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GRADE 6 School: Grade Level: VI

Teacher: Learning Area: ENGLISH


DAILY LESSON LOG
Teaching Dates and Time: JUNE 10-14, 2019 (Week 2) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


WEEK 2
INDEPENDENCE DAY
I. OBJECTIVES
A. Content Standards Analyze sound devices Infer meaning of idiomatic Compose clear and coherent Describe different forms and Observe politeness at all times
(personification ) expressions using affixes sentences using appropriate conventions of film and moving
In a text heard grammatical structures: pictures
Pluralization of irregular nouns (blocking)

B. Performance Standards

C. Learning ENG. LC-Ib-2-3-6 ENG. 6V-Ib-12.4.2.1 EN6G-Ib-2.3.2 EN6VC-Ib-5.1.2 ENG. 6-Ib-5.1.2


Competencies) Analyze sound devices Infer meaning of idiomatic Compose clear and coherent Describe different forms and Observe politeness at all times
(personification ) expressions using affixes sentences using appropriate conventions of film and moving
In a text heard grammatical structures: pictures
Pluralization of irregular nouns (blocking)
II. Content Analyzing sound devices Inferring meaning of idiomatic Composing clear and coherent Describing different forms and Observing politeness at all times
(personification) in a text expressions using affixes sentences using appropriate conventions of film and moving
heard grammatical structures: pictures
Pluralization of irregular nouns (blocking)

III. (Learning Resources)


A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages ELC Study Zone: Irregular Plural of www.brightubeducation.
Nouns com
3. Textbook Pages Fun in Eng. Reading p. 158 READING p.212 Fun in Eng. Lang. p.112 Fun in English Reading pp.215-
218
4. Additional Materials from
Learning Resources (LR) Portal
B.Other Learning Resources
IV.Procedures
A.Review Previous Lessons Introduced the lesson with Some idiomatic expressions Pluralization of Regular Nouns Different forms and conventions Review: Observing politeness at
identifying Onomatopic www.english grammar/idiomatic of film and moving pictures all time
sounds p. 158 expression (lights) 6 minutes video Character
Fun in Eng. Reading Builders
B. Establishing purpose for the Let pupils identify the figure 1. Discuss the title of the story. . Listening to a poem Ask a question: Have you ever Have the pupils give their
Lesson of speech use in a text 2. Allow children to ask questions. THE PLURAL POEM wondered how a film is made? reactions about the video
www.ereadingfigurative Internet search Who are the people behind the
language scenes?

C. Presenting examples Show examples of figurative Read the story John’s Keys to Choose the correct form of plural Read the story:
/instances of the new lessons language Success for each noun Movie in the Making Video Presentation: Be Polite at
www.ereadingfigurative esl.com advance reading John’s ELC Study Zone pp. 214-216 all Times
language Keys to Success Fun in Eng. Reading internet search
Personification

D. Discussing new concepts and Allow pupils to read the list Ask pupils to give some idioms and Allow pupils to answer activity 2 Answer the question orally
practicing new skills #1. of figurative language write them on the board. A p. 112 Fun in Eng. Lang “After You Read” p. 216 Fun in Role- Playing : have the pupils
Personification Eng. Reading role played a different scenarios
that shows politeness
www. brightubeducation

E. Discussing new concepts & Give a list of Figurative Let them give the meaning of Pronunciation: 1. Ask pupils to What is blocking? Ask the pupils to tell what they
practicing new skills #2 language Personification idiomatic expression read the poem orally by group. Internet search www.elements already knew about using polite
www.ereadingfigurative THE PLURAL POEM of cinema( blocking) words.
language Answer Activity 1 p. 217 Fun in Original File Submitted and
Eng. Reading Formatted by DepEd Club
Member - visit depedclub.com
for more
F. Leads to Formative Let them analyze sound Answer Exercise 1 pp. 212-213 Fun Ask pupils to use the plural of Ask the pupils: What is the
Assessment 3) devices using personification in Eng. Reading irregular nouns in a clear and importance of blockings in a Let the pupil’s answer 1-5
in a text heard coherent sentences film? Scenario on what are they going
www.ereadingfigurative to do on the ff. scenes.
language Internet search
www. brightubeducation

G. Finding Practical Applications What benefits can you get John’s Keys to Success What you have learned about Film Making Tips What is the importance of being
of concepts and skills in daily from this lesson? What values have you learned from “PLURAL POEM” (blockings) polite at all times?
living the story? Internet search
H. Making Generalizations & A. Let them read and Work on Exercise 2 on p. 213 Fun in What benefits can we get from Lesson about movie blocking
Abstractions about the lessons analyzed sound devices Eng. Reading the PLURAL POEM Videos Why is being polite at all times
using personification in a Internet search important?
text heard
www.ereadingfigurative
language

I. Evaluating Learning Answer p. 52 English For You Pen Power: Have the pupils write Spell It Right, Role-Playing about Movie Read some of pupils answer on
And Me Reading some idiomatic expressions and ELC Study Zone Blockings the given scenario.
give its meaning Internet search

J. Additional activities for Let pupils understand the use of Answer ELC Study Zone 330 Write a Movie Review about List down all the polite
application or remediation affixes in an idiomatic expression grammar your favorite film expression you have known.

V.Remarks
VI. Reflection
A .No.of learners who earned 80% in ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
above ___ of Learners who earned 80% above
the evaluation
B. No.of learners who requires ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional acts.for remediation who additional activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
scored below 80%

C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No.of learners who caught up with ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
the lessons lesson lesson lesson
D. No.of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require
require remediation require remediation remediation remediation require remediation remediation

E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did this work?) ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal/supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovations or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I used/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
as Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: JUNE 10-14, 2019 (Week 2) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


INDEPENDENCE DAY
I. OBJECTIVES

I. Layunin

Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan


A. Pamantayang Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Pangnilalaman 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 ksanayan sa paggamit ng wika sa komunikasyob at pagbasa ng iba’t ibang uri ng panitikan
Nasasaulo ang isang tula/awit na napakinggan at naisasadula ang isang isyu o paksa mula sa tekstong napakinggan
B. Pamantayan sa Nakasasali sa isang usapan tungkol sa isyu
Pagganap Nakabubuo ng sariling diksiyonaryo ng mga bagong salita mula sa mga binasa; naisasadula ang mga maaaring mangyari sa nabasang teksto Nagagamit ang nakalimbag at di-
nakalimbag na mga kagamitan sa pagsasaliksik
Nakasusulat ng reaksyon sa isang isyu
Nakagagawa ng isang blog entry tungkol sa napanood
Naisasagawa ang pagsali sa mga usapan at talakayan, pagkukuwento, pagtula, pagsulat ng sariling tula at kuwento

C. Mga Kasanayan Nasasagot ang mga tanong Nakapagbibigay ng panuto na Nagagamit nang wasto ang mga Napagsunod-sunod ang mga Nagagamit ang pangkalahatang
sa Pagkatuto tungkol sa napakinggang may higit sa limang pangngalan at panghalip sa pangyayari sa kuwento sa tulong sanggunian F6EP-Ib-d-6
kuwento hakbang F6PS-Ib-8 pakikipag-usap sa iba’t ibang ng nakalarawang
F6PN-Ia-g-3.1 sitwasyon balangkas
F6WG-Ia-d-2 F6PB-Ib-5.4
Nakasusulat ng idiniktang talata
F6PU-Ib-2.8

Pagsagot sa mga Pagbibigay ng Panuto Paggamit ng Panghalip Pagsusunod-sunod ng mga Paggamit ng


II. NILALAMAN Tanong Tungkol sa Pangyayari sa Kuwento Pangkalahatang
Napakinggang Sanggunian
Kuwento
III. KAGAMITANG
PANTURO

A. Sanggunian
1. Pahina sa Gabay ng Guro

2. Pahina sa Kagamitan ng
Mag-aaral

3. Pahina sa Batayang
Aklat
4. Karagdagang
Kagamitan mula sa
Learning Resource (LR)
portal

B. Iba pang kagamitang Nakalarawang balangkas


panturo

IV. PAMAMARAAN
A. Balik-aral sa nakaraang Ipatukoy sa mag-aaral ang Dugtungan Mo Igagalaw ko, Pangalanan Mo Sabihin ang kahulugan ng Hayaang magbahagi ng
aralin at/o ngalan ng sumusunod na Simulan ang pagbabahagi ng Magpatukoy ng isang bagay sa salitang may salungguhit sa karanasan ang magaaral tungkol
pagsisimula ng bagong larawan at kung saan ito unang pangyayari sa loob ng silid-aralan. Pahulaan bawat pangungusap. sa pagganit ng silidaklatan.
aralin ginagamit. napakinggang kuwento nang ang inisip sa mga kaklase sa 1. Dumungaw si Angela nang Original File Submitted and
nagdaang araw. Tumawag ng pamamagitan ng paggawa ng marinig ang malakas na Formatted by DepEd Club
mag-aaral upang sundan ang mga kilos upang masabi kung Member - visit depedclub.com
tahol ng aso.
pangyayaring ibinigay. Gawin ano ang bagay na ito. for more
ito hanggang sa matapos ang 2. Nakita niya ang dalawang
kuwento. Itala sa pisara ang sagot ng pulis at mga tsuper ng jeep
magaaral. na may nilulutas na
Ipabasa ang ginawang talaan. problema sa banggaang
Ano ang tawag sa mga ito? naganap.
Ano ang pangngalan?
3. Naroon din ang kaniyang
lolo, mahilig kasi itong
maglagi sa may bakuran
kaya kitang-kita niya ang
pangyayari.

B. Paghahabi sa layunin ng Hayaang magbahagi ang mag- Ano ang nilaro ng Ipabasa nang malakas ang Paano mo ipinapakita ang Ano-ano ang gamit na makikita
aralin aaral ng kanilang karanasan na magkakaibigan sa ilog? sumusunod na pangungusap. pagmamahal mo sa mga sa silidaklatan?
may kaugnayan sa mga larawang 1. Nagpunta sina Juan sa kaibigan?
ipinakilala sa natapos na gawain. ilog.
2. Gumawa sila ng balsa
gamit ang pinagtabitabing
katawan ng puno ng
saging.
3. Habang naglalaro ang
magkakaibigan, natulog
naman si Juan sa isang
balsa.
C. Pag-uugnay ng mga Ano ang nangyari kay Juan Pakuhanin ang mag-aaral ng Ano-ano ang pangngalan sa bawat Ipabasa: Tanda ng Ano-ano ang mga
halimbawa Tamad nang magpunta silang kalahating papel. pangungusap? Pagmamahalan Mga pangkalahatang sanggunian na
sa bagong aralin magkakaibigan sa ilog? Alamin Bigyan sila ng mga panuto sa Ipagamit sa sariling pangungusap Diptonggo sa Tula at makikita sa silid-aklatan? Kailan
ang mga hinuha ng mag-aaral. paggawa ng bangkang papel. ang mga natukoy na pangngalan. Mahahalagang Pangyayari sa ginagamit ang bawat isa?
Isulat ito sa pisara. Ibigay nang isa-isa ang mga Kuwento 1268
hakbang.
Tingnan kung nasusundan ito ng
mag-aaral. Hayaang ipakita ng
magaaral ang kanilang natapos
na bangkang papel.

D. Pagtalakay ng Basahin nang malakas ang “Juan Nasunod mo ba nang wasto ang Balikan ang usapan sa kuwento ni Ipangkat ang mag-aaral. Dalhin ang mag-
bagong konsepto Tamad” sa pp. 7-8 ng Mga mga panuto na ibinigay? Juan Tamad. Pagawain ang bawat pangkat ng aaral sa silid-aklatan. Papiliin ang
at paglalahad ng Diptonggo sa Tula at Bakit? Bakit hindi? Ano-ano ang pangngalang ginamit komik istrip upang ipakita ang bawat isa ng gagamiting
bagong Mahahalagang Ano ang ginawa mo upang sa usapan? pagkakasunod ng mga pangkalahatang sanggunian upang
kasanayan #1 Pangyayari sa Kuwento 1268. makasunod nang wasto sa pangyayari sa binasang kuwento. makapagsaliksik paksang nais. -
panutong ibinigay?
Tungkol saaan ang Ano ang napansin ninyo nang
napakinggang kuwento?
magbigay ako ng panuto?
Nakatulong ba ang aking
ginawa upang makasunod ka
nang wasto?

E. Pagtalakay ng Balikan ang mga hinuha ng Ipangkat ang mag-aaral. Kung makakausap mo si Juan Pasagutan ang ibinigay na
bagong konsepto mag-aaral bago basahin ang Bawat pangkat ay Tamad, ano ang nais mong sabihin balangkas upang maipakita ang
at maghahanda ng panuto sa kaniya? pagkakasunod-sunod ng mga
paglalahad ng bagong kuwento. tungkol sa paggawa ng isang Gumamit ng pangngalan. pangyayari sa binasang kuwento.
kasanayan #2 Isa-isahin ang mga ito at laruan.
sabihin kung nangyari ba ang Matapos ang laang oras, Ano-ano ang pangngalang ginamit?
Ano ang Ano ang
mga ito sa kuwento o hindi. pagparehasin ang bawat pangkat. Tama ba ang pagkakagamit ng bawat sumunod na
unang
Sasabihin ng Pangkat A ang pangkat? pangyayari? pangyayari?
kanilang mga inihandang panuto sa
Pangkat B. Matapos ang gawain na
ito, magpapalit naman ang bawat
pangkat sa pagbibigay ng panuto.
Matapos ang gawain, nagawa mo Ano ang
ba nang maayos ang mga Ano ang
suliranin?
naging
gawaing ibinigay ng ibang katapusan
pangkat? Bakit? Bakit hindi? ng
kuwento?

F. Paglinang sa Sino-sino ang tauhan sa Bigyan ng sapat na oras ang mag- Magpagupit sa mag-aaral ng larawan sa Ano-ano ang dapat tandaan upang Pasulatin ng isang talata
Kabihasaan (Tungo napakinggang kuwento? aaral na makapaghanda ng panuto lumang diyaryo o magasin. (Kung wala, maisulat muli ang ididiktang talata ng na may lima (5) hanggang
sa formative Saan nagpunta ang na nais nilang ipagawa sa kanilang maaaring maghanda na ang guro ng guro? (10) sampung
Assessment) magkaibigan? kaklase upang makabuo ng isang mga larawan na gagamitin. pangungusap tungkol sa
Ano ang ginawa nila sa bagay mula sa isang papel. Siguraduhin na sapat sa lahat ng mag- Ipasulat ang ididiktang talata.
paksang sinaliksik.
kanilang pinuntahan? Ano Matapos ang inilaang oras, sabihin aaral ang larawang ihahanda. Matapos ang gawain, kuhanin ang Matapos ang inilaang
ang ginawa ni Juan? Ano sa mag-aaral na humanap ng Pakuhanin ang bawat mag-aaral ng papel upang bigyang-puna. oras, tumawag ng ilan
ang ginawa ng kaniyang kapareha. Bawat isa ay magbibigay isang larawan.) Gamit ang larawang upang ibahagi ang
mga kaibigan? Ano ang ng kani-kanilang inihandang ginupit/napili, pagawain ang mag-aaral Ipasulat muli ito ayon sa ibinigay na kanilang natapos.
nangyari kay Juan? panuto. ng isang maikling salaysay/talata na puna.
Umikot at tingnan kung tama at may 4 – 5 pangungusap. Ipasulat ito sa
maayos ang pagbibigay ng isang papel. Pabilugan ang mga
bawat isa ng panuto. pangngalan na ginamit.

G. Paglalapat ng Aralin Anong bahagi ang Ano-ano ang panuto na lagi Paano mo pahahalagahan ang iyong Paano makatutulong sa
sa Pangaraw-araw nagustuhan mo sa mong naririnig sa bahay? Sa kaibigan? iyo ang pagkaalam sa
na kuwentong napakinggan? paaralan? Sa kalsada? Sa mga paggamit ng mga
buhay Bigyang-katwiran ang sagot pampublikong lugar? pangkalahatang
na ibibigay. Sa pagsagot sa pagsusulit, ano sanggunian sa
ang mangyayari kung hindi mo pagsasaliksik na
susundin nang maayos ang mga gagawin?
panutong ibinigay?

H. Paglalahat ng Ano ang natutuhan mo sa Ano ang dapat tandaan sa Ano ang pangngalan? Ano ang dapat tandaan upang Ano-ano ang
Aralin kuwentong napakinggan? pagbibigay ng panuto? matukoy muli ang mga pangyayari pangkalahatang
Paano mo ito maisasabuhay? sa binasang kuwento? sanggunian at kalian
Ano-ano ang dapat tandaan upang ginagamit ang bawat isa?
maisulat nang wasto ang talatang
ididikta ng guro?
I. Pagtataya ng Kung bibigyan mo ng marka ang Ipabuod ang kuwento ni Juan Tamad.
Aralin iyong kapareha sa natapos na Pabilugan ang mga pangngalang
gawain, ano ang ibibigay ginamit.
mo?Bigyang-katwiran ang ibinigay
na marka.
5 – pinakamataas
4- mataas
3- mataas--taas
2- mababa
1- pinakamababa

J. Karagdagang gawain
para sa takdang-
aralin at remediation

V. MGA TALA

VI. PAGNINILAY

A. Bilan ng mag-
aaral na 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
magaaral na
nakaunawa sa
aralin.

D. Bilang ng mga mag-


aaral na
magpapatuloy sa
remediation.
E. Alin sa mga Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
istratehiyang
__Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
pagtuturo __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
nakatulong ng __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
lubos? __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
__Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong
aking naranasan na
kagamitang panturo. panturo. panturo. panturo. kagamitang panturo.
solusyunan sa __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng
tulong ng aking bata. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata mga bata.
punongguro at __Mapanupil/mapang-aping mga __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa __Kakulangan sa Kahandaan ng mga bata lalo __Mapanupil/mapang-aping mga
bata lalo na sa pagbabasa. pagbabasa. na sa pagbabasa. bata
superbisor?
__Kakulangan sa Kahandaan ng mga __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan sa Kahandaan ng
bata lalo na sa pagbabasa. makabagong teknolohiya makabagong teknolohiya makabagong teknolohiya mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman __Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan __Kakulangan ng guro sa
ng makabagong teknolohiya kaalaman ng makabagong
__Kamalayang makadayuhan teknolohiya
__Kamalayang makadayuhan

G. Anong kagamitang __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video
presentation __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book presentation
panturo ang aking
__Paggamit ng Big Book __Community Language Learning __Community Language Learning __Community Language Learning __Paggamit ng Big Book
nadibuho na nais __Community Language Learning __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Community Language Learning
kong ibahagi sa mga __Ang “Suggestopedia” __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Ang “Suggestopedia”
kapwa ko guro? __ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task Based
__Instraksyunal na material __Instraksyunal na material
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: JUNE 10-14, 2019 (Week 2) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


WEEK 2
INDEPENDENCE DAY
I. OBJECTIVES

The learners demonstrate understanding of different types of mixtures and their characteristics
A. Content Standards

The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
B. Performance Standards

C. Learning Competencies/ Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
Objectives
Write the LC code for
each
Recall of Homogeneous and Describe solutions as Perform Experiments affecting Describe characteristics and
Heterogeneous Mixture homogeneous mixture and its uses Solubility uses of suspensions
Review of Heterogeneous and Solutions Solutions : Experimentation Suspensions
II. CONTENT Homogeneous Mixtures

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 Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
lesson or presenting the Game: Pera o Bayong. The Yes or No. The teacher should ask Flashcards. The teacher should Pass the ball. The small ball
new lesson teacher should prepare 4 the students to prepare yes and prepare terms such as solutions, will be passed while the
choices for every question. no cards. The teacher asks a solid, liquid, solute, dissolution, music is playing. When the
When a question is asked, the question answerable by yes or no. solvent and other related terms. music stops, the one holding
students will line up to the The teacher should lead the Show the cards and ask students the ball gives an insight or
choices. discussion to homogeneous what they recall. learning from yesterday’s
mixtures. activity.

B. Establishing a purpose Question of the day: Question of the day: Situation Analysis: Question of the day:
for the lesson
Based from last week’s What happens when solids are If you were to drink coffee, will Why do some solids mixed
activity, what are mixture? mixed with water? you choose granules or powder? with water do not dissolve?
Heterogeneous and Why?
homogeneous mixtures?
If you were to drink chocolate,
what will you choose tablea or
powder and why?

C. Presenting Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction


examples/instances of Activity 2.2 Mysterious Water. The Activity 2.3 Speed Up My Activity 2.4 Are you
the new lesson teacher will use the activity as Solutions.The teacher will use the suspended?.The teacher will
guide. activity as guide. use the activity as guide.

D. Discussing new concepts Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction


and practicing new skills Direct Instruction. The teacher Group Presentation of Data. The Direct Instruction. The
#1 should identify solute and solvent teacher may use Rubric on teacher should guide the
in his/her discussion. Presentation. students to the concept of
suspension.
Original File Submitted and
Formatted by DepEd Club
Member - visit
depedclub.com for more
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery Teacher’s Instruction
(leads to Formative Activity 2.1 Mixture Foldables.
Assessment 3) The teacher will use the
activity as guide.

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations Note: The activity has the Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
and abstractions about summary/generalization of One sentence summary. The Cause and Effect. The teacher Suspension Glass. The
the lesson the lesson. teacher asks the students what should show a graphic organizer of teacher should show a
they have learned. cause and effect like fishbone. graphic organizer of
suspension glass.

Example,
The bottom part should
contain things you have
learned about suspension.
The top part should contain
things you want to know
more about suspension.

I. Evaluating learning Please see Rubrics on Making Note: The teacher may use the The evaluation score is based on Short Quiz.
Foldables. evaluation in the activity. the rubrics used. Possible question:
What is suspension? What
are the characteristics of
suspension? What are the
uses of suspension?
J. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
additional activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
require additional
activities for remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the
work? No. of learners
lesson lesson
who have caught up with
the lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
require remediation remediation remediation remediation require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies worked well?
___ Games ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized materials did I
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
use/discover which I views of the locality views of the locality views of the locality views of the locality views of the locality
wish to share with other __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: T.L.E-H.E
DETAILED LESSON PLAN
Teaching Dates and Time: JUNE 10-14, 2019 (Week 2) Quarter: 1st Quarter

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in managing family resources
B. Performance Standards Manages family resources applying the principles of home management
1.3 Allocates budget for basic and social needs such as:
1.3.1 food and clothing
1.3.2 shelter and education
C. Learning Competencies /
1.3.3 social needs: social, and moral obligations
Objectives
(birthdays, baptisms, etc.), family activities, school
Write the LC code for each
affairs
1.3.4 savings/emergency budget (health, house, repair)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Management of family resources
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and
III. LEARNING RESOURCES
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Learning Resource Pp. 23-24 1991.pp. 23-24
(LR)portal
Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Bantigue, R.M. and
Pangilinan, J.P. (2014) J.P. (2014) Growing up with J.P. (2014) Growing up with Home Pangilinan, J.P. (2014) Pangilinan, J.P. (2014)
Growing up with Home Home Economics and Livelihood Economics and Livelihood Growing up with Home Growing up with Home
Economics and Livelihood Education. FNB Educational, Inc. Education. FNB Educational, Inc. Economics and Livelihood Economics and Livelihood
Education. FNB Educational, QC. QC. Education. FNB Educational, Education. FNB
Inc. QC. Inc. QC. Educational, Inc. QC.
B. Other Learning Resources

https://www.google.com.ph/ http://www.watchknowlearn.
search?q=needs+versus+wan org/Video.aspx?VideoID=4473
ts+activities&oq=needs+vers 8&CategoryID=4959
us+wants&aqs=chrome.2.69i
59j69i57j69i59j0l3.6406j0j7&
sourceid=chrome&ie=UTF-
8#q=needs+versus+wants+
IV. PROCEDURES
Last week, there was a Recap of the lesson the previous Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
discussion on management day day previous day previous day
of the family income.
Management of family As a segue, mention that the day Yesterday, we discussed the Yesterday, we learned
income means allocating it to before, the class learned the principles that need to be applied budgeting and how it can be
A. Reviewing previous provide for the basic needs factors that should be considered to make family budgeting a applied to the family.
lesson or presenting the new of members and for in budgeting. successful and fulfilling task.
lesson comfortable living.
Budgeting is critical because it is
Ask the class to identify some of oftentimes difficult to ensure
the priniciples. that we will be able to make
both ends meet when times are
We also identified items that were hard.
included in the family budget.
Ask the class about the For the day’s lesson, the class will Ask what items are included in How can we prudently manage
relationship between identify where the income goes or the budget. the financial resources of the
management and budgeting what the family includes in the family?
of family income. budget. Then, present the following list
culled from the book: Group the class into four (4).
Aside from the knowledge of what  Food and clothing Each group will answer the
comprises a family budget, the  Shelter and education question. “How can we make
class needs to be aware of certain  Social needs both ends meet?”
principles to be applied effectively  social and moral obligations
in order to make family budgeting  family activities Reporting per group follows.
a successful and fulfilling task.  school affairs
 Savings/emergency budget The results of the discussion will
B. Establishing a purpose
for the lesson
According to Bantigue and  health be processed by the teachers.
Pangilinan (2014), the summary of  house repair Original File Submitted and
the principles that should be Formatted by DepEd Club
applied to make family budgeting a Member - visit depedclub.com
successful and fulfilling task are as for more
follows:
 Know the family’s income.
 List your expenses. Know
which components are fixed
and which are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for savings.
By means of budgeting, the Ask the class to bring out the Tell the learners that items 1 and 2 Show photos of different Divide the class into four (4)
family can properly allot the photos they were asked to bring. are basic needs and are familiar to items/situations. groups.
income. A family should have Group the class into 4 (four). Let them. Mention something about
a knowledge of family the class identify where or what food and clothing, shelter and Ask the learners if they are Using the concepts learned
budgeting to know how much the family includes in the budget. education. needs or wants. yesterday, come up with an
is spent for family needs and Prioritize the items. The class will activity that will demonstrate
where the income goes. be given ten minutes to complete Ask them to give examples of the the difference between
Ask why they think it is a need
Through family budgeting, the the activity. Reporting follows. items under social needs, and needs and wants. Think of
C. Presenting examples/ or want.
members will learn to spend savings/emergency budget. activities outside the box.
instances of the new
wisely, save regularly,
lesson
participate in family matters
These are the following:
more actively with the
a. Social and moral obligations –
maximum benefit from the
birthdays, baptisms, etc.;
wise use of resources, like
time, energy, and abilities.
b. family activities;

c. school affairs.

Ask: What are the factors that SHORT SKIT Mention that a family budget also The teacher writes two columns Presentation per group.
need to be considered when Using the previous group provides for the following needs: on the board. One column has
budgeting? assignment, discuss among the Refer to the examples given by the heading NEEDS. The other
 Size of the family group the principles in making the learners. If it was already column has the heading
 Family income family budgeting a successful and mentioned, do not include in the WANTS.
 Kind of work each fullfilling task. The twist is this will list.
D. Discussing new concepts family member does be presented in a short skit. Randomly distribute metacards
and practicing new skills #1  Talents and abilities Food, shelter, clothing, education, containing a list of needs and
of each member The group will be given five (5) household operations, wants.
 Locality where the minutes to present the short maintenance/repair, utilities
family lives skit. (water, electricity, telephone, Ask the learners to post the
transportation, medical and metacards on the board.
dental care, rest and recreation,
stipend, savings. Ask the learner to
explain/defend his/her choice.
. Presentations Divide the class into four groups Based on the activity that was
 Group 1 Provide situations wherein the conducted ask the learners to
E. Discussing new concepts and  Group 2 group will prepare a budget for the differentiate needs from wants.
practicing new skills#2  Group 3 entire family for one week.
 Group 4 Note that there are four types of A need is a requirement for
situation. The group have the survival, e.g. breathable air.
option on how they will present it A want is a desire. It may be the
in a most creative and innovative desire for a need (e.g. a choking
way. person generally wants to be
able to breathe) or for
something not needed for
survival, such as chocolate or a
new car.
F. Developing mastery Let the learners cite examples Comments on group Reporting of results of group Show a short clip on managing Giving feedback on
(Leads to Formative Assessment of the factors that need to be presentations: work. money: Needs versus Wants presentations.
3) considered when budgeting.  Group 4 will comment on Group
1 Analyze the movie and relate it Examples of guide questiona:
 Group 3 will comment on Group to needs versus wants. Note
2 that some of the contents of Was the group effective in
 Group 2 will comment on Group the video may be debatable e.g. emphasizing the difference
3 chocolates is needed by between needs and wants?
 Group 1 will comment on Group soldiers for endurance in the If yes, How?
4 middle of a war while in a
normal situation it is a want for
What concepts in the
another individual.
Limit the comments on the presentation had an impact
contents of the presentation. on you? Why?
Does the presentation manifests
the principles in making family Do you think the
budgeting a successful and presentations can further be
fulfilling task? improved? In what way?
G. Finding practical applications Aside from what was -do- Ask the class on their comments -do-
of concepts and skills in daily mentioned, can you think of on the output of the groups.
living other factors that need to be Consider the factors that need to
considered when budgeting? be considered in budgeting and
Explain. principles to make budgeting a
successful and fullfilling task.
H.Making generalizations and Today we determine the Synthesize the discussion on what There is a need to distinguish
abstractions about the lesson relationships between and where the family budget is between need and want . This
management and budgeting allotted, as well as the principles will enable us to prioritize
of family income. We also to take into consideration to make needs over wants, hence
looked into the factors that family budgeting successful and ensuring that the budget is
need to be considered when fulfilling. enough to make both ends
budgeting. meet moreso when times are
hard.
I. Evaluating learning Ask the learners to share their .If you were to make a personal
insights on the lesson for the day budget, what would you include?
Why?
J. Additional activities for Bring photos or drawing If you were given a personal
application or remediation where family budget is spent budget by your parents
more than what you really
need, how will you spend it?

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
VI. REFLECTION
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80%
earned80%onthe formative above
assessment
B. No.oflearnerswho ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
requireadditionalactivities
forremediation.
C. Didtheremediallessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
No.oflearnerswho lesson lesson lesson lesson lesson
havecaughtupwiththe lesson.
D. No.oflearnerswho ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation
continuetorequire remediation
E. Whichofmyteaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategiesworkedwell?Why ___ Games ___ Games ___ Games ___ Games ___ Games
didthesework? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. WhatdifficultiesdidI __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounterwhichmy __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principalorsupervisorcan __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
helpmesolve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I use/discover __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
which I wish to share with views of the locality views of the locality views of the locality views of the locality views of the locality
other teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
DETAILED LESSON PLAN
Teaching Dates and Time: JUNE 10-14, 2019 (Week 2) Quarter: 1st Quarter

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang pangheograpiya at
(Content Standards) ang ambag ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipino.
Pamantayan sa Pagganap
(Performance Standards Naipamamalas ang pagpapahalaga sa kontribosyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo.
Pamantayan sa Pagkatuto 4. Nasusuri ang konteksto ng pag- usbong ng liberal na ideya tungo sa pagbuo ng kamalayang nasyonalismo 4.1 Natatalakay ang epekto ng pagbubukas ng mgadaungan ng
(Learning Competencies) bansa sa pandaigdigang kalakalan
4.2 Naipaliliwanag ang ambag ng pag-usbong ng uring mestizo at ang pagpapatibay ng dekretong edukasyon ng 1863
Layunin (Lesson Objectives) 1.Naipapaliwanag ang 1.Natatalakay ang epekto ng 1. Naipapaliwanag kung paano 1.Nakapagtatala ng mga dahilan 1.Naipapaliwanag ang
kahulugan ng pagbubukas pagbubukas ng mga daungan sa umusbong ang gitnang uri sa sa pagsasabatas ng Dekretong kahulugan ng pagbubukas ng
ng Suez Canal sa bansa. lipunan sa Pilipinas. Edukasyon ng 1863 at mga Suez Canal sa pandaigidigang
pandaigidigang kalakalan naging epekto nito; kalakalan.
2.Napapahalagahan ang epekto ng 2.Napahahalagahan ang epekto ng
2. Masigasig na makakasali sa pagbubuakas ng mga daungan pag-usbong ang gitnang uri sa 2.Nakapagpapahalaga sa mga 2.Napapahalagahan ang epekto
brainstorming at talakayan ng bansa sa pandaigdigang lipunang Pilipino. kabutihang dala ng edukasyon. ng mga pagbubukas ng mga
tungkol sa mga epekto ng kalakalan. daungan ng bnsa sa
pagbubukas ng Suez Canal 3. Nakakagawa ng isang concept 3. Nakakagawa ng poster na pandaigdigang kalakalan.
3. Nakakalikha ng poster tungkol map na napag-ugnay ugnay ang may bisaya slogan na
3. Nakakagawa ng alin man sa sa epekto ng pagbubukas ng dahilan sa pag-usbong ng gitnang nagpapakita ng kahalagahan ng 3. Nakakagawa ng poster na
sumusunod: mga daungan ng bansa sa uri edukasyon may na Slogan na nagpapakita
a. Nakakaguhit ng Poster na pandaigdigang kalakalan. ng kahalagahan ng Edukasyon
nagpapakita ng epekto o
impluwensiya ng pabubukas
ng Suez Canal
b. Nakakagawa at
nakakaawit ng jingle tungkol
sa epekto o impluwensiya ng
pagbubukas ng Suez Canal

Paksang-Aralin (Subject- Pagbubukas ng Pilipinas sa Epekto ng Pagbubukas ng mga Pag-usbong ng gitnang uri Pagpapatibay ng Dekretong Lingguhang Pagsusulit
Matter) pandaigdigang kalakalan Daungan sa Bansa sa Edukasyon ng 1863
“Pagbubukas ng Suez Canal: Pandaigdigang Kalakalan

Kagamitang Panturo (Learning TM, TG, Curriculum Guide 6, TM, TG, Curriculum Guide 6, MG TM, TG, Curriculum Guide 6, MG TM, TG, Curriculum Guide 6, MG Test Papers
Resources) MG BOW 2016, Others BOW 2016, Others BOW 2016, Others BOW 2016, Others
Pamamaraan (Procedure)
a. A. Reviewing Previous Bilang bahagi ng pagbabalik- Pagpapakita ng talaan tungkol sa Gamit ang Semantic Web TAMA o MALI: Magkaroon ng
lesson/s or presenting the new aral ng mga bata: (Q and A) sanhi at bunga ng pagbubukas ng review sa nakaraang leksyon sa
lesson Ngayong araw na ito pag- Suez Canal. Anu-ano ang naganap na pamamagitan ng pagtatanong
aralan natin ang tungkol sa pagbabago sa Pilipinas sa ng mga katanungang sasagutin
Punan ang tsart ng mga
pagbubukas ng Suez Canal sa pagbubukas ng Suez Canal? ng Tama o Mali. Kung ang
Pandaigdigang Kalakalan. impormasyon na nagsasaad ng sasagot ng Tama ang mga mag-
Mahalagang malaman mga sanhi at bunga ng pagbukas aaral, sila ay tatayo. Kung Mali
natin ang pagbukas sa Suez ng Suez Canal naman ang kanilang sasagot, sila
Canal sa pandaigdigang ay uupo sa kanilang upuan.
kalakalan upang malaman
natin ang sanhi at bunga sa
pagbubukas ng Suez Canal
Pagkatapos ng leksyon
susukatin ang inyong
kaalaman sa pamamagitan ng
pagsulat.

b. B. Establishing a Purpose for Malalaman ang kahalagahan Pagpapakita ng larawan ng Paglalahad sa mga bata ng Pass the ball: Itanong sa mga
the Lesson ng pagbubukas ng Suez Canal pinakamalapit at pinakakilalang kanilang pangkatang gawain. mag-aaral kung bakit mahalaga
sa pandaigdigang kalakalan daungan sa kanilang lugar. ang kanilang pag-aaral dito sa
(Basahin at ipaliwanag ni paaralan. Magpapaikot at
titser ang pagbubukas ng Suez Ipalarawan sa mga bata ang magpapasa ng isang Bola ang
Canal sa pandaigdigang ipinakitang mga daungan mga mag-aaral habang
Kalakalan) tumutugtog ang musika. Ang
sino mang may hawak ng bola sa
paghinto ng musika ang siyang
sasagot sa tanong

c. C. Presenting Maipapaliwanag ang Pagpapakita ng video ng mga Pangkatang Gawain gamit ang Ilahad sa mga mag-aaral ang
Examples/Instances kahalagahan ng pagbubukas sinaunang daungan sa Pilipinas Concept Map: Pangangalap ng naging adhikain ng pamahalaang
ng Suez Canal datos gamit ang aklat Espanyol sa pagtatag ng Sistema
ng edukasyon sa ating bansa
Group 1 – Isulat ang mga upang tugunan ang mabilis na
pagpababago sa pangkabuhayan paglaganap ng kaisipang liberal.
noong umusbong ang gitnang uri. Original File Submitted and
Formatted by DepEd Club
Group 2 - Isulat ang mga Member - visit depedclub.com
pagpababago sa larangan ng for more
edukasyon noong umusbong ang
gitnang uri.
Gamit ang Radio Broadcasting:
Group 3: Ipahayag sa kaklase ang
kinahihinatnan sa pag-usbong ng
gitnang uri

d. D. Discussing New Concepts Modelling: Concept Mapping Pangkating-Gawain (5 grupo) Pagpapalitan ng kuro-kuro ukol sa Focused Group Discussion:
Magpapakita ang teacher ng Bigyan ng larawan ang bawat mga pagbabagong naganap sa Pangkatin ang klase sa 5-8
concept mapping at ipapaskil pangkat larangan ng pangkabuhayan at grupo. Bigyan sila ng hand-outs
niya ito sa pisara edukasyon batay sa nakalap na na naglalaman sa paksang
Larawan ng Kalakalang Galyon datos. aralin. Hayaan silang pag-usapan
Ano-ano ang pangyayaring ( silbi ng galyon sa panahon ng ang ito.
nagbunsod sa pagbukas ng Espanyol
Suez Canal? Think-Pair-Share

Bakit mahalaga sa mga


mamamayang Europeo at
Pilipino ang pagbukas ng Suez
Canal?

Ano-ano ang mga sanhi at


bunga ng pagbukas ng mga
Pilipino sa pandaigdigang
kalakalan?

e. E. Continuation of the Pair Group- Cooperative Pagbibigay ng karagdagang Data Retrieval Chart: Magbigay
Discussion of New Concepts Learning impormasyon tungkol sa paksa: ng Blank Chart sa bawat
Ipaliwanag kung paano pangkat. Ipatala sa mga mag-
nakapaglakbay ang mga tao Epekto ng pagbukas ng mga aaral ang mga dahilan sa
noong hindi pa naimbento ng daungan sa bansa pagsasabatas ng Dekretong
mga barko, erplano at iba Edukasyon ng 1863 at ang mga
pang sasakyan. nagging epekto nito sa bayan.

Paano nila naibenta ang


kanilang produkto? Sa anong
taong binuksan ang
pandaigdigang kalakalan?
Ipaliwanag ang kahalagahan
ng pagbukas ng Suez Canal sa
pandaigdigang kalakalan

f. F. Developing Mastery Independent Practice Paggawa ng concept map tungkol Magtalakayan, Buuin o Lagumin
Pagpapaliwanag sa sa mga epekto sa pagbukas ng ang mga natapos na mga Data
kahalagahan ng pagbukas sa daungan sa bansa Retrieval Chart ng mga mag-
Suez Canal aaral.
g. G. Finding Practical Application: Pagsulat ng sanaysay tungkol sa Pass the ball: Itanong sa mga
Applications of Concepts and Napapahalagahan ang kahalagahan ng mga daungan at mag-aaral kung paano nila
Skills in Daily Living kaalaman sa pagbubukas ng epekto nito sa ekonomiya ng mapapahalagahan ang
Suez Canal sa pandaigdigang bansa. Lagyan ng pamagat ang edukasyon. Magpapaikot at
kalakalan iyong nagawang sanaysay. magpapasa ng isang Bola ang
mga mag-aaral habang
tumutugtog ang musika. Ang
sino mang may hawak ng bola sa
paghinto ng musika ang siyang
sasagot sa tanong

h. H. Making Generalizations and Ano-ano ang mga sanhi at Ano-ano ang epekto sa pagbukas Ang pag-usbong ng gitnang uri ay Poster/Slogan Making:
Abstractions about the Lesson bunga sa pagbukas ng Suez ng daungan sa bansa? nagdulot ng positibong resulta sa Pagawain ang bawat pangkat ng
Canal sa pandaigdigang larangan ng edukasyon at Bisaya Slogan na nagpapakita ng
kalakalan? kabuhayan kahalagahan ng edukasyon. Sa
baba ng slogan, magpasulat sa
kanila ang 5 – 10 impormasyong
kanilang natutunan o
naintindihan sa pagsasabatas ng
Dekretong Edukasyon ng 1863.

i. I. Evaluating Learning Pagsulat ng Journal Ipasadula ang mga pangyayaring Gumawa ng sanaysay tungkol sa Sagutin ang mga tanong:
naganap sa daungan. kahalagahan ng pag-usbong ng 1-2. Magbigay ng dalawang
Ipaliwanag ang kahalagahan gitnang uri sa larangan ng dahilan kung bakit itinatag o
ng pagbukas ng Suez Canal edukasyon at kabuhayan. isinabatas ang Dekretong
Edukasyon ng 1863.
3-5. Magbigay ng limang epekto
sa pagkakatatag ng Dekretong
Edukasyon ng 1863.

j. J. Additional Activities for Maliban sa mga daungan, sa


Application or Remediation anong paraan pa naiaangkat ng
mga tao ang kanilang mga
produkto?
k. Remarks
l. Reflection
m. A. No. of learners who
earned 80% in the
evaluation

B. No. of Learners who


require additional activities for
remediation who scored
below 80%
n. C. Did the remedial lessons
work?
o. No. of learners who have
caught up with the lesson
p. D. No. of learners who
continue to require
remediation
q. E. Which of my teaching Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
strategies worked well? Why
__Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
did these work? __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
r. F. What difficulties did I Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
__Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong __Kakulangan sa makabagong
encounter which my
kagamitang panturo. panturo. panturo. kagamitang panturo. kagamitang panturo.
principal or supervisor can __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga
help me solve? bata. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata bata. bata.
__Mapanupil/mapang-aping mga __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata
bata lalo na sa pagbabasa. lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga
__Kakulangan sa Kahandaan ng mga __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa. bata lalo na sa pagbabasa.
bata lalo na sa pagbabasa. makabagong teknolohiya makabagong teknolohiya __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng
__Kakulangan ng guro sa kaalaman ng __Kamalayang makadayuhan __Kamalayang makadayuhan makabagong teknolohiya makabagong teknolohiya
makabagong teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan
__Kamalayang makadayuhan
s. G. What innovation or __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
presentation __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
localized materials did I
__Paggamit ng Big Book __Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning
use/discover which I wish to __Community Language Learning __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
share with other teachers? __Ang “Suggestopedia” __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
__Instraksyunal na material
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: JUNE 11-15, 2018 (Week 2) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


WEEK 2
INDEPENDENCE DAY
I. OBJECTIVE/S P.E HEALTH MUSIC ARTS P.E.
A. Content Standard demonstrates understanding Demonstrates demonstrates understanding demonstrates demonstrates understanding
of understanding of personal health of the concept of rhythm by understanding of the of
participation and assessment issues and concerns and the applying notes and rests, use of lines, shapes, participation and assessment
of physical activity and importance of health appraisal rhythmic patterns, and time colors, texture, and the of physical activity and
physical procedures and signatures principles of emphasis physical
fitness community resources in and contrast in drawing fitness
preventing or managing them a logo and own cartoon
character using new
technologies in drawing
B. Performance Standard participates and assesses practices selfmanagement responds to beats in creates concepts through art participates and assesses
performance in physical skills to prevent and control music heard with processes, elements, and performance in physical
activities.assesses physical personal health issues and appropriate principles using new activities.assesses physical
fitness concerns conducting patterns of technologies (hardware and fitness
2 3 4 and 6 software) to create personal
4 4 4 8 or class logo.
designs cartoon character onthe
spot using new
technologies
C. Learning Competencies describes personal Differentiates among 2 3 4 applies concepts on the use Explains the
(write the LC Code) . explains health issues and concerns 4 4 4 of the software (commands, nature/background of the
thenature/background of the H6PHIab-18 And 6 time signatures menu, etc.) games
games demonstrates self management 8 A6PR-Ib PE6GS-Ib-1
PE6GS-Ib-1 skills MU6RH-Ib-e-2 describes the skills involved in
describes the skills involved in H6PHIab-19 • Describes the 2 the games
the games 4 time signature PE6GS-Ib-2
PE6GS-Ib-2 observes safety precautions
observes safety precautions PE6GS-Ib-h-
PE6GS-Ib-h- recognizes the value of
recognizes the value of participation in physical
participation in physical activities
activities PE6PF-Ib-h-19
PE6PF-Ib-h-19 assesses regularly
participation in physical
assesses regularly activities based on the
participation in physical Philippines physical activity
activities based on the pyramid
Philippines physical activity PE6PF-Ib-h-18
pyramid displays joy of effort, respect
PE6PF-Ib-h-18 for others and fair play during
displays joy of effort, respect participation in physical
for others and fair play during activities
participation in physical PE6PF-Ib-h-20
activities identifies areas for
PE6PF-Ib-h-20 improvement
identifies areas for PE6PF-Ib-h-22
improvement
PE6PF-Ib-h-22

II. CONTENT Personal Health -Issues and RHYTHM Principles: Assessment of physical
Concerns Musical Symbols and 6. CONTRAST activities and physical fitness
Assessment of physical 1. height and weight(stunted Concepts: 7. EMPHASIS Target games ( batuhang
activities and physical fitness growth, underweight, 1. Notes and Rests Bola/ Tamaangtao
Target games (Tumbangpreso) overweight, obesity) 2. Meters Original File Submitted and
2. hearing (impacted cerumen, 3. Rhythmic Patterns Formatted by DepEd Club
swimmer’s ear, otitis media) Member - visit depedclub.com
3. vision for more
4. (astigmatism, myopia,
hyperopia,xerophthalmia,
strabismus)
5. skin, hair and and nail
6. (sunburn, dandruff ,corns,
blisters and calluses, ingrown
toenails)
7. posture and spine disorders
(scoliosis, lordosis, kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis, malocclusion,
halitosis)
III. LEARNING RESOURCES
A. References
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages ASE P.E Module 2 pp.6-7,12- 1. OHSP Health 1 Q1 Module 1, MISOSA5-module6 Musika at ASE P.E Module 2 pp.6-7,12-
13 Reading 2 Sining 6. Sunico, Raul 13
21st Century MAPEH in Action 2. OHSP Health 1 Q2 Module 1 M. et al, 2000. Projector, laptop, 21st Century MAPEH in Action
Gerardo C. Lacia pp. pp.10-13 musical scale of the songs Gerardo C. Lacia pp.
Copyright 2016,pp126 3. EdukasyongPangkatawan, HaranasaBukid, HimigPasko and Copyright 2016,pp126
kalusugan, at other folk songs
Musika I. DepED. Abejo, Mary pp.8-10
Placid Sr. *Umawit at Gumuhit
et.al. 1991.pp.46-52, 69-7 6.Valdecantos,
Emelita C. 1999. pp.5-20
4. Materials downloaded
from LRMDS
B. Other Learning Materials Lata ng gatas/evap , tsinelas Laptop, PC desktop Palayok,

IV. PROCEDURES
A. Reviewing previous Review the previous lesson Let the pupils sing the song “ Tao, Review the previous lesson How is Tumbangpresoplayed
lesson and presenting Describe the Philippine taopo “. Let the pupils clap/ tap ? What skills are develop by
new lesson Physical activity pyramid the rhythm of the song . playing the game ?
B. Establishing a purpose Establish the purpose for the Today, we are going to describe Today, we are going to apply Would you like to play a game
for the lesson Would you like to play a game lesson the 2 concepts on the use of software. again ?
? 4 time signature
C. Presenting Group the class in four Present again the song “ Tao, ( This lesson should be done in Fill the pride of being a
examples/instances of Give them topics to research and taopo “. the E-classroom. In the absence Filipino with Tumbangpreso.
the lesson Fill the pride of being a Filipino to talk /share with the group and Analyze the song. Give the value of technology, the teacher may This game promote healthful
with Tumbangpreso. This share to the whole class. Provide of each note find in the song and prepare visuals that would help lifestyle. Furthermore,they
game promote healthful them with readings downloaded relate the value of the notes to the the pupils visualize and promote: patriotism( to feel
lifestyle. Furthermore,they from LRMDS time signature of the song. Review conceptualize the concepts on the pride of being Filipino)
promote: patriotism( to feel Group 1. skin, hair and and nail the meaning of the numbers in the the use of software ) Bonding( to build bridge of
the pride of being Filipino) Group 2. (sunburn, dandruff time signature. fun and closeness among
Bonding( to build bridge of fun ,corns, Discuss the value of the song in neighborhood to develop
and closeness among blisters and calluses, ingrown the life of Filipino. camaraderie with peers) and
neighborhood to develop toenails) sportsmanship ( to build a
camaraderie with peers) and Group 3. posture and spine positive outlook on
sportsmanship ( to build a disorders acceptance of winning and
positive outlook on (scoliosis, lordosis, kyphosis) being defeated
acceptance of winning and Group 4. oral/dental problems
being defeated (cavities, gingivitis,
periodontitis, malocclusion,
halitosis)
*Include personal hygiene to be
observe to prevent or control
personal health issues
D. Discussing new concepts Big group sharing Play the song and then the pupils Each pupil should hands on/ or Remind the pupils on the
and practicing new skills will do the following: manipulate the computer while precautionary measures that
#1 Remind the pupils on the 1.Tap the rhythm of the song the teacher showing the they should do to avoid being
precautionary measures that 2.Clap the rhythmic pattern of the commands and menu hurt while playing
they should do to avoid being song Those pupils who are already Bring them to the playground
hurt while playing 3.Create an action of the song literate in the use of computer and let them play
Bring them to the playground The pupils will sing the song ,too. may serve as tutors to their BasagangPalayok
and let them play peers. Any applications in the
TumbangPreso computer may be use. Would it
be photoshop, publisher, my
drawing desk etc..
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
E. Discussing new concepts After the play, ask them Play the song and then the pupils Basagangpalayok is a Filipino
and practicing new skills How is Tumbangpreso played will do the following: game played by children
#2 1. Tap the rhythm of the during birthday parties and
song town fiestas.
2. Clap the rhythmic pattern The goal of the game is for a
of the song blind-folded player to hit and
3. Create an action of the break the clay pot into pieces.
song Discuss with the pupils the
The pupils will sing the song ,too. rules of the game.

F. Developing mastery
(lead to formative
assessment 3)
G. Finding practical Provide the pupil activity to Have a classroom setting
application of concepts apply the concept portraying fiesta or birthday
and skills in daily living party. Provide each pupil with
a party hat to wear during the
game to create a birthday
party atmosphere in the
classroom.
Assign one of the pupil to
play/ be blind-folded
H. Making generalization What are personal health issues? How would you describe the 2
and abstractions about How to handle it 4 time signature ? What are the commands and
the lesson menu in the use of software

I. Evaluating learning Self-assessment . Use rubrics Do you practice personal hygiene Sample questions for assessment: Use rubrics to assess
to prevent and control personal 1.What is the value of quarter pupils performance
1.Did you enjoy the game ? health concerns.? What are these note in the 2/4 time signature ? Self-assessment . Use rubrics
2. Describe the skills involved ?
Theory 50%
in the game ? 1.Did you enjoy the game ?
3.Did you observe safety 2.How many beats are there in Application 5% 2. Describe the skills involved
precautions ? every measure in 2/4 time in the game ?
4. Did you display joy of signature? 3.Did you observe safety
effort, respect for others and 3.What is the value of eight note precautions ?
fair play during your in 2/4 time signature ? 4. Did you display joy of
participation to the game ? 4.Can we use the whole note in effort, respect for others and
5.Do you feel proud being 2/4 time signature? Why? fair play during your
Filipino while playing the participation to the game ?
game ? 5.Do you feel proud being
Filipino while playing the
game?
J. Additional activities for Share your inputs to your family
application or and friends
remediation
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.

A. No. of learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80%
80% in the evaluation
above
B. No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
acquired additional activities activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
for remediation who scored
below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson
have caught up with the lesson lesson lesson lesson
lesson.
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
continue to require require remediation require remediation require remediation require remediation remediation
remediation.
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encountered which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
used/discover which I wish __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
to share with other
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
GRADE 6 Paaralan: Baitang / Antas: VI
Guro: Asignatura: ESP
DAILY LESSON LOG
Petsa / Oras: JUNE 10-14, 2019 (Week 2) Markahan: 1st Quarter

WEEK 2
LUNES MARTES MIYERKULES HUWEBES BIYERNES
I. LAYUNIN

A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat

B. Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat
C. Mga Kasanayan sa Pagkatuto
Isulat ang code sa bawat 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya
kasanayan 1.1. pagsusuri nang mabuti sa mga bagay na may kinalaman sa pangyayari
1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito
1.3. paggamit ng impormasyon Code: EsP6PKP-Ia-i-37
Paksa: Minamahal ang taong makatotohanan
Kaugnay na Pagpapahalaga: Pagmamahal sa katotohanan (Love of truth)
II. NILALAMAN

III. KAGAMITANG PANTURO Itala ang mga Kagamitang Panturo gagamitin sa bawat araw. Gumamit ng iba’t-ibang kagamitan upang higit na mapukaw ang interes at pagkatuto ng mga mag-aaral.

A. Sanggunian
1. Mga Pahina sa Gabay ng
Guro

2. Mga Pahina sa Kagamitang


Pang-Mag-aaral
3. Mga Pahina sa Teksbuk

4. Karagdagang Kagamitan K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016, pahina 81


mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
1. EsP DLP, Unang Markahan, Ikalawang Linggo - Aralin 2: Minamahal ang Taong Makatotohanan, pahina 1-6
2. Maaaring gamitin ang mga videos sa:
https://www.youtube.com/watch?v=Fzn_AKN67oI
https://www.youtube.com/watch?v=GENxFiRBiBA
3. https://tl.wikipedia.org/wiki/Katotohanan
4. laptop, projector, powerpoint presentation na inihanda ng guro, mga larawan para sa picture analysis

IV. PAMAMARAAN
A. Balik-Aral sa Nakaraang Aralin at/o Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at
Pagsisimula ng Bagong Aralin itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga
pumasok at lumiban pumasok at lumiban. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban.
Gumamit ng action song bilang
pagganyak Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling
Magkaroon ng pagbabalikaral balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng
sa natutunan ng mga mag- nakaraang araw. nakaraang araw. nakaraang araw. nakaraang araw.
aaral sa nakaraang aralin
(Aralin 1). Sumangguni sa EsP
DLP,
Unang Markahan,
Ikalawang Linggo - Aralin 2,
pahina 2
B. Paghahabi sa Layunin ng Aralin Sumangguni sa EsP DLP,
Unang Markahan,
Ikalawang Linggo - Aralin 2,
pahina 2
C. Pag-uugnay ng mga Halimbawa sa Ipaanalisa ang mga larawan
Bagong Aralin (Picture Analysis) na nakatala
sa pahina 2 ng EsP DLP, Unang
Markahan, Ikalawang Linggo -
Aralin 2 at gamitin ang
patnubay na mga tanong para
sa talakayan
Original File Submitted and
Formatted by DepEd Club
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for more
D. Pagtalakay ng Bagong Konsepto at Ipagawa ang Pangkatang
Paglalahad ng Bagong Kasanayan #1 Gawain na makikita sa
EsP DLP, Unang
Markahan, Ikalawang
Linggo - Aralin 2, pahina 23, at
ipasagot ang tanong sa pahina
4.
IV. PAMAMARAAN
E. Pagtalakay ng Bagong Konsepto at Ipapanood ang mungkahing
Paglalahad ng Bagong Kasanayan #2 video clip/s na nakasaad sa
pahina 4 ng EsP DLP, Unang
Markahan, Ikalawang Linggo -
Aralin 2.
Ipasagot ang mga tanong na
may kaugnayan sa
pinanood na video clip/s at
magkaroon ng pagpoproseso
sa mga sagot.
Tandaan:
Maaari ding gumamit ng ibang
video clip/s na may
kahalintulad na paksa.
F. Paglinang sa Kabiihasaan Ipagawa ang Pangkatang
(Tungo sa Formative Assessment) Gawain (paglikha ng iba’t
ibang uri ng awit) na makikita
sa EsP DLP, Unang Markahan,
Ikalawang Linggo - Aralin 2,
pahina 4.
Gamitin ang patnubay na mga
tanong sa pahina 4 ng DLP.
Magkaroon ng pagpoproseso
ng karanasan sa pamamagitan
ng pagsagot sa tanong na:
“Paano mo maisasabuhay ang
pagmamahal sa katotohanan
sa kabila ng mga tukso?”
G. Paglalapat ng Aralin sa Pang-Araw- Pasagutan ang pagtataya/
araw na Buhay maikling pagsusulit na makikita sa
EsP DLP, Unang Markahan,
Ikalawang Linggo - Aralin 2,
pahina 4-5.
IV. PAMAMARAAN
H. Paglalahat ng Aralin Magkaroon ng malalim na
talakayan sa mga naging
kasagutan ng mga magaaral sa
pagtataya, lalo na sa mga
maling sitwasyon na nakasulat
at kung paano nila ito itinama.
Itanong:
Bilang isang bata, ano ang
iyong pagkaunawa sa
pagmamahal sa katotohanan?
Paano mo ito maipapakita sa
anumang sitwasyon o
pagsubok na iyong
mararanasan?
Magbigay ng mas malawak na
impormasyon tungkol
pagpapahalagang
pagmamahal sa
katotohanan
Maaaring gawing gabay ang
nakasulat sa EsP DLP, Unang
Markahan, Ikalawang Linggo -
Aralin 2: pahina 5-6.
I. Pagtataya ng Aralin Magpagawa sa mga mag-
aaral ng poster, tula, o awit
tungkol sa pagmamahal sa
katotohanan.

J. Karagdagang Gawain para sa Ipasulat sa TALAARAWAN ng


Takdang-Aralin at Remediation mga mag-aaral ang
mahalagang aral na kanilang
natutuhan sa araling ito at ang
kanilang nais gawin upang ito
ay mas malinang pa.
V. MGA TALA

VI. PAGNINILAY

A. Bilang ng mag-aaral na 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
Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
E. Alin sa mga istratehiyang pagtuturo __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
ang nakatulong ng lubos? __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
Paano ito nakatulong? __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
__Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong
kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga
F. Anong suliranin ang aking naranasan bata. bata. bata. bata. bata.
__Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata
na solusyunan sa tulong ng aking __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga
punongguro at superbisor? bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng
makabagong teknolohiya makabagong teknolohiya makabagong teknolohiya makabagong teknolohiya makabagong teknolohiya
__Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan
__Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
__Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
G. Anong kagamitang panturo ang aking __Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning
nadibuho na nais kong ibahagi sa __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
mga kapwa ko guro? __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: JUNE 10-14, 2019 (Week 2) Quarter: 1st Quarter

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


INDEPENDENCE DAY
V. OBJECTIVES

D. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.
E. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real -
life situations.
F. Learning Competencies/Objectives:
Write the LC Code for each M 6N S -Ib - 90 .2 M 6N S -Ib - 92 .2 M 6N S -Ib - 92 .2 M 6N S -Ib - 93 .2
The learner multiplies The learner solves routine The learner solves non- The learner creates
simple fractions and mixed problems involving routine problems involving problems (with reasonable
fractions. multiplication with or multiplication with or answers) involving
without addition or without addition or multiplication without or
subtraction of fractions subtraction of fractions with addition or
and mixed fractions using and mixed fractions using subtraction of fractions
appropriate problem appropriate problem and mixed numbers.
solving strategies and tools solving strategies and tools
correctly. correctly.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Multiplying Simple Solving Routine Problems Solves Non-Routine Creating Problems (With
Fractions and Mixed Involving Multiplication Problems Involving Reasonable Answers)
VI. CONTENT Fractions with or without Addition or Multiplication with or Involving Multiplication
Subtraction of Fractions without Addition or Without or With Addition
and Mixed Fractions Using Subtraction of Fractions or Subtraction of Fractions
Appropriate Problem and Mixed Fractions Using and Mixed Fractions
Solving Strategies and Appropriate Problem
Tools Solving Strategies and
Tools
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
VII. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages

6. Learner’s Materials Pages


7. Textbook Pages

8. Additional Materials from


Learning Resource (LR) portal MISOSA Module Grade 5 MISOSA Module Grade 6 - MISOSA Module Grade 6 -
and 6 - Multiplication of Solving one-step word Solving two-step word
Mixed Numbers and problems on multiplication problems on multiplication
Fractions of Fractions of Fractions

DLP Grade 5 Module 27 DLP Grade 5 Module 27

Lesson Guide in Lesson Guide in


Elementary Mathematics 5 Elementary Mathematics 5
p217 p217
D. Other Learning Resources Flash Cards Flash Cards Flash Cards
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation

VIII. PROCEDURES
K. Reviewing Previous Lesson or Review game (charade)
Presenting the New Lesson Review: (Using flash Complete the table below Divide the class into 5
cards) Call 4 volunteers who will groups.
serve as the actors.
Ask each group to write as
The pupils will act to show many words as they can,
the following words without related to the following.
saying any words.
a) Addition (e.g. sum of,
Check total, added to, in all)
Plan b) Subtraction (e.g. less,
Solve diminished, deducted,
Understand difference)
Multiplication
The pupils will guess the
product, twice, times)
word.
d) Division (e.g. quotient,
After all the words are divided by)
revealed, ask another pupil All common answers will be
to arrange the words in order. eliminated. The group
with the most number of
Let the pupils explain the correct answers remain
importance of each step. will be the winner.
Let them state what will Original File Submitted and
happen if they missed any Formatted by DepEd Club
of the steps.
Member - visit depedclub.com
for more
L. Establishing a Purpose for the Show a picture of a man Show a picture of kids jogging Show a picture of a mother Show a picture of a girl who is
Lesson harvesting fruits from a farm. in a track oval preparing a chicken dish for baking.
Ask pupils what are the things Ask: lunch. Ask: What can you say about
they can see in a farm. What are the children doing? Ask: the picture? What do you
Ask the characteristics of the Why is it important for us to What is your favorite chicken think is the girl doing?
man. exercise? dish? Why?
What do you think mother
will cook for lunch?

M. Presenting Examples/Instances of Problem Opener: Problem Opener: Problem Opener: Let the pupils give a name for
the Lesson Mang Emong harvests crates Carlo can jog 4 23 km in one Michael saved 200 pesos. He the girl in the picture.
of mangoes each day. hour. How far can he jog in 12 used 12 of it to buy a bag and Ask them to make a
The table shows the record of hour? 12 of his remaining money to scenario/situation.
his harvest. Let the pupils discuss the steps buy a book. What fraction of Ask: What are the needed
in solving word problems. his money was left? How ingredients in making a cake?
Understand much was left? Out of the given situation, let
What is the problem asking Let the pupils discuss the steps the pupils create an
you to find? in solving word problems. interesting word problem.
What are the given Understand Let them discuss. What are the
information that will help us What is asked in the things they should consider in
solve the problem? problem? creating a word problem?
Plan What are the given facts?
Can you visualize how to go
through the problem? Plan
How many crates of mangoes What strategies can you What are the operations to
can Mang Emong harvest in suggest to solve this problem? be used?
half an hour? In 4 hours? In 4 What is the correct number
12 hours? Solve sentence?
Show the solution.
What operation can we use in Solve
solving the problem? Check Show the solution.
Have you checked your
Elicit from the learners how to calculations? Check
multiply mixed numbers and Did you use correctly all Have you checked your
fractions. important data provided? calculations?
Let the pupils observe what Does the answer make Did you use correctly all
happened in every step of the sense? important data provided?
solution. Did you look for another way Does the answer make
to solve the problem to find sense?
out if your answer is correct? Did you look for another way
to solve the problem to find
out if your answer is correct?
N. Discussing New Concepts and Pair work Group work Group work Group work (5 groups)
Practicing New Skills #1 Find the product of the Groups 1 and 2 (using any Answer the following Make another interesting
following. Reduce the answer to strategy): problems. problem out of the previous
simplest form, whenever “A garden plot is 5 1/2 meters What comes next in the given situation.
possible. long and 2/3 meter wide. set of number Ask: What if the girl will bake 2
What is the area of the garden cakes? 3 cakes? How are we
plot?” going to adjust the
Groups 3 and 4 (using any ingredients?
strategy):

“How many cubic meters of


water can a tank 1/2 meter
long, 1/3 meter wide, and 2 2/3
meters high hold?”

Each group will present their


output in class.
O. Discussing New Concepts and Solve the following. Write the Think-pair-share Let each group exchange the
Practicing New Skills #2 answer in simplest form, Answer the problem below. problems they made. Group 1
whenever possible. Use different strategies in will answer the work of group
1) Multiply 2 1//3 by 3/5 . solving. 2, Group 2 will answer the
2) What is 4/5 of 2 1/8 ? 1) A truck was 78 filled with work of group 3, and so on.
3) Find the product of 1 1/3 x grocery items for delivery. The
2 1/2 x 3/5 . driver delivered 23 of this to
supermarket. What part of the
truckload of grocery items was
delivered? What part of the
truck load was not delivered?

Encourage the pupils to use


different strategies in solving.
Let the pupils share what
strategy they used in solving.
P. Developing Mastery Assign a number to every Solve: Pair work Make a meaningful problem of
(Leads to Formative Assessment 3) student in the class. Mang Celso caught 40 1/2 Solve: the given problem and solve.
Randomly select a pupil or kilograms of fish. He sold 3/4 Ken planted a mongo seed. He 1)
group of pupils to answer a of it. How many kilograms noticed that the seed grew 1/5
question. of fish did he sell all in all? times larger than the previous
Say: All even numbers please week. This week, he measured
stand up the plant and found out that it
Only pupils assigned to an is 10 cm tall. How tall will the
even number will stand up and plant be two weeks from now?
answer a question on their The teacher will guide the
show-me-board. pupils in answering the
a) All even numbers problem.
b) All multiples of 3
c) Numbers divisible by 4
d) Numbers between 20 and
30
e) Numbers divisible by 5

*Make it sure that all pupils


will be called.
Answer the following. Reduce The plant will grow 2 cm taller,
the answer in simplest form. so it will become 12cm.
1) 5 14 x 27
2) 29 x 7 78 10 X 1/5 = 2
3) What is 12 of 9 13 ?
4) What is the product of 4 During the second week, it will
and 3 25? grow 2 25 cm. After the
5) What is 34 x 12? second week, the height of the
plant will be 14 25 cm.
Add more if necessary.
12 X 1/5 = 12/5 = 2 2/5

The teacher may extend the


problem until the 10th week.

Q. Finding Practical Applications of Read, analyze, and solve the Read, analyze and solve the Read and solve the following Act out.
Concepts and Skills in Daily Living problem below. following problems. problems. Show your neat and The class will be divided into 4
Mang Jess used 3/4 liters of Show your neat and complete complete solution. groups. Each group will be
paint to cover 10 1/2 square solution. 1) Mang Daniel had 4 3/4 given time to create their
meters of wall. How many 1) Aling Maria has 6 2/3 hectares of land. He used 3/5 word problem. After the time,
liters of paint is needed to kilograms of malagkit rice. She in planting mango trees, and they will act out their
cover 12 1/4 square meters of used 3/4 of it and made biko. 14 in planting santol trees. problem. The remaining
wall? How many kilograms of rice What fraction of Mang groups will guess the problem
did she use in making biko? Daniel’s land is planted with by writing it on their white
trees? boards.
2) Josephine’s house is 2 1/4 1) Rowena has 1/2 meter of
kilometers away from school. red ribbon, 1 2/3 meters of
Carlo’s house is 2/3 as far as yellow ribbon. She used 2/5 of
Josephine. How far is Carlo’s it for her project. How much
house from the school? ribbon did she use for her
project?
R. Making Generalizations and How do we multiply mixed What are the steps in solving What are the steps in solving How do we create word
Abstractions about the Lesson numbers and fractions? word problems? word problems? problems?
Why is it important to change Why is each step important in Why is it important to check What are the things to
the mixed number to problem solving? your answer? consider in making meaningful
improper form before mathematical word problems?
multiplying?
In what real-life situations can
we apply the concept of
multiplying mixed numbers
and fractions?
S. Evaluating Learning Answer the questions below. Solve the following problems. Solve the following problems. Group evaluation.
Write the answer in simplest Let each member of the group
form, whenever possible. 1) A street sweeper can clean 1) Rica can drink 3 1/2 liters of evaluate their own work based
1) If you multiply 5/6 and 3 10 2/3 meters of street in half water in a day. How many on the rubric given. Let them
4/5, what will you get? an hour. How many meters of liters of water can she drink in discuss how to improve their
2) Find the value of N in the street can he clean if he works 5 days if on the 5th day she work.
statement: for only 3/4 of an hour? drank 1/4 liters more? After the each group’s
4/7 x 6 3/5 = N 2) Jules can run 5 2/3 2) The laborers can finish discussion, let the pupils
3) If 2/9 x 4 5/8 are multiplied, kilometers in one hour. How cementing 4/5 kilometer of rewrite their work.
the product is _____. far can he go if he runs for road in a day. How many
only 3/8 of an hour? kilometers of road can they
finish if they work for 10 1/2
days?

T. Additional Activities for Application Please refer to Lesson Guide in Solve the following problems. Solve the following problems. Create your own interesting
or Remediation Elementary Mathematics 5, Show your neat and complete Show your neat and complete and challenging word
pp. 208- 209 solution. solution. problem.
1) A jug contains 4 1/2 liters of 1) A rectangular lot is 10 Rubrics
water. How many liters can it 2/3 meters long and 5 5: Creates a problem clearly
hold if it is 2/3 full? 3/8 meters wide. If ½ with complete data.
meters wide 4: Creates unclear problem
2) Mang Mariano harvested 25 pavement is place with complete data.
1/2 sacks of palay. He saved 2 around the lot, what 3: Creates a problem with
/17 of the sacks. How many is the area of the lot incomplete data.
sacks of palay did Mang not covered by the 2: Attempts to create a
Mariano save? pavement? problem.
1: No work at all.

IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
V. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned 80% in ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above above
the evaluation above
I. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
additional activities for remediation

J. Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
of learners who have caught up with
lesson lesson lesson lesson lesson
the lesson
K. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation
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 well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
L. Which of my teaching strategies
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
work well? Why did these work? ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
M. What difficulties did I encounter __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
which my principal or supervisor can __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
help me solve? Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
N. What innovations or localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
materials did I used/discover which I
views of the locality views of the locality views of the locality views of the locality views of the locality
wish to share with other teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures