GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE-AGRI

DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

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

III. LEARNING RESOURCES

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

1. Teacher’s Guide pages

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

IV. PROCEDURES

A. Reviewing previous lesson or  Ask any one from the class  Identification of the different  Report on market demands  Discussion on the different  Presentation of the different
presenting the new lesson to report about trees and fruit elements to be observed in for trees and fruit trees. sources of trees and fruit trees. well-known orchard/farm in the
trees. planting trees and fruit trees. country.

B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
 Importance and the benefits
we can derive from planting
trees and fruit trees.
 Be able to discuss before the
class the use of interview and
survey in gathering data and
other information about trees
and fruit trees.
Presentation of
data/information on the
different trees and fruit trees
grown in the different
provinces with focused on its
Ordinary name and its
scientific name
Present data gathering
instrument using Interview
and Survey.
 Discussions on the use of
technology in gathering data
on trees and fruit trees.
 Present before the class the
scientific practices in gathering
data about the trees and fruit
trees.
 Present the different
elements to be observed in
planting trees and fruit trees.
Show data regarding the
different elements to be
practiced in planting trees and
fruit trees.
Present charts/pictures
showing the different elements
practiced in planting trees and
fruit trees.
 List down different elements
involved in planting trees and
fruit trees.
 Demonstrate the different
practices in planting trees and
fruit trees.
 Learners will identify the
different market demands for
trees and fruit trees.
Identify market demands for
trees and fruit trees.
Interviewing skills on market
demands for trees and fruit
trees.
 Identify some market
demands related to trees and
fruit trees.
 Present before the class
videos, film clips of different
products that serve as a market
demand for trees and fruit trees
(ex: foods: fruits, candies, jams,
vegetables,
non-food: furnitures, energy
source, infrastructure, etc.
 Present before the class some
sources of trees and fruit trees.
Using a developed data base,
present before the class the
different sources of trees and
fruit trees as follows:
 Commercial Nursery
 Agricultural Institutions
 Department of Agriculture
 Bureau of Plant Industry
Presentation skills using video
footages on the different
sources of trees and fruit trees.
 Presentation skills on the
different agencies, partners
being the source of trees and
fruit trees.
 Show some footages of
different government, non-
government as well as private
entities, where trees and fruit
trees are obtained from.
 Learners will be able to gain
information about the success
story of some well-known
orchards/farms in the country.
Presentation of the different well-
known orchards/farms with
exemplary characteristics and
awards.
Video presentation featuring the
outstanding orchards/farms in the
country.
 Video coverage presentation of
some well-known orchard farm in
the country.
 Present data of some
outstanding orchards/farms in the
country.
 Present their sample proposals or
project study.
 The importance of scientific The different elements in Some products derived from Sources of trees and fruit trees. Qualities and characteristics of an
H. Making generalizations and tools in data gatherings. planting trees and fruit trees. trees and fruit trees that will ideal orchard.
abstractions about the lesson provide for a market demand.
Written examination Oral recitation Reporting and presentation Group presentation. Written examination.
I. Evaluating learning Demonstrations. Demonstrations skills. Video presentation. Word Game.
Brainstorming. Role Play. Quiz. Direct Observation.
Present documentaries and Demonstration on the different Invite at least one practitioner Develop flip chart on the Video shoot of different types of
J. Additional activities for some data about trees and practices in planting trees and who can share his/her different sources of trees and orchard.
application or remediation fruit trees that are gathered fruit trees. expertise/experiences in fruit trees.
through surveys and marketing products out of trees
interviews. and fruit trees.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School Grade Level VI
Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time NOVEMBER 5-9, 2018 (WEEK 2) Quarter 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard Demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
B. Performance Standard Sells products based on needs and demands.
C.Learning  Identify the buying  Plan to make a  Identify the different  Identify common
Competency/Objectives process. product/service steps in selling techniques that
Write the LC code for  Illustrate the buying available. process. advertisers use to
each. process.  Create a sketch of a  Describe the different convince customers to
TLEIE6-0b-3 product advertisement. steps in selling buy their product.
TLEIE6-0b-3 process.  Act that they are
TLEIE6-0b-4 selling
product/service to
somebody.
II. CONTENT
THE BUYING PROCESS PRODUCT ON THE GO! THE SELLING PROCESS ADD AN AD!
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 14-16 page 17 pp. 18-19 Entrepreneurship
pp. 7
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
IV. PROCEDURES
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous Review the following: Review the Buying Process. How can you promote your
lesson or presenting  Values and Qualities product?
the new lesson of a successful
Entrepreneur.
 Types of
Entrepreneur
 The buyer and seller
relations.
 Steps or guides in
making simple
products.
B. Establishing a purpose In order to effectively For you to make more sales
for the lesson promote your product, you follow this traditional 7-step
should first understand the Selling Process given in figure
buying decision process and 2.
later prepare for selling
strategies.
C. Presenting Show/Illustrate the Buying Show/Illustrate the Selling
examples/Instances of Decision Steps Involved in Process Figure 2 on page 18.
the new lesson the Process Figure 1 on page
14.
D. Discussing new Discuss the Buying Process GROUP ACTIVITY: Discuss the Selling Process on
concepts and on page 14-15. Let the pupils do Activity 1.3 page18-19
practicing new skills # Product on the Go! On Page 17.
1
E. Discussing new Discuss the most common GROUP ACTIVITY:
concepts and techniques advertisers use to Let the pupils do the
practicing new skills # convince customers to buy activity on “Let’s do
2 their product. this!” Act it Out on page
21.
F. Developing mastery Give a 20 item Quiz
(leads to Formative about the Ideal
Assessment 3) Entrepreneur from Week
1 to 2.
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations  What is the
and abstractions about Buying Process?
 the lesson  What is the
Selling Process?
 How can you
promote your
product?
I. Evaluating learning Evaluate the pupil’s
performance in doing the
Group Activity.
J. Additional activities for Make an
application or Advertisement/Poster of your
remediation product in a Cartolina.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-IA
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

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

I. Evaluating Learning

J. Additional activities for

application or
remediation
V. Remarks
VI. Reflection
A. No.of learners who earned 80%
in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons work?
No.of learners who caught up
with the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor
can help me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
 GRADE 6 School Grade Level VI
Teacher Learning Area TLE – H.E.
DAILY LESSON LOG
Teaching Dates and Time NOVEMBER 5-9, 2018 (WEEK 2) Quarter 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
IX. CONTENT
Management of family resources
XI. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
C. D. References
6. Teacher’s Guide
pages
8. Learner’s Materials
pages
10. Textbook pages
12. Additional Materials THE II Teacher’s Manual. 1991. Pp. THE II Teacher’s Manual.
from Learning 23-24 1991.pp. 23-24
Resource (LR)portal
E. F. Other Learning Resource Bantigue, R.M. and Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, Bantigue, R.M. and
Pangilinan, J.P. (2014) (2014) Growing up with Home (2014) Growing up with Home J.P. (2014) Growing up with Pangilinan, J.P. (2014)
Growing up with Home Economics and Livelihood Education. Economics and Livelihood Home Economics and Livelihood Growing up with Home
Economics and Livelihood FNB Educational, Inc. QC. Education. FNB Educational, Inc. Education. FNB Educational, Inc. Economics and Livelihood
Education. FNB Educational, V QC. QC. Education. FNB
Inc. QC. Educational, Inc. QC.

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

Do you think the

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

XV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
I. No. of learners who
earned 80% in the
evaluation
K. No. of learners who
require additional
activities for remediation
M. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
O. No. of learners who
continue to require
remediation
Q. Which of my teaching
strategies worked well?
Why did these work?
S. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
U. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
School: Grade Level: VI
 GRADE 6 Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER

WEEK 2 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Pamantayang Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan
Pangnilalaman

Pamantayan sa Pagaganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan

1.Nasusuri ang mga pangunahing suliranin at hamon sa kasarinlan pagkatapos ng Ikalawang Digmaang Pandaigdig
Mga Kasanayan sa 1.1 Natalakay ang Suliraning Pangkabuhayan pagkatapos ng digmaan at ang naging pagtugon sa mga suliranin
Pagkatuto (Isulat ang 1.2 Natatalakay ang ugnayang Pilipino-Amerikano sa konteksto ng Kasunduang Militar na nagbigay daan sa pagtayo ng Base Militar ng Estados Unidos sa Pilipinas
code ng bawat kasanayan) 1.3 Natatalakay ang “Parity rights” at ang ugnayang kalakalan sa Estados Unidos
1.4 Naipaliliwanag ang epekto ng “Colonial Mentality” pagkatapos ng Ikalawang Digmaang Pandaigdig.
AP6SHK-IIIa-b-1
I. Layunin

Nailalahad sa pamamagitan ng
Film showing tungkol sa Base
Militar ng Estados Unidos sa
Cognitive
Pilipinas sa Subic Bay
Nakapagbibigay halaga sa
pagkatatag ng isang Base Militar sa
Pilipinas sa Subic Bay
Affective
Naipakikilala sa lahat ang isang Base
Militar ng Estados Unidos sa Pilipinas
–Clark Airfield
Nakatatamo ng kasiyahan sa
kabutihang naidulot ng pagtatag ng
Base Militar ng Estados Unidos sa
Pilipinas –Clark Airfield
Nasusuri ang iba’t ibang reaksiyon
ng mga Pilipino tungkol sa Epekto
ng Parity Rights at ugnayang
kalakaran
Nakapagpahayag ng saloobin
tungkol sa epekto ng Parity Rights
Nakapagbibigay kahulugan
kung ano ang colonial
mentality at Neocolonialism
Nakapagpapahalaga sa mga
positibong diwa ng Colonial
Mentality at Neocolonialism
Naipapaliwanag ang
epekto ng “Colonial
Mentality” pagkatapos ng
Ikalawang Digmaang
Pandaigdig
Nakapagtimbang-timbang
tungkol sa mabuti o
masamang epekto ng
Colonial Mentality

Nakabubuo ng isang Nakagagamit ng isang Semantic Web Nakakagawa ng Carousel Photo na Nakapagsusulat ng journal Nakakabuo ng Retrieval
konseptogamit ang concept map (Picture Smart) upang maipakita ang nagpapakita ng epekto ng Parity tungkol sa kahulugan ng Chart tungkol sa epekto ng
kung paano naitatag ang Base pagtatag ng Clark Airfield Rights sa panig ng mga Pilipino at colonial mentality at Colonial Mentality
Psychomotor
Militar sa Subic mga Amerikano Neocolonialism
II. NILALAMAN

KAGAMITANG PANTURO
A. Paksa Base Militar ng Estados Unidos sa Base Militar ng Estados Unidos sa Ang Epekto ng Parity Rights at ang Ang kahulugan ng Ang Epekto ng Colonial
 Pilipinas – Subic Bay Pilipinas – Clark Airfield Ugnayang Kalakalan a. Colonial – Mentality Mentality
b. NeoColonlialism
B. Sanggunian Batayang Aklat sa AP 6, TG, CG Batayang Aklat sa AP 6, TG, CG Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP 6, TG,
Ang Bayan Kong Mahal 5, pp.184- Pilipinas: Ang Ating Bansa (5), CG, Pilipino Ako, Pilipinas
185, 1999 209-213 2000 pp. 197-204 Ang Bayan ko (Patnubay
ng Guro) 5 pp. 152-154
III.
PAMAMARAAN

A. Balik-aral sa nakaraang Balitaan Paglalarawan sa Base Militar ng a. Balitaan a. Balitaan a. Balitaan

aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng
aralin
Ang mga bata any magkakaroon
ng maikling pag babalitaan.
Film Showing tungkol sa Base
Militar ng Estados Unidos sa
Pilipinas
Estados Uidos sa Subic.
Pagpapakita ng larawan sa Clark Air
Field.
b. Pagbabalik-aral tungkol sa Base
Militar ng Estados Unidos sa
Pilipinas sa pamamagitan ng
contest
Suriin ang iba’t ibang reaksyon ng
mga Pilipino tungkol sa epekto ng
Parity Rights at Ugnayang
kalakaran
b. Balik-aral: (Pass the ball)
Epekto ng Parity Rights
Ibigay ang kahulugan kung ano
ang Colonial Mentality at
Neocolonialism
b. Balik-aral:
Mga tanong:
Ano ang kahulugan ng
Colonial Mentality at
Neocolonialism?
Ipaliwnag ang epekto ng
“Colonial Mentality “
pagkatapos ng Ikalawang
Digmaang Pandaigdig

C. Pag-uugnay ng mga
halimbawa sa bagong
aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
Paglalarawan ng mga bata sa “Data Retrieval Chart” Pagpapakita ng larawan na isang Pagpapakita ng larawan ng Pagbabasa ng mga mag-
nakitang “Film Showing” Tanong: Ano ang nasa loobng Clark bata ay inagawan ng bagay ng isa isang Filipino made products at aaral sa mga nakatalang
Air Field? foreign made products iba’t ibang colonial
mentality/ Neocolonialism
Mga Tanong: Bakit kaya Pagtatanong sa mga mag-aaral Hayaan ang mga mag-aaral na Batay sa lista ay
Ano ang itinayo sa itinayo ang Clark tungkol sa larawang nakita magbigay ng kumento tungkol magtatanong ang guro sa
Subic Bay? Air Field ? sa larawang ipinakita epekto nito.
Bakit kaya itinayo
ito sa Pilipinas?

E. Pagtatalakay ng bagong Pagdedebate tugkol sa Ano kaya ang kabutihang Pagpapangkat: Hayaang basahin Hayaang basahin ng bawat Magbibigay ng listahan ng
konsepto at paglalahad ng kabutihan/kasamaang dulot dulot ng Clark Air Field sa Pilipinas? ng bawat grupo ang paksang grupo ang teksto ng paksa at epekto ang uro sa bawat
bagong kasanayan #2 ng Base Millitar ng Estados inatas at hayaan silang magbigay magtalakayan grupo at hayaan ang mga
Unidos sa Pilipinas. ng sariling kuro-kuro mag-aaral na talakayin ito

F. Paglinang sa Kabihasan Ang mga bata ay magbuo ng “Semantic Web” Ipaulat sa bawat grupo ang Ipasulat sa meta strips ang mga Pagtatalakayan ng mga
(Tungo sa Formative concept map kung paano naitatag Paano natatag ang Clark Air Field? kaalaman tungkol sa Parity Rights diwang natutunan sa paksang mag-aaral at guro
Assessment) ang Base Militar sa Subic. nabasa Halimbawa: Produkto ng
bansa
G. Paglalapat ng aralin sa
pang-araw-araw na buhay
H. Paglalahat ng Aralin
Sa pamamagitan ng mga News
Clippings,Ano ang naitulong ng
Base Militar sa pang araw-araw na
pamumuhay ng mga Pilipino?
Ano ang naitulong ng Base Militar
ng estados Unidos sa Pilipinas
noong unang panahon?
Sa palagay ninyo, tama ban a pinaalis
ang mga Base Militar sa Pilipinas?
Sa pamamagitan ng Flip-
Book,Ipalarawan sa mga bata ang
Clark Air Field?
Ano ang naitulong ng Parity Rights
sa pang araw-araw na
pamumuhay ng mga Pilipino?
Ano-anu ba ang naging epekto ng
Parity rights sa eknomiya ng
bansa?
Magsulalt ng 3 halimbawa ng
colonial mentality na
karaniwang ginagawa n mga
Pilipino?
Ano ang kahulugan ng colonial
Mentality at Neocolonialism?
Ano ang gagawin mo
upang magkaroon ka ng
tiwala sa sarili?
Ano-anu ang mga epekto
ng Colonial Mentality?

I. Pagtataya ng Aralin Sa pamamagitan ng “Centers” “Talk Show” Pagpapagawa ng Carousel Photo Pagsusulat ng journal tungkol Pagsasagot ng maikling
papabigayin ang mga bata sa Kabutihang dulot ng Base Militar sa sa bawat grupo sa kahulugan ng colonial pasulit.
kahalagahan ng pagtatag ng Base Pilipinas sa Clark Air Field? Mentality at Neocolonialism
Militar sa Pillipinas sa Subic Bay.

J. Karagdagang gawain para Galing sa mga News Gumawa ng scrapbook tungkol sa Isulat ang aspeto ng Prity Rights sa Ipaliwanag ang mga Magbigay ng 5 halimbawa
sa takdang-aralin at Clippings,Magsulat ng Base Militar ng Pilipinas. panig ng mga Pilipino at sumusunod: na nagpapakita ng Colonial
remediation pinakamahalagang pangyayari sa Amerikano. 1. Colonial Menatality Mentality ng mga Pilipino.
Base Militar sa Subic. 2. 2. Neocolonialism

IV. Mga Tala

V. Pagninilay

A. No. of learners who

earned 80% on this
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work?
No. of learners who have
caught up 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 help
me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teacher?
 GRADE 6 School Grade Level IV
Teacher Learning Area ENGLISH
DAILY LESSON LOG
Teaching Dates And Time NOVEMBER 5-9, 2018 (WEEK 2) Quarter 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
 Demonstrates understanding of figurative language, word relationships and nuances in word meanings to develop word consciousness.
 Demonstrates understanding of text types in order construct feedback
 Demonstrates understanding of writing styles to comprehend the author’s message
 Demonstrates understanding that English language is stress timed to support comprehension
 Demonstrates understanding of the forms and conventions of print, non-print, and digital materials to understand various viewing text
 Demonstrates understanding of non-verbal communication to communicate with others
 Express ideas effectively in formal and informal compositions to fulfil their own purposes for writing
 Demonstrates understanding of the research process to write a variety of texts
 Demonstrates understanding of various verbal elements in orally communicating information
 Uses figurative language appropriately in various context
 Uses literal information from texts heard to construct an appropriate feedback
 Uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
 Reads with sufficient accuracy and fluency to support comprehension
 Applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print,
film and moving text
 Applies knowledge of non-verbal skills respectfully give the speaker undivided attention and acknowledge the message
 Rewrites/revises texts using appropriate text types for a variety of audiences and purposes.
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
 Orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
Vocabulary Reading Comprehension Viewing Study Strategies/Research Oral Language
Listening Comprehension Fluency Writing Composition Attitude Attitude
Attitude
Clarify meaning of words Distinguish text-types Organize information from Make a stand based on
using online resources according to purpose and Identify real or make-believe, secondary sources in informed opinion
language features -Time- fact or non-fact images preparation for writing,
Detect biases and order (sequence, recounts, reporting and similar Show openness to criticism
propaganda devices used process) Observe politeness at all times academic tasks in Observe politeness at all
by speakers Write a 3- paragraph editorial collaboration with others times
Read grade level text with article
accuracy, appropriate rate Show tactfulness when
and proper expression Show tactfulness when communicating with others
communicating with others
K. Write the LC Code for each EN6V-III b 8.3 EN6RC-IIIb- 3.2.9 EN6VC-IIIb- 6.2 EN6SS-IIIb- 4 EN6OL-IIIc- 1.28
EN6LC-IIIb-3.1.12 EN6F-IIIb- 1.7 EN6A-IIIb-16 EN6A-IIIb-17 EN6A-IIIb-18
EN6WC-IIIb- 2.2.10 EN6A-IIIb-16
EN6A-IIIb-17
II. CONTENT Clarifying Meaning of Distinguishing Text-Types Identifying real or make Organizing Information from Making a Stand
Words Using Online According to Purpose believe fact or non-fact Secondary Sources
Resources images.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide/Pages

2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
G. Other Learning Resource
III. PROCEDURES
EE. Reviewing previous lesson or
presenting the new lesson
Chart for Detecting bias-
(http://www.wikihow.com/
Recognize-Bias-in-a-
Newspaper-Article)
Chart for Different
Propaganda Techniques- or
Presentation
https://chrisperleyblog.files
.wordpress.com/2015/09/
watch-for-7-types-of-
propaganda2-
e1425938094844.png
PowerPoint presentation,
laptop, projector
Cardboards, picture, chart
Have you tried to convince
someone to do something
for you or make someone
believe in you? How did
you do it?
Chart - The Rio Grande-
http://englishforeveryone.or
g/PDFs/6_The_Rio_Grande_
Free_Sample.pdf
Short Article: The Rio
Grande- Chart, picture
Can anyone from the class
give the different techniques
in propaganda?
On-line game:
http://pbskids.org/arthur/game
s/factsopinions/factsopinions.ht
ml)
Encyclopaedia Britannica – on
line reference
Laptop, projector, pictures, on-
line game, chart
Read your answers loudly about
the facts you have learned from
the article, inquiries that you
are still interested to know and
state your opinion about the
article
Encyclopaedia Britannica –
on line reference
Chart, picture, mini-board
Read the editorial article
about the President of the
Philippines.
http://
informationliteracywactc.p
bworks.com/f/
Debate_Etiquettes_1_.doc
Chart for debate-rubrics,
picture
How would you like others
to react on your opinions
and beliefs?
FF. Establishing a purpose for the Drills.
lesson Unlocking of
difficulties.
Arranged the
jumbled letters (to
identify the
different
techniques of
propaganda)
beside the sample
pictures.
DARC GNIKCSTA – Focuses
on the best features and
leaves out or lies about
problems
LAINOMOTISET – a well-
known person endorses
the product or service.
GNIRETTILG SEITILARENEG
– uses words or ideas that
evoke an emotional
response.
REFSNART – relates a
product to someone or
something we like.
NIALP SKLOF – Uses regular
people to sell a product or
a service.
NOGAWDNAB – asks
people to join the crowd
and take action because
everyone is doing it.
EMAN GNILLAC – connects
a person, product or idea
to something negative.
Do you know the importance
of water?
What are the uses of water?
Show the picture and let them Play a game: “Mini Me” Discuss shortly the rules on
analyze it by sharing their ideas. game the teacher will call debate.
someone who will act in http://
Ask the pupils: front of the class and the informationliteracywactc.p
Where do you think the shadow class shall imitate the actor bworks.com/f/
came from? in front whatever it may act Debate_Etiquettes_1_.doc
out.
http:// Points of information:
vivifyphotography.com/wp- Etiquette:
content/uploads/2014/09/ 1. Be respectful to
Fantasy-Self-Portrait-Reaching- the speaker
Arm-Vivify-Photography- 2. Rise calmly and
1024x682.jpg) quietly
3. Wait patiently for a
response from the
speaker
4. Make sure your
(POI) Points of
Information does
not exceed 15
Answer to the question: tree seconds
(http://il3.picdn.net/shutterstoc How to answer:
k/videos/9573419/thumb/1.jpg 1. Be bold and
) concise
2. Use POI’s to your
advantage:
 To advance
more
arguments
 Take away
arguments
Possible answer: From the hand from the other
a monster outside the window. side
3. Do not let the POI
distract you or get
you off topic
4. If POI is not clear
or does not matter
in the debate, say
that.

GG. Presenting
examples/Instances of the
new lesson
HH. Discussing new concepts and
- Show different
advertisement to the
class.
- Ask them if they will
buy the product.
- Ask them the reason of
buying the product.
- Visualize:
You want to buy new set of
clothes, how will you
convince your parent to
buy it?
Analyse the different Read aloud the text “The Rio
Planning Strategy:
1. Anticipate
opposing
arguments
2. Make your POI’s
witty and insightful
3. A POI can be new
argument, an
insightful
reference to an old
argument, or
evidence that
makes the
speaker’s points
invalid
Identify the meaning of Is your answer correct? Create sentences based on What are the things you
the bold words using the pictures using past form must remember in stating
context clues. How would you react on the of regular verb. your opinion?
ideas you have stated just
1. He was furious when basing on the pictures
he found out his presented and not on the actual
girlfriend had scenario?
cheated on him.
2. The
higher elevations ha
ve a dry, temperate,
healthful climate. 1.
3. His life, as
they significantly cal
l it, was untouched
(add more)
2.
Play on line – or create the A teacher support material State the ideas and
practicing new skills # 1 Propaganda Techniques- Grande”
http://
englishforeveryone.org/
PDFs/
6_The_Rio_Grande_Free_Sa
mple.pdf
Read the text with accuracy,
appropriate rate and proper
expression.
same idea:
Binky’s Fact and opinion.
(http://pbskids.org/arthur/gam
es/factsopinions/factsopinions.
html)
consisting of activities Let
the pupils identify first the
meaning then let the pupils
to use the appropriate past
form of regular and irregular
verb and to formulate
dialogues based picture
presented.
opinions of the group from
the chosen topic from the
list.
Group 1:
Are Video Games Good for
You?

The Rio Grande although not Group 2:

the longest river in America,
the Rio Grande is one of the
most important. But, unlike
other significant rivers, it is
not used for shipping. In
fact, oceangoing ships
cannot navigate the waters.
No, what makes the Rio
Grande so important is its
location. Since 1846, it has
been the official border of
Texas and Mexico. Rio
Grande Geography The Rio
Grande is either the fourth
or fifth longest river system
in North America. It all
depends on how it is
measured. Because the river
twists so much, it
occasionally changes course.
And these course shifts can
cause it to be longer or
shorter. At its last official
measure, the Rio Grande
clocked in at 1,896 miles.
The river starts in Colorado
and extends downward to
the Gulf of Mexico.
Downward is the best way of
Do you know the difference Which is better, television
between Facts and Opinions? or books?
If I say “Pal has four legs,” that’s
a Fact. It’s a Fact because I can
show somebody else why it’s
true, and evidence can be
proven.
No matter who says it, it’s true:
Pal has four legs.
But if I say, “Pal is the best pet,”
that’s an Opinion.
It’s n opinion because I can’t
show somebody else that it’s
true.
Somebody else might that
Nemo is the best pet.
We would have different
Opinion.
describing it too. Not only
does the river extend south,
but it also starts in the
mountains and gets lower
and lower in elevation as it
extends to the Gulf. Its name
is Spanish for the “Big River,”
but the Rio Grande is
actually known as Rio Bravo
in Mexico. “Bravo” translates
as “furious,” so the name
makes sense. Because of its
twists and turns, it certainly
does seem to be angrier
than most rivers! The Rio
Grande Today The Rio
Grande today is mostly used
as a source of drinking
water. Sadly, much of the
water has been drained from
the river. Parts of the river
are almost dry! This is
because people use more
water from the river than
the river can get back from
rain and other sources.
Experts are working to
correct this, though, with
hopes of restoring the river
to its past strength. Today,
the river is important as a
source of water for Texans
and Mexicans. More
important, it is a symbol of
cooperation between two
nations. Though borders like
the Rio Grande separate
nations, they are also shared
spaces. The Rio Grande is
therefore a symbol of

II. Discussing new concepts and
practicing new skills # 2
Show a picture, and then
let the pupils describe it.
friendship and peace
between two peoples.
Group Activity: Divide the
class into group and write
their answer in a manila
paper.
1st group:
Show sample of an Editorial
Cartoon and let the pupils
discuss and state their opinions.
Discuss the Time Signals of Guided Debate.
verb specifically irregular Based on the chart for
verbs. rubrics.
Identify the irregular verb of
the following pictures and
use it in a sentence.

Based on the Rio Grande

history identifies its events
Analyse and discuss the
using this diagram.
topic, different tips in Discuss partially, the
detecting Bias. Features of Editorial Article

1 Critical texts are edited

Research the
newspaper. Some papers
have a reputation for giving
a particular slant on the
news, in addition to the
news itself. But don't
assume that views
expressed on the editorial
pages have any influence
on coverage; reputable
newspapers strictly
separate the news and
editorial staffs. Also, take
note of how many ads the
paper runs (not including
inserts which are often
added after the fact). If
there are large number of
printed ads that may
indicate a paper is
beholden to numerous
entities such as special
interest groups, local
and/or federal
2nd Group: Write the correct
steps in preparing a
sandwich.
3rd group:
Draw the pictures and write
the description of it in a
correct sequence.
according to conventions that .
vary with the type of text .
(classical, medieval, and
modern) but follow certain
general principles.
Generally, however, the editor
constitutes his text in
accordance with his own
judgment on principles
explained in his introduction;
and he indicates his sources in
critical notes.
Editorial judgment will be
influenced by the presumed
needs of readers.
The two most interesting
features of cartoon and
caricature in the first half of the Time signals.
20th century were the rise of
the one-line joke and of the Verbs tell the time when an
pictorial joke without words, action takes place. Any
and the enormous diversity of action or condition may be in
governments, corporations Use this diagram to do this styles of drawing. The New
etc. for funding. activity: Yorker was probably the the past, present, or future:
inventor or reinvent or of the he was, he is, he will be.
2 one-line joke and certainly its Most common verbs simply
Take notes as you read the chief fomenter. add an -ed to form the past
article. Identify "who, time, or tense, as it is
what, when, where, why (Reference: Encyclopaedia normally called. Thus walk
and how" and make a note Britannica) becomes walked. Other
of any missing information verbs, sometimes called
or extra analysis. irregular verbs, do not add -
ed. Instead they undergo an
3 internal change: sing, sang,
See if you could rewrite the sung; fly, flew, flown; go,
article, using the same went, gone.
information, to tell a
completely different story. (Reference: Encyclopaedia
Britannica)
4
Look at how the writer
treats the people he is
writing about. Do some
sources or witnesses
"claim" their stories while
others "explain" them?
Make notes of language
that gives you a positive or
negative feeling about a
piece of information, but
which represents the
writer's opinion, and not a
verifiable truth.

5
Pay attention to the overall
tone of the article. Does
the feeling it gives you
relate to the information
given (e.g. murder makes
you feel sad) or to the
writer's opinion (e.g. a

JJ. Developing mastery(leads to
Formative Assessment 3)
KK. Finding practical application of
concepts and skills in daily
living
particular political party is
scary)?
Game:
Let us play the game “Hep,
hep, hooray “whoever got
it incorrect shall identify
the technique use in the
propaganda.
1.
2.
3.
4.
5.
How will you react in a
simple statement that
concerns you or your
family? Will you analyze
and detect bias from the
statement or react easily?
Group Presentation
Let each member discuss
your written answer in a
manila paper.
If you’re going to write a
short story about yourself
what will be the highlights
and sequences of your
story?
. Class Activity: play and discuss Using mini-board- Construct Share in the class your
the questions in the paper. sentences using a card, use conclusion based on the
Turn the Question Around! Oral the appropriate past form of result of the debates.
Practice regular and irregular verb
Pass the ball to all pupils inside and to formulate dialogues
the classroom while singing based picture presented.
“London Bridge is falling down”
then as the song ends whoever
holding the ball shall answer to
the question posted on the 1.
board.
1. What is your favorite
food? Why?
2. Where would you like 2.
to go on vacation?
Why?
3. Who is your favorite
teacher? Why? 3.
4. Why do you like recess?
5. What is your favorite
sport? Why?
4.
5.
Why is it important to identify What is the importance of It is important to respect
factual information to opinion? the correct usage of verb in others in their own opinion
Can it affect a person? In what expressing your thoughts, and beliefs? Why?
way? emotions etc?

LL. Making generalizations and
abstractions about the lesson
MM. Evaluating learning
State your example of
simple statement.
What is Propaganda? What are the ways on how Differentiate real or make- How to use the appropriate What are the proper ways
What are the techniques of to distinguish a story/article believe, fact or non-fact. past form of regular and on conducting a debate?
Propaganda? according to Time-order - irregular verb and to
How can you detect bias basing on sequence of formulate dialogues? What should you
and propaganda? events? remember in showing
evidences in a simple
debate?
Arrange the following Identify the statement if it is a Match each general action Using this form answer it in
Mark a check (/) in each pictures in its correct Fact, or Opinion. Write F for verb on the left column with your own opinionregarding
item that contains bias. sequence. By writing 1st – 6th. Fact, O for Opinion a more precise action verb the key points below:
1. Shoppers in the cat 1. The Sun is a tabloid on the right column.
food section at a newspaper.
supermarket are 2. I think the Sun is an
asked to choose entertaining read.
the best dog food. 3. KFC is all right once in a
2. Parents are asked, while.
“Should we 4. Diamonds are made
develop hand-eye from carbon.
coordination in our 5. Diamonds are most
children by expensive to buy.
teaching them how 6. Jollibee is a fast food.
to play computer 7. I have been to Mall of
games?” Asia and I think it’s
3. Should students lovely.
have fun walking 8. Ginebra Team is the
their dogs after best basketball team in
school or should the Philippines.
they be doing 9. Encantadia is a series
boring show at night.
assignments? 10. Encantadia is a boring
4. The city must show.
decide whether to
pass a leash law. It
Fact or Opinion: I think and
will survey some
I know Chart:
people who own
For each topic write one
dogs and some
opinion and one fact.
who doesn’t have a
1. My Hometown
pet.
 5. A random group of a. Opinion
families with b. Fact
children and 2. My House
random group of a. Opinion
people without b. Fact
children are asked 3. Fruit
of the town should a. Opinion
build a new b. Fact
playground. 4. Summer
a. Opinion
b. Fact
5. Lions/any animal
a. Opinion
b. Fact

NN. Additional activities for
application or remediation
Cut and paste 10 different
kinds of advertisement and
identify techniques used in
it.
Take home activity: Identify
the facts you have learned
from the article, inquiries
that you are still interested
to know and state your
opinion about the article.
Make a 3- paragraph editorial
article about the President of
the Philippines. Read it in the
class tomorrow. Use this
diagram to answer your take-
home activity.
Hamburger Paragraph
- Topic Sentence
- 4 - Sentences
- Concluding Sentences
Group the class into 6 groups Make you own stand based
for the simple debate on the on informed opinion
next discussion. regarding on the picture
Other possible and statement below.
topics:http://webspace.ship.
edu/hliu/347/12current/50t State your opinion in a
opics.pdf paragraph using compound
and complex sentences.
Pros and Cons
Group 1: Are Video Games
Good for You?
Group 2: Which is better,
television or books?

Secure a copy of the rubrics

for debate.
 Eliza, 11 yrs. Old and 5th in
the ten children of Mang
Dolpo and Aling Iska. They
live beside the riverbanks.
Their source of living is
from the junk they collect.
Eliza works underpaid to
Mrs. Dalia as a vendor in
the market.

IV. REMARKS
V. 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?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN

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

Pangnilalaman Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
C. B. Pamantayan sa Naisasagawa ang mga hakbang o panutong napakinggan.
Pagganap Nakapagbibigay ng isang panuto.
Nakabubuo ng isang nakalarawang balangkas.
Nakagagawa ng nakalarawang balangkas upang maipakita ang nakalap na datos o impormasyon.
Nakasusulat ng isang talambuhay at orihinal na tula.
Nakagagawa ng isang suringpapel tungkol sa pinanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento , pagsulat ng tula at kuwento.
C. Mga Kasanayan sa Naisasagawa ang napakinggang Nagagamit ang pariralang pang- Nagmumungkahi ng iba pang Nagagamit ang nakalarawang
Pagkatuto. Isulat and code hakbang ng isang gawain. abay sa paglalarawan ng pangyayari na maaaring balangkas upang maipakita ang
ng bawat kasanayan F6PN-IIIa-1.2 paraan, panahon,lugar ng kilos at maganap sa binasang teksto. nakalap na impormasyon o datos.
damdamin. F6WG-IIIa-c-6 F6PB-IIIa-20 F6EP –IIIa-i-8
Nakapagbibigay ng panuto. F6PS-
IIIa-8
E. II. NILALAMAN Pagsunod sa Napakinggang Panuto Pariralang pang-abay sa Pagmungkahi ng iba pang Nagagamit ang nakalawang
paglalarawan ng pangyayaring maaaring maganap balangkas Upang Maipakita ang
paraan, panahon,lugar ng kilos at Nakalap na Impormasyon.
damdamin
Pagbibigay ng Panuto
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 Landas sa Pagbasa 6 pp. 134-137
 4. Karagdagang Kagamitan
mula sa portal ng
Learning Resources (LR)
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Pagsasanay
aralin at/o pagsisimula ng Isulat ang uri ng pangungusap
bagong aralin a.Nakatulog si Abby
habang nagbabasa.
b.Hanapin ang mga nars.
c.Saan ako naroroon?
d.Aba, parang may
prusisyo!
e.Sino ka?
B. Paghahabi sa layunin ng Ipaturo ang kaliwang kamay ng mga
aralin bata sa kaliwang bahagi ng silid-
aralan.
Ano-anong mga bagay ang
nasa kaliwa mo?
Ipaturo naman ang kanang
kamay ngmga bata sa kanang
bahagi ng silid-aralan.
Ano-anong mga bagay ang
nasa kanan mo?
Alin sa mga larawang ito?
MISOSA 5
Piliin ang mga pandiwa sa Paano malalaman ang katangian ng Magbigay ng mga halimbawa ng
pangungusap. Ilista sa inyong isang tao? pang-uri at pang-abay.Isulat sa
sagutang kuwaderno. Pagtsek ng takdang-aralin. loob ng hugis
1. Nahulog sa ilalim ng mesa ang
kutsara.
2. Tumatakbo nang matulin ang
mga sasakyan.
3. Nakabili kahapon ng bagong TV
ang kapitbahay namin.
4. Tumakas noong nakaraang
linggo ang 7 bilanggo sa piitang
bayan.
5. Magagandang bulaklak ang
pinitas nila sa halamanan.
6. Masisipag lang ang tinatanggap
na manggagawa sa paggawaan ng
sapatos.
7. Lumipat na sila ng tirahan sa
San Pedro, Laguna.
8. Ang grupo nila ay sumasayaw sa
entablado.
9. Naglaro nang mahusay si
Jempot kaya sila nanalo.
10. Nagtanim maghapon ang mga
magsasaka.
BASAHIN ANG BABALA Gaano ninyo kamahal ang inyong Pagbasa isang liham sa ph. 24-25
INAALAGAANG MABUTI ANG MGA lolo? (Hiyas sa Pagbasa )
PUNUNGKAHOY SA GUBAT. May kasabihan na “ Matibay ang
ITINANIM NANG MAAYOS ANG walis kung ito’y nakabigkis.”
MGA PUNO RITO. PARURUSAHAN Binibigyang-diin nito ang
NANG MABIGAT ANG MANINIRA kahalagahan ng pagkakaisa at
NG PUNUNGKAHOY. SUMUNOD pagtutulungan ng mga kasapi ng
NANG MATAIMTIM SA BATAS NG pangkat. Hindi magtatagumpay ang
KAGUBATAN. anumang gawain kapag watak-
watak ang mga taong gagawa nito,
tulad ng pangyayari sa susunod na
 Meron bas a mga bagay na ito?
C. Pag-uugnay ng mga Pangkatin ang mga bata sa lima (5)
halimbawa sa bagong aralin
Ipaguhit sa bawat pangkat ang
mapa ng sariling silid-aralan gamit
ang manila paper.
D. Pagtalakay ng bagong Gamit ang mapang nabuo, ipagawa
konsepto at paglalahad ng sa bawat pangkat ang sumusnod:
bagong kasanayan #1 • Lagyan ng tsek (/) ang pintuan.
Kulayan ito ng berde.
• Lagyan ng ekis (X) ang bintana.
Guhitan ito ng kurtinang kulay
berde.
Ano ang pandiwa sa unang
pangungusap? (Inaalagaan) Paano
inaalagaan?
(Mabuti) Anong salita ang
binibigyang turing ng salitang
mabuti? (Inaalagaan)
Anong bahagi ng pananalita ang
mabuti? (Pang-abay)
Ano ang pandiwa sa ikalawang
pangungusap? (Itinanim) Paano
itinanim?
(Maayos) Anong salita ang
binibigyang turing ng maayos?
(Itinanim) Anong bahagi ng
pananalita ang maayos? (Pang-
kuwento ni Lolo.
Ibigay ang kahulugan ng salitang
sinalungguhitan. Pagkatapos
gamitin sa pangungusap.
Abala ang isipan nina Bryan sa mga
binabalak nilang gawin
kinabukasan. ( nahihibang, nag-
iisip, gumugunita )
Masaya na ang pananim sa hardin
makalipas lamang ang ilang araw.
Ang mga halaman ay
(nagtatawanan, nagsisisayaw,
nananariwa )
Kapag napabayaan pa, babagsak na
ang negosyo nila at wala na silang
hanapbuhay. (madudurog,
malulugi, mawawasak )
Sadyang nakikiisa ang lahat sa mga
gawain sa hardin. ( tumutulong,
naninisii, nagpapabaya )
Narinig ni Lolo Juan ang pagtuturo-
turuan ng mga apo sa mga gawain
sa poultry. ( pagsisihan,
pagtutulung-tulongan, pag-aaral)
Pagganyak sa Tanong Sino kaya si ate Lydia?
Katulad ba kayo ng mga apo ni Lolo Ano ang suliranin ni Eunice?
Juan kung nagtatrabaho? Ano ang pamilyar na salita?
Pagbasa sa kuwento ng guro Magbigay ng mga halimbawa nito
Paalala ang mga pamantayan sa batay sa nabasang liham.
wastong pakikinig. Ano ang di pamilyar na salita?
Ano-ano ang mga di pamilyar na
 • Lagyan ng dalawang guhit ang abay) Ang mga salita at pariralang salita ang napapaloob sa liham?
cabinet ng aklat. Isulat ang naglalarawan o nagbibigay turing Ano ang maaaring mangyari sa
pangalan ng inyong guro sa ibabaw sa pandiwa ay tinatawag na pang- Madalas na pagshampoo ng
nito at kulayan ng dilaw. abay. buhok?sa
• Lagyan ng pahilis na guhit ang Sobrang init ng hair dryer?
pisara. Isulat din dito ang ngalan ng Ano-anong mahahalagang detalye
paaralan. ang iyong natutuhan sa binasa?
Ilahad ng bawat pangkat ang
natapos na gawain.
Nagawa ba ng maayos nang
bawat pangkat ang mga panutong
ibinigay?
Ano ang ginawa ng bawat
pangkat upang maayos at wastong
masunod ang mga napakinggang
panuto?
Bakit mahalaga ang pagsunod sa
panuto?
Kung sakaling liban ka ng araw na
ito na naituro ng guro ang
pagsunod sa hakbang sa paggawa
ng balulang,ano ang
mararamdaman mo?
Manghihinayang ka ba?Bakit
Ano-anong mga magagalang na
pananalita ang maari mong
magamit upang maipahayag ang
iyong panghihinayang?
E. Pagtalakay ng bagong Talakayin ang Pag-Aralan mo Paano nag-uusap ang mga apo ni Itala ang mga nakalap na
konsepto at paglalahad ng pah.2-5 Lolo Juan sa unang bahagi ng impormasyon sa pamamagitan ng
bagong kasanayan #2 kuwento? balangkas. Gamitin itong gabay.
Ano sa palagay mo ang gagawin ng
mga apo ni Lolo Juan sa poultry
farm kinabukasan?
Nag-usap nga kaya ang araro at
asarol sa kuwento ni Lolo Juan? Ano
sa palagay mo?
Mahal ba ni Lolo ang mga apo niya?
Bakit mo nasabi?
Mahal ba ng mga bata si Lolo Juan?
Patunayan ang iyong sagot.

F. Paglinang ng Kabihasaan Basahing mabuti ang
( tungo sa Formative panuto.Isagawa ang ibinigay na
Assessment ) panuto.
1. Gumuhit ng maliit na
bilog.Pagkatapos ay gumuhit ng
mas malaking bilog sa ilalim ng
maliit na bilog at sa ibabang mabagi
ng malaking bilog ay gumawa ng
tuldok at sundan ng pakurbang
guhit.Gumuhit ng maliit na tatsulok
sa gitna ng maliit na bilog at sa
magkabilang gilid nito ay gumuhit
ng kalahating bilog
Sagutin ang Subukin Mo pah 9-14
Bakit kailangan lumikha si
Lolo Juan ng kuwento para sa mga
apo?
Gawin Natin
Panuto: Basahin ang bawat
kalagayan at piliin sa ibaba nito ang
maaaring mangyari. Bilugan ang
titik ng sagot.
1.Kapag ang taoy mahilig sa
pagbabasa
masisiraan siya ng bait
mahina siya sa pag-unawa
hindi siya mahusay sa pagsusulat
may malawak siyang kabatiran
2.Kapag ang mag-aaral ay masipag
at matiyaga
hindi na dapat turuan ng guro
ang guro ay masisiyahan
hindi na nangangailangan ng tulong
maaari nang hindi pumasok sa klase
3.Kapag ang isang guro ay masipag
magturo
walang malalagpak na mag-aaral
maiinis ang mga bata sa kaniya
maraming matutuhan ang mga bata
wala na siyang panahong
magpahinga
4.Kapag ang isang tao ay nagpunla
ng kabaitan
marami ang kanyang magiging
kaibigan
maraming maiinggit sa kanya
lalayo ang kanyang mga kaibigan
iisipin nila na siya’y mayabang
5. Kapag ang mga mamamayan sa
isang bansa ay pawang masisipag
madali silang mapapagod sa
paggawa
mag-aaway-away sila sa kayamanan
ang mga tamad ay magiging
masipag din
ang bayan nila ay magiging
mariwasa
G. Paglalapat ng aralin sa Ano ang ginintuang aral ang
pang-araw-araw na buhay nakukuha natin sa mga pabula na
napakinggan natin
Sagutin ang Pagsanayan Mo pah. Gawin Ninyo
7-8
Panuto: Hanapin at isulat ang titik
ng pahayag sa Hanay B na
nagsasaad ng maaaring kalabasan
ng mga pangyayaring nakasaad sa
Hanay A.
A
B
1. Kapag hindi tumigil ng pag-ulan
sa A. Maiiwasan ang patayan
loob ng dalawang linggo
at digmaan
2. Kung susunding lahat ng mga
B. Lahat ng mga bagay na may
buhay aymamamatay magulang
ang nanaisin ng
kanilang mga anak
3. Kapag biglang nawala ang tubig
C. Magsisikip ang daigdig
dito sa mundo
sa dami ng naninirahan
4. Kung lahat lamang ng mga tao ay
D. Magiging mariwasa
pulos may salapi
ang kanilang bayan
5. Kapag nagtinginan na parang
E. Ito ay hindi na
tunay na magkakapatid ang lahat ng
tao mapaaandar
6. Kung ang lahat ng nilalang sa
mundo F. Malimit itong hihiramin
ay walang kamatayan
ng mga bata sa aklatan
7. Kapag naubusan ng gasoline ang
G. Malamang na bumaha
isang sasakyan
nang malaki
8. Kapag masisipag ang lahat ng
H. Siya ay kagigiliwan ng
mamamayan sa isang bansa
kanyang guro
9.Kapag maririkit ang nilalaman ng
I. Wala nang magiging

H. Paglalahat ng Aralin Ano ang natutuhan mo sa aralin?
Ano ang kahalagahan ng pagsunod
sa panuto?Ano-ano ang mga
magagalang na pananalita na
nagpapahayag ng panghihinayang?
- Na ang pariralang naglalarawan
kung paano ginawa ang kilos ay
mga
pariralang pang-abay na
pamaraan.
- Na ang mga pariralang
tumutukoy kung saan ang pook o
lunan na
pinangyarihan ng kilos o gawa ay
mga pariralang pang-abay na
panlunan.
- Na ang mga pariralang nagsasabi
kung kailan ginawa, ginagawa o
gagawin ang kilos o pangyayari ay
mga pariralang pang-abay na
pamanahon.
- Na ang mga panuto sa babala,
patalastas pagsusulit at gawaing
pangupuan
ay mahahalagang bagay o
impormasyon na dapat
maintindihan
upang maisagawa nang tama ang
nakasaad.
isang aklat
manggagawa
10. Kung mabait at masipag mag-
aral J. Sila ay lalaking Malaki
ang isang mag-aaral
ang loob
Sabihin: Nasagot ninyo ang mga Ano natutuhan ninyo sa aralin.
katanungan dahil nahinuha ninyo Ipakita ang iyong sagot sa
ang pangyayari sa pinakinggang pamamagitan ng isang rap.
kuwento.
Pagbibigay Hinuha sa Pangyayari
Makapagbibigay ng hinuha ang
isang mambabasa sa paggamit ng
dati niyang kaalaman at sa mga
pahayag o nangyari sa
pangungusap. Makatutulong nang
mabuti kung magiging mapanuri
siya.
Halimbawa:
Pangyayari: Natutuwa ang buong
bansa nang manalo ang tatlong
mag-aaral mula sa Manila Science
High School sa International
Competition. Itatala sa buong
mundo ang pangalan ng tatlo at
ipapangalan pa sa kanila ang
tatlong asteroid sa kalawakan.
Hinuha: Karangalan ng bansang
Pilipinas ang tatlong bata
Sa unang bahagi ng kuwento ay
hindi magkasundo ang mga apo ni
Lolo Juan. Pabulyaw kung sila ay
nag-uusap. Upang maiiwasan ang
hindi pagkakasundo, dapat
gumamit ng magagalang na
pananalita sa pagpapahayag ng
saloobin.

I. Pagtataya ng Aralin Babasahin ng guro ang
panuto.Hayaan ang mga bata na
isagawa ito
A.Gumuhit ng isang parisukat. Isulat
dito ang BAWAL MAGTAPON NG
Isulat kung ang mga pariralang
pang-abay na may
salungguhit ay pamaraan,
panlunan o pamanahon.
1. Tulung-tulong na naglilinis ang
Panuto: Basahin ang bawat
talataan. Ibigay ang maaaring
kalabasan ng mga pangyayari.
Bilugan ang titik ng napiling sagot.
Matalinong bata si Raul. Siya ang
B. Basahin ang talambuhay ni
Manuel L. Quezon at gumawa ng
balangkas upang maitala ang mga
mahahalagang impormasyon.
BASURA
Kulayan ito ng kulay dilaw
B. Gumuhit ng malaking bilog. Sa
kanang bahagi nito maglagay ng
maliit na kamay. Sa gitna ng bilog
ay isulat ang salitang HELLO gamit
ang malaking titik
mga tao bago magpiyesta.
2. Umusad nang dahan-dahan ang
mga sasakyan.
3. Sila’y nagtatanim sa mga
bukiring may patubig.
4. Nahuhuli sa dagat na malapit sa
Estancia ang maraming isda.
5. Sa Linggo ng hapon
magpupulong ang mga magulang
at guro.
6. Tuwang-tuwa at patalun-talon
na sumalubong ang kanyang aso.
7. Umalis siya na mabigat ang
damdamin.
8. Naglilinis sila ng silid aralan
pagkatapos ng pulong.
9. Iwinawagayway ang watawat
tuwing may pambansang
pagdiriwang.
10. Ang matitibay na kahoy ay
matatagpuan sa kagubatan ng
Pilipinas.
nangunguna sa klase subalit ang
hindi niya matutuhan ay ang
dumating sa takdang-oras. Isang
araw, mayroon silang pagsusulit sa
paaralan. Nag-aral siyang mabuti.
Kinabukasan, tinanghali siya ng
gising kaya nahuli sa pagpasok.
Nang umuwi si Raul matapos ang
pagsusulit, mukha siyang
malungkot na malungkot.
Ano sa palagay ninyo ang nangyari?
Maaaring sumakit ang ulo ni Raul
Maaaring may nawala si Raul
Maaaring pinagalitan ng guro si
Raul
Maaaring hindi natapos ni Raul
ang pagsusulit
Iniwan ni Aling Puring na nag-iisa sa
bahay ang kanyang bunsong anak.
Naisipan ng batang maglaro ng
lutu-lutuan. Kinuha niya ang
posporo at sinindihan ang kanilang
kalan. Biglang sumiklab ang apoy.
Ano ang maaaring mangyari?
Nasunog ang bahay nina Aling
Puring.
Nakapaglaro ng lutu-lutuan ang
bata.
Umiyak ang bunsong anak ni
Aling Puring.
May mga bisitang dumating sa
kanilang bahay.
Isang araw, naisipang ayusin ni
Flora ang kanilang altar. Hinugasan
niya ang plorerang mahal na mahal
ng kanyang ina, pinunasan at
nilagyan ng magagandang bulaklak.
Ilalagay na lamang niya ito sa altar
nang dumating ang rumaragasang
pusang hinahabol ng aso.
Lumundag ang pusa sa kamay
niyang may hawak na plorera.
Nabitawan niya at nabasag ang
plorera.
Manuel Roxas – Talambuhay Buod
sa Tagalog/Filipino (google)
Huling Pangulo ng Komonwelt ng
Pilipinas
Unang Pangulo ng Ikatlong
Republika ng Pilipinas
Mayo 28, 1946 – Abril 5, 1948
Mga Personal na Tala sa Buhay ni
Manuel Roxas
Araw ng pagkasilang: Enero 1,
1892
Lugar na sinilangan: Capiz
Ama: Gerardo Roxas
Ina: Rosario Acuña
Maybahay: Trinidad de Leon
Araw ng kamatayan: Abril 15, 1948
Lugar kung saan namatay: Angeles
City, Pampanga
Sanhi ng Kamatayan: Atake sa
puso
Edad nang mamatay: 56
Edukasyon
Elementarya at Mataas na
Paaralan
Pampublikong Paaralan ng Capiz
Kolehiyo ng Saint Joseph sa
Hongkong
Mataas na Paaralan ng Maynila
(1910)
Kolehiyo
Batsilyer ng Abogasya,
Pamantasan ng Pilipinas
mga nagawa at mga programa
Tala sa Kasaysayan: Mga Nagawa
at Programa na Naipatupad
Naging topnotcher sa Bar
examination noong 1913.
Nagtrabaho bilang personal na
kalihim ng Kataas-taasang Hukom
Cayetano Arellano.
Naging pambayang konsehal ng
Capiz.
Nagturo ng Abogasya sa Philippine
Law School at National University.
Ano kaya ang gagawin ni Flora?
Magwawalang bahala
Itatapon ang plorera
Magsasabi ng totoo sa kanyang
ina
Ilalagay sa altar ang basag na
plorera.
Kaisa-isang anak ni Aling Perla si
Ramil. Si Ramil ay laging malungkot,
masakitin at mahinang kumain.
Isang araw, pinayuhan ni Aling Perla
ng kanyang kaibigan na pabayaan
niyang maglaro ang anak sa labas
ng bahay upang makalanghap ng
sariwang hangin at mainitan ng
araw. Pinakain din siya ng mga
gulay at bungang-kahoy at
pinainom ng sariwang gatas.
Sa palagay ninyo, pagkatapos
mapagpayuhan ng isang kaibigan
ang kanyang ina, ano ang
mangyayari kay Ramil?
Siya ay lalong pumayat.
Siya’y nagging masaya at
malusog.
Lalo siyang naging masakitin.
Lalo siyang ikinulong ng ina.
Malakas ang buhos ng ulan. Baha
na sa mga daan. Inggit na inggit si
Roberto sa mga batang
nagtatampisaw subalit kagagaling
lamang niya sa sakit. Dumaan ang
kanyang mga kaibigan at niyaya
siyang maligo sa ulan.
Ano kaya ang ginawa ni Roberto?
Hindi sumama si Roberto sa mga
kaibigan.
Sumama siya agad sa mga
kaibigan.
Nagalit si Roberto sa mga
kaibigan.
Nagtutulug-tulugan na
lamang si Roberto.
Nahalal na gobernador ng Capiz
nong 1919.
Hinirang na chairman sa
Kumbensiyon ng mga Gobernador-
panlalawigan.
Kumandidato at nanalong
kongresista ng Capiz noong 1922.
Naging ispiker ng Kapulungan ng
mga kinatawan noong 1935.
Kasama si Osmeña ay nanguna
siya sa isang misyong ukol sa
kasrinlan sa Estados Unidos at
tinulungan din nina Jorge Jacobo,
jayme de Veyra at Catalino
Lavandia.
Nakamit ng grupo ni Roxas mula sa
kongeso ng Estados Unidos ang
Hare-Hawes-Cutting Act, ang batas
na nagkakaloob ng kasarinlan ng
Pilipinas sa loob ng 10 taon.
Tinanghal na natatanging
kinatawan ng Kapulungang
Konstitusyonal noong 1934-1935.
Hinirang ni Quezon na maging
Kalihim ng Pananalapi.
Naging Chairman of the Board of
Directors ng National Economic
Council.
Nanguna bilang senador sa halalan
noong 1941.
Naglingkod sa Hukbo ng Pilipinas
nang sumiklab ang Digmaang
Pandaigdig II.
Ayuda-de-Kampo kay Hen.
Douglas McArthur sa corrigidor.
Naging Pangulo ng Komonwelt ng
Pilipinas noong Abril 23, 1946.
Naging Pangulo ng Pilipinas sa
Panahon ng Pananakop ng mga
Hapon.
Pinamunuan niya ang Preparatory
Commission for Philippine
Independence na may layuning
himukin ang mga Pilipino na
 sumuko na at makipagkaibigan na
lamng sa mga Hapones.
Katulong na bumuo ng Saligang
Batas ng Japanese-Sponsored-
Philippine Republic.
Tinangkang patayin noong Hulyo
5, 1943 ng mga taong galit sa
kanya dahil sa pakikipagkaibigan
niya sa mga Hapon.
Nahuli ng mga kalabang Hapon sa
Mindanao at ibinilanggo sa Camp
Caisag.
Nakipagtulungan sa Estados
Unidos para sa gawaing pang-
ekonomiya upang maiangat ang
kabuhayan ng bansa na sinalanta
ng digmaan.
Sa ilalim ng kanyang pamamahala
nagkarron ng kasunduan tungkol
sa Philippine Trade Act of 1946
kung saan nabuo ang malayang
pakikipag-kalakalan ng Amerika sa
Pilipinas.
Agarang nahirang sa tungkulin
sanhi ng pagpalit ng uri ng
pamamahala mula Komonwelt
tungo sa Republika.
J. Karagdagang Gawain
para sa takdang aralin at
remediation

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong
ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang
aking naranasan na
solusyonan sa tulong ng
aking punongguro at
superbisor?
G. Anong kagamitang
panturo ang aking
nadibuho na nais kong
ibahagi sa mga kapwa ko
guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3rd QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
A. Content Standard
MUSIC
Demonstrates understanding
of the concept of musical
forms and musical symbols
HEALTH
Demonstrates understanding of
the health implications of poor
environment sanitation
ARTS
The learner demonstrates
understanding of shapes,
colors, values, and the
principles of emphasis,
contrast, and harmony in
printmaking and photography
using new technologies.
PE
Demonstrates understanding of
participation and assessment of
physical activity and physical
fitness.

B. Performance Performs accurately the Consistently practices ways to "The learner creates simple Participates and assesses
Standard design of structure of a given maintain a healthy environment printmaking (silkscreen) performance in physical activities.
musical piece designs on t-shirts and posters.
The learner describes the basic
concepts and principles of
basic photography."

C. Learning Analyzes the musical forms of Describes diseases and disorders The learner knows that design Explains the background of dance
Competencies the following caused by poor environmental principles still apply for any PE6RD-III-B-1
(write the LC Code) 1. Leron Leron Sinta sanitation new design (contrast of colors,
2. Silent Night H6EH-IIIa-1 shapes, and lines produces
3. Happy Birthday harmony) whether done by
4. Joy to the world hand or machine (computer).
5. Bahay Kubo A6EL-III-A
6. Ili-Ili Tulog Anay
7. Paru-Parung Bukid
8. Ang Bayan Ko
9. Pamulinawen
10. Tinikling
11. Lupang Hinirang
MU6FO-IIIa-b-2
 Forms Poor Environmental Sanitation PRINT MAKING Finess Enhancement through Folk
Dances
II. CONTENT

III. LEARNING RESOURCES

A. References
1. TG/CG pages
2. Learner’s Materials pages
3. Textbook pages The 21st Century MAPEH in 21st century Mapeh in Action 6 21st century Mapeh in Action 6 21st century Mapeh in Action 6
Action p.44-47 pages 280-282 pages 150-152 pages
4. Materials downloaded MISOSA module 23
from LRMDS
A. Reviewing previous What is pollution? Let the student analyse the song What is the effect of poor What is silk screen printing? Administration of Summative
lesson and presenting Give the different types. Masdan mo ang Kapaligiran by environmental sanitation? Test
new lesson Asin..
What is the message of the song?
What did you learn from this
song?
B. Establishing a purpose Let the pupils identify the Give examples of environmental What is silk screen printing? Let the students give different
for the lesson different songs. problems that we are example of Philippine folk dances.
1. Happy birthday experiencing now a day.
2. Bahay Kubo Why do we experience it?

C. Presenting Let them identify the forms of Group pupils into 4. Show pictures of silk screen Show pictures o9f folk
examples/instances of the songs..How many times They will identify the different printing. dance and let them
the lesson did u sing it? diseases caused by poor Discuss ask about the materials identify each.’
environmental sanitation. needed.
1. Respiratory Diseases
2. Gastrointestinal
Diseases
3. Skin Diseases
4. Neurological Impairment
D. Discussing new concepts Form in music is the way a
and practicing new skills musical composition is
#1 arranged. This composition
colud be either any musical
piece as sung by vocalists or
singers or the music created
by means of musical
instruments.
E. Discussing new concepts Diff Kinds Of Forms:
and practicing new skills 1. Unitary Form-
#2 contains only one section
which remains the same all
throughout the whole
composition ex. Dandansoy
2. Binary(AB)- made up
of two musical parts or has
two different melodic ideas.
Ex Paru-Parung Bukid
3. Ternary- utilizes a
three-part form represented
by (ABC) and sometimes, third
part is a repititon of the first
part represented by (ABA) Ex.
Lupang Hinirang
4. Rondo (ABACA) is
made up five or more musical
parts with some repetitions.
Ex. Maligayang Araw
F. Developing mastery (lead What are the different forms?
to formative assessment Give examples for each.
3)
What are respiratory diseases? How can technology change
Gastrointestinal? Skin Diseases? silk screen printing?
Give some examples. Let them see a picture of
silkscreen printing machine.
Describe the machine.
Identify the following diseases; Explain the ff materials in silk
1. Diarrhea screen printing
2. Cholera 1. Mesh screen
3. Dysentery 2. Liquid emulsifier
3. Fabric paint
4. Squeegee
5. Design printed on
transparency
What are the three diseases How is silk screen printing
brought by poor environmental done?
sanitation? 1. Prepare a design and
print on transparency
2. Prepare the mesh
screen. Coat it with
What is dance?
Dance is an activity where
you move your body in
time with the music.
Dancing is a part of human
expression. People dance
to celebrate, compete,
perform rituals, and enjoy.
Some to stay fit. You, as a
young person. Have all the
qualities to be involved in
dance. You should know
what dancing can do to
you. Dance, as s physical
activity, gives benefits to
young people like you.
What are the skills needed in
dancing?
a. Social skills
b. Coordination
c. Endurance
d. Motor fitness
e. Lung condition
f. Flexibility
g. Weight balance
What are the benefits do we get
from dancing?
1. Immune system becomes
stronger
2. Bones and muscle are
 light sensitive strengthened
3. Position the printed 3. Joints become more
film over the screen flexible
and expose it to a very 4. Entire body is toned.
bright light source 5. Balance and posture
4. Rinse off the excess improve
emulsion. Once you 6. Stamina and flexibility
have all the screens increase
exposed and cleaned, 7. Confidence is developed
you are ready to print 8. Social life may improve
5. Place screen over t-
shirt. Apply ink, any
color of you choice,
using a squeegee.
6. Using a blow dryer,
dry ink on t shirt. You
now have a finished
product.

G. Finding practical As a student how would you

application of concepts contribute in helping minimize
and skills in daily living the poor environmental
sanitation diseases?
H. Making generalization What are some diseases and What is silk screen printing? What is dance?
and abstractions about disorders caused by poor Its Benefits?
the lesson environmental sanitation?
I. Evaluating learning 1. Identify the musical True or False Enumerate the What benefit did you get from
forms of the 1. (T)Diarrhea is the materials need in silk dancing?
Following songs opposite of constipation and screen printing.
2. Happy Birthday sometimes called “intestinal flu”
Give its procedure.
3. Maligayang Araw 2. (T)Cold is the most
4. Leron Leron Sinta common respiratory disease due
5. Dandansoy to poor environmental sanitation.
6. Lupang Hinirang 3. (F)Cholera is a disease
involving gastrointestinal tract,
namely the esophagus, stomach,
small intestine, large intestine
and rectum.
4. (F) Dysentery is not an
infectious disease which is passed
through the ingestion of food and
 water that has beeb
contaminated.
5. (T) Overpopulation,
excessive urbanization,
environmental health

V. REMARKS

VI. REFLECTION
B. No. of learners who
earned 80% in the
evaluation
D. No. of learners who
require additional
activities for
remediation
F. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
H. No. of learners who
continue to require
remediation
J. Which of my teaching
strategies worked
well? Why did these
work?
L. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
 Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER
DAILY LESSON LOG
WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The Learner…………..

A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
demonstrates understanding of solid figures.
is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.
49. visualizes and describes the 50. differentiates solid figures 51. illustrates the different solid 52. identifies the faces of a solid figure. M6GE-IIIb-30
different solid figures: cube, prism, from plane figures. M6GE-IIIa-28 figures using various concrete and
pyramid, cylinder, cone, and pictorial models.
sphere. M6GE-IIIb-29
M6GE-IIIa-27
 Lesson Guide in Elem. Math Gr. 21st Century Mathletes 6, pp. 56- 21st Century Mathletes 6, pp. 56-59 21st Century Mathletes 6, pp. 56-59
6 p.360, 363 59
21st Century Mathletes 6, pp166- 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 166- 21st Century Mathletes 6, pp. 166-199
199 166-199 199
DLP 6 Mod 69
Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power point
power point presentation power point presentation power point presentation presentation
A. Reviewing previous lesson or
presenting the new lesson
Mental Computation: Solving for
Perimeter and Area
Game 1
a)Divide the class into 6 groups.
(per column)
b)Teacher provides an illustration
board for each group.
c)Teacher flashes a picture of a
plane figure with given
measurements of sides.
14 cm
Ex.5 m 6 cm
d)The first student from each
group solves for the perimeter and
area of the given figure. He/she
writes his/her answer on the
illustration board provided for
each group.
e)The first to give the correct
answers (with the proper labels)
and raises his/her board first, gets
2 points.
f)Continue the game until
everyone in the column has
participated.
g)The group with the most
number of points wins.
2.Review the previous lesson.
Give 2 examples.
Mental Computation Drill: Solving Play the “Concentration Game.” Match column A w/
Drill: Group Activity: for Perimeter/Area of Plane Figures a)Teacher prepares 12 cards column B:
Traveling Game consecutively numbered. A
1.Teacher shows a picture of a At the back of each number card 1.Sphere
plane figure with given dimensions. are the following: 2.Cone
cube 2. 3. 3. Pyramid
Ex.: 18 cm 4.Cylinder
12 cm 5. Prism
4. 5.cylin 6.
B
der pyra
P=? a.Has 2 bases, and
mid lateral faces made of
A=?
7. sphere 8. 9. rectangles
8m 10. b.Has at least 3 lateral
faces, which are
2.The first two students from the
cone triangles and only 1
1st column solve mentally what is
11.rectan 12. base
being asked. The first to give the
c.Has 2 circular bases
correct answer with the proper gular
and no vertices
Review: label is challenged by the next prism
d.Has 1 circular base
student in the column.
and 1 vertex.
3.Continue the game until everyone b)Teacher divides the class into
e.Has no faces, bases,
in class has participated. 2 groups.
edges or vertices. A
4.The student who has beaten most c)A student from a group
solid figure that has
of his/her classmates is the winner. chooses 2 numbers, say 1 and 9.
the same distance to
d)Teacher opens the number
any point from the
2.Review: Identifying Spatial Figures cards and finds out if the
center.
drawing and word match. If
Answer:
What are the different spatial they match, another student
from the same group chooses
figures?
another pair of numbers and so
Give examples of real objects that
on.
are models of spatial figures.
e)If the contents of the numbers
Original File Submitted and
don’t match, the teacher flips
Formatted by DepEd Club Member
- visit depedclub.com for more the cards again to show the
numbers (not the word or
drawing). Then a player from
another group chooses the next
pair of numbers, and so on.
f)The group with the most
Group Activity:
number of correctly matched
pairs wins.
Review:
B. Establishing a purpose for the
lesson
Imagine that we have an aquarium Guessing Game: Illustrate the ff. figures. Cut out pictures of objects from 1.Group the pupils
and a wooden box. If we will fill up 1. I have 0 sides. I have 0 Plane Figure Illustrati newspapers or magazines that into Learning
both of them with water until they vertices. I am round on are models of spatial figures. Barkadas.
become entirely full, which of 2. I have 4 sides. My sides 1.Circle Describe each 2.Provide each group
them will take more amount of are equal. I have 4 2.Rectangle pieces of used folders,
water? Explain. vertices. 3.Square pair of scissors, and
3. I have 3 sides. My sides paste.
4.Triangle
are not always the same. 3.Let them make
I have 3 vertices. Solid Figure Illustrati some spatial figures
4. I am a solid figure. I have on out of these
no faces or edges. I am 1.Sphere materials.
round. 2.Rectangul 4.The first to make 3
5. I am a solid figure. I have ar Prism will be declared
6 faces. 8 vertices and 3.Cube winner.
12 edges, all equal. 4.Triangular
6. I am a solid figure. I am pyramid
round and have 1 round Guide Questions:
Based on the illustration, the face. I have a point and 1.Is it possible to combine plane
aquarium will take a greater 1 round edge. figures to form solid figures?
amount of water as compared to 2. What is the corresponding solid
the wooden box because it has figure if circles & rectangles will be
more space to hold more amount combined? Circle triangle? Square
 of water. These objects are
examples of solid figures.
(Show the video of the song “3D
shapes I know”)
C. Presenting Examples/Instances The big box below is another
of new lesson example of a solid figure. What
kind of solid figure is this?
Look at the illustration of the box
and try to answer the ff. question.
What is the shape of the bottom
part of box? Is it the same with the
shape of the top part?
What is the right side of the box?
Does it have same shape with the
one on the left side?
Do the back and front sides of the
box have the same shape?
Objects in the real world are called
three-dimensional if they have
length, width and height. In
Mathematics, the three-
dimensional objects are known as
solid figures.
Present this problem:
A boy visited a toy store and he
found the ff.:
From the items that he found,
identify which of them are plane
figures and which of them are
solid figures.
Use the four-step plan to solve
the problem.
Hint: (Recall the definition of
plane figures.)
(See txbook page 197 for the
answer to this problem.)
& triangles? Rectangle and triangle?
What else can you think of?
3. Can all plane figures be
combined to one another to form
different kinds of solid figures? Give
example & explain.
1) Introduce the different Present the ff. figures. Present the lesson
spatial figures. through this activity:
Let the students describe the
a.Call the winners.
characteristics of each figure.
2)Ask what is common among all 1.Let them show their
the spatial figures? finished products to
3)Present a paper robot whose the class.
parts are made up of spatial figures.
2.Have them describe
each and identify its
parts.
3. Have them identify
Guide questions: use the figures
its faces.
above.
 How many parallel b.Call the 2nd placer.
faces are there in figure 1.Let them show the
4)Ask the students to identify the 1? Name them. spatial figures they
spatial figures represented by each  Are all faces of figure 1 made that are
part by completing the chart below. congruent? Explain. different from the first
Parts of Spatial Figures  How many group.
the Represented vertex/vertices can you 2.Have them describe
Robot count in figure 1? each and identify its
Head Ex.: cube parts.
 Give at least 2 edges of
Body Rectangular figure 1 3. Have them identify
Arms prism  What kind of polygon its faces.
Legs are the faces of the
Feet second figure?
Hands c.Do the same with
 How many faces do we
the other group.
Mouth have in second figure?
Nose
Eyes
Ears
D. Discussing new concepts and Discuss the content on pages 189- Discuss how to compare plane b.Activity 2 – Use of Real Situation Group Activity: (Let the pupils watch
practicing new skills #1 193 of their Mathletes Textbook figures with solid figures to the Problem Answer deepening on page 74 the video of faces,
class. 1) Bring the students outside of TG. edges & vertices of
(You can also show a video on the classroom. solid figures)
differentiating plane and solid 2) Let them observe their
figures.) surroundings and jot down the
different spatial figures they see.
3) Let them tabulate the
answers.
4) Afterwards they go back to
the classroom and share what they
have listed on paper.
5) Discuss the importance of
being aware of different spatial
figures as seen and experienced
through the environment.
Object Spatial Ex.
Figure
Represe
nted
Basket Sphere
ball Cylinder
Water
jug
E. Discussing new concepts and
practicing new skills #2
Discuss the solid figures: Ask the ff. questions:
What is a plane figure?
A plane figure is two dimensional
figure which possesses an area
but the volume of this figure is
zero. The examples of plane
figures are square, circle,
rectangle, triangle etc. Plane
figures can be drawn on a paper.
The unit of area of a plane figure
is square of unit of length. The
study of plane figures is called
plane geometry.
2. What is a solid figure?
The three dimensional figures are
called solid figures. These figures
have an surface area as well as a
volume. These figures cannot be
drawn on a paper. The examples
of solid figures are cuboid,
parallelepiped, football, solid
sphere etc. The unit of area of a
solid figure is square of unit of
length. Similarly, the volume of
three dimensional figure is cube
of unit of length
Matching Game
1)Blindfold a volunteer pupil.
2)Let him/her hold a spatial figure.
( Can use concrete objects)
3)Let him/her identify and describe
it.
Tony bought a robot for his little Group Activity:
brother. He customized every
part of the robot by putting a
design on each part and the
robot appears as shown below.
He wants to challenge his little
brother by asking him to identify
the different solid figures in
each of the corresponding parts
of the robot. What are the
different solid figures that make
up the robot?
Let the pupils answer the
problem.
(Discuss the answer on page
194-195 of Textbook)
F. Developing mastery
(Leads to Formative Assessment)
Identify the spatial figure Group Activity: Identify the following nets as cube, (Let the pupils watch the video Group Activity:
represented by the following: 1.Divide the class into rectangular prism, cylinder, or a of faces, edges & vertices of Complete the table on
1. ball cooperative groups of five. pyramid. solid figures) the activity sheet
2. globe 2.Each group is assigned a solid Example: given by the teacher.
3. funnel figure and given their shape to
4. test tube examine .
5. tent 3.They draw a picture of their
6. dice shape, and list its characteristics,
including: the plane figure that = rectangular prism
creates its faces.
4. The leader of the group will
report the work of the group.
1. ________
2. ________
3._________
4._______
5._______
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Group Activity: Give 5 objects that Pair-share: Cut the above
are models of the following spatial graphics and glue them under
figures: suitable categories.
1.cone
2.cylinder
3.cube
4.prism
5. sphere
What are the different spatial What is the difference between a
figures. Describe each one. plane figure and a solid figure?
What are their common ANSWER
characteristics? The difference between plane
Give examples of real life objects and solid figures is in their
that represent each spatial figure. dimensions. Where a square is a
plane figure, its 3D counterpart,
the cube, is a solid figure. The
same comparison exists between
a circle, or plane figure, and a
sphere, a solid figure. Individuals
create plane figures by
connecting points on a grid to
create 2D geometrical shapes.
The same shape takes on extra
dimension by adding additional
points and lines to give the shape
height, width and depth.
Match Column A with column B
1) The base is a polygon and its
faces are triangles.
2) A spatial figure with a polygonal
base whose edges meet at a
common vertex.
3) A spatial figure having a circular
base and one vertex.
4) A spatial figure with 2 parallel
congruent faces called bases and
the other faces are parallelograms.
5) A spatial figure with 2 circular
bases, no edge, and no vertex.
a. rectangular prism
b. cone
c. pyramid
d. cylinder
e. triangular prism
What is a prism? What are the How do you identify the faces of a solid figure?
kinds of prisms? Describe each.
What is a pyramid? What are the A face is one of the flat surfaces on a solid figure. A
kinds of pyramids? Describe each. planefigure is a flat, two-dimensional figure. A prism is a
three-dimensional object with two congruent parallel
bases that are polygons. A pyramid is a three-dimensional
object with a base that is a polygon and
triangular faces that meet at one vertex.
I. Evaluating Learning A. Draw in your notebook Sort-out the figures into their Identify the spatial figure Complete the table: Complete the table:
objects that resemble the corresponding columns. represented by the following: Soli Dra No. No. No.
following space figures. d w of of of
Figu The Ver Fac edg
re Fig. tice es es
s
1.R
ecta
ngul
ar
pris
m
2.sq
uar
e
pyr
ami
d
3.cy
1) 2) 3) 4)
lind
er
4.co
ne
5.sp
5) her
e

B. Name the spatial figures

that resemble the following
objects below:
1) box
2) ball
3) dice
4) ice cream cone
5) globe
J. Additional activities for Construct each spatial figure using Answer Math
application and remediation art paper. Challenge on
1) blue pyramid 4) green page 199
2) black cone rectangular prism
3) yellow cube 5) red cylinder
6) violet sphere

V. Remarks
VI. REFLECTIONS
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?
F. What difficulties did I
encountered which my principal
or supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 2
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT / TOPIC
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
School: Grade Level: VI
Teacher: Learning Area: SCIENCE
Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate understanding of gravity and friction affect movement of objects.
The learners should be able to produce an advertisement demonstrates road safety
Describe gravity Describe gravity affects motion Describe how gravity
Cite situation which show the Cite situation which show the affects motion.
presence of gravity S6FE-IIIa-c-1 presence of gravity S6FE-IIIa-c-1 S6FE-IIIa-b-5
Infer how friction and gravity
Appreciate the importance of the Appreciate the importance of the -Show through group
The learners should be able to affect movements of different
awareness on gravity awareness on gravity activity how gravity
describe gravity. objects. S6FE-IIIa-c-1
affects motion
-Appreciate the
importance of gravity
and motion
Gravity Gravity Gravity Gravitational Force How does Gravity
Affects Motion
CG, pp 94
Cyber Science 6 pp.
186-191
Science Links p.309-316 Science in Our World p. 189-193 The New Science Links 6 pp.
309-316
http://www.kids-science- Test Papers
experiments.com/
http://www.sciencefair- Activity Sheet Activity Sheet CG, pp 94
projects.org/physics-projects/gravity-
device.html
Explore and Experience Science 6, Video clip Video clip https://
Mercado et.al., pp.218 - 221 https://www.youtube.com/watch video.search.yahoo.co
 ?v=9gTfCgETDAw m/yhs/search?fr=yhs-
blp-
default&hsimp=yhs-
default&hspart=blp&p
=video+how+gravity+a
ffects+motion#id=1&vi
d=
0b33064a785be3e841f
IV. PROCEDURES
Roll the ball. Pupils will pass the Roll the ball. Pupils will pass the What is gravity? Review:
ball while the music is playing. ball while the music is playing. Games
As the music stops, the pupil As the music stops, the pupil Identify the ways to
holding the ball will answer the holding the ball will answer the reduce friction by
questions to be asked by the questions to be asked by the arranging the jumbled
teacher. teacher. letter
Ask pupils about gravity. Ask pupils about gravity. .
To a applying surface
lubricants
A. Reviewing previous lesson or
Moving between
presenting the new lesson
contact reducing
surfaces
Contact between
minimizing the surfaces
rough
Shapes using
aerodynamic

B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
Find out students' ideas about gravity. Show a video clip of a child
Ask: climbing up a tree
What is gravity? What can you say about the child?
Where is gravity? What may happen to him?
What does gravity do? Have you experienced climbing a
tree?
EXPLORATION Teacher gives initial instruction
(COLLABORATIVE APPROACH) about the activity
Show a video clip of a car in a
steep road and a car running on
the normal road
What can you say about the the
two cars?
Which car runs fast?
Have you experienced riding in a
car on o steep road?
Teacher gives initial instruction
about the activity
When you throw two objects
with different weight, which will
fall first? Does weight affect
motion (speed) of the falling
object?
Setting of Standards
Small Group Activities
Motivation
Gravity Song (video
Presentation)
Ask what is about the
song?
Describe the song in
one word.
. Instruct one pupil to
throw the ball upward.
a. Setting of standard in performing See Activity Sheet Observing Ask: What did the boy
an activity Force of Gravity (Science Links 6 do?
b. Activity proper pp. 310) What happened to
the ball when it was
Activity 1. Materials: A Styrofoam thrown upward?
cup, a pencil, water, and a bucket. What is the
1. Poke a hole in the side of the cup movement of the ball
with the pencil. Make the hole about as it reaches the
2 inches above ground?
the bottom of the cup. The teacher will
2. Cover the hole with your thumb tell the pupils about
and fill the cup with water. that the lesson is about
3. Hold the cup up high and uncover How Gravity
the hole. Make sure the water flows affects motion.
into the bucket or 1.Group the class into
do this experiment outside. What two. .Each group will
happened to the water? Did it gush perform differentiated
out of the cup? activity
Cover the hole with your thumb again 2. Distributes the
and fill the cup. activity cards.
4. Now make a hypothesis: If you 3. Recall the standards
drop the cup into the bucket, would in doing the activity.
the water flow more
quickly or more slowly out of the hole
in the cup?

5. Hold the cup high and drop it into

the bucket. What happened to the
water coming out of
the hole?

Activity 2:
Materials:
Small dowel or stick
String
Paperclips
Scissors
Tape
 Strong magnets (Use either
neodymium magnets .5 inch or bigger
or ceramic magnets .75 inch or larger.
Regular craft magnets won’t work.)
Metal ruler (or wooden ruler with
tape)
Blocks, books, or other material for
stacking

1. Start by tying some paperclips to

pieces of string. Then tie the string
onto a small dowel rod or stick.
gravity experiment using paperclips

2. Lift up the dowel rod so the

paperclips hang from the string.
Which direction do the paperclips
point?
What happens if you tilt the stick?

3. Place three magnets along a metal

ruler. (If you’re using a wooden ruler,
you can tape the magnets to the top.)
Suspend the ruler from two stacks of
blocks, books, or other materials. Be
sure the magnets are facing down.

4. Take the paper clips and string off

your dowel rod.
Take one paperclip and hold it until
it’s just suspended below the first
magnet. Tape the string in place onto
the table (or whatever surface your
activity is on). Do this with the other
two paperclips.

D. Discussing new concepts and EXPLANATION See Activity Sheet Answer questions “What have
practicing new skills #1 (CONSTRUCTIVISM APPROACH) you find out: (1-5)
 a. Presentation/Reporting of Pupils
output

Students present their output on the See Activity Sheet

activity. The teacher will give
feedback about the result.
E. Discussing new concepts and  What happened to the water Group reporting or presentation allow the pupils to
practicing new skills #2 in activity 1? Did it gush out of their outputs through share their
of the cup? differentiated activities. understanding on what
G I-Newscasting is gravity and motion
 If you drop the cup into the G II- Interview
bucket, would the water G III-Rap Let them describe how
flow more quickly or more G. IV- Advertisement gravity affects motion
slowly out of the hole in the of a falling object?
cup?
 What happened to the water Let them give some
coming out of more examples of an
 the hole? object that falls down.
 Which direction do the And how this is
paperclips point? affected by motion.
 What happens if you tilt the
stick?
 Why the paperclips were not
going up into the air after we
removed the magnets.
 What things fall?
 What happened to each of
the objects as
they fell?
 Why do you think that
happened?
 Why is the statement “What
goes up, must come down”
usually true?
 What caused the paper to
fall downward?
 Why is gravity invisible?

F. Developing mastery
(leads to formative assessment )
G. Finding practical applications
of concepts and skills in daily
living
 What causes gravity?
 Do all things have gravity?
ACTIVITY – PAIR OFF
Have kids pair off and make Have the pupils
predictions about what will happen strengthen their
when they drop various objects: understanding about
pencils, erasers, or any items that are the concepts by
safe to drop. They can write their answering the
predictions in a science notebook or following question
they can make a data chart with two
columns: predictions and results. What pulls the object
Then ask students to drop these to the ground?
items. One kid in each pair should do
the dropping and the other should How do the object falls
observe. Then they can switch. towards the ground?
Why it is difficult to
upward a hill or to an
elevated placethan
going down?
How do air resistance
affects movement of a
falling object ?
How would you make use of your How would you make use of your
Imagine you throw a ball upward. knowledge about gravity on your knowledge about gravity on your Valuing
What happened to the ball? Why do everyday lives? everyday lives? To ensure safety
you think this happened? at home especially
during earthquake,
What
precautionary measure
shall we follow using
our knowledge
About how gravity
affects motion?

H. Making generalization and
abstraction about the lesson
What is gravity?
Gravity is a force that tries to pull two
objects toward each other. Earth’s
gravity is what keeps you on the
ground, what causes objects to fall,
and is why the objects fall down
rather than up!
Teacher will ask pupils to make a
generalization about today’s
lesson
Teacher will ask pupils to make a Generalization:
generalization about today’s
lesson Describe how does
How does gravity affects motion gravity affects motion
? by making a concept
map.

I. Evaluating learning QUIZ NO. 4 / GRAVITY QUIZ NO. 5 / GRAVITY QUIZ NO. 6 / GRAVITY QUIZ NO. 7 / GRAVITY QUIZ NO. 8 / GRAVITY

J. Additional activities for Make a poster on how gravity

Make a research about situations
application / remediation affects motion.
which show the presence of gravity.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued
Lesson done : Lesson done : Lesson done : Lesson done : :
Lesson done :
Pa Fail ML T Pa Fail ML T Pa Fail ML T Pa Fail ML T
sse ed sse ed sse ed sse ed Pa Fail ML
d d d d sse ed
V. REMARKS M M M M d
MR MR MR MR M
IAP IAP IAP IAP MR
GC GC GC GC IAP
S S S S GC
S

VI. REFLECTION
______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned ______ of Learners
A. No. of learners who earned
above 80% above 80% above 80% above who earned 80% above
80% in the evaluation

______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners
B. No. of learners who require
additional activities for remediation additional activities for additional activities for additional activities for who require additional
additional activities for
remediation remediation remediation activities for
remediation
remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
C. Did the remedial lessons work
______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught ______ of Learners who caught ______ of Learners
? No. of learners who have
the lesson the lesson up the lesson up the lesson who caught up the
caught up with the lesson
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 continue to
require remediation
Strategies used that work well:
___ Socratic Questioning
___ Game-Based Learning
___ Interactive
Demonstrations
The activity can be a classroom
experiment, a survey,a simulation or
an analysis of secondary data.
___Cooperative Learning
___Jigsaws
___Gallery Walks
___Fieldtrips
___Making notes from book
___Use of internet/audio visual
presentation
___Text books
___Investigations
___Models
___Demonstrations
Other Techniques and Strategies
used:
___Manipulative Tools
___Pair Work
___ Explicit Teaching
___ Group collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
______ of Learners who continue ______ of Learners who continue ______ of Learners who ______ of Learners
to require remediation to require remediation continue to require remediation who continue to
require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning work well:
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Socratic
Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Questioning
Demonstrations Demonstrations Demonstrations ___ Game-Based
The activity can be a classroom The activity can be a classroom The activity can be a classroom Learning
experiment, a survey, a simulation experiment, a survey, a experiment, a survey, a ___ Interactive Lecture
or an analysis of secondary data. simulation or an analysis of simulation or an analysis of Demonstrations
___Cooperative Learning secondary data. secondary data. The activity can be a
___Jigsaws ___Cooperative Learning ___Cooperative Learning classroom experiment,
___Gallery Walks ___Jigsaws ___Jigsaws a survey, a simulation
___Fieldtrips ___Gallery Walks ___Gallery Walks or an analysis of
___Making notes from book ___Fieldtrips ___Fieldtrips secondary data.
___Use of internet/audio visual ___Making notes from book ___Making notes from book ___Cooperative
presentation ___Use of internet/audio visual ___Use of internet/audio visual Learning
___Text books presentation presentation ___Jigsaws
___Investigations ___Text books ___Text books ___Gallery Walks
___Models ___Investigations ___Investigations ___Fieldtrips
___Demonstrations ___Models ___Models ___Making notes from
Other Techniques and Strategies ___Demonstrations ___Demonstrations book
used: Other Techniques and Strategies Other Techniques and Strategies ___Use of
___Manipulative Tools used: used: internet/audio visual
___Pair Work ___Manipulative Tools ___Manipulative Tools presentation
___ Explicit Teaching ___Pair Work ___Pair Work ___Text books
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___Investigations
___ Carousel ___ Group collaboration ___ Group collaboration ___Models
___ Diads ___ Carousel ___ Carousel ___Demonstrations
___ Differentiated Instruction ___ Diads ___ Diads Other Techniques and
___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction Strategies used:
___ Lecture Method ___ Discovery Method ___ Discovery Method ___Manipulative Tools
Why? ___ Lecture Method ___ Lecture Method ___Pair Work
___ Complete IMs Why? Why? ___ Explicit Teaching
___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Group
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials collaboration
___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Carousel
 collaboration/cooperation in doing collaboration/cooperation in doing ___ Group member’s ___ Group member’s ___ Diads
their tasks their tasks collaboration/cooperation in collaboration/cooperation in ___ Differentiated
___ Audio Visual Presentation of the ___ Audio Visual Presentation of doing their tasks doing their tasks Instruction
lesson the lesson ___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Discovery Method
the lesson the lesson ___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness
to learn
___ Group member’s
collaboration/coopera
tion in doing their
tasks
___ Audio Visual
Presentation of the
lesson

F. What difficulties did my
principal or supervisor can help
me solve ?
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude pupils
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Pupils’
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology behavior/attitude
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Colorful IMs
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Unavailable
Internet Lab Internet Lab Internet Lab Internet Lab Technology
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Equipment
(AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works

G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers ?
Planned Innovations:
__Contextualized/ Localized
Indigenized IM’s
__ Localized Videos
__ Making big books from
Planned Innovations:
and __Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
Planned Innovations: Planned Innovations:
__Contextualized/ Localized and __Contextualized/
Indigenized IM’s Localized and
__ Localized Videos Indigenized IM’s
__ Making big books from __ Localized Videos
 views of the locality
__ Recycling of plastics to
be used as Instructional Materials
__ local poetical composition
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
views of the locality views of the locality __ Making big books
__ Recycling of plastics to __ Recycling of plastics to from
be used as Instructional be used as Instructional views of the locality
Materials Materials __ Recycling of plastics
__ local poetical composition __ local poetical composition to
be used as
Instructional Materials
__ local poetical
composition