School: BISAL – BUCAO ELEMENTARY SCHOOL
GRADE 6
DAILY LESSON LOG
I. LAYUNIN
A. Pamantayang Pangnilalaman
C. B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto. Isulat and
code ng bawat kasanayan
E. II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina ng Gabay ng Guro
2. Mga pahina ng Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk
4. Karagdagang Kagamitan mula sa portal
ng Learning Resources (LR)
B. B. Iba pang kagamitang panturo
Grade Level: VI
Teacher: JOSEPH M. DICHOSO JR. Learning Area: FILIPINO
Teaching Dates and Time: JANUARY 16 – 20, 2023 (WEEK 9) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
Nabibigyang kahulugan ang Naipapahayag ang sariling Nagagamit nang wasto ang Nabibigyang kahulugan ang Nakasusulat ng panuto.
pananalita ng tauhan sa opinyon o reaskyon sa isang pandiwa sa pakikipag-usap sa tambalang salita. F6WC-IIi-2.11
napakinggang usapan. napakinggang balita isyu o iba’t ibang sitwayson. F6V-IIi-4.3
F6PN-IIi-19 usapan. F60L-IIf-j-5
F6PS-IIf-i-1
Pabibigay kahulugan ng Pagpapahayag ng sariling Pandiwa at ang Aspekto Nito Pagbibigay Kahulugan sa mga Pagsulat ng Panuto
pananalita ng tauhan sa opinion o reaksyon o ideya Tambalang Salita
napakinggang usapan sa napakinggang isyu
PowerPoint Presentation, DLP
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa bagong
aralin
Paglalarawan ng tauhan sa
napakinggang pabula.
Si Matsing at ang Pagong
Ano ang katangiang pinakita
ni haring Solomon nang
magdesisyon sya na ibigay sa
pangalawang babae ang
sanggol?
Isipin at Gawin
Gawain
Sabihin ang damdaming
inilalarawan ng mga pahayag.
Magkaroon ng pagbabalik- Subukin Natin
aral tungkol sa uri ng Salungguhitan ang mga
pangungusap. Ipatukoy sa pandiwang ginamit sa
mga bata kung anu-ano ang mgapangungusap at tukuyin
mga uri ng pangungusap. kung nasa anong aspekto ang
mga ito. Isulat ang sagot sa
patlang.
______ 1. Ang malikot na
bata ay napaso sa kalan.
______ 2. Manghuhuli ng
mga gumagalang aso ang
lalaki.
______ 3. Sina Mabelle at
Paolo ay sumasayaw ng
Tinikling.
______ 4. Ang magkakapatid
ay nagdadasal gabi-gabi.
______ 5. Ang mag-aaral ay
magsisimba mamayang
hapon.
Panuto: Hanapin sa puzzle Pag-aralan Natin
ang mga salitang maaaring May mga batang hindi
may kinalaman sa marunong sumunod sa mga
tatalakaying aralin. Isulat ito magulang.
sa metacards. Magbigay ng Hindi nila inisip na ang
maikling ideya o paliwanag kanilang mga magulang ay
tungkol sa mga salitang nagmamahal at nagbibigay sa
nahanap. kanila ng lahat ng kanilang
mga kailangan. Kaya dapat
DOPINYONU sila’y sundin at mahalin.
REAKSIYON Ngunit sa kuwentong ito,
OSBANSAIL tunghayan natin kung ano
GMUALYKDA ang ginawa ni Juan at ano
AISATUIED ang nangyari sa kanya.
HPIOYEMYP (DLP pah.3-4)
PAUTOSRAX
Ilahad sa klase ang Pag-usapan Natin
teksto/isyu. Pumili ng batang 1. Bakit naisipan ni Juan na
magbabasa ng nasabing umalis ng bahay?
teksto sa klase. Maaari rIn ________________________
Kahunan ang pandiwang Subukin Natin
angkop sa panahunang Ang ika-anim na baitang na mag-
ipinahihiwatig sa aaral sa Agripina Elem. School ay
pangungusap. gumawa ng liham pangkalakal.
1. (Diniligan, Dinidiligan, Ayon sa kanilang guro, dapat
Didiligan) ng babae ang mga nilang tandaan ang paraan ng
halaman bukas nang umaga. pagtutupi ng liham pangkalakal.
2. Ang sanggol ay (umiyak, Gamit ang mga larawang nasa
umiiyak, iiyak) tuwing siya’y ibaba, sumulat ka ng panuto
basa. tungkol dito. (DLP pah. 2-3)
3. (Tumawa, Tumatawa,
Tatawa) siya matapos niyang
mabasa ang liham mo.
4. (Kadarating, Darating,
Dumarating) pa lamang ni
Willie sa bahay, sinusundo na
siya ng isa pang kaibigan.
5. (Nagbibihis, Kakabihis,
Magbihis) ka na at baka ka
maleyt sa kasal ng pamangkin
mo.
Ipabasa ang Basahin Mo Pag-aralan Natin
Ang mga “Bidang” Pilipino Ang lahat ay abala sa paaralan
Original File Submitted and nina Delia. Araw ng pagbisita ng
Formatted by DepEd Club mga magulang. Ipakikita ng mga
Member - visit depedclub.com mag-aaral ng ika-anim na baiting
for more ang kanilang ginagawa sa
paaralan. Abala ang mga batang
lalaki sa pag-aayos ng kanilang
proyekto sa EPP. Isusulat nila
ang mga hakbang sa paggawa ng
mga ipakikita nilang proyekto.
Makikita ang ganito.
Ash Tray na Yari sa Bao
(DLP pah.4-6)
C. Pagtatalakay Pag-usapan Natin
1. Saang larangan nabibilang 1. Bakit naging kasiya-siya sa
ang mga “bidang” binanggit sa mga magulang ang panonood sa
akda? Bakit? mga ginawa ng mga anak nila?

D. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
Ipaliwanag.
1. Ang tagal naman ni
Jonathan! Baka mahuli tayo sa
practice.
2. Ewan ko ba naman sa
kaibigan mo, Rodel.Hanggang
ngayon ay hindi pa rin naaalis
sa sarili ang hindi pagdating sa
tamang oras
3. Hayaan mo, pagsasabihan
ko pagdating.
4. Teka, teka. Bakit hindi na
lang tayo maglaro habang
hinihintay natin si Jonathan?
5. Hindi ka ba napagod sa
pagbabasketbol natin? Heto
nga’t masasakit pa ang mga
hita ko, e.
Sagutin ang mga tanong
6. Ano ang damdamin ng
tauhan sa unang
pangungusap? Ikalawa?
7. Paano natin malalaman ang
damdaming ipinahahayag sa
pangungusap?
itong ipabasa ng dalawahan,
tatluhan o pangkatan.
Marami nang nalathalang
mga balita at impormasyon
ukol sa pag-unlad ng mga
karatig-bansa ng Pilipinas.
Tinagurian silang pitong
dragon. Napakabilis ng pag-
unlad ng mga bansang tulad
ng Indonesia, Malaysia,
Thailand, Hong Kong,
Taiwan, Singapore, at South
Korea. Hindi katulad ng
Pilipinas na hanggang ngayon
ang mga Pilipino ay
nakasadlak pa rin sa
kahirapan.
May mga suliranin
tayong dapat lutasin upang
umunlad ang ating bansa.
Unang-una ay ang isyung
kapayapaan at katahimikan
sa bansa. Ikalawa ay ang
kalinisan at pangangalaga sa
paligid na tila nalilimutan na
ng bawat Pilipino. Ikatlo ay
ang isyu ng kahirapan ng
nakararaming mamamayan.
Ikaapat ay ang kawalan ng
edukasyon ng mga kabataan
na siyang inaasahang
maglilingkod sa bayan. Paano
nga ba malulutas ito ng
bansang Pilipinas?
Magkakaroon ng talakayan
ang klase tungkol sa
binasang teksto. Ipasagot
ang mga sumusunod na
tanong.
1. Tungkol saan ang
binasang teksto?
2. Ano ang tawag sa mga
karatig-bansa ng Pilipinas na
patuloy sa pag-unlad?
________ 2. Ano-nong mga katangian ng 2. Malinaw ba ang mga
2. Dapat ba nating takasan mga bida sa kuwento ang direksyong ibinigay ng mga bata
ang taong nagawan natin ng maaaring tularan ng isang sa
kasalanan? bata? Paggawa ng mga proyekto nila
Bakit? 3. Sino sa mga miyembro ng sa paaralan?
________________________ inyong pamilya o angkan ang
________ itinuturing mong “bida” at
3. Ano sa palagay mo ang iyong hinahangaan?
nangyari kay Juan sa 4. Ano-anong mga katangian
katapusan ng kuwento? ng mga “bida” sa kuwento ang
________________________ maaaring pamarisan ng isang
________ bata para makatulong siya sa
pagbubuklod ng mga
miyembro ng kaniyang
pamilya?
Suriin ang kahulugan ng salita
sa bawat kahon.
Sa kuwento tungkol kay Juan Ano ang tawag sa mga salitang Isang paraan ng pakikipag-usap
ay nakapapaloob ang iba’t binigyan ng kahulugan sa o pakikipag-ugnayan sa iba ang
ibang bawat kahon? Matutukoy mo pagbibigay ng tuntunin,
pandiwa: ba ang kaibahan ng salita sa direksyon at panuto. Sa mga
A. B. kahon A sa salita sa kahon B? paglalaro o paggawa ng isang
C. bagay, kailangan ang direksyon o
Umalis Ang salitang binigyang- mga tuntunin na susundin upang
ipinatitinda kahulugan sa bawat kahon ay maging madali at maayos ang
mapapalo tinatawag na tambalang salita. paggawa ng mga ito.
ginawa nag- Ang tambalang salita ay Balikan natin ang panuto kung
3. Ano ang dapat na gawin
ng Pilipinas upang
makasabay sa mga karatig-
bansa nito?
4. Anu-anong mga isyu ng
bansa ang dapat na lutasin o
bigyang pansin upang tayo
ay umunlad?
aanyaya binubuo ng dalawang paano ang paggawa ng ash tray
makakagalitan magkaibang salita na pinag-isa. na yari sa bao. Ano ang iyong
ipinakain May mga tambalang salita na nasaksihan? Malinaw ba ang
dumadampi pinagdurugtong ng gitling (–) panuto?
magpapakabait at mayroon din namang hindi Magkatugma ba ang bawat
nagmadali ginigitlingan. panuto at larawan? Sa tingin mo,
makikinig masusunod kaya ninyo ang mga
nakatulog panuto sa tulong ng mga
nakalimot larawan?
Mapapansin na magkaiba ang
pagkabuo ng mga pandiwa sa
bawat hanay.
Ang mga pandiwang nasa
Hanay A ay pawang mga kilos
na naganap o natapos na. Ito
ay tinatawag na Pandiwang
Pangnagdaan.
Nakatutulong sa pagkilala ng
pandiwang nasa pagnagdaan
ang mga salitang
pampanahong kanina,
kahapon, kagabi, noong isang
araw, atbp. Ang mga ito’y
nagpapahiwatig na ginawa na
o tapos na ang pandiwa.
Sa Hanay B naman, ang mga
pandiwa ay nagsasaad ng
kilos na nasimulan na ngunit
hindi pa tapos o nagaganap
pa lamang. Ito ay tinatawag
na Pandiwang
Pangkasalukuyan.
Ginagamit ang mga salitang
pampanahong gaya ng araw-
araw, palagi, tuwing (hal.
tuwing linggo, tuwing Pasko)
at iba pa.
Sa Hanay C naman, ang
pandiwa ay nagsasaad ng
kilos na hindi pa nasimulan o
gaganapin pa lamang. Ito ay
tinatawag na Pandiwang
Panghinaharap.
Ginagamit ang mga salitang
 pampanahong mamaya,
bukas, samakalawa, sa isang
linggo at iba pa.
E. Pagtalakay ng bagong konsepto at Mula sa binasang teksto, Narito pa ang karagdagang Pagyamanin Mo
paglalahad ng bagong kasanayan #2 ipagawa ang Gawin Natin halimbawa: Gawin Ninyo
kung saan magbibigay ang Pangnagdaan Pangkatang gawain
(Paligsahan)
mga bata ng mga Pangkasalukuyan
Magsanay sa pagbuo ng
pangungusap na ginamit sa Panghinaharap mga tambalang salita.
teksto. Papagbigayin ang Sumayaw Tingnan ang mga larawan,
mga bata ng kani-kanilang sumasayaw isulat ang nabuong tambalang
reaksyon o ideya at opinion sasayaw salita ayon sa kahulugan
hinggil sa isyung kanilang Ngumiti isinasaad.
nabasa/napakinggan. ngumingiti
ngingiti
Nagmadali
nagmamadali
magmamadali
Umalis
umaalis aalis
Ginawa
ginagawa
gagawin

F. Paglinang ng Kabihasaan Gawin Mo Gawin Natin Ano ang kahulugan ng Gawin Natin
( tungo sa Formative Assessment ) Panuto: Bumuo ng dalawang Basahin ang mga sumusunod sumusunod na tambalan sa (DLP pah. 6-8)
grupo. Batay sa na pangungusap. Piliin ang mga pinagsamang salitang-
mapagkakasunduan ng pandiwa at sabihin ang ugat? Pansining may gitling sa
dalawang grupo, pumili ng angkop na aspekto. Isulat ito may nawawalang salita. Isulat
isang paksa/isyu mula sa mga sa tamang hanay. ang sagot sa papel.
sumusunod na listahan. Ang Hal. Bibili sila ng damit sa Tambalan Mga Salitang-
dalawang grupo ay Davao bukas. Ugat Kahulugan
magsasagawa ng isang Sagot: 1.anak-pawis anak, pawis
debate tungkol sa isyu. Pandiwa Aspekto Ipinanganak na mahirap
Gumamit ng iba’t ibang uri Bibili
ng pangungusap sa Panghinaharap 2.balat-sibuyas
pagdedebate. 3.likod-bahay
Magsimula rito: 4likas-yaman
Mga mungkahing paksa: 1. Tuwing umaga, si Nita ay 5agaw-buhay
1. Marangya o nagwawalis ng kanilang 6buhay-Maynila
simpleng pagdiriwang ng bakuran. 7isip-bata
pista 2. Sumama si Au-au sa piknik 8.ayos-dalaga

G. Paglalapat ng aralin sa pang-araw-araw Paunlarin at Payamanin
na buhay Basahin ang mga pahayag.
Ipakita sa pamamagitan ng
pagbasa ang damdaming
inilalarawan ng bawat tauhan.
1. May laro akong hindi
nakakapagod. Iyon bang
larong habang nagpapahinga
ay nakapaglalaro pa rin.
2. Pampalipas-oras. Gawin
natin. Gusto ninyo?
3. Puwede bang dito na lang
natin iyan laruin? Talagang
masakit ang mga hita ko.
4. Ang dami mong tanong.
Ayaw mo yata, e. Huwag na
lang natng ituloy.
Ito kasing si Jonathan, e. kung
bakit ngayon pa dumating.
Natalo tuloy ako.
2. Panukalang oras ng
pagvivideoke
3. Nationwide liquor
ban sa Pilipinas
4. Panukalang “No
School Uniform” para sa mga
mag-aaral
Isapuso Mo
Pangkatang Gawain
Ang bawat pangkat ay
bibigyan ng envelope na may
lamang manila paper, marker
at kwento. Tahimik na
babasahin ang nakatakdang
gawain at pagkatapos ay
isasagawa na ito.
Unang Pangkat – pumili ng
isang napapanahong isyu at
magbigay ng mga rekasyon,
opinion o ideya tungkol dito.
Iulat ito sa klase.
Ikalawang Pangkat - mag-isip
ng isang napakinggan o
nabasang isyung
kinasasangkutan ng bansa.
Magsagawa ng tatlong
minutong debate tungkol
dito. Gumamit ng iba’t ibang
uri ng pangungusap sa
pagdedebate.
noong isang linggo. 9.hanap-bahay
3. Manonood ba kayo ng sine 10.buhay-binata
sa Linggo?
4. Kung sasakay ka sa bapor,
marami kang makikilalang
tao.
5. Parang wala sa sarili si Lyn
habang sumisigaw ang
kanilang katulong ng
“Sunog!”
Pandiwa
Aspekto
1.
2.
3.
4.
5.
Gumawa ng 5 pangungusap Pasagutan sa mga mag-aaral Pagyamanin Natin
na may mga pandiwa batay ang Isapuso Mo (DLP pah. 15-16)
sa larawan. Salungguhitan
ang pandiwa at sabihin kung
anong aspekto
ang ginamit nito.(DLP pah.7)
1.
________________________
________________________
____
2.
________________________
________________________
____
3.
________________________
________________________
____
4.
________________________
________________________
____
5.
________________________
________________________
____
H. Paglalahat ng Aralin Ang katangian ng tauhan ay
mailalarawan ayon sa pahayag
na kaniyang sinabi.
Matutukoy rin ang kaniyang
iniisip at nadarama. Maaaring
pagkainip, pagkapagod,
pagdaing, pagkainis, pagsang-
ayon, paninisi, pag-alo, pag-
awat at paghihikayat.
I. Pagtataya ng Aralin Isulat sa papel ang katangian
ng tauhan na inilalarawan sa
pahayag – maawain,
masungit, magalang, mabait,
masayahin, malungkutin,
mainipin, at iba pa.
8. Magandang umaga po. Kayo
po ba si Gng. Reyes?
9. Oo, ako nga. Anong
maitutulong ko sa iyo?
10. Limusan mo na ang bata.
Isaisip Mo
Ang pagbibigay ng reaksyon,
ideya o opinion tungkol sa
isang isyu ay isang mabuting
kasanayan dahil
naipahahayag natin ang
sariling saloobin, opinyon o
pananaw hinggil sa mga
kaisipang inilahad.
Ang pagbibigay-reaksiyon ay
maaaring sa pamamagitan ng
pagsang-ayon o pagsalungat
sa kaisipan ng nagsalita o
kausap. Sikapin lamang na
maging magalang upang
maiwasan ang makasakit ng
damdamin ng kapwa
Isang paraan din ng
pagpapahayag ng reaksiyon
ay sa pamamagitan ng
pagkakaroon ng debate. Iba’t
ibang uri ng pangungusap
ang maaaring magamit sa
pakikipagdebate tungkol sa
isang isyu.
Panuto: Magbigay ng sariling
reaksyon, opinion o ideya
hinggil sa sumusunod na
isyu.
Labanan ang polusyon
Malaking isyu
ngayon ang pagkasira ng
kapaligiran dahil sa
lumulubhang polusyon sa
lupa, tubig, at hangin.
Malulutas ang suliraning ito
Tandaan Natin
Ang pandiwa ay may tatlong
aspekto.
1. Pangnagdaan – kung ang
kilos ay ginawa na o tapos na.
Umuwi siya nang maaga
kahapon.
2. Pangkasalukuyan – kung
ang kilos ay nasimulan na
ngunti hindi pa tapos o
nagaganap pa lamang.
Tumutulong siya sa mga
gawaing bahay.
3. Panghinaharap – kung ang
kilos ay hindi pa nasimulan o
gaganapin pa lamang.
Mag-aaral na siya sa susunod
na taon.
Basahin ang mga
pangungusap. Salungguhitan
ang pandiwa na ginamit dito
at ilagay ang bawat
pandiwang makikita sa kanya
kanyang aspekto.
Hal.
1. Manonood kami ng sine.
Pangnagdaan
Pangkasalukuyan
Panghinaharap
Gabayan ang mga bata sa
pagbibigay ng paglalahat.
Ano ang tambalang salita?
Paano binibigyan kahulugan
ang mga tambalang salita?
Panuto: Bilugan ang titik ng
angkop na kahulugan ng
tambalang sa bawat bilang.
1. bungang-isip
a. mula sa bunga ng panaginip
b. mula sa bunga ng mga
nakikita
c. mula sa bunga ng iba’t ibang
pangyayari
d. mula sa bunga ng iba’t ibang
pangyayari
Ang panuto ay binubuo ng mga
hakbang na sinusunod sa
paggawa ng isang bagay.
Halimbawa:
Kapag kumukuha ka ng
eksamen, ang panuto ay
magsasabi sa iyo kung sa kaliwa
o sa kanan isusulat
ang iyong sagot, kung letra o
buong salita ang isusulat
mo.
Ang panuto rin ang susundan mo
kung may gagawin kang isang
bagay na nangangailangan ng
hakbang-hakbang na kilos.
Halimbawa:
1. Paggawa ng isang kard.
2. Paano gagawin ang isang
ehersisyo, atbp.
Ito ang mga pamatnubay sa
pagsulat ng panuto:
1. Pag-aralang mabuti ang mga
larawan o dayagram.
2. Isipin munang mabuti ang
iyong isusulat tungkol sa
larawan.
3. Tuwirang ibigay o ilahad nang
malinaw ang tuntunin. Iwasan
ang paliguy-ligoy na panuto.
4. Ilahad ang mga panuto nang
sunud-sunod.
5. Gumamit ng mga payak na
salita.
Sino ang iyong paboritong
bayani? Gumawa ng kwadro
para sa kanyang larawan. Pag-
aralan ang mga larawan at
gumawa ka ng mga hakbang
kung paano ito gagawin.
A. Maghanda ng:
- dalawang pirasong cardboard
na 5 x 8 pulgada
- lapis
- ruler
 Mukhang hindi pa kumakain.
Putlang-putla na.
11. Ang tagal nmn ni Joyce!
Kanina pa tayo rito.
12. O, hayun na pala siya!
Ngiti na tayong lahat.
J. Karagdagang Gawain para sa takdang
aralin at remediation
kung makikipagtulungan ang
bawat tao. May mga batas
na dapat sundin at may mga
kautusang ipinatutupad ang
ating pamahalaan. Magiging
malinis ang paligid kung
gagawin ng bawat isa ang
kanilang tungkulin. Tayo ang
dapat mangalaga na likas na
kayamanan at ang pag-unlad
ng bayan ay sa atin
nakasalalay.
1. Manonod
Magsimula rito.
1. Nakita ko si Dondon sa
Gaisano Mall.
2. Siguro ay sasama ka sa
Bukidnon.
3. Ang tatay ko ay nagtitiis
sa banig ng karamdaman.
4. Nangangaral ang Nanay sa
kanyang mga anak.
5. Kenneth, kukuha ka ba
mamaya ng pagkain mo?
Salungguhitan ang mga
pandiwa. Ilagay sa patlang
kung ito ay pangkasalukuyan,
pangnagdaan o
panghinaharap.
_________ 1. Ang aso ay
bumangga sa pader sa tulin
ng takbo.
_________ 2. Uuwi ako sa
amin bukas.
_________ 3. Dali-daling
inalis ni Peter ang bato.
_________ 4. Nagtanim ka ba
ng puno sa inyong bakuran?
_________ 5. Masayang
nagdidilig si Karen ng mga
halaman sa kanilang bakuran
2. nagpakitang-gilas - pandikit
a. ipinakita ang pagiging - krayola o
malikhain - water color
b. ipinakita ang katalinuhan (DLP pah.13-14)
c. ipinakita ang pagiging aktibo
d. ipinakita ang kahusayan at
kakayahan
3. bahay-kubo
a. maliit na bahay na gawa sa
kawayan at sawali
b. maliit na bahay na gawa sa
dahon ng saging
c. maliit na bahay na gawa sa
iba’t ibang kahoy
d. maliit na bahay na gawa sa
bato
4. kwentong-likha
a. mga tinipong kwento
b. mga isinulat na kwento
c. mga ginupit na kwento
d. mga pinagsama-samang
kwento
5. kilalang pamilya
a. maykaya sa buhay
b. sikat sa pamilya
c. pamilyang kasama sa pulitika
d. malaking pamilya
Tukuyin kung literal o
matalinghaga ang salita ang
tambalang salitang may
salungguhit sa bawat bilang.
Ibigay na rin ang kahulugan ng
mga ito.
_______ 1. Ang bahay-kubo
namin ay talaga namang
masarap tirhan lalo na kung
tag-init.
_______2. Ang bahaghari ay
waring nakangiti sa akin at
nagbibigay-saya.
_______ 3. Marami ang
nagtataingang-kawali sa
tuwing ayaw nilang marinig
 araw-araw. ang katotohanan.
_______ 4. Tuwing Pasko ay
pumupunta sila sa bahay-
ampunan para bisitahin at
bigyan ng kasiyahan ang mga
ulila.
_______ 5. Ibig niya talaga ang
makahanap ng isang
hanapbuhay upang
matustusan ang pag-aaral ng
kapatid.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng 80% sa pagtataya ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80%
80% above 80% above 80% above 80% above above
B. Bilang ng mag-aaral na nangangailangan ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
ng iba pang Gawain para sa remediation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
C. Nakatulong ba ang remedial? Bilang ng ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
mag-aaral na nakaunawa sa aralin ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up
up the lesson up the lesson up the lesson up the lesson the lesson
D. Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who continue ___ of Learners who ___ of Learners who ___ of Learners who continue ___ of Learners who continue to
remediation to require remediation continue to require continue to require to require remediation require remediation
remediation remediation
E. Alin sa mga istratehiyang pagtuturo ang Strategies used that work Strategies used that work Strategies used that work Strategies used that work well: Strategies used that work well:
nakatulong ng lubos? Paano ito well: well: well: ___Metacognitive ___Metacognitive
nakatulong? ___Metacognitive ___Metacognitive ___Metacognitive Development: Examples: Self Development: Examples: Self
Development: Examples: Self Development: Examples: Development: Examples: Self assessments, note taking and assessments, note taking and
assessments, note taking and Self assessments, note taking assessments, note taking and studying techniques, and studying techniques, and
studying techniques, and and studying techniques, and studying techniques, and vocabulary assignments. vocabulary assignments.
vocabulary assignments. vocabulary assignments. vocabulary assignments. ___Bridging: Examples: Think- ___Bridging: Examples: Think-
___Bridging: Examples: Think- ___Bridging: Examples: ___Bridging: Examples: pair-share, quick-writes, and pair-share, quick-writes, and
pair-share, quick-writes, and Think-pair-share, quick- Think-pair-share, quick- anticipatory charts. anticipatory charts.
anticipatory charts. writes, and anticipatory writes, and anticipatory ___Schema-Building: ___Schema-Building: Examples:
___Schema-Building: charts. charts. Examples: Compare and Compare and contrast, jigsaw
Examples: Compare and ___Schema-Building: ___Schema-Building: contrast, jigsaw learning, peer learning, peer teaching, and
contrast, jigsaw learning, peer Examples: Compare and Examples: Compare and teaching, and projects. projects.
teaching, and projects. contrast, jigsaw learning, contrast, jigsaw learning, ___Contextualization: ___Contextualization:
___Contextualization: peer teaching, and projects. peer teaching, and projects. Examples: Demonstrations, Examples: Demonstrations,
Examples: Demonstrations, ___Contextualization: ___Contextualization: media, manipulatives, media, manipulatives,
media, manipulatives, Examples: Demonstrations, Examples: Demonstrations, repetition, and local repetition, and local
repetition, and local media, manipulatives, media, manipulatives, opportunities. opportunities.
 opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
F. Anong suliranin ang aking naranasan na __ Bullying among pupils
solusyonan sa tulong ng aking punongguro __ Pupils’ behavior/attitude
at superbisor? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading
Paragraphs/Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
of ___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)

G. Anong kagamitang panturo ang aking
nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Internet
Internet Lab Internet Lab Internet Lab Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized __Contextualized/Localized __Contextualized/Localized __Contextualized/Localized and
and Indigenized IM’s and Indigenized IM’s and Indigenized IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional used as Instructional used as Instructional Materials used as Instructional Materials
Materials Materials __ local poetical composition __ local poetical composition
__ local poetical __ local poetical composition
composition

School: BISAL – BUCAO ELEMENTARY SCHOOL Grade Level: VI

GRADE 6 Teacher: JOSEPH M. DICHOSO JR. Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: JANUARY 16 – 20, 2023 (WEEK 9) Quarter: 2ND QUARTER
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
C. Learning Competencies / performs addition on integers. performs subtraction on integers. performs multiplication on performs division on integers.
Objectives M6NS-IIi-156 M6NS-IIi-156 integers. M6NS-IIi-156
M6NS-IIi-156 Weekly test

II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21st Century Mathletes 6, pp 50 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 50- 21st Century Mathletes 6,
Lesson Guide in Elem. Math Gr. pp53-56 53 pp 53
6 p.353 Lesson Guide in Elem. Math Gr. 6
p.356, 358
2. Learner’s Materials pages
3. Textbook pages 21st Century Mathletes 6, 21st Century Mathletes 6, pp158- 21st Century Mathletes 6, pp. 21st Century Mathletes 6,
pp158-165 165 152-157 pp 158
4. Additional Materials from DLP 6 Mod 69 DLP 6 Mod 69
Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
clip, power point presentation power point presentation power point presentation power point presentation
IV. PROCEDURES
A. Reviewing previous lesson Drill: Which of the two integers Drill: Warm-up: What two numbers Have a quick review on
or presenting the new in each pair has a greater Give the opposite of each given will give you a product of 64 and multiplying integers:
lesson distance from zero? integers. a quotient of 4?
1. +5 & -4 1. +50 Solution:
2. -2 & -9 2. +12 • 16 and 4
3. -10 & -6 3. +42 • 16 x 4 = 64
4. +7 & -3 4. -120 • 16 ÷ 4 = 4
5. -12 & + 1 5. -29
Review: Review: Review: Subtract the ff.
Use algebra tiles to show the Quick Review of 1. 18- 7
answer to the following: Adding Integers 2. -26-12
1. (+6) + (-4) 3. 35- (-8)
2. (-8) – (+5) 4. 20- (-20)
3. (-2) X (+3) 5. -25-(-25)
4. (-8) ÷ (+2)

B. Establishing a purpose for Problem: You want to buy The highest point in Asia is the Problem: You are Php300 in
the lesson house that costs Php800,000. top of Mount Everest, at a height debt. If your debt is increased 2

C. Presenting
Examples/Instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
You only have Php500,000. If
you buy the house, what will
your debt be?
If you spend more money than
you have, you go into debt.
(Debt is a good example of
working with negative integers.)
Use a number line to help
visualize the addition of
integers.
(Discuss “explain” on page 152
of txbk)
Show video clip on how to add
integers
Demonstrate adding positive
and negative integers using
counters.
(On the slides of power point
presentation)
Do you notice a pattern or rule?
Adding Integers with like signs.
of 29,028 feet above sea level.
The lowest point is the Dead Sea,
which 1312 feet below sea level.
How much higher is Mount
Everest than the Dead Sea?
Discuss the answer to the
problem using the 3 Steps to
Subtract Integers
1.Keep
Keep the 1st number
2.Change
Subtraction sign to Addition
3.Opposite
Write down the opposite of the
2nd number
-Then add the way you normally
do.
Show video clip on how to
subtract integers.
Demonstrate another example of
subtraction of integers using a
number line
times, how much is your debt?
-300 x 2 = -600
Multiplying by a negative
number is multiplying your debt.
Present the rules in multiplying Present to the pupils the
integers using power point discussion on how to divide
presentation. integers. (See power point
 Rule 1: presentation)
Positive x Positive = POSITIVE
 Rule 2:
Negative x Negative = POSITIVE
 Rule 3:
Negative x Positive = NEGATIVE
 Rule 4:
Any Number x 0 = ZERO
Show video clip on how to Show video clip on how to
multiply integers divide integers
Demonstrate another example of Divide the pupils into 5 groups.
multiplication of integers. Let them answer the problems on
Original File Submitted and the slides.
Formatted by DepEd Club
Member - visit depedclub.com
for more
 - When the signs are the same,
add the numbers together and
keep the sign.
Demonstrate Adding Integers
with like signs.
(On the slides of power point
presentation)
Did you notice a pattern or
rule?
Adding integers with unlike
signs.
- When the signs are different,
subtract the integers and keep
the sign of the larger digit.
F. Developing mastery Group Activity:
(Leads to Formative Add the ff. integers:
Assessment) 1) -8 + 8 =
2) -9 + -11 =
3) 13 + (-19) =
4) 7 + 5 =
5) -12 + 10 =
6) -22 + (-16) =
7) 18 + (-5) =
G. Finding practical Pair-share: Add the ff.
applications of concepts
and skills in daily living
Group Activity:
Materials: flash cards/power
point, show-me-board
Mechanics:
a.Divide the class into 5 groups.
b.Choose a leader
c. Teacher flashes numbers on
the slides
d.Leader will write the correct
answer on the show-me-board
e.The first group to flash the
correct answer will get 1 point
f.The teacher checks the answers.
g.The group having the most
number of correct answers wins.
PRACTICE BY PAIR:
1. -7 – 15 =
2. 23 – 98 =
3. -48 - -13 =
4. 5 - -6 =
5. 17 – 8 =
Group Activity:
Materials: flash cards/power
point, show-me-board
Mechanics:
a.Divide the class into 5 groups.
b.Choose a leader
c. Teacher flashes numbers on
the slides
d.Leader will write the correct
answer on the show-me-board
e.The first group to flash the
correct answer will get 1 point
f.The teacher checks the answers.
g.The group having the most
number of correct answers wins.
Try this with your seatmate:
54  6 =
-54  6 =
54  -6 =
-54  -6 =
|-12  -4| =
H. Making generalizations and
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application and
remediation
V. Remarks
VI. REFLECTIONS
How do we add integers with
like sign? Unlike sign?
Adding Integers with like signs.
- When the signs are the same,
add the numbers together and
keep the sign.
-9 + -3 = -12
Adding integers with unlike
signs.
- When the signs are different,
subtract the integers and keep
the sign of the larger integer.
-9 + 3 = -6
If the temperature was -7
degrees (Fahrenheit) at 6 AM,
rose 4 degrees by 7 AM and
then rose another 8 degrees by
8 AM, what was the
temperature at 8 AM?
How do we subtract integers? How do we multiply integers? How do we divide integers?
(Subtraction of integers means 1. IF THE SIGNS ARE THE (on the slides)
adding the minuend and the SAME THE ANSWER
opposite of the subtrahend.) or IS POSITIVE
Subtract Integers 2. IF THE SIGNS ARE
1.Keep DIFFERENT THE ANSWER
Keep the 1st number IS NEGATIVE
2.Change
Subtraction sign to Addition
3.Opposite
Write down the opposite of the
2nd number
-Then add the way you normally
do.
Answer the ff. Let the pupils do the additional Let the pupils answer the activity
Subtract 6 from  15 activities on the slides. cards.
8   2   9   7  
A. No. of learners who earned
80% on the formative
assessment
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 this work?
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.

F. What difficulties did I
encountered which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from views
of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from views
of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from views
of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
 School: BISAL – BUCAO ELEMENTARY SCHOOL Grade Level: VI
GRADE 6 Teacher: JOSEPH M. DICHOSO JR. Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: JANUARY 16 – 20, 2023 (WEEK 9) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove swamps

B. Performance Form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important
Standards plants and animals

C. Learning Discuss the interactions among living things and non-living things in tropical rainforests, coral reefs and mangrove swamps ( S6LT II i-j-5)
Competencies/
Objectives
Write the LC code for
each
a.Identify living and non-living Construct food chains to show Identify the food web in the
things in a mini-ecosystem. feeding relationships among living given illustration.
b.Draw samples of living things Appreciate the importance of
things and non-living things
 Tropical rainforests interdependence of food of
found in a mini-ecosystem.
 Coral reefs living things.
c.Show concern in the
environment.  Mangrove swamps Construct food webs to show
Work harmoniously with the feeding relationships among
group living and non-living things in
an ecosystem
* Tropical Rainforests
* Coral Reefs
* Mangrove Swamps
( S6LTIIi-j-5.5)
Living Things and Non-Living Ecosystems : Topical rainforests 1.Interactions Among Living Things
II. CONTENT Things Coral reefs (Food Chair) Food Web
Mangrove swamps 2.Tropical rainforests
2.1Coral reefs
2.2 Mangrove swamps

III. LEARNING RESOURCES

A. References
 1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Exploring Science and Health Cyber Science 6, Myrna Q. Sci-Tech Wonder 6 Cyber Science 6, pp. 175-180
VI, p.83 Adduru, pp.175-179 p. 187 -
The New Science Links 6 , Evelyn
Castante—Padpad, pp.269-274
www.google .com.ph

4. Additional Materials http/www.e-

from Learning learningforkids.org/ecosystem/
Resource (LR) portal tropical rainforest/mangrove
swamps/coral reefs/
B. Other Learning https://
Resources www.youtube.com/
watch?v=biB39CSwj6M

IV. PROCEDURES

Vocabulary producer
Development consumer
food chain
depend

A. Reviewing previous Activate prior knowledge of
lesson or presenting pupils by giving them jumbled
the new lesson letters to get the word correctly.
(See attached activity sheet # 1)
organisms present in the picture?
What do we have in the Picture?
What are the
ENGAGEMENT:
Picture Analysis
The teacher show picture of grass ,
chicken and snake.
How these three living things
related to each other?
Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
Spot the error.
1. Plants depend on plant and
other animals in order to
survive.
2. Consumers can survive
without the producers.
3. Food chain consists of
producer, consumer and
predators.
4. Producers break down dead
animals to smaller pieces.
5. Consumers is the only living
thing that can produce its own
food.
B. Establishing a purpose Present pictures of Living and In this lesson you will learn about
for the lesson Non-Living Things found tropical rainforest, coral reefs
aroun What can you say about and mangrove swamps and their
the pictures ? Can you group components and how do they
them ? How ? differ from one another.
(Teacher may have a video
presentation before the activity)
C. Presenting Group the pupils into 5 and give
examples/instances of Show video about Ecosystem the respective tasks for each
the new lesson group. Choose rapporteur to
present your output.
Group 1 - The pupils will label
the pictures and describe each.
(Activity sheet # 2)
Group 2 - The pupils will fill up
the table to show the different
component for each type of
ecosystem (Activity sheet # 3)
Group 3 – The pupils will draw
the tropical rainforest, mangrove
swamps and coral reef and label
each. (Activity sheet # 4)
Group 4 – The pupils will act out
as Mr. Forest, Ms. Mangrove
Swamp and
Mrs. Coral Reef and introduce
their components.
Group 5 – The pupils will solve a
picture puzzle of forest ,
mangrove swamp and
coral reef and name it after.
D. Discussing new Group Activity ( by learning
concepts and stations ) Please see Presentation of outputs.
practicing new skills attachments.
#1
Why do living and non living things
live in a specific environment?
Group Activity
Discussion of the lesson
GAME: Explain.
Get the envelope and identify In the jungle or wild there is
the picture organism inside the always survival of the fittest.
envelop..
Make as simple habitat from the
different organism you have
found inside the envelop.
 Forest
 Coral reefs
 Mangrove area
EXPLORATION: Dyads
A. Grouping of pupils Research on books or in the
B. Setting of standards internet on animals found in
C. Activity the following; a. tropical
Activity 1 rainforests b. coral reefs, c.
Food chain in Coral Reefs mangrove swamps.
Activity 2 Individually make a list of
Food chain in tropical rain forest animals found in each
Activity 3 category. Write as many as
Food chain in mangrove area you can for 5 minutes.
Activity 4 Compare your list. Cross out
Draw a food chain in tropical the animals which both of you
forest have in the list. The one who
Activity 5 has the most number of
What a Corals? animals left is the winner
(through video presentation)
EXPLANATION Teacher’s Instruction
Based on the activity you have Picture Analysis
made, what are the food chain you
made from tropical rain forest?

E. Discussing new Process the output of the pupils
concepts and and discuss the type of
practicing new skills ecosystem as tropical rainforest,
#2 mangrove swamp and coral reef
using the presentation found in
the web (http./www.e-
learningforkids.org./ecosystem/)
mangrove? coral reefs?
Which are the primary
consumers? Secondary
consumers?
Can a secondary consumer
become a primary consumer?
Why?
What is being transfer in food
chain?
Which happens to the amount of
stored energy as it transferred
from one consumer to another? 1. Can you name the food
chains in the picture above?
2. How many food chains did
you see?
3. What do you think is the
basis of the relationships in
the picture?
4. How many animals feed in
the plant?
( Teacher may also use
different pictures from
tropical rainforest, coral reefs
and mangrove swamps)
DIRECTIONS: Identify the symbiosis Activity 1:
relationship of the following Problem: What is a
situation food web?
being described in each item. Write
Study the illustration below
your answer on your answer sheet.
1.Marie enjoyed snorkeling during
summer
vacation. She witnessed that Sea
urchins eat corals. What interaction
in
marine ecosystem does it show?
______________________________
__
2. Clownfish meets sea anemone • Observation:
during his sea exploration. They 1. What is the
 became friend in the long run. grasshopper’s source
Clownfish protects sea anemone of food? Ant’s?
from 2. What is the eagle’s
marine creature that immune on its
source of food?
tentacles while sea anemone serves
3. What is the snake’s
as
habitat of Clownfish .What source of food?
interaction 4. How many food
in marine ecosystem does it show? chain are there in the
______________________________ illustration?
_ Activity 2: Group
 3. The reduction of sea urchin
Work
population growth causes of
decreasing reproduction of Procedures:
corals. What does it show? 1. Identify the
______________________ possible animals that
 4. Mark’s group dissected Tilapia may survive in the
during their science experiment. given pictures to
They discovered that worms lives your group.
in the flesh of fish. If worm
2. From the list of
harmed the fish, what does it
depict? animals identified
__________________________ construct a food web
to show the feeding
5. Barnacles and whales were relationship of
friends. Barnacles considered animals.
as commensals while the Group 1: Tropical
whales are host. What
Rainforest
interaction in marine
ecosystem does it show?

Group 2: Mangrove
Swamps
 Group 3: Coral Reefs

From the food web you

constructed, answer the
following:
1. What is the first link
in the food web?
2. In the food web you
have constructed,
what are the
herbivores?
carnivores?
3. In every food
chain/food web what
is considered as the
final consumer?
4. Are decomposers
important? Why?
F. Developing mastery Describe the component of each Individual Activity
(leads to Formative type of ecosystem . Construct a food chain in the
Assessment 3) following places.
Choose only one habitat? Be able
to explain your work?

1. How many food

chains are there in
the illustration?
2. Which organisms are
the first order
consumers? Second
order consumers?
Third order
consumers?
3. If plants are
destroyed which
organisms have the
greatest chance of
survival? Why?
4. Which organisms
would be affected if
first order consumers
were destroyed?
5. Are decomposers
important in food
web?

G. Finding practical What do you expect to see in Differentiate each type of Group Great Parasites ELABORATION 1. A ripe papaya fell on the
applications of a swamp pond and in a desert ecosystem: Title of the activity: Show picture of a mangrove tree. ground. After some time,
concepts and skills in ? Try to classify living from Where can we usually find or “ I Can Shout My Fate” Are you familiar to this tree? many organisms are floating
daily living non-living things. locate Tropical rainforest, Prepare and present a rap about Describe the tree. What tree is
on it including the worm,
mangrove swamps and coral the concept learned. this? Why this tree can survive in
chicken, rat, frog, small ants,
reefs? Group Powerful Competitors this area? Is there food chain can
Title of the Activity: you make out of this habitat? big ants flies and bird.
 I Can Paint My Life ( State the food chain and explain Construct a food chain from
Draw and present a drawing your answer) the given situation.
showing 2. Illegal logging is a serious
An interaction about the concept
environmental problem our
learned
country is facing today. How
does illegal logging affects the
food relationships (food chain
and food web) among the
different organisms? (the
plants and animals in the
forest ecosystem) (Valuing)

H. Making Using concept mapping/webbing What are the different kinds of What are the ideas did you • What is a food web?
generalizations and Fill up the concept map give the distinct description for interaction learned in the lesson? Why is it important?
abstractions about the correctly. each type of ecosystem in a rainforest? Mangrove swamp? A sequence of different feeding
lesson Coral Reef?
Types of level of organism in an ecosystem
is called food chain.
Tropical Mangrove Swamps

Coral Reefs

I. Evaluating learning Directions: Select at least five pairs EVALUATION Construct a food web from
Write LT if the things found of organisms. A. Using the picture of food the given living things below
belong to living things and What relationships do they have? web. Construct 5 food then answer the questions
NLT if it belongs to non-living For the organisms which are paired
chains? that will follow.
things. already,
Lion, hen , fox ,snake, wild cat,
1. trees just write these organisms in the
2. table data table and green plant, mouse,rabbit ,
3. cloud give also the type of relationship. goat. owl, caterpillar
4. laptop Questions:
5. air Organisms Type of Interaction
6. lion B. Assessment of the pupils
1. Give one food chain
7. sunlight activity using Rubrics
from the illustration.
8. teacher
9. water 2. Which animals feed
10. ballpen on the green plant?
3. If green plant were
destroyed which
organisms have
 greatest chance of
survival?
4. What would happen
if lion and kite were
killed?
5. What does food web
suggest?
a. Interdependence
b. Energy pathway
c. Material cycle
d. All of these

J. Additional activities On your way home, list down Visit your community. Observe
for application or the living things and non- and write at least three interactions
remediation living things you can see. among living things that you could
find. Prepare your observation as
shown below.

Organisms Type of Interaction

V. REMARKS

VI. REFLECTION

A. No. of learners who ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
earned 80% in the 80% above above above above 80% above
evaluation
B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require additional additional activities for additional activities for additional activities for remediation additional activities for additional activities for
activities for remediation remediation remediation remediation
remediation
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No. of ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
learners who have up the lesson the lesson lesson the lesson up the lesson
caught up with the
lesson
D. No. of learners who ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
 continue to require to require remediation
remediation
E. Which of my teaching Strategies used that work
strategies worked well:
well? Why did these ___Metacognitive
work? Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
to require remediation
Strategies used that work
well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of
Paragraphs/Poems/Stories
 ___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs
can help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized materials did __Contextualized/Localized
I use/discover which I and Indigenized IM’s
wish to share with __ Localized Videos
other teachers? __ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from views
of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
School: BISAL – BUCAO ELEMENTARY SCHOOL
Why? Why? ___ Differentiated Instruction
___ Complete IMs ___ Complete IMs ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Discovery Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method
___ Group member’s ___ Group member’s Why?
collaboration/cooperation collaboration/cooperation ___ Complete IMs
in doing their tasks in doing their tasks ___ Availability of Materials
___ Audio Visual Presentation of the ___ Audio Visual Presentation of ___ Pupils’ eagerness to learn
lesson the lesson ___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet __ Science/ Computer/
__ Additional Clerical works Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized
Indigenized IM’s Indigenized IM’s and Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from views of __ Making big books from views __ Making big books from
the locality of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be
Instructional Materials as Instructional Materials used as Instructional
__ local poetical composition __ local poetical composition Materials
__ local poetical composition
Grade Level: VI

GRADE 6
DAILY LESSON LOG Teaching Dates and Time:
MONDAY
I. OBJECTIVE/S MUSIC
A. Content Standard Demonstrates the concept of
melody by using intervals in
major scales and in the minor
scales
B. Performance Standard Applies learned concepts of
melody and other elements to
composition and performance
C. Learning Competencies Sing self-composed melodies
(write the LC Code) in C Major,G Major,F Major
keys
MU6ME-IIa-5
II. CONTENT MELODY
III. LEARNING RESOURCES
A. References
Teacher: JOSEPH M. DICHOSO JR.
JANUARY 16 – 20, 2023 (WEEK 9)
TUESDAY
ARTS
Demonstrates understanding of
shapes, space, colors, and the
principles of emphasis, harmony
and contrast in digital painting
and poster design using new
technologies.
Applies concepts on the use of
software in creating digital
paintings and graphic design.
Creates an advertisement
/commercial or announcement
poster
A6PR-IIh
DIGITAL PAINTING –GRAPHIC
DESIGN(Digital Poster)
WEDNESDAY
HEALTH
The learner understands the
importance of keeping the
school and community
environments healthy
The learner demonstrates
practices for building and
maintaining healthy school
and community environments
Practices proper waste
management at home, in
school, and in the community.
H6CMH-IIh-8
Proper Waste Management
Learning Area:
Quarter:
THURSDAY
P.E.
Demonstrates understanding
of participation and
assessment of physical activity
and physical
fitness
Participates and assesses
performance in physical
activities. assesses physical
fitness
Assesses regularly
participation in physical
activities based on the
Philippine physical activity
pyramid PE6PFII-b-h-18
Observes safety precautions
PE6GSII-b-h-3
Executed the different skills
involved in the game PE6GS-
IIc-h-4
Recognizes the value of
participation in physical
activities PE6IIb-h-19
Displays joy of effort, respect
for others and fair play during
participation in physical
activities
PE6PF-Ib-h-20
Identifies areas for
improvement PE6PF-II-b-h-22
Invasion game:Basketball
MAPEH
2ND QUARTER
FRIDAY
Demonstrates understanding
of participation and assessment
of physical activity and physical
fitness
Participates and assesses
performance in physical
activities. assesses physical
fitness
Assesses regularly
participation in physical
activities based on the Philippine
physical activity pyramid
PE6PFII-b-h-18
Observes safety precautions
PE6GSII-b-h-3
Executed the different skills
involved in the game PE6GS-IIc-
h-4
Recognizes the value of
participation in physical
activities PE6IIb-h-19
Displays joy of effort, respect for
others and fair play during
participation in physical
activities
PE6PF-Ib-h-20
Identifies areas for
improvement PE6PF-II-b-h-22
Invasion game:CHESS
 1. TG/CG pages CG-P.54 CG-P50 TG. p9 CG page 35 CG page 35
CG-p.53
2. Learner’s Materials pages
3. Textbook pages The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN
ACTION pp.40-41 ACTION pp.140-146 ACTION pp.202-216pp.273- ACTION pp.202-216 ACTION pp.202-216
276
4. Materials downloaded from
LRMDS
B. Other Learning Materials Internet--google Internet--google Internet--google Internet-Ibat ibang Larong Lahi Internet-Ibat ibang Larong Lahi
search:https:/www.google.co search:https:/www.google.com.p search:https:/www.google.co sa Pilipinas-google sa Pilipinas-google
m.ph. h. m.ph. search:https:/www.google.com search:https:/www.google.com.
Laptop,tv monitor Laptop,tv monitor Laptop,tv monitor .ph. ph.
Laptop,tv monitor,basketball Laptop,tv monitor,CHESS BOARD
court,bola
IV. PROCEDURES
A. Reviewing previous lesson What songs are in the major What is computer graphic Activity: 1.Did you enjoy playing 1.Did you enjoy playing invasion
and presenting new lesson C,F,and G?Why? design? Charades invasion game like LAWIN AT game like LAWIN AT
The teacher will choose 3 SISIW,SUNGKA,AGAWAN SISIW,SUNGKA,AGAWAN BASE?
pupils who will act the given BASE? 2.Did you participate actively?
situations. Situations: 2.Did you participate actively? 3,Did you understand the
1. Recycle/recycling, 3,Did you understand the mechanics of the game?
2. Composting, mechanics of the game? 4. Describe the skills involved in
3. Segregation/Sorting Are 4. Describe the skills involved the game.
you practicing this proper in the game. 5.Did you observe safety
waste management at home? 5.Did you observe safety precautions ?
In school? In the community? precautions ? 4. Did you display joy of effort,
Original File Submitted and 4. Did you display joy of effort, respect for others and
Formatted by DepEd Club respect for others and fair play during your
Member - visit depedclub.com fair play during your participation to the game ?Why?
for more participation to the game ? 5.What areas do you need to
Why? improve?
5.What areas do you need to
improve?
B. Establishing a purpose for the Do you like to be a What is photo-editing? How are What other methods can you Today, we will be have A VIDEO Today, we will be have A VIDEO
lesson composer ? photos combined in poster do to apply proper waste WATCHING on how to play WATCHING on how to play
design? disposal at home? In school? basketball. chess.
In the community?

C. Presenting Show pictures of some Say: A photograph can be used as Activity: Video watching Video watching
examples/instances of the composers doing their job. a starting element to make Picture Analysis
lesson posters on the computer.It is Ask the pupils to tell
possible to put a hard copy of the something about the pictures.
image and paint from that with a

D. Discussing new concepts and
practicing new skills #1
Do activity 10 on p. 40
Do any of these activities:
1.You are a composer.
Make your own song.Create
simple phrases and compose
simple melodies for the
phrases you made.
2.You are an instrumentalist.
Play any musical
instruments that you know in
different scales of G and F
major as accompaniment
“You Are My Sunshine”
3.You are a chorale member.
Hum the melody of the
song in every title of songs
that the teacher will give you.
pen tool using whatever brushes
you choose.Usually,photo is
combined in making a poster
design.
Hazardous chemical
containers
Eco-friendly bag
biodegradable wastes
Discuss Digital Poster –HANDS The teacher will discuss the Report/demonstrate the Report/demonstrate the
ON ( I DO ) practices on proper waste background/ correct play of background/ correct play of
management in school and in basketball based on the video chess based on the video
MAKE YOUR OWN DIGITAL the watched. watched.
POSTER
community
1.Open Gimp,create a new Information Index-
Layer,and insert the background “All About The Waste“
you want to use.A textured image
of flat background will do.
2.Create a new Layer for each of
the objects or elements you will
include in your poster.Import or
scan your image and/or
photograph on the
computer.Save the image as file.
3.Retrieve the image and/or
photograph.Insert on the layer
that you want to use.Color the
imAGE.Enhance,resize,move
image according to the layout or
concept that you have in mind.
4Insert your texts.Use the Text
and Type tools from your toolbar
to create and place texts in the
picture and form fonts that you
 think are appropriate for your
theme and main idea.Click on the
picture with the Type tool and
select a box the size of the area
you want to add text.Type in the
box,then adjust t5he size of the
text box.
5.Print your finished poster.

E. Discussing new concepts and HANDS ON ( We do) How do you manage your
practicing new skills #2 waste at home?
What are the waste
management methods being
practiced in the school? In the
community?
Have you tried joining a clean-
up campaign in your school
and in your community?
Pupils are encouraged to
share their experiences about
waste management.

F. Developing mastery (lead to
formative assessment 3)
G. Finding practical application
of concepts and skills in daily
living
Group practice Asking some questions not
cleared in making digital poster
Demonstration Do you have a good
understanding,have some
questions or don’t get it in
making digital poster?
Draw an ideal trash cans for Apply game discussion for Apply game discussion for
proper waste disposal clarification clarification
How can you encourage your Group game Group game
family members to practice
proper waste management?
How do you convince your
classmates and friends to
practice proper waste
management?

H. Making generalization and
abstractions about the lesson
I. Evaluating learning
How do you sing self-
composed melodies?
Put a check before each
statement that describes your
attitudes and feelings during
and after doing the activities.
__1.Ican demonstrate the
How do make a digital poster
well?
Put a check before each
statement that describes your
attitudes and feelings during and
after doing the artwork.
What are the best practices of
waste management you do at
home, in school, and in your
community?
YES OR NO
Directions: Check the column
that shows the proper waste
management you do at home,
in school, and in community.
Ask the learners to either fill in
the Physical Activity Log or ask
them to write a Journal entry in
their journal notebook/P.E.
notebook of what they have
learned.
Fill in the template “Game
Participation Survey” or “My
Physical Activity and Fitness
Contract”
Check the space provided that
Ask the learners to either fill in
the Physical Activity Log or ask
them to write a Journal entry in
their journal notebook/P.E.
notebook of what they have
learned.
Fill in the template “Game
Participation Survey” or “My
Physical Activity and Fitness
Contract”
Check the space provided that
ability to sing,read,and write __1.I realized that art best describes your answer. best describes your answer.
simple musical notations in processes,elements and Practices Yes No Learning Excelle Goo Poo Learning Excelle Goo Poo
the Key of C,G,F majors. principles still apply even with Disposing nt d r nt d r
__2.I can analyze the melodic garbage in a 1.I 1.I
the use of technologies.
patterns of songs in C.F.G proper trash participat participat
major keys. bin ed in the ed in the
__2.Ican appreciate the elements
__3.I can sing and play solo or Using eco- game game
and principles applied in
with group,melodies/songs in friendly bag actively actively
C,G,F majors layouting. 2.I 2.I
when buying
__4.I cancreate simple in the mall or understoo understoo
melodies in C,G,F, Majors. __3.I can apply skills in layouting
supermarket. d the d the
__5. I can sing self-composed and photo-editing using new Segregating/ backgrou backgrou
melodies in C,F,G major keys. technologies (hardware and Sorting waste nd of the nd of the
software ) in making a poster. according to game game
its kind. 3.I 3.I
__4.Ican create an Using observed observed
advertisement/commercial or tumblers and safety safety
announcement poster food precautio precautio
containers ns in ns in
__5.Ican expand my imagination instead of playing playing
disposable syato syato
while making a poster.
containers game game
__6.Ican understand my Getting just 4.I 4.I
enough food executed executed
classmates better through their
that I can the the
participation in class. different different
only
consume. skills skills
__7.I can accept the remarks and involved involved
suggestions of others. in the in the
game game
__8.I can see myself improving 5.Idisplay 5.Idisplayed
inhow I think and work in this ed joy of joy of
activity. effort,res effort,respec
pect for t for others
__9.I am happy with,and proud others and fair play
of my work. and fair during
play participation
__10.I can clean and take good during in physical
care of the things inmy classroom participati activities
after using them. on in
physical 6.I identified
activities the areas of
my
 6.I improvemen
identified t
the areas
of my
improvem
ent

J. Additional activities for Master at vacant periods. Master at vacant period/at home Make an E-can made of plastic Play it on vacant time for Play it on vacant time for
application or remediation bottles,plastic mastery. mastery.
wrappers,straws and
coloredpapers.
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.

A. No. of learners who earned

80% in the evaluation
B. No. of learners who acquired
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encountered which my
principal can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?