GRADE 6 School: DAMAYOHAN ELEMENTARY SCHOOL Grade Level: VI

Teacher: MARIA THERESA C. CUEVAS Learning Area: TLE - H.E

DAILY LESSON LOG
Teaching Dates and Time: FEBRUARY 13-17,2023 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards Demonstrates an understanding of and skills in managing family resources

B. Performance Standards Manages family resources applying the principles of home management
a. Allocates budget for basic and social needs such as:
i.food and clothing
ii.shelter and education
C. Learning Competencies /
iii. social needs: social, and moral obligations
Objectives
(birthdays, baptisms, etc.), family activities, school
Write the LC code for each
affairs
iv. savings/emergency budget (health, house, repair)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Management of family resources
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
III. LEARNING RESOURCES
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Learning Resource Pp. 23-24 1991.pp. 23-24
(LR)portal
Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan,
Pangilinan, J.P. (2014) J.P. (2014) Growing up with J.P. (2014) Growing up with J.P. (2014) Growing up with
Growing up with Home Home Economics and Livelihood Home Economics and Livelihood Home Economics and
B. Other Learning Resources Economics and Livelihood Education. FNB Educational, Inc. Education. FNB Educational, Inc. Livelihood Education. FNB
Education. FNB Educational, QC. QC. Educational, Inc. QC.
Inc. QC.
IV. PROCEDURES
A. Reviewing previous Last week, there was a Recap of the lesson the previous Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
lesson or presenting the new discussion on management day day previous day previous day
lesson of the family income.
Management of family As a segue, mention that the day Yesterday, we discussed the Yesterday, we learned
income means allocating it
 to provide for the basic
needs of members and for
comfortable living.
Ask the class about the
relationship between
management and budgeting
of family income.
B. Establishing a purpose
for the lesson
C. Presenting examples/ By means of budgeting, the
instances of the new family can properly allot the
lesson income. A family should
before, the class learned the
factors that should be considered
in budgeting.
For the day’s lesson, the class will
identify where the income goes or
what the family includes in the
budget.
Aside from the knowledge of
what comprises a family budget,
the class needs to be aware of
certain principles to be applied
effectively in order to make family
budgeting a successful and
fulfilling task.
According to Bantigue and
Pangilinan (2014), the summary
of the principles that should be
applied to make family budgeting
a successful and fulfilling task are
as follows:
 Know the family’s income.
 List your expenses. Know
which components are fixed
and which are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for
savings.
Ask the class to bring out the
photos they were asked to bring.
Group the class into 4 (four). Let
principles that need to be applied
to make family budgeting a
successful and fulfilling task.
Ask the class to identify some of
the priniciples.
We also identified items that
were included in the family
budget.
Ask what items are included in
the budget.
Then, present the following list
culled from the book:
 Food and clothing
 Shelter and education
 Social needs
 social and moral obligations
 family activities
 school affairs
 Savings/emergency budget
 health
 house repair
budgeting and how it can be
applied to the family.
Budgeting is critical because it
is oftentimes difficult to ensure
that we will be able to make
both ends meet when times
are hard.
How can we prudently manage
the financial resources of the
family?
Group the class into four (4).
Each group will answer the
question. “How can we make
both ends meet?”
Reporting per group follows.
The results of the discussion
will be processed by the
teachers.
Show photos of different Divide the class into four (4)
items/situations. groups.
 have a knowledge of family the class identify where or what Ask the learners if they are Using the concepts learned
budgeting to know how the family includes in the budget. needs or wants. yesterday, come up with an
much is spent for family Prioritize the items. The class will activity that will demonstrate
needs and where the income be given ten minutes to complete Ask why they think it is a need the difference between needs
goes. Through family the activity. Reporting follows. or want. and wants. Think of activities
budgeting, the members will outside the box.
learn to spend wisely, save
regularly, participate in
family matters more actively
with the maximum benefit
from the wise use of
resources, like time, energy,
and abilities.
Ask: What are the factors SHORT SKIT Mention that a family budget also The teacher writes two Presentation per group.
that need to be considered Using the previous group provides for the following needs: columns on the board. One
when budgeting? assignment, discuss among the Refer to the examples given by column has the heading NEEDS.
 Size of the family group the principles in making the learners. If it was already The other column has the
 Family income family budgeting a successful and mentioned, do not include in the heading WANTS.
 Kind of work each fullfilling task. The twist is this list.
D. Discussing new concepts family member will be presented in a short skit. Randomly distribute metacards
and practicing new skills #1 does Food, shelter, clothing, containing a list of needs and
 Talents and abilities The group will be given five (5) education, household operations, wants.
of each member minutes to present the short maintenance/repair, utilities
 Locality where the skit. (water, electricity, telephone, Ask the learners to post the
family lives transportation, medical and metacards on the board.
dental care, rest and recreation,
stipend, savings. Ask the learner to
explain/defend his/her choice.
. Presentations Based on the activity that was
 Group 1 conducted ask the learners to
 Group 2 differentiate needs from wants.
 Group 3
 Group 4 A need is a requirement for
E.Discussing new concepts and survival, e.g. breathable air.
practicing new skills#2 A want is a desire. It may be
the desire for a need (e.g. a
choking person generally wants
to be able to breathe) or for
something not needed for
survival, such as chocolate or a
new car.
F. Developing mastery Let the learners cite Comments on group Show a short clip on managing Giving feedback on
 (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. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A.No. of learners who
earned80%onthe formative
examples of the factors that presentations: money: Needs versus Wants presentations.
need to be considered when  Group 4 will comment on Group
budgeting. 1 Analyze the movie and relate it Examples of guide questiona:
 Group 3 will comment on Group to needs versus wants. Note
2 that some of the contents of Was the group effective in
 Group 2 will comment on Group the video may be debatable emphasizing the difference
3 e.g. chocolates is needed by between needs and wants? If
 Group 1 will comment on Group soldiers for endurance in the yes, How?
4 middle of a war while in a
normal situation it is a want for
Limit the comments on the What concepts in the
another individual.
contents of the presentation. presentation had an impact on
Does the presentation manifests you? Why?
the principles in making family
budgeting a successful and Do you think the presentations
fulfilling task? can further be improved? In
what way?
Aside from what was -do- -do-
mentioned, can you think of
other factors that need to be
considered when budgeting?
Explain.
Today we determine the Synthesize the discussion on what There is a need to distinguish
relationships between and where the family budget is between need and want . This
management and budgeting allotted, as well as the principles will enable us to prioritize
of family income. We also to take into consideration to needs over wants, hence
looked into the factors that make family budgeting successful ensuring that the budget is
need to be considered when and fulfilling. enough to make both ends
budgeting. meet moreso when times are
hard.
Ask the learners to share their .If you were to make a personal
insights on the lesson for the day budget, what would you
include? Why?
Bring photos or drawing
where family budget is spent
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.
 assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D.No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G.What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School Grade Level VI
Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
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.
demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
sells products based on needs and demands.
 Identify the values of  Give ways on how to  Give two basic ways  Make a simple  Make a business
a successful start own business. to earn money. product. proposal of
entrepreneur.  Identify the Buyer  Identify steps or TLE6IE-0a-1.2 owned simple
 Identify the types of and Seller relations. guide in making own product.
entrepreneur. simple products. TLE6IE-0a-1.2
TLE6IE-0a-1.1 TLE6IE-0a-1.1  Plan a simple
product.
TLE6IE-0a-1.2
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.
BE A SUCCESSFUL
AN IDEAL ENTREPRENEUR I CAN BE AN ENTREPRENEUR MY SIMPLE PRODUCT BUSINESS PROPOSAL
ENTREPRENEUR
The Basics of Better Family The Basics of Better Family ICT and Entrepreneurship ICT and Entrepreneurship ICT and
Living pp. 2-5 Living pp. 5-13 pp. 3 & 11-12 pp. 13 Entrepreneurship
pp. 7
ICT and Entrepreneurship
pp. 2-3
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

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
previous knowledge. Indicate the time allotment for each step.
Review the Qualities and Review ways on how to start Review ways, steps or guides
Types of Entrepreneur. own business & identify the to create their own product
Buyer and Seller relations.
Motivate the child by
presenting a K-W-L Chart
about Entrepreneur.
Ask the pupils where can they
find different entrepreneur.
Discuss the Qualities of an
ideal entrepreneur and its
types on pp. 3-6
Discuss ways on how to start Group Work:
own business & identify the  Let the pupils identify
Buyer and Seller relations. On ways, steps or guides
pages. TXT 5-13 & TXT 2-3 to create their own
product. See page 11-
12
 Plan their own
product.
See page 3.
 Report it in class.
Group Work: Make their own
simple product using
available ingredients in the
community. And report it in
class.
See page 13
Group Work: Make their
own business proposal
for their chosen product.
See page 7 and report it
in class
Let the pupils describe
an ideal entrepreneur
using manila paper
Complete the K-W-L Chart Evaluate the products
about Entrepreneur. presented by each group.
J. Additional activities for Research some
application or remediation successful Filipino
Entrepreneurs.
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
VI. REFLECTION 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?
 GRADE 6 School Grade Level VI
DAILY LESSON LOG Teacher Learning Area TLE – INDUSTRIAL ARTS
Teaching Date & Time OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
Performs necessary skill in enhancing/ decorating finished products
Discusses the importance and methods of enhancing/decorating bamboo, wood, and metal Demonstrates creativity and innovativeness in enhancing/decorating
products (TLE6IA‐0a‐1) bamboo, wood, and metal products (TLE6IA‐0a‐2)

II. Content Enhancing/ decorating finished products

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)
Portal)
B. Other Learning Resources

IV. Procedures
A. Review Previous Lessons
B. Establishing purpose for Intro:
the Lesson There are many different
industrial ways or methods
to enhance and decorate
bamboo, wood, and metal
products. These methods
help improve not only the
quality of our products but
also the life of the families
engaged in various
livelihood
Ask : What are the most
widely used techniques in
enhancing bamboo and
wood products ?
Ask:
1. Are there metal craft shops
present in your
communities?
2. What techniques do you
mostly see while they work
on their products?
Ask : What are the most Review with each group their plans from
widely used techniques in Activity Sheet No. 4
enhancing metal craft
products ?
For the Intro: Refer to each group output from
Activity Sheet
The Facilitator will situate and No. 4 (matrix 1 and matrix
encourage learners to think of 2)
ways on how they will be able
to use the concepts learned  Let each group discuss if they will apply
from the previous three (3) all enhancements that they have
day sessions (wood and metal planned or they
enhancing techniques).
 activities. Enhancing is Say (Loud) : Are your groups will include other items.
carried out basically to ready ? (15‐20 minutes)
improve the aesthetics and
the functional properties of
a material.

Ask:
1. Are there wooden
furniture shops present
in your communities?
2. What techniques do you
mostly see while they
work on their products?
C. Presenting examples Discuss with the learners The Facilitator will use two
/instances of the the usual techniquesDiscuss
being with the learners identical wood/metal
used in furniture shops observations on the
their
new lessons products found in his home
usual techniques being used
based on their observations or shops. Show the class
from their community in shops in their community the transformation of a
that produces metalcrafts. product from its original
appearance (1st piece) ‐‐‐‐ to
its enhanced version
(2nd piece).

Discuss with the class

evident changes that they
can see on the two product
samples created through/by
enhancements techniques.

D. Discussing new Refer to Activity Sheet No. 1 Refer to Activity Sheet No. 2 Refer to Activity Sheet No. Refer to Activity Sheet No.
concepts and – (attached) ‐ Puzzle 3 – Learning Stations 4 – Enhancing
practicing new skills Pair and Share (attached) (attached) Wood/Metal Products
#1. (attached)
E. Discussing new
concepts &
practicing new skills
#2
F. Developing Mastery After the activity, instruct all the groups
(Leads to Formative to rate the output of other group using
Assessment 3) the matrix 2 (rubric). One group will rate
the work of another group.

G. Finding Practical Ask: What are some of the
Applications of sample products in bamboo
concepts and skills and woodcraft? (Expected
in daily living answers :
Bamboo lamp, bamboo
bottle holders, bamboo plant
box, desktop organizer,
candle holder, furniture, etc.
H. Making Generalizations Ask : How important is the
& Abstractions about knowledge on the different
the lessons techniques on enhancing the
beauty of bamboo and
woodcrafts ?
Ask: What are some of the sample
products in metal
craft?
(Expected answers: Accessories,
pen holder, wind chimes, etc.
Ask : How important is the
knowledge on the different
techniques on enhancing
the beauty of metal crafts ?
Ask: What do you think now
are the essence of knowing
the various ways of enhancing
wood and metal crafts ?
1. If you are interested in craft
designing and production,
which will you choose,
wood crafts or metal craft?
2. In the Philippines, which do
you think should be given
focus, wood or metal
crafts ?
Ask:
What benefits does a craftsman get from
the know‐how of enhancing wood and
metal products?
(Expected response) Products made of
bamboo, wood and metal can be
enhanced through different techniques
in order to increase their marketability
and saleability.

I. Evaluating Learning Ask the learners to enumerate Ask the learners to enumerate the Ask: After knowing the
the wood craft enhancing metal craft enhancing techniques different techniques on how
techniques to improve or enhance wood
and metal products, what
effects do you think it will do
to a products’ marketability?
 J. Additional activities for Before the session ends:
application or ‐ Break the class into
remediation subgroups with 5
members per group.
‐ Let them choose a leader
and a
secretary/documenter
Tell the learners to conduct a
survey (group of three (3) on:
 What types of finishing
processes does wood and
metal craft artisans in their
communities used to enhance
their products .
Reminder:
What sort of wood /metal
products did you found in
your homes, and your group
is planning to work on as an
application of the three

Say: Think/look for any wood

or metal products in your
home. Think of ways on how
to enhance or
improve its appearance.

‐ Bring the following for our

two (2) day activity
(Thursday & Friday):
‐ Old wooden or metal
product in your homes
‐ Any material that can be
used to
enhance/improve the
chosen product
o gift wrapper, glitters,
spray paint, etc.
o Small wood/metal
glue
V. Remarks
VI. Reflection
A. No.of learners who earned 80%
in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons work?
No.of learners who caught up
with the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees

B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies/ 1.1 Explains benefits derived 1.1 Explains benefits derived 1.1.2 Identifies successful To administer a Pre Test To administer a Pre Test
Objectives from planting trees and fruit- from planting trees and fruit- orchard growers in the
( Write the L Ccode for each) bearing trees to families and bearing trees to families and community or adjacent
communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1

I. CONTENT Benefits derived from Benefits derived from planting Successful orchard growers in
( Subject Matter) planting trees and fruit trees and fruit bearing trees to the community
bearing trees to families and families and communities
communities
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. pp.
2. Learner’s Material pages pp. pp.

3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/ https://plantyourtrees.com/
Learning Resource LR catalog/information/bene catalog/information/bene fits-
portal fits-of-trees of-trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
III. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?
 B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?
a. Presenting examples/ instances Group Activites Group Activites Let the group present their
of the new lesson. output.
b. Discussing new concepts and Group Reporting Group Reporting Discuss their output.
practicing new skills.#1

c. Discussing new concepts and
practicing new skills #2.
d. Developing Mastery
(Lead to Formative Assessment 3)
e. Finding practical application of
concepts and skills in daily living
What are the benefits derived
from planting trees and fruit-
bearing trees?
1.The teacher further explains
and discuss the background
information through inquiry
approach
2. Have the pupils master the
concepts.
Why it is necessary to plant
trees?
What are the benefits derived
from planting trees and fruit-
bearing trees?
1.The teacher further explains The teacher further gives
and discuss the background examples of orchard growers in
information through inquiry the community.
approach
2. Have the pupils master the
concepts.
Why it is necessary to plant If you were an orchard grower
trees? how can you help other people?

f. Making Generalizations and What have you learned? What have you learned? How can we say that an orchard
Abstraction about the Lesson. What are the benefits of What are the benefits of owner is a successful?
planting trees? planting trees?

g. Evaluating Learning Why is it good to plant trees Why is it good to plant trees or List down all the orchard
or fruit –bearing trees? fruit –bearing trees? growers in your community.

h. Additional Activities for Draw a fruit-bearing tree and Draw a fruit-bearing tree and Draw an orchard that you have
Application or Remediation explain the benefits of it. explain the benefits of it. in your community.

IV. REMARKS

V. REFLECTION

A. No. of learners earned 80%in

the evaluation.
B . No. of learners who required
additional activities for
 remediation who scored below
80%

C. Did the remedial lesson work?

No. of learners who have
caught up with the lesson.

D. No. of learner 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 used/discover
which I wish to share with
other teachers?