GRADE 5 School: ROMAN TANTIONGCO MEMORIAL SCHOOL
DAILY LESSON LOG Teacher: RAZZEL MAE D. REYES
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 6)
WEEK 6 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. Naipapakita ang kaalaman,
kasanayan, kawilihan at
mapagkakakitaang gawain sa pag-
aalaga ng poltri o isda
2. Naisasagawa ang mga kaalaman,
kasanayan, kawilihan at
mapagkakakitaang
gawain sa pag-aalaga ng poltri o isda
3. Naipadarama ang kahalagahan ng
pag-aalaga ng polti at isda
EPP5AG-Oe-10
II.NILALAMAN Pag-aalaga ng hayop
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p.19
2.Mga pahina sa kagamitang pang-
mag-aaral
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. Naipaliliwanag ang kabutihang
dulot ng pag-aalaga ng poltri o isda
2. Naisasabuhay ang pagtitiwala sa
sarili sa pag-aalaga ng poltri o isda
K-12 CG EPP5 AG Oe-11 LC 2.2 P.19
Pag-aalaga ng hayop
CG p.19
Grade Level: V
Learning Area: EPP - AGRICULTURE
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. Nakapagsasaliksik ng mga
katangian, uri, pangangailangan,
pamamaraan ng pag-aalaga at
pagkukunan ng mga hayop na
maaaring alagaan at karanasan
ng taong nag-aalaga ng hayop
2. Natatalakay ang mga
katangian, uri at
pangangailangan, pamamaraan
ng pag-aalaga at pagkukunan ng
mga hayop na maaaring alagaan
at karanasan ng taong nag-aalaga
ng hayop.
3. Naipakikita ang kawilihan sa
pagtalakay ng aralin ukol sa uri,
pagsasaliksik ng katangian,
pangangailangan, pamamaraan
at pagkukunan ng mga hayop na
maaaring alagaan ng taong nag-
aalaga
K-12 CG EPP5 AG-Of-12 LC 2.3
p.19
Pag-aalaga ng hayop
CG p.19
Quarter: 2ND QUARTER
THURSDAY FRIDAY
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. Nakapagsasaliksik ng mga Summative Test
katangian, uri, pangangailangan
at pamamaraan ng pag-aalaga at
pagkukunan ng mga isda na
maaaring alagaan at karanasan
ng taong mag-aalaga ng isda.
2. Natatalakay ang mga
katangian, uri, pangangailangan
at pamamaraan ng pag-aalaga at
pagkukunan ng mga isda na
maaaring alagaan at karanasan
ng taong mag-aalaga.
3. Naipakikita ang kawilihan sa
pagtalakay na aralin ukol sa
katangian, uri, pangangailangan
at pamamaraan ng pag-aalaga at
pagkukunan ng mga isda na
maaaring alagaan
K-12 CG EPP5 AG-Of-12 LC 2.3
p.19
Pag-aalaga ng hayop
CG p.19
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
Makabuluhang Gawaing Pantahanan
at Pangkabuhayan 5 p.161-162,
tsart, laptop, projector, larawan
Balik-Aral:
Ano ano ang mga paraan ng
pagtatala ng puhunan, gastos, kita at
maiimpok sa mga inaning halamang
gulay?
Pagpapakita ng mga larawan ng
poltri o isda gamit ang projector.
a. Ano ang napapansin ninyo sa mga
larawan?
b. Maaari bang pagsama-samahin sa
iisang pangkat ang mga ito? Bakit?
Pumalakpak ng tatlong beses kapag
tama ang isinasaad ng bawat
pangungusap at pumadyak naman
ng tatlong beses kung mali.
a. Ang manok at pugo ay nagbibigay
ng itlog at karne.
b. May tamang oras at dami ng
pagkain ang ibinibigay sa mga isda.
c. Ang kulungan ay dapat nalililiman
ng puno at may sapat na bentilasyon
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
p161
Larawan, tsart, laptop computer,
projector
1.Balik-Aral:
Hahatiin ang klase sa dalawang
pangkat.
Magbibigay ang guro ng mga
kartolina strips na naglalaman ng
mga pamamaraan ng pag-aalaga ng
poltri o isda at mga
kaalaman/kasanayan nito.
Pagsasama-samahin sa kanya-
kanyang pangkat ang pamamaraan
at katangian
Pagpapanood sa mga bata ng
“video presentation” tungkol sa
kabutihang dulot ng pag-aalaga ng
mga hayop tulad ng manok at mga
kauri nito.
Itaas ang dalawang kamay kung
tama ang kasagutan at pumalakpak
kung mali.
a. Ang pag-aalaga ng isda ay
nakawiwili at nakalilibang.
b. Nakadaragdag sa gawain at
pagod ang pag-aalaga ng hayop.
c. Nagsisilbing hanapbuhay sa mag-
anak ang pag-aalaga ng poltri o isda
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
pp. 162 at 164
larawan, tsart, Computer,
Projector, meta card
Balik-aral:
Panuto: Piliin sa mga nakapaskil
na meta cards sa pisara ang mga
kabutihang naidudulot ng pag-
aalaga ng hayop at ilagay sa ilalim
ng paksang nakakapit sa tsart na
nasa pisara.
Pagpapanood ng video
presentation ng mga alagang
hayop
Panuto: Tumayo kapag ang mga
hayop na mababanggit ay uri ng
hayop na maaaring alagaan sa
tahanan at pumalakpak kung
hindi
manok ahas kalabaw pugo agila
bibe itik
B. May mga ginupit na letra sa
loob ng kahon sa unahan. Ang
mga salitang mabubuo buhat sa
mga letra ay katangian ng
aalagaang hayop. Ang unang
makabubuo ang tatanghaling
panalo.
mabilis lumaki madaling alagaan
nangingitlog
sariwang karne kapaki-
Umunlad sa paggawa 5 pp. 144-
148
Balik-aral:
Basahin ang mga sumusunod na
pangungusap. Sabihin ang
salitang DEAL kung tumutukoy
sa mga uri, katangian at
pangangailangan ng hayop na
aalagaan at NO DEAL kung hindi.
Pagpapanood ng video
presentation tungkol sa pag-
aalaga ng isda.
Ano ang inyong masasabi sa
napanood ninyong video galing
sa www.youtube.com: fish
cultivation?
Panimulang Pagtatasa:
Panuto: Sagutin ang mga tanong
sa paraang pasalita
a. Paano ang pag-alaga ng isda ?
b. Ano-ano ang hakbang o
proseso upang isagawa ito?

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
Magbigay ng sapat na kaalaman,
kasanayan at kawilihan sa
pag-aalaga ng hayop sa
pamamagitan ng semantic web
a. Pagpapangkat sa mga bata sa lima
b. Pagpili ng lider sa bawat pangkat
c. Pagkalap ng mga impormasyon ng
bawat pangkat tungkol sa paksa
Pangkat 1- Pagpili ng uri ng poltri o
isda
Pangkat 2- Pangangalaga sa
kulungan
Pangkat 3- Pagpapakain
Pangkat 4- Pag-iwas sa mga sakit at
peste
Pangkat 5- Mapagkakakitaang
Gawain
a. Ano ang naramdaman ninyo sa
gawain ng pangkat?
b. Ano-ano ang mga kaalaman na
naipakita sa pag-aalaga ng poltri o
isda?
c. Magbanggit ng ilang kasanayang
kailangan sa pag-aalaga ng poltri
o isda?
d. Paano naipakita ang kawilihan sa
pag-aalaga ng polti o isda?
Pangkatang Gawain: Magbigay ng
mga kabutihang dulot ng pag-
aalaga
ng poltri at isda
a. Ano-ano ang mga kabutihang
dulot ng pag-aalaga ng poltri at isda
sa
mag-anak ?
b. Malaki ba ang naitutulong nito sa
buhay ng pamilya?
c. Paano mo maipakikita ang tiwala
sa sarili sa pag-aalaga ng
Poltri o isda?
Ang pag-aalaga ng poltri o isda ay
isang gawaing makatutugon sa
pangunahing pangangailangan sa
pagkain at makapagpapa-unlad sa
kabuhayan ng mag-anak. Ito ay
maaaring rin magsilbing libangan.
Ang mga itlog ay nagbubuhat sa
mga alagang poltri ay nagdudulot
sa pamilya ng ibayong lakas ng
katawan. Nagagamit rin na pakain
sa mga isda ang mga dumi ng mga
manok at kauri nito o kaya naman,
ginagawang pataba sa mga
halaman. Ang mga balahibo ng mga
poltri ay sangkap sa paggawa ng
mga palamuti sa tahanan o sa mga
kasuotan. Nagsisilbi ring
hanapbuhay ang pag-aalaga ng
hayop.
pakinabang
a. Pangkatang Gawain Pangkatang Gawain
1. Kumalap ng mga impormasyon Magsagawa ng Pagsasaliksik
o datos tungkol sa katangian, uri, tungkol sa sumusunod na
at pangangailangan ng hayop na tanong
aalagaan
2. Gumamit ng semantic web sa
paglalagay ng impormasyon
Pagtalakay sa natapos na gawain Ano-anong pamamaraan ng pag-
a. Anong uri ng manok ang aalaga ng isda batay sa
mainam sa pangingitlog at tinalakay?
maraming karne? Paano mo naipakita ang
b. Anong uri ng pakain ang pagkamaparaan sa pagkalap ng
ibinibigay sa bawat uri ng poltri? datos?
c. Anu-anong katangian ng bawat
uri ng poltri ang dapat alagaan?
d. Anu-ano ang mga uri ng poltri
ang maaaring alagaan?
e. Anu-ano ang mga
pangangailangan ng bawat uri ng
hayop na aalagan gaya ng manok
at mga kauri nito?
f. Paano mo naipakita ang
pagkamaparaan sa pagkalap ng
kaalaman?
May iba’t ibang uri at lahi ang Ang pagsasaliksik ay paraan
poltri. May kani-kaniyang upang lalong madagdagan ang
katangian ang bawat lahi. Ang ating kaalaman tungkol sa isda
lahi ng poltri na maaaring alagaan na nais nating alagaan. Mainam
ay ang mga sumusunod: din itong gamiting batayan kung
Maraming mangitlog (Egg type anong uri, katangian at proseso
breed) tulad ng White Leg Horn, ng pag-aalaga ng isda. Ang
Minorca at Mikawa, Mabilis susunod na datos ay isang
lumaki (Meat type breed) Arbor halimbawa ng resulta ng
Acre, Cobb,Hubbard pananaliksik na ginawa
Pilch,Dekalb,ang Maraming
mangitlog at mabilis lumaki (Dual
type breed) ay ang Plymouth
Rock, Rhode Island Red at New
Hampshire. Ang Sasso Chicken
may lasang Native Chicken ngunit
mas madaling lumaki
G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
Punan ng tamang sagot ang bawat
patlang upang mabuo ang kaisipang
tumutukoy sa mga kaalaman,
kasanayan, kawilihan sa pag- aalaga
ng hayop.
a. Karaniwang inaalagaan ang mga
bibe malapit sa ___.
b. Panatilihing malinis ang ______ng
mga hayop upang
makaiwas sa sakit.
c. Ang mga isda ay karaniwang
binibigyan ng pagkain tuwing
_______
dahil ito ang tamang oras ng
kanilang pagkain.
d. Gawing _____ ang pag-aalaga ng
mga poltri o isda bilang libangan.
e. Magiging magaan ang iyong buhay
sa pag-aalaga ng mga poltri o isda
kung may _________ ka sa mga ito.
Ang pag-aalaga ng poltri o isda ay
isang kapaki-pakinabang na gawain.
Maraming produkto ang maaaring
makuha sa mga ito katulad ng karne
at itlog. Ang mga sumusunod na
kaalaman at kasanayan ay dapat
matutunan sa pag-aalaga ng mga
poltri o isda:
Basahin ang katanungan at
ipaliwanag ang kasagutan sa anyong
patalata na binubuo ng tatlo
hanggang limang pangungusap.
Bakit mahalaga ang may sapat na
kaalaman, kasanayan, kawilihan at
mapagkakakitaang gawain sa pag-
aalaga ng poltri o isda?
Babasahin ng guro ang sumusunod
na sitwasyon. Ipapaliwanag ng bawt
pangkat kung anong kabutihan ang
naidulot ng kasanayan at kaalaman
sa bawt bilang:
a. Naging matagumpay sa pag-
aalaga ng poltri si Dennis dahil sa
kanyang tibay ng loob, kakayahan
at tiwala sa sarili.
b. Malaki ang kapakinabangan sa
pag-aalaga ng poltri sa buhay ni
Carlo dahil nagkaroon siya ng
dagdag kita at nabili pa niya ang
mga pangangailangan ng kanyang
pamilya.
C. Nag-alaga ng poltri si Benny kaya
may pagkakataong nagkakaroon
sila ng pagkain kapag hindi
nakakapamili sa bayan.
a. Anu-ano ang mga kabutihang
naidudulot ng pag-aalaga ng hayop
tulad ng manok at kauri nito?
b. Bakit nagsisilbing libangan ito ng
nag-aalaga?
c. Paano mo masasabi na dagdag
ito sa kita ng mag-anak?
Basahing mabuti ang sumusunod na
katanungan. Isulat ang titik ng
tamang
sagot
Pangkatang Gawain:
Panuto: Gumawa ng talaan ng
mga uri ng hayop na maaaring
alagaan
katangian at kanilang
pangangailangan. Pagkatapos
talakayin ang mga nakalap na
datos ng bawat pangkat
Ano anong uri, katangian,
pangangailangan ng aalagaang
hayop at pamamaraan ng pag-
aalaga?
Basahin ang sumusunod at piliin
ang titik ng tamang sagot.
1. Karaniwang inaalagaan ang itik
sa lugar malapit sa ___________.
A. parang B. bahay
C. tubig D. damuhan
2.Ang white leghorn at minorca
ay uri ng manok na na mainam sa
_______.
A. sa pangingitlog B. magpisa ng
itlog
C. magbigay ng karne D.
magbigay ng karne at itlog
3.Upang makakalap ka ng
kumpleto at tamang
impormasyon sa mga uri,
Anu-anong pamamaraan sa pag-
aalaga ng isda?
Basahin ang sumusunod at piliin
ang titik ng tamang sagot
1. Maraming uri ng isda ang
maaaring alagaan sa panloobang
palaisdaan. Alin sa mga
sumusunod ang maaaring
alagaan?
A. Tilapya B. Hasa-hasa
C. Lapu-lapo D. Bangus
2. Upang makakalap ka ng
kumpleto at tamang
impormasyon sa mga uri,
A.Masayahin at matuwain B.
Mabilis at maabilidad
C. Masipag at matiyaga D.
Matiyaga at maparaan

J.Karagdagang Gawain para sa
takdang aralin at remediation
Sagutin: Upang maging matagumpay
ka sa pag-aalaga ng mga poltri o
isda, ano ano pa ang mga dapat
mong paunlarin? Bakit?
Makipanayam sa may-ari ng poltri
sa inyong lugar. Tanungin ang
kanyang masasabi ukol sa
kabutihang dulto ng pag-aalaga ng
poltri?
katangian at pangangailangan ng
mga hayop at isdang aalagaan,
anong pag-uugali ang dapat
isapuso at isabuhay mo?
A. Masayahin at matipid B.
Mapagmahal at matulungin
C. Masipag at matiyaga D.
Matiyaga at maparaan
4. Sa pagbibigay ng mga patuka
sa poltri, ano ang dapat isaisip?
A. Sustansiya ng pagkaing ibibigay
sa mga alaga.
B. Dami ng mga bibigyan ng
patuka
C. Kalinisan ng paglalagyan ng
inumin at pakain
D. Uri ng pagkaing ibibgay
5. Ang kulungan ng mga itik ay
karaniwang malapit sa ilog o lawa
inilalagay.
Kung malayo sa ilog o lawa,
anong dapat gawin ng mag-
aalaga?
A. Maglaan ng malaking
palanggana na may tubig.
B. Maghukay sa lupa at doon
mglagay ng tubig
C. Maglagay sa maliliit na
palanggana ng tubig
D. Hayaang maligo sa mga kanal
ang mga alagang itik
Sagutin ang mga katanungan sa
paraang pasalita.
1. Kung nais mong mag-alaga ng
manok na maraming mangitlog,
anong uri ng
manok ang aalagaan mo? Bakit
2. Gagawa ka ng kulungan ng
mga aalagaan mong poltri, anong
isasaisip mo?
Bakit
3. Sa mga isdang aalagaan mo sa
likod bahay, anong uri ng isda ang
pipiliin
3. Anong uri ng kulungan ng isda
ang gagawin mo kung gagawa ka
nito sa
iyong palaisdaan?
A. Nakalutang sa tubig B.
Nakalubog sa tubig
C. Nasa tabi ng tubig D. Nasa
bukana ng palaisdaan
4. Paano mo makikilala ang
babaeng tilapya at lalaking
tilapya?
A. Ang babaeng tilapya ay my
dalawang bilog sa bahaging may
buntot
samantalang ang lalaking tilapya
naman ay iisa ang bilog.
B. Ang babaeng tilapya ay mas
malaki kaysa lalaki
C. Ang babaeng tilapya ay
mabilog kysa lalaki
D. Ang babaeng tilapya ay mas
mapula kaysa lalaki
5. Ang mga tilapya ay
karaniwang pinipiling alagaan
dahil ______________.
A. Madali itong alagaan B.
Madaling pakainin
C. Madaling anihin D. Madaling
ilagay sa kulungan
Gamit ang internet, magsaliksik
ng iba pang mga uri, katangian
at pamamaraan ng pag-aalaga
ng isda

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
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
objective. objective.
___Lesson not carried. ___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
their lesson. answering their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in answering
lesson. their lesson.
___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because
lack of knowledge, skills and interest about of lack of knowledge, skills and interest
the lesson. about the lesson.
___Pupils were interested on the lesson, ___Pupils were interested on the lesson,
despite of some difficulties encountered in despite of some difficulties encountered in
answering the questions asked by the teacher. answering the questions asked by the
___Pupils mastered the lesson despite of teacher.
limited resources used by the teacher. ___Pupils mastered the lesson despite of
___Majority of the pupils finished their work limited resources used by the teacher.
on time. ___Majority of the pupils finished their work
___Some pupils did not finish their work on on time.
time due to unnecessary behavior. ___Some pupils did not finish their work on
time due to unnecessary behavior.
mo? 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.
___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.
___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.

C.Nakatulong ba ang remedial? Bilang ng ___ 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
mag-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

E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who
lesson lesson caught up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who
solusyunansa tulong ng aking punungguro at remediation remediation remediation remediation continue to require
superbisor? remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive Development: Examples: ___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development: well:
guro? Self assessments, note taking and studying Self assessments, note taking and studying Examples: Self assessments, note taking Examples: Self assessments, note taking ___Metacognitive
techniques, and vocabulary assignments. techniques, and vocabulary assignments. and studying techniques, and vocabulary and studying techniques, and vocabulary Development: Examples:
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, assignments. assignments. Self assessments, note
quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- taking and studying
quick-writes, and anticipatory charts. share, quick-writes, and anticipatory techniques, and
charts. vocabulary assignments.
___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare
___Bridging: Examples:
contrast, jigsaw learning, peer teaching, and and contrast, jigsaw learning, peer teaching, ___Schema-Building: Examples: Compare
___Schema-Building: Examples: Think-pair-share, quick-
projects. and projects. and contrast, jigsaw learning, peer
writes, and anticipatory
teaching, and projects. Compare and contrast, jigsaw learning,
charts.
___Contextualization: ___Contextualization: peer teaching, and projects.

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

___Schema-Building:
manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, media, ___Contextualization:
Examples: Compare and
opportunities. opportunities. manipulatives, repetition, and local Examples: Demonstrations, media, contrast, jigsaw learning,
opportunities. manipulatives, repetition, and local peer teaching, and
___Text Representation: ___Text Representation: opportunities. projects.
Examples: Student created drawings, videos, Examples: Student created drawings, videos, ___Text Representation:
and games. and games. Examples: Student created drawings, ___Text Representation: ___Contextualization:
___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly videos, and games. Examples: Student created drawings, Examples:
clearly, modeling the language you want and clearly, modeling the language you want ___Modeling: Examples: Speaking slowly videos, and games. Demonstrations, media,
students to use, and providing samples of students to use, and providing samples of and clearly, modeling the language you ___Modeling: Examples: Speaking manipulatives, repetition,
student work. student work. want students to use, and providing slowly and clearly, modeling the and local opportunities.
samples of student work. language you want students to use, and
Other Techniques and Strategies used: Other Techniques and Strategies used: providing samples of student work. ___Text Representation:
___ Explicit Teaching ___ Explicit Teaching Other Techniques and Strategies used:
___ Group collaboration ___ Group collaboration ___ Explicit Teaching Other Techniques and Strategies used: Examples: Student
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Group collaboration ___ Explicit Teaching created drawings, videos,
___ Answering preliminary ___ Answering preliminary ___Gamification/Learning throuh play ___ Group collaboration and games.
activities/exercises activities/exercises ___ Answering preliminary ___Gamification/Learning throuh play ___Modeling: Examples:
___ Carousel ___ Carousel activities/exercises ___ Answering preliminary Speaking slowly and
___ Diads ___ Diads ___ Carousel activities/exercises clearly, modeling the
___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Carousel language you want
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Diads students to use, and
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction providing samples of
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Role Playing/Drama student work.
Why? Why? ___ Lecture Method ___ Discovery Method
___ Complete IMs ___ Complete IMs Why? ___ Lecture Method Other Techniques and
___ Availability of Materials ___ Availability of Materials ___ Complete IMs Why? Strategies used:
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs ___ Explicit Teaching
___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Group collaboration
collaboration/cooperation collaboration/cooperation ___ Group member’s ___ Pupils’ eagerness to learn ___Gamification/Learning
in doing their tasks in doing their tasks collaboration/cooperation ___ Group member’s throuh play
___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Answering
of the lesson of the lesson ___ Audio Visual Presentation in doing their tasks preliminary
of the lesson ___ Audio Visual Presentation activities/exercises
of the lesson ___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
 ___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable Technology
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Equipment (AVR/LCD)
Internet Lab Internet Lab Internet Lab Internet Lab __ Science/ Computer/
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Internet Lab
__ Additional Clerical
works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and Indigenized __Contextualized/Localized and Indigenized __Contextualized/Localized and __Contextualized/Localized and __Contextualized/
IM’s IM’s Indigenized IM’s Indigenized IM’s Localized and Indigenized
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos IM’s
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Localized Videos
views of the locality views of the locality views of the locality views of the locality __ Making big books from
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as views of the locality
Instructional Materials Instructional Materials Instructional Materials Instructional Materials __ Recycling of plastics to
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition be used as Instructional
Materials
__ local poetical
composition
 GRADE 5 School: ROMAN TANTIONGCO MEMORIAL SCHOOL Grade Level: V
Teacher: RAZZEL MAE D. REYES Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman 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
B.Pamantayan sa Pagganap Naisasagawa ang inaasahang hakbang , kilos at pahayag na may paggalang at pagmamalasakit para sa kapakanan at kabutihan ng pamilya at kapwa
C.Mga Kasanayan sa Pagkatuto Nakapagpapaubaya ng pansariling Lingguhang Pagsususlit
kapakanan para sa kabutihan ng kapwa
(EsP5P-IIf-26)
II.NILALAMAN Pagpapaubaya ng Pansariling
Kapakanan para sa Kabutihan ng Kapwa
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p.26 CG p.26 CG p.26 CG p.26 CG p.26
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 Kuwento (powerpoint presentation/
tsart), larawan
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o pagsisimula Paano ninyo maipakikita ang Bago simulan ang gawain, Bago simulan ang gawain, Bago simulan ang gawain,
ng bagong aralin pagpapahalaga sa opinyon ng iba? magkakaroon ng maikling talakay magkakaroon ng maikling talakay magkakaroon ng maikling talakay
tungkol sa nakaraang aralin. tungkol sa nakaraang aralin. tungkol sa nakaraang aralin.
Muling ipaunawa sa mga bata na Muling ipaunawa sa mga bata na Muling ipaunawa sa mga bata na
sa pamamagitan ng sa pamamagitan ng sa pamamagitan ng
pagpapaubaya ay naipahahayag pagpapaubaya ay naipahahayag pagpapaubaya ay naipahahayag
ang pagmamahal at ang pagmamahal at ang pagmamahal at
pagmamalasakit sa iba pagmamalasakit sa iba pagmamalasakit sa iba
B.Paghahabi sa layunin ng aralin Minsan, dumarating sa ating buhay na
kailangan nating unahin ang kapakanan
ng iba at isantabi ang pansarili nating
kapakanan.Karamihan sa atin ay
nakakaranas ng ganitongpangyayari at
sa bandang huli, nararamdaman natin
ang kasiyahan sa ating sarili sa
pagsasaalang-alang natin ng kapakanan
ng iba
C.Pag-uugnay ng mga halimbawa sa bagong ralin 1. Magpapakita ng larawan ang guro na
may kaugnayan sa kuwentong
ibabahagi. (larawan ng magkapatid na
lalaki na pasan sa likod ang kapatid na
may kapansanan)
Magtatanong ang guro tungkol sa
larawan
3. Ilalahad ng guro ang isang maikling
kuwento na pinamagatang “Para sa
Kapakanan Mo, Handa Ako”
Para sa Kapakanan Mo, Handa Ako
Ni: Galileo L. Go
Mahal na mahal ni Leon ang kanyang
kapatid na si Bobby na may
kapansanan. Naputol ang mga paa nito
dahil sa isang isang aksidente kaya lagi
siyang nasa wheelchair. Simula noon ay
si Leon na ang umaalalay kay Bobby.
Minsan nga ay pinapasan niya ito sa
kanyang likod. Minsan, habang sakay
niya si Bobby sa kanyang likuran,
tinanong si Leon ng isa nilang
kapitbahay.
“Hindi ka ba nabibigatan kay Bobby?”
“Hindi po. Kapatid ko po siya at lagi po
akong handang tulungan siya,” ang
nakangiting sagot ni Leon.
Sa isa namang pagkakataon, nagkaroon
ng camping ang mga Boy Scouts.
Biyernes ng hapon ang alis ng kawan
nina Leon. Bigla namang kailangang
isugod sa pagamutan ang lolo ni Leon.
“Papaano iyan, sino ang kasama ni
Bobby habang nasa pagamutan kami?
Pupunta si Leon sa camping nila,” ang
nag-aalalang tanong ni Nanay.
“Huwag kayong mag-alala, Nanay,

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
Tatay. Ako na ang maiiwan dito sa
bahay. Sasabihin ko na lang na hindi
ako makasasama sa camping dahil sa
may nangyaring hindi inaasahan sa
atin,” ang sagot naman ni Leon.
“ Salamat, anak. Napakabait mo,” ang
sabi naman ni Nanay.
Pagdating ng Lunes, nakita si Leon ng
mga kasamahang boy scouts. “Leon,
sayang hindi ka sumama. Ang saya ng
camping. Marami kaming natutuhan at
nakilalang mga boy scout na galing pa
sa ibang bansa,” ang masayang
pagbabalita ni Eric.
“Sayang nga pero, kailangan kong iukol
ang aking panahon para sa kapakanan
ng aking kapatid at lolo,” ang sagot ni
Leon.
Talakayin ang nilalaman ng kuwento sa
pamamagitan ng mga sumusunod na
tanong:
a. Paano ipinakita ni Leon ang
pagmamahal sa kanyang kapatid?
b. Paano naapektuhan ng biglaang
pagkakasakit ng lolo ni Leon ang
kanilang camping?
c. Ano ang maaaring nangyari kung
itinuloy ni Leon ang pagsama sa
camping?
d. Ano ang naging bunga ng
pagpapaubaya ni Leon para sa
kapakanan ng kanyang pamilya?
e. Bilang mag-aaral na tulad ni Leon,
gagawin mo rin ba ang ginawa niya?
Bakit?
1. Magtatanong ang guro tungkol
sa nakaraang aralin.
 Ano ang aral na inyong napulot
sa kuwentong “Para sa
Kapakanan Mo, Handa Ako”?
2. Gawain
 Ipabasa at ipasuri sa mga bata
ang sitwasyon na naka-
powerpoint/ naka-tsart tungkol
sa pagpapaubaya ng sariling
 kapakanan para sa kapakanan ng
iba.

Kagamitan: sitwasyon na naka-

tsart/ naka- powerpoint
Sina Reiza at Valerie ay
magkapatid. Mahirap lamang ang
kanilang pamilya. Isang araw,
kinausap sila ng kanilang mga
magulang at sinabing hindi na sila
kayang papasukin ng
magkasabay ngayong taon
sapagkat nasalanta ng bagyo ang
kanilang pananim. Si Reiza ay
tapos na sa hayskul samantalang
si Valerie ay nasa elementarya pa
lamang. Kaagad namang
naintindihan ni Reiza ang mga
magulang kaya’t sinabi niya sa
kanyang mga magulang na siya
na muna ang hihinto upang
maipagpatuloy ni Valerie ang
kanyang pag-aaral. Tama ba ng
naging pasya ni Valerie? Bakit?

Hikayatin ang mga bata na

magbigay ng kanilang sariling
opinyon at saloobin tungkol sa
binasang sitwasyon

Iproseso ang mga nakuhang

kasagutan sa mga bata. Bigyang
diin ang kahalagahan ng
pagpapaubaya ng sariling
kapakanan para sa iba lalo’t higit
sa ating mga mahal sa buhay.

G.Paglalapat ng aralin sa pangaraw-araw na 1. Magbalik-aral tungkol sa

buhay nakaraang aralin. Itanong ang
sumusunod:
 Bilang mga mag-aaral, ano ang
kahalagahan sa inyo ng
pagpapaubaya para sa kapakanan
ng iba?

2. Iproseso ang sagot ng mga

bata at magkaroon ng palitan ng
opinyon hinggil sa mga naging
 kasagutan ng mga bata.
3. Gabayan ang mga bata sa
pagsasagawa ng pangkatang
gawain.
Pangkat 1- Sumulat ng isang
saknong na tula na tumutukoy sa
kahalagahan ng pagpapaubaya
para sa kapakanan ng kapwa.
Pangkat 2- Magpakita ng maikling
dula-dulaan na may temang
pagmamahal sa kapwa sa
pamamagitan ng pagsasaalang-
alang sa kapakanan ng ibang tao.
Pangkat 3- Sumulat ng isang
islogan na may kaugnayan sa
pagpapaubaya ng pansariling
kapakanan para sa iba
Pangkat 4- Gumawa ng isang
poster na nagpapakita ng
pagpapaubaya ng sariling
kapakanan para sa mga mahal sa
buhay.
H.Paglalahat ng aralin
Gawain
Basahin ang sumusunod na
sitwasyon. Sagutin ang mga
tanong tungkol dito.
1. Araw ng Sabado at wala kang
pasok. Naisipan mong maligo na.
Nakita mo na halos isang timba
na lang ang natitirang tubig na
inyong inipon kagabi. Hapon pa
ibabalik ang serbisyo ng tubig sa
inyong pamayanan. Naghahanda
na ring maligo ang iyong ate para
pumasok sa kanyang trabaho.
Ano ang gagawin mo?
2. Oras ng recess at nakapila ka sa
kantina. Gutom na gutom ka na.
Mahaba ang pila. Nang ikaw na
ang susunod na bibili ng pagkain,
nakita mo ang isang bata na may
saklay sa likuran mo. Ano ang
gagawin mo?
3. Mahilig kang magbasa ng mga
kuwentong pambata. Mayroon
kang matagal nang inaabangang
kwento isinulat ng paborito mong
 manunulat. Laking tuwa mo nang
malaman mong mayroon nito sa
inyong silid- aklatan. Nang
kinakausap mo na ang librarian,
narinig mo na nagtatanong ang
isa pang bata tungkol sa aklat na
hinihiram mo. Narinig mo rin na
ang aklat ay kailangang basahin
ng bata para sa kanyang ulat
kinabukasan. Ano ang gagawin
mo?
 Iproseso ang sagot ng mga
bata.
 Ipabasa ang Tandaan Natin
Tandaan Natin
Ipaubaya ang pansariling layunin
para sa kapakanan ng iyong
kapwa kung kinakailangan.
Sa pamamagitan ng
pagpapaubaya ay naipahayag ang
pagmamahal at pagmamalasakit
sa kapwa
I.Pagtataya ng aralin 1. Sa pagkakataong ito, nababatid
kong nagkaroon na kayo nang
sapat na kaalaman tungkol sa
kahalagahan ng pagpapaubaya ng
sariling kapakanan para sa
kapwa.
2. Basahin ang bawat
pangungusap. Isulat ang T kung
tama ang ipinahahayag ng
pangungusap at M kung hindi
tama.
_____1. Ang pagpapaubaya ng
sariling kapakanan para sa kapwa
ay gawaing kinalulugdan ng lahat.
_____2. Dapat unahin ang sariling
kapakanan upang umunlad.
_____3. Ang pagpapaubaya
alang-alang sa kapwa ay
nagdudulot ng kasiyahan di
lamang sa iba kundi pati na rin sa
ating sarili.
_____4. Kapag tumulong sa mga
nangangailangan kailangang
maghintay ng kapalit
_____5. Ugaliing isaalang-alang
ang kapakanan ng nakatatanda at

J.Karagdagang Gawain para sa takdang aralin at
remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa pagtatayao. ___Lesson carried. Move on to the next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B.Bilang ng mag-aaralna nangangailangan ng iba pang Gawain ___Pupils did not find difficulties in answering their
para sa remediation 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.Nakatulong ba ang remedial? Bilang ng mag-aaral na ___ of Learners who earned 80% above
nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy sa remediation ___ of Learners who require additional activities
for remediation
E.Alin sa mga estratehiyang pagtuturo ang nakatulong ng lubos? ___Yes ___No
Paano ito nakatulong? ____ of Learners who caught up the lesson
F.Anong sulioranin ang aking naranasan na solusyunansa tulong ___ of Learners who continue to require
ng aking punungguro at superbisor? remediation
G.Anong kagamitang panturo ang aking nadibuho nanais kong Strategies used that work well:
ibahagi sa kapwa ko guro? ___Metacognitive Development: Examples: Self
___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:
___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:
may mga kapansanan sa lahat ng
pagkakataon.
3. Magkaroon ng maikling
talakayan tungkol sa kinalabasan
ng pagtataya upang maging lubos
ang pagkaunawa ng mga bata
tungkol sa kahalagahan ng
pagpapaubaya ng sariling
kapakanan para sa kapwa.
 Gumawa ng poster na
nagpapakita ng pagpapaubaya ng
sariling kapakanan para sa kapwa
___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:
___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:
assessments, note taking and studying techniques, Examples: Self assessments, note taking
and vocabulary assignments. and studying techniques, and vocabulary
___Bridging: Examples: Think-pair-share, quick- assignments.
writes, and anticipatory charts. ___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and ___Schema-Building: Examples: Compare
projects. and contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, ___Contextualization:
repetition, and local opportunities. Examples: Demonstrations, media,
manipulatives, repetition, and local
___Text Representation: opportunities.
Examples: Student created drawings, videos, and
games. ___Text Representation:
___Modeling: Examples: Speaking slowly and Examples: Student created drawings,
clearly, modeling the language you want students videos, and games.
to use, and providing samples of student work. ___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
Other Techniques and Strategies used: want students to use, and providing
___ Explicit Teaching samples of student work.
___ Group collaboration
___Gamification/Learning throuh play Other Techniques and Strategies used:
___ Answering preliminary ___ Explicit Teaching
activities/exercises ___ Group collaboration
___ Carousel ___Gamification/Learning throuh play
___ Diads ___ Answering preliminary
___ Differentiated Instruction activities/exercises
___ Role Playing/Drama ___ Carousel
___ Discovery Method ___ Diads
___ Lecture Method ___ Differentiated Instruction
Why? ___ Role Playing/Drama
___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Complete IMs
collaboration/cooperation ___ Availability of Materials
in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
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 projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
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 projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
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
projects.
___Contextualization:
Examples:Demonstrations,
media,manipulatives,
repetition,andlocal opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ AudioVisual Presentation
of the lesson
 GRADE 5 School: ROMAN TANTIONGCO MEMORIAL SCHOOL
Teacher: RAZZEL MAE D. REYES
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 6)
WEEK 6 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)
B.Performance Standards Prepares for and participates
effectively in a range of
conversations
and collaboration with diverse
partners, building on others’ ideas
and
expressing their own clearly and
persuasively
C.Learning Competencies/Objectives 1. Provide evidence to support
opinion/ fact
2. Read with Automaticity Grade
Level Frequently Occurring
Content Area Words
II.CONTENT Providing Evidence to Support
Opinion/ Fact
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.78
2.Learners’s Materials pages
TUESDAY
Demonstrate understanding that
words are composed of different
parts to know that their meaning
changes depending in context
Uses strategies to decode correctly
the meaning of words in isolation
and in context
1. Identify different meanings of
content specific words (denotation
and connotation) (Mathematics)
EN5V–I If – 20.1.2
Identifying Different Meanings of
Content Specific Words (denotation
and connotation) (Mathematics)
CG p.78
WEDNESDAY
Demonstrate understanding of text
elements to comprehend various
texts
Uses knowledge of text types to
correctly distinguish literary from
informational texts
Distinguish Text-types According to
Purpose- To explain
EN5RC –II f – 3.2.3
Read with automaticity grade level
frequently occurring content area
words EN5F – Ii f – 1.8.1
Distinguishing Text-types According
to Purpose- To explain
Reading with Automaticity Grade
Level Frequently Occurring Content
Area Words
CG p.78
Grade Level: V
Learning Area: ENGLISH
Quarter: 2ND QUARTER
THURSDAY
Demonstrates command of the
conventions of standard English
grammar and usage when writing
or speaking
Demonstrates understanding of
verbal and non-verbal elements
of communication to respond
back
Uses the correct function of
nouns, pronouns, verbs,
adjectives, and adverbs in general
and their functions in various
discourse (oral and written)
Uses a variety of strategies to
provide appropriate feedback
Compose clear and coherent
sentences using appropriate
grammatical structures : order of
adjectives
Observe politeness at all times
Show tactfulness when
communicating with others
Order of Adjectives
CG p.78
FRIDAY
Demonstrates
understanding of library
skills to research a variety
of topics
Demonstrates
understanding of different
formats to write for a
variety audiences and
purposes
Utilizes discrete techniques
(general or specific) and
applies appropriately them
to all or most fields of
study
Publish texts using
appropriate text types for
a variety of audiences and
purposes
Gather relevant
information from various
sources – online
references EN5SS –II f–1.7
Write paragraphs showing
comparison and contrast
EN5WC–II f–
2.2.6
Gathering Relevant
Information from Various
Sources – Online
References
Writing Paragraphs
Showing Comparison and
Contrast
CG p.78
3.Textbook pages Fun in English, Language, p. 226
4.Additional materials from learning resource https://www.youtube.com/watch?
(LR) portal v=j4Ah1jercqQ
www.rappler.com
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or presenting the Game : Pick out a strip (rolled with
new lesson ribbon) with a statement stating a
fact or an opinion inside a box. Those
who picked afact should go to the
right side, those who picked an
opinion should go to the left side.
Pupils who did not get it correctly
should recite a poem, render a song
or a dance number.
Ice is cold.
Rich people are happy.
Water is important to man.
Boats never sink.
A kitten grew up to be a cat.
B.Establishing a purpose for the lesson The teacher presents a video clip
about “The Carbon and
Oxygen Cycle”
(https://www.youtube.com/watch?
v=j4Ah1jercqQ)
What gases were mentioned in the
video clip?
Who needs oxygen? How about
carbon dioxide?
English.tutorvista.com http://www.greening.in/2013/05/
how-trees-help-in-preventing-
floods.html
https://www.google.com/search
Charts, activity sheets charts, activity sheets, flashcards
Game Unlocking of Difficulties
Arrange jumbled letters to form a Fill up the missing letters to form a
word. word. The meanings given will help
DNTTONEAIO you.
CNOONINTOAT 1. p_ev_ _t - stop
2. _he_om_no_ -occurrence
3. f_i_t_o_ - the action of one
object rubbing against another
Ask the pupils to give some Showing a picture of a tree and ask
Mathematics words the importance
English Expressways Language 5,
pp. 205 – 207
http://
www.learnenglishfeelgood.com/
esl_adjectiveorder4.html#
charts, activity sheets, flashcards
Game : Teacher will play a song.
As the song starts to play, pupils
will pass a ball to their
seatmate. When the song
stopped, a pupil who hold a ball
will show an object and gives
description about it
Teacher shows a picture and ask
the pupils to describe it
http://
www.dictionary.com/
browse/online
https://en.wikipedia.org/
wiki/Digital_reference
https://www.google.com/
search?
q=comparison+and+contra
st
www.clipartpanda.com
charts, puzzle, activity
sheets, flashcards, venn
diagram
Loop a Word. Look for the
words in the puzzle that can
be used as online resources.
It may be horizontal, vertical
or in slant form.
Showing a picture
What can you say about the
picture?
If you will do your
assignment which between
books or computer will you
use? Why?
What are their similarities?
differences?
C.Presenting Examples/ instances of the new
lesson
Reading a report
Carbon, Blessing or Bane?
Carbon is truly wonderful. With its
four outer shells, carbon easily links
with other atoms in the atmosphere.
Thus, numerous carbon compounds
are formed. While this may indicate
that carbon is helpful to man, it can
also be destructive. Carbon has its
good functions but it should be used
well to produce desired results. As
humans and animals breathe out
carbon dioxide during respiration,
the air retains a little amount of
carbon. This is where the problem
lies. Due to the wide use of carbon-
based fuels by automobiles, the
combustion of these fuels give off
carbon dioxide. Carbon quickly
combines with oxygen and this is
when we have to find quick
solutions.
With so many cars, buses, and jeeps
running, on these fuels, carbon
dioxide level in the atmosphere is
high, very high indeed. With the high
amount of carbon dioxide in the
atmosphere, the terms “greenhouse
effect” and “global warming” became
household words. It was found out
that the alarming accumulation of
carbon dioxide in the atmosphere
has been trapping heat from
escaping into the outer space. This
has caused man to respond
alarmingly to the situation.
There are new efforts to limit carbon
dioxide emissions. If not, there will
be disastrous changes. Global
warming will bring about climate
change in all parts of the world. As
we now experience, wet seasons,
become wetter, there are more
flooding, and dry seasons have
become hotter and drier-there are
droughts. Man has awakened to the
reality of carbon, while a friend to
the environment could also be an
enemy if abused and misused
Presentation of a sentence
And on a day we meet to walk the
line
Presentation of a selection Read the paragraph below Look at the following
Trees help prevent flooding Mother is getting ready for the diagrams. This information
When plants grow in an area, the birthday of her pretty little came from
roots of plants dig deep in to the daughter, Sonia. She will buy https://www.google.com/se
soil and create space between soil Sonia a new yellow dress and arch?
particles. When it rains in highlands, will bake two big round brown q=comparison+and+contras
water that flows downhill gets cakes. Sonia’s mother will also t
drained into the space created by prepare five delicious dishes for
the root system of plants. Due to visitors, classmates and friends.
this, chance of flooding is greatly
reduced. When plants are absent,
especially in rocky areas, rocks
prevent water from seeping into
the ground. This phenomenon is
also observed in paved roads. Since
there is no room for water to seep,
flooding occurs in nearby water
bodies. When a layer of water runs
off a rocky surface, it reduces
friction and the following layers of
water will run more freely as there
is less friction. If more water is
dumped into rivers and lakes than
they can handle, these water bodies
tend to overflow and the banks
burst and cause flooding. If there
are more trees in an area that is
prone to water runoffs, the root
system of trees can create space
between these rocks and hence
reduce the amount of water being
dumped into lakes and rivers
D.Discussing new concepts and practicing What was the report about? In Mathematics what is the meaning What particular part of the tree Mother is getting ready for the What animals are being
new skills #1 Why is carbon helpful to man? Why of the word “line”? helps prevent flooding? birthday of her pretty little compared?
is it harmful ? If we are going to use the sentence Where does the water in highlands daughter, Sonia. She will buy How are they similar?
As the combustion of fuels give off above, what is the meaning of line? flow when it rains? Sonia a new yellow dress and different?
carbon dioxide, what happens to the Class in Mathematics the word line is How do trees in an area that is will bake two big round brown What is comparing?
carbon? What should we do if this a geometric figure formed by a point prone to water runoffs help in cakes. Sonia’s mother will also contrasting?
happens? moving along a fixed direction and flooding? prepare five delicious dishes for What are the signal words
What was found out that has been the reverse direction. Explain what is the purpose of the visitors, classmates and friends. that we used in comparing?
trapping heat from escaping from the In the sentence above line means selection Who is going to have a birthday In contrasting?
outer space? following the rules and doing what is This type of text – types is called party?
How does the man respond to this accepted Explanation because it shows how What will mother buy for her?
accumulation of carbon dioxide? Math Denotatio Connotati roots of the tree works and why What will mother bake?
(Let the pupils read with automaticity Words n on does tree prevent flooding. What will mother prepare for
grade level frequently occurring Addition Process of Furtherm Explanation is the kind of text- type her?
content area words.) combinin ore that shows how things work and Read the answers you gave.
g two or explanati why things happen. 1. Pretty little Sonia will have
more on, ideas Read with automaticity grade level birthday party.
numbers etc. frequently occurring content area 2. Mother will buy her a new
Subtractio Process of Withdraw words yellow dress.
n deducting al, 3. Mother will bake two big
numbers deduction round brown cakes.
from 4. She will prepare five delicious
another dishes.
numbers
Multiplica Is an Increase, What does pretty tell?
tion abbreviat becoming What does little mean? yellow?
ed greater in round?
process of numbers In using adjectives in a series we
adding an must follow the pattern below.
integer to
itself a
specified
number
of times
Division Process of Separatin
dividing g,
numbers disagree
into equal ment
parts between
two or
more
groups
Sum Answer in Totality,
addition whole
E.Discussing new concepts and practicing new Let’s go back to the report. It was A. Choose the denotative meaning of Draw a happy face if it is an I. Use the following phrases in Write a paragraph showing
skills #2 stated that carbon is truly wonderful. the following Mathematical words explanation and sad face if it is not sentences. compare and contrast in the
What is your opinion regarding it? inside the box. an explanation. 1. The three big baskets following :
On the other hand, it may be a bane. 1. Difference 1. Press and hold to select a word, 2. The five pretty tall girls 1. man and animals
How could this happen? Give your
opinion. (Pupils will provide evidence
to their answers)
Choose the statements that are
Opinions. Write it on your notebook.
Then explain your answer.
1. Scientists are still looking for
dinosaur bones.
2. Lifting the bones must be hard
work.
3. Scientist who study dinosaurs are
all very smart.
4. The bones indicate the size of
dinosaurs.
5. I think that dinosaurs were
greenish gray
2. Fraction
3. Ratio
4. Congruence
5. Factor
-number that will be divided into
another number
-Two geometrical figure of the same
size and shape
-Number that can be express also in
fraction or decimals
-In the form of numerator over
denominator
-Answer in subtraction
Give the connotative meaning of the
following Mathematical words.
Choose your answer inside the box.
1. Difference
2. Fraction
3. Ratio
4. Congruence
5. Factor
-Of the same value
-Not the same, in contrast
-Aspect that affects something
-Being the part of something
-Measuring the relationship
and then drag the selection handle.
2. In the nineteenth century, which
was dark and inflationary age in
typography and text designs may
compositors were encouraged to
stuff extra space between
sentences.
3. A rock crystal is formed by
volcano. The lava from volcano
comes down through the valleys
tumbling rocks and minerals to a
flat land……
4. The reason why crystal has
different colors is because of its
mineral content.
5. Crystals grow in different shape
because of their atoms.
3. Two white horses 2. moon
4. Five ripe yellow mangoes and sun
5. Six new thick red books 3. farm and zoo
4. toad and frog
II. For each of the following
sentences, choose the correct
order of
adjectives to fill in the blank.
1. I was thrilled to receive a
__________________ book with
my order.
A. big, beautiful, leather-bound
B. leather-bound, big, beautiful
C. beautiful big leather-bound
2. His clown costume consists of
a red nose, oversized shoes, and
a ________________ jacket.
A. Size 4X polka-dotted silk
smoking
B. polka-dotted silk smoking size
4X
C. polka dotted size 4x silk
smoking
3. I’ve been shopping for the
perfect _______________
chopsticks.
A. Japanese long sushi
B. long Japanese sushi
C. long sushi Japanese
4. He was wearing a ________
shirt. A. dirty old flannel
373
B. flannel old dirty C. old dirty
flannel
5. Pass me the ________ cups.
A. plastic big blue B. big blue
plastic C. big plastic blue
III. Give as many adjectives as
you can to describe the
following
nouns.
1. Cabbages – ______
2. Grass - ________
3. Lamp - __________
4. Sun - ___________
5. Fairy - __________
F.Developing Mastery
G.Finding Practical application of concepts
and skills in daily living
Read weather news report. Then
answer the question below
PAGASA: Brace for rains for 5 more
days
MANILA, Philippines – State weather
bureau PAGASA warned Luzon and
Western Visayas to brace for more
heavy rains in the next 5 days.
PAGASA said there would be more
monsoon rains in Metro Manila,
Zambales, Bataan, Pampanga,
Pangasinan, Nueva Ecija, Tarlac,
Bulacan, Rizal, Cavite, Laguna, and
Batangas.
There will also be occasional rains in
the rest of the Ilocos Region, the
Cordillera Administrative Region, and
the rest of Central Luzon, as well as
Mimaropa and Western Visayas.
The rest of Luzon and the rest of the
Visayas should expect light to
moderate rains and thunderstorms.
Mindanao, in contrast, will have
generally good weather on Sunday
with just isolated rainshowers or
thunderstorms.
Aurelio explained that a low pressure
area (LPA) and a tropical depression
which are both outside the Philippine
Area of Responsibility (PAR) are
enhancing the southwest monsoon.
Source : www.rappler.com
Does weather vary in all parts of our
country? Give your opinion regarding
this.
Does weather affect man’s daily
activities? What is your opinion ?
(Pupils will provide evidence to their
answers.)
Earth has many treasures. How are
we going to use those treasures?
Think-Pair-Share
Think of 2 words related to
mathematics and fill up the table
below
Distinguish whether the following Arrange the adjectives in order Write a paragraph showing
selection aims to explain something. to complete the sentence. 1. All comparison and contrast in
Write down 5 sentences from the the girls fell in love with the the given
selection that express explanations ________ teacher. (Handsome Illustration
new American) 2. I used to drive ( www.readingquest.org )
________ car. (An old German
blue) 3. He recently married a
________ woman. (Young
beautiful Greek) 4. This is a
________ movie. (New Italian
wonderful) 5. She is a ________
supermodel. (Beautiful slim
Brazilian)
What is an earthquake ?
An earthquake is what happens
when two blocks of the earth
suddenly slip past one another. The
surface where they slip is called the
fault or fault plane. The location
below the earth’s surface where the
earthquake starts is called the
hypocenter, and the location
directly above it on the surface of
the earth is called the epicenter.
Sometimes an earthquake has
foreshocks. These are smaller
earthquakes that happen in the
same place as the larger earthquake
that follows. Scientists can’t tell that
an earthquake is a foreshock until
the larger earthquake happens. The
largest, main earthquake is called
the main shock. Main shocks always
have aftershocks that follow. These
are smaller earthquakes that occur
afterwards in the same place as the
main shock. Depending on the size
of the main shock, aftershocks can
continue for weeks, months, and
even years after the main shock!
Most of the people are nature Rhea is attending a celebration. As a pupil, is it
lover . Some of them has no Few minutes later, she noticed a advantageous to use online
concern at all. As a young citizen, beggar outside the house. She resources in doing projects
how will you show your love for accompanied the beggar inside and other related school
nature? the house and gave him foods. works ? Why ?
What character is shown by
Rhea? Is it right to be generous?
H.Making generalization and abstraction
about the lesson
What is the difference between facts
and opinions?
Remember
Denotation refers to the definition
provided by the dictionary. It
pertains to the literal meaning of the
word.
Connotation refers to the implied or
suggestive meaning of the word.
Remember
Explanation is the kind of text- type
that shows how things work and
why things happen
Remember
Two or more one – word
adjectives used to describe a
noun are said to be in a series.
This series of adjectives follow a
certain order: number – quality
– size – shape – color plus the
noun described
1.Gathering information
from “Online References”
means collecting data
through a commercial
electronic information
service or the Internet.
2.Comparing is citing the
similarities and contrasting
is citing the differences.
3.In comparison we use the
signal words like; similar to,
alike, same as, not only, but
also, as well as both.
4.In contrast we use the
signal words; different from,
however, although, on the
other hand, as opposed, to
more than, less than.
5.In writing a paragraph
showing comparison and
contrast you must make
diagram A for the
similarities and B for the
differences.

I.Evaluating learning
Write F if the sentence states a fact
and O if it states an opinion. Be able
to provide evidence in your answer
1. Mount Everest is the highest
mountain in the world.There are
twelve months in a year.
2. Boys are more intelligent than
girls.
3. The Earth is the third planet from
the sun.
4. One foot is equal to twelve inches.
Give the denotative meaning of the Distinguish whether the selection Arrange the following adjectives Using Venn Diagram, write
following Mathematical words in shows an explanation. Why? in order. Then write a sentence similarities and differences
column A. Choose your answer in The water cycle or hydrologic is a using your answer. of whales and fishes
Column B. continuous cycle where water 1. Japanese, big, sweet, yellow,
Column A Column B evaporates, travels into the air and corn
1. Area A.The measurement unit becomes part of a cloud, falls down 2. red, beautiful, one, rose
of an angle to earth as precipitation, and then 3. long , two, sharp, pencils
2. Degree B.The intersection evaporates again. This goes again 4. young, pretty, lady
point of the two number lines of and again in a never-ending cycle. 5. white, big, round, pillow
a coordinate graph. Water keeps moving and changing
3. Origin C.The space contained from a solid to a liquid to a gas, over
within a shape and over again.
4. Volume D.The amount which Precipitation creates runoff that
can be held, as measured in cubic travels over the ground surface and
units. helps to fill lakes and rivers. It also
5. Interval E.The numbers that percolates or moves downward
are contained within two through openings in the soil to
specific boundaries. replenish aquifers under the
ground. Some places receive more
precipitation than others do. These
areas are usually close to oceans or

J.additional activities for application or
remediation
Copy a short selection from any
reading materials. Construct a short
paragraph of 3-5 sentences to state
your opinion about the issue
Complete the table below by giving
the denotative and connotative
meaning of the Mathematical words
Words Connotati Denotativ
ve e adjectives.
large bodies of water that allow
more water to evaporate and form
clouds. Other areas receive less
precipitation. Often these areas are
far from water or near mountains.
As clouds move up and over
mountains, the water vapor
condenses to form precipitation and
freezes. Snow falls on the peaks
Choose one of the pictures below Think of a particular topic you Based from the pattern let
and be able to give explanation. are interested. Write a five- us write a paragraph about
sentence this illustration.
paragraph using order of ( www.readingquest.org )

1. Abstract

2. Numbers

3. Base

4. Identity

5. Logic

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on
evaluation next objective. next objective. next objective. the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.No.of learners who require additional
activities for remediation
C.Did the remedial work? No.of learners who
have caught up with the lesson
D.No. of learners who continue to require
remediation
E.Which of my teaching strategies worked
well? Why did these work?
F.What difficulties did I encounter which my
principal or supervisor can helpme solve?
G.What innovation or localized materials did
used/discover which I wish to share with
other teachers?
___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
___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
___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
___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-
___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
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
assignments.
___Bridging:Examples:Think
-pair-share,quick-
writes,andanticipatorychart
s.
__Schema-Building:
Examples: Compare and
contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of
student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___Audio Visual
Presentation
 of the lesson

GRADE 5 School: ROMAN TANTIONGCO MEMORIAL SCHOOL Grade Level: V

Teacher: RAZZEL MAE D. REYES Learning Area: ARALIN PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN Nasasabi ang epekto ng reduccion Naiuugnay ang kristyanisasyon sa Natatalakay ang konsepto ng Naibibigay ang kahulugan ng
sa pagsasailalim ng mga reduccion encomienda tributo Lingguhang Pagsusulit
katutubong populasyon sa
kristyanismo

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
Isulat ang code ng bawat kasanayan
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. PAMAMARAAN
Nasusuri ang relasyon ng mga
paraan ng pananakop ng Espanyol
sa mga katutubong populasyon sa
bawat isa.
AP5PKE-IIc-d-5
Epekto ng Reduccion
powerpoint presentation
Makabayan Kasaysayang Pilipino
5, p.89-90
Makabayan, Kapaligirang
Pilipino, 212-213
Naiuugnay ang kristiyanismo sa reduccion
AP5PKE-IIe-f-6
Naiuugnay ang kristyanisasyon sa
reduccion
powerpoint presentation
Makabayan Kasaysayang Pilipino 5,
p.89-90
Makabayan, Kapaligirang Pilipino, 212-
213
Natatalakay ang konsepto ng
encomineda at mga kwantitabong datos
ukol sa tribute, kung saan ito kinolekta,
at ang halaga ng mga tribute
AP5PKE-IIe-f-6
Pagtalakay sa Konsepto ng Encomienda
powerpoint presentation
Pilipinas Isang Sulyap at Pagyakap
7,dd.101-102
Sulyap sa Kasaysayan ng Pilipinas 7,
d.158
Makabayan Kasaysayang Pilipino,dd.91-
92
Ang Pilipinas sa Makabagong
Henerasyon 5,dd.68-69
Natatalakay ang konsepto ng
encomineda at mga kwantitabong
datos ukol sa tribute, kung saan ito
kinolekta, at ang halaga ng mga
tribute
AP5PKE-IIe-f-6
Pagbibigay ng Kahulugan ng Tributo
powerpoint presentation
Pilipinas Isang Sulyap at Pagyakap
7,dd. 100-101 Makabayan
Kasaysayang Pilipino 5, d. 93
Ang Pilipinas sa Makabagong
Henerasyon 5, dd.69-70
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 aralin
D. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#1
Magbigay ng mga dahilan kung
bakit nagkaroon ng reduccion sa
panahon ng mga Espanyol.
Ipakita ang larawan ng isang
reduccion sa mga mag-aaral at
sagutin ang mga tanong.
Taonong:
1. Ano ang masasabi ninyo sa
larawan?
2. Ano ano ang bumubuo dito?
3. Sa inyong palagay bakit kaya
simbahan ang nasa sentro nito?
Brainstorming:
Pagpapalitan ng mga kaalaman
tungkol sa aralin.
Pagbasa ng Talata sa powerpoint
Ipataas sa mga mag-aaral ang masayang
mukha  kung ang mga salita ay may
kaugnayan sa Kristyanisasyon at
malungkot na mukha  kung ito ay may
kaugnayan sa reduccion.
1.Binyag
2. Pueblo
3.Relihiyon
4.Barangay
5.Plaza Complex
Ipakita ang larawan ng krus at espada sa
mga mag-aaral. Ano kaya ang ugnayan ng
krus at espada sa pagdating ng Espanyol
sa ating bansa?
Tanong: Ano kaya ang reaksyon ng mga
katutubong Pilipino sa Kristyanismo,
mabuti o masama?
Brainstorming
Mula sa mga nakalipas na aralin, ano sa
inyong palagay ang kaugnayan ng
Kristyanisayon sa Reduccion. Gamitin ang
Venn Diagram upang makabuo ng
konsepto tungkol dito
Pagbasa ng Talata tungkol sa pagdating
ng mga dayuhan sa bansa.
Ipaayos sa mag-aaral ang mga titik
upang mabuo ang angkop na salita
tungkol sa reduccion.
Magpakita ng larawan na nagpapakita sa
simpleng pamumuhay ng mga
katutubong Pilipinino sa lupain sa
Pilipinas, pagdating ng mga kastila sa
pilipinas, at pananakop ng mga Kastila sa
Pilipinas)
Tanong:
1.Ano ang masasabi ninyo sa una,
ikalawa at ikatlong larawan?
2.Sa inyong palagay,sa pagdating kaya ng
mga Kastila sa bansa ay nakapagpatuloy
pa rin sa pamumuhay nang malaya ang
mga katutubong Pilipino sa kanilang
lugar/bansa? 3. Anong
sistema ang ipinatupad ng mga kastila
tungkol sa lupaing tinitirhan ng mga
katutubong Pilipino?
Ipapanood ang video na nagpapakita ng
sistemang encomienda.
Magsagawa ng talakayan sa
pamamagitan ng sumusunod na mga
tanong:
Ano ang nilalaman ng video na inyong
napanood?
Paano nagsimula ang sistemang
encomienda?
Ano ang dalawang uri ng encomienda?
Kanino ipinagkatiwala ang pagbabantay
sa encomienda?
Pinakinabangan ba ng mga Pilipino ang
sistemang ito?
Panuto: Sabihin ang tamang sagot.
1. Pamamahala ng lupain sa
panahon Espanyol.
2. Binigyan ng karapatang
mamahala sa lupain pati na rin sa
mga nakatira dito.
3. Dalawang uri ng encomienda. 4.
Tugon ng mga Pilipino sa sistemang
encomienda. 5. Kailan
nabuwag ang encomienda
Itanong sa mag-aaral kung ano-
anong mga salita ang maaaring
iugnay sa salitang buwis.Papunan
ang bubble map.
Itanong:1.Ano-ano ang mga salitang
kaugnay ng buwis?
2. Sino-sino ang inaasahang
magbayad ng buwis?
3.Sa inyong palagay, bakit kaya
kailangang magbayad ng buwis?
4.Saang opisina ba sa ating lugar
maaari tayong magbayad ng ating
buwis?
5.Kailan pa nagsimula ang
pagbabayad ng buwis? Mayroon na
rin ba nito sa panahon ng mga
Espanyol?
Magpapanood ng video clip na
nagpapakita ng sistema ng
pangongolekta ng tributo
Magsagawa ng talakayan sa
pamamagitan ng sumusunod na
mga tanong:
Ano ang nilalaman ng video na
inyong napaanood?
Ano ang tributo?
Bakit ito ginagawa ng mga kastila?
Para saan ang tributo?
Sino-sino ang inaasahang magbayad
ng tributo?
Saan ito maaaring ihambing sa
panahon ngayon?
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan
#2
F. Paglinang sa Kabihasnan
(Tungo sa Formative Assessment)
Pangkatang Gawain.
Gabay na Tanong:
1.Bakit isinagawa ng Espanyol
ang reduccion?
2. Ano ano ang natutunan ng
mga Pilipino sa pagkakaroon ng
reduccion?
3.Paano nakatulong ang
reduccion sa mga paring
misyonero?
Tanong:
1.Ano ang naging suliranin ng mga
misyonero sa pagpapalaganap ng
Kristiyanismo?
2. Ano ang nangyari sa mga
Pilipinong di narating ng mga
misyonero?
3. Paano nakatulong ang ginawa
nilang reduccion?
4. Sa huli, ano ang naging bunga
ng pagkakaroon ng reduccion sa
mga Pilipino?
Magkaroon ng talakayan tungkol sa
talatang binasa.
Tanong:
1.Ano ang pangunahing impluwensya ng
mga Espanyol sa mga Pilipino?
2.Ano ang naging layunin ng
Kristyanisasyon?
3.Ano ang reduccion?
4.Ano ang naging epekto nito sa mga
Pilipino?
5.Ano ang naging kaugnayan ng
Kristyanisasyon sa Reduccion?
Pangkatang Gawain Magpakita rin ng larawan ng
Bumuo ng apat na pangkat. Ilalahad ng katutubong Pilipino na nagbabayad
guro ang aralin sa pisara (tsart) at ng tribute sa kastila.
pagkatapos na mapag-aralan ang aralin
sa kani-kaniyang pangkat ay bibigyan ang
bawat mag-aaral ng maikling pagsusulit.
Ang score ng mag-aaral ay batay sa
kanilang ginawa. Ang kabuuaang score
ng mag-aaral ang magiging score ng
pangkat. Tatanggap ng gantimpala ang
pangkat na makatutugon sa criteria ng
guro. Magpaskil din ng larawan na
tumutukoy sa encomienda para
magkaroon ng ideya ang mga bata
habang nagbabasa.
Tanong: Pagbasa ng talata tungko sa tributo.
Saang salita hango ang encomienda?
Ano ang encomienda? Ipabuod ang sistemang tributo sa
Ano-ano ang dalawang uri ng panahon ng Espanyol sa Pilipinas
encomienda?
Sino ang binigyan ng karapatang
mamahala sa sistemang encomienda?
Paano ginampanan ng mga
encomendero ang kanilang tungkulin?
Paano at kailan nabuwag ang sistemang
encomienda?
Sa panahon natin ngayon, sino-sino ang
namumuno sa ating bayan?

G. Paglalapat ng aralin sa pang- Punan ng sagot ang fish
araw- organizer kung saan nakasulat sa
araw na buhay itaas ng tinik ang dahilan ng
reduccion sa mga Pilipino at sa
baba naman ay ang naging
epekto nito.
Pangkatang Gawain
Pumili ng isa sa sumusunod na
mungkahing maipapakita ang kaugnayan
ng reduccion sa kristyanisasyon ayon sa
inyong pagkamalikhain. Maaari itong
ipakita sa tulong ng pagsasadula, panel
discussion, pagguhit o pantomina
Pangkatang Gawain:
Pangkat 1- Kahulugan ng encomienda at
saan ito nagmula.
Pangkat 2-Dalawang uri ng encomienda
at mga kahulugan ng bawat isa.
Pangkat 3-Kanino ipinagkatiwala ang
encomienda at ano-ano ang mga
tungkulin nito.
Pangkat 4-Kailan at paano nabuwag ang
sistemang encomienda?
Pangkatang Gawain:
Pangkat 1- Pagtapatin ang titik na
nasa hanay B na inilalarawan sa
hanay A.
Pangkat 2- Buuin ang graphic
organizer. Itala sa loob ng kahon
ang mga naging resulta ng
pangongolekta ng tributo ng mga
katutubo
Pangkat 3- Dula-dulaan Magsagawa
ng dula-dulaan tungkol sa
pangongolekta ng tributo ng mga
Kastila sa mga katutubo.
Pangkat 4- Pagsulat ng Liham
Bilang isang katutubong Pilipino sa
panahon ng Kastila, sumulat ng
isang liham upang maiparating mo
sa mga encomendero ang iyong

H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
Ano-ano ang mga naging Epekto
ng reduccion sa mga Pilipino
Bilugan ang mga pangugusap na
nagpapahayag ng epekto ng
reduccion sa mga Pilipino.
Natuto ang mga Pilipino ng bagong
paraan ng pagtatanim.
Naging madasalin ang mga
Pilipino.
Napaglapit lapit ang tirahan ng
mga Pilipino.
Nakabuo ng barangay, bayan at
lalawigan.
Natuton lumaban ang mga Pilipino
sa Espanyol.
Magkaroon ng paglalahat tungkol sa
Kaugnayan ng Reduccion sa
Kristyanisasyon
Panuto: Sagutin ang mga tanong at
bumuo ng isang reaction paper.
Ano ang naging kaugnayan ng
Kristyanisasyon sa reduccion? Nakatulong
ba ang dalawang ito sa mga Pilipino?
Patunayan.
Gabayan ang mag-aaral sa pagbuo ng
konseptong natutunan.
Ano ang encomienda at ang dalawang
ng uri nito?
Panuto: Basahin at unawaing mabuti ang
bawat pangungusap. Isulat sa patlang
ang tamang sagot.
______1. Hango sa salitang encomendar
na nangangahulugang
“ipagkatiwala”
______2. Namamahala sa sistemang
encomienda.
_______3. Uri ng encomienda na
nakalaan sa hari.
_______4. Uri ng encomienda na
nakalaan sa mga pribadong nahirang.
_______5. Naging tugon ng mga Pilipino
sa pang-aabuso ng mga encomendero.
hinaing bilang pagtutol sa tributo.
Ano ang tributo?
Panuto: Sagutin ang mga
sumusunod na tanong. Isulat ang
sagot sa patlang na nakalaan sa
bawat patlang.
______1. Ito ang ibinabayad ng
isang pamilya na binubuo ng ama,
ina at mga anak na menor de edad.
______2. Ipinalit sa tributo
_____3. Katumbas ng isang piso sa
panahon ng Espanyol.
_______4. Buwis na ibinabayad sa
pagkamamamayan.
______5. Anong taon naging 12
reales ang tributo na sinisingil?

J. Karagdagang Gawain para sa
takdang- aralin at remediation
Ipasulat sa mga mag-aaral ang
isang talata sumasagot sa mga
tanong sa ibaba. Isulat ito sa isang
malinis na papel.
1.Bakit at paano nabuo ang
reduccion?
2.Sang-ayon ka ba sa pagkakabuo
nito?
3. Sa iyong palagay, nakatulong ba
ito sa mga Pilipino?
Sa palagay mo, nakatulong ba ang
reduccion sa pagpapalaganap ng
Kristyanisasyon ng mga Espanyol? Sa
paanong paraan? Isulat ang inyong sagot
sa inyong kwaderno.
Gumupit ng larawan o mag-search sa
internet ng larawan ng sistemang
encomienda at dalawang uri nito, at
encomendero. Idikit ito sa kwaderno.
Magtanong sa inyong magulang
kung papaano sila magbayad ng
kanilang buwis ngayon at kung para
saan ang ibinabayad nila. Ihambing
ito sa uri ng pagbabayad ng buwis
noon sa ilalim ng pamahalaang
Espanyol.

V. MGA TALA
VI. PAGNINILAY .
A. Bilang ng mag-aaral na nakakuha ng ___Lesson carried. Move on to the
80% sa pagtataya. next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B. Bilang ng mga-aaral na ___Pupils did not find difficulties in
nangangailangan ng iba pang gawain answering their lesson.
para sa remediation ___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
___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.
___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.
___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
___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

C. Nakatulong ba ang remediation?
Bilang ng mag-aaral na nakaunawa sa
aralin.
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo
ang nakatulong ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking naranasan
na nasolusyunan sa tulong ng aking
punungguro at superbisor?
G. Anong kagamitan ang aking nadibuho
na nais kong ibahagi sa mga kapwa ko
guro?
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 projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
___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
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos,
and games.
___Modeling: Examples: Speaking slowly and
clearly, modeling the language you want
students to use, and providing samples of
student work.
Other Techniques and Strategies used:
___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
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos,
and games.
___Modeling: Examples: Speaking slowly and
clearly, modeling the language you want
students to use, and providing samples of
student work.
Other Techniques and Strategies used:
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 projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
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 projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
 GRADE 5 School: ROMAN TANTIONGCO MEMORIAL SCHOOL Grade Level: V
Teacher: RAZZEL MAE D. REYES Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 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 learners demonstrate understanding on how plants reproduce
The learners should be able to illustrate the reproductive parts of a flowering plants
Identify the reproductive parts in a Describe the function of the
flowering plants
S5LT-IIf-6
Reproductive Parts in Flowering
Plants
CG p.
Science and Health IV p.
LRMDS – Project EASE Biology
pp.11-14
http;/leavingbio.net/
thestructureandfunctionsofflowers
powerpoint presentation, pictures,
charts, real flower, razor blade,
magnifying glass
Through power point
presentation:
Look at these vertebrates and find
out how they reproduce .Write A
on the blank if the baby animal is
born alive and write E if it is
hatched from eggs
_________1. horse
_________2. pigeon
_________3. frog
_________4. crocodile
reproductive parts of a flowering
plants.
S5LT-IIf-6
Reproductive Parts of the Flowering
Plants
CG p.
Science and Health IV p.
LRMDS – Project EASE Biology pp.11-
14
http;/leavingbio.net/
thestructureandfunctionsofflowers
http://www.youtube.com/watch?
V=7G9Jozhr
Video clippings, pictures, charts,
activity cards
Identify the reproductive parts of a
flower corresponding to the
indicated number
Identify the reproductive parts of a
spore bearing plants.
Describe the life cycle of a fern
S5LT-IIf-6
Reproductive Parts in Spore – bearing
Plants
CG p.
Science Centrum p.
http://www.youtube.com/watch?
V=7G9Jozhr
Video clippings, pictures, charts,
activity, cards,real plants
Game: “Passing the Box”
Pupils will pass the box as they sing “
Bubuka ang Bulaklak”.
when the music stops the one who is
holding the box will get a
cartolina strip reads and answers what
is described there
Identify the reproductive parts of cone- SUMMATIVE TESTIdentify
bearing plants. the reproductive parts of
Describe the life cycle of conifer. cone-bearing plants.
S5LT-IIf-6 Describe the life cycle of
conifer.
S5LT-IIf-6
Reproductive Parts in Cone-bearing Reproductive Parts in Cone-
Plants bearing Plants
CG p. CG p.
Science Centrum p. Science Centrum p.
Video clippings, pictures, charts, activity, Video clippings, pictures,
cards charts, activity, cards
Give the correct answer Give the correct answer
1. _________ Small brown dots or 1. _________ Small brown
patches dots or patches
found undersides of fern leaves found undersides of fern
2. _______ reproductive structures leaves
3. ________ Leaves grow from rhizomes 2. _______ reproductive
4. _________Plants with feather-like structures
leaves 3. ________ Leaves grow
5. ________ heart-shaped plants formed from rhizomes
from spores germination 4. _________Plants with
feather-like leaves

B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances of
the new lesson
_________5. carabao
In your grade 4 Science you have
learned the different kinds of
plants.
Now we will study more about
plants. Look at the flower you
brought.
What is the most attractive part
that you see? What do you call
this part? Well, generally speaking
these are petals that are most
attractive of all floral parts,
purposely to attract insects. The
flower is
the reproductive organ of a plant
that produces the egg and sperm.
Let us now examine the floral part
and find out the different
reproductive organs of the flower
A. Grouping of the pupils
B. Setting the norms/standards of
the activity
C. Activity Proper
“ Its Blooming to Make More !”
I. Problem: What are the parts of
the female reproductive organs of
the flower
II. Materials: gumamela flower,
magnifying glass, cutter or blade
III. Procedures:
1. Bring out the materials assigned
to you.
2. Observe the gumamela flower
carefully. Identify the
external parts. Gently pull out the
petals to expose the
male and female parts of the
flower.
3. Locate the female and male
parts of the flower.
4. Observe the stamen that
consists of the filament and the
anther. Use a magnifying glass to
look for pollen grains.
Complete flowers are made up of the Many plants have flowers that help
same basic parts. What do you know them to make seeds in order to
about the basic parts of a flower? reproduce. However, some plants do
What do you want to know more not use flowers to reproduce. These
about them? plants are called non-flowering plants.
Fill up the KWL chart What do you think is their
reproductive part? Let’s find out
A. Grouping of the pupils A. Grouping of the pupils
B. Setting the standards of the B. Setting the norms/standards of the
activity activity
C. Activity Proper Teacher leads discussion about
“How it Works“ appropriate behaviors and
I. Problem: What are the functions of safety precautions
the different parts of a flower? a. Personal safety
II. Materials: illustration of the flower b. Safety of others
parts c. Care and respect for the
III. Procedures: environment.
1. Examine the illustration of the C. Activity Proper
parts of the flower “ A Trip to the Garden “
I. Problem: What is the reproductive
. part of spore-bearing
B. Using the illustration, fill up the plants?
table with the necessary data. II. Materials: live fern plant, pen and
Describe the functions of the paper
reproductive parts of the flower. III. Procedures:
Guided Questions: 1. Bring pupils to the school garden.
1. Which are the reproductive parts 2. Instruct them to go in pairs.
of the flower? 3. Look for a non-flowering plant like
2. Where are the pollen grains fern.
found? 4. Observe the appearance and body
3. What is the function of pollen parts. Examine
grains? closely the leaves of the plants. Note
5. Which part of the flower becomes down the
seed? structures observed from the plants.
5. ________ heart-shaped
plants formed
from spores germination
(Show a picture of a pine tree) (Show a picture of a pine
What comes out on your mind when you tree)
see this tree? What comes out on your
Can you see any flowers in the tree? mind when you see this
This is another example of non-flowering tree?
plant. Can you see any flowers in
It has no spores also. Can you imagine the tree?
how this plant reproduces? This is another example of
What are the reproductive parts /organs non-flowering plant.
of this kind of plant? We will find out It has no spores also. Can
from the video that we are going to you imagine how this plant
watch today reproduces?
What are the reproductive
parts /organs of this kind of
plant? We will find out from
the video that we are going
to watch today
1. Set the objectives in the watching the 1. Set the objectives in the
video. watching the video.
* Pupils will discover the reproductive * Pupils will discover the
parts of cone- bearing plants reproductive parts of cone-
And the life cycle of conifer. bearing plants
https://www.youtube.com/watch? And the life cycle of conifer.
v=2gWEgrMwMe0 https://
2. Setting the norms/standards of the www.youtube.com/watch?
activity v=2gWEgrMwMe0
2. Setting the
(Standards when viewing ) norms/standards of the
3. Pupils will be divided into small groups activity
(4 or 5) to answer the guide
questions ( COLLABORATIVE WORK ) (Standards when viewing )
Guide questions: 3. Pupils will be divided into
1. What non-flowering plant did you see small groups (4 or 5) to
in the video?______ answer the guide
2. How is this plant called? _______ questions ( COLLABORATIVE
3. What are conifers?___________ WORK )
4. Where can female cone be found? Guide questions:
______ 1. What non-flowering plant
5. Where can male cone be found? did you see in the video?
______ ______
6. What are the stages in the life cycle of 2. How is this plant called?
conifer? ____________ _______
3. What are conifers?
___________
 5. Observe the pistil that consists
of the stigma, the style,
and the ovary.
6.Look closely at the ovary located
at the base of the
pistil. With a blade or knife, cut the
ovary horizontally.
Observe what are found inside it.
IV. Use the illustration as your
guide in answering the following
Questions
1.What are the external parts of
the flower?___________
2.What flower part is labeled B?
____________________.
3.What flower part is labeled C?
___________________
4.Which are the reproductive parts
of the flower? ______
6. Which part receives the pollen
during fertilization?
7. What holds the anther?
(They can even 4. Where can female cone
bring camera with them and take be found?______
photos of the plants.) 5. Where can male cone be
5. Teacher can introduce the word found? ______
spores and further 6. What are the stages in
explain about it. Life cycle of the fern the life cycle of conifer?
can also be ____________
tackled during the field observation.
6. Throughout the field observation,
observe and give
specific feedback relevant to what the
pupils are
expected to do.
7. When the pupils are finished tell
them to leave the
area without picking any specie or live
plants.
Guide questions:
1. What non- flowering plants did you
observe in the

D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
A. Group reporting and
presentation of outputs.
B. Analysis and Discussion.
a. What are the parts of the
flower?
b. What are the female and male
reproductive parts?
What is the most important role of
A. Group reporting and presentation
of outputs.
B. Analysis and Discussion.
a. What are the reproductive parts of
the flower?
b. What is the role of each
reproductive part?
Presenting video clip about the
garden?______
2. What structure did you see in ferns?
____________
3. Where did you find them?
____________________
4. How will you describe spores?
________________
5. Why is life cycle of ferns different
from most of the
plants?______
A. Group reporting and presentation
of output.
B. Analysis and Discussion
a. What is the reproductive part of a
spore- bearing plant?
b. How does it look like?
c. What happens during the life cycle
of fern? Explain briefly.
Look at the diagram, how will you
A. Group reporting and presentation of
outputs.
B. Analysis and Discussion.
a. What are the reproductive parts of a
pine tree?
b. What happen during the pollination
process?
c. What happen during the fertilization
process?
(More questions to be asked by the
teacher for further
clarification of the lesson. Diagram of
conifer life cycle can also
be used)
Life Cycle of Conifer.
A. Group reporting and
presentation of outputs.
B. Analysis and Discussion.
a. What are the
reproductive parts of a pine
tree?
b. What happen during the
pollination process?
c. What happen during the
fertilization process?
(More questions to be asked
by the teacher for further
clarification of the lesson.
Diagram of conifer life cycle
can also
be used)
Life Cycle of Conifer.
practicing new skills #2
F.Developing Mastery
G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
the flower to the plant?
Explainyour answer.
(Female and male reproductive
organs of a flower)
Written on the metacards are the
different reproductive parts of the
flower. Paste the word according
to where it is belong.
Read the situation below then
answer the question that follow.
You saw a group of boys and girls
picking flowers in the park. They
made fun of these by removing the
petals one by one. What would
you tell them?
Why are flowers important to
plants?
Guide the pupils in constructing
the main idea or concept of the
lesson
What are the necessary parts of
the flower?
What are the reproductive parts
of the flower?
functions of the reproductive
parts of flowering plants
https://www.youtube.com/
watch?v=6knTvaNbhnI
Based from the video you’ve
watched, what is the function of
the filament? anther? stigma? style?
ovary? (follow up questions by
teacher)
Think – Pair Share (Look for your
partner)
Pupils will be group into two. They
will be given two sets of
metacards.
Group A will hold the cards with
parts of the plants written on it
while Group B will hold the cards
with functions written on it. When
the
teacher say “GO” look for your
partner.
How important are flowers to plants?
How about here to us in Wawa,
Morong, Rizal? Explain briefly
your answer
Fill up the KWL chart for the concept
that pupils learned.
Now I learned
that___________________________
____
describe the ferns’ life cycle
Why are spores important to ferns?
Unscramble the words to identify the
word/term describe
__________1. Reproductive cell of
fern ( SEPSOR)
__________2. A female sex organ of a
fern (MUINOGEHCRA)
__________3. Leaves grow from
rhizomes ( RODNF )
__________4. Plants with feather-like
leaves. ( ERNF)
__________5. Small brown dots or
patches found undersides of
fern leaves ( IROS)
Nina took a walk in the garden and
saw a small plant with feather-like
arrangements of leaves. She was
amazed upon looking at the
undersides of the leaves and
immediately gathered the blackish
brown spots found in it. Did Nina show
the right behavior? Why?
Now I learned that
_______________________________
_____
Spore bearing plants have slightly
different life cycles
from most plants. They produce
spores from one parent plant.
The spores fertilized themselves and
develop into plants
identical to their parents.
Stages of Fern Life Cycle
1. Frond Stage-formation of leaves
that grow from
rhizomes called fronds
2. Sorus Stage-development of small
brown dots or
Pupils will be given metacards in which
different stages of life cycle of conifers
( pine tree) are written . Paste them to
the corresponding part when they
happen
Arrange the life cycle of conifer (Pine
tree) according to the stages. Paste the
strips on the board
How can dried mature cones of pine tree
be useful to us?
Lead the class to generalize,
Now I learned that
______________________
Plants that bear seeds within a cone are
called conifers.
Conifers are woody trees with needle-
like leaves that reduce
water loss during dry or cold climates.
They develop many
cones and one tree can produce both
male and female cones.
Male cones produce the pollen grains
with sperm cells while
female cones contain the ovule with two
to three egg cells.
(Refer to leading mastery for the Life
Pupils will be given
metacards in which different
stages of life cycle of
conifers ( pine tree) are
written . Paste them to the
corresponding part when
they happen
Arrange the life cycle of
conifer (Pine tree) according
to the stages. Paste the
strips on the board
How can dried mature cones
of pine tree be useful to us?
Lead the class to generalize,
Now I learned that
______________________
Plants that bear seeds
within a cone are called
conifers.
Conifers are woody trees
with needle-like leaves that
reduce
water loss during dry or cold
climates. They develop
many
cones and one tree can
produce both male and
female cones.
Male cones produce the
 Cycle of Conifer) pollen grains with sperm
patches called sori cells while
3. Sporangium Stage-Mature female cones contain the
sporangium shrinks, breaks ovule with two to three egg
cells.
and release the spores in air. When (Refer to leading mastery
fall in moist for the Life Cycle of Conifer)
place, germinate and develop a
vegetative cell
4. Prothallus stage- continued cell
divisions results in the

formation of a heart-shaped
prothallus
5. Archegonium and Antheridium
Stage- development

of the female sex organ called

archegonium and
male sex organ antheridium
6. Fertilization Stage- Sperm and egg
mature ;

antheridium breaks causing the sperm

to swim in
water archegonia opens and sperms
enter. One
sperm fertilizes each egg that result
the formation of
zygotes.
7. Embryo Fern Stage- zygote
undergoes cell division

afterfertilization. The development

I.Evaluating learning Direction: Write the female and
male reproductive parts of the
flower corresponding to
the indicated number.
Directions: What part of the flower
has the following function or use?.
Write your answer on the space
provided for. Choose
your answer from the word bank that
follows.
_____1. Holds the anther
_____2. Catches the pollen grains
dropped by the insects
produces the
embryo fern which consists of a foot
anchored in the
tissue of the prothalllus: a root and a
leaf
Read the sentences carefully. Write
TRUE if the
statement is correct and FALSE if it is
not.
1. Spores are the reproductive cells of
all non- flowering plants.
2. Spore-bearing plants have slightly
different life cycles from most of the
plants.
Supply the missing words to complete
the sentences.
Plants that bear seeds within a cone are
called ____1.
Conifers are woody trees with
_____2_______ leaves. They
develop many __3___ and one tree can
produce both ____4
and female cones. Male cones produce
Supply the missing words to
complete the sentences.
Plants that bear seeds
within a cone are called
____1.
Conifers are woody trees
with _____2_______ leaves.
They
develop many __3___ and

J.additional activities for application What are the functions of each
or remediation female and male reproductive
organs of the flower?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the
evaluation next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties in
activities for remediation 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
_____3. Connects the stigma to the 3. Spores are produced in structures the ___5______ with one tree can produce both
ovary. called sori. sperm cells while female cones contain ____4
_____4. Contains the ovules 4. In a spore –bearing plants, both the __6___ with two to and female cones. Male
_____5. Produces pollen grains parents contribute to the formation of three egg cells cones produce the
ovary spores. ___5______ with
stigma 5. Ferns reproduce by means of sperm cells while female
anther producing spores the blackish brown cones contain the __6___
pollen grains spots underside of the leaves. with two to
style three egg cells
filament
Direction: Read the sentences 1. Aside from ferns what other plants 1. Aside from pine tree what other plants 1. Aside from pine tree what
carefully. Choose the letter of the are spore-bearing? are spore-bearing? other plants are spore-
best 2. Read other books or search through 2. Read other books or search through bearing?
answer an internet. Write your an internet. Write your answer 2. Read other books or
1. What is the male reproductive part answer in your Science Journal in your Science Journal search through an internet.
of the flower? Write your answer
A. sepal C. pistil in your Science Journal
B. petal D. stamen
2. What is the female reproductive
part of the flower?
A. stamen C. petal
B. sepal D. pistil
3. Which of the following is not found
in the pistil?
A. filament C. ovary
B. style D. stigma
4. Which part holds and catches the
pollen grains?
A. anther C. ovary
B. stigma D. style
5. What part of the flower connects
the stigma and the
ovary?
A. filament C. pistil
B. stamen D.style
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to
objective. objective. objective. the next objective.
___Lesson not carried. ___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 _____% of the pupils got 80%
mastery
___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in answering ___Pupils did not find
answering their lesson. answering their lesson. their lesson. difficulties in answering their
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering their lesson.
their lesson. their lesson. lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson because of answering their lesson.
because of lack of knowledge, skills and of lack of knowledge, skills and interest lack of knowledge, skills and interest about ___Pupils did not enjoy the
interest about the lesson. about the lesson. the lesson. lesson because of lack of
___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the lesson, knowledge, skills and interest

C.Did the remedial work? No.of learners
who have caught up with the lesson
D.No. of learners who continue to require
remediation
E.Which of my teaching strategies worked
well? Why did these work?
F.What difficulties did I encounter which
my principal or supervisor can helpme
solve?
G.What innovation or localized materials
did used/discover which I wish to share
with other teachers?
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 projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student work.
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 projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
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 projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
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
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos,
and games.
___Modeling: Examples: Speaking slowly and
clearly, modeling the language you want
students to use, and providing samples of
student work.
Other Techniques and Strategies used:
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
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:Speaki

Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
ng slowly and clearly, modeling
the language you want students
to use, and providing samples
of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
 GRADE 5 School: ROMAN TANTIONGCO MEMORIAL SCHOOL Grade Level: V
Teacher: RAZZEL MAE D. REYES Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code for
each
recognizes the musical symbols
and demonstrates
understanding of concepts
pertaining to melody
accurate performance of songs
following the musical symbols
pertaining to melody indicated
in the piece
identifies the notes of
the intervals in the C
major scale
MU5ME-IIc-5
Demonstrates understanding
of lines, color, space, and
harmony through painting and
eplains/illustrates landscapes
of important historical places in
the community (natural or
manmade) using one point
perspective in landscape
drawing, complimentary colors,
and the right proportion of
parts.
Scketches natural or man made
places in the community with
the use of the complientary
colors.
Daw/paint signiicant or
important historical places.
sketches and uses
complementary colors in
painting a landscape.
A5PL-Iie
Demonstrates understanding of the The learner . . . Quiz
different concern and management demonstrates Music 1-5
strategies during puberty. understanding of Arts 6-10
Understand basic concepts participation in and Health 11-15
regarding sex and gender assessment of physical P.E 16-20
activity and physical
fitness.
The learner demonstrates health The learner . . .
practices for self care during participates and assesses
puberty based on accurate and performance in physical
scientific information activities.
assesses physical fitness
assesses the issues in terms of Assesses regularly participation
scientific basis and probable effects in physical activities based on
on health the Philippines physical activity
H5GD-Ic-d-4 pyramid
PE5PF-IIb-h-18

II. CONTENT Scales (Pentatonic, C major, G PAINTING 2. On Nocturnal Emissions Assessment of

major) 5.1 landscapes of important 2.1. not related to preoccupation physical
places in the community with sexual thought activities and
(natural or man-made) 3. On Circumcision physical fitness
3.1 at the appropriate maturational Invasion games
stage (agawan base, lawin at sisiw,
agawan panyo)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials for Learning
Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
K TO 12 TG pp.
K TO 12 LM pp.
Laro: Kodaly Game
Paraan ng laro:
1. Pumili ng tigg – iisang bata sa
bawat limang pangkat
2. Pahanayin ang mga bata sa
harap ng klase
3. Magsasabi ang guro ng nota
so-fa syllable at una unahang
ipapakita ng mga bata ang nota
gamit ang Kodaly Sign.
K TO 12 TG pp.
K TO 12 LM pp.
Mga larawan, cartolina/bond
paper, lapis, ruler, krayola o oil
pastel.
Ipakita ang inyong mga larawan
K TO 12 TG pp. K TO 12 TG pp.
K TO 12 LM pp. K TO 12 LM pp.
Larawan ng Physical Activity
Pyramid Guide para sa Batang
Pilipino
Mga larawan
Ano ang mga halimbawa ng maling Pagtsek ng attendance at
paniniwala kaugnay sa pagdadalaga angkop na kasuotan
at pagbibinata? Pagtsek sa takdang-aralin
2. Pampasiglang Gawain
Ipagawa sa mga bata ang
pampasiglang gawain na
ginawa sa mga nakaraang
aralin.
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Iparinig ng guro ang mga so-fa
syllable na pataas at pababa.
Ipakita ang iskalang C mayor
. Ano-ano ang napapansin ninyo
sa iskalang C Mayor?
Mahalagang malaman ang
bawat pagitan ng nota sa bawat
iskala. Dito natin nasusukat ang
taas at baba ng tono.
Ang Major Scale /iskala mayor
ay ang pagkakasunod-sunod ng
walong tono o nota sa mga linya
at puwang ng limguhit mula sa
Ipaliwanag: Kakontra Kulay-
Dalawang kulay direkta
kabaligtaran isa sa kulay ng
wheel. Kapag inilagay sa tabi sa
isa't isa, kakontra kulay ay
intensified at madalas ay lilitaw
upang manginig
Ipakita ang larawan ng
kalupaan o landscape.
Ipaliwanag: Landsape o
pasyahe’ may roon dalawang
gamit sag salitang landscaode o
pasyahe isa sa mga ito ay
tumutukoy sa anyo ng
kalupaan kung saan marami
ang uri nito gaya ng bundok,
kapatagan, burol, talampas,
lambak at iba pa.
. Panimulang gawain:
Gamit ang inyong mga
kagamitan sa pag gawa, Lumika
ng obra na hango sa mga
Sagutin ang mga katanungan.
Sa panahon ng iyong pagdadalaga
at pagbibinata, sino ang iyong
unang nilapitan?
Nagkaroon ka ba ng suliranin o
problema hingil sa iyong
pagdadalaga at pagbibinata?
Ibahagi sa mga bata ang pag-alaga
sa sarili habang may regla
Ipakita ang larawan ng pagtutuli
Ipaliwanag:
Pagtutuli o Circumcision
Ang pagtutuli o circumcision ay ang
pagtanggal ng balat sa dulo ng ari
Bumuo ng dalawang grupo na
may 8-10 miyembro at isagawa
ang Sakayan na Lakad Tren
Nagustuhan nyo ba ang larong
ito?
Anong sangkap ng physical
fitness ang pinauunlad sa
larong ito?
Paano nagamit sa larong ito
ang katatagan ng kalamnan?
Ang paggamit ng kalamnan
para
Matagal na panatilihin ang
posisyon ng
katawan ay pagpapakita ng
pagtaglay ng
tatag ng kalamnan.
Mahalaga na magtaglay ng
lakas at
Tatag ng kalamnan upang
laging handa
Ang ating katawan sa ano
mang gawaing
nangangailangan ng power.
Magkaroon ng talakayan sa
ginawang gawain. Ipasagot sa
mga bata ang mga tanong sa
“Ipagpatuloy Natin” at

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
mababang do hanggang sa
mataas na do.
Ang interval ay ang pagitan ng
dalawang nota. Ito ay makikilala
batay sa kinalalagyan o posisyon
nito sa staff o limguhit. Ang mga
interval ay ang mga sumusunod:
1. prime(first ) inuulit 5. fifth
2. second 6. sixth
3. third 7. seventh
4. fourth 8. Octave o Oktaba
Umawit Tayo
a. Sa pamamagitan ng awiting
“Kumusta” ipatukoy sa mga
bata ang mga nota na may
pinakamataas at pinakamababa
tono.
Tandaan
Ang bawat tono o nota ay
sunod-sunod na umaakyat o
tumataas at bumababa na may
nakatakdang pagitan ng mga
hakbang.
natatanging anyong lupa sa
bansa, gamit ang inyong,
krayola, pastel Color, lapis,
bond paper at iba pa..
Ipasagot sa mga bata ang
“Pagusapan Natin” sa LM.
PANUTO:
1. Magpakita sa mga mag aaral
ng ibat ibang anyo ng kalupaan
hanggo sa ibat ibang disenyo
2. Hayaang mamili ang mga
mag aaral ng larawan ng
kanilang nais gawin
3. Gamit ang mga materyales
hayaan silang gumawa ng kni
knilang obra.
4. Paalalahanan ang mga bata
na maging masinop pag
katapos ng kanilang gawain
5. Golden rule:
Magbiugay ng kawikaan sa
isang maayos nap ag gawa,
upang maging mag maayos ang
kalalabasan ng obra
Paano natin mapahahalagahan
ang pagkakaiba-iba ng mga
istilo ng mga tanyag na pintor
sa kanilang mga obra?
Ipabasa: Ayon sa american
reaserch institute isang sangay
sa america na nag aaral sa ibat
ibang bagay para sa kaalaman,
nalaman na ang sining sy may
malaking bahagi sa paglaki ng
mga mag-aaral.
ng isang lalaki. Dahil ito’y bahagi ng
tradisyon sa Pilipinas, halos lahat ng
kalalakihan ay nagpapatuli,
karamihan habang bata pa, mula
edad 9-12.
________________1. Ito ay ang
tradisyon na pagtutuli sa Pilipinas.
________________2. Pagtatanggal
ng balat sa dulo ng ari ng isang
lalaki.
________________3. Pagdurugo ng
isang babae o buwanang dalaw.
________________4. Tamang edad
para sa pagtutuli.
________________5. Pamamaga
ng ari matapos tuliin.
________________6. Sakit na
maaring makuha sa pakikipagtalik.
________________7. Gamot
pampamanhid na ginagamit sa
medisina bago tuliin.
________________8. Gamot
panghugas at panglinis sa tinuli.
________________9. Panahon
kung kailan ginagawa ng pagtutuli.
________________10. Ito ay
ginagamit sa panahon ng may regla.
Itanong:
Ano ang kaibahan ng German cut sa
Dorsal cut?
Bakit kailangang palitan ang
sanitary napkin 2 beses o higit pa sa
isang loob ng isang araw?
Mahalagang sundin ang mga
pananaw na medikal o basehang
agham sa mga pagbabago at isyu na
ating nararanasan. Maluwag natin
itong tanggapin sa ating kalooban
upang maiwasan ang anumang
kapahamakan.
ipaliwanag ito.
Sagutin ang mga tanong ng Oo
o Hindi.
1.Nasunod mo ba ang mga
panuntunan sa paglalaro
2. Naisagawa mo ba nang tama
ang mga gawaing sumusubok
sa
tatag at lakas ng kalamnan?
3. Nauunawaan mo na ba ang
pagkakaiba ng tatag ng
kalamnan
at lakas ng kalamnan.
4. Nasisiyahan ka ba kapag
pinagagawa ka ng mga gawain
sa bahay at paaralan?
Tumulong sa mga gawaing
bahay tulad ng pagbubuhat,
pag-iigib o Pagdidilig ng
halaman.
Ang paggamit ng kalamnan
para
Matagal na panatilihin ang
posisyon ng
katawan ay pagpapakita ng
pagtaglay ng
tatag ng kalamnan.
Mahalaga na magtaglay ng
lakas at

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%
Gawain A-
Isulat ang Prime, Second
Interval, Third Interval, Fourth
Interval, Fifth Interval, Sixth
Interval, Seventh Interval at
Octave sa patlang.
Ipapaskil ang larawan na
nilikha ng mga mag-aaral.
(Sumangguni sa SURIIN)
Iguhit ang kapatagan sa isang
bond paper. Gamitin ang
Kakontra-kulay.
Tama o Mali
__________1. Huwag
maligo kapag may regla.
__________2. Iwasan ang
pagbubuhat ng mabigat kung may
regla.
__________3. Maghugas gamit ang
banayad na sabon kung may regla.
__________4. Gumamit na sanitary
napkin.
__________5. Huwag basain ang ari
pagkatapos matuli.
__________6. Kumain ng
masusustansyang pagkain.
__________7. Iwasan ang maaasim
at maalat na pagkain.
__________8. Mas maliit ang
probabilidad na mahawa o
makahawa ng HIV/AIDS at iba pang
mga STD ang mga tuli.
__________9. Mag-ehersisyo para
mabawasan ang sakit na
nararamdaman habang may regla.
__________10. Hindi maaaring
tuliin ang mga sanggol pa lamang.
Tatag ng kalamnan upang
laging handa
Ang ating katawan sa ano
mang gawaing
nangangailangan ng power.
Ipasagot:
My Fitness Diary
Ilan sa mga gawaing nagawa ko
sa araw na ito ay ang.......
Nakatutulong ang mga gawaing
ito sa akin
upang____________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________
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
E. Which of my teaching
strategies worked well? Why
did these 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 5
DAILY LESSON LOG
WEEK 6
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
Teacher: ERICSON B. SAN JUAN
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 6)
MONDAY
The learner demonstrates
understanding of the four
fundamental operations involving
decimals
The learner is able to apply the
four fundamental operations
involving decimals
Visualizes division of decimal
numbers using pictorial models
Code: M5NS –IIf-115
Visualizing division of decimal
numbers using pictorial models
Curriculum Guide, page 59
Lesson Guides in Math 5 pp. 305-
310
Mathematics for a Better Life 5 pp.
168-169
blocks, coins, metacards, flash
cards, number lines
1. Drill (Mental Computation)
I have P 100.00. If I will give it to
my 5 children, how much
will each get?
2. Review
Dividing decimals by whole
numbers
Strategy: Number Scramble
Materials: 4 sets of cards with the
School: ROMAN TANTIONGCO MEMORIAL SCHOOL
TUESDAY
The learner demonstrates
understanding of division involving
Decimals
The learners are able to apply
division involving decimals in
mathematical problems and real-life
situations
Divides decimals with up to 2
decimal places
Code: M5NS- II f- 116.1
Dividing Decimals With Up to 2
Decimal Places
Curriculum Guide, page 59 Lesson
Guide in Math 5, p 314-318
Mathematics for Better Life 5
MISOSA Gr. 5 Module – Dividing
Decimals With Up to 2 Decimal
Places
Flash cards, metacards, activity
sheets, charts
Mental Computation
Drill on division
a. 324 ÷ 4 d. 248 ÷ 8
b. 168 ÷ 2
c. 567 ÷ 7
2. Review
Dividing decimals by whole
numbers
Strategy: Number Scramble
Mechanics:
Grade Level: V
Learning Area: MATHEMATICS
Quarter: 2ND QUARTER
WEDNESDAY THURSDAY
The learner demonstrates The learner demonstrates understanding
understanding of decimals of the four fundamental
operations involving decimals
The learner is able to recognize and The learner is able to apply the four
represent decimals in various forms fundamental operations involving
and contexts decimals in mathematical problems and
real-life situations
Divides decimals with up to 2 decimal Divides whole numbers with quotients in
places decimal form
Code: M5NS-IIf-116.1 Code: M5NS-IIf-116.2
Dividing Decimals with up to 2 Decimal Dividing Whole Numbers with Quotients
Places in Decimal Form
Curriculum Guide, page 59 Curriculum Guide, page 59
Mathematics for a Better Life pp 5. Mathematics for Better Life 5, p. 182
182-183
Flashcards,number cards, powerpoint flash cards, activity cards, charts
presentations
Game Relay
1. Drill a. Teacher prepares flashcards with
Directions: Divide the following division.
a. 324 4 b. Pupils will divided into two groups
b. 168  2 with 3 members of each group.
c. 567  7 Page378
d. 248  8
2. Review c. As the teacher flashes the card, each
Review on dividing decimals by whole player will give the answer.
numbers d. The first to give the answer correctly,
FRIDAY
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
Divides whole numbers with
quotients in decimal form
Code: M5NS-IIf-116.2
Dividing whole numbers with
quotients in decimal form
Curriculum Guide, page 59
Realistic Math Worksheet,
pp. 50 - 52
Charts, flashcards
1. Drill
Have a game on dividing
whole numbers. Use
flashcards. Let
the pupils divide as fast as
they can
2. Review
Conduct a review on the
terms used in a division
sentence.

B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
following digits 0 to 5, a decimal
point and a division sign.
Mechanics:
a. Divide the class into 4 groups.
b. Distribute the sets of cards to
the different groups.
c. Using the numbers on their
cards, ask the groups to form a
division equation that gives the
smallest possible quotient.
d. Go around the room to check
the group’s answers.
e. Repeat the activity, this time
have the groups from a division
equation with the greatest
possible quotient
Show real blocks to the pupils.
Where do we usually use these
blocks? This time, we will use
blocks in our lesson.
Present a grid
Now look at the pictorial model
that you made.
Why did you trade ones block for
tenths?
Into how many tenths did we
a. Let 2 group stand in front facing
the class. Give each
group the set of number cards and
the decimal point.
b. Flash the cads (all cards must be
manageable by the
pupils)
3.6 ÷ 4 3.66 ÷ 3 0.25 ÷ 5 0.84 ÷ 2
c. Pupils in each group form the
answer to the question using
their number and the decimal point.
d. The teacher will read the answer
from left to right.
e. The group who can give the
correct answer first earn the
point.
f. Game continues until all equation
cards have been used
up
What projects do you do in your
EPP class? Do you make
them yourselves? Do you submit
them on time?
a. Present the problem opener with
flowchart
Aldy bought a piece of rattan 0.80-
metre long for his
EPP project. He cut it into pieces of
0.4 metre each. How
many pieces did he make?
b. Help the pupils understand the
answer by asking some
comprehension questions.
What are given? What is asked?
What processes are you
going to use to solve the problem?
Divide the class into group of 5s .
Tell each member of the
group that they are going help each
other to solve the given
problem.
Strategy: Game- Number Scramble
Mechanics:
a. Let 2 groups stand in front facing
the class. Give each group the set of
number cards and decimal
point.
b. Flash the cards (all cards must be
manageable by the pupils).
Example:
c. Pupils in each group form the
answer to the question using their
number and the decimal point.
d. The teacher will read the answer
from left to right.
e. The group who can give the correct
answer first earns a point.
f. Game continues until all equation
cards have been used up.
g. The team with the most number of
points earned points.
What project do you do in your EPP
class? Do you make it yourself? Do you
submit it on time?
Present a story problem
Tassie bought 0.75 metre of pink
ribbon, which she cut into 0.25 metre
strips for her project in EPP. How
many pieces did she make?
3.66  3
0.84  2
0.25  5
3.6  4
Tassie bought 0.75 metre of pink
will take 1 step forward.
e. The first to reach the platform, wins
the game.
50 ÷ 5 = n 2,120 ÷ 10 = n 288 ÷ 24 = n
120 ÷ 60 = n 780 ÷ 12 = n 860 ÷ 4 = n
2. Reviewing Previous Lesson
Directions: Find the quotient
1. How many 0.31 meter are there in 9.
61 meters?
2. How many 0.12 cm are there in 6.48
cm?
3. How many 0.26 m are there in 5.98
m?
4. How many 0.47 m are there in 6.11
m?
5. How many 0.08 kg are there in 6.48
kg?
How many are you in the family?
Have you experienced bringing home
something which is not
enough for your family?
How did you share it equally to
everyone?
Ana brought home 3 suman. If she has 4
sisters, how will she divide it equally
among her sisters?
a. Task for each group (Group of 4)
1. Use strips of paper to represent the 3
suman.
2. Divide each strip into 4 equal parts.
For instance, the number that
is divided is called the
dividend. The number that
divides the dividend is the
divisor.
The answer in division is the
quotient.
Let the pupils identify the
dividend, divisor and quotient
Talk about surprises and their
reactions.
Do you love surprises? When
do you give a surprise to your
loved ones? How do you feel
when you see in their faces
that they like your surprise?
Strategy: Think-Pair-Share
Present the situation below
to the class.
Nicole and his brother want
to surprise their mother on
her coming birthday next
month. They want to give her
a bag worth Php 475 as a gift.
How much would they share
equally?
What kind of sons are they?
 Do you also give surprises
to your parents?
Strategy: Thinking Skills
(RMFD)
Divide the class into group of
5s. Using the problem
presented, instruct the pupils

E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
divide the whole block?
1 whole block is = 10 blocks of
tenths
How many tenths are there now?
Why did you separate the tenths
into groups of four tenths?
Into how many groups did we
divide?
How many groups of tenths do you
have?
What is the quotient of 1.2 ÷ 0.4 ?
This time use pictorial models to
divide 1.4 ÷ 0.2.
Give other examples
Based on your group’s output,
what is one way to divide
decimals?
What may we use? We may use
picture model to divide
decimals.
After each group have finished,
asked them to post their output on
the board.
Give other examples
After the activity, ask the pupils to
explain their answers.
What operation should you use to
solve the problem?
Why is division the operation
needed to solve it?
Let the pupils write the number
sentence on the board.
0.8 ÷ 0.4 = N
The teacher show the flowchart to
show the sequential steps in
dividing a decimal by a decimal. Talk
about the chart.
ribbon, which she cut into 0.25 metre
strips for her project in EPP. How
many pieces did she make?
a. Have the pupils understand the
word problem by asking some
comprehension questions.
What are given?
What is asked in the problem?
What operation should you use to
solve the problem?
What is the correct anser? Explain it.
b. Do the activity. “Pair Share”
Let them write the number sentence
for the problem. Give them time to
brainstorm the possible way on how
to perform the operation on a given
decimal numbers.
c. Call some volunteers to show their
answer on the board.
d. Processing the answer of the pupils.
Show this flow chart to show the
sequential steps in dividing decimal by
a decimal.
1. What did we multiply to the
dividend and the divisor?
2. Why do you multiply both dividend
and divisor by 100?
3. Ask each pair to check their answer
using multiplication to
find out whether the answer is
reasonable.
Give other examples
Divide and find the answer. Do it by
pair.
Think-Pair-Share
1. What is 0.75 divided by 0.25?
2. How many 0.8 are there in 0.64?
3. What is the average point if 0.92 is
divided by 0.23?
4. A 0.78 hectares cornfield is divided
equally by three children
of the farmer. How much part of the
cornfield each child
received?
5. How many pieces of cloth 0.23 each
3. Give one piece to each member of the to help each other solve the
group. Do the same with the other strips. problem. Give them enough
4. Answer the following : time to perform it.
a. What do you call each part? After all the group had done
b. How many fourths did each one with their output, ask
receive? somebody from the group to
discuss the solutions done.
c. How do you change 34 to decimal? After the activity, ask the
(by multiplying both terms by 25; that is, pupils to explain their
3 x 25 = 75; answers.
4 x 25 = 100 ) How did you solve the
d. How will you write 75 and 100 in problem?
fraction form?
e. How is 75100 written in decimal form?
f. What is the quotient of 3 ÷ 4?
g. Show your solution.
Give other examples Give other examples
Read, analyze and solve the problem Directions: Group the
A dressmaker has a bolt of fabric that is learners into five groups.
49 meters long. She plans to make 50 Instruct them to
table runners. How long will each piece divide the following numbers.
be? 1). 15 ÷ 9
Understand 2). 11 ÷ 2
 Know what is asked in the problem? 3). 7 ÷ 4
 Know what are the given facts: 4). 431 ÷ 3
5). 840 ÷ 11
Plan
 Determine the operation to use:
Solve

G.Finding Parctical application of
concepts and skills in daily living
Strategy: Coins model
Materials: P 0.25; 0.05 or 25 c and
5c
Directions: Find the quotient using
coins for a pictorial model
How many five centavos are there
in twenty-five centavo coins?
To find the answer, divide: 25 c ÷ 5
c=5
P 0.25 ÷ P 0.05 = 5
P 0.25 = P 0.05 P 0.05 P 0.05 P 0.05
P 0.05
What did we multiply to the
dividend and the divisor?
To what number did we actually
multiply the equation 0.8/0.4?
Why do you multiply both dividend
and divisor by 10?
Elicit from the pupil that once the
divisor has been changed to
a whole number, the equation can
then be simplified just like
in dividing whole numbers.
To find whether your answer is
reasonable or not, use multi-
plication to check your answer.
Directions: Group yourself into 5
groups. Think-pair and share
to find the quotient:
G – 1 0.81 ÷ 0.9
G – 2 0.88 ÷ 0.11
G – 3 0.56 ÷ 0.7
G – 4 0.54 ÷ 0.06
G – 5 0.45 ÷ 0.15
can be cut from  Write the number sentence
0.65 m long? Check and look back
Strategy: Activity-Based Read and solve the problem
Directions: Find the quotient. Group Activity: Provide each group with Father left Php 50 on the
1. When 94.5 is divided by 0.15, what a problem to solve. table for you and your two
is the quotient? 1. What is the quotient if 24 is divided by brother’s snack. The three of
2. What is N in the equation, 6.93  48? you decide to share it equally
0.11=N? 2. Alfred has 35 m of wire for hanging so each one can buy what he
3. How many 0.29 are there in 9.28? pictures. She wants to divide it into 50 likes for a snack. What will be
pieces for her frames. How long did she the amount each of you can
B. Directions: Find the quotient. used for each frame? receive?
1). 0.24  0.4 = 3. Mother left Php5.00 for his 7 children.
2). 0.56  0.7 = How much did each child received
3). 0.72  0.9 =
4). 0.88  0.11 = 4. Mr. Dela Cruz is a hardworking man
5). 0.06  0.54 = who owns 6 hectares of land. In his will,
he divided his lot equally among his 7
sons. How much land each of his sons
received?
5. Jeffrey and Geoffrey went to the
market to buy 15 kilos of pork. When
they came home, they divided the meat
into 16 parts and put it in plastic bags for
future use. How many kilos of pork does
each bag contain?

H.Making generalization and
abstraction about the lesson
Lead the pupils to give the
following generalizations:
How do we divide decimal
numbers
How do we divide decimal with
decimal up to 2 decimal
places?
How do we divide decimal by a
decimal with up to 2 decimal places?
How do we divide whole numbers with How do you divide whole
decimal quotients? numbers with quotient in
 In dividing whole numbers with a decimal form?
decimal quotients :
o write the equation in fraction form,
dividend as numerator and divisor as
denominator
o divisor must be bigger than its dividend
o divide numerator by its denominator,
since numerator is smaller than
 denominator it can’t be divided
o add zero to the numerator but before
that add a decimal point before zero
o quotient must then have a decimal
point.

I.Evaluating learning Illustrate the quotient using Find the quotient Find each quotient Directions: Divide the
number line model. 1). 0.24 ÷ 0.4 1). 0.09  0.03= Find the quotient. Round your answer to following whole numbers.
0.25 ÷ 0. 05 = 2). 0.56 ÷ 0.8 2). 0.93  0.3 = the nearest 1). 16 ÷ 3
Look at this number line model of 3). 0.72 ÷ 0.9 3). 0.3.2  0.4 = place value indicated to complete the 2). 21 ÷ 6
0.25 ÷ 0. 05 = 5 4). 0.48 ÷ 0.8 4). 18.6  0.02 = table 3). 20 ÷ 3
What do you notice on the 5). 0.18 ÷ 0.3 5). 2.4  0.06 = 4). 11 ÷ 6
divisors? a) 5 ÷ 8 5). 20 ÷ 12
 How many units of 0.6 scale are
there? b) 12 ÷ 18
 What happen to the dividend?
 How many unit of scales are c) 15 ÷ 80
there?
d) 16 ÷ 18

e) 14 ÷ 24

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
Illustrate the quotient using the
following models below.
2 ÷ 0.4 =
2.) 3.6 ÷ 0.6 = N
___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,
Find the quotient.
1. What is 0.75 divided by 0.25?
2. How many 0.8 are there in 0.64?
3. What is the average point if 0.92
by 0.23?
4. A 0.78 hectares cornfield is
divided equally by three
children of the farmer. How much
part of the cornfield
each child received?
5. How many pieces of cloth 0.23 m
each can be cut from
a 0.65 m long?
___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
Answer these questions.
1. How many 0.31 metres are there in
96.1 metre?
2. How many 0.12 cm are there in 6.48
cm?
3. How many 0.26 cm are there in 59.8
cm?
4. How many 0.8 kg are there in 6.4 kg
5. How many 0.47 m are there in 61.1
m?
___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
Find the quotient.
1. 25 ÷ 50 = N
2. 56 ÷ 58 = N
3. 72 ÷ 74 = N
4. 99 ÷ 100 = N
___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
Divide the following whole
numbers.
1). 4012 ÷ 16
4). 3520 ÷ 23
2). 1209 ÷ 24
5). 5628 ÷
3). 9936 ÷ 2
___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

C.Did the remedial work? No.of
learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
helpme solve?
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?
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
projects.
___Contextualization:
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
projects.
___Contextualization:
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 projects.
___Contextualization:
Examples: Demonstrations, media,
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 projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
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,
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson