DLL - G6 - Q4 - WEEK - 8 - ALL - SUBJECTS - Mam - Inkay - Peralta - .Docx Filename UTF-8''DLL G6 Q4 WEEK 8 ALL SUBJECTS (Mam Inkay Peralta)

GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-AGRICULTURE

DAILY LESSON LOG
Teaching Dates and Time: MARCH 4-8, 2019 (WEEK 8) Quarter: 4TH QUARTER
WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies / TLE6AG0g-8 8.1 Identify other varieties of 8.2.design and lay out of 8.3 Identification of plantation 8.4 discussion on proper care of
Objectives 8 Develops plan for expansion trees and seedlings available possible plantation expansion requirement of additional plants additional trees and seedlings
Write the LC code for each of planting trees and seedling for planting expansion and seedlings ready for expansions for expansion
production
III. CONTENT 8.1.1. Varieties of tress, fruit 8.2.1 Design/lay out options for 8.3.1 Identifying plantation 8.4.1 Proper caring techniques
 Multi-cropping trees and seedling for plantation expansion requirements for expansion for additional trees , fruit trees
 Plan/lay out for plantation plantation expansion and seedling
expansion
IV. LEARNING RESOURCES

1. References
2. Teacher’s Guide Pages Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI-
Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32
3. Learner’s Materials MISOSA VI:
Pages ASEKSWAL/ARTIPISYAL NA
PAGPAPARAMI NG HALAMAN
4. Textbook Pages MGA GAWAIN SA
PAGPAPAUNLAD NG BUHAY pp.
137-144.
5. Additional Materials Agricultural Crops Production, Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim Wastong Pagtatanim
from Learning Resource Teachers Guide Teachers Guide Teachers Guide
(LR) Portal
6. Other Learning Resources Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual
object, Guidebook, internet object, Guidebook, internet object, Guidebook, internet , object, Guidebook, internet object, Guidebook
Structural plans Structural plans
7. PROCEDURES
A. Reviewing previous lesson
 Discuss before the class the  Demonstrate some Scientific  . Proper record keeping of  Discuss the different Marketing  Advantages of on-line
different strategies in knowledge/skills in identifying events, expenses, sales and strategy as follows: marketing strategy
marketing trees and fruit trees fruits and seedlings for sale improvement of orchards  Transactional
 Ripeness  Word of Mouth
 Physiological maturity  Personalized
 Colouring  Free sample marketing
 Organoleptic quality  Telemarketing
 Commercial maturity  Community marketing
B. Establishing a purpose for the

lesson Evaluate orchard area for  Analyze other variety of  Develop design and plans for  Identify some plantation  List down proper caring
possible plantation expansion trees and fruit trees for plantation expansion requirements needed for expansion techniques applied to additional
possible multi cropping trees and fruit trees needed for
expansion
C. Presenting examples / Practice alternate planting in Characteristics of trees and Develop new design and plans Identification of additional Analyze other way in caring for
instances of the new orchard plantation fruit trees for multi cropping for plantation expansion plantation requirements trees and fruit trees during
lesson plantation expansion
D. Discussing new concepts Perform multi cropping Study varieties and Design proper lay out of orchard Presentation of Modern orchard Scientific and modern way of
and practicing new skills #1 characteristic of trees and fruit for expansion plantation lay out and design caring for additional trees and
trees for multi cropping fruit trees for plantation
expansion
E. Discussing new concepts Introduction to Green House Applying Proper Watering and Application of sprinkler inside
and practicing new skills #2 technology irrigation of Orchard the orchard
F. Developing Mastery
(Leads to Formative Assessment 3) Discuss multi cropping  Classification of crops  Identification of facilities and  Discuss the advantages of a fully  Discuss the importance of
techniques in orchard applicable to multi cropping amenities of modern orchard equipped orchard plantation applying proper care for trees
plantation plantation and fruit trees during plantation
expansion
G. Finding Practical applications of Develop proper records and
concepts and skills  Explain the principles of  Present some photos of inventories of standard  Perform an interview to an  Practice modern approach in
multi cropping orchard practicing multi amenities for modern orchard orchard owner who is applying caring for additional trees and
cropping plantation modern techniques in maintaining fruit trees inside the orchard
an orchard plantation
A. H. Making generalizations and Identify some benefit derived Be able to present pictures of Take video footages of an ideal Present before the class the video Benefit derived from modern
abstractions about the lesson from multi cropping different multi crops for orchard practicing multi footages of an interview to an approach in caring for orchard
orchard expansion cropping orchard owner applying modern plantation
techniques in maintaining orchard.
I. Evaluating Learning Written examination Oral recitation Reporting and presentation skills Group presentation Written examination
Demonstrations Demonstrations Demonstration Role Play Word Puzzle
Role Play Ocular Inspection Direct Observation
J. Additional activities for application multi cropping orchard Make your own design/plan of Present pictures of orchard Invite speaker who is an authority Video presentation of an
or remediation plantation an ideal orchard plantation design and plans practicing in orchard plantation expansion orchard practicing modern
specifying expansion plantation expansion strategy in caring for trees and
fruit trees
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation 80% above 80% above above above above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for remediation additional activities for
remediation remediation remediation remediation remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up
have caught up with the lesson up the lesson up the lesson the lesson lesson the lesson
D. No. of learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue
to require remediation to require remediation to require remediation to require remediation require remediation 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:
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Lecture Method Why? ___ Lecture Method ___ Lecture Method
___ Lecture Method Why? ___ Complete IMs Why? Why?
Why? ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s
___ Group member’s Cooperation in doing their doing their tasks in Cooperation in
Cooperation in doing their tasks doing their tasks doing their tasks
tasks
F. What difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovative or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
other teachers? 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 __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
School: Grade Level: VI

GRADE 6 Teacher: Learning Area: TLE-ENTREP & ICT
DAILY LESSON LOG Teaching Dates and Time: MARCH 4-8, 2019 (WEEK 8) Quarter: 4TH QUARTER

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard demonstrates knowledge and skills in using audio, video conferencing tools, and e-group
B. Performance Standard communicates and collaborates online through audio, video conferencing, and e-group
C.Learning  Create a Google  Identify the steps on  Site ways on finding  Create a Google  Anticipate the
Competency/Objectives Group how to invite others and joining a Group. Group use of Gogle
Write the LC code for each.  Give steps in in joining the Google TLEIE6-0h-14  Invite friends in Groups in
creating a Google groups. Google Group. school.
Group.  Give steps in sending  Post message in  Create a
TLEIE6-0h-14 a post to a google Google Group. google group
group. TLEIE6-0h-14 and invite
TLEIE6-0h-14 friends.
TLEIE6-0h-14
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
COMMUNICATING AND
COLLABORATING USING ICT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 102-104 pp. 104-107 pp. 108-109 pp. 102-109 Entrepreneurship
pp. 110
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Review of previous lesson Review previous lesson Review previous lesson about
presenting the new lesson about using skype in about creating a Google steps in inviting others in
collaboration. Group. joining a google group and
steps in sending a post to a
google group.
B. Establishing a purpose for the
lesson
C. Presenting Present “Let’s Study” on
examples/Instances of the page 102.
new lesson
D. Discussing new concepts and Discuss Discovering Google Discuss the steps on how to Discuss the ways on finding GROUP ACTIVITY:
practicing new skills # 1 Groups “Creating a Google invite others in joining the and joining a Group on pages  Create a Google
Group” on pages 102-104 of Google groups. Give steps in 108-109 of TX. Group
TX sending a post to a google  Invite friends in
group on pages 104-107 of Google Group.
TX
E. Discussing new concepts and GROUP ACTIVITY:
practicing new skills # 2  Post message
in Google
Group.
 Send file on
google group.
F. Developing mastery GROUP ACTIVITY:
(leads to Formative Assessment Let each group work
3) on Activity 5.2 on page
110 of TX.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and  What is
abstractions about the lesson Google
Group?
 What are the
steps in
creating a
Google
Group?
 How do we
invite friend
and send post
in a google
group?
I. Evaluating learning 20 item quiz on
Microsoft Excel.
J. Additional activities for Let each Group finish/finalize
application or remediation their Google Group at home
if unfinished.
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
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who
80% in the evaluation 80% above 80% above 80% above 80% above earned 80% above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
additional activities for additional activities for additional activities for additional activities for additional activities for require additional activities
remediation who scored remediation remediation remediation remediation for remediation
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 ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
have caught up with the the lesson the lesson the lesson the lesson caught up the lesson
lesson
D. No. of learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who
to require remediation to require remediation to require remediation to require remediation to 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
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration well:
did these work? ___ Games ___ Games ___ Games ___ Games ___ Group collaboration
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Games
activities/exercises activities/exercises activities/exercises activities/exercises ___ Answering preliminary
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) activities/exercises
___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Think-Pair-Share (TPS)
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Differentiated
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Discovery Method Instruction
___ Discovery Method ___ Lecture Method Why? ___ Lecture Method ___ Role Playing/Drama
___ Lecture Method Why? ___ Complete IMs Why? ___ Discovery Method
Why? ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Lecture Method
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials Why?
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Complete IMs
___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Group member’s ___ Availability of
___ Group member’s Cooperation in doing their doing their tasks Cooperation in Materials
Cooperation in doing their tasks doing their tasks ___ Pupils’ eagerness to
tasks learn
___ Group member’s
Cooperation in
doing their tasks
F. What difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable Technology
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Equipment (AVR/LCD)
__ Additional Clerical
works
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
other teachers? 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 __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials be used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical
composition
GRADE 6
DAILY LESSON LOG
School:
Grade Level:
VI
Teacher:
Learning Area:
TLE-H.E.
Teaching Dates and Time:

MARCH 4-8, 2019 (WEEK 8)
Quarter:
4TH QUARTER
WEEK 8
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,necessary procedures must be followed and if needed, additional lessons,exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
Demonstrates an understandiing of and skills in the basics of food preservation
B. Performance Standards
Preserves food/s using appropriate tools and materials and applying the basics of food preservation
C. Learning Competencies / Objectives
Write the LC code for each
TLE6HE-Oh-12
3.3 preserves food applying principles and skills in food preservation/processing
3.3.1. selects food to be preserved/processed based on availability of raw materials, market demands, and trends in the community
3.3.2 observes safety rules in food preservation/processing
II. CONTENT
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.
Food Preservation
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 manipulative materials as well as paper-
based materials. Hands-onl earning promotes concept development.
A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal

MISOSA-VI Pagimbak at Preserbatiba (not accessible)
B. Other Learning Resources

Preservation of Fruits and Vegetables (1977)
Bureau of Plant Industry
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Recap of previous lesson.

Last week, the class prepared for the presentation of processed/preserved products. Today, the class will present by group.
As mentioned, the presentation will contain the following:
 Recipe of the preserved/processed food
 Tools / instruments used in the activity.
 Equipment used in the activity
 Steps in preserving/processing of food
 Name and role of each member of the group
The teacher suggested the inclusion of a workplan, cost estimates, photo documentation. This is optional.
.
Recap of what happened the previous day.
Mention the names of the group who completed their presentation.
The presentation of the rest of the groups willl continue (Groups 5-8).
Recap of the previous lesson.
The teacher again congratulates the class for a job well done. The teacher underscores the importance of food preservation.

The teacher mentions that yesterday, they discussed the several factors that need to be considered in the selection of food items to be processed:
 Raw materials
 Market Demands
 Trends in the Community.
The class also has learned that if the three factors were considered this would be a good source of income for the learners.
.
The teacher mentions that yesterday the class discussed the practices to ensure sanitation and safety of processed/preserved foods.
The class was asked to bring photos or drawing illustrating measures to ensure safety and sanitation in food processing/preservation.
B. Establishing a purpose for the lesson
Tell the class that on one hand through the activity, each learner will gain insights from each group. On the other hand, the members of the group continue to learn from each other through collaborating and
working with one another.
Can you identify the processed/preserved food items that were presented during the last two days?
The possible answers are fish, meat, fruits, vegetables etc.
How about the rest of the ingredients that were

used?
Today’s lesson will be on observing safety rules in food preservation / processing.
The teacher asks the class: “What did they do to observe safety rules in food processing while working on their project?”
The teacher will emphasize that if the learners fail to practice safety and sanitation in food preparation, all the efforts will be in vain because it often leads to food spoilage or food contamination.
C. Presenting examples/ instances of the new lesson
The teacher requests the class to give each of their group a name.
The following are the 8 groups who will present

Group 1 - Drying
Group 2 - Salting
Group 3 - Freezing
Group 4 –Processing
Group 5 – Drying
Group 6 – Salting
Group 7 - Freezing
Group 8 – Processing
Order of presentation will be agreed by the class.
Ask the class if it is easy for them to come up with the needed food items for their project. If the answer is either yes or no, request the learners to explain why.
Is there a demand for the food items? Why or why not?
What preserved food items do you think are in demand?
In your respective community, what are the food trends?
Based on the response of the learners, provide a segue to the following:
 Did you use caps or head bands?

 Did you wash your hands properly before and after working?
 Did you refrain from talking while working?
 Did you wash the tools and equipment properly?
 Did you properly wash the ingredients before they were used?
The class will bring out their assignments. The teacher will call some learners to tell something about the pictures or drawings they have brought to class.
D. Discussing new concepts and practicing new skills #1
The teacher presents the mechanics of the presentation:
Each group will present for a maximum of 8 minutes.
After every presentation, clarifications may be raised by the rest of the group (3 minutes)
The teacher explains that there are several factors that need, to be considered in the selection of food items to be processed:
 Raw materials
 Market Demands
 Trends in the Community.
The teacher will provide the definition and give examples as well.
The teacher will call learners to answer the question.
If the answer of the learner is yes, ask him/her to explain why?
The teacher will play a video on the safe preparation of processed and/or preserved food.
E.Discussing new concepts and practicing new skills#2
Actual group presentation

Groups 1 -4
Mention that food preservation/food processing can be a source of additional income, if the above factors are considered.
Food for human consumption should be produced under conditions of cleanliness and hygienic decency. No consumer would knowingly wish to consume food prepared in unhygienic environment.
The teacher will ask the learners to comment on the video.
What part in the video is the most significant to the learner?
Does the video manifest safety and sanitation in food preservation/food processing?
How?
F. Developing mastery
(Leads to Formative Assessment 3)
The teacher explains that in our country, there are provinces which have abundance of food items. The teacher gives examples:
General Santos City in Mindanao – tuna
Guimaras in the Visayas – mangoes
Pangasinan in Luzon – milkfish
Cebu in the Visayas - Rabbit fish with white dots (danggit)
Ask the learners how the above food items can be preserved/processed.
At your own level, how will you ensure safety and sanitation in food preservation/food processing?
G. Finding practical applications of concepts and skills in daily living
Engage the learners in the discussion by asking them, “ when you go to the province during summer, what foods are abundant in their areas?
What are done by their relatives/friends in order to preserve them?

Cleanliness and sanitation not only includes maintenance of clean and well-sanitized surfaces of all equipment, but also proper disposal of wastes.
H. Making generalizations and abstractions about the lesson
Mention that food preservation/food processing can be a source of additional income, if the above factors are considered.
Think of other ways to ensure that processed foods are prepared observing the principles of sanitation and safety.
Underscore the importance of sanitation and safety in food processing / food preservation.
I. Evaluating learning
True or False
1. The tools and equipment stored in the cabinet need not be washed after storage for a long time.
2. The harvested fruits and vegetables in your own backyard are clean; hence, they need not be washed.
3. The wearing of hairnet during cooking of food to be sold is optional because of the climate in the Philippines.
4. Safety and sanitation in food includes proper waste disposal.
5. The use of plastic kitchen gloves is advisable in the preparation of food.
J. Additional activities for application or remediation
Completion of presentation.
The teacher thanks the members of the class for the effort they have exerted.
The teacher mentions that he/she was impressed with all of the presentation. (if applicable)
Remember that if a group was not able to deliver well, it may reflect on the guidance provided by the teacher during the preparation.
Think of food items which the learner wants to preserve and possibly provide a source of income for them.
Bring photos or drawing of measures to ensure safety and sanitation in food processing/preservation.
V. REMARKS
VI. REFLECTION
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 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 earned80%onthe formative assessment
___ of Learners who earned 80% above

B. No.oflearnerswho requireadditionalactivities forremediation.
___ of Learners who require additional activities for remediation
C. Didtheremediallessons work? No.oflearnerswho havecaughtupwiththe lesson.
___Yes ___No
____ of Learners who caught up the lesson
___Yes ___No
___Yes ___No
___Yes ___No
___Yes ___No
D.No.oflearnerswho continuetorequire remediation
___ of Learners who continue to require remediation
E. Whichofmyteaching strategiesworkedwell?Why didthesework?
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
___ Games
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Cooperation in doing their tasks
___ Games
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
___ Games
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
___ Games
___ Discussion
___ Case Method
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
F. WhatdifficultiesdidI encounterwhichmy principalorsupervisorcan helpmesolve?
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
G.What innovation or localized materials did I use/discover which I wish to share with other teachers?
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Localized Videos
__Fashcards
__Pictures
__ Localized Videos
__Fashcards
__Pictures
__ Localized Videos
__Fashcards
__Pictures
__ Localized Videos
__Fashcards
__Pictures
GRADE 6
DAILY LESSON LOG
School:
Grade Level:
VI
Teacher:
Learning Area:
TLE-I.A.
Teaching Dates and Time:

MARCH 4-8, 2019 (WEEK 8)
Quarter:
TH
4 QUARTER
WEEK 8
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
I. OBJECTIVES
A. Content Standards
Demonstrates an understanding of and skills in repairing simple gadgets/ furniture/furnishing/ furnishings at home and school
B. Performance Standards
Makes simple repairs with ease and dexterity or manipulative skill
C. Learning Competencies / Objectives
Write the LC code for each
Gathers data on how to do simple repairs using technology or other data
TLE6IA-oh-10
Repairs broken furniture ( chairs, cabinet and table) door knobs, extensions cords, lampshades, and other products
TLE6IA-oh-10
Assesses repaired gadgets /furniture/furnishing as to its reusability and functionality using of rubrics TLE6IA-oh-10
Improve repairs undertaken
TLE6IA-oh-10
II. CONTENT
Repair simple gadget s/ furniture / furnishing at home and school
A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Ask the pupils: What furniture do you have at home that needs to be repaired?
The teachers call each group and instruct them to look for a broken appliances or furniture inside their classroom or outside their classroom. The teacher gives at least 10 minutes.
The teacher will ask the pupils common problems at home that needs simple repairs
Why is assessment important in any task you are going to perform?
B. Establishing a purpose for the lesson
The teacher will ask the pupils some of their experiences on how they managed or planned to repair broken furniture. The teacher will write on the board the pupils’ answers.
The teacher will ask the pupils some of their experiences about repairing some of the broken furniture at home by themselves. The teacher will ask the pupils to give 5 very “very good clap” for those
pupils who made the fixing by themselves.
Teacher will assess the work of each group
After assessing your work and you found out that it needs improvement, what will you do?
C. Presenting examples/ instances of the new lesson
In repairing, why is planning or gathering data important?

The teacher will present examples of different hand tools for home repairs. Refer to appendix 1 The teacher will present examples of simple home repairs: 1. Plumbing Repairs (refer to appendix 2)
The teacher will present examples of simple home repairs: 2. Electrical Repairs
3. Placing hinges (refer to appendix2)
Each group will present their work to the class. The teacher and the other group will assess the presented output
Each group will present the assessment given by the other group.
D. Discussing new concepts and practicing new skills #1
The teacher and the pupils will have
interaction on the different data needed in simple home repairs
The teacher and the pupils will talk about the different hand tools needed for home repairs
The teacher and the pupils will have cooperative discussion on the lessons presented
The teacher will ask the following question to each group:
1. What method did you use in repairing the assigned task?
2. Can you tell the steps you did in repairing the assigned task?
3. What different tools did you use?
4. Are you sure that you follow the steps carefully? 5. In a rate of 1-5, 5 is the excellent how will you rate your work?
The group who will make some improvements and remediation will be taken care of with the teacher’s supervision
E.Discussing new concepts and practicing new skills#2
Each group will present their output and the teacher will commend or evaluate them.
F. Developing mastery
(Leads to Formative Assessment 3)
The teacher will tell the pupils to look around their room and find out which one needs repair. Example: door knob, broken chair, broken table, and door hinges. Pupils will write their assessment the
damage that needs to be repaired and the tools needed.
Guessing game
Refer to activity 1
Divide the pupils into 4 groups. Distribute the activity sheets with a situation that needs simple repair Example: leaking faucet, broken armchair etc.
Checking and Evaluating of the work of each group using the rubrics. The teacher might praise or give commendation and suggestions to those output that needs further improvement.
The teacher will rate their improved work using rubrics
G. Finding practical applications of concepts and skills in daily living
What is the importance of having some hand tools for home repairs at home?
How can you help your family save financially by having the knowledge in simple home repairs?
Why is proper assessment in doing any task necessary for a good quality of work or output?
Being a member of a team, what should be your attitude for a fast performance on an assigned task?
H. Making generalizations and abstractions about the lesson
Why is planning and Why is planning and gathering data important in making simple home repairs?
What are the different hand tools you should have at home ready for home repairs?
How is having a full knowledge of simple home repairs can help you and other people/ community make life easier?
In this lesson what did you gain? Why is it important?
What is the importance of
producing a good quality of work?
I. Evaluating learning
Show a broken chair. Tell the pupils to write necessary datas needed for repairing.
Complete the table Refer to activity 2
Divide the class into 4 groups.
Ask the pupils to repair a broken furniture presented to each group
(the teacher will provide the broken furnitures for each group)
Ask the pupils to exchange their work to other group and ask for an assessment
Write a short insight on the importance of being a good team member in doing an assigned task.
V. REMARKS
VI. REFLECTION
A.No .of learners who earned80%onthe formative assessment

B. No. of learners who require additional activities for remediation.
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
___Yes ___No
___Yes ___No
___Yes ___No
___Yes ___No
___Yes ___No
D.No .of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
___ Games
___ Carousel
___ Lecture Method
Why?
___ Complete Ims
___ Games
___ Lecture Method
Why?
___ Complete IMs
___ Games
___ Lecture Method
Why?
___ Complete IMs
___ Group member’s Cooperation in
doing their tasks
___ Games
___ Answering preliminary activities/exercises
___ Lecture Method
Why?
___ Complete IMs
doing their tasks
___ Games
___ Lecture Method
Why?
___ Complete IMs
doing their tasks
F. What difficulties did I encounter which my principal or supervisor can help me solve?
__ Colorful IMs
Equipment (AVR/LCD)
__ Colorful IMs
Equipment (AVR/LCD)
__ Colorful IMs
Equipment (AVR/LCD)
__ Colorful IMs
Equipment (AVR/LCD)
__ Colorful IMs
Equipment (AVR/LCD)
G.What innovation or localized materials did I use/discover which I wish to share with other teachers?
__ Localized Videos
__ Making big books from
__ Localized Videos
__ Localized Videos
__ Localized Videos
__ Localized Videos
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: MARCH 4 – 8, 2019 (WEEK 8) Quarter: 4TH QUARTER

I. Layunin
Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa patuloy na pagpupunyagi ng mga Pilipino tungo sa pagtugon ng mga hamon na nagsasarili at
Pamantayang Pangnilalaman umuunlad na bansa
Nakapagpapakita ng aktibong pakikilahok sa gawaing makatutulong sa pag-unlad ng bansa bilang pagtupad ng sariling tungkulin na siyang kaakibat na pananagutan sa
Pamantayan sa Pagaganap pagtamasa ng mga karapatan bilang isang Malaya at maunlad na Pilipino
AP6TDK-IVg-h-7
Mga Kasanayan sa Pagkatuto
(Isulat ang code ng
bawat kasanayan)
Nakabibigay sa kahulugan ng Naiisa-isa ang mga hakbang sa Nakabibigay-kaugnayan ng Nakapagmumungkahi ng iba’t Nasisiyasat ng
enerhiya pagtitipid ng enerhiya enerhiya sa pag-unlad ng bansa ibang paraan sa pangangalaga ng mabuti ang mga
Cognitive kapaligiran paraan sa
pangangalaga ng
kapaligiran
Nakababahagi sa klase sa Nakalalahad sa mga posibleng Nakalalahad ng mga opinyon sa Nakagugunita ng mga karanasang Nakagugunita ng
kahalagahan ng enerhiya mangyari kung hindi magtitipid ng kahalagan ng enerhiya sa pag- may kinalaman sa pangangalaga mga karanasang
enerhiya unlad ng bansa ng kapaligiran may kinalaman sa
Affective hindi tamang
pangangalaga ng
kapaligiran
Nakagagawa ng isang akrostik ng Nakabubuo ng isang graphic Nakasasadula sa mga epekto ng Nakaguguhit ng isang poster na Nakalilista sa mga
salitang enerhiya organizer na nagpapakita ng mga hindi maayos na pagtitipid ng nagpapakita sa kahalagahan ng programa ng
Psychomotor paraan sa pagtipid ng enerhiya enerhiya sa pag-unlad ng bansa pangangalaga ng kapaligiran pamahalaan na
nangangalaga sa
kapaligiran
II. NILALAMAN
KAGAMITANG PANTURO
A. Paksa
B. Sanggunian AP6 Batayang Aklat sa AP 6 AP6 CG, mga larawan, tsart, TM, AP6 CG, mga larawan, tsart, TM, AP6 CG, mga
TG 6, LM 6 LM, TG, CG, BOW TG TG larawan, tsart, TM,
TG
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Awitan ang “Masdan mo ang Pagbabahagi ng takdang aralin Sumayaw ng “Energy Gap” Pagpapakita ng video sa awit ng “ Pagpapakita ng
at/o pagsisimula ng bagong Kapaligiran” What a Wonderfull World” video sa awit na
aralin “Anak ng Pasig”
B. Paghahabi sa layunin ng aralin Pagtatanong sa kasalukuyan Pagpapakita ng isang video Pagpapakita ng larawan sa Ano ang masasabi ninyo sa Ano ang mensahi sa
sitwasyon ng kapaligiran sa presentation ng matalino at Malampaya Power Plant, Maria video? awitin?
pamamagitan ng talk show maaksayang paggamit ng enerhiya. Cristina Falls Ano ang nagyari sa
ilog pasig?
Bakit kaya ito
nasira?
C. Pag-uugnay ng mga halimbawa Sagut tanungan patungkol sa Ano ang mensahi ng video inyong Ano ang nasa larawan?Makikita Base sa video ipinakita, Makikita Ito ba ay nangyayari
sa bagong aralin enerhiya. natungyhayan? ba ito sa Pilipinas? pa ba ninyo ang ganoong mga rin sa ibang ilog?
tanawin?
D. Pagtatalakay ng bagong Magpapakita nga mga larawan Ipahayag ang mga paraan sa Ano ang naiambag nito para sa Pagpapaskil sa tsart ng mga Gamit ang GO ilahad
konsepto at paglalahad ng tungkol sa gamit ng enrhiya pagtitipid ng enerhiya gamit ang kaunlaran ng bansa? magagandang tanawin n gating ang Mga hindi
bagong kasanayan #1 GO. bansa. tamang
pangangalaga sa
kapaligiran.
E. Pagtatalakay ng bagong Bakit kailangan ang enerhiya? Ano ang mangyayari kung hindi Ano ang masamang epekto sa di Ano ang dapat nating gawin Sa pamamagitan ng
konsepto at paglalahad ng Anu-ano ang mga pwede nating gagamitin ng maayos ang enerhiya? maayos na paggamit ng upang mapanatili ang slides/ larawan
bagong kasanayan #2 gawin sa enerhiya? enerhiya? kagandahan ng mga lugar na ito? ipapakita ang mga
programa ng
pamahalaan sa
pangangalaga ng
kapaligiran.
F. Paglinang sa Kabihasan Gumuhit ng mga larawan Pagsasadula tungkol sa mga paraan Hatiin ang klase sa limang Hatiin ang klase sa anim na Sagot-tanongan
(Tungo sa Formative Assessment) nagpapakita ng kahalagahan sa ng pagtitipid ng enerhiya. pangkat at maghanda ng isang pangkat, ang unang 3 grupo ay
enerhiya. maikling dula dulaan. ang pag-aalaga sa kapaligiran,
ang huling 3 ay ang sumisira nito.
G. Paglalapat ng aralin sa pang- GUmawa ng awit at tula o kwetn Ihati ang klase sa 5 grupo at Pagsasadula tungkol sa kung Gumawa ng isang poster sa Sino ang
araw-araw na buhay nagpapakita sa kahalagahan sa magpalitan ng opinyun tungkol sa paano makakatulong ang kahalagahan ng pangangalaga sa makikinabang kung
enrhiya. pagtitipid ng enrhiya at ang epekto enerhiya sa pag-unlad ng bansa kapaligiran. mapapangalagaan
sa di pagtitipid ng enerhiya.
ang kapaligiran?
H. Paglalahat ng Aralin Bakit mahalaga sa enerhiya sa tao? Gamit ang GO igbahagi sa klase ang Base sa pagsasadula, paano Gumawa ng isang journal kung Bakit mahalaga na
mga ideya nakuha sa group sharing. nakakaapekto sa tao ang di paano aalagaan ang kapaligiran. pangalagaan ang
maayos na paggamit ng kapaligiran?
enerhiya?
I. Pagtataya ng Aralin Isulat lahat ng maaring gamit ng Tama o Mali Pasagutan ang inihandang Sabihin kung ang sumusunod ay Ilista ang mga
enerhiya sa short bondpaper. Isulat ang T kung ang pahayag ay pagsasanay. nakakatulong o nakakasira sa programa ng
Tama ,M kung Mali. kapaligiran .(10 item test) pamahalaan para sa
pangangalaga ng
kapaliigran
J. Karagdagang gawain para sa Ilista ang mga paraan sa pagtitipid ng Gumupit ng paboritong larawan
takdang-aralin at remediation enerhiya. ng isang kapaligiran.
IV. Mga Tala

V. Pagninilay
A. No. of learners who earned

80% on this formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work?
No. of learners who have caught
up the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I

encounter which my principal or
supervisor help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teacher?
Teacher: Learning Area: MAPEH
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standard Demonstrates understanding of Demonstrates understanding Demonstrates understanding of Demonstrates understanding of Weekly Test
participation and assessment of of participation and participation and assessment of participation and assessment of
physical activity and physical assessment of physical activity physical activity and physical physical activity and physical fitness
fitness and physical fitness fitness
B. Performance Participates and assesses Participates and assesses Participates and assesses Participates and assesses
Standard performance in physical performance in physical performance in physical activities performance in physical activities
activities activities
C. Learning Describes the skills involve in Observes safety precaution Executes the different skills Recognizes the value of
Competencies the dance PE6RD-IV-h-3 involved in the dance participation in physical activities
(write the LC Code) PE6RD-IVb-2 PE6RD-IVb-h-4 PE6PF-IVb-h-19
II. CONTENT

A. References 21st Century Mapeh in Action 21st Century Mapeh in Action 21st Century Mapeh in Action 21st Century Mapeh in Action
1. TG/CG pages pp. 37 pp.37 pp.37 pp. 37
3. Textbook pages pp. 228 pp.242
4. Materials downloaded
from LRMDS
B. Other Learning Materials
IV. PROCEDURES
A. Reviewing previous lesson What are the skills involve in What safety precautions should What are the skills involve in
and presenting new lesson dancing? we do before dancing? dancing?
B. Establishing a purpose for What is dancing? What are the basic movements What are the skills involved in Is team work important in a project
the lesson in hip hop? dancing? or performance? Why?
C. Presenting Give examples of dances that Basic movements in hip hop Skills involve in dancing: Group activity
examples/instances of the you know. are: 1. Good posture Form 3 groups
lesson Breaking confidence focus They will enumerate what are the
Krumping space dynamics things that will happened to you if
Swaying 2. Mobility flexibility you will not be active.
Stumping strength and balance
Turning 3. Good alignment
Hopping relationship
Locking 4. Concentration or
Popping determination
5. Focus musically
6. Projection sense of
style
D. Discussing new concepts Groupings. Groupings. Discuss the skills involve in Regular physical activity can help
and practicing new skills Form 3 groups. They will Form 3 groups. Each will dancing. you from the following health
#1 enumerate folkdances that perform 3 basic hip hop problems:
they k now. movements. 1. Heart disease and stroke
2. Diabetes
3. Obesity
4. Back pain
5. Osteoporosis
6. Self-esteem and stress
management
7. disability
E. Discussing new concepts What are the skills involve in Simple warm up exercises Why is dancing a form of exercise? Give ways that you can do to have a
and practicing new skills dancing? before dancing hip hop. healthy life.
#2 1. Walk forward and
back
2. Four steps forward
and four steps
backward.
3. You can repeat it.
4. You can do it faster or
slower.
F. Developing mastery (lead The skills involve in Why should we warm Why dancers are has a fitter body What is physical fitness?
to formative assessment 3) dancing are up first before than those who are not?
Coordination, dancing?
Flexibility and Balance.
G. Finding practical What are the benefits that we
application of concepts get from dancing?
and skills in daily living
H. Making generalization and What are the skills involve in Enumerate the skills involve in What is the value of participation in
abstractions about the dancing? dancing. physical activities?
lesson
I. Evaluating learning Give the skills involve Give some safety precautions What are the skills involve in Which is not a benefit of being
in dancing. in dancing. dancing. active write a check?
1. Fit body
2. Diabetes
3. High blood pressure
4. Low self esteem
5. Stroke
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for remediation
who scored below 80%
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
strategies worked well?
Why did these work?
encountered which my
principal can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of pie graphs and experimental probability.
B. Performance Standards The learner is able to create and interpret representations of data (tables and pie graphs) and apply experimental probability in mathematical problems and real-life situations
C. Learning Competencies/ quantifies the phrases “most likely to happen” and “unlikely to performs experiments and records outcomes
Objectives happen”. M6SP-IVh-21
M6SP-IVh-20 Weekly Test
II. CONTENT Quantifying the phrases “most likely to happen” and likely to Performing experiments and records outcomes
happen”.
LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Material pages
3. Textbook Pages
4. Additional Reference
from Learning Resource
Workbook in Math 6 p 145 Workbook in Math 6 p 146

Number Smart 6 pp 566-575 Number Smart 6 pp 566-575
III. PROCEDURES
A. Reviewing previous lesson What is a probability? What is your observation of the What is the probability of an
or presenting the new weather today? Why do you say impossible event?
lesson so?
B. Establishing a purpose for Show pictures of children Show 2 dice to the pupils. Ask, Rolling a die, what is the probability Rolling a die, what is the probability
the lesson playing outside the house. What is the probability that two that 7 come out? that 9 come out?
dice marked 1-6 are rolled, the
result will be two 4s?
C. Presenting Read the story/situation: Let them discover the results of It is zero (0) because there’s no side What is your answer? Why do you say
examples/instances of the One sunny day. The sisters rolling two dice. with a number 7. so?
new lesson Hanna and Charmagne were Can you cite other instances and
playing happily outside. make a prediction?
Hanna asked her sister about
the probability that it would
rain. How should Charmagne
answer her sister’s question?
D. Discussing new concepts Event (A) is most likely to Use a numbers below to find the If you toss two dice at the same Activity 1:
and practicing new skill #1 happen. We can say the number of possible outcome for time there will be 36 possible You select a marble without looking
chance of event (A) is each event. outcomes on the top faces of the and then put it back. If you do this 8
high. two dice. times, what is the best prediction
Event (B) is unlikely to One two three four 1. Complete the table and answer possible for the number of times you
happen. We can say the the questions that follow. will pick a marble that is not blue?
chance of event (B) is low. 1, 2, 3, 5,
Five six seven eight 1 1 1 1
Rain is unlikely tonight.
The probability of rain 1, 4, 6,
tomorrow is 50%. (1/2) Nine ten 2 2 2
Rain is uncertain 1, 2, 3, 5,
tom0orrow, that is, it may or 1. Pick a number whose name has 3 3 3 3
may not rain tomorrow. 4 letters. 1, 4, 6,
The probability of rain 2. Pick a number whose name has 4 4 4
tomorrow is 90%. (9/10) 5 letters. 1, 2, 6,
Rain is likely to come 3. Pick a number whose value 5 5 5
tomorrow night. equals the number of letters in its 1, 3, 4,
You notice that 90% is name. 6 6 6
closer to 100%, that is rain
is likely to happen.
2. How many of the outcomes in
the table add up to an odd
Study some examples on
page 335 of textbook, number?___
under Example 1. 3. What is the probability of getting
both odd numbers on the top
faces? _____
4. What is the probability of getting
1. ______
5. What is the probability of getting
12?____
E. Discussing new concepts Work by Pair: Directions: Which of the following Directions: Study the illustration Activity 2:
and practicing new skill #2 Solve: situations can be considered as below then answer the following You select a marble without
1. It was observed in EDSA unlikely to happen, likely to questions that follow. looking and then put it back. If you
that 28 cars, 25 buses and 17 happen, equally likely to happen, do this 9 times, what is the best
trucks passed a certain point impossible to happen, or certain to prediction possible for the number
on the road per hour. What is happen? Write your answer on the of times you will pick a marble that
the probability that: blank before each number. is not brown?
a. the next vehicle to pass
the street is a car? ____ ______ 1. When one is lying
b. the next vehicle to pass down, he is sleeping.
the street is a bus? ____ ______ 2. When the clouds are
c. the next is not a car?____ dark, it will rain.
______ 3. If you eat plenty of JAR WITH MARBLES
food, you are healthy.
______ 4. A butterfly can fly. 1. What is the probability of
______ 5. All mountains have picking a yellow marble?
forest. 2. What is the probability of
_____ picking a red marble?
3. What is the probability of
picking a blue marble?
picking a yellow and red marble?
picking a blue and red marble?
picking a yellow and blue marble?
F. Developing mastery (Leads Pair Share: Pair Share: Group Activity: Perform the Group Activity: Perform the activity
to Formative Assessment) Two dice marked 1-6 are Toni makes a guess which day on activity and record the result. and record the result.
rolled. Compute for the September is Alex’s birthday. Toni You want to find the probability of
probability that the result will knows that Alex’s birthday does The numbers 1,2,3,4,5 and 6 are getting a “head”. You tossed a fair coin
be a sum of 6. not fall on an odd numbered day. shown as dots on the six faces 20 times and record the result on the
What is the probability that Toni of a die. If two dice are rolled, table.
will guess the correct day on her find the probabilities.
first try? Outco Tallies No. of
Example: What is the probability
mes Times
of getting the sum of 6?
Obtaine
Solution:
P(6)= (1,5),(5,1),(4,2),(2,4),(3,3) d
=5 Head
1. P (sum of 4) ____ Tail
2. P (sum of 7) ____
3. P (sum of 2) ____ a. What is the theoretical probability
4. P (sum of 5) ____ of getting a “head”?
5. P (sum of 9) ____ b. What is the experimental
6. P (sum of 12) ___
7. P (sum of 13) ___ probability of getting a “head”?
8. P (sum of 3) ____
9. P (sum of 10) ___
10. P (sum of 1) ___
G. Finding practical Out of 40 pupils of Section Use the information from the A basket contains 5 chicos, 3 atis, 4 Refer to ,
applications of concepts Jade of Narra Pilot School, spinner to solve the problems. Use mangoes and 6 avocados. If only
and skills in daily living 75% of the pupils are passing certain, likely, equally likely one fruit, is drawn from the basket, APPENDIX -A
the exam. What is the somewhat likely, or impossible for find the probability of the following; Investigating Experimental
probability of pupils failing your answer. 1. P (chicos) ___ Probability
the exam? How many are 1st 2nd 3rd 2. P (atis) ____
failing? 3. P (not mangoes) ___ (separate sheet)
4. P (chicos or mangoes) __
5. P (mangoes) ____ A
C
Spinner spinner spinner T
I
1. What is the chance of landing on V
an odd number on 2nd spinner? I
2.What is the probability of landing T
on an odd on the 3rd spinner? Y
3. Is it like, unlikely or equally likely
to land on an even number on the 1
first spin? :
4. Lara added a 3 and 9 to the 3rd O
spinner. What is the probability d
now of landing on an odd number? d
5. Luis removed 1,3 and 11 from
the 1st spinner. What is the o
probability now of landing on an r
even number?
E
v
e
n
S
H. Making generalizations and How do you quantify phrases Probability is a measure of the How will you perform the How will you perform the
abstractions about the “most likely to happen” and likelihood that a certain event will experimental probability? experimental probability?
lesson “unlikely to happen”? occur. It can be expressed as a Do we need to record the Do we need to record the outcomes?
number from 0 to 1. outcomes?
I. Evaluating learning Solve: Solve: Directions: Study the illustration Roll a die 5 times then record the
In one bookstore, a saleslady A catalog store has 6% of its below then answer the following result on the sheet.
sold 125 notebooks, 150 orders returned for a refund. The questions that follow.
pencils, and 120 pad papers. owner predicts that a new candle
Compute for the probability will have 812 returns out of the
that she will sell a pencil, and 16,824 sold. Do you agree with this
the probability that the next prediction? Explain.
item she will sell is not a
pencil. ______,_______.
THE CHIPS ARE PLACED IN A JAR

AND MIXED
picking a chip with an even
number?
picking a chip with an odd number?

picking a chip with the biggest
number?
picking a chip with the smallest
number?
picking a chip with a prime
number?

IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
remediation
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the characteristics of planets in the solar system.
B. Performance Standards The learners should be able to design an emergency and preparedness plan and kit.
Compare the planets of the solar system (S6ES-IVg-h-6)

C. Learning Competencies/
Objectives 1. Describe the period of rotation of 1. Compare the planets of the 1. Compare the planets of Compare the planets of the
Write the LC code for each the solar system as to their solar system (S6ES-IVg-h-6)
inner and outer planets. solar system as to their
2. Identify the period of rotation of distance from the sun; components 1.Describe the sizes of the
inner and outer planets 2. Illustrate and describe the 2. Appreciate the existence planets in the solar system
3. Work harmoniously with the vastness of the solar system by of the planet earth. 2. Illustrate the sizes of the
group during the activity. comparing one planet to 3. Illustrate the comparison planets in the solar system
another relative to its distance of inner and outer planet in 3. Work harmoniously with
the solar system. the group
from the sun as the center of
the solar system,
3. Work harmoniously with the
group while doing the activity.
Rotation of inner and outer planets Distance of planets of the solar Components of planets in Compare the planets of the
II. CONTENT system the Solar System solar system
Describe the sizes of the planets
in the solar system
A. References
1. Teacher’s Guide pages Curriculum Guide S6ES-IVe-f-5
3. Textbook pages Cyber Science 6, pp.310-311 The New Science link 6 pp. Science Links 6 pp 443- The New Science Links Worktext
443-451; Cyber Science 6, pp 451 in Science and Technology 6 pp.
317-329 Science Journey 6, pp 146-149
316-331 Science Journey 6, pp. 317-321
4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources activity sheet Activity sheet, Illustration of
Meta cards solar system, Metacards
IV. PROCEDURES
A. Reviewing previous lesson or Through Guessing Games about the Do Scavenger Hunt. What are different planets in What is the composition of the
presenting the new lesson inner and outer planets. solar system? different planets in the solar
Teacher asks review questions system?
about the period of rotation of Compare them.
the different planets in the
solar system and the pupils will
search the answers around the
room.
B. Establishing a purpose for the Activity: Word Wizard! The teacher shows picture of Have you seen the sun and the
lesson Say: I have here words 5 sets of the solar system and let the moon? To have a good look at
jumbled letters. Arrange the pupils talk about on where we the solar system from earth
jumbled letters to form the words are located in the solar system, what are we going to use?
which we will be using in and ask:
out activity later. The meaning of the
words serves as your How could you compare the
clue. distance of the planet from
TAORTOIN-movement of the one another and its distance
planets towards the sun?
TRERORGAED- backward Original File Submitted and
rotation or from east to Formatted by DepEd Club
west Member - visit depedclub.com
INNER PLANETS- planets closest for more
to sun
OUTER PLANET- gas planets
LNAPET - a large space
object, which revolves
around a star
C. Presenting examples/instances Exploration Exploration Our Earth is a rocky Exploration
of the new lesson 1. Preparation 1. Teacher gives initial planet. Teacher’s Instruction
a. Setting of standards. instructions about the activity. It is the only planet in the Activity 8.4 .The teacher will use
b. Group the pupils into 5 and Activity 8.2-1 and 8.2-2 solar system that can the activity as guide.
distribute the activity sheets. 2. Distribute the activity sheet support life.
c. Check for the completeness of the for each group
materials brought by the pupils for 3. Explain the direction in each
the activity. activity
d. Explain the directions in doing the
activity.
2. Introduce the lesson: signs when
materials undergo physical and
chemical change due to application
of heat.
3. Activity Proper (Group Activity)
a. Supervise the pupils while they
are doing the activity
D. Discussing new concepts and Presentation of group outputs. Let Students present their output What do think the other Exploration
practicing new skills #1 each group present their work in on the activity. The teacher planets made of? 1. Setting of standard
class will give feedback about the Do the Activity 2. Activity
result. Presentation of output I-Assorting materials
II-Paragraph Reading
3. Reporting
E. Discussing new concepts and What do you call the movement on What do you call to those Discuss the components of Explanation
practicing new skills #2 its axis called? planets located nearer to the each planet in the solar 1. Based on your activities
How long does earth rotate on its sun? system. which is the biggest
axis? How about those who are far planet?
Which planets have nearly the same from the sun? 2. Which is the smallest
period of rotation? planet?
3. Which planets have
almost the same size?
F. Developing mastery (leads to Venus takes 243 days for one How much farther away is What planet is said to be the
Formative Assessment 3) rotation. What does the minus sign Neptune from the sun in sister planet of earth?
suggest in the table’s Period of comparison with Mercury? Why?
Rotation? Venus? Earth? Mars? Jupiter?
Uranus?
G. Finding practical applications of If you were born on Mars, would you If you were given a chance to Do you want to live in other What is the importance of the
concepts and skills in daily living be older or younger than your age be an astronaut like Neil planet? Why? Or why not? earth’s size to people?
now? Why? Armstrong, which planet
would you like to visit? Why?
H. Making generalizations and The planet Mars is farther from the Planet Mercury is been seen Using a venn diagram to What is the sequence of the
abstractions about the lesson sun than Earth. Which do you think on Earth even without the use generalize the concept of planets in the solar system if you
has a longer year, Earth or Mars? of telescope for a few hours the lesson arrange them according to their
Why? immediately after sunset or size?
before sunrise. But why is it
not possible to see Neptune
without using telescope?
I. Evaluating learning Choose the letter of the correct Choose the letter of the best Performance test Choose the letter of the correct
answer. answer. answer.
1. A day on Saturn takes about 1. Which of these planets 1. Which is the biggest planet
10 Earth hours. Which fact receives less heat from the in the solar system?
would best explain this sun? a. Neptune
a. Earth c. Neptune b. Venus
short day?
b. Mars d. Saturn c. Jupiter
A Saturn is less dense than d. Earth
Earth. 2. Which of these describes 2. Which is the smallest planet
B Saturn is much farther
from the Sun than Earth. the distance of the planets in the solar system.
C Saturn rotates more from the sun? a. Mercury
rapidly than Earth. a. Similar b. Earth
D Saturn’s orbit has greater b. Different c. Uranus
eccentricity than Earth’s. c. Changing d. Mars
d. Peculiar 3. Planet mars is bigger
2. Earth's rotation (turning on than earth.
its axis) causes 3. Which of these planets a. True
receives less heat from the b. False
A day and night sun? c. Maybe
B Solar Eclipse a. Earth d. None of the above
C. The season to b. Mars 3. Which planet has almost
change. c. Neptune the same size with earth?
D The moon to appear d. Saturn a. Jupiter
as different shapes. b. Saturn
3. Which of the following is 4. Which of these is about 1.5 c. Venus
true? billion kilometers away from d. Uranus
A. Earth rotates on its axis the sun? 4. Jupiter is much bigger than
as it revolves around a. Saturn the sun.
the sun. b. Jupiter a. True
B. The sun revolves c. Mars b. False
d. Venus c. Maybe
around the earth while
d. None of the above
earth is rotating. 5. Which is the most visible
C. Earth rotates once a planet on earth with our naked
month as it revolves eye?
around the sun. a. Mars
D. Earth completes one b. Jupiter
rotation in 365 days. c. Venus
d. Mercury
4. Which of the following
causes rotation of the
Earth?
I. Day and night
II. Wind Deflection
III. Climate changes
IV. Differences of time in
different places.
A. I only C. I,II,III
B. I and II D. I,II IV
5. Which causes the deflection

of the wind from the poles
to the equator and vice
versa?
A. Rotation of the Earth
B. Revolution of the Earth
C. Tilting of Earth’s axis
D. Vertical rays of the sun
rotate from east to west?
A. Earth
B. Mars
C. Venus
D. Saturn
7. Which of these rotates as
fast as the Earth?
A. Mars
B. Venus
C. Mercury
D. Jupiter
inner planets rotates the
fastest?
A. Mercury C. Earth
B. Venus D. Mars
9. Which of the following the
outer planets rotates the
slowest?
A. Jupiter C. Uranus
B. Saturn D. Neptune
10. Of the eight planets which
planets rotates almost the
same?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
materials did I use/discover
which I wish to share with other
teachers?
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: MARCH 4-8, 2019 (WEEK 8) Quarter: 4th QUARTER
I. OBJECTIVES
A. Content Standards  Demonstrates understanding of various non-verbal elements in orally communicating information
 Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
 Demonstrate understanding of the research process to write a variety of texts
 Demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
.
B. Performance Standards  Orally communicates information, opinions and ideas effectively to different audiences for a variety of purposes
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Uses a variety of strategies to provide appropriate feedback
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
 Uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
C. Learning Competencies/ Summarize the information from a Use appropriate graphic organizer Use various types and kinds of Conduct short research projects Compose three-
Objectives text heard in text read sentences for effective on a relevant issue paragraph
Inferring meaning of content-specific communication of persuasive essay
terms using information/ideas Make connections between on self-selected
-context clues (Compound-Complex Sentence) information viewed and topic
-affixes and roots personal experiences
-other strategies
Write the LC code for each EN6OL-IVg-3.6 EN6RC-IVg-2.15.2 EN6SS-IVg-1.10 EN6SS-IVg-2.3 EN6WC-IVg-
ENGV-IVg-12.3.3 EN6VC-IVg-1.4 2.2.11
ENGV-IVg-12.4.1.3
EN6V-IVg-12.4.2.3
II. CONTENT Clarifying meaning of text heard Graphic organizer Compound-Complex Sentence Used to influence viewers Composing
(Subject Matter) Inferring meaning of borrowed word Research projects Stereotypes, point of view , paragraph
Context clues propaganda
A. References
1.Teacher’s Guide/Pages Curriculum Guide pp 138 of227
2.Learner’s Materials Pages
3.Textbook Pages Essentials English 6 pp.372-373 Essentials English 6 pp.373-- Essentials English 6 pp.378-379 Essentials English 6 pp. 376 Essentials English
376 6 p 380
4.Additional Materials from Learning
Resource(LR)portal
B. Other Learning Resources powerpoint Chart, worksheet powerpoint powerpoint Powerpoint
III. PROCEDURES
A. Reviewing previous lesson or What are the three
presenting new lesson Choose the best meaning information viewed?
of the underlined word.
1. The first review on the

Harry Potter movie
was favorable. Many people
attended and enjoyed the
movie. Some people even
saw the movie three times!
a. negative
b. uncertain
c. positive
d. clear
2. Her quiet, timid ways
made us guess at her true
feelings about the story
because she kept her ideas
to herself and never spoke
in the class.
a. shy
b. boisterous
c. kind
d. seriously
3. He was found running
down the street after
curfew, and his parents
were penalized. The ticket
read: "Illegally in the streets
at 1:00A.M." Now he would
have to pay the ticket with
his own money.
a. crooked
b. fined
c. delicate
d. informed
4. The woman crossed her
fingers as her daughter did
the cheer. She was hoping
that everything would work
out for her daughter as
she vied for a position on
the squad. Her daughter
wanted to be a cheerleader.
a. shouted
b. enclosed
c. expanded
d. tried
5. The boy knew that the
lake was teeming, and
overflowing with bass, so he
brought a big net to help get
the fish in the boat.
a. rare
b. enclave
c. full
d. sparse
B. Establishing a purpose for the What does the picture telling about climate Match column A with Watched a video then write
lesson change. column B. important information you
These words are taken from learned from the episode
the story we will read today. that you chose. Which part
A of the episode is related to
1. Marvelous your personal experience.
2. Brimming
3. Pedestal
4. Plucked
5. Furnace
6. ascended
B
a. to go up
b. one for melting
metals
c. to pull quickly to
remove
d. the base of a
column or position
of someone
e. the top edge of a
glass
f. extremely good
C. Presenting examples/ Listen to the continuation of the text about Read the story and find out
instances of the new lesson climate change. Summarize the information if you can tell who sacrificed
you heard by answering the following more: the prince or the
questions to help you identify the key points. swallow. ( this summary of
 How do people cotirbute to global the story cause its too long)
warming?
The fairytale begins with the
description of The Prince
who was on a high pole in
the city. He was beautiful
and had two sapphires
instead of his eyes and was
covered in gold. He held a
sword in his arm and on the
handle there was a ruby.
It was hard to walk next to

the statue without looking
at it. The statue provoked
admiration because of the
happiness and beauty he
was radiating. He seemed as
a wish that came true.
In the meantime, swallows

began their moving and a
swallow fell behind and fell
in love with a Reed. It was a
true love which started in
spring and lasted the whole
summer. Even though the
swallow was being warned
that the Reed is poor he did
not want to abandon him.
When he realized that the

Reed wasn’t like him
Swallow went far away to
see the magnificent
Pyramids. After a whole day
of flying, it began to be dark
and the Swallow found a
place to sleep. Then he saw
the statue of The Prince and
settled in between his feet.
At that moment, a drop of

water fell on him. It
wouldn’t be a strange thing
it the weather was bad, but
it wasn’t so the little
swallow didn’t know where
the water came from. He
realized that the statue
can’t protect him he
decided to fly away but then
he saw the teary eyes of
The Prince.
The little Swallow couldn’t

quite figure out why The
Happy Prince was sad and
he explained to him that he
did not know about tears
when he was alive. The
Prince starts to talk about
how he saw in an alley a
poor seamstress which was
making a dress while her ill
son was lying in bed.
Because they were poor the
only help his mother could
provide him was some
water from the river.
The Prince asked Swallow to

take a ruby from his sword
and give it to the poor
woman. The Swallow said
yes and he stayed another
night with the Prince. When
he came back he confessed
that he felt the warmth and
the Prince told him that it
was because he did a good
deed.
The next night Swallow

wanted to go to Egypt but
the Prince asked him to stay
another night. The Swallow
told him that he should
leave but then Prince told
him a story about a hungry
boy on an attic. Since he did
not have his ruby he told
the Swallow to take a
sapphire and give it to the
boy and the other one to a
poor girl.
The Prince was completely

blind and the Swallow could
not leave him now and even
though it was getting colder
and colder he stayed with
the Prince and told him
stories about Egypt. The
Prince asked him to fly over
the town and tell him what
he will see. After he came
back he told him that he
saw a lot of poverty. The
Prince told him to take a
leaf of gold from his body
and carry it to the poor.
The Prince looked lifeless

and gray and the Swallow
died because of the cold.
Since the statue lost its
beauty they liquated him.
His lead heart was liquated
so they threw it away with
the Swallow. God told his
angels than to bring him
their two favorite things
from the city and one angel
brought him the heart and
the dead bird. God told him
that he did well and that the
birdy will sing while the
Prince will be celebrating
him.
D. Discussing new concepts and Answer the following

practicing new skills #1 One way of knowing the meaning of difficult questions:
and unfamiliar words is to look at the 1. Describe the
context in which the word was found. experiences of the
Context means the part of a sentence or prince when he
paragraph. was still alive.
2. What realities did
What is context clues? he sees as his
statue was erected
CONTEXT CLUES are hints about the
on top of a tall
meaning of the unfamiliar word. The most
column high above
common context clues is the inference clues.
the city?
3. How did he feel
Inference clues are hints in the context of
the sentence or paragraph that help you about what he
figure out or infer the meaning of the new saw?
word. 4. What sacrifices did
the happy prince
make?
5. What sacrifice did
the little swallow
offer?
6. Did the characters
deserve the ending
of the story? Why
or why not?
E. Discussing new concepts and Group Activity
practicing new skills #2 With your group mates, These conjunctions are also known as
choose one problem- FANBOYS:
solution in the story that
you can dramatize. Observe F - For - reasons
accuracy, appropriate rate , A - And - addition / next action
proper expressions and N - Nor - not one or the other
correct pronunciations. B - But - contrasting and unexpected
Present your dramatization results
in class. O - Or - choices and conditions
Y - Yet - contrasting and unexpected
results
S - So - actions taken
F. Developing Mastery Read the sentences carefully. Use context Compound Sentence Worksheet
(Lead to Formative Assessment) clues to find the meaning of the underlined
word. Choose the letter of the correct Use FANBOYS (for, and, nor, but, or, yet,
answer. so) to write one compound sentence
using the two simple sentences.
1. So many were sick flu that the health
authorities declared there was as 1.Susan thinks she should stay home
epidemic. and relax. She also thinks she should go
A. No incidence of the disease. on vacation. - Show additional
B. Minor incidence of the disease. information
C. People died of the disease.
D. D. widespread incindence of the 2.The doctors looked at the x-rays. They
disease. decided to operate on the patient.
- Show an action taken based on a
2. The doctors found the particular strain reason
of the flu pernicious.
a. Mild 3.We went out on the town. We came
b. Negligible home late. - Show a sequence of events
c. Deadly
d. Friendly 4.Jack flew to London to visit his Uncle.
3. Children must receive flu shot. He also wanted to visit the National
a. An injection of medicine Museum. - Show addition
b. The firing of a gun
c. Stroke in certain games 5.It is sunny. It is very cold. - Show a
d. Distance to be traveled contrast
4. An old man refused to be inoculated.
a. Vaccinated
Rewrite the following sentences using
b. Medicated
c. Treated subordination rather than
d. Hospitalized coordination. Include a comma when a
dependent statement starts a
5. ”I ‘m afraid of needles!”,he said. sentence.
a. A [ointed instrument with one hole Example:
at the end for sewing. The hair dryer was not working right,
b. A pointer on a compass so I returned it to the store. Answer:
c. A thin rod used in kniiting Because the hair dryer was not working
d. A sharp thin hollow tube used to right, I returned it to the store.
put fluid into the body.
1. The teacher turned on the
large window fan, but the
classroom remained hot.
2. The plumber repaired the
water heater, so we can take
showers again.
3. I washed the sheets and
towels, and I scrubbed the
bathroom floor.
4. You should go to a doctor, for
your chest cold may get worse.
G. Finding practical application of Choose the letter of thecorret answer. Combine each of the following sets of
concepts and skills in daily living. 1. Many drivers are perplexed at the simple sentences into one complex
sentence.
odd-even scheme.
a. Bothered 1. The strike was going to be called off. The
b. Unhappy leader told me that.
c. Confused
2. We can succeed only by combined effort.
It goes without saying.
2. Some bank robberies were led by
policeman or soldiers. People 3. He may become a member. I don’t know.
erroneously believe men in uniform 4. He is not educated. He is well
should not be trusted. experienced.
a. Wrongly
5. I sank into the water. I felt great
b. Correctly confusion of thought. I cannot describe it.
c. Seriously
3. Lisa felt so melancholy when her Answers
husband worked abroad. She 1. The leader told me that the strike was
always waits for his letters and going to be called off.
phone calls. 2. It goes without saying that we can
succeed only by combined effort.
a. Happy
3. I don’t know if he will become a
b. Sad
member.
c. Nervous
4. Patricia looked ridiculous when she 4. Though he is not educated, he is well
dressed up in her mother’s clothes. experienced.
5. When I sank into the water I felt great
a. Charming
confusion of thought which I could not
b. Silly explain.
c. Grow-up
5. Angeli learned about the party for

her birthday by eavesdropping in
her sisters’ conversation.
a. Joining the conversation
b. Listening secretly
c. Looking at signals
H. Making Generalization and What is inferences clues used in

Abstraction about the lesson context clues? These conjunctions are also known as
FANBOYS:
F - For - reasons
A - And - addition / next action
N - Nor - not one or the other
B - But - contrasting and unexpected
results
O - Or - choices and conditions
Y - Yet - contrasting and unexpected
results
S - So - actions taken
Dependent Words after although,

though as because before even though
how
if, even if in order that since that, so

that unless until what, whatever
when, whenever where, wherever

whether which, whichever while who
whose
I. Evaluating Learning Give the meaning of the underlined word
using context clues. Choose the letter of the Use FANBOYS (for, and, nor, but, or, yet,
correct answer. so) to write one compound sentence
1. An inquest showed flu was the using the two simple sentences
cause of the death of the ten
people. 1.Peter drove to visit his friend. They
a. Official investigation went out for dinner. - Show a sequence
b. Request for information of events
c. Official lawsuit
d. Series of question 2.Mary thinks she should go to school.
2. Will an inoculation cause She wants to get qualifications for a
excruciating pain? new profession. - Provide a reason
a. Extreme
b. No 3.Alan invested a lot of money in the
c. Little business. The business went bankrupt.
d. Mild - Show an unexpected result
3. The old man imposed so much time
on the doctor. 4.Doug didn't understand the
a. Tricked homework assignment. He asked the
b. Affected strongly teacher for help. - Show an action
c. Acted quickly taken based on a reason
d. Made unfair demands
4. The doctor wheedled the old man 5.The students didn't prepare for the
to get the flu shot. test. They didn't realize how important
a. Forced the test was. - Give a reason
b. Coaxed
c. Asked Use logical dependent words to
d. Threatened combine the following pairs of simple
sentences into two complex sentences,
5. The old man consented to be and circle the subordinating
inoculated. conjunction. Place a comma after a
a. Refused dependent statement when it starts
b. Agreed the sentence.
c. Pleaded • I obtained a credit card.
d. demanded • I began spending money recklessly.
a. When I obtained a credit card, I
began spending money recklessly.
b. After I obtained a credit card, I
began spending money recklessly.
c. I began spending money recklessly
after I obtained a credit card.
• Alan dressed the turkey.
• His brother greased the roasting pan.
a. Alan dressed the turkey while his
brother greased the roasting pan.
b. While his brother greased the
roasting pan, Alan dressed the turkey.
c. After Alan dressed the turkey, his
brother greased the roasting pan.
1. - The instructor announced the quiz.

- The glass groaned.
a._____________________
b,____________________
c.____________________
2. - Gene could not fit any more
groceries into his cart.
- He decided to go to the checkout
counter.
a.______________________
b.______________________
c._____________________
J. Additional Activities for
Application or Remediation
IV. REMARKS
V. REFLECTION
A. No. of learners earned
80% in the evaluation
B. Number of learners who
are required additional activities for
remediation who scored below 80%
C. Did the remedial lesson work?
No. of learners who have caught up
with the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor help
me solve?
materials/discover which I wish to
share with other teachers?
Teacher: Learning Area: ESP
Teaching Dates and Time: MARCH 4-8, 2019 (WEEK 8) Quarter: 4th QUARTER
DAILY LESSON LOG
WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES

LAYUNIN(OBJECTIVE/S) Napapahalagahan ang mga Nasasabi ang mga masamang Natatangkilik ang mga kalakal Natatangkilik ang mga Nakasasagot sa mga tanong
yamang-gubat gawa ng walang takot sa may na yari sa Pilipinas kasuotan na yari sa Pilipinas nang maayos at may
kapangyarihan katapatan
Pamantayang Pangnilalaman
(CONTENT STANDARD)
Pamantayan sa Pagganap
(PERFORMANCE STANDARD)
Mga Kasanayan sa Pagkatuto Napapahalagahan ang mga Nasasabi ang mga masamang Natatangkilik ang mga kalakal Natatangkilik ang mga
(LEARNING COMPETENCIES)
Isulatang code ng bawat kasanayan
yamang-gubat gawa ng walang takot sa may na yari sa Pilipinas kasuotan na yari sa Pilipinas
kapangyarihan
NILALAMAN (CONTENT) Bawal Ang Pagputol ng “Tanging Saksi” “Ang Lihim na Bayani” “Ang Barong Maganda” Linggohang Pasulit
Punongkahoy Pagmamahal sa bayan Pagmamahal sa bayan
Pagmamahal sa bayan
Theme: EVERYDAY
READY
(Thematic
Approach/Teaching)
KAGAMITANG PANTURO
C. Sanggunian
5. Mga Pahina sa EKAWP6 p.327-328 EKAWP6 p.328-331 EKAWP6 p. 332-335 EKAWP6 p. 335-337
Gabayng Guro (Based on RBEC 2006 EDITION) (Based on RBEC 2006 EDITION) (Based on RBEC 2006 EDITION) (Based on RBEC 2006 EDITION)
6. Mga Pahina sa
Kagamitang Pang-
Mag-aaral
7. Mga Pahina
saTeksbuk
8. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource
D. Iba pang
KagamitangPanturo
VII. PAMAMARAAN a.Checking of assignments
(PROCEDURES) b. Conduct short review
c.Giving of instructions
Balik-Aral sa nakaraang aralin Paano natin gampanan ang Bakit ipinagbabawal ang Sino ang dapat pahalagahan Sa kwentong “Ang Lihinm na
at/o pagsisimula ng bagong ating pagputol ng mga sa Araw ng Paggawa? Bayani”, sino ang dapat
aralin punongkahoy? Mahalaga ba ang tularan?Bakit?
pambansang pagdiriwang na
ito?
Paghahabi sa layunin ng May proyekto an gating Ipakita ang Kung kayo ay bumibili ng Pag –awit ng “Dalagang
aralin pamahalaan na magtanim larawan.Tingnan ninyong mga bagay tinitigan ba Pilipina”
ng mga punongkahoy sa mabuti ang mga larawng ninyo kung saan yari ito? Mahilig ba kayong magsuot
kabukran. ito. Bakit? ng mga damit na yari sa
Bakit tayo magtanim ng Naransan nab a ninyo ang Pag-aalis ng Sagabal: ating bansa?
mga punongkahoy? ganitong pangyayari?Ano Kubo imported Ano ang ipinapakita mo
ang ginawa ninyo? Underround house kung halos yari sa ibang
Pag-aalis ng Sagabal: Moon buggy bansa ang suot mo?
Nasawi-namatay nationalistic
Salarin-taong gumawa ng
kasalanan
Pag-uugnay ng mga Pagbasa ng kwento “Bawal Pagbasa ng kwento: Pagbasa ng dayalogo sa p. Pagbabasa ng dula-dulaan
halimbawa sa bagong ang Pagputol ng “Tnaging Saksi”,p.329-330 332-333 “Ang Barong Maganda”
aralin Punongkahoy” p.328 “Ang Lihim na Bayani”
Pagtalakay ng bagong konsepto Sino si Mang Juan? Bakit natatakot magtapat si Sino si Bayani? Saan yari ang mga barong ng
at paglalahad ng bagong Ano ang kanyang Dindo tungkol sa kanyang Sino-sino ang mga kaibigan ni mga bata?
kasanayan #1 hanapbuhay? nasaksihan? Byani? Bakit sinasabing matalino ang
Bakit pinigil siya ng forester Ano ang ginawa ng mga pulis Anu-ano ang mga bagay na nanay ni Ana?
sa pagputol ng punongkahoy? upang mahikayat si Dindo na ginagamit na makikita sa Nakatuulong bas a bansa ang
magtapat? kanilang bahay? pagtangkilik ng mga damit na
yari sa sariling bansa?
Pagtalakay ng bagong
konsepto at paglalahad
ng bagong kasanayan #2
Paglinang sa Kabihasaan
(Tungo sa Formative
Assessment)
Paglalapat ng aralin sa Bakit papahalagahan natin Kung ikaw ay nakakita ng Tinatangkilik ba ninyo ang Ano ang gagawin mo para
pang-araw-araw na ang mga punongkahoy? krimen o mga masamang mga produkto ng Pilipinas? mahikayat na bumili ng
buhay gawa at ikaw lamang ang mga damit na yari sa bansa
nagging saksi, ano ang ang mga kaibigan mo?
nararapat mong gawin?
Paglalahat ng Aralin Tayo ay dapat magtanim ng Angmga nagsasabi ng mga Ang paggamit ng mga Ang pagmamahal sa bansa
mga punongkahoy masamang gawa na walang bagay na yari sa Pilipinas ay ay pagtangkilik ng mga
sapagkat marami itong takot sa may nagpapakita ng kasuotang yari sa sariling
maitutulong sa atin, gaya kapangyarihan ay pagkamatapat at bansa.
ng paggawa ng mga nakatutulong sa paglutas pagkamakabayan at
bahay,furnitures at ng krimen. nakatutulong din sa
tumutulong itong mapigila pagpapaunlad n gating
ang tubig kapag may bansa.
malakas na ulan..
Pagtataya ng Aralin Pasulat: Pasagutan ang mga Pasagutan ang mga Pasagutan ang pagtatay sa Test Proper
Magsulat ng isang talata katanungan sa p. 331 katanungan sa p. 334 p.336-337 Answering the
tungkol sa kahalagahan ng questions,checking the
mga punongkahoy answers,recording the data
Karagdagang Gawain
para sa takdang-aralin at
remediation
MGA TALA
PAGNINILAY
A. Bilangng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Maghanda ng kwento
Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mga mag-aaral
na magpapatuloy sa
remediation.
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong
ng lubos?Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na
nasolusyunan sa tulong
ng aking punungguro at
superbisor?
G. Anong kagamitan ang aking
nadibuho na nais kong
ibahagi sa mga kapwa ko
guro?
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: MARCH 4-8, 2019 (WEEK 8) Quarter: 4TH QUARTER

I.LAYUNIN (Objectives) Napagsusunod-sunod ang mga Naibibigay ang wastong Naibibigay at naihahambing ang Naibibigay at naihahambing ang WEEKLY TEST
pangyayari sa kuwento at panghihinuha sa saloobin ng nagsasalita tungkol saloobin ng nagsasalita tungkol
naisasantabi ang di-kailangang - pangyayari sa paksa sa paksa
detalye - saloobing pandamdamin
A.Pamantayang Pangnilalaman Napagsusunod-sunod ang mga Naibibigay ang wastong Naibibigay at naihahambing ang Naibibigay at naihahambing ang
( Content Standards) pangyayari sa kuwento at panghihinuha sa saloobin ng nagsasalita tungkol saloobin ng nagsasalita tungkol
B.Pamantayan sa Pagganap Napagsusunod-sunod ang mga Naibibigay ang wastong Naibibigay at naihahambing ang Naibibigay at naihahambing ang
(Performance Standards) pangyayari sa kuwento at panghihinuha sa saloobin ng nagsasalita tungkol saloobin ng nagsasalita tungkol
C. Mga Kasanayan sa Pagkatuto Pagsusunod-sunod ng mga Pagbibigay sa Wastong Pagbibigay at Paghahambing sa Pagbibigay at Paghahambing sa
(Learning Competencies) Pangyayari sa Kuwento at Panghihinuha sa Saloobin ng Nagsasalita Tungkol Saloobin ng Nagsasalita Tungkol
Pagsasantabi sa Di-Kailangang -pangyayari sa Paksa sa Paksa
Detalye -saloobing pandamdamin
II.NILALAMAN (Content)
III. KAGAMITANG PANTURO
(Learning Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro BEC/PELC PAGBASA ph. 5 PELC Pagbasa ph. 2 BEC/PELC PAKIKINIG ph. 6 BEC/PELC PAKIKINIG ph. 6
(Teacher’s Guide Pages) Banghay Aralin sa Filipino 6, ph.
194-197
2.Mga Pahina sa Kagamitang
Pang-Mag-aaral (Learner’s
Materials Pages)
3.Mga pahina sa Teksbuk Banghay Aralin sa Filipino 6, ph. Landas sa Pagbasa 6, ph. 47 Banghay Aralin sa Filipino 6, ph. Banghay Aralin sa Filipino 6, ph.
(Textbook Pages) 197-199 118-119 118-119
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
(Additional Materials from
Learning Resources (LR) Portal)
5. Mga kagamitan sa Pagtuturo Tsart, larawan, projector Tsart , mga larawan Aklat Aklat
B.Iba pang Kagamitang Panturo
(Other Learning Resources)
IV.PAMAMARAAN (Procedures) Mgbigay ng pangyayari o Ano-ano ang mga dapat tandaan Ano-ano ang mga dapat tandaan
pahayag na may sanhi at bunga. sa pagsusulat ng isang sa pagsusulat ng isang
ulat/balita tungkol sa ulat/balita tungkol sa
pangyayaring nasaksihan? pangyayaring nasaksihan?
Pagwawasto sa Takdang-Aralin. Pagwawasto sa Takdang-Aralin.

A.Balik-Aral sa nakaraang aralin Ano-ano ang mga bahagi ng Pagwawasto sa Takdang-Aralin. Ano ang ibig sabihin ng mga Ano ang ibig sabihin ng mga
at/o pagsisimula ng aralin aklat? Kailan ito ginagamit? salitang “Busilak ang Puso”? salitang “Busilak ang Puso”?
(Review Previous Lessons) Mahalaga ba ang pagtutulungan Ano ang nais ipahiwatig ng mga Ano ang nais ipahiwatig ng mga
sa isa’t-isa? salitang ito? salitang ito?
Pagwawasto sa Takdang-
Gawain.
B. Paghahabi sa layunin ng aralin Nakaranas ka na bang Paghawan ng Balakid. PAGHAWAN NG SAGABAL: PAGHAWAN NG SAGABAL:
(Establishing purpose for the maglakbay kasama ng iyong Ibigay ang kahulugan ng mga Ibigay ang kahulugan ng mga
Lesson) pamilya? Pagtatakda ng Layunun. salita. salita.
Tumawag ng batang nais Maaaring mangyari:
magsalaysay sa kanyang Tunay na Nangyayi: a.busilak a.busilak
karanasan. b.gayahin b.gayahin
c.pabor c.pabor
C. Pag-uugnay ng mga halimbawa Paghawan ng Balakid: Pagbasa nang tahimik sa Tumawag ng dalawang (2) mag- Tumawag ng dalawang (2) mag-
sa bagong aralin (Presenting Ibigay ang kahulugan ng mga kuwentong”Ang Kuwento ni aaral na mahusay bumasa at aaral na mahusay bumasa at
examples /instances of the new salitang nasalungguhitan. Lolo”. ipabasa ang usapan na ipabasa ang usapan na
lessons) pinamagatang “Busilak Din ang pinamagatang “Busilak Din ang
1.Sa araw na iyon ay maglilibot Puso”. Puso”.
ang mag-anak.
2.Nakita nila ang malawak na
lupang tiwangwang.
3.Natunghayan nila sa ibaba ang
mga gusaling parang kabuting
tumutubo.
4.May tanod ang pintuan ng
Puerto Azul.
5.Presko ang klima sa Tagaytay.
Pagtatakda ng Layunin:
Ano-ano ang mga inaasahan
ninyong makikita sa isang
paglalakbay?
D. Pagtatalakay ng bagong Habang Bumabasa: Mga tanong:
konsepto at paglalahad ng Patnubayang pagbasa na may
bagong kasanayan #1 (Discussing pag-iisip. 1.Bakit nalulungkot si Lolo Juan?
new concepts and practicing new 2.Ano sa palagay moa ng
skills #1. 1.Paano naghanda ang mag- gagawin ng mga apo ni Lolo Juan
anak sa kanilang gagawing sa poultry farm kinabukasan?
pamamasyal? Ipaliwanag.
2.Ilarawan ang pook na kanilang 3.Ano sa palagay moa ng
nadaanan? naramdaman ng mga apo ni
3.Ano ang opinyon ni Mang Lolo Juan matapos marinig ang
Matias tungkol sa kahalagahan kuwento?
ng puno?
Sang-ayon k aba sa kanya?bakit?
4.Sa pag-uwi ng mag-anak, may
nadaanan silang tindahan, ano
ang kanilang ginawa?
5.Nakaranas ka na bang
maglakbay kasama ang iyong
pamilya?
Ano-ano ang mga saloobing 1.Paano ipinaalam ni Mang Jose 1.Paano ipinaalam ni Mang Jose
pandamdamin ang mayroon sa na nais niyang humiling ng isang na nais niyang humiling ng isang
mga tauhan sa kuwento? bagay kay Mr. Enriquez?Ano ang bagay kay Mr. Enriquez?Ano ang
sinabi niya? sinabi niya?
2.Paano ipinaliwanag ni Mang 2.Paano ipinaliwanag ni Mang
Jose ang kanyang hinihiling? Jose ang kanyang hinihiling?
3.Naunawaan ba ito ni Mr. 3.Naunawaan ba ito ni Mr.
Enriquez? Enriquez?
4.Pinagbigyan ba ang kahilingan 4.Pinagbigyan ba ang kahilingan
ni Mang Jose? ni Mang Jose?
E. Pagtatalakay ng bagong Pagkatapos Bumasa: Sagutin ang mga sumusunod: Ano ang saloobin ni Mang Jose Ano ang saloobin ni Mang Jose
konsepto at paglalahad ng 1.Pagtatalakay sa binasa at nang sabihin nito ang kanyang nang sabihin nito ang kanyang
bagong kasanayan #2 (Discussing pagsagot sa mga tanong. 1.Ano ang dapat gawin sa mga kahilingan kay Mr. Enriquez? kahilingan kay Mr. Enriquez?
new concepts & practicing new itinakdang Gawain?
Paghambingin ang saloobin ni Paghambingin ang saloobin ni
slills #2) 2.Paano ito sisimulan at kalian
Mr. Enriquez at Mang Jose. Mr. Enriquez at Mang Jose.
ito tatapusin?
Magkaroon ng maikling debate Magkaroon ng maikling debate
tungkol dito. tungkol dito.
F. Paglinang sa Kabihasaan Pagpapayamang Gawain: Paano natin nasagot ang mga
(Tungo sa Formative Assesment 3) Sabihin kung alin sa mga tanong tungkol sa kuwento?
Developing Mastery (Leads to pangungusap ang may
Formative Assesment 3) kaugnayan sa nabasa nating Ano ang dapat tandaan upang
kuwento. mahinuha natin ang maaaring
mangyari sa kuwento?
1.Malalaki ang alon sa dagat sa
Puerto Azul kaya mapanganib
lumangoy dito.
2.Maganda ang tanawin at
malamig ang klima sa Tagaytay.
3.Nagbubuga ng apoy ang
Bulkang Taal.
4.Napakaraming prutas na tinda
sa Tagaytay.
5.Siyang-siya sa pamamasyal
ang mga bata dahil busog na sila
sa pagkain ay busog pa ang
mata nila sa magagandang
tanawin.
G. Paglalapat ng aralin sa pang PANUTO: Basahin ang mga Ibigay ang iyong hinuha sa Paano mo maibibigay at Paano mo maibibigay at
araw-araw na buhay (Finding sumusunod na maikling maaaring mangyari sa mga maihahambing ang saloobin ng maihahambing ang saloobin ng
Practical Applications of concepts sanaysay. Guhitan ang mga pangyayaring nakasulat sa nagsasalita tungkol sa paksa? nagsasalita tungkol sa paksa?
and skills in daily living) pangungusap na may manila paper.
kaugnayan at bilugan naman
ang pangungusap na walang
kaugnayan.
Sumangguni sa Banghay
Aralin sa Filipino 6, ph. 198.
H. Paglalahat ng Aralin (Making Paano natin napagsusunod- Gumawa ng iyong sariling Magbigay at ihambing ang Magbigay at ihambing ang
Generalizations &Abstractions sunod ang mga pangyayari sa hinuha tungkol sa nalalapit na saloobin ng bawat magsasalita saloobin ng bawat magsasalita
about the lessons) kuwento? Paano mo malalaman kapistahan ng inyong bayan. tungkol sa mga paksa sa ibaba. tungkol sa mga paksa sa ibaba.
kung ang pangungusap ay Makipagtalakayan ka sa iyong Makipagtalakayan ka sa iyong
walang kaugnayan sa kuwento? kaklase tungkol sa mga paksang kaklase tungkol sa mga paksang
nabanggit. nabanggit.
1.Paano maipakikita ang 1.Paano maipakikita ang

pagiging isang Makabayan? pagiging isang Makabayan?
2.Bakit kailanagang matututong 2.Bakit kailanagang matututong
tumanaw ng utang na loob? tumanaw ng utang na loob?
3.Anong nagagawa ng 3.Anong nagagawa ng
pagbabasa sa kaalaman ng isang pagbabasa sa kaalaman ng isang
tao? tao?
I.Pagtataya ng Aralin (Evaluating PANUTO: Pag-aralan ang Magbigay ng sariling saloobin Magbigay ng sariling saloobin
Learning) mga sumusunod na tungkol sa paksang “Pag May tungkol sa paksang “Pag May
pangungusap. Pagsunud- Tiyaga, May Nilaga”. Tiyaga, May Nilaga”.
sunurin ang mga pangyayari
sa pamamagitan ng
paglalagay ng mga bilang sa
patlang (1-5). Lagyan ng ekis
(x) ang pangungusap na
walang kaugnayan.
____1. Dumating ang

sasakyan niya na maghahatid
sa paaralan.
____2. Maagang nagising si

Rey dahil pasukan nanaman.
____3. Naglaro siya ng

basketbol kaya siya
pinawisan.
____4. Naghilamos siya at

naghanda nang mag-almusal.
____5. Naligo siya pagkakain
at inihanda na ang mga gamit
sa pagpasok.
J. Karagdagang gawain para Batay sa sariling karanasan,
satakdang-aralin at remediation isalaysay ang paglalakbay
(Additional activities for papunta sa isang lugar.
application or remediation)
V.MGA TALA (Remarks)

VI. PAGNINILAY (Reflection)
A.Bilangng mag-
aaralnanakakuhang 80%
sapagtataya (No.of learners who
earned 80% in the evaluation)
B. Blgng mag-
aaralnanangangailanganngiba
pang gawain para sa remediation
(No.of learners who requires
additional acts.for remediation
who scored below 80%)
C. Nakatulongbaang remedial?
Bilangng mag-
aaralnanakaunawasaaralin? (Did
the remedial lessons work? No.of
learners who caught up with the
lessons)
D. Bilangngmga mag-
aaralnamagpatuloysa
remediation? (No.of learners who
continue to require remediation)
E.
Alinsamgaistrateheyangpatuturon
akatulongnglubos?
Paanoitonakatulong? (Which of
my teaching strategies worked
well? Why did this work?)
F.
Anongsuliraninangakingnaranasan
nasolusyonansatulongngakingpun
ongguro at superbisor? (What
difficulties did I encounter which
my principal/supervisor can help
me solve?)
G.
Anongkagamitangpanturoangakin
gnadibuhonanaiskongibahagisamg
akapwakoguro? (What innovations
or localized materials did I
used/discover which I wish to
share with other teachers?)

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GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE-AGRICULTURE

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. LEARNING RESOURCES

B. Establishing a purpose for the

School: Grade Level: VI

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Teaching Dates and Time:

1. Teacher’s Guide pages

2. Learner’s Materials pages

4. Additional Materials from Learning Resource (LR)portal

B. Other Learning Resources

A. Reviewing previous lesson or presenting the new lesson

Recap of previous lesson.

 Tools / instruments used in the activity.

 Equipment used in the activity

 Steps in preserving/processing of food

 Name and role of each member of the group

Recap of the previous lesson.

Recap of the previous lesson.

The possible answers are fish, meat, fruits, vegetables etc.

How about the rest of the ingredients that were

C. Presenting examples/ instances of the new lesson

The following are the 8 groups who will present

Order of presentation will be agreed by the class.

Is there a demand for the food items? Why or why not?

What preserved food items do you think are in demand?

In your respective community, what are the food trends?

Based on the response of the learners, provide a segue to the following:

 Did you use caps or head bands?

The teacher presents the mechanics of the presentation:

Each group will present for a maximum of 8 minutes.

The teacher will call learners to answer the question.

If the answer of the learner is yes, ask him/her to explain why?

Actual group presentation

The teacher will ask the learners to comment on the video.

What part in the video is the most significant to the learner?

Guimaras in the Visayas – mangoes

Pangasinan in Luzon – milkfish

Cebu in the Visayas - Rabbit fish with white dots (danggit)

What are done by their relatives/friends in order to preserve them?

H. Making generalizations and abstractions about the lesson

J. Additional activities for application or remediation

___ of Learners who earned 80% above

Teaching Dates and Time:

1. Teacher’s Guide pages

2. Learner’s Materials pages

4. Additional Materials from Learning Resource (LR)portal

A. Reviewing previous lesson or presenting the new lesson

In repairing, why is planning or gathering data important?

A.No .of learners who earned80%onthe formative assessment

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. Mga Tala

A. No. of learners who earned

F. What difficulties did I

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

J. Additional activities for

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Other Learning Resources

Workbook in Math 6 p 145 Workbook in Math 6 p 146

THE CHIPS ARE PLACED IN A JAR

3. What is the probability of