School: STA MONICA ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: JANE LAURICE P. MERCADO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: Quarter: 1ST QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards
B.Performance Standards
C. Learning Competencies
Listening
Analyze sound devices
(onomatopoeia, alliteration,
assonance, personification,
irony and hyperbole) in a
text heard
Relate an experience appropriate to
the occasion.
Infer meaning of idiomatic
expressions using context clues.
Speaking
Derive meaning of common idioms
through text.
Demonstrates
understanding of various
linguistics nodes to
comprehend various texts
Analyzes text types to
effectively understand
information/message(s)
Reading
Analyze sound devices
(onomatopoeia, alliteration,
assonance, consonance)
Compose clear and
coherent sentences using
appropriate grammatical
structures: Pluralization of
regular nouns
Speaking
Compose clear and
coherent sentences using
appropriate grammatical
structures: Pluralization of
regular nouns
Demonstrates an
understanding of the
elements of literary and
informational texts for
comprehension
Recalls details and shares
ideas on texts listened to
Recognize the sound devices
to describe people and
events
Derive meaning of sound
devices through context

Write the LC code for each
II. CONTENT
(Subject Matter)
III. Learning Resources
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B.Other Learning Resources
EN6LC-Ia-2.3.1 –
EN6LC-Ia-2.3.8
Analyzing sound devices
(onomatopoeia, alliteration,
assonance, personification,
irony and hyperbole) in a
text heard
Curriculum Guide
EN6LC-Ia-2.3.1 –
EN6LC-Ia-2.3.8
English for All Times 6
(Reading) pp.144-147
English For You and Me
(Reading) pp. 51- 52
Using Figurative Speech,
lrmds
Copy of poem, pictures,
videos
EN6V-Ia-12.3.1
En6v-Ia-2.3.1
Inferring meaning of idiomatic
expression using context clues.
PELC III 3.3
Growing in English 6 (Reading), pages
228-229
Using Figurative Speech, lrmds
ENGRC –IA 2.3.1
ENGRC –IA 2.3.1
Analyzing sound devices
(onomatopoeia, alliteration,
assonance, consonance)
English for all times
(Reading), pages 144-146
charts/paragraph, pictures
ENGG-1A-2.3.1
Composing clear and
coherent sentences using
appropriate grammatical
structures: Pluralization of
regular nouns
English For You and Me
(Reading) pp. 46-48
Pictures, charts
EN6LC-Ia-2.3.7
Sound Devices
Curriculum Guide
EN6LC-Ia-2.3.7 –
EN6LC-Ia-2.3.8
English for All Times 6
(Reading) pp.144-147
English For You and Me
(Reading) pp. 51- 52
IV.PROCEDURES
A.Review Previous Lessons
B. Establishing purpose for the Lesson
C. Presenting examples /instances of the new
lessons
1. Spelling drill # 1
2. Say: Do you love to read
poems?
What makes a poem
different from other literary
piece?
Let the students listen to
the poem Clouds
Tell the figure of speech used in each
expression as simile, personification,
hyperbole, or onomatopoeia.
1. The moon rose from its
sleep.
2. The princess is as lovely as a
rose.
3. The wings flapped and
flapped.
4. I could kill you for tickling
me.
5. You’re an angel sent from
heaven.
The purpose of the lesson is for the
pupils to relate an expression to the
occasion and infer meaning of
idiomatic expressions using context
clues.
Children, listen how I speak to you!
(The teacher speaks with a very loud
voice saying: Children, listen to me!
Then, in a gentle manner, say again
the same words) Which way do you
like me to speak? Why?
Let us say it in two ways. Which way
do you like it to say? Why?
What do you see in the
picture?
Can you imitate the sounds
of it?
Explaining the pupils what
to do
Class our lesson for today is
about the sound devices
using onomatopoeia,
alliteration and assonance
Read the following Review:
sentences written on a Some words have multiple
piece of paper to be given meanings but how can we
by your group. The identify the meaning of
teacher will ask the class words?
to read the underlined
words.Say: class these are
regular nouns.
Say;Class our lesson for Ask: Have read a poem?
today is composing clean Did you understand the
and coherent sentences meaning of the poem? Why?
using appropriate
grammatical structures; Original File Submitted and
pluralization of regular Formatted by DepEd Club
nouns. Member - depedclub.com
The woman was crying. Present the poem
“Spider Webs”
The spiders were busy last
night,
From every fence and tree
They hung their lacy webs
For all the world to see.
The mist was busy too;
In the stillness of the night
It strung the spider webs
with pearls
To catch the morning light.
One spider wove a web
Like frost on a window pane;
Another one spun a single
thread
That looks like jeweled chain.
Motionless hang the webs,
By the quiet sunbeam kissed;
 A fairy world was made last
night
By the spiders and the mist.

D. Discussing new concepts and practicing Answer the questions after Unlocking Difficulties What is alliteration? 1. What is the regular Comprehension Check
new skills #1. the poem. “Hidden Words” nouns used in the first Ask questions based from the
Find the word described by the Alliteration happens when example?2.In the second poem listened to
phrases from the row of letters at words that start with the example,what is the
the left. Encircle the word you find same sound are used close regular noun used?
within. together in a phrase or
sentence. The sound is
a. raharshlmo- irritating; usually consonant and the
offensive words don’t have to be
b. daccentson- a modulation always right next to one
of the voice another.
c. caremaingep- to remember;
to stay
d. msgrievetlos- fail; cause of
pain; sadness
e. thecare- wornte- harassed
with troubles or worries
f. meatdepartment- to leave;
to go away
g. reneternityork- endless or
limitless time
h. armarke- to inflict serious
bodily harm on; destroy
E. Discussing new concepts & practicing and Identify the sound devices Presentation What is an Onomatopoeia? Say.Example in #1 is Group Activities
concern to new skills #2 used in the poem Read the poem altogether. pluralization of regular Group 1: Complete Me
Onomatopoeia is when a nouns.
SPEAK GENTLY word’s pronunciation Group 2: Dear Diary
-David Bates imitates it’s sound.
Group 3: If you were
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh word mar
The good we may do here.

Speak gently to the little child;

It’s love be sure to gain;
Teach it in accents soft and mild,
It may not long remain.

Speak gently to the aged one;


F.Developing Mastery (Leads to Formative
Assesment 3
G. Finding Practical Applications of concepts
and skills in daily living
The teacher will give more
examples of texts using the
different sound devices
The teacher will present
sentences using different
sound devices and the
students will identify the
figure of speech used
Grieve not the care- worn heart,
Whose sands of life are nearly run;
Let such in peace depart.
Speak gently; it’s a little thing
Dropped in the heart’s deep well;
The good the joy that it may bring
Eternity shall tell.
Analysis and Discussion The teacher will give more Have a draw lots on who Group Presentation
sample of sound devices are going to present their
a. What is the poem all about? (onomatopoeia, alliteration, answer first. Group
b. What do the following assonance.) 1.Complete each
phrases mean? sentences using the
- ‘Tis a little thing dropped in Which example / sentence regular nouns. (etc.)
the heart’s deep well. imitates it’s sound?
- Rule by love; rule by fear
- It’s love be sure to gain Which sentence start with
- Teach in accents soft and the same sound are used
mild closed close together in a
- Care- worn heart phrase or sentence?
- Sands of life are nearly run
- Let such in peace depart
- Heart’s deep well
- Eternity shall tell
c. How do we learn the
meaning of each phrase?
What help us understand it?
d. We learn the meaning of
phrases through the context
of the poem. These are
called idioms.
e. What are the importance of
idioms?
Read and analyze the sentences. The teacher will present Pandora’s Box Pick one How do you appreciate
Underline the idioms used in each. new sentences to analyze strip of paper and choose sound devices and other
a. The foreigner can easily get the sounds devices. the correct noun to be literacy composition?
along with the native. used. (Use different
b. The sampaguita in your car colored papers)
gives off a sweet smell.
c. Eden has a very attractive
getup.
d. My mother looks forward to

H. Making Generalizations & Abstractions What an onomatopoeia?
about the lessons Alliteration? Assonance?
Personification? Irony?
Hyperbole?
I.Evaluating Learning Tell what figure of speech is
used in each of the
following sentences.
the coming of my sister
from Hawaii.
e. We have to look up to our
parents.
What are idioms? Idioms are words/
phrases used in a way that is
different from the usual dictionary
meaning of each word that make it
up. Idioms can liven up your writing.
To figure out the meaning of idioms,
use context clues and individual
word meanings.
Choose the right idiom below to
complete the sentences.
1. Lina is very happy. She must have
_________.
2. Ading is a very bright boy. In fact,
he belongs to the ______ in his
school.
3. Mother Theresa was ine lady
_________.
4. Even if it is raining, the class will
______ with their exposure trip.
5. Mother will go to the market, so
I’ll stay to ______ my baby sister.
6. It takes one with an _____ to
accept other’s opinions calmly.
7. Litowill ______ his right to play in
the basketball team.
8. A famous basketball player was
invited to _____ on the opening day
of the sportsfest.
9. When the victim ______, the
police was able to identify the
suspects.
10. If you want to _______ in the
class, you have to study hard.
look after stand up for
awakened on the right side of the
bed
start the ball rolling
opened up be a star
What is onomatopoeia?
Alliteration? Assonance?
Read and analyze the sound
devices used in the
sentences (onomatopoeia,
alliteration, assonance)
1. The early bird catches the
worm.
2. The squeaky wheel gets
the grease.
3. Go and mow the lawn.
4. The cows in the pasture
mooed loudly.
5. The doors in the old
house creaked as the wind
blew through the broken
windows.
How do we form the plural We learned the different
forms of regular nouns? sound devices, then why do
we need to use it?
Write 5 sentences using Identify the sound devices
plural form of regular used. Choose the letter of
nouns. the correct answer.
1. The guest of honor’s
message was a mile long.
a. personification
b. hyperbole
c. irony
2. The moonbeams smiled
sweetly.
a. onomatopoeia
b. alliteration
c. personification
3. All I could hear was the
drip, drip, drip of the faulty
faucet.
a. assonance
b. alliteration
c. onomatopoeia
4. She sells sea-shells down
by the sea-shore.
a. alliteration
b. assonance
c. personification
5. My dear, you are ugly...but
tomorrow I shall be sober.
a. personification
b. assonance
c. irony
 with a golden heart
push through open mind
cream of the crop
J. Additional activities for application or For those pupils who got Give the meaning of the idioms in
remediation 74% and below, the teacher each sentence and use it in a
has prepared activity that sentence.
will make the pupils 1. The fatal blow of Kid Kidlat
understand the concept of killed his opponent.
the lesson 2. The cold war between the
girls was reported by the
boys to their teacher.
3. Our teacher put an end to
the negative relationship of
the girls.
4. Her beauty made her stand
out in the crowd.
5. My allowance was cut down
by my mother because I
overspent my pocket
money.
V.REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the ___Lesson carried. Move on ___Lesson carried. Move on to the
evaluation to the next objective. next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got _____% of the pupils got 80%
80% mastery mastery
B. No. of learners who require additional ___Pupils did not find ___Pupils did not find difficulties in
activities for remediation who scored difficulties in answering answering their lesson.
below 80% their lesson. ___Pupils found difficulties in
List down sentences with
sound devices
(onomatopoeia, alliteration,
assonance)
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
Give examples of Identify the sound devices
sentences using used. Choose the letter of
pluralization of regular the correct answer.
nouns.
1. The guest of honor’s
message was a mile long.
a. personification
b. hyperbole
c. irony
2. The moonbeams smiled
sweetly.
a. onomatopoeia
b. alliteration
c. personification
3. All I could hear was the
drip, drip, drip of the faulty
faucet.
a. assonance
b. alliteration
c. onomatopoeia
4. She sells sea-shells down
by the sea-shore.
a. alliteration
b. assonance
c. personification
5. My dear, you are ugly...but
tomorrow I shall be sober.
a. personification
b. assonance
c. irony
___Lesson carried. Move ___Lesson carried. Move on
on to the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got _____% of the pupils got
80% mastery 80% mastery
___Pupils did not find ___Pupils did not find
difficulties in answering difficulties in answering their
their lesson. lesson.

C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
well:  ___Metacognitive
 ___Metacognitive
answering their lesson. ___Pupils found difficulties
___Pupils did not enjoy the lesson in answering their lesson.
because of lack of knowledge, skills ___Pupils did not enjoy the
and interest about the lesson. lesson because of lack of
___Pupils were interested on the knowledge, skills and
lesson, despite of some difficulties interest about the lesson.
encountered in answering the ___Pupils were interested
questions asked by the teacher. on the lesson, despite of
___Pupils mastered the lesson some difficulties
despite of limited resources used by encountered in answering
the teacher. the questions asked by the
___Majority of the pupils finished teacher.
their work on time. ___Pupils mastered the
___Some pupils did not finish their lesson despite of limited
work on time due to unnecessary resources used by the
behavior. teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned 80% ___ of Learners who earned
above 80% above
___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for
remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who
lesson caught up the lesson
___ of Learners who continue to ___ of Learners who
require remediation continue to require
remediation
Strategies used that work well: Strategies used that work
Development: well:
Examples: Self assessments, note  ___Metacognitive  ___Metacognitive
___Pupils found ___Pupils found difficulties in
difficulties in answering answering their lesson.
their lesson. ___Pupils did not enjoy the
___Pupils did not enjoy lesson because of lack of
the lesson because of lack knowledge, skills and interest
of knowledge, skills and about the lesson.
interest about the lesson. ___Pupils were interested
___Pupils were interested on the lesson, despite of
on the lesson, despite of some difficulties
some difficulties encountered in answering
encountered in answering the questions asked by the
the questions asked by the teacher.
teacher. ___Pupils mastered the
___Pupils mastered the lesson despite of limited
lesson despite of limited resources used by the
resources used by the teacher.
teacher. ___Majority of the pupils
___Majority of the pupils finished their work on time.
finished their work on ___Some pupils did not finish
time. their work on time due to
___Some pupils did not unnecessary behavior.
finish their work on time
due to unnecessary
behavior.
___ of Learners who ___ of Learners who earned
earned 80% above 80% above
___ of Learners who ___ of Learners who require
require additional additional activities for
activities for remediation remediation
___Yes ___No ___Yes ___No
____ of Learners who ____ of Learners who caught
caught up the lesson up the lesson
___ of Learners who ___ of Learners who
continue to require continue to require
remediation remediation
Strategies used that work Strategies used that work
well: well:
 ___Metacognitive
 Development: Examples: taking and studying techniques, and Development: Examples: Development: Examples: Development: Examples:
Self assessments, note vocabulary assignments. Self assessments, note Self assessments, note Self assessments, note taking
taking and studying
 ___Bridging: Examples: Think-pair- taking and studying taking and studying and studying techniques, and
techniques, and vocabulary share, quick-writes, and anticipatory techniques, and vocabulary techniques, and vocabulary assignments.
assignments. charts. assignments. vocabulary assignments.  ___Bridging: Examples:
 ___Bridging: Examples:  ___Bridging: Examples: ___Bridging: Examples: Think-pair-share, quick-
Think-pair-share, quick- Think-pair-share, quick- Think-pair-share, quick- writes, and anticipatory
 ___Schema-Building: Examples:
writes, and anticipatory Compare and contrast, jigsaw writes, and anticipatory writes, and anticipatory charts.
charts. learning, peer teaching, and projects. charts. charts. 
     ___Schema-Building:
 ___Schema-Building:
 ___Contextualization:  ___Schema-Building:  ___Schema-Building: Examples: Compare and
Examples: Compare and Examples: Compare and Examples: Compare and contrast, jigsaw learning,
contrast, jigsaw learning,  Examples: Demonstrations, media,
contrast, jigsaw learning, contrast, jigsaw learning, peer teaching, and projects.
manipulatives, repetition, and local
peer teaching, and projects. peer teaching, and projects. peer teaching, and

opportunities.
  projects.
  ___Contextualization:
 ___Contextualization:  ___Contextualization:   Examples: Demonstrations,
 ___Text Representation:
 Examples: Demonstrations,  Examples: Demonstrations,  ___Contextualization: media, manipulatives,
 Examples: Student created drawings,
media, manipulatives, media, 
manipulatives, Examples: repetition, and local
videos, and games.
repetition, and local repetition, and local Demonstrations, media, opportunities.
opportunities.  ___Modeling: Examples: Speaking opportunities. manipulatives, repetition, ___Text Representation:
slowly and clearly, modeling the and local opportunities.
   Examples: Student created
language you want students to use,
 ___Text Representation: and providing samples of student  ___Text Representation:  drawings, videos, and games.
 Examples: Student created work.  Examples: Student created  ___Text Representation:  ___Modeling: Examples:
drawings, videos, and drawings, videos, 
and Examples: Student Speaking slowly and clearly,
games. Other Techniques and Strategies games. created drawings, videos, modeling the language you
 ___Modeling: Examples: used:  ___Modeling: Examples: and games. want students to use, and
Speaking slowly and clearly, ___ Explicit Teaching Speaking slowly and clearly,  ___Modeling: Examples: providing samples of student
modeling the language you ___ Group collaboration modeling the language you Speaking slowly and work.
want students to use, and ___Gamification/Learning throuh want students to use, and clearly, modeling the Other Techniques and
providing samples of play providing samples of language you want Strategies used:
student work. ___ Answering preliminary student work. students to use, and ___ Explicit Teaching
activities/exercises Other Techniques and providing samples of ___ Group collaboration
Other Techniques and ___ Carousel Strategies used: student work. ___Gamification/Learning
Strategies used: ___ Diads ___ Explicit Teaching Other Techniques and throuh play
___ Explicit Teaching ___ Differentiated Instruction ___ Group collaboration Strategies used: ___ Answering preliminary
___ Group collaboration ___ Role Playing/Drama ___Gamification/Learning ___ Explicit Teaching activities/exercises
___Gamification/Learning ___ Discovery Method throuh play ___ Group collaboration ___ Carousel
throuh play ___ Lecture Method ___ Answering preliminary ___Gamification/Learning ___ Diads
___ Answering preliminary Why? activities/exercises throuh play ___ Differentiated
activities/exercises ___ Complete IMs ___ Carousel ___ Answering preliminary Instruction
___ Carousel ___ Availability of Materials ___ Diads activities/exercises ___ Role Playing/Drama
___ Diads ___ Pupils’ eagerness to learn ___ Differentiated ___ Carousel ___ Discovery Method
___ Differentiated ___ Group member’s Instruction ___ Diads ___ Lecture Method
Instruction collaboration/cooperation ___ Role Playing/Drama ___ Differentiated Why?
___ Role Playing/Drama in doing their tasks ___ Discovery Method Instruction ___ Complete IMs
___ Discovery Method ___ Audio Visual Presentation ___ Lecture Method ___ Role Playing/Drama ___ Availability of Materials
___ Lecture Method of the lesson Why? ___ Discovery Method ___ Pupils’ eagerness to
Why? ___ Complete IMs ___ Lecture Method learn
___ Complete IMs ___ Availability of Materials Why? ___ Group member’s
___ Availability of Materials ___ Pupils’ eagerness to ___ Complete IMs collaboration/cooperation
___ Pupils’ eagerness to learn ___ Availability of in doing their tasks
learn ___ Group member’s Materials ___AudioVisual Presentation
___ Group member’s ___ Pupils’ eagerness to of the lesson
collaboration/cooperation learn
collaboration/cooperation in doing their tasks ___ Group member’s
in doing their tasks ___ Audio Visual
___ Audio Visual Presentation collaboration/cooperation
Presentation of the lesson in doing their tasks
of the lesson ___ Audio Visual
Presentation
of the lesson
 School: TALANGAN ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: GEMMA S. CAPISTRANO Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: JUNE 4-8, 2018 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

C. Learning Competencies/ Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
Objectives
Write the LC code for
each
Recall the states of matter Describe the appearance of Describe the appearance of Describe the appearance of Identify more examples of
mixtures formed mixtures formed mixtures formed mixtures formed
Matter and Mixtures : Introduction Mixtures: Experimentation Mixtures: Presentation of Data of Heterogeneous and
II. CONTENT Three Physical States of the Experiment Homogeneous Mixtures
Matter Examples

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from BEAM 4. 5 Explain what happens
Learning Resource (LR) after Mixing Materials. Learning
portal Guides. Mix it Up. July 2009. pp.
5-7.

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous Teacher’s Instruction
lesson or presenting the Picture Analysis. The teacher
new lesson should show three pictures
referring to solid, liquid and
gas.
Pictures may be:
a. wood (solid)
b. water in a container (liquid)
c. smoke (gas)
Guide Questions:
1. What can you observe/see
in the pictures given?
2. What could be the
relationship of the three
pictures?
B. Establishing a purpose Question of the day:
for the lesson
What are the three physical
states of matter and what do
you know about the three?
C. Presenting Teacher’s Instruction
examples/instances of
the new lesson Solicit ideas of the student’s
previous lesson by using the
KWL chart on the three
physical states of matter.
Provide Answer Sheets or let
Teacher’s Instruction
Activity 1.1 Pinoy Henyo. The
teacher will use the activity as
guide.
Use the terms used from the
previous lesson such solid, liquid
, gas, matter and more.
Question of the day:
What will happen if you
combine solid matter to another
solid matter, solid matter to a
liquid matter and so on?
Teacher’s Instruction
Activity 1.2 Mystery
Combinations.
The teacher may provide the
answer sheets or let them write
in their notebooks.
Teacher’s Instruction
Classroom Discussion.
The students will share their
reflection and insights about the
previous lesson.
Teacher’s Instruction
The teacher will tell that they will
further investigate mixtures
through experimentation.
Teacher’s Instruction
Activity 1.3: Mix It Up!
Use BEAM Mix it up 3.1 only or
activity sheet.
The teacher will ask the students
Teacher’s Instruction
Recitation.
The students will recall the
activity from the previous lesson.
Question of the day:
What are the results of your
experiment yesterday?
Teacher’s Instruction
Groupwork Presentation.
The students will present their
outputs.
The Presentation Rubrics will be
used. Please see Rubrics 1.1.
Teacher’s Instruction
Activity 1.4 Mix and Match. The
teacher will use the activity as
guide.
Use the terms used from the
week’s lesson such as solid,
liquid , gas, mixtures and other
related terms.
Question of the day:
Aside from the examples from
the previous lessons, what other
examples of mixtures can you
identify?
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Teacher’s Instruction
Sing an Action Song:
Song: Fruit Salad
“Watermelon, Watermelon
Papaya, Papaya,
Bananana, Bananananan
Fruit Salad, Fruit Salad”
 the students copy the format
in their notebooks. Let the
students answer the first two
columns : What you KNOW?
and What you WANT to know
more?
Student’s Answer Sheet
Topic: Three Physical States of
Matter
What you What What You
KNOW? you have
WANT LEARNED?
to
know
more?
1.Matter
2.State of
matter
D. Discussing new concepts Teacher’s Instruction
and practicing new skills Direct Instruction.
#1
Teacher’s Concept:
Matter is anything that
occupies space and has mass.
The three physical states of
matter are solid, liquid and
gas. Solids have definite
volume and shape. Liquids
have definite volume but no
definite shape and takes the
shape of the container. Gases
have no definite shape and
volume.
Teacher’s Instruction
Interactive Lecture in Classroom
Discussion. The teacher will
discuss the previous activity and
input lesson through recitation.
to prepare the materials.
Teacher’s Instruction
Development of Data. The
students will prepare the
following information regarding
the Activity 1.3.
Teacher’s Instruction
Direct Instruction.
The teacher points out important
information from the experiment
done.
Teacher’s Concept:
A mixture forms when two or
more substances are combined
such that each substance retains
its own chemical identity. A
homogeneous mixture has a
single phase and a
heterogeneous mixture has two
or more phases.
Guide question:
What type of mixture is Fruit
Salad?
Teacher’s Instruction
Class Discussion.
The teacher prepares several
examples of heterogeneous and
homogeneous mixtures.
Examples, smoke, air, smog,
halo-halo, orange juice, coffee
drink, tea drink and other
examples
Heteroge Homoge
neous neous
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
Teacher’s Instruction
Concept Webbing. The teacher
will ask the students to give
their summary of what they
learned from the lesson. Ask
the students to attach it on
the following diagram.
matter
ga
soli
d s
liqui
d gas) that is (single /more than
Teacher’s Instruction
Story Wheel. The teacher will
ask the students to give their
summary of what they learned
from the lesson. Spin the story
wheel.
Note: The story should be
prepared before the lesson.
Continuation of the Teacher’s Instruction
Experiment/Activity 1.3 Concept Hat. The teacher will ask
the students to write their final
concept and ideas on the
cards/sheet of papers and place
it on a paper hat. Students share
their concept/learning and wears
the hat.
Teacher’s Instruction
Fill in. The teacher will present
the structure that the students
will answer.
Example
The ___________ is an example
of
(heterogeneous/homogeneous )
mixture because it is a
combination of ________ which
is (solid, liquid ,gas) and
________ which is (solid, liquid,
one) phase.

I. Evaluating learning Teacher’s Instruction
KWL chart. Let the students
answer the last column of the
chart or what you have
learned?
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
H. No. of learners who earned ___Lesson carried. Move on to
80% in the evaluation the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
I. No. of learners who require ___Pupils did not find
additional activities for difficulties in answering their
remediation who scored lesson.
below 80% ___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
The story wheel should contain
important terms.
Teacher’s Instruction
Reflection Log. The students will
write their reflection on the
lesson.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
Continuation of the
Experiment/Activity 1.3
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
Teacher’s Instruction
Laboratory Sheet. The students
should submit their laboratory
sheet.
The Laboratory rubric will be
used to grade their output.
Rubric 1.2
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
Teacher’s Instruction
Poster Making. The students
create a poster showing
examples of mixture.
Use Rubric 1.3 on Poster Making
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
 despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
J. Did the remedial lessons ___ of Learners who earned
work? No. of learners who 80% above
have caught up with the
lesson
K. No. of learners who continue ___ of Learners who require
to require remediation additional activities for
remediation
L. Which of my teaching ___Yes ___No
strategies worked well? Why ____ of Learners who caught
did these work? up the lesson
M. What difficulties did I ___ of Learners who continue
encounter which my to require remediation
principal or supervisor can
help me solve?
N. What innovation or localized Strategies used that work well:
materials did I use/discover  ___Metacognitive  ___Metacognitive
which I wish to share with Development: Examples: Self
other teachers? assessments, note taking and
studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think- 
pair-share, quick-writes, and
anticipatory charts.
 
 ___Schema-Building:  ___Schema-Building: Examples:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: 
Demonstrations,
used by the teacher. by the teacher. by the teacher. used by the teacher.
___Majority of the pupils ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils
finished their work on time. their work on time. their work on time. finished their work on time.
___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish
their work on time due to their work on time due to their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior. unnecessary behavior. unnecessary behavior.
___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% above above above above
___ 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
remediation remediation remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
the lesson the lesson the lesson the lesson
___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
to require remediation require remediation require remediation to require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
 ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive
Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
assessments, note taking and taking and studying techniques, taking and studying techniques, assessments, note taking and
studying techniques, and and vocabulary assignments. and vocabulary assignments. studying techniques, and
vocabulary assignments.  ___Bridging: Examples: Think-  ___Bridging: Examples: Think- vocabulary assignments.
___Bridging: Examples: Think- pair-share, quick-writes, and pair-share, quick-writes, and  ___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory charts. anticipatory charts. pair-share, quick-writes, and
anticipatory charts.   anticipatory charts.
 
___Schema-Building: Examples: 
___Schema-Building: Examples:
Compare and contrast, jigsaw 
Compare and contrast, jigsaw ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, peer teaching, and learning, peer teaching, and Compare and contrast, jigsaw
learning, peer teaching, and projects. projects. learning, peer teaching, and
projects.   projects.
 ___Contextualization:  ___Contextualization: 
 Examples: Demonstrations, Examples: Demonstrations, ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, 
media, manipulatives, repetition, Examples: Demonstrations,
 media, manipulatives,
repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student created  Examples: Student created
drawings, videos, and games.
 ___Modeling: Examples:  ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
media, manipulatives,
repetition, and local
 
opportunities.
 ___Text Representation:
 Examples:
 ___Modeling: Examples:
drawings, videos, and games.
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
and local opportunities.
Student
created
drawings, videos, and games.
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
and local opportunities.
 ___Text Representation:

Examples: Student created
drawings, videos, and games. 
 ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
 ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
 School: STA MONICA ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: JANE LAURICE P. MERCADO Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: Week 1 Quarter: 1ST QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Demonstrate understanding of
the 4 fundamental operations
involving fractions and decimals
B. Performance Able to apply the 4 fundamental
Standards operations involving fractions
and decimals in mathematical
problems and real-life situations
C. Learning Add simple fraction without
Competencies regrouping
Demonstrate understanding of
the 4 fundamental operations
involving fractions and decimals
Able to apply the 4 fundamental
operations involving fractions
and decimals in mathematical
problems and real-life situations
Add simple fractions with
regrouping
Demonstrate understanding Demonstrate understanding of Demonstrate understanding
of the 4 fundamental the 4 fundamental operations of the 4 fundamental
operations involving involving fractions and operations involving
fractions and decimals decimals fractions and decimals
Able to apply the 4 Able to apply the 4 Able to apply the 4
fundamental operations fundamental operations fundamental operations
involving fractions and involving fractions and involving fractions and
decimals in mathematical decimals in mathematical decimals in mathematical
problems and real-life problems and real-life problems and real-life
situations situations situations
Subtract simple fraction Subtract simple fractions with Add mixed numbers with or
without regrouping regrouping without regrouping

II. CONTENT NUMBER AND NUMBER NUMBER AND NUMBER NUMBER AND NUMBER NUMBER AND NUMBER NUMBER AND NUMBER
SENSE SENSE SENSE SENSE SENSE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Kto12 CG p.175 Kto12 CG p.175 Kto12 CG p.175 Kto12 CG p.175 Kto12 CG p.175
Pages CODE: M6NS-Ia-86. CODE: M6NS-Ia-86. CODE: M6NS-Ia-86.3 CODE: M6NS-Ia-86.4 CODE: M6NS-Ia-86.5
LG in Elem. Math pp. LG in Elem. Math pp.212- 213 LG in Elem. Math pp. LG in Elem. Math pp. LG in Elem. Math pp.
2. Learner’s
Materials Pages
3. Textbook Pages TEXTBOOK p. TEXTBOOK p. TEXTBOOK p. TEXTBOOK p. TEXTBOOK p.
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review Previous Review: Mental Computation: Mental Computation: Find Mental Computation: Mental Computation:
Lessons Estimating difference. (0,1/2,1) Strategy –Pass It On the Message. Reducing 1. My sum is 13,my difference “Make me the same”.
a. ¾ - ½= N Solve the following fraction to lowest term is 3. 1.) ½ 1/3
b. 7/8 – 2/8= N 1.)1 2/14 +4/14=N 2. My sum is 50,my difference 2.) 1/5 ¼
c. 9/10 – 2/10= N 2.) 3/10+2/10+ 4/10=N is o. 3. ) 3/9 2/3
d. ½- ¼ = N 3.) 1 3/14 +2 4/14= N
e. 1 ½ - ¾ = N 4.) 6/18 + 3/18+ 5/18=N
 5.) 2/6+ 1/6=N

B. Establishing Who among you know how to Do you know how to bake? Who among you has an How many of you have You have a visitor. You
purpose for the Lesson sew? (Story Telling) extra baon? What should brothers or sisters. Do you want to offer him a
What are the materials needed? Josie is good in baking. Every you do if your classmates share anything with them? pineapple juice. What
What is the first thing you should Saturday, she sees to it that she do not have a baon during What do you feel when you things do you need to make
do? bakes some cake. Josie would the day? share something to others? the juice? Explain
like to bake cheese cake and Explain
chocolate cake.
C. Presenting Whole Class Discussion/ Problem Opener: Problem Opener: Problem Opener: Whole Class Problem Opener: Whole
examples /instances Problem Opener: Josie needs ¼ cup oil for a Mother has 3 ¼ cup of Activity. Class Activity.
of the new lessons Migz has 3 pieces of cloth cheese cake and 3/8 cup for milk. She used 1 ¾ ,how
which measures ¼, 3/4 and 2/4 chocolate cake. How many cups much milk will be left? Ariel had a half of watermelon. Percival has a visitor. He
metres. How long are the 3 of oil are needed? Valuing: Are you willing to He cut the half watermelon into serves his visitor a
pieces together? Discuss the problem with the share your baon with your 2 and ate one part. The other pineapple juice. He has 2/3
pupils using bar method. classmates? Why? part he left will be for his glass of sweetened
In doing group activity, did brother Simeon. What part of pineapple juice and ½ glass
share ideas? the watermelon did Simeon of water. How much is the
get? mixture?
D. Discussing new Ask pupils to write the equation Let pupils compare ¼ and 3/8 Discuss the problem with Discuss the problem Discussion:
concepts and on the board. as to the number of divisions. the pupils 1. What are the given data?
practicing new skills Call pupils one at a time. Let them make some 2. What will you solve for?
#1. (Using Bar Method) observations. Ask pupils to represent the 3. How do you solve the
¼ +3/4 +2/4 =N given data by strips of problem?
papers. Into how many 4. Write the equation.
parts are the wholes
divided. What is the
fractional part?
E. Discussing new Let them add the fraction part Discuss the steps in finding the Can you take away ¾ from Guide pupils to state the Represent the data by
concepts & 1+3+2=6, how many fourths? (6) sum ( dissimilar Fraction) ¼ ?How? subtraction sentence paper folding.
practicing new skills What part of the fraction did you ½ -1/4 +=N Guide pupils in doing so.
#2 add?
 F. Developing Mastery Guide the children to state how Cooperative work: Think Pair Share Through paper folding, Guide the children to see:
(Leads to Formative to add similar fractions in simple Find the sum. Find the difference of the represent ½ then fold again ½ 2/3 is equal to 4/6
Assessment 3 form. 1. 1/3+1/5= following fraction so you have now 4ths. ½ is equal to 3/6
2.3/4+1/8+1/5= How many 4ths? Hence ½ So 4/6 and 3/6 are 7/6.
Discuss with the class the steps 3. 3 1/3+1/2= 1.) 7/12 - 4/12=N becomes 2/4 ,so In 7/6 there is a whole and
in adding mixed similar fractions 4. 5 1/12+ 3 ½= 2.) 13/20- 7/20=N ½ -1/4, is ¼ 1/6, so 7/6 =1 1/6
with regrouping. 5. 3 1/7+ 2 ½= 3.) 9/14 - 7/14= N
4.) 6/15- 3/15=N Let pupils cut ¼ from ½. How Group Activity:
5.) 5/8+ 2/8=N many remained for Simeon? *Give each group a
Thus: ½ =2/4 problem to solve for.
¼-¼ *Guide the pupils if possible
__ ___ Ex.
¼ for Simeon 1. 2 ½ + 7 ¾ =
2. 3 4/5 + 2 2/4 =
Show to the pupils on how to
rename fractions
Guide them step by step.

G. Finding Practical Ana cooks adobo she uses 1 Myla buys one whole puto Analiza bought one 1 5/8 Joebel jogs every morning. Joebel jogs every
Applications 3/6 tsp. vinegar, 1 1/6 tsp. soy Biñan. She shared it to her pizza. She gave 1 2/8 to her On Monday he jogs 2 7/8 km morning. On Monday he
of concepts sauce and 3 5/6 tsp. water. siblings. Rose ate ½ and Robert friend Eva. What part of the while onTuesday he jogs for 1 jogs 2 7/8 km while
and skills in daily What is the total liquid? ¼ of the puto. What fractional pizza was left to her? ¾ km. How many more onTuesday he jogs for 1 ¾
living part was eaten by her siblings? kilometer he jogs on Monday km. What is the total
than Tuesday? distance he jogged for two
days?
H. Making What are the steps in adding What are the steps in adding What are the steps in What are the steps in What are the steps in
Generalizations & simple fractions without simple fractions with subtracting simple fractions subtracting fractions with adding mixed numbers with
Abstractions about regrouping? regrouping? without regrouping? regrouping? (dissimilar or without regrouping?
the lessons How do you add simple fractions (dissimilar Fraction) fraction)
without regrouping?
I. Evaluating Find the sum of the following Find the sum. Solve for the difference. Find the difference. Find the sum
Learning fraction. Express the sum in 1.) 1/5+1/9+1/6=N 1. 6 7/8- 5 5/8= 1.) 4/5-1/3 = 1.)3 ½ +2 3/6 =
simplest form. 2.) 2/4 + 3/6= N 2. 5 8/6- 3 3/6= 2. ) 2/5 – 3/10= 2. )2 1/5 + 3 4/6 + 3 3/10=
1.) 2/12 +4/12=N 3.) 5/7 + 2/14 = N 3. 4 2/3- 3 1/3= 3. ) 3 7/8- ½ = 3. )3 1/5 + 1 3/15 + 2 1/10=
2.) 3/20 + 7/20 + 6/20=N 4.) 2 ¾ + 3 2/6 + 2 1/3=N 4. 6 5/8- 2 3/8= 4. ) Diminish 20/30 by 10/50= 4.) 8 5/6+ 3 7/12+ 3 1/5=
3.)3/14 + 7/14= N 5.) 8 2/3 + 2/8 + 3 ¼ = N 5. 7 14/15- 2 8/15= 5. ) How much lesser is 2/3 5.) 1 1/5+ 2 4/7+ 1 3/5=
4.) 6/15 + 3/15 + 5/15=N than 9/10?
5.) 3/8+ 4/8=N

J. Additional activities Find the total. Reduce the Find the total. Solve for the difference. Solve for the difference. Find the total.
for application fractional part in lowest term. (Give 5-10 items) 1. 8 17/20-5 3/20= 1. 5/8-1/3= 1.) 1 3/8 2 ¾=
or remediation 1. 2/16+ 7/16 + 2/16=N 2. 4 7/12- 2 3/12= 2. 6/7-1/2= 2. )3 ¾ + 2 ½ + 3 5/8 =
2.8/15 + 7/15+ 4/15=N Ex.1 1/6+1 1/3+ 2 1/9= 3.16 9/17-11 5/17= 3. 6 1/5 - 2 1/10= 3. ) 5 7/8+ 4 7/10+ 3 4/5=
3. 6/15 + 7/15+ 8/15=N 4. 12 9/16- 11 5/16= 4. 26 1/5- 11 1/10= 4. 3 9/16+ 1 4/8 + 5 ¾ =
4. 3/12+7/12=N 5. 13 16/20- 3 11/20= 5. 16 ¼ -13 1/8 = 5. 15 7/9+ 3 5/12 + 3 5/8=

V. REMARKS
VI. REFLECTION
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require
additional activities for
remediation who scored
below 80%
Q. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
R. No. of learners who
continue to require
remediation
5. 5/10 + 3/10=N
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional activities
for remediation
S. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? ____ of Learners who caught up the ____ of Learners who ____ of Learners who ____ of Learners who caught ____ of Learners who
Why did these work? lesson caught up the lesson caught up the lesson up the lesson caught up the lesson
T. What difficulties did I ___ of Learners who continue to ___ of Learners who ___ of Learners who ___ of Learners who continue ___ of Learners who
encounter which my require remediation continue to require continue to require to require remediation continue to require
principal or supervisor can remediation remediation remediation
help me solve?
U. What innovation or Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work well: Strategies used that work
localized materials did I  ___Metacognitive Development: well: well:  ___Metacognitive well:
use/discover which I wish Examples: Self assessments, note  ___Metacognitive  ___Metacognitive Development: Examples: Self  ___Metacognitive
to share with other taking and studying techniques, and Development: Examples: Development: Examples: assessments, note taking and Development: Examples:
teachers? vocabulary assignments. Self assessments, note Self assessments, note studying techniques, and Self assessments, note
 ___Bridging: Examples: Think-pair- taking and studying taking and studying vocabulary assignments. taking and studying
share, quick-writes, and anticipatory techniques, and vocabulary techniques, and vocabulary  ___Bridging: Examples: Think- techniques, and vocabulary
charts. assignments. assignments. pair-share, quick-writes, and assignments.
  ___Bridging: Examples: ___Bridging: Examples: anticipatory charts.  ___Bridging: Examples:
Think-pair-share, quick- Think-pair-share, quick-
 Think-pair-share, quick-
 ___Schema-Building: Examples:
writes, and anticipatory writes, and anticipatory writes, and anticipatory
Compare and contrast, jigsaw  ___Schema-Building:
learning, peer teaching, and charts. charts. Examples: Compare and charts.
projects.   
contrast, jigsaw learning, peer
  ___Schema-Building:  ___Schema-Building: teaching, and projects.  ___Schema-Building:
Examples: Compare and Examples: Compare and  Examples: Compare and
 ___Contextualization:
contrast, jigsaw learning, contrast, jigsaw learning, contrast, jigsaw learning,
 Examples: Demonstrations, media,  ___Contextualization:
peer teaching, and projects. peer teaching, and projects. peer teaching, and projects.
manipulatives, repetition, and local  Examples: Demonstrations,
opportunities.   media, 
manipulatives,
  ___Contextualization:  ___Contextualization: repetition, and 
local ___Contextualization:
 ___Text Representation:  Examples: Demonstrations,  Examples: Demonstrations, opportunities.  Examples: Demonstrations,
media, manipulatives, media, manipulatives,
 media, manipulatives,
 Examples: Student created repetition, and local repetition, and local repetition, and local
drawings, videos, and games.  ___Text Representation:
opportunities. opportunities. opportunities.
 ___Modeling: Examples: Speaking  Examples: Student created ___Text Representation:
  drawings, videos, and games.
slowly and clearly, modeling the  Examples: Student created

language you want students to use, ___Text Representation:  ___Text Representation:
 ___Modeling: Examples: drawings, videos, and
and providing samples of student  Examples: Student created  Examples: Student created Speaking slowly and clearly,
drawings, videos, and drawings, videos, and games.
work. modeling the language you
games. games. want students to use, and  ___Modeling: Examples:
Other Techniques and Strategies  Speaking slowly and
___Modeling: Examples:  ___Modeling: Examples: providing samples of student
used: Speaking slowly and clearly, Speaking slowly and work. clearly, modeling the
___ Explicit Teaching modeling the language you clearly, modeling the Other Techniques and language you want
___ Group collaboration want students to use, and language you want students Strategies used: students to use, and
___Gamification/Learning throuh providing samples of student to use, and providing ___ Explicit Teaching providing samples of
play work. samples of student work. ___ Group collaboration student work.
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual
Presentation
of the lesson
 School: TALANGAN ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: GEMMA S. CAPISTRANO Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and
Time: JUNE 4-8, 2018 (WEEK 1) Quarter: 1ST QUARTER
DATE:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVE/S MUSIC ARTS P.E. HEALTH
A. Content Standard demonstrates understanding Demonstrates demonstrates understanding of Demonstrates understanding demonstrates
of the concept of rhythm by understanding of the participation and assessment of of understanding
applying notes and rests, use of lines, shapes, physical activity and physical personal health issues and of the concept of rhythm
rhythmic patterns, and time colors, texture, and the fitness concerns and the importance by
signatures principles of emphasis of health appraisal applying notes and rests,
and contrast in drawing procedures and community rhythmic patterns, and
a logo and own cartoon resources in time
character using new preventing or managing signatures
technologies in drawing. them
B. Performance responds to beats in Creates concepts through participates and practices selfmanagement responds to beats in
Standard music heard with art assesses performance skills to prevent and music heard with
appropriate processes, elements, and in physical activities. control appropriate
conducting patterns of principles using new assesses physical personal health issues and conducting patterns of
2 3 4 and 6 technologies (hardware fitness concerns 2 3 4 and 6
4 4 4 8 and 4 4 4 8
software) to create
personal
or class logo.
designs cartoon character
on the spot using new
technologies
C. Learning Realizes that art 1. describes the Philippines describes personal identifies the notes / rests
Competencies identifies the notes / rests processes, physical activity pyramid health issues and used in a particular song
(write the LC Code) used in a particular song elements and principles PE6PF-Ia-16 concerns 6
2 3 4 still 2. explains the indicators H6PHIab-18 8 time signature
4 4 4 time signatures apply even with the use of for fitness demonstrates self MU6RH-Ia-1
MU6RH-Ia-1 new technologies. PE6PF-Ia-17 management skills
A6EL-Ia 3. explains health and skill H6PHIab-19
2. Appreciates the related fitness components
elements PE6PF-Ia-21
and principles applied in
commercial art.
A6PL-Ia
Elements: Assessment of physical Personal Health -Issues RHYTHM
RHYTHM 1. LINE activities and physical fitness and Musical Symbols and
II. CONTENT
Musical Symbols and 2. SHAPE Concerns Concepts:
Concepts: 3. COLOR 1. height and 1. Notes and Rests
1. Notes and Rests 4. TEXTURE weight(stunted
 5. producing these using growth, underweight,
technology overweight, obesity)
2. hearing (impacted
cerumen,
swimmer’s ear, otitis
media)
3. vision
4. (astigmatism, myopia,
hyperopia,xerophthalmia,
strabismus)
5. skin, hair and and nail
6. (sunburn, dandruff
,corns,
blisters and calluses,
ingrown
toenails)
7. posture and spine
disorders
(scoliosis, lordosis,
kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis,
malocclusion,
halitosis)
III. LEARNING
RESOURCES
A. References
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages MISOSA4-Module6 21st Century MAPEH in ACTION OHSP Health 1 Q1 Module MISOSA4-Module6
MISOSA5-module1 By Gerardo C. Lacia et.al 1, Reading 2 MISOSA5-module1
*Musika at Sining Copyright ,2016 pp.118-125 2. OHSP Health 1 Q2 *Musika at Sining
6. Sunico, Raul Module 1 pp.10-13 6. Sunico, Raul
M. et al, 2000. 3. Edukasyong M. et al, 2000.
pp.8-10 Pangkatawan, kalusugan, pp.8-10
*Umawit at at *Umawit at
Gumuhit 6. Musika I. DepED. Abejo, Gumuhit 6.
Valdecantos, Mary Placid Sr. Valdecantos,
Emelita C. 1999. et.al. 1991.pp.46-52, 69-76 Emelita C. 1999.
pp.5-16, pp.25-26 Science and Health for the pp.5-16, pp.25- 26
Better Life 5.
IMDC-DepED.PRODED.
Abracia,
Norma,et.al.1995. pp.49

4. Materials
downloaded from
LRMDS
B. Other Learning Laptop, digital art
Materials works, sample of
commercial arts
downloaded from the net
IV. PROCEDURES
A. Reviewing previous Let the pupils sing the Review the basic
lesson and presenting Welcome Song terminologies in arts
new lesson Sing the song Tao, tao po What are the elements of
Clap the beat of the song arts? Principles ?
processes ?
B. Establishing a After the session,you are
purpose for the Today, we are going to going to realize that art
lesson identify the notes and rest in processes,
a song that we’re going to elements and principles
learn still
apply even with the use of
new technologies.
C. Presenting Present sample of
examples/instances commercial arts
of the lesson Play the music chicken Help/ Guide the
dance. Let the pupils dance students describe,
with the music interpret, evaluate,
Present the song Harana sa theorize and judge the
bukid. Teach the song properties and qualities
of the visual form, for the
purpose of
understanding and
appreciating works of art
and understanding the
roles of art in society.
ART HISTORY
Attribution
Where, when, why, and
by whom was an artwork
made?
Style
Style refers to the
2. Edukasyong
Pangkatawan,Kalusugan,at
Musika I. DepED. Abejo,
Mary Placid Sr. et.
al. 1991. pp.62-64;72-80
Laptop, projector
Can you still recall your lesson about What lessons in Health 5
the Physical activity pyramid ? that you can still
remember ?
Today, you are going to describe In our lesson you will
the Philippine physical activity describe personal health
pyramid issues and
Concerns and
Demonstrate self
management skills
How would you describe the What are the common
Philippine physical activity pyramid health issues that you Teach the song.
? have or you have observe
Show the illustration of the Phil ?
Physical activity pyramid Assign these topics to
What activities are found in STEP 1 small groups for them to
? STEP 2? STEP 3 ?STEP 4 ? discuss and the report to
What are the aims of the physical the class
activity pyramid? 1. height and
weight(stunted
Why are physical activities growth, underweight,
important ? overweight, obesity)
Analyze the song`
2. hearing (impacted
What is the title of the
cerumen,
song?
swimmer’s ear, otitis
What is the time signature
media)
of the song? What does it
3. vision
mean by the upper number
4. (astigmatism, myopia,
in the time signature? The
hyperopia,xerophthalmia,
second number ? What are
strabismus)
the notes and rest you

D. Discussing new
concepts and Analyze the song.
practicing new skills What is the time signature of
#1 the song ? What does the
upper number in the time
signature mean? How about
the lower number ? What are
the notes and rests you find
in the song ? ( quarter
note) (eight note)
(quarter note ) ( half note
) . (dotted quarter note )
What does it mean by the
song ? Discuss the value of
the song in relation to the
culture of Filipinos
E. Discussing new Help the students analyze
concepts and the song
practicing new skills
#2
What is the time signature of
the song ? What does the
distinguishing found in the song ?
characteristics of a work
of art that identify it as
typical of an individual
artist, culture, school,
movement, or time
period. Artworks may
exhibit personal,
national, and/or period
styles.
Group Discussion on What are the indicators or signs of Big group sharing Emphasize the discussion
the ff: physical fitness ? What are these? How do of the meaning of the song
ART CRITICISM Do you like doing physical you handle these
Guide Questions for art activities ?
criticism Can you stretch your muscles w/o
Description: What do I feeling discomfort or pain?
see? (feel, hear, smell, Can you move your body with a
taste)? little or no difficulty?
•Subject Matter: Does Can you run 1.6 km in eight
the artwork depict minutes with ease ?
anything? If so, what? Is the amount of your fat less than
•Medium: What tools, your weight of lean muscles bones
materials, or processes and body organs ?
did the art make use? If yes, you are physically fit. If your
•Form: What elements answers are no, you have to work
did the maker choose out for your physical fitness
and how did the
maker organize the
elements?
*Interpretation: What is
the artwork about?
•Interpretive Statement:
Can I express what I
think the artwork is
about in one sentence?
Evidence: What evidence Group the class in three. Present the musical score
inside or outside the Group 1 -Ask them to work on the of the song “Himig Pasko “
artwork supports my following topics Help the pupils identify the
interpretation? What are the four signs of fitness ? notes and rests in the song
Judgment: Is it a good ( ( Any folk song with 6
artwork? endurance,flexibility,strength,body 8
Criteria: What criteria do composition ) Time signature may be
I think are most Group 2- What are the health- used )
appropriate for judging related fitness components
the artwork? Group 3- What are the skill-related
 numbers in the time
signature mean ? What are
the notes and rests in the
song?
Evidence: What evidence fitness components. ( cardio-
inside or outside the vascular fitness, healthful
artwork relates to each composition, flexibility, muscular
criterion? strength, muscular endurance )
Judgment: Based on the ( The pupils will recall their lessons
criteria and evidence, in Grade 4 or they will research.
what is my judgment They can use the Grade 4 LM for
about the quality of the this activity (
artwork? agility,balance,coordination,
reaction time,speed, power )

F. Developing mastery Let the pupils draw and Group reporting/ presentation Flash different notes and
(lead to formative identify the notes in the song rests, and let the pupils
assessment 3) identify them
G. Finding practical Present another song with 2 Are the elements and Practice self management
application of principles of arts present skills to prevent and
concepts and skills in 4 time signature and ask the in the art work ? control
daily living pupils to identify the different personal health issues and
notes and rest found in the concerns
song. This activity may be
done by group
H. Making What is the art
generalization and processes in this art
abstractions about work? What elements of
the lesson art are present ?
principles ?

I. Evaluating learning Self assessment Ask the following questions. Pupils Do you practice personal Identify the notes and rests
1.What did I do in my art may answer these either by writing hygiene to prevent and found in the song
class today ? drawing or performing/role play control personal health ( Present a copy of a
2.What did I learn ? 1. Describe the Philippine activity concerns.? What are these musical score of any
3.What did I find pyramid ? folksong in the six-eight
interesting about the 2. What are the indicators for time signature )
Identify the notes and rests art? fitness ?
found in the song 4.What questions do I 3. What do you mean by cardio-
have about what I vascular fitness ?
learned 4. What do you mean by agility
5.What was the point of
5. What is meant by speed ?
today’s lesson ?
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
V. No. of learners who ___Lesson carried. Move on to
earned 80% in the the next objective.
evaluation ___Lesson not carried.
_____% of the pupils got 80%
mastery
W. No. of learners who ___Pupils did not find
require additional difficulties in answering their
activities for remediation lesson.
who scored below 80% ___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
X. Did the remedial lessons ___ of Learners who earned
work? No. of learners 80% above
who have caught up with
the lesson
Y. No. of learners who ___ of Learners who require
continue to require additional activities for
remediation remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
Z. Which of my teaching ___Yes ___No
strategies worked well? ____ of Learners who caught up
Why did these work? the lesson
AA. What difficulties did I ___ of Learners who continue
encounter which my to require remediation
principal or supervisor
can help me solve?
BB. What innovation or Strategies used that work well:
localized materials did I  ___Metacognitive  ___Metacognitive
use/discover which I wish Development: Examples: Self
to share with other assessments, note taking and
teachers? studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think- 
pair-share, quick-writes, and
anticipatory charts.
 
 ___Schema-Building: Examples: 
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student created  Examples: Student created
drawings, videos, and games.
 ___Modeling: Examples:  ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
up the lesson lesson the lesson the lesson
___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue
to require remediation require remediation to require remediation to require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
 ___Metacognitive 
Development: ___Metacognitive  ___Metacognitive
Development: Examples: Self Examples: Self assessments, note Development: Examples: Self Development: Examples: Self
assessments, note taking and taking and studying techniques, and assessments, note taking and assessments, note taking and
studying techniques, and vocabulary assignments. studying techniques, and studying techniques, and
vocabulary assignments.  ___Bridging: Examples: Think-pair- vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think- 
share, quick-writes, and anticipatory ___Bridging: Examples: Think-  ___Bridging: Examples: Think-
pair-share, quick-writes, and charts. pair-share, quick-writes, and pair-share, quick-writes, and
anticipatory charts.  anticipatory charts. anticipatory charts.
 ___Schema-Building: Examples: 
___Schema-Building: Compare and contrast, jigsaw  
___Schema-Building: Examples: ___Schema-Building: Examples:
Examples: Compare and learning, peer teaching, and projects. Compare and contrast, jigsaw Compare and contrast, jigsaw
contrast, jigsaw learning, peer
 learning, peer teaching, and learning, peer teaching, and
teaching, and projects. projects. projects.
 ___Contextualization:
 Examples: Demonstrations, media,  

manipulatives, repetition, and local ___Contextualization:  ___Contextualization:
Examples: Demonstrations, opportunities.  Examples: 
Demonstrations, Examples: Demonstrations,
media, manipulatives,
 media, manipulatives, media, manipulatives,
repetition, and local repetition, and local repetition, and local
 ___Text Representation:
opportunities. opportunities. opportunities.
 Examples: Student created drawings,
videos, and games.  ___Text Representation:
 ___Modeling: Examples: 
Speaking ___Text Representation:  Examples: Student created
slowly and clearly, modeling the  Examples: Student created drawings, videos, and games.
drawings, videos, and games. language you want students to use, drawings, videos, and games.  ___Modeling: Examples:
and providing samples of student  ___Modeling: Examples: Speaking slowly and clearly,
Speaking slowly and clearly, work. Speaking slowly and clearly, modeling the language you
modeling the language you Other Techniques and Strategies modeling the language you want students to use, and
want students to use, and used: want students to use, and providing samples of student
providing samples of student ___ Explicit Teaching providing samples of student work.
work. ___ Group collaboration work. Other Techniques and
___Gamification/Learning throuh play Other Techniques and Strategies used:
Other Techniques and ___ Answering preliminary Strategies used: ___ Explicit Teaching
Strategies used: activities/exercises ___ Explicit Teaching ___ Group collaboration
___ Explicit Teaching ___ Carousel ___ Group collaboration ___Gamification/Learning
___ Group collaboration ___ Diads ___Gamification/Learning throuh play
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
 School: STA MONICA ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: JANE LAURICE P. MERCADO Learning Area: EDUKASYON SA PAGPAPAKATAO (ESP)
DAILY LESSON LOG Teaching Dates and
Time: (WEEK 1) Quarter: 1ST QUARTER
I. LAYUNIN LUNES MARTES MIYERKULES HUWEBES BIYERNES
A. Pamantayang Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat
Pangnilalaman
B. Pamantayan sa Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat
Pagganap
C. Mga Kasanayan 1.Naisasagawa ang mga 1.Naisasagawa ang mga 1.Naisasagawa ang mga tamang 1.Naisasagawa ang mga tamang 1.Naisasagawa ang mga
sa Pagkatuto (Isulat tamang hakbang na tamang hakbang na hakbang na makatutulong sa hakbang na makatutulong sa tamang hakbang na
ang code ng bawat makatutulong sa pagbuo ng makatutulong sa pagbuo ng pagbuo ng isang desisyon na pagbuo ng isang desisyon na makatutulong sa pagbuo ng
kasanayan) isang desisyon na makabubuti isang desisyon na makabubuti sa pamilya makabubuti sa pamilya isang desisyon na
sa pamilya makabubuti sa pamilya 1.1 pagsusuri nang mabuti sa mga 1.1 pagsusuri nang mabuti sa mga makabubuti sa pamilya
1.1 pagsusuri nang mabuti sa 1.1 pagsusuri nang mabuti sa bagay na may kinalaman sa sarili at bagay na may kinalaman sa sarili at 1.1 pagsusuri nang mabuti sa
mga bagay na may kinalaman sa mga bagay na may kinalaman pangyayari pangyayari mga bagay na may kinalaman
sarili at pangyayari sa sarili at pangyayari Naipakikita sa gawa ang wastong Naipakikita sa gawa ang wastong sa sarili at pangyayari
Nakasusuri nang mabuti bago Nakasususuri nang mabuti desisyon desisyon Nasasabi ang opinyon bago
magbigay ng desisyon bago magbigay ng desisyon EsP6PKP-1a-i-37 EsP6PKP-1a-i-37 gumawa ng desisyon
EsP6PKP-1a-i-37 EsP6PKP-1a-i-37 EsP6PKP-1a-i-37

II. NILALAMAN Mapanuring Pag-iisip (Critical Thinking)

III. KAGAMITANG
PANTURO
A. Sanggunian

1. Mga Pahina sa Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6
Gabay ng Guro Pahina 14-15 Pahina 14-15 Pahina 14-15 Pahina 14-15 Pahina 14-15
2. Mga Pahina sa Sulo ng Buhay 6 Sulo ng Buhay Sulo ng Buhay 6 Sulo ng Buhay 6 Sulo ng Buhay 6
Kagamitang Pang- Pahina 47-48 Pahina 47-48 Pahina 47-48 Pahina 48-49 Pahina 48-49
Mag-aaral
3. Mga Pahina sa
Teksbuk
4. Karagdagang TG, LM Grade 6
Kagamitan Mula sa
Portal ng Learning
Resource
B. Iba pang Video clips, tsart, bond Video clips, tsart, bond Video clips, tsart, bond paper, mete Video clips, tsart, bond paper, meta Video clips, tsart, bond paper,
Kagamitang Panturo paper,meta cards,organizer, mga paper,meta cards,organizer, cards, organizer,mga larawan cards, organizer meta cards,mga larawan
larawan mga larawan
IV. PAMAMARAAN
A. Balik-Aral sa Pagpapakita ng larawan Ano ang pabatid ng
nakaraang aralin at/o Ano ang nakikita nyo sa alkalde sa kaniyang mga
pagsisimula ng larawan? kabarangay?
bagong aralin
B. Paghahabi sa Basahin ang maikling Kailan pumayag ang mga
layunin ng aralin kwento sa pahina 47-48 ng tao na mabakuran ang
Batayang Aklat ilog?
C. Pag-uugnay ng Ano ang ibinalita ng alkalde Bakit ayaw ng mamamayan ang
mga halimbawa sa na kanyang gagawin para pagbabakod sa ilog noong una?
bagong aralin sa kanyang mga Magpakita ng larawan kung
nasasakupan? nagpapakita ng tamang
desisyon.
D. Pagtatalakay ng Bakit kailangan niyang Pumalakpak ng tatlo kung
bagong konsepto at pabakuran ang ilog? tama ang isinasaad ng
paglalahad ng pangungusap at
bagong kasanayan dalawang padyak kung
#1 mali
1. Pinilit dumaan ni Richard
sa bawal na tawiran
sapagkat siya ay
nagmamadali.
2. Ayaw lumagda ni
Grace sa isang petisyon
sapagkat hindi pa niya
napag-aralan kung ano
ang magiging epekto nito
sa nakararami.
3. Ipauubaya nalang
ninyo sa inyong pangulo
ang pagpapasya.
4. Magaling ang inyong
lider sa klase kaya
ipinauubaya na ninyo sa
kanya ang lahat ng
desisyon.
Bakit kailangan nating suriing
mabuti ang sitwasyon bago
gumawa ng desisyon?
Magpakita ng isang video clips na
may kaugnayan sa pagsusuri ng
pangyayari bago gumawa ng
desisyon.
Ano ang napanood ninyo sa video
clips?
Ano ang pagsusuring ginawa ng
mga tauhan sa video clips?
Sang-ayon ka ba sa kanilang
ginawa?
Pangkatang Gawain:
G1-Gumawa ng isang slogan
na nagpapahayag ng
pagsusuri sa isang sitwasyon
G2- Gumuhit ng isang
matalinong pagpapasya
G3- Bumuo ng isang awit ng
tamang pagpapasya
G4- Sumulat ng dalawang
pangyayari ng
nangangailangan ng
matalinong pagpapasya
Ano ang iyong karanasan sa iyong Magbigay ng dyaryo o
tahanan na nagpakita ng pagsusuri mga larawan sa mga bata.
bago ka gumawa ng desisyon?
Magpakita ng mga larawan at sabihin Ipangkat sa apat at gumupit ng
kung nagpapakita ng tamang pagsusuri mga larawang nagpapakita ng
o hindi pagsusuri bago magdesisyon.
Idikit ito sa pisara
Aling mga larawan ang nagpapakita ng Bigyang pagkakataon ang bawat
pagsusuri at alin naman ang hindi? grupo sa kanilang report.
Sabihin Ang HOORAY! kung may Ano ang gagawin mo
tamang pagsusuri at HEP HEP! Kung upang maging
mali. matagumpay ang iyong
1. Lumahok sa paligsahan sa desisyon sa lahat ng
pagsasayaw at umuwi agad pagkakataon?
2. Bumili ng pagkain ngunit kulang ang
pera
3. Nagpatala sa painting contest at
nanalo
4. Pumasok sa paaralan ngunit
nakalimutang sagutin ang takdang
aralin
5. Nag-aral ng mabuti kaya tumaas
ang mga marka
E. Pagtalakay ng Alin ang nagbibigay ng mas
bagong konsepto at maraming benepisyo sa
paglalahad ng mga tao, ang mabakuran
bagong kasanayan ang ilog o ang manatili
#2 itong bukas sa mga tao?
F. Paglinang sa Pangkatang Gawain:
Kabihasnan (Tungo G1- Iguhit ang isang malinis
sa Formative na ilog
Assessment 3) G2- Itala ang tatlong
dahilan o pangyayari kung
hindi naipabakod ang ilog
G3- Ilarawan ang katangian
ng isang alkalde
G4- Sumulat ng isang poster
na nagpapakita ng tamang
pagsusuri bago gumawa ng
isang desisyon
G. Paglalapat ng Kung isa kayo sa mga
aralin sa pang-araw- naninirahan doon, tututol
araw na buhay din ba kayo o papaya
kaagad? Bakit opo? Bakit
Hindi po
H. Paglalahat ng Tandaan:
Pangkatang Gawain:
Ipakita sa pamamagitan
ng dula dulaan ang
tamang pagsusuri sa mga
sumusunod na
pangyayari.
G1-Paggawa ng proyekto
sa EsP
G2- Pagpupulong ng
pangulo ng inyong klase
tungkol sa pagpipintura
ng flower box
G3- Paglikom ng pondo
para sa nasalanta ng
sunog
G4- Paglilinis ng palikuran
ng classroom officers
Sagutin nang pasalita:
Ipaliwanag kung ano ang
magiging pasya para sa
ganitong sitwasyon.
“ Hiniling ng pangulo ng
inyong klase na
magkaroon kayo ng isang
palatuntunan upang
makalikom ng pondo para
maisagawa ang inyong
proyekto. Iyon ay
nangangailangan ng
inyong oras,paggawa at
pera. Sasang-ayon ka ba
o hindi? Bakit?
Inatasan ka ng iyong guro
na lumahok sa isang
singing contest at
kailangan mong mag-
ensayo tuwing hapon
bago ang uwian,ano ang
magiging pasya mo?
Bakit?
Sumuri munang mabuti
Magpangkat sa apat at
gumawa ng isang iskit o
sitwasyon na nagpapakita ng
pagsusuri bago isagawa ang
desisyon. (3 minuto)
Ano ang dapat gawin bago gumawa
ng isang desisyon?
Nais mong manood ng palabas sa
plasa ng inyong barangay ngunit
kailangan mong mag-aral ng iyong
aralin para sa pagsusulit bukas.
Ano ang iyong magiging
pagpapasya?
Maging matalino sa pagsusuri
Bakit kailangang suriing mabuti
ang pangyayari bago magbigay
ng desisyon?
Ano ang naidudulot nito sa atin?
Magbahagi ng isang pangyayari sa
paaralan na naranasan mo at paano
mo ito nadesisyunan.
Ano ang iyong nararamdaman kapag
gumawa ka ng isang bagay at di mo
nasuri bago magdesisyon?
Mahalagang suriin muna ang
Sabihin kung tama o mali
1. Ipaubaya sa magulang
ang lahat ng iyong
desisyon sa buhay
2. Mahusay ka sa inyong
klase kaya sa iyo
pinauubaya ang lahat ng
desisyon.
3. Walang tanong tanong
na sumang-ayon sa isang
pasyang gagawin upang
hindi na magtagal ang
usapan.
Magbahagi ng isang
pangyayari sa iyong
kaklase na nagpapakita
ng mapanuring pag-iisip.
Ibahagi ito sa klase
Ano ang iyong
nararamdaman kapag
gumawa ka ng isang
desisyon na hindi mo ito
sinuri?
Tandaan Natin:
Aralin Suriin nang mabuti ang sarili
bago magbigay ng
desisyon.
I. Pagtataya ng Aralin Ibigay ang iyong
pagpapasya sa
pangyayaring ito:
Aayusin ang isang bahagi
ng inyong silid-aralan,
pansamantalang lilipat
kayo sa isang masikip na
lugar, sasang-ayon ka bang
lumipat? Bakit?
J. Karagdagang Isulat nang patalata ang
Gawain para sa iyong sariling desisyon:
takdang- aralin at Magaling magsalita ng
remediation Ingles ang inyong lider kaya
sumasang-ayon kayo sa
lahat ng naisin nya.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-
aaral na nakakuha ng
80% sa pagtataya.
B. Bilang ng mga-
aaral na
mabuti bago magbigay ng sitwasyon bago magbigay sarili at pangyayari bago Ang batang may
ng desisyon upang ng tamang pagpapasya. magbigay ng desisyon. mapanuring pag-iisip ay
makagawa ng mabuting matalino at maparaan.
pagpapasya.
Thumbs up/Thums down Ipakita sa gawa ang iyong Ipakita sa gawa ang yong Ipaliwanag sa isang
1. Agarang magbigay ng desisyon sa sitwasyong ito desisyon sa sitwasyong ito. talata ang iyong opinyon
desisyon para malunasan (gumamit ng rubrics) Inutusan ka ng iyong guro na sa sitwasyong ito.
ang suliranin. Hiniling ng iyong ina na magdilig ng halaman ngunit (Gumamit ng rubrics)
2. Isipin nang tama ang lumiban ka muna sa klase may takdang gawain ka pang Bilang isang bata, iaasa ko
lahat ng sasabihin para dahil magbabantay ka ng dapat sundin sa kantina. Ano palagi sa lider ang
mabigyan ng tamang iyong kapatid sapagkat may ang iyong desisyon? desisyon kapag may
desisyon ang anumang mahalagang bagay siyang pangkatang gawain.
problema. aasikasuhin.
3. Iasa sa lider ang Ano ang iyong magiging
desisyon palagi kapag pasya?
may pangkatang gawain. Paano mo ito susuriin?
4. Timbangin ang bawat
detalye sa solusyon ng
bawat problema bago
magpasya.
5. Sumang-ayon nalang
kag inihain na ang
desisyon sa isang tao.
Sabihin ang iyong Sumulat ng isang karanasan Itala ang iyong karanasan Sumulat ng limang
pagsusuri sa sitwasyong na nagpapakita ng pagsusuri noong ikaw ay nasa karanasan na sinuri mo
ito: bago magbigay ng desisyon. ikalimang baitang na muna bago nagbigay
Niyaya ka ng iyong nagpapakita ng tamang ng desisyon.
kaklase na magcutting
pagsusuri bago gumawa ng
class dahil maglalaro kayo
ng basketbol. Ano ang
isang desisyon.
iyong magiging pasya?
nangangailangan ng
iba pang gawain para
sa remediation
C. Nakatulong ba
ang remediation?
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?
 School: STA MONICA ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: JANE LAURICE P. MERCADO Learning Area: FILIPINO
DAILY LESSON LOG Teaching Dates and
Time: (UNANG LINGGO) Quarter: 1ST QUARTER

LUNES MARTES MIYERKULES HUWEBES BIYERNES

II. LAYUNIN

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

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

Nasasagot ang mga Nagagamit nang wasto Nagagamit nang wasto ang mga Naiuugnay ang binasa Nasisipi ang isang
tanong tungkol sa ang mga pangngalan sa panghalip sa pakikipag-usap sa sa sariling karanasan talata mula sa huwaran
C. Mga Kasanayan sa napakinggang pabula pakikipag-usap sa iba’t iba’t F6PB-Ia-1 F6PU-Iac.2
Pagkatuto F6PN-Ia-g-3.1 ibang sitwasyon ibang sitwasyon
F6WG-Ia-d-2 F6WG-Ia-d-2
Pagsagot sa mga Tanong Wastong Paggamit ng Wastong Paggamit ng Panghalip sa Pag-uugnay ng Binasa sa Sariling Pagsipi ng isang Talata mula sa
II. NILALAMAN Tungkol sa Pangngalan sa Pakikipagusap sa Iba’t Ibang Karanasan Huwaran
Napakinggang Pabula Pakikipagusap sa Iba’t Sitwasyon
Ibang Sitwasyon

III. MGA KAGAMITANG

PANTURO

A. Sanggunian
1. Pahina sa Gabay ng Guro
 2. Pahina sa Kagamitang
ng Mag-aaral
3. Pahina sa Batayang Aklat
4. Karagdagang Kagamitan Sipi ng kuwentong “Ang
mula sa portal ng Learning Tipaklong at ang Paruparo”
Resource (LR) mula MISOSA
Panghalip/
Pagsusunod-sunod ng mga
Pangyayari/Pagsulat
ng Sulatin 6824
pp.2-3
B. Iba pang mga Kagamitang
Panturo
IV. PAMAMARAAN
A. Balik-Aral sa Nakaraang Pahanapin ng kapareha ang
Aralin at/o Pagsisimula ng bawat isa. Ibahagi ang sagot
Bagong Aralin sa mga tanong na ibibigay.
Itanong:
Sino ang iyong matalik na
kaibigan?
Ilarawan siya.
B. Paghahabi sa Layunin ng Kuhanin ang pananaw ng mag-
Aralin aaral sa: masusubok ang tunay
na kaibigan sa oras ng
pangangailangan.
Sipi ng Kuwentong “Ang Kuwento ng
Tipaklong at ang Paruparo” Magkapatid na Daga: Si
mula MISOSA Kiko at si Tomas |
Panghalip/ Kuwento ng
Pagsusunod-sunod ng mga Magkapatid na Daga:
Pangyayari/Pagsulat Pakikipagsapalaran sa
ng Sulatin 6824 Siyudad 11911
pp.2-3
Magpakita ng isang Ano ang pangngalan? Saang lugar ninyo ng iyong Balikan ang kuwento nina Tomas
larawan. Kung wala, kaibigan nais makarating? at Kiko. Ano-ano ang nangyari sa
maaari namang gamitin Bigyang-katwiran ang sagot. kanilang pakikipagsapalaran sa
na lamang ang siyudad?
kapaligiran. Pagawain
ng pangungusap tungkol
sa larawan.
Original File Submitted
and Formatted by DepEd
Club Member - visit
depedclub.com for more
Isulat sa pisara ang mga Pangkatin ang mag-aaral. Saan nakipagsapalaran ang Isulat sa pisara ang mga
pangungusap na ibibigay magkaibigan na Kiko at Tomas? pangungusap na ibibigay ng
Papaghandain ang bawat pangkat ng
ng mag-aaral. mag-aaral.
isang talata/sanaysay tungkol
Ipabasa muli ang mga ito. Ipabasa ang mga ito. Tama ba
sa isang lugar sa pamayanan at kung
paano ito nakatutulong sa ang pagkakasulat ng mga ito?
mamamayan. Malinaw ba ang pagkakasabi ng
bawat diwa ng pangungusap?
Ipatukoy ang ginamit na pangngalan.
 C. Pag-uugnay ng Paano maipakikita ang
mga pagiging mabuting kaibigan?
Halimbawa sa Basahin nang malakas ang
Bagong Aralin pabulang “Ang Tipaklong at
ang
Parupario” sa mag-aaral
(MISOSA 6824, pp. 2-3)
D. Pagtalakay sa Bagong Pasagutan sa bawat pangkat ng
Konsepto mag-aaral. Papaghandain sila ng
at Paglalahad ng Bagong malikhaing pag-uulat.
Kasanayan #1 1. Sino ang mga tauhan sa
kuwento? Ilarawan ang
bawat isa.
2. Ano ang problema ng
magkakaibigan sa kuwento?
3. Paano ito nalutas?
4. Bakit maituturing na
magkaibigan sina Paruparo
at
Tipaklong?
E. Pagtalakay sa Bagong Pasagutan ang mga tanong sa
Konsepto MISOSA 6824, pp. 3.
at Paglalahad ng Bagong
Kasanayan #2
F. Paglinang sa Kabihasaan
(tungo sa Pormatibong
Pagtataya)
G. Paglalapat ng Aralin sa Sino sa dalawang magkaibigan
Pang-araw-araw na Buhay ang naibigan mo? Ipaliwanag
ang sagot.
Ano ang pangngalan sa
bawat pangungusap?
Ano ang pangngalan?
Pangkatin ang mag-aaral.
Papaghandain ang bawat
pangkat ng isang usapan
na maaaring mapakinggan
mula kina Paruparo at
Tipaklong. Ipatukoy sa
mga nakinig sa
pagtatanghal ang mga
pangngalan na ginamit.
Papiliin ang bawat isa
kung sino ang nais nila
mula kina Paruparo at
Tipaklong.
Papaghandain ang bawat
isa ng nais nilang sabihin sa
napiling tauhan.
Siguraduhin na magagamit
ang pangngalan sa
gagawing monologue.
Bakit mahalaga ang
pagkakaroon ng isang
kaibigan?
Ipabasa:
Magkapatid na Daga: Si
Kiko at si Tomas |
Kuwento ng
Magkapatid na Daga:
Pakikipagsapalaran sa
Siyudad 11911
Pahanapin ng kapareha ang bawat Sino ang magkaibigan sa Tumawag ng ilang mag-aaral
isa. Ano-ano ang ginagawa ninyong kuwento? upang isulat ang mga
magkaibigan? Saan-saan kayo Ano-ano ang kinahihiligan ng pangungusap na tinalakay upang
pumupunta? magkaibigan? Saan sila maging talata.
nagpunta? Ano-ano ang
Ipatukoy ang mga pangngalang ginamit nangyari sa kanila sa siyudad?
ng kapareha.
Magpagupit ng isang larawan mula sa Ano-ano ang naging karanasan ng Tama ba ang pagkakasulat ng
lumang diyaryo o magasin. magkaibigan? talata? Tama ba ang mga bantas
Magpagawa ng tatlong pangungusap May ganito ka rin bang na ginamit?
gamit ang pangngalan tungkol sa karanasan? Tama ba ang margin sa kanan at
larawang ginupit. (Hayaang magbahagi ng kaliwa? Maayos baa ng
karanasan ang mag- pagkakasulat ng mga salita at
aaral) pangungusap?
Hayaang magbahagi ang mag- Ipasipi ang natapos na talata sa
aaral ng kanilang karanasan sa isang malinis na papel.
siyudad o sa bayan.
 H. Paglalahat ng Aralin Ano ang natutuhan mo sa Ano ang pangngalan? Ano ang pangngalan?
magkaibigang Paruparo at
Tipaklong?
I. Pagtataya ng Aralin

J. Karagdagang Gawain
para sa takdang-aralin at
remediation

V. MGA TALA

VI. PAGNINILAY

A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko
guro?
 GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
School TALANGAN ELEMENTARY SCHOOL Grade Level VI
Teacher GEMMA S. CAPISTRANO Learning Area EPP 6 – ENTREPRENEURSHIP & ICT
Teaching Dates and Time JUNE 4-8, 2018 (WEEK 1) Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
sells products based on needs and demands.
 Identify the values of a  Identify the types of  Give ways on how to  Identify the Buyer and  Give two basic ways
successful entrepreneur. start own business. Seller relations. to earn money.
entrepreneur. TLE6IE-0a-1.1 TLE6IE-0a-1.2
TLE6IE-0a-1.1 TLE6IE-0a-1.1 TLE6IE-0a-1.1
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.
BE A SUCCESSFUL TYPES OF ENTREPRENEUR HOW TO START A BUSINESS THE SELLER-BUYER RELATION BASIC WAYS TO EARN
ENTREPRENEUR MONEY
The Basics of Better Family The Basics of Better Family ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship
Living pp. 2-5 Living pp. 5-13 pp. 3 & 11-12 pp. 13 pp. 7
ICT and Entrepreneurship
pp. 2-3
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.
Review the Qualities and Types Review ways on how to start Review the Seller- Buyer
of Entrepreneur. own business & identify the Relation
Buyer and Seller relations.
Motivate the child by Do you want to become an Do you want to have a business? What are buyers/ sellers? Are Do you earn money? how?
presenting a K-W-L Chart about entrepreneur someday? they related?
Entrepreneur.
C. Presenting examples/Instances Ask the pupils how can they be a
of the new lesson good entrepreneur.
D. Discussing new concepts and Identify the Qualities of an Discuss the types of Discuss ways on how to start Identify the Buyer and Seller
practicing new skills # 1 ideal entrepreneur on pp. 3-6 entrepreneur on pp. 3-6 own business On pages. TXT 5- relations. On pages. TXT 5-13 &
13 & TXT 2-3 TXT 2-3
E. Discussing new concepts and Discussions Discussions Discussions Discussions Group Work:
practicing new skills # 2 Act Out! Exchange of ideas Exchange of ideas  Let the pupils
Reporting Reporting identify ways, on
how to earn money
Report it in class.
F. Developing mastery What qualities should an What are the types of How to start own business? What is the relationship Role Playing
(leads to Formative Assessment 3) entrepreneur must have? entrepreneur? between the buyer and the
seller?

G. Finding practical application of

concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
What qualities should an
entrepreneur must have?
Identify 5 qualities of
entrepreneur
List down 5 entrepreneurs you
know and their qualities.
What are the types of
entrepreneur?
Identify the types of
entrepreneur
List down 5 entrepreneurs you
know and their type.
How to start own business?
Discuss briefly how to start own
a business.
What is the relationship
between the buyer and the
seller?
Describe the buyer-seller
relation.
What are the ways in earning
money?
List down 5 ways on how to
earn money.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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.
___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on
the next objective. the next objective. the next objective. the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find
difficulties in answering their in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering their
lesson. ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson.
___Pupils found difficulties in answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in
answering their lesson. ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the answering their lesson.
___Pupils did not enjoy the lesson because of lack of lesson because of lack of lesson because of lack of ___Pupils did not enjoy the
 lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C. Did the remedial lessons work? ___ of Learners who earned
No. of learners who have caught 80% above
up with the lesson
D. No. of learners who continue to ___ of Learners who require
require remediation additional activities for
remediation
E. Which of my teaching strategies ___Yes ___No
worked well? Why did these ____ of Learners who caught
work? up the lesson
F. What difficulties did I encounter ___ of Learners who continue
which my principal or supervisor to require remediation
can help me solve?
G. What innovation or localized Strategies used that work well:
materials did I use/discover  ___Metacognitive
which I wish to share with other Development: Examples: Self
teachers? assessments, note taking and
studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-
pair-share, quick-writes, and
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
 ___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-
pair-share, quick-writes, and
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
 ___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-
pair-share, quick-writes, and
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
 ___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-
pair-share, quick-writes, and
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
well:
 ___Metacognitive
Development: Examples:
Self assessments, note taking
and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples:
 anticipatory charts.
 
 
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: 
Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student created  Examples: Student created
drawings, videos, and games.
 ___Modeling: Examples:  ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
anticipatory charts. anticipatory charts.
 

___Schema-Building: Examples: 
___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and
projects. projects.
 
 ___Contextualization:  ___Contextualization:
Examples: 
Demonstrations, Examples: 
Demonstrations,
media, manipulatives, media, manipulatives,
repetition, and local repetition, and local
opportunities. opportunities.
 
 ___Text Representation:
 Examples: Student created
drawings, videos, and games. drawings, videos, and games.
 ___Modeling: Examples:
Speaking slowly and clearly, Speaking slowly and clearly,
modeling the language you want modeling the language you want
students to use, and providing students to use, and providing
samples of student work. samples of student work.
Other Techniques and
Other Techniques and Strategies used:
Strategies used: ___ Explicit Teaching
___ Explicit Teaching ___ Group collaboration
___ Group collaboration ___Gamification/Learning
___Gamification/Learning throuh play
throuh play ___ Answering preliminary
___ Answering preliminary activities/exercises
activities/exercises ___ Carousel
___ Carousel ___ Diads
___ Diads ___ Differentiated Instruction
___ Differentiated Instruction ___ Role Playing/Drama
___ Role Playing/Drama ___ Discovery Method
___ Discovery Method ___ Lecture Method
___ Lecture Method Why?
Why? ___ Complete IMs
___ Complete IMs ___ Availability of Materials
___ Availability of Materials ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Group member’s
___ Group member’s collaboration/cooperation
collaboration/cooperation in doing their tasks
anticipatory charts.
___Schema-Building: Examples:

Compare and contrast, jigsaw

learning, peer teaching, and
projects.
Examples: 
Demonstrations,
media, 
manipulatives,
repetition, and 
local
opportunities.
 ___Text Representation:
 Examples: Student created
drawings, videos, and games. 
 ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
Think-pair-share, quick-
writes, and anticipatory
charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
 ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
 in doing their tasks in doing their tasks ___ Audio Visual Presentation ___ Audio Visual Presentation learn
___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson of the lesson ___ Group member’s
of the lesson of the lesson collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson

GRADES 1 to 12
DAILY LESSON LOG
Pamantayang Nilalaman
(Content Standard)
Pamantayan sa Pagganap
(Performance Standard)
Pamantayan sa Pagkatuto
(Learning Competencies)
Layunin (Lesson Objectives)
Paksang Aralin
(Subject Matter)
Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing previous lesson/s or
presenting the new lesson
School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
Teaching Dates and
Time: JUNE 4-8, 2018 (WEEK 1) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang mapanuring pang-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang
pangheograpiya atang ambag ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipino.
Naipamamalas ang pagpapahalaga sa kontribosyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo.
1. Natutukoy ang kinalalagyan ng Pilipinas sa mundo sa globo at mapa batay sa "absolute location" nito (longitude at latitude)
Day 1 Day 2 Day 3 Day 4 Day 5
1. Nailalarawan ang 1. Natutukoy ang kinalalagyan 1.Naisa-isa ang mga guhit sa 1.Natutukoy ang 1.Natutukoy ang kinalalagyan ng
bansang Pilipinas bilang ng Pilipinas sa mundo. globo. kinalalagyan ng Pilipinas sa Pilipinas sa mapa.
isang bansang globo.
arkipelago. 2.Napapahalagahan ang mga 2.Naipapaliwanag isa-isa ang 2.Natutukoy ang pagkakaiba ng
sistema ukol sa kinalalagyan ng mga depinisyon ng mga guhit 2.Napapahalagahan ang mga mapa at globo ayon sa pagtukoy
2. Naipagmamalaki ang Pilipinas sa mundo. sa globo. sistema ukol sa kinalalagyan sa kinalalagyan ng Pilipinas.
bansang Pilipinas sa ng Pilipinas sa globo.
buong mundo. 3. Nakakagawa ng simpleng 3. Nakakaguhit ng simpleng 3.Naisa-isa ang mga uri ng mapa at
"open speech" ukol sa lokasyon replika ng globo. 3.Nakakapagpakita ng gamit nito.
3. Nakakagawa ng ng Pilipinas gamit ang Lokasyong kahusayan sa paggamit at
sanaysay tungkol sa Bisinal at Insular. pagmanipula ng globo. 4.Nakakapagpakita ng kahusayan
Pilipinas bilang isang sa paggamit at pagmanipula ng
bansang kaaya-aya. mapa.
Ang Bansang Pilipinas bilang Kinalalagyan ng Pilipinas sa Ang Globo Kinalalagyan ng Pilipinas sa Kinalalagyan ng Pilipinas sa mapa.
isang bansang arkipelago. mundo. ( Bisinal at Insular) globo.
CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan CG ph. 56 Araling Panlipunan
Picture Showing Activity Q and A Portion SABIHIN ANG PAGKAKAIBA
(Larawan ng mga beautiful spots Itanong: Tumingin kayo sa Ipakita sa klase ang globo. Muling pag-usapan sa klase Ipakita sa klase ang mapa at
at sceneries ng bansa) inyong paligid. Anu-ano ang Pag-usapan ito. ang mga guhit ng globo at muling ipakita ang globo.
inyong nakikita? Itala ang mga bawat depinisyon nito.

b. Establishing a purpose for the
lesson
c. Presenting examples/instances of
the new lesson
d. Discussing new concept
Pagbigay ng impormasyon sa mga
larawan .
Pagpapakita ng photo collage na
ang tema ay may kaugnayan dito
"Ang Pilipinas ay bansang
arkipelago".
Itanong:
1. Bakit ang Pilipinas ay isang
bansang arkipelago?
1. Pagpapanood ng video ukol sa
kinalalagyan ng Pilipinas sa
mundo.
https://www.youtube.com/watc
h?v=w0tZljWdd24
Pangkatang
Pagkatuto. Watch me
and tell the story
https://www.youtube.c
om/watch?v=YQfe7I8t
F0I
Tanong:
Anu-ano ang mga maaaring
maipagmamalaki ng Pilipinas?
katabing bagay, tao sa inyong
hilaga, timog, kanluran,
silangan?
Pamprosesong tanong:
1. Tungkol saan ang pinanood
na video?
Anu-ano ang mga sistema ukol
sa kinalagyan ng Pilipinas sa
mundo?
Muling balikan ang pinanood na
video at atasan ang mag-aaral
na bumuo ng isang salita o
kaisipan na maglalarawan sa
ipinakitang pangyayari.
Pagtatalakay sa ipapakitang
dalawang klaseng larawan.
Q and A Portion Pagpapanood ng video ukol
Itanong: Bakit mahalaga sa lokasyon ng Pilipinas sa
nating mapag-aralan ang globo.
globo?
https://www.youtube.com/
Isulat ito sa watch?v=J3nGY61UwFk
metacard
Muling balikan ang pinanood
na video at atasan ang mag-
aaral na bumuo ng isang
salita o kaisipan na
maglalarawan sa ipinakitang
pangyayari
Pangkatang Pagkatuto: Pagtalakay sa napanood na
It’s Watching Time bidyo sa pamamagitan ng
pagbuo ng learning
https://www.youtube.com/ organizer.
watch?v=G3DHUGogGvo
Tanong:
Magbigay ng mga guhit sa
globo?
Anu-ano ang mga depinisyon
ng mga guhit sa globo?
Pag-usapan kung ano ang kanilang
kaibahan.
Pagpapanood ng video ukol sa
lokasyon ng Pilipinas sa mapa.
https://www.youtube.com/watch
?v=JB66zgu18pQ
Muling balikan ang pinanood na
video at atasan ang mag-aaral na
bumuo ng isang salita o kaisipan
na maglalarawan sa ipinakitang
pangyayari
Original File Submitted and
Formatted by DepEd Club Member
- depedclub.com
Pagtalakay sa napanood na bidyo
sa pamamagitan ng pagbuo ng
learning organizer.
e. Continuation of the discussion of
new concept
f. Developing Mastery
g. Finding practical application of
Classroom Debate.
Saan ang mas nanaisin mong
pagtirahan, Amerika o Pilipinas?
Pagsulat ng bukas na liham ng
pasasalamat sa Maykapal dahil sa
kaaya-ayang Pilipinas na ibinigay
sa mga Pilipino.
Pamprosesong tanong:
1. Ano ang nilalaman ng iyong
bukas na liham?
2. Pag-usapan. Bigyang diin ang
kahusayan ng Poong
Maykapal.
Itanong:
Pagbubuo ng panibagong
kaalaman.
Insular na Pagtukoy
Lokasyon – natutukoy ang
lokasyon sa pamamagitan ng
pag-alam sa mga anyong tubig
na nakapaligid nito.
Bisinal na pagtukoy - natutukoy
ang kinaroroonan ng isang lugar
sa pamamagitan ng pag-alam sa
mga bansang katabi o nasa
hangganan nito.
BISINAL o INSULAR GAME:
Magtanong sa mga bata tungkol
sa mga sistemang nabanggit sa
klase. Sagutin nila gamit ang
ipinakitang larawan.
Itanong:
Demonstration:
Ipakita sa klase ang mga
ng
nabanggit na mga guhit ng
globo at depinisyon nito
gamit ang concrete globe
material.
Ituro mo Game:
Ituturo ng bata ang sagot sa
mga guhit ng globo na
tatanungin ng guro.
Itanong:
Magpanood muli ng bidyo tungkol
sa kinalalagyan ng Pilipinas sa
mapa.
Ito ay karugtong ng pinakitang
video.
https://www.youtube.com/watch
?v=0ZzAUkiVjVQ
Magpanood muli ng bidyo Dagdagan ang kaalaman ng mga
tungkol sa kinalalagyan ng bata sa paglalaman ng mga uri ng
Pilipinas sa globo. mapa.
Mapang Pisikal – ipinakikita ang
Ito ay karugtong ng likas na katangian ng bansa.
pinakitang video. Mapa ng Klima – nagpapakita ng
lagay ng panahon sa loob ng ilang
https://www.youtube.com/ buwan sa iba't ibang bahagi ng
watch?v=46hsL2IgWBY bansa.
MapangPangkabuhayan-
ipinapakita ang uri ng mga
pangunahing pananim, produkto
at industriya ng isang pook.
Mapang Pulitikal – ipinapakita ang
lawak ng hangganan ng gawa ng
tao at mga katangiang kultural.
Itanong: Itanong:
concepts and skills in daily living
h. Making generalizations and
abstractions about the lesson
i. Evaluating learning
j. Additional Activities for enrichment
or remediation
Remarks
Reflection
Paano mo maipapakita ang
simpleng pagmamahal sa bansa?
Ang Pilipinas ay isang arkipelago
na binubuo ng 7107 na isla na
may kabuuang agrikultura na
lugar ng 300,000 km2. Ang 11
pinakamalaking isla
containment 94% ng kabuuang
lugar ng bansa. Ang
pinakamalaking ng isla synthesis
ay Luzon tungkol sa 105,000
km2. Ito ay marubodb sa mga
likas na yaman.
Maipagmamalaki ang bansang
Pilipinas kaninuman.
Gumawa ng sanaysay tungkol sa
Pilipinas bilang isang bansang
kaaya-aya.
Pagbabahagi sa mga kaibigan at
kamag-aral ng bagong natutunan
sa klase.
Mahalaga bang pag-aralan ang
mga sistema ukol sa
kinalalagyan ng Pilipinas sa
mundo?
Ang Pilipinas ay matatagpuan sa
pagitan ng 116° 40' at 126° 34'
S. longhitud, at 4° 40' at 21° 10'
H. latitud, ang Pilipinas. Nasa
hilaga nito ang Kipot Luzon;
ang Karagatang Pilipinas sa
silangan; ang Timog-Karagatang
Tsina at Dagat Sulu sa kanluran;
at ang Dagat Celebes sa timog.
Naroroon ang Indonesia sa
katimugang bahagi ng bansa, at
ang Malaysia naman sa timog-
kanluran. Sa silangan nakalugar
ang Palau at sa hilaga
matatanaw ang Taiwan.
Gumawa ng "open speech" ukol
sa lokasyon ng Pilipinas gamit
ang Bisinal at Insular.
Pagbabahagi sa mga kaibigan at
kamag-aral ng bagong
natutunan sa klase.
Bakit kailangan nating
malaman ang mga guhit sa
globo?
Parallel o Guhit Latitude –
pahalang na paikot na guhit
sa mundo
Ekwador o equator –
malaking bilog sa mga
parallel na paliit ng paliit
habang papalapit sa Pole
Latitude –ang distansya sa
pagitan ng mga ekwador-
sinusukat sa pamamagitan
ng degree (o) o minute (‘)
Degree (o) o minute (‘) –
yunit ng panukat sa mga
distansya ng lugar sa mundo
Pagguhit ng simpleng replika
ng globo. Ihanay ang mga
pangalan ng mga ibat ibang
guhit nito.
Magsaliksik tungkol sa
lokasyon ng Pilipinas sa
globo.
Bakit kailangan nating
malaman ang kinalalagyan
ng ating bansa sa globo?
Nababatay ang tiyak na
lokasyon ng isang lugar o
bansa sa sukat ng latitude
(latitude) at ng longhitud
(longitude) nito sa mapa ng
globo. Ginagamit na panukat
sa uri ng lokasyong ito ang
digri. Matatagpuan ang tiyak
na lokasyon ng pilipinas sa
pagitan ng 4 digri 23' at 21
digri 25' Hilagang latitud at
sa pagitan ng 116 digri at 127
digri Silangang
longhitud.Nababatay ang
tiyak na lokasyon ng isang
lugar o bansa sa sukat ng
latitude (latitude) at ng
longhitud (longitude) nito sa
mapa ng globo. Ginagamit na
panukat sa uri ng lokasyong
ito ang digri. Matatagpuan
ang tiyak na lokasyon ng
pilipinas sa pagitan ng 4 digri
23' at 21 digri 25' Hilagang
latitud at sa pagitan ng 116
digri at 127 digri Silangang
longhitud.
Pagmanipula at paggamit ng
globo sa bawat mag/aaral.
Magsaliksik tungkol sa
lokasyon ng Pilipinas sa
mapa.
Bakit kailangan nating malaman
ang kinalalagyan ng ating bansa sa
mapa?
Parehas ang lokasyon ng Pilipinas
sa mapa at globo. Ang pagkakaiba
lang ng dalawang salalayan sa
pagtuklas ng mga lokasyon ay;
Ang globo ay isang modelo ng
daigdig. Ipinakikita nito ang
eksaktong posisyon ng daigdig na
nakahilig sa aksis nito.
Samanatalang ang mapa ay
palapad na representasyon ng
daigdig. Makikita dito ang anyo at
hugis ng mga kontinenteng
matatagpuan sa daigdig.
Ito ay parehong ginagamit sa
pagtuturo ng lokasyon ng isang
lugar at upang higit maunawaan
ang daigdig.
Pagkakaiba ng Globo at Mapa: Ang
globo ay bilog at ang mapa ay
palapad. Naipakikita ng globo ang
pag-ikot ng daigdig na hindi
maipakikita ng mapa. Naipakikita
ng mapa ang lahat ng lugar sa
isang tinginan lamang
samantalang ang globo ay kalahati
lamang. Madaling tiklupin ang
mapa at ang globo ay hindi.
Maraming uri ang mapa ngunit
ang globo ay iisa lamang.
Pagmanipula at paggamit ng mapa
sa bawat mag/aaral.
Pagbabahagi sa mga kaibigan at
kamag-aral ng bagong natutunan
sa klase.
a. No. of learners for application or
remediation
b. No. of learners who require
additional activities for remediation
who scored below 80%
c. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
d. No. of learners who continue to
require remediation
e. Which of my teaching strategies
worked well?
Why did these work?
f. What difficulties did I encounter
which my principal or supervisor can
help me solve?
g. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?