School SAN MARCELINO ELEMENTARY SCHOOL Grade Level VI

GRADE 6 Teacher MICHELLE A. BARANTES Learning Area TLE – ENTREPRENEURSHIP

DAILY LESSON LOG & ICT
Teaching Dates and Time NOVEMBER 11-15, 2019 (WEEK 3) Quarter 3RD QUARTER

WEEK 3 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
I. OBJECTIVES
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard demonstrates knowledge and skills in the safe and responsible use of wikis, blogs, and audio and video conferencing tools.
B. Performance Standard practices safe and responsible use of wikis, blogs, and audio and video conferencing tools.
C.Learning  Define what ICT is.  Create a gmail  Define what Blog is.  Create a Blogger  Interact using
Competency/Objectives  Identify the benefits account.  Identify different Blog account. their wiki and
Write the LC code for each. of ICT.  Create a wiki account sites.  Design their blog. blog accounts.
 Define what Wiki is. on wikispaces.  Enumerate some TLEIE6-0c-6  Update/post
 Identify different TLEIE6-0c-5 internet safety tips. something in
Wiki sites  Show steps in making their wiki and
 Give the uses of Wiki a Blogger account blog accounts.
 Show the steps in TLEIE6-0c-6 TLEIE6-0c-5
creating a wiki. TLEIE6-0c-6
TLEIE6-0c-5
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
II. CONTENT USING WIKI MY WIKI USING BLOGS MY BLOGGER BLOG FREE GUIDED
ACTIVITY ON WIKI
AND BLOG
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages The Basics of Better ICT and Entrepreneurship The Basics of Better Family ICT and Entrepreneurship ICT and
Family Living pp. 14-16 pp. 30 Living pp. 16-18 pp. 38 Entrepreneurship
pp. 23-38

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
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills #
1 ICT and
ICT and Entrepreneurship ICT and Entrepreneurship
pp. 23-29 page 31-37
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 of previous lessons Review of previous Review of previous
about. lessons about. lessons about.
 What is ICT?  What is Blog?  What is ICT?
 What are the benefits  Give ways on how  What is Wiki?
of technology to we can be safe in the  What is Blog?
enterprise? internet.
 What is Wiki?
Ask the learners what
they know about ICT.
Discuss the benefits that
technology can provide
to enterprise of TX The
Basics of Better Family
Living pp. 14-16
Discuss “Using Wikis” on GUIDED ACTIVITY
pages 23-29 of Textbook 1. The Teacher will make
his/her own Gmail
Entrepreneurship. Account. (if already
available move to
number 2)
2. Guide the learners in
making their Gmail
Account.
3. The teacher will make
his/her own Wikispace
account as Teacher. (if
already available move
to number 4)
 4. Guide the pupils in
making their
Wikispaces account.

Refer also to page 30 of

TX “ICT and
Entrepreneurship”
E. Discussing new concepts Discuss GUIDED ACTIVITY
and practicing new skills #  “Using Blogs” on 1. Guide the
2 pages 31-37 of learners/groups in
Textbook ICT and making their Blogs.
Entrepreneurship
 Internet Safety on Refer also to page 38 of
pages 16-18 of TX TX “ICT and
“The Basics of Better Entrepreneurship”
Family Living”
F. Developing mastery FREE GUIDED
(leads to Formative ACTIVITY
Assessment 3) 1. Let the
Learners/Groups
interact using
their wikispace
account.
2. Let the
Learners/Groups
update their
post on their
blogs. (Add
pictures, videos,
or files)
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
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
VI. REFLECTION else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so
when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-INDUSTRIAL
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A.Content Standards Demonstrates an
understanding of knowledge and
skills in enhancing/decorating
products as an alternative
source of income
B.Performance Objective Performs necessary skill in
enhancing/ decorating finished
products
C.Learning
Competencies/ Discusses the effects of
innovative finishing materials
Objectives
and creative accessories on the
( Write the LC code
marketability of products
for each)
(TLE6IA‐0c‐4)
Demonstrates an understanding
of knowledge and skills in
enhancing/decorating products as
an alternative source of income
Performs necessary skill in
enhancing/ decorating finished
products
Discusses the effects of innovative
finishing materials and creative
accessories on the marketability of
products (TLE6IA‐0c‐4)
Demonstrates an understanding
of knowledge and skills in
enhancing/decorating products
as an alternative source of
income
Performs necessary skill in
enhancing/ decorating finished
products
Discusses the effects of
innovative finishing materials
and creative accessories on the
marketability of products
(TLE6IA‐0c‐4)
Demonstrates an
understanding of knowledge
and skills in
enhancing/decorating
products as an alternative
source of income
Performs necessary skill in
enhancing/ decorating
finished products
Enhances bamboo, wood,
metal, and other finished
products through sketching,
shading, and outlining(TLE6IA‐
0c‐5)
Demonstrates an und
knowledge and skills i
enhancing/decorating
an alternative source
Performs necessary sk
enhancing/ decorating
products
Enhances bamboo, wo
and other finished pro
through sketching, sha
outlining (TLE6IA‐0c‐5

Enhancing/decorating Enhancing/decorating finished Enhancing/decorati

CONTENT Enhancing/decorating finished Enhancing/decorating finished finished products products products
( Subject Matter) products products

II.LEARNINGRESOURCES
A.References

1.Teachers Guide pages

2.Learners Material
Pages

B. Other Learning
Resources

III. PROCEDURES
 A.Reviewing past lesson What is a survey?
or Presenting the new
lesson
(Drill/Review/Unlocking
of difficulties)
B.Establishing a purpose For this learning episode, we are
of the new lesson going to discuss the effects of
(Motivation) innovative finishing materials
and creative accessories on the
marketability of products.
C.Presenting Examples/ Group activity:
instances of the new With the use of internet or
lesson (Presentation) other information gathering
methods, answer the following
questions:
1. What is finishing materials?
2. Write some examples of
finishing materials that can be
found in our community.
3. What are the effects of
finishing materials in the
marketability of
products/projects?
D.Discussing new
concepts and practicing Group
new skills no.1. presentations/discussions of
(Modeling) their outputs.
E. Discussing new Discuss the effects of innovative
concepts and practicing finishing materials on the
new skills no.2 (Guided marketability of products.
Teacher also gives examples of
Practice)
the different finishing materials
that can be found in our
community.
F.Developing Mastery Write 5 common finishing
(Leads to Formative materials that can be found in
Assessment 3.) your community.
What is a survey?
For this learning episode, we are
going to discuss the effects of
innovative finishing materials and
creative accessories on the
marketability of products.
Group activity:
With the use of internet or other
information gathering methods,
answer the following questions:
1. What is finishing materials?
2. Write some examples of
finishing materials that can be
found in our community.
3. What are the effects of finishing
materials in the marketability of
products/projects?
Group presentations/discussions
of their outputs.
Discuss the effects of innovative
finishing materials on the
marketability of products. Teacher
also gives examples of the
different finishing materials that
can be found in our community.
Write 5 common finishing
materials that can be found in
your community.
Effects of innovative finishing
materials on the marketability
of products
For this learning episode, we are
going to discuss the effects of
innovative finishing materials
and creative accessories on the
marketability of products.
Group activity:
With the use of internet or
other information gathering
methods, answer the following
questions:
1. What is creative accessories?
2. Write some examples of
creative accessories that can be
found in our community.
3. What are the effects of
creative accessories in the
marketability of
products/projects?
Group
presentations/discussions of
their outputs.
Discuss the effects of creative
accessories on the marketability
of products
Write 5 common creative
accessories that can be found in
your community.
Effects of creative accessories
Effects of creative acc
on the marketability of
the marketability of p
products
Prepare an activity focusing
Prepare an activity foc
on the processes of sketching,
processes of sketching
shading and outlining to
and outlining to enhan
enhance bamboo
projects/products.
projects/products.
Group
Group presentations/
presentations/discussions of
of their outputs.
their outputs.
Discuss how to enhance
Discuss how to enhan
bamboo products/projects
products/projects thro
through sketching, outlining
sketching, outlining an
and shading.
 (Independent Practice)

G. Finding practical Why do we need to apply Why do we need to apply

Why do we need to apply finishing
application of concepts and finishing touch on a finishing touch on a
touch on a product/project? Does
skills in daily living product/project? Does it affect product/project? Does it affect
it affect the marketability of the
(Application/Valuing) the marketability of the project? the marketability of the project?
project? How?
How? How?
H. Making Generalization
and abstraction about What are the effects of finishing What are the effects of finishing What are the effects of creative
How do we enhance bamboo How do we enhance w
the lesson materials in the marketability of materials in the marketability of accessories in the marketability
projects/products? projects/products?
(Generalization) the products? the products? of the products?

I. Evaluating learning Direction: Essay 5 pts. Discuss The class will be grouped into The class will be group
the effects of finishing materials four. Each group will enhance Each group will enhan
in the marketability of the the bamboo products through bamboo products thro
Direction: Essay 5 pts. Discuss products. sketching, shading and sketching, shading and
Direction: Essay 5 pts. Discuss the
the effects of finishing materials (use rubrics to assess the outlining. The teacher will The teacher will show
effects of finishing materials in the
in the marketability of the answers of learners) show four bamboo products bamboo products to b
marketability of the products. CRITERIA
products. toPOI
be enhance by the learners. by the learners. (use r
(use rubrics to assess the answers NT rubrics to assess the
(use rubrics to assess the (use assess the performanc
of learners) S
answers of learners) The essay is focused, purposeful, and performance
5 of learners) learners)
CRITERIA PO
CRITERIA PO reflects original insight and ideas. Creativi Effort/ Craftsm Cooper Creati P Effort Crafts
IN
IN Uses correct grammar, spelling, and ty/ Perseve anship/ ation/ vity/T / mansh
TS
TS punctuation throughout with very few Original rance Skill Attitud OriginS Perse p/
The essay is focused, purposeful, and 5
The essay is focused, purposeful, and 5 reflects original insight and ideas. errors ity e ality. veran Skill
reflects original insight and ideas. The essay is focused on the topic and The
4 The The The ce
Uses correct grammar, spelling, and
Uses correct grammar, spelling, and includes relevant ideas. student project artwork studentThe The The
punctuation throughout with very
punctuation throughout with very Uses correct grammar, spelling, and explore was was willingl stude projec artwo
few errors
few errors punctuation with few errors. d continu beautif y nt t was k was
The essay is focused on the topic and 4
The essay is focused on the topic and 4 includes relevant ideas. The essay is focused on topic and several
3 ed until ul and participexplor contin beauti
includes relevant ideas. includes few loosely related ideas choices it was patientl ated in ed ued ul and
Uses correct grammar, spelling, and
Uses correct grammar, spelling, and Contains frequent errors in grammar, before comple y done; necessasever until patien
punctuation with few errors.
punctuation with few errors. spelling, and punctuation. Selectin te as it was ry al it was ly
The essay is focused on topic and 3
The essay is focused on topic and 3 includes few loosely related ideas The essay poorly addresses topic and g2one, the as good preparachoic compl done;
includes few loosely related ideas includes irrelevant ideas. generat student as hard tion or es ete as was as
Contains frequent errors in 1
Contains frequent errors in Many errors in grammar, spelling, and ed could work work befor the good a
grammar, spelling, and punctuation. 0
grammar, spelling, and punctuation. punctuation, makes reader’s many make could for e stude hard
The essay poorly addresses topic and 2
The essay poorly addresses topic and 2 includes irrelevant ideas. comprehension difficult. ideas, it; gave make classro Select nt work
includes irrelevant ideas. tried it effort it. om, ing could could
Many errors in grammar, spelling,
Many errors in grammar, spelling, unusual far was one, make make
and punctuation, makes reader’s
and punctuation, makes reader’s combin beyond sensitivgener it; it.
comprehension difficult.
comprehension difficult. ations that e to theated gave
or require feelingsmany it
change d. and ideas, effort
s, used knowle tried far
proble dge of unusu beyon
m- others, al d that
solving exhibit combi requir
skills. ed a natio ed.
positivens or
attitudechang
toward es,
assign used
ment. probl
em-
solvin
g
The The With a The skills.
student student little student
tried a worked more particip
few hard effort, ated
ideas and the enthusi
before comple work astically
selectin ted the could ,
g one project, have perfor
or but been med
The The With a
based with a outstan more
stude stude little
his/her bit ding; than nt nt more
work more lacks adequa
tried7 worke effort,
on effort it the tely,
a few d the
someo might finishin assisted
ideas hard work
ne have g in
befor and could
else’s been touches prepara
e compl have
idea, outstan . tion
select eted been
made ding. and
ing the outsta
decisio cleanup
one projec ding;
n after .
or t, but lacks
referrin
based with a the
g to
his/he bit finishi
one
r more g
source.
work effort touche
The The The The on it s.
student student student studentsome might
tried an finished showed was one have
idea the average apathetelse’s been
but it project, craftsm ic idea, outst
lacked but it anship; toward made andin
original could adequa the decisi g.
ity, have te, but assign on
might been not as ment, after
5
have improv good as complaireferri
copied ed with it could ned, ng to
work, more have assistedone
substit effort, been, a in sourc
uted chose bit preparae.
“symbo an easy careless tion
The The The
ls” for project and
stude stude studen
person and did cleanup
nt nt showe
al it tried finish d
 express indiffer when an ed averag
ion. ently. asked. idea the e
The The The The but it projec craftsm
student student student studentlacke t, but anship
fulfilled fulfilled showed allowedd it adequ
the the average others origin could te, but
require require craftsm to do ality, have not as
ments ments anship, most ofmight been good a
of the of the lack of his/her have impro it coul
assign assign pride in work, copie ved have
ment, ment, finished participd 3 with been,
but but work ated work, more bit
gave no gave no minimasubsti effort, carele
evidenc evidenc lly, tuted chose s
e of e of exhibit “symb an
trying trying ed no ols” easy
anythin anythin interestfor projec
g g in the perso t and
unusual unusual project nal did it
expre indiff
ssion. erentl
y.
The The The
stude stude studen
nt nt showe
fulfille fulfille d
d the d the averag
requir requir e
emen emen craftsm
ts of ts of anship
the the lack of
assign assign pride i
ment, ment, finishe
but but d work
gave gave
no no
evide evide
nce of nce of
trying trying
anythi anythi
ng ng
unusu unusu
al al

J. Additional activities for

application and
 remediation
(Assignment)

IV REMARKS

V. REFLECTION

A. No. of learner who

earned 80%

B .No. of learner who

scored below 80% (
needs remediation)

C. No. of learners who

have caught up with the
lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well?
Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share w/other
teacher?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE – AGRICULTUR
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees

B. Performance Applies knowledge and skills in planting trees and fruit trees
Standards
C. Learning Competencies .Identify types of orchard farms Identify trees appropriate for Demonstrate proper way of Identify sources of fruit bearing Identify how to care
/ Objectives in the country orchard gardening based on planting/propagating trees( trees seedlings
Write the LC code for each (community) location, climate, and market budding, Marcotting, and
.Prepares layout design of an demands grafting) TLE6AG-Oc-3-1.3.4
orchard garden using the TLE6AG-Oc-3-1.3.2 TLE6AG-Oc-3-1.3.5
information gathered TLE6AG-Oc-3-1.3.3
TLE6AG-Oc-3-1.3.1
TLE6AG-Oc-4-1.4

III. CONTENT Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit trees Propagating trees a
trees trees trees trees
IV. LEARNING RESOURCES
1. References
2. Teacher’s Guide CG: TLE6AG-Od-5.2
Pages
3. Learner’s Materials MISOSA VI:
Pages ASEKSWAL/ARTIPISYAL NA
PAGPAPARAMI NG HALAMAN
4. Textbook Pages MGA GAWAIN SA
PAGPAPAUNLAD NG BUHAY pp.
137-144.
5. Additional Materials OHSP TLE Agri-Fishery_ Laptop EPP Module 1
from Learning Quarter 1&2. Module No. 3 projector Starting a Garden in
Resource (LR) Portal
6. Other Learning https://youtu.be/KW
Resources Q
http://www.gardeng
111768-care-flower-
seedlings.html

7. PROCEDURES
 A. Reviewing previous lesson
. B. Establishing a purpose
for the lesson
Types of orchard
1. Seed Orchards
According to the Food and trees using projector
Agriculture Organization of the
United Nations, seed orchards
focus primarily on growing
trees that produce seeds rather
than nuts or fruit. These seeds
are then sold to commercial
distributors for resale to the
public in small seed packets.
They may also be sold to large
agricultural facilities or used for
food production. Seed orchards
can further be divided into two
categories based on how they
are established. In a seedling
orchard, trees are selected
through controlled pollination.
In a clonal seed orchard, seeds
are distributed through
methods such as cutting and
tissue culture, resulting in an
easier harvest overall.
2. Nut Orchards
Nut orchards include a large
variety of facilities that produce
nut-bearing trees. These
include orchards that grow
popular nuts like pecans,
cashews, walnuts and almonds.
This category also includes
cocoa and chocolate-producing
What are the types of orchard?
Teacher will flash a picture of
different plants and fruit bearing
* Checking of Assignments
*Asks:
1. What are we need to consider
in an orchard gardening?
2. What are the steps in doing
so?
* Call a volunteer to share
his/her answer with her
classmates
* Have the pupils recite the
poem
“A TREE” with correct
pronunciation and expression
(using power point- by rows)
What is budding, Marcotting and
grafting?
Teacher will flash different kinds of
fruit bearing trees picture
(Localized fruit bearing trees)
What do you see?
Do you know those fruit bearing
trees?
Do we have here in our community?
* Checking of Assign
*Asks
1. What is grafting?
2. What are the step
so?
Call a volunteer to sh
answer with her clas
Analyze the situation
then answer the que
follow.
Kenneth is a grade si
has a project in vege
production. He boug
pack of pechay seeds
ambulant vendor wh
ornamental plants an
fertilizers.
When he sowed the
seeds in a seed box,
surprised that only fe
seeds germinated.
.
 nuts, as well as coconuts. Some
orchard owners produce pine
trees for their edible pine nuts.
Orchards that focus on this type
of pine production also fall
under this category.
3. Fruit Orchards
Fruit orchards include any
facility focused on growing
tree-bearing fruits. Some
popular options include apples,
olives, dates and figs. Citrus
trees, such as those bearing
lemons, limes or oranges, may
be grown all together in large
citrus orchards, or individually
in smaller facilities. Plantations
that grow fruit-bearing bushes
generally don't fall under this
category. These include berries
and other fruits not grown on
trees.

C. Presenting examples / Game: Balloons Popping
instances of the new Inside the balloons a word of
lesson types of orchard. The pupils will
say something about the word
that he get.
Can you classify those plants
and fruit bearing plants?
Unlocking of difficulty:
*Video presentation in one of
the scientific ways in
propagating trees and fruit trees
– trees
BUDDING
MARCOTTING
GRAFTING
*Encourage pupils to tell
something about the video clip.
Semantic web Step 1
Keep seedlings indoo
well-lit area until you
Pupils will give the fruit bearing to transplant them. S
where they receive a
hours of sunlight, su
south-facing window
FRUIT Step 2
BEARING Water the seedlings
TREES soil surface just begi
dry. Water until the
moisture drains from
bottom of the seedli
Avoid wetting the fo
at the base of the pla

D. Discussing new This time, we are going to have
concepts and an activity on how to
practicing new skills #1
layout .sample picture using
projector
Defining the term Group Work:
Climate *Group pupils into 5
Location *Let them choose their own
Market demands leader
*The leader will guide/tour the
members in the School Nursery
*Instruct them to observe and
look for a plants best to apply
Budding, Marcotting, Grafting
*Have them list down
Group Work
Group pupils into 5
Let them choose their own leader
will guide the members
Group I- List of fruit bearing trees
inside the school
Group II- Draw different kinds of
fruit bearing trees
Group III- make a jingle
Group IV- make a slogan
the drip tray after wa
standing water breed
Step 3
Fertilize the seedling
five days after germi
then every two week
thereafter. Apply a s
flower fertilizer at on
label-recommended
Step 4
Pinch off the top ¼ in
plant stems when se
approximately 6 inch
have grown in at lea
of leaves. Pinching e
lateral stem growth
stockier plants.
Step 5
Prepare seedlings fo
transplanting outdoo
seedlings outside in
protected from high
direct sunlight once
frost danger is past.
seedlings outside du
day, and bring them
at night. Gradually m
into direct light over
of
*Group pupils into 5
*Let them choose th
leader
*The leader will guid
group mates to do st
followed by step 2 an

E. Discussing new concepts Group activities:
and practicing new skills Each group will make a layout
#2 on orchard using soft drink
straw, matches stick, used
newspaper, and ice drop stick
Group 1 – soft drink straw
Group II- matches stick
Group III- used newspapers
Group IV- ice drop stick
F. Developing Mastery Group presentation
(Leads to Formative
Assessment 3)
Group activities
Group I- explain and elaborate
the word climate
Group II- explain and give
example about the location
Group III – explain and give an
example of market demands
Why we consider these?
GROUP ACTIVITY: (provide
materials for the pupils)
*Return-demonstration of
pupils (by group)
Budding- a mode of sexual
reproduction, in which a small
part of the substance of the
parent (mother plant) is
produced as a bud and
developed into a new organism.
Marcotting- a method for the
vegetative propagation of plants
in which a part of the stem or
branch is packed with moss until
roots have formed and the
treated part is ready for
independent growth.
Grafting- a shoot inserted to a
tree or plant, so as to become a
living part of it
- the place where the coin is
inserted in a stock.
Group V- Make a poem
GROUP ACTIVITY: (provide Video presentation o
materials for the pupils) take care the seedlin
*Return-demonstration of pupils
(by group
A fruit bearing tree- is a tree which GROUP ACTIVITY: (pr
bears fruit that is consumed or used materials for the pup
by humans and some animals — all *Return-demonstrat
trees that are flowering pupils (by group
plantsproduce fruit, which are the
ripened ovaries of flowers containin
g one or more seeds.
In horticultural usage, the term 'fruit
tree' is limited to those that provide
fruit for human food
 Why we need to study first the location, climate
A. Finding Practical In doing those activities what Presentation and Reporting of Are fruit bearing trees are Presentation and Re
and market demand before putting an orchard?
applications of concepts should we consider? outputs through: essential to all human beings? outputs through jing
and skills * Poem. Why?
B. Making What are the types of an What are we going to What are the three ways on Why we need to plant more fruit Seedlings - are mor
generalizations and orchard? remember in putting an plants and fruit bearing trees bearing trees? than mature plants a
abstractions about orchard? propagations? cannot tolerate too m
the lesson How are going to to layout or heat. They are als
your orchard? susceptible to pests
conditions. Caring fo
correctly also ensure
continue to thrive on
and throughout the e
growing season.
C. Evaluating Learning Enumerate the type of orchard Make your own word and In own words explain briefly the Write a paragraph expanding the In your own understa
and prepare your layout in an explain why in putting an procedure/steps in Budding, importance of fruit bearing trees in are you going to take
orchard. orchard gardening is in an Marcotting and grafting. animals and human beings. your seedlings?
appropriate location, climate
and market demands.

D. Additional
activities for
application or
remediation

G. REMARKS

H. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
 who have caught up with
the lesson
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 innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
 School Grade Level VI
GRADE 6 Teacher Learning Area TLE-HE
DAILY LESSON LOG Teaching Dates and NOVEMBER 12-16, 2018 (WEEK 3) Quarter 3RD QUARTER
Time

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in sewing household linens
B. Performance Standards Sews household linens using appropriate tools and materials and applying basic principles of sewing
TLE6HE-0C-5 TLE6HE-0C-6 TLE6HE-0c-7
C. Learning Competencies / 2.1 classifies tools and 2.2 prepares project plan for household linens 2.3 identifies supplies/materials and tools needed for the project
Objectives materials according to their
Write the LC code for each use (measuring, cutting,
sewing)
II. CONTENT
Sewing of household linens
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resources
IV. PROCEDURES
Sewing a linen can be enjoyable Recap of what was discussed Ask: Yesterday, you made an effective project plan for a From the previous lesson
and easy to make if it is done with the day before and segue to the 1.What are the necessary type of household linen. that we discussed, recite
the heart. A happy experience in next lesson. materials, tools and equipment Making your own household the importance of proper
sewing may lead to the in making/sewing standard linens can save you money. You can also exercise your selection of fabric for a
enhancement of one’s sewing skills. Yesterday, we discussed the pillowcase? own creativity by producing the design that you really sewing project.
basic tools necessary in making like. These items can also be sold to augment the
A. Reviewing previous a sewing project. 2.How do you prepare the family income.
lesson or presenting the new Ask: What are the different linen/cloth in making/sewing .
lesson measuring, cutting, marking, standard pillowcase?
and sewing tools necessary in
making a sewing project?
3.How do you sew the fabric to
What are the uses and functions
make a standard pillowcase?
of the said sewing tools?

4.How do you evaluate the

finished project?

In this lesson, learners should be
able to sew household linens using
B. Establishing a 1.How can you make a nicely
appropriate tools and materials
purpose for the lesson
and applying the basic principles of
sewing. Sewing is a worthwhile
hobby but it can also be a means of
livelihood or a way to augment the
family income.
Careful and systematic planning
is the first step in making a good Now that you already know how to carefully plan for The lesson for today will
sewing project. a project, you will now be taught how to choose the enable the students to
Make a project plan for a
Ask: proper material for a sewing project, particularly the learn the proper way of
marketable household linen:
household linen. preparing the fabric before
Two-Toned Standard
done project? sewing
Pillowcase When we say material in
2.What are the things that you
sewing, we refer to the fabric or cloth necessary in
have to consider in preparing
sewing.
for a sewing project?

Show the teacher-made Enumerate, define, and describe the different kinds Today’s lesson is “Preparing
The basic tools in a sewing project Describe the project plan and procedure in making Two-toned of fabric: the Fabric”
include those used for measuring, discuss the importance of Pillowcase Guide questions:
marking, cutting, and sewing. planning before making a
C. Presenting examples/ Cotton Sinamay 1.How do you prepare the
project.
instances of the new Linen Silk fabric before sewing?
lesson Ramie Wool 2.Why is it necessary to soak
Piña Synthetic the fabric in water
overnight?
3. Why is it important to
condition the fabric for
sewing?
1. Classify the basic sewing Explain the guidelines to We discussed yesterday how to Be sure you are aware of the different types of Preparing the Fabric:
tools into: consider in preparing for a make an effective project plan. fabric. The design of the fabric should also be 1.Soak cotton fabric
1.1 measuring tools sewing project. Today, you will apply your appropriate to the project. Texture of the material overnight in water.
1.2 cutting tools learning by making the project should also be considered. 2.Hang to dry. Do not wring.
1.3 marking tools 1. Study the project, make a plan for two-toned standard
3.Iron wrinkles in the fabric
1.4 sewing tools detailed illustration, and list pillowcase using the given Fabric Source Quality Trade name Uses
Cotton Cotton Strong Muslin(katsa) Sleepwear
when dry.
2. Discuss the uses and down the materials to be used. procedures.
plant absorbent Poplin towel 4.Check the fibers-
functions of the basic 2. Choose the fabric most Terry cloth lengthwise fibers (warp)
sewing tools suitable for the project. Linen
Ramie
should be straight.
3. Decide on the design of the
Pina 5.Raw edge or selvage
project. Sinamay should be trimmed.
4. Plan the steps to be followed Silk
6.Iron the fabric, if needed.
D.Discussing new concepts and in making the project.
practicing new skills #1 5. Prepare the sewing tools and
the sewing machine.
6. Prepare the materials
needed. Consider the quality of
the materials to be used in the
project.

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
Discuss the tips to keep sewing
tools and equipment last longer
and maintain their proper
functions.
This can be done through a game
or graded recitation. This is a group
activity. Each group has time to
participate. The members of the
group will fall in line in front of the
class.
Game: Sewing tools are placed in a
box and laid in assortment.
Students will place the tools
accordingly in the provided boxes
labelled measuring, cutting,
marking, and sewing tools. The
fastest group with the most
number of correct tools placed in
the appropriate boxes wins.
Graded recitation: Sewing tools are
placed all together in a box and laid
in assortment. Each student in a
participating group will be
blindfolded. A student will get a
tool and describe the uses and
functions of the tool taken fron the
box. Then, the student will place
the tool in the appropriate box.
Sewing is enjoyable and fun,
especiallywhen it is done using the
appropriate tools for the job. It can
be a productive hobby and also a
profitable livelihood.
State/enumerate/show the
parts of a project plan.
Explain carefully each part of
the project plan.
Show the video on making a
household linen.
One sample is the video of
Sewing Two-Toned Standard
Pillow Case
Discuss the needed tools,
equipment, and materials in
making the Two-toned
Pillowcase.
From the discussion, let the
students design/prepare their
own project plan of two-toned
pillowcase
Careful and systematic planning
is the first step in making a good
project.
Present the finished project
plan of a two-toned standard
pillowcase to the class for
critiquing
Designing a project plan for
sewing two-toned standard
pillowcase will not only develop
the skills of the students in
careful planning for a project,
Post a visual chart with pieces of different kinds of Fabric should be in proper
fabric. Let the students see and touch those pieces of condition before using for a
fabric. Then, ask them to place each piece accordingly sewing project.
in a separate chart with columns that indicate the Show different fabrics with
names of the fabric. different conditions to the
class:
1.new fabric
2.soaked overnight fabric
3.wrap side of the fabric
4.fabric with selvage
5.wrinkled fabric
Call students who will
prepare the fabric before
sewing in front of the class.
All students must
participate.
Basket of knowledge: Let us go back to the guide
In a basket containing pieces of rolled paper where questions given earlier and
the name of different fabrics are listed individually, let us answer them.
pick a piece and then explain the fabric stated in the 1.How do you prepare the
unrolled paper. fabric before sewing?
2.Why is it necessary to soak
the fabric in water
overnight?
3. Why is it important to
condition the fabric for
sewing?
Choosing the right fabric and knowing its use will The right choice of material
contribute to the success of the sewing project for the proper way of
Example: sleepwear:cotton conditioning the fabric
linen:pillowcases before using, will help
sinamay: placemat

H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
The discussion of the lesson on
the proper use and function of
sewing tools will help the students
get acquainted with all the tools
that he/she will need to work on a
sewing project.
10-item quiz: Identification:
Identify the name of the sewing
tool that is described (10 items):
State two ( 2) measuring tools,
two ( 2) cutting tools, two (2) 2
marking tools, and four (4) sewing
tools.
but also help them become produce well-sewn and
quality conscious in any project well-fitted sewing project.
they intend to engage
themselves in.
A project plan is a formal, The primary use of the A well-prepared fabric
approved document used to project plan is to document produces well-made project
guide both project planning assumptions and
execution and project control. decisions, project design,
marketability and profitability.
Evaluate the individual project Evaluate the finished project Accomplish/complete the template. Ask students to discuss how
plan. plan using a scoring rubric. Fabric Source Quality Trade Uses to prepare the fabric before
name
Cotton using for sewing.
Linen
Ramie
Pina
Sinamay
Silk

J. Additional activities for 1.

application or remediation

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
VI. REFLECTION your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho
earned80%onthe formative
assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons
work? No.oflearnerswho
havecaughtupwiththe
lesson.
D. No.oflearnerswho
continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIP
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIY

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

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

Mga Kasanayan sa Pagkatuto Nasusuri ang iba’t-ibang reaksyon ng mga Pilipino sa mga epekto sa pagsasarili ng bansa na ipi napahayag ng ilang di-pantay na kasunduan tulad ng Philippin
(Isulat ang code ng bawat Rehabilitation Act, Parity Rights at Kasunduang Base Militar
kasanayan) AP6SHK-IIIc-2

I. Layunin

Nakikilala ang mga epekto tungkol sa Nakapagbibigay ng reaksyon Natutukoy ang mga di-pantay na Nakakatalakay ang mga epekto Nakapag
Philippine Rehabilitation Act tungkol sa Isipang Kolonyal o kasunduan at pagsasandal sa US ng Base Militar ng US sa Pilipinas kahuluga
Cognitive Colonial Mentality reaksyon
ng parity
ang ugna
pangang
panahon
Amerika
Nakapagpapahalaga sa mga adhikain Nakapahayag ng reaksyon tungkol Nakapagtatamo ng kasagutan sa Nakadarama sa mga epekto ng Nakapag
sa nais matamo tungkolsa Philippine sa Isipang Kolonyal o Colonial di-pantay na kasunduan at Base Militar ng US sa Pilipinas kasaguta
Rehabilitation Act Mentality pagsasandal sa US epekto n
rights at
Affective
ugnayan
pangang
panahon
Amerika
 Nakapagtatanghal ng dula-dulaan Nakapagtatala ng mga epekto ng Nakapagsasabi ng reaksyon sa Nakasusulat ng mga epekto sa Nakasus
tungkol sa mga reaksyon at epekto Isipang Kolonyal o Colonial di-pantay na kasunduan at pagtatalaga ng Base Militar ng US talata tu
Psychomotor ng Philippine Rehabilitation Act Mentality pagsasandal sa US sa Pilipinas ng isang slogan epekto n
rights at
ugnayan
pangang
II. NILALAMAN

KAGAMITANG PANTURO
A. Paksa Reaksyon at Epekto ng Philippine Ang Reaksyon at epekto ng Isipang Ang Pagpapahayag ng Reaksyon Ang Epekto ng Base Militar ng US Ang Reak
Rehabilitation Act Kolonyal “Colonial Mentality” sa di-pantay na kasunduan at sa Pilipinas Epekto n
pagsandal sa US Rights at
Ugnayan
Pangang
B. Sanggunian Batayang Aklat sa AP 6, TG, CG, Ang Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP 6, TG, CG, Batayang
Bayan Kong Mahal 5, 1999 pp. 184- Pilipinas Isang Sulyap at Pagyakap I, Pilipino Ako, Pilipinas ang Bayan Ang Bayan Kong Mahal 5, 1999 6, TG, CG
185, 209-210 2006, pp. 221-224 ko, Patnubay ng Guro 5, 1999, pp. 184-185, 209-210 Ang Atin
pp.135-142, pp. 150-156 (Batayan
2000 pp.
III. PAMAMARAAN

A. Balik-aral sa nakaraang aralin a. Balitaan a. Balitaan a. Balik-aral a. Balitaan Pagpapa

at/o pagsisimula ng bagong b. Balik-aral: 2. Balik-aral: Pagsagot sa isang crossword b. Pagpapakita ng mga taong larawan
aralin Epekto ng Colonial Mentality “Pop- “Pass the ball” puzzle nagrarally. taong na
corn) “Mga hinanakit ng mga Pilipino” Itanong: Ano kaya ang damdamin dahil sa e
ng mga taong ito? pangalaw
digmaan
B. Paghahabi sa layunin ng aralin Nakakasulat ng mga epekto tungkol Isa-isahin ng mga prebilihiyo at Dapat ba tayong sasandal sa Ano kaya ang kabutihang dulot Sino ang
sa Philippine Rehabilitation Act kabuhayang napakikinabangan ng mga Amerikano? Bakit? ng pagtalaga ng Base Militar ng sa mga p
mga Pilipino sa panahon ng mga US sa Pilipinas? Ano kaya ang ito?
masama?
Amerikano

C. Pag-uugnay ng mga halimbawa Pagpapakita ng larawan ng pagguho Pangkatin ang mga bata sa limang Mga kalakalan at Iba’t-ibang negosyo at trabaho ng Pagpapa
sa bagong aralin ng isang gusali pangkat: pangkabuhayang ibinahagi ng maitatag na ang Base Militar batayang
Bigyan sila ng Activity Card mga Amerikano aklat”Ep
Parity Ri
D. Pagtatalakay ng bagong Pagtatanong sa mga mag-aaral kung Ibigay ang kahulugan ng ‘Colonial Iba’t-ibang kalakal at kabuhayan Ibigay ang kahulugan ng “Base Binigyan
konsepto at paglalahad ng anu-ano ang dahilan sa pagguho ng Mentality” sa panahon ng mga Amerikano Militar” Amerika
bagong kasanayan #1 isang estruktura. Bakit tayo nagkaganito? Rights
Pilipino
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
A. No. of learners who earned
80% on this formative
assessment
B. No. of learners who require
additional activities for
remediation
Pagpapabuo ng “puzzle “ Mga alintuntunin ng pamahalaang Ang lahat ba ng mga benepisyo Ang layunin ng pagtalaga ng Base Iba’t-iba
Amerikano ng mga Pilipino ay nakamit nila? Militar sa bansa prebilihiy
Bakit? Pilipino n
ikinalulu
tanggapi
Negosya
Pagtatalakay sa konsepto sa paksang Pagtatalakay Ipasuri ang balangkas kaugnay Ipatukoy ang maaaring masama “Buzz Bu
nais maintindihan patungkol sa sa diwa ng pagkapantay-pantay dulot sa base militar
Rehabilitation Act.
Ano ba ang iyong gagawin sa isang Ibigay ang mga alituntunin ng Husgahan ang mga benepisyo, , Kung kayo ang tatanungin, dapat Makatar
bagay na nasira? pamahalaang Amerikano pantay-pantay ba ito? bang may Base Militar sa ating ang Parit
bansa? Sino ang
nito?
Ano ba ang nagging reaksyon ng Dapat ba nating sundin ang mga Kailangan bang ipagpatuloy Ang Base Militar ay may Ipagpapa
Pilipino sa Philippine Rehabilitation alituntunin ng pamahalaang natin ang pagsasandal sa mga magandang maidudulot sa bansa natin ang
Act? amerikano? Amerikano? subalit ito rin ang magpapako sa pagsasan
ating pagiging tuta ng mga mga Ame
Amerikano
Pagtatanghal ng isang dula-dulaan Sagutin ang sumusunod: Tama o Mali: Ano kaya ang masamang dulot ng Kung ika
tungkol sa epekto ng Philippine Sumulat ng limang alituntunin ng ___1. Nagkakaroon ng digmaan? negosyan
Rehabilitation Act. mga Amerikano na hindi maraming trabaho ang mga ka bang
nagustuhan ng mga Pilipino Pilipino sa panahon ng mga ng salapi
Amerikano bansa ka
nasa ilali
dalawan
administ
Bakit?
Isulat ang iyong puna sa Sa iyong palagay anu-ano ang mga Ilista ang mga gamit mula sa Nasiyahan ba kayo na may Anuo-an
pagsasadula. kabutihang dala ng mga mga Amerikano. digmaan? Bakit? magagaw
Amerikano? bansa ku
mayama
C. Did the remedial lessons
work?
No. of learners who have
caught up the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my principal
or supervisor help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teacher?
 GRADE 6
DAILY LESSON LOG
WEEK 3
I. OBJECTIVES
D. Content Standard
E. Performance Standard
F. 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
School SAN MARCELINO ELEMENTARY SCHOOL Grade Level VI
Teacher MICHELLE A. BARANTES Learning Area ENGLISH
Teaching Dates And NOVEMBER 11-15, 2019 (WEEK 3) Quarter 3RD QUARTER
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
 Demostrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrates understanding of text elements to comprehend various text
 Demonstrates understanding of the research process to write a variety of texts
 Demonstrates understanding that different formats to write for a variety of audiences and purposes
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
 Uses strategies to decode correctly the meaning of words in isolation and in context.
 Uses knowledge of text types to correctly distinguish literary from informational texts
 Uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
 Drafts using appropriate text types for a variety of audiences and purposes
 Uses a variety of strategies to provide appropriate feedback
Vocabulary Reading Comprehension Study Strategies/Research Writing Composition Attitude
Infer meaning of borrowed Distinguish text types Organize information from Revise writing for clarity Show tactfulness when
words using context clues according to purpose and secondary sources in -punctuation mark communicating with
language features preparation for writing, others
reporting and similar
academic tasks in
collaboration with others
EN6V-IIIc-12.3.3 EN6RC-IIIc-3.2.7 EN6SS-IIIc-4 EN6WC-IIIc-1.8.2 EN6WC-IIIc-1.8.3
EN6V-IIIc-12.4.3 EN6WC-IIIc-1.8.1
Inferring Meaning of Borrowed Distinguishing Text Types Organizing Information from Revising/Writing for Showing Tactfulness When
Words According to Purpose and Secondary Sources Clarity Communicating with
Language Feature Others
Enjoying Language ; First Quarter ;pp:17-23
Integrated English for Effective Communication ; First quarter pp:4-10,77-88,Third quarter; pp:19-30, Fourth quarter: pp: 63-72
B.Other Learning Resource
III. PROCEDURES
K. Reviewing previous
lesson or presenting the
new lesson
L. Establishing a purpose
for the lesson
Identify the meaning of the
underlined word in the
sentence.
1. The council was made up of
men chosen from twelve of the
most ancient Greek tribes.
They met each twice each year.
a. athletes
b. members
c. lawmakers
2. When Apollo first saw the
valley of Olympia he exclaimed,
“ Here will I make me a fair
temple to be an oracle for
men.”
a. shrine
b. magic
c. prophecy
3. The ancient stadium was
erected in the valley in which
the victors of the games were
given wreaths of wild olive.
a. laurel
b. plants
c. medals
What are the examples of
borrowed words that we
studied yesterday?
Battalion, ballet, adobe,
opera, tempo, calendar,
kimono
Read the selection entitled
“The President of the
Philippines”
Adapted sources:
http://www.gov.ph/about
/gov/exec/
http://www.gov.ph/
1987/07/25/executive-
order-no-292/
picture
What are the purposes of How do we show the How do we organize
informational text? similarities and differences of information from
things? secondary sources in
Structures of an Informational preparation for
Text One of the things to consider in writing, reporting
1. Description – It gives details giving similarities and and similar academic
about the topic with the use differences is through the usage tasks in collaboration
of descriptive adjectives. of signal/transitional devices. with others?
2. Problem- solution – It tells
the readers about an existing
problem and how it is solved
through the solution
provided.
3. Time – order or sequence –
The information is arranged in
a specific or chronological
order.
4. Comparison and Contrast –
It tells us about the
similarities and differences of
the given items in the topic.
5. Cause and Effect – It aims
to provide a reason or an
explanation for an event.
What reading material do you Listening to a telephone Read the sentence
have at home? conversation below.
Minda: Hello, Luz. How are Thank you ...
-newspapers you? I am happy.....
-magazine Luz: I’m fine. Thank you. And I mean it
-books you?
Are newspapers good to Minda: I’m fine too., What’s What comes into
read? new? your mind when you
Luz:Will you be busy this read these
-a serial publication Sunday? messages?
containing news, other Minda: No, I won’t be. Why?
informative articles Luz: My cousins will celebrate
their town fiesta in Bulacan.

M. Presenting Present examples of borrowed
examples/Instances of words used in a sentence
the new lesson
1. There is a heavy traffic in the
metropolis every day.
GREEK )
2. Jesus Christ is known by
Catholics as the Messiah.
HEBREW )
3. The doctor advised the man
to take the capsule once a day.
( LATIN )
4. Toasted bread tastes good
with strawberry marmalade.
( PORTUGUESE )
5. You will have bad karma if
you keep on doing bad things.
( SANSKRIT )
N. Discussing new concepts Explain the meaning of
and practicing new skills borrowed words
#1
Would you like to go with my
family?
Minda: Oh! I’d love to! It must
be fun to go there.
Luz: Yes. You and I have been
working hard these days.
We deserve a break.
Minda: You’re right. I’ll be
happy to be part of the
occasion.
Just don’t forget to talk to my
parents.
Luz: Please relax. I’ll take care
of you. Good-bye.
Minda: Thank you for the
invitation.
What kind of a leader The teacher will group the Let the pupils play the game Class our lesson for
would you like to lead the class into 5; each group will “Simon Says” today is about
country? read an article and they will showing tactfulness
write the important facts Following directions. when communicating
( from it which will be use for with others
writing or reporting.
(
What are the different The teacher will discuss on Discuss the kinds of sentences The teacher will
structures of an the class on how to get the by giving specific examples. discuss the
informational text? important points in writing difference between
report. Declarative Sentence tactless and tactful.
Structures of an My cousins are inviting us to
Informational Text their town fiesta.
1. Description – It gives Ask:
details about the topic Interrogative Sentence

O. Discussing new concepts Present a creative role play
and practicing new skills about one of the given three
#2 scenarios. Use loan words in
your dialogues.
Scenario 1:
You received an e-mail from a
French language learning
center.The letter confirms that
you have been
Granted a six month
scholarship to learn basic
French in Paris. The letter
states that the scholarship will
also allow you to learn more
about French culture, history,
cuisine and arts. However, you
find some parts of the letter
unclear. You do not know how
to reply.
Scenario 2.
with the use of descriptive
adjectives.
2. Problem- solution – It
tells the readers about an
existing problem and how
it is solved through the
solution provided.
3. Time – order or
sequence – The
information is arranged in
a specific or chronological
order.
4. Comparison and
Contrast – It tells us about
the similarities and
differences of the given
items in the topic.
5. Cause and Effect – It
aims to provide a reason
or an explanation
Read the following
informational text and
complete the chart
Republic of the Philippines
Official Gazette
This Web site is run by the
Presidential
Communications
Development and Strategic
Planning Office (PCDSPO).
We believe than an
informed, empowered,
and vocal citizenry is the
heart of democratic
society.
While it is the citizens’
responsibility to keep
informed about the
government, how it works,
and who runs it, it is the
government’s duty to
make sure this knowledge
Would you like to go with us? 1. What is the
difference
Imperative Sentence between
Wait for me on Monday. tactless and
Exclamatory Sentence tactful
It must be exciting to go there! communicat
or?
2. Do you think
there is a
careful
consideratio
n of the
feelings and
values of
another in a
tactful
communicat
ion?
Guided Practice Work By Pairs Guided Practice
Arrange the ff. Sentences to Read the sentences below. ”Think before you
form a report. Follow the Write the correct punctuation speak “ Its your test
format below. mark. day but you need to
1. It’s wonderful to see how the go to province to
According to a March 14, chicks grow fast attend your
1988 news article in the 2. I am happy to see how grandparent burial,
Houston Post, "Deaf healthy they are how are you going to
President Named," the 3. I can see how well you take ask permission from
selection of Gallaudet care of them your teacher?
University President I. King 4. I have always loved poultry – Explain your answer.
Jordan was a joyous event for raising
the campus community, 5. Will you see them in them in
which had long sought a deaf the market
university president for the
college.
In addition to Jordan's
appointment, Gallaudet
University Board of Trustees
member Phillip W. Bravin,
Your friend from Italy came to
Manila for a short vacation. He
still craves for Italian food so
he invited you to have dinner
with some friends in a fancy
Italian restaurant. The main
problem is that you do not like
Italian food , and you are not
quite familiar with Italian
cuisine. The idea of looking at
the menu terrifies you.
Scenario 3:
Your language teacher asked
you to write an essay about
Spanish pop culture, you
decide to watch a Spanish
lifestyle/travel magazine show
in the cable channel. The hosts
of the show are speaking in
English. However, there are
still some Spanish words that
they use in their conversations.
As a result, you are having a
difficult time understanding
some of the dialogues.
base is available at their
fingertips. Public
documents and laws, the
latest announcements and
data, policies and projects,
must be made easily and
immediately accessible.
We encourage you-the
citizen, employee, student,
business practitioner,
professional, or even
potential visitor to the
Philippines-to tell us what
you want to see on this
Web site.
This Website, the national
government portal, is one
of the ways we’re making
sure this happens. We
want to make sure that
this Web site houses, or
will lead you to any sort of
government-related
information. The Official
Gazette was launched
online in 2010 and has
been constantly under
development ever since.
Lately, we’ve added more
features to make it easier
for site users to sends us
feedback.
http://www.gov.ph/
Give the purpose
of launching the
site.
What is When
the was this
Official
site
Gazette?
Who What can
launched
can be?seen in
access the
the Official
site? Web site
of the
one of four deaf board
members, was selected to
replace Chair Jane Bassett
Spilman. Spilman resigned
from her position after
criticism from protestors.
According to Bravin, the
trustees will establish a
committee to ensure that the
board has a majority of deaf
members. Bravin also said
that none of the
demonstrators will be
penalized for participating in
the protest.
Jordan had at one point
during the protest supported
the selection of Elizabeth Ann
Zinser, a hearing woman
originally chosen by the
Board of Trustees as
Gallaudet University
President. However, Jordan
reversed his position the next
day in support of the protest
Title__________________
__________
Introduction:____________
___________
Main
Points:________________
__
1.____________________
__
2.___________________
3.__________________
Conclusion
1.______________
2._______________
.
P. Developing mastery Let the pupils use the What are the traits of a
(leads to Formative borrowed words in their own good leader that you
Assessment ) examples. would like to emulate?
Traits of a good leader are:
Confident and humble,
committed, positive
attitude, having a clear
vision, he or she is able to
to strategic planning and
the ability to get everyone
working together.
Independent Practice
One a whole sheet of paper
arrange the sentence into a
news report.
1.Elián's father wants to
return with his son to Cuba,
their native home. U.S.
Attorney General Janet Reno
says Elián should be able to go
back to Cuba.
2.After five months of
separation, Elián Gonzalez
was reunited with his father,
Juan Miguel Gonzalez.
What are the different . Independent
punctuation marks we use in Practice
writing sentences? What can
Different punctuation mark you say about this
a. Declarative Sentence (.) situation?
period
b. Interrogative Sentence (?) Supposing your
question mark teacher criticises
c. Imperative Sentence (.) your work, what
period would be your
d. Exclamatory Sentence (!) immediate reaction?
exclamation point Would you accept it?
Or would you
become defensive?
Or get frustrated?

3.In the early morning of April

22, U.S. immigration officials
took 6-year-old Elián out of
his relatives' house in Miami.
Elián was flown to Andrews
Air Force Base near
Washington, D.C., where his
father was waiting.

4.For now, Elián will remain in

the U.S. with his father until
the court decides whether or
not he can ask for political
asylum, or protection, from
Cuba. He could then stay in
the U.S

5.On their first day together,

Elián and his father played
baseball and went for a walk.
 6.Elián's Miami relatives want
Elián to stay in the U.S. They
disagree with the Communist
leadership of Cuba, saying it
limits people's personal
freedoms. Elián's relatives
have asked a U.S. federal
court to keep Elián in the U.S.

Q. Finding practical Imagine that you were in a
application of concepts German restaurant, how would
and skills in daily living you take your orders using
German language?
If you were the president Let pupils group organize the Write a letter to your parents How tactful are you?
of the Philippines, how given ideas from news using the four kinds of Use this scale to
would you lead the clippings. sentences. describe your
country? tactfulness.
5-I always do this
4-I often do this
3-I sometimes do this
2-I seldom do this
1-I never do this

a. I recognize
that how I
say
something is
just as
important as
what i say
b. I analyze my
communicat
ion style to
determine
what non
verbal
message i
send
c. I make a
genuine
effort to
listen to
ideas with

R. Making generalizations Why do we need to use
and abstractions about borrowed words in our daily
the lesson living?
S. Evaluating learning Read the sentences below.
Then choose your answer on
the words listed below.
Enumerate the different
structures of an
informational text and its
text features.
1. Description – It gives
details about the topic
with the use of descriptive
adjectives.
2. Problem- solution – It
tells the readers about an
existing problem and how
it is solved through the
solution provided.
3. Time – order or
sequence – The
information is arranged in
a specific or chronological
order.
4. Comparison and
Contrast – It tells us about
the similarities and
differences of the given
items in the topic.
5. Cause and Effect – It
aims to provide a reason
or an explanation for an
event.
Identify the type of
informational text.
1. The man who killed the
driver was put to jail.
which I
don’t agree
d. I look for
ways to
improve my
listening
skills
e. I always
listen to the
teacher
Closure Describe the most beautiful you Closure
have ever seen using the four What is the meaning
What are the points to kinds of sentences. of the word tact?
remember in writing reports? Tact is the ability to
1. Understanding the deliver a difficult
report message in a way
2. Gathering and that considers other
selecting information people’s feelings and
3. Organizing materials preserves
4. Analyzing your relationships. It
materials encompasses many
things such as
emotional
intelligence,
discretion,
compassion, honesty
and courtesy.
On one whole sheet of paper Write the correct punctuation
arrange and write the mark in the text below. Identify the
sentences into news report. sentences whether
tactful or tactless.
 Ninja
yoga
Tycoons
tsunami
Carabao
tea
Shiatsu
bungalow
Bamboo
dimsum
1. My father cut down some
_________ to build a flooring
for our home.
2. Ryu is a ____________ who
was trained as a martial artist
and secret agent.
3. Celine practices __________
thrice a week for her physical
and mental well being.
4. The country is home to many
_______ whose businesses
incur huge profits.
5. I want to build a ________
for my elderly parents for ease
of living.
6. After the earthquake , a
___________ warning was
issued to residents near the
sea.
7. It has been a habit of my
grandmother to drink
________ after meals.
8. The ______ is a beast of
burden that is immensely
helpful in farming.
9. John frequents a restaurant
that offers a wide selection of
________.
2. Ana’s mother left the Lisa had just gotten out of the 1. “It’s good to
house to work abroad to 1. Mateo directed the schools car and was heading around the see you.”
support them. to involve police officers and corner of the garage when she 2. “I’m trying
3. Orange is a good source ran into Brian__ to study”
local government units to
of vitamin C but 3. “It’ your
initiate anti-illegal drug
malunggay is more lectures to children __Jesus, you startled me__ I lost.”
nutritious. wasn’t expecting you here__ __ 4. “Stop talking
4. Mt. Everest is the 2. Mateo said parents and to me”
highest mountain. guardians play a key role in His face looked sort of pale and 5. “I’m so
5. In 1998, she won a helping control the spread of pinched__ sorry”
national award and in time unverified information on
she won an international bomb scares. He’s found out__ she
award. thought__
3. NCRPO Regional Director
I finally broke it off__ but I was
Chief Supt. Oscar Albayalde
too late__
met with DepEd Asec. Jesus
Mateo last Friday and both
agreed to establish a protocol
on how to report, in a fast and
easy way, concerns from the
schools to the authorities.
4. "Teachers must report first
to authorities before sending
out information to parents,"
Mateo said.
5. "Parents should stay calm
when told of any situation so
we can all address the threat
fast in the correct and
appropriate manner.
Principals were also reminded
on the sending kids to school-
protocol. Everybody is
encouraged to report
immediately the information,
suspicious things such as
unattended bags, boxes, or
 10. After a day’s hardwork, new things to the police and
Richard usually gets a not open it," he added.
_________ massage
.
T. Additional activities for Write the meaning of each Look for other notable Read a newspaper. Read the paragraph carefully.
application or word. personalities here in our Write a brief report about the Look for examples of the four
remediation 1. aide-de-camp country and abroad that article. kinds of sentences. Write them
2. manservant showed exceptional under the proper headings.
3. tsunami leadership skills.
4. physician
5. mosque
IV. REMARKS
IV. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
remediation who scored
below 80%
J. Did the remedial lessons
work? No. of learners
who have caught up
with the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 3
I.LAYUNIN
A. Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat
kasanayan
II.NILALAMAN
III. KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga Pahina sa Kagamitang
Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
B.Iba pang Kagamitang Panturo
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin
at/o pagsisimula ng aralin
School: SAN MARCELINO ELEMENTARY SCHOOL Grade Level: VI
Teacher: MICHELLE A. BARANTES Learning Area: ESP
Teaching Dates and
Time: NOVEMBER 11-15, 2019 (WEEK 3) Quarter: 3RD QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES
Naipamamalas ang pagkaunawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa isang maunlad, mapayapa, at
mapagkalingang pamayanan
Naipakikita ang mga gawaing tumutugon sa pagmamahal sa bansa sa pamamagitan ng aktibong pakikilahok na may dedikasyon at integridad.
. 1. Nabibigyang- halaga ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon. .
1.1 Pagsasaalang-alang ng karapatan ng iba
1.2 Paghihikayat sa iba na magkaroon ng kamalayan sa kanilang kalayaaan
Code: EsP6PPP-IIIa-c-34
Paksa: Karapatan Ko, Igalang Mo!
K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016, pahina 83
1. EsP DLP, Ikatlong Markahan, Ikatlong Linggo - : Aralin 18 Karapatan Ko, Igalang Mo!
Videoclip tungkol sa Batang Bubog (www.gmanetwork.reportersnotebook)
VideoClip ng The Good Experiment (youtube)
laptop, projector, video clips , powerpointpresentation na nagpapakita ng mga sitwasyon, manila paper, gunting, permanent marker, masking
tape, graphic organizers
1.Pagbati ng guro. Batiin ang mga mag- aaral at Batiin ang mga mag- aaral at Batiin ang mga mag- aaral at Batiin ang mga
2. Pagtsitsek kung sinong liban itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga mag- aaral at
sa klase. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban. itala ang bilang
3. Balik-aral: Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling ng mga
Sa paanong paraan maipakikita balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng pumasok at
ang kamalayang sibiko. nakaraang araw. nakaraang araw. nakaraang araw. lumiban.
4. Ipabasa ang panimula ng Magkaroon
aralin at talakayin ang nang maikling

B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga
halimbawa sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
mahalagang Kaisipan.
1. Ipanood sa mga bata
ang video tungkol sa “Batang
Bubog”.
www.gmanetwork.reporters
notebook
Tanong:
a. Tungkol sa ano ang inyong
napanood na video?
b. Bakit kaya sila nandoon?
c. Sa palagay ninyo, dapat na
bang magtrabaho ang mga
batang nasa ganung edad?
Bakit?
d. Ano ang inyong naramdaman
sa video inyong napanood?
e. Anong karapatan ng isang
bata ang nalalabag o nawawala
sa video inyong napanood?
f. Kung ikaw ay kaibigan ng mga
batang iyon, ano ang iyong
maipapayo sa kanila? Bakit?
a. Balik-aral. Itanong sa mga
bata
1. Tungkol saan ang ating
napanood na video kahapon?
2. Ano ang
pagpagpapahalagang iyong
natutuhan tungkol sa aralin?
3. Paano ito
nakaimpluwensiya sa iyong
upang umunlad?
GAWAIN 1:Thumbs Up,
Thumbs Down
Panuto: Basahin ang
sitwasyong nka flash sa
projector. Ipakita ang
“Thumbs Up” kung wasto ang
kaisipang ipinapahayag at
“Thumbs Down” kung hindi.
1. Ang edukasyon ay isang
karapatan na dapat makamit
ng isang bata para sa kanyang
pag-unlad.
2. Sa batang edad, nararapat
na maghanapbuhay ang bata
upang matustusan ang
kanyang pag-aaral.
3. Isaalang-alang ng magulang
ang karapatan ng anak
katulad ng edukasyon.
4. Nararapat igalang ang
karapatan ng iyong kapwa sa
pamamagitan ng pagbibigay
balik-aral sa
ginawa ng
nakaraang
araw.
2. Ipanood sa mga mag-aaral
ang videoclip The Good
Experiment Magbigay ng mga
katanungan tungkol sa
videoclip.
(Para sa guro) Gabayan ang
mga mag-aaral sa panunuod
ng videoclip. Maging sensitibo
sa pangyayari sa videoclip.
Iproseso itong mabuti sa mga
bata.
Mga tanong. a. Itanong. Bilang isang mag-
1. Tungkol saan ang aaral, paano mo mahihikayat
videoclip na iyong napanood? ang mga kapwa mo bata na
2. Bakit kaya marumi ang mga pumasok sa paaralan?
kasuotan ng mga bata? b. Gamit ang Concept Map sa
3. Bakit kaya umiiyak ang mga ibaba, isulat ang mga gawaing
nanay sa bidyu? makahihikayat sa mga bata
4. Mahalaga ba na nasa upang pumasok sa paaralan.
paaralan ang mga batang
katulad ninyo? Bakit?
5. Sa inyong palagay, mas
mahalaga bang nag-aaral ang
mga bata o hindi.
Pangatwiranan.
6. Kung may nakita kang mga
bata na nasa kalye at hindi
pumapasok sa paaralan, ano
ang iyong gagawin?
 payo sa kahalagahan ng pag-
aaral.
5. Maituturing na mahalaga
ang edukasyon upang
umunlad ang isang bata.
E. Pagtatalakay ng bagong Pagtalakay sa sagot ng mga
konsepto at paglalahad ng mag-aaral.
bagong kasanayan #2
F. Paglinang sa Kabihasaan GAWAIN 2: FESTIVAL OF
(Tungo sa Formative Assesment TALENTS
3) Pangkatin ang klase sa apat
na grupo. Hayaang pumili ang
bawat grupo ng larawang
nagpapakita ng mga
karapatan ng mga bata na
nais nilang pag-usapan.
Ipaliwanag ito sa
pamamagitan ng malikhaing
presentasyon.
Pangkat 1: Rap
Pangkat 2: Tula
Pangkat 3: Awit
Pangkat 4: Sayawit

G. Paglalapat ng aralin sa pang
araw-araw na buhay
H. Paglalahat ng Aralin
May kapitbahay ka, nakita mo
na pinatigil sa pag-aaral ang
kanilang anak upang maghanap
buhay, ano ang mararamdaman
mo?
Dapat bang hayaang
magtrabaho ang mga batang
nasa mura pang edad?
Presentasyon ng bawat grupo.
Paano natin maisasaalang-
alang ang karapatan ng bawat
bata?
Gumawa ng komitment kard
na nagpapahayag ng
pananagutan upang ipaunawa
ang kahalagan ng edukasyon
sa bawat isa.
Ipaliwanag: Ang bawat isa ay
may pananagutan sa sarili at
sa kanyang kapwa na
ipaunawa ang kahalagan ng
pag-aaral.
Ipaunawa sa mga mag-aaral
ang ibig sabihin nito atkung
paano sila makatutulong
upang mahikayat ang ibang
mga bata na patuloy mag-
aral.
Ang bawat isa ay may
magagawa sa pag-unlad ng
kapwa.
Hikayatin natin silang mag-
aral, magsumikap at
magtagumpay.
I. Pagtataya ng Aralin Gumawa ng isang
slogan na
binubuo ng
sampung salita na
nagpapakita ng
kahalagahan ng
edukasyon.

J. Karagdagang gawain para sa Gumawa ng kard

takdang-aralin at remediation na nagaanyaya
upang
makahihikayat
ang isang bata na
pumasok sa
paaralan.

V.MGA TALA

VI. PAGNINILAY

A.Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
B. Blgng 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
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro at
superbisor?
G.Anong kagamitang panturo
ang aking na dibuho na naiskong
ibahagi sa mga kapwa ko guro?
 GRADE 6 School: SAN MARCELINO ELEMENTARY SCHOOL Grade Level: VI
Teacher: MICHELLE A. BARANTES Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and
Time: NOVEMBER 11-15, 2019 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. I. LAYUNIN

B. A. Pamantayang Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan

Pangnilalaman Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
C. B. Pamantayan sa Pagganap Naisasagawa ang mga hakbang o panutong napakinggan.
Nakapagbibigay ng isang panuto.
Nakabubuo ng isang nakalarawang balangkas.
Nakagagawa ng nakalarawang balangkas upang maipakita ang nakalap na datos o impormasyon.
Nakasusulat ng isang talambuhay at orihinal na tula.
Nakagagawa ng isang suringpapel tungkol sa pinanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento , pagsulat ng tula at kuwento.
D. C. Mga Kasanayan sa Nasasagot ang mga literal na Nagagamit ang pang- F6PT-IIIb-1.7 F6PB-IIIb-6.2
Pagkatuto. Isulat and code tanong tungkol sa napakinggang abay sa sa paglalarawan Naibibigay ang kahulugan ng Napag-uugnay ang sanhi at
ng bawat kasanayan Talaarawan. F6PN-IIIb-3.1 ng kilos. F6WG-IIIa-c-6 pamilyar at di kilalang bunga ng mga pangyayari.
salita sa pamamagitan ng
depinisyon.
E. II. NILALAMAN Pagsagot sa mga tanong sa Pang-abay na Pagbibigay Kahulugan ng Pagbibigay ng Sanhi sa
binasang talaarawan. Pamamaraan Pamilyar at Di-Kilalang Salita Magkakaugnay na Bunga na
sa Pamamagitan ng Pormal Inilahad sa Kwento
na Depinisyon
F. III. KAGAMITANG PANTURO
A. A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng
Kagamitang Pang-Mag-
aaral
 3. Mga Pahina sa teksbuk
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resources (LR)
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Tukuyin ang dalawang salitang
aralin at/o pagsisimula ng magkaugnay na ginamit sa
bagong aralin pangungusap.
Ang Pangulo ay itinuturing na
pinakamataas na pinuno ng isang
bansa batay sa isinasaad ng Saligang
Batas ng isang pamahalaan.
B. Paghahabi sa layunin ng Ilahad ang isang talaarawan. Ipasuri
aralin sa mga mag-aaral.
Mahal kong Talaarawan,
Maganda at maayos naman ang
aking umaga ngayon dahil maaga
akong nakapunta sa paaralan.Pero
bago ako pumasok sa
paaralan,naligo muna ako, nagbihis
ng maayos, nagsuklay ng buhok,
kumain at nagsisipilyo ng ngipin.
Pagkatapos kong magsipilyo ng
Landas sa Pagbasa 6 pp.24-
25
Masasabi mo ba kung Basahin ang bawat Ano ang tinatawag nating
paano ginawa ang kilos pangungusap. Ibigay ang pamilyar at di pamilyar ng
sa mga kasabihan? kahulugan ng mga may mga salita? Magbigay ng
Anong tawag sa pang- salungguhit na salita sa mga halimbawa.
abay na sumasagot sa papamagitan ng pagbibigay
tanong na paano mo ng kanilang kasalungat.
isinagawa ang kilos? Isulat ang sagot sa sagutang
papel.
Humusay ang
kaniyang pagguhit dahil sa
pag-eensayo.
Ang batang makulit
ay napagalitan ng nanay.
Walang humpay
ang pag-iyak ng bata.
Pati hangin yata’y
walang pakialam sa kapal ng
usok na nakabalatay
May maliit na
liwanag na natatanaw ang
bata.
Basahin ang usapan. Itanong sa mga bata kung
Kumuha ng dalawang sila ay may narinig o
batang magdadayalogo nabasang kwento tungkol sa
habang nakikinig ang isang batang katulada nila
klase na ibinuwis ang buhay
alang-alang sa kapwa.
Kailan at saan ninyo ito
madalas makikita?
 ngipin ay hinatid ako ng papa ko sa
paaralan. Pagdating ko sa paaralan
ay bigla nalang sumakit ang ngipin
ko. Kaya uminom agad ako ng
gamot upang mawala agad ang
sakit ko sa ngipin.
Sa tanghalian naman ay masaya
kaming nagkainan sa "BBQ-han" at
pagkatapos ng kainan namin ay
dumiretso agad kami sa silid-aralan
namin. Nag-aaral din ako sa paksa
namin sa Ingles dahil magkakaroon
kami ng pagsubok o pagsasanay. At
iyan ang mga ginagawa ko sa araw
na ito.
Nagmamahal,
Shekainah
C. Pag-uugnay ng mga a. Anu-ano ang mga makikita natin
halimbawa sa bagong aralin na detalye sa talaarawan?
b. Sino ang gumagawa ng
talaarawan? c. Bakit tayo
sumusulat ng talaarawan?
Anu-anong tradisyon ng
mga Pilipino ang alam
ninyo?
Pagbibigay
hakbang/pamantayan sa
pagbasa
Basahin ang kuwento
PIsta sa Aming Bayan
Masayang-masaya ang lahat.
Araw ng pista ngayon sa
aming bayan. Maraming tao
ang nagsimba. Masigla at
masaya ang kalembang ng
kampana sa simbahan. Hindi
magkamayaw sa ingay ng
pagbabatian at
pagbabalitaan ang mga
tagarito, mga balikbayan, at
mga panauhin mula sa ibang
bayan.
Walang tigil ang masipag na
banda ng musiko sa paglibot
sa mga lansangan habang
nagbibigay ng masiglang
Ang Bayaning Iskawt
Si Iskawt Aries Canoy
Espinosa ay 13 taong
gulang. Kasapi siya sa Kawan
Blg. 60 sa ilalim ng
pamamahala ng Paaralang
Elementarya ng Rupagan,
Lanao del Norte Council.
Nabalita siya kaugnay ng
isang malungkot na
pangyayari noong Enero 30,
1994 Nangyari ito nang
isang pangkat ng mga
batang lalaki ang naglalaro
ng Granada. Walang
kamalay-malay ang mga
bata na ang pinaglalaruan
nila ay sumasabog. Ito ay
ginagawa nilang parang bola
ng basketbol na isinu-shoot
sa ring. Bumagsak ang
Granada sa malapit sa ibang
pangkat ng mga batang
naglalaro ng goma.
tugtugin. Umaambag rin sa
sigla at saya ang malakas na
bunghalit ng mga tugtugin sa
mga perya at pondahan at
maging sa mga tahanan man.
Nagpapagaraan sa ganda ang
mga arko sa mga panulukan
ng mga kalye. May mga
arkong kawayan na may
makukulay na ginupit-gupit
na papel. Ang mga
banderitas na may iba’t
ibang kulay ay nakagayak sa
mga hayag na lansangan at
maging sa maliliit na kalye
man.
Naku, higit sa lahat kabi-
kabila ang handaan. May
mga naglilitson doon at dine.
Malalaking talyasi ng
pagkain ang nakasalang sa
kalan sa mga kusina at sa
mga bakuran. Mula
tanghalian hanggang
hapunan ay pagsasalu-
saluhan ang mga inihandang
pagkain ng mga
magkakamag-anak,
magkakaibigan, at mga
panauhin. Kainang hindi
matapus-tapos. Ganyan ang
pista. Nakalulungkot tuloy
isipin na ang pista ay tila
kainan na lamang at
nawawala na ang diwang
ispiritwal ng okasyon.
E, bakit nga ba may pista?
Hindi ba’t nagdudulot
lamang ito ng malaking
Naroroon sa di kalayuan si
Iskawt Espinosa. Mabilis
niyang sinigawan ang
pangkat ng mga batang
lalaki, “Umalis kayo riyan,
puputok iyan!” sabay takbo,
papalapit sa Granada.
Dumapa siya upang takpan
ito ng kanyang katawan.
Halos nagkasabay ang
kanyang pagdapa at ang
pagputok ng granada na siya
niyang ikinamatay.
Ang mabilis na
pagpapasya,
pagmamalasakit sa kapwa,
at mga pagsasanay na
natutuhan ni Iskawt
Espinosa sa Scouting ang
nakatulong upang mailigtas
ang maraming buhay.
Namatay siya nang
wala sa panahon at lubhang
napakataba pa upang ialay
ang kanyang buhay para sa
kanyang mga kaibigan.
Nagampanan niya nang
lubusan ang panunumpa at
batas ng isang Iskawt na:
“Tulungan ang kapwa sa
lahat ng pagkakataon.”’
Isang pagpapakasakit sa
sarili ang kanyang ginawa
upang mabuhay lamang ang
kanyang kapwa na siyang
pinakamahalagang
kasabihan sa larangan ng
katapangan. Ito rin ang
nagbibigay ng mahalagang
katuparang nauukol sa
kasabihan ng mga Iskawt,
ang “LAGING HANDA.” Iyan
gastos? Hindi ba’t malaking si Iskawt Aris Canoy
pag-aabala ito? Pero Espinosa, ang munting
sadyang hindi na maiaalis sa bayani..
kulturang Pilipino ang
pagpipista at pamimista.
Ito’y isang kaugaliang
minanapa natin sa ating mga
ninuno.

Ang pista ay araw ng

pasasalamat sa Poong
Maykapal sa mga biyayang
ipinagkakaloob Niya sa mga
tao. Ito ay araw ng pagdakila.
pagpuri at pagpaparangal sa
Panginoon. Kadalasan, ang
pistang-bayan ay itinatapat
sa kaarawan ng patron ng
bayan, gaya ng pista ng
Meycauayan na
ipinagdiriwang sa kaarawan
ng patron nito na si San
Francisco de Asis, pista ng
Santa Clara sa kaarawan ng
Mahal na Birhen de
Salambao, pista ng Obando
sa kaarawan ni San Pascual
de Baylon, pista ng Malolos
sa kaarawan ng Birhen
Immaculada Concepcion, at
iba pa.

Sagutin ang mga sumusunod

na tanong:

Ano ang pista?

Bakit may pista?
Ilarawan ang pagdiriwang ng
pista batay sa tekstong
binasa.

D. Pagtalakay ng bagong Pagyamanin Natin
konsepto at paglalahad ng Basahin ang talaarawan ng
bagong kasanayan #1 tahimik at sagutan ang
mga sumusunod na
katanungan.
1. Sino ang nagsulat ng
talaarawan?
2. Ano ang unang ginawa ni
Shekainah bago pumasok sa
paaralan?
3. Sino ang naghatid sa kanya
sa paaralan?
4. Ano ang nangyari kay
Shekainah ng siya ay nasa
paaralan na?
5. Saang subject nagkaroon
ng pagsubok o pagsasanay si
Shekainah?
Sang-ayon ka ba na
ipagpatuloy ang tradisyon ng
pagdaraos ng pista?
Ipaliwanag.
Bakit sinasabing ang pista ay
isang pamanang kalinangan
n gating mga ninuno?
Batay sa binasang teksto,
anong isyu ang nakapaloob
dito?
Sa isyung nakapaloob sa
teksto, ano sa tingin mo ang
paniniwala ng may-akda
nito tungkol sa isyung ito?
Gawin Natin: “Paano ipinakita ni Aries ang
kanyang pagmamahal
Tukuyin ang kahulugan ng kapwa?
salitang pamilyar at di-
pamilyar. Gamitin ang
diksyunaryo.Isulat ang sagot
sa pisara.
Hindi magkamayaw
sa ingay ng pagbabatian at
pagbabalitaan ang mga tao
sa plasa.
Nagpapagaraan sa
ganda at kulay ang mga arko
at banderitas sa kalye.
Tuwing pista,
naririnig ang bunghalit ng
mga tugtugin sa perya, mga
pondahan at mga tindahan
Makukulay na
banderitas ang nasa kalye
kung araw ng pista.
Bukud sa pagtugtog
ng banda ng musiko,
umaambag din sa saya ng
kapistahan ang pagsasalo-
salo sa masasarap na
pagkain ng mga pamilya at
panauhin.
 Tanong: Ano ang ibig sabihin
ng pamilyar at di-kilalang
salita?

Paano mo naibibigay ang

kahulugan ng mga salitang
pamilyar at di-kilalang sa
kwentong iyong binasa?

Magbigay ng mga
halimbawa ng pamilyar at
di-kilalang salita. Tukuyin
ang kahulugan nito sa
pamamagitan ng paggamit
ng diksyunaryo.

(Ang guro ay malayang

magbigay ng iba pang mga
salita)
Mga
Salitang Mga
Pamilya Salitang Di-
r kilala
Matayo
g Punyal
Namang
ha Piging
Intindihi
n Ablada
Umaaso Ginapi
Sekreto Pitak
nalama
n balintataw

E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang ng Kabihasaan
( tungo sa Formative
Assessment )
G. Paglalapat ng aralin sa Sumulat ng isang halimbawa ng Malaking Pangkatang
pang-araw-araw na buhay talaarawan. Gawain( dalawang
pangkat)
Isadula ang three shifts
at multigrade scheme
habang isinasagawa ang
tamang pamamaraan ng
kilos sa ganitong mga
sitwasyon. Magsulat ng
parirala na ipinakikita
ang wastong gawi sa
pagpasok at paglabas ng
silid aralan sa three shifts
Gayundin ang
pamamaraan ng kilos/
pakikinig sa guro sa
multigrade scheme.
Ang kabilang pangkat
ang magtataya kung
naging tama ba ang
isinagawa ng kabilang
Gawin Niyo/ Gawin Mo:
Kumpletuhin ang tsart sa
pamamagitan ng pagtatala
ng mga salitang naging
pamilyar at di-kilala sa inyo
mula sa binasa ninyong
teksto. Iugnay ang mga
salitang ito sa inyong sariling
karanasan. Ibigay ang
kahulugan nito.
Salitan
g Salitang
Pamily Kahulug Di-
Kahulu
ar an Kilala
gan
Basahin ng tahimik ang
talata. Piliin ang mga
salitang pamilyar at di-kilala
mula sa teksto. Sa tulong ng
diksyunaryo, tukuyin ang
kahulugan ng bawat isa.
Tukuyin din kung ano ang
iyong matuklasan at kung
ito ba ay nakapagbabago sa
dating niyong kaalaman.
TUGOB FESTIVAL
Ang Tugob Festival ay isang
magarbong pagdiriwang sa
Lungsod ng Ormoc na
idinaraos tuwing buwan ng
Oktubre taon-taon. Ang
salitang Tugob ay salitang
Ormocanon na ang ibig
sabihin ay “nag-uumapaw”
na tumutukoy sa
Basahin ang mga
pangungusap. Bilugan ang
sanhi at salungguhitan ang
bunga. Gawin ito sa
sagutang papel.
1. Sumigaw sya ng
malakas kung kayat
nakalayo kaagad ang mga
batang naglalaro.
2. Dumapa siya sa
Granada kaya siya ang
nasabugan nito.
3. Marami ang
naligtas dahil sa kanyang
ginawa.
4. Lahat ay humanga
ng malaman nila ang
kanyang kabayanihan.
5. Nagpatatag ng loob
ni Ari sang kanyang pagiging
Iskawt.
Guhitan ang sanhi at
bilugan ang bunga. Gawin
ito sa manila paper.
(Pangkatang Gawain)
1. Ipinapakasakit niya
ang kanyang sarili upang
mabuhay lamang ang
kanyang kapwa.
2. Hindi alam ng mga
bata ang panganib sa
Granada kapag pinaglaruan
nila ito.
3. Dahil sa alam ni Ari
sang panganib, mabilis
syang kumilos.
4. Hindi malilimot ang
batang si Aris Espinosa
sapagkat kahanga-hanga
ang kanyang
pagmamalasakit.
pangkat gamit ang rubrik kasaganaan ng likas na 5. Nakatuon ang mga
sa Pangkatang Gawain. yaman ng Ormoc. layunin ng mga iskawt sa
Kung kayo ang nasa Ipinapakita at paglilingkod kung kaya
kanilang kalagayan ano ipinagmamalaki ng mga taga handa ila anumang oras.
sana ang mas akmang Ormoc ang masaganang ani
kilos na dapat sana’y ng mga produktong pinya ,
ipinakita ng pangkat ? tubo , niyog , isda, gulay ,
Kung naging maayos palay at iba pa. Ito ay unang
sabihin din ito sa klase idinaos noong 2010 na
itinaon sa pagdiriwang ng
ika 63rd Charter Day ng
lungsod. Pinakainaabangang
bahagi ng pagdiriwang ang
street dancing kung saan
ang mga kalahok ay galing
sa iba’t ibang barangay ng
Ormoc ,mga mag-aaral, at
mga kawani ng lokal na
pamahalaan ng lungsod.
Ang mga mananayaw ay
nagsusuot ng matitingkad at
magagarang kasuotan
habang nagsasayaw sa
kalsada upang ipakita ang
kanilang pagpapasalamat sa
nag-uumapaw na biyaya ng
lungsod. Ang street dancing
ay isang kumpetisyon sa
pinakamagaling umindak ,
pinakamakulay at
pinakamagarbong kasuotan
at pinakamagaling sa
pagpapakita ng kahulugan
ng pagdiriwang sa kanilang
sayaw.
H. Paglalahat ng Aralin Ang talaarawan ay kalipunan ng
mga bugto-bugtong o baha-
bahaging sulatin na nakasulat at
nakaayos sa sunod-sunod na petsa
o araw.
I. Pagtataya ng Aralin Isulat ang mga pangyayari ng
nakalipas na isang linggo sa
pamamagitan o halintulad ng isang
talaarawan.
Ano ang natutunan mo sa Pagbibigay ng Sanhi sa
aralin? Magkakaugnay na Bunga na
Inilahad sa Kwento
Naibigay mo ba ng wasto May mga kwentong ang
ang mga kahulugan ng mga binibigyang-diin ay ang
salitang pamilyar at di- sanhi at bunga ng mga
kilala? pangyayari.
Ang Sanhi ay siyang dahilan
Paano/Ano ang iyong ng pangyayari at Bunga
ginawa? naman ay ang resulta o
kinalabasan.
Halimbawa:
Pinanindigan ni Ari sang
Panunumpa niya sa Scouting
kaya iniligtas niya ang
batang naglalaro.
Sanhi: Pinanindigan ni Ari
sang panunumpa nya sa
Scouting
Bunga: iniligtas nya sa
kamatayan ang mga batang
naglalaro.
Ibigay ang kahulugan ng Isulat sa inyong sagutang
salita na may salungguhit. papel kung sanhi o bunga
Piliin ang sagot sa loob ng ang lipon ng mga salitang
kahon. sinalungguhitan.
1. Ang mga talipandas 1. Ang mamatay sa
ay pumupunta sa sarili ay mabubuhay sa
handaan kahit hindi Diyos.
iniimbita. 2. Sapagkat larawan
2. Ang mga may ni Kristo an gating mabuting
kapansanan ay may pastol, lubos ang pananalig
kakayahang ko sa kanya.
maghanapbuhay. 3. Inialay nya ang
3. Dapat mabuhay ng kanyang sariling buhay
may dignidad ang upang tayo ay tubusin.
mga tao. 4. Para sa lugod at
4. Ang kahirapan ay kabutihan ng minamahal
hindi sagwil sa Niyang kapwa, naglilingkod
edukasyon.. Siya sa kanila sa mumuting
5. Ang buhay ng paraan.
taong dakila ay
 magniningning sa 5. Handa Siyang
lipunan. mamatay upang ikaw ay
mabuhay.

J. Karagdagang Gawain para

sa takdang aralin at
remediation

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong
ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro
at superbisor?
G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 6 School: SAN MARCELINO ELEMENETARY SCHOOL Grade Level: VI
Learning
DAILY LESSON LOG
Teacher: MICHELLE A. BARANTES Area: MAPEH-ARTS
Teaching Dates and Time: NOVEMBER 11-15, 2019 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S ARTS ARTS ARTS ARTS ARTS

A. Content Standard The learner demonstrates
understanding of shapes, colors,
values, and the principles of
emphasis, contrast, and harmony
in printmaking and photography
using new technologies.
The learner demonstrates The learner demonstrates The learner The learner
understanding of shapes, understanding of shapes, demonstrates demonstrates
colors, values, and the colors, values, and the understanding of understanding of
principles of emphasis, principles of emphasis, shapes, colors, values, shapes, colors, values,
contrast, and harmony in contrast, and harmony in and the principles of and the principles of
printmaking and photography printmaking and photography emphasis, contrast, emphasis, contrast,
using new technologies. using new technologies. and harmony in and harmony in
printmaking and printmaking and
photography using photography using
new technologies. new technologies.

B. Performance "The learner creates simple
Standard printmaking (silkscreen) designs
on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates simple
printmaking (silkscreen)
designs on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates simple
printmaking (silkscreen) designs
on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates "The learner creates
simple printmaking simple printmaking
(silkscreen) designs on (silkscreen) designs on
t-shirts and posters. t-shirts and posters.
The learner describes The learner describes
the basic concepts and the basic concepts and
principles of basic principles of basic
photography." photography."
 C. Learning The learner knows that The learner knows The learner knows that The learner The learner
Competencies design principles still that design principles design principles still understands that understands that
(write the LC apply for any new design still apply for any new apply for any new digital technology has digital technology has
Code) speeded up the speeded up the
(contrast of colors, design (contrast of design (contrast of
printing of original printing of original
shapes, and lines colors, shapes, and colors, shapes, and designs and made it designs and made it
produces harmony) lines produces lines produces accessible to many, as accessible to many, as
whether done by hand or harmony) whether harmony) whether emphasized in t-shirts emphasized in t-shirts
machine (computer). done by hand or done by hand or and poster design and poster design
machine (computer). machine (computer).
A6PL-IIIB A6PR-IIIC A6PR-IIIC
A6PL-IIIB A6PL-IIIB

II. CONTENT PRINT MAKING PRINT MAKING PRINT MAKING PRINT MAKING PRINT MAKING

III. LEARNING RESOURCES

A. References
1. TG/CG pages
2. Learner’s Materials 21st Century Mapeh in Action 6 pp. 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6 21st Century Mapeh in 21st Century Mapeh in
pages 150-152 pp. 150-152 pp. 150-152 Action 6 pp. 150-152 Action 6 150-152
3. Textbook pages
4. Materials
downloaded from
LRMDS
B. Other Learning
Materials
IV. PROCEDURES
A. Reviewing previous What are the different kinds of What are the different kinds of What are the different kinds of What is printmaking? What is printmaking?
lesson and forms? forms? forms?
presenting new
lesson
B. Establishing a What is the print making? What is the print making? What is the print making? Give its 4 processes. Give its 4 processes.
purpose for the Printmaking is the process of Printmaking is the process of Printmaking is the process of
lesson creating art by transferring an creating art by transferring an creating art by transferring an
image or design from a source image or design from a source image or design from a source
onto another material. onto another material. onto another material.
C. Presenting What are the 4 processes in What are the 4 processes in What are the 4 processes in What do we need in What do we need in
examples/instances printmaking? printmaking? printmaking? silkscreen printing? silkscreen printing?
of the lesson 1. Relief Printing-the raised 5. Relief Printing-the 9. Relief Printing-the 1. Design printed 6. Design printed
areas hold ink. raised areas hold ink. raised areas hold ink. on on
transparency transparency
 2. Intaglio Printing- the 6. Intaglio Printing- the 10. Intaglio Printing- the 2. Mesh screen 7. Mesh screen
incised areas hold ink incised areas hold ink incised areas hold ink 3. Liquid 8. Liquid
3. Lithography- the image 7. Lithography- the 11. Lithography- the image emulsifier emulsifier
areas holds ink. image areas holds ink. areas holds ink. 4. Squeegee 9. Squeegee
4. Screen printing- ink 8. Screen printing- ink 12. Screen printing- ink 5. Fabric Paint 10. Fabric Paint
passes through areas of passes through areas passes through areas
screen that are not of screen that are not of screen that are not
blocked. blocked. blocked.
Paper with screened Paper with screened Paper with screened
image image image

D. Discussing new What is silkscreen printing?
concepts and Silkscreen printing is one of the
practicing new skills methods in printmaking. It uses
#1 stencil to apply ink onto another
material. It can be on fabric or t-
shirts. It can be on paper, wood,
vinyl, or any other material that
absorbs ink.
What is silkscreen printing?
Silkscreen printing is one of the
methods in printmaking. It uses
stencil to apply ink onto
another material. It can be on
fabric or t-shirts. It can be on
paper, wood, vinyl, or any
other material that absorbs ink.
What is silkscreen printing?
Silkscreen printing is one of the
methods in printmaking. It uses
stencil to apply ink onto
another material. It can be on
fabric or t-shirts. It can be on
paper, wood, vinyl, or any other
material that absorbs ink.
The creation of the The creation of the
design, using computer design, using computer
program is easier. The program is easier. The
production is even production is even
made faster with the made faster with the
silkscreen printing silkscreen printing
machine. This machine machine. This machine
allows printing of allows printing of
several colors on a t- several colors on a t-
shirt. shirt.

E. Discussing new How is silkscreen How is silkscreen

concepts and printing done? printing done?
practicing new skills 1. Prepare a 7. Prepare a
#2 design and design and
print on print on
transparency. transparency.
2. Prepare the 8. Prepare the
mesh screen. mesh screen.
Coat it with Coat it with
light sensitive. light sensitive.
3. Position the 9. Position the
printed film printed film
over the over the
screen and screen and
expose it to a expose it to a
very bright very bright
light source. light source.
4. Rinse off 10. Rinse off
excess excess
 emulsion. emulsion.
Once you Once you
have all the have all the
screens screens
exposed and exposed and
cleaned, you cleaned, you
are ready to are ready to
print. print.
5. Place screen 11. Place screen
over t-shirt. over t-shirt.
Apply ink, any Apply ink, any
color of your color of your
choice, using a choice, using a
squeegee. squeegee.
6. Using a blow 12. Using a blow
dyer, dry ink dyer, dry ink
on t-shirt. You on t-shirt. You
now have a now have a
finished finished
product. product.
F. Developing mastery
(lead to formative
assessment 3)
G. Finding practical Using of technology, printing of Using of technology, printing of Using of technology, printing of
application of original designs has been easier original designs has been easier original designs has been easier
concepts and skills and faster. and faster. and faster.
in daily living
H. Making What is What is What is Enumerate the Enumerate the
generalization and printmaking/screenprinting? printmaking/screenprinting? printmaking/screenprinting? materials needed in materials needed in
abstractions about silkscreen printing. silkscreen printing.
the lesson
I. Evaluating learning Put a check if it is a Put a check if it is a Put a check if it is a Give the process on Give the process on
process of printmaking. process of process of printmaking. how to make a how to make a
1. Lithography printmaking. 11. Lithography silkscreen. silkscreen.
2. Photography 6. Lithography 12. Photography
3. Intaglio Printing 7. Photography 13. Intaglio Printing
4. Computer Printing 8. Intaglio Printing 14. Computer Printing
5. Relief Printing 9. Computer Printing 15. Relief Printing
10. Relief Printing
 J. Additional activities Bring your own printed shirt Bring your own printed shirt Bring your own printed shirt What is silkscreen What is silkscreen
for application or tomorrow. tomorrow. tomorrow. printing? printing?
remediation
V. REMARKS

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

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
acquired 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 encountered
which my principal
can help me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to
share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
The learner…..
demonstrates understanding of solid figures.
is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere
visualizes and describes the different solid figures: cube, prism, identifies the nets of the following space figures: Weekly Test
pyramid, cylinder, cone, and sphere. cube, prism, pyramid, cylinder, cone, and sphere
M6GE-IIIc-31 using plane figures.
M6GE-IIIc-32
Geometry Geometry Geometry Geometry
Lesson Guide in Elem. Math Gr. 6 Lesson Guide in Elem. Math Gr. Lesson Guide in Elem.
p.77-83 6 p.77-83 Math Gr. 6 p. 77-83
21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century 21st Century Mathletes
209 pp. 200-209 Mathletes 6, pp. 200- 6,
209 pp 200-209
21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century 21st Century Mathletes
200-209 200-209 Mathletes 6, pp. 200- 6,
209 pp. 200-209
DLP 6 Mod 54 DLP 6 Mod 54 DLP 6 Mod 54 DLP 6 Mod 54
Mathletes 6 textbook, video clip, Mathletes 6 textbook, video Mathletes 6 textbook, Mathletes 6 textbook,
power point presentation clip, power point presentation video clip, power video clip, power point
point presentation presentation
Drill: Drill: Guess who am I? My name Drill: BRING ME! A.Drill: Identify what Choose the letter of the
is given in the box below. Oops! The first pupil who spatial figure is being correct answer:
Spelling of my name is jumbled will bring the thing shown. 1. Which solid can be
up. Try to identify it from the that can be found formed using the net
clues given below and write it in inside their bag or in shown?
the blank space. the classroom that
(1) I am a polyhedron with least represents the spatial
number of faces. ________ (2) I figure that the
am a prism whose all faces are teacher will say, will
square. ________ (3) Looks like get 1 point. Those
marbles but have no vertex. who will earn more

B. Establishing a purpose for
the lesson
________ (4) I am a solid whose
base is polygonal and other
faces are triangles. ___
B.Review
Review
Group Activity: Group Activity: Distribute an
activity sheet to each group.
points will be the a. cylinder
winner. b. prism
Ex. Bring me a thing
that represents a c.sphere
rectangular prism. d. cone
Review: Guessing 2. What figure can you
B.Review
Game! make from the net?
1.
1.My base is a
polygon and my faces
are triangles. Who am
I? (triangular prism)
2.I am a spatial figure
with a polygonal base a cylinder
whose edges meet at Answer: a cylinder with no
a common vertex. bases
Who am I? (pyramid)
a cube with no base
3.I am a spatial figure
having a circular base a rectangular prism
and one vertex. Who 3. Identify the rectangular
am I? (cone) prism that the net shown
4.I am a spatial figure 2. would fold into.
with 2 parallel
congruent faces
called bases and the
other faces are
Answer:
parallelograms. Who
am I? (rectangular
prism) a.Figure 4
5.I am a spatial figure b.Figure 3
with 2 circular bases,
c.Figure 1
no edge, and no
vertex. Who am I? d.Figure 2
(cylinder)
Every morning, we Group Activity: 4.Which of the nets can be
take our breakfast to Distribute net to each folded to form a cylinder?
jumpstart our day. group. Let them cut
Breakfast is the first carefully around the net.
and most important Fold the net to construct
meal of the day. a solid figure. Label the
People have different name of the solid figure
preferences for they formed.
 breakfast. Some a. Figure 2
Answer: prefer to have a light b. Figure 4
breakfast, while
others want it heavy. c. Figure 3
One good example of d. Figure 1
a healthy breakfast is 5. Which of the nets can be
a bowl of cereals. All folded to form a
cereals are available rectangular prism?
in a similar box. What
kind of solid figure is
it? Have you tried
unfolding cereal box?

a. Figure 2
b. Figure 1
c. Figure 4
d. Figure 3

C. Presenting Group Activity: Present the lesson on Group Activity: 6. Which net can be folded
Examples/Instances of Identify the solids that can be page 200 of Txbk. Provide graphing paper to form a rectangular
new lesson formed by the given figures. Let us unfold a cereal for each group to do this prism?
box. activity.
Based on the
illustration ( see the
illustration on page
200), if we unfold the
cereal box we will
come up with a
a. Figure 2
closed plane figure.
b. figure 3
This two-dimensional
c. figure 1
figure is called a net.
d. figure 4
(Discuss the content
on page 202-205 of
(TG page 79) 21st century
Mathletes)
D. Discussing new concepts
and practicing new skills
#1
Show a video of visualizing solid
figures
Show a video of visualizing solid
figures
Show a video of “3d Show a video of 7.. Identify the net for the
Shape Nets for Kids” “Learning Solid Figures rectangular prism.
and Nets (cone, cylinder,
prism, pyramid, cube,
cuboid)”
a.Figure 2
b.Figure 4
c.Figure 1
d.Figure 3

E. Discussing new concepts Group Activity: Group Work; Each group will make 2 8. Which of the figures
and practicing new skills Each group will make different nets for the ff. represents the front view of
#2 2 different nets for Group 1: hexagonal the solid?
the ff. prism
Group 1: Cube Group 2: square pyramid
Group 2: Square Group 3: Triangular
Prism Prism
Group 3: Octagonal Group 4: cylinder
Prism Group 5: rectangular
Group 4: cylinder prism a.Figure 3
Group 5: Cone
b.Figure 2
(TG. page.80)
c.Figure 1
d.none of these
F. Developing mastery 9.Which of the figures
(Leads to Formative represents the side view of
Assessment) the solid?

a.Figure 3
b.Figure 1
c.Figure 2
d.none of these
G. Finding practical Pair-share: Matching Game Pair-share: Pair-share: 10.Which is the top view of
applications of concepts 1)Divide the class into 2 groups. the solid?
and skills in daily living 2)The first group will be given
activity cards with the name of
spatial figures.
3)The second group will be
given activity cards with
descriptions of particular spatial a. Figure 1
figures. b.Figure 2
4)Let the activity card holders c.Figure 3
raise the activity cards they are
d.none of these
holding.
11.Which of the figures
5)Each of them will try to find
their partner. represents the top view of
6)The first to match their cards the cylinder?
correctly wins.
7)Let each pair stand in front
and read their activity cards. a.Figure 1
b.Figure 3
c.Figure 2
d.none of
these
Ans.
A,b,b,d,c,c,d,c,a,a,b
H. Making generalizations What is a solid figure? What is a net?
and abstractions about the How can you describe a solid figure? A net is a flat figure that can be folded to form a
lesson -A solid or space figure is three – dimensional. It has length, width closed, three-dimensional object. Such an object
and height. is called a solid.
-Face – is the flat surface. Differentiate the nets of pyramids, prisms, cones
- Edge – is the intersection of any two faces. and cylinders from each other
-Vertex – is the intersection of three or more faces.
I. Evaluating Learning Name each solid figure. Then, Identify the Continuation: Answer
draw its net. solid figure Chapter Test on page 83
that can be
formed by
each net.

(Txbk page 206)

(Txbk page
207)
J. Additional activities for Answer Math Challenge on page 208-208=9 Answer remediation on TG page Answer
application and 81 Enrichment
remediation Actvity on TG
page 82

V. Remarks
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I

encountered which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 3
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT / TOPIC
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
School: Grade Level: VI
Teacher: Learning Area: SCIENCE
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FR
The learners demonstrate understanding of Gravity and friction affect the movement of object
The learners should be able to produce advertisement demonstrate road safety.
The learners should be able to infer Infer how friction and gravity Produce an advertisement which The learners should be able to
how friction and gravity affect affect movements of different demonstrate road safety infer how friction and gravity affect moveme
movements of different objects. S6FE- objects S6FE-IIIa-c-1 different objects.
IIIa-c-1
-Create an advertisement that demonstrates
Demonstrate the effects of friction of
the motion of an object -Demonstrate advertisement on road safety i
way.
-Appreciate the importance of advertisement
safety.
Demonstrating the effects of
Frictional Forces gravity and friction on the motion Describing Forces Gravitational and Frictional Force
of an object
K 12 Science link 318-322 Science Links Science Links 6
294-303
https://youtu.be/t4HlDF8_Fao
Explore and Experience Science 6, Video recorder, hand phone, Laptop,internet,pictures,activity sheets,video
pp. 217 – 224 meta cards, marker
 Science Links 6 , pp. 305 - 322
IV. PROCEDURES
Teacher’s Instruction Arrange the following jumbled Let’s Do the Thumbs up.
Show pictures of moving cars and letters. If the statement is true show your Thumbs u
the solar system. Infer how they false Thumbs down.
move. VTTIONGRAAINAL CEROF -Force can stop a moving object.
(Gravitational force)- is a force - Force can change the speed of a moving o
that pulls object toward one - By applying force to the break,the vehicle w
another to move.
CITENGAM CEROF-(Magnetic
Force)- is a force that causes
object to attract or repel each
other
CELECIRT CEROF (Electric Force)-
that exist between charged and
A. Reviewing previous lesson or particles
presenting the new lesson RAELCUN CEROF-(Nuclear Force)-
that holds the particles in the
nucleus together
LANOFRICTIO CEROF (Frictional
Force-) are force that opposes
motion between two surfaces
touching each other
LAGUFRITENC CEROF (Centrifugal
force) – is an outward force that
pulls an object away from the
center.
CTRIENTALPE CEROF-
(Centripetal0- is a force that
pulls an object
Question of the day: Question of the day: Review the different Road safety Pair up activity
How friction and gravity affect sign. Ask them to Identify the Watch a video about a situation on a busy r
What would life be without friction? motion? different signs by using meta Have a short talk with your seatmate.
B. Establishing a purpose for the
How does friction affect us? cards
lesson
(SEE ATTACHED ACTIVITY: GUESS
WHAT PPP)

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(leads to formative assessment )
G. Finding practical applications
of concepts and skills in daily
living
Teacher’s Instruction
‘’Guess the mystery word!” identify
the word that could describe the four
pictures. Write your answer in the
boxes below
Teacher’s Instruction
Activity 6.5 comparing movements of
objects on the different surfaces.
Teacher’s Instruction
Group Presentation of Data. The
teacher may use Rubric on
Presentation.
The students will give some desirable
effects of friction on the motion of
objects
Teacher’s Instruction
Activity 1 – TOY CAR IN MOTION
The teacher will use the activity as
guide
Activity 2 - DroppingThings of
Different Weights
Students present their output on
the activity. The teacher will give
feedback about the result.
Answer the Guide Questions.
Discuss how gravity and friction
affect motion of an object
1. Your brother discovered
that the chain of his bicycle is
rusty, so it runs slow. How will you
help him fixing his bicycle?
Let the pupils watch a video How can we help inform other people about
https://youtu.be/t4HlDF8_Fao
Giving motive question Group Activity
Create an advertisement about the given pi
Presentation of the ouptputs
Group I-Jingle
Group II- Slogan
Group III-Short Dialogue
Group IV- Poster
ACTIVITY Games on road signs
Using Technology like video
recorder or hand phone, The
group will make an
Advertisement. (Infomercial)
about road safety. The video will
be presented on the next day
The setting will be:
Group 1: In front of a School,
while crossing the road.
Group 2: In the market
Group 3: In the Play ground
Group 4: While riding in a
jeepney.
Group 5: While using bicycle.
Presentation of the group To lessen the accidents on road especially du
days,what should people do?

Let the students demonstrate the
different effects of friction on the
H. Making generalization and
motion of an object.
abstraction about the lesson
Please see the rubrics on activity 6.5
I. Evaluating learning
2. Your on your way to a
family outing. Suddenly it rained,
and the road gets slippery, what
would you tell to your father?
Why?
3. Your mother’s wedding
ring got stuck in her finger. She
wanted to remove it but no matter
how hard she pulled it, she cannot
get it how would you help her?
4. You are going on a hiking.
Which kind of shoes are you going
to use? (Rubber shoes? or leather
shoes), Why?
5. The padlock of your
house doesn’t open anymore
because it is filled with rust. You
applied it with oil. Why did you do
it?
External condition like friction Why do you think it is important What are some of the ways of keeping the ro
affect the movement of an object. for pupils like you to be aware of from accidents?
Awareness should be done that the different signs and safety Is advertisement of great help?How?
friction has desirable and measures while on the road?
undesirable effect.
The teacher gives ten-question How can you relate the saying Use Rubrics to evaluate the pupils advertisem
quiz about how friction and gravity “Prevention is better than
affect motion. amount of cure” in our topic?

A. Stack a Tower
Gravity pulls objects downward.
Stack blocks as high as you can in
different ways. Experiment with
J. Additional activities for
the shape and center of gravity.
application / remediation
How high can you stack the
blocks?
 B. Radio play
You are one of the passengers
on a space shuttle flight. You are
in orbit for the first time and you
cannot feel you weight. Write a
dialogue communicating with your
friend on the ground with a radio
device.

C. Road advertisement

Friction occurs between the

parts of the vehicle and between
the road and the tires. Wearing
away of parts in engine sometimes
causes road accidents. Produce an
advertisement to show road
safety.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done :

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

sse ed sse ed sse ed sse ed
V. REMARKS
d d d d
M M M M
MR MR MR MR
IAP IAP IAP IAP
GC GC GC GC
S S S S
VI. REFLECTION
______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned 80% above
A. No. of learners who earned
above 80% above 80% above
80% in the evaluation

B. No. of learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require additional
additional activities for additional activities for remediation additional activities for additional activities for remediation
remediation remediation remediation
C. Did the remedial lessons work
? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well ? Why
did this work ?
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who caught up the ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught up the lesson
lesson the lesson the lesson
______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue to require r
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:
___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Demonstrations
Demonstrations Demonstrations Demonstrations The activity can be a classroom experiment
The activity can be a classroom The activity can be a classroom The activity can be a classroom simulation or an analysis of secondary data.
experiment, a survey,a simulation or experiment, a survey, a simulation experiment, a survey, a simulation ___Cooperative Learning
an analysis of secondary data. or an analysis of secondary data. or an analysis of secondary data. ___Jigsaws
___Cooperative Learning ___Cooperative Learning ___Cooperative Learning ___Gallery Walks
___Jigsaws ___Jigsaws ___Jigsaws ___Fieldtrips
___Gallery Walks ___Gallery Walks ___Gallery Walks ___Making notes from book
___Fieldtrips ___Fieldtrips ___Fieldtrips ___Use of internet/audio visual presentation
___Making notes from book ___Making notes from book ___Making notes from book ___Text books
___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual ___Investigations
presentation presentation presentation ___Models
___Text books ___Text books ___Text books ___Demonstrations
___Investigations ___Investigations ___Investigations Other Techniques and Strategies used:
___Models ___Models ___Models ___Manipulative Tools
___Demonstrations ___Demonstrations ___Demonstrations ___Pair Work
Other Techniques and Strategies used: Other Techniques and Strategies Other Techniques and Strategies ___ Explicit Teaching
___Manipulative Tools used: used: ___ Group collaboration
___Pair Work ___Manipulative Tools ___Manipulative Tools ___ Carousel
___ Explicit Teaching ___Pair Work ___Pair Work ___ Diads
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___ Differentiated Instruction
___ Carousel ___ Group collaboration ___ Group collaboration ___ Discovery Method
___ Diads ___ Carousel ___ Carousel ___ Lecture Method
___ Differentiated Instruction ___ Diads ___ Diads Why?
___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Complete IMs
___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Availability of Materials
Why? ___ Lecture Method ___ Lecture Method ___ Pupils’ eagerness to learn
___ Complete IMs Why? Why?

F. What difficulties did 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 ?
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation in doing
their tasks
___ Audio Visual Presentation of the
lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional Materials
__ local poetical composition
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation in doing
their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation in
doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
___ Group member’s collaboration/coopera
their tasks
___ Audio Visual Presentation of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and Indigenized
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional Materials
__ local poetical composition