DLL G6 Q1 Week 5 All Subjects

GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN

DAILY LESSON LOG
Teaching Dates and Time: JULY 1-5, 2019 (WEEK 5) Quarter: 1ST QUARTER
WEEK 5 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
A. Pamantayang
Pangnilalaman Naipamamalas ang mapanuring pag-unawa at kaalaman sa kasanayang pangheograpiya, ang mga teorya sa pinagmulan ng lahing Pilipino upang mapahahalagahan ang
konteksto ng lipunan/ pamayanan ng mga sinaunang Pilipino at ang kanilang ambag sa pagbuo ng kasaysayan ng Pilipinas
B. Pamantayan sa Pagaganap Naipamamalas ang pagmamalaki sa nabuong kabihasnan ng mga sinaunang Pilipinogamit ang kaalaman sa kasanayang pangheograpikal at mahahalagang konteksto ng
kasaysayan ng lipunan at bansa kabilang ang mga teorya ng pinagmulan at pagkabuo ng kapuluan ng Pilipinas at ng lahing Pilipino
C. Mga Kasanayan sa Nakabubuo ng pansariling paninindigan sa pinakapanipaniwalang teorya ng pinagmulan ng lahing Pilipino batay sa mga ebidensiya
Pagkatuto (Isulat ang code Natatalakay ang teorya ng pandarayuhan ng tao mula sa rehiyong Austronesyano
ng bawat kasanayan) Natatalakay ang iba pang mga teorya tungkol sa pinagmulan ng mga unang tao sa Pilipinas
Nakasusulat ng maikling sanaysay (1-3 talata) ukol sa mga teoryang natutunan
AP5PLP-Ie-5
II. NILALAMAN Teorya ng Austronesian Migration Teorya ng Core Population Teorya ng Wave Migration
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng p.19-22

Guro
2. Mga pahina sa p.50-61
Kagamitang Pang-Mag-
aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resource
B. Iba pang Kagamitang Larawan ng mga pangkat ng tao na nanirahan sa Pilipinas,tsart
Panturo
III. PAMAMARAAN
A. Balik-aral sa nakaraang Ibigay ang mga teorya tungkol sa Ano ang naging batayan ng Ipaliiwanag ang teorya ng Ano ang naging batayan ng Ano ang teorya ng Core
aralin at/o pagsisimula ng pagkabuo ng kapuluan ng teorya ng Austronesian Austronesian Migration ang teorya ng Core Population? Population? Paano ito
bagong aralin Pilipinas? Migration? pinagmulan ng ninuno ng mga nabuo?
Pilipino.
B. Paghahabi sa layunin ng Pagpapakita ng larawan ng mga Ipakita ang larawan ng mga Pagpapakita ng larawan ng
aralin pangkat mg tao na nanirahan sa nahukay na buto sa kuweba ng mga Negrito.
Pilipinas. Tabon.
Tungkol saan ang larawan na Saan makikita ang kuweba ng

ipinakita? Tabon?
May alam ba kayo tungkol sa

kanila? Magbigay ng ilang bagay
tungkol sa kanila.
C. Pag-uugnay ng mga Iugnay ito sa ibat ibang Teoryang Ano ang kauganayan ng mga Paano mo masasabi na
halimbawa sa bagong aralin nagpapaliwanag sa mga unang buto sa teorya ng Core naunang nakarating sa
panirahan ng mga tao sa Population? Pilipinas ay mga Negrito?
Pilipinas.
D. Pagtatalakay ng bagong Ipabasa ng tahimik ang p.50-53 Ipabasa ng tahimik ang p.53-55 Ipabasa ng tahimik ang p.55
konsepto at paglalahad ng ng KM Unawain Natin. ng KM Unawain Natin. ng KM Unawain Natin.
bagong kasanayan #1 Magkaroon ng malayang Magkaroon ng malayang Magkaroon ng malayang
talakayan ukol sa binasa. talakayan ukol sa binasa talakayan ukol sa binasa
E. Pagtatalakay ng bagong Pagpapalawak ng talakayan ukol Magbigay pa ng ibang Sino si Henry Otley Beyer?
konsepto at paglalahad ng sa teorya ng Austronesian impormasyon ukol sa teorya ng Paano mo masasabi na
bagong kasanayan #2 Migration. Core Population upang lalo pang naunang nakarating sa
Pilipinas ay mga Negrito?
mapalawak ang talakayan.
Paano nabuo ang teorya ng
Austonesian Migration. Ano ang ginamit na batayan ukol
teoryang ito. Ipaliwanag.
Hayaan ang mga mag-aaral
magbigay ng opinion ukol dito.
F. Paglinang sa Kabihasan Ano ang teorya na Paano nabuo ang teorya ng Core Igrupo sa tatlo ang mga bata
(Tungo sa Formative nagpapaliwanag ng unang Population? Ipaliwanag. at ipaliwanag kung ano ang
Assessment) panirahan ng mga tao sa higit n pinaniniwalaan nilang
Pilipinas? mga teorya.
Sino ang may akda nito?
Saan lugar nila ito natagpuan?
G. Paglalapat ng aralin sa Ipagawa ang pagpapayamang Sumulat ng talata kung paano Ipasagot ang tanong sa May
pang-araw-araw na buhay Gawain sa p. 60 ng KM. nabuo ang teorya ng Core Palagay Ko sa p.58 ng KM.
Population.
H. Paglalahat ng Arallin Paano ipinaliliwanag ng teorya ng Ano ang teorya ng Core Paano nabuo ang teorya ng
Austronesian Migration ang Population? Paano ito nabuo? Wave Migration? Ipaliwanag
pinagmulan ng ninuno ng mga
Pilipino.
Sagutin ang tanong sa p 56 ng Sagutin ang tanong sa p 56 ng Gumawa ng talata kung
I Pagtataya ng Aralin Isip,Hamunin A ng KM. Isip,Hamunin B ng KM. paano nakarating ang mga
Negrito sa Pilipinas.Ano ang
naging batayan
J Karagdagang gawain para sa Ipaliwanag bakit mahalaga Magdala ng mga larawAn ng mga Gumawa ng sanaysay ukol sa Paghambinging ang dalawang Paano nabuo ang tatlong
takdang-aralin at remediation maunawaan an gating sinaunang Pilipino. teorya ng Core Population. teoryang napag-aralan. teorya at sino sino ang mga
pinagmulan. tao na nagpatunay sa mga
teorya na ito. Anong teorya
ang inyong pinaniniwalaan.
Isulat ito sa papel.
III. Mga Tala
IV. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa
ko guro?
School: Grade Level: VI

GRADE 6 Teacher: Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: JULY 1-5, 2019 (WEEK 5) Quarter: 1ST QUARTER
WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding ...

• of various verbal elements in orally communicating information
• of various non-verbal elements in orally communicating information
• that English language is stress timed to support comprehension
• of text types to listen for different purposes from a variety of texts
A. Content Standards
• of figurative language, word relationships and nuances in word meanings to develop word consciousness
• of various linguistics nodes to comprehend various texts
• of writing styles to comprehend the author’s message
• of the conventions of standard English grammar and usage when writing or speaking
• of the forms and conventions of print, non-print, and digital materials to understand various viewing texts
The learner ...
• orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
• reads with sufficient accuracy and fluency to support comprehension
• uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
• uses literal information from texts heard to construct an appropriate feedback
B. Performance Standards • uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
• uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
• uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)  speaks and
writes using good command of the conventions of standard English
• applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
• applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print, film and moving
texts
EN6LC-Ie-2.11.1 EN6RC-Ie-6.10 EN6F-Ie-1.8.1 EN6F-Ie-1.8.1 EN6VC-Ie-5.1.5
EN6LC-Ie-2.11.2 EN6RC-Ie-6.11 Read with automaticity grade Read with automaticity grade Describe different forms and
EN6LC-Ie-2.11.3 Analyze figures of speech level frequently occurring level frequently occurring conventions of film and
Infer the speaker’s tone, (hyperbole, irony) content area words content area moving pictures (acting)
mood and purpose words
C. Learning EN6F-Ie-1.8.1 EN6G-Ie-3.6
Competencies/Objectives Write EN6V-Ie-12.3.2 Read with automaticity grade Compose clear and coherent EN6G-Ie-3.6 Compose clear
the LC code for each. EN6V-Ie-12.4.1.2 level frequently occurring sentences using appropriate and coherent sentences
EN6V-Ie-12.4.2.2 content area words grammatical structures: using appropriate
Infer meaning of figurative -modals grammatical structures:
language using -context clues -modals
-affixes and roots
-other strategies
EN6A-Ie-16
Observe politeness at all
times
EN6A-Ie-17
Show tactfulness when
communicating with others
EN6A-Ie-18
Show openness to criticism
Speaker’s Tone, Mood and Figures of Speech: Hyperbole Modals: Can, Could, May, Might Modals: Must, Should Different Forms and
Purpose and Irony Conventions of Film and
Meaning of Figurative Moving Pictures (acting)
II. CONTENT Language; Idioms
Story: “Cloudy With a
Chance of Meatball” by Judy
Barret
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Activity Sheet in English 6 (Quarter 1 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
Learning Resource (LR) Week 5-Day 1) (Quarter 1 Week 5-Day 2) (Quarter 1 Week 5-Day 3) (Quarter 1 Week 5-Day 4) (Quarter 1 Week 5-Day 5)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Let’s Practice p. 1 Let’s Let’s Practice p. 1 Let’s Let’s Practice p. 1 Let’s
Let’s Recall pp. 1-2 Let’s Recall p. 1
presenting the new lesson Recall p. 2 Recall p. 2 Recall p. 2
B. Establishing a purpose for
Let’s Try This (A) p. 2
the lesson
C. Presenting
examples/instances of the Let’s Try This (B, C & D) p. 3 Let’s Try This p. 3 Let’s Try This pp. 2-3 Let’s Try This p. 2 Let’s Try This pp. 1-2
new lesson
D. Discussing new concepts and
Let’s Study This pp. 3-4 Let’s Study This pp. 4-5 Let’s Study This pp. 3-4 Let’s Study This p. 3 Let’s Study This pp. 2-4
practicing new skills #1
E. Discussing new concepts and
Let’s Do This p. 5 Let’s Do This p. 5 Let’s Do This p. 5 Let’s Do This p. 4 Let’s Do This pp. 4-5
practicing new skills #2
F. Developing mastery (leads to
Let’s Do More p. 6 Let’s Do More pp. 6-7 Let’s Do More pp. 5-6 Let’s Do More p. 4 Let’s Do More pp. 5-6
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in
daily living
H. Making generalizations and
abstractions about the Let’s Remember pp. 6-7 Let’s Remember p. 7 Let’s Remember p. 6 Let’s Remember p. 5 Let’s Remember p. 6
lesson
I. Evaluating learning
Let’s Test Ourselves p.7 Let’s Test Ourselves pp. 7-8 Let’s Test Ourselves p. 6 Lets’ Test Ourselves p. 5 Let’s Test Ourselves pp. 6-7
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 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?
Teacher: Learning Area: ESP
DAILY LESSON LOG

I.LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat.
B.Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat.
1. Naisasagawa ang mga tamang hakbang na mkatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya.
C. Mga Kasanayan sa Pagkatuto 1.1. Pagsusuri nang mabuti sa mga bagay na may kinalaman sa pangyayari
Isulat ang code ng bawat 1.2. Pagsang-ayon sa pasya ng nakararami kung nakabubuti ito.
kasanayan 1.3. Paggamit ng impormasyon
EsP6PKP-Ia-i-37
II.NILALAMAN Paksa: Katatagan ng loob sa responsableng pagdedesisyon Kaugnay na Pagpapahalaga: Katatagan ng Loob (Forttitude)
III. KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga Pahina sa Kagamitang Pang-
Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016, pahina 81
portal ng Learning Resource
B.Iba pang Kagamitang Panturo 1. EsP DLP, Unang Markahan, Ikalimang Linggo - Aralin 5: Tibay ng Iyong Kalooban Aking Susubukin, pahina 1-10 2. Maaaring gamitin ang sumusunod na videos:
a. https://www.youtube.com/watch?v=AJ1LHw8dt84
b. https://www.youtube.com/watch?v=JMPEbx4kMkg
c. https://www.youtube.com/watch?v=ZdMOqT3qjoY
3. https://prezi.com/kz1kbhdevo3l/katatagan-ng-kaloobannasusubok-sa-pagharap-sa-hamon/
laptop, projector, video clips ng mga awit na “Pagsubok” ng Orient Pearl, at "Liwanag sa Dilim” ng Rivermaya, video clip na hango sa palatuntunang "Kapuso
Mo, Jessica Soho”, powerpointpresentation na nagpapakita ng mga sitwasyon, manila paper, gunting, permanent marker, masking tape, graphic organizers
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o Batiin ang mga mag- aaral at itala Batiin ang mga mag- aaral Batiin ang mga mag- aaral Batiin ang mga mag- aaral at Batiin ang mga mag- aaral
pagsisimula ng aralin ang bilang ng mga pumasok at at itala ang bilang ng mga at itala ang bilang ng mga itala ang bilang ng mga at itala ang bilang ng mga
lumiban. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban.
Sa pagsisimula ng aralin, itanong sa Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling
mga mag-aaral: Bilang mag- aaral, balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng
paano nakakaapekto ang pagiging nakaraang araw. nakaraang araw. nakaraang araw. nakaraang araw.
bukas ng inyong isipan sa pagbuo at
pagbibigay ng desisyon o pasya na
makabubuti sa inyong sarili at
pamilya?
B. Paghahabi sa layunin ng aralin Itanong sa mga mag- aaral:
1. Ano ang karaniwan ninyong
ginagawa kapag may mga
suliraning dumarating sa
inyong pamilya?
Paano ninyo nabigyang
solusyon ang mga suliraning
ito?
C. Pag-uugnay ng mga halimbawa sa Gamit ang powerpoint
bagong aralin presentation, ipapakita ng guro
ang iba’t ibang sitwasyon na
sasagutin ng mga mag-aaral ng OO
o HINDI.
Sumangguni sa EsP DLP,
Unang Markahan, Ikalimang
Linggo - Aralin 5, pahina 2-3 para
sa mga sitwasyon at mga tanong
sa pagtatalakay.
D. Pagtatalakay ng bagong konsepto Ipapakinig sa mga magaaral
at paglalahad ng bagong kasanayan ang awitin na may pamagat
#1 na "Pagsubok”.
Tandaan:
Maaaring gumamit ng ibang
awitin na may kaugnayan sa
aralin.
Sumangguni sa pahina 3 ng
EsP DLP, Unang Markahan,
Ikalimang
Linggo - Aralin 5, para sa
patnubay na mga tanong.
E. Pagtatalakay ng bagong konsepto Pangkatin ang klase sa apat
at paglalahad ng bagong kasanayan (4).
#2 Ipabasa sa bawat pangkat
ang kwento na may pamagat
na "Isang Hamon sa Buhay ni
Joel”, na makikita sa EsP DLP,
Unang Markahan, Ikalimang
Linggo - Aralin 5, pahina 4.
Sumangguni sa pahina 4
ng EsP DLP, Unang
Markahan, Ikalimang
Linggo - Aralin 5 para sa
iba pang gawain at mga
gabay na tanong sa
talakayan.
F. Paglinang sa Kabihasaan (Tungo sa Sumangguni sa EsP DLP,
Formative Assesment 3) Unang Markahan, Ikalimang
Linggo - Aralin5, pahina 5-6 para
sa Gawain 1 at 2
G. Paglalapat ng aralin sa pang araw- Sumangguni sa EsP DLP,
araw na buhay Unang Markahan,
Ikalimang Linggo - Aralin
5, pahina 6-7 para sa
pangkatang gawain
H. Paglalahat ng Aralin Bigyan ang bawat lider ng
pangkat ng graphic
organizer at ipagawa ang
gawain.
Sumangguni sa EsP DLP,
Unang Markahan,
Ikalimang Linggo - Aralin
5, pahina 7-8 para sa
gawain at pagtalakay.
I. Pagtataya ng Aralin Sumangguni sa pahina 8-10
ng EsP DLP, Unang
Markahan, Ikalimang
Linggo - Aralin 5, para sa
pagtataya at pagninilay/
repleksyon.
J. Karagdagang gawain para sa Ipagawa ang karagdagang
takdang-aralin at remediation gawain na makikita sa EsP
DLP, Unang Markahan,
Ikalimang Linggo - Aralin 5:
pahina 10.
V.MGA TALA
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakakuha ng

80% sa pagtataya
B. Blgng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa sa
aralin?
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulong ng lubos? Paano
ito nakatulong?
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
I. LAYUNIN
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
A. Pamantayang Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Pangnilalaman 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
Nasasaulo ang isang tula/awit na napakinggan at naisasadula ang isang isyu o paksa mula sa tekstong napakinggan
B. Pamantayan sa Nakasasali sa isang usapan tungkol sa isyu
Pagganap Nakabubuo ng sariling diksiyonaryo ng mga bagong salita mula sa mga binasa; naisasadula ang mga maaaring mangyari sa nabasang teksto Nagagamit ang nakalimbag at di-
nakalimbag na mga kagamitan sa pagsasaliksik
Nakasusulat ng reaksyon sa isang isyu
Nakagagawa ng isang blog entry tungkol sa napanood
Naisasagawa ang pagsali sa mga usapan at talakayan, pagkukuwento, pagtula, pagsulat ng sariling tula at kuwento
Nakapagbibigay ng hinuha sa Nagagamit ang iba’t ibang uri ng Naibibigay ang kahulugan ng pamilyar Nasasagot ang mga Napupunan nang wasto
kalalabasan ng mga pangyayari sa panghalip sa iba’t ibang at di kilalang salita sa tanong tungkol sa ang kard na
C. Mga Kasanayan sa kwentong napakinggan F6PN-Id-e-12 sitwasyon pamamagitan ng tekstong pang-aklatan
Pagkatuto F6WG-Ie-g-3 sitwasyong pinaggamitan pangimpormasyon F6EP-Ic-13
F6PT.Ie.1.8 F6PB –Ic-e- 3.1.2
Paghihinuha sa kinalabasan ng mga Paggamit ng iba’ t ibang uri ng panghalip Pagbibigay ng kahulugan ng pamilyar Pagsagot sa mga tanong Pagpuno nang wasto
II. NILALAMAN pangyayari sa alamat na napakinggan sa iba’t ibang at di kilalang salita sa pamamagitan tungkol sa tekstong sa kard na pang-
sitwasyon ng pangimpormasyon aklatan
sitwasyong pinaggamitan
III. MGA
KAGAMITANG
PANTURO
A. Sanggunian
1. Pahina sa Gabay ng
Guro
2. Pahina sa Kagamitang
ng Mag-aaral
3. Pahina sa Batayang Rondon, Amorfina G. et al., “ Papa, Nenita P. et. al. “ Bagong Filipino
Aklat Filipino sa Bagong Siglo” DepEd sa Salita at Gawa
4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource (LR)
B. Iba pang mga
Kagamitang Panturo
IV. PAMAMARAAN
A. Balik-Aral sa Nakaraang Papaghandain ang bawat mag- Balikan ang alamat ng lansones. Ano ang dapat gawin kung
Aralin at/o Pagsisimula aaral ng dalawang flash card na Isa-isahin ang mga pangyayaring may hindi maunnawaan sa Ano-ano ang natatandaan Maghanda ng isang
ng may nakasulat na ALAM KO! at naganap sa alamat. isang tekstong binabasa? tungkol sa: kahon na naglalaman
Bagong Aralin AALAMIN KO PA LANG!.  Alamat ng mga piling salita
ng lansones na ginamit noong
Ipakita ang mga flashcard na  Walong Taong nakaraang aralin.
may impormasyon. Kuhanin ang Gulang Pabunutin ang mag-
sagot ng mag-aaral sa  Mga Uri aaral ng isang kard na
pamamagitan ng pagtataas ng ng Panghalip may nakasulat na
flashcard na umaayon sa salita.
kanilang tugon. Ipatukoy ang
1. Pinanggalingan ng kanilang kahulugan nito.
apelyido
2. Sinaunang kuwento ng kanilang
pamilya
3. Kuwento ng pagiibigan ng
kanilang mga magulang
4. Alamat ng kanilang lugar/
baryo/ lungsod
5. Mga sinaunang kuwento
ng mga nakatatandang
tao sa kanilang lugar
B. Paghahabi sa Gawin at ipagawa ang Ipagawa ang Tuklasin Mo sa pahina 5 Ipagawa ang Tuklasin Mo Ipagawa ang Ipagawa ang
Layunin ng Aralin Tuklasin Mo sa pahina 1 sa pahina 6 Tuklasin Mo sa Tuklasin Mo sa
pahina 8 pahina 8
Magpakita ng larawan ng
ilang mga prutas. Itanong sa
mag-aaral kung may alam ba
silang kuwento tungkol dito.
Ipatukoy ang kahulugan ng

mga salitang may guhit sa
pahina 1
Basahin ang isang uri ng
alamat na
pinamagatang “Noon…
Lason pa ang
Lansones”.
Pagkatapos nito,
magkaroon ng maikling
talakayan sa pamamagitan
ng tanong at sagot.
C. Pag-uugnay ng mga
Halimbawa sa Bagong Aralin
D. Pagtalakay sa Ipagawa ang Gawin Mo sa Ipagawa ang Gawin mo sa Ipagawa ang Gawin Mo sa Ipagawa ang Gawin mo sa Ipagawa ang Gawin Mo
Bagong Konsepto pahina 3 pahina 7 pahina 10 pahina 14 sa
at Paglalahad ng pahina 17-18
Bagong Kasanayan Gawin ito nang isahan. Muling
#1 pag-isipan ang huling
tanong sa
E. Pagtalakay sa Ipasagot ang Gawin Ipasagot ang Gawin Ninyo sa pahina Ipasagot ang Gawin Ninyo sa pahina Ipagawa ang Gawin Ninyo Ipasagot ang
Bagong Konsepto Ninyo sa pahina 3 6-7 10 sa pahina 13 Gawin Ninyo sa pahina
at Paglalahad ng 17
Bagong Kasanayan
#2
F. Paglinang sa Isulat Mo p. 4 Isulat Mo, p. 7 Isulat Mo, p. 11 Isulat Mo, p. 14 Isulat Mo, p. 18
Kabihasaan
(tungo sa
Pormatibong
Pagtataya)
G. Paglalapat ng Isapuso Mo, p. 4 Isapuso Mo, p. 7 Isapuso Mo, p. 11 Isapuso Mo, p. 14 Isapuso Mo, p. 18
Aralin sa Pang-araw-araw
na Buhay
H. Paglalahat ng Aralin Isaisip Mo, p. 4 Isaisip Mo, p.7 Isaisip Mo, p. 11 Isaisip Mo, p.1 4 Isaisip Mo, p. 18
I. Pagtataya ng Aralin
J. Karagdagang Gawain para sa

takdang-aralin at
remediation
V. MGA TALÂ
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakakuha

ng 80% sa pagtataya
B. Blgng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa sa
aralin?
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulong ng lubos?
Paano ito nakatulong?
naranasan na solusyonan sa tulong
ng aking punongguro at superbisor?
G.Anong kagamitang panturo ang
aking na dibuho na naiskong ibahagi
sa mga kapwa ko guro?
naranasan na solusyonan sa tulong ng
aking punongguro at superbisor?
G.Anong kagamitang panturo ang
aking na dibuho na naiskong ibahagi
sa mga kapwa ko guro?
Teacher: Learning Area: MAPEH
DAILY LESSON LOG

I. OBJECTIVE/S
B. Content Standard Demonstrates understanding Demonstrates demonstrates understanding of Demonstrates
of the concept of rhythm by understanding of the participation and assessment of understanding of personal
applying notes and rests, use of lines, shapes, physical activity and physical health issues and concerns and
rhythmic patterns, and time colors, texture, and the fitness the importance of health
signatures principles of emphasis appraisal procedures and
and contrast in drawing community resources in
a logo and own cartoon preventing or managing them
character using new
Technologies in drawing.
D. Performance Standard Responds to beats in Creates concepts through art participates and assesses practices selfmanagement
music heard with processes, elements, and performance in physical activities skills to prevent and control
appropriate principles using new assesses physical personal health issues and
conducting patterns of technologies (hardware and fitness concerns
2 3 4 and 6 software) to create personal
4 4 4 8 or class logo.
designs cartoon character
onthe spot using new
technologies
F. Learning Competencies explains ideas about the 1`explains the
(write the LC Code) Differentiates among 2 3 4 logo nature/background of the games
4 4 4 A6PR-Id PE6GS-Ib-1
And 6 time signatures LOGO DESIGN 2.describes the skills involved in
8 Software: Inkscape (Open the games
•Describes the 6 Source) for Laptop/Desktop PE6GS-Ib-2
8 time PC 3.observes safety precautions
signature PE6GS-Ib-h-
MU6RH-Id-e-2 4.recognizes the value of
participation in physical
activities
PE6PF-Ib-h-19
assesses regularly
participation in physical activities
based on the
Philippines physical activity
pyramid
PE6PF-Ib-h-18
5.displays joy of effort, respect
for others and fair play during
participation in physical
activities
PE6PF-Ib-h-20
6.identifies areas for
improvement
PE6PF-Ib-h-22
Process: Assessment of
RHYTHM 8. DRAWING – NEW physical
Musical Symbols and TECHNOLOGIES activities and
II. CONTENT Concepts: 8.1 logo physical fitness
1. Notes and Rests 8.2 cartoon character Target games
2. Meters (Striking/ fielding game )
3. Rhythmic Patterns

B. References
2. TG/CG pages
6. Textbook pages MISOSA5-module6 Musika at ASE P.E Module 2 pp.6-7,12-13
Sining 6. Sunico, Raul
M. et al, 2000. Projector, 21st Century MAPEH in Action
laptop, musical scale of the Gerardo C. Lacia pp.
songs HaranasaBukid, or any Copyright 2016,pp126
folk songs in three-four time
signature
pp.8-10
*Umawit at Gumuhit
6.Valdecantos,
Emelita C. 1999. pp.5-20
8. Materials downloaded from
LRMDS
D. Other Learning Materials Projector,laptop,musical scores Laptop, computer,
or the song HimigPasko cellphone, tablet
IV. PROCEDURES
B. Reviewing previous lesson Review the previous lesson
and presenting new lesson Have a game: Peel the cabbage Review the previous lesson
game.
Mechanics:
While singing / listening to the
song “Do re mi, ask the pupils
to pass the cabbage. If the
music stops the pupil who will
be holding the cabbage will
peel it,reveal the kind of
note /rest written in it and tell
the name of the note/rest and
the value of it.
D. Establishing a purpose for the Differentiated activities We are going to assess our
lesson Establish the purpose of the Group the class into: participation in physical
lesson 1. Visual artist activities based on the
2. Museum officer or Philippines physical
curator activity pyramid through a game
3. Local arts director Striking/ fielding game
4. Participants in an
art exhibit
F. Presenting .Do you know this game? Do you
examples/instances of the Present the song “HimigPasko“ 1. Create a logo play it ? Who can tell about the
lesson or any folk song in 6/8 time 2. Put up a mini art mechanics of the game ? Call one
signature. exhibit using the pupil to teach the mechanic of
Ask the pupils to sing the song artworks of your the game
with the music classmates
3. Give talk to a group
participating in a
seminar on culture.
Talk about your
community and its
uniqueness as
shown in its art
forms
4. Each of you will
exhibit your artwork
in class. A place in
your classroom will
be designated as an
art gallery.
Partcipate willingly
in this activity. Use
this activity as a way
to make your
classmates know
you better.
Likewise, be
observant. Learn
from the works of
your classmates.
Observing and
appreciating your
classmates’ work
will help you
understand them
better
H. Discussing new concepts and “ Feel the pride of being a Filipino

practicing new skills #1 Help the pupils analyze the with striking/fielding game . This
song game promote healthful lifestyle.
What is the time signature of Furthermore,they promote:
the song ?WHAT is meant by patriotism( to feel the pride of
the upper 6 ?, the lower 8? being Filipino) Bonding( to build
What are the notes and rests bridge of fun and closeness
used in the song? What is the among neighborhood to develop
value of the quarter note/rest, camaraderie with peers) and
eight note/rest , half sportsmanship ( to build a
note/rest ? How many beats positive outlook on acceptance of
are there in each measure of winning and being defeated
the song ?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
J. Discussing new concepts and Using the rhythmic syllables, What should we remember
practicing new skills #2 help the pupils clap/tap the before we play ?
rhythmic pattern of the song
L. Developing mastery (lead to PLAY THE GAME
formative assessment 3)
N. Finding practical application Present another song in 6/8
of concepts and skills in daily time signature
living Ask the following questions:
1. What is the time signature of
the song ?
2. What are the notes and rests
in a song ?
3. What is the value of eight
note/rest? Sixteenth note
/rest? Half note/rest
4. How many beats are there in
each measure ?
Tap the rhythm of the song
P. Making generalization and How would you describe 6 What are the skills develop in
abstractions about the lesson 8 the game ?
Time signature Can you assess your physical
fitness through this game ?
R. Evaluating learning 1. What is meant by 6 in Use Rubrics in assessing 1. Did you enjoy the game ?
6 students’ participation to the 2. Describe the skills involved in
8 time signature ? activity the game ?
2. 8? 3.Did you observe safety
3. What note receives precautions ?
one beat? 4. Did you display joy of effort,
4. What is the value of respect for others and
sixteenth note in 5/8 fair play during your
time signature ? participation to the game ?
5. How would you 5.Do you feel proud being Filipino
describe the six-eight while playing the game?
time signature ?
T. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
B. No. of learners who earned

80% in the evaluation
D. No. of learners who acquired
remediation who scored
below 80%
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
encountered which my
principal can help me solve?
N. What innovation or localized
materials did I used/discover
other teachers?
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real – life
B. Performance Standards
situations.
M6NS-Ie-113.2 M6NS-Ie-113.2
M6NS-Ie-111.3 The learner solves routine The learner solves non
M6NS-Ie-111.3 M6NS-Ie-111.4
The learner multiplies decimals problems involving routine problems involving
C. Learning Competencies/ The learner multiplies decimals The learner multiplies mentally
and mixed decimals multiplication of decimals and multiplication of decimals and
Objectives and mixed decimals with factors decimals up to 2 decimal places
with factors up to 2 decimal mixed decimals including money mixed decimals including
up to 2 decimal places by 0.1, 0.01,10, and 100.
places using appropriate problem money using appropriate
solving strategies. problem solving strategies
Solving Non-Routine
Solving Routine Problems
Multiplying Decimals Up to 2 Problems Involving
Multiplying Decimals and Mixed Multiplying Decimals and Mixed Involving Multiplication of
Decimal Places by 0.1, 0.01, 10 Multiplication of Decimals
II. CONTENT Decimals with Factors Up to 2 Decimals with Factors Up to 2 Decimals and Mixed Decimals
and 100 Mentally and Mixed Decimals Including
Decimal Places Decimal Places Including Money Using
Money Using Appropriate
Appropriate Problem
Problem Solving Strategies
A. References
3. Textbook pages
MISOSA Module Gr. 5 – MISOSA Module Gr. 5 -
4. Additional Materials from NFE A&E Learning Material:
Multiplication of Mixed Decimals; Multiplication of Mixed
Learning Resources (LR) Multiplication and Division of
Proded Math 36-C: Multiplying Decimals; Proded Math 36-C:
Portal Decimals (2001), pp. 17-21
Mixed Decimals Multiplying Mixed Decimals
IV. PROCEDURE
A. Reviewing previous lessons The school hosted a singing Flash the following and let each Revisit the previous lesson by Flash the following and let them Let the learners revisit their
Stage Presence (20)
Voice Quality (40)
or presenting the new lesson contest. The scores of two pair show their answers using giving some examples for the show their answers using their experiences in the previous
Technique (25)
Impact (15)
Contestant
contestants in the Finals are their drill boards. learners to work on. Then ask drill boards. lesson.
shown in the table below: 2.4 x 6 23.9 x 1.1 them to explain how to multiply
10 x 0.56= 4.63 x 0.1 Ask:
Jo 35.7 17.6 20.8 14 decimals and mixed decimals.
J36.3 15.9 21 13.2
e 8.25xx1.25
23.4 0.43 73 x 14.2 Then, flash the following and let 2.36 x 0 .01 0.36 x 0.001 How do you know if a given word
them show their answers using problem involves multiplying
their drill decimals and mixed decimals?
Ask: How do we solve such word
23 x 1 23 x 10 How do we multiply decimals and
Ask: problems?
mixed decimals by 10 and 100? How
Answer the following How do we multiply decimals and 23 x 100 23 x 1000 do we multiply decimals and mixed
Questions. mixed decimals?
23 x 10 000 decimals by 0.1 and 0.01?
1) What is Jo's total score? What How do you know where to place Ask: What is a quick way to get the
is Jen's total score? the decimal point in the product? answer when a whole number is
2) Who won between Jo and
multiplied by 10, 100, or 1000 (or
Jen? even 10 000)?
3) Flow many more points
should the non-winner have
scored to tie with the winner?
Ask: Ask: Ask: Have you tried selling items to a Ask: Do your parents Ask:
Do you know how much we weigh Who among you do a lot of junkshop before? What items have sometimes ask you to buy goods Do you find the problem, in the
on the Moon? To find out, we need to exercise? What activities do you you sold? Is it good that we sell items in a market? What items do you previous lesson interesting and
multiply our weight on Earth by engage in to make yourself to junkshops? Why? usually buy? How do you feel challenging? Have you
approximately 0.17 so we would physically fit? Why is it important Inform the learners that the target when your parents ask you to experienced similar situations in
know our weight on the Moon for us to exercise? What benefits for this lesson is for them to multiply buy something in market? Why real life?
B. Establishing a purpose for Inform the learners that today do we get from it? decimals mentally not only by 10 and is it important to help your Inform the class that the target in
the lesson they will be learning how to Inform the learners that today's 100, but also by 0.1 and 0.01. parents? this lesson is fo them to develop
multiply decimals and mixed lesson will help them improve their skills further in solving word
decimals by whole numbers. their skills further in problems involving multiplication
of decimal; and mixed decimals
multiplying decimals and
mixed decimals
C. Presenting Present this problem. "Louis, an Present this problem. Present this situation. Mang Present the following problem Present the following
examples/instances of the astronaut, will travel to the moon to Ambo sold copper wire to the to the class: problem to the class:
"Lola Patring keeps her body healthy
new lesson do some explorations on its surface. nearest junkshop. The table below "Joan went to the market to buy fish The area of a rectangular room is
by walking everyday. She walks at a shows the packs of copper wires he
He weighs 63 kg here on Earth. What rate of 25.4 meters per minute. How to be cooked by her mother for 24 square metres. What could be
sold.
would be his weight when he lands on far can she walk in 4.75 minutes?" lunch. She bought 2.5 kilos of tilapia the possible dimensions of the
the moon?" Pac Amount Weight at P110 per kilo. How much did she room?
Check if they understand the k
Check if they understand the per kg in kg pay for it?" Length Width Area
problem.
problem (e.g., What is his weight A P45.75 0.01
here on Earth? What is the problem (What does Lola Patring do to make B P45.75 0.1 Check if they understand the Check if they understand the
her body healthy? How far can she problem. Ask for clarifications problem. Ask for clarifications
asking us to do?). C P45.75 10
Ask for an estimate of the walk in a minute? What is the D P45.75 about it. about it
100
answer. problem asking us to do?)
Let them think about how they
Do you think his weight on the moon Ask for an estimate of the Check if they understand the can arrive at the exact answer.
is more than 10 kg? What is the most answer. Then, let them think situation. Then, ask for an estimate of the
it could be? Could it be 12 kg? about how they can arrive at (How much is 1 kg of copper wire? answer
the exact answer. How will Mang Ambo find the
amount he will be paid for each
pack?)
Think-Pair-Share Once an Think-Pair-Share Once an Let them find how much Mang Let them work on this problem Let them work on this
estimate is decided on, give each estimate is decided on, let them Ambo will be paid for each pack. in pairs. Emphasize the use of problem in small groups.
pair time to think about and solve solve the problem with a Focus on Packs C and D. Ask if Polya's 4 steps: Understand Emphasize the use of Polya's
the problem. Then, let them partner. Then, let them share they see any pattern. Plan, Solve, and Check. 4 steps: Understand, Plan,
share their solutions with their solutions with the class. 45.75 x 10 = 457.5 Encourage them to use any Solve, and Check. Encourage
another pair. 25.4 x 4.75 = 120.65 m Ask: 45.75 x 100 = 4 575 appropriate strategy that will them to use any appropriate
63 x 0.17 = 10.71 kg What do you notice between the Ask: When you multiply a decimal help them solve the problem. strategy that will help them
Using only the result of this number of decimal places in the by 10 or 100, what do you notice Afterwards, let them display and solve the problem.
D. Discussing new concepts and computation and estimation, let factors and the number of decimal about the multiplicand and the explain their solutions to the Afterwards, let them display
practicing new skills #1 them give the exact answer to places in the product? product? What do you observe class and explain their solutions to
each of the following: When do you drop zeros in a about their digits? the class.
6.3 x 0.17 63 x 1.7 decimal product? Provide more examples of Some possible answers:
0.63 x 0.17 6.3 x 1.7 multiplying decimals by 10 and Length Width Area
Ask: How did you know where to 100. 3m 8 m 24 m
Ask: When you multiply a 2.4 m 10 m 24 m
place the decimal point in each
decimal by 10 or 100, what is a 7.5 m 3.2 m 24 m
product?
quick way to get the answer?
Find each product. Example: 3.04 Post the following Focus on Packs A and B. Ask if Read, analyze and solve. Mother . Ask:
x 0.6 (see also Proded Math situation. they see any pattern. bought 15.75 kilos of flour for How is this problem similar
36- C, pp. 5-7) 45.75x 01 = 4.575 making trays of polvoron. If each kilo to/different from the problems
Fred and Perry are shown the 45.75 x 001 = 0.4575 of flour costs P45.50, how much did we solved yesterday?
Ask: How does multiplying decimals
following statement: 308 x 10.25 = she pay for it? What makes this problem
compare with multiplying whole
Ask: When you multiply a decimal Let them present their solutions challenging?
numbers? Fred thinks that the exact answer
E. Discussing new concepts and by 0.1 or 0.01, what do you notice and explain why they think their
practicing new skills #2 can be read up to the ten about the multiplicand and the answer is accurate.
thousandths place. But, Perry thinks product? What do you observe
it would be easier to read it until the Point out the importance of
about their digits? following the four steps when
hundredths place only. Which of
them is correct? Why? Provide more examples of solving word problems.
multiplying decimals by 0.1 and
0.01.
F. Developing Mastery Encircle the statement that In this number puzzle, the Complete the following puzzle. Read, analyze, and solve this Replace each letter with a
gives the greater product. number in each square is the problem. numeral that will make the
Examples: product of the numbers in the The classroom is 12.5 meters long following computation true.
1) 0.29 x 0.8 0.92 x 0.08 circles on either side of the and 7.25 meters wide. What is its
2) 5.4 x 0.17 0.45 x 7.1 square. Complete the puzzle area? 3 . A 4
. [You may add more word problems. x B . C
See NFE A&E Learning Material: C . A B
Multiplication and Division of
ACROSS Decimals (2001), pp. 17-18]
1) 1.436 x 100
2) 45.38 x 10
DOWN 1) 164 x 0.1
3) 10 x 3.83
4) 62.8 x 0.1
A student assistant in a university Mother bought 10.5 kilos of sugar at Mang Ambo found out that another Ask the learners to think of Point out that there are
earns P35 per hour. The table below P52.95 a kilo. How much did she pay junkshop buys copper wire at P48.5 situations outside the school problem situations in the real
shows the number of hours she for it? per kg. How much more could he wherein multiplying decimals world that they will find to
worked each day during a certain Ask the learners to think of have earned if he sold his 4 packs of would be useful to them have no clear pat to an
week. other situations wherein copper wire to this junkshop than the answer. Ask them why it is
Day Hours multiplying decimals would be other one? important for them to be
Monday 3.5 useful to them. Ask: When is it useful to compute capable of solving different
Tuesday 2.25 products mentally? types of problems.
of concepts and skills in daily
living Wednesday 275
Thursday 22
Friday 4.10
How much did she earn each day?
How much did each earn in that
week?
How do we multiply decimals and How do we multiply decimals and How do we multiply a decimal How do we solve word problems How do we solve word problems
mixed decimals? mixed decimals? by 10 or 100? What is a quick involving multiplication of decimals involving multiplication of
How do you know where to place the How do you know when to annex or way to get the answer mentally? and mixed decimals? decimals and mixed decimals?
H. Making generalizations and How do we multiply a decimal by 0.1 (Referring to Polya's 4 steps) Why is
decimal point in the product? drop zeros in the decimal product? (Referring to Polya's 4 steps) Why
abstractions about the lesson or 0.01? What is a quick way to get each step important in problem is each step important in problem
the answer mentally? solving? solving?
Complete each statement. A swimmer can swim 50.2 Find the product mentally. Read, analyze and solve. Show Read, analyze and solve.
1)_________________The meters in 1 minute. How far can 1) 8.4 x 10 your complete and neat Show your complete and neat
product of 2.5 and 3.45 is he swim in: 2) 4.35 x 0.1 solution. solution.
________________. 1) 0.5 minute? 3) 134.23 x 0.01 Jason earns P380.65 daily. His sister
2) 18.72 times 2.9 is_____. 2) 1.25 minutes? 4) 0.24 x 100 earns 1.5 times what he earns daily. Emily plans to make a 4.5m-
3) 2.35 x 1.6 =________. 3) 3.75 minutes? 5) 1.23 x 0.1 How much does his sister earn in a by-4.5m square garden in her
I. Evaluating learning backyard. But due to lack of
4) 24.56 multiplied by 3.5 is 4) 10.25 minutes? day?
equal to . 1) half an hour (You may add more.) space, she decides to make it
5) When 3.57 is multiplied by rectangular instead, whil
14.2, the number of decimal covering the same area. What
places in the product is could be the possible
because dimensions of her garden?
J. Additional activities for Put the decimal point in the Read, analyze, and solve each Complete each table by [See NFE A&E Learning Material: Luis has P25, made up o' 10-
application or remediation correct place in the product. problem. Show your complete following the rule. Multiplication and Division of centavo and 25- centavo
1)1.2 x 6 =72 and neat solution. Rule: Multiply by 0.1 Decimals (2001), pp. 19-21] coins. How man' of each kind
2)12.4 x 0.78 = 9 6 7 2 1) In April, a small business Input Output could he possibly have?
3)3.34 x 1.4 = 4 6 7 6 establishment spent an average 0.5
4)2.3 x 12.3 = 2 8 2 9 of P175.25 daily on electricity. 7.12
5)2.34 x 1.23 = 2 8 7 8 2 How much did it pay for 6.3
Use the table below to find the electricity during that month? 48.9
amount to be paid for the given 2) A carpenter is computing for 19.07
number of each item. the area of each room in the
(Assignment)
house that they are
constructing. Help him (Do this also for multiplying by 0.01,
complete the table below. 10 and 100.)
length width Area
5.45 m 3.2 m
10.2 m 4.1 m
6.75 m 5.61 m
10.75 m 6.32 m
4.32 m 3.12 m
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% of the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
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?
School: Grade Level: VI

GRADE 6 Teacher: Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: JULY 1-5, 2019 (WEEK 5) Quarter: 1ST QUARTER
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of different techniques to separate mixtures.
B. Performance Standards The learners should be able to separate desired materials from common and local products.
Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and evaporation.
C. Learning Competencies/ Objectives (S6MT-Id-f-2)
Write the LC code for each
Separate the components of common solid mixtures containing magnetic and non-magnetic Separate insoluble solid from a liquid using filtration.
materials.
Separating Mixtures: Magnetic materials Separating Mixtures: Filtration

II. CONTENT
A. References
3. Textbook pages
4. Additional Materials from Learning 1. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009. pp. 5-7.
Resource (LR) portal 2. EASE Science II. Chemistry Module 4. Lesson 2.
3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
B. Other Learning Resources TeacherEngineering.n.d.https://www.teachengineering.org/activities/view/van_cleanupmess_act1 (accessed May52007)
IV. PROCEDURES
A. Reviewing previous lesson or Quick Draw. Thumbs up or down. The teacher asks about the Jigsaw Puzzle The teacher asks about the part
presenting the new lesson part of the activity the of the activity the students
The teacher asks the The teacher shows pictures students performed the other The teacher will give cut-out performed the other day.
students to draw any of the of various objects then day. pictures of methods of
previous methods of students will show thumbs separating mixtures which
separating mixtures up if magnetic and thumbs the students will put
discussed in the last week. down if non-magnetic. together and explain after.
B. Establishing a purpose for the lesson The teacher asks about The teacher asks students The teacher show picture of
students’ prior idea about how they can separate filtration device for water in
magnetic object. magnetic materials from the faucet and ask how it
non-magnetic materials in a works.
junk yard.
C. Presenting examples/instances of the Do Activity 5.1 Magnetic or Do Activity 5.2 Clean this Do Activity 5.3 Filtration
new lesson Not? Mess! Challenge.
Teacher gives initial Teacher gives initial Teacher gives initial

instructions about the instructions about the instructions about the
activity. activity. activity.
D. Discussing new concepts and Students present their Students present their output Students present their output
practicing new skills #1 output on the activity. The on the activity. The teacher Note: Water standards "A," on the activity. The teacher will
teacher will give feedback will give feedback about the "B" and "C" (C is filtered give feedback about the result.
about the result. result. through some grass, B is
Note that not all metals are filtered through a coffee
attracted to magnet, only filter, and A is filtered
iron and steel. through 2 coffee filters with
a paper towel in the
middle).
E. Discussing new concepts and Answer the Guide Answer the Guide Questions. Answer the Guide Questions.
practicing new skills #2 Questions.
Discuss Magnetic Separation Discuss Filtration as a method of
Discuss the difference as a method of separating separating mixtures.
between magnetic and non- mixtures.
magnetic materials.
F. Developing mastery (leads to

Formative Assessment 3)
G. Finding practical applications of The teacher asks the Show video on Magnetic Show video on water filtration
concepts and skills in daily living importance of magnetic and Separation used in industries. technology.
non-magnetic objects used
in home, schools and https://www.youtube.com https://www.youtube.com/
industries. /watch?v=2jfAnGA40NE watch?v=31ZUXx6NXDA
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Answer the Evaluation in The teacher will ensure that The students will peer- The teacher will ensure that The teacher gives five-question
the Activity. the students were able to evaluate their presentation the students were able to quiz about filtration.
come up with their output. based on criteria. come up with their
output/worksheet.
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 require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
require remediation
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?

Teacher: Learning Area: TLE-IA
DAILY LESSON LOG
Teaching Dates and Time: JULY 1-5, 2019 (WEEK 5) Quarter:
I. OBJECTIVES
A. Content Standards
Demonstrates an understanding of knowledge and skills in Demonstrate an understanding of and skills in making electrical gadgets.
enhancing/decorating products as an alternative source of income
B. Performance Standards
Performs necessary skill in enhancing/ decorating finished products Constructs simple electrical gadgets with ease and dexterity.
C. Learning Competencies
TLE6IA 1.7.3 -0e-7 TLE6IA 1.7.4 -0e-7 TLE 6 IA 2.6.1 OF-8 TLE 6 IA 2.6.2 OF-8 HOLIDAY
Discuss the proper procedure in Prepare plans for mass production or Identify materials and tools needed in Identify the different electrical gadgets
computing the selling price. creating new product. making simple electrical gadgets. and their uses.
Compute income from sales. Identify the key factors and key Demonstrate the proper use of tools and Demonstrate the uses of the different
Appreciate the importance of elements in making plan for mass electrical materials. electrical gadgets. (Extension cord,
proper computing of income from production or creating new products. Show proper care of tools and materials door bell, bulb tester, lampshade, etc.)
sales. Recognize the importance of planning use in electrical activities. Appreciate the uses of different
in mass production or creating new Discuss the importance of using materials electrical gadget.
products. and tools in making simple electrical
gadgets.
II. Content Production/Repair of Simple Electrical Production/Repair of Simple Electrical Gadgets

Gadgets Materials and Tools in making Electrical Gadgets
Materials and Tools in making Electrical
Gadgets
III. Learning Resources

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from

Learning Resources (LR) https://www.bdc.ca/en/articles-tools/
Portal) operations/operational-efficiency/
pages/production-plan-top-tips-
improving-operations.aspx
IV. Procedures
A. Review Previous Lessons How do we compute the selling price How do we compute our business income? What are the different tools and
Have pupils recall the meaning of:
for a certain project or product? Show sample of computation of income materials needed in making electrical
Capital
Give the steps in computing the from sales. gadgets?
Expenses
income? What are their uses?
Gain
B. Establishing purpose for Have you tried to earn money by Do you have appliances at home? What electrical gadgets are we going to
the Lesson selling a product? How does it function? use when we want to get electricity in a
What is that product? Where is it connected? distance?
What electrical materials were used?
Vocabulary What kind of tools do we used in fixing
Ask the pupils to give
Selling price - The actual final price examples of project that they can make those electrical materials? SIONNETXE DO
of a product or service that or had made. RC
company charges a purchaser to Write them down on blackboard.
buy the item.
C. Presenting examples Pr Pi Co l S Po Prepare videos and picture from the Show picture or chart of the different
/instances of the new oj e st a el ssi different tools and materials. electrical gadgets. (Extension cord,
lessons ec c of b li bl Show picture about mass production Real objects found in the industrial arts lamp shades, door bell, bulb tester).
room.
t e M o n e
s at r g In http://www.moolf.com/interesting/
photo-series-of-chinese-toy-factory-
eri P co
workers.html
als ri m What can you say about the picture?
c e Did they proceed right away in mass
e production? What did they do first
Br 1 Ph P
ac 0 p h
el 60. p
et 00 3
0
.
0
0
What is the item/listed in the
chart?
If you were to sell the item, what
will be the price per piece?
D. Discussing new concepts What are the steps in computing How important is planning specially in Activity 1: What electrical gadgets have you seen
and practicing new skills #1. the selling price? mass production? Discuss the importance of using tools and in the picture?
Discuss the proper procedure in materials in making simple electrical What are the uses of these electrical
computing the selling price. Here are some advantages of an gadget. gadgets?
effective production plan and Activity 2:
Steps on how to get the selling scheduling. Identifying tools and materials needed in Activity 1: Group Activity
price and the possible income. Reduced labour costs by eliminating making simple electrical gadget. Group 1 – Give an electrical gadget and
wasted time and improving process their uses at home.
Project: Beaded bracelet flow. Group 2 – Give an electrical gadgets
and their uses in school.
Add all the cost of materials plus Reduced inventory costs by decreasing Group 3 – Give an electrical gadget and
cost labor to get the unit cost for the need for safety stocks and their uses inside the room.
each bracelet. excessive work-in-process inventories.
Optimized equipment usage and
Materials -------------------- increased capacity.
Php 60.00 Improved on-time deliveries of
Labor (Php 30.00/bracelet)---- products and services.
Php 30.00
What are the key elements to address
Php 90.00 in production plan?
Count how many beaded bracelets The production plan initially needs to
were made. Multiply this with total address specific key elements well in
cost of materials plus labor to get advance of production in order to
your capital. ensure an uninterrupted flow of work
as it unfolds.
Php 90.00 x 10 bracelets = Php
900.00 (capital) Material ordering—Materials and
services that require a long lead time or
Multiply Php 90.00 x 20% for mark- are at an extended shipping distance,
up purposes. also known as blanket orders, should
be ordered in advance of production
Php 90.00 requirements. Suppliers should send
X 20% (.20) you materials periodically to ensure an
Php 18.00 mark-up price uninterrupted pipeline.
Add the mark-up to your capital. Equipment procurement—Procuring

The sum will be the selling price. specialized tools and equipment to
Php 90.00 initiate the production process may
Tools: Materials:
+ 18.00 require a longer lead time. Keep in
Php 108.00 selling pricemind that the equipment may have to Combi Lam Starter
be custom made or simply difficult to nation p Ballast
Define Business income, Revenue set up. This type of equipment may pliers rece Battery
& Expense also require special training. Side ptac (Dry
cutter le cell,
Business Income is the Bottlenecks (delays)—These are pliers Con wet
amount of gain earned from a sale constraints or restrictions in the
Long- veni cell)
of a service and/ or product after process flow and should be assessed in
nose enc Lamp
deducting all incidental expenses advance so you can plan around them
incurred by the business. or eliminate them before you begin pliers e holder
production. When you assess possible Tester outl Electri
Revenue is the amount of bottlenecks, be aware that they may Screw et cal
money received (or to be received) shift to another area of the process. driver Mal wires
in exchange for product and/or Dealing with bottlenecks is a continual s e Junctio
services provided and sold. challenge for any business.
Ham plug n box
Revenue includes gross receipts on
mer Fem Utility
the sale of service – or gross sale of Human resources acquisitions and
product. training—Key or specialized positions Electri ale box
may demand extensive training on cal plug Switch
Expense is the amount of specialized equipment, technical knife Flexi Push
money paid (or to be paid) in processes or regulatory requirements. Wire ble Button
exchange for product and/ or These employees should be stripp pipe Nails
service received and purchased. interviewed thoroughly about their er Plas Screws
Sample expenses include inventory skills. When hiring them, allow
Solder tic
purchases, salary and wages, sufficient time for training and be sure
ing con
transportation, advertising, electric that they are competent in their work
and water bills, communication, before the job begins. This will ensure gun duct
professional fees, etc. that your process or service flows pipe
smoothly. G.I.
con
Steps in Computing Business duct
Income pipe
PVC
Identify all the products and/or
con
services sold in a given period and
then total the amount. The total nect
represents the revenue. ors
Identify all the cost you pay in C
order to operate your business in cla
the same given period. The total mp
represents your total expenses.
Plas
To compute your business income,
tic
mol
E. Discussing new concepts Group Activity: Compute the Group Activity: Making a plan How are these materials and tools used? Activity 2: Group Reporting
& practicing new skills #2 selling price & possible income Uses of tools: Group 1 – electrical gadget and their
Group I: Pen holder Combination Pliers –these are use to twist, uses at home.
**use 20% as mark-up price Group II: Dust pan cut, hold and pick electrical wire or tie Group 2 – an electrical gadget and their
Group III: Flower Vase wires. uses in school.
Group IV: Tool Box Group 3 – an electrical gadget and their
Group V: Basket Side cutter Pliers –use to cut electrical uses inside the room.
Input the following questions in making wires or tie wires, also use in skinning
your plan. small wires.
How are you going to produce the Long Nose Pliers – use to hold, cut, twist or
items? pick up small objects in a limited space.
How can you ensure that their products Tester – an instrument used to test if there
are all high quality? is a flow of electricity in the connection
a made.
Where can you get the materials
needed? Screw Drivers – tools used in tightening
and loosening screws. It has 2 kinds: flat
What are the equipment/s needed? and Philips.
Wire strippers/splicer – use to take off a

portion at the end of the wire before it is
connected to terminals of other electrical
materials.
Soldering gun/iron - this is used to join two

tiny metallic parts such as television and
radio spare parts.
Hammer – used to fasten nail through the

wood, bam
F. Developing Mastery What electrical tools I am
Tester Seat work: Compute the selling

(Leadsplug
male to Formative price & possible income Individual Seat work:
Assessment 3)
Combination
pliers screw **use 20% as mark-up price What are the importance in making a Matching type. Match column A with
driver plan What electrical tools I am going to use column B.
Electrical Project: Shoe in mass production or creating a new when I want to remove the plate of the A B
Rack product? convenience outlet or switch? _____ 1. Gadget use
wires
Pieces: 4 I want to make an extension cord, what
holder Extension to call the
Cost of electrical materials I am going to buy?
Materials: Php 2000 cord attention of
Labor: Php 180 _____ 2. the owner of
What is the Lamp the house.
selling price? shade Use in
What is the _____ 3. testing an
possible income? Bulb incandescent
tester bulb, starter,
_____ 4. ballast.
Door bell Use as
decoration
lamp inside
the room.
A gadget use
to access
electricity in
our
appliances
are far from
the
convenient
outlet.
Your barangay is going to decorate the Demonstrate the uses of the different We have school program outside, but
G. Finding Practical streets with Christmas lantern using tolls and materials. there is no available convenience outlet.
Applications of concepts and Your uncle put up a recyclable materials. For sure they will How do we take good care of them? What electrical gadget are we going to
skills in daily living bracelet business, he’s just produce large number of street lantern, use?
guessing the price for each item. how can you apply your knowledge in
What will be the consequence of making a plan for producing massive
his action? What will you do? amount of products?
In order to get the selling price of Enumerate the factors and elements to What are the tools and materials What are the benefits of using different
your selected project, what are consider in planning a mass production needed in making simple electrical electrical gadgets?
H. Making Generalizations & you going to do? of new products. gadgets?
Abstractions about Do you think making a plan is What are the importance in using tools
the lessons What are the steps in getting the important why? and materials in making electrical
selling price and income? gadgets?
J. Additional activities for Think of a project. List down your Enumerate the importance of making a List down the tools and materials used in List down some electrical gadgets and
application or remediation capital, labor needed and possible production plan before mass making bulb tester. their uses.
expenses. Compute your profit production.
and report to the class.
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%
No.of learners who caught up
with the lessons
D. No.of learners who continue to
require remediation
strategies worked well? Why did
this work?
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

DAILY LESSON LOG Teacher: Learning Area EPP 6 – ENTREPRENEURSHIP & ICT
Teaching Dates and Time: JULY 1-5, 2019 (WEEK 5) Quarter 1ST QUARTER

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard Demonstrates knowledge and skills in using online survey tools.
B. Performance Standard conducts a survey using online tools.
C.Learning  Create an Online Survey Form.  Disseminate an Online Survey Form. 
Send an Online
Competency/Objectives TLEIE6-0e-9 TLEIE6-0e-10 Survey Form
Write the LC code for each. TLEIE6-0e-10
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.
II. CONTENT
SENDING AN ONLINE
CREATING AN ONLINE SURVEY FORM DISSEMINATING AN ONLINE SURVEY FORM
SURVEY FORM
A. References
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 50-54 pp. 55 pp. 56-57 pp. 56-57 Entrepreneurship
pp. 59
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
IV. PROCEDURES
learn new things, 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 lesson or Review previous lesson Review the Steps in making Review on How they Create Review on Disseminating an
presenting the new lesson about the online survey Online Survey Form. their Online Survey Tool. Online Survey Form
tool.
B. Establishing a purpose for the Introduce “Let’s Study” on
lesson page 50.
C. Presenting Give examples of Google Introduce “Let’s Study” on
examples/Instances of the Forms from the internet. page 56.
new lesson
D. Discussing new concepts and Discuss Creating an Online Let the pupils do “Activity
practicing new skills # 1 Survey Form on pages 50- 3.2” on page 55.
54.
E. Discussing new concepts and Discuss Disseminating an Let the pupils Disseminate Send their online
practicing new skills # 2 Online Survey Form on pages their online Form on the survey form using their
56-58. Facebook Page of their Gmail.
Classmates/Groupmates.
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and How can you create an How can you Disseminate an How do you send an
abstractions about the lesson Online Survey Form? Online Survey Form Online Survey Form?
I. Evaluating learning 20 item quiz
J. Additional activities for Finish your online survey
application or remediation form at home.
V. 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
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
remediation who scored
below 80%
C. Did the remedial lessons
lesson
D. No. of learners who continue
to require remediation
strategies worked well? Why
did these work?
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
other teachers?

Teacher: Learning Area: TLE-HE
DAILY LESSON LOG

I. OBJECTIVES
A. Content standards Demonstrates an understanding of skills in sewing household linens
B. Performance
Standards Sews household linens using appropriate tools and materials in applying basic principles in sewing
C. Learning 2.4 drafts pattern for household linens
Competencies 2.4.1 steps in drafting pattern
2.4.2 safety precautions
2.5 sews creative and marketable household linens as means to augment family income
2.5.1 assesses the finished products as to the quality (using rubrics)
2.6 markets finished household linens in varied/creative ways
2.6.1 packages product for sale creativity/artistically: prepares creative package and uses materials using local resources, packages products artistically, and labels
packaged product
2.6.2 computes costs, sales and gains with pride
2.6.3 uses technology in advertising products
2.6.4 monitors and keeps record of production and sales
Write the LC Code for each TLE6HE-0d-8, TLE6HE-0d-9
II. CONTENT Sewing of household linens
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook
4. Additional Materials
From LR
B. Other Learning
Resources
IV. PROCEDURES
A. Review/Presenting New Review: Identifying Review: How to sew and sell Review: How to make and sell Review: Labeling and designing Review: Making an
Lesson supplies/materials and tools pillowcases table runners of a product advertisement for a certain
needed for the project product
B. Establishing a purpose Using a power point Play a video presentation of Show a video of different Play a video of different TV Present a business financial
of the lesson presentation, show the different household linens packaging and designs of commercials. record and income.
learners the different shapes, such as: household linens. Explain to the learners that
colors and designs of 1. Table Napkin Ask the learners what makes engaging in a business armed
pillowcases. 2. Table Cloth each attractive? with a financial plan is
Ask the learners what kind of 3. Table Runner needed/essential/ necessary. To
pillowcases they have at home. 4. Bed Sheet monitor the status of your
5. Towel market gain.
Let the learners negotiate

what particular household
linen from the list they want
to sew.
Guide and encourage the
negotiations to a Table
Runner.
C. Presenting of the new Today, we will learn on how to Show a video that shows how Present a sample picture of Let each group present the Present a table with this
lesson make pillowcases. to sew a table runner. Table Runner label design and product label formulated content.
You can also provide pictures packaging through pictures or yesterday. PRODUCT CURTAINS
Present a video that shows or slide show of different slide show presentation.
how to make pillowcases. creative designs of table
runners. CAPITAL 1,100.00
Show the class the pattern on Present the pattern in sewing
how to make pillowcases. table runners. NO OF 8 pairs
ITEM
PRICE/ 250/pair
ITEM
SALES 2,000.00
PROFIT 900
D. Discussing new concept Ask the pupils if they know Let the learners apply or make Guide the learners to a Explain to the learners that to Inform the learners about the
and practicing new skills #1 someone or have seen the pattern of a table runner. realization that creativeness in maximize marketing, parts and contents of the chart.
somebody who is selling designing and packaging takes a advertisement is needed. Capital- is the total value of
pillowcases. vital role in promoting the expenses in making your
Make the learners realize that product. product
making pillowcases can be a Sales- is the total value of the
source of income. items sold.
Profit- is the value of money
after deducting the capital from
the total sales.
E. Discussing new concepts Enumerate the different Inform the learners that in Group the learners. Discuss the different forms of Instruct learners to group
and practicing #2 concerns in making pillowcases making and selling table Instruct the learners to make a advertisement and the medium themselves and make a financial
and in selling them such as: runners there are things to be draft on their design for table to advertise their products. report of their product
1. Materials needed considered such as: runner packaging and label. 1. Magazine yesterday.
2. Cost of Capital 1. Materials Remind them that creativeness 2. Newspaper
3. Designs needed catches buyers’ attention. 3. TV Commercial Give each group enough time to
4. Marketing Strategy 2. Cost of Capital 4. Facebook work with each other in making
5. Target Consumer 3. Designs their financial report.
4. Marketing
Strategy
5. Target Consumer
Elaborate each.
F. Developing mastery Let the learners make Allow the learners to apply the Give learners ample time to Let the learners plan on how to Group Presentation
pillowcases’ pattern. pattern of sewing table apply their designs. promote their product through Assign one from each group to
runners by letting them do the The learners will do the task by social media/using the internet present/report their output.
actual sewing. group.
Remind them of the safety
precautions in handling
materials and while sewing.
A. Finding practical Remind the pupils of the safety Actual sewing activity with the Each group will present their Let each of the groups present After reporting, ask each group
application of concepts precautions in handling teacher’s supervision formulated design for a product the advertisement. the following questions.
and skills in daily living materials and in sewing. label. Encourage each group to 1. How did you come up
Actual sewing of pillow cases advertise the products in social with the amount, for
sites. your capital?
2. Do you think the price
of your product is
reasonable?
3. What makes your
product saleable?
4. Have you gained profit?
B. Making generalizations What skills do you need in What skills do you need in How does the design of labels How do advertisements help Let each group share the
making pillowcases and in making table runners and in help the product become reach the target consumer of experiences in the given activity.
gaining extra income out of it? gaining extra income out of it? saleable? your product?
C. Evaluation Rate pupils’ output using Rate pupils’ output using Rate their presentation using Rate their presentation using Direction: Put a check (/) if you
rubrics. rubrics. rubrics. rubrics. agree and X if you do not.
___1. Creativity in making a
label is important in promoting
a product.
___2. Quality is not important in
a product.
___3. The advertisement must
also be creative.
___4. Planning is important in a
business.
____5. In selling a product, it is
necessary to know the target
market.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%

of the formative assessment
B. No. of learners who required

additional activities to remediation
No. Of learners who have caught
up with the lesson

require remediation

worked well? Why did these work?
F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovation of local and

material did use/discover which I
wish to share with other teachers

Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: JULY 1-5, 2019 (WEEK 5) Quarter:

I. OBJECTIVES
Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.
A. Content Standard
Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standard Applies knowledge and skills in planting trees and fruit trees
C. Learning TLE6AG0d-5 5.2.Demonstrate scientific ways 5.3 Observed health and safety
Competencies/Objectives 5 Propagates trees and fruit trees using 5.1 Identify the functions of of propagating trees and fruit in propagating trees and fruit 5.4 Clean and Healthy
scientific processes different tools and equipment trees trees Working Environment
Write the LC code for each. used in plant propagations 5.5 Proper waste disposal
5.1.1. Different tools , supplies 5.2.1Plant Propagation 5.3.1 Different ways of caring 5.4.1 A visit to a nearby
Needs/reasons why plants propagate. and materials in performing Strategies and Techniques for and maintaining propagated orchard to analyze
 Identification of the different plant propagations and their 1. Wrapping and Waxing plant. propagated plants.
propagation techniques. purpose. 2. Budding 5.4.2 Analyzing propagated
3. Grafting plants.
4. Marcotting
II. CONTENT
5. Pruning
5.2.2 Steps and procedures in

performing plant propagation.
5.2.3 Health and safety in
performing plant propagation.
A. References Curriculum Guide for Grade VI-
Agriculture p.32
Curriculum Guide for Grade VI-
Agriculture p.32
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim
Learning Resource (LR) Portal Teachers Guide Teachers Guide
B. Other Learning Resources Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual
object, Guidebook, Internet object, Guidebook, Internet object, Guidebook,
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.  Assign groups to report on the  Identify different regions and  Students will report on the  Identification of the different  Processes involved in
Importance of Orchards. the trees and fruit trees that different design and lay out of ways on how to care for and orchard production
grow in their orchard. an orchard. maintain the orchard.
 Presentation sample of
different orchard lay out and
design.
B. Establishing a purpose for the

lesson  Identify the different benefits derived  Prepare all the materials  Identify the functions of the  Demonstrate health and  Provide documentation
from plant propagation. needed in performing plant different tools and materials safety in performing plant to monitor the day-to-day
propagation. used in an orchard. propagation. status of a propagated
plant.
C. Presenting Examples/ Present actual sample of trees and fruit Video Presentation in Video presentation of the step- Using personal protective Present charts/video
instances of the new lesson trees propagated using different preparing for actual plant by-step procedures in equipment in performing plant showing proper waste
techniques. propagation for trees and fruit performing plant propagation. propagation. disposal after plant
trees. propagation
D. Discussing new concepts and Storing and caring for propagated plant. Proper use of tools and Document the steps and Proper wearing of Personal Analyzing failed or un-
practicing new skills #1 equipment in performing plant procedures in performing plant Protective Equipment. successful plant
propagation. propagation. propagation.
E. Discussing new concepts and Safety practices in performing Proper procedures in preparing
practicing new skills #2 plant propagation. the cuttings for plant
propagation.
F. Developing mastery
 What is the importance of plant  Write down the proper steps  Identify the best plant  Do’s and Don’t while  Proper labeling of
(Leads to Formative Assessment propagation? and procedures in performing propagation techniques used. performing plant propagation. propagated plants
different plant propagation.

of concepts and skills in daily What benefits can we derived from  Bring samples/cuttings of  Present before the class  Present before the class the  Present before the class
living plant propagation? trees and fruit trees that grow scientific way of trans-planting the ways of supporting
in the orchard during both pictures of matured trees and propagated plants. damaged trees and fruit
rainy days and summer. fruit trees from budding, trees.
grafting marcotting and
pruning.
H. Making generalizations and Importance of plant propagation and Functional tools used in The different method of Health and safety procedures in Proper monitoring of
abstractions about the lesson the benefit derived from it. performing plant propagation performing plant propagation performing plant propagation propagated plan
I. Evaluating learning Written examination Oral recitation Reporting and presentation Group presentation Written examination
Demonstrations Demonstrations skills Role Play Word Puzzle
Role Play Demonstration Direct Observation
Ocular Inspection
J. Additional activities for Video coverages of some resort with Create a data base of Trees Invite at least on practitioner Develop flip chart of different Video shoot of different
application or remediation orchard and fruit trees and their who can share his/her systematic and scientific ways ways of caring trees and
planting season experienced in putting up an of caring and maintaining an fruit trees
orchard orchard
V.REMARKS
VI.REFLECTION
A. No. of learners ___ of Learners who earned 80% above ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
___ of Learners who earned
who earned 80% above 80% above 80% above
80% above
80% in the
evaluation
B. No. of learners ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
who require activities for remediation additional activities for additional activities for additional activities for additional activities for
additional remediation remediation remediation remediation
activities for
remediation
who scored
below 80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
lessons work? lesson up the lesson up the lesson up the lesson up the lesson
No. of learners
who have
caught up with
the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue ___ of Learners who ___ of Learners who continue ___ of Learners who continue
who continue require remediation to require remediation continue to require to require remediation to require remediation
to require remediation
remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work
teaching ___ Group collaboration ___ Group collaboration well: well: well:
strategies ___ Games ___ Games ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? ___ Power Point Presentation ___ Power Point Presentation ___ Games ___ Games ___ Games
Why did these ___ Answering preliminary ___ Answering preliminary ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
work? activities/exercises activities/exercises ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Discussion ___ Discussion activities/exercises activities/exercises activities/exercises
___ Case Method ___ Case Method ___ Discussion ___ Discussion ___ Discussion
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Case Method ___ Case Method ___ Case Method
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories Poems/Stories Poems/Stories
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
Why? Why? ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Complete IMs ___ Complete IMs Why? Why? Why?
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Group member’s Cooperation in ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
doing their tasks Cooperation in doing their ___ Group member’s ___ Group member’s ___ Group member’s
tasks Cooperation in doing their Cooperation in doing their Cooperation in doing their
tasks tasks tasks
F. What __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
which my __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
principal or Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
supervisor can __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
help me solve? Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
innovation or __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
materials did I views of the locality views of the locality views of the locality views of the locality views of the locality
use/discover __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
which I wish to Instructional Materials used as Instructional Materials used as Instructional used as Instructional used as Instructional
share with __ local poetical composition __ local poetical composition Materials Materials Materials
other __Fashcards __Fashcards __ local poetical composition __ local poetical composition __ local poetical composition
teachers? __Pictures __Pictures __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures

DLL G6 Q1 Week 5 All Subjects

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DLL G6 Q1 Week 5 All Subjects

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GRADE 6 School: Grade Level: VI

Teacher: Learning Area: ARALING PANLIPUNAN

WEEK 5 LUNES MARTES MIYERKULES HUWEBES BIYERNES

1. Mga pahina sa Gabay ng p.19-22

Tungkol saan ang larawan na Saan makikita ang kuweba ng

May alam ba kayo tungkol sa

School: Grade Level: VI

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learner demonstrates understanding ...

III. LEARNING RESOURCES

A. No. of learners who earned 80%

WEEK 5 LUNES MARTES MIYERKULES HUWEBES BIYERNES

A.Bilang ng mag-aaral na nakakuha ng

WEEK 5 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Ipatukoy ang kahulugan ng

J. Karagdagang Gawain para sa

A.Bilang ng mag-aaral na nakakuha

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

H. Discussing new concepts and “ Feel the pride of being a Filipino

T. Additional activities for

B. No. of learners who earned

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. No. of learners who

School: Grade Level: VI

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Separating Mixtures: Magnetic materials Separating Mixtures: Filtration

III. LEARNING RESOURCES

Teacher gives initial Teacher gives initial Teacher gives initial

F. Developing mastery (leads to

A. No. of learners who earned 80% in the

GRADE 6 School: Grade Level: VI

II. Content Production/Repair of Simple Electrical Production/Repair of Simple Electrical Gadgets

III. Learning Resources

4. Additional Materials from

Add the mark-up to your capital. Equipment procurement—Procuring

Wire strippers/splicer – use to take off a

Soldering gun/iron - this is used to join two

Hammer – used to fasten nail through the

Tester Seat work: Compute the selling

GRADE 6 School: Grade Level VI

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

GRADE 6 School: Grade Level: VI

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Let the learners negotiate

A. No. of learners who earned 80%

B. No. of learners who required

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation of local and

GRADE 6 School: Grade Level: VI

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

5.2.2 Steps and procedures in

B. Establishing a purpose for the

G. Finding practical applications

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