Daily Lesson Log: Learning Are A: Edukasyon Sa Pagpapakatao Time: 7:45 - 8:15

Name of School: Benigno Macadaeg Memorial Elementary School
Document Code:_______________ Version: 1.0

Effectivity: 24 February 2021 Revision: 02 ISO 9001:2015
Certificate Reg. No. QAC/R63/0261
DAILY LESSON LOG

SY 2022-2023
Learning Are a: EDUKASYON SA PAGPAPAKATAO Time : 7:45 – 8:15
Quarter/Week Quarter 3 - Week 4

Date March 6, 2023 March 7, 2023 March 8, 2023 March 9, 2023 March 10, 2023
(Monday) (Tuesday) (Wednesday) (Thursday) (Friday)
I. OBLECTIVES Objective 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 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.
Content
Standards
Performance
Standards
Learning
Competencies/Ob
jectives and Code
II. CONTENT Content is what the lesson all about. It pertains to the subject matter that the teachers aims to teach in the CG, the content can be tackled in a week or two.
IV. LEARNING Let the materials 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 manipulative materials as well as paper-based
materilas. Hands-on learning promotes concept and development.
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
materials
pages
3. Textbook
pages
4. Additional
Materilas for
Learning
Resource (LR)
portal
2 March 2023 B. Macadaeg, eskwela nga natibker ken nadaeg! Page 5 of 42

B. Macadaeg, eskwela nga natibker ken nadaeg!

B. Other Learning
Resources
V. PROCEDURE
S
A. Reviewing
previous
lesson or
presenting the
new lesson
B. Establishing a
purpose for
the lesson
C. Presenting
examples/insta
nces 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 (Lead
to Formative
Assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making


Generalizations
and abstractions
about the
lesson.
I. Evaluating
Learning
J. Additional
activities for
application or
remedication
K. Application and
Perfomance
task
V. REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C.Did the remedial
lesons 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/disccover which
I wish to share with
other teachers?




Learning Area: FILIPINO Time : 8:15 – 9:05
Content Standards Pagkatapos ng Ikaanim na Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at pagpapahalaga sa wika,
panitikan at kultura upang makaambag sa pag-unlad ng bansa.
Performance
Standards
Learning Nakabubuo ng mga bagong salita gamit ang panlapi at salitang- Nasusuri kung ang pahayag ay opinyon o katotohanan F6PB-IIIj-19
Competencies/Obje ugat F6PT-IIIj-15
ctives and Code
II. CONTENT
PAGBUO NG NAGONG SALIA GAMIT ANG PANLAPI AT KATOTOHANAN OPINYON KATOTOHANAN AT OPINYON
SALITANG-UGAT
RESOURCES
B. References
1. Teacher’s
Guide pages
2. Learner’s
materials pages
3. Textbook pages
4. Additional Most essential Learning Most essential Learning Most essential Learning Most essential Learning Most essential Learning
Materilas for Competencies p. 167 Competencies p. 167 Competencies p. 167 Competencies p. 167 Competencies p. 167
Learning
Resource (LR) Modyul 5: Pagbuo ng Modyul 4: Modyul 4: Paggamit nang Modyul 4: Paggamit nang


portal mga Bagong Salita Gamit Paggamit nang Wasto ng Wasto ng Pangangkop at Wasto ng Pang-angkop at Modyul 4:
ang Panlapi at Salitang- Pangangkop at Pangatnig Pangatnig Pag-uugnay ng Binasa Pangatnig Paggamit nang Wasto ng
ugat Pag-uugnay ng Binasa sa sa Sariling Karanasan Pang-angkop at Pangatnig
Sariling Karanasan
B. Other Learning powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation powerpoint presentation
Resources activity sheets activity sheets activity sheets activity sheets activity sheets
video mula sa
https://www.youtube.com/wa
tch?v=5QlEnDuW0r4
V. PROCEDURES
A. Reviewing
previous lesson
or presenting
the new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instanc
es 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 (Lead to
Formative
Assessment 3)
G. Finding practical
applications of
concepts and
skills in daily
living


H. Making
Generalizations
and abstractions
about the lesson.
II.Evaluating
Learning
J. Additional
activities for
application or
remedication
V. REMARKS
VI.REFLECTION

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C.Did the remedial
lesons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
other teachers?


Learning Area: ARALING PANLIPUNAN Time : 9:05 – 9:45

Content Standards Ang mag-aaral ay 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.
Performance Ang mag -aaral ay nakapagpakita ng pagmamalaki sa kontribosyon ng mga
Standards nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan
Learning
Competencies/Obje
ctives and Code
II. CONTENT Content is what the lesson all about. It pertains to the subject matter that the teachers aims to teach in the CG, the content can be tackled in a week or two.
RESOURCES
C. References
1. Teacher’s
Guide pages
2. Learner’s
materials pages
3. Textbook pages


4. Additional
Materilas for
Learning
Resource (LR)
portal
B. Other Learning
Resources
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the 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, 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 presenting
the new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instanc
es 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 (Lead to
Formative
Assessment 3)
applications of
concepts and
skills in daily
living
H. Making


Generalizations
and abstractions
about the lesson.
III. Evaluating 1.
Learning
J. Additional
activities for
application or
remedication
V. REMARKS
VI.REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C.Did the remedial
lesons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
other teachers?


Learning Area: ENGLISH Time : 10:00 -10:50

I.OBLECTIVES Objective 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
Content Standards The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to serve learning
Performance needs in meeting a wide range of life’s purposes.
Standards
Learning Present a coherent, comprehensive report on differing viewpoints on an issue EN10LC-IIId-3.18
Competencies/Obje
ctives and Code
II.CONTENT Content is what the lesson all about. It pertains to the subject matter that the teachers aims to teach in the CG, the content can be tackled in a week or two.
III.LEARNING Let the materials 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 manipulative materials as well as paper-based


RESOURCES
D. References
1. Teacher’s
Guide pages
2. Learner’s
materials pages
3. Textbook pages
4. Additional
Materilas for
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the 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, 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 presenting
the new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instanc
es 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 (Lead to
Formative
Assessment 3)
applications of
concepts and
skills in daily
living
H. Making 
Generalizations
and abstractions
about the lesson.
III.Evaluating
Learning
J. Additional
activities for
application or
remedication
IV. REMARKS
V.REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C.Did the remedial
lesons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?


other teachers?
Learning Area: MATHEMATICS Time : 10:50 – 11:40

Content Standards The learner demonstrates understanding sequence in forming rules, expressions and equations.
Performance The learner is able to apply knowledge of sequence expressions, and equations in mathematical problems and real-life situations.
Standards
Learning
Competencies/Obje


ctives and Code
RESOURCES
E. References
1. Teacher’s
Guide pages
2. Learner’s
materials pages
3. Textbook pages 21st Century Matheletics by 21st Century Matheletics by 21st Century Matheletics by 21st Century Mathletes pp. 233- 21st Century Mathletes pp. 233-
Marjoseph H. Perez, Donnel Marjoseph H. Perez, Donnel P. Marjoseph H. Perez, Donnel P. 237 237
P. Placer, Jaime Burgos, Placer, Jaime Burgos, and Arsenio Placer, Jaime Burgos, and Arsenio
and Arsenio S. Dimaranan., S. Dimaranan., Published by Vibal S. Dimaranan., Published by Vibal
Published by Vibal Group, Group, Inc. 2006 Pg.224-237 Group, Inc. 2006 Pg. 238
Inc. 2006 Pg.224-237
4. Additional Most Essential Learning Most Essential Learning Most Essential Learning Most Essential Learning Most Essential Learning
Learning
Resource (LR) Module 2: Formulating Module 2: Formulating the Module 3: Giving Translation of Module 3: Giving Translation of Module 3: Giving Translation of
portal the Rule in Finding the Rule in Finding the nth term Real-Life Verbal Expressions and Real-Life Verbal Expressions Real-Life Verbal Expressions
Equations Into Letters or Symbols and Equations Into Letters or and Equations Into Letters or
nth term Using Different Using Different Strategies
and Vice Versa Symbols and Vice Versa Symbols and Vice Versa
Strategies
B. Other Learning Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
Resources Activity sheets Activity sheets Activity sheets Activity sheets Activity sheets
Manila paper, laptop Manila paper, laptop Manila paper, laptop Manila paper, laptop Manila paper, laptop
Video from Video from
https://youtube.com/watch? https://www.youtube.com/wat
v=9qE5yaMt33k ch?v=3UqgVZbbFZk
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from
A. Reviewing 1. 1.
previous lesson
or presenting
the new lesson
B. Establishing a 1.
purpose for the


lesson
C. Presenting
examples/instanc
es of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new 1.
concepts and
practicing new
skills #2
F. Developing
mastery (Lead to
Formative
Assessment 3)
G. Finding practical 1.
applications of
concepts and
skills in daily
living
H. Making
Generalizations
and abstractions
about the lesson.
I.Evaluating
Learning
J. Additional
activities for
application or
remedication
V. REMARKS
VI.REFLECTION
earned 80% in the
evaluation
require additional
activities for


remediation who
scored below 80%
C.Did the remedial
lesons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
other teachers?


Learning Area: SCIENCE Time : 1:40 – 2:30

II. OBLECTIVES Objective 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
Content Standards The learners demonstrate understanding of gravity and friction affect movement of objects
Performance The learners should be able to produce an advertisement demonstrates road safety
Standards
Learning Infer how friction and gravity affect movements of different objects
Competencies/Obje S6FE-IIIa-c-1
ctives and Code
III. CONTENT Content is what the lesson all about. It pertains to the subject matter that the teachers aims to teach in the CG, the content can be tackled in a week or two.
GRAVITY
V. LEARNING Let the materials 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 manipulative materials as well as paper-based
RESOURCES
A. References
1. Teacher’s MELC Page 383 MELC Page 383 MELC Page 383 MELC Page 383 MELC Page 383
Guide pages
2. Learner’s
materials pages
3. Textbook pages The New Science Links The New Science Links Worktext The New Science Links Worktext in The New Science Links The New Science Links
Worktext in Science and in Science and Technology 6 Science and Technology 6 pages Worktext in Science and Worktext in Science and
Technology 6 pages 314- pages 314-319 314-319 Technology 6 pages 314-319 Technology 6 pages 314-319
319
Learning
Resource (LR) Module:Gravity Module:Gravity Module:Gravity Module:Gravity Module:Gravity
portal
B. Other Learning Powerpoint Presentation, Powerpoint Presentation, Laptop, Powerpoint Presentation, Laptop, Powerpoint Presentation, Test questions


Resources Laptop, Projector, paper Projector, paper Projector, paper Laptop, Projector, paper
VI. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from
A. Reviewing Let’s Look Back! Let’s Look Back! Let’s Look Back! Let’s Look Back! Setting the mood
previous lesson
or presenting What is Friction? Who discovered the principle of In 2 minutes write words that you Tell something about your
the new lesson What are the kinds of gravity? have learned yesterday about activity yesterday.
friction? gravity.
Canyou describe the
movement of the crumpled
paper as it goes uo and goes
down?
B. Establishing a Do You Know Me?? Left or Right? Jump or Clap! Tell Something! Rules in taking the test
purpose for the
lesson The teacher will show a Directions: Read each item Directions: Read the following Let the pupils describe the
picture. Then, pupils will carefully. Raise your RIGHT hand if items carefully. Jump if the picture and tell something
arrange the jumbled letters the statement is True and raise statement is True and Clap if the about it
to form the name Isaac your LEFT hand if the statement is statement is False.
Newton. False.
1. All objects on Earth fall towards 1. Gravity is a force pulling two

the center of the Earth. objects towards each other.
2. Gravity is the attraction of two 2. Gravity keeps all objects on
objects towards each other. Earth on the ground.
3. Gravitational force on Earth 3. An object thrown upward flies
pulls all things on Earth upward and never comes back.
SIAAC WENTON downward. 4. Only bigger objects have gravity.
4. An Object remains on air when 5. Gravitational force is always an
(The teacher will give a hint) it is thrown upward. attractive force.
*He discovered theprinciple 5. Gravity only affects solid
of gravity objects.
*He saw an apple falling
from a tree, and it got him
thinking about the
mysterious force that pulls
objects to the ground. He
named this mysterious
force “gravity”.
C. Presenting The teacher will flash the The teacher will tell the class that The teacher will flash the topic The teacher will flash this


examples/instanc lesson that they are going this is a continuation of the lesson that they are going to talk about.
es of the new to learn today. that they have started yesterdy. Gravity is the universal force
lesson ‘’How gravity Affects Movement of that affects all objects in the
Objects” universe. It holds together the
“Gravity” entire solar system, the Milky
Way galaxy and other galaxies.
It is the same force that keeps
the planets revolving around
the sun and the moon orbiting
the earth.
D. Discussing new The teacher will discuss Learning by Doing! Let the pupils study the table:
concepts and about gravity
practicing new The teacher will let the pupils do
skills #1 the activity and learn.
Activity: A Great Come Back

Material: You will need a crumpled
paper.
Instruction:
1. Prepare a crumpled paper.
2. Throw it upward.
3. Observe the movement or
motion of the crumpled paper
while going up and down.
4. Repeat the procedure until you
get a clear observation of the
paper’s motion.
The teacher will ask the pupils

what they have observed
regarding the activity.
E. Discussing new The teacher will show a video The teacher will further explain
concepts and (Bits of Science Gravity and Its Effect) about the lesson
practicing new
skills #2 The teacher will ask the pupils Earth’s gravity pulls all objects
ofwhat they have learned from down towards its center
the video. regardless of the objects’ position
or state of motion. Thus, gravity
affects the movement of all
objects on Earth and the universe


as a whole.
In the activity, gravity affects the

movement or motion of the
crumpled paper as it moves up
and down. As the object goes up,
the movement of the crumpled
paper slows down because gravity
pulls it towards the ground. The
direction of the gravitational force
is towards the ground opposite
the direction of the paper’s
motion, which is upward. As the
object goes down, the movement
or motion of the crumpled paper
increases or becomes faster
because the Earth pulls the paper
in the same direction of the
paper’s motion.
F. Developing The pupils will do the Towards or Against Gravity Answer the questions. Choose the Let the pupils answer the
mastery (Lead to activities prepared for correct answer. activity:
Formative them: Directions: Examine the following 1. What can you say about the
Assessment 3) pictures. Write Against if the movement or motion of the I. Based on Table I, answer the
Activity 1: The Fall picture illustrates moving against crumpled paper as it goes up? questions below by choosing
Material: any handy object gravity and Towards, otherwise. A. The crumpled paper moves the heavenly body from the
Instruction: Write your answers on your faster as it goes up. heavenly bodies listed in the
1. Get any handy object answer sheet. B. The crumpled paper slows down box.
near you. Raise the object as it goes up.
at a certain height . 2. What did you observe about the 1. Which heavenly body has
2. Quickly release the movement or motion of the the smallest mass?
object. Observe what crumpled paper as it goes down? 2. Which heavenly body has
happens to the object. A. The crumpled paper moves the greatest mass?
Repeat the step two more faster as it goes down. 3. Which heavenly body has
times and observe. B. The crumpled paper slows down the smallest value of
3. Using the same object, as it goes down. gravitational force?
throw it upward. Observe 3. How does gravity affect the 4. Which heavenly body has
what happens to the object. movement or motion of the the biggest value of
Repeat the step two more crumpled paper as it goes gravitational force?
times and observe. upward? 5. On which heavenly body
A. Gravity increases the motion of does object move slowest?


crumpled paper as it goes up. 6. On which heavenly body do
B. Gravity slows down the motion objects move fastest?
of crumpled paper as it goes up.
4. How does gravity affect the
movement or motion of the
crumpled paper as it goes down?
A. Gravity increases the motion of
crumpled paper as it goes down.
B. Gravity slows down the motion
of crumpled paper as it goes
down.
G. Finding practical After the activity, he Directions: Draw a simple Round Table Discussion
applications of teacher will ask questions. illustration of what will happen
concepts and around us if there is no gravity. Gravity in Action
skills in daily 1. What happened to the object
when it was released?
living Directions: Read and analyze
the scenario given below. Talk
A. It fell to the ground.
B. It floated in the air. about it with your group mates
2. What happened to the object A stone is dropped from a

after it was thrown upward? height of 20 meters on the
Earth’s surface, and an
A. It flew up and eventually falls
identical stone is dropped from
after some time.
B. It flew all the way into the air the same height at the same
and never fell back. time on the moon. Which
stone will hit the ground first -
3. Based on the two activities, what the stone on Earth or the stone
was common in what happened to
on the moon?
the objects?
A. The objects fell to the ground.

B. The objects stayed in the air.
4. Why did the objects behave the


way they did in the two activities?
A. Gravity pulls the object

downward.
B. Air pulls the object downward.
5. How do you describe gravity?

A. Gravity is a force that pulls
objects towards each other.
B. Gravity is a force that keeps
objects float in the air.
H. Making The teacher will flash this: Let the pupils read aloud the As a summary The teacher will flash these:
Generalizations following:
and abstractions In activity, whether the  If the object moves  Gravity increases the
about the lesson. object is dropped or thrown  Gravity is a force that opposite the direction of motion of objects
upward, the object tends to pulls all objects gravity, it slows down, going down.
go back to the ground. downward or towards but if the object moves in  Gravity decreases the
There is a force that pulls all the center of the Earth. the same direction of motion of objects
objects towards the ground.  Gravity is a force of gravity, it moves faster going upward.
This force is called gravity or attraction, that exists  Gravity is greater if
also known as the between two objects the mass of the object
gravitational force. which act towards each is bigger.
Gravity is a force of other.  Gravity is lesser if the
attraction that exists  Earth’s gravity keeps us mass of the smaller.
between any two objects. and all objects on the  If gravity between two
This gravitational force ground. objects is greater the
between the two objects  Gravity is a force, that movement or motion
acts towards each other. affects all objects in the of the object is faster.
The two objects are universe. If gravity between two objects
attracting or pulling one is lesser the movement or
another towards each motion of the object is slower.
other. Also, there is a
gravitational force between
Earth and us, between two
people, between two
marbles, and even between
two atoms or particles.
I.Evaluating Study the graph below. The Directions: Infer how gravity affects
movements of different objects. Read
Learning graph shows the gravity versus
and answer the questions below. Write
mass of different planets. the letter of your answers on a
separate sheet of paper.


1. How do you
describe the
gravity that an object on earth
experiences if its mass is greater?
A. farther
B. greater
C. lesser
Answer the questions based on D. smaller
the graph above. Choose your
answer from the options in the 2. Which of the following keeps all
box. objects on the ground?
1. Which planet has the A. acceleration
strongest gravitational force? B. friction
C. gravity
2. Which planet has the
D. inertia
weakest gravity?
3. Which heavenly body has 3. Which characteristic of an object
the biggest mass? affects its gravity?
4. Which heavenly body has A. color
the smallest mass? B. mass
C. position
5. In which heavenly body do
D. shape
objects move fastest?
6. In which heavenly body do 4. How does gravity affect the
objects move slowest? movement of falling objects?
A. It increases the movement of falling
objects.
B. It slows down the movement of
falling objects.
C. It does not affect the movement of
falling objects.
D. It neither slows down nor increases
the movement of falling objects.
J. Additional 5. Which of the following is NOT true
about gravity?
activities for
application or A. It is an attractive force.
remedication B. It slows down the movement of

falling objects.
C. It pulls the two objects toward each
other.
D. It is the force that keeps all planets
on its orbits.
6. How does gravity affect the motion


of objects
moving
upward?
A. It slows down the motion of objects.
B. It increases the motion of the
objects.
C. It does not affect the motion of
objects.
D. It neither slows down nor increases
the motion of objects.
7. When a rock is dropped on different

planets, which of the following will
most likely happen to the rock?
A. The rock’s movement will be the
same on all planets.
B. The rock will move slowest on the
planet nearest to the sun.
C. The rock will move fastest on the
planet farthest from the sun.
D. The rock’s movement will vary due
to the different masses of the planets.
8. If you drop an object, on which

heavenly bodies listed in the table
above will the object hit the ground
last?
A. Earth
B. moon
C. Jupiter
D. none of the above
9. On which heavenly body will the

object move fastest?
A. moon
B. Jupiter
C. Earth
10. On which heavenly body will an

object on earth when released, move


slowest?
A. Earth
B. Jupiter
C. moon
V. REMARKS
VI.REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C.Did the remedial
lesons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
other teachers?


Learning Area: MAPEH ( MUSIC, ARTS, PHYSICAL EDUCATION, HEALTH) Time : 2:30 – 3:10

Content Standards Demonstrates understanding of the concept of musical forms and musical symbols (repeat marks) indicated
Demonstrates understanding of the concept of dynamics through a wide variety of dynamic levels
Performance performs accurately the design or structure of a given musical piece
Standards applies the appropriate dynamic levels in vocal and instrumental music
Learning Describes the instrumental sections of the Western orchestra MU6TB-IIId-1
Competencies/Obje distinguishes various musical ensembles seen and heard in the community MU6TB-IIId-e-2
ctives and Code uses varied dynamics in a song performance 1. piano (p) 2. mezzo piano (mp) 3. pianissimo (pp) 4. forte (f) 5. mezzo forte (mf) 6. fortissimo (ff)
7. Crescendo 8. decrescendo MU6DY-IIIh-2
TIMBRE AND DYNAMICS
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
materials pages
3. Textbook pages
Materilas for Competencies pp. 261 Competencies pp. 261 Competencies pp. 261 Competencies pp. 261 Competencies pp. 261
Learning
Resource (LR) Module: Module: Module: Dynamics Module: Dynamics Module: Dynamics
portal Timbre: Western Orchestra Timbre: Western Orchestra and
and Musical Ensembles in Musical Ensembles in the
the Community Community
B. Other Learning Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation


Resources
IV.PROCEDURES
A. Reviewing Let the pupils answer the What are the four families of What are the different musical What are the different Let the pupils sing again the
previous lesson matching type as a form of instruments in an orchestra or ensembles found here in our dynamic marks used in a Tulog Na
or presenting reviewing of the past instrumental ensemble? country? song?
the new lesson lesson.
B. Establishing a The teacher will play the What is music to you? Describe it The teacher play the song Ako ay The teacher will play the song Let the teacher play the song
purpose for the orchestra song in one word. Pilipino and let the pupils listen Tulog Na “Climb Every Mountain”. Let the
lesson https://www.youtube.com/ and observe the song https://www.youtube.com/ pupils listen and observe the
watch?v=58-5DWZCaxc watch?v=K7q35f7Ip4s. song.
C. Presenting The teacher will present the The teacher will present the The teacher will present the lesson The teacher will present the The teacher will present the
examples/instanc lesson by defining and lesson through this: through this: lesson through this: lesson through this:
es of the new describing orchestra.
lesson A musical ensemble a group of “Tulog Na” is an example of Singing seems like a simple
In music, we use the word
The word “orchestra” is musicians that perform lullaby or cradle song. The thing to do. Singing with
dynamics to describe the volume
derived from the Greek instrumental or vocal music. There dynamic symbols found in a dynamics is a thing that the
name that pertains to the are various kinds of ensembles of music. It is an element of music song are called soft level most respected singers do in
area in front of a stage of an that are differentiated based on which refers to the degree of dynamic markings. These are order to create intensity in their
ancient Greek theatre the type of music they perform, loudness and softness of sound. It p, pp, ppp and mp. It means performance. Singing with
reserved for the chorus. the type of instruments they use is one of the expressive elements that this song should be sung varied dynamics is the practice
Today, an orchestra is a in their performances, and the that adds more beauty in a in a soft level. of controlling your singing
large group of musicians number of musicians performing volume using , breath control,
composition.
playing different musical together. The word or words with p musical phrases, and emotions.
instruments together with a dynamic mark such as Nanay,
conductor who plays an Musical symbols are also called tahan, and o should be sung
important role in leading dynamic markings. They are softly whereas words like
the musicians during commonly observed in musical Dum, dum should be sung in a
performance. It is an pieces. Dynamics is the volume in very soft level. “Tulog Na”
instrumental ensemble music. They indicate how loud or should be sung in a
composed of four moderately soft; somewhat


instrumental family: string, soft the music should be sung or louder than piano but softer
woodwind, brass, and played. It can also be gradual or than forte.
percussion. sudden change of volume. In
Each section of the
printed and digital music,
instrument produces its
dynamics are written in Italian. For
own distinct quality sound
called, timbre. It is the instrumental parts, dynamic
quality of a musical sound markings are placed under (or
or tone that distinguishes nearby) a note or beneath a
one musical instrument musical staff. For vocal parts, the
from the others. dynamic markings are placed
above (or nearby) a note or on top
of the musical staff. Moreover,
composers use dynamics to
change the mood of the music. It is
very important to know and to
apply the different dynamic
markings and also the different
musical signs and symbols in a
composition for you to be able to
play or sing more accurately.
D. Discussing new The teacher will show a The teacher will show a video The teacher will discuss the The teacher will discuss the The teacher will discuss the tips
concepts and video discussing and discussing the different musical different dynamic markings. tips on how to sing with low on how to sing with varied
practicing new presenting the four sections ensembles found here in our level dynamics. dynamics.
skills #1 in the orchestra which are country. The chart below indicates the 1. Sing the musical phrase as
based on the family of different Italian terms for dynamic 1. In a standing position, keep softly as you can manage.
musical instruments levels and it’s corresponding all your face muscles relaxed, 2. Continue singing the musical
through these links. 1. Gangsa Ensemble meaning and symbols. chest out and think as if you phrase while gradually getting
https://www.youtube.com are ready to sing. louder; hence, maintaining a
A. String Family /watch?v=yrClsl-TXeY 2. Be sure to inhale expanding steady flow of air as you sing
https:// expand the rib cage and also louder.
www.youtube.com/watch? around the waistline just 3. Continue singing the musical
v=RxFNHeXKmrY 2. Bamboo Musical phrase while gradually getting
before humming.
Ensemble softer, hence, keeping the
https://www.youtube.com 3. Hum softly and avoid tension
airflow constant as you sing
B. Woodwind Family /watch?v=v8aBn5fmMXM The main dynamic levels are p or on your lips.
softer.
https:// piano, which means soft and f or 4. Start singing the notes by
www.youtube.com/ forte, which means loud. More opening your mouth correctly;
watch? 3. Angklung Ensemble subtle degrees of loudness or as softly as you can manage.


v=7OjqeyOvC1c https://www.youtube.com softness are indicated by mp for 5. Continue singing the notes
/watch?v=9sLPB26LJXU mezzo piano, which means while gradually getting softer.
moderately soft and mf for mezzo 6. Keep the airflow constant as
C. Brass Family forte which means moderately you sing softer.
https:// 4. Rondalla loud. Aside from f and p, there are Singing with correct dynamics
www.youtube.com/ https://www.youtube.com also pp which stands for with correct facial expressions
watch? /watch?v=qGSO7fw5Le0 pianissimo, meaning very soft and appropriate hand gestures
v=2EvgkO_bwQA while ff stands for fortissimo, will make your performance
meaning very loud. better and appealing.
5. Kulintang Musical To gradually change the dynamics,
D. Percussion Family Ensemble musicians use crescendo to
https:// https://
increase in volume or gradually
www.youtube.com/ www.youtube.com/watch?
becoming loud and decrescendo
watch? v=LLTe00gbGLw
to decrease in volume or gradually
v=nrmCbsM6eyk
becoming soft.
Pitched Percussion 6. Drum and Lyre Corps
https:// https://www.youtube.com
www.youtube.com/watch? /watch?v=54qgy7Je6Z8
v=We8aTONJlHo
7. Drum and Bugle Corps
Unpitched Percussion https://www.youtube.com
/watch?v=H_8rJ_Y7QIc
https://
www.youtube.com/watch?
v=Tis9aFSdVG8
8. Choir
https://www.youtube.com
/watch?v=ZxgvyFCf_d8
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Directions: Identify the Directions: Write T if the Directions: Study the musical
mastery (Lead to instruments of the Western description of the ensemble is score below. Then, identify the
Formative Orchestra. Write your correct, and F if the dynamic markings used in the
Assessment 3) answer on a sheet of paper. description is wrong. score and give the meaning of
each.
1. The Rondalla is also known as
the Filipino String Band.
2. The Drum and Bugle Corps is
composed of string and


percussion instruments.
3. Choirs are musical ensembles of
singers.
4. The Kulintangan Ensemble is a
gong-based ensemble used by the
Maguindanao
and Maranao of Western
Mindanao.
5. Drum and Lyre Corps is a
musical marching unit consisting
of brass instruments
(trumpet, trombone, French horn,
and tuba), percussion instruments
(snare drum, tenor drum, bass
drum, glockenspiel), and the color
guard.
G. Finding practical Directions: Listen Directions: Identify the place
applications of carefully to the sounds where the musical ensembles are
concepts and of the musical from.
skills in daily instruments. Identify Choose your answer from the
living the instrument being places written inside the box.
played. Refer to the
Youtube link for this
activity.
1. Loboc Chidren’s Choir
https://youtu.be/
2. Philippine Marines Drum and
4hF_TQueolE
Bugle Corps
3. Maranao Kulintang Ensemble
Write your answer on
4. Musikawayan
a sheet of paper.
5. Maasin Tultugan Ensemble
H. Making The teacher will flash the The teacher will flash the The teacher will flash the The teacher will flash the
Generalizations following: following: following: following:
and abstractions
about the lesson. • The instrumental sections  A Musical Ensemble is a The dynamic marks ppp, pp, p Take note of the following
of the Western Orchestra musical group of people and mp comprise the soft dynamic markings:
can be identified visually performing a specific dynamic level. The two basic dynamic
and aurally. musical composition, -piano (p) quiet or soft part indications in music are:
• String is the biggest instrumental, or vocal -pianissimo (pp) very soft p or piano, meaning soft
section of the orchestra. music together. -pianississimo (ppp) very,very f or forte, meaning "loud"
Instruments in this section  Different musical soft More subtle degrees of
are played either by ensembles are found in -mezzo piano (mp) moderately loudness or softness are


bowing, plucking or the Philippines. They are soft indicated
strumming. Gangsa Ensemble, by:
• The four most common Kulintang Ensemble, mp, stands for mezzo-piano,
instruments in the string Bamboo Musical meaning "moderately soft
family are violin, viola, cello Ensemble, Anklung mf, stands for mezzo-forte,
and double bass. Ensemble, Rondalla, meaning "moderately loud"
• Woodwind instruments Drum and Lyre Corps, Use of up to three consecutive
are all tubes with an Drum and Bugle Corps, f’s or p’s is also common:
opening at one end and a and the Choir. pp, stands for pianissimo and
mouthpiece at the other  Gangsa Ensemble is a flat meaning "very soft".
end. They each have rows gong ensemble consisting ff, stands for fortissimo and
of holes that are covered by of 5-6 flat groups. meaning "very loud".
metal caps.  Bamboo Music Ensemble ppp, stands for pianississimo
• Woodwind family includes uses a variety of bamboo and meaning “as soft as
piccolo, flute, clarinet, musical instruments. possible”.
oboe, bassoon, and  Angklung Ensemble is a fff, stands for fortississimo and
saxophone. group that uses a meaning “as loud as possible”.
• The brass instruments are bamboo instruments that Words used to show gradual
lip-vibrated instruments. originated from changes in volume:
• Brass family includes Indonesia. crescendo (abbreviated cresc.)
trumpet, French horn,  Rondalla is an ensemble translates as "increasing" or
trombone, tuba. of stringed instruments. gradually becoming louder
• Percussion instruments  Drum and Lyre Corps is a decrescendo (abbreviated to
refer to musical instruments marching ensemble decresc.) translates as
sounded by striking with consists of percussion "decreasing" or gradually
sticks, hammers or mallets; instruments of different becoming softer
while others are through kinds of drums and lyre
rubbing or shaking against or glockenspiel.
another similar instruments.  Drum and Bugle Corps is
• There are two kinds of a musical marching unit
percussions: pitched and consisting of brass
unpitched. instruments and different
kinds of drums.
Choir is a musical ensemble of
singers.
I.Evaluating
Learning
J. Additional Group activity: Directions: Give the meaning of
activities for Directions: On a separate sheet of the following Italian terms. Write
application or paper, complete the chart below: your answers on a sheet of paper.


remedication
K. Application and Directions: Draw your Directions: Sing the song Directions: Sing the song “Ako
Perfomance task favorite Western orchestra “Tulog Na” following the ay Pilipino” correctly.
instrument. correct dynamic markings. The Remember the tips on singing
performance will be evaluated with dynamics. The
based on the criteria/rubric. performance will be evaluated
based on the criteria/rubric.
V. REMARKS
VI.REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C.Did the remedial
lesons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?


other teachers?
Learning Area: TECHNOLOGY AND LIVELIHOOD EDUCATION (INDUSTRIAL ARTS) Time : 3:10 - 4:00




Date March 6, 2023 March 7, 2023 March 8, 2023 March 9, 2023 March 10,
(Monday) (Tuesday) (Wednesday) (Thursday) 2023
(Friday)
I. OBLECTIVE Objective 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
S
Content Standards demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
Performance performs necessary skill in enhancing/ decorating finished products

Standards
Learning discusses the effects of innovative finishing materials and enhances bamboo, wood, metal, and other finished products through sketching, shading, and
Competencies/Obje creative accessories on the marketability of products outlining
ctives and Code TLE6IA-0c-4 TLE6IA-0c-5
II. CONTENT Content is what the lesson all about. It pertains to the subject matter that the teacher’s aims to teach in the CG, the content can be tackled in a week or two.
Effects of innovative finishing materials and creative accessories on the Enhancing products through sketching, shading, and outlining
marketability of products
RESOURCES
B. References
1. Teacher’s
Guide pages
2. Learner’s
materials pages
3. Textbook pages
Materilas for Competencies pp. 413 Competencies pp. 413 Competencies pp. 413 Competencies pp. 413 Competencies pp. 413
Learning
Resource (LR) Module 4: Module 4: Module 3: Simple Survey using Module 3: Simple Survey using Module 3: Simple Survey using
portal Effects of Innovative and Effects of Innovative and Creative Technology and other Data Technology and other Data Technology and other Data
Creative Accessories on Accessories on Marketability of Gathering Methods Gathering Methods Gathering Methods
Marketability of Products Products
B. Other Learning Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
Resources Activity Sheets Actual Products
Pictures and actual Actual Products Actual Products Actual Products
objects Video from this link:
https://www.youtube.com/watch?
v=rVXXp1HddWo
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from


A. Reviewing LET’S RECALL LET’S RECALL LET’S RECALL LET’S RECALL LET’S
previous lesson RECALL
or presenting What are the market trends What are the effects of finishing What are the effects of innovative Why do we need to make a
the new lesson should be done in materials and creative accessories finishing materials and creative sketch when planning a What are the importance of
marketing products made of in the marketability of products? accessories on the marketability of product? sketching, shading and outlining
bamboo, wood and metal? products? in enhancing wood, bamboo
Is outlining necessary in and metal products?
preparing a design? Why?
How does shading affect in the

marketing of the product?
B. Establishing a TELL SOMETHING EXPLAIN WHAT’S THE TOOL? THINK ABOUT THIS! Did you learn something from
purpose for the the lessons and activities that
lesson Show some picture/actual How each finishing material affect Show them a picture. Ask the What do we need in sketching, we had?
objects to the learners. the bamboo, wood and metal pupils what are the tools used in outlining and shading?
products? the picture.
- Paint
- Stain
- Varnish
- Sand paper
- Enamel
- shellac
Unlock the word finishing

finishing- is the method of
beautifying the project. It is
the last step in the completion Unlocking of difficulties
sketching - is the process by which an image is
of a project. drawn in a loose manner. It is a rough
representation of an object, an idea, or a
principle.
Shading - is the process of marking the inside of
an outline to project shadows or degrees of
lightness and darkness
outlining -is the process of making on the outer
parts of any shape, object or any figure by the use
or lines
C. Presenting LET’S COMPARE DESCRIBE WHAT YOU SEE
examples/instanc
es of the new Let the pupils describe what they
lesson Show pictures of see in the pictures.


unfinished and finished

products .Let the pupils
describe and compare the
pictures.
D. Discussing new LET’S KNOW LET’S KNOW

concepts and
practicing new How finishing materials Why do we need to make a sketch
skills #1 helps your project/product when planning a product?
more attractive and
saleable? Is outlining necessary in preparing
a design? Why?
How does shading affect in the

marketing of the product?
E. Discussing new LET’S GO FURTHER LET’S GO FURTHER
concepts and
practicing new What are the effects of finishing What are the tools and
skills #2 materials used in decorating Instruments used in sketching,
wood, metal and bamboo? shading and outlining?
Finishing Materials
PAINT
Effects
1. prevents moisture on
Drawing illustrates the shape
the wood which causes and appearance of the project.
decay.
2. beautifies wooden
objects and makes
them easy clean.
You will need different tools to
STAIN A good stain can illustrate the appearance of the
(1) enhance the natural
beauty of the wood; project you will do. Below are
(2) add color and the common tools and
character to the wood;
(3) make one wood type instruments used in drawing:
look like another;
(4) color different
woods to look similar to Drawing table – is made of wood measuring


each other. 26x 22 or 18x24 inches. The working edge is
VARNISH a. give the wood a shiny straight and the surface is smooth.
glow, it also blocks
up the tiny holes in the
wood. T square – is made of wood, metal, or
b. This prevents the plastic, and has two parts joined together in
wood from absorbing a 90 angle head and blade.
the
water, which can cause
it to swell, rot and smell Triangles – These are used to draw vertical
quite badly and oblique lines, the most common of
SAND PAPER a. refinish furniture which are triangles 45, 30, 60 and 90.
b. brighten old brass,
c. smooth wood project, Protractor – is a tool used to set off
d. remove rust measurements of angles and arcs that
ENAMEL a. gives a protective
cannot be made by triangles. It has a scale
layer, a pleasant color,
and on the outer side, starting from 0 to 180
a durable finish that will from right to left. The inner scale starts from
remain for a long time. 0 and up to 180.
b. provide excellent
coverage and color Pencils These are tools used in drawing,
retention
which come in different grades hardiness.
c. They provide surfaces
with moisture, chip and Pencils are classified according to number
corrosion resistance as and letter like B, B1,6B,HB and IH.
well as rust preventive
properties.
SHELLAC a. gives woodwork and
furniture a rich, Compass- is used in drawing arcs and
antique appearance. circles. This is pointed and has a pencil at the
b. It brings out the rich end.
warmth of wood grain
so that finished surfaces Divider – like the compass, this is used to
look soft and natural
divide distances into two equal parts and to
transfer measurements and space, points or
lines.
F. Developing GROUP ACTIVITY GROUP ACTIVITY: CHOOSE
mastery (Lead to YOUR BET
Formative Give each group a finished
Assessment 3) products and let them compare. Group 1- Sketching
Choose at least 1 and draw
Answer the guide questions them a sketch.
below. a. Basket
b. table
c. flower vase
d. chair
e. bookshelves
Group 2-Shading
Let the students draw an
objects and let them apply
necessary shading in their
drawing.


Group 3- Outlining
Draw an outline on the
following pictures/ drawing
G. Finding practical MAKE IT REAL PERFORMANCE TASK: SHOW

applications of ME!
concepts and Your family has a bamboo craft
skills in daily business. Your father is busy in Directions:
living finishing the crafts but 1. Choose your own finished
you noticed that there are still product or material (bamboo,
many unfinished products. What wood, or metal).
are you going to do? 2. Enhance it through
sketching, outlining, and
shading.
3. Follow the steps that you
have learned.
Use the rubric below to

score/rate the output
H. Making LET’S REMEMBER What are the importance of

Generalizations sketching, shading and
and abstractions What are the effects of finishing outlining in enhancing wood,
about the lesson. materials that could be used in bamboo and
decorating wood, metal and metal products?
bamboo?
I.Evaluating MEASURE YOUR MEASURE YOUR KNOWLDEGE MEASURE YOUR KNOWLEDGE
Learning KNOWLEDGE
Directions: Match the items that Directions: Read each question carefully.
Choose the letter of the correct answer and
A. Directions: Read each used to finished the products in write it on your answer sheet.
item and choose the letter Column A to its effect in Column 1. What is the primary purpose of shading in
creating an image?


of the correct answer. B. Write the letter of the correct A. To darken or
coloring of an
answer. image.
1. What kind of finishing B. To make image more realistic.
C. To make an image.
material is used to fill up D. To make the appearance of an image
cracks and grooves? simple.
2. This is used to produce a rough sketch
a. Stain with thick and dark ink to make the figure of
b. shellac an image more distinct.
c. fillers A. Shading C. Painting
B. Outlining D. Sketching
d. paint 3. This is used as your model in making
sketching, outlining, and shading.
A. Pencils C. Paint
2. What do we call the B. Brushes D. Subject
ability of the product to be 4. What is added to an illustration to make it
real or three dimensional?
sold? A. Paint C. drop shadow
a. Measurable B. Light D. cast shadow
b. Marketability 5. This is the process of overlaying dark
colored paint in your base paint.
c.Accessories A. Shading C. Painting
d. Product B. Outlining D. Sketching
6. Tone refers to the
3. The process of _____________________ of color.
developing a product that A. Smoothness and dullness
B. Darkness and brightness
will make it more attractive C. Hue and saturation
is called: D. Foreground and background
a. enhancement 7. In creating an outline using paint,
_________ brush should be used.
b. boosting A. Fine-tip C. Broad-tip
c. Saleable B. Round-tip D. All answers are correct
8. Which of the following sentence states a
d. Patronizing correct procedure?
4. What word best A. Apply finishing materials before shading.
B. Start shading from the source of light.
describes a product that can C. Start sketching using s fine-tip brush with
withstand extreme weather paint.
conditions? D. Use dark colors in the parts with shade.
9. Making colored outlines should be done
a. Accountability ________________.
b. Creativity A. In inner parts C. In outer parts
B. Color by color D. To entire outline
c. Durability 10. What technique uses a series of parallel
d. Marketability lines to create shadow in a drawing?
A. Cross-hatching C. Stippling
5. What is the feeling of a B. Hatching D. Sketching
customer who receives a
product that matches his
need?
a. Disappointed
b. Sad
c. Angry
d. Satisfied


J. Additional APPLY YOUR LEARNING APPLY
activities for YOUR LEARNING
application or With the help of your parent,
remedication reapply a finishing material in an Draw a flower vase. Apply
old furniture. Take a picture necessary shading in your
before and after your drawing.
application.Compare the results
and share to the class.
V. REMARKS
VI.REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C.Did the remedial
lesons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
other teachers?
Prepared by:
MARLENE F. DICULEN ___________________

Grade 6- Adviser Date


NOTED :
LOVELLA J. GALUT ________________

School Head Date


Daily Lesson Log: Learning Are A: Edukasyon Sa Pagpapakatao Time: 7:45 - 8:15

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Name of School: Benigno Macadaeg Memorial Elementary School

Document Code:_______________ Version: 1.0

DAILY LESSON LOG

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Learning Area: SCIENCE Time : 1:40 – 2:30

Quarter/Week Quarter 3 - Week 4

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1. All objects on Earth fall towards 1. Gravity is a force pulling two

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Activity: A Great Come Back

The teacher will ask the pupils

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In the activity, gravity affects the

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