School: MALABOBO ELEMENTARY SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
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
Teacher: MARIA CHRISTINA D. CARBONEL
Teaching Dates and
Time:
MONDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapahayag ng
katotohanan kahit masakit sa
kalooban gaya ng:
1. pagkuha ng pag-aari ng iba
2. pangongopya sa oras ng
pagsusulit
3. pagsisinungaling sa sinumang
miyembro ng pamilya at
iba pa
ESP5PKP-Ih-35
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.27
Larawan, template nakasulat sa
manila paper
Grade Level: V
OCTOBER 17 – 21, 2022 (WEEK 9)
TUESDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapahayag ng
katotohanan kahit masakit sa
kalooban gaya ng:
1. pagkuha ng pag-aari ng iba
2. pangongopya sa oras ng
pagsusulit
3. pagsisinungaling sa sinumang
miyembro ng pamilya at
iba pa
ESP5PKP-Ih-35
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.27
activity cards, manila paper,
pentel pen, pangkulay
Learning Area:
WEDNESDAY
Naipapamalas ang pag-unawa
sa kahalagahan ng
pagkakaroon ng mapanuring
pag-iisip sa pagpapahayag at
pagganap ng anumang Gawain
na may kinalaman sa sarili at
pamilyang kinabibilangan
Naisasabuhay ang
pagkakaaroon ng tamang pag-
uugali sa pagpapahayag at
pagganap ng anumang gawain
Nakapagpapahayag ng
katotohanan kahit masakit sa
kalooban gaya ng:
1. pagkuha ng pag-aari ng iba
2. pangongopya sa oras ng
pagsusulit
3. pagsisinungaling sa
sinumang miyembro ng
pamilya at
iba pa
ESP5PKP-Ih-35
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.,27
larawan ng puso sa manila
paper, tsart na naglalaman ng
mga tanong, manila paper,
ESP
Quarter: 1ST QUARTER
THURSDAY FRIDAY
Naipapamalas ang pag-unawa
sa kahalagahan ng
pagkakaroon ng mapanuring
pag-iisip sa pagpapahayag at
pagganap ng anumang
Gawain na may kinalaman sa
sarili at pamilyang
kinabibilangan
Naisasabuhay ang
pagkakaaroon ng tamang pag-
uugali sa pagpapahayag at
pagganap ng anumang gawain
Nakapagpapahayag ng Summative Test
katotohanan kahit masakit sa
kalooban gaya ng:
1. pagkuha ng pag-aari ng iba
2. pangongopya sa oras ng
pagsusulit
3. pagsisinungaling sa
sinumang miyembro ng
pamilya at
iba pa
ESP5PKP-Ih-35
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.,27
papel na kulay pula, papel na
kulay asul, gunting

IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa bagong
ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
Magpaskil sa pisara ng dalawang
pangkat ng larawan. Maaaring
gumamit ng laptop o tunay na
larawan.
Ano ang masasabi ninyo sa
dalawang larawan?
Alin ang larawang nagpapakita
ng tamang gawi? at alin ang
hindi? Bakit?
Babasahin ng guro sa mga mag-
aaral ang sumusunod na kwento
gamit ang masining na
pamamaraan sa pagbabahagi ng
isang natatanging kwento
tungkol sa isang bata na nag-
angkin ng isang bagay na hindi
naman sa kanya.
Magkaroon ng talakayan tungkol
sa binasang kuwento. Tanggapin
at linangin ang iba’t-ibang
kasagutan ng mga mag-aaral.
a. Ano ang ginawa ni Timmy sa
kanyang napulot?
b. Paano niya nalaman ang
totoong nagmamay-ari ng
perang kanyang napulot?
c. Bakit sinasabing napahiya si
Carol sa kanyang ginawa?
d. Kung ikaw si Timmy ganoon
din ba ang inyong gagawin? si
Iugnay ang tinalakay na kwento
na “Ang Limang Daang Piso” sa
pagsisimula ng gawain. Maaaring
sabihin ito: “Balikan nating muli
ang ating tinalakay kahapon. Ano
ang buod ng kwentong inyong
napakinggan? Ano ang aral na
napulot ninyo sa kwentong ito?
Bakit kaya mahalaga ang
pagsasabi ng katotohanan?”
Pangkatin sa apat ang klase.
Ipamahagi ang activity cards na
naglalaman ng gawain ng bawat
pangkat. Bigyan sila ng tig-
sasampung minuto para sa
kolaboratibong paghahanda ng
kanilang presentasyon
pentel pen
Pangkatin ang klase sa apat.
Ipaguhit ang katulad na
larawan sa ibaba sa isang
manila paper. Dito nila isusulat
ang kanilang kasagutan.
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Magpagupit ng hugis puso sa
pula at asul na papel na
kagaya ng nasa ibaba
Babasahin ng guro ang bawat
sitwasyon at itataas ng mga
bata ang kanilang mga pusong
ginawa. Ipaliwanag na ang
kulay pulang puso ay
sumisimbolo sa katapatan at
ang kulay asul naman ay
sumisimbolo sa isang hindi
magandang gawain

E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-araw na
buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
J.Karagdagang Gawain para sa takdang
aralin at remediation
Annie? Si Carol? Bakit?
Himukin ang mga mag-aaral na
maipaliwanag ang kahalagahan
kung bakit napakahalaga sa
isang batang tulad nila ang
pagsasabi ng katotohanan sa
lahat ng bagay sa kanilang
buhay.
Para sa higit na ikauunawa ng
mga mag-aaral, maaaring
magdagdag ng gawain ang guro
gamit ang template sa ibaba
Bigyan ng pagkakataon ang mga
mag-aaral na maipakita ang
ginawa ng bawat pangkat.
Pagkatapos na maipakita ng mga
mag-aaral ang kanilang
naisagawa, ipoproseso ito ng
guro sa pamamagitan ng
pagtataya sa natapos na gawain
ng bawat pangkat. Ipasagot ang
mga katanungang ito:
1. Ano ang naramdaman ninyo
habang ginagawa ninyo ang
inyong gawain?
2. Anong natatanging kaugalian
ang natanim sa inyong mga puso
at isipan?
3. Gaano kahalaga ang katapatan
sa bawat isa sa atin?
c. Pagkatapos, mamarkahan ang
mga mag-aaral gamit ang Rubriks
ng guro (tingnan ang kalakip na
Rubriks) batay sa iba’t ibang
estratehiyang ipinakita ng bawat
pangkat.
a. Tanungin ang inyong mga
magulang o kapatid kung minsan
sa buhay nila ay nasubok ang
Ipakita ng guro ang tsart na Ipasagot ang mga sumusunod
naglalaman ng katanungan na sitwasyon sa kwaderno
upang makapagbuo ng mga
kaalamang dapat nilang
tandaan para sa lubos na
pagka-unawa ng aralin.
Ipapaskil ng mga mag-aaral ang Magkaroon ng talakayan
kanilang kolaboratibong hinggil sa sagot ng mga bata.
ginawa at iuulat ng pinuno.
Ipoproseso ng guro ang
pagbabahaging ginawa ng mga
mag-aaral
Hikayatin ang mga mag-aaral
na makapagbuo ng
mahahalagang konsepto batay
sa ipinakitang kasagutan ng
bawat isa sa pamamagitan ng
nabuong web.
Itanong:
a. Bilang isang mag-aaral,
paano ninyo masasabi ang
isang katotohanan kahit alam
ninyong makakasakit kayo ng
damdamin ng ibang tao?
b. Sa inyong palagay, bakit
mayroong salitang “katapatan”
sa gitna ng puso? Ano ang ibig
nitong ipahiwatig?

V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to
pagtatayao. the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B.Bilang ng mag-aaralna nangangailangan ng ___Pupils did not find difficulties
iba pang Gawain para sa remediation 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.
kanilang katapatan.
b. Itala ito sa inyong kwaderno.
Ihanda ang sarili sa pagbabahagi
ng inyong panayam sa buong
klase
___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 ___Lesson carried.
to the next objective. Move on to the next
___Lesson not carried. objective.
_____% of the pupils got 80% ___Lesson not carried.
mastery _____% of the pupils
got 80% mastery
___Pupils did not find ___Pupils did not find
difficulties in answering their difficulties in answering
lesson. their lesson.
___Pupils found difficulties in ___Pupils found
answering their lesson. difficulties in answering
___Pupils did not enjoy the their lesson.
lesson because of lack of ___Pupils did not enjoy
knowledge, skills and interest the lesson because of
about the lesson. lack of knowledge,
___Pupils were interested on skills and interest
the lesson, despite of some about the lesson.
difficulties encountered in ___Pupils were
answering the questions interested on the
asked by the teacher. lesson, despite of
___Pupils mastered the lesson some difficulties
despite of limited resources encountered in
used by the teacher. answering the
___Majority of the pupils questions asked by the
finished their work on time. teacher.
___Some pupils did not finish ___Pupils mastered the
their work on time due to lesson despite of
unnecessary behavior. 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
mag-aaral na nakaunawa sa aralin. 80% above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require
remediation additional activities for
remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up
the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue
solusyunansa tulong ng aking punungguro at to require remediation
superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive
guro? 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,
___ 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
___ 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,
___ of Learners who earned ___ of Learners who
80% above earned 80% above
___ of Learners who require ___ of Learners who
additional activities for require additional
remediation activities for
remediation
___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who
up the lesson caught up the lesson
___ of Learners who continue ___ of Learners who
to require remediation continue to require
remediation
Strategies used that work Strategies used that
well: work well:
___Metacognitive ___Metacognitive
Development: Examples: Self Development:
assessments, note taking and Examples: Self
studying techniques, and assessments, note
vocabulary assignments. taking and studying
___Bridging: Examples: Think- techniques, and
pair-share, quick-writes, and vocabulary
anticipatory charts. assignments.
___Schema-Building: ___Bridging: Examples:
Examples: Compare and Think-pair-share, quick-
contrast, jigsaw learning, peer writes, and anticipatory
teaching, and projects. charts.
___Contextualization: ___Schema-Building:
Examples: Demonstrations, Examples: Compare
media, manipulatives, and contrast, jigsaw
learning, peer teaching,
repetition, and local
opportunities. and projects.
___Contextualization:
___Text Representation:
Examples:
Examples: Student created
Demonstrations,
drawings, videos, and games.
media, manipulatives,
___Modeling: Examples: repetition, and local
Speaking slowly and clearly, opportunities.
modeling the language you
___Text
want students to use, and
providing samples of student Representation:
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
samples of student work. modeling the language you work. Examples: Student
want students to use, and Other Techniques and created drawings,
Other Techniques and Strategies providing samples of student Strategies used: videos, and games.
used: work. ___ Explicit Teaching ___Modeling: Example
___ Explicit Teaching ___ Group collaboration s: Speaking slowly and
___ Group collaboration Other Techniques and ___Gamification/Learning clearly, modeling the
___Gamification/Learning throuh Strategies used: throuh play language you want
play ___ Explicit Teaching ___ Answering preliminary students to use, and
___ Answering preliminary ___ Group collaboration activities/exercises providing samples of
activities/exercises ___Gamification/Learning ___ Carousel student work.
___ Carousel throuh play ___ Diads Other Techniques and
___ Diads ___ Answering preliminary ___ Differentiated Instruction Strategies used:
___ Differentiated Instruction activities/exercises ___ Role Playing/Drama ___ Explicit Teaching
___ Role Playing/Drama ___ Carousel ___ Discovery Method ___ Group
___ Discovery Method ___ Diads ___ Lecture Method collaboration
___ Lecture Method ___ Differentiated Instruction Why? ___Gamification/
Why? ___ Role Playing/Drama ___ Complete IMs Learning throuh play
___ Complete IMs ___ Discovery Method ___ Availability of Materials ___ Answering
___ Availability of Materials ___ Lecture Method ___ Pupils’ eagerness to learn preliminary
___ Pupils’ eagerness to learn Why? ___ Group member’s activities/exercises
___ Group member’s ___ Complete IMs collaboration/cooperation ___ Carousel
collaboration/cooperation ___ Availability of Materials in doing their tasks ___ Diads
in doing their tasks ___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Differentiated
___ Audio Visual Presentation ___ Group member’s of the lesson Instruction
of the lesson collaboration/cooperation ___ Role
in doing their tasks Playing/Drama
___ Audio Visual Presentation ___ Discovery Method
of the lesson ___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness
to learn
___ Group member’s
collaboration/coope
ration
in doing their
tasks
___ Audio Visual
Presentation
of the lesson
Prepared by: Checked by:

MARIA CHRISTINA D. CARBONEL GEMMA R. ESPIRITU

Teacher I Principal I