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    8 views8 pages

    DLL - Filipino 5 - Q3 - W5

    Uploaded by

    Benedick Buendia

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 8

    School: STO.

    DOMINGO ELEMENTARY SCHOOL Grade Level: V


    GRADES 1 to 12 Teacher: BENEDICK F. BUENDIA Learning Area: FILIPINO
    DAILY LESSON LOG Teaching Dates and
    Time: MARCH 13 – 17, 2023 (WEEK 5) Quarter: 3RD QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    I.LAYUNIN
    A.Pamantayang Pangnilalaman Naipamamalas ang ADMINISTRATION OF REGIONAL MID- ADMINISTRATION OF REGIONAL Naipamamalas ang Naipamamalas ang pagpapahalaga
    pagpapahalaga at ksanayan sa YEAR ASSESSMENT MID-YEAR ASSESSMENT pagpapahalaga at ksanayan at ksanayan sa paggamit ng wika sa
    paggamit ng wika sa sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t
    komunikasyon at pagbasa ng iba’t komunikasyon at pagbasa ng ibang uri ng panitikan
    ibang uri ng panitikan iba’t ibang uri ng panitikan
    B.Pamantayan sa Pagganap Napahahalagan ang wika at Napahahalagan ang wika at Napahahalagan ang wika at
    panitikan sa pamamagitan ng panitikan sa pamamagitan ng panitikan sa pamamagitan ng
    pagsali sa usapan at talakayan, pagsali sa usapan at pagsali sa usapan at talakayan,
    paghiram sa aklatan, talakayan, paghiram sa paghiram sa aklatan,
    pagkukuwento, pagsulat ng tula at aklatan, pagkukuwento, pagkukuwento, pagsulat ng tula at
    kuwento pagsulat ng tula at kuwento kuwento
    C.Mga Kasanayan sa Pagkatuto Nasasagot ang mga literal na Nagagamit ang pang-abay at Nakagagawa ng isang timeline batay
    tanong tungkol sa napakinggang pang-uri sa paglalarawan sa nabasang kasaysayan
    alamat F5WG-IIId-e-9 F5PB-Ie-18
    Nagagamit ang iba’t Iibang
    pahayagan ayon sa
    pangangailangan
    F5PS III b-c -e3.1, F5EP-IIIe-7.1
    II.NILALAMAN Pagsagot sa literal na tanong Gamit ng pang-abay at pang- Paggawa ng isang timeline batay sa
    tungkol sa napakinggang alamat uri sa paglalarawan nabasang kasaysayan
    ng Gagamba
    Paggamit ng iba t ibang
    pahayagan ayon sa
    pangangailangan
    III.KAGAMITANG PANTURO

    A.Sanggunian
    1.Mga pahina sa Gabay ng Guro CG p.71 CG p.71 CG p.71
    2.Mga pahina sa kagamitang pang-
    mag-aaral
    3.Mga pahina sa teksbuk Hiyas sa Wika 5 ph. 159-162
    4.Karagdagang kagamitan mula sa https://www.facebook.com/ http://
    portal ng Learning Resource Asignaturang economicsmrfab.blogspot.com/
    Filipino/posts/396241757100591 2012/07/learning-strand-
    naipapamalas-ng-mga-mag.htm
    B.Iba pang kagamitang panturo Tsart ng iba,t ibang Strips,Manila paper,pentel Tsart, Metacards
    pahayag,larawan,Metacards pen,larawan, Tsart
    IV.PROCEDURES

    A.Balik-aral sa nakaraang aralin Kumuha ng kapareha .Suriin ang Isulat sa bawat bahagi nito 1.Pagsasanay :
    at/o pagsisimula ng bagong aralin bawat pangungusap. Bilugan ang ang mga dapat tandaan sa Magkaroon ng pagbabaybay ng
    Pang-uri at salungguhitan ang pagsunod sa panuto sampung salita, padikta itong ibigay
    pang-abay. sa mga bata.
    1.Sariwa ang mga gulay. 2.Balik-aral :
    2.Talagang napakalaki ng bahang Kailan ginagamit ang pang-abay at
    idinulot ng bagyo. kailan ginagamit ang pang-uri ?
    3.Dumanas tayo noon ng
    kalamidad.
    4.Tahimik ang nayon.
    5.Simple ang mga kahilingan ng
    mga bata.

    B.Paghahabi sa layunin ng aralin Ipakita ang larawan ng gagamba Ilarawan ang mga sumusunod Humanap ng kapareha. Ang
    Itanong. Ano ang ginagawa ninyo magkapareha ay mag-iisip kung
    kapag nakakita kayo ng isang anu-anong mahalagang kaganapan
    gagamba? Dapat ba natin patayin noong nakalipas na taon at ilagay
    ang mga gagamba? nila ito sa isang hagdan batay sa
    pagkakasunod-sunod na pangyayari
    sa loob ng isang taon
    Original File Submitted and
    Formatted by DepEd Club Member -
    visit depedclub.com for more

    C.Pag-uugnay ng mga halimbawa Ikukwento ng guro ang Alamat ng Itanong: Ilarawan ang Hatiin ang klase sa apat na pangkat
    sa bagong ralin isang Gagamba. tahanang ito. Ano-ano ang at bawat pangkat ay babasahin ang
    mga ginagawa mo sa isang ekonomista na nakalaan sa
    tahanan? Ipagawa sa bawat pangkat .Isa-isahin ang
    pamamagitan ng pagkilos ang kanilang kontribusyon; at suriin sa
    sagot sa tanong.Paano ninyo kalakasan at kahinaan ng kanilang
    isinagawa ang kilos? mga pag-aaral bilang bahagi ng
    iskolaring pag-aaral. At gumawa ng
    isang timeline ayon sa
    pagkakasunod-sunod ng kanilang
    kontribusyon
    D.Pagtalakay ng bagong konspto at Ilahad ang dalawang klase ng Ipabasa ang kwentong “ ang Anu-anong mahahalagang
    paglalahad ng bagong kasanayan pahayagan. Ati-atihan sa Kalibo Aklan “ pangyayari ang naganap sa
    #1 Hiyas sa Wika ph. 159 kasaysayan ng mga ekonomista ?
    Ano nagging kahinaan nila at
    kalakasan nila?
    Sino sa inyo ang mayroon kakilalang
    ekonomista ? Ano ba ang naitulong
    nila sa pag-unlad nang ating bayan ?
    E.Pagtalakay ng bagong konsepto .Sagutin ang sumusunod na mga Kailan ginugunita ng mga Ibigay ang timeline ng buhay ni
    at paglalahad ng bagong kasanayan tanong tungkol sa seleksyon: naninirahan sa Aklan ang Alfred Marshall at Leon Walras
    #2 Anong uri ng babasahin amg iyong pagkakasundo ng mga Ati o isulat ang mahahalagang pangyayari
    binasa? Ita at mga Malayo? sa isang fish bone
    Sinu-sino ang mga tauhan sa Ano ang masasabi mo sa mga
    kwento? Ilarawan ang Malayo?
    pangunahing tauhan. Paano nila ipinagdiwang ng
    Anu-anong magagandang mga Ati at Malayo ang
    katangian ang taglay ni Amba? kanilang pagkakasundo?
    Ano naman ang ugali niyang Paano sumayaw ang mga Ati-
    kailangan niyang baguhin ? atihan?
    2.Ibigay ang dalawang uri ng Ano ang masasabi mo sa
    pahayagan? kanilang kasuotan?
    Ano ang pagkakaiba at
    pagkakatulad ng dalawang klase
    ng pahayagan?

    F.Paglinang na Kabihasaan .Hatiin ang klase sa apat na Ipatala sa pisara ang bawat Igawa ng timeline ang mga nagawa
    pangkat at ibigay ang seksiyon o sagot. ni Adam Smith sa pamamagitan ng
    bahagi ng pahayagang babasahin Ano-anong salita ang pagkuha sa mahahalagang
    kung nais malaman ang tungkol sa naglalarawan kung paano? pangyayari at ilagay ito sa isang
    mga sumusunod : kailan halaman
    Halimbawa : Malaking sakuna sa Taon-taon
    dagat na naganap nang nakaraang Masaya magaling
    araw. Ano-anong salita ang
    Sagot : Unang pahina o naglalarawan sa pangngalan?
    pangunahing balia Kasuotan
    1.Ibig mong malaman kung ano Malayo
    ang ipinalalabas na pelikula sa Ano ang tawag sa mga
    paborito mong sinehan. salitang ito?
    2.Nais mong malaman ang
    palagay ng editor sa mahalagang
    isyu.
    3.Mahilig kang sumagot sa
    krosword.
    4.Ibig mong malaman ang
    horoscope mo para sa araw na
    ito.
    5.Ibig mong malaman ang mga
    opinion at kuru-kuro ng ilang tao
    sa mga isyu at pangyayaring
    nagaganap.
    6.Ibig mong malaman kung aling
    koponan sa basketball ang
    maglalaban kinagabihan.
    7.Naghahanap ang pamilya ninyo
    ng mabibiling lote at bahay.
    8.Makikibalita ka sa mga
    nangyayari sa mga kalapit nating
    bansa sa Asya.
    9.Sinusubaybayan mo ang halaga
    ng piso laban sa dolyar.
    10.Interesado ka sa buhay-buhay
    ng mga taong kilala sa lipunan.
    11.Ibig mong malaman ang
    desisyon ng pangulo sa
    kasalukuyang krisis.
    12.Naghahanap ka ng magandang
    palabas sa telebisyon ngayong
    araw
    G.Paglalapat ng aralin sa Sumulat ng isang maikling Pangkatang gawain Kumuha ng kapareha at gumawa ng
    pangaraw-araw na buhay editorial batay sa kasalukuyang Magtala ng angkop na pang- timeline ang pitong araw na ginawa
    isyung ppampaaralan sa uri at pang-abay sa mga nang Panginoon ang sanlibutan.
    1.Samahan o klub sumusunod na larawan Ibigay ang mga mahahalagang
    2.Mga proyektong pambata pangyayari sa bawat araw
    3.Mga proyektong para sa
    pagbibigay ng donasyon
    H.Paglalahat ng aralin Sa iyong palagay, totoo bang Ano ang pang-uri? Ano ang pinagbatayan ninyo sa
    mangyayari ang ganon sa buhay Ano ang pang-abay? paggawa ng isang timeline? Bakit
    ng tao?Sa iyong palagay, ang mahalaga na tama ang
    alamat ba ay nakakatulong ba sa pagkakasunod-sunod ng mga
    batang tulad mo sa pagtuturo ng pangyayari ?
    mabuting asal ? Bakit?
    I.Pagtataya ng aralin Gumawa ng isang maikling buod Isulat kung pang-uri o pang- Kunin ang mahahalagang
    tungkol sa Alamat ng Gagamba abay ang gamit ng mga pangyayari nang buhay ni Dr Jose
    salitang may salungguhit. Rizal at gumawa nang timeline
    1. Matibay ang lubid na tungkol dito.
    ginamit ni Ambo.
    2. Mahusay sumalo ng bola si
    Jose.
    3. Masayang naglaro ang mga
    bata.
    4. Mapalad ang mga batang
    Pilipino.
    5. Malakas ang ulan kagabi.
    J.Karagdagang Gawain para sa Magsaliksik tungkol sa tamang Bumuo ng limang Magsaliksik ng mga mahahalagang
    takdang aralin at remediation paggamit ng pang-abay at pang- pangungusap gamit ang pang- pangyayari sa ating bansa sa loob ng
    uri. uri at pang-abay. Isulat ito sa isag taon at gawan ito ng timeline
    isang buong papel.
    V.MGA TALA
    VI.PAGNINILAY
    A.Bilang ng mag-aaral na nakauha ng ___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 to the next
    80% sa pagtatayao. next objective. next objective. next objective. the next objective. 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% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery
    mastery mastery mastery
    B.Bilang ng mag-aaralna ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties in
    nangangailangan ng iba pang Gawain answering their lesson. answering their lesson. answering their lesson. in answering their lesson. answering their lesson.
    para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering
    answering their lesson. answering their lesson. answering their lesson. answering their lesson. their lesson.
    ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the lesson
    because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of because of lack of knowledge, skills
    and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest and interest about the lesson.
    ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. ___Pupils were interested on the
    lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on lesson, despite of some difficulties
    encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some encountered in answering the questions
    questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in asked by the teacher.
    ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked ___Pupils mastered the lesson despite
    despite of limited resources used by of limited resources used by the despite of limited resources used by by the teacher. of limited resources used by the
    the teacher. teacher. the teacher. ___Pupils mastered the lesson teacher.
    ___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used ___Majority of the pupils finished their
    their work on time. work on time. their work on time. by the teacher. work on time.
    ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils ___Some pupils did not finish their work
    work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary finished their work on time. on time due to unnecessary behavior.
    behavior. behavior. behavior. ___Some pupils did not finish
    their work on time due to
    unnecessary behavior.

    C.Nakatulong ba ang remedial? Bilang ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
    ng mag-aaral na nakaunawa sa aralin. above above above

    D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
    magpapatuloy sa remediation additional activities for remediation activities for remediation additional activities for remediation additional activities for activities for remediation
    remediation

    E.Alin sa mga estratehiyang pagtuturo ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
    ang nakatulong ng lubos?Paano ito ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the
    nakatulong? lesson lesson lesson the lesson lesson
    F.Anong sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
    naranasan na solusyunansa tulong ng require remediation require remediation require remediation require remediation require remediation
    aking punungguro at superbisor?
    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 well:
    nadibuho nanais kong ibahagi sa ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive ___Metacognitive Development:
    kapwa ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note taking
    taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and assessments, note taking and and studying techniques, and
    vocabulary assignments. vocabulary assignments. vocabulary assignments. studying techniques, and vocabulary assignments.
    ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- vocabulary assignments. ___Bridging: Examples: Think-pair-
    share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory ___Bridging: Examples: Think- share, quick-writes, and anticipatory
    charts. charts. charts. pair-share, quick-writes, and charts.
    anticipatory charts.
    ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
    Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw ___Schema-Building: Examples: Compare and contrast, jigsaw learning,
    learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and Compare and contrast, jigsaw peer teaching, and projects.
    projects. learning, peer teaching, and
    ___Contextualization: ___Contextualization: projects. ___Contextualization:
    Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: Examples: Demonstrations, media,
    manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, media, ___Contextualization: manipulatives, repetition, and local
    opportunities. opportunities. manipulatives, repetition, and local Examples: Demonstrations, opportunities.
    opportunities. media, manipulatives, repetition, ___Text Representation:
    ___Text Representation: ___Text Representation: and local opportunities. Examples: Student created drawings,
    Examples: Student created drawings, Examples: Student created drawings, ___Text Representation: videos, and games.
    videos, and games. videos, and games. Examples: Student created ___Text Representation: ___Modeling: Examples: Speaking
    ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. Examples: Student created slowly and clearly, modeling the
    ___Modeling: Examples: Speaking drawings, videos, and games. language you want students to use, and
    slowly and clearly, modeling the slowly and clearly, modeling the
    providing samples of student work.
    language you want students to use, language you want students to use, slowly and clearly, modeling the ___Modeling: Examples:
    Other Techniques and Strategies used:
    and providing samples of student and providing samples of student language you want students to use, Speaking slowly and clearly, ___ Explicit Teaching
    work. work. and providing samples of student modeling the language you want ___ Group collaboration
    work. students to use, and providing ___Gamification/Learning throuh play
    Other Techniques and Strategies Other Techniques and Strategies used: samples of student work. ___ Answering preliminary
    used: ___ Explicit Teaching Other Techniques and Strategies
    activities/exercises
    ___ Explicit Teaching ___ Group collaboration used: Other Techniques and Strategies ___ Carousel
    ___ Group collaboration ___Gamification/Learning throuh play ___ Explicit Teaching used: ___ Diads
    ___Gamification/Learning throuh play ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching ___ Differentiated Instruction
    ___ Answering preliminary activities/exercises ___Gamification/Learning throuh ___ Group collaboration ___ Role Playing/Drama
    activities/exercises ___ Carousel play ___Gamification/Learning throuh ___ Discovery Method
    ___ Carousel ___ Diads ___ Answering preliminary play ___ Lecture Method
    ___ Diads ___ Differentiated Instruction activities/exercises ___ Answering preliminary Why?
    ___ Differentiated Instruction ___ Role Playing/Drama ___ Carousel activities/exercises ___ Complete IMs
    ___ Role Playing/Drama ___ Discovery Method ___ Diads ___ Carousel ___ Availability of Materials
    ___ Discovery Method ___ Lecture Method ___ Differentiated Instruction ___ Diads ___ Pupils’ eagerness to learn
    ___ Lecture Method Why? ___ Role Playing/Drama ___ Differentiated Instruction ___ Group member’s
    Why? ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama collaboration/cooperation
    ___ Complete IMs ___ Availability of Materials ___ Lecture Method ___ Discovery Method in doing their tasks
    ___ Availability of Materials ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___AudioVisual Presentation
    ___ Pupils’ eagerness to learn ___ Group member’s ___ Complete IMs Why? of the lesson
    ___ Group member’s collaboration/cooperation ___ Availability of Materials ___ Complete IMs
    collaboration/cooperation in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials
    in doing their tasks ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn
    ___ Audio Visual Presentation of the lesson collaboration/cooperation ___ Group member’s
    of the lesson in doing their tasks collaboration/cooperation
    ___ Audio Visual Presentation in doing their tasks
    of the lesson ___ Audio Visual Presentation
    of the lesson

    Prepared by: Checked and Noted by:

    BENEDICK F. BUENDIA LEONORA A. CABE


    Teacher-I School Head

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