School: UPPER TAMBLER I CENTRAL ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: CONCEPCION PAGSUGUIRON METILLO Area: ESP
Teaching Dates and
Time: SEPTEMBER 25, 2023 Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Naipapamalas ang pag- Naipapamalas ang pag- Naipapamalas ang pag- Naipapamalas ang pag-unawa Naipapamalas ang pag-unawa sa
Pangnilalaman unawa sa kahalagahan ng unawa sa kahalagahan ng unawa sa kahalagahan ng sa kahalagahan ng kahalagahan ng pagkakaroon ng
pagkakaroon ng mapanuring pagkakaroon ng pagkakaroon ng pagkakaroon ng mapanuring mapanuring pag-iisip sa
pag-iisip sa pagpapahayag at mapanuring pag-iisip sa mapanuring pag-iisip sa pag-iisip sa pagpapahayag at pagpapahayag at pagganap ng
pagganap ng anumang pagpapahayag at pagganap pagpapahayag at pagganap ng anumang Gawain anumang Gawain na may
Gawain na may kinalaman sa ng anumang Gawain na may pagganap ng anumang na may kinalaman sa sarili at kinalaman sa sarili at pamilyang
sarili at pamilyang kinalaman sa sarili at Gawain na may kinalaman pamilyang kinabibilangan kinabibilangan
kinabibilangan pamilyang kinabibilangan sa sarili at pamilyang
kinabibilangan
B.Pamantayan sa Naisasabuhay ang Naisasabuhay ang Naisasabuhay ang Naisasabuhay ang Naisasabuhay ang pagkakaaroon
Pagganap pagkakaaroon ng tamang pagkakaaroon ng tamang pagkakaaroon ng tamang pagkakaaroon ng tamang pag- ng tamang pag-uugali sa
pag-uugali sa pagpapahayag pag-uugali sa pagpapahayag pag-uugali sa uugali sa pagpapahayag at pagpapahayag at pagganap ng
at pagganap ng anumang at pagganap ng anumang pagpapahayag at pagganap ng anumang gawain anumang gawain
Gawain gawain pagganap ng anumang
gawain
C.Mga Kasanayan Nakapagpapakita ng Nakapagpapakita ng Nakapagpapakita ng Nakapagpapakita ng Natataya ang kaalaman ng mga
sa Pagkatuto matapat na paggawa sa matapat na paggawa sa matapat na paggawa sa matapat na paggawa sa mga bata sa kasanayang tinalakay
mga proyektong mga proyektong mga proyektong proyektong pampaaralan
pampaaralan EsP5KPK-Ie-30 pampaaralan EsP5KPK-Ie- pampaaralan EsP5KPK-Ie- EsP5KPK-Ie-30
30 30
II.NILALAMAN Pananagutang Pansarili at Pananagutang Pansarili at Pananagutang Pansarili at Pananagutang Pansarili at
mabuting kasapi ng pamilya mabuting kasapi ng pamilya mabuting kasapi ng mabuting kasapi ng pamilya
pamilya
III.KAGAMITANG
PANTURO
A.Sanggunian
1.Mga pahina sa CG p.27 CG p.27 CG p.27 CG p.27
Gabay ng Guro
2.Mga pahina sa
kagamitang pang-
mag-aaral
3.Mga pahina sa
teksbuk
4.Karagdagang MISOSA Baitang 4,Pagiging MISOSA Baitang 4,Pagiging MISOSA Baitang 4,Pagiging MISOSA Baitang 4,Pagiging
kagamitan mula Marangal Marangal Marangal Marangal
sa portal ng
Learning Resource
B.Iba pang Metacards , Kuwento Metacards , Kuwento Manila paper , pentel pen , Kartolina , pentel pen at lapis
kagamitang kartolina ,metacards
panturo
IV.PROCEDURES
A.Balik-aral sa Paano mo maipapakita ang Paano mo maisasagawa ang Pagwawasto ng takdang Pagwawasto ng takdang aralin
nakaraang aralin positibong saloobin sa pag- pagiging matapat aralin
at/o pagsisimula aaral Pagwawasto ng takdang
ng bagong aralin aralin.
B.Paghahabi sa Mag-brainstorm sa mga bata Magpakita ng kilos na Ano angmararamdaman Muling pag-usapan ang mga
layunin ng aralin kung anu-ano ang mga nagpapakita ng pagiging mokung ikaw ay isang pamamaraan na dapat isagawa
katangian ng matapat tapat na tao? upang mahikayat ang iba na
mga taong tapat sa paggawa maging matapat sa lahat ng uri
ng paggawa
C.Pag-uugnay ng Ipabasa sa mga bata ang Hatiin ang mga mag-aaral sa Hatiin ang mga mag-aaral Pangkatin ang mga bata sa
mga halimbawa sa kuwentong “ Katapatan sa tatlong pangkat. Bawat sa dalawang pangkat. dalawang grupo. Bigyan ng
bagong ralin Paggawa” na nakasulat sa pangkat ay bibigyan ng Ipagawa ang activity card na naglalaman ng
manila paper /powerpoint isang sitwasyon na sumusunod na pagsasanay mga gawain
presentation nakasulat sa cartolina. Pag-
https:// aaralan ng bawat pangkat
www.youtube.com/watch? ang sitwasyon at ipalalabas
v=qQ0y-ez_hyU ito sa klase sa pamamagitan
ng maikling dula-dulaan,
yell at tula
D.Pagtalakay ng 1.Anong ugali ang dapat Pag-uulat ng bawat pangkat Pag-uulat ng bawat Pag-uulat ng bawat pangkat
bagong konspto at nating iukit sa ating puso at pangkat
paglalahad ng isipan?
bagong kasanayan 2.Bakit kailangan nating
#1 gumawa ng tapat?
3.Dapat mo bang tularan ang
sa palagay mo naman ay mga
maling gawa? Bakit?
4.Paano mo hihikayatin ang
mga taong may maling gawi
sa paggawa tungo sa tapat
na paggawa?
5.May pakinabang ba tayong
matatamo kung magiging
tapat tayo? Magbigay ng
 halimbawa.
E. Pagtalakay ng Pagbibigay ng iba pang
bagong konsepto sitwasyon
at paglalahad ng
bagong kasanayan
#2
F.Paglinang na Bigyan ng pagkakataon ang
Kabihasaan mga mag-aaral na
makapagbahagi ng kanilang
karanasan na sila ay
nakahikayat ng mga kaklase
na gumawa nang tapat sa
mga iniaatas sa kanila kahit
walang
sumusubaybay.Itanong kung
ano ang naging epekto ng
kanilang panghihikayat na
ginawa.
G.Paglalapat ng Itatak sa isipan ng mga bata
aralin sa sa pamamagitan ng
pangaraw-araw na matiyagang pagpapaliwanag
buhay ng guro at pagbibigay ng
halimbawa ng kabutihang
maidudulot ng paggawa
nang may katapatan
H.Paglalahat ng Paano mo mahihikayat ang
aralin iba na maging matapat?
I.Pagtataya ng
aralin
J.Karagdagang Sumulat ng tatlong
Gawain para sa pangungusap ng
takdang aralin at paghihikayat ng katapatan
remediation
V.MGA TALA
VI.PAGNINILAY
Pagbibigay ng iba pang
sitwasyon
Ibahagi ang inyong Pagbabahagi ng karanasan
karanasan na nagpapakita ng mga bata
ng pagiging matapat Original File Submitted and
Formatted by DepEd Club
Member - visit
depedclub.com for more
Ipasagot sa mga bata ang Itatak sa isipan ng mga
ibibigay na sitwasyon ng bata sa pamamagitan ng
guro matiyagang
pagpapaliwanag ng guro at
pagbibigay ng halimbawa
ng kabutihang maidudulot
ng paggawa nang may
katapatan
Paano momaisasagawa ang Upang mahikayat natin
pagiging matapat? ang ibang tao na maging
matapat sa paggawa,
kailangang tayo ay
namamasdan nila na
matapat din sa ating
gawa , pananalita at
kaisipan
Sumulat ng isang awitin sa Sumulat ng isang talata
paghihikayat sa katapatan ayon sa inyong ginawa sa
pangkatang gawain
Bigyan ng pagkakataon ang
mga mag-aaral na
makapagbahagi ng kanilang
karanasan na sila ay
nakahikayat ng mga kaklase na
gumawa nang tapat sa mga
iniaatas sa kanila kahit walang
sumusubaybay.Itanong kung
ano ang naging epekto ng
kanilang panghihikayat na
ginawa.
Itatak sa isipan ng mga bata sa
pamamagitan ng matiyagang
pagpapaliwanag ng guro at
pagbibigay ng halimbawa ng
kabutihang maidudulot ng
paggawa nang may katapatan
Upang mahikayat natin ang
ibang tao na maging matapat
sa paggawa, kailangang tayo ay
namamasdan nila na matapat
din sa ating gawa , pananalita
at kaisipan
Humanda sa Pagsusulit
A.Bilang ng mag- ___Lesson carried. Move on
aaral na nakauha to the next objective.
ng 80% sa ___Lesson not carried.
pagtatayao. _____% of the pupils got
80% mastery
B.Bilang ng mag- ___Pupils did not find
aaralna difficulties in answering their
nangangailangan lesson.
ng iba pang ___Pupils found difficulties in
Gawain para sa answering their lesson.
remediation ___Pupils did not enjoy the
lesson because of lack of
knowledge, skills
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Nakatulong ba ___ of Learners who earned
ang remedial? 80% above
Bilang ng mag-
aaral na
nakaunawa sa
aralin.
D.Bilang ng mag- ___ of Learners who require
aaral na additional activities for
magpapatuloy sa remediation
remediation
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
and knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional
activities for remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
E.Alin sa mga ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
estratehiyang ____ of Learners who caught ____ of Learners who ____ of Learners who ____ of Learners who caught ____ of Learners who caught up
pagtuturo ang up the lesson caught up the lesson caught up the lesson up the lesson the lesson
nakatulong ng
lubos?Paano ito
nakatulong?
F.Anong sulioranin ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who continue ___ of Learners who continue to
ang aking continue to require continue to require continue to require to require remediation require remediation
naranasan na remediation remediation remediation
solusyunansa
tulong ng aking
punungguro at
superbisor?
G.Anong Strategies used that work Strategies used that work Strategies used that work Strategies used that work well: Strategies used that work well:
kagamitang well: well: well: ___Metacognitive ___Metacognitive Development:
panturo ang aking ___Metacognitive ___Metacognitive ___Metacognitive Development: Examples: Self Examples: Self assessments, note
nadibuho nanais Development: Examples: Development: Examples: Development: Examples: assessments, note taking and taking and studying techniques,
kong ibahagi sa Self assessments, note taking Self assessments, note Self assessments, note studying techniques, and and vocabulary assignments.
kapwa ko guro? and studying techniques, and taking and studying taking and studying vocabulary assignments. ___Bridging: Examples: Think-
vocabulary assignments. techniques, and vocabulary techniques, and ___Bridging: Examples: Think- pair-share, quick-writes, and
___Bridging: Examples: assignments. vocabulary assignments. pair-share, quick-writes, and anticipatory charts.
Think-pair-share, quick- ___Bridging: Examples: ___Bridging: Examples: anticipatory charts.
writes, and anticipatory Think-pair-share, quick- Think-pair-share, quick- ___Schema-Building: Examples:
charts. writes, and anticipatory writes, and anticipatory ___Schema-Building: Compare and contrast, jigsaw
charts. charts. Examples: Compare and learning, peer teaching, and
___Schema-Building: contrast, jigsaw learning, peer projects.
Examples: Compare and ___Schema-Building: ___Schema-Building: teaching, and projects.
contrast, jigsaw learning, Examples: Compare and Examples: Compare and ___Contextualization:
peer teaching, and projects. contrast, jigsaw learning, contrast, jigsaw learning, ___Contextualization:
peer teaching, and projects. peer teaching, and Examples: Demonstrations, media,
projects. Examples: Demonstrations, manipulatives, repetition, and
___Contextualization: media, manipulatives, local opportunities.
Examples: Demonstrations, ___Contextualization: repetition, and local
media, manipulatives, Examples: Demonstrations, ___Contextualization: opportunities. ___Text Representation:
repetition, and local media, manipulatives, Examples:
opportunities. repetition, and local Demonstrations, media, Examples: Student created
___Text Representation: drawings, videos, and games.
opportunities. manipulatives, repetition,
and local opportunities. Examples: Student created ___Modeling: Examples: Speaking
___Text Representation: drawings, videos, and games. slowly and clearly, modeling the
Examples: Student created ___Text Representation:
___Modeling: Examples: language you want students to
drawings, videos, and games. Examples: Student created
___Modeling: Examples: drawings, videos, and
Speaking slowly and clearly, games.
modeling the language you ___Modeling: Examples:
want students to use, and Speaking slowly and clearly,
providing samples of student modeling the language you
work. want students to use, and
providing samples of
Other Techniques and student work.
Strategies used:
___ Explicit Teaching Other Techniques and
___ Group collaboration Strategies used:
___Gamification/Learning ___ Explicit Teaching
throuh play ___ Group collaboration
___ Answering preliminary ___Gamification/Learning
activities/exercises throuh play
___ Carousel ___ Answering preliminary
___ Diads activities/exercises
___ Differentiated ___ Carousel
Instruction ___ Diads
___ Role Playing/Drama ___ Differentiated
___ Discovery Method Instruction
___ Lecture Method ___ Role Playing/Drama
Why? ___ Discovery Method
___ Complete IMs ___ Lecture Method
___ Availability of Materials Why?
___ Pupils’ eagerness to ___ Complete IMs
learn ___ Availability of Materials
___ Group member’s ___ Pupils’ eagerness to
collaboration/cooperatio learn
n ___ Group member’s
in doing their tasks collaboration/cooperati
___ Audio Visual on
Presentation in doing their tasks
of the lesson ___ Audio Visual
Presentation
of the lesson
___Text Representation: Speaking slowly and clearly, use, and providing samples of
Examples: Student created modeling the language you student work.
drawings, videos, and want students to use, and
games. providing samples of student Other Techniques and Strategies
work. used:
___Modeling: Examples:
___ Explicit Teaching
Speaking slowly and
Other Techniques and ___ Group collaboration
clearly, modeling the
Strategies used: ___Gamification/Learning throuh
language you want
___ Explicit Teaching play
students to use, and
___ Group collaboration ___ Answering preliminary
providing samples of
___Gamification/Learning activities/exercises
student work.
throuh play ___ Carousel
___ Answering preliminary ___ Diads
Other Techniques and
activities/exercises ___ Differentiated Instruction
Strategies used:
___ Carousel ___ Role Playing/Drama
___ Explicit Teaching
___ Diads ___ Discovery Method
___ Group collaboration
___ Differentiated Instruction ___ Lecture Method
___Gamification/Learning
___ Role Playing/Drama Why?
throuh play
___ Discovery Method ___ Complete IMs
___ Answering preliminary
___ Lecture Method ___ Availability of Materials
activities/exercises
Why? ___ Pupils’ eagerness to learn
___ Carousel
___ Complete IMs ___ Group member’s
___ Diads
___ Availability of Materials collaboration/cooperation
___ Differentiated
___ Pupils’ eagerness to learn in doing their tasks
Instruction
___ Group member’s ___ Audio Visual Presentation
___ Role Playing/Drama
collaboration/cooperation of the lesson
___ Discovery Method
in doing their tasks
___ Lecture Method
___ Audio Visual Presentation
Why?
of the lesson
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical
composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
__ Bullying among pupils
__ Pupils’
behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations:
__Contextualized/
Localized and Indigenized
IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition