DLL GRADE 6 Q1 WEEK 1 JUNE 4-8, 2018 7 SUBJECTS Only

School: Grade Level: VI
GRADES 1 to 12 Teacher: File created by Teacher ARTBIE A. SAMSON Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG Teaching Dates and
Time: JUNE 4-8, 2018 (WEEK 1) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Pamantayang Nilalaman Naipamamalas ang mapanuring pang-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang
(Content Standard) pangheograpiya atang ambag ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipino.
Pamantayan sa Pagganap
(Performance Standard) Naipamamalas ang pagpapahalaga sa kontribosyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo.
Pamantayan sa Pagkatuto
(Learning Competencies) 1. Natutukoy ang kinalalagyan ng Pilipinas sa mundo sa globo at mapa batay sa "absolute location" nito (longitude at latitude)
Day 1 Day 2 Day 3 Day 4 Day 5
Layunin (Lesson Objectives) 1. Nailalarawan ang 1. Natutukoy ang kinalalagyan 1.Naisa-isa ang mga guhit sa 1.Natutukoy ang 1.Natutukoy ang kinalalagyan ng
bansang Pilipinas bilang ng Pilipinas sa mundo. globo. kinalalagyan ng Pilipinas sa Pilipinas sa mapa.
isang bansang globo.
arkipelago. 2.Napapahalagahan ang mga 2.Naipapaliwanag isa-isa ang 2.Natutukoy ang pagkakaiba ng
sistema ukol sa kinalalagyan ng mga depinisyon ng mga guhit 2.Napapahalagahan ang mga mapa at globo ayon sa pagtukoy
2. Naipagmamalaki ang Pilipinas sa mundo. sa globo. sistema ukol sa kinalalagyan sa kinalalagyan ng Pilipinas.
bansang Pilipinas sa ng Pilipinas sa globo.
buong mundo. 3. Nakakagawa ng simpleng 3. Nakakaguhit ng simpleng 3.Naisa-isa ang mga uri ng mapa at
"open speech" ukol sa lokasyon replika ng globo. 3.Nakakapagpakita ng gamit nito.
3. Nakakagawa ng ng Pilipinas gamit ang Lokasyong kahusayan sa paggamit at
sanaysay tungkol sa Bisinal at Insular. pagmanipula ng globo. 4.Nakakapagpakita ng kahusayan
Pilipinas bilang isang sa paggamit at pagmanipula ng
bansang kaaya-aya. mapa.
Paksang Aralin Ang Bansang Pilipinas bilang Kinalalagyan ng Pilipinas sa Ang Globo Kinalalagyan ng Pilipinas sa Kinalalagyan ng Pilipinas sa mapa.
(Subject Matter) isang bansang arkipelago. mundo. ( Bisinal at Insular) globo.
Kagamitang Panturo CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing previous lesson/s or Picture Showing Activity Q and A Portion SABIHIN ANG PAGKAKAIBA
presenting the new lesson
(Larawan ng mga beautiful spots Itanong: Tumingin kayo sa Ipakita sa klase ang globo. Muling pag-usapan sa klase Ipakita sa klase ang mapa at
at sceneries ng bansa) inyong paligid. Anu-ano ang Pag-usapan ito. ang mga guhit ng globo at muling ipakita ang globo.
inyong nakikita? Itala ang mga bawat depinisyon nito.
Pagbigay ng impormasyon sa mga katabing bagay, tao sa inyong Pag-usapan kung ano ang kanilang
larawan . hilaga, timog, kanluran, kaibahan.
silangan?
b. Establishing a purpose for the Pagpapakita ng photo collage na Pamprosesong tanong: Q and A Portion Pagpapanood ng video ukol Pagpapanood ng video ukol sa
lesson ang tema ay may kaugnayan dito 1. Tungkol saan ang pinanood Itanong: Bakit mahalaga sa lokasyon ng Pilipinas sa lokasyon ng Pilipinas sa mapa.
"Ang Pilipinas ay bansang na video? nating mapag-aralan ang globo.
arkipelago". Anu-ano ang mga sistema ukol globo? https://www.youtube.com/
sa kinalagyan ng Pilipinas sa https:// watch?v=JB66zgu18pQ
Itanong: mundo? Isulat ito sa www.youtube.com/watch?
v=J3nGY61UwFk
1. Bakit ang Pilipinas ay isang
bansang arkipelago?
1. Pagpapanood ng video ukol sa
kinalalagyan ng Pilipinas sa
mundo.
https://www.youtube.com/ metacard
watch?v=w0tZljWdd24
c. Presenting examples/instances of Muling balikan ang pinanood na Muling balikan ang pinanood Muling balikan ang pinanood na
the new lesson video at atasan ang mag-aaral na video at atasan ang mag- video at atasan ang mag-aaral na
na bumuo ng isang salita o aaral na bumuo ng isang bumuo ng isang salita o kaisipan
kaisipan na maglalarawan sa salita o kaisipan na na maglalarawan sa ipinakitang
ipinakitang pangyayari. maglalarawan sa ipinakitang pangyayari
pangyayari Original File Submitted and
Formatted by DepEd Club Member
- depedclub.com
d. Discussing new concept Pangkatang Pagkatuto: Pagtalakay sa napanood na Pagtalakay sa napanood na bidyo
Pangkatang It’s Watching Time bidyo sa pamamagitan ng sa pamamagitan ng pagbuo ng
Pagkatuto. Watch me pagbuo ng learning learning organizer.
Pagtatalakay sa ipapakitang
and tell the story https:// organizer.
dalawang klaseng larawan.
https:// www.youtube.com/watch?
www.youtube.com/ v=G3DHUGogGvo
watch?v=YQfe7I8tF0I
Tanong:
Magbigay ng mga guhit sa
Tanong: globo?
Anu-ano ang mga maaaring Anu-ano ang mga depinisyon
maipagmamalaki ng Pilipinas? ng mga guhit sa globo?
e. Continuation of the discussion of Classroom Debate. Pagbubuo ng panibagong Demonstration: Magpanood muli ng bidyo tungkol
new concept kaalaman. sa kinalalagyan ng Pilipinas sa
Saan ang mas nanaisin mong mapa.
Ipakita sa klase ang mga
pagtirahan, Amerika o Pilipinas? Insular na Pagtukoy ng
nabanggit na mga guhit ng
Lokasyon – natutukoy ang
lokasyon sa pamamagitan ng globo at depinisyon nito
pag-alam sa mga anyong tubig gamit ang concrete globe
Ito ay karugtong ng pinakitang
na nakapaligid nito. material. video.
Bisinal na pagtukoy - natutukoy
ang kinaroroonan ng isang lugar https://www.youtube.com/
sa pamamagitan ng pag-alam sa watch?v=0ZzAUkiVjVQ
mga bansang katabi o nasa
hangganan nito.
f. Developing Mastery Pagsulat ng bukas na liham ng BISINAL o INSULAR GAME: Ituro mo Game: Magpanood muli ng bidyo Dagdagan ang kaalaman ng mga
pasasalamat sa Maykapal dahil sa Magtanong sa mga bata tungkol tungkol sa kinalalagyan ng bata sa paglalaman ng mga uri ng
kaaya-ayang Pilipinas na ibinigay sa mga sistemang nabanggit sa Ituturo ng bata ang sagot sa Pilipinas sa globo. mapa.
sa mga Pilipino. klase. Sagutin nila gamit ang mga guhit ng globo na
ipinakitang larawan. tatanungin ng guro.
Pamprosesong tanong:
1. Ano ang nilalaman ng iyong Mapang Pisikal – ipinakikita ang
bukas na liham? Ito ay karugtong ng likas na katangian ng bansa.
2. Pag-usapan. Bigyang diin ang pinakitang video. Mapa ng Klima – nagpapakita ng
kahusayan ng Poong lagay ng panahon sa loob ng ilang
Maykapal. buwan sa iba't ibang bahagi ng
https://
www.youtube.com/watch? bansa.
v=46hsL2IgWBY MapangPangkabuhayan-
ipinapakita ang uri ng mga
pangunahing pananim, produkto
at industriya ng isang pook.
Mapang Pulitikal – ipinapakita ang
lawak ng hangganan ng gawa ng
tao at mga katangiang kultural.
g. Finding practical application of Itanong: Itanong: Itanong: Itanong: Itanong:
concepts and skills in daily living Paano mo maipapakita ang Mahalaga bang pag-aralan ang Bakit kailangan nating Bakit kailangan nating Bakit kailangan nating malaman
simpleng pagmamahal sa bansa? mga sistema ukol sa malaman ang mga guhit sa malaman ang kinalalagyan ang kinalalagyan ng ating bansa sa
kinalalagyan ng Pilipinas sa globo? ng ating bansa sa globo? mapa?
mundo?
h. Making generalizations and Ang Pilipinas ay isang arkipelago Ang Pilipinas ay matatagpuan sa Parallel o Guhit Latitude – Nababatay ang tiyak na Parehas ang lokasyon ng Pilipinas
abstractions about the lesson na binubuo ng 7107 na isla na pagitan ng 116° 40' at 126° 34' pahalang na paikot na guhit lokasyon ng isang lugar o sa mapa at globo. Ang pagkakaiba
may kabuuang agrikultura na S. longhitud, at 4° 40' at 21° 10' sa mundo bansa sa sukat ng latitude lang ng dalawang salalayan sa
lugar ng 300,000 km2. Ang 11 H. latitud, ang Pilipinas. Nasa Ekwador o equator – (latitude) at ng longhitud pagtuklas ng mga lokasyon ay;
pinakamalaking isla hilaga nito ang Kipot Luzon; malaking bilog sa mga (longitude) nito sa mapa ng Ang globo ay isang modelo ng
containment 94% ng kabuuang ang Karagatang Pilipinas sa parallel na paliit ng paliit globo. Ginagamit na panukat daigdig. Ipinakikita nito ang
lugar ng bansa. Ang silangan; ang Timog-Karagatang habang papalapit sa Pole sa uri ng lokasyong ito ang eksaktong posisyon ng daigdig na
pinakamalaking ng isla synthesis Tsina at Dagat Sulu sa kanluran; Latitude –ang distansya sa digri. Matatagpuan ang tiyak nakahilig sa aksis nito.
ay Luzon tungkol sa 105,000 at ang Dagat Celebes sa timog. pagitan ng mga ekwador- na lokasyon ng pilipinas sa Samanatalang ang mapa ay
km2. Ito ay marubodb sa mga Naroroon ang Indonesia sa sinusukat sa pamamagitan pagitan ng 4 digri 23' at 21 palapad na representasyon ng
likas na yaman. katimugang bahagi ng bansa, at ng degree (o) o minute (‘) digri 25' Hilagang latitud at daigdig. Makikita dito ang anyo at
Maipagmamalaki ang bansang ang Malaysia naman sa timog- Degree (o) o minute (‘) – sa pagitan ng 116 digri at 127 hugis ng mga kontinenteng
Pilipinas kaninuman. kanluran. Sa silangan nakalugar yunit ng panukat sa mga digri Silangang matatagpuan sa daigdig.
ang Palau at sa hilaga distansya ng lugar sa mundo longhitud.Nababatay ang Ito ay parehong ginagamit sa
matatanaw ang Taiwan. tiyak na lokasyon ng isang pagtuturo ng lokasyon ng isang
lugar o bansa sa sukat ng lugar at upang higit maunawaan
latitude (latitude) at ng ang daigdig.
longhitud (longitude) nito sa Pagkakaiba ng Globo at Mapa: Ang
mapa ng globo. Ginagamit na globo ay bilog at ang mapa ay
panukat sa uri ng lokasyong palapad. Naipakikita ng globo ang
ito ang digri. Matatagpuan pag-ikot ng daigdig na hindi
ang tiyak na lokasyon ng maipakikita ng mapa. Naipakikita
pilipinas sa pagitan ng 4 digri ng mapa ang lahat ng lugar sa
23' at 21 digri 25' Hilagang isang tinginan lamang
latitud at sa pagitan ng 116 samantalang ang globo ay kalahati
digri at 127 digri Silangang lamang. Madaling tiklupin ang
longhitud. mapa at ang globo ay hindi.
Maraming uri ang mapa ngunit
ang globo ay iisa lamang.
i. Evaluating learning Gumawa ng sanaysay tungkol sa Gumawa ng "open speech" ukol Pagguhit ng simpleng replika Pagmanipula at paggamit ng Pagmanipula at paggamit ng mapa
Pilipinas bilang isang bansang sa lokasyon ng Pilipinas gamit ng globo. Ihanay ang mga globo sa bawat mag/aaral. sa bawat mag/aaral.
kaaya-aya. ang Bisinal at Insular. pangalan ng mga ibat ibang
guhit nito.
j. Additional Activities for enrichment Pagbabahagi sa mga kaibigan at Pagbabahagi sa mga kaibigan at Magsaliksik tungkol sa Magsaliksik tungkol sa Pagbabahagi sa mga kaibigan at
or remediation kamag-aral ng bagong natutunan kamag-aral ng bagong lokasyon ng Pilipinas sa lokasyon ng Pilipinas sa kamag-aral ng bagong natutunan
sa klase. natutunan sa klase. globo. mapa. sa klase.
Remarks
Reflection
a. No. of learners for application or ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
___ of Learners who earned 80% above above above
remediation
b. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
activities for remediation activities for remediation additional activities for remediation additional activities for remediation activities for remediation
additional activities for remediation
who scored below 80%
c. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson
No. of learners who have caught up
lesson lesson lesson lesson
with the lesson
d. No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
remediation remediation require remediation require remediation remediation
require remediation
e. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well?
___ Games ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
f. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor can
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
g. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I use/discover which I
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
wish to share with other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as
Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures

GRADES 1 to 12 Teacher: Learning Area: ENGLISH
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Relate an experience appropriate to Demonstrates Compose clear and Demonstrates an
the occasion. understanding of various coherent sentences using understanding of the
linguistics nodes to appropriate grammatical elements of literary and
comprehend various texts structures: Pluralization of informational texts for
regular nouns comprehension
B.Performance Standards Infer meaning of idiomatic Analyzes text types to Recalls details and shares
expressions using context clues. effectively understand ideas on texts listened to
information/message(s)
C. Learning Competencies Listening Speaking Reading Speaking Recognize the sound devices
Analyze sound devices Derive meaning of common idioms Analyze sound devices Compose clear and to describe people and
(onomatopoeia, alliteration, through text. (onomatopoeia, alliteration, coherent sentences using events
assonance, personification, assonance, consonance) appropriate grammatical
irony and hyperbole) in a structures: Pluralization of Derive meaning of sound
text heard regular nouns devices through context
Write the LC code for each EN6LC-Ia-2.3.1 – EN6V-Ia-12.3.1 ENGRC –IA 2.3.1 ENGG-1A-2.3.1 EN6LC-Ia-2.3.7
EN6LC-Ia-2.3.8 En6v-Ia-2.3.1 ENGRC –IA 2.3.1
II. CONTENT Analyzing sound devices Inferring meaning of idiomatic Analyzing sound devices Composing clear and Sound Devices
(Subject Matter) (onomatopoeia, alliteration, expression using context clues. (onomatopoeia, alliteration, coherent sentences using
assonance, personification, assonance, consonance) appropriate grammatical
irony and hyperbole) in a structures: Pluralization of
text heard regular nouns
III. Learning Resources
A.References
1.Teacher’s Guide Pages Curriculum Guide PELC III 3.3 Curriculum Guide
EN6LC-Ia-2.3.1 – EN6LC-Ia-2.3.7 –
EN6LC-Ia-2.3.8 EN6LC-Ia-2.3.8
2.Learner’s Materials Pages English for All Times 6 Growing in English 6 (Reading), pages English for all times English For You and Me English for All Times 6
(Reading) pp.144-147 228-229 (Reading), pages 144-146 (Reading) pp. 46-48 (Reading) pp.144-147
3.Textbook Pages English For You and Me English For You and Me
(Reading) pp. 51- 52 (Reading) pp. 51- 52
4. Additional Materials from Learning Using Figurative Speech, Using Figurative Speech, lrmds
Resources (LR) Portal) lrmds
B.Other Learning Resources Copy of poem, pictures, charts/paragraph, pictures Pictures, charts
videos
IV.PROCEDURES
A.Review Previous Lessons Tell the figure of speech used in each What do you see in the Read the following Review:
1. Spelling drill # 1
expression as simile, personification, picture? sentences written on a Some words have multiple
2. Say: Do you love to read
hyperbole, or onomatopoeia. Can you imitate the sounds piece of paper to be given meanings but how can we
poems?
1. The moon rose from its of it? by your group. The identify the meaning of
sleep. teacher will ask the class words?
2. The princess is as lovely as a to read the underlined
rose. words.Say: class these are
3. The wings flapped and regular nouns.
flapped.
4. I could kill you for tickling
me.
5. You’re an angel sent from
heaven.
B. Establishing purpose for the Lesson What makes a poem The purpose of the lesson is for the Explaining the pupils what Say;Class our lesson for Ask: Have read a poem?
different from other literary pupils to relate an expression to the to do today is composing clean Did you understand the
piece? occasion and infer meaning of and coherent sentences meaning of the poem? Why?
idiomatic expressions using context using appropriate
clues. grammatical structures; Original File Submitted and
pluralization of regular Formatted by DepEd Club
nouns. Member - depedclub.com
C. Presenting examples /instances of the new Let the students listen to Children, listen how I speak to you! Class our lesson for today is The woman was crying. Present the poem
lessons the poem Clouds (The teacher speaks with a very loud about the sound devices “Spider Webs”
voice saying: Children, listen to me! using onomatopoeia,
Then, in a gentle manner, say again alliteration and assonance The spiders were busy last
the same words) Which way do you night,
like me to speak? Why? From every fence and tree
Let us say it in two ways. Which way They hung their lacy webs
do you like it to say? Why? For all the world to see.
The mist was busy too;

In the stillness of the night
It strung the spider webs
with pearls
To catch the morning light.
One spider wove a web

Like frost on a window pane;
Another one spun a single
thread
That looks like jeweled chain.
Motionless hang the webs,

By the quiet sunbeam kissed;
A fairy world was made last
night
By the spiders and the mist.
D. Discussing new concepts and practicing Answer the questions after Unlocking Difficulties What is alliteration? 1. What is the regular Comprehension Check
new skills #1. the poem. “Hidden Words” nouns used in the first Ask questions based from the
Find the word described by the Alliteration happens when example?2.In the second poem listened to
phrases from the row of letters at words that start with the example,what is the
the left. Encircle the word you find same sound are used close regular noun used?
within. together in a phrase or
sentence. The sound is
a. raharshlmo- irritating; usually consonant and the
offensive words don’t have to be
b. daccentson- a modulation always right next to one
of the voice another.
c. caremaingep- to remember;
to stay
d. msgrievetlos- fail; cause of
pain; sadness
e. thecare- wornte- harassed
with troubles or worries
f. meatdepartment- to leave;
to go away
g. reneternityork- endless or
limitless time
h. armarke- to inflict serious
bodily harm on; destroy
E. Discussing new concepts & practicing and Identify the sound devices Presentation What is an Onomatopoeia? Say.Example in #1 is Group Activities
concern to new skills #2 used in the poem Read the poem altogether. pluralization of regular Group 1: Complete Me
Onomatopoeia is when a nouns.
SPEAK GENTLY word’s pronunciation Group 2: Dear Diary
-David Bates imitates it’s sound.
Group 3: If you were
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh word mar
The good we may do here.
Speak gently to the little child;

It’s love be sure to gain;
Teach it in accents soft and mild,
It may not long remain.
Speak gently to the aged one;

Grieve not the care- worn heart,
Whose sands of life are nearly run;
Let such in peace depart.
Speak gently; it’s a little thing

Dropped in the heart’s deep well;
The good the joy that it may bring
Eternity shall tell.
F.Developing Mastery (Leads to Formative The teacher will give more Analysis and Discussion The teacher will give more Have a draw lots on who Group Presentation
Assesment 3 examples of texts using the sample of sound devices are going to present their
different sound devices a. What is the poem all about? (onomatopoeia, alliteration, answer first. Group
b. What do the following assonance.) 1.Complete each
phrases mean? sentences using the
- ‘Tis a little thing dropped in Which example / sentence regular nouns. (etc.)
the heart’s deep well. imitates it’s sound?
- Rule by love; rule by fear
- It’s love be sure to gain Which sentence start with
- Teach in accents soft and the same sound are used
mild closed close together in a
- Care- worn heart phrase or sentence?
- Sands of life are nearly run
- Let such in peace depart
- Heart’s deep well
- Eternity shall tell
c. How do we learn the
meaning of each phrase?
What help us understand it?
d. We learn the meaning of
phrases through the context
of the poem. These are
called idioms.
e. What are the importance of
idioms?
G. Finding Practical Applications of concepts The teacher will present Read and analyze the sentences. The teacher will present Pandora’s Box Pick one How do you appreciate
and skills in daily living sentences using different Underline the idioms used in each. new sentences to analyze strip of paper and choose sound devices and other
sound devices and the a. The foreigner can easily get the sounds devices. the correct noun to be literacy composition?
students will identify the along with the native. used. (Use different
figure of speech used b. The sampaguita in your car colored papers)
gives off a sweet smell.
c. Eden has a very attractive
getup.
d. My mother looks forward to
the coming of my sister
from Hawaii.
e. We have to look up to our
parents.
H. Making Generalizations & Abstractions What an onomatopoeia? What are idioms? Idioms are words/ What is onomatopoeia? How do we form the plural We learned the different
about the lessons Alliteration? Assonance? phrases used in a way that is Alliteration? Assonance? forms of regular nouns? sound devices, then why do
Personification? Irony? different from the usual dictionary we need to use it?
Hyperbole? meaning of each word that make it
up. Idioms can liven up your writing.
To figure out the meaning of idioms,
use context clues and individual
word meanings.
I.Evaluating Learning Tell what figure of speech is Choose the right idiom below to Read and analyze the sound Write 5 sentences using Identify the sound devices
used in each of the complete the sentences. devices used in the plural form of regular used. Choose the letter of
following sentences. sentences (onomatopoeia, nouns. the correct answer.
1. Lina is very happy. She must have alliteration, assonance)
_________. 1. The guest of honor’s
2. Ading is a very bright boy. In fact, 1. The early bird catches the message was a mile long.
he belongs to the ______ in his worm. a. personification
school. 2. The squeaky wheel gets b. hyperbole
3. Mother Theresa was ine lady the grease. c. irony
_________. 3. Go and mow the lawn. 2. The moonbeams smiled
4. Even if it is raining, the class will 4. The cows in the pasture sweetly.
______ with their exposure trip. mooed loudly. a. onomatopoeia
5. Mother will go to the market, so 5. The doors in the old b. alliteration
I’ll stay to ______ my baby sister. house creaked as the wind c. personification
6. It takes one with an _____ to blew through the broken 3. All I could hear was the
accept other’s opinions calmly. windows. drip, drip, drip of the faulty
7. Litowill ______ his right to play in faucet.
the basketball team. a. assonance
8. A famous basketball player was b. alliteration
invited to _____ on the opening day c. onomatopoeia
of the sportsfest. 4. She sells sea-shells down
9. When the victim ______, the by the sea-shore.
police was able to identify the a. alliteration
suspects. b. assonance
10. If you want to _______ in the c. personification
class, you have to study hard. 5. My dear, you are ugly...but
tomorrow I shall be sober.
look after stand up for a. personification
awakened on the right side of the b. assonance
bed c. irony
start the ball rolling
opened up be a star
with a golden heart
push through open mind
cream of the crop
J. Additional activities for application or For those pupils who got Give the meaning of the idioms in List down sentences with Give examples of Identify the sound devices
remediation 74% and below, the teacher each sentence and use it in a sound devices sentences using used. Choose the letter of
has prepared activity that sentence. (onomatopoeia, alliteration, pluralization of regular the correct answer.
will make the pupils 1. The fatal blow of Kid Kidlat assonance) nouns.
understand the concept of killed his opponent. 1. The guest of honor’s
the lesson 2. The cold war between the message was a mile long.
girls was reported by the a. personification
boys to their teacher. b. hyperbole
3. Our teacher put an end to c. irony
the negative relationship of 2. The moonbeams smiled
the girls. sweetly.
4. Her beauty made her stand a. onomatopoeia
out in the crowd. b. alliteration
5. My allowance was cut down c. personification
by my mother because I 3. All I could hear was the
overspent my pocket drip, drip, drip of the faulty
money. faucet.
a. assonance
b. alliteration
c. onomatopoeia
4. She sells sea-shells down
by the sea-shore.
a. alliteration
b. assonance
c. personification
5. My dear, you are ugly...but
tomorrow I shall be sober.
a. personification
b. assonance
c. irony
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in the ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above 80% above above
evaluation
B. No. of learners who requires additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for remediation
acts.for remediation who scored below 80%
remediation
C. Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the
learners who caught up with the lessons
lesson lesson the lesson lesson
D. No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to
require remediation remediation require remediation to require remediation require remediation
remediation
E. Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did this work?
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their Cooperation in doing their tasks
tasks
F. What difficulties did I encounter which my __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principal/supervisor can help me solve? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G. What innovations or localized materials did I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
used/discover which I wish to share with other
teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used as
Instructional Materials Instructional Materials as Instructional Materials used as Instructional Materials Instructional Materials
Prepared by:
LERMA T. MERUEÑA
Master Teacher I – Majayjay ES
BRENDA R. BITICON
Teacher III – Majayjay ES
MARGIE B. TUAZON
Teacher III – Majayjay ES
JOVITA E. LEDESMA
Teacher II – Majayjay ES
GRADES 1 to 12 Teacher: File created by Ma'am Jackie E. Matibag Learning Area: TLE - AA

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies/ 1.1 Explains benefits derived 1.1 Explains benefits derived 1.1.2 Identifies successful To administer a Pre Test To administer a Pre Test
Objectives from planting trees and fruit- from planting trees and fruit- orchard growers in the
( Write the L Ccode for each) bearing trees to families and bearing trees to families and community or adjacent
communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1
II. CONTENT Benefits derived from Benefits derived from planting Successful orchard growers in
( Subject Matter) planting trees and fruit trees and fruit bearing trees to the community
bearing trees to families and families and communities
communities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. pp.
2. Learner’s Material pages pp. pp.
3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/ https://plantyourtrees.com/
Learning Resource LR portal catalog/information/bene catalog/information/bene fits-
fits-of-trees of-trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
IV. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?
B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?
a. Presenting examples/ instances Group Activites Group Activites Let the group present their
of the new lesson. output.
b. Discussing new concepts and Group Reporting Group Reporting Discuss their output.
practicing new skills.#1
c. Discussing new concepts and What are the benefits derived What are the benefits derived
practicing new skills #2. from planting trees and fruit- from planting trees and fruit-
bearing trees? bearing trees?
d. Developing Mastery 1.The teacher further explains 1.The teacher further explains The teacher further gives
(Lead to Formative Assessment 3) and discuss the background and discuss the background examples of orchard growers in
information through inquiry information through inquiry the community.
approach approach Original File Submitted and
2. Have the pupils master the 2. Have the pupils master the Formatted by DepEd Club
concepts. concepts. Member - depedclub.com
e. Finding practical application of Why it is necessary to plant Why it is necessary to plant If you were an orchard grower
concepts and skills in daily living trees? trees? how can you help other people?
f. Making Generalizations and What have you learned? What have you learned? How can we say that an orchard
Abstraction about the Lesson. What are the benefits of What are the benefits of owner is a successful?
planting trees? planting trees?
g. Evaluating Learning Why is it good to plant trees Why is it good to plant trees or List down all the orchard
or fruit –bearing trees? fruit –bearing trees? growers in your community.
h. Additional Activities for Draw a fruit-bearing tree and Draw a fruit-bearing tree and Draw an orchard that you have
Application or Remediation explain the benefits of it. explain the benefits of it. in your community.
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80%in ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above
above ___ of Learners who earned 80% above
the evaluation. above
B . No. of learners who required ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
additional activities for remediation activities for remediation activities for remediation additional activities for remediation activities for remediation
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
No. of learners who have lesson lesson lesson lesson lesson
caught up with the lesson.
D. No. of learner who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require
require remediation require remediation remediation require remediation remediation
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these ___ Games ___ Games ___ Games ___ Games ___ Games
work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
supervisor can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I used/discover __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
which I wish to share with other views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
DAILY School Grade Level VI

LESSON LOG Teacher Learning Area TLE-HE
Teaching Dates and Time June 4-8, 2018 (Week 1) Quarter No specific quarter
dsd

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
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and
enable children to find significance a n d j o y in learning the lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills in managing family resources
B. Performance Standards Manages family resources applying the principles of home management
TLE6HE-Oa-1 1.1.1 list of family resources 1.2 enumerates source of family income
C. Learning Competencies / Objectives
Write the LC code for each 1.1 Identifies family resources and needs 1.1.2 list of basic and social needs
(human, material, and nonmaterial)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Management of family resources
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and manipulative materials as well as paper-
III. LEARNING RESOURCES based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource T.H.E II Teacher’s Manual. 1991. Pp. 18 (not
(LR)portal accessible)
https://www.google.com.ph/#q=resources+meaning Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and
(2014) Growing up with Home (2014) Growing up with Home (2014) Growing up with Home Pangilinan, J.P. (2014)
https://en.wikipedia.org/wiki/Resource_management Economics and Livelihood Education. Economics and Livelihood Education. Economics and Livelihood Growing up with Home
FNB Educational, Inc. QC. FNB Educational, Inc. QC. Education. FNB Educational, Inc. Economics and Livelihood
B. Other Learning Resources QC. Education. FNB
Bantigue, R.M. and Pangilinan, J.P. (2014) Growing Educational, Inc. QC.
up with Home Economics and Livelihood Education.
FNB Educational, Inc. QC.
IV. PROCEDURES
Generate ideas from learners about their definition of Recap of what was discussed the day Recap of the lesson the previous day. Recap of the lesson the previous day. Recap of the lesson the previous
resources. before and segue to the next lesson. day.
Yesterday, we talked about money
Resources are a stock or supply of money, materials, Yesterday, we familiarized ourselves and the need for its prudent Mention that this week we have
staff, and other assets that can be drawn on by a with management of family resources. management, We also identified talked about time, energy and
person or organization in order to function effectively. We identified examples of resources sources of money. money as examples of non-
and categorized them into human, material, human and material
material and nonmaterial. We focused resources.
Elicit from the class – what, then, is the meaning of
on time as a nonmaterial resource and
family resources? The learners are asked to give
its importance. .
examples of family resources and needs.
A. Reviewing previous lesson or presenting
the new lesson The learners are asked to categorize the resources
The class was asked to prepare a daily
time and work schedule and it was
into the following :
explained why they had included
(a) Human specific activities in the schedule, as
(b) Material well as the choice of time allotment.
(c) Nonmaterial
From the list of resources, choose
Mention that the resources generated in the another example. Energy might be
discussion need to be managed. one and falls under human resources.
Ask the learners their idea of management.
Emphasize the importance of management of Emphasize the importance of Again, use the list of resources identified Ask the class, This activity is intended for the
resources in the context of family which will be management of resources in the by the learners as point of reference –  “Do you think the family income is learners to be able to deepen
discussed in the lesson. context of family, which will be choose another resource e.g.money. sufficient for the family? appreciation of the resources
B. Establishing a purpose for the lesson discussed in the lesson. Money falls under material resource.  “Do you think the family income is that were discussed this week.
more than sufficient for the family?
The prudent management of money is  “Do you think the family income is
very important. not sufficient for the family?
C. Presenting examples/ instances of the new Ask the learners why energy is Elicit comments and opinions from the Why do you think the family income Presentation of group work.
lesson Refer to the response of the learners on the examples important. Why should this be learners on this sentence – “The prudent is...? Each group will be given 8
of resources. Depending on the response, zero in on managed? How should this be management of money is very - More than sufficient for the minutes to present their work.
an example provided by the learners e.g. time. Time managed? important.” family
is in the category of nonmaterial. - Sufficient for the family
Every activity utilizes energy, thus Articulation of opinions, views and - Not sufficient for the family
Time is gold. It is a God-given gift that must be valued reducing strength and causing comments through provision of
and used wisely. Time is short and once lost, cannot tiredness and fatigue. Our energy has examples. Give examples.
be regained. Proper time management can bring its limits, so we have to avoid
good results. unnecessary use. The proper
management of strength can speed up
The teacher will bring out meta cards
work and reduce stress.
containing quotes on money.
The class will explain the meaning of the

“quotes” then provide examples.
The learners are asked to give the advantages of The teacher will divide the class into Money is very important. It is a part of Based on our discussion, we have
proper time management. Examples are also four (4). Using photos and drawings life just like time and energy. realized that family income most of
provided. brought by the learners, identify helpful the time was not sufficient?
(1) Happiness and security for having accomplished measures that need to be done to How do we differentiate money from
something very important for the day; simplify work at home and conserve income? What do we do to ensure that we
D.Discussing new concepts and practicing new skills (2) More time to spend for family members after human energy. spend the family income wisely?
#1 accomplishing the planned activity; and Money is a current medium of
(3) More time to attend to other constructive activities exchange in the form of coins and
and worthwhile projects. banknotes.
Income is money received, especially

on a regular basis, for work or through
investments.
Time can be managed properly by scheduling Each group will report in class. Ask what the possible sources of Group yourselves into four (4). Identify
activities wisely. Make plan for every activity. Examples on application should also be money are? helpful tips in the wise spending of the
Routinize some activities based on available time and given in the report. family money.
how often these tasks have to be done. ACROSTICS
E. Discussing new concepts and practicing new skills#2
Using the acronym MONEY, provide a Provide examples.
The preparation of a realistic daily time schedule is a corresponding word or phrase opposite
helpful management tool to help the students identify each letter, indicating its possible
and prioritize activities. sources. The group assignment the
previous day will be followed.
F. Developing mastery Ask the learners to prepare a one-day time and work -do- Ask the class to bring out the photos or Synthesis of reports:
(Leads to Formative Assessment 3) schedule. drawings on the possible sources of The following are some helpful tips in
money. the wise spending of your money.
The identified learners will be asked to present their  Make a list of all the needed things to
schedule. As a group prepare a collage of the avoid buying things which are not
photos and present it in class. much needed. Include the kind, size,
color and prices to be bought.
The teacher will facilitate discussion on  Know and compare the prices of
other sources of family income that commodities to be bought, Do not
may not be covered by the group. buy products with unreasonably high
price.
G. Finding practical applications of concepts and Explain why they have included the activities in their After the completion of the group work, The teacher will explain to class that the  Buy fruits and vegetables in season to
skills in daily living schedule. Clarify why they have allotted the number the teacher will reinforce the discussion money being used by the family comes be sure of their freshness, cheap
of minutes in the activities. by synthesizing the results of the from the salary or other forms of income price, and their good quality.
discussion. of family members. It can also come  Buy in bulk foods which are needed
from bonuses, commissions or every day.
 Analyze the activity. honorarium received by an employee  Know the less costly ingredients that
 Use gadgets to facilitate completion of belonging to the family. can be used as substitute for
work. expensive items,
 Arrange the materials and things Other source of family income will be  Shop at the market nearest your
needed at work in one place. profits from business from those who are place. You should be familiar with the
 Know the appropriate time in carrying self-employed. stores offering the lowest prices for
out the activity in order to accomplish each commodity. Have a permanent
the task properly. store or grocery where you purchase
 Maintain a good posture while the needed items to ensure the good
working. quality and standard price.
 Use both hands to facilitate working.  Limit your expenses within the amount
 Finish the work you have started. of money that you have but be sure to
 Alternate the heavy and strenuous buy what you have listed.
activities.
H. Making generalizations and abstractions about the Mention that the class was able to: Mention that the class focused on Mention the importance of money in Based on the presentation,
lesson  Define family resources energy which is a human resource. the family, but ensure that money provide generalizations and
 Define management in the context of the family should come from sources that are in abstrations.
 Determine the importance of management of Ask the class what needs to be done to accordance with the law of the people
resources. simplify work at home and conserve and of God.
 Provide examples of resources e.g. time human energy.
The discussion will be synthesized by the teachers
and relate one discussion point to another. We learned the importance of energy
management.
Emphasize the importance of rest after

a hard day’s work.
I. Evaluating learning Referring to the resources identified by the learners, Ask the learners to share on their Ask the learners on their insights on As a Grade VI learner, how can you Get the insights of the learners
ask them to choose one and explain why this is insights on the lessons for the day. the lesson for the day. ensure that you are spending your on the activities
important. money wisely?
J. Additional activities for application or remediation Bring photos or drawings on: Bring photos or drawings of possible Divide the class into four (4). Remind the class about the
a) how to simplify work with the use of energy; and sources of money Ask each group to come up with a presentation the next day on the three
b) how to conserve energy. presentation in whatever form on the examples of resources. It will be an
three examples of resources. This application of what was learned this
may be in the form of a skit, news week.
format etc.; Be resourceful, creative
and artistic. For presentation on
Friday.
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 the students learn? Identify
VI. REFLECTION what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe formative assessment ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
___ of Learners who earned 80% above above 80% above
above
B. No.oflearnerswho requireadditionalactivities ___ of Learners who require additional activities ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
forremediation. for remediation additional activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation
C. Didtheremediallessons work? No.oflearnerswho ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
havecaughtupwiththe lesson. ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
lesson lesson the lesson up the lesson
D. No.oflearnerswho continuetorequire remediation ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
remediation require remediation require remediation require remediation to require remediation
E. Whichofmyteaching strategiesworkedwell?Why Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
didthesework? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Group member’s Cooperation in doing their ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their
tasks
F. WhatdifficultiesdidI encounterwhichmy __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principalorsupervisorcan helpmesolve? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G. What innovation or localized materials did I use/discover Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
which I wish to share with other teachers? __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be
Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials
GRADES 1 to 12 Teacher: Learning Area: ESP

I. LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat
B. Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat
C. Mga Kasanayan sa Pagkatuto 1.Naisasagawa ang mga 1.Naisasagawa ang mga tamang 1.Naisasagawa ang mga tamang 1.Naisasagawa ang mga tamang 1.Naisasagawa ang mga tamang
(Isulat ang code ng bawat tamang hakbang na hakbang na makatutulong sa hakbang na makatutulong sa hakbang na makatutulong sa hakbang na makatutulong sa
kasanayan) makatutulong sa pagbuo ng pagbuo ng isang desisyon na pagbuo ng isang desisyon na pagbuo ng isang desisyon na pagbuo ng isang desisyon na
isang desisyon na makabubuti sa pamilya makabubuti sa pamilya makabubuti sa pamilya makabubuti sa pamilya
makabubuti sa pamilya 1.1 pagsusuri nang mabuti sa 1.1 pagsusuri nang mabuti sa 1.1 pagsusuri nang mabuti sa 1.1 pagsusuri nang mabuti sa
1.1 pagsusuri nang mabuti sa mga bagay na may kinalaman mga bagay na may kinalaman sa mga bagay na may kinalaman sa mga bagay na may kinalaman
mga bagay na may kinalaman sa sarili at pangyayari sarili at pangyayari sarili at pangyayari sa sarili at pangyayari
sa sarili at pangyayari Nakasususuri nang mabuti Naipakikita sa gawa ang Naipakikita sa gawa ang Nasasabi ang opinyon bago
Nakasusuri nang mabuti bago magbigay ng desisyon wastong desisyon wastong desisyon gumawa ng desisyon
bago magbigay ng desisyon EsP6PKP-1a-i-37 EsP6PKP-1a-i-37 EsP6PKP-1a-i-37 EsP6PKP-1a-i-37
EsP6PKP-1a-i-37
II. NILALAMAN Mapanuring Pag-iisip

(Critical Thinking)
III. KAGAMITANG PANTURO

A. Sanggunian
1. Mga Pahina sa Gabay ng Guro Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6
Pahina 14-15 Pahina 14-15 Pahina 14-15 Pahina 14-15 Pahina 14-15
2. Mga Pahina sa Kagamitang Sulo ng Buhay 6 Sulo ng Buhay Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6
Pang- Mag-aaral Pahina 47-48 Pahina 47-48 Pahina 47-48 Pahina 48-49 Pahina 48-49
3. Mga Pahina sa Teksbuk

4. Karagdagang Kagamitan Mula sa TG, LM Grade 6
Portal ng Learning Resource
B. Iba pang Kagamitang Panturo Video clips, tsart, bond Video clips, tsart, bond Video clips, tsart, bond paper, Video clips, tsart, bond paper, Video clips, tsart, bond paper,
paper,meta cards,organizer, paper,meta cards,organizer, mete cards, organizer,mga meta cards, organizer meta cards,mga larawan
mga larawan mga larawan larawan
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin Pagpapakita ng larawan Ano ang pabatid ng alkalde sa Bakit kailangan nating suriing Ano ang iyong karanasan sa Magbigay ng dyaryo o mga
at/o pagsisimula ng bagong aralin Ano ang nakikita nyo sa kaniyang mga kabarangay? mabuti ang sitwasyon bago iyong tahanan na nagpakita ng larawan sa mga bata.
larawan? gumawa ng desisyon? pagsusuri bago ka gumawa ng
desisyon?
B. Paghahabi sa layunin ng aralin Basahin ang maikling kwento Kailan pumayag ang mga tao na Magpakita ng isang video clips na Magpakita ng mga larawan at Ipangkat sa apat at gumupit ng
sa pahina 47-48 ng Batayang mabakuran ang ilog? may kaugnayan sa pagsusuri ng sabihin kung nagpapakita ng mga larawang nagpapakita ng
Aklat pangyayari bago gumawa ng tamang pagsusuri o hindi pagsusuri bago magdesisyon.
desisyon. Idikit ito sa pisara
C. Pag-uugnay ng mga halimbawa Ano ang ibinalita ng alkalde na Bakit ayaw ng mamamayan ang Ano ang napanood ninyo sa video Aling mga larawan ang Bigyang pagkakataon ang bawat
sa bagong aralin kanyang gagawin para sa pagbabakod sa ilog noong una? clips? nagpapakita ng pagsusuri at alin grupo sa kanilang report.
kanyang mga nasasakupan? Magpakita ng larawan kung Ano ang pagsusuring ginawa ng naman ang hindi?
nagpapakita ng tamang mga tauhan sa video clips?
desisyon. Sang-ayon ka ba sa kanilang
ginawa?
D. Pagtatalakay ng bagong Bakit kailangan niyang Pumalakpak ng tatlo kung tama Pangkatang Gawain: Sabihin Ang HOORAY!kungmay Ano ang gagawin mo upang
konsepto at paglalahad ng bagong pabakuran ang ilog? ang isinasaad ng pangungusap G1-Gumawa ng isang slogan na tamang pagsusuri at HEP HEP! maging matagumpay ang iyong
kasanayan #1 at dalawang padyak kung mali nagpapahayag ng pagsusuri sa Kung mali. desisyon sa lahat ng
1. Pinilit dumaan ni Richard sa isang sitwasyon 1. Lumahok sa paligsahan sa pagkakataon?
bawal na tawiran sapagkat siya G2- Gumuhit ng isang matalinong pagsasayaw at umuwi agad
ay nagmamadali. pagpapasya 2. Bumili ng pagkain ngunit
2. Ayaw lumagda ni Grace sa G3- Bumuo ng isang awit ng kulang ang pera
isang petisyon sapagkat hindi tamang pagpapasya 3. Nagpatala sa painting contest
pa niya napag-aralan kung ano G4- Sumulat ng dalawang at nanalo
ang magiging epekto nito sa pangyayari ng nangangailangan ng 4. Pumasok sa paaralan ngunit
nakararami. matalinong pagpapasya nakalimutang sagutin ang
3. Ipauubaya nalang ninyo sa takdang aralin
inyong pangulo ang pagpapasya. 5. Nag-aral ng mabuti kaya
4. Magaling ang inyong lider sa tumaas ang mga marka
klase kaya ipinauubaya na ninyo Original File Submitted and
sa kanya ang lahat ng desisyon. Formatted by DepEd Club
Member - visit depedclub.com
for more
E. Pagtalakay ng bagong konsepto Alin ang nagbibigay ng mas Pangkatang Gawain: Ipakita sa Magpangkat sa apat at gumawa ng Bakit kailangang suriing mabuti Sabihin kung tama o mali
at paglalahad ng bagong maraming benepisyo sa mga pamamagitan ng dula dulaan isang iskit o sitwasyon na ang pangyayari bago magbigay 1. Ipaubaya sa magulang ang
kasanayan #2 tao, ang mabakuran ang ilog o ang tamang pagsusuri sa mga nagpapakita ng pagsusuri bago ng desisyon? lahat ng iyong desisyon sa buhay
ang manatili itong bukas sa sumusunod na pangyayari. isagawa ang desisyon. (3 minuto) Ano ang naidudulot nito sa atin? 2. Mahusay ka sa inyong klase
mga tao? G1-Paggawa ng proyekto sa EsP kaya sa iyo pinauubaya ang lahat
G2- Pagpupulong ng pangulo ng ng desisyon.
inyong klase tungkol sa 3. Walang tanong tanong na
pagpipintura ng flower box sumang-ayon sa isang pasyang
G3- Paglikom ng pondo para sa gagawin upang hindi na
nasalanta ng sunog magtagal ang usapan.
G4- Paglilinis ng palikuran ng
classroom officers
F. Paglinang sa Kabihasnan (Tungo Pangkatang Gawain: Sagutin nang pasalita: Ano ang dapat gawin bago Magbahagi ng isang pangyayari Magbahagi ng isang pangyayari
sa Formative Assessment 3) G1- Iguhit ang isang malinis na Ipaliwanag kung ano ang gumawa ng isang desisyon? sa paaralan na naranasan mo at sa iyong kaklase na nagpapakita
ilog magiging pasya para sa ganitong paano mo ito nadesisyunan. ng mapanuring pag-iisip. Ibahagi
G2- Itala ang tatlong dahilan o sitwasyon. ito sa klase
pangyayari kung hindi “ Hiniling ng pangulo ng inyong
naipabakod ang ilog klase na magkaroon kayo ng
G3- Ilarawan ang katangian ng isang palatuntunan upang
isang alkalde makalikom ng pondo para
G4- Sumulat ng isang poster maisagawa ang inyong
na nagpapakita ng tamang proyekto. Iyon ay
pagsusuri bago gumawa ng nangangailangan ng inyong
isang desisyon oras,paggawa at pera. Sasang-
ayon ka ba o hindi? Bakit?
G. Paglalapat ng aralin sa pang- Kung isa kayo sa mga Inatasan ka ng iyong guro na Nais mong manood ng palabas sa Ano ang iyong nararamdaman Ano ang iyong nararamdaman
araw- araw na buhay naninirahan doon, tututol din lumahok sa isang singing contest plasa ng inyong barangay ngunit kapag gumawa ka ng isang kapag gumawa ka ng isang
ba kayo o papaya kaagad? at kailangan mong mag-ensayo kailangan mong mag-aral ng iyong bagay at di mo nasuri bago desisyon na hindi mo ito sinuri?
Bakit opo? Bakit Hindi po tuwing hapon bago ang aralin para sa pagsusulit bukas. magdesisyon?
uwian,ano ang magiging pasya Ano ang iyong magiging
mo? Bakit? pagpapasya?
H. Paglalahat ng Aralin Tandaan: Sumuri munang mabuti mabuti Maging matalino sa pagsusuri ng Mahalagang suriin muna ang Tandaan Natin:
Suriin nang mabuti ang sarili bago magbigay ng desisyon sitwasyon bago magbigay ng sarili at pangyayari bago Ang batang may mapanuring
bago magbigay ng desisyon. upang makagawa ng mabuting tamang pagpapasya. magbigay ng desisyon. pag-iisip ay matalino at
pagpapasya. maparaan.
I. Pagtataya ng Aralin Ibigay ang iyong pagpapasya Thumbs up/Thums down Ipakita sa gawa ang iyong desisyon Ipakita sa gawa ang yong Ipaliwanag sa isang talata ang
sa pangyayaring ito: 1. Agarang magbigay ng sa sitwasyong ito (gumamit ng desisyon sa sitwasyong ito. iyong opinyon sa sitwasyong ito.
Aayusin ang isang bahagi ng desisyon para malunasan ang rubrics) Inutusan ka ng iyong guro na (Gumamit ng rubrics)
inyong silid-aralan, suliranin. Hiniling ng iyong ina na lumiban ka magdilig ng halaman ngunit may Bilang isang bata, iaasa ko palagi
pansamantalang lilipat kayo 2. Isipin nang tama ang lahat ng muna sa klase dahil magbabantay takdang gawain ka pang dapat sa lider ang desisyon kapag may
sa isang masikip na lugar, sasabihin para mabigyan ng ka ng iyong kapatid sapagkat may sundin sa kantina. Ano ang iyong pangkatang gawain.
sasang-ayon ka bang lumipat? tamang desisyon ang anumang mahalagang bagay siyang desisyon?
Bakit? problema. aasikasuhin.
3. Iasa sa lider ang desisyon Ano ang iyong magiging pasya?
palagi kapag may pangkatang Paano mo ito susuriin?
gawain.
4. Timbangin ang bawat detalye
sa solusyon ng bawat problema
bago magpasya.
5. Sumang-ayon nalang kag
inihain na ang desisyon sa isang
tao.
J. Karagdagang Gawain para sa Isulat nang patalata ang iyong Sabihin ang iyong pagsusuri sa Sumulat ng isang karanasan na Itala ang iyong karanasan noong Sumulat ng limang karanasan na
takdang- aralin at remediation sariling desisyon: sitwasyong ito: nagpapakita ng pagsusuri bago ikaw ay nasa ikalimang baitang sinuri mo muna bago nagbigay
Magaling magsalita ng Ingles Niyaya ka ng iyong kaklase na magbigay ng desisyon. na nagpapakita ng tamang ng desisyon.
ang inyong lider kaya magcutting class dahil maglalaro pagsusuri bago gumawa ng
sumasang-ayon kayo sa lahat kayo ng basketbol. Ano ang isang desisyon.
ng naisin nya. iyong magiging pasya?
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
nakakuha ng 80% sa pagtataya.
B. Bilang ng mga-aaral na ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remediation? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
Bilang ng mag-aaral na nakaunawa
sa aralin.
D. Bilang ng mga mag-aaral na ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
require remediation remediation remediation remediation remediation
magpapatuloy sa remediation
E. Alin sa mga istratehiyang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F. Anong suliranin ang aking __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
naranasan na nasolusyunan sa
tulong ng aking punungguro at __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
superbisor? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. Anong kagamitan ang aking Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
nadibuho na nais kong ibahagi sa
mga kapwa ko guro? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials

GRADES 1 to 12 Teacher: Learning Area: FILIPINO

II. LAYUNIN
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan

Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
A. Pamantayang Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Pangnilalaman Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
Nasasaulo ang isang tula/awit na napakinggan at naisasadula ang isang isyu o paksa mula sa tekstong napakinggan
Nakasasali sa isang usapan tungkol sa isyu
Nakabubuo ng sariling diksiyonaryo ng mga bagong salita mula sa mga binasa; naisasadula ang mga maaaring mangyari sa nabasang teksto
Nagagamit ang nakalimbag at di-nakalimbag na mga kagamitan sa pagsasaliksik
Nakasusulat ng reaksyon sa isang isyu
B. Pamantayan sa Pagganap Nakagagawa ng isang blog entry tungkol sa napanood
Naisasagawa ang pagsali sa mga usapan at talakayan, pagkukuwento, pagtula, pagsulat ng sariling tula at kuwento
Nasasagot ang mga Nagagamit nang wasto Nagagamit nang wasto ang mga Naiuugnay ang binasa Nasisipi ang isang
tanong tungkol sa ang mga pangngalan sa panghalip sa pakikipag-usap sa sa sariling karanasan talata mula sa huwaran
C. Mga Kasanayan sa napakinggang pabula pakikipag-usap sa iba’t iba’t F6PB-Ia-1 F6PU-Iac.2
Pagkatuto F6PN-Ia-g-3.1 ibang sitwasyon ibang sitwasyon
F6WG-Ia-d-2 F6WG-Ia-d-2
Pagsagot sa mga Tanong Wastong Paggamit ng Wastong Paggamit ng Panghalip sa Pag-uugnay ng Binasa sa Sariling Pagsipi ng isang Talata mula sa
II. NILALAMAN Tungkol sa Pangngalan sa Pakikipagusap sa Iba’t Ibang Karanasan Huwaran
Napakinggang Pabula Pakikipagusap sa Iba’t Sitwasyon
Ibang Sitwasyon
III. MGA KAGAMITANG

PANTURO
A. Sanggunian
1. Pahina sa Gabay ng Guro
2. Pahina sa Kagamitang
ng Mag-aaral
3. Pahina sa Batayang Aklat
4. Karagdagang Kagamitan Sipi ng kuwentong “Ang Sipi ng Kuwentong “Ang Kuwento ng
mula sa portal ng Learning Tipaklong at ang Paruparo” Tipaklong at ang Paruparo” Magkapatid na Daga: Si
Resource (LR) mula MISOSA mula MISOSA Kiko at si Tomas |
Panghalip/ Panghalip/ Kuwento ng
Pagsusunod-sunod ng mga Pagsusunod-sunod ng mga Magkapatid na Daga:
Pangyayari/Pagsulat Pangyayari/Pagsulat Pakikipagsapalaran sa
ng Sulatin 6824 ng Sulatin 6824 Siyudad 11911
pp.2-3 pp.2-3
B. Iba pang mga Kagamitang
Panturo
IV. PAMAMARAAN
A. Balik-Aral sa Nakaraang Pahanapin ng kapareha ang Magpakita ng isang Ano ang pangngalan? Saang lugar ninyo ng iyong Balikan ang kuwento nina Tomas
Aralin at/o Pagsisimula ng bawat isa. Ibahagi ang sagot larawan. Kung wala, kaibigan nais makarating? at Kiko. Ano-ano ang nangyari sa
Bagong Aralin sa mga tanong na ibibigay. maaari namang gamitin Bigyang-katwiran ang sagot. kanilang pakikipagsapalaran sa
Itanong: na lamang ang siyudad?
Sino ang iyong matalik na kapaligiran. Pagawain
kaibigan? ng pangungusap tungkol
Ilarawan siya. sa larawan.
Original File Submitted
and Formatted by DepEd
Club Member - visit
depedclub.com for more
B. Paghahabi sa Layunin ng Kuhanin ang pananaw ng mag- Isulat sa pisara ang mga Pangkatin ang mag-aaral. Saan nakipagsapalaran ang Isulat sa pisara ang mga
Aralin aaral sa: masusubok ang tunay pangungusap na ibibigay magkaibigan na Kiko at Tomas? pangungusap na ibibigay ng
Papaghandain ang bawat pangkat ng
na kaibigan sa oras ng ng mag-aaral. mag-aaral.
isang talata/sanaysay tungkol
pangangailangan. Ipabasa muli ang mga ito. sa isang lugar sa pamayanan at kung Ipabasa ang mga ito. Tama ba
paano ito nakatutulong sa ang pagkakasulat ng mga ito?
mamamayan. Malinaw ba ang pagkakasabi ng
bawat diwa ng pangungusap?
Ipatukoy ang ginamit na pangngalan.
C. Pag-uugnay ng Paano maipakikita ang Ano ang pangngalan sa Ipabasa:

mga pagiging mabuting kaibigan? bawat pangungusap? Magkapatid na Daga: Si
Halimbawa sa Basahin nang malakas ang Ano ang pangngalan? Kiko at si Tomas |
Bagong Aralin pabulang “Ang Tipaklong at Kuwento ng
ang Magkapatid na Daga:
Parupario” sa mag-aaral Pakikipagsapalaran sa
(MISOSA 6824, pp. 2-3) Siyudad 11911
D. Pagtalakay sa Bagong Pasagutan sa bawat pangkat ngPangkatin ang mag-aaral. Pahanapin ng kapareha ang bawat Sino ang magkaibigan sa Tumawag ng ilang mag-aaral
Konsepto mag-aaral. Papaghandain sila ng
Papaghandain ang bawat isa. Ano-ano ang ginagawa ninyong kuwento? upang isulat ang mga
at Paglalahad ng Bagong malikhaing pag-uulat. pangkat ng isang usapan magkaibigan? Saan-saan kayo Ano-ano ang kinahihiligan ng pangungusap na tinalakay upang
Kasanayan #1 1. Sino ang mga tauhan sa na maaaring mapakinggan pumupunta? magkaibigan? Saan sila maging talata.
kuwento? Ilarawan ang mula kina Paruparo at nagpunta? Ano-ano ang
bawat isa. Tipaklong. Ipatukoy sa Ipatukoy ang mga pangngalang ginamit nangyari sa kanila sa siyudad?
mga nakinig sa ng kapareha.
2. Ano ang problema ng
magkakaibigan sa kuwento? pagtatanghal ang mga
pangngalan na ginamit.
3. Paano ito nalutas?
4. Bakit maituturing na
magkaibigan sina Paruparo
at
Tipaklong?
E. Pagtalakay sa Bagong Pasagutan ang mga tanong sa Papiliin ang bawat isa Magpagupit ng isang larawan mula sa Ano-ano ang naging karanasan ng Tama ba ang pagkakasulat ng
Konsepto MISOSA 6824, pp. 3. kung sino ang nais nila lumang diyaryo o magasin. magkaibigan? talata? Tama ba ang mga bantas
at Paglalahad ng Bagong mula kina Paruparo at Magpagawa ng tatlong pangungusap May ganito ka rin bang na ginamit?
Kasanayan #2 Tipaklong. gamit ang pangngalan tungkol sa karanasan? Tama ba ang margin sa kanan at
Papaghandain ang bawat larawang ginupit. (Hayaang magbahagi ng kaliwa? Maayos baa ng
isa ng nais nilang sabihin sa karanasan ang mag- pagkakasulat ng mga salita at
napiling tauhan. aaral) pangungusap?
Siguraduhin na magagamit
ang pangngalan sa
gagawing monologue.
F. Paglinang sa Kabihasaan Hayaang magbahagi ang mag- Ipasipi ang natapos na talata sa
(tungo sa Pormatibong aaral ng kanilang karanasan sa isang malinis na papel.
Pagtataya) siyudad o sa bayan.
G. Paglalapat ng Aralin sa Sino sa dalawang magkaibigan Bakit mahalaga ang

Pang-araw-araw na Buhay ang naibigan mo? Ipaliwanag pagkakaroon ng isang
ang sagot. kaibigan?
H. Paglalahat ng Aralin Ano ang natutuhan mo sa Ano ang pangngalan? Ano ang pangngalan?
magkaibigang Paruparo at
Tipaklong?
I. Pagtataya ng Aralin
J. Karagdagang Gawain
para sa takdang-aralin at
remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80%
nakakuha ng 80% sa above
pagtataya
B. Bilang ng mag-aaral na ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation additional activities for activities for remediation activities for remediation activities for remediation
nangangailangan ng iba pang
remediation
gawain para sa remediation
C. Nakatulong ba ang remedial? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
Bilang ng mag-aaral na
lesson the lesson lesson lesson
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
require remediation require remediation remediation remediation remediation
magpapatuloy sa remediation
E. Alin sa mga istratehiyang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
pagtuturo nakatulong ng
lubos? Paano ito nakatulong? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F. Anong suliranin ang aking __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
naranasan na solusyunan sa
tulong ng aking punungguro __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
at superbisor? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. Anong kagamitang panturo Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
guro?
Instructional Materials used as Instructional Materials Instructional Materials Instructional Materials Instructional Materials

GRADES 1 to 12 Teacher: File created by Ma'am EVELYN M. CABAHUG, MT-1 Learning Area: MAPEH

III. LAYUNIN
A. Content Standard demonstrates understanding Demonstrates demonstrates understanding of Demonstrates understanding of demonstrates understanding
of the concept of rhythm by understanding of the participation and assessment of personal health issues and of the concept of rhythm by
applying notes and rests, use of lines, shapes, physical activity and physical concerns and the importance of applying notes and rests,
rhythmic patterns, and time colors, texture, and the fitness health appraisal procedures and rhythmic patterns, and time
signatures principles of emphasis community resources in signatures
and contrast in drawing preventing or managing them
a logo and own cartoon
character using new
technologies in drawing.
B. Performance Standard responds to beats in Creates concepts through art participates and practices selfmanagement responds to beats in
music heard with processes, elements, and assesses performance skills to prevent and control music heard with
appropriate principles using new in physical activities. personal health issues and appropriate
conducting patterns of technologies (hardware and assesses physical concerns conducting patterns of
2 3 4 and 6 software) to create personal fitness 2 3 4 and 6
4 4 4 8 or class logo. 4 4 4 8
designs cartoon character onthe
spot using new
technologies
C. Learning Competencies Realizes that art processes, 1. describes the Philippines describes personal identifies the notes / rests
(write the LC Code) identifies the notes / rests elements and principles still physical activity pyramid health issues and used in a particular song
used in a particular song apply even with the use of PE6PF-Ia-16 concerns 6
2 3 4 new technologies. 2. explains the indicators H6PHIab-18 8 time signature
4 4 4 time signatures A6EL-Ia for fitness demonstrates selfmanagement MU6RH-Ia-1
MU6RH-Ia-1 2. Appreciates the elements PE6PF-Ia-17 skills
and principles applied in 3. explains health and skill H6PHIab-19
commercial art. related fitness components
A6PL-Ia PE6PF-Ia-21
II. CONTENT Elements: Assessment of physical Personal Health -Issues and RHYTHM
RHYTHM 1. LINE activities and physical fitness Concerns Musical Symbols and
Musical Symbols and 2. SHAPE 1. height and weight(stunted Concepts:
Concepts: 3. COLOR growth, underweight, 1. Notes and Rests
1. Notes and Rests 4. TEXTURE overweight, obesity)
5. producing these using 2. hearing (impacted cerumen,
technology swimmer’s ear, otitis media)
3. vision
4. (astigmatism, myopia,
hyperopia,xerophthalmia,
strabismus)
5. skin, hair andand nail
6. (sunburn, dandruff ,corns,
blisters and calluses, ingrown
toenails)
7. posture and spine disorders
(scoliosis, lordosis, kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis, malocclusion,
halitosis)
A. References
1. TG/CG pages
3. Textbook pages MISOSA4-Module6 21st Century MAPEH in ACTION OHSP Health 1 Q1 Module 1, MISOSA4-Module6
MISOSA5-module1 By Gerardo C. Lacia et.al Reading 2 MISOSA5-module1
*Musika at Sining Copyright ,2016 pp.118-125 2. OHSP Health 1 Q2 Module 1 *Musika at Sining
6. Sunico, Raul pp.10-13 6. Sunico, Raul
M. et al, 2000. 3. EdukasyongPangkatawan, M. et al, 2000.
pp.8-10 kalusugan, at pp.8-10
*Umawit at Musika I. DepED. Abejo, Mary *Umawit at
Gumuhit 6. Placid Sr. Gumuhit 6.
Valdecantos, et.al. 1991.pp.46-52, 69-76 Valdecantos,
Emelita C. 1999. Science and Health for the Better Emelita C. 1999.
pp.5-16, pp.25-26 Life 5. pp.5-16, pp.25- 26
IMDC-DepED.PRODED. Abracia,
Norma,et.al.1995. pp.49
2.
EdukasyongPangkatawan,Kalusug
an,at
Musika I. DepED. Abejo, Mary
Placid Sr. et.
al. 1991. pp.62-64;72-80
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com for
more
4. Materials downloaded
from LRMDS
B. Other Learning Materials Laptop, digital art works, Laptop, projector
sample of commercial arts
downloaded from the net
IV. PROCEDURES
A. Reviewing previous Let the pupils sing the Review the basic terminologies Can you still recall your lesson What lessons in Health 5 that you
lesson and presenting Welcome Song in arts about the Physical activity can still remember ?
new lesson Sing the song Tao, taopo What are the elements of arts? pyramid ?
Clap the beat of the song Principles ?processes ?
B. Establishing a purpose After the session,you are going Today, you are going to describe In our lesson you will describe
for the lesson Today, we are going to to realize that art processes, the Philippine physical activity personal health issues and
elements and principles still pyramid Concerns and
identify the notes and rest in a apply even with the use of Demonstrate self management
song that we’re going to learn new technologies. skills
C. Presenting Present sample of commercial How would you describe the What are the common health
examples/instances of arts Philippine physical activity issues that you have or you have Teach the song.
the lesson Play the music chicken dance. Help/ Guide the students pyramid ? observe ?
Let the pupils dance with the describe, interpret, evaluate, Show the illustration of the Phil Assign these topics to small
music theorize and judge the Physical activity pyramid groups for them to discuss and the
Present the song properties and qualities of the What activities are found in STEP report to the class
Haranasabukid. Teach the visual form, for the purpose of 1 ? STEP 2? STEP 3 ?STEP 4 ? 1. height and weight(stunted
song understanding and appreciating What are the aims of the physical growth, underweight,
works of art and understanding activity pyramid? overweight, obesity)
the roles of art in society. 2. hearing (impacted cerumen,
ART HISTORY Why are physical activities swimmer’s ear, otitis media)
Attribution important ? 3. vision Analyze the song`
Where, when, why, and by 4. (astigmatism, myopia, What is the title of the song?
whom was an artwork made? hyperopia,xerophthalmia, What is the time signature of
strabismus) the song? What does it mean
Style by the upper number in the
Style refers to the distinguishing time signature? The second
characteristics of a work of art number ? What are the notes
that identify it as typical of an and rest you found in the
individual artist, culture, school, song ?
movement, or time period.
Artworks may exhibit personal,
national, and/or period styles.
D. Discussing new concepts Group Discussion on theff: What are the indicators or signs Big group sharing Emphasize the discussion of the
and practicing new skills Analyze the song. ART CRITICISM of physical fitness ? What are these? How do you meaning of the song
#1 What is the time signature of Guide Questions for art criticism Do you like doing physical handle these
the song ? What does the Description: What do I see? activities ?
upper number in the time (feel, hear, smell, taste)? Can you stretch your muscles w/o
signature mean? How about •Subject Matter: Does the feeling discomfort or pain?
the lower number ? What are artwork depict anything? If so, Can you move your body with a
the notes and rests you find in what? little or no difficulty?
the song ? ( quarter note) •Medium: What tools, Can you run 1.6 km in eight
materials, or processes did the minutes with ease ?
(eight note) (quarter
art make use? Is the amount of your fat less
note ) ( half note ) . •Form: What elements did the than your weight of lean muscles
(dotted quarter note ) maker choose and how did the bones and body organs ?
What does it mean by the maker organize the elements? If yes, you are physically fit. If
song ? Discuss the value of *Interpretation: What is the your answers are no, you have to
the song in relation to the artwork about? work out for your physical fitness
culture of Filipinos •Interpretive Statement: Can I
express what I think the artwork
is about in one sentence?

E. Discussing new concepts Help the students analyze the Evidence: What evidence inside Group the class in three. Present the musical score of the
and practicing new skills song or outside the artwork supports Group 1 -Ask them to work on song “HimigPasko “
#2 my interpretation? the following topics Help the pupils identify the
Judgment: Is it a good artwork? What are the four signs of notes and rests in the song
Criteria: What criteria do I think fitness ? ( Any folk song with 6
are most appropriate for judging ( endurance,flexibility,strength,b 8
the artwork? ody composition ) Time signature may be used )
Evidence: What evidence inside Group 2- What are the health-
What is the time signature of
or outside the artwork relates to related fitness components
the song ?What does the
each criterion? Group 3- What are the skill-
numbers in the time signature
Judgment: Based on the criteria related fitness components.
mean ? What are the notes
and evidence, what is my ( cardio-vascular fitness, healthful
and rests in the song?
judgment about the quality of composition, flexibility, muscular
the artwork? strength, muscular endurance )
( The pupils will recall their
lessons in Grade 4 or they will
research. They can use the Grade
4 LM for this activity
( agility,balance,coordination,
reaction time,speed, power )
F. Developing mastery (lead Let the pupils draw and Group reporting/ presentation Flash different notes and rests,
to formative assessment identify the notes in the song and let the pupils identify them
3)
G. Finding practical Present another song with 2 Are the elements and principles Practice selfmanagement
application of concepts 4 of arts present in the art work ? skills to prevent and control
and skills in daily living time signature and ask the personal health issues and
pupils to identify the different concerns
notes and rest found in the
song. This activity may be
done by group
H. Making generalization What is the art processes in this
and abstractions about art work? What elements of art
the lesson are present ?principles ?
I. Evaluating learning Self assessment Ask the following questions. Do you practice personal hygiene Identify the notes and rests
1.Whatdid I do in my art class Pupils may answer these either to prevent and control personal found in the song
today ? by writing drawing or health concerns.? What are ( Present a copy of a musical
2.What did I learn ? performing/role play these ? score of any folksong in the six-
3.What did I find interesting 1. Describe the Philippine eight time signature )
about the art? activity pyramid
Identify the notes and rests
4.What questions do I have 2. What are the indicators
found in the song
about what I learned for fitness ?
5.What was the point of today’s 3. What do you mean by
lesson ? cardio-vascular fitness ?
4. What do you mean by
agility
5. What is meant by
speed ?
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
acquired additional
activities for remediation
who scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
continue to require
remediation.
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well?
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encountered which my
principal can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I
used/discover which I views of the locality views of the locality views of the locality views of the locality views of the locality
wish to share with other __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as

GRADES 1 to 12 Teacher: Learning Area: SCIENCE

IV. OBJECTIVES
The learners demonstrate understanding of different types of mixtures and their characteristics
A. Content Standards
The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
B. Performance Standards
C. Learning Competencies/ Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
Objectives
Write the LC code for
each
Recall the states of matter Describe the appearance of Describe the appearance of Describe the appearance of Identify more examples of
mixtures formed mixtures formed mixtures formed mixtures formed
Matter and Mixtures : Introduction Mixtures: Experimentation Mixtures: Presentation of Data of Heterogeneous and
II. CONTENT Three Physical States of Matter the Experiment Homogeneous Mixtures
Examples
A. References
1. Teacher’s Guide pages
3. Textbook pages
4. Additional Materials from BEAM 4. 5 Explain what happens
Learning Resource (LR) after Mixing Materials. Learning
portal Guides. Mix it Up. July 2009. pp.
5-7.
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
lesson or presenting the Picture Analysis. The teacher Activity 1.1 Pinoy Henyo. The Classroom Discussion. Recitation. Activity 1.4 Mix and Match. The
new lesson should show three pictures teacher will use the activity as The students will share their The students will recall the teacher will use the activity as
referring to solid, liquid and guide. reflection and insights about the activity from the previous lesson. guide.
gas. previous lesson.
Pictures may be: Use the terms used from the Use the terms used from the
a. wood (solid) previous lesson such solid, liquid week’s lesson such as solid,
b. water in a container (liquid) , gas, matter and more. liquid , gas, mixtures and other
c. smoke (gas) related terms.
Guide Questions:
1. What can you observe/see
in the pictures given?
2. What could be the
relationship of the three
pictures?
B. Establishing a purpose Question of the day: Question of the day: Teacher’s Instruction Question of the day: Question of the day:
for the lesson
What are the three physical What will happen if you The teacher will tell that they will What are the results of your Aside from the examples from
states of matter and what do combine solid matter to another further investigate mixtures experiment yesterday? the previous lessons, what other
you know about the three? solid matter, solid matter to a through experimentation. examples of mixtures can you
liquid matter and so on? identify?
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
C. Presenting Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
examples/instances of Activity 1.2 Mystery Groupwork Presentation. Sing an Action Song:
the new lesson Combinations. The students will present their Song: Fruit Salad
Solicit ideas of the student’s Activity 1.3: Mix It Up!
previous lesson by using the The teacher may provide the Use BEAM Mix it up 3.1 only or outputs. “Watermelon, Watermelon
KWL chart on the three answer sheets or let them write activity sheet. Papaya, Papaya,
physical states of matter. in their notebooks. The Presentation Rubrics will be Bananana, Bananananan
Provide Answer Sheets or let The teacher will ask the students used. Please see Rubrics 1.1. Fruit Salad, Fruit Salad”
the students copy the format to prepare the materials.
in their notebooks. Let the Guide question:
students answer the first two What type of mixture is Fruit
columns : What you KNOW? Salad?
and What you WANT to know
more?
Student’s Answer Sheet

Topic: Three Physical States of
Matter
What you What What You
KNOW? you have
WANT LEARNED?
to
know
more?
1.Matter
2.State of
matter
D. Discussing new concepts Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
and practicing new skills Direct Instruction. Interactive Lecture in Classroom Development of Data. The Direct Instruction. Class Discussion.
#1 Discussion. The teacher will students will prepare the The teacher points out important The teacher prepares several
Teacher’s Concept: discuss the previous activity and following information regarding information from the experiment examples of heterogeneous and
input lesson through recitation. the Activity 1.3. done. homogeneous mixtures.
Matter is anything that Examples, smoke, air, smog,
occupies space and has mass. halo-halo, orange juice, coffee
The three physical states of Teacher’s Concept: drink, tea drink and other
matter are solid, liquid and examples
gas. Solids have definite A mixture forms when two or
volume and shape. Liquids more substances are combined Heteroge Homoge
have definite volume but no such that each substance retains neous neous
definite shape and takes the its own chemical identity. A
shape of the container. Gases homogeneous mixture has a
have no definite shape and single phase and a
volume. heterogeneous mixture has two
or more phases.
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations Teacher’s Instruction Teacher’s Instruction Continuation of the Teacher’s Instruction Teacher’s Instruction
and abstractions about Concept Webbing. The teacher Story Wheel. The teacher will Experiment/Activity 1.3 Concept Hat. The teacher will ask Fill in. The teacher will present
the lesson will ask the students to give ask the students to give their the students to write their final the structure that the students
their summary of what they summary of what they learned concept and ideas on the will answer.
learned from the lesson. Ask from the lesson. Spin the story cards/sheet of papers and place
the students to attach it on the wheel. it on a paper hat. Students share Example
following diagram. Note: The story should be their concept/learning and wears The ___________ is an example
prepared before the lesson. the hat. of
(heterogeneous/homogeneous )
mixture because it is a
combination of ________ which
is (solid, liquid ,gas) and
________ which is (solid, liquid,
gas) that is (single /more than
one) phase.
The story wheel should contain

important terms.
I. Evaluating learning Teacher’s Instruction Teacher’s Instruction Continuation of the Teacher’s Instruction Teacher’s Instruction
KWL chart. Let the students Reflection Log. The students will Experiment/Activity 1.3 Laboratory Sheet. The students Poster Making. The students
answer the last column of the write their reflection on the should submit their laboratory create a poster showing
chart or what you have lesson. sheet. examples of mixture.
learned?
The Laboratory rubric will be Use Rubric 1.3 on Poster Making
used to grade their output.
Rubric 1.2
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
require additional
activities for remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
work? No. of learners
lesson lesson lesson lesson lesson
who have caught up with
the lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well?
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my
principal or supervisor __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I
use/discover which I wish views of the locality views of the locality views of the locality views of the locality views of the locality
to share with other __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as

DLL GRADE 6 Q1 WEEK 1 JUNE 4-8, 2018 7 SUBJECTS Only

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School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: VI

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The mist was busy too;

One spider wove a web

Motionless hang the webs,

Speak gently to the little child;

Speak gently to the aged one;

Speak gently; it’s a little thing

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School Grade Level VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Ask the learners their idea of management.

The class will explain the meaning of the

Income is money received, especially

Emphasize the importance of rest after

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. NILALAMAN Mapanuring Pag-iisip

III. KAGAMITANG PANTURO

3. Mga Pahina sa Teksbuk

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan

III. MGA KAGAMITANG

C. Pag-uugnay ng Paano maipakikita ang Ano ang pangngalan sa Ipabasa:

G. Paglalapat ng Aralin sa Sino sa dalawang magkaibigan Bakit mahalaga ang

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

B. Other Learning Resources

Student’s Answer Sheet

The story wheel should contain

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