School: Grade Level:

GRADES 1 TO
12
Teacher: Rose Raziel T. sURBITO Learning Area:
DAILY LESSON
LOG
Teaching Dates and Time: Quarter:

Monday Tuesday Wednesday Thursday Friday

Learning Competency:
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
I. LEARNING OBJECTIVES and competencies. These are assessed using Formative Assessment strategies. Valuing objectives supprot the learning of content and competencies and enable enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived
from the curriculum guides.

Demonstrates
understanding of parts,
function of sense organs of
A. Content Standards the human body.

Practice healthful habits in

taking care of the sense
organs. Describe the parts
and functions of the sense
B. Performance Standards organs of the human body

Objectives. Write the

C.
LC code for each
II. SUBJECT MATTER

A. Concepts

B. Materials

C.1 Reference

Teacher's Guide
1. CG.P 18 OF 64
pages

Learner's
2.
Materials pages

3. Texbook pages

Additional
Materials from
4.
Learning Resource
(LR) portal
Other Learning
C.2
Resources

D. Process Skills

E. Values Integration Thank God to all your organs.

III. LEARNING TASK

A. Engagement: Activity
which will focus
Go out side the class room
student’s attention,
and observe the things
stimulate their
around you.
thinking, and access
prior knowledge.
B. Elicitation:
Can you tell what sense
organ you will use to
describe things?

C. Exploration: Activity What is the function of our

which gives students organs? Ask: Did you use
time to think and List down 5 objects found
your five senses to the during the Wedding
investigate/ test/ make
activity? ceremonies and write down
decisions/ problem
solve, and collect data/ possible ways of describing
.Present a problem.What do them in a piece of paper.
information. you think will happen to us Present it in the class.
if we don’t have our FIVE
SENSES?
D. Explanation: Activity Show a picture of the
which allows students senses and discuss the
to analyze their functions.
exploration. Student’s
understanding is What are the five senses
clarified and modified and its part.
through a reflective What are the functions of
activity. the five senses.
:Ask: How do we take good
care of our sense organs?
Direction: Draw the five
senses and write their
individual functions.
 Give the importance of our
sense organ in our daily
activity.

E. Elaboration: Activity Western Subanon

which expands and Wedding Ceremonies has
solidifies student lots of activities done by the
thinking and/or applies couple audience and
it to a real-world visitors. There are dances
situation. (gigal) performed by the
couple and audience
wearing their (logdoy lotok)
Subanon Attire.They are
dancing gracefully with the
music played by the
polongulintangan(Who
played the music) which is
the kulintangan(musical
instrument made of bronze)
even under the heat of the
sun.While they are dancing ,
the (polonginuwaan )will
shout(gekes-ekes)which
mean to yell.They also
prepared native foods
like(ponyalam) pan cake
made of rice. Tiniti’
SODA’(grilled fish)Bunga
kayu,(tree fruits) like
nangkus(jackfruit)tinikubang
nog gubi(boiled sweet
potato and other native
delicacies. After the
 wedding, they will embrace
their relatives , a soft touch
on their faces a s a sign of
their love.
F. Evaluation: Activity
which allows the
teacher to assess
Draw the 5 senses of our
student performance
body and write the function
and/or understandings
of it.
of concepts, skills,
processes, and
applications.

G. Extension

Additional activities for

Tell something about the 5
I. application or
senses.
remediation

1V. REMARKS

V. REFLECTION

No. of learners who earned 80%

A.
in the evaluation

No. of learners who require

additional activities for
B.
remediation who scored below
80%
Did the remedial lessons work?
C. No. of learners who have caught
up with the lesson

No. of learners who continue to

D.
require remediation
 GRADES 1 TO
School: Grade Level:
12
Which of my teaching strategies
E. worked well? Why did these
DAILY LESSON
work? LOG
What difficulties did I encounter
F. which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover
G.
which I wish to share with other
teachers?
For improvement, enhancement and/or clarification of any DepEd material
used, kindly submit feedback to bld.tld@deped.gov.ph
 Teacher: Rose Raziel T. Surbito Learning Area: SCIENCE 3

Teaching Dates and Time: Quarter: 2

Monday Tuesday Wednesday Thursday Friday

Learning Competency:

I. LEARNING OBJECTIVES At the end of the lesson ,the pupils should be able to identify common animals found in the environment.

A. Content Standards

B. Performance Standards

Objectives. Write the LC code

C.
for each

II. SUBJECT MATTER

A. Concepts

Pictures of Animals such as chicken, goat

B. Materials ,pig ,carabaos cow,and deer.

C.1 Reference

Teacher's Guide
1. CG.P 18 OF 64
pages

Learner's Materials
2.
pages
 3. Texbook pages

Additional Materials
4. from Learning
Resource (LR) portal

C.2 Other Learning Resources

D. Process Skills

E. Values Integration Thank God to all your organs.

III. LEARNING TASK

A.
Elicitation(reviewing) REVIEW

B. Look around.What do you

Engagement: Activity which
will focus student’s attention,
stimulate their thinking, and
access prior knowledge.
see?What sense organ do
you use to see things
around you?What do you
hear?What sense organ do
you use to hear?
C. Exploration: Activity which
gives students time to think
and investigate/ test/ make
decisions/ problem solve, and
collect data/ information.
D. Explanation: Activity which
allows students to analyze
their exploration. Student’s
understanding is clarified and
modified through a reflective
activity.
Let the pupils do the
activity.
Give them 10 mins. To (Gayam)
answer the activity. Use Dog, horse(kuda`)
pictures to identify the carabao(kolabow) cat(koding)
animals . Post the pictures
on the board one by one
.Ask the pupils to describe
the animals.
There are different kinds of
animals. They live in
different places. Some
animals can be kept as pets.
Like cats, dogs and others.
Animals like live in the wild
or zoo.
Animals such as the
different fish, stingray live in
bodies of water. Some
animals (cat, dog, and
rabbit) live in the house
because they are pets.
During the old days.
According to the Elder
Alfonso M. Taugiag some
animals like carabao can be
found in the farm . It
helped them a lot. Some
animals are being delivered
to the market for their
source of income . And
some animals are helpful to
plants. Some animals can be
 dangerous to smaller
animals, plants and people.

E. Elaboration: Activity which Where can you find it? Is it

expands and solidifies
student thinking and/or
applies it to a real-world
situation.
F. Evaluation: Activity which
allows the teacher to assess
student performance and/or
understandings of concepts,
skills, processes, and
applications.
big? Is it small? Can we keep
it as a pet?
Give some examples of
animals and where the
animals can be found.
Complete the table by
listing the different kinds of
animals found in different
places.
HOUSE-FARM-ZOO-RIVER
AND OCEAN

G. Extension

Each group will bring a

Additional activities for
I. picture of a frog, horse and
application or remediation
bird for the next activity.

1V. REMARKS

V. REFLECTION

No. of learners who earned 80% in the

A.
evaluation

No. of learners who require additional

B. activities for remediation who scored
below 80%
 Did the remedial lessons work? No. of
C. learners who have caught up with the
lesson

No. of learners who continue to require

D.
remediation

Which of my teaching strategies worked

E.
well? Why did these work?

What difficulties did I encounter which

F. my principal or supervisor can help me
solve?
What innovation or localized materials
G. did I use/discover which I wish to share
with other teachers?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to
bld.tld@deped.gov.ph
CONTEXTUALIZATION

Localization- can be found in our locality

Content- Local Information Local Materials

INDIGENIZATION-where it started

Curriculum framework BIO-GEOGRAPHICAL Historical Socio-cultural

Curriculum design

Curriculum standards

Learning resources

Teaching-Learning process

DEPED MISSION

CULTURE-BASED

EDUCATION

Contextualization- Flexibility of the K TO 12 curriculum allows for curriculum enhancement in relation to the diverse background of learners Act 2013 (RA 10533) Sec.5