Professional Documents
Culture Documents
DLL Grade 5 Week 6
DLL Grade 5 Week 6
C.Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
Bilang ng mag-aaral na nakaunawa above above above 80% above earned 80% above
sa aralin.
D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
magpapatuloy sa remediation additional activities for remediation additional activities for remediation additional activities for additional activities for require additional
remediation remediation activities for
remediation
E.Alin sa mga estratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng lubos? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners
Paano ito nakatulong? lesson lesson the lesson the lesson who caught up the
lesson
F.Anong sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
naranasan na solusyunansa tulong require remediation require remediation require remediation to require remediation continue to require
ng aking punungguro at superbisor? remediation
G.Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
aking nadibuho nanais kong ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive work well:
ibahagi sa kapwa ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self ___Metacognitive
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and Development:
vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and Examples: Self
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- vocabulary assignments. assessments, note
share, quick-writes, and anticipatory share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples: Think- taking and studying
charts. anticipatory charts. anticipatory charts. pair-share, quick-writes, and techniques, and
anticipatory charts. vocabulary
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: assignments.
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: Examples: ___Bridging:
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and Compare and contrast, jigsaw Examples: Think-
projects. projects. projects. learning, peer teaching, and pair-share, quick-
projects. writes, and
___Contextualization: ___Contextualization: ___Contextualization: anticipatory charts.
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local media, manipulatives, repetition, Examples: Demonstrations, ___Schema-Building:
opportunities. opportunities. and local opportunities. media, manipulatives, Examples: Compare
repetition, and local and contrast, jigsaw
___Text Representation: ___Text Representation: ___Text Representation: opportunities. learning, peer
Examples: Student created Examples: Student created Examples: Student created teaching, and
projects.
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Examples: Student created ___Contextualizatio
slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly, drawings, videos, and games. n:
language you want students to use, language you want students to use, modeling the language you want ___Modeling: Examples: Examples:
and providing samples of student and providing samples of student students to use, and providing Speaking slowly and clearly, Demonstrations,
work. work. samples of student work. modeling the language you want media,
students to use, and providing manipulatives,
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies samples of student work. repetition, and local
used: used: used: opportunities.
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching Other Techniques and
___ Group collaboration ___ Group collaboration ___ Group collaboration Strategies used: ___Text
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Explicit Teaching Representation:
play play play ___ Group collaboration Examples: Student
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning created drawings,
activities/exercises activities/exercises activities/exercises throuh play videos, and games.
___ Carousel ___ Carousel ___ Carousel ___ Answering preliminary ___Modeling: Exam
___ Diads ___ Diads ___ Diads activities/exercises ples: Speaking slowly
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel and clearly, modeling
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Diads the language you
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction want students to
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama use, and providing
Why? Why? Why? ___ Discovery Method samples of student
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Lecture Method work.
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials Why?
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs Other Techniques
___ Group member’s ___ Group member’s ___ Group member’s ___ Availability of Materials and Strategies used:
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Explicit Teaching
in doing their tasks in doing their tasks in doing their tasks ___ Group member’s ___ Group
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation collaboration
of the lesson of the lesson of the lesson in doing their tasks ___Gamification/
___ Audio Visual Presentation Learning throuh play
of the lesson ___ Answering
preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’
eagerness to learn
___ Group member’s
collaboration/co
operation
in doing their
tasks
___ Audio Visual
Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude pupils
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Pupils’
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology behavior/attitude
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Colorful IMs
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Unavailable
Internet Lab Internet Lab Internet Lab Internet Lab Technology
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Equipment
(AVR/LCD)
__ Science/
Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/
Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Localized and
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos Indigenized IM’s
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Localized Videos
views of the locality views of the locality views of the locality views of the locality __ Making big books
__ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be from
Instructional Materials as Instructional Materials used as Instructional Materials used as Instructional Materials views of the
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition locality
__ Recycling of
plastics to be used
as Instructional
Materials
__ local poetical
composition
B. Pamantayan sa Pagaganap nakabubuo ng proyektong nakabubuo ng proyektong nakabubuo ng proyektong nakabubuo ng proyektong
mapagkakakitaan at mapagkakakitaan at mapagkakakitaan at mapagkakakitaan at
nakapagkukumpuni ng mga sirang nakapagkukumpuni ng mga sirang nakapagkukumpuni ng mga nakapagkukumpuni ng mga sirang
kagamitan sa tahanan at paaralan kagamitan sa tahanan at paaralan sirang kagamitan sa tahanan kagamitan sa tahanan at paaralan
at paaralan
C. Mga Kasanayan sa Pagkatuto 5.1 nasusuri ang ginawang 5.1 nasusuri ang ginawang 5.1 nasusuri ang ginawang 5.1 nasusuri ang ginawang produkto at
(Isulat ang code ng bawat produkto at naisasaayos ito batay produkto at naisasaayos ito batay produkto at naisasaayos ito naisasaayos ito batay sa sarili at
kasanayan) sa sarili at mungkahi ng iba gamit sa sarili at mungkahi ng iba gamit batay sa sarili at mungkahi ng mungkahi ng iba gamit ang rubrics
ang rubrics ang rubrics iba gamit ang rubrics 5.1.1 nalalapatan ng angkop na
5.1.1 nalalapatan ng angkop na 5.1.1 nalalapatan ng angkop na 5.1.1 nalalapatan ng angkop panghuling ayos(finishing) ang
panghuling ayos(finishing) ang panghuling ayos(finishing) ang na panghuling ayos(finishing) nabuong produkto
nabuong produkto nabuong produkto ang nabuong produkto 5.1.2 natutukoy ang iba ibang paraan
5.1.2 natutukoy ang iba ibang 5.1.2 natutukoy ang iba ibang 5.1.2 natutukoy ang iba ibang ngpanghuling ayos (pagliha,
paraan ngpanghuling ayos (pagliha, paraan ngpanghuling ayos (pagliha, paraan ngpanghuling ayos pagpintura, at pagbarnis)
pagpintura, at pagbarnis) pagpintura, at pagbarnis) (pagliha, pagpintura, at 5.1.3 nasusundan ang wastong paraan
5.1.3 nasusundan ang wastong 5.1.3 nasusundan ang wastong pagbarnis) ng pagliliha, pagpipintura, o
paraan ng pagliliha, pagpipintura, o paraan ng pagliliha, pagpipintura, o 5.1.3 nasusundan ang pagbabarnis
pagbabarnis pagbabarnis wastong paraan ng pagliliha,
pagpipintura, o pagbabarnis EPP5IA-0g-7
EPP5IA-0g-7 EPP5IA-0g-7
EPP5IA-0g-7
II. NILALAMAN Saaraling ito tatalakayin ang Saaraling ito tatalakayin ang Saaraling ito tatalakayin ang Saaraling ito tatalakayin ang pagsusuri
pagsusuri sa ginawang produkto, pagsusuri sa ginawang produkto, pagsusuri sa ginawang sa ginawang produkto, matututuhan
matututuhan ang paglalapat ng matututuhan ang paglalapat ng produkto, matututuhan ang ang paglalapat ng angkop na
angkop na panghuling ayos angkop na panghuling ayos paglalapat ng angkop na panghuling ayos (finishing) sana buong
(finishing) sana buong (finishing) sana buong panghuling ayos (finishing) produkto,matukoy ang iba’t ibang
produkto,matukoy ang iba’t ibang produkto,matukoy ang iba’t ibang sana buong paraan ng pang-huling ayos at
paraan ng pang-huling ayos at paraan ng pang-huling ayos at produkto,matukoy ang iba’t masundan ang wastong paraan ng
masundan ang wastong paraan ng masundan ang wastong paraan ng ibang paraan ng pang-huling
pagliliha, pagpipintura at pagliliha, pagpipintura at ayos at masundan ang pagliliha, pagpipintura at pagbabarnis
pagbabarnis pagbabarnis wastong paraan ng pagliliha,
pagpipintura at pagbabarnis
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Sino-sino ang nagsusuri ng Sino-sino ang nagsusuri ng Sino-sino ang nagsusuri ng Sino-sino ang nagsusuri ng ginawang
at/o pagsisimula ng bagong ginawang produkto? ginawang produkto? ginawang produkto? produkto?
aralin Bakit mahalagang matutunan ang Bakit mahalagang matutunan ang Bakit mahalagang matutunan Bakit mahalagang matutunan ang
wastong pagsusuri sa ginawa ng wastong pagsusuri sa ginawa ng ang wastong pagsusuri sa wastong pagsusuri sa ginawa ng
produkto? produkto? ginawa ng produkto? produkto?
B. Paghahabi sa layunin ng aralin Nalalapatan ng Nalalapatan ng Nalalapatan ng Nalalapatan ng
angkopnapanghulingayos (finishing) angkopnapanghulingayos (finishing) angkopnapanghulingayos angkopnapanghulingayos (finishing)
ang nabuong produkto. ang nabuong produkto. (finishing) ang nabuong ang nabuong produkto.
produkto.
C. Pag-uugnay ng mga halimbawa sa Ipalabas sa mga mag-aaral ang Ipalabas sa mga mag-aaral ang Ipalabas sa mga mag-aaral Ipalabas sa mga mag-aaral ang isang
bagong aralin isang natapos na proyekto. isang natapos na proyekto. ang isang natapos na natapos na proyekto.
Ipalahad sa mga mag-aaral kung sila Ipalahad sa mga mag-aaral kung sila proyekto. Ipalahad sa mga mag-aaral kung sila ay
ay nasiyahan sa nabuong proyekto. ay nasiyahan sa nabuong proyekto. Ipalahad sa mga mag-aaral nasiyahan sa nabuong proyekto.
Itanong din kung kanino sila Itanong din kung kanino sila kung sila ay nasiyahan sa Itanong din kung kanino sila humingi
humingi ng suhestiyon upang humingi ng suhestiyon upang nabuong proyekto. Itanong ng suhestiyon upang mapaganda pa
mapaganda pa ang kanilang mapaganda pa ang kanilang din kung kanino sila humingi ang kanilang proyekto.
proyekto. proyekto. ng suhestiyon upang Ipasuri sa mga mag-aaral ang isang
Ipasuri sa mga mag-aaral ang isang Ipasuri sa mga mag-aaral ang isang mapaganda pa ang kanilang halimbawa ng score card nasa Alamin
halimbawa ng score card nasa halimbawa ng score card nasa proyekto. Natin sa LM.
Alamin Natin sa LM. Alamin Natin sa LM. Ipasuri sa mga mag-aaral ang
isang halimbawa ng score
card nasa Alamin Natin sa
LM.
D. Pagtatalakay ng bagong konsepto Talakayin ang iba’t-ibang uri ng Talakayin ang iba’t-ibang uri ng Talakayin ang iba’t-ibang uri Talakayin ang iba’t-ibang uri ng
at paglalahad ng bagong kasanayan instrument sa pagtataya na nasa instrument sa pagtataya na nasa ng instrument sa pagtataya instrument sa pagtataya na nasa
#1 Linangin Natin sa LM. Linangin Natin sa LM. na nasa Linangin Natin sa LM. Linangin Natin sa LM.
E. Pagtatalakay ng bagong konsepto Ipaliwanag sa mga bata ang iba’t- Ipaliwanag sa mga bata ang iba’t- Ipaliwanag sa mga bata ang Ipaliwanag sa mga bata ang iba’t-ibang
at paglalahad ng bagong kasanayan ibang paraan ng panghuli ng ayos at ibang paraan ng panghuli ng ayos at iba’t-ibang paraan ng paraan ng panghuli ng ayos at
#2 paglalapat ng angkop na panghuli paglalapat ng angkop na panghuli panghuli ng ayos at paglalapat ng angkop na panghuli ng
ng ayos. ng ayos. paglalapat ng angkop na ayos.
panghuli ng ayos.
F. Paglinang sa Kabihasan Hayaanang mag- Hayaanang mag- Hayaanang mag- Hayaanang mag-
(Tungo sa Formative Assessment) aaralnasuriinangkanilangnabuongpr aaralnasuriinangkanilangnabuongpr aaralnasuriinangkanilangnab aaralnasuriinangkanilangnabuongproy
oyektoayonsa score card oyektoayonsa score card uongproyektoayonsa score ektoayonsa score card
nanasaLinanginNatinsa LM. nanasaLinanginNatinsa LM. card nanasaLinanginNatinsa nanasaLinanginNatinsa LM.
LM.
G. Paglalapat ng aralin sa pang-araw- Itanong: Sa pagsusuri ng nabuong Itanong: Sa pagsusuri ng nabuong Itanong: Sa pagsusuri ng Itanong: Sa pagsusuri ng nabuong
araw na buhay proyekto, bakit mahalaga na proyekto, bakit mahalaga na nabuong proyekto, bakit proyekto, bakit mahalaga na
maisaayos ito batay sa paglalapat maisaayos ito batay sa paglalapat mahalaga na maisaayos ito maisaayos ito batay sa paglalapat ng
ng angkop nahuli ng ayos? ng angkop nahuli ng ayos? batay sa paglalapat ng angkop nahuli ng ayos?
Paano dapat tanggapin ang Paano dapat tanggapin ang angkop nahuli ng ayos? Paano dapat tanggapin ang mgapuna
mgapuna at suhestiyon ng iba mgapuna at suhestiyon ng iba Paano dapat tanggapin ang at suhestiyon ng iba tungkol sa natapos
tungkol sa natapos na proyekto? tungkol sa natapos na proyekto? mgapuna at suhestiyon ng na proyekto?
iba tungkol sa natapos na
proyekto?
H. Paglalahat ng Arallin Itanong sa mga bata ang Itanong sa mga bata ang Itanong sa mga bata ang Itanong sa mga bata ang kahalagahan
kahalagahan ng paggamit ng rubrics kahalagahan ng paggamit ng rubrics kahalagahan ng paggamit ng ng paggamit ng rubrics sa pagtataya at
sa pagtataya at pagmamarka ng sa pagtataya at pagmamarka ng rubrics sa pagtataya at pagmamarka ng natapos na proyekto.
natapos na proyekto. natapos na proyekto. pagmamarka ng natapos na
proyekto.
I. Pagtataya ng Aralin Ipasagot ang Gawin Natin sa LM Ipasagot ang Gawin Natin sa LM Ipasagot ang Gawin Natin sa Ipasagot ang Gawin Natin sa LM
LM
J. Karagdagang gawain para sa Sabihin sa mga mag-aaral na ipakita Sabihin sa mga mag-aaral na ipakita Sabihin sa mga mag-aaral na Sabihin sa mga mag-aaral na ipakita
takdang-aralin at remediation ang kanilang proyekto sa mga ang kanilang proyekto sa mga ipakita ang kanilang proyekto ang kanilang proyekto sa mga
magulang o kapatid at hingiin ang magulang o kapatid at hingiin ang sa mga magulang o kapatid magulang o kapatid at hingiin ang
kanilang puna o suhestiyon, ipatala kanilang puna o suhestiyon, ipatala at hingiin ang kanilang puna kanilang puna o suhestiyon, ipatala ito
ito sa kanilang kwaderno. ito sa kanilang kwaderno. o suhestiyon, ipatala ito sa sa kanilang kwaderno.
kanilang kwaderno.
V. Pagninilay
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 na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
GRADE 5 Paaralan Baitang/Antas V
Guro Asignatura ICT & ENTREPRENEURSHIP
DAILY LESSON LOG
Petsa/Oras SEPTEMBER 17-21, 2018 (WEEK 6) Markahan 2ND QUARTER
A. Pamantayang Pangnilalaman Naipamamalas ang kaalaman at kasanayan na gamitin ang computer at internet sa pangangalap at pagsasaayos ng impormasyon.
B. Pamantayan sa Pagganap 1. Naipakikita ang impormasyong tekstwal sa pamamagitan ng diagram gamit ang word processing tool.
2. Nailalagom ang impormasyon numerical gamit ang mga basic function at formula sa electronics spreadsheet tool.
Nakagagamit ng mga basic function at formula sa electronic
C. Mga Kasanayan sa Pagkatuto spreadsheet upang malagom ang datos.(EPP5IE-Of-16)
Isulat ang code ng bawat Nakagagawa ng diagram ng isang proseso gamit ang word processing tool.(EPP5IE-Of-15)
kasanayan
Ang word processor o word processing application ay isang software na tumutulong sa paglikha ng mga tekstuwal na dokumento, sa pag-eedit at pag-save
ng mga ito sa computer file system.
Ang diagram ay mga hugis na nilalaman ng mga impormasyon hinggil sa isang bagay o proseso. Ito rin ay tinatawag nating graph. Noon hindi pauso ang
II. NILALAMAN paggamit ng computer, ang mga diagram ay mano-manong nilikha, ngayong makabagong panahon, maaari nang gamitin ang computer upang gumawa ng
diagram gamit ang word processing tool.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro Aralin 15, pahina 1-3 Aralin 15, pahina 1-3 Aralin 15,pahina 1-3 Aralin 16,pahina 1-3 Aralin 16,pahina 1-3
2. Mga Pahina sa Kagamitang Aralin 15, pahina 1-6 Aralin 15, pahina 1-6 Aralin 15, pahina 1-6 Aralin 16, pahina 1-10 Aralin 16, pahina 1-10
Pang-Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
B. Iba Pang Kagamitang Panturo Powerpoint presentation, Powerpoint presentation, Powerpoint presentation, Powerpoint presentation, Powerpoint presentation,
computer, word processing computer, word processing computer, word processing computer, excel computer, excel
tool, mga larawan tool, mga larawan tool, mga larawan application,meta cards application,meta cards
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin Ano ang masasabi mo sa Ano ang gamit ng diagram at Ano ang kahalagahan ng Makagagawa ba ng diagram
Magbigay ng ilang basic
at/o pagsisimula ng bagong bookmark/website? processing tool? diagram gamit ang word ng isang proseso gamit ang
function at formula sa
aralin. processing tool? word processing tool?
electronic spreadsheets na
ginagamit sa paglalagom ng
mga datos.
Ipasagot sa mga bata ang Ipasagot sa mga bata ang Ipasagot ang Panimulang Ipasagot ang Panimulang
Ipagawa ang Kaya Mo Na Ba? tungkol sa paggawa ng tungkol sa paggawa ng Pagtatasa (sa Kaya Mo Na Pagtatasa (sa Kaya Mo Na
B. Paghahabi sa layunin ng aralin sa LM. diagram gamit ang word diagram gamit ang word Ba?) sa LM. Ba?) sa LM.
processing tool sa LM. processing tool sa LM.
V. PAGNINILAY
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 na
nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na
na magpapatuloy sa
remediation.
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais kong
ibahagi sa mga kapwa kong
guro?
GRADE 5 Paaralan Baitang/Antas V
Guro Asignatura EPP-H.E
DAILY LESSON LOG
Petsa at Oras SEPTEMBER 17-21, 2018 (WEEK 6) Markahan 2ND QUARTER
II. NILALAMAN Paggamit ng Internet, Magasin, Paggawa ng Plano para sa Apron Mga Bahagi ng Makina Wastong Paraan ng Paggamit ng
Aklat sa Pagsasaliksik ng Makina
Kasalukuyang Kalakaran sa
Pamilihan ng Kagamitang
Pambahay
III. KAGAMITANG PANTURO
A. Sanggunian
Quarter2 Week 6 pp.____ Quarter2 Week 6 pp.____ Quarter2 Week 6 pp.____ Quarter2 Week 6 pp.____
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Gabay ng Pang- Quarter2 Week 6 pp.____ Quarter2 Week 6 pp.____ Quarter2 Week 6 pp.____ Quarter2 Week 6 pp.____
mag-aaral
Makabuluhang Gawaing Manwal ng Guro sa
Pantahanan at Pangkabuhayan Makabuluhang Gawaing
3. Mga pahina Teksbuk 5 pp. 128- 129 Pantahanan at Pangkabuhayan
5 pp. 121-222
1.Nakatulong ba ang paggamit 1.Ano ang dapat tandaan sa 1.Nakakita na ba kayo ng 1.Mayroon ba kayong makina sa
ng internet sa pagsasaliksik? pagbuo ng plano? makina? bahay?
B. Paghahabi ng layunin ng aralin 2.Anong kabutihan at di- 2.Saan kayo nakakita ng makina 2.Magbigay ng mga paraan ng
kabutihang dulot ng paggamit at ano ang gamit nito? paggamit ng makina?
ng internet? 3.Mahalaga ba ang bawat 3.Mahalaga bang malaman
bahagi ng makina? natin ang mga paraan na ito?
C.Pag-uugnay ng mga halimbawa 1.Magpakita ng larawan: 1. Pagpapakita ng mga larawan 1.Pagpapakita ng isang isang Tumawag ng mag-aaral mula sa
sa bagong aralin ng kagamitan piliin kung ito ay aktwal na makinang de-padyak klase.
pambahay o pampaaralan. na panahian.
D. Pagtalakay ng bagong 2.Itanong sa mga mag-aaral: 2.Itanong sa mga mag-aaral: 2.Itanong sa mga mag-aaral; 2. Itanong sa mga mag-aaral:
konsepto at paglalahad ng
bagong kasanayan # 1 “ Alin dito ang halimbawa ng ng Ano ang kahalagahan ng Sino sa inyo ang marunong
mga kagamitang pambahay (soft makinang de padyak? gumamit ng makina?
furnishing)
1Hatiin ang klase sa apat na Pagbuo ng plano para sa pagbuo Magpapakita sa mga mag-aaral 1.Pangkatin ang klase sa apat .
pangkat. ng kagamitang pambahay sa ng tsart ng makina at mga 2.Sa unang pangkat ipapakita
2.Magdaos ng dula-dulaan kung pamamagitan ng mga bahagi nito. nila sa pamamagitan ng
saan ipakikita ang sumusunod: sumusunod nabalangkas: pagsasadula kung paano
a.Pangkat 1 paggamit ng I.Pangalan ng Kagamitang pangangalagaan ang makina
internet sa pagsasaliksik Pambahay 3.Sa ikalawang pangkat
b.Pangkat 2 paggamit ng aklat, II.Mga Layunin pagsusunud-sunurin ang
magasin sa pagsasaliksik III.Mga Kagamitan wastong paraan ng paggamit ng
c.Pangkat 3 ipakita ang paraan IV.Pamamaraan sa Paggawa makina sa tsart.
E. Pagtalakay ng bagong ng paggawa ng kurtina. 4.Ang ikatlong pangkat naman
konsepto at paglalahad ng d.Pangkat 4 Paglilista ng mga ay magtatalakay ng maingat na
bagong kasanayan # 2 halimbawa ng kasangkapang paggamit ng makina.
pambahay. 5.Ang huling pangkat naman
1.Isa-isang magtatanghal ang ang magbibigay ng puna sa 3
bawat pangkat. pangkat na nagsagawa ng kani-
2.Habang nagsasagawa ang kanilang gawain.
isang pangkat, ang ibang
pangkat naman ay
magmamasid.
3.Kapag tapos na ang lahat,
magbibigay ng puna ang isang
kasapi ng bawat pangkat at ang
guro. Gabayan ang mga mag-
aaral sa pagbibigay ng puna.
PAGPAPALALIM NG KAALAMAN PAGPAPALALIM NG KAALAMAN
1.Anu-ano ang mga halimbawa Itanong sa mag-aaral: Anu ano ang mga bahagi ng Mahalaga bang malaman natin
ng kagamitang pambahay? makina? ang mga paraan ng paggamit ng
2.Ipaliwanag ang kahalagahan 1.Ano ang dapat tandaan sa makina?
H. Paglalahat ng aralin nito. pagbuo ng plano?
2.Tumawag ng ilang mag-aaral
at ipasabi sa kanila ang mga
hakbang sa pagbuo ng plano.
1.Sagutan ang Subukin Mo sa Ipagawa sa mga mag-aaral ang Ipagawa sa mga mag-aaral ang Ipagawa sa mga mag-aaral ang
LM p______. Gawin Natin sa LM p___. Gawin Natin sa LM p___. Gawin Natin sa LM p___.
I. Pagtataya ng aralin 2.Pasagutan ang Kaya Mo na Ba
sa LM ____.
1.Magsaliksik tungkol sa paraan Ipagawa sa mag-aaral ang Ipagawa sa mag-aaral ang Ipagawa sa mag-aaral ang
J. Karagdagan Gawain para sa ng paggawa ng apron. Pagyamanin Natin sa LM p____. Pagyamanin Natin sa LM p____. Pagyamanin Natin sa LM p____.
takdang aralin at remediation 2.Ipagawa ang Pagyamanin
Natin sa LM.
V.MGA TALA
VI. PAGNINILAY
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
remediation? Bilang ng mag-
aaral na nakaunawa sa aralin.
D Bilang ng mag-aaral na
magpapatuloy sa remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa tulong
ng aking punungguro at
superbisor?
G. Anong kagamitang panturo
ang aking ginamit/nadiskubre na
nais kong ibahagi sa mga kapwa
ko guro?
GRADE 5 School: Grade Level: V
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17 – 21, 2018 (WEEK 6) Quarter: 2ND QUARTER
2. Gawain
Ipabasa at ipasuri sa mga bata
ang sitwasyon na naka-
powerpoint/ naka-tsart tungkol
sa pagpapaubaya ng sariling
kapakanan para sa kapakanan ng
iba.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to the next ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move
pagtatayao. objective. the next objective. the next objective. the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery 80% mastery
B.Bilang ng mag-aaralna nangangailangan ng iba ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find
pang Gawain para sa remediation answering their lesson. in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson.
answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found
___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the difficulties in answering
because of lack of knowledge, skills lesson because of lack of lesson because of lack of lesson because of lack of their lesson.
and interest about the lesson. knowledge, skills and interest knowledge, skills and interest knowledge, skills and interest ___Pupils did not enjoy
___Pupils were interested on the about the lesson. about the lesson. about the lesson. the lesson because of lack
lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on ___Pupils were interested on of knowledge, skills and
encountered in answering the the lesson, despite of some the lesson, despite of some the lesson, despite of some interest about the lesson.
questions asked by the teacher. difficulties encountered in difficulties encountered in difficulties encountered in ___Pupils were
___Pupils mastered the lesson despite answering the questions asked answering the questions asked by answering the questions asked by interested on the lesson,
of limited resources used by the by the teacher. the teacher. the teacher. despite of some
teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson difficulties encountered in
___Majority of the pupils finished their despite of limited resources used despite of limited resources used despite of limited resources used answering the questions
work on time. by the teacher. by the teacher. by the teacher. asked by the teacher.
___Some pupils did not finish their ___Majority of the pupils ___Majority of the pupils finished ___Majority of the pupils finished ___Pupils mastered the
work on time due to unnecessary finished their work on time. their work on time. their work on time. lesson despite of limited
behavior. ___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish resources used by the
their work on time due to their work on time due to their work on time due to teacher.
unnecessary behavior. unnecessary behavior. unnecessary behavior. ___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C.Nakatulong ba ang remedial? Bilang ng mag- ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who
aaral na nakaunawa sa aralin. above above above earned 80% above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
remediation activities for remediation additional activities for additional activities for additional activities for require additional
remediation remediation remediation activities for remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
lesson the lesson the lesson the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
solusyunansa tulong ng aking punungguro at require remediation require remediation require remediation require remediation continue to require
superbisor? remediation
G.Anong kagamitang panturo ang aking nadibuho Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
nanais kong ibahagi sa kapwa ko guro? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive
taking and studying techniques, and taking and studying techniques, taking and studying techniques, taking and studying techniques, Development: Examples:
vocabulary assignments. and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. Self assessments, note
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- taking and studying
share, quick-writes, and anticipatory pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and techniques, and
charts. anticipatory charts. anticipatory charts. anticipatory charts. vocabulary assignments.
___Bridging: Examples:
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: Think-pair-share, quick-
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw writes, and anticipatory
peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and charts.
projects. projects. projects. ___Schema-Building:
Examples: Compare and
___Contextualization:
contrast, jigsaw learning,
Examples: Demonstrations, media, ___Contextualization: ___Contextualization: ___Contextualization:
peer teaching, and
manipulatives, repetition, and local Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations,
projects.
opportunities. media, manipulatives, repetition, media, manipulatives, repetition, media, manipulatives, repetition,
___Contextualization:
and local opportunities. and local opportunities. and local opportunities.
Examples:Demonstrations
___Text Representation: , media,manipulatives,
Examples: Student created drawings, ___Text Representation: ___Text Representation: ___Text Representation: repetition,andlocal
videos, and games. Examples: Student created Examples: Student created Examples: Student created opportunities.
___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Text Representation:
slowly and clearly, modeling the ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: Examples: Student
language you want students to use, and Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, created drawings, videos,
providing samples of student work. modeling the language you want modeling the language you want modeling the language you want and games.
students to use, and providing students to use, and providing students to use, and providing ___Modeling: Examples:
Other Techniques and Strategies used: samples of student work. samples of student work. samples of student work. Speaking slowly and
___ Explicit Teaching clearly, modeling the
___ Group collaboration Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies language you want
___Gamification/Learning throuh play used: used: used: students to use, and
___ Answering preliminary ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching providing samples of
activities/exercises ___ Group collaboration ___ Group collaboration ___ Group collaboration student work.
___ Carousel ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Other Techniques and
___ Diads play play play Strategies used:
___ Differentiated Instruction ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching
___ Role Playing/Drama activities/exercises activities/exercises activities/exercises ___ Group collaboration
___ Discovery Method ___ Carousel ___ Carousel ___ Carousel ___Gamification/Learning
___ Lecture Method ___ Diads ___ Diads ___ Diads throuh play
Why? ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Answering
___ Complete IMs ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama preliminary
___ Availability of Materials ___ Discovery Method ___ Discovery Method ___ Discovery Method activities/exercises
___ Pupils’ eagerness to learn ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Carousel
___ Group member’s Why? Why? Why? ___ Diads
collaboration/cooperation ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Differentiated
in doing their tasks ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials Instruction
___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Role Playing/Drama
of the lesson ___ Group member’s ___ Group member’s ___ Group member’s ___ Discovery Method
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Lecture Method
in doing their tasks in doing their tasks in doing their tasks Why?
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Complete IMs
of the lesson of the lesson of the lesson ___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ AudioVisual
Presentation
of the lesson
GRADE 5 School: Grade Level: V
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17 – 21, 2018 (WEEK 6) Quarter: 2ND QUARTER
F.Developing Mastery Read weather news report. Then Think-Pair-Share Distinguish whether the following Arrange the adjectives in order Write a paragraph showing
answer the question below Think of 2 words related to selection aims to explain something. to complete the sentence. 1. All comparison and contrast in
PAGASA: Brace for rains for 5 more mathematics and fill up the table Write down 5 sentences from the the girls fell in love with the the given
days below selection that express explanations ________ teacher. (Handsome Illustration
MANILA, Philippines – State weather new American) 2. I used to drive ( www.readingquest.org )
bureau PAGASA warned Luzon and ________ car. (An old German
Western Visayas to brace for more blue) 3. He recently married a
heavy rains in the next 5 days. ________ woman. (Young
PAGASA said there would be more beautiful Greek) 4. This is a
monsoon rains in Metro Manila, ________ movie. (New Italian
Zambales, Bataan, Pampanga, wonderful) 5. She is a ________
Pangasinan, Nueva Ecija, Tarlac, supermodel. (Beautiful slim
Bulacan, Rizal, Cavite, Laguna, and Brazilian)
Batangas. What is an earthquake ?
There will also be occasional rains in An earthquake is what happens
the rest of the Ilocos Region, the when two blocks of the earth
Cordillera Administrative Region, and suddenly slip past one another. The
the rest of Central Luzon, as well as surface where they slip is called the
Mimaropa and Western Visayas. fault or fault plane. The location
The rest of Luzon and the rest of the below the earth’s surface where the
Visayas should expect light to earthquake starts is called the
moderate rains and thunderstorms. hypocenter, and the location
Mindanao, in contrast, will have directly above it on the surface of
generally good weather on Sunday the earth is called the epicenter.
with just isolated rainshowers or Sometimes an earthquake has
thunderstorms. foreshocks. These are smaller
Aurelio explained that a low pressure earthquakes that happen in the
area (LPA) and a tropical depression same place as the larger earthquake
which are both outside the Philippine that follows. Scientists can’t tell that
Area of Responsibility (PAR) are an earthquake is a foreshock until
enhancing the southwest monsoon. the larger earthquake happens. The
Source : www.rappler.com largest, main earthquake is called
Does weather vary in all parts of our the main shock. Main shocks always
country? Give your opinion regarding have aftershocks that follow. These
this. are smaller earthquakes that occur
Does weather affect man’s daily afterwards in the same place as the
activities? What is your opinion ? main shock. Depending on the size
(Pupils will provide evidence to their of the main shock, aftershocks can
answers.) continue for weeks, months, and
even years after the main shock!
G.Finding Practical application of concepts Earth has many treasures. How are Most of the people are nature Rhea is attending a celebration. As a pupil, is it
and skills in daily living we going to use those treasures? lover . Some of them has no Few minutes later, she noticed a advantageous to use online
concern at all. As a young citizen, beggar outside the house. She resources in doing projects
how will you show your love for accompanied the beggar inside and other related school
nature? the house and gave him foods. works ? Why ?
What character is shown by
Rhea? Is it right to be generous?
H.Making generalization and abstraction What is the difference between facts Remember Remember Remember
about the lesson and opinions? Denotation refers to the definition Explanation is the kind of text- type Two or more one – word 1.Gathering information
provided by the dictionary. It that shows how things work and adjectives used to describe a from “Online References”
pertains to the literal meaning of the why things happen noun are said to be in a series. means collecting data
word. This series of adjectives follow a through a commercial
Connotation refers to the implied or certain order: number – quality electronic information
suggestive meaning of the word. – size – shape – color plus the service or the Internet.
noun described 2.Comparing is citing the
similarities and contrasting
is citing the differences.
3.In comparison we use the
signal words like; similar to,
alike, same as, not only, but
also, as well as both.
4.In contrast we use the
signal words; different from,
however, although, on the
other hand, as opposed, to
more than, less than.
5.In writing a paragraph
showing comparison and
contrast you must make
diagram A for the
similarities and B for the
differences.
I.Evaluating learning Write F if the sentence states a fact Give the denotative meaning of the Distinguish whether the selection Arrange the following adjectives Using Venn Diagram, write
and O if it states an opinion. Be able following Mathematical words in shows an explanation. Why? in order. Then write a sentence similarities and differences
to provide evidence in your answer column A. Choose your answer in The water cycle or hydrologic is a using your answer. of whales and fishes
Column B. continuous cycle where water 1. Japanese, big, sweet, yellow,
1. Mount Everest is the highest Column A Column B evaporates, travels into the air and corn
mountain in the world.There are 1. Area A.The measurement unit becomes part of a cloud, falls down 2. red, beautiful, one, rose
twelve months in a year. of an angle to earth as precipitation, and then 3. long , two, sharp, pencils
2. Boys are more intelligent than 2. Degree B.The intersection evaporates again. This goes again 4. young, pretty, lady
girls. point of the two number lines of and again in a never-ending cycle. 5. white, big, round, pillow
3. The Earth is the third planet from a coordinate graph. Water keeps moving and changing
the sun. 3. Origin C.The space contained from a solid to a liquid to a gas, over
4. One foot is equal to twelve inches. within a shape and over again.
4. Volume D.The amount which Precipitation creates runoff that
can be held, as measured in cubic travels over the ground surface and
units. helps to fill lakes and rivers. It also
5. Interval E.The numbers that percolates or moves downward
are contained within two through openings in the soil to
specific boundaries. replenish aquifers under the
ground. Some places receive more
precipitation than others do. These
areas are usually close to oceans or
large bodies of water that allow
more water to evaporate and form
clouds. Other areas receive less
precipitation. Often these areas are
far from water or near mountains.
As clouds move up and over
mountains, the water vapor
condenses to form precipitation and
freezes. Snow falls on the peaks
J.additional activities for application or Copy a short selection from any Complete the table below by giving Choose one of the pictures below Think of a particular topic you Based from the pattern let
remediation reading materials. Construct a short the denotative and connotative and be able to give explanation. are interested. Write a five- us write a paragraph about
paragraph of 3-5 sentences to state meaning of the Mathematical words sentence this illustration.
your opinion about the issue Words Connotati Denotativ paragraph using order of ( www.readingquest.org )
ve e adjectives.
1. Abstract
2. Numbers
3. Base
4. Identity
5. Logic
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on
evaluation next objective. next objective. next objective. the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson.
answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the in answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. knowledge, skills and
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on interest about the lesson.
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some ___Pupils were interested
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in on the lesson, despite of
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson answering the questions asked some difficulties
despite of limited resources used by despite of limited resources used by despite of limited resources used by by the teacher. encountered in answering
the teacher. the teacher. the teacher. ___Pupils mastered the lesson the questions asked by the
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources teacher.
their work on time. their work on time. their work on time. used by the teacher. ___Pupils mastered the
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils lesson despite of limited
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary finished their work on time. resources used by the
behavior. behavior. behavior. ___Some pupils did not finish teacher.
their work on time due to ___Majority of the pupils
unnecessary behavior. finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C.Did the remedial work? No.of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
have caught up with the lesson above above above 80% above 80% above
D.No. of learners who continue to require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation
E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who
lesson lesson lesson the lesson caught up the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
principal or supervisor can helpme solve? require remediation require remediation require remediation to require remediation continue to require
remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
used/discover which I wish to share with ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive well:
other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self ___Metacognitive
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and assessments, note taking and Development: Examples:
vocabulary assignments. vocabulary assignments. vocabulary assignments. studying techniques, and Self assessments, note
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- vocabulary assignments. taking and studying
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and ___Bridging: Examples: Think- techniques, and vocabulary
charts. charts. anticipatory charts. pair-share, quick-writes, and assignments.
anticipatory charts. ___Bridging:Examples:Think
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: -pair-share,quick-
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: Examples: writes,andanticipatorychart
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and Compare and contrast, jigsaw s.
projects. learning, peer teaching, and __Schema-Building:
projects. Examples: Compare and
___Contextualization: ___Contextualization:
contrast, jigsaw learning,
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
peer teaching, and projects.
manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, media, ___Contextualization:
___Contextualization:
opportunities. opportunities. manipulatives, repetition, and local Examples: Demonstrations,
Examples: Demonstrations,
opportunities. media, manipulatives,
media, manipulatives,
___Text Representation: ___Text Representation: repetition, and local
repetition, and local
Examples: Student created drawings, Examples: Student created drawings, ___Text Representation: opportunities.
opportunities.
videos, and games. videos, and games. Examples: Student created ___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. ___Text Representation: Examples: Student created
slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Speaking Examples: Student created drawings, videos, and
language you want students to use, language you want students to use, slowly and clearly, modeling the drawings, videos, and games. games.
and providing samples of student and providing samples of student language you want students to use, ___Modeling: Examples: ___Modeling: Examples:
work. work. and providing samples of student Speaking slowly and clearly, Speaking slowly and clearly,
work. modeling the language you modeling the language you
Other Techniques and Strategies Other Techniques and Strategies want students to use, and want students to use, and
used: used: Other Techniques and Strategies providing samples of student providing samples of
___ Explicit Teaching ___ Explicit Teaching used: work. student work.
___ Group collaboration ___ Group collaboration ___ Explicit Teaching Other Techniques and
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Group collaboration Other Techniques and Strategies used:
play play ___Gamification/Learning throuh Strategies used: ___ Explicit Teaching
___ Answering preliminary ___ Answering preliminary play ___ Explicit Teaching ___ Group collaboration
activities/exercises activities/exercises ___ Answering preliminary ___ Group collaboration ___Gamification/Learning
___ Carousel ___ Carousel activities/exercises ___Gamification/Learning throuh play
___ Diads ___ Diads ___ Carousel throuh play ___ Answering preliminary
___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Answering preliminary activities/exercises
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction activities/exercises ___ Carousel
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Carousel ___ Diads
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Diads ___ Differentiated
Why? Why? ___ Lecture Method ___ Differentiated Instruction Instruction
___ Complete IMs ___ Complete IMs Why? ___ Role Playing/Drama ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Discovery Method ___ Discovery Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Lecture Method ___ Lecture Method
___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn Why? Why?
collaboration/cooperation collaboration/cooperation ___ Group member’s ___ Complete IMs ___ Complete IMs
in doing their tasks in doing their tasks collaboration/cooperation ___ Availability of Materials ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to
of the lesson of the lesson ___ Audio Visual Presentation ___ Group member’s learn
of the lesson collaboration/cooperation ___ Group member’s
in doing their tasks collaboration/cooperation
___ Audio Visual Presentation in doing their tasks
of the lesson ___Audio Visual
Presentation
of the lesson
I. LAYUNIN Nasasabi ang epekto ng reduccion Naiuugnay ang kristyanisasyon sa Natatalakay ang konsepto ng Naibibigay ang kahulugan ng
sa pagsasailalim ng mga reduccion encomienda tributo Lingguhang Pagsusulit
katutubong populasyon sa
kristyanismo
A. Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag- unawa sa konteksto ang bahaging ginagampanan ng simbahan sa layunin at mga paraan ng pananakop ng Espanyol sa Pilipinas
at ang epekto ng mga ito sa lipunan.
B. Pamantayan sa pagganap Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto at dahilan ng kolonyalismong Espanyol at ang epekto ng mga paraang pananakop sa
katutubong populasyon.
C. Mga Kasanayan sa Pagkatuto Nasusuri ang relasyon ng mga Naiuugnay ang kristiyanismo sa reduccion Natatalakay ang konsepto ng Natatalakay ang konsepto ng
Isulat ang code ng bawat kasanayan paraan ng pananakop ng Espanyol AP5PKE-IIe-f-6 encomineda at mga kwantitabong datos encomineda at mga kwantitabong
sa mga katutubong populasyon sa ukol sa tribute, kung saan ito kinolekta, datos ukol sa tribute, kung saan ito
bawat isa. at ang halaga ng mga tribute kinolekta, at ang halaga ng mga
AP5PKE-IIc-d-5 AP5PKE-IIe-f-6 tribute
AP5PKE-IIe-f-6
II. Nilalaman Epekto ng Reduccion Naiuugnay ang kristyanisasyon sa Pagtalakay sa Konsepto ng Encomienda Pagbibigay ng Kahulugan ng Tributo
reduccion
III. KAGAMITANG PANTURO powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation
A. Sanggunian
1. Mga Pahina sa Gabay ng Guro
2. Mga Pahina sa Kagamitang Pang-
Mag-aaral
3. Mga Pahina sa Teksbuk Makabayan Kasaysayang Pilipino Makabayan Kasaysayang Pilipino 5, Pilipinas Isang Sulyap at Pagyakap Pilipinas Isang Sulyap at Pagyakap
5, p.89-90 p.89-90 7,dd.101-102 7,dd. 100-101 Makabayan
Makabayan, Kapaligirang Makabayan, Kapaligirang Pilipino, 212- Sulyap sa Kasaysayan ng Pilipinas 7, Kasaysayang Pilipino 5, d. 93
Pilipino, 212-213 213 d.158 Ang Pilipinas sa Makabagong
Makabayan Kasaysayang Pilipino,dd.91- Henerasyon 5, dd.69-70
92
Ang Pilipinas sa Makabagong
Henerasyon 5,dd.68-69
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
B. Iba pang Kagamitang Panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin Magbigay ng mga dahilan kung Ipataas sa mga mag-aaral ang masayang Ipaayos sa mag-aaral ang mga titik Panuto: Sabihin ang tamang sagot.
at/o pagsisimula ng bagong aralin bakit nagkaroon ng reduccion sa mukha kung ang mga salita ay may upang mabuo ang angkop na salita 1. Pamamahala ng lupain sa
panahon ng mga Espanyol. kaugnayan sa Kristyanisasyon at tungkol sa reduccion. panahon Espanyol.
malungkot na mukha kung ito ay may 2. Binigyan ng karapatang
kaugnayan sa reduccion. mamahala sa lupain pati na rin sa
1.Binyag mga nakatira dito.
2. Pueblo 3. Dalawang uri ng encomienda. 4.
3.Relihiyon Tugon ng mga Pilipino sa sistemang
4.Barangay encomienda. 5. Kailan
5.Plaza Complex nabuwag ang encomienda
B. Paghahabi sa layunin ng aralin Ipakita ang larawan ng isang Ipakita ang larawan ng krus at espada sa Magpakita ng larawan na nagpapakita sa Itanong sa mag-aaral kung ano-
reduccion sa mga mag-aaral at mga mag-aaral. Ano kaya ang ugnayan ng simpleng pamumuhay ng mga anong mga salita ang maaaring
sagutin ang mga tanong. krus at espada sa pagdating ng Espanyol katutubong Pilipinino sa lupain sa iugnay sa salitang buwis.Papunan
Taonong: sa ating bansa? Pilipinas, pagdating ng mga kastila sa ang bubble map.
1. Ano ang masasabi ninyo sa Tanong: Ano kaya ang reaksyon ng mga pilipinas, at pananakop ng mga Kastila sa Itanong:1.Ano-ano ang mga salitang
larawan? katutubong Pilipino sa Kristyanismo, Pilipinas) kaugnay ng buwis?
2. Ano ano ang bumubuo dito? mabuti o masama? 2. Sino-sino ang inaasahang
3. Sa inyong palagay bakit kaya Tanong: magbayad ng buwis?
simbahan ang nasa sentro nito? 1.Ano ang masasabi ninyo sa una, 3.Sa inyong palagay, bakit kaya
ikalawa at ikatlong larawan? kailangang magbayad ng buwis?
2.Sa inyong palagay,sa pagdating kaya ng 4.Saang opisina ba sa ating lugar
mga Kastila sa bansa ay nakapagpatuloy maaari tayong magbayad ng ating
pa rin sa pamumuhay nang malaya ang buwis?
mga katutubong Pilipino sa kanilang 5.Kailan pa nagsimula ang
lugar/bansa? 3. Anong pagbabayad ng buwis? Mayroon na
sistema ang ipinatupad ng mga kastila rin ba nito sa panahon ng mga
tungkol sa lupaing tinitirhan ng mga Espanyol?
katutubong Pilipino?
C. Pag-uugnay ng mga halimbawa sa Brainstorming: Brainstorming Ipapanood ang video na nagpapakita ng Magpapanood ng video clip na
bagong aralin Pagpapalitan ng mga kaalaman Mula sa mga nakalipas na aralin, ano sa sistemang encomienda. nagpapakita ng sistema ng
tungkol sa aralin. inyong palagay ang kaugnayan ng pangongolekta ng tributo
Kristyanisayon sa Reduccion. Gamitin ang
Venn Diagram upang makabuo ng
konsepto tungkol dito
D. Pagtatalakay ng bagong konsepto Pagbasa ng Talata sa powerpoint Pagbasa ng Talata tungkol sa pagdating Magsagawa ng talakayan sa Magsagawa ng talakayan sa
at paglalahad ng bagong kasanayan ng mga dayuhan sa bansa. pamamagitan ng sumusunod na mga pamamagitan ng sumusunod na
#1 tanong: mga tanong:
Ano ang nilalaman ng video na inyong Ano ang nilalaman ng video na
napanood? inyong napaanood?
Paano nagsimula ang sistemang Ano ang tributo?
encomienda? Bakit ito ginagawa ng mga kastila?
Ano ang dalawang uri ng encomienda? Para saan ang tributo?
Kanino ipinagkatiwala ang pagbabantay Sino-sino ang inaasahang magbayad
sa encomienda? ng tributo?
Pinakinabangan ba ng mga Pilipino ang Saan ito maaaring ihambing sa
sistemang ito? panahon ngayon?
E. Pagtalakay ng bagong konsepto at Pangkatang Gawain. Magkaroon ng talakayan tungkol sa Pangkatang Gawain Magpakita rin ng larawan ng
paglalahad ng bagong kasanayan talatang binasa. Bumuo ng apat na pangkat. Ilalahad ng katutubong Pilipino na nagbabayad
#2 Gabay na Tanong: guro ang aralin sa pisara (tsart) at ng tribute sa kastila.
1.Bakit isinagawa ng Espanyol pagkatapos na mapag-aralan ang aralin
ang reduccion? sa kani-kaniyang pangkat ay bibigyan ang
2. Ano ano ang natutunan ng bawat mag-aaral ng maikling pagsusulit.
mga Pilipino sa pagkakaroon ng Ang score ng mag-aaral ay batay sa
reduccion? kanilang ginawa. Ang kabuuaang score
3.Paano nakatulong ang ng mag-aaral ang magiging score ng
reduccion sa mga paring pangkat. Tatanggap ng gantimpala ang
misyonero? pangkat na makatutugon sa criteria ng
guro. Magpaskil din ng larawan na
tumutukoy sa encomienda para
magkaroon ng ideya ang mga bata
habang nagbabasa.
F. Paglinang sa Kabihasnan Tanong: Tanong: Tanong: Pagbasa ng talata tungko sa tributo.
(Tungo sa Formative Assessment) 1.Ano ang naging suliranin ng mga 1.Ano ang pangunahing impluwensya ng Saang salita hango ang encomienda?
misyonero sa pagpapalaganap ng mga Espanyol sa mga Pilipino? Ano ang encomienda? Ipabuod ang sistemang tributo sa
Kristiyanismo? 2.Ano ang naging layunin ng Ano-ano ang dalawang uri ng panahon ng Espanyol sa Pilipinas
2. Ano ang nangyari sa mga Kristyanisasyon? encomienda?
Pilipinong di narating ng mga 3.Ano ang reduccion? Sino ang binigyan ng karapatang
misyonero? 4.Ano ang naging epekto nito sa mga mamahala sa sistemang encomienda?
3. Paano nakatulong ang ginawa Pilipino? Paano ginampanan ng mga
nilang reduccion? 5.Ano ang naging kaugnayan ng encomendero ang kanilang tungkulin?
4. Sa huli, ano ang naging bunga Kristyanisasyon sa Reduccion? Paano at kailan nabuwag ang sistemang
ng pagkakaroon ng reduccion sa encomienda?
mga Pilipino? Sa panahon natin ngayon, sino-sino ang
namumuno sa ating bayan?
G. Paglalapat ng aralin sa pang- Punan ng sagot ang fish Pangkatang Gawain Pangkatang Gawain: Pangkatang Gawain:
araw- organizer kung saan nakasulat sa Pumili ng isa sa sumusunod na Pangkat 1- Kahulugan ng encomienda at Pangkat 1- Pagtapatin ang titik na
araw na buhay itaas ng tinik ang dahilan ng mungkahing maipapakita ang kaugnayan saan ito nagmula. nasa hanay B na inilalarawan sa
reduccion sa mga Pilipino at sa ng reduccion sa kristyanisasyon ayon sa Pangkat 2-Dalawang uri ng encomienda hanay A.
baba naman ay ang naging inyong pagkamalikhain. Maaari itong at mga kahulugan ng bawat isa. Pangkat 2- Buuin ang graphic
epekto nito. ipakita sa tulong ng pagsasadula, panel Pangkat 3-Kanino ipinagkatiwala ang organizer. Itala sa loob ng kahon
discussion, pagguhit o pantomina encomienda at ano-ano ang mga ang mga naging resulta ng
tungkulin nito. pangongolekta ng tributo ng mga
Pangkat 4-Kailan at paano nabuwag ang katutubo
sistemang encomienda? Pangkat 3- Dula-dulaan Magsagawa
ng dula-dulaan tungkol sa
pangongolekta ng tributo ng mga
Kastila sa mga katutubo.
Pangkat 4- Pagsulat ng Liham
Bilang isang katutubong Pilipino sa
panahon ng Kastila, sumulat ng
isang liham upang maiparating mo
sa mga encomendero ang iyong
hinaing bilang pagtutol sa tributo.
H. Paglalahat ng Aralin Ano-ano ang mga naging Epekto Magkaroon ng paglalahat tungkol sa Gabayan ang mag-aaral sa pagbuo ng Ano ang tributo?
ng reduccion sa mga Pilipino Kaugnayan ng Reduccion sa konseptong natutunan.
Kristyanisasyon Ano ang encomienda at ang dalawang
ng uri nito?
I. Pagtataya ng Aralin Bilugan ang mga pangugusap na Panuto: Sagutin ang mga tanong at Panuto: Basahin at unawaing mabuti ang Panuto: Sagutin ang mga
nagpapahayag ng epekto ng bumuo ng isang reaction paper. bawat pangungusap. Isulat sa patlang sumusunod na tanong. Isulat ang
reduccion sa mga Pilipino. Ano ang naging kaugnayan ng ang tamang sagot. sagot sa patlang na nakalaan sa
Natuto ang mga Pilipino ng bagong Kristyanisasyon sa reduccion? Nakatulong bawat patlang.
paraan ng pagtatanim. ba ang dalawang ito sa mga Pilipino? ______1. Hango sa salitang encomendar ______1. Ito ang ibinabayad ng
Naging madasalin ang mga Patunayan. na nangangahulugang isang pamilya na binubuo ng ama,
Pilipino. “ipagkatiwala” ina at mga anak na menor de edad.
Napaglapit lapit ang tirahan ng ______2. Namamahala sa sistemang ______2. Ipinalit sa tributo
mga Pilipino. encomienda. _____3. Katumbas ng isang piso sa
panahon ng Espanyol.
Nakabuo ng barangay, bayan at _______3. Uri ng encomienda na _______4. Buwis na ibinabayad sa
lalawigan. nakalaan sa hari. pagkamamamayan.
Natuton lumaban ang mga Pilipino _______4. Uri ng encomienda na ______5. Anong taon naging 12
sa Espanyol. nakalaan sa mga pribadong nahirang. reales ang tributo na sinisingil?
_______5. Naging tugon ng mga Pilipino
sa pang-aabuso ng mga encomendero.
J. Karagdagang Gawain para sa Ipasulat sa mga mag-aaral ang Sa palagay mo, nakatulong ba ang Gumupit ng larawan o mag-search sa Magtanong sa inyong magulang
takdang- aralin at remediation isang talata sumasagot sa mga reduccion sa pagpapalaganap ng internet ng larawan ng sistemang kung papaano sila magbayad ng
tanong sa ibaba. Isulat ito sa isang Kristyanisasyon ng mga Espanyol? Sa encomienda at dalawang uri nito, at kanilang buwis ngayon at kung para
malinis na papel. paanong paraan? Isulat ang inyong sagot encomendero. Idikit ito sa kwaderno. saan ang ibinabayad nila. Ihambing
1.Bakit at paano nabuo ang sa inyong kwaderno. ito sa uri ng pagbabayad ng buwis
reduccion? noon sa ilalim ng pamahalaang
2.Sang-ayon ka ba sa pagkakabuo Espanyol.
nito?
3. Sa iyong palagay, nakatulong ba
ito sa mga Pilipino?
V. MGA TALA
VI. PAGNINILAY .
A. Bilang ng mag-aaral na nakakuha ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move
ng 80% sa pagtataya. next objective. objective. objective. next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got
mastery mastery 80% mastery
B. Bilang ng mga-aaral na ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find
nangangailangan ng iba pang gawain answering their lesson. answering their lesson. answering their lesson. answering their lesson. difficulties in answering
para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in their lesson.
answering their lesson. their lesson. their lesson. answering their lesson. ___Pupils found
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson difficulties in answering
because of lack of knowledge, because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge, skills their lesson.
skills and interest about the interest about the lesson. interest about the lesson. and interest about the lesson. ___Pupils did not enjoy
lesson. ___Pupils were interested on the lesson, ___Pupils were interested on the ___Pupils were interested on the the lesson because of
___Pupils were interested on the despite of some difficulties encountered lesson, despite of some difficulties lesson, despite of some difficulties lack of knowledge, skills
lesson, despite of some difficulties in answering the questions asked by the encountered in answering the questions encountered in answering the and interest about the
encountered in answering the teacher. asked by the teacher. questions asked by the teacher. lesson.
questions asked by the teacher. ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson ___Pupils were
___Pupils mastered the lesson limited resources used by the teacher. limited resources used by the teacher. despite of limited resources used by interested on the lesson,
despite of limited resources used ___Majority of the pupils finished their ___Majority of the pupils finished their the teacher. despite of some
by the teacher. work on time. work on time. ___Majority of the pupils finished difficulties encountered in
___Majority of the pupils finished ___Some pupils did not finish their work ___Some pupils did not finish their work their work on time. answering the questions
their work on time. on time due to unnecessary behavior. on time due to unnecessary behavior. ___Some pupils did not finish their asked by the teacher.
___Some pupils did not finish their work on time due to unnecessary ___Pupils mastered the
work on time due to unnecessary behavior. lesson despite of limited
behavior. resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C. Nakatulong ba ang remediation? ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who
Bilang ng mag-aaral na nakaunawa above above earned 80% above
sa aralin.
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who
magpapatuloy sa remediation additional activities for activities for remediation activities for remediation additional activities for remediation require additional
remediation activities for remediation
E. Alin sa mga istratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng lubos? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who
Paano ito nakatulong? the lesson lesson lesson lesson caught up the lesson
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who
naranasan na nasolusyunan sa require remediation remediation remediation require remediation continue to require
tulong ng aking punungguro at remediation
superbisor?
G. Anong kagamitan ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
nadibuho na nais kong ibahagi sa ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
mga kapwa ko guro? Examples: Self assessments, note Examples: Self assessments, note taking Examples: Self assessments, note taking Examples: Self assessments, note ___Metacognitive
taking and studying techniques, and studying techniques, and vocabulary and studying techniques, and vocabulary taking and studying techniques, and Development: Examples:
and vocabulary assignments. assignments. assignments. vocabulary assignments. Self assessments, note
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- taking and studying
pair-share, quick-writes, and quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. share, quick-writes, and anticipatory techniques, and
anticipatory charts. charts. vocabulary assignments.
___Schema-Building: Examples: Compare ___Schema-Building: Examples: ___Bridging: Examples:
___Schema-Building: Examples: and contrast, jigsaw learning, peer Compare and contrast, jigsaw learning, ___Schema-Building: Examples: Think-pair-share, quick-
Compare and contrast, jigsaw teaching, and projects. peer teaching, and projects. Compare and contrast, jigsaw writes, and anticipatory
learning, peer teaching, and learning, peer teaching, and charts.
projects. ___Contextualization: ___Contextualization: projects.
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Schema-Building:
___Contextualization: manipulatives, repetition, and local manipulatives, repetition, and local ___Contextualization: Examples: Compare and
Examples: Demonstrations, media, opportunities. opportunities. Examples: Demonstrations, media, contrast, jigsaw learning,
manipulatives, repetition, and manipulatives, repetition, and local peer teaching, and
local opportunities. ___Text Representation: ___Text Representation: opportunities. projects.
Examples: Student created drawings, Examples: Student created drawings,
___Text Representation: videos, and games. videos, and games. ___Text Representation: ___Contextualization:
Examples: Student created ___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly Examples: Student created Examples:
drawings, videos, and games. and clearly, modeling the language you and clearly, modeling the language you drawings, videos, and games. Demonstrations, media,
___Modeling: Examples: Speaking want students to use, and providing want students to use, and providing ___Modeling: Examples: Speaking manipulatives, repetition,
slowly and clearly, modeling the samples of student work. samples of student work. slowly and clearly, modeling the and local opportunities.
language you want students to language you want students to use,
use, and providing samples of Other Techniques and Strategies used: Other Techniques and Strategies used: and providing samples of student ___Text Representation:
student work. ___ Explicit Teaching ___ Explicit Teaching work. Examples: Student
___ Group collaboration ___ Group collaboration created drawings, videos,
Other Techniques and Strategies ___Gamification/Learning throuh play ___Gamification/Learning throuh play Other Techniques and Strategies and games.
used: ___ Answering preliminary ___ Answering preliminary used: ___Modeling: Examples:
___ Explicit Teaching activities/exercises activities/exercises ___ Explicit Teaching Speaking slowly and
___ Group collaboration ___ Carousel ___ Carousel ___ Group collaboration clearly, modeling the
___Gamification/Learning throuh ___ Diads ___ Diads ___Gamification/Learning throuh language you want
play ___ Differentiated Instruction ___ Differentiated Instruction play students to use, and
___ Answering preliminary ___ Role Playing/Drama ___ Role Playing/Drama ___ Answering preliminary providing samples of
activities/exercises ___ Discovery Method ___ Discovery Method activities/exercises student work.
___ Carousel ___ Lecture Method ___ Lecture Method ___ Carousel
___ Diads Why? Why? ___ Diads Other Techniques and
___ Differentiated Instruction ___ Complete IMs ___ Complete IMs ___ Differentiated Instruction Strategies used:
___ Role Playing/Drama ___ Availability of Materials ___ Availability of Materials ___ Role Playing/Drama ___ Explicit Teaching
___ Discovery Method ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Discovery Method ___ Group collaboration
___ Lecture Method ___ Group member’s ___ Group member’s ___ Lecture Method ___Gamification/Learning
Why? collaboration/cooperation collaboration/cooperation Why? throuh play
___ Complete IMs in doing their tasks in doing their tasks ___ Complete IMs ___ Answering
___ Availability of Materials ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Availability of Materials preliminary
___ Pupils’ eagerness to learn of the lesson of the lesson ___ Pupils’ eagerness to learn activities/exercises
___ Group member’s ___ Group member’s ___ Carousel
collaboration/cooperation collaboration/cooperation ___ Diads
in doing their tasks in doing their tasks ___ Differentiated
___ Audio Visual Presentation ___ Audio Visual Presentation Instruction
of the lesson of the lesson ___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperatio
n
in doing their tasks
___ Audio Visual
Presentation
of the lesson
GRADE 5 School: Grade Level: V
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17 – 21, 2018 (WEEK 6) Quarter: 2ND QUARTER
garden?______
2. What structure did you see in ferns?
____________
3. Where did you find them?
____________________
4. How will you describe spores?
________________
5. Why is life cycle of ferns different
from most of the
plants?______
D.Discussing new concepts and A. Group reporting and A. Group reporting and presentation A. Group reporting and presentation A. Group reporting and presentation of A. Presentation of output.
practicing new skills #1 presentation of outputs. of outputs. of output. outputs. B. Analysis and Discussion
B. Analysis and Discussion. B. Analysis and Discussion. B. Analysis and Discussion B. Analysis and Discussion. What can you say about the
a. What are the parts of the a. What are the reproductive parts of a. What is the reproductive part of a a. What are the reproductive parts of a activity?
flower? the flower? spore- bearing plant? pine tree? How did you feel while
b. What are the female b. What is the role of each b. How does it look like? b. What happen during the pollination doing this?
reproductive parts? reproductive part? c. What happens during the life cycle process?
c. What are the male reproductive of fern? Explain briefly. c. What happen during the fertilization
parts process?
(More questions to be asked by the
teacher for further
clarification of the lesson. Diagram of
conifer life cycle can also
be used)
E.Discussing new concepts and What is the most important role of Presenting video clip about the Look at the diagram, how will you Life Cycle of Conifer. What can you say about
practicing new skills #2 the flower to the plant? functions of the reproductive describe the ferns’ life cycle Pupils will be given metacards in which your drawing?
Explainyour answer. parts of flowering plants Why are spores important to ferns? different stages of life cycle of conifers Did you illustrate all the
http://www.youtube.com/watch? ( pine tree) are written . Paste them to details needed to make your
V=7G9Jozhr the corresponding part when they drawing a
Based from the video you’ve happen realistic one?
watched, what is the function of
the filament? anther? stigma? style?
ovary? (follow up questions by
teacher)
F.Developing Mastery (Female and male reproductive Think – Pair Share (Look for your Unscramble the words to identify the Arrange the life cycle of conifer (Pine How would you evaluate
organs of a flower) partner) word/term describe tree) according to the stages. Paste the your finished work?
Written on the metacards are the Pupils will be group into two. They __________1. Reproductive cell of strips on the board
different reproductive parts of the will be given two sets of fern ( SEPSOR)
flower. Paste the word according metacards. __________2. A female sex organ of a
to where it is belong. Group A will hold the cards with fern (MUINOGEHCRA)
parts of the plants written on it __________3. Leaves grow from
while Group B will hold the cards rhizomes ( RODNF )
with functions written on it. When __________4. Plants with feather-like
the leaves. ( ERNF)
teacher say “GO” look for your __________5. Small brown dots or
partner. patches found undersides of
fern leaves ( IROS)
G.Finding Parctical application of Read the situation below then How important are flowers to plants? Nina took a walk in the garden and How can dried mature cones of pine tree If you will be given a chance
concepts and skills in daily living answer the question that follow. to human? Explain briefly saw a small plant with feather-like be useful to us? to illustrate using a real
You saw a group of boys and girls your answer arrangements of leaves. She was plant
picking flowers in the park. They amazed upon looking at the as your model what will you
made fun of these by removing the undersides of the leaves and draw? Why?
petals one by one. What would immediately gathered the blackish
you tell them? brown spots found in it. Did Nina show
Why are flowers important to the right behavior? Why?
plants?
H.Making generalization and Guide the pupils in constructing Fill up the KWL chart for the concept Now I learned that Lead the class to generalize, What should be
abstraction about the lesson the main idea or concept of the that pupils learned. _______________________________ Now I learned that remembered when you
lesson Now I learned _____ ______________________ have to illustrate or draw
What are the necessary parts of that___________________________ Spore bearing plants have slightly Plants that bear seeds within a cone are something? Should you
the flower? ____ different life cycles called conifers. submit your work on time?
What are the reproductive parts of from most plants. They produce Conifers are woody trees with needle-
the flower? spores from one parent plant. like leaves that reduce
The spores fertilized themselves and water loss during dry or cold climates.
develop into plants They develop many
identical to their parents. cones and one tree can produce both
Stages of Fern Life Cycle male and female cones.
1. Frond Stage-formation of leaves Male cones produce the pollen grains
that grow from with sperm cells while
rhizomes called fronds female cones contain the ovule with two
2. Sorus Stage-development of small to three egg cells.
brown dots or (Refer to leading mastery for the Life
Cycle of Conifer)
patches called sori
3. Sporangium Stage-Mature
sporangium shrinks, breaks
formation of a heart-shaped
prothallus
5. Archegonium and Antheridium
Stage- development
1 The illustration
manifests poor
characteristics as to
creativity, color blending,
concept understanding and
completeness of details
J.additional activities for application What are the reproductive organs Direction: Read the sentences 1. Aside from ferns what other plants 1. Aside from pine tree what other plants Draw your favorite flower in
or remediation of the flower? Complete the carefully. Choose the letter of the are spore-bearing? are spore-bearing? your notebook. Label the
organizer below best 2. Read other books or search through 2. Read other books or search through parts
answer an internet. Write your an internet. Write your answer
1. What is the male reproductive part answer in your Science Journal in your Science Journal
of the flower?
A. sepal C. pistil
B. petal D. stamen
2. What is the female reproductive
part of the flower?
A. stamen C. petal
B. sepal D. pistil
3. Which of the following is not found
in the pistil?
A. filament C. ovary
B. style D. stigma
4. Which part holds and catches the
pollen grains?
A. anther C. ovary
B. stigma D. style
5. What part of the flower connects
the stigma and the
ovary?
A. filament C. pistil
B. stamen D.style
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on
the evaluation next objective. next objective. next objective. objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got
mastery mastery 80% mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. difficulties in answering
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering their lesson.
answering their lesson. answering their lesson. answering their lesson. their lesson. ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson in answering their lesson.
because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills and ___Pupils did not enjoy the
skills and interest about the and interest about the lesson. and interest about the lesson. interest about the lesson. lesson because of lack of
lesson. ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties interest about the lesson.
lesson, despite of some difficulties encountered in answering the encountered in answering the encountered in answering the questions ___Pupils were interested
encountered in answering the questions asked by the teacher. questions asked by the teacher. asked by the teacher. on the lesson, despite of
questions asked by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of some difficulties
___Pupils mastered the lesson despite of limited resources used by of limited resources used by the limited resources used by the teacher. encountered in answering
despite of limited resources used the teacher. teacher. ___Majority of the pupils finished their the questions asked by the
by the teacher. ___Majority of the pupils finished ___Majority of the pupils finished work on time. teacher.
___Majority of the pupils finished their work on time. their work on time. ___Some pupils did not finish their work ___Pupils mastered the
their work on time. ___Some pupils did not finish their ___Some pupils did not finish their on time due to unnecessary behavior. lesson despite of limited
___Some pupils did not finish their work on time due to unnecessary work on time due to unnecessary resources used by the
work on time due to unnecessary behavior. behavior. teacher.
behavior. ___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned
learners who have caught up with above above above 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
require remediation additional activities for additional activities for remediation activities for remediation activities for remediation additional activities for
remediation remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who
the lesson lesson lesson lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who
which my principal or supervisor can require remediation require remediation require remediation remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note taking Development: Examples: Self
assessments, note taking and
taking and studying techniques, taking and studying techniques, and taking and studying techniques, and and studying techniques, and vocabulary
studying techniques, and
and vocabulary assignments. vocabulary assignments. vocabulary assignments. assignments. vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-
share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory quick-writes, and anticipatory charts. pair-share, quick-writes, and
anticipatory charts. charts. charts. anticipatory charts.
___Schema-Building: Examples:
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: Compare and contrast, jigsaw learning, ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw peer teaching, and projects. Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
projects.
projects. ___Contextualization:
___Contextualization: ___Contextualization: Examples: Demonstrations, media,
___Contextualization:
___Contextualization: Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations,
Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local opportunities. media, manipulatives,
manipulatives, repetition, and opportunities. opportunities. repetition, and local
local opportunities. ___Text Representation: opportunities.
___Text Representation: ___Text Representation: Examples: Student created drawings,
___Text Representation: Examples: Student created drawings, Examples: Student created drawings, videos, and games. ___Text Representation:
Examples: Student created videos, and games. videos, and games. ___Modeling: Examples: Speaking Examples: Student created
drawings, videos, and games.
drawings, videos, and games. ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking slowly and clearly, modeling the
___Modeling: Examples:Speaki
___Modeling: Examples: Speaking slowly and clearly, modeling the slowly and clearly, modeling the language you want students to use, and ng slowly and clearly, modeling
slowly and clearly, modeling the language you want students to use, language you want students to use, providing samples of student work. the language you want students
language you want students to and providing samples of student and providing samples of student to use, and providing samples
use, and providing samples of work. work. Other Techniques and Strategies used: of student work.
student work. ___ Explicit Teaching
Other Techniques and Strategies Other Techniques and Strategies ___ Group collaboration Other Techniques and
Other Techniques and Strategies used: used: ___Gamification/Learning throuh play Strategies used:
used: ___ Explicit Teaching ___ Explicit Teaching ___ Answering preliminary ___ Explicit Teaching
___ Group collaboration
___ Explicit Teaching ___ Group collaboration ___ Group collaboration activities/exercises
___Gamification/Learning
___ Group collaboration ___Gamification/Learning throuh ___Gamification/Learning throuh play ___ Carousel throuh play
___Gamification/Learning throuh play ___ Answering preliminary ___ Diads ___ Answering preliminary
play ___ Answering preliminary activities/exercises ___ Differentiated Instruction activities/exercises
___ Answering preliminary activities/exercises ___ Carousel ___ Role Playing/Drama ___ Carousel
activities/exercises ___ Carousel ___ Diads ___ Discovery Method ___ Diads
___ Carousel ___ Diads ___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction
___ Diads ___ Differentiated Instruction ___ Role Playing/Drama Why? ___ Role Playing/Drama
___ Discovery Method
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Complete IMs
___ Lecture Method
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Availability of Materials Why?
___ Discovery Method ___ Lecture Method Why? ___ Pupils’ eagerness to learn ___ Complete IMs
___ Lecture Method Why? ___ Complete IMs ___ Group member’s ___ Availability of Materials
Why? ___ Complete IMs ___ Availability of Materials collaboration/cooperation ___ Pupils’ eagerness to learn
___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn in doing their tasks ___ Group member’s
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Audio Visual Presentation collaboration/cooperation
___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation of the lesson in doing their tasks
___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation
collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson
in doing their tasks ___ Audio Visual Presentation of the lesson
___ Audio Visual Presentation of the lesson
of the lesson
Mga larawan
IV. PROCEDURES
A. Reviewing previous lesson or Laro: Kodaly Game Ipakita ang inyong mga larawan Ano ang mga halimbawa ng maling Pagtsek ng attendance at
presenting the new lesson paniniwala kaugnay sa pagdadalaga angkop na kasuotan
Paraan ng laro: at pagbibinata? Pagtsek sa takdang-aralin
1. Pumili ng tigg – iisang bata sa 2. Pampasiglang Gawain
bawat limang pangkat Ipagawa sa mga bata ang
pampasiglang gawain na
2. Pahanayin ang mga bata sa
ginawa sa mga nakaraang
harap ng klase aralin.
3. Magsasabi ang guro ng nota
so-fa syllable at una unahang
ipapakita ng mga bata ang nota
gamit ang Kodaly Sign.
B. Establishing a purpose for the Iparinig ng guro ang mga so-fa Sagutin ang mga katanungan.
lesson syllable na pataas at pababa.
Sa panahon ng iyong pagdadalaga
at pagbibinata, sino ang iyong
unang nilapitan?
Nagkaroon ka ba ng suliranin o
problema hingil sa iyong
pagdadalaga at pagbibinata?
Ipaliwanag: Kakontra Kulay-
Dalawang kulay direkta
kabaligtaran isa sa kulay ng
wheel. Kapag inilagay sa tabi sa
isa't isa, kakontra kulay ay
intensified at madalas ay lilitaw Bumuo ng dalawang grupo na
upang manginig may 8-10 miyembro at isagawa
ang Sakayan na Lakad Tren
C. Presenting examples/ instances Ipakita ang iskalang C mayor Ibahagi sa mga bata ang pag-alaga Nagustuhan nyo ba ang larong
of the new lesson sa sarili habang may regla ito?
Anong sangkap ng physical
fitness ang pinauunlad sa
larong ito?
Paano nagamit sa larong ito
ang katatagan ng kalamnan?
Ipakita ang larawan ng
kalupaan o landscape.
D. Discussing new concepts and . Ano-ano ang napapansin ninyo Ipaliwanag: Landsape o Ipakita ang larawan ng pagtutuli Ang paggamit ng kalamnan
practicing new skills #1 sa iskalang C Mayor? pasyahe’ may roon dalawang para
Mahalagang malaman ang gamit sag salitang landscaode o Matagal na panatilihin ang
bawat pagitan ng nota sa bawat pasyahe isa sa mga ito ay posisyon ng
iskala. Dito natin nasusukat ang tumutukoy sa anyo ng katawan ay pagpapakita ng
taas at baba ng tono. kalupaan kung saan marami pagtaglay ng
ang uri nito gaya ng bundok, tatag ng kalamnan.
kapatagan, burol, talampas, Mahalaga na magtaglay ng
lambak at iba pa. lakas at
Tatag ng kalamnan upang
laging handa
Ang ating katawan sa ano
mang gawaing
nangangailangan ng power.
E. Discussing new concepts and Ang Major Scale /iskala mayor . Panimulang gawain: Ipaliwanag: Magkaroon ng talakayan sa
practicing new skills #2 ay ang pagkakasunod-sunod ng Gamit ang inyong mga Pagtutuli o Circumcision ginawang gawain. Ipasagot sa
walong tono o nota sa mga linya kagamitan sa pag gawa, Lumika Ang pagtutuli o circumcision ay ang mga bata ang mga tanong sa
at puwang ng limguhit mula sa ng obra na hango sa mga pagtanggal ng balat sa dulo ng ari “Ipagpatuloy Natin” at
mababang do hanggang sa natatanging anyong lupa sa ng isang lalaki. Dahil ito’y bahagi ng ipaliwanag ito.
mataas na do. bansa, gamit ang inyong, tradisyon sa Pilipinas, halos lahat ng
krayola, pastel Color, lapis, kalalakihan ay nagpapatuli,
bond paper at iba pa.. karamihan habang bata pa, mula
Ipasagot sa mga bata ang edad 9-12.
“Pagusapan Natin” sa LM.
F. Developing mastery Ang interval ay ang pagitan ng PANUTO: ________________1. Ito ay ang Sagutin ang mga tanong ng Oo
(Leads to Formative Assessment 3) dalawang nota. Ito ay makikilala 1. Magpakita sa mga mag aaral tradisyon na pagtutuli sa Pilipinas. o Hindi.
batay sa kinalalagyan o posisyon ng ibat ibang anyo ng kalupaan ________________2. Pagtatanggal 1.Nasunod mo ba ang mga
nito sa staff o limguhit. Ang mga hanggo sa ibat ibang disenyo ng balat sa dulo ng ari ng isang panuntunan sa paglalaro
interval ay ang mga sumusunod: 2. Hayaang mamili ang mga lalaki. 2. Naisagawa mo ba nang tama
1. prime(first ) inuulit 5. fifth mag aaral ng larawan ng ________________3. Pagdurugo ng ang mga gawaing sumusubok
2. second 6. sixth kanilang nais gawin isang babae o buwanang dalaw. sa
3. third 7. seventh 3. Gamit ang mga materyales ________________4. Tamang edad tatag at lakas ng kalamnan?
4. fourth 8. Octave o Oktaba hayaan silang gumawa ng kni para sa pagtutuli. 3. Nauunawaan mo na ba ang
knilang obra. ________________5. Pamamaga pagkakaiba ng tatag ng
4. Paalalahanan ang mga bata ng ari matapos tuliin. kalamnan
na maging masinop pag ________________6. Sakit na at lakas ng kalamnan.
katapos ng kanilang gawain maaring makuha sa pakikipagtalik. 4. Nasisiyahan ka ba kapag
5. Golden rule: ________________7. Gamot pinagagawa ka ng mga gawain
Magbiugay ng kawikaan sa pampamanhid na ginagamit sa sa bahay at paaralan?
isang maayos nap ag gawa, medisina bago tuliin.
upang maging mag maayos ang ________________8. Gamot
kalalabasan ng obra panghugas at panglinis sa tinuli.
________________9. Panahon
kung kailan ginagawa ng pagtutuli.
________________10. Ito ay
ginagamit sa panahon ng may regla.
G. Finding practical application of Umawit Tayo Paano natin mapahahalagahan Itanong: Tumulong sa mga gawaing
concepts and skills in daily living a. Sa pamamagitan ng awiting ang pagkakaiba-iba ng mga Ano ang kaibahan ng German cut sa bahay tulad ng pagbubuhat,
“Kumusta” ipatukoy sa mga istilo ng mga tanyag na pintor Dorsal cut? pag-iigib o Pagdidilig ng
bata ang mga nota na may sa kanilang mga obra? Bakit kailangang palitan ang halaman.
pinakamataas at pinakamababa sanitary napkin 2 beses o higit pa sa
tono. isang loob ng isang araw?
H. Making generalizations and Tandaan Ipabasa: Ayon sa american Mahalagang sundin ang mga Ang paggamit ng kalamnan
abstractions about the lesson Ang bawat tono o nota ay reaserch institute isang sangay pananaw na medikal o basehang para
sunod-sunod na umaakyat o sa america na nag aaral sa ibat agham sa mga pagbabago at isyu na Matagal na panatilihin ang
tumataas at bumababa na may ibang bagay para sa kaalaman, ating nararanasan. Maluwag natin posisyon ng
nakatakdang pagitan ng mga nalaman na ang sining sy may itong tanggapin sa ating kalooban katawan ay pagpapakita ng
hakbang. malaking bahagi sa paglaki ng upang maiwasan ang anumang pagtaglay ng
mga mag-aaral. kapahamakan. tatag ng kalamnan.
Mahalaga na magtaglay ng
lakas at
Tatag ng kalamnan upang
laging handa
Ang ating katawan sa ano
mang gawaing
nangangailangan ng power.
I. Evaluating learning Gawain A- Ipapaskil ang larawan na Ipasagot:
Isulat ang Prime, Second nilikha ng mga mag-aaral. Tama o Mali My Fitness Diary
Interval, Third Interval, Fourth (Sumangguni sa SURIIN) __________1. Huwag Ilan sa mga gawaing nagawa ko
Interval, Fifth Interval, Sixth maligo kapag may regla. sa araw na ito ay ang.......
Interval, Seventh Interval at __________2. Iwasan ang Nakatutulong ang mga gawaing
Octave sa patlang. pagbubuhat ng mabigat kung may ito sa akin
regla. upang____________________
__________3. Maghugas gamit ang _________________________
banayad na sabon kung may regla. _________________________
__________4. Gumamit na sanitary _________________________
napkin. _________________________
__________5. Huwag basain ang ari _________________________
pagkatapos matuli. _________________________
__________6. Kumain ng _________________
masusustansyang pagkain.
__________7. Iwasan ang maaasim
at maalat na pagkain.
__________8. Mas maliit ang
probabilidad na mahawa o
makahawa ng HIV/AIDS at iba pang
mga STD ang mga tuli.
__________9. Mag-ehersisyo para
mabawasan ang sakit na
nararamdaman habang may regla.
__________10. Hindi maaaring
tuliin ang mga sanggol pa lamang.
J. Additional activities for Iguhit ang kapatagan sa isang
application or remediation bond paper. Gamitin ang
Kakontra-kulay.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80%
in the evaluation
B. No. of Learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of Learners who have caught
up with the lessons
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 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 5 School: Grade Level: V
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17 – 21, 2018 (WEEK 6) Quarter: 2ND QUARTER
D.Discussing new concepts and Now look at the pictorial model Divide the class into group of 5s . 3.66 3 Strategy: Thinking Skills
practicing new skills #1 that you made. Tell each member of the 0.84 2 a. Task for each group (Group of 4) (RMFD)
Why did you trade ones block for group that they are going help each 0.25 5 1. Use strips of paper to represent the 3 Divide the class into group of
tenths? other to solve the given 3.6 4 suman. 5s. Using the problem
Into how many tenths did we problem. Tassie bought 0.75 metre of pink 2. Divide each strip into 4 equal parts. presented, instruct the pupils
divide the whole block? After each group have finished, ribbon, which she cut into 0.25 metre 3. Give one piece to each member of the to help each other solve the
1 whole block is = 10 blocks of asked them to post their output on strips for her project in EPP. How group. Do the same with the other strips. problem. Give them enough
tenths the board. many pieces did she make? 4. Answer the following : time to perform it.
a. Have the pupils understand the a. What do you call each part? After all the group had done
How many tenths are there now? word problem by asking some b. How many fourths did each one with their output, ask
Why did you separate the tenths comprehension questions. receive? somebody from the group to
into groups of four tenths? What are given? discuss the solutions done.
Into how many groups did we What is asked in the problem? After the activity, ask the
c. How do you change 34 to decimal?
divide? What operation should you use to pupils to explain their
(by multiplying both terms by 25; that is,
How many groups of tenths do you solve the problem? answers.
3 x 25 = 75;
have? What is the correct anser? Explain it. How did you solve the
4 x 25 = 100 )
What is the quotient of 1.2 ÷ 0.4 ? b. Do the activity. “Pair Share” problem?
d. How will you write 75 and 100 in
This time use pictorial models to fraction form?
divide 1.4 ÷ 0.2. Let them write the number sentence e. How is 75100 written in decimal form?
for the problem. Give them time to f. What is the quotient of 3 ÷ 4?
brainstorm the possible way on how g. Show your solution.
to perform the operation on a given
decimal numbers.
c. Call some volunteers to show their
answer on the board.
d. Processing the answer of the pupils.
Show this flow chart to show the
sequential steps in dividing decimal by
a decimal.
1. What did we multiply to the
dividend and the divisor?
2. Why do you multiply both dividend
and divisor by 100?
3. Ask each pair to check their answer
using multiplication to
find out whether the answer is
reasonable.
E.Discussing new concepts and Give other examples Give other examples Give other examples Give other examples Give other examples
practicing new skills #2
F.Developing Mastery Based on your group’s output, After the activity, ask the pupils to Divide and find the answer. Do it by Read, analyze and solve the problem Directions: Group the
what is one way to divide explain their answers. pair. A dressmaker has a bolt of fabric that is learners into five groups.
decimals? What operation should you use to Think-Pair-Share 49 meters long. She plans to make 50 Instruct them to
What may we use? We may use solve the problem? 1. What is 0.75 divided by 0.25? table runners. How long will each piece divide the following numbers.
picture model to divide Why is division the operation 2. How many 0.8 are there in 0.64? be? 1). 15 ÷ 9
decimals. needed to solve it? 3. What is the average point if 0.92 is Understand 2). 11 ÷ 2
Let the pupils write the number divided by 0.23? Know what is asked in the problem? 3). 7 ÷ 4
sentence on the board. 4. A 0.78 hectares cornfield is divided Know what are the given facts: 4). 431 ÷ 3
0.8 ÷ 0.4 = N equally by three children 5). 840 ÷ 11
The teacher show the flowchart to of the farmer. How much part of the Plan
show the sequential steps in cornfield each child Determine the operation to use:
dividing a decimal by a decimal. Talk received?
about the chart. 5. How many pieces of cloth 0.23 each
Solve
What did we multiply to the can be cut from
Write the number sentence
dividend and the divisor?
To what number did we actually 0.65 m long?
multiply the equation 0.8/0.4? Check and look back
Why do you multiply both dividend
and divisor by 10?
Elicit from the pupil that once the
divisor has been changed to
a whole number, the equation can
then be simplified just like
in dividing whole numbers.
To find whether your answer is
reasonable or not, use multi-
plication to check your answer.
G.Finding Parctical application of Strategy: Coins model Directions: Group yourself into 5 Strategy: Activity-Based Read and solve the problem
concepts and skills in daily living Materials: P 0.25; 0.05 or 25 c and groups. Think-pair and share Directions: Find the quotient. Group Activity: Provide each group with Father left Php 50 on the
5c to find the quotient: 1. When 94.5 is divided by 0.15, what a problem to solve. table for you and your two
Directions: Find the quotient using G – 1 0.81 ÷ 0.9 is the quotient? 1. What is the quotient if 24 is divided by brother’s snack. The three of
coins for a pictorial model G – 2 0.88 ÷ 0.11 2. What is N in the equation, 6.93 48? you decide to share it equally
How many five centavos are there G – 3 0.56 ÷ 0.7 0.11=N? 2. Alfred has 35 m of wire for hanging so each one can buy what he
in twenty-five centavo coins? G – 4 0.54 ÷ 0.06 3. How many 0.29 are there in 9.28? pictures. She wants to divide it into 50 likes for a snack. What will be
To find the answer, divide: 25 c ÷ 5 G – 5 0.45 ÷ 0.15 pieces for her frames. How long did she the amount each of you can
c=5 used for each frame? receive?
B. Directions: Find the quotient.
P 0.25 ÷ P 0.05 = 5 3. Mother left Php5.00 for his 7 children.
1). 0.24 0.4 =
P 0.25 = P 0.05 P 0.05 P 0.05 P 0.05 How much did each child received
2). 0.56 0.7 =
P 0.05
3). 0.72 0.9 =
4). 0.88 0.11 = 4. Mr. Dela Cruz is a hardworking man
5). 0.06 0.54 = who owns 6 hectares of land. In his will,
he divided his lot equally among his 7
sons. How much land each of his sons
received?
5. Jeffrey and Geoffrey went to the
market to buy 15 kilos of pork. When
they came home, they divided the meat
into 16 parts and put it in plastic bags for
future use. How many kilos of pork does
each bag contain?
H.Making generalization and Lead the pupils to give the How do we divide decimal with How do we divide decimal by a How do we divide whole numbers with How do you divide whole
abstraction about the lesson following generalizations: decimal up to 2 decimal decimal with up to 2 decimal places? decimal quotients? numbers with quotient in
How do we divide decimal places? In dividing whole numbers with a decimal form?
numbers decimal quotients :
o write the equation in fraction form,
dividend as numerator and divisor as
denominator
o divisor must be bigger than its dividend
o divide numerator by its denominator,
since numerator is smaller than
denominator it can’t be divided
o add zero to the numerator but before
that add a decimal point before zero
o quotient must then have a decimal
point.
I.Evaluating learning Illustrate the quotient using Find the quotient Find each quotient Directions: Divide the
number line model. 1). 0.24 ÷ 0.4 1). 0.09 0.03= Find the quotient. Round your answer to following whole numbers.
0.25 ÷ 0. 05 = 2). 0.56 ÷ 0.8 2). 0.93 0.3 = the nearest 1). 16 ÷ 3
Look at this number line model of 3). 0.72 ÷ 0.9 3). 0.3.2 0.4 = place value indicated to complete the 2). 21 ÷ 6
0.25 ÷ 0. 05 = 5 4). 0.48 ÷ 0.8 4). 18.6 0.02 = table 3). 20 ÷ 3
What do you notice on the 5). 0.18 ÷ 0.3 5). 2.4 0.06 = 4). 11 ÷ 6
divisors? a) 5 ÷ 8 5). 20 ÷ 12
How many units of 0.6 scale are
there? b) 12 ÷ 18
What happen to the dividend?
How many unit of scales are c) 15 ÷ 80
there?
d) 16 ÷ 18
e) 14 ÷ 24
J.additional activities for application Illustrate the quotient using the Find the quotient. Find the quotient. Divide the following whole
or remediation following models below. 1. What is 0.75 divided by 0.25? Answer these questions. 1. 25 ÷ 50 = N numbers.
2 ÷ 0.4 = 2. How many 0.8 are there in 0.64? 1. How many 0.31 metres are there in 2. 56 ÷ 58 = N 1). 4012 ÷ 16
2.) 3.6 ÷ 0.6 = N 3. What is the average point if 0.92 96.1 metre? 3. 72 ÷ 74 = N 4). 3520 ÷ 23
by 0.23? 2. How many 0.12 cm are there in 6.48 4. 99 ÷ 100 = N 2). 1209 ÷ 24
4. A 0.78 hectares cornfield is cm? 5). 5628 ÷
divided equally by three 3. How many 0.26 cm are there in 59.8 3). 9936 ÷ 2
children of the farmer. How much cm?
part of the cornfield
each child received? 4. How many 0.8 kg are there in 6.4 kg
5. How many pieces of cloth 0.23 m 5. How many 0.47 m are there in 61.1
each can be cut from m?
a 0.65 m long?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on
the evaluation next objective. next objective. next objective. objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got
mastery mastery 80% mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. difficulties in answering their
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering lesson.
answering their lesson. answering their lesson. answering their lesson. their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson.
because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills and ___Pupils did not enjoy the
skills and interest about the and interest about the lesson. and interest about the lesson. interest about the lesson. lesson because of lack of
lesson. ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the knowledge, skills and interest
___Pupils were interested on the lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties about the lesson.
lesson, despite of some difficulties encountered in answering the encountered in answering the encountered in answering the questions ___Pupils were interested
encountered in answering the questions asked by the teacher. questions asked by the teacher. asked by the teacher. on the lesson, despite of
questions asked by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of some difficulties encountered
___Pupils mastered the lesson despite of limited resources used by of limited resources used by the limited resources used by the teacher. in answering the questions
despite of limited resources used the teacher. teacher. ___Majority of the pupils finished their asked by the teacher.
by the teacher. ___Majority of the pupils finished ___Majority of the pupils finished work on time. ___Pupils mastered the
___Majority of the pupils finished their work on time. their work on time. ___Some pupils did not finish their work lesson despite of limited
their work on time. ___Some pupils did not finish their ___Some pupils did not finish their on time due to unnecessary behavior. resources used by the
___Some pupils did not finish their work on time due to unnecessary work on time due to unnecessary teacher.
work on time due to unnecessary behavior. behavior. ___Majority of the pupils
behavior. finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned
learners who have caught up with above above above 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
require remediation additional activities for additional activities for remediation activities for remediation activities for remediation additional activities for
remediation remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught
the lesson lesson lesson lesson up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who
which my principal or supervisor can require remediation require remediation require remediation remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note taking ___Metacognitive
taking and studying techniques, taking and studying techniques, and taking and studying techniques, and and studying techniques, and vocabulary Development: Examples: Self
and vocabulary assignments. vocabulary assignments. vocabulary assignments. assignments. assessments, note taking and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, studying techniques, and
share, quick-writes, and share, quick-writes, and share, quick-writes, and anticipatory quick-writes, and anticipatory charts. vocabulary assignments.
anticipatory charts. anticipatory charts. charts. ___Bridging: Examples:
___Schema-Building: Examples: Think-pair-share, quick-
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: Compare and contrast, jigsaw learning, writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw peer teaching, and projects. charts.
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects.
projects. projects. ___Contextualization: ___Schema-Building:
___Contextualization: Examples: Demonstrations, media, Examples: Compare and
___Contextualization: ___Contextualization: Examples: Demonstrations, media, manipulatives, repetition, and local contrast, jigsaw learning,
Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local opportunities. peer teaching, and projects.
manipulatives, repetition, and manipulatives, repetition, and local opportunities.
local opportunities. opportunities. ___Text Representation: ___Contextualization:
___Text Representation: Examples: Student created drawings, Examples: Demonstrations,
___Text Representation: ___Text Representation: Examples: Student created drawings, videos, and games. media, manipulatives,
Examples: Student created Examples: Student created videos, and games. ___Modeling: Examples: Speaking repetition, and local
drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking slowly and clearly, modeling the opportunities.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to use, and
slowly and clearly, modeling the slowly and clearly, modeling the language you want students to use, providing samples of student work. ___Text Representation:
language you want students to language you want students to use, and providing samples of student Examples: Student created
use, and providing samples of and providing samples of student work. Other Techniques and Strategies used: drawings, videos, and games.
student work. work. ___ Explicit Teaching ___Modeling: Examples:
Other Techniques and Strategies ___ Group collaboration Speaking slowly and clearly,
Other Techniques and Strategies Other Techniques and Strategies used: ___Gamification/Learning throuh play modeling the language you
used: used: ___ Explicit Teaching ___ Answering preliminary want students to use, and
___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration activities/exercises providing samples of student
___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh play ___ Carousel work.
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Answering preliminary ___ Diads
play play activities/exercises ___ Differentiated Instruction Other Techniques and
___ Answering preliminary ___ Answering preliminary ___ Carousel ___ Role Playing/Drama Strategies used:
activities/exercises activities/exercises ___ Diads ___ Discovery Method ___ Explicit Teaching
___ Carousel ___ Carousel ___ Differentiated Instruction ___ Lecture Method ___ Group collaboration
___ Diads ___ Diads ___ Role Playing/Drama Why? ___Gamification/Learning
___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method ___ Complete IMs throuh play
___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method ___ Availability of Materials ___ Answering preliminary
___ Discovery Method ___ Discovery Method Why? ___ Pupils’ eagerness to learn activities/exercises
___ Lecture Method ___ Lecture Method ___ Complete IMs ___ Group member’s ___ Carousel
Why? Why? ___ Availability of Materials collaboration/cooperation ___ Diads
___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to learn in doing their tasks ___ Differentiated Instruction
___ Availability of Materials ___ Availability of Materials ___ Group member’s ___ Audio Visual Presentation ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn collaboration/cooperation of the lesson ___ Discovery Method
___ Group member’s ___ Group member’s in doing their tasks ___ Lecture Method
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation Why?
in doing their tasks in doing their tasks of the lesson ___ Complete IMs
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Availability of Materials
of the lesson of the lesson ___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
C.Pag-uugnay ng mga halimbawa sa Maraming paraan ang pagpapakita Magbigay ng mga pahayag ukol sa Narito ang isang Journal ni Tanya. Paglalahad ng salaysay Ano ang masasabi ninyo sa
bagong ralin ng paggalang.Ito ay ginagamit sa larawan. Basahin nang tahimik at sagutan ang Manny Paquiao batang nasa larawan?
iba‘t ibang pagkakataon tulad ng mga tanong na nasa ibaba Ngayon manonood tayo ng
pagbati,pagtatanong , paghingi ng isang video tungkol sa
pahintulot at iba pa. batang ito.
Ano -ano ang mga
pamantayang dapat
tandaan sa sa panood ng
.
video clip?
D.Pagtalakay ng bagong konspto at Pagbasa ng akda: Pagbasa ng kuwento Ang diyornalay isang talaan ng mga Kailan at saan ipinanganak si Manny 10-taong-gulang na batang
paglalahad ng bagong kasanayan #1 Katangi-tanging Ugali Ang Pista sa Aming Bayan pansariling gawain, mga repleksyon, Pacquiao? ulila, naghahanap-buhay
Sanggunian: Buklod 2, pahina 26-27 Mayo na naman at malapit na ang mga naiisip at nadarama at kung anu- Ano ang buo niyang pangalan? para sa tatlong kapatid
Nina Carmelita B. Dizon at Liza M. pagdiriwang ngaming kapistahan. ano pa. Ano-ano ang mga karangalang kanyang https://
Dem Marami na ang naghahanda sa Tungkol saan ang journal ni Tanya? nakamit? www.youtube.com/watch?
(Tingnan ang kalakip na papel) pagsapit nito. Nagsisimula na silang Ano ang kaniyang ginawa sa unang v=O3bMCqTIdFU
Ang pagpapakilala ay isang paraan magsabit ng makikinang at iba‘t- araw ng journal?Sa pagbabasa, 1. Sino ang bata na nasa
ng pagkakaroon ng maraming ibang kulay na mga banderitas. pagsusulat, at pagsasalita? video?
kakilala at kaibigan.Isa pa rito , ito Sa gabi ay may mga Santacruzan na Bakit sa palagay mo mahalaga sa 2. Saan siya patungo?
ay isa sa mga paraan kung saan inaabangan ng lahat. Tampok dito kaniya ang matuto ng Filipino? 3. Bakit hindi siya nag-aaral?
maipakikita mo ang wastong ang mga naggagandahang Anong ginawa niya sa ikalawang araw? 4. Bakit lagi siyang tinutukso
paggamit ng magagalang na kababaihan at ang pinakamaganda Ano ang kaniyang ginawa upang ng kanyang mga kapwa
pananalita sa pagpapakilala ng ay Reyna Elena. masolusyunan ang kaniyang mga bata?Ano ang itinutugon
iyong sarili sa ibang tao. Sa araw naman ng kapistahan, suliranin? niya sa mga ito?
Ano-anong magagandang ugali ang madaling araw pa lamang ay may Ano-ano ang mga mapapansin sa 5. Ano ang hangad niya
ating minana sa ating mga ninuno? musikong naglalakad at umiikot sa journal? paglaki?Bakit?
Ano-ano ang mga itinuturo ng kabayanan habang tumutugtog na Bakit mahalaga na may petsang (ipagpatuloy ang tanong
magulang sa kanilang mga anak? animo‘y nanggigising at nagsasabing nakalagay sa journal? hanggang lubusang
Sino-sino ang mga dapat igalang? magdiwang na tayo. malaman ang pagkaunawa
Ano-ano ang mga bagay na dapat Mayroon din karnibal sa amin. Dito ng
igalang? ay may ruweda, tsubibo, merry-go- mga bata sa video)
Bakit dapat tayong maging round, bump-car at iba pa. May mga 6. Anong uring bata si
magalang? palaro rin dito, kung saan Princess?Sa paanong paraan
Ano -ano ang mga magagalang na mapapanalunan ay mga laruan o dapat siya ay tularan?
pananalitang ginamit sa akda? kaya‘y pagkain.
May mga nagtitinda rin ng palamig
para sa mga nagsasayang nauuhaw,
o kaya‘y popcorn, hotdog, at
fishballs para sa mga nagugutom.
Sa kapistahan ay maraming
paligsahan. Isa na rito ay ang
paghahanap ng pinakamagandang
dalaga sa aming lugar.
Magpapaligsahan ang bawat musa
ng bawat barangay. Ang mananalo
ay may gantimpala at ipaparada sa
araw ng kapistahan. Mayroon pang
paligsahan sa pagalingan ng
pagsayaw at pagkanta, pabilisang
tumakbo na pinakamarami ang
sumasali, kasama na ako.
Sabik na sabik na ako sa parating na
pagdiriwang na ito, sana
masaksihan din ninyo
Ano ang ipinagdiriwang?Paano ito
pinasisimulan?Anong uring
banderitas ang mga iyon?Ano ang
inaabangan?
Isusulat ng guro ang sagot ng bata
at tatalakayin ito.
Halimbawa:
Nagsisimula na silang magsabit ng
makikinang at iba‘t-ibang kulay na
mga banderitas.
Anong uri ng salita ang may
salungguhit?Paano mo nasabi na
pang-uri ang mga ito?
(Talakayin ang iba pang sagot ng
mga bata)
E.Pagtalakay ng bagong konsepto at Ano kaya ang maaaring mangyari Mas madali nating malalaman ang Magtala ng tatlong mahahalagang Punan ang bawat patlang sa 1. Anong naramdaman
paglalahad ng bagong kasanayan kung: mga salitang pamilyar at di-pamilyar detalye sa journal ni Tanya. pangungusap. ninyo matapos mapanood
#2 • Hindi tayo gagamit ng po at opo sa pamamagitan ng paglalarawan. Ano ang naisip ni Tanya?Ano ang Si Manny Pacquiao ay ipinanganak noong ang video?
sa pakikipag-usap sa mga Halimbawa: kanyang nadama? __________________________. 2. Tungkol saan ang video?
nakatatanda Kinagawianna sa aming barangay Ipinanganak siya sa Kibane, Ano ang ipinahahatid sa atin
o awtoridad? ang pagdiriwang ng pista. _________________________________ nito?
• Hindi natin igagalang ang Tradisyon ito na ginagawa taun- ____. 3. Ano ang layunin ng may
kaugalian, tradisyon at gawain ng taon. Ang buo niyang pangalan ay akda upang ilathala ang
mga Anong salita ang kasingkahulugan _________________________________ dokumentaryong ito?
Pilipino? ng salitang may salungguhit? Paano ____. 4. Anong aral ang
• Patuloy nating igagalang ang ala- maibibigay ang kahulugan ng salita? SIya ang kauna-unahang Asyano na ipinahahatid nito sa bawat
ala ng ating mga bayani? Halimbawa: nagkamit ng_____________________. isa sa atin?
• Irerespesto natin ang bawat isa. Katulong ko si ate sa paggawa ng Ang mga ito ay
aking takdang-aralin. _________________________________
Siya rin ang aking katuwang sa mga ___________
gawaing-bahay. _________________________________
Ano- ano ang mga salitang ___________
magkasingkahulugan sa mga _________________________________
pangungusap? ___________
(Magtatanong ang guro sa mga bata _________________________________
hanggang makuha nila ang ___________
konsepto) Kailan niya nakamit ang unang
karangalan?
________________________
Sino ang nakalaban niya nang makamit
ang pangalawang World Title?
_________________________________
___________________________
Anong karangalan ang nakamit niya nang
matalo si Juan Manuel Marquez?
_________________________________
___________________________
Pang-ilang round niya natalo si Diaz?
______________________________
Si Manny ay kinikilala na ng mga Pilipino
na _________________________.
F.Paglinang na Kabihasaan Pagpangkat-pangkatin ang klase sa Sumulat ng pangungusap tungkol sa Bumuo ng limang pangkat. Base sa Sumulat ng salaysay tungkol sa iyong Panonood ng video at
apat na grupo. Magsasadula sila ng larawan gamit ang mga pang-uri. iyong nabasang journal. Itala ang mga kaklase pagtatanong ng paksa at
mga sitwasyon na nagpapakita ng mahahalagang impormasyon mula layunin nito
wastong paggamit ng magagalang dito. Batang PWD, nagsisikap sa
na salita sa mga tao base sa isang Pangkat I – Day 1, una at pangalawang kabila ng kapansanan
isyu. talata. https://
Pangkat 1- pagtulong sa matatanda Pangkat 2 – Day 1, pangatlo hanggang www.youtube.com/watch?
Pangkat 2 - pagsunod sa utos ng panglimang talata. v=4ZCVXjiUjxk
nakatatanda Pangkat 3 – Day 2, unang talata
Pangkat 3 - pagtulong sa magulang Pangkat 4 – Day 2, pangalawang talata
Pangkat 4 - pagsunod sa guro Pangkat 5 – Day 2, pangatlong talata
G.Paglalapat ng aralin sa pangaraw- Nakasalubong mo ang iyong Pangkatang Gawain Kung ikaw ay susulat ng isang Round table: Manonood ang mga bata ng
araw na buhay punungguro isang tanghali.Marami Kung ikaw ay bibigyan ng journal,tungkol saan ito?Tungkol ba Igrupo ang mga mag-aaral sa tatlo.Bawat video at hayaang bumuo
siyang dala-dalahan.Ano-anong pagkakataong pumili ng ito sa inyong nadarama,repleksyon o pangkat at magsusulat ng karanasan sa ang bawat pangkat ng tula
magagalang na mga pananalita ang pamayanang iyong naiisip? pang-araw araw na pagpasok sa paaralan tungkol sa napanood
sasabihin mo sa kanya? paninirahan,anong uri ng Binatilyong nakatira sa
pamayanan ito? Sagutin ito sa garahe, pinatunayan na
paraang: kayang magtapos ng pag-
Pangkat I - Pagguhit aaral sa kabila ng hirap
Pangkat 2 - Patula https://
Pangkat 3 -Paawit www.youtube.com/watch?
v=4XopQBUtU5k
H.Paglalahat ng aralin Ano-ano ang mga magagalang na Anong pang-uri ay ginagamit sa Ang pagsulat ng journal ay walang Pagsasalaysay Ang paksa ay tumutukoy sa
pananalitang ginagamit sa paglalarawan ng pamayanan? sinusunod na anumang pisikal na Ito ay nagsasaad ng mga pangyayari o kaisipang iniikutan ng katha.
pagsasabi ng ideya sa isang isyu? kaanyuan. Hindi din kinakailangang karanasang magkaugnay. katulad ito ng Ito ang sentral na ideya
nakatapos ng digri. Kahit anong oras o pagkukwento ng mga kawil-kawil na ngkwento na naghahayag ng
kahit saan ay puwede mo itong gawin. pangyayari, pasulat man o pasalita. pagkaunawa sa buhay. Ito
Walang sukat na dapat sundin at Itinuturing ito na ay hindi dapat ihayag sa
walang kailangang istilo. pinakamasining,pinakatanyag at tampok isang salita o pariralalamang
na paraan ng pagpapahayag. Ito rin ang kundi sabihin ito sa isang
sinasabing pinakamatandang uring buong pangungusap.
pagpapahayag sapagkat dito nagsimula
ang alamat; epiko at mga kuwentong
bayan
Katangiang Dapat Taglayin ng Salaysay
1. Ang pamagat ay maikli, orihinal,
kapana-panabik at napapanahon
2. May halaga ang paksa o diwa
3. Maayos at di - maligoy ang
pagkakasunud-sunod ng mga pangyayari
4. Kaakit-akit na simula at kasiya-siyang
wakas
I.Pagtataya ng aralin Punan ng wastong salitang may Piliin mula sa kahon ang angkop na Basahin ang journal at sagutin ang Punan ang patlang ng hinihinging Panoorin ang video at isulat
paggalang ang patlang sa bawat pang-uring dapat gamitin upang mga tanong. impormasyon at buuin ito upang ang paksa o layunin
pangungusap. mabuo ang pangungusap.Isulat ang Bakit nagmamadaling umuuwi si Paul makasulat ng isang pagsasalaysay. nito.Huwag kaligtaang
(Tingnan ang kalakip na papel) sagot sa patlang. pagkatapos ng klase? Ako ay mamamayan ng barangay gumamit ng wastong salita .
Piliin mula sa kahon ang angkop na Ano ang nakita niya habang ______(1)_________ sakop ng bayan ng Isang ama, pinasok ang
pang-uring dapat gamitin upang naghihintay siya ng sasakyan pauwi? __(2)____.Maituturing ko na mapalad paglalaba at pamamalantsa
mabuo ang pangungusap.Isulat ang ako bilang bata sapagkat para maitaguyod ang
sagot sa patlang. ____(3_)___.Kaysarap ng pakiramdam pamilya
matao ng pagtigil dito kung https://
nakaaaliw ____(4)___________. www.youtube.com/watch?
Masaya Kaya naman ,ipagpapatuloy ko ang aking v=CGs_8gpBEQY
natuwa pag-aaral para sa bayan ko.Mag-aaral
Mapayapa akong mabuti.Makakapagtaapos ako ng
matulungin pag-aaral dahil __(5)____.
Maayos ang samahan ng mga tao sa
barangay Mabini kaya ________
naisasagawa ang anumang
pagdiriwang dito. ______ sa
barangay San Jacinto kaya masasabi
nating marami ang bumubuto rin.
Matagumpay na natapos ang liga ng
basketbol kaya naman, ____ si
Kapitan.
Kapwa nanood ang mag asawa ng
palabas sa ______ na mangaawit.
Iginagalang ang pamilyang Cruz sa
kanilang lugar sapagkat
______matulungin sila sa
kabarangay nila
J.Karagdagang Gawain para sa Pakinggan ang usapang babasahin Sumulat ng talata na ginagamitan Gumawa ng isang journal tungkol sa Sumulat ng isang salaysay tungkol sa Manood ng isang video at
takdang aralin at remediation ng guro at lagyan ng tsek (/) ang ng pang-uri. Pumili sa mga larawan ginagawa ninyo sa bahay sa araw ng inyong barangay isulat ang paksa at layunin
larawang dapat mong tularan. sa ibaba ng isang pagdiriwang na Sabado. nito sa paraang patalata.
(Maaaring isulat sa tsart) ilalarawan. (Maaaring magbigay na ang
(Tingnan ang kalakip na papel) (Tingnan ang kalakip na papel) guro ng isang pamagat ng
video na panonoorin ng mga
bata upang magkaroon ng
kaisahan sa sagot)
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on
ng 80% sa pagtatayao. next objective. next objective. next objective. objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got
mastery mastery 80% mastery
B.Bilang ng mag-aaralna ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find
nangangailangan ng iba pang answering their lesson. answering their lesson. answering their lesson. answering their lesson. difficulties in answering
Gawain para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering their lesson.
answering their lesson. answering their lesson. answering their lesson. their lesson. ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson in answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills and ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. and interest about the lesson. interest about the lesson. lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the knowledge, skills and
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties interest about the lesson.
encountered in answering the encountered in answering the encountered in answering the encountered in answering the questions ___Pupils were interested
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. asked by the teacher. on the lesson, despite of
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of some difficulties
despite of limited resources used by despite of limited resources used by of limited resources used by the limited resources used by the teacher. encountered in answering
the teacher. the teacher. teacher. ___Majority of the pupils finished their the questions asked by the
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished work on time. teacher.
their work on time. their work on time. their work on time. ___Some pupils did not finish their work ___Pupils mastered the
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their on time due to unnecessary behavior. lesson despite of limited
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary resources used by the
behavior. behavior. behavior. teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C.Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned
Bilang ng mag-aaral na nakaunawa above above above 80% above
sa aralin.
D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
magpapatuloy sa remediation additional activities for remediation additional activities for remediation activities for remediation activities for remediation additional activities for
remediation
E.Alin sa mga estratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng lubos? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who
Paano ito nakatulong? lesson lesson lesson lesson caught up the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who
naranasan na solusyunansa tulong require remediation require remediation require remediation remediation continue to require
ng aking punungguro at superbisor? remediation
G.Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
aking nadibuho nanais kong ibahagi ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
sa kapwa ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note taking Development: Examples: Self
assessments, note taking and
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and and studying techniques, and vocabulary
studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. assignments. vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-
share, quick-writes, and share, quick-writes, and share, quick-writes, and anticipatory quick-writes, and anticipatory charts. pair-share, quick-writes, and
anticipatory charts. anticipatory charts. charts. anticipatory charts.
___Schema-Building: Examples:
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: Compare and contrast, jigsaw learning, ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw peer teaching, and projects. Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and
projects.
projects. projects. ___Contextualization:
___Contextualization: Examples: Demonstrations, media,
___Contextualization:
___Contextualization: ___Contextualization: Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations,
Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local opportunities. media, manipulatives,
manipulatives, repetition, and local manipulatives, repetition, and local opportunities. repetition, and local
opportunities.
opportunities. opportunities. ___Text Representation:
___Text Representation: Examples: Student created drawings,
___Text Representation:
___Text Representation: ___Text Representation: Examples: Student created drawings, videos, and games. Examples: Student created
Examples: Student created Examples: Student created videos, and games. ___Modeling: Examples: Speaking drawings, videos, and games.
drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking slowly and clearly, modeling the ___Modeling: Examples:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to use, and Speaking slowly and clearly,
slowly and clearly, modeling the slowly and clearly, modeling the language you want students to use, providing samples of student work. modeling the language you
language you want students to use, language you want students to use, and providing samples of student want students to use, and
and providing samples of student and providing samples of student work. providing samples of student
Other Techniques and Strategies used: work.
work. work. ___ Explicit Teaching
Other Techniques and Strategies ___ Group collaboration
Other Techniques and
Other Techniques and Strategies Other Techniques and Strategies used: ___Gamification/Learning throuh play Strategies used:
used: used: ___ Explicit Teaching ___ Answering preliminary ___ Explicit Teaching
___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration activities/exercises ___ Group collaboration
___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh play ___ Carousel ___Gamification/Learning
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Answering preliminary ___ Diads throuh play
play play activities/exercises ___ Differentiated Instruction ___ Answering preliminary
activities/exercises
___ Answering preliminary ___ Answering preliminary ___ Carousel ___ Role Playing/Drama
___ Carousel
activities/exercises activities/exercises ___ Diads ___ Discovery Method ___ Diads
___ Carousel ___ Carousel ___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction
___ Diads ___ Diads ___ Role Playing/Drama Why? ___ Role Playing/Drama
___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method ___ Complete IMs ___ Discovery Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method ___ Availability of Materials ___ Lecture Method
___ Discovery Method ___ Discovery Method Why? ___ Pupils’ eagerness to learn Why?
___ Lecture Method ___ Lecture Method ___ Complete IMs ___ Group member’s ___ Complete IMs
___ Availability of Materials
Why? Why? ___ Availability of Materials collaboration/cooperation
___ Pupils’ eagerness to learn
___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to learn in doing their tasks ___ Group member’s
___ Availability of Materials ___ Availability of Materials ___ Group member’s ___ Audio Visual Presentation collaboration/cooperation
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn collaboration/cooperation of the lesson in doing their tasks
___ Group member’s ___ Group member’s in doing their tasks ___ Audio Visual Presentation
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation of the lesson
in doing their tasks in doing their tasks of the lesson
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson