GRADES 1 TO 12
DAILY LESSON LOG
I. OBJECTIVES
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
School Agoncillo National High School Grade Level 10
Teacher Rachel R. Azul Learning Area TLE MACRAMĒ & BASKETRY
Teaching Dates and February 20-24 ,2023 Quarter 3 (Week 2)
Time
Monday Tuesday Wednesday Thursday Friday
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 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.
Plan a design for a macramé product Plan a design for a macramé product Plan a design for a macramé product Plan a design for a macramé product
Choose a design - Sketch the design 8 Choose a design - Sketch the design 8 Choose a design - Sketch the design 8 Choose a design - Sketch the design 8
Produce the following macramé projects Produce the following macramé projects Produce the following macramé projects Produce the following macramé projects
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.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, 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 Distribute metacards to the students and
presenting the new lesson let them write down the different
macramé products. Instruct them to post
their work on the board.
B. Establishing a purpose for the lesson “Name it!”
- Group the students into four. Provide
each group with macramé products.
- Ask them to prepare sheets of paper
and a marker for the activity.
- Guided with their knowledge on the
previous topic, each group tries to give
what is to be asked by the teacher by
writing their answers on the sheets of
paper they have prepared and raising it
as the teacher says “Name it!”
Name the pointers to
consider in creativity
packaging of macramé
products!
C. Presenting examples/instances for “Watch + Listen = Learn”
the new lesson
Let the students watch a video
presentation showing How does
packaging design affect to buy stuff?
https://www.youtube.com/watch?
v=_TZVDeRxIiU&spfreload=10
What was the video all about?
Based from what you have watched, how
does packaging design affect how we buy
stuff? How about the materials to be
used?
(Let the students compare their answers
on the activity “Name it!” from the
information they have acquired from the
video clip.)
D. Discussing new concepts and “Let’s Make it Real”
practicing new skills #1
7 Things to keep in mind when deciding on
Distribute metacards to the students and
let them write down the different
macramé products. Instruct them to post
their work on the board.
“Name it!”
- Group the students into four. Provide
each group with macramé products.
- Ask them to prepare sheets of paper
and a marker for the activity.
- Guided with their knowledge on the
previous topic, each group tries to give
what is to be asked by the teacher by
writing their answers on the sheets of
paper they have prepared and raising it
as the teacher says “Name it!”
Name the pointers to
consider in creativity
packaging of macramé
products!
“Watch + Listen = Learn”
Let the students watch a video
presentation showing How does
packaging design affect to buy stuff?
https://www.youtube.com/watch?
v=_TZVDeRxIiU&spfreload=10
What was the video all about?
Based from what you have watched, how
does packaging design affect how we buy
stuff? How about the materials to be
used?
(Let the students compare their answers
on the activity “Name it!” from the
information they have acquired from the
video clip.)
“Let’s Make it Real”
7 Things to keep in mind when deciding on
Distribute metacards to the students and
let them write down the different
macramé products. Instruct them to post
their work on the board.
“Name it!”
- Group the students into four. Provide
each group with macramé products.
- Ask them to prepare sheets of paper
and a marker for the activity.
- Guided with their knowledge on the
previous topic, each group tries to give
what is to be asked by the teacher by
writing their answers on the sheets of
paper they have prepared and raising it
as the teacher says “Name it!”
Name the pointers to
consider in creativity
packaging of macramé
products!
“Watch + Listen = Learn”
Let the students watch a video
presentation showing How does
packaging design affect to buy stuff?
https://www.youtube.com/watch?
v=_TZVDeRxIiU&spfreload=10
What was the video all about?
Based from what you have watched, how
does packaging design affect how we buy
stuff? How about the materials to be
used?
(Let the students compare their answers
on the activity “Name it!” from the
information they have acquired from the
video clip.)
“Let’s Make it Real”
7 Things to keep in mind when deciding on
Distribute metacards to the students and
let them write down the different
macramé products. Instruct them to post
their work on the board.
“Name it!”
- Group the students into four. Provide
each group with macramé products.
- Ask them to prepare sheets of paper
and a marker for the activity.
- Guided with their knowledge on the
previous topic, each group tries to
give what is to be asked by the
teacher by writing their answers on
the sheets of paper they have prepared
and raising it as the teacher says
“Name it!”
Name the pointers to
consider in creativity
packaging of macramé
products!
“Watch + Listen = Learn”
Let the students watch a video
presentation showing How does
packaging design affect to buy stuff?
https://www.youtube.com/watch?
v=_TZVDeRxIiU&spfreload=10
What was the video all about?
Based from what you have watched,
how does packaging design affect how
we buy stuff? How about the materials
to be used?
(Let the students compare their answers
on the activity “Name it!” from the
information they have acquired from the
video clip.)
“Let’s Make it Real”
7 Things to keep in mind when deciding on product
product packaging design. product packaging design. product packaging design. packaging design.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluate learning
“Helping Heads, Helping Hands”
Each group is given twenty minutes to
brainstorm and prepare visual aids about the
steps to be followed in product packaging design
based from what they have learned from the
video presentation. Let them post their work on
the board after the given time and allow them to
present and discuss it with the class.
“Watch and Compare”
The teacher demonstrates the better design and
better sales.
“Students’ Return Demonstration”
The students will perform the principles in good
product packaging design.
You and your classmates planned to make your
group project in your house. Your mother
decided to make a design for product. While
preparing for the packaging. What tools and
materials are you going to use? How are you
going to make the packaging?
Representatives from each group will present
their output to the class. They will be evaluated
“Helping Heads, Helping Hands”
Each group is given twenty minutes to
brainstorm and prepare visual aids about the
steps to be followed in product packaging design
based from what they have learned from the
video presentation. Let them post their work on
the board after the given time and allow them to
present and discuss it with the class.
“Watch and Compare”
The teacher demonstrates the better design and
better sales.
“Students’ Return Demonstration”
The students will perform the principles in good
product packaging design.
You and your classmates planned to make your
group project in your house. Your mother
decided to make a design for product. While
preparing for the packaging. What tools and
materials are you going to use? How are you
going to make the packaging?
Representatives from each group will present
their output to the class. They will be evaluated
“Helping Heads, Helping Hands”
Each group is given twenty minutes to
brainstorm and prepare visual aids about the
steps to be followed in product packaging design
based from what they have learned from the
video presentation. Let them post their work on
the board after the given time and allow them to
present and discuss it with the class.
“Watch and Compare”
The teacher demonstrates the better design and
better sales.
“Students’ Return Demonstration”
The students will perform the principles in good
product packaging design.
You and your classmates planned to make your
group project in your house. Your mother
decided to make a design for product. While
preparing for the packaging. What tools and
materials are you going to use? How are you
going to make the packaging?
Representatives from each group will present
their output to the class. They will be evaluated
“Helping Heads, Helping Hands”
Each group is given twenty minutes to
brainstorm and prepare visual aids about the
steps to be followed in product packaging design
based from what they have learned from the
video presentation. Let them post their work on
the board after the given time and allow them to
present and discuss it with the class.
“Watch and Compare”
The teacher demonstrates the better design and
better sales.
“Students’ Return Demonstration”
The students will perform the principles in good
product packaging design.
You and your classmates planned to make your
group project in your house. Your mother
decided to make a design for product. While
preparing for the packaging. What tools and
materials are you going to use? How are you
going to make the packaging?
Representatives from each group will present
their output to the class. They will be evaluated
 using the rubric below: using the rubric below: using the rubric below: using the rubric below:

Criteria Score
Design 15
Materials 10
Consumer Friendly 15
Multi Purpose 30
Creative 30
TOTAL 100
J. Additional activities for
application for Think of a product wherein you can use Think of a product wherein you can use Think of a product wherein you can use Think of a product wherein you can use
packaging design and prepare it at home. Get packaging design and prepare it at home. Get packaging design and prepare it at home. Get packaging design and prepare it at home. Get
ready to share your experience to the class the ready to share your experience to the class the ready to share your experience to the class the ready to share your experience to the class the
following day. following day. following day. following day.

V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? 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

additional activities for remediation
who scored below 80%.

C. Did the remedial lessons work? No. of

learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

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

Prepared by:

RACHEL R. AZUL

Teacher