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DLL G5 Q4 WEEK 8 ALL SUBJECTS (Mam Inkay Peralta)
DLL G5 Q4 WEEK 8 ALL SUBJECTS (Mam Inkay Peralta)
E.Alin sa mga estratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng lubos? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
Paano ito nakatulong? the lesson the lesson the lesson up the lesson caught up the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
naranasan na solusyunansa tulong require remediation require remediation require remediation to require remediation continue to require
ng aking punungguro at superbisor? remediation
G.Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
aking nadibuho nanais kong ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well: well:
ibahagi sa kapwa ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive ___Metacognitive
taking and studying techniques, taking and studying techniques, taking and studying techniques, Development: Examples: Self Development: Examples:
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. assessments, note taking and Self assessments, note
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- studying techniques, and taking and studying
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and vocabulary assignments. techniques, and
anticipatory charts. anticipatory charts. anticipatory charts. ___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts. Think-pair-share, quick-
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
charts.
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and ___Schema-Building:
projects. projects. projects. Examples: Compare and ___Schema-Building:
contrast, jigsaw learning, peer Examples: Compare and
teaching, and projects. contrast, jigsaw learning,
___Contextualization: ___Contextualization: ___Contextualization: peer teaching, and
Examples: Demonstrations, media, Examples: Demonstrations, Examples: Demonstrations, projects.
manipulatives, repetition, and media, manipulatives, repetition, media, manipulatives, repetition, ___Contextualization:
___Contextualization:
local opportunities. and local opportunities. and local opportunities. Examples: Demonstrations,
Examples:
media, manipulatives,
Demonstrations, media,
repetition, and local
___Text Representation: ___Text Representation: ___Text Representation: manipulatives, repetition,
opportunities.
Examples: Student created Examples: Student created Examples: Student created and local opportunities.
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Text Representation:
___Text Representation: Examples: Student
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples:
slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly, Examples: Student created created drawings, videos,
language you want students to language you want students to modeling the language you want drawings, videos, and games. and games.
use, and providing samples of use, and providing samples of students to use, and providing ___Modeling: Examples:
student work. student work. samples of student work. Speaking slowly and clearly, ___Modeling: Examples:
modeling the language you Speaking slowly and
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies want students to use, and clearly, modeling the
used: used: used: providing samples of student language you want
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching work. students to use, and
___ Group collaboration ___ Group collaboration ___ Group collaboration providing samples of
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Other Techniques and student work.
play play play Strategies used: Other Techniques and
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching Strategies used:
activities/exercises activities/exercises activities/exercises ___ Group collaboration ___ Explicit Teaching
___ Carousel ___ Carousel ___ Carousel ___Gamification/Learning ___ Group collaboration
___ Diads ___ Diads ___ Diads throuh play ___Gamification/Learning
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary throuh play
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Answering
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Carousel preliminary
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Diads activities/exercises
Why? Why? Why? ___ Differentiated Instruction ___ Carousel
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Diads
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Differentiated
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method Instruction
___ Group member’s ___ Group member’s ___ Group member’s Why? ___ Role Playing/Drama
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Discovery Method
in doing their tasks in doing their tasks in doing their tasks ___ Availability of Materials ___ Lecture Method
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn Why?
of the lesson of the lesson of the lesson ___ Group member’s ___ Complete IMs
collaboration/cooperation ___ Availability of
in doing their tasks Materials
___ Audio Visual Presentation ___ Pupils’ eagerness to
of the lesson learn
___ Group member’s
collaboration/cooper
ation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
B. Pamantayan sa Pagaganap naisasagawa ng may kawiliha ng naisasagawa ng may kawiliha ng naisasagawa ng may naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa pagbuo ng mga proyekto sa kawiliha ng pagbuo ng pagbuo ng mga proyekto sa
gawaing kahoy, metal, kawayan, gawaing kahoy, metal, kawayan, mga proyekto sa gawaing gawaing kahoy, metal, kawayan,
elektrisidad, at iba pa elektrisidad, at iba pa kahoy, metal, kawayan, elektrisidad, at iba pa
elektrisidad, at iba pa
C. Mga Kasanayan sa Pagkatuto 5.3 naisasagawa ang payak na 5.3 naisasagawa ang payak na 5.3 naisasagawa ang 5.3 naisasagawa ang payak na
(Isulat ang code ng bawat pagkukumpuni ng mga sirang pagkukumpuni ng mga sirang payak na pagkukumpuni pagkukumpuni ng mga sirang
kasanayan) kagamitan at kasangkapan sa kagamitan at kasangkapan sa ng mga sirang kagamitan kagamitan at kasangkapan sa
tahanan o sa paaralan tahanan o sa paaralan at kasangkapan sa tahanan o sa paaralan
5.3.1 natatalakay ang 5.3.1 natatalakay ang tahanan o sa paaralan 5.3.1 natatalakay ang kahalagahan
kahalagahan ng kaalaman at kahalagahan ng kaalaman at 5.3.1 natatalakay ang ng kaalaman at kasanayan sa
kasanayan sa pagkukumpuni ng kasanayan sa pagkukumpuni ng kahalagahan ng kaalaman pagkukumpuni ng mga sirang
mga sirang kagamitan sa mga sirang kagamitan sa at kasanayan sa kagamitan sa tahanan o paaralan
tahanan o paaralan tahanan o paaralan pagkukumpuni ng mga 5.3.2 naipaliliwanag ang mga
5.3.2 naipaliliwanag ang mga 5.3.2 naipaliliwanag ang mga sirang kagamitan sa hakbang sa pagkukumpuni. (sirang
hakbang sa pagkukumpuni. hakbang sa pagkukumpuni. tahanan o paaralan silya, bintana, door knob, sirang
(sirang silya, bintana, door (sirang silya, bintana, door 5.3.2 naipaliliwanag ang gripo, maluwag/ natanggal na
knob, sirang gripo, maluwag/ knob, sirang gripo, maluwag/ mga hakbang sa screw ng takip, extension cord,
natanggal na screw ng takip, natanggal na screw ng takip, pagkukumpuni. (sirang lamp shade at iba pa)
extension cord, lamp shade at extension cord, lamp shade at silya, bintana, door knob, 5.3.3 natutukoy ang mga
iba pa) iba pa) sirang gripo, maluwag/ kasangkapan/kagamitan sa
5.3.3 natutukoy ang mga 5.3.3 natutukoy ang mga natanggal na screw ng pagkukumpuni at ang wastong
kasangkapan/kagamitan sa kasangkapan/kagamitan sa takip, extension cord, paraan ng paggamit nito
pagkukumpuni at ang wastong pagkukumpuni at ang wastong lamp shade at iba pa)
paraan ng paggamit nito paraan ng paggamit nito 5.3.3 natutukoy ang mga
kasangkapan/kagamitan EPP5IA-0i-9
sa pagkukumpuni at ang
EPP5IA-0i-9 EPP5IA-0i-9 wastong paraan ng
paggamit nito
EPP5IA-0i-9
II. NILALAMAN Sa araling ito tatalakayin kung Sa araling ito tatalakayin kung Sa araling ito tatalakayin Sa araling ito tatalakayin kung ano
ano ang kahalagahan ng ano ang kahalagahan ng kung ano ang kahalagahan ang kahalagahan ng pagkukumpuni
pagkukumpuni at kung paano pagkukumpuni at kung paano ng pagkukumpuni at kung at kung paano ang isang mag-aaral
ang isang mag-aaral ay ang isang mag-aaral ay paano ang isang mag-aaral ay makakatulong sa pagsasa-ayos
makakatulong sa pagsasa-ayos makakatulong sa pagsasa-ayos ay makakatulong sa ng mga sirang kagamitan sa
ng mga sirang kagamitan sa ng mga sirang kagamitan sa pagsasa-ayos ng mga tahanan sa wastong pamamaraan.
tahanan sa wastong tahanan sa wastong sirang kagamitan sa
pamamaraan. pamamaraan. tahanan sa wastong
pamamaraan.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk EPPIA-0i-9 EPPIA-0i-9 EPPIA-0i-9 EPPIA-0i-9
4. Karagdagang Kagamitan mula
sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo Mga Kasangkapan sa Mga Kasangkapan sa Mga Kasangkapan sa Mga Kasangkapan sa
pagkukumpuni, mga Sirang pagkukumpuni, mga Sirang pagkukumpuni, mga pagkukumpuni, mga Sirang
kasangkapan, larawan, at iba pa. kasangkapan, larawan, at iba pa. Sirang kasangkapan, kasangkapan, larawan, at iba pa.
larawan, at iba pa.
III. PAMAMARAAN
A. Balik-aral sa nakaraang Ipasagot sa mag-aaral ang Ipasagot sa mag-aaral ang Ipasagot sa mag-aaral ang Ipasagot sa mag-aaral ang
aralin at/o pagsisimula ng katanungan sa ibaba: Lahat ng katanungan sa ibaba: Lahat ng katanungan sa ibaba: katanungan sa ibaba: Lahat ng
bagong aralin sagot ay tatanggapin. sagot ay tatanggapin. Lahat ng sagot ay sagot ay tatanggapin.
tatanggapin.
B. Paghahabi sa layunin ng aralin Natatalakay ang kahalagahan ng Natatalakay ang kahalagahan ng Natatalakay ang Natatalakay ang kahalagahan ng
mga kaalaman at kasanayan sa mga kaalaman at kasanayan sa kahalagahan ng mga mga kaalaman at kasanayan sa
mga payak na pagkukumpuni sa mga payak na pagkukumpuni sa kaalaman at kasanayan sa mga payak na pagkukumpuni sa
tahanan at paaralan. tahanan at paaralan. mga payak na tahanan at paaralan.
pagkukumpuni sa tahanan
at paaralan.
C. Pag-uugnay ng mga halimbawa Ipapanood ang isang video Ipapanood ang isang video Ipapanood ang isang Ipapanood ang isang video
sa bagong aralin presentation “The Tool Story” presentation “The Tool Story” video presentation “The presentation “The Tool Story” by
by Witono Halin. Ipatukoy ang by Witono Halin. Ipatukoy ang Tool Story” by Witono Witono Halin. Ipatukoy ang mga
mga ngalan ng mga kagamitang mga ngalan ng mga kagamitang Halin. Ipatukoy ang mga ngalan ng mga kagamitang nakita
nakita sa kanilang napanood . nakita sa kanilang napanood . ngalan ng mga sa kanilang napanood . Itanong
Itanong kung meron sila nito sa Itanong kung meron sila nito sa kagamitang nakita sa kung meron sila nito sa tahanan?
tahanan? Saan at paano ito tahanan? Saan at paano ito kanilang napanood . Saan at paano ito ginagamit?
ginagamit? ginagamit? Itanong kung meron sila
nito sa tahanan? Saan at
paano ito ginagamit?
D. Pagtatalakay ng bagong Magpakita ng larawan ng mga Magpakita ng larawan ng mga Magpakita ng larawan ng Magpakita ng larawan ng mga di-
konsepto at paglalahad ng di-inaasahang pangyayari sa di-inaasahang pangyayari sa mga di-inaasahang inaasahang pangyayari sa loob ng
bagong kasanayan #1 loob ng tahanan o paaralan loob ng tahanan o paaralan pangyayari sa loob ng tahanan o paaralan tulad ng
tulad ng maluwag na screw ng tulad ng maluwag na screw ng tahanan o paaralan tulad maluwag na screw ng takip ng
takip ng switch. takip ng switch. ng maluwag na screw ng switch.
takip ng switch.
E. Pagtatalakay ng bagong Ipakitang turo ang Ipakitang turo ang Ipakitang turo ang Ipakitang turo ang pagkukumpuni
konsepto at paglalahad ng pagkukumpuni ng maluwag at pagkukumpuni ng maluwag at pagkukumpuni ng ng maluwag at tangggal na screw
bagong kasanayan #2 tangggal na screw sa takip ng tangggal na screw sa takip ng maluwag at tangggal na sa takip ng switch gamit ang mga
switch gamit ang mga switch gamit ang mga screw sa takip ng switch kasangkapang matatagpuan sa
kasangkapang matatagpuan sa kasangkapang matatagpuan sa gamit ang mga toolbox.
toolbox. toolbox. kasangkapang
matatagpuan sa toolbox. Talakayin ang mga kagamitang
Talakayin ang mga kagamitang Talakayin ang mga kagamitang ginamit sa pagkukumpuni at ang
ginamit sa pagkukumpuni at ang ginamit sa pagkukumpuni at ang Talakayin ang mga gamit nito.
gamit nito. gamit nito. kagamitang ginamit sa
pagkukumpuni at ang
gamit nito.
F. Paglinang sa Kabihasan Pangkatin ang klase sa lima at Pangkatin ang klase sa lima at Pangkatin ang klase sa Pangkatin ang klase sa lima at
(Tungo sa Formative hayaang gawin ang itatalagang hayaang gawin ang itatalagang lima at hayaang gawin ang hayaang gawin ang itatalagang
Assessment) gawain ng guro sa bawat grupo gawain ng guro sa bawat grupo itatalagang gawain ng gawain ng guro sa bawat grupo na
na nangangailangan ng na nangangailangan ng guro sa bawat grupo na nangangailangan ng pagkukumpuni
pagkukumpuni batay sa pagkukumpuni batay sa nangangailangan ng batay sa wastong mga paraan ng
wastong mga paraan ng wastong mga paraan ng pagkukumpuni batay sa pagkukumpuni.( Gamit ang Activity
pagkukumpuni.( Gamit ang pagkukumpuni.( Gamit ang wastong mga paraan ng Card)
Activity Card) Activity Card) pagkukumpuni.( Gamit
ang Activity Card)
G. Paglalapat ng aralin sa pang- Itala ang mga panuntunang Itala ang mga panuntunang Itala ang mga Itala ang mga panuntunang
araw-araw na buhay pangkalusugan at pangkalusugan at panuntunang pangkalusugan at pangkaligtasan
pangkaligtasan ginamit upang pangkaligtasan ginamit upang pangkalusugan at ginamit upang maiwasan ang
maiwasan ang anumang sakuna. maiwasan ang anumang sakuna. pangkaligtasan ginamit anumang sakuna.
upang maiwasan ang
anumang sakuna.
H. Paglalahat ng Arallin Ipabasa at ipasaulo ang Tandaan Ipabasa at ipasaulo ang Tandaan Ipabasa at ipasaulo ang Ipabasa at ipasaulo ang Tandaan
Mo sa LM. Mo sa LM. Tandaan Mo sa LM. Mo sa LM.
I. Pagtataya ng Aralin Sagutan ang GAWIN NATIN sa Sagutan ang GAWIN NATIN sa Sagutan ang GAWIN Sagutan ang GAWIN NATIN sa LM
LM LM NATIN sa LM
J. Karagdagang gawain para sa Ipagawa ang PAGYAMANIN Ipagawa ang PAGYAMANIN Ipagawa ang Ipagawa ang PAGYAMANIN NATIN
takdang-aralin at remediation NATIN sa LM. NATIN sa LM. PAGYAMANIN NATIN sa sa LM.
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
magpapatuloy sa remediation
E. Alin sa mga istratehiyang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
pagtuturo nakatulong ng lubos? __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
Paano ito nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
naranasan na solusyunan sa __Kakulangan sa makabagong __Kakulangan sa makabagong naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong
tulong ng aking punungguro at kagamitang panturo. kagamitang panturo. __Kakulangan sa kagamitang panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga makabagong kagamitang __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga
superbisor?
bata. bata. panturo. bata. bata.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Di-magandang pag-uugali __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga
bata bata ng mga bata. __Kakulangan sa Kahandaan ng mga bata
__Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng __Mapanupil/mapang-aping bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga
mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. mga bata __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman __Kakulangan sa Kahandaan makabagong teknolohiya __Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya ng makabagong teknolohiya ng mga bata lalo na sa __Kamalayang makadayuhan ng makabagong teknolohiya
__Kamalayang makadayuhan __Kamalayang makadayuhan pagbabasa. __Kamalayang makadayuhan
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
G. Anong kagamitang panturo ang __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video
aking nadibuho na nais kong presentation presentation presentation __Paggamit ng Big Book presentation
ibahagi sa mga kapwa ko guro? __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Paggamit ng Big Book
__Community Language Learning __Community Language Learning __Community Language __Ang “Suggestopedia” __Community Language Learning
__Ang “Suggestopedia” __Ang “Suggestopedia” Learning __ Ang pagkatutong Task Based __Ang “Suggestopedia”
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Instraksyunal na material __ Ang pagkatutong Task Based
__Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task __Instraksyunal na material
Based
__Instraksyunal na material
GRADE 5 School: Grade Level: V
Teacher: Learning Area: EPP - ICT
DAILY LESSON LOG
Teaching Dates and Time: MARCH 4-8, 2019 (WEEK 8) Quarter: 4TH QUARTER
A. Pamantayang naipamamalas ang kaalaman at naipamamalas ang kaalaman at naipamamalas ang naipamamalas ang kaalaman at Lingguhang Pagsusulit
Pangnilalaman kasanayan upang maging kasanayan upang maging kaalaman at kasanayan kasanayan upang maging
matagumpay na entrepreneur matagumpay na entrepreneur upang maging matagumpay na entrepreneur
matagumpay na
entrepreneur
B. Pamantayan sa Pagaganap mapahusay ang isang produkto mapahusay ang isang produkto mapahusay ang isang mapahusay ang isang produkto
upang maging iba sa iba upang maging iba sa iba produkto upang maging upang maging iba sa iba
iba sa iba
C. Mga Kasanayan sa Pagkatuto EPP5IE-0a-1
(Isulat ang code ng bawat 1.1 natutukoy ang mga 1.1 natutukoy ang mga 1.1 natutukoy ang mga 1.1 natutukoy ang mga
kasanayan) oportunidad na maaaring oportunidad na maaaring oportunidad na maaaring oportunidad na maaaring
mapagkakitaan (products and mapagkakitaan (products and mapagkakitaan (products andmapagkakitaan (products and
services) sa tahanan at services) sa tahanan at services) sa tahanan at services) sa tahanan at
pamayanan pamayanan pamayanan pamayanan
EPP5IE-0a-2
EPP5IE-0a-1 EPP5IE-0a-1 EPP5IE-0a-1 EPP5IE-0a-1 EPP5IE -0a-3
EPP5IE-0b-4
EPP5IE-0b-5
II. NILALAMAN Sa araling ito, ay tatalakayin Sa araling ito, ay tatalakayin Sa araling ito matutukoy Sa araling ito matutukoy ang
ang paggamit ng advanced ang paggamit ng advanced ang angkop na search angkop na search engine sa
features ng isang search features ng isang search engine sa pangangalap ng pangangalap ng impormasyon.
engine sa pangangalap ng engine sa pangangalap ng impormasyon. Maraming Maraming mga search engine ang
impormasyon. Magiging madali impormasyon. Magiging madali mga search engine ang maaaring gamitin kung nais
ang ating paghahanap sa ang ating paghahanap sa maaaring gamitin kung mangalap ng mga impormasyon o
internet ng mga impormasyong internet ng mga impormasyong nais mangalap ng mga datos mula sa internet. Ganun pa
nais natin makuha sa nais natin makuha sa impormasyon o datos man, may iba’t-ibang kakayahan
pamamagitan ng paggamit ng pamamagitan ng paggamit ng mula sa internet. Ganun ang mga search engine na ito na
advanced feature ng search advanced feature ng search pa man, may iba’t-ibang dapat nating alamin.
engine. Bilang isang mag-aaral, engine. Bilang isang mag-aaral, kakayahan ang mga
mahalagang aralin natin ito mahalagang aralin natin ito search engine na ito na
sapagkat maaari natin itong sapagkat maaari natin itong
magamit kapag tayo ay gagawa magamit kapag tayo ay gagawa dapat nating alamin.
ng takdang aralin o proyekto. ng takdang aralin o proyekto.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk EPP5IE-Od-10 EPP5IE-Od-10 EPP5IEOd-11 EPP5IE-Od-11
III. PAMAMARAAN
A. Balik-aral sa nakaraang Ipasagot sa mga mag- aaral ang Ipasagot sa mga mag- aaral ang Ipasagot sa mga mag- Ipasagot sa mga mag-aaral ang
aralin at/o pagsisimula ng ( Taglay mo na ba?) sa LM. ( Taglay mo na ba?) sa LM. aaral ang Panimulang Panimulang Pagtatasa sa LM
bagong aralin Pagtatasa sa LM
B. Paghahabi sa layunin ng aralin Napahahalagahan ang ICT sa Napahahalagahan ang ICT sa Natutukoy ang angkop na Natutukoy ang angkop na search
pangangalap ng mga pangangalap ng mga search engine sa engine sa pangangalap ng
impormasyon impormasyon pangangalap ng impormasyon
impormasyon
C. Pag-uugnay ng mga halimbawa Pasagutan ang Gawain A sa LM. Pasagutan ang Gawain A sa LM. Pagpapangkat sa klase Pagpapangkat sa klase Gawain A :
sa bagong aralin Pagsasaayos ng mga ginulong Pagsasaayos ng mga ginulong Gawain A : “ TAYO NANG “ TAYO NANG MAG-EXPLORE !”
mga salita. mga salita. MAG-EXPLORE !” a. Pagtukoy sa mga search engine
a. Pagtukoy sa mga sa pagkalap ng mga kaalaman o
search engine sa pagkalap impormasyon.
ng mga kaalaman o
impormasyon.
D. Pagtatalakay ng bagong Magkaroon ng pahapyaw na Magkaroon ng pahapyaw na Ilahad ang aralin sa Ilahad ang aralin sa pamamagitan
konsepto at paglalahad ng talakayan ang mga mag-aaral talakayan ang mga mag-aaral pamamagitan ng mga ng mga susing tanong.
bagong kasanayan #1 tungkol sa mga salitang nabuo. tungkol sa mga salitang nabuo. susing tanong.
Anu-anong mga search engine ang
Sa iyong palagay, mahalaga Sa iyong palagay, mahalaga Anu-anong mga search karaniwang ginagamit sa pagkalap
bang matutuhan ang paggamit bang matutuhan ang paggamit engine ang karaniwang ng mga kinakailangan nating mga
ng makabagong teknolohiya? ng makabagong teknolohiya? ginagamit sa pagkalap ng
Bakit? Bakit? mga kinakailangan nating impormasyon?
Sa tingin mo ba maiiwasan pa Sa tingin mo ba maiiwasan pa mga impormasyon?
natin ang paggamit ng ICT tools natin ang paggamit ng ICT tools Paano natin masasabi na angkop
sa kasalukuyang panahon? sa kasalukuyang panahon? Paano natin masasabi na ang mga ito sa atin?
Bakit? Bakit? angkop ang mga ito sa
Nasubukan mo na bang Nasubukan mo na bang atin?
magsaliksik gamit ang computer magsaliksik gamit ang computer
at internet? at internet?
Gusto mo ba itong masubukan? Gusto mo ba itong masubukan?
Bakit kailangang matutuhan ang Bakit kailangang matutuhan ang
kasanayan sa pangangalap ng kasanayan sa pangangalap ng
impormasyon gamit ang impormasyon gamit ang
computer at internet sa tulong computer at internet sa tulong
ng mga search engines? ng mga search engines?
E. Pagtatalakay ng bagong Ilahad ang aralin sa Ilahad ang aralin sa Pagtalakay sa ibat-ibang Pagtalakay sa ibat-ibang
konsepto at paglalahad ng pamamagitan ng mga pamamagitan ng mga kakayahan at katangian ng kakayahan at katangian ng ilang
bagong kasanayan #2 sumusunod na tanong LM. Ano sumusunod na tanong LM. Ano ilang kilalang search kilalang search engine na
ang search engine?. ang search engine?. engine na maaaring maaaring makatulong sa mas
Paano ang paggamit ng mga ito Paano ang paggamit ng mga ito makatulong sa mas mabisang pangangalap ng
sa pagkalap ng mga sa pagkalap ng mga mabisang pangangalap ng impormasyon.
impormasyon? impormasyon? impormasyon.
Pagtalakay sa advanced Pagtalakay sa advanced Pagkakaroon ng malayang
features ng google at mga features ng google at mga Pagkakaroon ng talakayan tungkol paggamit ng
hakbang na maaaring hakbang na maaaring malayang talakayan angkop na website o search
gawin kapag gagamitin ang gawin kapag gagamitin ang tungkol paggamit ng engine sa pangangalap ng
Advanced Features ng search Advanced Features ng search angkop na website o impormasyon.
engine. engine. search engine sa
pangangalap ng
impormasyon.
F. Paglinang sa Kabihasan Pagsasagawa ng Linangin Natin Pagsasagawa ng Linangin Natin Ipagawa ang Gawain B: Ipagawa ang Gawain B: LINANGIN
(Tungo sa Formative bilang Gawain B: Aksyon! (LM) bilang Gawain B: Aksyon! (LM) LINANGIN NATIN sa LM NATIN sa LM
Assessment)
G. Paglalapat ng aralin sa pang- a. Pangkatin ang klase sa apat . a. Pangkatin ang klase sa apat . Pagtukoy sa angkop na Pagtukoy sa angkop na search
araw-araw na buhay - Gamit ang meta cards - Gamit ang meta cards search engine sa pagkuha engine sa pagkuha ng mga
bubunot ang bawat lider ng bubunot ang bawat lider ng ng mga impormasyon impormasyon
grupo ng isang grupo ng isang
katanungan at sasagutin nila ito katanungan at sasagutin nila ito
sa pamamagitan ng paggamit ng sa pamamagitan ng paggamit ng
ng isang search engine gamit ng isang search engine gamit
ang internet . ang internet .
b. Iuulat ng bawat grupo ang b. Iuulat ng bawat grupo ang
kanilang mga naging kasagutan kanilang mga naging kasagutan
batay sa kanilang nakalap na batay sa kanilang nakalap na
impormasyon. impormasyon.
c. Pagkakaroon ng malayang c. Pagkakaroon ng malayang
tanungan/talakayan. tanungan/talakayan.
H. Paglalahat ng Arallin . Bigyang diin ang kaisipan sa . Bigyang diin ang kaisipan sa Basahin at bigyang diin Basahin at bigyang diin ang
Tandaan Natin sa LM. Tandaan Natin sa LM. ang Tandaan Natin sa LM. Tandaan Natin sa LM.
I. Pagtataya ng Aralin Ipasagot sa mga mag-aaral ang Ipasagot sa mga mag-aaral ang Ipasagot sa mga mag- Ipasagot sa mga mag-aaral ang
Subukin Mo sa LM. Subukin Mo sa LM. aaral ang Pagtataya sa LM. Pagtataya sa LM.
Pasagutan ang Pangwakas Pasagutan ang Pangwakas na
na Pagtatasa sa LM. Pagtatasa sa LM.
J. Karagdagang gawain para sa Ipagawa ang karagdagang Ipagawa ang karagdagang Pagbisita sa mga kilalang Pagbisita sa mga kilalang search
takdang-aralin at remediation Gawain sa LM Gawain sa LM search engine at engine at pagpapasagot sa mga
pagpapasagot sa mga tanong sa LM.
tanong 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
magpapatuloy sa remediation
E. Alin sa mga istratehiyang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
pagtuturo nakatulong ng lubos? __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
Paano ito nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
naranasan na solusyunan sa __Kakulangan sa makabagong __Kakulangan sa makabagong naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong
tulong ng aking punungguro at kagamitang panturo. kagamitang panturo. __Kakulangan sa kagamitang panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga makabagong kagamitang __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga
superbisor?
bata. bata. panturo. bata. bata.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Di-magandang pag-uugali __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga
bata bata ng mga bata. __Kakulangan sa Kahandaan ng mga bata
__Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng __Mapanupil/mapang-aping bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga
mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. mga bata __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman __Kakulangan sa Kahandaan makabagong teknolohiya __Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya ng makabagong teknolohiya ng mga bata lalo na sa __Kamalayang makadayuhan ng makabagong teknolohiya
__Kamalayang makadayuhan __Kamalayang makadayuhan pagbabasa. __Kamalayang makadayuhan
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
G. Anong kagamitang panturo ang __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video
aking nadibuho na nais kong presentation presentation presentation __Paggamit ng Big Book presentation
ibahagi sa mga kapwa ko guro? __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Paggamit ng Big Book
__Community Language Learning __Community Language Learning __Community Language __Ang “Suggestopedia” __Community Language Learning
__Ang “Suggestopedia” __Ang “Suggestopedia” Learning __ Ang pagkatutong Task Based __Ang “Suggestopedia”
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Instraksyunal na material __ Ang pagkatutong Task Based
__Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task __Instraksyunal na material
Based
__Instraksyunal na material
GRADE 5 School: Grade Level: V
Teacher: Learning Area: EPP –H.E.
DAILY LESSON LOG
Teaching Dates and Time: MARCH 4-8, 2019 (WEEK 8) Quarter: 4TH QUARTER
A. Pamantayang Pangnilalaman naipamamalas ang kaalaman at naipamamalas ang kaalaman naipamamalas ang naipamamalas ang kaalaman at Lingguhang Pagsusulit
kasanayan upang maging at kasanayan upang maging kaalaman at kasanayan kasanayan upang maging
matagumpay na entrepreneur matagumpay na entrepreneur upang maging matagumpay matagumpay na entrepreneur
na entrepreneur
B. Pamantayan sa Pagaganap mapahusay ang isang produkto mapahusay ang isang mapahusay ang isang mapahusay ang isang produkto
upang maging iba sa iba produkto upang maging iba sa produkto upang maging iba upang maging iba sa iba
iba sa iba
C. Mga Kasanayan sa Pagkatuto nakagagawa ng menu para sa nakagagawa ng menu para sa nakagagawa ng menu para nakagagawa ng menu para sa isang
(Isulat ang code ng bawat isang araw batay sa “food isang araw batay sa “food sa isang araw batay sa “food araw batay sa “food pyramid”/
kasanayan) pyramid”/ pangkat ng pagkain pyramid”/ pangkat ng pagkain pyramid”/ pangkat ng pangkat ng pagkain
pagkain
EPP5HE-0i-26 EPP5HE-0i-26 EPP5HE-0i-26
EPP5HE-0i-26
II. NILALAMAN Sa araling ito matutuhan natin Sa araling ito matutuhan natin Sa araling ito matutuhan Sa araling ito matutuhan natin ang
ang paggawa ng menu. ang paggawa ng menu. natin ang paggawa ng paggawa ng menu. Magplano ng
Magplano ng menu na madaling Magplano ng menu na menu. Magplano ng menu menu na madaling baguhin kung
baguhin kung kinakailangan. madaling baguhin kung na madaling baguhin kung kinakailangan. Iwasang magdulot
Iwasang magdulot ng iisang uri kinakailangan. Iwasang kinakailangan. Iwasang ng iisang uri ng pagkain sa isang
ng pagkain sa isang hain o magdulot ng iisang uri ng magdulot ng iisang uri ng hain o katulad na uri sa paghahain.
katulad na uri sa paghahain. pagkain sa isang hain o pagkain sa isang hain o Kailangan din sa paggawa ng menu
Kailangan din sa paggawa ng katulad na uri sa paghahain. katulad na uri sa paghahain. ay lagi nating isasama ang tatlong
menu ay lagi nating isasama ang Kailangan din sa paggawa ng Kailangan din sa paggawa ng pangunahing pagkain.
tatlong pangunahing pagkain. menu ay lagi nating isasama menu ay lagi nating isasama
ang tatlong pangunahing ang tatlong pangunahing
pagkain. pagkain.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-
Mag-aaral
3. Mga pahina sa Teksbuk K12 EPP5 HE-Oi-26 K12 EPP5 HE-Oi-26 K12 EPP5 HE-Oi-26 K12 EPP5 HE-Oi-26
B. Paghahabi sa layunin ng aralin Nakagagawa ng menu para sa Nakagagawa ng menu para sa Nakagagawa ng menu para Nakagagawa ng menu para sa
isang araw batay sa “food isang araw batay sa “food sa isang araw batay sa “food isang araw batay sa “food
pyramid”/ pangkat ng pagkain. pyramid”/ pangkat ng pyramid”/ pangkat ng pyramid”/ pangkat ng pagkain.
pagkain. pagkain.
C. Pag-uugnay ng mga halimbawa sa Pagpapakita ng larawan ng Pagpapakita ng larawan ng Pagpapakita ng larawan Pagpapakita ng larawan ng
bagong aralin tatlong pangkat ng pagkain tatlong pangkat ng pagkain ng tatlong pangkat ng tatlong pangkat ng pagkain
pagkain
D. Pagtatalakay ng bagong konsepto Ipabasa ang Alamin Natin sa Ipabasa ang Alamin Natin sa Ipabasa ang Alamin Natin sa Ipabasa ang Alamin Natin sa L.M.
at paglalahad ng bagong kasanayan L.M. L.M. L.M.
#1
E. Pagtatalakay ng bagong konsepto Talakayain ang mga Talakayain ang mga Talakayain ang mga Talakayain ang mga
at paglalahad ng bagong kasanayan sumusunod: sumusunod: sumusunod: sumusunod:
#2
a. Anu-ano ang mga d. Anu-ano ang mga g. Anu-ano ang mga j. Anu-ano ang mga
alituntunin sa paggawa alituntunin sa alituntunin sa alituntunin sa paggawa ng
ng menu? paggawa ng menu? paggawa ng menu? menu?
b. Bakit kailangan e. Bakit kailangan h. Bakit kailangan k. Bakit kailangan magplano
magplano ng menu sa magplano ng menu magplano ng menu ng menu sa isang araw o
isang araw o sa isang sa isang araw o sa sa isang araw o sa sa isang lingo?
lingo? isang lingo? isang lingo? l. Mahalaga ba ang paggawa
c. Mahalaga ba ang f. Mahalaga ba ang i. Mahalaga ba ang ng menu?
paggawa ng menu? paggawa ng menu? paggawa ng menu?
F. Paglinang sa Kabihasan Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw- Ipaliwanag kung bakit mahalaga Ipaliwanag kung bakit Ipaliwanag kung bakit Ipaliwanag kung bakit mahalaga
araw na buhay ang tatlong pangkat ng pagkain mahalaga ang tatlong pangkat mahalaga ang tatlong ang tatlong pangkat ng pagkain sa
sa paggawa ng menu. ng pagkain sa paggawa ng pangkat ng pagkain sa paggawa ng menu.
menu. paggawa ng menu.
H. Paglalahat ng Arallin Ang paggawa ng menu ay Ang paggawa ng menu ay Ang paggawa ng menu ay Ang paggawa ng menu ay
mahalaga sa pang araw-araw ng mahalaga sa pang araw-araw mahalaga sa pang araw- mahalaga sa pang araw-araw ng
isang pamilya. Gawing batayan ng isang pamilya. Gawing araw ng isang pamilya. isang pamilya. Gawing batayan ang
ang tatlong pangunahing batayan ang tatlong Gawing batayan ang tatlong tatlong pangunahing pagkain.
pagkain. Gamitin ang pagkain pangunahing pagkain. Gamitin pangunahing pagkain. Gamitin ang pagkain nasa
nasa panahon. Ang mga ito’y ang pagkain nasa panahon. Gamitin ang pagkain nasa panahon. Ang mga ito’y mura at
mura at sariwa pa. Bigyang Ang mga ito’y mura at sariwa panahon. Ang mga ito’y sariwa pa. Bigyang halaga ang mga
halaga ang mga kagustuhan at pa. Bigyang halaga ang mga mura at sariwa pa. Bigyang kagustuhan at pagkaing kailangan
pagkaing kailangan ng mag kagustuhan at pagkaing halaga ang mga kagustuhan ng mag anak.
anak. kailangan ng mag anak. at pagkaing kailangan ng
mag anak.
I. Pagtataya ng Aralin Ipaliwanag ang sagot sa mga Ipaliwanag ang sagot sa mga Ipaliwanag ang sagot sa mga Ipaliwanag ang sagot sa mga
tanong tanong tanong tanong
Paano ang paggagawa ng Paano ang paggagawa ng Paano ang paggagawa ng Paano ang paggagawa ng menu?
menu? menu? menu? Magbigay ng limang alituntunin sa
Magbigay ng limang alituntunin Magbigay ng limang Magbigay ng limang paggawa ng menu?
sa paggawa ng menu? alituntunin sa paggawa ng alituntunin sa paggawa ng
menu? menu?
J. Karagdagang gawain para sa Gumawa ng isang menu para sa Gumawa ng isang menu para Gumawa ng isang menu Gumawa ng isang menu para sa
takdang-aralin at remediation iyong pamilya para sa araw ng sa iyong pamilya para sa araw para sa iyong pamilya para iyong pamilya para sa araw ng
Sabado at Linggo. ng Sabado at Linggo. sa araw ng Sabado at Sabado at Linggo.
Linggo.
V. Pagninilay
G. Anong kagamitang panturo ang aking __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video
nadibuho na nais kong ibahagi sa mga presentation presentation presentation __Paggamit ng Big Book presentation
kapwa ko guro? __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Paggamit ng Big Book
__Community Language Learning __Community Language Learning __Community Language __Ang “Suggestopedia” __Community Language Learning
__Ang “Suggestopedia” __Ang “Suggestopedia” Learning __ Ang pagkatutong Task Based __Ang “Suggestopedia”
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Instraksyunal na material __ Ang pagkatutong Task Based
__Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task Based __Instraksyunal na material
__Instraksyunal na material
GRADE 5 School: Grade Level: V
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: MARCH 4 – 8, 2019 (WEEK 8) Quarter: 4TH QUARTER
A. Pamantayang Naipamamalas ang mapanuring pag-unawa sa bahaging ginampanan ng kolonyalismong Espanyol at pandaigdigang koteksto ng reporma sa pag-usbong ng kamalayang
Pangnilalaman pambansa attungo sa pagkabuo ng Pilipinas bilang isang nasyon
B. Pamantayan sa Pagaganap Nakapagpapahayag ng pagmamalaki sa pagpupunyagi ng mga makabayang Pilipino sa gitna ng kolonyalismong Espanyol at sa mahalagang
papel na ginagampanan nito sa pag-usbong ng kamalayang pambansa tungo sa pagkabuo ng Pilipinas bilang isang nasyon
C. Mga Kasanayan sa Pagkatuto 1.Nasusuri ang mga naunang pag—aalsa ng mga makabayang Pilipino Weekly Test
(Isulat ang code ng bawat Natatalakay ang sanhi at bunga ng mga rebelyon at iba pang reaksyon ng mga Pilipino sa kolonyalismo (halimbawa : pagtutol ng mga
kasanayan) katutubong Pilipino laban sa Kristyanismo , pagmamalabis ng mga Espanyol) AP5PKB-IVe-3/ Pahina 54 ng 120
II. NILALAMAN Mga Reaksyon sa Kolonyalismo
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Kto 12 – AP5PKB IVe-3/ MISOSA Kto 12 – AP5PKB IVe-3/ MISOSA Kto 12 – AP5PKB IVe-3/ Kto 12 – AP5PKB IVe-3/
Guro Lesson Lesson MISOSA Lesson MISOSA Lesson
#14(GRADE V) #14(GRADE V) #14(GRADE V) #14(GRADE V)
C. Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
Bilang ng mag-aaral na above above 80% above 80% above 80% above
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
magpapatuloy sa additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation remediation
E. Alin sa mga istratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo nakatulong ng ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
lubos? Paano ito nakatulong? the lesson the lesson up the lesson up the lesson up the lesson
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who
naranasan na solusyunan sa require remediation require remediation to require remediation to require remediation continue to require
tulong ng aking punungguro remediation
at superbisor?
G. Anong kagamitang panturo Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
ang aking nadibuho na nais ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive ___Metacognitive well:
kong ibahagi sa mga kapwa Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self Development: Examples: Self ___Metacognitive
ko guro? taking and studying techniques, taking and studying techniques, assessments, note taking and assessments, note taking and Development: Examples:
and vocabulary assignments. and vocabulary assignments. studying techniques, and studying techniques, and Self assessments, note taking
___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments. and studying techniques, and
pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments.
anticipatory charts. anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts. anticipatory charts. Think-pair-share, quick-
___Schema-Building: Examples: ___Schema-Building: Examples: writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: ___Schema-Building: charts.
learning, peer teaching, and learning, peer teaching, and Examples: Compare and Examples: Compare and
projects. projects. contrast, jigsaw learning, peer contrast, jigsaw learning, peer ___Schema-Building:
teaching, and projects. teaching, and projects. Examples: Compare and
___Contextualization: ___Contextualization: contrast, jigsaw learning,
___Contextualization: ___Contextualization: peer teaching, and projects.
Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, repetition, media, manipulatives, repetition, Examples: Demonstrations, Examples: Demonstrations,
and local opportunities. and local opportunities. media, manipulatives, media, manipulatives, ___Contextualization:
repetition, and local repetition, and local Examples: Demonstrations,
opportunities. opportunities. media, manipulatives,
___Text Representation: ___Text Representation:
repetition, and local
Examples: Student created Examples: Student created
___Text Representation: ___Text Representation: opportunities.
drawings, videos, and games. drawings, videos, and games.
Examples: Student created Examples: Student created ___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games. Examples: Student created
language you want students to language you want students to ___Modeling: Examples: ___Modeling: Examples: drawings, videos, and games.
use, and providing samples of use, and providing samples of Speaking slowly and clearly, Speaking slowly and clearly, ___Modeling: Examples:
student work. student work. modeling the language you modeling the language you Speaking slowly and clearly,
want students to use, and want students to use, and modeling the language you
Other Techniques and Strategies Other Techniques and Strategies providing samples of student providing samples of student want students to use, and
used: used: work. work. providing samples of student
___ Explicit Teaching ___ Explicit Teaching work.
___ Group collaboration ___ Group collaboration Other Techniques and Other Techniques and Other Techniques and
___Gamification/Learning throuh ___Gamification/Learning throuh Strategies used: Strategies used: Strategies used:
play play ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Answering preliminary ___ Answering preliminary ___ Group collaboration ___ Group collaboration ___ Group collaboration
activities/exercises activities/exercises ___Gamification/Learning ___Gamification/Learning ___Gamification/Learning
___ Carousel ___ Carousel throuh play throuh play throuh play
___ Diads ___ Diads ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Differentiated Instruction ___ Differentiated Instruction activities/exercises activities/exercises activities/exercises
___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel ___ Carousel ___ Carousel
___ Discovery Method ___ Discovery Method ___ Diads ___ Diads ___ Diads
___ Lecture Method ___ Lecture Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated
Why? Why? ___ Role Playing/Drama ___ Role Playing/Drama Instruction
___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Lecture Method ___ Discovery Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? Why? ___ Lecture Method
___ Group member’s ___ Group member’s ___ Complete IMs ___ Complete IMs Why?
collaboration/cooperation collaboration/cooperation ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to
of the lesson of the lesson collaboration/cooperation collaboration/cooperation learn
in doing their tasks in doing their tasks ___ Group member’s
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation
of the lesson of the lesson 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: MARCH 4 – 8, 2019 (WEEK 8) Quarter: 4TH QUARTER
B. Performance Standards
C. Learning . Summarize information from . Make generalizations Use complex sentences to show Revise writing for clarity- Determine images/ideas
Competencies/Objectives various text types b. Show tactfulness when problem-solution relationship of appropriate punctuation that are explicitly used to
Write the LC code for each b. Self-correct when reading communicating with others ideas marks; transition/signal influence viewers:
c. Observe politeness at all EN5RC – IVg-.2.12/ Page 78 of 164 EN5G-IV-g-1.9.2/ Page 78 of words Stereotypes, Point of View,
times. 164 EN5WC-IIIg-1.8.1/1.8.3 Propaganda
EN5LC -IVg-3.13 EN5VC – IVg-.7, 7.1, 7.2,
EN5F - IVg -2.9 7.3
EN5A -IVg-16/ Page 78 of
164
II. CONTENT Summarizing information from Making generalizations Complex Sentences Punctuation marks; Images/ideas that are
various text types transition/signal words explicitly used to influence
viewers: Stereotypes, Point
of View, Propaganda
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide K 12 Curriculum Guide in English K 12 Curriculum Guide in : K to 12 Curriculum Guide
5 English 5
2. Learner’s Material pages
3. Textbook pages English Matters 5, pp. 269- Language Learning Made
270 Easy
Developing Reading Power 5,
p.20
4. Additional Materials from Worksheet from internet Worksheet from Internet
Learning Resource (LR) portal
B. Other Learning Resources chart, activity sheet Materials : activity sheets, pictures metacards, pictures, manila pictures, manila paper, charts, pictures
paper, activity sheets activity sheets
IV. PROCEDURES
A. Reviewing previous lesson Review Review 1.Look at the group of words. Can you tell when to use Review
or presenting the new Complex sentences Different text types/Checking What are they? (clauses) these punctuation marks? Punctuation Marks/signal
lesson assignment What do we call them? words
(Independent clause/dependent
clause)
B. Establishing a purpose for the Look at the pictures. Tell Look at the pictures. What can you Show a picture of a mother Let us read a poem on the
lesson something about them say about them? We are going to hugging her child. usage of punctuation
read something related to the marks.
pictures.
C. Presenting examples/instances At the end of the lesson Today you will learn how to At the end of this lesson you will At the end of this lesson Today you will learn
of the new lesson you will learn how to make generalizations. be able to use complex you will be able to revise different images/ideas that
summarize information from sentences to show problem- writing for clarity by using are explicitly used to
various text types. solution relationship of ideas appropriate punctuation influence viewers
marks and transition/signal
words.
D. Discussing new concepts and B.Explaining to the Students B.Explaining to the students what to B.Explaining to the students B.Explaining to the students B.Explaining to the students
practicing new skills #1 what to do do what to do what to do what to do
1.Setting standards for listening 1.Vocabulary Development 1.Present the following Present the chart below. Let Present the pictures. Let us
2.Teacher will read paragraphs a.polio- a serious disease that affects sentences. Have the pupils read the pupils read the try to identify the three
of various text types the nerves of the spine and makes a these. punctuation rules ways by which viewers can
. Narrative Text Type) person permanently unable to move a.I shall not go home unless be influenced.
Great Weekend particular muscles mother comes back.
This past weekend I had the b.handicapped –having a physical b.I like you because you are so
time of my life. First, Friday disability friendly.
night, I had my best friend over c.exemplify–to be a very good c.Susie will return the books
and we made a delicious, example of after her class.
mouth-watering pizza. After we Ask the following questions:
ate, we had a friendly video 2.Present the selection •Which is the independent
game competition. On Set standards in reading. clause in each sentence?
Saturday, my dad took us out Many people succeed in life even if •Which is the dependent clause ( A Muslim is associated
on the boat. The weather was they are physically handicapped. Our in each sentence? with terrorism
perfect and the water was country took pride of •What word was used to
warm. It was a great day to go ApolinarioMabini, a polio victim and connect the independent clause In addition to the
for a swim. Later that night, we yet he became the “Brain” of to the dependent clause in the punctuation marks which
went to the movies. We saw an Katipunan. first sentence? second help in the clarity of writing
action packed thriller and ate a In this modern times we have a sentence? third sentence? sentences, there are also
lot of popcorn. Finally, on good example from Bicol Region. He transition/signal words that
Sunday, we rode our bikes all is Eduardo Camela, a fifteen-year old are used.
over town. By the end of the student of Daet Parochial School in Signal or Transition Words
day, my legs were very tired. I Camarines Norte. (Chronological Sequence)
only hope that next weekend In spite of his physical defect
can be as fun as this one. caused by polio, he has invented four first, second . . . next
Comprehension Check up useful things. His latest invention, the not long after
a.What is the paragraph about? Camela Coco-Cell won for him a gold initially then before
b.What are the things that they medal from the president and P1,500 following when
did to make the weekend in cash at the National Science Fair finally
great? held by the Department of Science preceding after
c. What does the paragraph do and Technology. He was affected by on (date)
for us?(entertains, tells a story) polio at the age of 3. He is also a very
Refer to LM. talented painter. He truly exemplifies Signal or Transition Words
the proud and talented Filipino (Description/Enumeration)
3.Comprehension check up for instance for
1.Who are the physically handicapped example to illustrate
persons who showed success? such as in additionalso
2.What made them physically another furthermore
handicapped ? to begin with most
3.What was the contribution of importantly
ApolinarioMabini in our history?
4.How did Eduardo Camelashow his Signal or Transition Words
talents? (Compare and contrast)
5.What recognition did Eduardo different from same as
receive? similar to as opposed to
6.What kind of character trait do instead of
these successful handicapped show? although
compared with
howeveras well as
either . . . or unless
but
E. Discussing new concepts and C.Modelling for students C.Modelling the pupils C.Modelling for Students C.Modelling for Students C.Modeling for students
practicing new skills #2 •.Go back to the first Based from the selection, Apolinario 1. Let the pupils read the Read the following Choose any example of tv
paragraph. (Call a pupil to read had an important role in the following examples sentences correctly. commercial to be viewed by
it again.) Katipunan and Eduardo Camela had a.Study hard so that you will 1.The accessibility of the the pupils.
a.What does the paragraph tell made inventions and showed talent pass the exam computer has increased Ask them to present it and
us? in painting, what can you say about b.She succeeded although she tremendously over the past solicit their reactions to it.
b.What do you think is the them being physically handicapped? encountered many problems. several years.
purpose of the writer? (They have strong determination.) •A complex sentence is 2.What has humanity done
c.What type of text is the What generalization can you make? composed of one independent about the growing concern
paragraph? (Physical defect is not a hindrance to clause and one or two regarding global warming?
d.How is the paragraph written? success.) dependent clauses. 3.You scared me!
•Generalization is a general •An independent clause is a 4.The computer store was
statement based on facts. simple sentence by itself. It filled with video games,
gives a complete meaning. It computer hardware and
can stand alone. other electronic
•A dependent clause does not paraphernalia.
give a complete thought. It
cannot stand alone. It depends
on an independent clause to
complete its meaning.
Example: I love you because
you love me, too.
I love you is an independent
clause. It gives a complete
thought.
because you love me, too is the
dependent clause. It doesn’t
make sense. Because you love
me, too - what
F. Developing mastery D.Guided Practice Group Activity D.Guided Practice D.Guided Practice D.Guide Practice
(Leads to Formative a.The teacher shows examples Group I–Make generalization from a.The teacher shows examples The teacher shows other E. Group Activity
Assessment 3) of various text types the given paragraph. of complex sentences examples of sentences Group I – Make a poster
b.The teacher asks the pupils to The moon’sgravitational pull lifts the b.From the examples of using different punctuation showing stereotyping on
identify the various text types sea like a wave. The water rises very complex sentences, the teacher marks and signal words. girls and boys. The
c.Group Activity (Carousel slowly because it is very long moving asks the pupils to identify the Ask the pupils to identify following concepts may
method) wave. The wave’s motion reaches to independent clause/dependent the punctuation marks used serve as your guide:
the sea and to the shoreline. This clause as well as the signal words. •Color preference
Group activity. Each group will forward and backward moving wave c.Group Activity (Carousel 1.Ben’s children love sports. •Academic excellence
be given an activity sheet. Read is the tide. method) They like outdoor sports •Sports preference
the direction carefully before Group II - Cross out the sentences Group activity. Each group such as track and field, •Handwriting
doing the activity. that are not appropriate to the will be given an activity sheet. football, baseball and
Refer to LM stated generalization. Read the direction carefully javelin throw. Group II - Express your
In the olden days an Chinese emperor before doing the activity. 2.Lorna enjoys putting point of view on any of the
was held prisoner in a castle tower. accessories whenever she following:
__ Decorative kites are expensive to Group I - Read each sentence goes out compared with •Corporal punishment
buy. and underline the dependent Alda who goes around with •No Assignment Policy on
__ His loyal men made a huge kite clause. simple t-shirt and maong Friday
and sent it flying near the tower Example: For the first time, I pants. •Bullying
window. successfully passed all my 3.How will you keep
__The emperor reached out, held on classes with very high grades. yourself busy after the Group III – Prepare an
to the kite and safely escaped from Answer: For the first time, I school year ends? advertisement for
the tower. successfully passed all my promoting a product of
classes with very high grades. your choice
Group III – Choose the correct 1.In the morning, I went for a
generalization for the selection. jog.
2.After the game, we went out
Philippines has19-21 typhoons for pizza.
occurrence in a year. During strong 3.Even though I am tired, I will
typhoons, flood victims run to the give my best effort.
public schools for their safety. The 4.Martha saw a meteor
schools serve as evacuation centers overheard while she was sitting
for unknown period of time. This on the rock.
affects the pupils’ studies.. It has 5.I was not satisfied with my
posed a big problem to the education performance although we won
sector in terms of damaged school in the competition.
properties, disruption of normal Group II - Read each sentence
teaching – learning activities. Most of and underline the independent
all, it has caused loss of innocent lives clause.
of school children. Example: For the first time, I
a.Philippines cannot avoid typhoons. successfully passed all my
b.Schoools are good evacuation classes with very high grades.
centers. Answer: For the first time, I
c.Natural calamities like typhoonand successfully passed all my
floodpose a great damage to the classes with very high grades.
people all over the country 1.In the morning, I went for a
d.Typhoon victims receive assistance jog.
from the government 2.After the game, we went out
Group IV – Writing sentences to for pizza.
3.Even though I am tired, I will
support the generalization. give my best effort.
Generalization: Education plays an 4.Martha saw a meteor
important role in the lives of many overheard while she was sitting
people. on the rock.
1._________________________ 5.I was not satisfied with my
2__________________________ performance although we won
3__________________________ in the competition.
4._________________________ Group III - Create a complex
sentence by underlining the
correct conjunctions for the
dependent clause.
1. They were furious (when, so
that) they heard the unfair
ruling.
2.We have not spoken to each
other (for, since 2014).
3.Finish your seatwork
(because, before) you go home.
4.You cannot easily understand
the story ( unless, before) you
read it more than once.
5.I will clean my bedroom (after,
if) I water the plants.
Group IV - Supply the missing
words to complete each
complex sentence.
1.We shall be sad if
_______________
2.He is the man who
_____________.
3.I shall watch my favorite TV
show after I ______________.
4.Study hard so that
_____________.
5.You cannot join us in the
movie house unless
_________________
G. Finding practical applications of E.Independent Practice E.Independent Practice E.Independent Practice E.Independent Practice Independent Practice
concepts and skills in daily Read the following Write the generalization for the Combine the independent Copy each sentence and During the Spanish time,
living paragraphs. Write the type for following: clause with the dependent punctuate properly. the Spaniards looked down
each text. 1. Fructose makes food taste clause to make a complex 1.Gener said I disagree with on Filipinos. Check the
Refer to Lm sweet.It can be found in different sentence. Melvin words that show how they
kinds of fruit. _______________________ stereotype the Filipinos.
It gives your body energy to keep Independent clauses ____ ___ inferior
moving and working.Fruit naturally Dependent clauses 2.My sister Jane wanted to ___ leaders
has fructose in it.Fructose gives us 1.Sonia will buy a new house know if Kitty my friend is ___ intelligent
energy. a. visiting us for the holiday ___ ignorant
Generalization: because Rina is so thoughtful _______________________ ___ good for nothing
_______________________________ 2.She was elated _____
_____ b. unless we 3.Lito can not climb
2. Your tongue has 10,000 taste find the missing wallet. mountains he is too ill
buds on it.The taste buds allow you to 3.We shall not rest _______________________
taste different flavors.The tongue is c. _____
actually a strong muscle that pushes when they heard about the 4.I told Ricky that we are
food up and down. The tongue has 4.Mother loves her accident. going home early
taste buds and muscles.The tongue 5.They were shocked _______________________
muscles help us eat.The tongue has d. when she learned that she __________
taste buds and muscles.The tongue passed the exam with flying 5.Let prepare delicious
muscles help us eat. colors. snacks Jannet
Generalization: e. if the inheritance money is in
_______________________________ her hands already.
_____
H. Making generalizations and What are the various text What is a generalization? F.Closure/Assessment F.Closure/Assessment F.Closure
abstractions about the lesson types? •Generalization is a general What makes up a complex What are the different What are the ways by
(The various text statement. sentence? punctuation marks? How which viewers are
types are narrative, expository, What is the basis for making What is an independent clause? do you use them? influenced?
technical and persuasive) generalization? dependent clause? What are transition or •Stereotype
•Generalization is based on facts signal words? •Point of View
•Propaganda
I. Evaluating learning G.Evaluation Choose the sentences that will G.Evaluation G.Evaluation Evaluation
support the given generalization. Write an independent clause to Copy and punctuate the Identify how the viewers
Give the text type based from Write them in a paragraph form. complete each complex paragraph. are influenced. Choose
the characteristics below. Generalization: Electronic devices are sentence. David asked what from the words inside the
1.It convinces readers to take a useful tools. 1.Since I’m hungry, have you dreamt last night box.
certain opinion or perform a 1. Most young and old have cellular ______________________. It was a fantastic dream
certain action. phones. 2.Although I’m late, narrated Ben but it was so 1.Held in common by
___________________ 2.Gadgets are very expensive. Only ______________________. short Anyway I had a toy members. ____________
2.It gives entertainment to the the rich people can afford them. 3.Because she is rich, soldier named Phil What 2.Designed to persuade the
reader. 3.We use calculators to make ___________________. can your toy soldier do audience __________
___________________ computing our expenses easier. Write a dependent clause to asked David My toy 3.Mental position from
3.It offers information to 4. We use “palm top” organizers complete each complex soldier can walk and talk which the story is observed
perform a task instead of diaries to schedule our sentence. Use the connecting Imagine it can also turn _____________
___________________. meetings. We communicate to words (so, after, when, because, right and left on command 4.Mental picture for
4.It tells a story and sentences people around the world through since) To my surprise Phil even members of a group
stay connected with the main cellular phones. 4. ______________the recited a poem about it ____________
idea. 5.Nowadayselectronic devices like game, the children are now 5.Depends on how the
___________________ CCTV are used to solve crime hungry. narrator see the characters,
problems. 5.______________ ten years,
5.It explains the steps or 6.Inventions of new electronic we are so glad to see each other events and places
theprocedure. devices make life a little bit easier for again. _______________
____________________ people.
7.Old people do not know how to use
electronic devices.
J. Additional activities for Choose from the different text Write 5 complex sentences
application or remediation types and give example. using cause-effect ralationship
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
80% in the evaluation the next objective. next objective. the next objective. to 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 _____% of the pupils got
mastery mastery mastery 80% mastery 80% mastery
B. No. of learners who require ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for difficulties in answering their answering their lesson. in answering their lesson. difficulties in answering difficulties in answering
remediation who scored below lesson. ___Pupils found difficulties in ___Pupils found difficulties in their lesson. their lesson.
80% ___Pupils found difficulties in answering their lesson. answering their lesson. ___Pupils found difficulties ___Pupils found difficulties
answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the in answering their lesson. in answering their lesson.
___Pupils did not enjoy the because of lack of knowledge, skills lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
lesson because of lack of and interest about the lesson. knowledge, skills and interest lesson because of lack of lesson because of lack of
knowledge, skills and interest ___Pupils were interested on the about the lesson. knowledge, skills and knowledge, skills and
about the lesson. lesson, despite of some difficulties ___Pupils were interested on interest about the lesson. interest about the lesson.
___Pupils were interested on encountered in answering the the lesson, despite of some ___Pupils were interested ___Pupils were interested
the lesson, despite of some questions asked by the teacher. difficulties encountered in on the lesson, despite of on the lesson, despite of
difficulties encountered in ___Pupils mastered the lesson answering the questions asked by some difficulties some difficulties
answering the questions asked despite of limited resources used by the teacher. encountered in answering encountered in answering
by the teacher. the teacher. ___Pupils mastered the lesson the questions asked by the the questions asked by the
___Pupils mastered the lesson ___Majority of the pupils finished despite of limited resources used teacher. teacher.
despite of limited resources their work on time. by the teacher. ___Pupils mastered the ___Pupils mastered the
used by the teacher. ___Some pupils did not finish their ___Majority of the pupils finished lesson despite of limited lesson despite of limited
___Majority of the pupils work on time due to unnecessary their work on time. resources used by the resources used by the
finished their work on time. behavior. ___Some pupils did not finish teacher. teacher.
___Some pupils did not finish their work on time due to ___Majority of the pupils ___Majority of the pupils
their work on time due to unnecessary behavior. finished their work on time. finished their work on time.
unnecessary behavior. ___Some pupils did not ___Some pupils did not
finish their work on time finish their work on time
due to unnecessary due to unnecessary
behavior. behavior.
C. Did the remedial lessons work? ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
No. of learners who have 80% above above above 80% above 80% above
caught up with the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation additional activities for additional activities for remediation additional activities for additional activities for additional activities for
remediation remediation remediation remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who ____ of Learners who
did these work? the lesson lesson the lesson caught up the lesson caught up the lesson
F. What difficulties did I ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
encounter which my principal to require remediation require remediation require remediation continue to require continue to require
or supervisor can help me remediation remediation
solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
materials did I use/discover ___Metacognitive ___Metacognitive Development: ___Metacognitive Development: well: well:
which I wish to share with Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive ___Metacognitive
other teachers? assessments, note taking and taking and studying techniques, and taking and studying techniques, Development: Examples: Development: Examples:
studying techniques, and vocabulary assignments. and vocabulary assignments. Self assessments, note Self assessments, note
vocabulary assignments. ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- taking and studying taking and studying
___Bridging: Examples: Think- share, quick-writes, and anticipatory pair-share, quick-writes, and techniques, and vocabulary techniques, and vocabulary
pair-share, quick-writes, and charts. anticipatory charts. assignments. assignments.
anticipatory charts. ___Bridging: Examples: ___Bridging: Examples:
Think-pair-share, quick- Think-pair-share, quick-
___Schema-Building: Examples: ___Schema-Building: Examples:
writes, and anticipatory writes, and anticipatory
___Schema-Building: Examples: Compare and contrast, jigsaw Compare and contrast, jigsaw
charts. charts.
Compare and contrast, jigsaw learning, peer teaching, and learning, peer teaching, and
learning, peer teaching, and projects. projects.
projects. ___Schema-Building: ___Schema-Building:
Examples: Compare and Examples: Compare and
___Contextualization: ___Contextualization:
contrast, jigsaw learning, contrast, jigsaw learning,
___Contextualization: Examples: Demonstrations, media, Examples: Demonstrations, peer teaching, and projects. peer teaching, and projects.
Examples: Demonstrations, manipulatives, repetition, and local media, manipulatives, repetition,
media, manipulatives, opportunities. and local opportunities.
repetition, and local ___Contextualization: ___Contextualization:
opportunities. Examples: Demonstrations, Examples: Demonstrations,
___Text Representation: ___Text Representation:
media, manipulatives, media, manipulatives,
Examples: Student created Examples: Student created repetition, and local repetition, and local
___Text Representation: drawings, videos, and games. drawings, videos, and games. opportunities. opportunities.
Examples: Student created ___Modeling: Examples: Speaking ___Modeling: Examples: ___Text Representation:
drawings, videos, and games. slowly and clearly, modeling the Speaking slowly and clearly,
___Text Representation: Examples: Student created
___Modeling: Examples: language you want students to use, modeling the language you want
Examples: Student created drawings, videos, and
Speaking slowly and clearly, and providing samples of student students to use, and providing
drawings, videos, and games.
modeling the language you work. samples of student work.
want students to use, and games. ___Modeling: Examples:
providing samples of student Other Techniques and Strategies Other Techniques and Strategies ___Modeling: Examples: Speaking slowly and clearly,
work. used: used: Speaking slowly and clearly, modeling the language you
___ Explicit Teaching ___ Explicit Teaching modeling the language you want students to use, and
Other Techniques and ___ Group collaboration ___ Group collaboration want students to use, and providing samples of
Strategies used: ___Gamification/Learning throuh ___Gamification/Learning throuh providing samples of student work.
___ Explicit Teaching play play student work. Other Techniques and
___ Group collaboration ___ Answering preliminary ___ Answering preliminary Strategies used:
___Gamification/Learning activities/exercises activities/exercises Other Techniques and ___ Explicit Teaching
throuh play ___ Carousel ___ Carousel Strategies used: ___ Group collaboration
___ Answering preliminary ___ Diads ___ Diads ___ Explicit Teaching ___Gamification/Learning
activities/exercises ___ Differentiated Instruction ___ Differentiated Instruction ___ Group collaboration throuh play
___ Carousel ___ Role Playing/Drama ___ Role Playing/Drama ___Gamification/Learning ___ Answering preliminary
___ Diads ___ Discovery Method ___ Discovery Method throuh play activities/exercises
___ Differentiated Instruction ___ Lecture Method ___ Lecture Method ___ Answering preliminary ___ Carousel
___ Role Playing/Drama Why? Why? activities/exercises ___ Diads
___ Discovery Method ___ Complete IMs ___ Complete IMs ___ Carousel ___ Differentiated
___ Lecture Method ___ Availability of Materials ___ Availability of Materials ___ Diads Instruction
Why? ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Differentiated ___ Role Playing/Drama
___ Complete IMs ___ Group member’s ___ Group member’s Instruction ___ Discovery Method
___ Availability of Materials collaboration/cooperation collaboration/cooperation ___ Role Playing/Drama ___ Lecture Method
___ Pupils’ eagerness to learn in doing their tasks in doing their tasks ___ Discovery Method Why?
___ Group member’s ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Lecture Method ___ Complete IMs
collaboration/cooperation of the lesson of the lesson Why? ___ Availability of Materials
in doing their tasks ___ Complete IMs ___ Pupils’ eagerness to
___ Audio Visual Presentation ___ Availability of Materials learn
of the lesson ___ Pupils’ eagerness to ___ Group member’s
learn collaboration/cooperation
___ Group member’s in doing their tasks
collaboration/cooperati ___AudioVisual
on Presentation
in doing their tasks of the lesson
___ Audio Visual
Presentation
of the lesson
GRADE 5 School: Grade Level: V
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: MARCH 4 – 8, 2019 (WEEK 8) Quarter: 4TH QUARTER
III. PAMAMARAAN
A. Balik-aral sa nakaraang Balik-aral sa nakaraang aralin
aralin at/o pagsisimula ng at/o pagsisimula ng bagong
bagong aralin aralin
Itanong:
1. Paano mo maipapakita ang
tunay mong pagmamahal sa
iyong
kapwa? Magbigay ng
halimbawa.
2. Itaas ang kanang kamay kung
ang mga sumusunod ay
nagpapakita ng pagmamahal sa
kapwa at kaliwang kamay kung
hindi.
1. Iwasan ang mga kamag-aaral
na mahirap.
2. Magbigay ng tulong kung
kinakailangan.
3. Ipagmaramot ang mga lumang
kagamitan.
4. Isakripisyo ang sarili para sa
iba.
5. Ipagmalaki ang mga bagong
kagamitan.
B. Paghahabi sa layunin ng aralin Sabihin:
Ang Dakilang Lumikha ang ating
sandigan sa lahat ng
pagkakataon. Ang mga ibinibigay
Niyang biyaya sa ating lahat ay
hindi matatawaran. Marapat
lamang na tayo ay laging
magpasalamat sa Kanyang mga
pagpapalang ipinagkakaloob sa
atin. Huwag nating kalimutan
ang magpasalamat lagi sa Kanya
sa patuloy niyang paggabay sa
atin
C. Pag-uugnay ng mga halimbawa Ipabasa ang isang sulat ni
sa bagong aralin
Emmanuel sa Diyos na nakasulat
sa tsart/tarpapel o sa
pamamagitan ng powerpoint
presentation.
Ika-14 ng Marso, 2016
Silid-Aralan, 2:00 N.H.
Mahal kong Hesus,
Kumusta na po kayo? Alam ko
po na lagi Kayong nasa
mabuting kalagayan dahil sabi
ng tatay at nanay ko, Kayo ang
pinakamagaling sa lahat.
Alam N’yo po, napatunayan ko
na totoong napakagaling N’yo.
Dati-rati ay hindi ako makatulog
dahil halos araw-araw ay nag-
aaway sina tatay at nanay.
Madalas ay nagsisigawan sila
bago kami magtungo sa
simbahan. Kapag naman may
nasalubong silang namamalimos
ay binubulyawan pa nila. Ayaw
ko na sana pong maniwala sa
mga turo nila kasi simba nga po
sila nang simba, eh, away
naman sila ng away. Madalas
nga ay nag-iisa lang ako sa
bahay dahil dadalo raw sila sa
mga gawaing pansimbahan.
Sa ngayon po ay labis-labis
akong natutuwa sa
napakalaking pagbabagong
naganap sa kanila. Hindi na nila
nakakaligtaan ang magdasal
araw-araw para sa kapayapaan
ng aming tahanan. Laging bukas
ang kanilang palad sa sinumang
nangangailangan at higit sa
lahat may panahon na rin sila sa
akin. Lagi na po nila akong
kasama sa kanilang gawaing
maka-Diyos.
Naniniwala po ako na dininig
N’yo ang aking dalangin noong
Araw ng mga Puso, na sana’y
buksan N’yo ang isipan ng aking
magulang at bigyang halaga
naman nila ang mga gawaing
maka-Diyos.
Dahil dito, tiyak na palagi nang
mahimbing ang tulog ko.
Maraming salamat po sa Inyo at
lagi N’yong tandaan na mahal
na mahal ko po Kayo.
Labis na nagagalak,
Emmanuel
D. Pagtatalakay ng bagong Pasagutan ang sumusunod na
konsepto at paglalahad ng katanungan
bagong kasanayan #1 1. Para kanino ang sulat?
2. Anong suliranin ang dinadala
ni Emmanuel hanggang sa
kanyang pagtulog?
3. Bakit tila ayaw nang maniwala
ni Emmanuel sa turo ng
kanyang mga magulang?
4. Kung ikaw si Emmanuel, ano
ang gagawin mo sa iyong
suliranin?
5. Ilarawan mo kung anong uri
ng magulang mayroon si
Emmanuel. Pangatuwiranan ito
E. Pagtatalakay ng bagong Magbigay ng iba’t ibang paraan Magtanong tungkol sa
konsepto at paglalahad ng
ninyo ng pasasalamat sa Diyos mahahalagang datos na
bagong kasanayan #2
tinalakay kahapon. Talakayin
ang mga dapat gawin sa mga
sumusunod na gawain
F. Paglinang sa Kabihasan Mga kagamitan:
(Tungo sa Formative
activity cards na naglalaman
Assessment)
ng gawain ng bawat pangkat
manila paper, pentel pen,
papel at bolpen
Mga hakbang sa pagsasagawa:
1. Ipapangkat ng guro sa apat
ang mga mag-aaral.
2. Bigyan ng kani-kanilang
activity cards ang bawat pangkat
batay sa iba’t ibang paraan ng
paglinang sa pangkatang
gawain.
3. Bigyan ng sapat na oras ang
mga bata sa pagsasagawa ng
bawat gawain. Iproseso ito
pagkatapos at bigyang-halaga
gamit ang Rubrics sa pangkatang
Gawain
Constructivism Approach
Pangkat I – Liham
Gumawa ng isang liham
pasasalamat sa Diyos tungkol
sa pagkakaroon ninyo ng isang
mabuting guro
Collaborative Approach
Pangkat II – Dula-Dulaan
Isadula ang inyong ginagawang
pagpapasalamat sa Diyos kapag
kayo ay sumisimba.
Inquiry-based Approach
Pangkat III – Interbiyu
Mag-interbiyu sa bawat kasapi
tungkol sa kanilang paraan ng
pagpapasalamat sa Diyos. Isulat
ang sagot sa Manila paper
Integrative Approach
Pangkat IV – Awit
Bumuo ng isang awit na
nagpapakita ng pagpapasalamat
sa Diyos
A. Bilang ng mag-aaral na ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on
nakakuha ng 80% sa the next objective. the next objective. the next objective. the next objective. to the next objective.
pagtataya ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B. Bilang ng mag-aaral na ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
nangangailangan ng iba pang in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
gawain para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the answering their lesson. in answering their lesson.
lesson because of lack of lesson because of lack of lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
knowledge, skills and interest knowledge, skills and interest knowledge, skills and interest lesson because of lack of lesson because of lack of
about the lesson. about the lesson. about the lesson. knowledge, skills and interest knowledge, skills and
___Pupils were interested on ___Pupils were interested on ___Pupils were interested on about the lesson. interest about the lesson.
the lesson, despite of some the lesson, despite of some the lesson, despite of some ___Pupils were interested on ___Pupils were interested
difficulties encountered in difficulties encountered in difficulties encountered in the lesson, despite of some on the lesson, despite of
answering the questions asked answering the questions asked answering the questions asked by difficulties encountered in some difficulties
by the teacher. by the teacher. the teacher. answering the questions asked encountered in answering
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson by the teacher. the questions asked by the
despite of limited resources despite of limited resources despite of limited resources used ___Pupils mastered the lesson teacher.
used by the teacher. used by the teacher. by the teacher. despite of limited resources ___Pupils mastered the
___Majority of the pupils ___Majority of the pupils ___Majority of the pupils finished used by the teacher. lesson despite of limited
finished their work on time. finished their work on time. their work on time. ___Majority of the pupils resources used by the
___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish finished their work on time. teacher.
their work on time due to their work on time due to their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. unnecessary behavior. unnecessary behavior. their work on time due to finished their work on time.
unnecessary behavior. ___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 ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
Bilang ng mag-aaral na above 80% above above 80% above 80% above
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
magpapatuloy sa remediation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
E. Alin sa mga istratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo nakatulong ng lubos? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
Paano ito nakatulong? the lesson the lesson the lesson up the lesson caught up the lesson
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
naranasan na solusyunan sa require remediation to require remediation require remediation to require remediation continue to require
tulong ng aking punungguro at remediation
superbisor?
G. Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
aking nadibuho na nais kong ___Metacognitive ___Metacognitive ___Metacognitive Development: ___Metacognitive well:
ibahagi sa mga kapwa ko guro? Development: Examples: Self Development: Examples: Self Examples: Self assessments, note Development: Examples: Self ___Metacognitive
assessments, note taking and assessments, note taking and taking and studying techniques, assessments, note taking and Development: Examples:
studying techniques, and studying techniques, and and vocabulary assignments. studying techniques, and Self assessments, note
vocabulary assignments. vocabulary assignments. ___Bridging: Examples: Think- vocabulary assignments. taking and studying
___Bridging: Examples: Think- ___Bridging: Examples: Think- pair-share, quick-writes, and ___Bridging: Examples: Think- techniques, and vocabulary
pair-share, quick-writes, and pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and assignments.
anticipatory charts. anticipatory charts. anticipatory charts. ___Bridging: Examples:
Think-pair-share, quick-
___Schema-Building: Examples:
writes, and anticipatory
___Schema-Building: Examples: ___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building:
charts.
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, peer teaching, and Examples: Compare and
learning, peer teaching, and learning, peer teaching, and projects. contrast, jigsaw learning, peer
projects. projects. teaching, and projects. ___Schema-Building:
Examples: Compare and
___Contextualization:
contrast, jigsaw learning,
___Contextualization: ___Contextualization: Examples: Demonstrations, ___Contextualization:
peer teaching, and projects.
Examples: Demonstrations, Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations,
media, manipulatives, media, manipulatives, and local opportunities. media, manipulatives,
repetition, and local repetition, and local repetition, and local ___Contextualization:
opportunities. opportunities. opportunities. Examples: Demonstrations,
___Text Representation:
media, manipulatives,
Examples: Student created repetition, and local
___Text Representation: ___Text Representation: drawings, videos, and games. ___Text Representation:
opportunities.
Examples: Student created Examples: Student created ___Modeling: Examples: Examples: Student created
___Text Representation:
drawings, videos, and games. drawings, videos, and games. Speaking slowly and clearly, drawings, videos, and games.
Examples: Student created
___Modeling: Examples: ___Modeling: Examples: modeling the language you want ___Modeling: Examples:
drawings, videos, and
Speaking slowly and clearly, Speaking slowly and clearly, students to use, and providing Speaking slowly and clearly,
games.
modeling the language you want modeling the language you want samples of student work. modeling the language you
students to use, and providing students to use, and providing want students to use, and ___Modeling: Examples:
samples of student work. samples of student work. Other Techniques and Strategies providing samples of student Speaking slowly and clearly,
used: work. modeling the language you
Other Techniques and Other Techniques and ___ Explicit Teaching want students to use, and
Strategies used: Strategies used: ___ Group collaboration Other Techniques and providing samples of
___ Explicit Teaching ___ Explicit Teaching ___Gamification/Learning throuh Strategies used: student work.
___ Group collaboration ___ Group collaboration play ___ Explicit Teaching Other Techniques and
___Gamification/Learning ___Gamification/Learning ___ Answering preliminary ___ Group collaboration Strategies used:
throuh play throuh play activities/exercises ___Gamification/Learning ___ Explicit Teaching
___ Answering preliminary ___ Answering preliminary ___ Carousel throuh play ___ Group collaboration
activities/exercises activities/exercises ___ Diads ___ Answering preliminary ___Gamification/Learning
___ Carousel ___ Carousel ___ Differentiated Instruction activities/exercises throuh play
___ Diads ___ Diads ___ Role Playing/Drama ___ Carousel ___ Answering preliminary
___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method ___ Diads activities/exercises
___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Carousel
___ Discovery Method ___ Discovery Method Why? ___ Role Playing/Drama ___ Diads
___ Lecture Method ___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Differentiated
Why? Why? ___ Availability of Materials ___ Lecture Method Instruction
___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Group member’s ___ Complete IMs ___ Discovery Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Lecture Method
___ Group member’s ___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn Why?
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Complete IMs
in doing their tasks in doing their tasks of the lesson collaboration/cooperation ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to
of the lesson of the lesson ___ Audio Visual Presentation learn
of the lesson ___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual
Presentation
of the lesson
GRADE 5 School: Grade Level: V
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: MARCH 4 – 8, 2019 (WEEK 8) Quarter: 4TH QUARTER
A. Sanggunian
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin 1.Pagsasanay 1.Pagsasanay 1.Pagsasanay Magbigay ng mga halimbawa ng
at/o pagsisimula ng bagong aralin Pagsasakilos ng napakinggang Basahin nang wasto ang mga matalinhagang salita at ibigay ang
awit. pangungusap sa sumusunod. Punan ng nawawalang titik kahulugan nito
2.Balik-aral (Gamitin ang tsart) Itinataas ang watawat sa ang mga kahon upang
Pagsusunud-sunod ng mga tagdan. mabuo ang kasing
Pangyayari sa Kwentong 1.Nakita ko kung paano siya kahulugan ng mga salitang
Napakinggan. Pakinggan ang nadapa. may salungguhit sa parirala.
kwentong babasahin ng guro at 2.Nadapa ang bata! 2.Balik-Aral
gawin ang pagsasanay na 3.Ano baa ng nangyari sa iyo?
sumusunod. 4.Lagyan mo ng gamot ang Paano binibigyan ng
Babasahin ng guro ang sugat niya. kahulugan o
kwentong “Naging Sultan si kasingkahulugan ang mga
Pilandok” mula sa aklat na 2.Balik-aral salitang ginamit sa
Pagdiriwang ng Wikang Filipino Anu-ano ang nararapat nating pangungusap?
5, Pagbasa ph. 146-148. gawin kung tayo ay sumasali sa
isang usapan o dayalogo?
B. Paghahabi sa layunin ng aralin A.Pagganyak A.Pagganyak A.Pagganyak Pagbabaybay sa mga salitang di-
pamilyar na matatagpuann sa
Sino sa inyo ang mahilig Pagpapakita ng larawan ng May kilala ba kayong tao na kuwentong babasahin.
magbasa ng mga kwentong- dalawang batang nag-uusap. hindi nakatapos ng pag- ihambalos
bayan? (Pag-uusap ng larawan) aaral dahil sa katamaran o yamot
kawalang interes na mag- c. musmos
aral? Ano ang katayuan niya patikimin
ngayon sa buhay? masusupil
Matutunan mo rin sa
araling ito ang pagbibigay-
kahulugan sa salitang
matalinhaga
C. Pag-uugnay ng mga halimbawa sa B.Paglalahad B.Paglalahad B.Paglalahad Pagpapakita ng larawan ng
bagong aralin pamilya.
Iparinig muli ang kwentong Pagbasa sa isang usapan. Pagbasa sa kwentong Ano ang masasabi ninyo sa
“Naging Sultan Si Pilandok” “Ay! Swerte!” “Litong-Lito si Ben” (nasa larawang ito. Sa palagay ninyo ba
Josefino: Inay, maaari po ba MISOSA Blg. 10, ph. 2-3) ay nagmamahalan at may
akong magpunta sa lumang pagkakaisa ang pamilyang ito?
basketball court? Sa sarili ninyong pamilya, paano
ninyo naipamamalas ang
Inay: Sige, anak, kaya pagmamahalan at pagkakaisa?
lamang, huwaag mong
pabayaang matuyo ang pawis
mo, hane. Pakidaan mo na rin
itong ginatan kay Mareng Sela.
Hanay A Hanay B
1. Pagsusunog ng kilay
a.
masama
ang ugali
2. Nadilang anghel
f. di-alam ang
pipiliin
V. Pagninilay
A. Bilang ng mag-aaral na nakakuha ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on to ___Lesson carried. Move on to
ng 80% sa pagtataya the next objective. the next objective. to the next objective. the next objective. 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 _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery 80% mastery mastery mastery
B. Bilang ng mag-aaral na ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find
nangangailangan ng iba pang in answering their lesson. difficulties in answering their difficulties in answering their in answering their lesson. difficulties in answering their
gawain para sa remediation ___Pupils found difficulties in lesson. lesson. ___Pupils found difficulties in lesson.
answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties answering their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the answering their lesson. in answering their lesson. ___Pupils did not enjoy the answering their lesson.
lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the lesson because of lack of ___Pupils did not enjoy the
knowledge, skills and interest lesson because of lack of lesson because of lack of knowledge, skills and interest lesson because of lack of
about the lesson. knowledge, skills and interest knowledge, skills and about the lesson. knowledge, skills and interest
___Pupils were interested on about the lesson. interest about the lesson. ___Pupils were interested on about the lesson.
the lesson, despite of some ___Pupils were interested on ___Pupils were interested the lesson, despite of some ___Pupils were interested on
difficulties encountered in the lesson, despite of some on the lesson, despite of difficulties encountered in the lesson, despite of some
answering the questions asked difficulties encountered in some difficulties answering the questions asked difficulties encountered in
by the teacher. answering the questions asked encountered in answering by the teacher. answering the questions asked
___Pupils mastered the lesson by the teacher. the questions asked by the ___Pupils mastered the lesson by the teacher.
despite of limited resources ___Pupils mastered the lesson teacher. despite of limited resources used ___Pupils mastered the lesson
used by the teacher. despite of limited resources ___Pupils mastered the by the teacher. despite of limited resources
___Majority of the pupils used by the teacher. lesson despite of limited ___Majority of the pupils finished used by the teacher.
finished their work on time. ___Majority of the pupils resources used by the their work on time. ___Majority of the pupils
___Some pupils did not finish finished their work on time. teacher. ___Some pupils did not finish finished their work on time.
their work on time due to ___Some pupils did not finish ___Majority of the pupils their work on time due to ___Some pupils did not finish
unnecessary behavior. their work on time due to finished their work on time. unnecessary behavior. their work on time due to
unnecessary behavior. ___Some pupils did not unnecessary behavior.
finish their work on time due
to unnecessary behavior.
C. Nakatulong ba ang remedial? ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned
Bilang ng mag-aaral na 80% above 80% above 80% above above 80% above
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
magpapatuloy sa remediation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
E. Alin sa mga istratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo nakatulong ng lubos? ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up
Paano ito nakatulong? the lesson up the lesson up the lesson the lesson the lesson
F. Anong suliranin ang aking ___ of Learners who continue ___ of Learners who continue ___ of Learners who ___ of Learners who continue to ___ of Learners who continue
naranasan na solusyunan sa to require remediation to require remediation continue to require require remediation to require remediation
tulong ng aking punungguro at remediation
superbisor?
G. Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work well:
aking nadibuho na nais kong ___Metacognitive ___Metacognitive well: ___Metacognitive Development: ___Metacognitive
ibahagi sa mga kapwa ko guro? Development: Examples: Self Development: Examples: Self ___Metacognitive Examples: Self assessments, note Development: Examples: Self
assessments, note taking and assessments, note taking and Development: Examples: taking and studying techniques, assessments, note taking and
studying techniques, and studying techniques, and Self assessments, note taking and vocabulary assignments. studying techniques, and
vocabulary assignments. vocabulary assignments. and studying techniques, ___Bridging: Examples: Think- vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think- and vocabulary assignments. pair-share, quick-writes, and ___Bridging: Examples: Think-
pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples: anticipatory charts. pair-share, quick-writes, and
anticipatory charts. anticipatory charts. Think-pair-share, quick- anticipatory charts.
writes, and anticipatory ___Schema-Building: Examples:
charts. Compare and contrast, jigsaw
___Schema-Building: Examples: ___Schema-Building: ___Schema-Building:
Compare and contrast, jigsaw Examples: Compare and learning, peer teaching, and Examples: Compare and
learning, peer teaching, and contrast, jigsaw learning, peer ___Schema-Building: projects. contrast, jigsaw learning, peer
projects. teaching, and projects. Examples: Compare and teaching, and projects.
contrast, jigsaw learning, ___Contextualization:
peer teaching, and projects.
___Contextualization: ___Contextualization: Examples: Demonstrations, ___Contextualization:
Examples: Demonstrations, Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations,
media, manipulatives, media, manipulatives, ___Contextualization: and local opportunities. media, manipulatives,
repetition, and local repetition, and local Examples: Demonstrations, repetition, and local
opportunities. opportunities. media, manipulatives, ___Text Representation: opportunities.
repetition, and local ___Text Representation:
Examples: Student created
opportunities. Examples: Student created
___Text Representation: ___Text Representation: drawings, videos, and games.
Examples: Student created Examples: Student created ___Modeling: Examples: drawings, videos, and games.
drawings, videos, and games. drawings, videos, and games. ___Text Representation: Speaking slowly and clearly, ___Modeling: Examples:
___Modeling: Examples: ___Modeling: Examples: Examples: Student created modeling the language you want Speaking slowly and clearly,
Speaking slowly and clearly, Speaking slowly and clearly, drawings, videos, and games. students to use, and providing modeling the language you
modeling the language you want modeling the language you ___Modeling: Examples: samples of student work. want students to use, and
students to use, and providing want students to use, and Speaking slowly and clearly, providing samples of student
samples of student work. providing samples of student modeling the language you Other Techniques and Strategies work.
work. want students to use, and used: Other Techniques and
providing samples of student ___ Explicit Teaching Strategies used:
Other Techniques and
work. ___ Group collaboration ___ Explicit Teaching
Strategies used: Other Techniques and
___Gamification/Learning throuh ___ Group collaboration
___ Explicit Teaching Strategies used:
play ___Gamification/Learning
___ Group collaboration ___ Explicit Teaching Other Techniques and
___ Answering preliminary throuh play
___Gamification/Learning ___ Group collaboration Strategies used:
activities/exercises ___ Answering preliminary
throuh play ___Gamification/Learning ___ Explicit Teaching
___ Carousel activities/exercises
___ Answering preliminary throuh play ___ Group collaboration
___ Diads ___ Carousel
activities/exercises ___ Answering preliminary ___Gamification/Learning
___ Differentiated Instruction ___ Diads
___ Carousel activities/exercises throuh play
___ Role Playing/Drama ___ Differentiated Instruction
___ Diads ___ Carousel ___ Answering preliminary
___ Discovery Method ___ Role Playing/Drama
___ Differentiated Instruction ___ Diads activities/exercises
___ Lecture Method ___ Discovery Method
___ Role Playing/Drama ___ Differentiated Instruction ___ Carousel
Why? ___ Lecture Method
___ Discovery Method ___ Role Playing/Drama ___ Diads
___ Complete IMs Why?
___ Lecture Method ___ Discovery Method ___ Differentiated
___ Availability of Materials ___ Complete IMs
Why? ___ Lecture Method Instruction
___ Pupils’ eagerness to learn ___ Availability of Materials
___ Complete IMs Why? ___ Role Playing/Drama
___ Group member’s ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Complete IMs ___ Discovery Method
collaboration/cooperation ___ Group member’s
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Lecture Method
in doing their tasks collaboration/cooperation
___ Group member’s ___ Pupils’ eagerness to learn Why?
in doing their tasks
collaboration/cooperation ___ Group member’s ___ Complete IMs ___ Audio Visual Presentation ___AudioVisual Presentation
in doing their tasks collaboration/cooperation ___ Availability of Materials of the lesson of the lesson
___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to
of the lesson ___ Audio Visual Presentation learn
of the lesson ___ 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: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: MARCH 4 – 8, 2019 (WEEK 8) Quarter: 4TH QUARTER
A. Content Standards demonstrates understanding of area, demonstrates understanding of demonstrates understanding of area, demonstrates understanding of Weekly Test
volume and temperature. area, volume and temperature. volume and temperature. area, volume and temperature.
B. Performance Standards is able to apply knowledge of area, is able to apply knowledge of area, is able to apply knowledge of area, The learner is able to create and
volume and temperature in volume and temperature in volume and temperature in interpret representations of
mathematical problems and real-life mathematical problems and real- mathematical problems and real-life data ( line graph) in mathematical
situations. life situations. situations. problems and real-life
situations.
C. Learning Interprets data presented in different Solves routine and non-routine Draws inferences based on data Solves routine and non-routine
Competencies/Objectives kinds of line graphs (single to problems using data presented in presented in a line graph. M5SP-IVh- problems using data presented in a
Write the LC code for each doubleline a line 5.5 line graph.
graph). graph. Code M5SP-IVh-4.5, Page 65 of 109
M5SP-IVh-3.5/Page 65 of 109 M5SP-IVh-4.5/ Page 65 of 109
II. CONTENT •Interpreting data in a bar graph. Solving Routine and Non-routine Drawing Inferences Based on Data Solving Routine and Non-Routine
Problems Using Data Presented in Presented in a Line Graph Problems Using Data Presented in a
a Line Graph Line
Graph
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Mathematics Teachers Guide Mathematics Teachers Guide IV pp. Lesson Guide in Elem. Math Gr. 5 p.
IV pp. 346 346 412
2. Learner’s Material pages K to 12 Grade 5 Curriculum Guide, K to 12 Grade 5 Curriculum Guide, K to 12 Grade 5 Curriculum Guide,
M5SP-IVh-3. M5SP-IVh-3. M5SP-IVh-5.5
3. Textbook pages Lesson Guide in Elementary Mathematics Teachers Guide Mathematics for Better Life 5,
Mathematics V pp.501-507 IV pp. 346 p.380
4. Additional Materials from DLP Gr. 5 Module 58, 59
Learning Resource (LR) BEAM LG Gr. 5 Module 20-Line
portal Graph
B. Other Learning Resources graph, grid board graph, grid board graph, grid board Charts, graphs, activity cards
IV. PROCEDURES
A. Reviewing previous lesson 1.Drill 1.Drill A.Preliminary Activities Drill on finding the average of sets
or presenting the new Drill on skip counting by 2s, 5s, 10s, Conduct a drill on reading and 1.Drill of numbers
lesson etc. interpreting a graph. Each group will use the grid board to Strategy : Game
2.Review plot several points on the graph. Materials: numbers in cards which
Conduct a review on interpreting data At the signal “Go”, they will start are manageable
presented in a bar graph. plotting. The first group to finish will by the pupils
Gemma’s First Quarter Grade on the win the game. Let the first group Have a review on graph.
Major Subjects describe the figure they form based
on the points they plotted on the
graph.
(1, 20)
(3, 40)
(4, 60)
(5, 120)
(7, 120)
1.What is the graph about? (7, 60)
a.In what subject did Gemma have
2.On what day did he get the (4, 60)
the highest grade?
b.In what subject did she have the lowest score in Math?
lowest grade? 3.On what days were his scores
c.In what subjects did she get the the same?
same average grade? 4.When did he get a perfect score?
d.What is the difference between the 5.What was his average score for
highest and lowest grade she got on the week?
the first quarter? .Review
e.What was her average score on the Conduct review onthe parts of a
five subjects? line graph.
Have them construct a line graph
2.Review
using the following data:
Which of the following line graphs
Results in an Experiment
below best describe the height of a
Weeks
child? Defend your answer.
Height of Plant
1 1 cm
2 2 cm
3 2.5 cm
4 3.5 cm
5 4 cm
6 6 cm
B. Establishing a purpose for the 3.Motivation 3.Motivation 3.Motivation What is the usual temperature in
lesson How many of you are observant with Is it important to keep track of Is it important to get good grades in our country during:
school? a. Summer days
the day’s temperature? your performance in school? What
What will you do in order to attain it? b. Christmas season
Why does a weatherman inform us do you do in order to maintain
about temperature readings? good performance track?
Why do you think there is a need to
check the day’s temperature from
time to time?
C. Presenting examples/instances 1.Presentation 1.Presentation 1.Presentation Strategy: Group Activity
of the new lesson
Present a line graph with complete Present a line graph to the class. Ana’s Grade in Math a. Divide the class into group of 5s.
parts and let the pupil interpret the Ella’s Grade in Math b. Give each group activity cards
data. wherein graphs reflected
Ask: and let them interpret the graph
1.What are the parts of a line graph? and answer questions
2.Looking at the data, can you such as:
interpret what is presented by the - What data is presented on the x
graph? How? and y-axis?
Ask: In what quarter did Ella get a.At what quarter did Ana get the
3.How does a line graph help in data the lowest grade? What about the - Which is the dependent quantity?
highest grade in Math?
presentation? highest grade? b.What is the lowest grade she got? - On what axis will you find it?
Why do you think Ella got the c.Why do you think Ana got low grade
4.Is it important to have an accurate lowest grade during the 2nd - How will you find the average of
on the second quarter?
data? Why? Quarter? this given
What will you do in order to
get good grades? quantities in the line graph?
c. Each group will present their
solution on a manila
paper followed by a short
discussion or explanation
of their findings.
D. Discussing new concepts and 2.Performing the Activities 2.Performing the Activities 2.Performing the Activities Process the output of each group
practicing new skills #1 Give each group activity sheets by asking:
Group the pupils into five. Divide the class into groups. Give
involving line graph for interpretation. a. How did you find the activity?
Give activity sheets involving line them enough time to solve Ask the group to work together in b. What did each member in the
interpreting the data and make group do in order to
graph to each group for problems using the data presented inferences out of it. After they have come up with a successful activity?
finished, the leader of each group will
interpretation. in a line graph. After few minutes,
display the output on the board and
Ask each group to work together in they are required to present their discuss their answers.
Paulo’s Weight
interpreting the data on the graph. output.
Once finished, the assign member will Mr. Sanchez’s Monthly Sales
post their work on the board and
discuss their answer.
J. Additional activities for Study this graph carefully, and then 1.What is the total number of Prepare for the 4th periodical test Directions: Do this activity on a
application or remediation
answer the questions that follow. immigrants starting 2010 up to clean sheet of paper.
2015? 1. Chart the following:
2.What is the average number of - Your own scores in your 5 Math
immigrants for the last three quizzes
years? - Your own savings in your 5 school
Immigrants Admitted in One days
Country from 2010-2015
2. Present these data on a line
1.What is the graph about?
graph
2.How much was her initial deposit?
3. Construct questions based on the
3.In which month was her bank
data presented
deposit greatest?
on each line graph
4.What was her average deposit??
5.What was her total deposit for six
months?
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
earned 80% in the next objective. next objective. next objective. next objective.
evaluation ___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%
mastery mastery mastery mastery
B. No. of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties in
additional activities for answering their lesson. in answering their lesson. answering their lesson. answering their lesson.
remediation who scored below ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
80% answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge,
and interest about the lesson. skills and interest about the and interest about the lesson. skills and interest about the lesson.
___Pupils were interested on the lesson. ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties ___Pupils were interested on the lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the lesson, despite of some difficulties encountered in answering the encountered in answering the
questions asked by the teacher. encountered in answering the questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson questions asked by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson
despite of limited resources used by ___Pupils mastered the lesson despite of limited resources used by despite of limited resources used
the teacher. despite of limited resources used the teacher. by the teacher.
___Majority of the pupils finished by the teacher. ___Majority of the pupils finished ___Majority of the pupils finished
their work on time. ___Majority of the pupils finished their work on time. their work on time.
___Some pupils did not finish their their work on time. ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary ___Some pupils did not finish their work on time due to unnecessary work on time due to unnecessary
behavior. work on time due to unnecessary behavior. behavior.
behavior.
C. Did the remedial lessons work? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
No. of learners who have above above above above
caught up with the lesson
D. No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
to require remediation additional activities for remediation additional activities for additional activities for remediation additional activities for remediation
remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up
did these work? lesson the lesson lesson the lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
encounter which my principal require remediation require remediation require remediation require remediation
or supervisor can help me
solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
which I wish to share with Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
other teachers? taking and studying techniques, and taking and studying techniques, taking and studying techniques, and taking and studying techniques,
vocabulary assignments. and vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory pair-share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and
charts. anticipatory charts. charts. anticipatory charts.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide for grade 5 Curriculum Guide for grade 5 Curriculum Guide for grade 5 Curriculum Guide for grade 5
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials http://www.moonphases.info/ten-common-moon-myths.html, http://paganpoet.com/moon-mythology, /www.quora.com/How-long-does-
from Learning Resource each-phase-of-the-moon-last, http://www.philippinesinsider.com/myths-folklore-superstition/philippine-myth-origin-of-the-moon-and-stars
(LR) portal
B. Other Learning Resources Day 1- Calendar Month Day 2- Calendar Year Day 3-“Show The Moon Day 4- How True Is It?
Calendar of the current Calendar of the current Patterns” Pentel pen, pencil, color,
year that shows dates of the phases year that shows dates of the Globe, ball and flash light manila paper, bond paper,
of the moon, manila paper, pentel phases of the moon, manila Myths about the moon
pen paper, pentel pen
IV. PROCEDURES
A. Reviewing previous 2.Review 1.Review 1.Review 1.Review
lesson or presenting What are the different phases of How many days does it takes for What are the two ways Differentiate synodic month
the new lesson the moon? Paste its name on the the moon to complete its phases? to measure the time the moon to sidereal month?
proper picture. completes one
revolution around the Earth?
What do you call the 27 ½
days moon cyclical pattern?
What do you call the month
with 29 ½ days moon cycle?
B. Establishing a purpose for 1.Let the pupils tell their 2.Show them a calendar. Does 2.Ask the class to arrange the Ask the pupil if they are
the lesson experiences in playing at night, the each have the same number of letters to form the correct word. familiar with the picture.
games they played and how they days? It is a miniature of the earth Who is she? Where did she
enjoy playing it. Recite the Poem get her power?
30 days has September, April,
June and November
All the rest have 31, except
February which has 28
And one day more every year in It revolves around the earth.
four.
C. Presenting 1.Provide each group with a 1.Provide each group with a 1.Check the materials of each 1.Provide each group with an
examples/instances of the calendar calendar group. activity card
new lesson 2.Set standards in performing an 2.Set standards in performing an 2.Set standards in performing 2.Set standards in performing
activity. activity. an activity. an activity.
3.Let them do their task 3.Let them do their task. 3.Let them do their task 3.Let them do their task.
4.Ask them to answer the
questions using the manila
paper and pentel pens.
5.Then perform and report
their answer.
D. Discussing new concepts C.Explanation C.Explanation C.Explanation C.Explanation
and practicing new skills #1 1.Let each group report their 1.Let each group report their 1.Let each group report their 1.Let each group perform and
findings on the activity. findings on the activity. findings on the activity. report their task
2.Process the answer of the pupils. 2.Process the answer of the 2.Process the answer of the 2.Process the answer of the
How many days does the cyclical pupils. Let them compare the pupils. pupils.
pattern of the moon takes on duration (no. of days) of the cyclic What do you call the phase of According to the performance
September? pattern of the moon for each the moon when we cannot see of group what happens to the
How long does it take for the moon month. the moon? Why do this people of Capiz during the
from new moon to first quarter? How many days does the cyclic happen? After new moon, how Mid-night of full moon?
From first quarter to full moon? pattern of the moon takes on many days will it turn to first Have you experience things
3.Let them compare the duration September? quarter moon? What do you call like this? Do you think stories
(no. of days) for each phase. How many days does the cyclic the phase of the moon when like these are true? Why not?
Does each change phase have the pattern of the moon takes on more than half of it is lighted? How about the performance
same number of days? January? Original File Submitted and of group 2, what did the
What change of phase has longest What are the months that have Formatted by DepEd Club Filipinos thought of the moon
duration? What change of phase the same number of cyclic Member - visit depedclub.com and the stars? Do you believe
has the shortest? Do all the group pattern? for more in the story? Do you know any
have the same total of days for How many days has its pattern other stories like this?
each month? have?
How about the other group of
months?
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning E.Evaluation E.Evaluation E.Evaluation E.Evaluation
Answer the following correctly. Fill Answer the following correctly. Fill Arrange the correct cyclical Draw Full Moon on the
in the blanks with the correct in the blanks with the correct pattern of the moon and write blank before each number if
answer. answer. how long each phase o takes to the statement is correct and
1.If the moon started its orbit _________ 1. What are the two go to another phase. draw if the statement is
around the Earth from a spot in line ways of the scientist to measure not correct.
with a certain star, it will return to the time the moon ______1. There is a shadow of
that same spot in about ________. ________2. completes one a man in the moon because
2.If the moon started its orbit from revolution around the Earth? there is a man in the moon
a spot exactly between Earth and _________3. The term that came ______2. The moon was a
the sun, it would return to almost from the length of time it takes silver crescent comb and the
the same spot in ________. the moon to complete one stars were necklaces of
3._______ after the new moon, we revolution around the earth. diamonds.
see a thin slice of light at the edge ________4. The month if the ____3. Moon is made up of
of the moon. This is called crescent moon started its orbit around the big ball of cheese that is why
moon. Earth from a spot in line with a many wants to go to the
4._______ after the new moon, we certain star, it will return to that moon.
see half of the lighted side of the same spot in about 27 ½ days. ____ 4. The moon is a big ball
moon, this is called first quarter ________5. The month with 29 of rocks with craters.
moon. 1/2 days cyclic pattern. ____ 5. Couples should marry
5._______ after the first quarter during full moon because
moon, the earth is between the more blessing will be given to
moon and the sun. We see the them.
whole lighted side of the moon
which is called full moon.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
earned 80% in the next objective. next objective. the next objective. to the next objective. to the next objective.
evaluation ___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 ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering their
remediation who scored ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. lesson.
below 80% answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. answering their lesson.
because of lack of knowledge, because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
skills and interest about the lesson. skills and interest about the knowledge, skills and interest lesson because of lack of lesson because of lack of
___Pupils were interested on the lesson. about the lesson. knowledge, skills and interest knowledge, skills and interest
lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on about the lesson. about the lesson.
encountered in answering the lesson, despite of some the lesson, despite of some ___Pupils were interested on ___Pupils were interested
questions asked by the teacher. difficulties encountered in difficulties encountered in the lesson, despite of some on the lesson, despite of
___Pupils mastered the lesson answering the questions asked by answering the questions asked difficulties encountered in some difficulties
despite of limited resources used by the teacher. by the teacher. answering the questions encountered in answering
the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson asked by the teacher. the questions asked by the
___Majority of the pupils finished despite of limited resources used despite of limited resources ___Pupils mastered the lesson teacher.
their work on time. by the teacher. used by the teacher. despite of limited resources ___Pupils mastered the
___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils used by the teacher. lesson despite of limited
work on time due to unnecessary their work on time. finished their work on time. ___Majority of the pupils resources used by the
behavior. ___Some pupils did not finish ___Some pupils did not finish finished their work on time. teacher.
their work on time due to their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. unnecessary behavior. their work on time due to finished their work on time.
unnecessary behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.
C. Did the remedial lessons ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
work? No. of learners who above above 80% above 80% above 80% above
have caught up with the
lesson
D. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for remediation additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught
Why did these work? lesson the lesson the lesson up the lesson up the lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who
encounter which my require remediation require remediation to require remediation to require remediation continue to require
principal or supervisor can remediation
help me solve?
G. What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
localized materials did I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive well: well:
use/discover which I wish Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self ___Metacognitive ___Metacognitive
to share with other taking and studying techniques, and taking and studying techniques, assessments, note taking and Development: Examples: Self Development: Examples:
teachers? vocabulary assignments. and vocabulary assignments. studying techniques, and assessments, note taking and Self assessments, note taking
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- vocabulary assignments. studying techniques, and and studying techniques, and
share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments.
anticipatory charts. anticipatory charts. pair-share, quick-writes, and ___Bridging: Examples: Think- ___Bridging: Examples:
anticipatory charts. pair-share, quick-writes, and Think-pair-share, quick-
anticipatory charts. writes, and anticipatory
___Schema-Building: Examples: ___Schema-Building: Examples:
charts.
Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: Examples:
learning, peer teaching, and learning, peer teaching, and Compare and contrast, jigsaw ___Schema-Building:
projects. projects. learning, peer teaching, and Examples: Compare and ___Schema-Building:
projects. contrast, jigsaw learning, peer Examples: Compare and
teaching, and projects. contrast, jigsaw learning,
___Contextualization: ___Contextualization:
___Contextualization: peer teaching, and projects.
Examples: Demonstrations, media, Examples: Demonstrations, ___Contextualization:
Examples: Demonstrations, ___Contextualization:
manipulatives, repetition, and local media, manipulatives, repetition, Examples: Demonstrations,
opportunities. and local opportunities. media, manipulatives, media, manipulatives, Examples: Demonstrations,
repetition, and local repetition, and local media, manipulatives,
opportunities. opportunities. repetition, and local
___Text Representation: ___Text Representation: opportunities.
___Text Representation:
Examples: Student created Examples: Student created ___Text Representation:
___Text Representation: Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. Examples: Student created
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking Examples: Student created
slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games. ___Modeling: Examples: drawings, videos, and games.
language you want students to use, language you want students to ___Modeling: Examples: Speaking slowly and clearly, ___Modeling: Examples:
and providing samples of student use, and providing samples of Speaking slowly and clearly, modeling the language you Speaking slowly and clearly,
work. student work. modeling the language you want students to use, and modeling the language you
want students to use, and providing samples of student want students to use, and
Other Techniques and Strategies Other Techniques and Strategies providing samples of student work. providing samples of student
used: used: work. work.
___ Explicit Teaching ___ Explicit Teaching Other Techniques and Other Techniques and
___ Group collaboration ___ Group collaboration Other Techniques and Strategies used: Strategies used:
___Gamification/Learning throuh ___Gamification/Learning throuh Strategies used: ___ Explicit Teaching ___ Explicit Teaching
play play ___ Explicit Teaching ___ Group collaboration ___ Group collaboration
___ Answering preliminary ___ Answering preliminary ___ Group collaboration ___Gamification/Learning ___Gamification/Learning
activities/exercises activities/exercises ___Gamification/Learning throuh play throuh play
___ Carousel ___ Carousel throuh play ___ Answering preliminary ___ Answering preliminary
___ Diads ___ Diads ___ Answering preliminary activities/exercises activities/exercises
___ Differentiated Instruction ___ Differentiated Instruction activities/exercises ___ Carousel ___ Carousel
___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel ___ Diads ___ Diads
___ Discovery Method ___ Discovery Method ___ Diads ___ Differentiated Instruction ___ Differentiated
___ Lecture Method ___ Lecture Method ___ Differentiated Instruction ___ Role Playing/Drama Instruction
Why? Why? ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama
___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Lecture Method ___ Discovery Method
___ Availability of Materials ___ Availability of Materials ___ Lecture Method Why? ___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? ___ Complete IMs Why?
___ Group member’s ___ Group member’s ___ Complete IMs ___ Availability of Materials ___ Complete IMs
collaboration/cooperation collaboration/cooperation ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials
in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s collaboration/cooperation learn
of the lesson of the lesson collaboration/cooperation in doing their tasks ___ Group member’s
in doing their tasks ___ Audio Visual Presentation collaboration/cooperation
___ Audio Visual Presentation of the lesson in doing their tasks
of the lesson ___AudioVisual Presentation
of the lesson
GRADE 5 School: Grade Level: V
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: March 4-8, 2019 (WEEK 8) Quarter: 4th Quarter
demonstrates demonstrates demonstrates demonstrates understanding of basic first aid principles and demonstrates
understanding of understanding of understanding of colors, procedures for common injuries understanding of
concepts pertaining to concepts pertaining to shapes, space, repetition, participation and
volume in music volume in music and balance through assessment of
sculpture and 3- physical
dimensional craft. activity and physical
fitness
B. Performance Standards The learner… The learner… The learner… The learner… The learner . . .
applies dynamics to applies dynamics to demonstrates practices appropriate first aid principles and procedures for participates and
musical selections musical selections fundamental construction common injuries assesses
skills in making a 3- performance in
dimensional craft that physical
expresses balance, artistic activities.
design, and repeated assesses physical
variation fitness
of decorations and colors
1. papier-mâché jars with
patterns
2. paper beads
constructs 3-D craft using
primary and secondary
colors, geometric shapes,
space, and repetition of
colors to show balance of
the structure and shape
C. Learning uses the major triad as uses the major triad as creates paper beads with demonstrates appropriate first aid for common injuries or recognizes the value
Competencies/Objectives accompaniment to accompaniment to artistic designs and varied conditions of
Write the LC code for each simple songs simple songs colors out of old participation in
magazines and colored H5IS-IV-c-j-36 physical activities
MU5HA-IVh-2 MU5HA-IVh-2 papers for necklace,
bracelet, ID lanyard PE5PF-IVb-h-19
A5PR-IVh
II. CONTENT PAGGAMIT NG PAGGAMIT NG Paglikha ng Disenyo sa Maging Laging Handa sa mga Karaniwang Pinsala KASANAYAN SA PAG-
HARMONIC THIRD HARMONIC THIRD Paggawa ng mga Likhang- SAYAW NG POLKA SA
INTERVAL INTERVAL Sining na Tatlong NAYON
Dimensyonal
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous Kilalanin ang major Kilalanin ang major Ang pagtataka o papier Noong nakaraang
lesson or presenting the triads sa ibaba. triads sa ibaba. mache making ay Tingnan ang mga salita sa kahon. Ano ang kaugnayan ng mga salita aralin, nalaman
new lesson nagsimula sa Paete, sa larawan? Mahalaga bang malaman natin ang kaugnayan ng mga ninyo ang ilan sa
Laguna. Ang produkto ay ito? mga basic dance
nagsisimula sa pagluluto steps. Ano-ano nga
ng pandikit na gagamitin ba ang mga ito?
mula sa galapong o
giniling na bigas. Ang mga
lumang dyaryo ay
pinagdidikit-dikit at
inilalapat sa molde.
Pinapatuyo ito at
binabaak pagkatapos
upang tanggalin ang
molde. Pinagdidikit muli
ito at pinipintahan upang
magkaroon ng disenyo
B. Establishing a purpose for uses the major triad as uses the major triad as creates paper beads with demonstrates appropriate first aid for common injuries or recognizes the value
the lesson accompaniment to accompaniment to artistic designs and varied conditions of
simple songs simple songs colors out of old participation in
magazines and colored physical activities
papers for necklace,
bracelet, ID lanyard
C. Presenting Pagpaparinig ng Pagpaparinig ng musika Ibayong pag-iingat ang Pag-aralan ang mga larawan Mayroon ako ng mga
examples/instances of the musika kailangan sa proyektong katanungan sa inyo
new lesson ito sapagkat gumagamit tungkol sa
tayo ng matalas na bagay pinagmulan ng
sa pagkuha ng molde. sayaw na Polka sa
Iwasan din ang matagal Nayon?
na pagkalantad sa rugby.
Di ito maganda sa
kalusugan. Iminimungkahi
ang paggawa ng proyekto
sa tulong at gabay ng
guro o nakakatanda.
D. Discussing new concepts and Ang harmonic interval Ang harmonic interval Mga Hakbang sa Paggawa Pag-aralan Natin Nakaharap sa
practicing new skills #1 ay binubuo ng dalawa ay binubuo ng dalawa o manonood ang mga
o higit pang mga tone higit pang mga tone na 1. Ihanda ang mga Karaniwang Pinsala at Kondisyon Pangunang Lunas pareha, ang mga
na magkakaugnay at magkakaugnay at kagamitan. 1. Sugat Karaniwang hindi babae ay nasa kanan
inaawit o tinutugtog ng inaawit o tinutugtog ng 2. Pahiran ng manipis ng ng lalaki at ng mga
nangangailangan ng
sabay. Ang harmonic sabay. Ang harmonic wax ang molde. kamay ng babae ay
third ay maaaring third ay maaaring daliang pagdadala sa nkahawak sa gilid ng
3. Pahiran ng pandikit ang
ilagay sa ibaba o itaas ilagay sa ibaba o itaas lumang dyaryo at ospital. Maaaring saya, ang sa lalaki
ng original note. Kung ng original note. Kung patungan ito ng isa pang gawin ang mga nasa baywang.
ang original note ay ang original note ay pahina ng dyaryo. sumusunod na (a) I-tap ang kanang
nasa linyaang harmonic nasa linyaang harmonic 4. Idikit ito sa molde. pamamaraan: paa sa bawat bilang
third ay nasa linya rin. third ay nasa linya rin. Maaring punitin ang a. Hugasan ang mga ng sukat ……………… 8
Kung ang original note Kung ang original note dyaryo ayon sa molde s
kamay na nasugatan
ay nasa space ang ay nasa space ang upang maiwasan ang (b) Mga pareha
harmonic third ay nasa harmonic third ay nasa ng malinis na tubig at magkahawak sa
gusot. Siguruhing lahat ng
space rin. space rin. parte ng molde ay sabon. closed ballroom
nalagyacn ng dyaryo. b. Pagpapatigil sa position at humanda
Ulitin ito hanggang pagdurugo gamit ang sa Fig. I
magkaroon ng 8-10 malinis na tela o ………………………..4 s
patong na papel ang lahat bulak.
ng parte ng molde.
c. Linising mabuti ang
5. Ibilad sa araw upang
sugat mas mainam
matuyo.
6. Sa tulong ng na patagalin ang
nakatatanda, hiwain ang sabon sa loob ng
taka gamit ang cutter sugat upang
upang makuha ang maiwasan ang
molde. Mapapansin na mikrobyo, banlawang
madali itong tanggalin
mabuti.
dahil sa tulong ng
ipinahid na wax sa molde d. Lagyan ng gamot o
bago takaan. antibiotic.
7. Idikit muli ang taka sa e. Takpan ang sugat
pamamagitan ng rugby. ng bandage.
8. Balutan muli ng dyaryo
f. Palagiang palitan
na may pandikit ang parte
ng pinaghiwaan. ang mga bandage ng
9. Patuyuin muli. sugat isang beses sa
10. Pintahan ayon sa nais isang araw.
na disenyo. g. Kung malalim ang
sugat
nangangailangan
itong tahiin sa
malapit na health
center o ospital.
h. Suriing mabuti ang
sugat at palagiang
tingnan ang mga
sintomas o
palatandaan ng
impeksiyon. Kung
may impeksyon
paturukan ng anti-
tetanus ang
pasyente.
2. Pagdurugo ng Ilong Ang balinguyngoy o
pagdurugo ng ilong
ay isang karaniwang
kondisyon ng
nangangailangan din
ng karampatang
lunas.
a. Umupo ng tuwid at
idikit ang iyong likod
sa sandalan ng
upuan. Kinakailangan
ito upang
mabawasan ang
presyon ng dugo sa
veins ng ilong at
maiwasan ang
pagdaloy ng dugo
pabalik sa iyong
katawan
b. I masahe ang ilong
ng pasyente at
huminga sa bibig
habang ito ay
isinasagawa. Ito ay
isinasagawa upang
maiwasan ang
patuloy na
pagdurugo ng ilong.
c. Upang maiwasan
ang muling
pagdurugo iwasan
ang pagsinga at
huwag yumuko
nangangailangan ang
ganitong kondisyon
na mapanatili na mas
mataas ang iyong ulo
kaysa sa iyong puso.
d. Sa patuloy na
pagdurugo gumamit
na ng nasal sprayer
at sumangguni sa
doktor.
3. Kagat ng Insekto Karamihang
reaksiyon ng kagat ng
insekto ay ang
pamumula,
pangangati at
pagkairitable.
a. Alisin sa lugar ang
pasyente kung saan
ito nakagat.
b. Hugasan ang
bahaging nakagat ng
insekto.
c. Maglapat ng cool
compress o kaya ay
isang tela na may
malamig na tubig o
puno ng yelo.
d. Ilapat ang isang
cream, gel o lotion sa
bahaging nakagat
upang maiwasan ang
pangangati. Kung
wala ka sa bahay nito
maaari ka ding
gumamit ng baking
soda.
e. kung tuluyang
lumala ito dalhin sa
pinakamalapit ng
health center o
ospital.
4. Kagat ng Hayop a. Kung ang sugat ay
mababaw lamang at
walang rabbies,
hugasan ang sugat ng
may sabon at malinis
na tubig, lagyan ng
antibiotic at takpan
ang sugat.
b. Kung ang sugat
naman ay malalim
takpan ang sukat na
isang malinis na tela
upang maampat ang
dugo, talian ito at
daliang dalhin sa
doktor.
c. Kung may
mapapansin kang
palatandaan ng may
impeksyon, tulan ng
pamamaga,
pamumula,
nadagdagan ang
sakit, dalhin kaagad
sa pinakamalapit na
health center o
ospital.
5. Paso Nangangailangan ng
agarang pansin ang
isang pasyenteng
napaso kung ito ay
malubha at
magdudulot sa
pasyente ng
iritableng
pakiramdam at labis
ng sakit.
a. Dagling ibabad ang
napasong bahagi sa
malamig na tubig sa
loob ng 10 minuto
upang maibsan ang
sakit.
b. Kung mayroong
mga Iintos, huwag
itong tusukin.
Panatilihin itong tuyo
at malinis. Huwag
bayaang
maalikabukan o kaya
ay dapuan ng langaw.
Takpan ang may
pinsalang bahagi ng
malinis na damit.
Plantsahin muna ito
bago gamitin.
c. Kung malaking
bahagi ng katawan
ang napaso, dalhin
agad ang pasyente sa
pinakamalapit na
pagamutan. Huwag
gagawa ng anuman
sa pasyente. Pahigain
at takpan siya ng
malinis na damit
upang manatiling
mainit.
d. Kung ang paso ay
maliit lamang, ibabad
ito sa tubig na may
asin sa loob ng 20
minuto pagkaraan ng
24 oras. Haluan ng ½
tasang asin ang isang
palanggana o kaya'y
isang timba ng
mainit-init na tubig.
Ibabad ang napasong
bahagi minsan isang
araw sa loob ng 3
araw hanggang
matuyo ang paso.
e. Sabunin at
hugasan ang sabila.
Dikdikin ito at
katasin. Lagyan ng
katas ng sabila ang
bahaging may pinsala
pagkatapos na
maibabad sa malnit-
init na tubig na may
asin, minsan isang
araw.
6. Pagkalason sa Pagkain Ang pagkalason sa
pagkain sa
nagmumula o sanhi
sa mga kagamitang
ginamit at sa uri ng
pagkaing kakainin.
Narito ang ilang
paraan upang bigyan
ng pangunang lunas
ang taong nalason.
a.Tiyakin na
nakainom ng
maraming tubig
upang mapanatili ang
iyong katawan na
hydrated at
magpahinga.
b. Kumuha ng isang
basong mainit-init na
tubig, magdagdag ng
ilang patak ng lemon
o kalamansi at lagyan
ng kaunting asukal at
asin, ipainom ito sa
pasyente.
c.Kumain ng isang
kutsarang pulot o
honey na may katas
ng luya upang
mapigilan ang lason.
d. Kung ngtagal pa
ang pagsusuka at
pagtatae ng higit sa
isang araw
sumangguni na sa
doktor.
7. Pamumutla at Pagkahimatay Ang pagkahimatay at
pamumutla ng isang
tao ay nangyayari
kapag hindi sapat ang
supply ng dugo sa
iyong utak. Ito ay
kalimitang maikling
oras lamang.
a. Kung sa iyo ito
mangyayari,
maaaring ikaw ay
humiga o umupo
upang dagliang
mawala ang
panlalabo at
pagkahilo.
b. Umupo at ilagay
ang iyong ulo sa
pagitan ng iyong mga
tuhod.
c. Kung nangyari
naman ito sa ibang
tao, itaas ang mga
binti ng mas mataas
kaysa sa ulo,
paluwagin ang
sinturon o collar ng
damit ng pasyente.
d. Buhatin ang
pasyenteng nahimay
ng dahan-dahan
lamang.
e. Maari ding
gumamit ng gamot
na ammonia na
ipaaamoy sa
pasyente.
E. Discussing new concepts and Kung ang harmonic Kung ang harmonic Paggawa ng proyekto Ipakita sa pamamagitan ng pagkilos ang mga pangunang lunas sa Pagsagawa ng sayaw
practicing new skills #2 third interval ay nasa third interval ay nasa mga sumusunod na karaniwang pinsala o kondisyon na nakasulat
ibaba, anong tunog ang ibaba, anong tunog ang sa papel. Pumili lamang ng isa ang bawat grup0.
posibleng marinig mo? posibleng marinig mo?
Kung ito naman ay Kung ito naman ay nasa
nasa itaas, anong itaas, anong tunog ang
tunog ang posibleng posibleng marinig?
marinig?
F. Developing mastery Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
(Leads to Formative
Assessment 3)
G. Finding practical applications Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
of concepts and skills in daily
living
H. Making generalizations and Sa paanong paraan mo Sa paanong paraan mo Ang taka, katulad ng mga Ilarawan ang maaari mong gawin kung ikaw ang kasama ng nasa Mahalaga sa
abstractions about the maipakikita ang maipakikita ang ibang likhang-sining ay pagsasayaw ang
larawan. Isulat ang sagot sa kahon.
lesson pagmamahal at pagmamahal at sumasalamin sa pagsaulo sa mga
pagpapahalaga sa mga pagpapahalaga sa mga mayamang kultura ng hakbang at mga
awiting bayan na tulad awiting bayan na tulad mga Pilipino. Ang termino ng sayaw.
ng Bahay Kubo at ng Bahay Kubo at pagkakaroon ng Makatutulong ang
Sitsiritsit? Sitsiritsit? kasanayan sa pagtataka tama at palagiang
ay makakapagbigay ng pagsasanay upang
oportunidad sa mga mag- mapagbuti ang
aaral na linangin ang pagsasayaw at
pagiging malikhain at mapaunland ang
makilala ang sariling koordinasyon ng
kultura. mga kamay at paa.
I. Evaluating learning Sumangguni sa Sumangguni sa Sumangguni sa Sumangguni sa LM___________. Lagyan ng tsek (/)
LM___________. LM___________. LM___________. ang kolum na
makapagsasalarawan
ng inyong sagot.
J. Additional activities for Sumangguni sa Sumangguni sa Sumangguni sa Sumangguni sa LM___________. Isalaysay ang inyong
application or remediation LM___________. LM___________. LM___________. naramdaman habang
sumasayaw. Isulat sa
sagutang papel ang
mga sagot.
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
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?