GRADE 6 School Grade Level VI

DAILY LESSON LOG Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
Teaching Dates and Time JANUARY 7-11, 2019 (WEEK 9) Quarter 3RD QUARTER

WEEK 9 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
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard Demonstrates knowledge and skills to create knowledge products
B. Performance Standard Create a multimedia knowledge product
C.Learning  Give steps in  Give the steps on  Insert action buttons in  Make a storyboard  Create a
Competency/Objectives creating a how to add sound a presentation that about their powerpoint
Write the LC code for each. Multimedia effects to an  Edit and Remove powerpoint presentation
presentation. animation. action buttons in a presentation. about their
 Identify the  Define what presentation.  Draft their simple product.
advanced features embedding is.  Record slideshow. powerpoint  Apply the
of Microsoft  Give steps on how to  Set up a slideshow. presentation. advanced
powerpoint. embed audio and TLEIE6-0i-15 TLEIE6-0i-15 features of
 Follow steps in video into a powerpoint
adding slide presentation. presentation to
transition.  Use hyperlink in a their slides.
 Define what presentation.  Follow steps in
animation in  Edit and Remove creating
Microsoft hyperlink in a Multimedia
Powerpoint is. presentation. presentation.
 Identify the steps in TLEIE6-0i-15 TLEIE6-0i-15
adding animations
in Microsoft
Powerpoint.
TLEIE6-0i-15
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
II. CONTENT two.
CREATING KNOWLEDGE PRODUCTS
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
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
ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 112-116 pp. 116-121 pp. 121-128 pp. 112-128 Entrepreneurship
pp. 129
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.
Review of previous lesson Review previous lesson about Review previous lesson about
about google groups. “Creating Multimedia steps on how to add sound
Presentations”, “Adding slide effects to an animation, how to
transitions” and Applying embed audio and video, Use,
animation. edit and remove hyperlink.
Present “Let’s Study” on
page 112.
Discuss “Creating Discuss GROUP ACTIVITY:
Multimedia Presentations”,  The steps on how to  Make a storyboard
 Adding slide add sound effects to about their simple
transitions. an animation. product
 Applying Animations  steps on how to  Draft powerpoint
on pp. 112-116 of TX. embed audio and presentation about
video into a their simple product.
presentation.
 Use hyperlink in a
presentation.
 Edit and Remove
hyperlink in a
presentation.
on pp. 116-121 of TX.
Discuss GROUP ACTIVITY:
 Steps on how to  Let the pupils
 embed audio and finalize their
video into a powerpoint
presentation. presentation and
 Use hyperlink in a present in in the
presentation. class
 Edit and Remove
hyperlink in a
presentation.
F. Developing mastery GROUP ACTIVITY:
(leads to Formative Assessment Let the pupils do Activity
3) 6.1 on page 129 of TX.
G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and  What is
abstractions about the powerpoint
lesson presentation?
 What are its
advanced
features?
I. Evaluating learning 20 item quiz on
Microsoft powerpoint
J. Additional activities for Let each Group finish/finalize
application or remediation their powepoint presentation
at home if unfinished.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION
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?
 f

GRADE 6 School Grade Level VI

DAILY LESSON LOG Teacher Learning Area TLE – IA
Teaching Dates and Time JANUARY 7-11, 2019 (WEEK 9) Quarter 3RD QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in recycling waste materials
B. Performance Standards Recycles waste materials following the principles of “five S”
C. Learning Discusses the principles of “five S” 
Competencies / (TLE6IA‐0i‐11)
Objectives
Write the LC code for
each

Sorting (Seiri), Straightening (Seiton), Systematic Cleaning (Shine) (Seiso) 
II. CONTENT
Standardizing (Seiketsu), Service (Sustaining) (Shitsuke) 
Recycling of waste materials
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resources
IV. PROCEDURES
Have the pupils report to the What is sorting? How do we straighten recycled
A. Reviewing How is sorting being
class some simple repair done at waste materials?
previous lesson or done?
home. Why do we straighten recycled
presenting the new lesson
waste materials?
B. Establishing a What are the waste When you are looking for Describe a place/workplace you like
purpose for the lesson materials do we have at home? something inside your house best.
What do we usually do with can you find it easily? Show pictures of a place and let the
those waste materials? Why? pupils describe them.
Show pictures of shelves with
 things properly arranged.
Show pictures of waste Let the pupils group each Present the process on systematic
materials. Identify each waste material according to its cleaning
(residual, reusable, recyclable ) classifications and label or - eliminate obstacles in the
straighten them as reusable, workplace.
recyclable and residuals. - remove all things that are not in
use.
- segregate unwanted materials.
C. Presenting
- place components according to
examples/ instances
their uses.
of the new lesson
- use cleaning as an inspection.
- prevent machinery and
equipment. From deterioration.
- keep workplace clean and safe to
work.
- set cleaning frequency
- waste removal by cleaning.
What is sorting? Proper ways of straightening The teacher explains each process of
How do we sort waste waste materials systematic cleaning.
materials? If necessary, reassign spaces, What should we do to our
racks, cabinets etc. workplace at home/school.
Decide the right places for Why should we practice the
everything. systematic cleaning?
Put all materials at a place Why is systematic cleaning
allocated to them with proper important to us?
D. Discussing new
label or signalization.
concepts and practicing
Use alerts or indicators for out
new skills #1
of stocks situation.
Use floor paint marking to
define work area, path,
entrance/exit, cart
Trolley, equipment etc.
6. Use display cautious,
messages, instructions at
proper place.

E. Discussing new What are the proper ways of
concepts and practicing sorting waste materials?
new skills#2 Proper Ways of Sorting Waste
Materials
1.Decide what is necessary and
what is unnecessary.
2.Put a red tag on unnecessary
items and keep them in a
1.Why straightening and
labelling important?
What are the benefits /
importance of systematic cleaning in
the school, at home and work place?
Benefits and importance of
systematic cleaning.
1. The work place becomes
free of dirt and stain which is the
important point of quality.
 separate area.
3.Throw those items which have
not been used in the past one
year.
4.Things used 6-12 months may
be stored at a distance from
work station.
5.Things used more than once a
month should be available at a
central point in the work place.
6.Things used hourly/
everyday/once a week should be
near the work station.
Why do we have to sort waste
materials?
F. Developing mastery Group Activity
(Leads to Formative
Group 1- Identify the waste
Assessment 3)
materials shown in the picture.
Group 2- Classify waste
materials. ( reusable, recyclable,
residuals )
Group 3- Give the proper ways
of sorting waste materials.
Group 4- Give the importance of
sorting waste materials.
Group 5- Give other examples of
waste materials according to its
classification.
G. Finding practical What should you do about
applications of waste materials at home/ in
concepts and skills in school /
daily living Is sorting important? Why?
H. Making Why do we practice sorting
generalizations and waste materials?
abstractions about the
lesson
I. Evaluating learning Direction: Write T if the
The teacher will give the name
of waste material, let the pupils
guess the
Classification of waste
materials as reusable,
recyclable or residual.
Examples of waste materials
Paper, tin cans, canister,
iron bars, tires, bottles etc.
What are the things you see
inside the classroom?
Enumerate them.
How will you arrange them
following the proper way of
straightening things?
What is straightening?
What is labeling
Group the following waste
2. Equipment lifespan will be
prolonged and breakdowns will be
less.
3. Creates a pleasant
environment.
4. Prevents accidents.
Use semantic web
Give the importance of systematic
cleaning.
In your kitchen, how will you apply
the processes of systematic
cleaning?
What are things that you should
remove?
How will you arrange the
utensils, kitchen wares and others?
Why?
What is systematic cleaning?
Why is systematic cleaning
important?
Direction: Put a check ( / ) IF
 statement is true and F if false. materials according to its process of systematic cleaning and
1.All waste materials are classification through ( X ) if not .
recyclable. straightening. ____1. Segregate unwanted
2.Residuals are waste materials Use the box provided. materials from the workplace.
that can be recycled. ____2. It makes the workplace
3.Waste materials should bo unsafe.
RECYCL REUSA RESIDU
sorted through their uses. ____3. Waste removal
ABLE BLE AL
4.Sorting is removing unwanted ____4. Check and inspect
tools/machinery.
materials.
____5. Waste of time.
5.Sorting leads to cleaning.
paper tin cans
syringe pet bottles
plastic bottle of
chemicals
batteries scrap metals
Styrofoam
J. Additional activities for Apply the proper ways of sorting Visit your science laboratory, Put into practice the systematic
application or waste materials at home / observe the chemicals and cleaning in the work place at
remediation school. glasswares and see how your home/school
science teacher has kept
different chemicals and glass
apparatus
V. REMARKS
VI. REFLECTION
A.No.oflearnerswho
earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactiviti
es forremediation.
C. Didtheremediallessons
work?
No.oflearnerswho
havecaughtupwiththe
lesson.
D.No.oflearnerswho
continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?
Why didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorca
n helpmesolve?
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 – H.E.
DAILY LESSON LOG
Teaching Dates and Time JANUARY 7-11, 2019 (WEEK 9) Quarter 3RD QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Demonstrates an understanding of and skills in the basics of food preservation
B. Performance Preserve food/s using appropriate tools and materials and applying the basics of food
Standards
C. Learning 3.3 preserves food 3.3 preserves food 3.3 preserves food applying 3.3.1. selects food to be
Competencies / applying principles and applying principles principles and skills in food preserved/processed based on
Objectives skills in food and skills in food preservation/processing availability of raw materials, market WEEKLY TEST
preservation/processin preservation/processi TLE6HE-Oh-12 demands, and trends in the
g ng community
TLE6HE-Oh-12 TLE6HE-Oh-12 TLE6HE-Oh-12

II. CONTENT Food Preservation: Uses of Kitchen Tools and Equipment

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages The Basics of Better Family Living
Gloria A. Peralta, Ed. D.
Rosella N. Golloso
Leonora D. Basbas, Ph. D.
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recap of previous Recap of previous Recap of previous lesson. Recap of what happened the
lesson or presenting lesson. lesson. Last week, the class prepared for previous day.
the new lesson. Last week, the class Last week, the class the presentation of Mention the names of the group
prepared for the prepared for the processed/preserved products. who completed their presentation.
presentation of presentation of Today, the class will present by The presentation of the rest of the
processed/preserved processed/preserved group. groups willl continue (Groups 5-8).
products. Today, the products. Today, the As mentioned, the presentation will
class will present by class will present by contain the following:
group. group.  Recipe of the
As mentioned, the As mentioned, the preserved/processed food
presentation will presentation will  Tools / instruments used in the
contain the following: contain the following: activity.
 Recipe of the  Recipe of the  Equipment used in the activity
preserved/processed preserved/processe  Steps in preserving/processing of
food d food food
 Tools / instruments  Tools / instruments  Name and role of each member
used in the activity. used in the activity. of the group
 Equipment used in  Equipment used in
the activity the activity
 Steps in  Steps in
preserving/processin preserving/processi
g of food ng of food
 Name and role of  Name and role of
each member of the each member of
group the group

B. Establishing a Tell the class that on
purpose for the lesson one hand through the
activity, each learner
will gain insights from
each group. On the
other hand, the
members of the group
continue to learn from
each other through
collaborating and
working with one
another.
Tell the class that on Tell the class that on one hand Tell the class that on one hand
one hand through the through the activity, each learner through the activity, each learner
activity, each learner will gain insights from each group. will gain insights from each group.
will gain insights On the other hand, the members of On the other hand, the members of
from each group. On the group continue to learn from the group continue to learn from
the other hand, the each other through collaborating each other through collaborating
members of the and working with one another. and working with one another.
group continue to
learn from each other
through collaborating
and working with one
another.
C. Presenting The teacher requests The teacher requests The teacher requests the class to The teacher requests the class to
examples/ instances the class to give each of the class to give each give each of their group a name. give each of their group a name.
of new lesson their group a name. of their group a The 6 groups will present thier
name. The 6 groups will present thier performance in preparing atsara as
The 6 groups will performance in preparing atsara as one of the preserve food.
present thier The 6 groups will one of the preserve food.
performance in present thier
preparing atsara as one
performance in Order of presentation will be agreed
of the preserve food. preparing atsara as by the class.
one of the preserve
Order of presentation food.
will be agreed by the
class. Order of presentation
will be agreed by the
class.

D. Discussing new The teacher presents The teacher presents The teacher presents the The teacher presents the mechanics
concepts and the mechanics of the the mechanics of the mechanics of the presentation: of the presentation:
practicing new skills presentation: presentation: Each group will present for a Each group will present for a
#1
Each group will present Each group will maximum of 8 minutes. maximum of 8 minutes.
for a maximum of 8 present for a After every presentation, After every presentation,
minutes. maximum of 8 clarifications may be raised by the clarifications may be raised by the
After every minutes. rest of the group (3 minutes) rest of the group (3 minutes)
presentation, After every
clarifications may be presentation,
raised by the rest of the clarifications may be
group (3 minutes) raised by the rest of
the group (3 minutes)

E. Discussing new Each group will be Each group will be Each group will be given the time to Each group will be given the time to
concepts and given the time to given the time to present their work to the class. present their work to the class.
practicing new skills present their work to present their work to
#2
the class. the class.

F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living

H. Making The teacher thanks The teacher thanks the The teacher thanks the members of Completion of presentation.
generalization and the members of the members of the class for the class for the effort they have The teacher thanks the members of
abstractions about class for the effort the effort they have exerted. the class for the effort they have
lesson
they have exerted. exerted. The teacher mentions that he/she exerted.
The teacher The teacher mentions was impressed with all of the The teacher mentions that he/she
mentions that he/she that he/she was presentation. (if applicable) was impressed with all of the
was impressed with impressed with all of the presentation. (if applicable)
all of the presentation. (if Remember that if a group was not Remember that if a group was not
presentation. (if applicable) able to deliver well, it may reflect able to deliver well, it may reflect on
applicable) on the guidance provided by the the guidance provided by the
Remember that if a teacher during the preparation. teacher during the preparation.
Remember that if a group was not able to
group was not able to deliver well, it may
deliver well, it may reflect on the guidance
reflect on the provided by the teacher
guidance provided by during the preparation
the teacher during
the preparation
I. Evaluating Learning Actual group Actual group Actual group presentation. Actual group presentation.
presentation. presentation.

J. Additional activities Search for principles Search for principles in Search for principles in food Search for principles in food
for application or in food preservation. food preservation. preservation. preservation.
remediation

V. REMARKS
VI. REFLECTION
A. No. Of learners who
earned 80% in the
evaluation
B. No. Of learners who
require additional
activities for
remediation who scored
below 80%
C. Did remedial lesson
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 to
share with other
teachers?
 GRADE 6 School Grade Level VI
Teacher Learning Area TLE – AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time JANUARY 7-11, 2019 (WEEK 9) Quarter 3RD QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standards demonstrates an understanding of scientific processes in animal/ fish raising

B. Performance Applies knowledge and skills and develops one’s interest in animal/fish raising
Standards Plans for family’s animal and fish raining project
C. Learning Competencies / TLE6AG0i-10
Objectives 10. Identifies animals/fish to 10.1 Prepare list of needed 10.2 Prepares schedule of works 10.3 Record potential income, 10.4 Maintain bookkeeping of
Write the LC code for each be raised as an alternative materials to start the project for the following: expenses and gains out of farm transactions made in marketing
source of income for the family  Raising animals and fish products animal and fish pro
 Caring
 Processing
 Marketing of farm/fish
product

I. CONTENT 10.2.Prepares Plan/Design of 10.2.1 Preparation of Gantt 10.3.1 Maintain Ledger of the 10.4.1 Maintain inventories of
 Development of Feasibility an ideal animal farm and fish Chart for : following transaction consumables, supplies and
study for the prospective farm intended for livelihood  Raising  Capital materials, tools and equipment
project (Animals/Fish 10.2.2. 1List down inventory of  Caring  Debit
Raising) supplies ,materials and  Processing  Credit
consumables needed for the  Marketing of farm/fish
project product

10.2.2 Discuss every works

scheduled
II. LEARNING RESOURCES
1. References Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI-
Agriculture Agriculture Agriculture Agriculture Agriculture
2.
Teacher’s Guide
Pages
3. Learner’s Materials
Pages
4. Textbook Pages
5. Additional Materials Agri-fishery, Classifying the Agri-fishery, Classifying the Agri-fishery, Classifying the Agri-fishery, Classifying the Habitat Agri-fishery, Classifying the
from Learning Habitat of Animals, Habitat of Animals, Habitat of Animals, Aquaculture of Animals, Aquaculture Habitat of Animals, Aquaculture
Resource (LR) Portal Aquaculture Aquaculture
6. Other Learning Resources Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video, Guidebook, Charts, Pictures, Video,
Guidebook, internet, CBC Guidebook, internet, CBC Guidebook, internet, CBC internet, CBC Guidebook, internet, CBC
7. PROCEDURES
 A. Reviewing previous lesson
 Review about Livestock and  Identify the types and kinds  Enumerate the hazards in the  Enumerate ways of preventing  Identify farm and fish product
Habitat of Animals and fishes of ruminants, Cattle and swine animal farm and fish farm hazards in the animal/fish farm and the marketing strategy
applied to

B. Establishing a purpose for the

lesson  Development of project  Prepare the inventories of  Prepare schedule of work  Maintain records/ledger of  Prepare or inventories of
plans and feasibility study of tools, equipment, supplies and involved in putting up the transactions involved in the project supplies, tools and materials and
the proposed animal farm and materials needed in putting up project consumables needed in the
fish farm the project animal farm and fish project

C. Presenting examples / Development of site Workplace Lay out of the Work scheduling and graphical Bookkeeping Record Management
instances of the new development plans for the project presentation
lesson animal and fish raising project
Design of the animal farm and
fish farm
D. Discussing new Site Planning and Farm Design Identifying manpower Work loads and schedule of Book and ledger maintenance Maintaining Marketing strategy
concepts and practicing requirement for the animal and constructions for animals and fish products
new skills #1 fish raising project
E. Discussing new concepts
and practicing new skills
#2
F. Developing Mastery animals/fish to be raised as an Prepare list of needed Prepares schedule of works for Record potential income, expenses Maintain bookkeeping of
(Leads to Formative alternative source of income materials to start the project the following: and gains out of farm animals and transactions made in marketing
Assessment 3) for the family  Raising fish products animal and fish product
 Caring
 Processing
 Marketing of farm/fish
product
animals and fish products
A. Finding Practical Environmental Scanning for Preparation of canvass for the Document schedule of work, Keep track Accounting and records Maintain Marketing and
applications of concepts the animal and fish raining needed materials to start the time requirement and days to of the project Financial Status of the project
and skills project project be undertaken for the following:
 Raising
 Caring
 Processing
 Marketing of farm/fish
product

B. Making Site development Plans Design and materials Work scheduling involved in the Record and transaction keeping and Marketing Strategy
generalizations and requirement of the project project management
abstractions about
the lesson
 C. Evaluating Learning Oral interview Oral recitation Reporting and presentation Group presentation Written examination
Demonstrations Demonstrations skills Ocular Inspection Product Analysis
Drafting of Plans
D. Additional activities Take photos of an ideal Canvass for the tools, Invite at least one practitioner Develop ledger, book for accounts Prepare marketing strategy of
for application or animals and fish farm project supplies ,materials and who can share his/her of the project the products and by product of
remediation consumables of the project experienced in maintaining animals and fishes
animal farm or fish farm/pond
G. REMARKS
H. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School
Teacher
Grade Level
Learning Area
VI
ENGLISH
DAILY LESSON LOG
Teaching Dates and Time JANUARY 7-11, 2019 (WEEK 9) Quarter 3RD QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards  Demonstrates understanding of various non-verbal elements in orally communicating information
 Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
 Demonstrate understanding of the research process to write a variety of texts
 Demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
.
B. Performance Standards  Orally communicates information, opinions and ideas effectively to different audiences for a variety of purposes
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Uses a variety of strategies to provide appropriate feedback
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
 Uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
C. Learning Oral Language Vocabulary Study Fluency
Competencies/ Attitude Strategies/Research
Objectives Present a coherent, Observe accuracy, appropriate rate and proper expressions in dialogs
comprehensive report on Infer meaning of content of Organize information from
differing viewpoints on an specific terms using secondary sources in
issue an issue -context clues preparation for writing,
-affixes and roots reporting and similar
-other strategies academic tasks in
collaboration with others.
Show tactfulness when
communicating with others
Write the LC code for each EN6OL-IIIi-1.19 EN6V-IIIi12.4.1.3 EN6SS-IIIi-4 EN6F-III-3.6
ENgV-IIIi-12.4.2.3
EN6A-IIIi-17
II. CONTENT Reporting viewpoints on an Inferring meaning using Organizing information Observing accuracy, Creative writing (Dialog)
(Subject Matter) issue Antonyms, and Synonyms from secondary sources appropriate rate and
(Global Warming) -writing an announcement proper expressions in
dialogs.
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide/Pages Curriculum Guide pp 94-95
2.Learner’s Materials
Pages
3.Textbook Pages
4.Additional Materials http://hdgc.epp.cmu.edu/
from Learning teachersguide/
Resource(LR)portal teachersguide.htm#lesson
GLOBAL WARMING/
CLIMATE CHANGE
B. Other Learning Picture, Short Film
Resources
III. PROCEDURES
A. Reviewing previous Show the picture of how
lesson or presenting new warm is the globe.
lesson
Ask pupils interpret the
picture base on how they
understand it.
(this map is taken from
google, it clearly shows us
how warm is our mother
earth, the orange color
represents the heat we
absorb.)
B. Establishing a Class how is our weather
purpose for the lesson today?
(answers may vary
depending on the weather)
Chart, worksheet
How will you give a
viewpoint on a certain
issue?
Sentence 1- State first
viewpoint
Sentence 2- Discuss first
viewpoint
Sentence 3- Reason why
you agree or disagree with
viewpoint
Sentence 4- Example to
support your view
Think Pair Share
Each pair will be given this
activity sheet to work on,
follow instruction
Interactive Skillbook in Google search
English 6 pp 47-49
announcement dialog Picture dialog
Who can recall the What are the basic How do we write a dialog?
meaning of an antonym information needed in
and a synonym? writing an announcement?
Can someone give me an
example/s?
What upcoming activities Listen to a dialog, with Recall the selection about Climate change.
do you have in your proper intonation…
school?
Who emerged as winners (Refer to basic speech for
in the recently concluded you and me audio tape or
sports intramurals? YouTube)
Are there contests in your
school where you can
participate in? What can you say about
 the conversation?
First three pairs will report Are they pronouncing
words clearly and audible?

on their work/activity.

C. Presenting examples/ Film showing about global Read the passage Present an example of an Ask pupils to write a dialog about climate
instances of the new
Have a copy of this dialog
warming announcement: change.
lesson on the board
The Earth's climate is
(please refer to YouTube) changing, and people's COME AND
activities are the main JOIN!
1. What can you say about cause. What: A
the film? Flower
Arrangement
2. Can we do something
Seminar
about it?
Who:
3. Who are the great Interested
contributors of these Grades V and
phenomena? VI pupils
Where: Home
Economics
Room
Our world is always When: Friday,
changing. Look out your November 10;
window long enough, and
you might see the weather
change. Look even longer,
and you'll see the seasons
change. The Earth's climate Discuss the dialog after the
is changing, too, but in pupils read it clearly.
 ways that you can't easily
see.

The Earth is getting warmer

because people are adding
heat-trapping gases to the
atmosphere, mainly by
burning fossil fuels. These
gases are called
greenhouse gases. Warmer
temperatures are causing
other changes around the
world, such as melting
glaciers and stronger
storms. These changes are
happening because the
Earth's air, water, and land
are all linked to the climate.
The Earth's climate has
changed before, but this
time is different. People are
causing these changes,
which are bigger and
happening faster than any
climate changes that
modern society has eve

Comprehension Check Up

What is the passage all

about?
What does this passage tell
us?
How can we show our love
to our mother earth? Cite
examples

D. Discussing new Ask the pupils to read the Use this chart for discussion Comprehension Check-up Comprehension check up: Check the dialog using rubrics
concepts and practicing
new skills #1 passage carefully and
analyze after.
Scorching summers...
Melting glaciers... Stronger
storms...
The signs of global climate
change are all around us.
Source: NASA/courtesy of
nasaimages.org.
The Earth's climate is getting
warmer, and the signs are
everywhere. Rain patterns
are changing, sea level is
rising, and snow and ice are
melting sooner in the spring.
As global temperatures
continue to rise, we'll see
more changes in our climate
and our environment. These
changes will affect people,
animals, and ecosystems in
many ways.
Less rain can mean less
water for some places, while
too much rain can cause
1. What is the What is the dialog all
announcement about?
about?
2. Who are being How should we pronounce
invited to join the the words in reading a
activity? certain dialog?
3. Where is the
venue of the If a statement is in
activity? question form how do we
Synonyms are 4. When will the utter the statement?
words that have the same activity held?
or very similar meaning. All If you want to ask for
words can have a synonym. more information about
Nouns, verbs, adjectives, the seminar, who will you
adverbs and prepositions look for?
can have a synonym as long
as both words are the same
part of speech.
Antonyms are
words that have opposite
meanings. For example, the
antonym of long is short.
Often words will have more
than one antonym but as
with synonyms it depends
on the context. For
instance, the word warm
could have the antonym
cool or chilly. In order to
choose the correct
antonym, you have to look
at all the meanings and
how the word is used. Cool
can mean stylish as well as
chilly so the word cool may
not be the best choice.
terrible flooding. More hot
days can dry up crops and
make people and animals
sick. In some places, people
will struggle to cope with a
changing environment. In
other places, people may be
able to successfully prepare
for these changes. The
negative impacts of global
climate change will be less
severe overall if people
reduce the amount of
greenhouse gases we're
putting into the atmosphere
and worse if we continue
producing these gases at
current or faster rates.
 E. Discussing new Work by pairs
concepts and practicing
new skills #2 Give their own, viewpoints
about the selection/issue
they read.
Have their written report
ready.
From the Selection read, The following Ask someone to read the Ask pupils to deliver their
look for words with announcements lack dialog, with proper conversation/dialog properly
antonyms and synonyms. information that will make guidance.
the readers confused.
List down your answers on Identify the missing
a piece of paper information and rewrite
the announcement.
COME AND EXPERIENCE
WHAT LIFE IS UNDER
THE SEA
What: Play: The Little
Mermaid
Who: All interested pupils
Where: School Auditorium
Ticket Price: Php
20.00/head

Discuss

What is/are the missing

information?
F. Developing Mastery Ask some pairs of pupils to Group Activity
(Lead to Formative report their outputs while Group the pupils into 5
Assessment) some of the pupils are ask groups then let them do
to jot down important their own announcement
points. based from the following
events.
(observe politeness at all Group 1 – Spelling Bee
times) Contest
Group 2 – PTA general
meeting
Group 3- Boy Scouts
Investiture
Group 4- Poster Making
Contest
Group 5- Science Quiz Bee
Ask the pupils to work with Choose the correct word from the box to
a partner and write their complete the dialog.
own dialog about their A: Do you know if the library is open on
morning activity/ies ____________?
B: Yes, ________________.
or
No, I ___________ think so.
A: What time will it be open?
B: ___________ open from _________ to
___________.
Don’t Monday
Do It will be
10 am 5pm
 G. Finding practical
application of concepts
and skills in daily living.
1 What have you learn from
the selection you have read?
2. Who are the most
affected with these
changes?
3. As a student how can we
contribute to lessen the
effect of these changes?
Synonyms
an announcement?
Adjectives: beautiful,
lovely, gorgeous, stunning,
striking
Nouns: House, home,
dwelling, residence, abode,
quarters
Verbs: jump, bound, leap,
hop, skip
What is the importance of Choose three pairs to
report on their dialog note
proper intonations and Suppose you
stresses in the words are a
uttered.
salesman/saleslady, how will you start a
dialog with
this man?

Prepositions: in, inside,

within

Antonyms:

Happy – sad
Healthy – sick
Smart – stupid

From the list given, choose

H. Making How will you give a
Generalizations and viewpoint on a certain
Abstraction about the issue?
Lesson
Sentence 1- State first
viewpoint
Sentence 2- Discuss first
viewpoint
Sentence 3- Reason why you
agree or disagree with
viewpoint
Sentence 4- Example to
support your view
a pair of words from
synonyms and antonyms
and write a sentence.
What is a synonym? An announcement tells Can someone complete the How are you going to observe accuracy,
about or announces sentence? appropriateness and proper expressions in
A synonym is a word that something that is going to dialog?
means exactly the same as, happen or that has A dialog is
or very nearly the same as, happened. It answers the ____________________
another word in the same question who, what,
language where, when, and in some
cases, why. A dialog is an exchange of
What is an antonym? What - refers to the ideas or opinions on a
activity particular issue, especially
An antonym is a word that Who – refers to the a political or religious issue,
means the opposite of person involved in the with a view to reaching an
another word. For example activity amicable agreement or

I. Evaluating Learning To what extent do you agree
or disagree on the issue
about Global warming or
Climate change?
Discuss the advantages and
disadvantages and give your
own opinion. (Global
warming or Climate change.
"bad" is an antonym of Where – refers to the settlement.
"good". venue or location of the
activity
When – refers to the date
when the activity be held
Why – refers to reason for
holding such activity
Write your viewpoints on Write an announcement Complete the given Atan Hello, Dinah. Did you have a
Global warming or Climate for a school event you conversation. good trip ?
change use Antonyms and expect to have like field Dinah It was not too bad. In fact I
Synonyms in giving your trip, a contest, a theater Annie is at her friend managed to sleep a bit.
viewpoints. presentation, a sports Karan’s party. Rohan ______1______
activity and others. comes to introduce ( to express satisfaction )
Remember to include all himself. Atan Is that all your luggage ?
the necessary information
in your announcement. Rohan: Hi, I’m Rohan. I’m a Dinah Yes. Wait a minute. The small
You may add drawings or friend of Karan. Annie: Oh, holdall is missing.
illustrations to make your ___________________ ______2______
announcement more Karan has told me a lot ( to express dismay ) I must
attractive and appealing. about you. have left it at the duty-free
shop.
Rohan: You work with him, Atan ______3______
don’t you? ( to reassure ) We can ask the
________________? security guard to get it. Which
shop was it ?
Annie: I’m a nurse.
_________________?
Rohan: I work at a bank.
Annie:
__________________?
Rohan: I’m from Chennai.
Suggested solution
Annie is at her friend
Karan’s party. Rohan
 1.
comes to introduce To express satisfaction 
himself. A. It was so quiet.
B. The passengers slept.
Rohan: Hi, I’m Rohan. I’m a C. The seat was really comfortable.
friend of Karan. D. It has made me feel rested.
 
Annie: Oh, nice to meet 2. 
you. Karan has told me a To express dismay
lot about you.  A. Oh dear !
 B. What a nuisance !
Rohan: You work with him,  C. Where could it be ?
don’t you? What do you  D. I remember now.
do?  
3.
Annie: I’m a nurse. What  To reassure
about you? A. Don't cry.
B. Don't worry.
Rohan: I work at a bank. C. Are you sure ?
D. We'll look for it.
Annie: Where are you
from?

Rohan: I’m from Chennai.

 J. Additional Activities Draw a globe showing the Give each pupils a copy of Cut announcement from Write a short dialog about Group the class with 4 members and ask
for effects of global warming or these activity sheet and ask the news paper. List down your morning activity them to write a dialog about the picture.
Application or climate change. them to answer in silence. all the information in
Remediation paragraph form.

IV. REMARKS
V. REFLECTION
A. No. of learners
earned
80% in the evaluation
B. Number of learners
who
are 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. Number of learners
who continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
help me solve?
G. What innovation or
localized
materials/discover which I
wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 7-11, 2019 (WEEK 9) Quarter: 3RD QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I.LAYUNIN
A. PamantayangPangnilalaman
B.PamantayansaPagganap
C. MgaKasanayansaPagkatuto
Isulatang code ngbawatkasanayan
Naipamamalas ang pag-unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa maunlad, mapayapa at mapagkalingang pamayanan.
Naipakikita ang wastong pangangalaga sa kapaligiran para sa kasalukuyan at susunod na henerasyon.
Naipakikitaangpagigingmalikhainnapaggawa ng anumangproyektonamakatutulong at magsisilbinginspirasyontungosapagsulong at pag-unlad ng bansa
Code: EsP6PPP-IIIh-39

II.NILALAMAN Malikhaing Paggawa ng Proyekto mula sa Patapong Bagay

III. KAGAMITANG PANTURO
A.Sanggunian EsP - K to 12 CG p. 87 EsP - K to 12 CG p. 87 EsP - K to 12 CG p. 87 EsP - K to 12 CG p. 87 EsP - K to 12 CG p. 87
1.Mga pahinasaGabayngGuro
2.Mga PahinasaKagamitang Pang-
Mag-aaral
3.Mga pahinasaTeksbuk
4. KaragdagangKagamitanmulasa powerpointpresention, videoclips(kapaligiran at pagrerecycle)https://www.youtube/watch?v=tNfz0vSHjEU; https://www.youtube.com/watch?v=gRb0z)HGEIQ
portal ng Learning Resource metacards, manila paper, permanent marker at masking tape

B.Iba pang KagamitangPanturo

IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o Pagbati ng guro ng Pagbati ng guro ng Pagbati ng guro ng a. Balik-aral. Balik-aral sa nakaraang
pagsisimulang aralin magandangbuhaysa mag-aaral. magandangbuhaysa mag-aaral. magandangbuhaysa mag-aaral. Itanong : talakayan.
Pagtitsek kung sinong libansaklase. Pagtitsek kung sinong Pagtitsek kung sinong 1. Tungkol saan
libansaklase. libansaklase. ang ating talakayan
kahapon?
2. Ano ang
pagpagpapahalaga ang
iyong natutuhan tungkol
sa aralin?
3. Paano ito
nakaimpluwensiya sa
iyong sarili bilang
miyembro ng lipunang
iyong ginagalawan?
B. Paghahabi sa layunin ng aralin Pagpapakita ng guro ng
tunaynabagaymulasamgapatapong
bagay.
C. Pag-uugnay ng mga halimbawa sa Ano-ano ang mga bagay nana sa
bagong aralin inyong harapan?
b. Ano-ano ang mga kagamitan ang b. Ano-ano ang mga kagamitan b. Ano-ano ang mga kagamitan
ginamit upang mabuo ang mga
bagay na ito?
c. Ano ang mga bagay sa inyong c. Ano ang mga bagay sa inyong c. Ano ang mga bagay sa inyong
bahay ang patapon na maaring
gamiting muli? Magbigay ng
halimbawa.
d. Bakit kailangang gawin ang
gawaing ito?
e. Ipabasa ang panimula ng
aralin.
Talakayin ang Talakayin
MahalagangKaisipan.
D. Pagtatalakay ng bagong konsepto Iparinig sa klase ang awit ni Asin,
at paglalahad ng bagong kasanayan “ Kapaligiran” Magkaroon ng
Pagpapakita ng guro ng
tunaynabagaymulasamgapatapo
ngbagay.
Ano-ano ang mga bagay nana
sa inyong harapan?
ang ginamit upang mabuo ang
mga bagay na ito?
bahay ang patapon na maaring
gamiting muli? Magbigay ng
halimbawa.
d. Bakit kailangang gawin ang
gawaing ito?
e. Ipabasa ang panimula ng
aralin.
ang Talakayin
MahalagangKaisipan.
Iparinig sa klase ang awit ni
Asin, “ Kapaligiran” Magkaroon
Pagpapakita ng guro ng a. Ipanood sa mga mag-
tunaynabagaymulasamgapatapo aaral ang video clip tungkol
ngbagay. sa pagrerecycle
Ano-ano ang mga bagay nana Magbigay ng
sa inyong harapan? mgakatanungantungkolsavide
oclip.
ang ginamit upang mabuo ang (Para saguro)
mga bagay na ito? Gabayanangmga
mag-aaralsapanunuod ng
videoclip.
bahay ang patapon na maaring Magingsensitibosapangyaya
gamiting muli? Magbigay ng risavideoclip.
halimbawa. Iprosesoitongmabutisamgab
d. Bakit kailangang gawin ang ata.
gawaing ito?
Mgatanong.
e. Ipabasa ang panimula ng
1. Tungkolsaanangvideo
aralin.
clipnaiyongnapanood?
ang 2. Ano ang masamang
MahalagangKaisipan. dulot ng water lily sa
karagatan at mga isda na
naririhan dito?
3. Mula naman sa mga
water lily na ito, ano-ano
ang mabubuting makukuha
o magagawa natin dito?
4. Bakit mahalagang
umisip tayo ng mga
magagawa natin sa mga
patapong bagay tulad ng
water lily?
5. Ano ang kahalagahan
ng pagrerecycle?
6. Bilang mag-aarala,
paano ka makatutulong sa
pagpapa – unlad ng sarili,
pamayanan at bansa?
Iparinig sa klase ang awit ni
Asin, “ Kapaligiran” Magkaroon
#1 talakayan pagkatapos ng talakayan pagkatapos ng talakayan pagkatapos
mapakingganito. mapakingganito. mapakingganito.

E. Pagtatalakay ng bagong konsepto Itanong: Itanong: Itanong:

at paglalahad ng bagong kasanayan a. Ano ang pamagat ng awit? h. Ano ang pamagat ng o. Ano ang pamagat ng
#2 Sino ang umawit? awit? Sino ang umawit? awit? Sino ang umawit?
b. Ayon sa awit, ano-ano ang i. Ayon sa awit, ano-ano p. Ayon sa awit, ano-ano
napapansin sa ating kapaligiran? ang napapansin sa ating ang napapansin sa ating
c. Bakit nangyari ito sa ating kapaligiran? kapaligiran?
kapaligiran? j. Bakit nangyari ito sa q. Bakit nangyari ito sa
d. Ano ang maari nating ating kapaligiran? ating kapaligiran?
gawin upang maiwasan k. Ano ang maari nating r. Ano ang maari nating
mamangyari sa atin ito? gawin upang maiwasan gawin upang maiwasan
e. Bilang isang mag-aaral, mamangyari sa atin ito? mamangyari sa atin ito?
ano ang maaari mong gawin l. Bilang isang mag-aaral, s. Bilang isang mag-aaral,
upang masolusyunan ang ano ang maaari mong gawin ano ang maaari mong gawin
problemang ito?Ano ang tawag upang masolusyunan ang upang masolusyunan ang
natin sagawaing ito? problemang ito?Ano ang tawag problemang ito?Ano ang tawag
f. Anong pag-uugali ang natin sagawaing ito? natin sagawaing ito?
iyong maipapakita kung ating m. Anong pag-uugali ang t. Anong pag-uugali ang
gagawin ang pagrerecycle? iyong maipapakita kung ating iyong maipapakita kung ating
g. Magkaroon ng talakayan gagawin ang pagrerecycle? gagawin ang pagrerecycle?
sa mga sagot ng mga mag-aaral n. Magkaroon ng talakayan u. Magkaroon ng talakayan
sa mga sagot ng mga mag-aaral sa mga sagot ng mga mag-aaral

F. PaglinangsaKabihasaan (Tungosa Ipakita ang mga larawan

Formative Assesment 3) ng sitwasyon sa mga
mag-aaral. Sasagutin ng
mga bata kung ito ay
tama sa pamamagitan
ng happy face at sad
face kung mali.
a. Pagtatapon ng
basurasadagat
b. Paghihiwa-
hiwalay ng basura
c. Larawan ng
recycled products
 d. Pagsusunog ng
basura
e. Paggamit ng
ecobagsapamimili

G. Paglalapatngaralinsa pang araw- a. Pangkatin ang

arawnabuhay mag-aaral sa lima at
ipakita ang kanilang
gagawin.
b. Bigyan sila ng
limang minuto para sa
preparasyon at
karagdagang dalawang
minuto sa presentasyon.

H. PaglalahatngAralin Bilang isang mag-aaral, paano

mo ipapakita ang
pagmamahal sa iyong
pamayanan sa pamamagitan
ng pagkamalikhain sa
paggawa?

I. PagtatayangAralin Panuto: Basahin ang mga

sitawasyon. Piliin ang titik
ng wastong sagot at isulat
sa sagutang papel.

1. Produktibo ang isang

tao kung marunong siyang
mag-isip ng paraan kung
papaanon magiging
kapakipakinabang ang
bawat makita sa kanyang
kapaligiran. Alin sa mga
sumusunod ang kanyang
katangiang tinataglay?
a. galante
b. mabait
c. maaasahan
d. malikhain
2. Alin sa mga
sumusunod na sitwasyon
ang nagpapakita ng gawaing
makatutulong sa pag-unlad
ng bansa?
a. Si Cardo
naginagamitangmgapatapo
ngbagaytulad ng bote ng
mineral water
bilangtaniman ng halaman.
b. Si
Onyoknanililinisangharap ng
bahay at
sinusunogangmgabasura.
c. Si Awranagumagamit
ng net na may
maliliitnabutassapanghuhuli
ng isda.
d. Si Ryzanagumagamit
ng chemical fertilizer
samgapananimupangduma
miangkita.
3. Si Angela ay
dumalosakaarawan ng
kanyangkaklase.
Nakitaniyanamaramingbalat
ng Zest-O
mulasaidinaosnaokasyon.
Anoangmaaariniyanggawins
abalat ng Zest-O
upangmagingkapaki-
pakinabangito?
 a. Gagawinniyang bag
b. Hahayaanniyalamang
nanakakalat.
c. Itataponniyasabasura
han.
d. Ibibigayniyasabasure
ro.
4. Si Nena ay
nagbebenta ng isda. Sa
pagbabalot, ginagamitniya
ang plastic.
Alinsamgasumusunodangda
patsabihinsakanya?
a. Huwagkanggagamit
ng plastic Nena.
b. Nena mas
mainamnasupotnalangangg
amitinsapagkatang plastic
ay hindimadalingmatunaw.
c. Walakangpagmamah
alsakapaligiranNena.
d. Isusumbongkita kay
KapitanNena.
5. Angpaglilikha ng
panibagongkagamitanmulas
apatapongbagay ay
nagpapakita ng pagiging
__________.
a. malikhain
b. masipag
c. masunurin
d. maagap

J. Karagdaganggawain para Gumawa ng isang

satakdang-aralin at remediation dialogo tungkol sa
pagrerecycle.

V.MGA TALA
VI. PAGNINILAY
A.Bilangng mag-aaralnanakakuhang
80% sapagtataya
B. Blgng mag-
aaralnanangangailanganngiba pang
gawain para sa remediation
C. Nakatulongbaang remedial?
Bilangng mag-
aaralnanakaunawasaaralin?
D. Bilangngmga mag-
aaralnamagpatuloysa remediation?
E. Alinsamgaistrateheyang
Patuturonakatulongnglubos?
Paanoitonakatulong?
F.
Anongsuliraninangakingnaranasannas
olusyonansatulongngakingpunonggur
o at superbisor?
G.Anongkagamitangpanturoangakingn
adibuhonanaiskongibahagisamgakap
wakoguro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 7-11, 2019 (WEEK 9) Quarter: 3RD QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
Pakikinig Pagsasalita Pagbasa Pagsulat
Naipapamalas ang Naipapamalas ang kakayahan at  Naisasagawa ang isang Napauunlad ang kasanyan sa
kakayahan sa mapanuring tatas sa pagsasalita at mapanuring pagbasa sa iba’t pagsulat ng iba’t ibang uri ng
A. Pamantayang ibang uri ng teksto at
pakikinig at pag-unawa sa pagpapahayag ng sariling ideya, sulatin.
Pangnilalaman napapalawak ang talasalitaan.
napakinggan. kaisipan, karanasan at damdamin.
 Naipamamalas ang iba’t ibang
kasanayan upang maunawaan
ang iba’t ibang teksto.
Naisasagawa ang mga Nakapagbibigay ng isang panuto.  Nakabubuo ng isang Nakasusulat ng isang talambuhay
hakbang o panutong nakalarawang balangkas. at orihinal na tula.
B. Pamantayan sa Pagganap napakinggan.  Nakagagawa ng nakalarawang
balangkas upang maipakita ang
nakalap na datos o
impormasyon.
F6PN-IIIi-19 F6WG-IIIi-10 F6PT-IIIi-1.16 F6PU-IIIi-2.3 80-100% ng mga tanong sa
Nakapagbibigay ng lagom o Naibibigay ang kahulugan ng Nakasusulat ng liham. lingguhang pagsusulit/
buod ng tekstong Nagagamit nang wasto ang pang- pamilyar at di-pamilyar na F6PL-0a-j-3 kasanayan sa pagganap ay
napakinggan. angkop. salita sa pamamagitan ng Nagagamit ang wika bilang tugon nasasagot/ naisasagawa ng mga
pag-uugnay sa ibang sa sariling pangangailangan at mag-aaral.
asignatura. sitwasyon.
C. Mga Kasanayan sa
F6PB-IIIi-2
Pagkatuto (Isulat ang code
Nakasusunod sa nakasulat na
ng bawat kasanayan)
panuto.
F6EP-IIIai-8
Nagagamit ang nakalarawang
balangkas upang maipakita ang
nakalap na impormasyon o datos.

Pagbibigay ng lagom o Paggamit nang wasto ang mga A. Pagbibigay ng kahulugan ng Pagsulat ng liham. Lingguhang Pagtataya
buod ng tekstong pang-angkop. pamilyar at di-pamilyar na
napakinggan. salita sa pamamagitan pag-
II. NILALAMAN
uugnay sa ibang asignatura.
Awit: Anak ng Pasig B. Pagsunod sa nakasulat na
panuto.
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Gabay ng
Pang-mag-aaral
3. Mga pahina Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang
pangturo
IV. PAMAMARAAN
A. Balik –Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
Baybayin 6 pah. 231-232
Mga larawan ng kalikasan,
manila paper, pentel pen
Paunang Pagtataya:
Ibigay ang paunang
pagtataya sa ibaba upang
malaman ang kahandaan
ng mag-aaral para sa aralin.
- Kayang gawin
- Di ko magagawa
____1. Maisasagawa ko
nang maayos ang buod sa
tekstong aking
napakinggan.
____2. Makikipagtulungan
ako sa aking mga kasama
sa pangkatang-gawain.
____3. Makikisalamuha ako
Baybayin 6 pah. 233, Pintig ng
Lahing Pilipino 6, pah. 307-308,
Bagong Filipino 6 pah.290-291
manila paper, pentel pen, tarpapel
na puno,
Balik-aral:
Awitin natin muli ang Anak ng
Pasig.
Ano ang buod ng awiting “Anak
ng Pasig”?
Baybayin 6 pah. 225-226, Yamang Bagong Filipino 6 pah. 220 Test Notebook, papel, ballpen at
Filipino 6 pah. 304, Bagong Filipino Manila paper, pentel pen, sobreng test paper
6 pah.9-10 may kulay, tarpapel
Larawan ng kalikasan at batang
nagdidilig
Balik-aral: Balik-aral: Pagbabalik-aral:
Ano ang pang-angkop? -Paano ang pagsunod sa mga Sabihin:
Magbigay ng mga pariralang panuto? Balikan natin ang ating nakarang
mayroong pang-angkop. -Ano ang mga dapat tandaan sa mga aralin.
pagsunod ng panuto na nakasulat? Ano-ano ang mga nakaraang
Gamitin ang vocabulary knowledge aralin natin?
scale sa pagtatasa sa talasalitaang
gagamitin para sa aralin sa Pamantayan sa Pagsusulit
pakikinig. (Magtatanong ang guro)
Ano ang mga dapat tandaan
Vocabulary Knowledge Scale kapag kayo ay kumukuha ng
Sa bawat salitang ipapakita ng guro pagsusulit?
na nakasulat sa bituin, isusulat nila
sa papel ang bilang kung 5-1 kung
saan nag-uugnay ang kanilang
nararamdaman o naiisip.
 5-alam ko ang salita/parirala
at kaya kong gamitin sa
pangungusap
 4- alam ko ang
sa mga talakayan sa klase. salita/parirala at maibibigay
____4. Maipapasa ko sa ko ang kahulugan
tamang oras ang aking mga  3-nakita ko na dati itong
gawain. salita/parirala. Sa palagay ko
____5. Iintindihin ko an maibibigay ko ang
gaming aralin. kahulugan.
 2-Nakita ko na dati ang
Gamitin ang vocabulary salita/parirala ngunit di ko
knowledge scale sa alam ang kahulugan.
pagtatasa sa talasalitaang
gagamitin para sa aralin sa
Compost pit
pakikinig.
Biodegradable
Vocabulary Knowledge
Scale Waste segregation
Sa bawat salitang ipapakita
ng guro na nakasulat sa Polusyon
bituin, isusulat nila sa papel
Global Warming
ang bilang kung 5-1 kung
saan nag-uugnay ang
kanilang nararamdaman o
naiisip. Pagpapaunlad ng Talasalitaan:
 5-alam ko ang Ang awiting “Anak ng Pasig” ay
salita/parirala at may temang pangkalikasan. Iugnay
kaya kong gamitin sa ito sa asignaturang agham upang
pangungusap maibigay ang kahulugan ng mga
 4- alam ko ang terminong may kaugnayan sa
salita/parirala at kalikasan.
maibibigay ko ang Piliin at isulat ang titik ng tamang
kahulugan sagot sa loob ng kahon.
 3-nakita ko na dati ______1.Resulta ito ng pagkasira
itong salita/parirala. ng kapaligiran.
Sa palagay ko ______2. Maiuugnay rito ang ingay
maibibigay ko ang ng kotse, maruming tubig at amoy
kahulugan. ng basura.
 2-Nakita ko na dati ______3. Kabilang sa uri ng
ang salita/parirala basurang ito ang pagkain, papel,
ngunit di ko alam dahon at iba pa.
 ang kahulugan. ______4. Kinakailangan ito upang
maayos na magbuklod-buklod ang
Ilog Pasig mga basura.
______5. Proseso ito ng paggawa
Umusbong ng pataba galing sa mga nabubulok
na basura.
Nilason
A. Compost pit
B. Biodegradable
C. Waste Segregation
D. Polusyon
(Pagkatapos maipakita ang E. Global Warming
mga salita, gawin ang F. Non-biodegradable
talasalitaan) Pamantayan sa Pag-awit:
Ano ang mga dapat tandaan
Talasalitaan: kapag kayo ay umaawit ng isang
(Magpapakita ang guro ng awitin?
mga larawan tungkol sa
mga salitang nakakahon.)
Itanong:
Ano ang masasabi ninyo sa
Ilog Pasig
?

Ano ang pagkakaunawa

ninyo sa salitang ito?
Umusbong

Gamitin mo nga sa
pangungusap ang salitang
umusbong.
Sabihin:
Ibigay ang kasingkahulugan
 ng salitang nakakahon sa
pangungusap.

Nilason ng aming

kapitbahay ang aking

alagang hayop.

Pamantayan sa pakikinig
ng teksto:
-Ano ang dapat tandaan
kapag nakikinig ng teksto?

B. Paghahabi ng layunin ng Pagganyak: Pagganyak: Pagganyak: Pagganyak: Pagsasagawa ng gawain sa

aralin at paglalahat -Pagpapakita ng mga Balikan natin ang awiting Anak ng Tingnan natin muli ang -Naranasan ninyo na bang gumawa pagsusulit/pagganap
larawan ng kalikasan. Pasig. Ano ang mensahe ng awit? larawang ginamit natin nung ng isang liham?
Lunes. -Anong uri ng liham ang inyong A. Paghahanda
Paglalahad/Pagmomodelo: isinulat? B. Pagbibigay ng panuto ng
(Pagmomodelo at Basahin ang sumusunod na -Para kanino ang inyong ginawang pagsusulit.
Paglalahat) parirala na hango sa awitng Anak liham? C. Pagsusulit ng mga bata
ng Pasig. -Ano ang nakapaloob sa inyong D. Pagwawasto ng pagsusulit
liham? Maaari mo ba itong ilahad E. Pagtatala ng iskor
* mabahong basura sa klase?
* maruming kapaligiran Paglalahad/Pagmomodelo: Pagbibigay ng komento o
* basurang bulok -Basahin ang liham na nasa pisara. suhestiyon.
-Ano ang masasabi ninyo sa * ilog na itim -Ano angmangyayari sa ating bansa (nasa LM ang liham)
mga larawan? * buong mundo kung ang kalikasan natin ay ganito? Tanong na Pang-unawa:
-Ano ang magagawa mo -Ano ang napansin ninyo sa mga -Ano ang mga dapat gawin para 1. Sino ang sinusulatan ni Mario
upang makatulong sa parirala? hindi maging ganito ang ating Santa Maria?
suliraning pangkalikasan na -Paano ginamit ang –ng at na? paligid? 2. Ano ang nais niyang ipabatid sa
nasa larawan? Paglalahat: patnugot?
(Tingnan sa LM ) Paglalahad/Pagmomodelo: 3. May mabuti bang naidudulot
Pakikinig ng mga bata sa Pag-awit: ang utos na zero collection ng
awiting Anak ng Pasig.
Tanong na Pang-unawa:
-Ano ang tema ng awiting
napakinggan?
-Ano-anong suliranin ang
binanggit sa awitin?
Magbigay ka ng
mungkahing solusyon sa
mga nabanggit na suliranin
sa awit.
Paglalahad/Pagmomodelo:
-Mabubuod ba natin ang
isang awitin?
-Ano ang buod ng awit?
(Magbabasa muli ng isang
maikling kuwento ang guro
at ibibigay ng mga bata ang
buod ng kuwento.)
Paglalahat:
Sa pagbibigay ng buod ng
isang kwento, salaysay, o
talata mahalagang
makabuo muna ng
balangkas na maaaring
nasa ating isipan lamang o
kaya ay maaari rin namang
isulat. Unang-una, isulat
ang pamagat ng kwento.
Pangalawa, hatiin sa bahagi
ang teksto batay sa kwento
na bibigyang buod.
Pangatlo, sa bawat paksa
Awitin ninyo nga ang “Anak ng
Pasig”.
Tanong na Pang-unawa:
-Ano ang mensahe ng awitin?
-Saan ba nagsisimula ang paglilinis
ng kapaligiran?
-Paano k aba magtapon ng basura?
-Bilang isang mag-aaral o bata
paano ka makatutulong sa ating
kalikasan?
-Sumunod sa mga panuto.
1. Sa unang pagbasa, basahin ang
awit nang tahimik.
2. Sa ikalawang pagbasa, basahin
ito nang patula na malakas.
3. Hintayin muna ang hudyat ng
iyong guro bago tulain nang
malakas.
4. Matapos awitin ito ng sabay-
sabay.
-Nakasunod ba kayo sa aking
panuto?
Paglalahat:
Tingnan sa LM
pangulo? Anu-ano ang mga ito?
4. Anu-ano naman ang hindi
mabuting dulot ng utos na ito?
5. Sa palagay mo sino kaya ang
nabibigyang proteksyon sa utos na
ito?
6. Bakit kaya sumulat si Mario
Santa Maria sa patnugot?
7. Ano ang liham ang nasa pisara?
Paglalahat:
Ang isang liham ay may iba’t ibang
bahagi. Ito ay ang:
pamuhatan, bating panimula,
katawan ng liham, bating
pangwakas, at lagda.
Ito ang dapat mong tandaan sa
pagsulat ng liham: Una,
kinakailangang ito ay may
magandang kaanyuan, nasusulat
sa malinis na papel at mabuting
sulat-kamay. Pangalawa, dapat ay
maayos ang kabuuan. Pangatlo,
ipadama sa sinusulatan na sadyang
sinusulat ang liham para sa kanya.
Pang-apat, tandaan na ang liham
ay nagpapakita ng inyong sariling
pagkatao, pinag-aralan at pag-
uugali. Panghuli, tiyaking wasto
ang baybay ng mga salita, bantas
ng mga pangungusap at gamit ng
malaking letra. Sa paglahad ng isyu
tiyaking balanse ito sa paraang
naibibigay ang mga positibo at
negatibong isyu ng paksa.
dapat mailalahad ang ang
mga mahahalagang detalye
na magbibgay ng mga
kaisipang mag uugnay sa
paksa.
Ang isinasama lamang sa
isang buod ay ang mga
pangunahing tauhan, ang
mga mahahalagang
pangyayari, at ang
kinahinatnan nito.
Sikaping gamitin ang
sarilng pangungusap sa
paggawa ng buod upang
ito ay maging mas payak at
agad mauunawaan.
 Gawin Natin 1: Gawin Natin 1: Gawin Natin 1: Gawin Natin 1:
(Ipapagawa ng guro ang (Ipapagawa ng guro ang (Ipapagawa ng guro ang (Ipapagawa ng guro ang
pangkatang gawain) pangkatang gawain) pangkatang gawain) pangkatang gawain)

Pangkatang-gawain: Pangkatang-gawain: Pangkatang-gawain: Pangkatin ang mga mag-aaral sa

Pangkatin sa apat ang
klase. Bawat pangkat ay
may lider.
-Dapat lahat ng pangkat ay
C.Pag-uugnay ng mga may manila paper at pentel
halimbawa sa bagong pen.
aralin -Makinig sa aking maikling
kuwento. (Ang Mabuting
Samaritano)
(Pinatnubayang Pagsasanay) (tingnan ang kuwento sa
Learning )
-Isulat ang buod ng
kuwento isulat sa manila
paper ang inyong sagot.
-Babasahin ng lider ang
sagot ng grupo ninyo.
D. Pagtalakay ng bagong Gawin Natin 2:
konsepto at paglalahad ng (Ipapagawa ng guro ang
bagong kasanayan # 1 pangkatang gawain)
Pangkatang-gawain:
(Pinatnubayang Pagsasanay) Makinig sa babasahing
maikling salaysay ng guro.
Bumuo ng isang lagom o
buod tungkol dito. Isulat sa
¼ na manila paper ang
buod. (Ang Pagpapaalis sa
mga Iskwater)
Pangkatin sa apat ang klase.
Bawat pangkat ay may lider.
Mula sa usapang ibinigay ko sa
inyo. Piliin ang mga pariralang may
pang-angkop na ginamit. Mabilisan
ang gawa sa loob ng isang minuto
dapat tapos na kayo. Ang mahuli ay
talo na.
Gawin Natin 2:
(Ipapagawa ng guro ang
pangkatang gawain)
Pangkatang-gawain:
Humanap ng dalawang kapareha at
suriin ang ginamit na mga pang-
angkop sa talata. Itama ang mga
bahaging kailangang baguhin.
Isulat muli ang buong talata sa
manila paper.
Gawin lamang ito ng dalawang
Pangkatin sa apat ang klase. Pumili apat. Bawat grupo ay gagawa ng
ng isang kalihim at lider sa bawat tig-isang halimbawa ng liham sa
pangkat. Ang kalihim ang lalapit sa patnugot sa kinauukulang
guro. Ipapaliwanag at sasabihin ng
tanggapan. Bawat grupo ay
guro ang mga panuto na kanilang
bibigyan ng manila paper upang
gagawin. Pagkatapos ay babalik sa
bawat grupo ang kalihim at dito isulat ang liham. Pumili ng
kanilang sisimulan ang mga dalawang miyembro sa inyong
panutong napakinggang ng grupo na maglalahad ng inyong
kalihim. ginawa sa klase. 5 minuto lamang
Mga panuto: ang nakalaan sa inyo upang gawin
1. Sa manila paper, gumuhit ng
ito.
bilog.
2. Sa loob ng bilog, iguhit ang (Gagabayan ang mga bata sa
tatsulok. pangkatang-gawaing ito.)
3. Sa loob ng tatsulok igunit ang
parisukat.
4. Isulat ang pangalan ng inyong
pangkat sa loob ng parisukat.
-Tingnan natin kung sino ang
nakasunod?
-Ano ang inyong naramdaman
matapos na isagawa ang gawain?
Lahat ba ay tumulong at nakiisa?
Gawin Natin 2: Gawin Natin 2:
Tingnan ang dalawang bilog sa (Ipapagawa ng guro ang
pisara. pangkatang gawain)
-Humanap ng kapareha at pag-
usapan ninyo ang inyong isusulat Pangkat-gawain:
sa loob ng bilog. Bumuo ng apat na grupo sa klase.
Basahin ang panuto sa pisara. Isang sulatang papel lamang sa
 Lagyan ang kaliwang bilog bawat grupo. Gumawa ng lihan
ng mga gawaing umaabusi pangangalakal ayon sa layuning
sa kalikasan. Isulat naman itatakda ng guro para sa bawat
sa kanang bilog ang mga
grupo.
solusyon sa mga ganitong
gawain.
 Isang minuto lamang ang minuto. Handa na ba kayo? -Mauuna muna akong gumawa Pangkat I- Pagkakataong
oras ninyo dapat tapos na para makita ninyo kung paano. mamamasyal sa Museong
kayo. Ang pangkat na di Handa na ba kayo? Pag-usapan Pambata. Liham para sa punong-
natapos ay talo na. ninyo na ang isasagot sa bilog. guro ng paaralan.
Sumunod sa panutong nakasulat sa Pangkat II- Pagtatanim ng puno sa
pisara. tabing kalsada. Liham para sa
punong barangay.
Pangkat III- Liham para sa malapit
na Limbagan. Isyu ng magasin
patungkol sa mga kabataan.
Pangkat IV- Pagmimisa sa bakuran
ng paaralan. Liham para sa padre
paroko.
Gawin Ninyo 1: Gawin Ninyo 1: Gawin Ninyo 1: Gawin Ninyo 1:
Humanap ng kapareha. (Ipapagawa ng guro ang laro sa Ngayon naman ay kanya-kanyang Maglaro Tayo:
Pag-usapan ninyo kung mga bata.) gawa. Sundin ang panuto na Panuto:
paano makabubuod ng nakasulat sa tarpapel na nasa Sa loob ng envelop may mga
E. Pagtalakay ng bagong maikling talata. Maglaro Tayo: pisara. metacards. Isaayos ang mga
konsepto at paglalahad ng Babasahin ko ang talata. IPASA MO 1. Isulat ang buong pangalan sa metacards sa tamang bahagi ng
bagong kasanayan # 2 (Ang Pagmamasid sa Panuto: kaliwang itaas na bahagi ng papel. liham.
Museo) makinig nang Itong kahon ay ipapasa ninyo sa 2. Sa ibaba ng pangalan, isulat ang (nasa ng LM)
mabuti sa talatang kaklase mo. Kapag ang musika ay baiting at seksyon.
babasahin ng guro. tumigil kung sino ang may hawak 3. Sa tapat ng pangalan, sa kanang
(Pagpapalawak ng Isulat ang inyong lagom o ng kahon bubunot sa loob ng bahagi ng papel isulat naman ang
Kasanayan) buod sa isang malinis na kahon at sasagutin ang tanong. petsa ngayon.
papel. (pagbuo ng pang-angkop sa 4. Iguhit ang larawan sa
Handa na ba kayong pangungusap) pinakagitnang bahagi ng papel at
makinig. ikulong ito sa kahon pagkatapos
maiguhit. (nasa pisara ang
larawam)
5. Lagyan ng angkop ma pamagat
ang larawan sa ibabang gitnang
bahagi nito.
F. Paglinang sa kabihasaan Gawin Ninyo 2: Gawin Ninyo 2: Gawin Ninyo 2: Gawin Ninyo 2:
(Tungo sa Formative Makinig sa kuwentong (Ipapagawa ng guro ang laro sa (Ipapagawa ng guro ang laro sa (Ipapagawa ng guro ang laro sa
Assessment) babasahin ng guro. mga bata.) mga bata.) mga bata.)
(isang Usapan)
Isulat ang buod ng usapan Larong Relay: Maglaro Tayo: Maglaro tayo:

G. Paglalapat ng aralin sa
pang-araw araw na buhay
(Aplikasyon)
H. Pagtataya ng aralin
(Optional na gawain para sa
guro kung maganda ang
kinalalabasan ng Gawin Mo)
sa isang buong papel.
Gawin Mo 1:
Pakinggang mabuti ang
kuwento ng guro.
Pagkatapos, isulat ang
buod ng kuwento sa inyong
folder ng Sulatin. (Salamat
sa Kooperatiba).
(tingnan ang kuwento sa
LM na kasama sa DLL)
Gawin Mo 2:
Panuto:
Pakinggang mabuti ang
kuwento ng guro tungkol
sa Alamat ang Alagaw.
Ipangkat sa 2 grupo ang klase.
Mula sa linya iikot ng palakad na
mabilis para pumitas ng mangga sa
pisara. Ang unang makakapitas ng
bunga ang magbabasa at lalagyan
ng tamang pang-angkop ang
parirala o pangungusap.
Mayroon akong puno sa pisara.
(tarpapel na puno na may
manggang)
Gawin Mo 1:
(Ipapagawa ng guro ang gawain sa
ibaba.)
Panuto:
Salungguhitan ang mga salitang
pinag-ugnay ng pang-angkop.
1. Ang tapuy ay bahagi ng
tradisyonal na ritwal ng mga
pangkat-etniko sa bansa.
2. Ang Abel Iloko ay yari sa
pinagtagpi-tagping sinulid mula sa
dahon ng pinya.
3. Ang matitibay at makukulay na
banig ay nagbuhat sa Samal.
4. Ang mahabang kalis ay ginamit
na sandata ng mga Tausug at
Maranao.
5. Hinati sa magkahiwalay na
lalawigan ang Apayao at Kalinga
noong Pebrero 14, 1995.
Gawin Mo 2:
(Ipapagawa ng guro ang gawain sa
ibaba.)
Panuto:
Buuin ang mga pangungusap.
Bibigyan ng tig-isang envelop ang Bawat pangkat ay may kinatawan.
bawat pangkat. Sa loob ng envelop Lahat ay makakalaro. Pipili kayo ng
mayroong manila paper na may sobre sa tsart pagkatapos basahin
puzzle. ang tanong sa harapan. Sagutin
1. Bilugan ang mga salitang ang tanong. Kapag ang sagot ay
mabubuo ninyo sa puzzle. mali maaari makasagot ang ibang
2. Isulat ang mga salitang grupo. Hintayin ang hudyat ko sa
nabilugan sa patlang. pagsagot. Ang pangkat na
Gawin ng isang minuto lamang. maraming sagot ang siyang panalo.
(nasa LM pah.8 ang puzzle)
Gawin Mo 1: Gawin Mo 1:
(Ipapagawa ng guro ang gawain sa Isulat sa patlang kung anong
ibaba.) bahagi ng liham sa patnugot ang
Panuto: mga sumusunod:
Gawin ang mga panutong (tingnan ng LM)
nakasulat sa pisara. Isulat ito sa
kuwadernong pagsasanay.
1. Gumuhit ng isang bilog, parihaba
at parisukat. Isulat sa loob ng
parihaba ang bilang ng pulong
matatagpuan sa Pilipinas.
2. Malaki ba ang Pilipinas? Kung
OO, gumuhit ng bulaklak; kung
hindi, isulat ang iyong pangalan.
3. Ano-ano ang mga nakukuha sa
mga karagatan? Isulat ang mga ito
sa loob ng isang parisukat.
4. May mina baa ting kabundukan?
Isulat ang sagot sa ibaba. Sa tabi ng
sagot sumulat ng isang uri ng mina.
5. Ayon sa talata saan sagana ang
Pilipinas? Isulat ang sagot sa isang
parihaba.
Gawin Mo 2: Gawin Mo 2:
(Ipapagawa ng guro ang gawain sa Panuto:
ibaba.) Kunin ninyo ang inyong fofder.
Panuto: Sumulat ng liham sa patnugot na
Gawin ang mga panuto. nasa sinagutan ninyo kanina
 Isulat ang buod sa isang Lagyan ng pang-angkop ang
buong papel. dalawang salitang dapat pag-
ugnayin.
1. May mga bagay _______
nakatutulong upang tayo ay
umunlad.
2. Ang pamahalaan ay handa
______ tumulong sa atin tungo sa
pag-unlad ng kabuhayan natin.
3. Sa kasalukuyan, tayo ay may
mga makabago ____ kagamitan.
4. Ang mga planta ng koryente ay
(Malayang Pagsasanay)
ipinatayo upang tumugon sa
atin___ pangangailangan.
5. Ang iba’t iba___ paraan ng
kalinisan ay itinuturo ng mga
Pilipino.
1. Sipiin sa ibaba ang pamagat ng tungkol sa hiling ng Little Journalist
tula.__________ Club.
2. Iguhit ang inilalarawan sa Isulat at isaayos ang pagkakasulat
tula.__________________ ng liham sa patnugot. Kailangan ay
3. Sipiin sa parihaba ang salitang tama ang pagkakalagay ng bantas.
nagsasabi ng kahalagahan ng Isulat sa folder ang liham.
watawat.
4. Iguhit sa tatsulok ang
kumakatawan sa Luzon, Visayas at
Mindanao.
5. Isulat ang tatlong kulay ng ating
watawat at isulat sa tabi ng kulay
ang kahulugan nito.

Ipagawa ang pangkatang- Ipagawa ang pangkatang-gawaing Ipagawa ang pangkatang-gawaing Ipagawa ang pangkatang-gawaing
I. Karagdagan Gawain para gawaing ito ayon sa ito ayon sa kasanayan ng mga bata. ito ayon sa kasanayan ng mga bata. ito ayon sa kasanayan ng mga
sa takdang aralin at kasanayan ng mga bata. (tingnan sa LM na kasama sa DLL) (tingnan sa LM na kasama sa DLL) bata.
remediation (tingnan sa LM na kasama (tingnan sa LM na kasama sa DLL)
sa DLL)
V.MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remediation? Bilang ng
mag-aaral na nakaunawa sa
aralin.
D Bilang ng mag-aaral na
magpapatuloy sa
remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa
tulong ng aking punung-guro
at superbisor?
G. Anong kagamitang
panturo ang aking
ginamit/nadiskubre na nais
kong ibahagi sa mga kapwa
ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH (MUSIC)
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 7-11, 2019 (WEEK 9) Quarter: 3RD QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S MUSIC
A. Content Standard Demonstrates understanding
of the concept of timbre
through recognizing musical
instruments aurally and
visually.
B. Performance Aurally determines the sound
Standard of a single instrument in any
section of the orchestra.
C. Learning Identifies visually and aurally
Competencies the instrument sections of the
(write the LC Code) Western orchestra
MU6TB-IIId-1
MUSIC
Demonstrates understanding
of the concept of timbre
through recognizing musical
instruments aurally and
visually.
Aurally determines the
sound of a single instrument
in any section of the
orchestra.
Distinguishing aurally the
sound of each section of the
Western Orchestra
.MU6TB-IIId-e-2
MUSIC
Demonstrates understanding of
the concept of timbre through
recognizing musical instruments
aurally and visually.
Aurally determines the sound of
a single instrument in any
section of the orchestra.
Identifies visually and aurally the
instrument sections of the
Western orchestra
MU6TB-IIId-1
MUSIC
Demonstrates understanding of
the concept of timbre through
recognizing musical instruments
aurally and visually.
Aurally determines the sound of a
single instrument in any section of
the orchestra.
Distinguishing aurally the sound of
each section of the Western
Orchestra
.MU6TB-IIId-e-2
MUSIC
Demonstrates understanding of
the concept of timbre through
recognizing musical instruments
aurally and visually.
Aurally determines the sound of a
single instrument in any section of
the orchestra.
Identifies the characteristics of
each instrument in each section of
the instrument.
MU6TB-IIId-3

II. CONTENT Introduction of Musical Introduction of Musical Introduction of Musical Introduction of Musical Introduction of Musical
Instruments Instruments Instruments Instruments Instruments
III. LEARNING RESOURCES
A. References
1. TG/CG pages 21st Century Mapeh in Action 6 21st Century Mapeh in Action 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6
6
2. Learner’s Materials
pages
3. Textbook pages pp.51-53 pp.51-53 pp.51-53 pp.51-53 . pp.51-53

4. Materials downloaded
from LRMDS
B. Other Learning Manwal ng Guro Manwal ng Guro Manwal ng Guro Manwal ng Guro Manwal ng Guro
Materials Umawit at Gumuhit 6 Umawit at Gumuhit 6 Umawit at Gumuhit 6 Umawit at Gumuhit 6 Umawit at Gumuhit 6
Valdecantos.Emelita C. 1999 Valdecantos.Emelita C. 1999 Valdecantos.Emelita C. 1999 pp. Valdecantos.Emelita C. 1999 pp. Valdecantos.Emelita C. 1999 pp.
pp. 47-48 pp. 47-48 47-48 47-48 47-48
IV. PROCEDURES
A. Reviewing previous What is the classification of What is the classification of
lesson and presenting musical instruments? musical instruments?
new lesson
 Give the characteristics of the ff
instruments.

B. Establishing a purpose Do you like playing musical Do you like playing musical Do you like playing musical Groupings. How do we play instruments in
for the lesson instruments? What instruments? What instruments? What instruments Form 4 groups. Each group will be the percussion family? String?
instruments do you want to instruments do you want to do you want to play? assigned to a musical Brass? Woodwind?
play? play? classification. They will write as
many musical instruments that
they know.
C. Presenting Let the students write as many Let the students write as Let the students write as many Discuss the different classifications Groupings. Form 2 groups. Each
examples/instances of musical instruments that they many musical instruments musical instruments that they of musical instruments according will imitate how to play the said
the lesson know. that they know. know. to each picture. instrument while the other group
will identify the instrument and its
kind.
1. Snare Drum
2. Triangle
3. Flute
4. Harp
5. Maracas
D. Discussing new concepts Identify the instruments
and practicing new skills according to their classification.
#1 Write whether string,
woodwind, brass or percussion.
1.
2.
3.
Identify the instruments Identify the instruments The teacher will enumerate Classification of Instruments
according to their according to their classification. instruments and the pupils will 1. String-are instruments
classification. Write whether Write whether string, give the sound of each instrument. that are plucked or
string, woodwind, brass or woodwind, brass or percussion. 1. Flute bowed and often
percussion. 2. Drums referred to as the
3. Triangle backbone of the
4. Maracas orchestra. Ex. Violin cello
11.
5. Violin double bass and harp.
6.
2. Woodwind-produce
music when musicians
blow the mouthpiece. Ex.
Piccolo flute oboe
12.
7. clarinet bassoon
8. 3. Brass-are used to
produce sound by means
of blowing. They are
made of brass metal. Ex.
13. Trumpet, trombone,
French horn, Tuba.
4. Percussion- are played by
striking the instrument
 with sticks or hammers
while others through
shaking or rubbing like
maracas. Ex. Timpani,
snare drum, bass drum
4. 9. 14.
10.

5. 15.

E. Discussing new concepts What are the classifications of What are the classifications What are the classifications of Let the students give the different Identify how the following
and practicing new skills musical instruments? of musical instruments? musical instruments? sound produce by instruments instruments are played.
#2 1. String 1. String 1. String through Hula BIra game. 1. Bass drum
2. Woodwind 2. Woodwind 2. Woodwind 1. Trumpet 2. Tuba
3. Percussion 3. Percussion 3. Percussion 2. Harp 3. Oboe
4. Brass 4. Brass 4. Brass 3. Timpani
4. Harp
4. Cymbals
5. Violin
5. Tuba
6. Bass drum 6. Timpani
7. French horn 7. Clarinet
8. Clarinet 8. Trumpet
9. Piccolo 9. Maracas
10. cello 10. Bassoon

F. Developing mastery Give the sounds of the
(lead to formative following musical instruments.
assessment 3) Name the following
instruments.
1.
Give the sounds of the
following musical
instruments. Name the
following instruments.
1.
Give the sounds of the following
musical instruments. Name the The teacher will discuss the
following instruments. different sounds of the
1. instruments.

(google)
 2. 2. 2.
3.

3. 3.

4.

4. 4.

5.

5. 5.

G. Finding practical
application of concepts
and skills in daily living
H. Making generalization What is the classification of What is the classification of What is the classification of How can we distinguish the Give the characteristics of the
and abstractions about musical instruments? musical instruments? musical instruments? different instruments according to different instruments.
the lesson its sounds?
I. Evaluating learning Identify the following according Identify the following Identify the following according Match the sound corresponding to True or False
to their classification. according to their to their classification. the instrument. 1. Percussion instruments
Write W-woodwind, P- classification. Write W-woodwind, P- A. can be played by rubbing,
percussion, B-brass and S- for Write W-woodwind, P- percussion, B-brass and S- for 1. trumpet
 string. percussion, B-brass and S- string. 2. drum striking.(T)
1. Trumpet for string. 21. Trumpet 3. flute 2. String instruments used
2. Harp 11. Trumpet 22. Harp 4. harp to produce sound by
3. Timpani 12. Harp 23. Timpani 5. tuba
blowing.(F)
13. Timpani B.
4. Cymbals 24. Cymbals 3. Brass instruments can be
a. pluck the strings like
5. Tuba 14. Cymbals 25. Tuba played by plucked or
guitar(harp)
6. Bass drum 15. Tuba 26. Bass drum bowed.(F)
b. buzzing (trumpet)
7. French horn 16. Bass drum 27. French horn c. pop (drum) 4. Woodwind instruments
8. Clarinet 17. French horn 28. Clarinet d. buzz(tuba) can be played by blowing
9. Piccolo 18. Clarinet 29. Piccolo e. tootle-too(flute) the mouthpiece.(T)
10. cello 19. Piccolo 30. cello 5. There are four
20. cello classifications of
instruments. (T)

J. Additional activities for Research on the different kinds Research on the different Research on the different kinds Have a copy of the list of Study more about the different
application or of instruments. kinds of instruments. of instruments. instruments according to its kinds of instruments.
remediation characteristics.
V. REMARKS

VI. REFLECTION Assessing you as a teacher and analyzing the students’ progress this week.

A. No. of learners who earned

80% in the evaluation
B. No. of learners who
acquired 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
encountered which my
principal can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 7-11 (WEEK 9) Quarter: 3RD QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
Measurement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
The learner…..
demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
visualizes and describes surface area and names the unit of measure used for visualizes and describes surface area and visualizes and describes surface area
measuring the surface area of cubes and prisms. names the unit of measure used for and names the unit of measure used
M6ME-IIIi-9 measuring the surface area of cylinders and for measuring the surface area of
derives a formula for finding the surface area of cubes and prisms pyramids cones and spheres.
M6ME-IIIi-92 M6ME-IIIi-9 M6ME-IIIi-9
derives a formula for finding the surface derives a formula for finding the
area of pyramids and cylinders. surface area of cones and spheres.
M6ME-IIIi-92 M6ME-IIIi-92
Measurement
21ST Century Mathletes, 108-112

2. Learner’s Materials pages 21st Century Mathletes 6, p. 272-285

3. Textbook pages 21st Century Mathletes 6, p. 272-285
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources Mathletes 6 textbook, power point presentation
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
Mental Computation Drill: Solving for Areas of Plane Figures Drill: Match the picture w/ the formula for Find the area of the ff.:
Play “Pass-It-On” the area:
a)Teacher divides the class into 6 groups (per column).
1
b)Teacher instructs the pupils in front to prepare a piece of paper ( 4 sheet), which will
be the group’s answer sheet.
c)Teacher shows a picture of a plane figure with given dimensions. For example:
10 cm 65 m
m
20 m 6 dm 10 m
8m
d)Pupils in front solve mentally for the area and write their answer on the piece of paper,
Review:
with the proper label.
e)Teacher shows another picture of a plane figure with given dimensions. Find the surface area of a cube with a
f)The pupils in front pass the paper to the one behind them who, in turn, solve mentally side of length 3 cm
for the area. Solution:
g)Continue this until everyone in the group or column has participated. Given that s = 3
h)Teacher gives the correct answers. Surface area of a cube = 6s2 = 6(3)2 =
i)The group with the correct answer and label gets 2 pts. 54 cm2  Review: Find the surface area of the
j)The group with the most number of points wins. Calculate the surface area of the following ff. cylinders and pyramids.
Review: Formulas in Solving for the Areas of the Following: Square, Rectangle, prism.
Parallelogram, Trapezoid, Triangle Solution:
Give one example each for the above shapes. These may be in the form of a word There are 2 triangles with the base = 4 cm
problem or a picture with given dimensions. Let the class solve for the area of each. and height = 3 cm.
Area of the 2 bases
= 12 cm2
1 rectangle with length = 7 cm and width =
5 cm 
Area = lw = 7 × 5 = 35 cm2
1 rectangle with length =7cm and width
3m 
Area = lw = 7 × 3 = 21 cm2
1 rectangle with length = 7 cm and width
4m 
Area = lw = 7 × 4 = 28 cm2
The total surface area is 12 + 35 + 21 + 28
= 96 cm2
We can also use the formula
Surface area of prism = 2 × area of base +
perimeter of base × height Ans.: L.A. = 2340 units2; 
= 2 × 6 + (3 + 4 + 5) × 7 = 96 cm2  SA = 3240 units2
Show a cube. The teacher will show pictures of a The teacher will show pictures of an
 lesson Ask: sardines can and a tent. Tell the pupils ice cream cone and a ball. Tell the
1)How many faces does it have ? that these are examples of space figures. pupils that these are examples of
2)What is the shape of each face? space figures.
3)Are the faces congruent?
4)What is the formula for the area of square?
b)Show a rectangular prism.
Ask:
1)How many faces does it have?
2)Which faces are congruent?
3)What is the shape of each face?
4)What is the formula for the area of a rectangle?
c)Show a cylinder, cone, pyramid, and sphere. Ask questions similar to the ones above.
C. Presenting Present the ff. problem in the class. If we cut a label from a sardine can, we Surface Area of a Cone:
Examples/Instances of new 1. Mother is celebrating her birthday. Her children prepared a gift for her. They will see that the label is a rectangle. The Let us use a net to help see how the
lesson have a gift wrapping paper that measures 900 square inches. Each edge of the height or width of the rectangle is the formula for the surface area of a
box is 12 inches. Do you think the children have enough wrapping paper to height of the can. The base length of the right cone is derived. (See page 2770
cover the gift? rectangle is the circumference of the can.
The pupils will investigate the ff.
a.Name of the solid
b.Number of faces
c.Shapes of faces

the surface area of a cone is the

sum of the lateral area (L.A.)) and
area of its base (B)
To find the L.A., imagine cutting the
lateral surface into wedges and
arranging the wedges to form a
figure like a parallelogram.
Surface Area of a Cylinder: Example: Find the surface area of
The lateral area of a cylinder is the the ice cream cone at the right. Use
product of the circumference of the base π= 3.14
and the height of the cylinder.
L.A. = 2πrh
The surface area of a cylinder is the sum
of the lateral areas of the 2 bases.
Surface Area = L.A. + 2B
Example: Find the surface area of the can
of milk belowt. Use π= 3.14
D. Discussing new concepts and
practicing new skills #1
Ask the ff. questions: Surface Area of Pyramids: Surface area of a Sphere:
a. What is the name of the solid figure? (cube) The surface area of a pyramid is the sum The area of the circle that contains
b. How many faces does it have?(6 faces) of the areas of all the faces, including the the center of the sphere is πr2
c. What is the shape of the faces? (square) base. We can use the net to find a general
d. How do we know that the wrapping paper is enough? Present to the class the formula that will help us find the surface
net of the cube. area of a pyramid.

It would take exactly 4 of these

circles to wrap the sphere
Find the area of each face. Explain the solution. completely.
Area of a square= s x s
= 12 x 12 Example: Find the surface area of
=144 square inches the basketball at the right with a
Total area of all faces = 144 x 6 = 864 sq. inches radius 0f 4.89 dm. Round your
Therefore, the children have enough wrapping paper to cover the gift. How do you call answer to the nearest tenths.
the total area of all the faces of a solid figure? Example:Find the surface area of the right
square pyramid below.

a.Define surface area. Page. 273

b. Based on the answers to the above questions, derive the formula for the surface area
of a cube.
E. Discussing new concepts and
practicing new skills #2
Present the problem on page 272. Group Activity: Discuss how to get the surface area
Gerald owns an antique shop. He is refinishing a rectangular jewelry box shown below. of a cone and sphere. Let the group
The can of varnish he is using is enough liquid left in it to cover 30 cm 2 is there enough answer the ff. activities:
varnish left in the can to refinish the jewelry box?
Discuss the content on page 272 -273 of 21st Century Mathletes Textbook.
Let the pupils derive the formula in finding the surface area of a prism.
Discuss Example 1 on page 274 of txtbk
Evaluate the following problems. (Take π =
3.14 and round to the nearest hundredths)
1) Calculate the surface area of a cylinder with
diameter of 32 cm and height 20 cm. 
Area =   cm2
2) Calculate the surface area of a cylinder with
diameter of 14 cm and height 30 cm. 
Area =   cm2
3) A steel pipe has an outer radius of 6 cm and
an inner radius of 5.6 cm. It has a length of 12
cm. 
 a) Find the area of the outer curved surface of
the pipe.

Area of outer curved surface =   cm2

b) Find the area of the inner curved surface of

the pipe.

Area of outer curved surface =   cm2

c) Find the total surface area of the pipe.

Total area =   cm2

F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical applications
of concepts and skills in daily
living
Activity (in groups of 5) Activity (in groups of 5)
1)Give each group a spatial figure. For example, a shoe box. 1)Give each group a spatial figure. For
2)Let each group measure the dimensions of their spatial figure and solve for its surface example, a sardines can, a milk can, a
area. paper weight shaped like a pyramid.
3)Presentation for each group follows 2)Let each group measure the dimensions
of their spatial figure and solve for its
surface area.
3.) write the correct unit of measure of
each object.
4)Presentation for each group follows
Group Activity: Write the formula then solve. Write the unit of measure to be used in Group Activity: Write the formula then
each problem. solve. Write the unit of measure to be
1)a cube whose edge is 15 cm used in each problem.
2.)Cube: s=18cm
3.Rectangular Solid: l=18 cm, w= 7 cm, h=9 cm
1.
Activity (in groups of 5)
1)Give each group a spatial figure.
For example, cone , a ball, a globe,
etc.
2)Let each group measure the
dimensions of their spatial figure
and solve for its surface area.
3.) write the correct unit of measure
of each object.
4)Presentation for each group
follows
Group Activity: Write the formula
then solve. Write the unit of
measure to be used in each
problem.

4.) 2.
1.

3.
5.)

2.

4.

H. Making generalizations and
abstractions about the lesson
What is surface area? What is surface area?
The surface area of a solid object is a measure of the total area that the surface of the The surface area of a solid object is a
object occupies. measure of the total area that
How do we find the surface area of cubes? Prisms? the surface of the object occupies.
A cube is a rectangular prism where all its sides are the same. The formula to find How do we find the surface area of a
the surface area of a rectangular prism is A = 2wl + 2lh + 2hw, where w is the width, the l cylinder?
is the length, and the h is the height. To use this formula, we plug in our values and then The surface area of a cylinder can be
evaluate. found by breaking it down into three
parts:
The two circles that make up the ends of
the cylinder.
The side of the cylinder, which when
"unrolled" is a rectangle
Combining these parts we get the
formula:
area=2πr2 + 2πrh
where:
π  is Pi, approximately 3.142
r  is the radius of the cylinder
h  height of the cylinder
How do we find the surface area of a
pyramid?
The area of the base is s . There is no
formula for a surface area of a non-
3.
4.
5.
What is surface area?
The surface area of a solid object is
a measure of the total area that
the surface of the object occupies.
How do we find the surface area of
a cone?
The first step in finding the surface
area of a cone is to measure the
radius of the circle part of the cone.
The next step is to find the area of
the circle, or base. The area of a
circle is 3.14 times the radius
squared (πr2). Now, you will need to
find the area of the cone itself. In
order to do this, you must measure
the side (slant height) of the cone.
Make sure you use the same form of
measurement as the radius.
You can now use the measurement
of the side to find the area of the
cone. The formula for the area of a
cone is 3.14 times the radius times
the side (πrl). 
So the surface area of the cone
 regular pyramid since slant height is not
defined. To find the area, find the area of
each face and the area of the base and
add them.
I. Evaluating Learning Evaluate item no. 1-12 on page 282-283 of Mathletes Textbook. Evaluate item no. 13-34 on page 282-284
of Mathletes Textbook
equals the area of the circle plus the
area of the cone and the final
formula is given by:
SA = πr2  + πrl
How do we find the surface area of
a cone?
To find the surface area of a sphere,
use the formula (4πr2), where r = the
radius of the circle
Evaluate item no. 35-40 on page 284
of Mathletes Textbook.

J. Additional activities for Answer Math Challenge on page 286-287

application and remediation

V. Remarks
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I

encountered which my
 principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
GRADE 6
DAILY LESSON LOG
WEEK 9
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT / TOPIC
III. LEARNING
RESOURCES
Teaching Dates and Time: JANUARY 7-11, 2019 (WEEK 9)
MONDAY
The learners demonstrate
gravity and friction affect
movement objects and how
energy is transformed in simple
machines
The learners should be able to
produce an advertisement ,
demonstrate road safety,
create a marketing strategy for
a new product on electrical,
create a marketing strategy for
a new product on electrical or
light efficiency
Manipulate simple machines to
describe their characteristics
and uses. (S6FE-IIIg-i-3)
*List the different uses of
wheel and axle
*Tell the different uses of
wheel and axle
*Appreciate the importance of
uses of wheel and axle
Uses of Wheel and Axle
School:
Teacher:
TUESDAY
The learners demonstrate gravity
and friction affect movement objects
and how energy is transformed in
simple machines
The learners should be able to
produce an advertisement ,
demonstrate road safety, create a
marketing strategy for a new
product on electrical, create a
marketing strategy for a new
product on electrical or light
efficiency
Manipulate simple machines to
describe their characteristics and
uses. (S6FE-IIIg-i-3)
*List the different uses of inclined
plane
*Tell the different uses of inclined
plane
*Appreciate the importance of uses
of inclined plane
Uses of Inclined Plane
Uses of Inclined Plane
WEDNESDAY
How energy is transformed in
simple machines
Create a marketing strategy for a
new product or light efficiency
List the different uses of wedge
and lever. S6FE –IIIg-I - 3
Act out the use of wedge in the
different situation given in the
activity.
Be careful in using wedge and
lever
Uses of wedge and lever
Grade Level: VI
Learning Area: SCIENCE
Quarter: 3RD QUARTER
THURSDAY FRIDAY
The learners demonstrate SUMMATIVE TEST
understanding of the uses of
simple machines ( pulley and
screw
The learners should be able to
manipulate simple machines to
describe their characteristics and
uses.
List the different uses of pulley
and screw.
Investigate the different uses of
pulley and screw.
Appreciate the importance of the
different uses of pulley and screw
in our daily living. S6FE-IIIg-i-3
Uses of simple machines (pulley
and screw)
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
The teacher asks about the
part of the activity the students
performed the other day.
The teacher asks about
students’ prior idea about
wheel and axle.
Watch the video clip
https://youtu.be/avacJJsI80M
Do the following Activities
Group 1- Jingle about the uses
of Wheel and axle
Group 2- Rap about the uses
of Wheel and axle
Thumbs up or down.
The teacher shows pictures of
various objects then pupils will show
thumbs up if it shows uses of wheel
and axle and thumbs down if not.
What do you know about inclined
plane?
Watch the video clip
https://youtu.be/E_ErI0QjNos
Do the following Activities
Group 1- Jingle about the uses of
Inclined Plane
Group 2- Rap about the uses of
Inclined Plane
Group 3- Act-out about the uses of
Inclined Plane
The New Science Link pp.359-360
Have a short review on inclined
planes.
Show a video using wedge and
lever.
What was the video all about?
Have you experienced the same
situation just what have you seen
in the video?
What if the man in the video did
not use a bolo in cutting the
branches of the tree?
You will answer that through your
activity.
The teacher will give a different
situation where the children will
select the right simple machine
to be used.
Explore and Experience Science 6
pp.276-278 pp.286-288
The Science Connection 5 pp.182-
183 pp.190-192
Science Links 6 pp.234-235
Choose the best class of lever to
use when lifting or moving the
following loads.Put a check mark
(/) inside the box. See pp.271-
Explore and Experience6
If you lift an object to a tall
building, How will you do it?
Show a video presentation Weekly Test
What did you observe in the 1.Administering test
video? questions correctly
What are the activities uses
2. Administering of
pulley?
weekly test in Science 6
What other simple machines did
you observe? 3. Setting of Standards
How is screw useful in the video? 4. Test Proper
Do you think screw is useful in our 5. Checking of Test
daily living to make our work

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 )
G. Finding practical applications
of concepts and skills in daily
living
Group 3- Act-out about the
uses of Wheel and axle
Group 4- Song about the uses
of Wheel and axle
Group 5- Poem about the uses
of Wheel and axle
Pupils present their output on
the activity. The teacher will
give feedback about the result.
Tell what is in the picture and
give its uses:
Group 4- Song about the uses of
Inclined Plane
Group 5- Poem about the uses of
Inclined Plane
Pupils present their output on the
activity. The teacher will give
feedback about the result.
Tell what is in the picture and relate
this to your own experiences:
Giving standards in doing activity?
Group activity.
Presentation of activity.
• Based from the activity, what are
the use of the first order lever?
second order lever? third order
lever?
• How beneficial it is in our daily
living?
• Why is it important to keep
them in its proper place?
• Can we make our work easier
without the use of the different
levers we learned today?
Directions: Act out the correct
wedge to be used in the different
situation given below (using only
an improvised simple machine
made from a hard board for the
safety of the children) . You are
easier? Results
GROUP ACTIVITY
(see attach activity sheet)
GROUP PRESENTATION
What are the simple machines?
How simple machines do makes
work easier and faster?
How are simple machines used in
everyday life?
What are activities uses pulley?
How pulley is makes work easier?
How can you use pulley to help
you in the school? Building?
What are the two types of pulley?
What is the difference between
fixed and movable pulley?
How screw useful in our daily
living?
Cite some examples of srew that
you see in your home.
Suppose you see a lady driver with
a flat tire on the side of the road.
What would you do? What tool
would you lend her?

H. Making generalization and
abstraction about the lesson
I. Evaluating learning
What are the uses of Wheel
and Axle?
Answer the following
questions:
1. Wheel and axle refers to the
assembly formed by two discs
of different diameter mounted
so that they rotate together
around the same axis. What is
the use of this?
I. Use to hold an object in place
II. Use to wrapped a cylinder
III. Use for raising weights
IVFor raising water buckets
from wells
a. I & II
b. II & III
What are the uses of Inclined Plane?
Answer the following questions:
1. Which of the following is the use
of inclined plane?
a. It lessens the effort exerted in
transporting weight over a distance
and height
b. To lift an object easier by changing
the direction of the effort force
c. To deliver a person from high area
to low area
d. To deliver a person from low area
to high area
2. How does an inclined plane help in
transporting a load from a higher
place?
a. If the length of the plane is 30 cm
and the height of plane 50 cm
only given 2 minutes only to
perform the given activity.
Group Activity:
I – Your father wanted to chop the
wood to be used by your mother
in cooking.(axe)
II – A brother of your friend will
cut the plywood for the project in
wood working. He is going to
make a tool box (rip saw)
III – Your mother is going to slice
the ingredients in her chicken
adobo.(knife)
IV – your sister wanted to eat an
apple.
What are the use of wedge and What are the different uses of
lever? pulley and screw?
Directions: List the different use of A. Choose the letter of the correct
lever and wedge by writing the answer.
correct answer only in a given 1. Which of the following is not a
situation. simple machine?
a. screw
A. b. lever
1. Your sister is about to finish her c. pulley
walking shorts. If there is one d. board
thing missing to finish it. What will 2. Which of the following makes
she use to finish her walking use of the ptinciple of the screw?
shorts? a. pencil sharpener
a. zipper b. scissors
b. scissors c. knife
d. auto jack
c. knife
d. none of the above 3. It consists of an inclined plane
2. The grade six pupils will cut wrapped around a pole or
their wood in making their dust cylinder.
 c. III& II b. If the length of the plane is 50 cm pan holder. What are they going a. friction
d. III & IV and the height is 30 cm to use? b. wheel and axle
2. In wheel and axle how do c. If the height of the plane is 70 cm a. saw c. screw
the radius affect the axle? and the height of the plane is 30 cm b. knife d. pulley
a. The same d. If the height of the plane is 70 cm c. wheel barrow 4. It is a combination of two
b. Bigger and the height is 30 cm d. axe inclined planes put back-to-back.
c. Smaller 3. Why do you need to use an 3. Gina wants to eat hotcake, but a. inclined plane
d. Nothing inclined plane? it is very hot. What will she use to b. ramp
3. Which of the following a. It lessens the time used in certain put the hotcake on her plate and c. wedge
thing eat it? d. pulley
supports the axle in allowing
b. It lessens the effort over a a. spoon 5. A knife is an example of this
rotation? distance b. hammer kind of simple machine.
a. Hinge c. It lessens the resistance exerted c. food tong a. inclined plane
b. Socket over a place d. scissors b. rope
c. Pulley d. It can be used to lift cars. 4. To attach the plywood in c. wedge
d. Wedge 4. Which of the following are the making the door, what will you d. pulley
4. Which of the following ways of transporting the toy car in a use to do it?
devices uses the wheel and 1 foot height pile of books on the a. saw B. Write T if the statement is true
axle? table? b. knife and F if the statement is false.
a. Belt driver I.by lifting c. wheel barrow __6.Apencil sharpener is a kind of
b. Flag pole II. by rolling on the inclined plane d. nail pulley
c. Wheel barrow III. by using a spring scale 5. Mang Ambo will open a buko ___7.The flag is raised and
d. Tweezers a. I & II for his son. What will he use to lowered with a pulley.
5. How the mechanical b. I & III open it? ___8.Work is made easier with the
advantage of a wheel and axle c. II & III a. saw help of machine.
d. I, II, III b. bolo ____9.Anail is an example of a
equal to the radius of the
5. If your father who is sick needs a c. wheel barrow wedge.
wheel and the radius of the wheelchair and a wheelchair ramps d. nail ____10.Acar is an example of an
axle what is the use of this? inclined plane.
a. Adding a. To go places where they want to B. List the use of lever and wedge
b. Subtracting go by writing the correct answer only.
c. Multiplying b. To lessen their effort
d. Dividing c. To get over obstacle without 6. A carjack works on the principle
exceeding their strength of __________
d. To feel comfortable and a. overcoming a large force with a
satisfaction in using this large force
6. The inclined plane is a flat b. reducing the weight of an object
supporting surface tilted at an angle. c. increasing the time taken to do
Which of the following statements is a job
true? d. overcoming a large force with a
a. The effort applied is greater than smaller force
the distance 7. What is the use of the wheel
b. The lesser angle machine the barrow?
longer the distance and the lesser
 the effort needed
c. The greater the effort applied the
longer the distance
d. All of the above
7. Inclined is important to us
because it helps our work easier and
faster. Which of the following
belongs to inclined plane?
a. Axe and blade
b. Wheel barrow and bottle
opener
c. Ramp slope
d. Bicycle, gears, doorknob
8. Inclined is a simple machine that is
useful to people because of the
following:
a. Use and raising and lowering load
b. To lessen the effort exerted over a
distance
c. A only
d. A and B
9. Inclined plane is widely used, why
do you say so?
a. It can move heavy objects
b. For raising and lowering a load
c. To get over obstacle without their
strength
d. All of the above
J. Additional activities for
application / remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
a. to move a load
b. exert a large force over a small
distance
c. exert only small distanceat one
end by exerting only a small force
over a greater distance at the
other
d. a and c
8. What is the use of our teeth?
I. cutting and grinding
II. cutting and splitting food
III. cutting and tightening food
IV. separate the food
a. I only
b. II only
c. I and III
d. I and IV
9. What is the use of an axe?
a. to cut the wood into pieces
b. to fasten two object like wood
in making the wall in the house
c. to gather any materials to
lighten the work
d. to cut the union in the kitchen
10. What is the use of hammer?
a. to cut the wood into pieces
b. to fasten two object like wood
in making the wall in the house
c. to gather any materials to
lighten the work
d. to remove the nail from a wood.
List other uses of wedge and lever.
 80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work
? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well ? Why
did this work ?
F. What difficulties did 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 ?