GRADE 5 School: ROMAN TANTIONGCO MEMORIAL SCHOOL
Teacher: RAZZEL MAE D. REYES
DAILY LESSON LOG
Teaching Date: OCTOBER 8-12, 2018 (WEEK 8)
WEEK 8 MONDAY
I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang pang-unawa sa
kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
B.Pamantayan sa Pagganap Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop[ bilang
gawaing mapagkakakitaan
C.Mga Kasanayan sa Pagkatuto 1. Natutukoy ang iba’t ibang
paraan sa pagkalap ng
impormasyon gamit ang internet
2. Nagagamit ang teknolohiya o
internet sa pagkalap ng
impormasyon sa pagpili ng
hayop/isdang aalagaan
3. Naisasagawa nang may
kawilihan ang pagkalap ng
impormasyon sa pagpili
ng hayop/isdang aalagaan gamit
ang internet K-12 CG EPP5 AG-Of-
13
II.NILALAMAN Pag-aalaga ng hayop
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p.19
2.Mga pahina sa kagamitang pang- Makabuhang Gawaing Pantahanan
mag-aaral at Pangkabuhayan 6 pp.230-232
Makabuhang Gawaing Pantahanan
at Pangkabuhayan 5 p.162, 164
EPP 4 Learning Materials p. 52
Agap at Sikap 6 p. 102, 106,108,
119
Learning Area: EPP-AGRI
TUESDAY
Naipamamalas ang pang-unawa sa
kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop[ bilang
gawaing mapagkakakitaan
1. Nakagagawa ng plano sa pag-
aalaga ng poltri o isda bilang
mapagkakakitaang
gawain.
2. Naiisa-isa ang salik sa
pagpaplano sa pag-aalaga ng poltri
o isda bilang
mapagkakakitaang gawain
3. Naisasagawa nang may
kawilihan ang wastong pag-aalaga
ng poltri o isda
bilang mapagkakakitaang Gawain
K12 CG EPP5 AG-Og-14 LC 2.5
Pag-aalaga ng hayop
CG p.19
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
p. 174
Internet (www.youtube.com :
Plano sa pag-aalaga ng poltri o
isda)
Agap at Sikap 6 pp. 96-97
Grade Level: V
WEDNESDAY
Naipamamalas ang pang-unawa
sa kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop[ bilang
gawaing mapagkakakitaan
1. Natutukoy ang mga hayop na
maaaring alagaan gaya ng manok,
pato, itik,
pugo o tilapia
2. Naipakikita ang kasiyahan sa
pagtukoy ng hayop na aalagaan
gaya ng
manok, pato, itik, pugo at tilapia
EPP5 AG-Of-15, LC 2.6
Pag-aalaga ng hayop
CG p.19
Agap at sikap 6 pp. 103-104, 108-
109, 119-120,
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
p 162
Agap at Sikap 5 pp.134, 144,146
Quarter: 2ND QUARTER
THURSDAY FRIDAY
Naipamamalas ang pang- Naipamamalas ang pang-
unawa sa kaalaman at unawa sa kaalaman at
kasanayan sa pag-aalaga ng kasanayan sa pag-aalaga
hayop bilang gawaing ng hayop bilang gawaing
mapagkakakitaan mapagkakakitaan
Naisasagawa nang may Naisasagawa nang may
kawilihan ang pag-aalaga ng kawilihan ang pag-aalaga
hayop[ bilang gawaing ng hayop[ bilang gawaing
mapagkakakitaan mapagkakakitaan
1.Nakagagawa ng talaan ng Natataya ang kaalaman
mga kagamitan at ng mga bata sa
kasangkapan na dapat ihanda kasanayang tinalakay
upang makapagsimula ng pag-
aalaga ng poltri at isda .
2. Natatalakay ang talaan ng
mga kasangkapan at
kagamitan na dapat ihanda
upang makapagsimula ng pag-
aalaga ng poltri at isda.
3. Naipakikita ang pagiging
maingat sa pagtatala ng mga
kasangkapan at kaga-
mitan na dapat ihanda upang
makapagsimula ng pag-aalaga
ng poltri at isda.
EPP5 AG-Of-16,
Pag-aalaga ng hayop Pag-aalaga ng hayop
CG p.19 CG p.19
Agap at Sikap 6 pp. 109 at
118-119
Umunlad sa Paggawa 5 pp.
134-136 at 146-148
internet
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
Internet ( www. Youtube. Com.
Pag-aalaga ng mga hayop at isda)
larawan, laptop, DLP
Balik-aral:
Paano nakatutulong ang
pagsasaliksik sa pagpili ng hayop
na aalagaan?
Lakbay-aral: Pagtungo sa
computer laboratory para
magmasid.
a. Anong teknolohiya ang nakita
ninyo?
b . Paano iyon ginagamit?
Panimulang Pagtatasa:
a. Pagpapataas ng kamay sa mga
batang may kaalaman sa
kompyuter.
b. Paano ginagamit ang
kompyuter?
c. Panuto: Sagutin ng Oo o Hindi
1. Nakaranas ka na bang kumalap
ng impormasyon sa computer?
2. Nasubukan mo na bang kumuha
ng impormasyon gamit ang
internet?
3. Madali ba itong gawin? Bakit?
Paglalahad: Pangkatang Gawain
(HOMO-Hands On Minds On)
Pangkat I - IV - Gamit ang
teknolohiya kumalap ng
impormasyon
batay sa sumusunod na gabay na
tanong:
A. Anong hayop ang mainam
Balik-aral:
Ano ang pagsasaliksik gamit ang
teknolohiya?
Paano nakatutulong ang survey sa
wastong pagpili ng hayop na
aalagaan?
Panuto: Ayusin ang mga letra para
makabuo ng salita.
YOSOLAKN __________
LNPNAAGGIA ________
AAPNHNO ___________
NAKAPI ____________
Anong konsepto ang maaaring
iugnay sa mga salitang nabuo?
Panimulang Pagtatasa:
Anong dapat mong isaalang-alang
sa pagbuo ng plano sa pag-aalaga
ng hayop? Bakit?
Paglalahad: Pangkatang Gawain
Gumawa ng plano ng pag-aalaga
ng manok. Bigyang pansin sa plano
ang mga salitang nabuo sa
naunang gawain.
Balik-aral:
Paano ka makagagawa ng isang
magandang plano sa pag-aalaga
ng mga
hayop o isda?
Pagganyak
Panuto: Hanapin sa puzzle ang
mga hayop at isda na maaaring
alagaan
Panuto: Sagutin ang mga tanong
sa paraang pasalita.
a. Kung kayo’y bibigyan ng
pagkakataon na mag-alaga ng
poltri o isda, , alin ang pipiliin
ninyo? Bakit?
b. Kaya mo rin kayang
magtagumpay sa pag-aalaga ng
poltri o isda? Pangatwiranan?
Paglalahad: ( Maglaro Tayo:
Pahulaan)
Panuto: Pumili sa pangkat ng
dalawang bata. Ang isa ay siyang
huhula at magbibigay ng clue sa
pamamagitan ng kilos. Ang
makahula sa pinakamabilis na
oras ang siyang mananalo. Nasa
Balik-aral:
Paano mo matutukoy ang
poltri o isda na maaaring
alagaan sa tahanan?
Pagsasabi ng mga bata ng
poltri na maaaring alagaan at
ang mga kata-
ngian nito.
Pagpapakita ng mga larawan
ng mga kagamitan at
kasangkapan sa
pamamagitan ng projector
Alin sa mga larawang nakita
ninyo ang maaaring gamitin sa
pagsisi-
mula ng pag-aalaga ng poltri
at isda?
Panimulang Pagtatasa
. Dapat bang gumamit ng
angkop na kagamitan at
kasangkapan sa
pagsisimula ng pag-aalaga ng
poltri at isda? Bakit?
Anu-ano ang mga
kasangkapan at kagamitan na
maaaring gamitin
upang makapagsimula ng pag-
aalaga ng poltri at isda?
Pangkatang Gawain
Hahatiin ang klase sa apat na
grupo.
Mag-uunahan ang bawat
kasapi na magsulat ng mga
kagamitan at kasangkapan sa
pag-aalaga ng poltri at isda.
Ang may pinakamaraming

E. Pagtalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
F.Paglinang na Kabihasaan
alagaan at pagkakitaan sa
Probinsiya ng
Batangas?
B. Ano ang nagiging batayan ng
isang tao sa pagpili ng hayop na
aalagaan?
C. Ano-ano ang mga salik na dapat
isaalang-alang sa pagtatag ng
ng poltri?
D. Paano ka matutulungan ng
teknolohiya sa pagtatag ng poltri?
Pagtalakay sa natapos na Gawain
Anong masasabi ninyo sa ginawa
ninyong pagsasaliksik gamit ang
internet?
Anong karaniwang hayop ang
maaaring alagaan batay sa inyong
pagsasaliksik?
Nakatulong ba sa inyo ang
paggamit ng teknolohiya sa
pagkalap ng impormasyon?
Paano?
Pagpapalalim ng Kaalaman
Malaking tulong sa pangangalap
ng impormasyon ang paggamit ng
teknolohiya. Nagiging batayan ito
sa pagdedesisyon tungkol sa kung
anong hayop ang aalagaan, paano
ito palalakihin at kung paano
magtatagumpay sa napiling hayop
na aalagaan. Bukod dito, ito ay
nagsisilbing sanggunian ng mga
tagapag-alaga ng hayop sa tuwing
nangangailangan sila ng
impormasyon
Paglinang sa natapos na gawain
Ano ang binigyang - pansin ng
bawat pangkat sa pagpaplano
Pagpapalalim ng Kaalaman
Ang pagpaplano ay isang
mahalagang elemento na
maaaring maging dahilan ng
pagtatagumpay sa napiling
gawain. Sa pagpaplano ng
aalagaang hayop, kailangang
isaalang-alang ang sumusunod na
salik
ulo ng isang bata ang huhulaang
pangalan ng hayop na nakasulat
sa maliit na kard.
Manok Bibe Pugo kalapati itik
tilapiya karpa hito
Paglinang sa natapos na gawain
Ayon sa ginawa nating pahulaan,
ano-anong hayop ang madaling
natukoy?
Bakit madali ninyong natukoy ang
mga ito?
Masaya ba kayo sa ating ginawa?
Bakit?
Pagpapalalim ng Kaalaman:
Ang mga Hayop na maaaring
alagaan sa tahanan o bakuran ay
ang manok, bibe, pato, Itik,
kalapati o pugo.
Ang karpa, tilapia, hito, bangus o
dalag ang mga uri ng isdang
nabubuhay sa tubig na maalat o
tubig dagat. Mayroon din
namang nabubuhay sa tubig
tabang nabubuhay. May mga
isdang maaaring alagaan nang
maramihan upang maipagbili o
kaya’y pambakuran lamang tulad
ng tilapiya, karpa, hito at iba pang
kauri. Ang mga isdang ito ay
madaling alagaan sapagkat
maaari silang mabuhay sa iba’t
ibang antas ng temperatura sa
tubig.
maitatalang tamang salita ang
tatanghaling panalo sa
gawaing ito
Paglinang sa natapos na
gawain
Sa palagay ninyo angkop ba
ang mga kagamitan at
kasangkapang
naitala para sa pag-aalaga ng
poltri o isda?
Ano ang naramdaman ninyo
sa gawain?
Madali ba ninyong natukoy
ang mga kagamitan at
kasangkapan sa pag-aalaga ng
poltri o isda?
Ang kulungan ng poltri ay
maaaring yari sa katutubong
materyales tulad ng pawid at
kugon para sa bubong, at mga
patpat na kawayan ang
dingding at sahig. Maaari ring
gamitin ang chicken wire sa
paggawa ng kulungan ng
poltri…………….

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
Pangkatin ang klase sa dalawa.
Magdedebate ukol sa pananaliksik
ng impormasyon ukol sa mga
hayop na maaring alagaan gamit
ang internet vs. sa paggamit ng iba
pang mga referens.
1. Paano kayo natulungan ng
teknolohiya sa pangangalap ng
datos?
2. Paano kayo natulungan ng
teknolohiya sa pagpili ng hayop na
aalagaan?
Paglalapat: (Pangkatang Gawain)
Paggawa ng plano ng pag-aalaga
ng isda at hayop
Pangkat 1- Manok
Pangkat 2- Pugo
Pangkat 3- Itik o Bibe
Pangkat 4- Isda
Ano-ano ang mga hakbang sa
wastong pagpaplano ng gawain sa
pag-aalaga ng hayop?
Paano makagagawa ng isang
plano?
Ang mga manok ay inaalagaan
dahil sa kanyang karne at itlog.
Layer ang tawag sa manok na
inaalagaan upang magdulot ng
sariwang itlog. Broiler naman ang
tawag sa manok na inaalagaan
upang patabain at gawing
pagkain. Pinakakilalang uri ng
manok sa produksiyon ng itlog
ang Single Comb White Leghorn.
Sa broiler naman, kilala ang mga
kasta na Cornish, plymouth rocky
at new hampshire. Nakikilala ang
mga manok na ito sa kanilang
manilaw-nilaw na balat at
mapuputing pakpak. Kasama rin
dito ang mga pugo, bibe at itik sa
mga poltring mainam alagaan
dahil rin sa karne at itlog nito.
Tukuyin ang mga hayop/isda sa Pangkatang Gawain
ibaba sa pamamagitan ng Gumawa ang bawat pangkat
paglalagay ng kanilang pangkat. ng talaan ng mga
a. Maaaring alagaan sa kasangkapan at kagamitang
tahanan/bakuran: na magagamit upang
b. Di maaaring alagaan sa makapagsimula ng pag-aalaga
tahanan/bakuran: ng mga hayop at isda. Gamitin
Manok kuwago itik agila lawin ang talaang nasa ibaba
kalaw ostrich
pugo bibe pato
tulingan tuna hasa-hasa lapu-lapu
karpa tilapya hito
galunggong biya bangus dilis
lagidlid bisugo
Ano-ano ang mga hayop na Ano-ano ang mga
maaaring alagaan? kasangkapan at kagamitan na
.Bakit maaari alagaan sa tahanan maaaring gamitin sa
o sa bakuran ang napili ninyong pagsisimula ng pag-aalaga ng
uri ng poltri o isda? poltri at isda?
Paano ninyo naitala ang mga
kasangkapan at kagamitan na
maaring magamit sa pag-
aalaga ng poltri at isda?
Maingat ba ninyo itong pinag-
isipan? Bakit?
I.Pagtataya ng aralin
J.Karagdagang Gawain para sa
Basahin ang sumusunod at piliin
ang titik ng wastong sagot.
1. Nais ni Ben na hanapin ang uri
ng hayop na may dalawang paa at
pakpak o isda na maaaring
alagaan. Paano niya ito hahanapin
sa internet?
A. I-type ang uri ng hayop na may
dalawang paa at pakpak o isda sa
search bar ng computer
B. Hanapin sa computer ang
larawan ng hayop
C. I-print ang larawan ng hayop
D. Kuhanan ng picture ang mga
hayop
2. Sa pamamagitan ng internet
mahahanap ba ang impormasyon
tungkol sa
mga hayop o isda?
A. Oo B. Hindi C. Marahil D. Hindi
sigurado
3. Nahihirapan si Joel na hanapin
sa mga aklat ng Edukasyong
Pantahanan at Pangkabuhayan
ang tungkol sa mga hayop na may
dalawang paa at pakpak o isda na
aalagaan. Ano ang kanyang
gagawin?
A. Kung may internet access sa
bahay gamitin ito upang kumalap
ng
impormasyon ukol sa mga hayop.
B. Pumunta sa munisipyo at
magpaseroks ng data tungkol sa
hayop.
C. Pumunta sa Barangay Hall at
doon maghanap ng data ng mga
hayop.
D. Pumunta sa computer shop at
maghanap doon mag-scan ng
mgapicture
ng hayop.
Gamit ang teknolohiya mangalap
Basahin ang sumusunod na mga
tanong. Piliin ang titik ng wastong
sagot.
1. Nais magtayo ng poltri nina
Nikko. Saan nila dapat ilagay iyon?
A. Sa mataas na lugar na may
punongkahoy
B. Mababang lugar na tinitigilan ng
tubig
C. Pook na maraming bato
D. Pook na maraming damo
2. Ano anong dapat isaalang-alang
sa paggawa ng kulungan ng manok
o pugo?
A. Tubig na malinis at ligtas sa
sakit B. Klima sa lugar at
kapaligiran
C. Malayo sa bahay D. Pagkain at
pagsasapamilihan nito
3. Anong dapat tandaan sa
pagpapakain sa mga alagang
manok, itik o bibe at
pugo?
A. Panatilihing malinis ang kainan
B. Bigyan ng marami at labis na
patuka
C. Bantayan ang patukaan at
kulungan sa lahat nang oras
D. Bigyan ang alagang hayop ng
pagkaing komersyal at
mamahaling uri
4. Saan dapat itayo ang
palaisdaan?
A. Harap ng bahay B. Sa likod
bahay na hindi nababahaan
C. Sa mabatong lugar at palusong
D. Sa magubat na lugar
5. Kailan ang tamang oras ng
pagbibigay ng pakain sa mga
alagang isda?
A. Sa umaga B. Tanghali
C. Hapon D. Kahit anong oras
Kung ang plano mong alagaan ay
Basahin ang sumusunod at piliin
ang titik ng tamang sagot.
1. Aling uri ng isda ang maaaring
alagaan sa panloobang
palaisdaan?
A. Tilapya B. Hasa-hasa
C. Lapu-lapo D. Bangus
2. Nais makatipid sa pagbili ng
itlog at karne ni Ruben, ano ang
kanyang
aalagaan?
A. Manok at bibe B. Ibon at
tandang C. Maya at pipit D. Pugo
at Pabo
3. Anong hayop ang mainam
alagaan malapit sa daluyan ng
tubig?
A. Bibe B. Manok C. Kalapati D.
Pabo
4. Alin sa mga hayop ang mainam
pagkunan ng itlog?.
A. Broiler B. Stag C. White
leghorn D. Cobb
5. Anong isda ang angkop alagaan
sa likod-bahay?
A. Tulingan B. Galunggong .
C. Tilapiya D. Bangus
Gumupit ng larawan ng hayop o
Basahin ang sumusunod. Piliin
ang tiitik ng tamang sagot.
1. Mainam gamitin sa
paggawa ng kulungan ng
poltri ang _______ bilang
bakod, upang madaling
makapasok ang hangin.
A. chicken wire B. alambre
C. lambat D. cyclone wire
2. Gamiting bubong ang
_______ upang hindi
masyadong mainitan ang
alagang poltri, lalo na kapag
matindi ang init ng araw.
A. yero B. Kawayan
C. kugon at pawid D. makapal
na karton
3. Kapag malilit pa ang
alagang poltri lagyan ng latag
ang sahig ng _____ upang dito
ilagay ang patuka.
A. diyaryo B. sako
C. duyong dahon D. karton
4. Ang mga ipa,dayami o
buhangin ay inilalagay sa sahig
ng kulunngan upang dito
mangitlog ang alagang poltri.
Bukod sa mga nabanggit na
panlatag sa sahig ng kulungan,
ano pa ang maaaring gawing
sapin?
A. Kusot B. Lupa
C. Apog D. Sariwang damo
5. Sa pagtatala ng mga
kagamitan at kasangkapan sa
pag-aalaga ng poltri at isda,
ano ang dapat mong ugaliin?
A. Pagiging maingat sa
pagtatala B. Maging mabilis sa
pagtatala
C. Maging matanong sa
kasamahan D. Maging
matiyaga sa pagtatala
Panuto: Sagutin sa paraang
takdang aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa
pagtatayao.
B.Bilang ng mag-aaralna nangangailangan ng iba
pang Gawain para sa remediation
C.Nakatulong ba ang remedial? Bilang ng mag-aaral
na nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy sa
remediation
E.Alin sa mga estratehiyang pagtuturo ang
nakatulong ng lubos?Paano ito nakatulong?
F.Anong sulioranin ang aking naranasan na
solusyunansa tulong ng aking punungguro at
superbisor?
G.Anong kagamitang panturo ang aking nadibuho
nanais kong ibahagi sa kapwa ko guro?
ng impormasyon tungkol sa
wastong pagpapalaki ng pugo.
Itala sa notebook ang nakalap na
kaalaman
___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
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
bibe, anong dapat mong bigyang-
pansin
sa sumusunod na salik?
a.Panahon ______________
b. Lokasyon ____________
c. Pakain ______________
d. Pangangailangan _______
___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
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
isda na maaaring pagkakitaan.
Idikit sa notebook at tukuyin ang
ngalan
___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
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
pasalita ang katanungan:
Sa paggawa ng talaan ng mga
kasangkapan at kagamitan,
kailangan ba
ng masusing pag-aaral kung
angkop ba ito o hindi? Bakit?
___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
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
___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
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
projects. projects. projects. and contrast, jigsaw learning, peer learning, peer teaching, and projects.
teaching, and projects.
___Contextualization:

___Contextualization: ___Contextualization: ___Contextualization: Examples: Demonstrations, media,

___Contextualization: manipulatives, repetition, and local
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
opportunities.
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, media,
opportunities. opportunities. manipulatives, repetition, and local ___Text Representation:
opportunities.
Examples: Student created drawings,
___Text Representation:
videos, and games.
___Text Representation: ___Text Representation:
Examples: Student created drawings, videos, and ___Text Representation: ___Modeling: Examples: Speaking
games. Examples: Student created drawings, videos, and Examples: Student created drawings, videos,
slowly and clearly, modeling the
games. and games. Examples: Student created drawings,
___Modeling: Examples: Speaking slowly and language you want students to use,
videos, and games. and providing samples of student
clearly, modeling the language you want students ___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly and
to use, and providing samples of student work. clearly, modeling the language you want students clearly, modeling the language you want ___Modeling: Examples: Speaking slowly work.
to use, and providing samples of student work. students to use, and providing samples of and clearly, modeling the language you Other Techniques and Strategies
Other Techniques and Strategies used: student work. want students to use, and providing used:
___ Explicit Teaching Other Techniques and Strategies used: samples of student work. ___ Explicit Teaching
___ Group collaboration ___ Explicit Teaching Other Techniques and Strategies used: ___ Group collaboration
___Gamification/Learning throuh play ___ Group collaboration ___ Explicit Teaching Other Techniques and Strategies used: ___Gamification/Learning throuh
___ Answering preliminary ___Gamification/Learning throuh play ___ Group collaboration ___ Explicit Teaching play
activities/exercises ___ Answering preliminary ___Gamification/Learning throuh play ___ Group collaboration ___ Answering preliminary
___ Carousel activities/exercises ___ Answering preliminary ___Gamification/Learning throuh play activities/exercises
___ Diads ___ Carousel activities/exercises ___ Answering preliminary ___ Carousel
___ Differentiated Instruction ___ Diads ___ Carousel activities/exercises ___ Diads
___ Role Playing/Drama ___ Differentiated Instruction ___ Diads ___ Carousel ___ Differentiated Instruction
___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction ___ Diads ___ Role Playing/Drama
___ Lecture Method ___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction ___ Discovery Method
Why? ___ Lecture Method ___ Discovery Method ___ Role Playing/Drama ___ Lecture Method
___ Complete IMs Why? ___ Lecture Method ___ Discovery Method Why?
___ Availability of Materials ___ Complete IMs Why? ___ Lecture Method ___ Complete IMs
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs Why? ___ Availability of Materials
___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs ___ Pupils’ eagerness to learn
collaboration/cooperation ___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Group member’s
in doing their tasks collaboration/cooperation ___ Group member’s ___ Pupils’ eagerness to learn collaboration/cooperation
___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Group member’s in doing their tasks
of the lesson ___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Audio Visual Presentation
of the lesson ___ Audio Visual Presentation in doing their tasks of the lesson
of the lesson ___ Audio Visual Presentation
of the lesson
 GRADE 5 School: ROMAN TANTIONGCO MEMORIAL SCHOOL Grade Level: V
Teacher: RAZZEL MAE D. REYES Learning Area: ESP
DAILY LESSON LOG
Teaching Date: OCTOBER 8-12, 2018 (WEEK 8) Quarter: 2ND QUARTER

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN
A. PamantayangPangnilalaman
B. Pamantayansapagganap
Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao at pagganap ng mga inaasahang hakbang, pahayag at kilos para
sa kapakanan ng pamilya at kapwa
Naisasagawaanginaasahanghakbang, kilos at pahayag na may paggalang at pagmamalasakit para sa kapakanan at kabutihanngpamilya
at kapuwa.

C. MgaKasanayansaPagkatuto Nakikilahok sa mga patimpalak o paligsahan na anglayunin ay pakikipagkaibigan.

Isulatang code ngbawatkasanayan EsP5P – IIh – 28
II. NILALAMAN Pakikilahok at Pakikiisa (Cooperation)

III. KAGAMITANG PANTURO

A. Sanggunian
1. MgaPahinasaGabayngGuro Gabay ng guro pp. Gabay ng guro pp. Gabay ng guro pp. Gabay ng guro pp. Gabay ng guro pp.
2. MgaPahinasaKagamitang Pang- Kagamitan ng mag aaral pp. Kagamitan ng mag aaral pp. Kagamitan ng mag aaral pp. Kagamitan ng mag aaral pp. Kagamitan ng mag aaral
Mag-aaral pp.
3. MgaPahinasaTeksbuk
4. KaragdagangKagamitanmulasa
portal ng Learning Resource
B. Iba pang KagamitangPanturo PowerPoint PowerPoint PowerPoint PowerPoint PowerPoint
IV. PAMAMARAAN
A. Balik-Aral sanakaraangaralin at/o Balik aralan sa paggalang sa Balik- Alalahanin ang ginawa ng Paano maging isang mabuting
pagsisimulangbagongaralin karapatan ng ibang tao. aralanangkwentongbinasakaha aktibidad kahapon tao?
pon.

B. Paghahabisalayuninngaralin May mga kaibigan ba kayo? 1. Iguhit ang masayang mukha Anu-anong katangian ng isang Ano naman magagandang
Sinu-sino ang inyong mga kung ang katangian ay ang kaibigan ang gusto mo? katangian ang nais mong
kaibigan? hinahanap mo sa iyong taglayin?
kaibigan
a. Mabait
b. Mapagbigay
c. Matulungin
d. Matapat
e. Magalang
C. Pag-uugnayngmgahalimbawasa Paano nyo sila nakilala? Talakayin ang mga sagot ng
bagongaralin bata.
D. Pagtatalakayngbagongkonsepto at
pagalalahadngbagongkasanayan #1
E. Pagtalakay ng bagong konsepto at
Paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasnan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-
Araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang Gawain parasatakdang-
aralin at remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng 80%
sa pagtataya.
B. Bilang ng mga mag-aaral na
nangangailangan ng iba pang Gawain parasa
remediation
Pagbasa sa kwentong-“Si
Bong Pagong at mga
kaibigan”
Ipasagot ang mga tanong
tungkol sa kwento
Kung ikaw si Bong Pagong,
gagawin mo rin ba ang
kanyang ginawa? Bakit?
___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
1. Bumuo ng apat na pangkat.
Pumili ng magiging lider sa
bawat pangkat.
2. Gumuhit ng representasyon
o simbolo kung paano
“Nasusukat angtunay na
kaibigan sa oras ng kagipitan”
Ipaliwanag ang ginawa ng
bawat pangkat.
___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
1. Magbigay ng mga magagandang
katangian nais mong baguhinsa
iyong sarili at bilang isang kaibigan
upang lalo siyang maging
mabuting tao.
2. Talakayin ang mga
magagandang katangian na
ibinigay ng mga bata.
Basahin at unawain ang “Tandaan
Natin”
Ang “tunay” na kaibigan
ay nakikilala sa salita at sa gawa.
___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.
1. Patnubayan ang klase sa
pagbuo ng mga pinaghalo-
halong titik para makabuo ng
mga magagandang katangian na
nais mong gawin sa iyong sarili
at sa iyong kaibigan.
2. Pag-usapan ang mga
nabubuong mga katangian ng
mga bata.
___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.
Sumulat ng limang
katangiang hinahanap mo
sa iyong kaibigan.
Pagkatapos sumulat ng
mga bata, tumawag ng
ilang bata upang
ipaliwanag sa klase ang
kanilang mga naging
kasagutan.
___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

C. Nakatulong ba ang remediation? Bilang ng
mag-aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na magpapatuloy
sa remediation
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.
___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
___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
___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
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
 GRADE 5
Teacher: RAZZEL MAE D. REYES
DAILY LESSON LOG
Teaching Date: OCTOBER 8-12, 2018 (WEEK 8)
WEEK 8 MONDAY
I.OBJECTIVES
A.Content Standards Demonstrates understanding of
the oral standards of English in
order to participate in various oral
communication demands
(situation, purpose and audience)
Demonstrates understanding of
different formats to write for a
variety of audiences and purposes
B.Performance Standards Participates effectively in a range
of conversations and collaboration
with diverse partners, building on
others’ ideas and expressing their
own opinion clearly and
persuasively
Rewrite/revise texts using
appropriate text types for variety
of audiences and purposes
C.Learning Make a stand on a certain issue.
Competencies/Objectives Revise Writing for clarity – correct
spelling
Show tactfulness when
communicating with others
II.CONTENT A. Making a Stand
B. Correct Spelling
C. Showing tactfulness when
communicating with others
School: ROMAN TANTIONGCO MEMORIAL SCHOOL Grade Level: V
Learning Area: ENGLISH
Quarter: 2ND QUARTER
TUESDAY WEDNESDAY THURSDAY FRIDAY
Demonstrate understanding of Demonstrate understanding that Demonstrate understanding of the Demonstrate
writing styles to comprehend the words are composed of different research process to write a variety of understanding that
author’s message parts to know that their meaning text words are
Demonstrate understanding that changes depending in context composed of
English language is stress timed to different parts to
support comprehension know that their
meaning changes
depending in
context
Use linguistic cues to appropriately Use strategies to decode Use a variety of research strategies Use strategies to
construct meaning from a variety of correctly the meaning of words in to effectively write variety of texts decode correctly
texts for a variety of purposes isolation and in context for various audiences and purpose the meaning of
words in isolation
and in context
Make an outline from a selection Identify different meanings of Organize information from primary Identify different
read content specific words sources in preparation for writing, meanings of
Read grade level text with accuracy, (denotation and reporting and similar academic tasks content specific
appropriate rate and proper connotation)(Health) in collaboration with others. words (denotation
expression Observe politeness at all times Show tactfulness when and
Curriculum Guide: EN5V-IIH-20.1.3 AND EN5V-IIH- communicating with othersEN5SS – connotation)
EN5RC-IIH-2.15.1 AND EN5F-IIH-1.3 20.2.3 IIh –1.8 and EN5A-IIh-17 (Health)
Observe politeness
at all times EN5V-
IIH-20.1.3 AND
EN5V-IIH-20.2.3
Making an outline from a selection Identifying different meanings of Organizing information from primary Identifying
read content specific words sources in preparation for writing, different meanings
Reading grade level text with (denotation and connotation) reporting and similar academic tasks of content specific
accuracy, appropriate rate and (Science) in collaboration with others words (denotation
proper expression Observing politeness at all times and connotation)

III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
(Science)
Observing
politeness at all
times
CG p. CG p. CG p. CG p. CG p.
http:// http://www.slideshare.net/ www.enotes.com/homework- www.enotes.com/
highered.mheducation.com/ edithahonradez/grade- denotation-connotation- homework-
sites/007256380x/student_view0/ 6englishreadingoutliningatwoparag allwords128667 denotation-
http://www.uefap.com/writing/ raph connotation-
exercise/spell/ado1fram.htm passage allwords128667
Pictures power point presentation power point presentation, laptop, power point presentation, lap top, power point
• Chart lap top downloaded activities downloaded activities presentation,
• lap top downloaded stories laptop,
downloaded
activities
a. I’m going to present some Reviewing previous lesson or A. Reviewing previous lesson or a. Drill A. Reviewing
situations.Tell if each is a fact or presenting the presenting the new lesson Ask the pupils to find six words from previous lesson or
an opinion 1. Last year, there was new lesson (Show pictures of Girl Scouts and the puzzle that are written vertically, presenting the
a horrible outbreak of dengue Drill: Complete the web Boy Scouts) horizontally, diagonally or even new lesson
virus. 2. Surfing the web is more PLANTS Are you members of Girl Scouts backwards. Tell the pupils to loop the (Show pictures of
fun than watching TV. Parts Needs Uses and Boy Scouts? words found in the puzzle. Girl Scouts and
3. For adequate water intake, Kinds What are the activities that you Directions: Write on the blank the Boy Scouts)
adults need to drink 6 to 8 glasses enjoy most during scouting? appropriate word that corresponds Are you members
of water a day. How do Girl Scouts talk with the or related to the phrase or clause of Girl Scouts and
4. Female doctors are more caring olds? below. Choose from the found Boy Scouts?
than male doctors looped words. What are the
5. Frequent smoking of cigarettes a. _______________- one of the activities that you
leads to lung disease parts which a thing or object is made enjoy most during
of or composed of. scouting?
b, _______________- takes no notice How do Girl Scouts
of; pays no attention to. talk with the olds?
c. _______________- proven, tested.
d. _______________- similar, having
the same qualities.
e. _______________- artificially
produced material or substance
f. ________________- pertaining to
or related to beliefs of or ancestors.
B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances of
the new lesson
Take a look at this picture
Who is in the picture?
What facts can you give about
him?
This time you are going to give
your opinion about him as the new
President of the Philippines
I’m going to group you into five
groups to do this activity.
What can you say about Pres.
Rodrigo Duterte as the new
President of the Republic?
Do you like him as our new
President? Why or why not?
Give your stand about the issue.
Give at least five reasons that will
support your stand
Class, our lesson for today is about
making an outline from a selection
read.
Based from your previous lesson in
Science, what is the biggest animal
in the world?
Read the selection then answer the
questions that follow
The biggest animal in the world is
the whale. The blue whale is the
largest animal that ever lived. It is
even bigger than the great
dinosaurs of long ago. Whales are
close cousins of dolphins and
porpoises. But these animals do not
come as big as the whales. Whales
spend their entire lives in water,
usually in the ocean. Because they
live in cold water, they have a thick
layer of fat under their skin. This fat
which is called blubber protects the
animal from the cold. Though
whales live in water, they are not
fish. Whales are mammals. They
have lungs through which they
breathe. A whale comes to the
surface to breathe. It blows the old
air from its lungs out of a hole on
the top of its head. Whales are
warm blooded. Even if the
temperature outside is very cold or
hot, their body temperature
remains steady. Whales have hair
all over their bodies though not
much. Mother whales feed their
babies with milk from their own.
Whales are very sociable animals.
They talk with others by making
Class, our lesson for today is
about identifying different
meanings of content specific
words (denotation and
connotation)
Story
Last year, the Girl Scouts in our
district celebrated their
anniversary with a journey. The
purpose or point of this trip was
to explore the virgin forests of
Palawan. Since, the forests of
Palawan have not yet been
touched by loggers. Many of the
Girl Scouts who went were
independent girls and did not
need help in doing basic or
essential things like cooking and
hiking.
Class, our lesson for today is about Class, our lesson
organizing information from primary for today is about
sources in preparation for writing, identifying
reporting and similar academic tasks different meanings
in collaboration with others. of content specific
words (denotation
and connotation)
Kaylee sets the pace for a heartfelt Story
celebration Last year, the Girl
Kaylee Davidson will be celebrating a Scouts in our
very special event on district celebrated
Tuesday, the 10th anniversary of her their anniversary
donor heart. The lively youngster with a journey.
from Washington, who loves to The purpose or
dance, run and play was just five point of this trip
months old when she became the was to explore the
youngest child from Britain to have a virgin forests of
successful heart transplant. Palawan. Since,
Yesterday Kaylee was guest of the forests of
honour at a party in Newcastle for Palawan have not
her mother Carol, 29, now vice- yet been touched
chairman of support group. Heart by loggers. Many
Transplant families Together said, “I of the Girl Scouts
can’t believe 10 years have gone by, who went were
Kaylee is a normal girl and she lives independent girls
life to the fullest.” and did not need
help in doing basic
or essential things
like cooking and
hiking.

D.Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Presentation and discussion of
output
Who among you like President
Duterte as our
president?
Why do you like him?
Who among you are not in favor
of him as
our President?
Why don’t you like him as our
president?
Do you have the same stand?
What can you say about the
opinions of others?
What did you do to support your
stand?
How do you value the opinion of
others?
different sounds. They make clicks,
whistles, squeaks, thumps and even
low moans. Because sound waves
travel well in water, the songs of
whales can be heard more than a
hundred miles away.
1. What is the story about?  Who celebrated their Who will be celebrating a very  Who celebrated
2. Where do whales spend their anniversary? special event? their anniversary?
entire lives?  How did they celebrate their What event is she going to  How did they
3. Why can whales live in cold anniversary? celebrate? celebrate their
water?  What was the purpose of their Why will she celebrate that event? anniversary?
4. Why do whales come to the trip? If you were the mother of Kylee will  What was the
surface of the water?  How can you describe a virgin you do the same? purpose of their
5. How do mother whales feed their forest? Why? Why not trip?
babies?  When we say virgin forest,  How can you
6. Supposed you find whales on the what does it mean? describe a virgin
shores, how would you treat them?  Does it have another meaning? forest?
 What value did the Girl Scout  When we say
learn about the forest? virgin forest, what
 How will you show your does it mean?
politeness at all times as one of  Does it have
the value of Girl Scouts? another meaning?
 What value did
the Girl Scout
learn about the
forest?
 How will you
show your
politeness at all
times as one of the
value of Girl
Scouts?
This time you are going to make an What does the clear headline of the
outline of the story you have read a report read?
while ago by answering the What is the main point or event of
following questions. the news report?
For paragraph 1 What part of the report is the main
What is the biggest animal in the point, first part? middle part? or last
world? part?
Whale is the biggest animal in the How are we going to organize the
world. events?
What do you call this idea? In making or writing a report, what
What ideas in the paragraph should we remember?
support your answer?

F.Developing Mastery a. Independent Practice
(Debate)
Topic: K-12: Favor or Not Favor
b. Clarity/Conciseness: The text
has many spelling mistakes.
c. Rewrite the text correcting the
mistakes
In deeling with students on the
hih-school level - that is, the
second, third, and forth year of
high school - we must bare in mind
that to some degree they are at a
dificult sychological stage,
generaly called adolesence.
Students at this level are likely to
be confused mentaly, to be
subject to involuntery distractions
and romantic dreamines. They are
basicaly timid or self-consious,
they lack frankness and are usualy
very sensitive but hate to admit it.
They are motivated iether by great
A. Bigger than the great dinosaurs
of long ago
B. Cousins of dolphins and
porpoises but do not come as big as
whale.
What do you call these ideas?
In making an outline you have to
follow this pattern
I. The Biggest Animal in the world
A. Bigger than the great dinosaurs
of long ago B. Cousins of dolphins
and porpoises but do not come as
big as
whale
In making an outline of the story
what should we do first?
What are you going to do with the
main idea?
Is it easy to retell/recall the story
using an outline?
For paragraphs 2 and 3, follow the
same procedure in paragraph 1
1. Guided Practice The following words have their a. Guided Practice The following
Directions: Read the paragraphs. meaning. Tell whether each word Directions: Arrange the following words have their
Make an outline by completing the has denotative meaning or sentences to form a report. Follow meaning. Tell
format that follows connotative meaning. the format below whether each
Plants are important to all people 1. A. Chicks are sought after by word has
and animals. Without them, we boys. denotative
would have nothing to eat. They B. Only 5 out of ten eggs turned meaning or
are also the source of medicines into chicks. connotative
and fibers. Plants also give us fresh 2. A. Many are scared of the meaning.
air to breath. snake. 1. A. Chicks are
Farmers raise crops by spraying B. Stay away from that man he is sought after by
fertilizers. Most farmers now put a snake. boys.
chemicals on the plants they grow. 3. A. You are a green minded B. Only 5 out of
They use fertilizers, pesticides and person. ten eggs turned
herbicides on the plants grown B. Most of the leaves in the into chicks.
commercially. Fertilizers are garden are green. 2. A. Many are
chemicals that kill the weeds that 4. A. There are thousands of stars scared of the
grow with the plants in the Milky Way. snake.
Paragraph 1 B. Sarah Geronimo is the B. Stay away from
I. Main Idea: brightest star in music industry. that man he is a
_____________________________ 5. A. I’m feeling blue when it rain. snake.
_______ B. Blue is my favorite color 3. A. You are a

G.Finding Practical application of
concepts and skills in daily living
ambition, probably out of all
proportion to their capabiltys, or
by extreme lazines caused by the
fear of not suceeding or ataining
their objectives. Fundamentaly
they want to be kept busy but
they refuse to admit it. They are
frequently the victims of earlier
poor training, and this makes
evary effort doubly hard. They are
usually wiling to work, but they
hate to work without obtaining
the results they think they shoud
obtain. Their critical faculties are
begining to develop and they are
critical of their instructers and of
the materiels they are given to
laern. They are begining to feel the
presher of time; and althouh they
seldem say so, they really want to
be consulted and given an
oportunity to direct their own
afairs, but they need considerable
gidance.
(From A Language Teacher's Guide
by E. A. M􀳦ras)
Who among you have parents
working abroad? What is your
stand in this issue? In two to three
sentences write your reasons that
make your conviction strong
Supporting Details green minded
A.___________________________ person.
_ B. Most of the
B.___________________________ leaves in the
__ garden are green.
C. 4. A. There are
____________________________ thousands of stars
Paragraph 2 in the Milky Way.
I.Main B. Sarah Geronimo
Idea_________________________ is the brightest
____ star in music
Supporting Details industry.
A.___________________________ 5. A. I’m feeling
____ blue when it rain.
B.___________________________ B. Blue is my
___ favorite color
C.
_____________________________
b. Independent Practice
Make an outline of the selection
The Dutch
The Dutch are people of Holland.
They are serious and hardworking.
They are considered the cleanest
people in the world. The Dutch are
fond of eating, drinking and
attending parties.
Have you seen a picture of a Dutch
girl? She wears big wooden shoes
called klompers. Men wear baggy
trousers while women wear flowing
skirts, white aprons and stretched
cloth caps. Dutch children are
healthy for they drink plenty of milk
and take big amounts of butter.
Boys are trained to steer the boats
and take charge of the windmill.
Water sports are popular with the
Dutch children.
Group Activity When we say virgin forest what Parents have the right to use what is When we say
Give at least three supporting does it mean? called reasonable chastisement to virgin forest what
details for the following topics or Does it have another meaning? keep their children under control does it mean?
main ideas Video presentation explaining the So, parents may hit them, but not Does it have
Group Activity meaning of connotation and hard enough to cause serious injury another meaning?
Give at least three supporting
details for the following topics or
main ideas
Group I: Rules to be followed in
school
1. _____________________
2. _____________________
3. _____________________
Group II: Safety rules while walking
on the street
1. ____________________
2. ____________________
3. ____________________
Group III: Responsibilities at Home
1. ____________________
2. ____________________
3. ____________________
denotation
(www.enotes.com/homework-
denotation-
connotation-allwords128667)
HITTING OUT Video presentation
A twelve- year old boy won the right explaining the
to go to the European Court of meaning of
Human Right in Strasbourg last week. connotation and
His stepfather beat him with a denotation
garden cane when he was nine years (www.enotes.com
old. /homework-
The hearing may take two years – if denotation-
the boy wins, smacking may be connotation-
banned in Britain. allwords128667)
Should parents be allowed to smack
their children?
Arrange the following events/ideas
to make a news report.
Parents have the right to use what is
called reasonable chastisement to
keep their children under control
So, parents may hit them, but not
hard enough to cause serious injury
HITTING OUT
A twelve- year old boy won the right
to go to the European Court of
Human Right in Strasbourg last week.
His stepfather beat him with a
garden cane when he was nine years
old.
The hearing may take two years – if
the boy wins, smacking may be
banned in Britain.
Should parents be allowed to smack
their children?
1. Giant oil Chevron, Petron and Shell
have asked the government from a
10-year extension of their depots in
barangay Bula, General Santos City.
2. Oil Depots in Commercial Area
3. With the passage of the ordinance,
the oil depots were considered risks
and that the oil companies were
given until March next year to
relocate.
4. Under the city’s zooming
ordinance passed in 1990, Bula was
identified as a commercial area.
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Based from the discussion, what
should we remember in giving
opinion to some issues?
These words are some of the most
difficult words to spell in English.
Underline the word with the
correct spelling
1. Which one is correct?
necessary necessary necesary
2. Which one is correct?
accommodation accammadation
accommodation
3. Which one is correct?
business buseness business
4. Which is used for pens, papers,
envelopes etc?
stationery stationary stationerry
5. Which is correct?
assistant assistant assisstant
How do we make an outline? What is the difference between What are the points to remember in What is the
What are the things to remember denotative and connotative writing reports? difference
in making an outline? meaning of a word? What gives the reader an idea about between
Outlining is arranging notes so that what will be in the report? denotative and
important ideas stand out and connotative
make clear which point supports meaning of a
each of the important ideas. word?
An outline is a method for taking
notes of a written work or speech.
The outline is usually presented
using headings and subheadings
Directions: Make an outline using Read each sentence carefully. Directions: On a one whole sheet of Read each
the jumbled details of main Choose the letter of the correct paper, arrange and write the sentence carefully.
headings answer. sentences into a news report. Choose the letter
and subheadings.Use Roman 1. Which word has connotative 1. Mayor John Johnson said 60 of the correct
Numerals for the headings or meaning? others were affected by the disease answer.
main idea and letters for the Home that could have been caused by 1. Which word has
supporting ideas. House contaminated water. Most of the connotative
Kind of Fossils 2. His only son is the black sheep victims were residents of the meaning?
Location of Fossils of all his children. What is the hinterland village of Lamidan, Davao Home
Uses of Fossils connotative meaning of the del Sur which is predominantly House
Telling the story of the earth underlined word? populated by Manobo and Lagakaulo 2. His only son is
Molds of plants and animals a. Disreputable son natives. the black sheep of
Skeletal remains of plants and b. One who has black complexion 2. Diarrhea outbreak in Davao del all his children.
animals c. His son raises a black sheep. Sur, 6 dead What is the
Hard rocks 3. The denotative meaning of a 3. At least six children, aged 4-6 connotative
Layers of sedimentary rocks crocodile is________ years, have died since Oct. 29 as meaning of the
Preserved body parts of plants and a. A reptile with hard scale government officials continued to underlined word?
animals b. A person who is greedy cope with a diarrhea outbreak in a. Disreputable
Tracing the changes of the earth’s c. A person who is corrupt several villages here. son
surface 4. Breast milk is good for the 4. Dr. Darwin Trinidad, a physician at b. One who has
Telling the changes in climate baby. The underlined word the Manila District Hospital, said he black complexion
Holes in the mud expresses a _______________ had ordered the municipal health c. His son raises a
Prints made by parts of plants and a. denotative meaning office to trace the source of the black sheep.
animals b. connotative meaning disease to prevent more people from 3. The denotative
Mud or sand c. the same meaning getting ill. meaning of a
5. Which sentence expresses a crocodile
connotative meaning? is________
a. I visited my grandparents’ a. A reptile with
grave. hard scale
b. The student committed a grave b. A person who is
offense. greedy
c. both a and b c. A person who is
corrupt
 4. Breast milk is
good for the baby.
The underlined
word expresses a
_______________
a. denotative
meaning
b. connotative
meaning
c. the same
meaning
5. Which sentence
expresses a
connotative
meaning?
a. I visited my
grandparents’
grave.
b. The student
committed a grave
offense.
c. both a and b
J.additional activities for application Read the paragraph with accuracy, Write a brief news report about your
or remediation appropriate rate and proper community.
expression. Then make an outline Be able to follow the points to
of the story remember in writing a report
My friend Nilo went to the province
with his parents last week. They
visited his grandmother. He went
around the farm with his
grandmother. She showed him the
duck and chicken poultry. He
observed and played with them. He
continued to go around and came
to a vegetable garden. He admired
the big squash, patola and
ampalaya. He picked some and
grandmother cooked these for
lunch.Nilo enjoyed his stay on the
farm.
Plants are vital in our lives. Man
and other animals can’t live without
plants. The food we eat, the
medicine that we take, the books

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next objective.
evaluation ___Lesson not carried.
_____% of the pupils got 80% mastery
B.No.of learners who require additional activities ___Pupils did not find difficulties in answering
for remediation 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.
C.Did the remedial work? No.of learners who have ___ of Learners who earned 80% above
caught up with the lesson
and pencils we used in school come
from plants. They also give oxygen
that we need in order to breathe.
People eat a large number of plants
everyday. Most animals, like us,
depend on plants for their foods,
too. Fortunately, the earth doesn’t
run out of plants because plants are
able to reproduce.
___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next objective. ___Lesson carried. Move
___Lesson not carried. objective. ___Lesson not carried. on to the next objective.
_____% of the pupils got 80% mastery ___Lesson not carried. _____% of the pupils got 80% mastery ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got
80% mastery
___Pupils did not find difficulties in answering their ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering their ___Pupils did not find
lesson. their lesson. lesson. difficulties in answering
___Pupils found difficulties in answering their ___Pupils found difficulties in answering their ___Pupils found difficulties in answering their lesson. their lesson.
lesson. lesson. ___Pupils did not enjoy the lesson because of lack ___Pupils found difficulties
___Pupils did not enjoy the lesson because of lack ___Pupils did not enjoy the lesson because of of knowledge, skills and interest about the lesson. in answering their lesson.
of knowledge, skills and interest about the lesson. lack of knowledge, skills and interest about the ___Pupils were interested on the lesson, despite of ___Pupils did not enjoy the
___Pupils were interested on the lesson, despite lesson. some difficulties encountered in answering the lesson because of lack of
of some difficulties encountered in answering the ___Pupils were interested on the lesson, questions asked by the teacher. knowledge, skills and
questions asked by the teacher. despite of some difficulties encountered in ___Pupils mastered the lesson despite of limited interest about the lesson.
___Pupils mastered the lesson despite of limited answering the questions asked by the teacher. resources used by the teacher. ___Pupils were interested
resources used by the teacher. ___Pupils mastered the lesson despite of ___Majority of the pupils finished their work on on the lesson, despite of
___Majority of the pupils finished their work on limited resources used by the teacher. time. some difficulties
time. ___Majority of the pupils finished their work on ___Some pupils did not finish their work on time due encountered in answering
___Some pupils did not finish their work on time time. to unnecessary behavior. the questions asked by the
due to unnecessary behavior. ___Some pupils did not finish their work on teacher.
time due to unnecessary behavior. ___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 earned 80% above ___ of Learners who earned 80% above ___ of Learners who
earned 80% above
 GRADE 5 School: ROMAN TANTIONGCO MEMORIAL SCHOOL Grade Level: V
Teacher: RAZZEL MAE D. REYES Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Date: OCTOBER 8-12, 2018 (WEEK 8) Quarter: 2ND QUARTER

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag- unawa sa konteksto ang bahaging ginagampanan ng simbahan sa layunin at mga paraan ng pananakop ng Espanyol sa Pilipinas at ang
epekto ng mga ito sa lipunan.
B.Pamantayan sa Pagganap Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto at dahilan ng kolonyalismong Espanyol at ang epekto ng mga paraang pananakop sa katutubong
populasyon.
C.Mga Kasanayan sa Pagkatuto Nasusuri ang mga naging Naiisa-isa ang mga Naiisa-isa ang mga pamamaraan ng 1. Nasusuri ang mga pamamaraan LINGGUHANG
reaksyon ng mga Pilipino sa pamamaraan ng pamamalakad pamamalakad ng mga ng pamamalakad ng mga PAGSUSULIT
Kristiyanismo. ng mga prayle sa pagpapaunlad ng prayle sa pagpapaunlad ng sinaunang
AP5PKE-IIg-7 prayle sa pagpapaunlad ng sinaunang Pilipino. Pilipino.
sinaunang Pilipino. AP5PKE-IIg-h-8 AP5PKE-IIg-h-8
AP5PKE-IIg-h-8

II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
CG p.
Makabayan Kasaysayang Pilipino
5, dd.93-94
“ Jumbled Letters “
Ipaayos sa mag-aaral ang mga titik
upang mabuo ang angkop na
salita tungkol sa kristiyanismo .
1. Isang reaksyon ng maraming
Pilipino sa kristiyanismo
a p a l u m a t a
- “ Kilalanin Ninyo Ako “
Ipabasa sa mag-
aaral ang komik strip at ipalahad
ang relihiyong kinabibilangan.
CG p.
Makabayan Kasaysayang Pilipino
5, dd.93-94
“ Kilalanin mo “
Magpakita ng mga larawan ng
reaksyon ng mga Pilipino sa
kristiyanismo at ipasabi sa bata
kung ano ang nilalaman ng
larawan.
“ Semantic Web “Itanong sa
mga mag-aaral kung ano ang
alam nila sa salitang prayle ?
pamamalakad ?
CG p. CG p.
Makabayan Kasaysayang Pilipino 5, Makabayan Kasaysayang Pilipino 5,
dd.93-94 dd.93-94
“ Kilalanin mo “ “ Fill in the Box “
Magpakita ng mga larawan ng Ipasulat sa loob ng kahon ang mga
reaksyon ng mga Pilipino sa inilalarawang reaksyon ng mga
kristiyanismo at ipasabi sa bata Pilipinosa Kristiyanismo.
kung ano ang nilalaman ng Sa pamamagitan nito ang isang
larawan. batang naisilang ay isa nagiging ganap
na kristiyano .
Sagot : _____________________
“ Semantic Web “Itanong sa mga “ Experiencial Based “
mag-aaral kung ano ang alam nila Itanong sa mga bata kung
sa salitang prayle ? nakaranas na silang maging lider ng
pamamalakad ? kanilang pangkat o kaya ng kanilang

C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
. Ipapanood ang video na
nagpapakita ng
paniniwala sa kristiyanismo at
paraan ng
pagsamba ng mga Muslim
b. Magsagawa ng malayang
talakayan
Para higit na maunawaan ng mag-
aaral ang reaksyon ng mga Pilipino
sa kristiyanisasyon , ipabasa
ang teksto sa ibaba.
Palagyan ng datos na nakalap
buhat sa tekstong binasa.
Reaksyon
Paglalarawan
Sumang-ayon
Di – Sumang-ayon
Ipasagot ang katanungan sa
pamamagitan ng
pagbibigay ng sariling opinyon.
Kung ako ay bibigyan ng
pagkakataong baguhin
ang aking kasalukuyang
relihiyon
“ Teks ko basahin mo “
Ipabasa ang teksto sa ph. 128-
130
Magsagawa ng malayang
talakayan gamit ang sumusunod
na tanong :
• Ano ang nilalaman ng
talata ?
• Sino ang naatasang
magpalaganap ng kristiyanismo
sa bansa ?
• Ano - ano ang naitatag
ng mga misyonerong dumayo sa
Pilipinas ?
• Mahalaga ba ang papel
ng mga prayle sa pagsakop ng
ating bansa ? Bakit ?
. Pagsusuri
• Anong pananagutan ng
kaharian ng Espanya sa mga
misyonerong ipinadadala sa
Pilipinas ?
• Ano - ano ang
pamamaraan ng pamamalakad
ng mga prayle sa pagpapaunlad
ng sinaunang Pilipino ?
• Ang mga pamamaraan
bang ito ay nakatulong sa pag-
unlad ng sinaunang Pilipino ?
Magsagawa ng pangkatang
gawain tungkol sa
pamamaraan ng pamamalakad
ng mga prayle sa
pagpapaunlad ng sinaunang
Pilipino
Pangkat I
“ Lights Camera Action “
“ Teks ko basahin mo “
Ipabasa ang teksto sa ph. 128-130
Magsagawa ng malayang talakayan
gamit ang sumusunod na tanong :
• Ano ang nilalaman ng
talata ?
• Sino ang naatasang
magpalaganap ng kristiyanismo sa
bansa ?
• Ano - ano ang naitatag ng
mga misyonerong dumayo sa
Pilipinas ?
• Mahalaga ba ang papel ng
mga prayle sa pagsakop ng ating
bansa ? Bakit ?
. Pagsusuri
• Anong pananagutan ng
kaharian ng Espanya sa mga
misyonerong ipinadadala sa
Pilipinas ?
• Ano - ano ang
pamamaraan ng pamamalakad ng
mga prayle sa pagpapaunlad ng
sinaunang Pilipino ?
• Ang mga pamamaraan
bang ito ay nakatulong sa pag-
unlad ng sinaunang Pilipino ?
Magsagawa ng pangkatang gawain
tungkol sa
pamamaraan ng pamamalakad ng
mga prayle sa
pagpapaunlad ng sinaunang
Pilipino
Pangkat I
“ Lights Camera Action “
mga kabarkada , kaibigan o kalaro.
Itanong kung anong inaasahan sa
isang pinuno o lider . Bakit ?
“ Teks ko basahin at unawain mo “
Ipabasa ang teksto sa ph. 137-138
Magsagawa ng malayang
talakayan
• Sino ang may malaking papel
sa pagkakatatag ng pamamahala
ng mga Espanyol sa bansa ?
• Paano nila isinasagawa ang
kanilang hangaring ipalaganap ang
Katolisismo
. Pagsusuri
• Kanino karaniwang
ipinagtatanggol ng mga misynero ang
mga mamamayan ?
• Lahat ba ng mga misyonero
ay may matapat na hangarin sa mga
Pilipino ?
• Anong pamamaraan
pamamalakad ng mga prayle ay
nakatulong ng lubos sa pag-unlad ng
bansa ? ang hindi nakatulong ?
Magsagawa ng pangkatang gawain.
Pangkat I
“ Kung ako ikaw “
Gawin :
Bibigyan ko kayo ng pagkakataong
maging prayle . Itala ninyo sa Hanay
A ang ibang pamamaraan sa
pamamalakad na alam ninyong

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
J.Karagdagang Gawain para
takdang aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa
pagtatayao.
_______________________
____________________________
________________
Kung nabubuhay na kayo sa
panahon ng Espanyol, tatanggapin
ba ninyo ang kristiyanisasyon/
bakit?
Gabayan ang mag-aaral sa pagbuo
ng konseptong
natutunan.
Panuto: Isulat ang tsek ( / ) kung
sumampalataya at ekis ( x )
kung di - susampalataya sa
kristiyanismo .
______1. Pagpapabinyag at
paggamit ng pangalang kristiyano
______2. Matibay na
paniniwala ng mga Muslim sa
relihiyong
Islam.
sa Gumawa ng grap ng bilang ng mga
bata sa inyong pangkat
na sumasampalataya at di-
sumasampalataya sa
kristiyanismo.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
Isadula ang pakikipagkaibigan ng
mga prayle sa mga sinaunang
Pilipino sa pagpapalaganap ng
kristiyanismo
- “ Graphic Organizer “
Gabayan ang mag-aaral sa
pagbuo ng ng konseptong
natutunan.
Basahing mabuti ang
sumusunod na pahayag tungkol
sa pamamalakad ng mga prayle.
. Piliin at isulat ang titik ng
tamang sagot.
A. Ang mga prayle ay may
pamamaraan ng pamamalakad
sa pagpapaunlad ng mga
sinaunang Pilipino .
B. Iniutos ng hari na
kaibiganin ang mga Pilipino
upang higit na madaling
maipaliwanag ang kristiyanismo
c. Hangad lang hari na
sakupin at pahirapan ang mga
Pilipino .
Sumulat ng reaksyon ninyo sa
paraan ng pamamalakad ng mga
Prayle sa mga sinaunang
Pilipino.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
Isadula ang pakikipagkaibigan ng
mga prayle sa mga sinaunang
Pilipino sa pagpapalaganap ng
kristiyanismo
- “ Graphic Organizer “
Gabayan ang mag-aaral sa pagbuo
ng ng konseptong
natutunan.
Basahing mabuti ang sumusunod na
pahayag tungkol sa pamamalakad
ng mga prayle. . Piliin at isulat ang
titik ng tamang sagot.
A. Ang mga prayle ay may
pamamaraan ng pamamalakad sa
pagpapaunlad ng mga sinaunang
Pilipino .
B. Iniutos ng hari na
kaibiganin ang mga Pilipino upang
higit na madaling maipaliwanag ang
kristiyanismo .
c. Hangad lang hari na
sakupin at pahirapan ang mga
Pilipino .
Sumulat ng reaksyon ninyo sa
paraan ng pamamalakad ng mga
Prayle sa mga sinaunang Pilipino.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
makabubuti sa sinaunang Pilipino at
sa Hanay B pumili ng ilan na nais
ninyong kunin sa sa pamamaraan nila.
Iulat sa klase ang inyong kasagutan.
Data Retrieval Chart “
Pasagutan ang tsart
ng tungkol sa paraan ng
pamamalakad ng mga prayle sa
sinaunang Pilipino. Ipalagay ito sa
tsart at suriing mabuti ang mga
sumusunod kung ito ay
nakatulong o hindi sa pag- unlad ng
sinaunang Pilipino. Pangatwiranan.
Markahan ang mga sumusunod na
pamamaran ng
Pamamalakad kung sa palagay ninyo
ay nakatulong sa pagpapaunlad ng
mga sinaunang Pilipino .
Markahan ayon sa iyong
pananaw. Gamitin ang kaukulang
marka .
1 – Di – gaanong nakatulong
3 – Sapat lamang ang
naitulong
5 - Malaki ang naitulong
Magsaliksik ng impormasyon tungkol
sa kapangyarihang
Patronato Real.
___Lesson carried. Move on to the next ___Lesson carried.
objective. Move on to the next
___Lesson not carried. objective.
_____% of the pupils got 80% mastery ___Lesson not carried.
_____% of the pupils
 got 80% mastery
B.Bilang ng mag-aaralna nangangailangan ng ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in answering ___Pupils did not find
iba pang Gawain para sa remediation answering their lesson. answering their lesson. answering their lesson. their lesson. difficulties in answering
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering their their lesson.
their lesson. their lesson. their lesson. lesson. ___Pupils found
___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson because of difficulties in answering
of lack of knowledge, skills and interest because of lack of knowledge, skills and of lack of knowledge, skills and interest lack of knowledge, skills and interest about their lesson.
about the lesson. interest about the lesson. about the lesson. the lesson. ___Pupils did not enjoy
___Pupils were interested on the lesson, ___Pupils were interested on the ___Pupils were interested on the lesson, ___Pupils were interested on the lesson, the lesson because of
despite of some difficulties encountered in lesson, despite of some difficulties despite of some difficulties encountered in despite of some difficulties encountered in lack of knowledge,
answering the questions asked by the encountered in answering the questions answering the questions asked by the answering the questions asked by the teacher. skills and interest
teacher. asked by the teacher. teacher. ___Pupils mastered the lesson despite of about the lesson.
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of limited resources used by the teacher. ___Pupils were
limited resources used by the teacher. of limited resources used by the teacher. limited resources used by the teacher. ___Majority of the pupils finished their work on interested on the
___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their work time. lesson, despite of
work on time. work on time. on time. ___Some pupils did not finish their work on some difficulties
___Some pupils did not finish their work on ___Some pupils did not finish their work ___Some pupils did not finish their work on time due to unnecessary behavior. encountered in
time due to unnecessary behavior. on time due to unnecessary behavior. time due to unnecessary behavior. 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 ang remedial? Bilang ng mag- ___ 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
aaral na nakaunawa sa aralin. earned 80% above

D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who
remediation activities for remediation activities for remediation activities for remediation activities for remediation require additional
activities for
remediation
 GRADE 5 School: ROMAN TANTIONGCO MEMORIAL SCHOOL Grade Level: V
Teacher: RAZZEL MAE D. REYES Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Date: OCTOBER 8-12, 2018 (WEEK 8) Quarter: 2ND QUARTER

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
The interactions for survival among living and non-living things that take place in estuaries and intertidal zones
The learners should be able to create a hypothetical community to show how organisms interact and reproduce to survive
The learners should be able to
describe an estuary
S5LT-IIh8
Interactions among Living Things
CG p.
https://youtu.be/w9Kqy-6bZbQ
Manila paper, Metacards, DLP
Give an example of plants found in
water? animals?
The learners should be able to
discuss the interactions among
living
and non-living things in estuary
S5LT-IIh8
Interactions Among Living Things
and Non – Living Things in
Estuary
CG p.
https://youtu.be/w9Kqy-6bZbQ
activity sheets, metacards, DLP
What is an estuary?
What are the living things found in
estuary?
What are the non-living things
found in estuary?
The learners should be able to
describe intertidal zones
S5LT-IIh8
Interactions among Living Things
CG p.
https://youtu.be/DR1gP5S6Bsk
activity sheets, metacards
What is estuary?
Give an example of living things
found in estuary. How about
non-living things?
Discuss the interactions
among living and non-living
things in intertidal zone
S5LT-IIh8
Interactions among Living and
Non-Living Things in Intertidal
Zone
CG p.
activity sheets, metacards,
DLP
What is intertidal zone?
What are the living things
found in the intertidal zone?
What are the non-living things
found in intertidal zone
The learners should ne
able to discuss the
interactions among living
and non-living things in
estuaries and intertidal
zones
S5LT-IIh8
Interaction of Living and
Non-Living in an Estuary
and Intertidal Zone
CG p.
https://youtu.be/
MGODmyXkkPU
Activity Sheets
Directions: Identify the
following.
_______1.It is the
boundary where a
freshwater
ecosystem meets a
saltwater ecosystem
_______2. It is the
shallowest part of the
ocean
ecosystem, where it is
covered out
and uncovered as the tide
goes in and out.

B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
What do you see in the picture?
How would you describe this kind
of environment?
Can we see it here in the
Philippines?
Can you cite place like this?
Activity: “Take a look”
https://youtu.be/w9Kqy-6bZbQ
Based on the video presented
complete the table below
A.Name of Living Things found in
estuary
B.Name of objects/ non-living
things found in estuary
Questions:
1. What is an estuary?
2. How can you describe an
estuary?
KWL Chart Living and Non-Living
Things Interaction
Presentation of video clip
Show a video about estuaries
https://youtu.be/w9Kqy-6bZbQ
Group Activity
From the video make a
classification chart like the one
below. Fill up the data
Classification Chart
Group report and presentation
Take a closer look at the picture.
It is a representation of another
habitat.
What do you see in the picture?
How would you describe this kind
of environment?
Can we see it in the Philippines?
Activity:
https://youtu.be/DR1gP5S6Bsk
Based on the video presented
complete the table below
Questions:
1. What is intertidal zone?
2. How can you describe an
intertidal zone?
3. What are the four zones in
intertidal zone?
4. What living and non-living
things can be found in it?
Group report and presentation
I have here images of high
tide and low tide.
Questions:
What do you think is the
water level in high tide?
How about the water level in
low tide?
How would you describe the
differences between the two?
1.Group Activity
Activity: “Home Sweet Home”
Materials: critter cards (living
things found in intertidal
zone)
What to do:
Using the cards fill in the table
below.
Group report and
presentation
_______3. It is formed
through the interaction of
a
community of organisms
with their
environment.
_______4. It is referred to
as “desert” zone of the
ocean.
_______5. It is the zone
that is regularly covered
by water.
The world we live in is
very rich in natural
resources whether it
may be terrestrial or
aquatic. Why are there so
many living organisms
on Earth? so many
different species? How do
the characteristics of
the non-living
environment help
determine which
organisms thrive in
particular areas? How do
they interact in a certain
habitat?
1. Presentation of the
lesson through video
presentation
https://youtu.be/
MGODmyXkkPU
Group Activity
Use the information in
the video presented. Fill
in
the table below
What are the interactions
among living and non-
living things in an
estuaries and intertidal

E. Discussing new concepts and
practicing new skills #2
F.Developing Mastery
3. How is it formed?
4. What living and non-living
things can be found in it?
5. Group report and presentation
What kind of habitat is an estuary?
How is it similar or different from
the other habitat which you
have known or seen?
Group Activity
Activity 1.a
By using metacards complete the
concept map about estuary
Is an area where
has function such as
What are estuaries?
What animals found in estuaries?
What plants found in estuaries?
What environmental conditions What kind of habitat is an
present in estuaries make them intertidal zone?
favorable habitats for plants and How is it similar or different from
animals? the other habitat?
What factors would contribute to What benefits do we get from
the changes in salinity with changes intertidal zone?
in water depth? Why is the intertidal zone a
What would be the effect of salinity difficult habitat to live in?
levels on plants and animals living
in the estuary?
How do organisms adopt with the
environment?
How do plants and animals respond
and cope with the harsh condition
in estuaries?
Direction: Complete the chart by Activity 1. B “Guess What”
writing the adaptation and Decode the hidden word by filling
interaction the blank with the correct letters
of living things and non-living things as indicated by the following
in estuary. numbers
ABCDEFGHIJKLM
1 2 3 4 5 6 7 8 9 10 11 12 13
NOPQRSTUVWXYZ
14 15 16 17 18 19 20 21 22 23 24
25 26
1.____ ____ ____ ____ ____
____ _____ _____ ____ ____
9 14 20 5 18 20 9 4 1 12
2.____ ____ ____ ____ ____
____
19 16 12 1 19 8
3.____ ____ ____ ____ ____
____
13 9 4 4 12 5
4.____ _____ ____ ____ _____
____ ____ ____ ____
Why is it difficult to live in
intertidal zone?
Give organisms that can live in
an intertidal zone?
In each intertidal zone how do
organisms interact?
How do organisms interact
with one another?
How do organisms adapt with
the environment?
Complete the Classification
Chart by writing the
adaptation and
interaction of living things and
non-living things in intertidal
zones
zones?
Group presentation
Discussing new concepts
and practicing new skills
#1
How do plants and
animals respond when
environmental conditions
in an estuary change? in
an intertidal zone?
How do environmental
changes in both
ecosystems affect the
organisms inhabiting
there?
How are producers able
to feed the organisms as
shown in the video?
Why are decomposers
important in an
ecosystem?
Direction: Complete the
Venn Diagram by giving
the interactions
among living and non-
living things in estuary
and intertidal
zone.

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Situation: Based from the video
what benefits can we get from
estuaries? As a grade 5 pupil how
can you help in the
protection of estuaries?
What is estuary?
What are the living and non-living
things found in estuary?
Directions: Read each question
carefully. Choose the letter of the
correct answer.
1. An estuary is another kind of
habitat. Which of the following
describes an estuary?
A. Land area that drains water into
a lake, river or
pond.
B. Large body of saltwater that
covers most of the Earth’s surface.
C. Underground system that
provides drinking water to an
area.
D. Area where a river meets the
ocean, where in mixing of
freshwater and saltwater happens
2. Why are estuaries important to
our environment?
A. Provide homes for many species
of wildlife.
B. Are important nursery areas for
a variety of marine organisms.
What are some of the benefits on
living in the estuary?
What are some of the difficulties?
How do living and non-living things
interact in estuary?
Directions: Read each question
carefully. Encircle the letter of the
correct answer.
1.One of the fastest swimming
crabs in the world is the blue
crab. Which of the following is an
adaptation of the crab
for this?
A. jointed legs C. body shape
B. large claws D. paddle-like rear
feet
2.If the planktons are removed
from the estuary, what may
happen to the estuarine food web?
A. Planktons are producers so their
removal may not have an effect.
B. The other animals in the estuary
will have to find other food sources.
C. Removal of any organism like the
plankton will greatly
affect the ecosystem.
D. Filter feeders like oysters and
clams don’t depend on the
21 16 16 5 18 26 17 14 5
5. _____ ____ ____ ____ ____
_____ ____ _____ ____
12 15 23 5 18 26 17 14 5
Work in Pair
Based from the video what
benefits can we get from
intertidal
zone?
As a grade 5 pupil how can you
help in the protection of
intertidal zone?
What is intertidal zone?
What living and non-living things
can be found in intertidal
zone?
Directions: Read each question
carefully and encircle the letter of
the
correct answer.
1.What kind of habitat is the
ocean covered and
uncovered as the tide goes in and
out?
A. Food chain C. estuaries
B. Intertidal zone D. food web
2.Which of the following
describes the splash zone?
A. Located above the high tide
mark
B. Covered by water during high
tide only
C. Regularly covered by water
D. Is being exposed only when
tide is at its lowest.
3.Why do you think there are
organisms that can be
found in more than one zone?
A. They are able to reproduce
What are some of the benefits What might happen if the
from living in the intertidal estuary is being damaged
zone? by pollution?
What are some of the How can you help protect
difficulties? the estuary and intertidal
zone?
How do living and non-living Estuaries and intertidal
things interact in intertidal zones make up an
zone? ecosystem. Living things
in these environments
interact with each other.
They exhibit feeding
relationships that enable
the nutrients and energy
to cycle through them.
Directions: Read each How do living and non-
question carefully and encircle living things interact in
the letter of the estuaries and intertidal
correct answer. zones. Complete the
1.Organisms that live in the graphic organizer below
intertidal zone are adapted to
crashing waves and tidal
changes. How do barnacles
prevent being washed away?
A. They cling tightly to rocks
B. Barnacles go with the
waves
C. They open their shells
D. They store much salt in
their bodies
2.How do organisms exposed
to air be able to prevent
Drying out?
A. They seal completely their
shells
B. They move up to zones that
have plenty of water
C. Organism feed on other

J.additional activities for application
or remediation
C. Help filter pollutants in the
water.
D. All of the above
3. Water is brought to an estuary
from a variety of sources. Which
of the following would contribute
to an increase in the salinity of the
estuary?
A. Rivers B. streams C. urban
runoff D. tides
4. Based on how estuaries are
formed, which of the following
best describes the salinity
(saltiness) of estuary water?
A. Equal to the salinity of river
water
B. Less than the salinity of river
water
C. Less than the salinity of ocean
water
D. Greater than the salinity of
ocean water
5. Water in most estuaries is
brackish because of the mixing of
freshwater from rivers and
saltwater from incoming tides.
What would happen to the water
in the bay if there is lack of watr in
the bay water shed?
A. Increase salinity
B. River meets the sea
C. River becomes dammed
D. Wet land becomes filled in
Draw living things and non – living
things found in estuary.
Name those things
presence of plankton.
3.Many shore birds feed on the
mud flats of estuaries. When would
be the best time for the birds to
catch stranded fish and
invertebrates?
A. low tide C. daytime
B. high tide D. nighttime
4. Estuaries that are permanently
open for long periods by
heavy rains tend to have
_________.
A. higher diversity
B. lower diversity
C. same diversity
D. equal diversity
5.Which of the following best
describes the salinity of
Estuary water?
A. Equal to the salinity of river
water
B. Less than the salinity of river
water
C. Less than the salinity of ocean
water
D. Greater than the salinity of
ocean water
Do a Research
Choose an estuary animal and plant
in which you are interested to know
more about. Create a poster that
shows the interesting facts you’ll
more of their kind
B. They are more adaptive to the
conditions in the zone
C. They cannot adjust to harsh
environments
D. They require little amount of
oxygen
4.The upper intertidal zone is
only covered by water
during high tide. Which of the
following is most likely to
result from this condition?
A. The water has a high salinity.
B. Algal growth is usually
plentiful.
C. It is usually submerged in
water.
D. It experiences extreme cold
temperature.
5.What factors may affect the
salinity of water across the
intertidal zone?
A. Amount of rainfall and
evaporation
B. Kind of organisms living in the
area
C. Availability of space and food
D. Run off from the people living
along the shoreline
Study the illustration about
Intertidal Zone organisms.
Complete the table below
Intertidal Zone
Organisms
organisms that are watery
D. Organism store much
water in their bodies
3.Why do you think there are
organisms that can be
found in more than one zone?
A. They are able to reproduce
more of their kind
B. They are more adapted to
the conditions in the zone
C. They cannot adjust to harsh
environment
D. They require little amount
of water
4.What factors may affect the
salinity of water across the
Intertidal zone?
A. Amount of rainfall and
evaporation
B. Kinds of organisms living in
the area
C. Availability of space and
food
D. Runoff from the people
living along the shoreline
5.In many desert regions,
water is diverted from
streams
and rivers to people in cities.
How does this affect the
animals in the area?
A. The animals become more
active in daylight hours
B. The animals migrate to
tropical rainforests
C. The animals move closer to
others to get food
D. The animals stop searching
for food and water
Direction: Identify your Conduct an interview
favorite intertidal organism with an organism
1.Name Review the animals that
___________________ inhabit in any of the two
2. Draw it’s picture habitats, estuary or

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next objective.
evaluation ___Lesson not carried.
_____% of the pupils got 80% mastery
B.No.of learners who require additional activities ___Pupils did not find difficulties in answering
for remediation 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.
C.Did the remedial work? No.of learners who have ___ of Learners who earned 80% above
caught up with the lesson
D.No. of learners who continue to require ___ of Learners who require additional activities
remediation for remediation
find out about it. You may include Splash or spray zone
the adaptations and interactions to Upper intertidal zone
inhabit in estuary Middle intertidal zone
Lower intertidal zone
___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next
___Lesson not carried. objective.
_____% of the pupils got 80% mastery ___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering their ___Pupils did not find difficulties in answering
lesson. their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in answering their
lesson. lesson.
___Pupils did not enjoy the lesson because of lack ___Pupils did not enjoy the lesson because of
of knowledge, skills and interest about the lesson. lack of knowledge, skills and interest about the
___Pupils were interested on the lesson, despite lesson.
of some difficulties encountered in answering the ___Pupils were interested on the lesson,
questions asked by the teacher. despite of some difficulties encountered in
___Pupils mastered the lesson despite of limited answering the questions asked by the teacher.
resources used by the teacher. ___Pupils mastered the lesson despite of
___Majority of the pupils finished their work on limited resources used by the teacher.
time. ___Majority of the pupils finished their work on
___Some pupils did not finish their work on time time.
due to unnecessary behavior. ___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional activities ___ of Learners who require additional activities
for remediation for remediation
3. Where is this organism’s
habitat?
4. What
adaptation/interaction does it
have?
___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
intertidal zone. Conduct
an interview with the
organism you have
chosen. Gather from the
organism the following
information:
1. Are you a plant or
animal?
2. How do you adapt to
the environmental
conditions around you?
> temperature changes
> salinity of the water
> high or low tides
3.How do you interact
with other organisms in
the area where you live?
___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
 GRADE 5
Teacher: RAZZEL MAE D. REYES
DAILY LESSON LOG
Teaching Date: OCTOBER 8-12, 2018 (WEEK 8)
WEEK 8 MONDAY
I. OBJECTIVES
Nakikilala ang mga simbolong
pangmusika at nakapagpapakita
ng kaalaman tungkol sa melodiya.
A. Content Standards
Naisasagawa / Naipapakita ang
kaalaman ukol sa mga simbolong
B. Performance Standards
pangmusika na may kaugnayan sa
melodiya ng awitin o tugtugin.
Nakagagawa ng sariling likhang
melody.
Naaawit nang wasto ang likhang
melody.
Code: MU5ME – IIg – 10, MU5ME
C. Learning Competencies/ – IIh – 11
Objectives Write the LC code for
each
Paggawa at Pag-awit ng Sariling
II. CONTENT Likhang Melody
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K TO 12 TG pp.
2. Learner’s Material pages K TO 12 LM pp.
3. Textbook pages
4. Additional Materials for Learning
School: ROMAN TANTIONGCO MEMORIAL SCHOOL
TUESDAY
The learner…
illustrates landscapes of
important historical places in
the community (natural or man-
made)using one-point
perspective in landscape
drawing
The learner…
draws/paints significant or
important historical places.
1.Nakikilala ang kahalagahan ng
landscape na may kaugnayan sa
kasaysayan ng bansa. A5PRL-IIg
2. Naipipinta ang landscape sa
sariling pamayanan
3. Naipagmamalaki ang mga
ipinakitang landscape ng mga
Pilipinong pintor
Elemento ng Sining : linya, kulay,
espasyo
Prinsipyo ng Sining : Harmonya
WEDNESDAY
Naipamamalas ang pangunawa sa
pakikilahok at pagtatasa ng pisikal
na gawain at kaangkupang pisikal.
Nakikilahok at natatasa ang
pagganap sa mga pisikal na gawain
Natatasa ang kaangkupang pisikal
1. Natatalakay ang larong Sikyo
PE5GS-IIb-1
2. Natutukoy ang kahalagahan ng
laro sa pagpapaunlad ng mga
sangkap ng physical fitness
PE5PF-IIb-h-22
3. Naisasagawa nang maingat ang
mga gawaing pisikal sa paglalaro.
PE5GS-IIb-h-3
4. Naipakikita ang kasiyahan na
puno ng enerhiya at tiyaga,
paggalang sa kapwa at patas na
pakikipaglaro.
PE5PF-IIb-h-20
Invasion Game na Sikyo
Kasanayan: Bilis at Liksi
K TO 12 TG pp.
K TO 12 LM pp.
Grade Level: V
Learning Area: MAPEH
Quarter: 2ND QUARTER
THURSDAY FRIDAY
Naipamamalas ang pagkaunawa sa LINGGUHANG
mga pangunahing konsepto ng PAGSUSULIT
sex at gender
Naisasagawa ang pagrespeto sa
desisyon ng ibang tao na may
kinalaman sa gender identity at
gender roles
1. Natutukoy ang pagkakaiba ng Sex
sa Gender
2. Natutukoy ang mga salik na
nakaka-impluwensya sa Gender
identity at gender roles
3. Napapahalagahan ang mga
kakayahan ng lalaki at babae
CODE:H5GD-Ij-12, H5GD-Ij-13
Sex at Gender at mga Tungkuling
Kaakibat Nito
K TO 12 TG pp. CG p.51
K TO 12 LM pp.
Masigla at Malusog na Katawan at
Isipan 5 pp. 174-179
Resource Portal
powerpoint
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
lapis, anumang uri ng pangguhit,
water color, illustration board o
anumang malinis na papel
(Pagbabalik-aral sa kasaysayan
ng Pilipinas gamit ang
Integrative Approach)
Sinu-sino ang mga dayuhang
dumating sa ating bansa?
Ano ang naiambag nila sa ating
kultura?
Ilahadangsitwasyon/
litratogamitangmgalarawan.
1.)Bataysamgalarawan,
anongusapinangkinahinatnanng
batangbabae?
2.)Saiyongpalagay,
maaaribaitongmaiwasanngmgab
abaengmenor de edad?
3.)Kungikawangnasasitwasyonsa
larawan,
anoanggagawinmoparamaiwasa
nito?
Panonood ng video ng mga
magaganda at makasaysayang
lugar sa Pilipinas.
Ang mga Kastila ay madalas
magpinta ng mga propaganda
tungkol sa relihiyon upang
mapalaganap ang Katolisismo sa
buong Pilipinas. Ang mga pinta
na ito ay laging nakikita sa mga
puno, upuan, palaruan construction paper, masking tape,
marker, manila paper, Annex A, ppt
Ano ang natutunan ninyo sa larong Ano ang mga bagay na maari nating
Agawang Bandera? gawin upang mapangalagaan ang
ating sarili sa panahon ng pagbibinata
at pagdadalaga?
(Collaborative Approach)
Hatiin ang klase sa 4-5 pangkat. Ang
bawat pangkat ay magsasagawa ng
pantomime tungkol sa gawaing-
bahay na nagpapakita ng bilis at
liksi. Huhulaan naman ng mga
kaklase ang kanilang pantomime na
ginagawa.
Pag-usapan ang kahalagahan ng
madalas na pagsasagawa ng mga
gawaing-bahay na nagpapakita ng
liksi at bilis.
1. Talakayin ang Iarong Sikyo, ang
pamamaraan at mga alituntunin
(tingnan ang Annex A).
2. Ipaliwanag ang kahalagahan ng
laro sa pagpapaunlad ng mga
sangkap ng physical fitness
pader ng simbahan, tampok ang
mga relihiyosong anyo kung
saan lumalabas ang mga aral ng
Katoliko. Sa kadahilalan ng
pangangasiwa ng Simbahan sa
sining ng mga Pilipino at
pagsakop ng mga Kastila sa
Pilipinas, karamihan ng layunin
ng mga pinta mula sa ika-16
hanggang ika-19 na siglo ay
tulong sa simbahang Katoliko.
Dito nagsimulang
maimpluwensiyahan ng mga
Kastila ang mga Pilipino sa
larangan ng sining at pagpinta.
Pagpapakita ng mga larawang
ipininta
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical application of

concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% in the
evaluation
B. No. of Learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of Learners
who have caught up with the lessons
D, No. of Learners who continue to require
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 ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective. ___Lesson carried. Move
objective. ___Lesson not carried. ___Lesson not carried. on to the next objective.
___Lesson not carried. _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got
80% mastery
___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering their ___Pupils did not find difficulties in answering their ___Pupils did not find
their lesson. lesson. lesson. difficulties in answering
___Pupils found difficulties in answering their ___Pupils found difficulties in answering their ___Pupils found difficulties in answering their lesson. their lesson.
lesson. lesson. ___Pupils did not enjoy the lesson because of lack of ___Pupils found difficulties
___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because of lack knowledge, skills and interest about the lesson. in answering their lesson.
lack of knowledge, skills and interest about of knowledge, skills and interest about the lesson. ___Pupils were interested on the lesson, despite of ___Pupils did not enjoy the
the lesson. ___Pupils were interested on the lesson, despite some difficulties encountered in answering the lesson because of lack of
___Pupils were interested on the lesson, of some difficulties encountered in answering the questions asked by the teacher. knowledge, skills and
despite of some difficulties encountered in questions asked by the teacher. ___Pupils mastered the lesson despite of limited interest about the lesson.
answering the questions asked by the teacher. ___Pupils mastered the lesson despite of limited resources used by the teacher. ___Pupils were interested
___Pupils mastered the lesson despite of resources used by the teacher. ___Majority of the pupils finished their work on time. on the lesson, despite of
limited resources used by the teacher. ___Majority of the pupils finished their work on ___Some pupils did not finish their work on time due some difficulties
___Majority of the pupils finished their work time. to unnecessary behavior. encountered in answering
on time. ___Some pupils did not finish their work on time the questions asked by the
___Some pupils did not finish their work on due to unnecessary behavior. teacher.
time due to unnecessary behavior. ___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 earned 80% above ___ of Learners who earned 80% above ___ of Learners who
earned 80% above
___ of Learners who require additional ___ of Learners who require additional activities ___ of Learners who require additional activities for ___ of Learners who
activities for remediation for remediation remediation require additional activities
for remediation
 GRADE 5
DAILY LESSON LOG
WEEK 8
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
Teaching Date: OCTOBER 8-12, 2018 (WEEK 8)
MONDAY
The learner demonstrates
understanding of ratio
The learner is able to recognize
and represent ratio in various
forms and
contexts
Visualize the ratio of 2 given
numbers
Code: M5NS-IIh-122
Visualizing the ratio of 2 given
numbers
Curriculum Guide, page 60 of 109
Mathematics for a Better Life TM
pp. 185-87
Mathematics for a Better Life pp.
194-195
School: ROMAN TANTIONGCO MEMORIAL SCHOOL
Teacher: ERICSON B. SAN JUAN
TUESDAY
The learner demonstrates
understanding of the four
fundamental
operations involving ratio
The learner is able to apply the four
fundamental operations involving
ratio in mathematical problems and
real-life situations
Visualizes the ratio of 2 given
numbers
Code: M5NS-IIh-122,
Visualizing the Ratio of 2 Given
Numbers
Curriculum Guide, page 60 of 109
Lesson Guide in Elementary
Mathematics 5 p. 218
Mathematics for a Better Life 5, p.
194
DepEd Learning Portal Math 5 –
Module- Visualization of
Ratio (1372
WEDNESDAY
The learner is expected to
demonstrate understanding of
the four
fundamental operations involving
decimals and ratio and
proportion
The learner is able to apply the
four fundamental operations
involving
decimals and ratio and
proportion in mathematical
problems and real-life
situations.
Expresses ratio using the colon
(:)
Code: M5NS-IIh-123,
Expressing ratio using the colon
(:)
Curriculum Guide, page 60 of 109
Lesson Guide in Elementary
Mathematics 5, pp. 218-222
Realistic Math Worksheet, pp.
316 - 322
Grade Level: V
Learning Area: MATHEMATICS
Quarter: 2ND QUARTER
THURSDAY
The learner demonstrates
understanding of the four
fundamental
operations involving decimals
and ratio and proportion
The learner is able to apply
the four fundamental
operations involving
decimals and ratio and
proportion in mathematical
problems and real-life
situations
Expresses ratio using fractions
Code: M5NS-IIh-123
Expressing Ratio Using
Fractions
Curriculum Guide, page 60 of
109
Lesson Guide in Elementary
Mathematics pp 325-329
Mathematics for a Better Life
5, pp.
FRIDAY
The learner
demonstrates
understanding of the
four fundamental
operations
involving decimals and
ratio and proportion
The learner is able to
apply the four
fundamental operations
involving
decimals and ratio and
proportion in
mathematical problems
and real-life
situations.
Expresses ratio using
either the colon (:) or
fractions
Code: M5NS-IIh-123
Expressing Ratio using
either the Colon (:) or
Fractions
Curriculum Guide, page
60 of 109
Mathematics for a
better Life pp. 196-197
Lesson Guide in Elem.
Math Grade 5 p. 218-
222
BEAM LG Grade 5

B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
Cutouts, pictures of objects,
powerpoint presentations
1. Drill
Game
Puzzle: Naming Parts of a Whole
Mechanics
a. Group the class into four.
b. Each group will be given
flashcards of fractions
c. As teacher flashes cut outs or
picture the group will show their
answer using their flash cards.
d. The first group that will show c
answer wins the game.
e. Continue until all cut outs have
been shown.
The group with the highest score
wins
2. Review
Review on Proper and Improper
Fractions
Game: Naming the Baby
a. Group the class into 2 groups.
b. Give the set of flashcards where
written the proper and improper
fractions like the following
c. Post the table on the board
(written in manila paper)
d. The first group who posts their
answers correctly in fastest way
wins the game.
e. How will you differentiate
proper and improper fractions,
based on our activity?
Place two sets of objects on a
table (marbles, popsicle sticks or
other counters). Without counting
them, which set has greater
tarpapel of fruits, real objects, table Charts, flashcards
chart, flashcards
Directions: Reduce the following 1. Drill
fractions to lowest term Have a game on giving the
Materials: flashcards fractional part of the shaded
a) 4/10 region. Use illustrations. Let the
b) 12/24 pupils divide as fast as they can
c) 5/25
d) 10/100
e) 25/100
2. Review
Directions: Compare the
following quantities.
1. roses to leaves
2. basketballs to tennis balls
3. books to crayons
4. books to leaves
5. roses to crayons
6. crayons to all objects
Ask the pupils to start counting off the members of their Look around your classroom?
group. Write the numbers of male and female on the table. What are the things you find
Male inside? What are the things
Female needed in our classroom?
Charts, Pictures, power point
presentations
Strategy: Match Game
Mechanics: Each group will
match the fractions with
denominator of
10 and 100 and their
equivalent in decimals.
(Provide them with the
materials)
2. Reviewing Previous Lesson
Directions: Give the ratio of
the following in colon form:
1. triangles to stars
2. stars to triangles
3. triangles to all the shapes
4. circles to triangles
5. triangles to circles
What pets do you have at
home?
How do you take care of
them?
Module 9
BEAM LG Grade 6
Module 11
Concrete objects or cut-
outs, show-me- boards
Reducing Fractions to
Lowest Terms
Strategy: Show-Me-
Game
Mechanics:
1. Each pupil uses his or
her own show-me-
board.
2. The teacher flashes
fractions in higher terms
like the examples below
. 3. When the teacher
gives the signal “Go” ,
the pupils raise their
show-me-boards
containing the lowest
term of the fraction
shown by the teacher.
4. This activity continues
for 3 to 5 minutes.
What are the things that
are inside your bag?
Why do you carry them
in going to school

C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
number of objects?
Today, you will learn more about
making comparisons
Doris cuts 2 squares for every 3
circles to make a design. What is
the ratio of number of squares to
the number of circles?
What are the objects being
compared?
Show them cut outs of 2 squares
and 3 circles.
How will you compare the
number of squares to the number
of circles?. What do you call to
comparison you made?
How do we write ratio?
Total Instill the value of being aware to
How will you compare the number of male to female? the things inside the classroom.
female to male?
How about the numbers of male to total number of pupils?
female to the total number of pupils
Using Actual Pupils in Naming Ratio Strategy: Class Activity
Mechanics: Count the number of boys. (Let
a. Let the pupils count the number the pupils count.)
of girls and boys in their respective Count the number of girls.
group.
b. Let the pupils write their answers
on the chart.
c. Tabulate the data on the board
as follows:
Group Reporting Strategy: Thinking Skills (RMFD)
Guide the pupils to show the
relationship of the number of
boys to the number of girls.
How do you write the
comparison of the number of
boys to the number of girls using
colon form? The first term is the
number of boys. The second term
is the number of girls.
Let the pupils count other
objects/things. Let them
give/write the ratio in colon
form.
buttons to stones
shells to tansan
matchboxes to marbles
bottle caps to paper clips
Did you count the objects/things
correctly? Why? What will you do
if you are given objects to
use/manipulate? How will you
handle them?
regularly? How do those
things help you in your
studies?
Please bring out some of
your stuff in your bag
because we will be using
them in our lesson
today.
Study the pictures of dogs and a. Place different objects
cats on the table like
notebooks, pencils,
crayons and sheets of
paper.
b. Ask the pupils to
count the number of
objects in each set and
tabulate their answers.
Sample answers
Discussing New Concepts and
Practicing New Skills
How many dogs are there?
How about the cats?
What is the ratio of the
number of dogs to cats? Write
it in
fraction form.
 We can write this ratio in
fraction form: 4
3
 We read the ratio “4 is to 3”
How can you be a responsible
pet owner?
Directions: Use the pictures to
give the ratio in fraction form.
1. ratio of triangles to circles
2. ratio of circles to triangles
3. ratio of square to rhombus
4. ratio of rhombus to square
5. ratio of circle to all the
figures
Ratios can be written in
fraction form. The order of
the number
is important and cannot be

E. Discussing new concepts and
practicing new skills #2
F.Developing Mastery
Group Activity- (Experiential
Learning)
1. The class will be divided into 5
groups.
2. Each group will give 5 examples
of ratio based on objects that
can be found in the classroom.
3. Give them time to finish the
activity.
4. Group presentation.
5. Processing the outputs of the
group.
A. Directions: Use the set of
pictures. What is the ratio of the
number of:
B. Directions: Draw a picture to
show the given ratio.
1. A ratio of 3 to 4.
2. A ratio of 5 to 6
reversed
How many pupils are there in each Give other examples Give other examples How will you compare
column? the number of
How do you compare the number notebooks with the
of boys to the number of girls number of
in Column 1? Column 2? pencils? Introduce the
(Introduce the concept of ratio as concept of ratio as the
the comparison of two comparison of two
quantities.) quantities.
Present more examples: The ratio of notebooks
Compare the number of boys in to pencils is 5 to 7.
Rows 1 and 2. Can we interchange the
Compare the number of girls in terms in the ratio? Why?
Rows 3 and 4. or Why not?
(Lead the pupils to state
that the terms of a ratio
are not
commutative.)
Ratios can also be
written in other ways:
The ratio 5 to 7 can also
be written as
Give more examples or
have the pupils form
other ratios using the
objects in the table.
Use of Concrete Objects Strategy : Activity-Based (3 A’s) Directions: Express the Avocado Php8.00
Materials: concrete objects Group the learners into five following ratios in fraction Banana Php5.00
Mechanics: groups. Instruct them to express form. Papaya Php25.00
a. Put different objects on the table the 1). 3:4 Pineapple Php35.00
like notebooks, ballpens, crayons following ratios using colon form. 2). 4:2 Apple Php20.00
and sheets of paper. 3). 4:9 Directions: Give the
b. Ask pupils to count the number 4).11:12 comparison of the cost
of objects in each set and write 5). 5:11 of the following. Express
their answers on the board. your answers using
Sample answers: fraction form and colon
Set 1 – 5 notebooks, 6 ballpens form.
Set 2 – 8 crayons, 12 sheets of 1. circle to rectangle Fraction Form Colon
paper 2. circle to triangle Form
 Use of Pictures 3. square to cicle a. Avocado to Banana
Using the sets of pictures, write the 4. rectangle to all shapes _______ ________
ratio of the following. 5. triangles to squares b. Banana to Papaya
Directions: Write a ratio for these 6. squares to all shapes _______ ________
sets of fruits. c. Avocado to Apple

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Directions: Answer the following.
1. What is the ratio of the number
of vowels to the number of
consonants in the English
Alphabet?
2. What is the ratio of the number
of boys to the number of
girls in your class?
3. In a class of 36 pupils, there are
13 boys. Find the ratio
Page414
of the number of
a. Girls to boys
b. Boys to all pupils
c. All pupils to girls
How do we visualize ratio? What is
ratio?
The table below shows the
number of different vehicles sold
by Cars
Incorporated last year.
a) mango to chico _________
b) atis to chico __________
c) mango to atis __________
d) atis to all fruits _________
e) mango and chico to all fruits
____________
Directions: Visualize and write the
ratio for the following situation.
In the orchard of Mr. Felipe, there
are 30 mango trees,
24 guava trees, 18 rambutan ttrees
and 20 chico trees.
 mango trees to guava trees
__________
 mango trees to chico trees
__________
 rambutan trees to guava and
chico trees _________
 mango and chico trees to all the
trees __________
 chico and rambutan trees to all
the trees _________
What is a ratio?
 A ratio is a comparison of two
quantities or given sets of objects.
It is also a pair of numbers that
compare two quantities in the same
unit by division.
How will you visualize ratio?
 Visualization of ratio can be
presented with the use of pictures
and real objects.
Directions: Visualize the ratio of
these sets of objects by using
illustrations or drawings.
a) 15 oranges to 3 plastic bags
Read and solve the problem Group Activity (CPFM Activity)
Ronald bought 3 pencils for Php Group the pupils into 3
10 at Elen’s School Supply Store. groups.
Ruby bought 6 pencils for 20. A. Directions: Draw the
Give the ratio of pencils to the Philippine flag. Then answer
amount of money of each child these
Page427
questions:
1. What is the ratio of stars to
sun?
2. What is the ratio of sun to
rays?
B. Directions: Answer the
questions. Give the ratio in
fraction
form.
1. The flag of the United
States has 50 stars and 13
stripes. What is the ratio of
stripes to stars?
2. In Mrs. Lopez’ class, there
are 3 books for every 6
pupils. What is the ratio of
pupils to books?
How do you express ratio? How do we write ratios?
Use the information in the chart to answer the questions. Directions: Write the ratio in
Express the following ratios in colon form fraction form.
Ages of the Medina Family Members 1). 2 books for every 4 pupils
Name 2). 9 players to 1 team
_______ ________
d. Apple to Papaya
_______ ________
e. Pineapple to Avocado
_______
In your class, what is the
ratio of the number of:
1. boys to girls
2. girls to boys
3. boys to all pupils
4. girls to all pupils
Express your answers in
colon form and fraction
form.
A ratio is a comparison
of two quantities or
given sets of objects. It is
also a pair of numbers
that compare two
quantities in the same
unit by division.
We write ratio using
colon or fraction form
Directions: Write the
following ratio in
Fraction form and Colon
form.

J.additional activities for application
or remediation
Directions: Use the information in
the table to write the following
ratios.
Type of Vehicle
Quantity
Sold
Sports Utility Vehicle 60
Van 36
Car 40
Truck 25
4) Number of cars sold to number
of trucks sold
5) Number of vans sold to number
of sports utility vehicles sold
6) Number of sports utility vehicles
sold to the total number of cars
and vans sold
7) Number of trucks sold to the
total number of sports utility
vehicles and vans sold
8) Number of sports utility vehicles
sold to the total number of
vehicles sold
Directions: Explain how the
following rates satisfy the meaning
of ratio.
Rates
1). Php 350 per 6 hours
2). 1 580 people per square
metres
3). 1 250 kilowatt per minute
4). 120 metres per minute
5) Php 111.75 per 3 litres of
gasoline
b) 5 boxes to 50 candles
c) 1 ball pen to 3 notebooks
d) 5 shirts to 2 pants
e) 15 red caps to 10 black cap
Directions: Draw or illustrate the
following to visualize the ratio of
numbers.
a) 10 flowers to 5 leaves
b) 2 pigs to 3 carabao
c) 10 spoons to 12 forks
d) 8 chairs to 9 tables
e) 1 table to 8 chairs
Present Age 3). 12 flowers to 3 vases Fraction Form Colon
Mr. Medina 44 4). 6 desks to 12 pupils Form
Mrs. Medina 42 5). 5 butterflies to 4 flowers 1. 2 teachers to 46
Kathy 18 pupils __________
John 16 __________
Julius 15 2. 4 books to 10 pupils
Mae 12 _________ _________
1. What is the ratio of Mr. Medina’s age to Kathy’s age? 3. 12 flowers to 4 vases
2. What is the ratio of Mrs. Medina’s age to Julius’s age? __________ _________
3. What is the ratio of Julius’s age to Mae’s age? 4. 21 garbage cans to 14
4. In two years, what will be the ratio of Mr. Medina’s age classrooms ______
to Mrs. _______
Medina’s age? 5. 36 glasses of juice to
5. What was the ratio of the age of Mrs. Medina to the 30 sandwiches ____
age of her _______
youngest child two years ago
Directions: Read each situation Directions: Answer the Give the ratio. Use colon
and answer the questions. Use following questions. Write the form and fraction form
colon ratio in in
form in expressing ratios. fraction form. writing the ratio.
1. The Philippine flag has a sun 1. What is the ratio of the 1. I have 3 guavas for
and 3 starts. What is the ratio of number of vowels to the every five chicos in my
stars to sun? number basket.
2. The flag of the United States of consonants in the English Ratio of guavas to chicos
has 50 stars and 13 stripes. alphabet? ________ ______
What is the ratio of stripes to 2. What is the ratio of the Ratio of chicos to guavas
stars? number of boys to the ________ ______
3. Sweden’s flag has 4 blue number of 2. For every foot 5 are
rectangles and 2 yellow stripes. girls in your class? toes
What is the ratio of rectangles to Ratio of foot to toes
stripes? _______ ______
4. Thailand’s flag has 2 red Ratio of toes to foot
stripes, 2 white stripes and 1 blue _______ ______
stripe. What is the ratio blue 3. There are 20 eyes for
stripe to white stripes to red every 10 faces
stripes? Ratio of faces to eyes
5. The flag of Papua New Guinea _______ ______

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next objective.
evaluation ___Lesson not carried.
_____% of the pupils got 80% mastery
B.No.of learners who require additional activities ___Pupils did not find difficulties in answering
for remediation 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.
C.Did the remedial work? No.of learners who have ___ of Learners who earned 80% above
caught up with the lesson
___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
has 5 stars and 2 triangles. Ratio of eyes to faces
What is the ratio of its stars to _______ ______
those in the Philippine flag? 4. Tony has 4 rabbits for
every 7 chickens
Ratio of chickens to
rabbits _______ ______
Ratio of all animals to
chickens _____ ______
5. In the ballgame are
100 male for every 20
female
Ratio of male to female
______ ______
Ratio of female to male
______ ______
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
objective. objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
___Pupils did not find difficulties in answering ___Pupils did not find difficulties in ___Pupils did not find difficulties in
their lesson. answering their lesson. answering their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in answering ___Pupils found difficulties in
lesson. their lesson. answering their lesson.
___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson
lack of knowledge, skills and interest about the of lack of knowledge, skills and interest because of lack of knowledge,
lesson. about the lesson. skills and interest about the
___Pupils were interested on the lesson, ___Pupils were interested on the lesson, lesson.
despite of some difficulties encountered in despite of some difficulties encountered in ___Pupils were interested on the
answering the questions asked by the teacher. answering the questions asked by the lesson, despite of some difficulties
___Pupils mastered the lesson despite of teacher. encountered in answering the
limited resources used by the teacher. ___Pupils mastered the lesson despite of questions asked by the teacher.
___Majority of the pupils finished their work on limited resources used by the teacher. ___Pupils mastered the lesson
time. ___Majority of the pupils finished their despite of limited resources used
___Some pupils did not finish their work on work on time. by the teacher.
time due to unnecessary behavior. ___Some pupils did not finish their work on ___Majority of the pupils finished
time due to unnecessary behavior. 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 earned 80% above ___ of Learners who earned 80%
above

D.No. of learners who continue to require ___ of Learners who require additional activities ___ of Learners who require additional activities ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require
remediation for remediation for remediation for remediation activities for remediation additional activities for
remediation
 GRADE 6 School: ROMAN TANTIONGCO MEMORIAL SCHOOL Grade Level: VI
Teacher: ERICSON B. SAN JUAN Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 8) Quarter: 2ND QUARTER

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
C. Learning Competencies / Describe and interpret Describe and interpret Solve routine and non-routine Describe and interpret Describe and interpret
Objectives subtraction of integers using subtraction of integers using problems involving subtraction of multiplication and division of multiplication and division of
materials such as algebra tiles, materials such as algebra tiles, integers integers using materials algebra integers using materials
counters, chips and cards counters, chips and cards ( M6NS-IIj-157) tiles, counters, chips, and cards algebra tiles, counters, chips,
( M6NS-IIh-155) ( M6NS-IIh-155) (M6NS-IIh-155) and cards
Perform subtraction on integers Perform subtraction on Perform multiplication and (M6NS-IIh-155)
integers division on integers Perform multiplication and
(M6N6-Iii-156) division on integers
(M6N6-Iii-156)
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
21st Century Mathletes 6,
pp 53-56
21st Century Mathletes 6,
pp158-165
Mathletes 6 textbook, video
clip, power point presentation
Drill: Give the opposite of
each given integer.
1. +10
2. -7
3. -23
4. +18
5. -45
Review: Give the sum of the
given pair of integers.
1. (+120) + (-135)
21st Century Mathletes 6,
pp 53-56
21st Century Mathletes 6,
pp158-165
Mathletes 6 textbook, video
clip, power point presentation
Drill: Give the opposite of
each given integer.
1. +10
2. -7
3. -23
4. +18
5. -45
Review: Give the sum of the
given pair of integers.
1. (+120) + (-135)
21st Century Mathletes 6, 21st Century Mathletes 6, 21st Century Mathletes 6,
pp 53-56 pp 56-60 pp 56-60
21st Century Mathletes 6, pp158- 21st Century Mathletes 6, 21st Century Mathletes 6,
165 pp 166-168 pp 166-168
Mathletes 6 textbook, video clip, Mathletes 6 textbook, video Mathletes 6 textbook, video
power point presentation clip, power point presentation clip, power point presentation
Drill: Give the opposite of each Drill: Perform multiplication on Drill: Perform multiplication on
given integer. each pair of numbers. each pair of numbers.
1. +15 1. 12 and 4 1. 12 and 4
2. -9 2. 7 and 3 2. 7 and 3
3. -34 3. 15 and 9 3. 15 and 9
4. +28 Review: Review:
5. -95 Determine if the following pairs Determine if the following
of integers have like signs or pairs of integers have like signs
unlike signs. or unlike signs.
1. (+7) and (-12) 1. (+7) and (-12)

B. Establishing a purpose for
the lesson
C. Presenting
Examples/Instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical
2. (-191) + (-83) 2. (-191) + (-83) 2. (-4) and ( -9) 2. (-4) and ( -9)
3. (-72)+ (+ 240) 3. (-72)+ (+ 240) 3. (-5) and (-30) 3. (-5) and (-30)
4. (+2) and (-11) 4. (+2) and (-11)
5. (+56) and (+18) (+56) and (+18)
The temperature in Baguio The temperature in Baguio John and Carl participated in a race. After a community After a community
City was 12 ⁰Celsius in the City was 12 ⁰Celsius in the John ran a distance of 6 km. Carl ran campaign on reducing waste, campaign on reducing waste,
morning. It dropped to morning. It dropped to a distance of 5 km. What was the the amount of garbage in Rita’s the amount of garbage in
8⁰Celsius in the evening. What 8⁰Celsius in the evening. What difference in the distance they ran in household decreased by 2 kg Rita’s household decreased by
is the difference between is the difference between the race? per day. By how much will their 2 kg per day. By how much
these temperatures? these temperatures? garbage decrease after 6 days? will their garbage decrease
What is the average reduced after 6 days? What is the
waste by each person in Rita’s average reduced waste by
household if there are four of each person in Rita’s
them in the family? household if there are four of
them in the family?
To get the difference To get the difference What change in temperature does Ask the following questions. Ask the following questions.
between the two between the two a worker experience in a grocery What integer will represent the What integer will represent
temperatures, we need to temperatures, we need to when he goes from the vegetable decrease in garbage in a day? the decrease in garbage in a
subtract 8⁰Celsius from subtract 8⁰Celsius from section at 4⁰C to the meat section Cont. refer to Mathletes 6 day?
12⁰Celsius. 12⁰Celsius. with a temperature of -18⁰C? Teachers Manual p.57 Cont. refer to Mathletes 6
What is the equation What is the equation Teachers Manual p.57
representing this situation? representing this situation?
Subtracting Integers is adding Subtracting Integers is
the opposite of the adding the opposite of the
subtrahend to the minuend. subtrahend to the minuend.
Show a video clip on Subtracting Show a video clip on What is asked? Show a video clip on Show a video clip on
Integers Subtracting Integers What are the given facts? multiplying and dividing multiplying and dividing
What is the solution? integers. integers.
Discuss Mathletes 6 Textbook Discuss Mathletes 6 Textbook Discuss the content on pages 150- Discuss the content on pages Discuss the content on pages
Explain pp. 158-160 Explain pp. 158-160 162 of their Mathletes Textbook 166-171 of their Mathletes 166-171 of their Mathletes
Textbook Textbook
Subtract the following Integers Write the opposite of each Have a pair activity to solve ad Pair Activity. Pair Activity.
1. (-8) – (-7)= integer. discuss this problem. Find the product. Find the product.
2. (+11)- (+8)= 1. +2 The sum of two integers is -457. If 1. (-8) x (-2) 1. (-8) x (-2)
3. (-13) –(+13)= 2. -17 one of the integers is 192, what is 2. (+3) x (-4) 4. (+3) x (-4)
4. (+9) – (-4) = 3. -56 the other integer? 3. (-5) x (+9) 5. (-5) x (+9)
5. (+5) – (-5) = 4. -89 Find the quotient. Find the quotient.
5. +5 1. (-25) ÷ (+5) 2. (-25) ÷ (+5)
2. (+21) ÷ (-3) 3. (+21) ÷ (-3)
3. ( -18) ÷ (+ 6) 4. ( -18) ÷ (+ 6)
Use the 4-step plan to solve the Subtract the first integer from Group Activity: Solve the problem Use the 4-step plan to solve the Use the 4-step plan to solve
 applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating Learning
problem.
Marga is in a plane that is
flying 12 500 ft above the
ground while Renz is in a
submarine that is located 450ft
below the sea level. What is the
distance between the locations
of Marga and Renz?
What do we mean by
subtracting an integer?
How do we subtract integers?
Subtract the following integers.
1. (-50) – (+28)=
2. (+19) – (-75)=
3. (-18) – (-12)=
4. (+23)- ( +62)=
5. 0 – (+33)=
the second integer. Group 1 problem. the problem.
1. -5, +8 Find two integers whose sum is Mrs. Tan supports a charity Mrs. Tan supports a charity
2. +76 134 + 52 129 2 and whose difference is 8. for the children by deducting for the children by deducting
3. – 13, -9 Group 2 P350.00 every month from her P350.00 every month from her
4. 101, 93 From the ground floor, an bank account. What is her total bank account. What is her
5. -217, + 710 elevator goes up 8 floors and then deduction in a year? How much total deduction in a year? How
goes down 6 floors. At what floor did money will the charity receive much money will the charity
the elevator stop? in 5 years? receive in 5 years?
Group 3
One integer is 2 more than 5
times another integer. If the
difference of the two integers is 26,
what is the smaller integer?
Group 4
Anna was born in the year 1995.
Id she subtracted her birth year from
the birth year of her father, the
difference is -30. In what year was
her father born?
What do we mean by How do we solve problems involving How do we multiply and divide How do we multiply and divide
subtracting an integer? subtraction of integers? integers with the same signs? integers with the same signs?
How do we subtract integers? How do we multiply and divide How do we multiply and divide
integers with different signs? integers with different signs?
Subtract the first integer from Solve each Problem. Perform the indicated Perform the indicated
the second integer. 1. RJ was able to save P895.00 operation. operation.
1. 345, -762 from his weekly allowance. 1. (-12) x (+15) 11. (-12) x (+15)
2. -3 985, -4 209 If he wants to buy a second 2. (-4) x (-13) 12. (-4) x (-13)
3. -793, + 512 hand mobile phone for 3. (+9) x (+ 13) 13. (+9) x (+ 13)
4. -291, 0 P1050.00, how much more 4. (-14) x (+2) 14. (-14) x (+2)
5. 10 938, -11 359 money does he still need? 5. (+24) X (-3) 15. (+24) X (-3)
2. Thea invested P15,000.00. 6. (+ 144) ÷ ( - 8) 16. (+ 144) ÷ ( - 8)
in buying and selling items. 7. (- 72) ÷ ( + 18) 17. (- 72) ÷ ( + 18)
After month. She was able 8. (-350) ÷ (-7) 18. (-350) ÷ (-7)
to sell the items for a total 9. (+ 120) ÷ (+ 5) 19. (+ 120) ÷ (+ 5)
amount of P18, 350.00. 10. (-81 ) ÷ (+3) 20. (-81 ) ÷ (+3)
How much did she gain?
3. During summer, Jake
weighed 65 kg. When he
came back to school, he
realized that he lost 3 kg.
He lost another 2 kg in
 December. What was his
weight in December?
J. Additional activities for Find the value of the Math Challenge Solve each problem. Find the product Find the quotient.
application and following. 1. The sum of two 1. Caesar Augustus, the first 1. 6 x 7 1. (-56) ÷ (-8)
remediation 1 .(-17)- ( -19) -21 integers is -457. If Roman Emperor, was born 2. (-230 x 0 x 43 2. (-120) ÷ 8
2. 280 – (-105)- (-134) one of the integers is in 3. 17 x (-13) 3. 144 ÷ (-6)
3. -13- 15- ( -18) 192, what is the other 4. 9 x (-8) x ( -3) 4. (-420) ÷ (-70)
4. (-45)- (-63)-97 integer? 5. 17 x (- 18) x 0 x (-19) 5. 124 ÷ (-4)
5. 79-81-(-83)-(-85) 2. Find two integers
whose sum is 2 and
whose difference is 8.
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation who scored
below 80%

C. Did the remedial lessons work? No. of

learners who have caught up with the
lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked

well? Why did this work?

F. What difficulties did I encountered

which my principal or supervisor can
help me solve?

G. What innovation or localized materials

did I use/discover which I wish to share
with other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 8
I. OBJECTIVES
A.(Content Standards)
B. (Performance Standards)
C. ( Learning Competencies)
II. ( Content)
III. ( Learning Resources)
A. (References)
1. (Teacher’s Guide Pages)
2. (Learner’s Materials
pages)
3. (Textbook Pages)
4. ( Additional Materials
from LR Portal)
B. (Other Learning
Resources)
IV. (Procedures)
A. ( Review previous
Lesson)
B. (Establishing purpose for
the lesson/ Motivation)
School: ROMAN TANTIONGCO MEMORIAL SCHOOL Grade Level: VI
Teacher: RAZZEL MAE D. REYES Learning Area: SCIENCE
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 8) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate understanding of how non flowering plants reproduce
The learners should be able to make a multimedia presentation on how parts of the reproductive system of spore bearing and cone-bearing plants ensure their survival
Make a multimedia/flyer on how plants can be propagated vegetative
Explain the life cycle of cone- Discuss the mechanism of reproduction amongcone-bearingplants. Design a multimedia presentation or flyers on how parts of the
bearing plants. S6LT-IIg-h-4 reproductive system of spore-bearing and cone-bearing plants.
S6LT-IIg-h-4 S6LT-IIg-h-
Reproduction of Non Flowering plants
The New Science Links 6 pp.228-229 , Science and Technology 11pp.137-138
K to 12 Basic Education Curriculum 6 p.91
Power point presentation, LCD Projector, Show me board, marking pen, laptop/netbook, Knowledge Channel Package/ Science Modules
What are conifers? Other term What are cone-bearing plants? How do cone-bearing plants What is the difference between a Follow up if the task of each
used with conifers. What do Who can explain the life cycle of reproduce? spore-bearing plant and a cone- group is already done.
they produce? cone-bearing plants? Why cone-bearing plants bearing plant?
Identify samples of cone-bearing reproductive structures are Give samples of a spore bearing
plants. wing-like structure? plants, spore-bearing plants.
What are the different What are the characteristics of
characteristics of a cone-bearing ferns? Mosses? Cone-bearing
plant? plants?
Are gymnosperm or cone- Present a picture of a plant Cross Word Puzzle Would you like to have an activity Teacher supervises the groups
bearing plants important? Across: regarding your lessons on spore while making their hands on
1. Vascular Tissue System and cone-bearing plants, activity on the task they
Present the picture of the life 2. the primary pollinator children? choose.
cycle of a cone-bearing plant. of conifers
Allow the learners to say 3. plants that do not Unlocking of Difficulties
something about it. produce flowers and 1. multimedia
spores instead ____. 2. flyers

C. ( Presenting examples or
presentation/ instances of the
new lesson)
Video viewing
Let the learners view a video
about the life cycle of a cone-
bearing plant.
Down: 3. experiment
1. produce by cone- 4. model
bearing plants 5. brochure
”naked___” 6. design
2. plants that do not
produce flowers
3. sample of a cone-
bearing tree.
1
How do these plants reproduce?
1
Problems: Let them read about plant Present some samples of a Use the rest of the time for
1. What are the mechanisms of propagation. multimedia presentation, flyers brainstorming and making of
reproduction among cone- or brochure, seed model and the Multimedia presentation
bearing plants? What are the different types of story about seed *Power point Presentation
Describe. propagating plants? * Movie Maker
Giving of hypothesis Which method can we use to ask different questions regarding
Maybe the mechanism of propagate cone-bearing plants? the topic or samples presented
reproduction among cone- Is it applicable to cone-bearing
bearing plants are plants? Why?
___________________________
___________________________
____________
Setting of Standards/Rubrics
group activity
-Note down important details
-Keep quite
-Share your ideas
Video watching
D. ( Discussing new concepts
and practicing new skills)
E. ( Discussing new concepts &
practicing new skills #2)
Why seeds of conifers or
gymnosperm are called “Naked
Seeds”?
How does the reproductive
structure of conifers develop?
How many kinds of cones are
there in conifers? What are they
called?
What is the video all about?
What are the different
mechanisms in reproducing cone-
bearing plants?
Why the seeds of conifers are
having wing-like parts?
Teacher explains to the learners
that the conifers have wing-like
structure because this is used for
their reproduction.
Allow the pupils to look for a
cone-bearing seed outside the
classroom.
Let them study and describe the
cone sample they found.
Hands On!
steps in using the MS Publisher
and MS Power point in creating
Collaborative work Group presentation
1. group the pupils into 5
2. let them choose the
topic or task
Task
Design an experiment to
test the effect on the rate of
germination for various
amounts of soil additive
(Eggshell and Nitrogen-
Ammonium nitrate)
Make a multimedia
presentation on how parts
of spore-bearing plants and
cone-bearing plants ensure
their survival
Make a flyer or brochure on
how plants can be
propagated vegetatively
Create a seed model that
can be move by wind, water
or by other forces. Present
to the class and let the class
decide which is most
original and effective
Write a story about the life
of a pollen grain. Select a
pollen grain from a seeded
plant or seedless plant.
Discussing the outputs of the
Teacher reminds the pupils the group.
F. Developing Mastery Call on a learner to explain the Allow the learners to explain their flyers/brochures. Let the learners answer the
(Leads to Formative Assessment life cycle of a conifer/cone- further how cone-bearing plants self-check questions
3) bearing plant. Using the picture. reproduce. Allow them to work in group and Basis Ye Pa Needs
decide or plan what to do with s rtl more
the task given to them. y inform
ation
and
maste
ry of
lesson
I can
classify
plants
into
bryoph
ytes
and
tracheo
phytes
I can
describ
e the
charact
erisitcs
of the
bryoph
ytes
and
tracheo
phytes
I can
show
how
spore
and
cone
bearing
plants
reprodu
ce
I can
illustrat
e ways
of

G. ( Finding to Practical
Application of concepts and
skills in daily living/ Valuing)
H. ( Making Generalization &
Abstraction about the lessons)
Can you help reproduce more
cone-bearing plants?
How can you help in National
Greening Program of the
government?
Explain the life cycle of cone-
bearing plants in 3-5 sentences
propag
ating
plants
Why shouldn’t we chop down all How can you help propagate What is the importance of using multimedia/flyers/brochure to our
our forests? What other more plants at home? daily life?
important purpose do they
serve?
Reproduction of cone-bearing How does cone-bearing plant
plants reproduce?
The mature plant produces
reproductive structures called
cones.
Sperm and egg in the cones fuse
to produce a seed.
This seed will grow into a
mature cone bearing plant
I. ( Evaluating Learning) Explain in your own words the Direction: Read the sentences Check the work of the learners if Let the learners answer the
Life Cycle of a cone-bearing then choose the letter of the they are doing the proper way of self-check questions
plant. correct answer performing their task Basis Ye Pa Needs
1. Which part contains a material s rtl more
that a conifer uses to reproduce? y inform
a. Bulbs ation
b. Flowers and
c. Cones maste
d. Needles ry of
2. Which is the primary pollinator lesson
of conifers? I can
a. Birds classify
b. Insects Label the stages of reproduction plants
c. Water of a cone-bearing plant into
d. Wind bryoph
3. Which statement proves that ytes
pines trees are gymnosperms and
while mango trees are tracheo
angiosperms? phytes
a. Pine trees grow tall while I can
mango trees grow short describ
b.Pine trees have needle-like e the
leaves while mango plants have charact
round leaves erisitcs
c.Pine trees grow in cold climate of the
while mango trees grow in bryoph
tropical climate ytes
d.Pine trees are cone-bearing and
plants while mango trees are tracheo
flowering plants phytes
I can
show
how
spore
and
cone
bearing
plants
reprodu
ce
I can
illustrat
e ways
of
propag
 J. ( Additional activities for Illustrate/ draw the life Cycle of Bring laptop/netbook
application or remediation) a Cone-bearing plant.
V. ( Remarks)

VI. ( Reflection)

A.( No. of learners who earned 80% in the

evaluation)
B.( No. of learners who requires additional
acts for remediation who scored below 80%)
C.( Did the remedial instruction really work?
No of learners who caught up with the lesson)
D.( No. of learners who continue to require
remediation)
E. (Which of the strategies work well? Why did
this work?
F. (What difficulties did I encounter which my
principal/ supervisor can help me solve?)
G. ( What innovations or localized materials
did I used/ discover which I wish to share with
other teacher?)