School: LAHI ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: CHARESSA P. BAYANG Learning Area: ARALING PANLIPUNAN

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 4 – 8, 2019 (WEEK 2) Quarter: 3RD QUARTER

LUNES MARTES MIYERKULES HUWEBES BIYERNES

Pamantayang Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan
Pangnilalaman

Pamantayan sa Pagaganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan

1.Nasusuri ang mga pangunahing suliranin at hamon sa kasarinlan pagkatapos ng Ikalawang Digmaang Pandaigdig
Mga Kasanayan sa Pagkatuto 1.1 Natalakay ang Suliraning Pangkabuhayan pagkatapos ng digmaan at ang naging pagtugon sa mga suliranin
(Isulat ang code ng bawat 1.2 Natatalakay ang ugnayang Pilipino-Amerikano sa konteksto ng Kasunduang Militar na nagbigay daan sa pagtayo ng Base Militar ng Estados Unidos sa Pilipinas
kasanayan) 1.3 Natatalakay ang “Parity rights” at ang ugnayang kalakalan sa Estados Unidos
1.4 Naipaliliwanag ang epekto ng “Colonial Mentality” pagkatapos ng Ikalawang Digmaang Pandaigdig.
AP6SHK-IIIa-b-1
I. Layunin

Nailalahad sa pamamagitan ng Film
showing tungkol sa Base Militar ng
Cognitive Estados Unidos sa Pilipinas sa Subic
Bay
Nakapagbibigay halaga sa pagkatatag
ng isang Base Militar sa Pilipinas sa
Subic Bay
Affective
Naipakikilala sa lahat ang isang Base
Militar ng Estados Unidos sa
Pilipinas –Clark Airfield
Nakatatamo ng kasiyahan sa
kabutihang naidulot ng pagtatag ng
Base Militar ng Estados Unidos sa
Pilipinas –Clark Airfield
Nasusuri ang iba’t ibang
reaksiyon ng mga Pilipino
tungkol sa Epekto ng Parity
Rights at ugnayang kalakaran
Nakapagpahayag ng saloobin
tungkol sa epekto ng Parity
Rights
Nakapagbibigay kahulugan kung
ano ang colonial mentality at
Neocolonialism
Nakapagpapahalaga sa mga
positibong diwa ng Colonial
Mentality at Neocolonialism
Naipapaliwanag ang
epekto ng “Colonial
Mentality” pagkatapos ng
Ikalawang Digmaang
Pandaigdig
Nakapagtimbang-timbang
tungkol sa mabuti o
masamang epekto ng
Colonial Mentality

Nakabubuo ng isang konseptogamit
ang concept map kung paano
Psychomotor naitatag ang Base Militar sa Subic
II. NILALAMAN
Nakagagamit ng isang Semantic Nakakagawa ng Carousel Photo Nakapagsusulat ng journal Nakakabuo ng Retrieval
Web (Picture Smart) upang na nagpapakita ng epekto ng tungkol sa kahulugan ng colonial Chart tungkol sa epekto
maipakita ang pagtatag ng Clark Parity Rights sa panig ng mga mentality at Neocolonialism ng Colonial Mentality
Airfield Pilipino at mga Amerikano

KAGAMITANG PANTURO
A. Paksa Base Militar ng Estados Unidos sa Base Militar ng Estados Unidos sa Ang Epekto ng Parity Rights at Ang kahulugan ng Ang Epekto ng Colonial

B. Sanggunian
III. PAMAMARAAN
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
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
Pilipinas – Subic Bay
Batayang Aklat sa AP 6, TG, CG
Balitaan
Ang mga bata any magkakaroon ng
maikling pag babalitaan.
Film Showing tungkol sa Base Militar
ng Estados Unidos sa Pilipinas
Paglalarawan ng mga bata sa
nakitang “Film Showing”
Mga Tanong:
Ano ang itinayo sa
Subic Bay?
Bakit kaya itinayo ito
sa Pilipinas?
Pagdedebate tugkol sa
kabutihan/kasamaang dulot ng dulot ng Clark Air Field sa Pilipinas?
Base Millitar ng Estados Unidos
sa Pilipinas.
Ang mga bata ay magbuo ng concept
map kung paano naitatag ang Base
Militar sa Subic.
Pilipinas – Clark Airfield
Batayang Aklat sa AP 6, TG, CG
Paglalarawan sa Base Militar ng
Estados Uidos sa Subic.
Pagpapakita ng larawan sa Clark Air
Field.
“Data Retrieval Chart”
Tanong: Ano ang nasa loobng Clark
Air Field?
Bakit kaya
itinayo ang
Clark Air Field ?
Ano kaya ang kabutihang
Original File Submitted and
Formatted by DepEd Club Member -
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“Semantic Web”
Paano natatag ang Clark Air Field?
ang Ugnayang Kalakalan
Batayang Aklat sa AP 6, TG, CG,
Ang Bayan Kong Mahal 5,
pp.184-185, 1999 209-213
a. Balitaan
b. Pagbabalik-aral tungkol sa
Base Militar ng Estados Unidos
sa Pilipinas sa pamamagitan ng
contest
Suriin ang iba’t ibang reaksyon
ng mga Pilipino tungkol sa
epekto ng Parity Rights at
Ugnayang kalakaran
Pagpapakita ng larawan na isang
bata ay inagawan ng bagay ng
isa
Pagtatanong sa mga mag-aaral
tungkol sa larawang nakita
Pagpapangkat: Hayaang basahin
ng bawat grupo ang paksang
inatas at hayaan silang
magbigay ng sariling kuro-kuro
Ipaulat sa bawat grupo ang
kaalaman tungkol sa Parity
Rights
a. Colonial – Mentality
b. NeoColonlialism
Batayang Aklat sa AP 6, TG, CG,
Pilipinas: Ang Ating Bansa (5),
2000 pp. 197-204
a. Balitaan
b. Balik-aral: (Pass the ball)
Epekto ng Parity Rights
Ibigay ang kahulugan kung ano
ang Colonial Mentality at
Neocolonialism
Pagpapakita ng larawan ng isang
Filipino made products at foreign
made products
Hayaan ang mga mag-aaral na
magbigay ng kumento tungkol sa
larawang ipinakita
Hayaang basahin ng bawat grupo
ang teksto ng paksa at
magtalakayan
Ipasulat sa meta strips ang mga
diwang natutunan sa paksang
nabasa
Mentality
Batayang Aklat sa AP 6,
TG, CG, Pilipino Ako,
Pilipinas Ang Bayan ko
(Patnubay ng Guro) 5 pp.
152-154
a. Balitaan
b. Balik-aral:
Mga tanong:
Ano ang kahulugan ng
Colonial Mentality at
Neocolonialism?
Ipaliwnag ang epekto ng
“Colonial Mentality “
pagkatapos ng Ikalawang
Digmaang Pandaigdig
Pagbabasa ng mga mag-
aaral sa mga nakatalang
iba’t ibang colonial
mentality/
Neocolonialism
Batay sa lista ay
magtatanong ang guro sa
epekto nito.
Magbibigay ng listahan ng
epekto ang uro sa bawat
grupo at hayaan ang mga
mag-aaral na talakayin ito
Pagtatalakayan ng mga
mag-aaral at guro
Halimbawa: Produkto ng
bansa
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Aralin
Sa pamamagitan ng mga News
Clippings,Ano ang naitulong ng Base
Militar sa pang araw-araw na
pamumuhay ng mga Pilipino?
Ano ang naitulong ng Base Militar ng
estados Unidos sa Pilipinas noong
unang panahon?
Sa palagay ninyo, tama ban a
pinaalis ang mga Base Militar sa
Pilipinas?
Sa pamamagitan ng Flip-
Book,Ipalarawan sa mga bata ang
Clark Air Field?
Ano ang naitulong ng Parity
Rights sa pang araw-araw na
pamumuhay ng mga Pilipino?
Ano-anu ba ang naging epekto
ng Parity rights sa eknomiya ng
bansa?
Magsulalt ng 3 halimbawa ng
colonial mentality na karaniwang
ginagawa n mga Pilipino?
Ano ang kahulugan ng colonial
Mentality at Neocolonialism?
Ano ang gagawin mo
upang magkaroon ka ng
tiwala sa sarili?
Ano-anu ang mga epekto
ng Colonial Mentality?

I. Pagtataya ng Aralin Sa pamamagitan ng “Centers” “Talk Show” Pagpapagawa ng Carousel Photo Pagsusulat ng journal tungkol sa Pagsasagot ng maikling
papabigayin ang mga bata sa Kabutihang dulot ng Base Militar sa sa bawat grupo kahulugan ng colonial Mentality pasulit.
kahalagahan ng pagtatag ng Base Pilipinas sa Clark Air Field? at Neocolonialism
Militar sa Pillipinas sa Subic Bay.

J. Karagdagang gawain para sa Galing sa mga News Gumawa ng scrapbook tungkol sa Isulat ang aspeto ng Prity Rights Ipaliwanag ang mga sumusunod: Magbigay ng 5 halimbawa
takdang-aralin at remediation Clippings,Magsulat ng Base Militar ng Pilipinas. sa panig ng mga Pilipino at 1. Colonial Menatality na nagpapakita ng
pinakamahalagang pangyayari sa Amerikano. 2. 2. Neocolonialism Colonial Mentality ng mga
Base Militar sa Subic. Pilipino.

IV. Mga Tala

V. Pagninilay

A. No. of learners who earned

80% on this formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work?
No. of learners who have
caught up 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 help me solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teacher?

School: LAHI ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: CHARESSA P. BAYANG Learning Area: ENGLISH
 DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 4 – 8, 2019 (WEEK 2) Quarter: 3RD QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Content Standard
The learner demonstrates understanding ...
of various linguistics nodes to comprehend various texts.
of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience command of the conventions of standard English
grammar and usage when writing or speaking
of different formats to write for a variety of audiences and purpose. of verbal and non-verbal elements of communication to respond back

Performance Standard The learner…

Analyzes text types to effectively understand information/message(s)
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 Uses linguistic cues
to appropriately construct meaning from a variety of purposes.
Speaks and writes using good command of the conventions of standard English Edit texts using appropriate text types for a variety of audiences and
purpose.
Uses a variety of strategies to provide appropriate feedback

Learning Competencies EN6LC-IIIa-2.2 Note significant details EN6RC-IIIa-3.2.8 Distinguish text type EN6SS-IIIa-4 Use a particular kind of EN6WC-IIIa-1.1.6.1 Plan a EN6A-IIIa-17 Show tactfulness when
in the story according to purpose and language sentence for a specific purpose and audience composition using an outline/other communicating with others
EN6OL-IIIa-1.27 Provide evidences features through enumeration -asking permission graphic organizers
using opinion

II. CONTENT Noting significant details in the story Distinguishing text type according to Relaying Commands and Request Using Organizing Ideas Using Graphic Aids Show tactfulness when communicating
and express opinions using evidences. purpose and language features through Indirect Discourse with others.
“The Boastful Shrimp” enumeration
“The Fox in the Well”

III. LEARNING Elementary English p. 309 Pictures, copy of the selection

RESOURCES
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
Elementary English pp.303-307
A copy of the story “The Boastful
Shrimp”, a tablespoon, charts
Laptop, LCD projector, powerpoint
presentation
Recapitulation of the previous lesson
on the Varieties of Sentences;
-Compound Sentence
-Simple Sentence
-Complex Sentence
With the use of proper conjunctions.
A copy of the story, The Fox in the Well,
short stories
Laptop, LCD projector, powerpoint
presentation
Review the summary of the story that was
read yesterday.
-What important values did you get from
the story?
Elementary English
pp.239-244
Comic strips, flash cards, Show Me Boards
Laptop, LCD projector, powerpoint
presentation
Recapitulation on the characteristics of a
fable.
What is the purpose of the fable?
What is the most important lesson you
learned from the selection?
Elementary English
Laptop, LCD projector, powerpoint
pp.423-429
Graphics organizer, map or globe presentation
Laptop, LCD projector, powerpoint
presentation
-What is the difference between a -What is a graphic organizer?
command and a request?
- The command plainly gives an order -How does it help the beginners to write a
while a request asks a favor to do or act selection?
at a certain task.
Why should we be familiar with graphic
-What is a direct and indirect organizers?
 discourse?

1. John said, “wash the dishes Anna.”

-John ordered Anna to wash the dishes.

2. “Please give me a piece of

advice.” Jay said.
-Jay asked me to give him a piece of
advice.

How do you deliver a direct and indirect

discourse?

In the reported command, the verb

“said” is not used, instead, “told”. The
word “to” is added before the verb.

-In reporting request, the verb “asked”

or “requested” is used instead of “told”
. The word “please” is dropped.

B. Establishing a purpose for the
lesson
The teacher shows a spoon
-It is used for eating. Aside from it is
used as eating utensil, it can be used in
several ways. Give some of its uses.
Examples: ice cream scooper, taking in
medicines, can opener, as a pestle etc.
Recall an instance in your life when you
did a certain thing without thinking of the
consequences.
What do you think will happen if you did a
certain thing without thinking of the
consequences?
Have the pupils relate their experiences.
Enhance vocabulary words through body
language.
Use flash cards/show me boards. Write R if
the statement states request and C if it shows
Command.
1. Listen attentively.
2. Please keep your things in order.
3. Avoid making too much noise.
4. Stop going around please.
5. Observe silence.
-Play a game: Simon says. (Teacher uses
command or request.
Show a video clip about the children Show a picture of a true friend.
from the different parts of the world.
Let them share opinion. -Do you have a friend?
-Compare the Filipino Children with the -What do you like most about your friend?
Children of the world.
-What do you dislike about him/ her?
-The teacher presents a semantic web.
What word can you associate with the If you want to say an honest mistake of
word CHILDREN? your friend how do you do it?
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CHILDREN
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1. Go to the wash room.

-Read the words aloud 2. Keep right!
3. Kindly speak in a soft voice.
A. Hind legs 4. Please lend me your ears.
5. Come with us.
Fore legs
B.

C. leap

D. Without the second thought

 Answers may vary.
Unlock vocabulary words. Match
column A with column B and write the
letter of the correct answer.

A B
1. rebozos a. a pendant braid
2. kimono of hair at the head
3. queue b. an Eskimo
4. igloo house
5. fleet c. boat house
6. hut d. cottage
e. a Japanese
lose robe
fastened with a
sash
f. a long scarf of
silk worn wrapped
about the head
and shoulder and
sometimes over
face

C. Presenting examples/instances
of the new lesson
B. Do you have a pet? Share a heroic
deed it has done for you or for others.
Unlocking of Difficulties: Synonym hunt
through multiple choice. Encircle the
letter of the correct answer
1. The sharp protrusion of a shrimp is
used to fight against its enemies.
a. a part of the body that is pointed
b. a part of the body that is hidden.
c. a part of the that is plain.
d. a part of the body that is dull.
-Have you seen a fox? Ask the pupils to read and analyze the comic A. Motive Questions: A. Motive Question:
(Yes/ Not yet strip. 1. How do children from around Why do we need to be tactful all the time?
the world differ from each other?
2. How do children differ in complexion.
-What are the qualities of the fox in some Mother: “Lock your room before leaving, 3. How do you compare the clothing’s
common stories? Jim”. of the children from around the world?
(Often times fox is wise and bad) 4. Can you make distinctions as the
Jim: “Yes, Mother”. types of houses in which children from
-Let us find out if the fox is still the fox we around the world lives?
have known before. Rina: Mother told Jim to lock his door before 5. What do they have in common?
leaving.

2. Nothing can pierce an iron shield Ms.Aguila: “Please polish the floor, Mang
even an iron sword. Ambo.”
a. to rip of c. to crush
b. to spin d. to go through Mang Ambo: “Yes Maám”.

3. The beautiful white pearl is Ricky: Ms. Aguila requested Mang Ambo to
glistening under the rays of the sun. polish the floor.
a. shine c. flash
b. bright d. all the above

4. The boastful man shows off his

knowledge about martial arts.

D. Discussing new concepts and
practicing new skills #1
a. humble c. naughty
b. overly confident d. shy
5. His colorful lantern has scorched
because of the constant raining.
a. dried c. dyed
b. worn d. a and b
Motive Question: Why is that the story
titled the Boastful Shrimp?
The teacher uses the popcorn reading
strategy while the other pupils listen
very carefully The Boastful
Shrimp
Once there was a shrimp who
thought he was the most handsome
shrimp in the world. In fact, he believed
that he was more handsome than any
other creatures on earth.
“Just look at my sword,” he proudly
told the other young shrimps, pointing
to the sharp pointed protrusion at the
end of his nose. Of course, as far as
shrimps were concerned, the end of the
nose was the most natural place for the
sword to be.
“And look at my thick, smooth
shield,” Like other shrimps he carried
his shield,” he would continue. “Nothing
can pierce the shield,” like other
shrimps he carried his shield on his
head. All he needed to do to show off
his head was to hold his head high.
“You are indeed a handsome
shrimp,” said an old experienced
shrimp. “But you are just reaching
adulthood and have had no experience
of the world. Do not display yourself too
much or else one of those humans
might grab you,” said the old shrimp
pointing with one of his many legs to a
young man swimming nearby.
“Grab me? Who? That soft-
skinned two – legged creature?
“scoffed the young shrimp. “He does
not even have a proper shell. He has
those funny little bits of shell on the
ends of his fingers and toes, which do
Read the story.
The Fox in the Well
A fox once fell into the well. He tried to
jump out but each time he did, he fell
back down.
By and by a goat passed by. Looking
into the well, he saw the fox. “Hello,” he
called. “What are you doing down there?”
“Drinking some water of course!”
replied the fox. “Is it good?” asked the
goat.
“Good? It is the best water I ever tasted
in my whole life,” answered the fox,
drinking a gulp of water.
Without a second thought, the goat
jumped in. After drinking some water, he
looked about for a way to get out of the
well. “How do we get out of here? “he
asked the fox?
“I know what we can do,” said the fox.
Looking at the goat from the corner of his
eye. “Stand on your hind legs. Plant your
fore legs firmly against the side of the
well. I’ll climb on your back, and I’ll step
on your horns. Then I can get out. When
I’m out, I’ll help you get out too.”
“That’s a good idea!” said the goat
happily as he did what the fox told him to
do.
The fox climbed on the goat’s back
and horns. Then he jumped out of the well
and started on his way.
“Hey!” shouted the goat. “Help me out
of here. You promised to help me.”
“You silly goat,” said the fox. You
should have thought of that before you
What kinds of sentences were used?
-Study the charts of direct and indirect
discourse
-Differentiate a direct and indirect discourse.
-Differentiate command from request based
on their usage.
Point out also their similarities.
Read the poem:
Read the dialogues.
Children Around the World
(by Jo Feniford) Joana: Hey, Susan! It smells stinky, Is
that you Susan!
Some children are brown like newly
baked bread, Susan: No! (She cried and ran outside.)
Some children are yellow and some are Joana: Oh! I don’t mean to hurt you, I just
red, want to be frank!
Some children are white and some B.
almost blue, Frieda: Hi, Jenna. Can we talk outside?
Their colors are different, the children Jenna: Sure! Perhaps it is a very
like you. important matter right?
Some children wear sweaters and Frieda: Yes Jenna. I am your friend and I
some rebozos am concern about your wellness. Being a
teenager we must be concern with our
Some children wear furs and some personal hygiene. Taking a bath everyday
kimonos’ will help a lot. It is more of loving and
respecting ourselves.
Some children go naked, and wear only
their queue, Jenna: Thank you Frieda, indeed you are
a true friend. Thank you, and I appreciate
it very much.
Their clothes may be different, the
children like you. Comprehension Check:
Some children have houses of stone in How did Susan react to Joana’s
the streets, statement?
Do you think Joana’s action is right?
Some lived in igloos and some lived in If you were Susan, will you feel the
fleets, same?
In the dialogue B, How did Frieda
Some lived in old straw huts and some approach Jenna?
in new, Did Jenna got angry? Did she feel
not protect him at all, as far as I can tell.
All I need to do is stab him with my
sharp sword, and that will be end of
him. Someday, he and other two-
legged humans will look at me and
admire me!” said the young shrimp.
“Well if you won’t listen to my
advice,” said the old shrimp, “you will
have to learn your lessons the hard
way.”
The young shrimp soon forget
about the old shrimp’s advice. He
continued his habit of looking for groups
of other young shrimps his age and
showing off before them. He would
engage in shrimp gymnastics, bending
his body this way and that, to let them
see how strong his muscles inside his
beautifully glistening white shell, which
hardly had any dark dots or lines on
them, unlike the other shrimps around
him.
One day, a fishing boat passed by,
with fisherman on board looking for a
good catch. The boastful shrimp saw
his chance to display his athletic form
before them. He swam to the surface of
the water. The fisherman saw him.
They cast their net and in a few
minutes, the boastful young shrimp was
caught in the net, along with other
shrimps and fish.
That day, at lunch time, the
boastful shrimp was seen on the end of
jumped in. Next time, look before you
leap.”
-Answer the Comprehension Check.
1. Where did the story happen?
2. Who fell into the well?
3. Who jumped into the well?
4. Why do you think the goat believed
the fox? Explain.
5. How did the fox get out of the well?
6. Why did the goat decided to jump into
the well?
7. If you were the goat, will you do the
same?
8. If you were the fox, will you do the
same?
9. What is the moral of the story?
B. Enumerate the story grammar of the
selection read.
-Characters: The Fox and the Goat
embarrassed? Why?
Their homes may be different, the If you were Jenna, will you get mad at
children like you. Frieda?
Why?
Some children are Finnish, and some If you will choose between Joana and
from Japan, Frieda, who will you choose? Why?
Some are Norwegian and some from
Sudan.
Oh yes, we have children in valley, or
pike,
Their countries are different-the children
alike.
Oh if they could dance and if they could
play
Altogether what a wonderful day!
Some could come sailing and some
could just hike!
So much would be different- The
children alike.
-Using the Clustering Organizer,
discuss how children from different
parts of the world differ from each other.
yel Color r

-Settings: at the well

lo

a barbeque stick, his shell now in of

beautiful colors of pink, red and brown

with some scorched spots from the -Plot: The goat saw the Fox dinking at the hu

coals over which he was roasted. well so the goat did the same without
“What a fine, fat shrimp!” giving a second thought. In the end the
Childr
explained the persons around the goat left at the well all by himself. Types of en
Country
of

dining table. Shelter

Aroun

“It’s the best shrimp I’ve ever -What does the author want us to feel?
tasted!” said the person who picked up fl

the barbeque stick and cut up the -What do you think is the purpose of the
shrimp, after putting a little portion in his author in writing the story?
mouth. The boastful, young shrimp got kim
Forms of
Clothing

his wish at last to be admired by

humans.

4. What happened to him?
E. Discussing new concepts and
practicing new skills #2
B. Answer the Comprehension Check-
up.
1. Describe the Shrimp based on his
outer and inner appearance.
2. Why did the old shrimp advised the
boastful shrimp not to display the
latter’s shell too much?
3. Did the boastful shrimp listen to his
advice? Why?
5. What lesson did you learn from the
selection?
-Explain answers by giving one’s
opinion and supporting idea
Group Work
Each group will have the review of the
selection listened to.
A graphic organizer is used in
presenting and developing the skill. The
teacher asks each group on action
taken by the boastful shrimp and later
asks for inferences on alternative
actions.
-What did we do to be able to give
alternative actions to the action taken
by the character in the story they read.
-Presentation of each group
What is a Fable? Present a Bubble Talk.
Teacher calls on three pupils to act out the
(The Fable is a short fictional story that is dialogue and complete the indirect command
characterized by animals and it always or request.
gives us a lesson in life.) A.
Grandfather: “Obey your parents, Jojo”.
-What is the purpose of a fable?
Jojo: “Yes Lolo”.
(The purpose of a fable is to entertain and
to inform.) Shiella: Obey your parents, Jojo.
-What makes it unique? B.
(It is characterized by animals having the Millie: “Rizza, Please help me finish my
attributes of humans.) homework”.
Rizza: “Sure”.
The teacher reads 10 statements and the
pupils will identify whether it is a fact or a Raffy:
bluff. (FACT OR BLUFF CARD) Millie Rizza finish project
Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help her finish her
Bluff 2. The goat is a friend to the fox. project.
Fact 3. The fox belongs to the dog family.
Fact 4. The goat is a hog.
Fact 5. The fable is fictional.
-Let pupils label the sub clusters.
Can you give reasons why they have
different complexions?
(They came from different parts of the
world)
Cite countries and their skin color.
( Filipinos have brown complexion,
China and Japan have yellow
complexion, Americans have white
complexion, Africans have black
complexions)
-Locate using map or globe where
these children are found.
Use your own graphic organizer, and Group Work:
supply the missing details asked by Each group will share an instance in their
each sub topic. life when they experienced the
A. SHELTER tactlessness of a certain person.
B. CLOTHES How they reacted on it.
C. COLOR OF THE SKIN
D. COUNTRY ORIGIN
.
Children Around
the world
 Fact 6. Animals have their own ways of
communicating with one another.

Fact 7. All fables give a lesson in life.

Bluff 8. Talking animals like humans is

true.

Bluff 9. A fox is smarter than a goat.

Fact 10. In the story, the fox is

F. Developing mastery Enumerate the characters in the story.
( The Shrimp, The Old Shrimp)
-What line in the story tells about the
characteristics of the shrimp?
-What part of the story you liked best?
representing the smart people.
Enumerate the different purposes of a The teacher gives request and command GROUP WORK Create a simple skit that shows
selection. statements. Present a Fishbone Mapping Graphic tactfulness in school.
Organizer. Checking.
-to entertain Fill in the blanks the missing words to Provide the needed data or details to
complete the sentences. Letters A to D conclude the general concept of
-to inform children of the world similarities and
A. Rico said, “Eric waters the plants”. differences.
-to persuade Similarities and differences of the
-Rico water the Children of the World
Plants.

B. Liza said, “Please check the papers for

me, Annie.”

-Liza Annie the papers for

.

C. Mr. Mirasol said, “Jose, submit your

project early tomorrow.”

-Mr. Mirasol Jose project early

tomorrow.

D. The maid said, “Please stay in your room,

children.”
Each group will present each work.
- The maid the children stay in
Explain why they chose the said
room.
organizer.
Answers:
1. Rico ordered Eric to water the plants.
2. Liza asked Annie to check the papers for
her.
3. Mr. Mirasol told Jose to submit his project

G. Finding practical applications of
concepts and skills in daily living
A. FIND THE GEMS:
-Read the story of the selection The
Story of the Tiny Frog.
GROUP WORK: Group the pupils into
four.
-Group I is assigned to look for the
Characters in the story.
-Group II is assigned to look for the
Settings.
-Group III is assigned to look for the
Plot by sequencing the events in the
story in five sentences.
- Group IV is assigned to look for the
Theme of the Story.
-Write each output in the Manila Paper
and each groupo will assign a presentor
in front of the class.
-The teacher gives the final correction/
clarification after each presentor.
The Story of The Tiny Frog
There once was a bunch of tiny frogs
who got together to arrange a
competition to reach to the top of the
highest tower in town.
As the date for the competition was
announced, the news spread
everywhere and crowd in large
numbers gathered around the tower to
see this interesting competition and
cheer on the contestants. The crowd
did not really believe any of these little
frogs were going to make it to the top of
the tower. Yet they were curious…
The competition began, the frogs
quickly started to ascend and the crowd
cheered!
As a few moments passed, someone
from the crowd shouted, "Not a chance
that they will succeed! The tower is too
high!"
Another spectator said, "Yes, they will
never make it to the top. It's way too
difficult!"
As the competition continued, some of
the tiny frogs began collapsing. One by
early tomorrow.
4. The maid requested the children to stay in
their room.
ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and think of a
Prepare an outline about how you want situation.
- Group the pupils into 3 to role play the Find a partner and create a usual scenario in to spend your Christmas using the Deliver a one minute dialogue using the
selection below. class that shows the use of a command and clustering of ideas. tactful way of communicating with others.
-Group I to entertain request in direct and indirect discourse. Checking after immediate submission of The teacher checks the activity
Each tandem is expected to present their work. immediately using the RUBRIC.
-Group II to persuade or convince. work in one minute.
-Group III to inform
The teacher checks the pupils work
A Raven and a Swan immediately. Using the Rubric for making a
e dialogue.
A Raven, which you know is black as
coal, was envious of the Swan, because
her feathers were as white as the purest
snow. The foolish bird got the idea that if
he lived like the Swan, swimming and
diving all day long and eating the weeds
and plants that grow in the water, his
feathers would turn white like the Swan's.
So he left his home in the woods and
fields and flew down to live on the lakes
and in the marshes. But though he
washed and washed all day long, almost
drowning himself at it, his feathers
remained as black as ever. And as the
water weeds he ate did not agree with
him, he got thinner and thinner, and at
last he died.
B. The teacher uses the Rubrics below
for checking the role play.
Role-Play Rubric BLM G–17 Name:
Date: Activity:
Role
played:
Assessment done by:
Criteria: Rating: Speech
was clear with appropriate volume and
inflection. 5 4 3 2 1 Role was played in a
convincing, consistent manner. 5 4 3 2 1
Arguments and viewpoints expressed fit
role played. 5 4 3 2 1 Costumes and
 one… tired… exhausted… But the race props were effectively used. 5 4 3 2 1
continued… as those who still had the Role-play was well prepared and
fight left, passionately continued to organized. 5 4 3 2 1 Role-play captured
climb higher and higher… and maintained audience interest. 5 4 3 2
In the excitement and anxiety the crowd 1 Additional Criteria:
continued to yell, "It is too difficult. No
one will make it!"
More tiny frogs got tired and gave up.
They all continued to give up one by
one, until there was only ONE little frog
left in the competition who continued to
climb higher and higher and higher…
This one wouldn’t give up!
This one tiny frog who, after a big effort Comments:
was the only one who reached the top!
This little soul was the winner! He made
it! He got the glory!
Naturally, everyone wanted to know
how this one tiny frog managed to pull it
off when every other contestant gave
up. Everybody wanted to know how this
tiny frog had found the strength to
reach this goal that everyone else
thought it was impossible. So, they
asked questions.
It turned out that the winner was deaf

H. Making generalizations and
abstractions about the lesson
Ask: How do we get the significant
details in the story read?
Concept Formation: Noting the
significant detail is reading between the
lines to get the main idea of the story,
how it started, developed and ended
with the help of the characters and
other elements of the story.
Pupils will state the Fable’s concepts.
Concept Formation:
Fable is a fictional story that has a
purpose of entertaining and informing the
readers. It is peopled by animals that are
capable of talking and expressing feelings
as humans
Ask: What is Command? What is Request?
-What is a direct discourse?
-What is indirect discourse?
Concept Formation:
In the reported command, the verb “said” is
not used, instead, “told”. The word “to” is
added before the verb.
-In reporting request, the verb “asked” or
“requested” is used instead of “told”.
The word “please” is dropped.
Ask: What is the importance of
organizing ideas through graphic
organizer?
Concept Formation: The clustering
graphic organizer shows and separates
the developed ideas from other ideas.
The use of the CGO provides the
organization of ideas easy to
understand, making learning more
enjoyable
.
Ask; How do we show tactfulness in
communicating with others?
Concept Formation:
1. Be honest but always consider the
feelings of others. There are many ways
in communicating without hurting the
feelings of others.

The quotation marks are dropped.

Necessary changes are made in the

pronouns.

Examples:
Direct:

I. Evaluating learning
J. Additional activities for
application or remediation
Number each statement according on
how the story happened.
The old shrimp advised the
handsome shrimp not to show off too
much.
When one day a fisherman was
looking for a good catch.
The handsome Shrimp starts
to brag about his handsomeness and
athletic figure.
He was caught by fishing net of
the fisherman.
The boastful shrimp was cooked
and eaten at lunch.
Read a short story or dialogue. Write
the plot in 5 sentences.
-Be ready to share it in class.
The teacher will read the selections orally
and the pupils will identify its purpose.
1. Ultra was lying down on the back porch
when suddenly his friend Kitten went to
him and she invited him to visit their friend
Sky at the pen.
2. The Frog went out for she hate himself
for being useless. He couldn’t croak and
jump. After he fell into a deep well and
was about to face his death, he was able
to bring his best and did even better. He
is certain that no one could help us except
our own self.
3. The Free Bird cried, “My Darling
sing the song of the woodlands.”
The caged bird said, “Sit by my side; I’ll
teach you the speech of the learned.”
4. There was a turtle that couldn’t stop
talking and the geese made a challenge
to bring her to the nice place if she could
promise not to talk because she will be
carrying a stick on her mouth. The turtle
agreed and so they flew to the place.
They heard people saying something
about them and the turtle spoke. She fell
dead on the ground.
5. The monkey who was so wise ate all
the bananas and went down without
noticing the thorns planted by his
friend
turtle. His selfishness ruined him.
SWBS: Plot Chart AUTHOR:
TITLE:
PURPOSE
_ 1. Father said, “Avoid playing near the pool,
S-Somebody
W- Wanted
B- But
S- So
Read another fable and fill up the SWBS
Chart meeting the details in the story.
1. “Put down your bag,”
mother said to Leo.
2. “Please try the other button,” Lyka said.
Read the short paragraph below. Follow what
you are asked to do.
It was vacation time. Being the eldest,
Lina was assigned by her mother to clean the
house. In order to finish early, she called her
brothers and sisters to help her.
Identify her statement if it is a command or
request then transform each into a reported
form.
1. “Kevin, please dust the furniture”.
2. “Susie, arrange the books and
magazines”.
3. “Husk the floor, Ruben.”
4. “Help me put some plants inside,
Roy”.
5. “Please be careful with the plates,
Susie”.
Read and tell what the person in each
sentence said.
A. Effect of Smoking on One’s Health
John”.
2. “Please help me with my toy, Sandy”,
Sam said.
3. “Pray before sleeping Ela”, aunt Norma
said.
4. Estella said, “Please allow me to visit my
friend, Grandma.”
5. “Proceed to my office” the Principal said.
Use a graphic aid to organize the ideas
in the given paragraph.
Provide a Title to the paragraph.
pp.428-429
1. The Filipino is a very respectful
person. He shows due respect to his
parents, elders and to people in
authority. He never misses saying the
word “po” and “opo”. This is a Filipino
way
Of showing respect, which we are very
proud of. He kisses the hands of
parents and grandparents as a unique
way of showing respect to elders. He
calls his older brother “Kuya and his
older sister “ate”.
Write a paragraph from the given topics
and present it to the class using a
graphic organizer.
B. Students’ Addiction to Internet
Gaming
C. How Do You Celebrate Christmas?
Write T if it shows tactfulness for each
situation.
1. Kindly do your work on time
because it can help in our performance
rating.
2. Work fast, you waste our time.
3. We can finish the task on time
if we will help each other.
4. It is much better if we are
a help than a burden to other,
5. Speak like no one is listening
to you.
Cut out a comic strip and compose a
comic balloon for each conversation.
Always use a tactful way of
communicating your thoughts and
feelings.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation who
scored below 80%.
C. Did the remedial lessons work? No.
of learners who have caught up with
the 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
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

GRADES 1 to 12
DAILY LESSON LOG
I. LAYUNIN
A. Pamantayang
Pangnilalaman
C. B. Pamantayan sa Pagganap
C. Mga Kasanayan sa
Pagkatuto. Isulat and code
ng bawat kasanayan
E. II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk
School: LAHI ELEMENTARY SCHOOL Grade Level: VI
Teacher: CHARESSA P. BAYANG Learning Area: FILIPINO
Teaching Dates and
Time: NOVEMBER 4 – 8, 2019 (WEEK 2) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
Naisasagawa ang mga hakbang o panutong napakinggan.
Nakapagbibigay ng isang panuto.
Nakabubuo ng isang nakalarawang balangkas.
Nakagagawa ng nakalarawang balangkas upang maipakita ang nakalap na datos o impormasyon.
Nakasusulat ng isang talambuhay at orihinal na tula.
Nakagagawa ng isang suringpapel tungkol sa pinanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento , pagsulat ng tula at kuwento.
Naisasagawa ang napakinggang Nagagamit ang pariralang pang- Nagmumungkahi ng iba pang Nagagamit ang nakalarawang
hakbang ng isang gawain. abay sa paglalarawan ng pangyayari na maaaring balangkas upang maipakita ang
F6PN-IIIa-1.2 paraan, panahon,lugar ng kilos at maganap sa binasang teksto. nakalap na impormasyon o datos.
damdamin. F6WG-IIIa-c-6 F6PB-IIIa-20 F6EP –IIIa-i-8
Nakapagbibigay ng panuto. F6PS-
IIIa-8
Pagsunod sa Napakinggang Panuto Pariralang pang-abay sa Pagmungkahi ng iba pang Nagagamit ang nakalawang
paglalarawan ng pangyayaring maaaring maganap balangkas Upang Maipakita ang
paraan, panahon,lugar ng kilos at Nakalap na Impormasyon.
damdamin
Pagbibigay ng Panuto
Landas sa Pagbasa 6 pp. 134-137
 4. Karagdagang Kagamitan
mula sa portal ng
Learning Resources (LR)
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Pagsasanay
aralin at/o pagsisimula ng Isulat ang uri ng pangungusap
bagong aralin a.Nakatulog si Abby
habang nagbabasa.
b.Hanapin ang mga nars.
c.Saan ako naroroon?
d.Aba, parang may
prusisyo!
e.Sino ka?
B. Paghahabi sa layunin ng Ipaturo ang kaliwang kamay ng mga
aralin bata sa kaliwang bahagi ng silid-
aralan.
Ano-anong mga bagay ang
nasa kaliwa mo?
Ipaturo naman ang kanang
kamay ngmga bata sa kanang
bahagi ng silid-aralan.
Ano-anong mga bagay ang
nasa kanan mo?
Alin sa mga larawang ito?
MISOSA 5
Piliin ang mga pandiwa sa Paano malalaman ang katangian ng Magbigay ng mga halimbawa ng
pangungusap. Ilista sa inyong isang tao? pang-uri at pang-abay.Isulat sa
sagutang kuwaderno. Pagtsek ng takdang-aralin. loob ng hugis
1. Nahulog sa ilalim ng mesa ang
kutsara.
2. Tumatakbo nang matulin ang
mga sasakyan.
3. Nakabili kahapon ng bagong TV
ang kapitbahay namin.
4. Tumakas noong nakaraang
linggo ang 7 bilanggo sa piitang
bayan.
5. Magagandang bulaklak ang
pinitas nila sa halamanan.
6. Masisipag lang ang tinatanggap
na manggagawa sa paggawaan ng
sapatos.
7. Lumipat na sila ng tirahan sa
San Pedro, Laguna.
8. Ang grupo nila ay sumasayaw sa
entablado.
9. Naglaro nang mahusay si
Jempot kaya sila nanalo.
10. Nagtanim maghapon ang mga
magsasaka.
BASAHIN ANG BABALA Gaano ninyo kamahal ang inyong Pagbasa isang liham sa ph. 24-25
INAALAGAANG MABUTI ANG MGA lolo? (Hiyas sa Pagbasa )
PUNUNGKAHOY SA GUBAT. May kasabihan na “ Matibay ang Original File Submitted and
ITINANIM NANG MAAYOS ANG walis kung ito’y nakabigkis.” Formatted by DepEd Club Member
MGA PUNO RITO. PARURUSAHAN Binibigyang-diin nito ang - visit depedclub.com for more
NANG MABIGAT ANG MANINIRA kahalagahan ng pagkakaisa at
NG PUNUNGKAHOY. SUMUNOD pagtutulungan ng mga kasapi ng
NANG MATAIMTIM SA BATAS NG pangkat. Hindi magtatagumpay ang
KAGUBATAN. anumang gawain kapag watak-
watak ang mga taong gagawa nito,
tulad ng pangyayari sa susunod na
 Meron bas a mga bagay na ito?
C. Pag-uugnay ng mga Pangkatin ang mga bata sa lima (5)
halimbawa sa bagong aralin
Ipaguhit sa bawat pangkat ang
mapa ng sariling silid-aralan gamit
ang manila paper.
D. Pagtalakay ng bagong Gamit ang mapang nabuo, ipagawa
konsepto at paglalahad ng sa bawat pangkat ang sumusnod:
bagong kasanayan #1 • Lagyan ng tsek (/) ang pintuan.
Kulayan ito ng berde.
• Lagyan ng ekis (X) ang bintana.
Guhitan ito ng kurtinang kulay
berde.
Ano ang pandiwa sa unang
pangungusap? (Inaalagaan) Paano
inaalagaan?
(Mabuti) Anong salita ang
binibigyang turing ng salitang
mabuti? (Inaalagaan)
Anong bahagi ng pananalita ang
mabuti? (Pang-abay)
Ano ang pandiwa sa ikalawang
pangungusap? (Itinanim) Paano
itinanim?
(Maayos) Anong salita ang
binibigyang turing ng maayos?
(Itinanim) Anong bahagi ng
pananalita ang maayos? (Pang-
kuwento ni Lolo.
Ibigay ang kahulugan ng salitang
sinalungguhitan. Pagkatapos
gamitin sa pangungusap.
Abala ang isipan nina Bryan sa mga
binabalak nilang gawin
kinabukasan. ( nahihibang, nag-
iisip, gumugunita )
Masaya na ang pananim sa hardin
makalipas lamang ang ilang araw.
Ang mga halaman ay
(nagtatawanan, nagsisisayaw,
nananariwa )
Kapag napabayaan pa, babagsak na
ang negosyo nila at wala na silang
hanapbuhay. (madudurog,
malulugi, mawawasak )
Sadyang nakikiisa ang lahat sa mga
gawain sa hardin. ( tumutulong,
naninisii, nagpapabaya )
Narinig ni Lolo Juan ang pagtuturo-
turuan ng mga apo sa mga gawain
sa poultry. ( pagsisihan,
pagtutulung-tulongan, pag-aaral)
Pagganyak sa Tanong Sino kaya si ate Lydia?
Katulad ba kayo ng mga apo ni Lolo Ano ang suliranin ni Eunice?
Juan kung nagtatrabaho? Ano ang pamilyar na salita?
Pagbasa sa kuwento ng guro Magbigay ng mga halimbawa nito
Paalala ang mga pamantayan sa batay sa nabasang liham.
wastong pakikinig. Ano ang di pamilyar na salita?
Ano-ano ang mga di pamilyar na
 • Lagyan ng dalawang guhit ang abay) Ang mga salita at pariralang salita ang napapaloob sa liham?
cabinet ng aklat. Isulat ang naglalarawan o nagbibigay turing Ano ang maaaring mangyari sa
pangalan ng inyong guro sa ibabaw sa pandiwa ay tinatawag na pang- Madalas na pagshampoo ng
nito at kulayan ng dilaw. abay. buhok?sa
• Lagyan ng pahilis na guhit ang Sobrang init ng hair dryer?
pisara. Isulat din dito ang ngalan ng Ano-anong mahahalagang detalye
paaralan. ang iyong natutuhan sa binasa?
Ilahad ng bawat pangkat ang
natapos na gawain.
Nagawa ba ng maayos nang
bawat pangkat ang mga panutong
ibinigay?
Ano ang ginawa ng bawat
pangkat upang maayos at wastong
masunod ang mga napakinggang
panuto?
Bakit mahalaga ang pagsunod sa
panuto?
Kung sakaling liban ka ng araw na
ito na naituro ng guro ang
pagsunod sa hakbang sa paggawa
ng balulang,ano ang
mararamdaman mo?
Manghihinayang ka ba?Bakit
Ano-anong mga magagalang na
pananalita ang maari mong
magamit upang maipahayag ang
iyong panghihinayang?
E. Pagtalakay ng bagong Talakayin ang Pag-Aralan mo Paano nag-uusap ang mga apo ni Itala ang mga nakalap na
konsepto at paglalahad ng pah.2-5 Lolo Juan sa unang bahagi ng impormasyon sa pamamagitan ng
bagong kasanayan #2 kuwento? balangkas. Gamitin itong gabay.
Ano sa palagay mo ang gagawin ng
mga apo ni Lolo Juan sa poultry
farm kinabukasan?
Nag-usap nga kaya ang araro at
asarol sa kuwento ni Lolo Juan? Ano
sa palagay mo?
Mahal ba ni Lolo ang mga apo niya?
Bakit mo nasabi?
Mahal ba ng mga bata si Lolo Juan?
Patunayan ang iyong sagot.

F. Paglinang ng Kabihasaan Basahing mabuti ang
( tungo sa Formative panuto.Isagawa ang ibinigay na
Assessment ) panuto.
1. Gumuhit ng maliit na
bilog.Pagkatapos ay gumuhit ng
mas malaking bilog sa ilalim ng
maliit na bilog at sa ibabang mabagi
ng malaking bilog ay gumawa ng
tuldok at sundan ng pakurbang
guhit.Gumuhit ng maliit na tatsulok
sa gitna ng maliit na bilog at sa
magkabilang gilid nito ay gumuhit
ng kalahating bilog
G. Paglalapat ng aralin sa Ano ang ginintuang aral ang
Sagutin ang Subukin Mo pah 9-14
Sagutin ang Pagsanayan Mo pah.
Bakit kailangan lumikha si
Lolo Juan ng kuwento para sa mga
apo?
Gawin Natin
Panuto: Basahin ang bawat
kalagayan at piliin sa ibaba nito ang
maaaring mangyari. Bilugan ang
titik ng sagot.
1.Kapag ang taoy mahilig sa
pagbabasa
masisiraan siya ng bait
mahina siya sa pag-unawa
hindi siya mahusay sa pagsusulat
may malawak siyang kabatiran
2.Kapag ang mag-aaral ay masipag
at matiyaga
hindi na dapat turuan ng guro
ang guro ay masisiyahan
hindi na nangangailangan ng tulong
maaari nang hindi pumasok sa klase
3.Kapag ang isang guro ay masipag
magturo
walang malalagpak na mag-aaral
maiinis ang mga bata sa kaniya
maraming matutuhan ang mga bata
wala na siyang panahong
magpahinga
4.Kapag ang isang tao ay nagpunla
ng kabaitan
marami ang kanyang magiging
kaibigan
maraming maiinggit sa kanya
lalayo ang kanyang mga kaibigan
iisipin nila na siya’y mayabang
5. Kapag ang mga mamamayan sa
isang bansa ay pawang masisipag
madali silang mapapagod sa
paggawa
mag-aaway-away sila sa kayamanan
ang mga tamad ay magiging
masipag din
ang bayan nila ay magiging
mariwasa
Gawin Ninyo
pang-araw-araw na buhay nakukuha natin sa mga pabula na
napakinggan natin
7-8
Panuto: Hanapin at isulat ang titik
ng pahayag sa Hanay B na
nagsasaad ng maaaring kalabasan
ng mga pangyayaring nakasaad sa
Hanay A.
A
B
1. Kapag hindi tumigil ng pag-ulan
sa A. Maiiwasan ang patayan
loob ng dalawang linggo
at digmaan
2. Kung susunding lahat ng mga
B. Lahat ng mga bagay na may
buhay aymamamatay magulang
ang nanaisin ng
kanilang mga anak
3. Kapag biglang nawala ang tubig
C. Magsisikip ang daigdig
dito sa mundo
sa dami ng naninirahan
4. Kung lahat lamang ng mga tao ay
D. Magiging mariwasa
pulos may salapi
ang kanilang bayan
5. Kapag nagtinginan na parang
E. Ito ay hindi na
tunay na magkakapatid ang lahat
ng tao mapaaandar
6. Kung ang lahat ng nilalang sa
mundo F. Malimit itong hihiramin
ay walang kamatayan
ng mga bata sa aklatan
7. Kapag naubusan ng gasoline ang
G. Malamang na bumaha
isang sasakyan
nang malaki
8. Kapag masisipag ang lahat ng
H. Siya ay kagigiliwan ng
mamamayan sa isang bansa
kanyang guro
9.Kapag maririkit ang nilalaman ng
I. Wala nang magiging
isang aklat

H. Paglalahat ng Aralin Ano ang natutuhan mo sa aralin?
Ano ang kahalagahan ng pagsunod
sa panuto?Ano-ano ang mga
magagalang na pananalita na
nagpapahayag ng panghihinayang?
- Na ang pariralang naglalarawan
kung paano ginawa ang kilos ay
mga
pariralang pang-abay na
pamaraan.
- Na ang mga pariralang
tumutukoy kung saan ang pook o
lunan na
pinangyarihan ng kilos o gawa ay
mga pariralang pang-abay na
panlunan.
- Na ang mga pariralang nagsasabi
kung kailan ginawa, ginagawa o
gagawin ang kilos o pangyayari ay
mga pariralang pang-abay na
pamanahon.
- Na ang mga panuto sa babala,
patalastas pagsusulit at gawaing
pangupuan
ay mahahalagang bagay o
impormasyon na dapat
maintindihan
upang maisagawa nang tama ang
nakasaad.
manggagawa
10. Kung mabait at masipag mag-
aral J. Sila ay lalaking Malaki
ang isang mag-aaral
ang loob
Sabihin: Nasagot ninyo ang mga Ano natutuhan ninyo sa aralin.
katanungan dahil nahinuha ninyo Ipakita ang iyong sagot sa
ang pangyayari sa pinakinggang pamamagitan ng isang rap.
kuwento.
Pagbibigay Hinuha sa Pangyayari
Makapagbibigay ng hinuha ang
isang mambabasa sa paggamit ng
dati niyang kaalaman at sa mga
pahayag o nangyari sa
pangungusap. Makatutulong nang
mabuti kung magiging mapanuri
siya.
Halimbawa:
Pangyayari: Natutuwa ang buong
bansa nang manalo ang tatlong
mag-aaral mula sa Manila Science
High School sa International
Competition. Itatala sa buong
mundo ang pangalan ng tatlo at
ipapangalan pa sa kanila ang
tatlong asteroid sa kalawakan.
Hinuha: Karangalan ng bansang
Pilipinas ang tatlong bata
Sa unang bahagi ng kuwento ay
hindi magkasundo ang mga apo ni
Lolo Juan. Pabulyaw kung sila ay
nag-uusap. Upang maiiwasan ang
hindi pagkakasundo, dapat
gumamit ng magagalang na
pananalita sa pagpapahayag ng
saloobin.

I. Pagtataya ng Aralin Babasahin ng guro ang
panuto.Hayaan ang mga bata na
isagawa ito
A.Gumuhit ng isang parisukat. Isulat
dito ang BAWAL MAGTAPON NG
BASURA
Kulayan ito ng kulay dilaw
Isulat kung ang mga pariralang
pang-abay na may
salungguhit ay pamaraan,
panlunan o pamanahon.
1. Tulung-tulong na naglilinis ang
mga tao bago magpiyesta.
2. Umusad nang dahan-dahan ang
Panuto: Basahin ang bawat
talataan. Ibigay ang maaaring
kalabasan ng mga pangyayari.
Bilugan ang titik ng napiling sagot.
Matalinong bata si Raul. Siya ang
nangunguna sa klase subalit ang
hindi niya matutuhan ay ang
B. Basahin ang talambuhay ni
Manuel L. Quezon at gumawa ng
balangkas upang maitala ang mga
mahahalagang impormasyon.
Manuel Roxas – Talambuhay Buod
sa Tagalog/Filipino (google)
Huling Pangulo ng Komonwelt ng
B. Gumuhit ng malaking bilog. Sa
kanang bahagi nito maglagay ng
maliit na kamay. Sa gitna ng bilog
ay isulat ang salitang HELLO gamit
ang malaking titik
mga sasakyan.
3. Sila’y nagtatanim sa mga
bukiring may patubig.
4. Nahuhuli sa dagat na malapit sa
Estancia ang maraming isda.
5. Sa Linggo ng hapon
magpupulong ang mga magulang
at guro.
6. Tuwang-tuwa at patalun-talon
na sumalubong ang kanyang aso.
7. Umalis siya na mabigat ang
damdamin.
8. Naglilinis sila ng silid aralan
pagkatapos ng pulong.
9. Iwinawagayway ang watawat
tuwing may pambansang
pagdiriwang.
10. Ang matitibay na kahoy ay
matatagpuan sa kagubatan ng
Pilipinas.
dumating sa takdang-oras. Isang
araw, mayroon silang pagsusulit sa
paaralan. Nag-aral siyang mabuti.
Kinabukasan, tinanghali siya ng
gising kaya nahuli sa pagpasok.
Nang umuwi si Raul matapos ang
pagsusulit, mukha siyang
malungkot na malungkot.
Ano sa palagay ninyo ang nangyari?
Maaaring sumakit ang ulo ni Raul
Maaaring may nawala si Raul
Maaaring pinagalitan ng guro si
Raul
Maaaring hindi natapos ni Raul
ang pagsusulit
Iniwan ni Aling Puring na nag-iisa sa
bahay ang kanyang bunsong anak.
Naisipan ng batang maglaro ng
lutu-lutuan. Kinuha niya ang
posporo at sinindihan ang kanilang
kalan. Biglang sumiklab ang apoy.
Ano ang maaaring mangyari?
Nasunog ang bahay nina Aling
Puring.
Nakapaglaro ng lutu-lutuan ang
bata.
Umiyak ang bunsong anak ni
Aling Puring.
May mga bisitang dumating sa
kanilang bahay.
Isang araw, naisipang ayusin ni
Flora ang kanilang altar. Hinugasan
niya ang plorerang mahal na mahal
ng kanyang ina, pinunasan at
nilagyan ng magagandang bulaklak.
Ilalagay na lamang niya ito sa altar
nang dumating ang rumaragasang
pusang hinahabol ng aso.
Lumundag ang pusa sa kamay
niyang may hawak na plorera.
Nabitawan niya at nabasag ang
plorera.
Ano kaya ang gagawin ni Flora?
Magwawalang bahala
Pilipinas
Unang Pangulo ng Ikatlong
Republika ng Pilipinas
Mayo 28, 1946 – Abril 5, 1948
Mga Personal na Tala sa Buhay ni
Manuel Roxas
Araw ng pagkasilang: Enero 1,
1892
Lugar na sinilangan: Capiz
Ama: Gerardo Roxas
Ina: Rosario Acuña
Maybahay: Trinidad de Leon
Araw ng kamatayan: Abril 15, 1948
Lugar kung saan namatay: Angeles
City, Pampanga
Sanhi ng Kamatayan: Atake sa
puso
Edad nang mamatay: 56
Edukasyon
Elementarya at Mataas na
Paaralan
Pampublikong Paaralan ng Capiz
Kolehiyo ng Saint Joseph sa
Hongkong
Mataas na Paaralan ng Maynila
(1910)
Kolehiyo
Batsilyer ng Abogasya,
Pamantasan ng Pilipinas
mga nagawa at mga programa
Tala sa Kasaysayan: Mga Nagawa
at Programa na Naipatupad
Naging topnotcher sa Bar
examination noong 1913.
Nagtrabaho bilang personal na
kalihim ng Kataas-taasang Hukom
Cayetano Arellano.
Naging pambayang konsehal ng
Capiz.
Nagturo ng Abogasya sa Philippine
Law School at National University.
Nahalal na gobernador ng Capiz
nong 1919.
Hinirang na chairman sa
 Itatapon ang plorera
Magsasabi ng totoo sa kanyang
ina
Ilalagay sa altar ang basag na
plorera.
Kaisa-isang anak ni Aling Perla si
Ramil. Si Ramil ay laging malungkot,
masakitin at mahinang kumain.
Isang araw, pinayuhan ni Aling Perla
ng kanyang kaibigan na pabayaan
niyang maglaro ang anak sa labas
ng bahay upang makalanghap ng
sariwang hangin at mainitan ng
araw. Pinakain din siya ng mga
gulay at bungang-kahoy at
pinainom ng sariwang gatas.
Sa palagay ninyo, pagkatapos
mapagpayuhan ng isang kaibigan
ang kanyang ina, ano ang
mangyayari kay Ramil?
Siya ay lalong pumayat.
Siya’y nagging masaya at
malusog.
Lalo siyang naging masakitin.
Lalo siyang ikinulong ng ina.
Malakas ang buhos ng ulan. Baha
na sa mga daan. Inggit na inggit si
Roberto sa mga batang
nagtatampisaw subalit kagagaling
lamang niya sa sakit. Dumaan ang
kanyang mga kaibigan at niyaya
siyang maligo sa ulan.
Ano kaya ang ginawa ni Roberto?
Hindi sumama si Roberto sa mga
kaibigan.
Sumama siya agad sa mga
kaibigan.
Nagalit si Roberto sa mga
kaibigan.
Nagtutulug-tulugan na
lamang si Roberto.
Kumbensiyon ng mga Gobernador-
panlalawigan.
Kumandidato at nanalong
kongresista ng Capiz noong 1922.
Naging ispiker ng Kapulungan ng
mga kinatawan noong 1935.
Kasama si Osmeña ay nanguna
siya sa isang misyong ukol sa
kasrinlan sa Estados Unidos at
tinulungan din nina Jorge Jacobo,
jayme de Veyra at Catalino
Lavandia.
Nakamit ng grupo ni Roxas mula sa
kongeso ng Estados Unidos ang
Hare-Hawes-Cutting Act, ang batas
na nagkakaloob ng kasarinlan ng
Pilipinas sa loob ng 10 taon.
Tinanghal na natatanging
kinatawan ng Kapulungang
Konstitusyonal noong 1934-1935.
Hinirang ni Quezon na maging
Kalihim ng Pananalapi.
Naging Chairman of the Board of
Directors ng National Economic
Council.
Nanguna bilang senador sa halalan
noong 1941.
Naglingkod sa Hukbo ng Pilipinas
nang sumiklab ang Digmaang
Pandaigdig II.
Ayuda-de-Kampo kay Hen.
Douglas McArthur sa corrigidor.
Naging Pangulo ng Komonwelt ng
Pilipinas noong Abril 23, 1946.
Naging Pangulo ng Pilipinas sa
Panahon ng Pananakop ng mga
Hapon.
Pinamunuan niya ang Preparatory
Commission for Philippine
Independence na may layuning
himukin ang mga Pilipino na
sumuko na at makipagkaibigan na
lamng sa mga Hapones.
Katulong na bumuo ng Saligang
 Batas ng Japanese-Sponsored-
Philippine Republic.
Tinangkang patayin noong Hulyo
5, 1943 ng mga taong galit sa
kanya dahil sa pakikipagkaibigan
niya sa mga Hapon.
Nahuli ng mga kalabang Hapon sa
Mindanao at ibinilanggo sa Camp
Caisag.
Nakipagtulungan sa Estados
Unidos para sa gawaing pang-
ekonomiya upang maiangat ang
kabuhayan ng bansa na sinalanta
ng digmaan.
Sa ilalim ng kanyang pamamahala
nagkarron ng kasunduan tungkol
sa Philippine Trade Act of 1946
kung saan nabuo ang malayang
pakikipag-kalakalan ng Amerika sa
Pilipinas.
Agarang nahirang sa tungkulin
sanhi ng pagpalit ng uri ng
pamamahala mula Komonwelt
tungo sa Republika.
J. Karagdagang Gawain para
sa takdang aralin at
remediation

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong
ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro
at superbisor?
G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?

School: LAHI ELEMENTARY SCHOOL Grade Level: VI

 GRADES 1 to 12 Teacher: CHARESSA P. BAYANG Learning Area: MAPEH-HEALTH
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 4 – 8, 2019 (WEEK 2) Quarter: 3RD QUARTER

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
B.Establishing a purpose for the
lesson
Demonstrates understanding of
the health implications of poor
environment sanitation
Consistently practices ways to
maintain a health environment
Describes diseases and disorders
caused by poor environmental
sanitation
H6EH-IIIa-1
21st century Mapeh in Action 6
pages 280-282
Let the student analyse the song
Masdan mo ang Kapaligiran by
Asin..
What is the message of the song?
What did you learn from this
song?
Give examples of environmental
problems that we are experiencing
now a day.
Demonstrates understanding of
the health implications of poor
environment sanitation
Consistently practices ways to
maintain a health environment
Explains how poor environmental
sanitation can negatively impact
the health of an individual
H6EH-IIIb-2
21st century Mapeh in Action 6
pages 2
Play the song “Colors of the
Wind”.
What is the message of the song?
What are common health
problems can we acquire from
poor environmental sanitation?
Demonstrates understanding of the Demonstrates understanding of the health implications of
health implications of poor poor environment sanitation
environment sanitation
Consistently practices ways to Consistently practices ways to maintain a health environment
maintain a health environment
Discusses ways to keep water and Discusses ways to keep water and air clean and safe.
air clean and safe. H6EH-IIIc-3
H6EH-IIIc-3
21st century Mapeh in Action 6 21st century Mapeh in Action 6 pages 2
pages 2
What is environmental sanitation? Why some groceries Weekly test
are insitingon the use 1. administering
of paper bags instead questions
of plastic bags? correctly
2. administering
weekly test in
health 6
3. setting og
standards
4. test proper
5. checking of
results
Show the two bottled water. What is the biggest contributor
Bottle A- Clear water of pollution?
Bottle B- Dirty water

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
F.Developing Mastery
G.Finding Practical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Why do we experience it?
Group pupils into 4.
They will identify the different
diseases caused by poor
environmental sanitation.
1. Respiratory Diseases
2. Gastrointestinal Diseases
3. Skin Diseases
4. Neurological Impairment
What are respiratory diseases?
Gastrointestinal? Skin Diseases?
Give some examples.
Identify the following diseases;
1. Diarrhea
2. Cholera
3. Dysentery
What are the three diseases
brought by poor environmental
sanitation?
As a student how would you
contribute in helping minimize the
poor environmental sanitation
diseases?
What are some diseases and
disorders caused by poor
environmental sanitation?
True or False
1. (T)Diarrhea is the
opposite of constipation
and sometimes called
“intestinal flu”
2. (T)Cold is the most
common respiratory
disease due to poor
environmental sanitation.
3. (F)Cholera is a disease
Give the negative effect of the
following:
1. Dump waste in lakes and
rivers
2. Throw your waste
anywhere you want.
3. Drink water from any
source.
What is the effect of poor
environmental sanitation to our
health?
Form 3 groups.
Let them explain the following
skin diseases:
1. Eczema
2. Scabies
3. Ringworms
Who are responsible in polluting
our environment? Why do say
so?
Why is it unsafe to drink water
from street vendors?
Explain why does poor
environmental sanitation has a
negative impact to our health?
Give some practices that we can
do in order to improve
environmental sanitation
problems?
Let the students give their own
opinion about the water A and B.
What is safe to drink?
Why is it unsafe to drink?
Group the students into 3. Group them in 2 groups. Explain
Explain the following each
1. Clean Water A. Air Pollution
2. Clean Air B. Water Pollution
3. Control of Noise/Pest
Rodents
Write some ways to keep the What is the effect of poor air in
environment clean. our health?
Give places which the river is What is the effect of tobacco smoke?
polluted. Smoke Belching Vehicles?
Where can we find a place with Dumping garbage in our water systems.
clean air?
Do you want to live in these areas?
Why?
What contributes in water and air How can we keep air
pollution? and water clean?
What ordinance that does not allow
burning of garbages especially
plastics?
What is its negative effect?
What contributes in water and air Give ways on how to keep water and air clean?
pollution?
How can we have a clean True or False
environment? 1. (T) Clean and potable
Original File Submitted and water is a result if the
Formatted by DepEd Club Member - environment is clean.
visit depedclub.com for more
2. ( F) Flies, mosquitoes,
cockroachesa and mice
are pets that we can take
care.
3. (F) Clean air came from
 involving gastrointestinal factories, cars, trucks,
tract, namely the jeeps, and tricycles.
esophagus, stomach, 4. (T) Noise pollution is
small intestine, large caused by many vehicles
intestine and rectum. on the road and the
4. (F) Dysentery is not an noises coming from
infectious disease which factories.
is passed through the
ingestion of food and
water that has beeb
contaminated.
5. (T) Overpopulation,
excessive urbanization,
environmental health
J.additional activities for application Assignment: Assignment: Assignment: Assignment:
or remediation Write a slogan for environmental Explain: Explain: What can you share in helping
sanitation. Health is wealth Reduce, Reuse, and Recycle the problems in keeping water
and air clean?
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng
80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang Gawain
para sa remediation
C.Nakatulong ba ang remedial? Bilang
ng mag-aaral na nakaunawa sa aralin.
D.Bilang ng mag-aaral na
magpapatuloy sa remediation
E.Alin sa mga estratehiyang pagtuturo
ang nakatulong ng lubos? Paano ito
nakatulong?
F.Anong suliranin ang aking naranasan
na solusyunansa tulong ng aking
punungguro at superbisor?
G.Anong kagamitang panturo ang
aking nadibuho nanais kong ibahagi sa
kapwa ko guro?

School: LAHI ELEMENTARY SCHOOL Grade Level: VI

 GRADES 1 to 12 Teacher: CHARESSA P. BAYANG Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 4 – 8, 2019 (WEEK 2) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The Learner…………..

A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
demonstrates understanding of solid figures.
is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.
49. visualizes and describes the
different solid figures: cube, prism, from plane figures. M6GE-IIIa-28 figures using various concrete and
pyramid, cylinder, cone, and
sphere.
M6GE-IIIa-27
 Lesson Guide in Elem. Math Gr. 6
p.360, 363
21st Century Mathletes 6, pp166-
199
DLP 6 Mod 69
Mathletes 6 textbook, video clip,
power point presentation
Mental Computation: Solving for
Perimeter and Area
Game 1
a)Divide the class into 6 groups.
(per column)
b)Teacher provides an illustration
board for each group.
c)Teacher flashes a picture of a
plane figure with given
measurements of sides.
14 cm
Ex.5 m 6 cm
50. differentiates solid figures
21st Century Mathletes 6, pp. 56-
59
21st Century Mathletes 6, pp.
166-199
Mathletes 6 textbook, video clip,
power point presentation
Drill: Group Activity:
51. illustrates the different solid
pictorial models.
M6GE-IIIb-29
21st Century Mathletes 6, pp. 56-59
21st Century Mathletes 6, pp. 166-
199
Mathletes 6 textbook, video clip,
power point presentation
Mental Computation Drill: Solving
for Perimeter/Area of Plane Figures
Traveling Game
1.Teacher shows a picture of a
plane figure with given dimensions.
Ex.: 18 cm
12 cm
P=?
A=?
8m
2.The first two students from the
1st column solve mentally what is
52. identifies the faces of a solid figure. M6GE-IIIb-30
21st Century Mathletes 6, pp. 56-59
21st Century Mathletes 6, pp. 166-199
Mathletes 6 textbook, video clip, power point presentation
Play the “Concentration Game.” Match column A w/
a)Teacher prepares 12 cards column B:
consecutively numbered. A
At the back of each number card 1.Sphere
are the following: 2.Cone
3. Pyramid
4.Cylinder
5. Prism
B
a.Has 2 bases, and lateral
faces made of rectangles
b.Has at least 3 lateral
faces, which are triangles
and only 1 base
c.Has 2 circular bases and
d)The first student from each
group solves for the perimeter and
area of the given figure. He/she
writes his/her answer on the
illustration board provided for
each group.
e)The first to give the correct
answers (with the proper labels)
and raises his/her board first, gets
2 points.
f)Continue the game until
everyone in the column has
participated.
g)The group with the most
number of points wins.
2.Review the previous lesson.
Give 2 examples.
being asked. The first to give the cube 2. 3. no vertices
correct answer with the proper d.Has 1 circular base and
label is challenged by the next 4. 5.cylin 6. 1 vertex.
student in the column. der pyra e.Has no faces, bases,
3.Continue the game until everyone mid edges or vertices. A solid
in class has participated. 7. sphere 8. 9. figure that has the same
4.The student who has beaten most 10. distance to any point
of his/her classmates is the winner. from the center.
cone Answer:
2.Review: Identifying Spatial Figures 11.rectan 12.
gular
What are the different spatial prism
figures? b)Teacher divides the class into
Give examples of real objects that 2 groups.
are models of spatial figures. c)A student from a group
Original File Submitted and chooses 2 numbers, say 1 and 9.
Review: Formatted by DepEd Club Member - d)Teacher opens the number
visit depedclub.com for more cards and finds out if the
drawing and word match. If
they match, another student Group Activity:
from the same group chooses
another pair of numbers and so
on.
e)If the contents of the numbers
don’t match, the teacher flips
the cards again to show the
numbers (not the word or
drawing). Then a player from
another group chooses the next
pair of numbers, and so on.
f)The group with the most
number of correctly matched
pairs wins.
Review:
B. Establishing a purpose for the
lesson
Imagine that we have an aquarium
and a wooden box. If we will fill up
both of them with water until they
become entirely full, which of
them will take more amount of
water? Explain.
Based on the illustration, the
aquarium will take a greater
amount of water as compared to
the wooden box because it has
more space to hold more amount
Guessing Game: Illustrate the ff. figures. Cut out pictures of objects from 1.Group the pupils into
1. I have 0 sides. I have 0 Plane Figure Illustrati newspapers or magazines that Learning Barkadas.
vertices. I am round on are models of spatial figures. 2.Provide each group
2. I have 4 sides. My sides 1.Circle Describe each pieces of used folders,
are equal. I have 4 2.Rectangle pair of scissors, and
vertices. 3.Square paste.
3. I have 3 sides. My sides 4.Triangle 3.Let them make some
are not always the same. Solid Figure Illustrati spatial figures out of
I have 3 vertices. on these materials.
4. I am a solid figure. I have 1.Sphere 4.The first to make 3 will
no faces or edges. I am 2.Rectangul be declared winner.
round. ar Prism
5. I am a solid figure. I have 3.Cube
6 faces. 8 vertices and 4.Triangular
12 edges, all equal. pyramid
6. I am a solid figure. I am
Guide Questions:
round and have 1 round
1.Is it possible to combine plane
face. I have a point and
figures to form solid figures?
1 round edge.
2. What is the corresponding solid
figure if circles & rectangles will be
combined? Circle triangle? Square
& triangles? Rectangle and triangle?
 of water. These objects are
examples of solid figures.
(Show the video of the song “3D
shapes I know”)
C. Presenting Examples/Instances The big box below is another
of new lesson example of a solid figure. What
kind of solid figure is this?
Look at the illustration of the box
and try to answer the ff. question.
What is the shape of the bottom
part of box? Is it the same with the
shape of the top part?
What is the right side of the box?
Does it have same shape with the
one on the left side?
Do the back and front sides of the
box have the same shape?
Objects in the real world are called
three-dimensional if they have
length, width and height. In
Mathematics, the three-
dimensional objects are known as
solid figures.
Present this problem:
A boy visited a toy store and he
found the ff.:
From the items that he found,
identify which of them are plane
figures and which of them are
solid figures.
Use the four-step plan to solve
the problem.
Hint: (Recall the definition of
plane figures.)
(See txbook page 197 for the
answer to this problem.)
What else can you think of?
3. Can all plane figures be
combined to one another to form
different kinds of solid figures? Give
example & explain.
1) Introduce the different Present the ff. figures. Present the lesson
spatial figures. through this activity:
Let the students describe the a.Call the winners.
characteristics of each figure.
2)Ask what is common among all 1.Let them show their
the spatial figures? finished products to the
3)Present a paper robot whose class.
parts are made up of spatial figures. 2.Have them describe
each and identify its
parts.
3. Have them identify
Guide questions: use the figures its faces.
above.
b.Call the 2nd placer.
 How many parallel
1.Let them show the
faces are there in figure
spatial figures they
4)Ask the students to identify the 1? Name them.
made that are different
spatial figures represented by each  Are all faces of figure 1 from the first group.
part by completing the chart below. congruent? Explain.
2.Have them describe
Parts of Spatial Figures  How many each and identify its
the Represented vertex/vertices can you parts.
Robot count in figure 1?
3. Have them identify
Head Ex.: cube  Give at least 2 edges of its faces.
Body Rectangular
figure 1
Arms prism
Legs  What kind of polygon
c.Do the same with the
Feet are the faces of the
other group.
Hands second figure?
Mouth  How many faces do we
Nose have in second figure?
Eyes
Ears
D. Discussing new concepts and
practicing new skills #1
Discuss the content on pages 189- Discuss how to compare plane b.Activity 2 – Use of Real Situation Group Activity: (Let the pupils watch the
193 of their Mathletes Textbook figures with solid figures to the Problem Answer deepening on page 74 video of faces, edges &
class. 1) Bring the students outside of TG. vertices of solid figures)
(You can also show a video on the classroom.
differentiating plane and solid 2) Let them observe their
figures.) surroundings and jot down the
different spatial figures they see.
3) Let them tabulate the
answers.
4) Afterwards they go back to
the classroom and share what they
have listed on paper.
5) Discuss the importance of
being aware of different spatial
figures as seen and experienced
through the environment.
Object Spatial Ex.
Figure
Represe
nted
Basket Sphere
ball Cylinder
Water
jug
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
Discuss the solid figures: Ask the ff. questions:
What is a plane figure?
A plane figure is two dimensional
figure which possesses an area
but the volume of this figure is
zero. The examples of plane
figures are square, circle,
rectangle, triangle etc. Plane
figures can be drawn on a paper.
The unit of area of a plane figure
is square of unit of length. The
study of plane figures is called
plane geometry.
2. What is a solid figure?
The three dimensional figures are
called solid figures. These figures
have an surface area as well as a
volume. These figures cannot be
drawn on a paper. The examples
of solid figures are cuboid,
parallelepiped, football, solid
sphere etc. The unit of area of a
solid figure is square of unit of
length. Similarly, the volume of
three dimensional figure is cube
of unit of length
Identify the spatial figure Group Activity:
represented by the following: 1.Divide the class into
1. ball cooperative groups of five.
2. globe 2.Each group is assigned a solid
3. funnel figure and given their shape to
4. test tube examine .
5. tent 3.They draw a picture of their
6. dice shape, and list its characteristics,
including: the plane figure that
creates its faces.
4. The leader of the group will
report the work of the group.
Matching Game Tony bought a robot for his little Group Activity:
1)Blindfold a volunteer pupil. brother. He customized every
2)Let him/her hold a spatial figure. part of the robot by putting a
( Can use concrete objects) design on each part and the
3)Let him/her identify and describe robot appears as shown below.
it.
He wants to challenge his little
brother by asking him to identify
the different solid figures in
each of the corresponding parts
of the robot. What are the
different solid figures that make
up the robot?
Let the pupils answer the
problem.
(Discuss the answer on page
194-195 of Textbook)
Identify the following nets as cube, (Let the pupils watch the video Group Activity:
rectangular prism, cylinder, or a of faces, edges & vertices of Complete the table on
pyramid. solid figures) the activity sheet given by
Example: the teacher.
= rectangular prism
1. ________
2. ________
 3._________

4._______

5._______

G. Finding practical applications of Group Activity: Give 5 objects that Pair-share: Cut the above Match Column A with column B
concepts and skills in daily living are models of the following spatial graphics and glue them under 1) The base is a polygon and its
figures: suitable categories. faces are triangles.
1.cone 2) A spatial figure with a polygonal
2.cylinder base whose edges meet at a
3.cube common vertex.
4.prism 3) A spatial figure having a circular
5. sphere base and one vertex.
4) A spatial figure with 2 parallel
congruent faces called bases and
the other faces are parallelograms.
5) A spatial figure with 2 circular
bases, no edge, and no vertex.
a. rectangular prism
b. cone
c. pyramid
d. cylinder
e. triangular prism

H. Making generalizations and What are the different spatial What is the difference between a What is a prism? What are the How do you identify the faces of a solid figure?
abstractions about the lesson figures. Describe each one. plane figure and a solid figure? kinds of prisms? Describe each.
What are their common ANSWER What is a pyramid? What are the A face is one of the flat surfaces on a solid figure. A
characteristics? The difference between plane kinds of pyramids? Describe each. planefigure is a flat, two-dimensional figure. A prism is a
 Give examples of real life objects and solid figures is in their three-dimensional object with two congruent parallel bases
that represent each spatial figure. dimensions. Where a square is a that are polygons. A pyramid is a three-dimensional object
plane figure, its 3D counterpart, with a base that is a polygon and triangular faces that meet
the cube, is a solid figure. The at one vertex.
same comparison exists between
a circle, or plane figure, and a
sphere, a solid figure. Individuals
create plane figures by
connecting points on a grid to
create 2D geometrical shapes.
The same shape takes on extra
dimension by adding additional
points and lines to give the shape
height, width and depth.
I. Evaluating Learning A. Draw in your notebook Sort-out the figures into their Identify the spatial figure Complete the table: Complete the table:
objects that resemble the represented by the following: Soli Dra No. No. No.
following space figures. d w of of of
Figu The Ver Fac edg
re Fig. tice es es
s
1.R
ecta
ngul
ar
pris
m
2.sq
uar
e
pyr
ami
d
3.cy
1) 2) 3) 4) corresponding columns. lind
er
4.co
ne
5.sp
5) her
e

B. Name the spatial figures

that resemble the following
 objects below:
1) box
2) ball
3) dice
4) ice cream cone
5) globe
J. Additional activities for Construct each spatial figure using Answer Math
application and remediation art paper. Challenge on
1) blue pyramid 4) green page 199
2) black cone rectangular prism
3) yellow cube 5) red cylinder
6) violet sphere

V. Remarks
VI. REFLECTIONS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I
encountered which my principal
or supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
 teachers?
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT / TOPIC
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
School: LAHI ELEMENTARY SCHOOL Grade Level: VI
Teacher: CHARESSA P. BAYANG Learning Area: SCIENCE
Teaching Dates and
Time: NOVEMBER 4 – 8, 2019 (WEEK 2) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate understanding of gravity and friction affect movement of objects.
The learners should be able to produce an advertisement demonstrates road safety
Describe gravity Describe gravity affects motion Describe how gravity
Cite situation which show the Cite situation which show the affects motion.
presence of gravity S6FE-IIIa-c-1 presence of gravity S6FE-IIIa-c-1 S6FE-IIIa-b-5
Infer how friction and gravity
Appreciate the importance of the Appreciate the importance of the -Show through group
The learners should be able to affect movements of different
awareness on gravity awareness on gravity activity how gravity affects
describe gravity. objects. S6FE-IIIa-c-1
motion
-Appreciate the
importance of gravity and
motion
Gravity Gravity Gravity Gravitational Force How does Gravity Affects
Motion
CG, pp 94
Cyber Science 6 pp. 186-
191
Science Links p.309-316 Science in Our World p. 189-193 The New Science Links 6 pp.
309-316
http://www.kids-science- Test Papers
experiments.com/
http://www.sciencefair-projects.org/ Activity Sheet Activity Sheet CG, pp 94
physics-projects/gravity-device.html
Explore and Experience Science 6, Video clip Video clip https://

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
Mercado et.al., pp.218 - 221
Find out students' ideas about gravity.
Ask:
What is gravity?
Where is gravity?
What does gravity do?
EXPLORATION
(COLLABORATIVE APPROACH)
a. Setting of standard in performing
an activity
b. Activity proper
Activity 1. Materials: A Styrofoam
cup, a pencil, water, and a bucket.
1. Poke a hole in the side of the cup
with the pencil. Make the hole about
2 inches above
Roll the ball. Pupils will pass the
ball while the music is playing.
As the music stops, the pupil
holding the ball will answer the
questions to be asked by the
teacher.
Ask pupils about gravity.
Show a video clip of a child
climbing up a tree
What can you say about the child?
What may happen to him?
Have you experienced climbing a
tree?
Teacher gives initial instruction
about the activity
https://www.youtube.com/watch
?v=9gTfCgETDAw
Roll the ball. Pupils will pass the
ball while the music is playing.
As the music stops, the pupil
holding the ball will answer the
questions to be asked by the
teacher.
Ask pupils about gravity.
Show a video clip of a car in a
steep road and a car running on
the normal road
What can you say about the the
two cars?
Which car runs fast?
Have you experienced riding in a
car on o steep road?
Teacher gives initial instruction
about the activity
What is gravity?
When you throw two objects
with different weight, which will
fall first? Does weight affect
motion (speed) of the falling
object?
Setting of Standards
Small Group Activities
See Activity Sheet Observing
Force of Gravity (Science Links 6
pp. 310)
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
video.search.yahoo.com/
yhs/search?fr=yhs-blp-
default&hsimp=yhs-
default&hspart=blp&p=vid
eo+how+gravity+affects+m
otion#id=1&vid=
0b33064a785be3e841f
Review:
Games
Identify the ways to
reduce friction by
arranging the jumbled
letter
.
To a applying surface
lubricants
Moving between contact
reducing surfaces
Contact between
minimizing the surfaces
rough
Shapes using aerodynamic
Motivation
Gravity Song (video
Presentation)
Ask what is about the
song?
Describe the song in one
word.
. Instruct one pupil to
throw the ball upward.
Ask: What did the boy do?
What happened to the
ball when it was thrown
upward?
What is the
movement of the ball as it
reaches the ground?
The teacher will tell
the pupils about that the
the bottom of the cup.
2. Cover the hole with your thumb
and fill the cup with water.
3. Hold the cup up high and uncover
the hole. Make sure the water flows
into the bucket or
do this experiment outside. What
happened to the water? Did it gush
out of the cup?
Cover the hole with your thumb again
and fill the cup.
4. Now make a hypothesis: If you
drop the cup into the bucket, would
the water flow more
quickly or more slowly out of the hole
in the cup?
lesson is about
How Gravity affects
motion. 1.Group the class
into two. .Each group will
perform differentiated
activity
2. Distributes the activity
cards.
3. Recall the standards in
doing the activity.

5. Hold the cup high and drop it into

the bucket. What happened to the
water coming out of
the hole?

Activity 2:
Materials:
Small dowel or stick
String
Paperclips
Scissors
Tape
Strong magnets (Use either
neodymium magnets .5 inch or bigger
or ceramic magnets .75 inch or larger.
Regular craft magnets won’t work.)
Metal ruler (or wooden ruler with
tape)
Blocks, books, or other material for
stacking

1. Start by tying some paperclips to

pieces of string. Then tie the string
onto a small dowel rod or stick.
gravity experiment using paperclips

2. Lift up the dowel rod so the

 paperclips hang from the string.
Which direction do the paperclips
point?
What happens if you tilt the stick?

3. Place three magnets along a metal

ruler. (If you’re using a wooden ruler,
you can tape the magnets to the top.)
Suspend the ruler from two stacks of
blocks, books, or other materials. Be
sure the magnets are facing down.

4. Take the paper clips and string off

your dowel rod.
Take one paperclip and hold it until
it’s just suspended below the first
magnet. Tape the string in place onto
the table (or whatever surface your
activity is on). Do this with the other
two paperclips.

EXPLANATION Answer questions “What have

(CONSTRUCTIVISM APPROACH) you find out: (1-5)

a. Presentation/Reporting of Pupils
D. Discussing new concepts and
output
practicing new skills #1
Students present their output on the
activity. The teacher will give
feedback about the result.
E. Discussing new concepts and  What happened to the water
practicing new skills #2 in activity 1? Did it gush out
of the cup?
 If you drop the cup into the
bucket, would the water
flow more quickly or more
slowly out of the hole in the
cup?
 What happened to the water
coming out of
 the hole?
See Activity Sheet
See Activity Sheet
Group reporting or presentation
of their outputs through
differentiated activities.
G I-Newscasting
G II- Interview
G III-Rap
G. IV- Advertisement
allow the pupils to share
their understanding on
what is gravity and motion
Let them describe how
gravity affects motion of a
falling object?
Let them give some more
examples of an object that
falls down. And how this is
affected by motion.

F. Developing mastery
(leads to formative assessment )
 Which direction do the
paperclips point?
 What happens if you tilt the
stick?
 Why the paperclips were not
going up into the air after we
removed the magnets.
 What things fall?
 What happened to each of
the objects as
they fell?
 Why do you think that
happened?
 Why is the statement “What
goes up, must come down”
usually true?
 What caused the paper to
fall downward?
 Why is gravity invisible?
 What causes gravity?
 Do all things have gravity?
ACTIVITY – PAIR OFF
Have kids pair off and make Have the pupils strengthen
predictions about what will happen their understanding about
when they drop various objects: the concepts by answering
pencils, erasers, or any items that are the following question
safe to drop. They can write their
predictions in a science notebook or What pulls the object to
they can make a data chart with two the ground?
columns: predictions and results.
Then ask students to drop these How do the object falls
items. One kid in each pair should do towards the ground?
the dropping and the other should
observe. Then they can switch. Why it is difficult to
upward a hill or to an
elevated placethan going
down?
How do air resistance
affects movement of a
 falling object ?

How would you make use of your How would you make use of your
Imagine you throw a ball upward. knowledge about gravity on your knowledge about gravity on your Valuing
What happened to the ball? Why do everyday lives? everyday lives? To ensure safety at
you think this happened? home especially during
G. Finding practical applications earthquake,
of concepts and skills in daily What precautionary
living measure shall we follow
using our knowledge
About how gravity
affects motion?

H. Making generalization and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for
application / remediation
What is gravity? Teacher will ask pupils to make a Teacher will ask pupils to make a Generalization:
Gravity is a force that tries to pull two generalization about today’s generalization about today’s
objects toward each other. Earth’s lesson lesson Describe how does gravity
How does gravity affects motion
gravity is what keeps you on the affects motion by making a
?
ground, what causes objects to fall, concept map.
and is why the objects fall down
rather than up!
QUIZ NO. 4 / GRAVITY QUIZ NO. 5 / GRAVITY QUIZ NO. 6 / GRAVITY QUIZ NO. 7 / GRAVITY QUIZ NO. 8 / GRAVITY
Make a poster on how gravity
Make a research about situations
affects motion.
which show the presence of gravity.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :

Pa Fail ML T Pa Fail ML T Pa Fail ML T Pa Fail ML T Pa Fail ML T

sse ed sse ed sse ed sse ed sse ed
d d d d d
V. REMARKS
M M M M M
MR MR MR MR MR
IAP IAP IAP IAP IAP
GC GC GC GC GC
S S S S S

VI. REFLECTION
______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned ______ of Learners who
A. No. of learners who earned
above 80% above 80% above 80% above earned 80% above
80% in the evaluation
B. No. of learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who

additional activities for
remediation
C. Did the remedial lessons work
? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well ? Why
did this work ?
additional activities for remediation additional activities for additional activities for additional activities for require additional
remediation remediation remediation activities for remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught ______ of Learners who caught ______ of Learners who
the lesson the lesson up the lesson up the lesson caught up the lesson
______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue ______ of Learners who ______ of Learners who
require remediation to require remediation to require remediation continue to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning well:
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Socratic Questioning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Game-Based Learning
Demonstrations Demonstrations Demonstrations Demonstrations ___ Interactive Lecture
The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a classroom Demonstrations
experiment, a survey,a simulation or experiment, a survey, a simulation experiment, a survey, a experiment, a survey, a The activity can be a
an analysis of secondary data. or an analysis of secondary data. simulation or an analysis of simulation or an analysis of classroom experiment, a
___Cooperative Learning ___Cooperative Learning secondary data. secondary data. survey, a simulation or an
___Jigsaws ___Jigsaws ___Cooperative Learning ___Cooperative Learning analysis of secondary data.
___Gallery Walks ___Gallery Walks ___Jigsaws ___Jigsaws ___Cooperative Learning
___Fieldtrips ___Fieldtrips ___Gallery Walks ___Gallery Walks ___Jigsaws
___Making notes from book ___Making notes from book ___Fieldtrips ___Fieldtrips ___Gallery Walks
___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from book ___Making notes from book ___Fieldtrips
presentation presentation ___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from
___Text books ___Text books presentation presentation book
___Investigations ___Investigations ___Text books ___Text books ___Use of internet/audio
___Models ___Models ___Investigations ___Investigations visual presentation
___Demonstrations ___Demonstrations ___Models ___Models ___Text books
Other Techniques and Strategies used: Other Techniques and Strategies ___Demonstrations ___Demonstrations ___Investigations
___Manipulative Tools used: Other Techniques and Strategies Other Techniques and Strategies ___Models
___Pair Work ___Manipulative Tools used: used: ___Demonstrations
___ Explicit Teaching ___Pair Work ___Manipulative Tools ___Manipulative Tools Other Techniques and
___ Group collaboration ___ Explicit Teaching ___Pair Work ___Pair Work Strategies used:
___ Carousel ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___Manipulative Tools
___ Diads ___ Carousel ___ Group collaboration ___ Group collaboration ___Pair Work
___ Differentiated Instruction ___ Diads ___ Carousel ___ Carousel ___ Explicit Teaching
___ Discovery Method ___ Differentiated Instruction ___ Diads ___ Diads ___ Group collaboration
___ Lecture Method ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel
Why? ___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Diads
___ Complete IMs Why? ___ Lecture Method ___ Lecture Method ___ Differentiated
___ Availability of Materials ___ Complete IMs Why? Why? Instruction
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Discovery Method
___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Lecture Method
collaboration/cooperation in doing ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why?
 their tasks collaboration/cooperation in doing ___ Group member’s ___ Group member’s ___ Complete IMs
___ Audio Visual Presentation of the their tasks collaboration/cooperation in collaboration/cooperation in ___ Availability of
lesson ___ Audio Visual Presentation of doing their tasks doing their tasks Materials
the lesson ___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Pupils’ eagerness to
the lesson the lesson learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation of the lesson

__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
F. What difficulties did my
Equipment (AVR/LCD)
principal or supervisor can help
__ Science/ Computer/
me solve ?
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs behavior/attitude
__ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) __ Unavailable Technology
__ Science/ Computer/ Equipment (AVR/LCD)
Internet Lab __ Science/ Computer/
__ Additional Clerical works Internet Lab
__ Additional Clerical
works

G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers ?
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
Planned Innovations:
__Contextualized/
Localized and Indigenized
IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition

GRADES 1 to 12
DAILY LESSON LOG
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. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
School: LAHI ELEMENTARY SCHOOL Grade Level: VI
Teacher: CHARESSA P. BAYANG Learning Area: TLE-HE
Teaching Dates and
Time: NOVEMBER 4 – 8, 2019 (WEEK 2) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Demonstrate an understanding of an understanding of and skills in managing family resources
Manages family resources applying the principle of home management
I.1 Identifies family resources and needs (human, material, and nonmaterial)
I.1.1 list of family resources
1.1.2 list of basic and social needs
TLE6HE-Oa-1
Management of Family Resources WEEKLY TEST
Bantigue, R.M. and Pangilinan, J.P. (2014)
Growing up with Home Economics and Livelihood Education.
FNB Educational, Inc. QC.
https://www.google.com.ph/
#q=resources+meaning
https://en.wikipedia.org/wiki/
Resource_management
Generate ideas from learners Recap of what was discussed Recap of the lesson the previous Yesterday, we talked about money
about their definition of the day before and segue to day. and the need for its prudent
resources. the next lesson. management, We also identified
Yesterday, we familiarized sources of money.
Resources are a stock or supply of Yesterday, we familiarized ourselves with management of

B. Establishing a purpose for
the lesson
money, materials, staff, and other
assets that can be drawn on by a
person or organization in order to
function effectively.
Elicit from the class – what, then,
is the meaning of family
resources? The learners are asked
to give examples of family
resources and needs.
The learners are asked to
categorize the resources into the
following :
 Human
 Material
 Nonmaterial
Mention that the resources
generated in the discussion need
to be managed.
Ask the learners their idea of
management.
Emphasize the importance of
management of resources in the
context of family which will be
discussed in the lesson.
ourselves with management of
family resources. We
identified examples of
resources and categorized
them into human, material and
nonmaterial. We focused on
time as a nonmaterial resource
and its importance.
The class was asked to prepare
a daily time and work schedule
and it was explained why they
had included specific activities
in the schedule, as well as the
choice of time allotment.
From the list of resources,
choose another example.
Energy might be one and falls
under human resources.
Emphasize the importance of
management of resources in
the context of family, which
will be discussed in the lesson.
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family resources. We identified
examples of resources and
categorized them into human,
material and nonmaterial. We
focused on time as a nonmaterial
resource and its importance.
The class was asked to prepare a
daily time and work schedule and it
was explained why they had
included specific activities in the
schedule, as well as the choice of
time allotment.
From the list of resources, choose
another example. Energy might
be one and falls under human
resources.
Again, use the list of resources Ask the class,
identified by the learners as point  “Do you think the family
of reference – choose another income is sufficient for the
resource e.g.money. Money falls family?
under material resource.  “Do you think the family
income is more than
sufficient for the family?
The prudent management of  “Do you think the family
money is very important. income is not sufficient for
the family?

C. Presenting examples/
instances of new lesson
Refer to the response of the
learners on the examples of
resources. Depending on the
response, zero in on an example
provided by the learners e.g. time.
Time is in the category of
nonmaterial
Time is gold. It is a God-given gift
Ask the learners why energy is
important. Why should this
be managed? How should this
be managed?
Every activity utilizes energy,
thus reducing strength and
causing tiredness and fatigue.
Elicit comments and opinions from
the learners on this sentence – “The
prudent management of money is
very important.”
Articulation of opinions, views and
comments through provision of
examples.
Why do you think the family income
is...?
 More than sufficient for the
family
 Sufficient for the family
 Not sufficient for the family
Give examples.
 that must be valued and used
wisely. Time is short and once
lost, cannot be regained. Proper
time management can bring good
results.
Our energy has its limits, so
we have to avoid unnecessary
use. The proper management
of strength can speed up work
and reduce stress.
The teacher will bring out meta
cards containing quotes on money.
The class will explain the meaning
of the “quotes” then provide
examples.

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
The learners are asked to give the
advantages of proper time
management. Examples are also
provided.
1.Happiness and security for
having accomplished something
very important for the day;
2.More time to spend for family
members after accomplishing the
planned activity; and
3. More time to attend to other
constructive activities and
worthwhile projects.
Time can be managed properly by
scheduling activities wisely. Make
plan for every activity. Routinize
some activities based on available
time and how often these tasks
have to be done.
The preparation of a realistic daily
time schedule is a helpful
management tool to help the
students identify and prioritize
activities.
Ask the learners to prepare a one-
day time and work schedule.
The identified learners will be
asked to present their schedule.
The teacher will divide the
class into four (4). Using
photos and drawings brought
by the learners, identify
helpful measures that need to
be done to simplify work at
home and conserve human
energy.
Each group will report in class.
Examples on application should
also be given in the report.
Money is very important. It is a
part of life just like time and
energy.
How do we differentiate money
from income?
Money is a current medium of
exchange in the form of coins and
banknotes.
Income is money received,
especially on a regular basis, for
work or through investments.
Ask what the possible sources of
money are?
ACROSTICS
Using the acronym MONEY, provide
a corresponding word or phrase
opposite each letter, indicating its
possible sources. The group
assignment the previous day will be
followed.
Ask the class to bring out the
photos or drawings on the possible
sources of money.
As a group prepare a collage of the
photos and present it in class.
The teacher will facilitate discussion
on other sources of family income
that may not be covered by the
group.
Based on our discussion, we have
realized that family income most of
the time was not sufficient?
What do we do to ensure that we
spend the family income wisely?
Group yourselves into four (4).
Identify helpful tips in the wise
spending of the family money.
Provide examples.
Synthesis of reports:
The following are some helpful tips
in the wise spending of your money.
 Make a list of all the needed
things to avoid buying
things which are not much
needed. Include the kind,
size, color and prices to be
bought.
Know and compare the prices of
commodities to be bought, Do not
buy products with unreasonably

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalization and
abstractions about lesson
I. Evaluating Learning
Explain why they have included
the activities in their schedule.
Clarify why they have allotted the
number of minutes in the
activities.
Mention that the class was able
to:
 Define family resources
 Define management in
the context of the family
 Determine the
importance of
management of
resources.
 Provide examples of
resources e.g. time
The discussion will be synthesized
by the teachers and relate one
discussion point to another.
Referring to the resources
identified by the learners, ask
After the completion of the
group work, the teacher will
reinforce the discussion by
synthesizing the results of the
discussion.
Analyze the activity.
 Use gadgets to
facilitate completion
of work.
 Arrange the materials
and things needed at
work in one place.
 Know the appropriate
time in carrying out
the activity in order to
accomplish the
taskproperly.
 Maintain a good
posture while
working.
 Use both hands to
facilitate working.
 Finish the work you
have started.
 Alternate the heavy
Mention that the class focused
on energy which is a human
resource.
Ask the class what needs to be
done to simplify work at home
and conserve human energy.
We learned the importance of
energy management.
Emphasize the importance of
rest after a hard day’s work.
Ask the learners to share on
The teacher will explain to class
that the money being used by the
family comes from the salary or
other forms of income of family
members. It can also come from
bonuses, commissions or
honorarium received by an
employee belonging to the family.
Other source of family income will
be profits from business from those
who are self-employed.
Mention the importance of money
in the family, but ensure that
money should come from sources
that are in accordance with the law
of the people and of God.
Ask the learners to share on their
high price.
Buy fruits and vegetables in season
to be sure of their freshness, cheap
price, and their good quality.
Buy in bulk foods which are
needed every day.
Know the less costly ingredients
that can be used as substitute for
expensive items,
Shop at the market nearest your
place. You should be familiar with
the stores offering the lowest prices
for each commodity. Have a
permanent store or grocery where
you purchase the needed items to
ensure the good quality and
standard price.
Limit your expenses within the
amount of money that you have but
be sure to buy what you have listed.
As a Grade VI learner, how can you
ensure that you are spending your
 them to choose one and explain their insights on the lessons for insights on the lessons for the day. money wisely?
why this is important. the day.

J. Additional activities for Bring photos or drawings on: Bring photos or drawings of Divide the class into four (4). Remind the class about the
application or remediation a. how to simplify work with the possible sources of money Ask each group to come up with a presentation the next day on the
use of energy; and how to presentation in whatever form on three examples of resources. It will
conserve energy. the three examples of resources. be an application of what was
This may be in the form of a skit, learned this week.
news format etc.; Be resourceful,
creative and artistic. For
presentation on Friday.
V. REMARKS
VI. REFLECTION
A. No. Of learners who earned
80% in the evaluation
B. No. Of learners who require
additional activities for
remediation who scored below
80%
C. Did remedial lesson 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 help me
solve?
G. What innovation or localized
materials did I use/discover
which to share with other
teachers?