin sa ikaapat at ikalimang

araw ay pinagsanib sa ikalimang
araw.
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sapagtataya
B. Bilang mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-aaral
na nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na
magpatuloysa remediation?
E. Alin sa mga istrateheya ng
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro at
superbisor?
G.Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko
guro?
 GRADE 6 School Grade Level VI
Teacher Learning Area TLE – H.E.
DAILY LESSON LOG
Teaching Dates and Time AUGUST 19-23, 2019 (WEEK 2) Quarter 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI. OBJECTIVES
D. Content Standard Demonstrates an understanding of and skills in managing family resources
E. Performance Standard Manages family resources applying the principles of home management
F.Learning a. Allocates budget for basic and social needs such 
Competency/Objectives as:
Write the LC code for i. food and clothing
each. ii. shelter and education
iii. social needs: social, and moral obligations (birthdays,
baptisms, etc.), family activities, school affairs
iv. savings/emergency budget (health, house, repair)

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.
VII. CONTENT
Management of family resources
VIII. LEARNING 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
RESOURCES manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
C. References
5. Teacher’s Guide
pages
6. Learner’s Materials
pages
7. Textbook pages
8. Additional Materials THE II Teacher’s Manual. 1991. Pp. THE II Teacher’s Manual.
from Learning 23-24 1991.pp. 23-24
Resource (LR)portal
D. Other Learning Resource Bantigue, R.M. and Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, Bantigue, R.M. and
Pangilinan, J.P. (2014) (2014) Growing up with Home (2014) Growing up with Home J.P. (2014) Growing up with Pangilinan, J.P. (2014)
Growing up with Home Economics and Livelihood Education. Economics and Livelihood Home Economics and Livelihood Growing up with Home
Economics and Livelihood FNB Educational, Inc. QC. Education. FNB Educational, Inc. Education. FNB Educational, Inc. Economics and Livelihood
Education. FNB Educational, V QC. QC. Education. FNB
Inc. QC. Educational, Inc. QC.

IX. PROCEDURES
K. Reviewing previous Last week, there was a Recap of the lesson the previous day Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
lesson or presenting the discussion on management day previous day previous day
 new lesson of the family income. As a segue, mention that the day
Management of family before, the class learned the factors
income means allocating it that should be considered in
to provide for the basic
budgeting.
needs of members and for
comfortable living.
L. Establishing a purpose Ask the class about the For the day’s lesson, the class will
for the lesson relationship between identify where the income goes or
management and budgeting what the family includes in the
of family income. budget.
Aside from the knowledge of what
comprises a family budget, the class
needs to be aware of certain
principles to be applied effectively in
order to make family budgeting a
successful and fulfilling task.
According to Bantigue and Pangilinan
(2014), the summary of the
principles that should be applied to
make family budgeting a successful
and fulfilling task are as follows:
 Know the family’s income.
 List your expenses. Know which
components are fixed and which
are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for savings.
Yesterday, we discussed the
principles that need to be applied
to make family budgeting a
successful and fulfilling task.
Ask the class to identify some of the
priniciples.
We also identified items that were
included in the family budget.
Ask what items are included in the
budget.
Then, present the following list
culled from the book:
 Food and clothing
 Shelter and education
 Social needs
 social and moral obligations
 family activities
 school affairs
 Savings/emergency budget
 health
 house repair
Yesterday, we learned
budgeting and how it can be
applied to the family.
Budgeting is critical because it is
oftentimes difficult to ensure
that we will be able to make
both ends meet when times are
hard.
How can we prudently manage Ask the class about the
the financial resources of the relationship between
family? management and
budgeting of family
Group the class into four (4). income.
Each group will answer the
question. “How can we make
both ends meet?”
Reporting per group follows.
The results of the discussion will
be processed by the teachers.
M. Presenting By means of budgeting, the
examples/Instances of family can properly allot the
the new lesson income. A family should
have a knowledge of family
budgeting to know how
much is spent for family
needs and where the income
goes. Through family
budgeting, the members will
learn to spend wisely, save
regularly, participate in
family matters more actively
with the maximum benefit
from the wise use of
resources, like time, energy,
and abilities.
N. Discussing new concepts Ask: What are the factors
and practicing new skills that need to be considered
#1 when budgeting?
 Size of the family
 Family income
 Kind of work each
family member
does
The group will be given five (5)
 Talents and abilities
minutes to present the short skit.
of each member
 Locality where the
family lives
O. Discussing new concepts . Presentations
and practicing new skills
#2
Ask the class to bring out the photos
they were asked to bring. Group the
class into 4 (four). Let the class
identify where or what the family
includes in the budget. Prioritize the
items. The class will be given ten
minutes to complete the activity.
Reporting follows.
SHORT SKIT
Using the previous group
assignment, discuss among the
group the principles in making family
budgeting a successful and fullfilling
task. The twist is this will be
presented in a short skit.
 Group 1
 Group 2
 Group 3
Tell the learners that items 1 and 2
are basic needs and are familiar to
them. Mention something about
food and clothing, shelter and
education.
Ask them to give examples of the
items under social needs, and
savings/emergency budget.
These are the following:
a. Social and moral obligations –
birthdays, baptisms, etc.;
b. family activities;
c. school affairs.
Mention that a family budget also
provides for the following needs:
Refer to the examples given by the
learners. If it was already
mentioned, do not include in the
list.
Food, shelter, clothing, education,
household operations,
maintenance/repair, utilities
(water, electricity, telephone,
transportation, medical and dental
care, rest and recreation, stipend,
savings.
Divide the class into four groups
Provide situations wherein the
group will prepare a budget for the
entire family for one week.
Note that there are four types of
Show photos of different Divide the class into four (4)
items/situations. groups.
Ask the learners if they are needs Using the concepts learned
or wants. yesterday, come up with an
activity that will
demonstrate the difference
Ask why they think it is a need or
between needs and wants.
want.
Think of activities outside
the box.
The teacher writes two columns Presentation per group.
on the board. One column has
the heading NEEDS. The other
column has the heading WANTS.
Randomly distribute metacards
containing a list of needs and
wants.
Ask the learners to post the
metacards on the board.
Ask the learner to explain/defend
his/her choice.
Based on the activity that was
conducted ask the learners to
differentiate needs from wants.
A need is a requirement for
  Group 4
option on how they will present it in
a most creative and innovative way.
P. Developing mastery Let the learners cite Comments on group presentations:
(leads to Formative examples of the factors that  Group 4 will comment on Group 1
Assessment 3) need to be considered when  Group 3 will comment on Group 2
budgeting.
 Group 2 will comment on Group 3
 Group 1 will comment on Group 4
Limit the comments on the contents
of the presentation. Does the
presentation manifests the
principles in making family
budgeting a successful and fulfilling
task?
situation. The group have the survival, e.g. breathable air.
A want is a desire. It may be the
desire for a need (e.g. a choking
person generally wants to be able
to breathe) or for something not
needed for survival, such as
chocolate or a new car.
Reporting of results of group work. Show a short clip on managing Giving feedback on
money: Needs versus Wants presentations.
Analyze the movie and relate it to Examples of guide
needs versus wants. Note that questiona:
some of the contents of the video
may be debatable e.g. chocolates
is needed by soldiers for Was the group effective in
endurance in the middle of a war emphasizing the difference
while in a normal situation it is a between needs and wants?
want for another individual. If yes, How?
What concepts in the
presentation had an impact
on you? Why?

Do you think the

Q. Finding practical Aside from what was
application of concepts mentioned, can you think of
and skills in daily living other factors that need to be
considered when budgeting?
Explain.
presentations can further
be improved? In what way?
-do- Ask the class on their comments -do-
on the output of the groups.
Consider the factors that need to
be considered in budgeting and
principles to make budgeting a
successful and fullfilling task.
R. Making generalizations
and abstractions about
the lesson
S. Evaluating learning
T. Additional activities for
application or
remediation
Today we determine the
relationships between
management and budgeting
of family income. We also
looked into the factors that
need to be considered when
budgeting.
Bring photos or drawing
where family budget is spent
Synthesize the discussion on what
and where the family budget is
allotted, as well as the principles to
take into consideration to make
family budgeting successful and
fulfilling.
Ask the learners to share their
insights on the lesson for the day
There is a need to distinguish
between need and want . This
will enable us to prioritize needs
over wants, hence ensuring that
the budget is enough to make
both ends meet moreso when
times are hard.
.If you were to make a personal
budget, what would you include?
Why?
If you were given a
personal budget by your
parents more than what
you really need, how will
you spend it?

X. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for remediation
J. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
N. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?