School: CABUYAO CENTRAL SCHOOL
GRADES 1 to 12 Teacher:
DAILY LESSON LOG Teaching Dates and
MONDAY
I. OBJECTIVES
A. Content Standards Demonstrates an
understanding of scientific
practices in planting trees
and fruit trees
B. Performance Applies knowledge and
Standards skills in planting trees and
fruit trees
C. Learning Discusses the importance
Competencies/ of planting
Objectives and propagating trees and
fruit-bearing
trees and marketing
seedlings.
TLE6AG-0a-1
D. Enabling
Competencies
E. Specific Objectives A. Give the importance of
planting and propagating
trees and fruit-bearing
trees.
B. Explain the benefits
derived from planting
trees and fruit-bearing
trees to families and
communities.
C. Identify some common
trees planted in both rural
and urban areas.
DLL Template: CID_IMS
Grade Level:
CHONA B. REDILLAS
Time: FEBRUARY 13-17,2023
TUESDAY
Demonstrates an
understanding of scientific
practices in planting trees and
fruit trees
Applies knowledge and skills in
planting trees and fruit trees
Discusses the importance of
planting
and propagating trees and
fruit-bearing
trees and marketing seedlings.
TLE6AG-0a-1
A. Give the importance of
planting and propagating trees
and fruit-bearing trees.
B. Explain the benefits derived
from planting trees and fruit-
bearing trees to families and
communities.
C. Identify some
common trees planted in
both rural and urban
areas.
SIX
Learning Area:
WEDNESDAY
Demonstrates an
understanding of scientific
practices in planting trees
and fruit trees
Applies knowledge and skills
in planting trees and fruit
trees
Discusses the importance of
planting
and propagating trees and
fruit-bearing
trees and marketing
seedlings.
TLE6AG-0a-1
A. Give the importance of
planting and propagating
trees and fruit-bearing trees.
B. Explain the benefits
derived from planting trees
and fruit-bearing trees to
families and communities.
C. Identify some
common trees planted
in both rural and urban
areas.
EPP/TLE- AGRICULTURE
Quarter:
THURSDAY
Demonstrates an
understanding of scientific
practices in planting trees and
fruit trees
Applies knowledge and skills in
planting trees and fruit trees
Discusses the importance of
planting
and propagating trees and
fruit-bearing
trees and marketing seedlings.
TLE6AG-0a-1
A. Give the importance of
planting and propagating trees
and fruit-bearing trees.
B. Explain the benefits derived
from planting trees and fruit-
bearing trees to families and
communities.
C. Identify some
common trees planted in
both rural and urban
areas.
FRIDAY
Demonstrates an
understanding of scientific
practices in planting trees and
fruit trees
Applies knowledge and skills in
planting trees and fruit trees
Discusses the importance of
planting
and propagating trees and
fruit-bearing
trees and marketing seedlings.
TLE6AG-0a-1
A. Give the importance of
planting and propagating trees
and fruit-bearing trees.
B. Explain the benefits derived
from planting trees and fruit-
bearing trees to families and
communities.
C. Identify some common
trees planted in both rural and
urban areas.
 II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide The Basics of Better Family
Pages Living 6
by: Ruth A. Arsenue,Grace
B. Azarcon, Catalina R.
Ipolan, Yolanda L.
Quiambao, John E. Mora
and Dondon M. Paguio
pp.55,102
2. Learner’s Materials Life Skills Through TLE 6
pages Pages 56-60
3. Text book pages
The Basics of Better Family
Living 6
by: Ruth A. Arsenue,Grace B.
Azarcon, Catalina R. Ipolan,
Yolanda L. Quiambao, John E.
Mora and Dondon M. Paguio
pp.55,102
Life Skills Through TLE 6
Pages 56-60
The Basics of Better Family
Living 6
by: Ruth A. Arsenue,Grace B.
Azarcon, Catalina R. Ipolan,
Yolanda L. Quiambao, John
E. Mora and Dondon M.
Paguio
pp.55,102
Life Skills Through TLE 6
Pages 56-60
The Basics of Better Family
Living 6
by: Ruth A. Arsenue,Grace B.
Azarcon, Catalina R. Ipolan,
Yolanda L. Quiambao, John E.
Mora and Dondon M. Paguio
pp.55,102
Life Skills Through TLE 6
Pages 56-60
The Basics of Better Family
Living 6
by: Ruth A. Arsenue,Grace B.
Azarcon, Catalina R. Ipolan,
Yolanda L. Quiambao, John E.
Mora and Dondon M. Paguio
pp.55,102
Life Skills Through TLE 6
Pages 56-60

4. Additional Materials video, ppt video, ppt video, ppt video, ppt video, ppt
from Learning
Resources
B. Other Learning Laptop, Pictures Laptop, Pictures Laptop, Pictures Laptop, Pictures Laptop, Pictures
Resources for
Development &
Engagement Activities
IV. PROCEDURES
Introduction A. Motivation/Priming A. Motivation/Priming A. Motivation/Priming A. Motivation/Priming A. Motivation/Priming
B. Review B. Review B. Review

B. Review B. Review

Development A. Presentation A. Presentation A. Presentation

Characters and settings
analysis requires Content Area reading is
B. Learning Task understanding the reading to learn. It
text. And to improve encompasses all the skills and
our comprehension abilities required for a student
skill, we need to apply to read the complex,
reading strategies. One informational text found
of these is Noting typically in Science, Math,
Details. Araling Panlipunan, MAPEH,
DLL Template: CID_IMS

Noting Details is a reading
comprehension strategy that
involves picking out, from a
text, a particular piece or
pieces of information to
achieve a given purpose such
as answering a question in a
test. When one notes
details, he keeps a brief
record of something on a
piece of paper.
B. Learning Task
Engagement Group Activity Group Activity Group Activity
DLL Template: CID_IMS
and TLE. To understand
content area text, you need to
apply the noting detail skill
strategy.
B. Learning Task
Read the text below then
answer the questions that
follow.
If a kettle of water is placed
above a flame, the
temperature of the water
gradually increases, and soon
small bubbles form at the
bottom of the kettle and begin
to rise through the water. At
first, the bubbles do not get
far in their ascent, but
disappear before they rise
higher and higher, and finally
reach the surface and pass
from the water into the air;
steam comes from the vessel,
and the water is said to boil.
The temperature at which a
liquid boil is called boiling
point.
1. What is the text all
about?
2. What happened if the
temperature of water
increases?
3. What is boiling point?
Group Activity Group Activity
 Assimilation Assessment Assessment Assessment Assessment Assessment

V. REFLECTION        

 
A, I understand that

B. I realized that

C. No. of learners who SIX-RIZAL SIX-RIZAL SIX-RIZAL SIX-RIZAL SIX-RIZAL

earned 80% on the 5 - ______________ 5 - ______________ 5 - ______________ 5 - ______________ 5 - ______________
formative assessment
4 - ______________ 4 - ______________ 4 - ______________ 4 - ______________ 4 - ______________
3 - ______________ 3 - ______________ 3 - ______________ 3 - ______________ 3 - ______________
2 - ______________ 2 - ______________ 2 - ______________ 2 - ______________ 2 - ______________
1 - ______________ 1 - ______________ 1 - ______________ 1 - ______________ 1 - ______________
0 - ______________ 0 - ______________ 0 - ______________ 0 - ______________ 0 - ______________
Mean = __________ Mean = __________ Mean = __________ Mean = __________ Mean = __________
MPS = ___________ MPS = ___________ MPS = ___________ MPS = ___________ MPS = ___________

SIX-JACINTO SIX-JACINTO SIX-JACINTO SIX-JACINTO SIX-JACINTO

5 - ______________ 5 - ______________ 5 - ______________ 5 - ______________ 5 - ______________
4 - ______________ 4 - ______________ 4 - ______________ 4 - ______________ 4 - ______________
3 - ______________ 3 - ______________ 3 - ______________ 3 - ______________ 3 - ______________
2 - ______________ 2 - ______________ 2 - ______________ 2 - ______________ 2 - ______________
1 - ______________ 1 - ______________ 1 - ______________ 1 - ______________ 1 - ______________
0 - ______________ 0 - ______________ 0 - ______________ 0 - ______________ 0 - ______________
Mean = __________ Mean = __________ Mean = __________ Mean = __________ Mean = __________
MPS = __________ MPS = __________ MPS = __________ MPS = __________ MPS = __________

SIX-AQUINO SIX-AQUINO SIX-AQUINO SIX-AQUINO SIX-AQUINO

5 - ______________ 5 - ______________ 5 - ______________ 5 - ______________ 5 - ______________
4 - ______________ 4 - ______________ 4 - ______________ 4 - ______________ 4 - ______________
3 - ______________ 3 - ______________ 3 - ______________ 3 - ______________ 3 - ______________
DLL Template: CID_IMS
 2 - ______________ 2 - ______________ 2 - ______________ 2 - ______________ 2 - ______________
1 - ______________ 1 - ______________ 1 - ______________ 1 - ______________ 1 - ______________
0 - ______________ 0 - ______________ 0 - ______________ 0 - ______________ 0 - ______________
Mean = __________ Mean = __________ Mean = __________ Mean = __________ Mean = __________
MPS = __________ MPS = __________ MPS = __________ MPS = __________ MPS = __________

SIX-BALAGTAS SIX-BALAGTAS SIX-BALAGTAS SIX-BALAGTAS SIX-BALAGTAS

5 - ______________ 5 - ______________ 5 - ______________ 5 - ______________ 5 - ______________
4 - ______________ 4 - ______________ 4 - ______________ 4 - ______________ 4 - ______________
3 - ______________ 3 - ______________ 3 - ______________ 3 - ______________ 3 - ______________
2 - ______________ 2 - ______________ 2 - ______________ 2 - ______________ 2 - ______________
1 - ______________ 1 - ______________ 1 - ______________ 1 - ______________ 1 - ______________
0 - ______________ 0 - ______________ 0 - ______________ 0 - ______________ 0 - ______________
Mean = __________ Mean = __________ Mean = __________ Mean = __________ Mean = __________
MPS = __________ MPS = __________ MPS = __________ MPS = __________ MPS = __________

D. No. of Learners who        

require additional
activities for remediation
E. No. of learners who          
have caught up with the
lesson.
F. No. of learners who          
continue to require
remediation

DLL Template: CID_IMS

2C2IA (Constructivist, Collaborative, Integrative, Inquiry-based and Reflective)

Prepared by: Checked by: Noted:

Master Teacher I Principal II District Supervisor

DLL Template: CID_IMS