Quater IV (Week1)

GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE - H.E

DAILY LESSON LOG
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 1) Quarter: 4TH QUARTER
WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in managing family resources
B. Performance Standards Manages family resources applying the principles of home management
a. Allocates budget for basic and social needs such as:
i. food and clothing
ii. shelter and education
C. Learning Competencies /
iii. social needs: social, and moral obligations
Objectives
(birthdays, baptisms, etc.), family activities, school
Write the LC code for each
affairs
iv. savings/emergency budget (health, house, repair)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Management of family resources
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and
III. LEARNING RESOURCES
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Learning Resource Pp. 23-24 1991.pp. 23-24
(LR)portal
Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan,
Pangilinan, J.P. (2014) J.P. (2014) Growing up with J.P. (2014) Growing up with J.P. (2014) Growing up with
Growing up with Home Home Economics and Livelihood Home Economics and Livelihood Home Economics and
B. Other Learning Resources Economics and Livelihood Education. FNB Educational, Inc. Education. FNB Educational, Inc. Livelihood Education. FNB
Education. FNB Educational, QC. QC. Educational, Inc. QC.
Inc. QC.
IV. PROCEDURES
Last week, there was a Recap of the lesson the previous Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
A. Reviewing previous
discussion on management day day previous day previous day
lesson or presenting the new
of the family income.
lesson
Management of family
income means allocating it
to provide for the basic As a segue, mention that the day Yesterday, we discussed the Yesterday, we learned
needs of members and for before, the class learned the principles that need to be applied budgeting and how it can be
comfortable living. factors that should be considered to make family budgeting a applied to the family.
in budgeting. successful and fulfilling task.
Budgeting is critical because it
Ask the class to identify some of is oftentimes difficult to ensure
the priniciples. that we will be able to make
both ends meet when times are
We also identified items that hard.
were included in the family
budget.
Ask the class about the For the day’s lesson, the class will Ask what items are included in How can we prudently manage
relationship between identify where the income goes or the budget. the financial resources of the
management and budgeting what the family includes in the family?
of family income. budget. Then, present the following list
culled from the book: Group the class into four (4).
Aside from the knowledge of what  Food and clothing Each group will answer the
comprises a family budget, the  Shelter and education question. “How can we make
class needs to be aware of certain  Social needs both ends meet?”
principles to be applied effectively  social and moral obligations
in order to make family budgeting  family activities Reporting per group follows.
a successful and fulfilling task.  school affairs
 Savings/emergency budget The results of the discussion
According to Bantigue and  health will be processed by the
B. Establishing a purpose
for the lesson
Pangilinan (2014), the summary of  house repair teachers.
the principles that should be
applied to make family budgeting
a successful and fulfilling task are
as follows:
 Know the family’s income.
 List your expenses. Know
which components are fixed
and which are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for
savings.
C. Presenting examples/ By means of budgeting, the Ask the class to bring out the Show photos of different Divide the class into four (4)
instances of the new family can properly allot the photos they were asked to bring. items/situations. groups.
lesson income. A family should have Group the class into 4 (four). Let
a knowledge of family the class identify where or what Ask the learners if they are Using the concepts learned
budgeting to know how much the family includes in the budget. needs or wants. yesterday, come up with an
is spent for family needs and Prioritize the items. The class will activity that will demonstrate the
where the income goes. be given ten minutes to complete Ask why they think it is a need difference between needs and
Through family budgeting, the activity. Reporting follows. or want. wants. Think of activities outside
the members will learn to the box.
spend wisely, save regularly,
participate in family matters
more actively with the
maximum benefit from the
wise use of resources, like
time, energy, and abilities.
Ask: What are the factors SHORT SKIT Mention that a family budget also The teacher writes two Presentation per group.
that need to be considered Using the previous group provides for the following needs: columns on the board. One
when budgeting? assignment, discuss among the Refer to the examples given by column has the heading NEEDS.
 Size of the family group the principles in making the learners. If it was already The other column has the
 Family income family budgeting a successful and mentioned, do not include in the heading WANTS.
 Kind of work each fullfilling task. The twist is this will list.
D. Discussing new concepts family member does be presented in a short skit. Randomly distribute metacards
and practicing new skills #1  Talents and abilities Food, shelter, clothing, containing a list of needs and
of each member The group will be given five (5) education, household operations, wants.
 Locality where the minutes to present the short maintenance/repair, utilities
family lives skit. (water, electricity, telephone, Ask the learners to post the
transportation, medical and metacards on the board.
dental care, rest and recreation,
stipend, savings. Ask the learner to
explain/defend his/her choice.
. Presentations Based on the activity that was
 Group 1 conducted ask the learners to
 Group 2 differentiate needs from wants.
 Group 3
 Group 4 A need is a requirement for
E. Discussing new concepts and survival, e.g. breathable air.
practicing new skills#2 A want is a desire. It may be
the desire for a need (e.g. a
choking person generally wants
to be able to breathe) or for
something not needed for
survival, such as chocolate or a
new car.
F. Developing mastery Let the learners cite Comments on group Show a short clip on managing Giving feedback on
examples of the factors that presentations: money: Needs versus Wants presentations.
(Leads to Formative need to be considered when  Group 4 will comment on Group
Assessment 3) budgeting. 1 Analyze the movie and relate it Examples of guide questiona:
 Group 3 will comment on Group to needs versus wants. Note
2 that some of the contents of Was the group effective in
 Group 2 will comment on Group the video may be debatable emphasizing the difference
3 e.g. chocolates is needed by between needs and wants? If
 Group 1 will comment on Group soldiers for endurance in the yes, How?
4 middle of a war while in a
normal situation it is a want for
Limit the comments on the What concepts in the
another individual.
contents of the presentation. presentation had an impact on
Does the presentation manifests you? Why?
the principles in making family
budgeting a successful and Do you think the presentations
fulfilling task? can further be improved? In
what way?
G. Finding practical Aside from what was -do- -do-
applications of concepts mentioned, can you think of
and skills in daily living other factors that need to be
considered when budgeting?
Explain.
H.Making generalizations and Today we determine the Synthesize the discussion on what There is a need to distinguish
abstractions about the lesson relationships between and where the family budget is between need and want . This
management and budgeting allotted, as well as the principles will enable us to prioritize
of family income. We also to take into consideration to make needs over wants, hence
looked into the factors that family budgeting successful and ensuring that the budget is
need to be considered when fulfilling. enough to make both ends
budgeting. meet moreso when times are
hard.
I. Evaluating learning Ask the learners to share their .If you were to make a personal
insights on the lesson for the day budget, what would you include?
Why?
J. Additional activities for Bring photos or drawing
application or remediation where family budget is spent
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?
VI. REFLECTION
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
earned80%onthe formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
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?
Teacher: Learning Area: TLE – ENTREP & ICT
DAILY LESSON LOG

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
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 that will lead to one becoming an ideal entrepreneur.
B. Performance Standard sells products based on needs and demands.
C.Learning  Identify the values of  Give ways on how to  Give two basic ways  Make a simple  Make a business
Competency/Objectives a successful start own business. to earn money. product. proposal of
Write the LC code for each. entrepreneur.  Identify the Buyer  Identify steps or TLE6IE-0a-1.2 owned simple
 Identify the types of and Seller relations. guide in making own product.
entrepreneur. simple products. TLE6IE-0a-1.2
TLE6IE-0a-1.1 TLE6IE-0a-1.1  Plan a simple
product.
TLE6IE-0a-1.2
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
BE A SUCCESSFUL
AN IDEAL ENTREPRENEUR I CAN BE AN ENTREPRENEUR MY SIMPLE PRODUCT BUSINESS PROPOSAL
ENTREPRENEUR
A. References
1. Teacher’s Guide pages
3. Textbook pages The Basics of Better Family The Basics of Better Family ICT and Entrepreneurship ICT and Entrepreneurship ICT and
Living pp. 2-5 Living pp. 5-13 pp. 3 & 11-12 pp. 13 Entrepreneurship
pp. 7
ICT and Entrepreneurship
pp. 2-3
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
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
IV. PROCEDURES
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Review the Qualities and Review ways on how to start Review ways, steps or guides
presenting the new lesson Types of Entrepreneur. own business & identify the to create their own product
Buyer and Seller relations.
B. Establishing a purpose for the Motivate the child by
lesson presenting a K-W-L Chart
about Entrepreneur.
C. Presenting Ask the pupils where can they
examples/Instances of the find different entrepreneur.
new lesson
D. Discussing new concepts and Discuss the Qualities of an
practicing new skills # 1 ideal entrepreneur and its
types on pp. 3-6
E. Discussing new concepts and Discuss ways on how to start Group Work:
practicing new skills # 2 own business & identify the  Let the pupils identify
Buyer and Seller relations. On ways, steps or guides
pages. TXT 5-13 & TXT 2-3 to create their own
product. See page 11-
12
 Plan their own
product.
See page 3.
 Report it in class.
F. Developing mastery Group Work: Make their own
(leads to Formative Assessment simple product using
3) available ingredients in the
community. And report it in
class.
See page 13
G. Finding practical application Group Work: Make their
of concepts and skills in daily own business proposal
living for their chosen product.
See page 7 and report it
in class
H. Making generalizations and Let the pupils describe
abstractions about the lesson an ideal entrepreneur
using manila paper
I. Evaluating learning Complete the K-W-L Chart Evaluate the products
about Entrepreneur. presented by each group.
J. Additional activities for Research some
application or remediation successful Filipino
Entrepreneurs.
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
VI. REFLECTION 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
remediation who scored
below 80%
lesson
did these work?
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
other teachers?
DAILY LESSON LOG Teacher: Learning Area: TLE – INDUSTRIAL ARTS

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
B. Performance Standards Performs necessary skill in enhancing/ decorating finished products
C. Learning Competencies Discusses the importance and methods of enhancing/decorating bamboo, wood, and metal Demonstrates creativity and innovativeness in enhancing/decorating
products (TLE6IA‐0a‐1) bamboo, wood, and metal products (TLE6IA‐0a‐2)
II. Content Enhancing/ decorating finished products

III. Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from

Learning Resources (LR)
Portal)
B. Other Learning Resources
IV. Procedures
A. Review Previous Lessons Ask : What are the most Ask : What are the most Review with each group their plans from
widely used techniques in widely used techniques in Activity Sheet No. 4
enhancing bamboo and enhancing metal craft
wood products ? products ?
B. Establishing purpose for Intro: Ask: For the Intro: Refer to each group output from
the Lesson There are many different 1. Are there metal craft shops Activity Sheet
industrial ways or methods present in your The Facilitator will situate and No. 4 (matrix 1 and matrix
to enhance and decorate communities? encourage learners to think of 2)
bamboo, wood, and metal 2. What techniques do you ways on how they will be able
products. These methods mostly see while they work to use the concepts learned Let each group discuss if they will
help improve not only the on their products? from the previous three (3) apply all enhancements that they have
quality of our products but day sessions (wood and metal planned or they
also the life of the families enhancing techniques).
engaged in various
livelihood
activities. Enhancing is Say (Loud) : Are your groups will include other items.
carried out basically to ready ? (15‐20 minutes)
improve the aesthetics and
the functional properties of
a material.
Ask:
1. Are there wooden
furniture shops present
in your communities?
2. What techniques do you
mostly see while they
work on their products?
C. Presenting examples Discuss with the learners The Facilitator will use two
/instances of the new the usual techniques being identical wood/metal
lessons used in furniture shops products found in his home
based on their observations or shops. Show the class
from their community the transformation of a
product from its original
appearance (1st piece) ‐‐‐‐ to
its enhanced version
(2nd piece).
Discuss with the class

evident changes that they
can see on the two product
samples created through/by
enhancements techniques.
D. Discussing new concepts Refer to Activity Sheet No. 1 Refer to Activity Sheet No. 2 Refer to Activity Sheet No. Refer to Activity Sheet No.
and practicing new – (attached) ‐ Puzzle 3 – Learning Stations 4 – Enhancing
skills #1. Pair and Share (attached) (attached) Wood/Metal Products
(attached)
E. Discussing new
concepts & practicing
new skills #2
F. Developing Mastery After the activity, instruct all the groups

(Leads to Formative to rate the output of other group using
Assessment 3) the matrix 2 (rubric). One group will rate
the work of another group.
G. Finding Practical Ask: What are some of the Ask: What are some of the sample Ask: What do you think now
Applications of sample products in bamboo products in metal are the essence of knowing
concepts and skills and woodcraft? (Expected craft? the various ways of enhancing
in daily living answers : (Expected answers: Accessories, wood and metal crafts ?
Bamboo lamp, bamboo pen holder, wind chimes, etc.
bottle holders, bamboo plant
box, desktop organizer,
candle holder, furniture, etc.
H. Making Generalizations Ask : How important is the Ask : How important is the 1. If you are interested in craft Ask:
& Abstractions about knowledge on the different knowledge on the different designing and production, What benefits does a craftsman get from
the lessons techniques on enhancing the techniques on enhancing which will you choose, the know‐how of enhancing wood and
beauty of bamboo and the beauty of metal crafts ? wood crafts or metal craft? metal products?
woodcrafts ? 2. In the Philippines, which do (Expected response) Products made of
you think should be given bamboo, wood and metal can be
focus, wood or metal crafts enhanced through different techniques
? in order to increase their marketability
and saleability.
I. Evaluating Learning Ask the learners to enumerate Ask the learners to enumerate the Ask: After knowing the
the wood craft enhancing metal craft enhancing techniques different techniques on how
techniques to improve or enhance wood
and metal products, what
effects do you think it will do
to a products’ marketability?
J. Additional activities for Before the session ends: Tell the learners to conduct a Reminder:
application or ‐ Break the class into survey (group of three (3) on:
remediation subgroups with 5 What types of finishing What sort of wood /metal
members per group. processes does wood and products did you found in
‐ Let them choose a leader metal craft artisans in their your homes, and your group
and a communities used to enhance is planning to work on as an
secretary/documenter their products . application of the three
Say: Think/look for any wood

or metal products in your
home. Think of ways on how
to enhance or
improve its appearance.
‐ Bring the following for our

two (2) day activity
(Thursday & Friday):
‐ Old wooden or metal
product in your homes
‐ Any material that can be
used to
enhance/improve the
chosen product
o gift wrapper, glitters,
spray paint, etc.
o Small wood/metal
glue
V. Remarks
VI. Reflection
A. No.of learners who earned 80%
in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons work?
No.of learners who caught up
with the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?

encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies/ 1.1 Explains benefits derived 1.1 Explains benefits derived 1.1.2 Identifies successful To administer a Pre Test To administer a Pre Test
Objectives from planting trees and fruit- from planting trees and fruit- orchard growers in the
( Write the L Ccode for each) bearing trees to families and bearing trees to families and community or adjacent
communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1
II. CONTENT Benefits derived from Benefits derived from planting Successful orchard growers in
( Subject Matter) planting trees and fruit trees and fruit bearing trees to the community
bearing trees to families and families and communities
communities
A. References
1. Teacher’s Guide pages pp. pp.
2. Learner’s Material pages pp. pp.
3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/c https://plantyourtrees.com/cat
Learning Resource LR atalog/information/bene fits- alog/information/bene fits-of-
portal of-trees trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
IV. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?
B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?
a. Presenting examples/ instances Group Activites Group Activites Let the group present their
of the new lesson. output.
b. Discussing new concepts and Group Reporting Group Reporting Discuss their output.
practicing new skills.#1
c. Discussing new concepts and What are the benefits derived What are the benefits derived
practicing new skills #2. from planting trees and fruit- from planting trees and fruit-
bearing trees? bearing trees?
d. Developing Mastery 1.The teacher further explains 1.The teacher further explains The teacher further gives
(Lead to Formative Assessment 3) and discuss the background and discuss the background examples of orchard growers in
information through inquiry information through inquiry the community.
approach approach
2. Have the pupils master the 2. Have the pupils master the
concepts. concepts.
e. Finding practical application of Why it is necessary to plant Why it is necessary to plant If you were an orchard grower
concepts and skills in daily living trees? trees? how can you help other people?
f. Making Generalizations and What have you learned? What have you learned? How can we say that an orchard
Abstraction about the Lesson. What are the benefits of What are the benefits of owner is a successful?
planting trees? planting trees?
g. Evaluating Learning Why is it good to plant trees Why is it good to plant trees or List down all the orchard
or fruit –bearing trees? fruit –bearing trees? growers in your community.
h. Additional Activities for Draw a fruit-bearing tree and Draw a fruit-bearing tree and Draw an orchard that you have
Application or Remediation explain the benefits of it. explain the benefits of it. in your community.
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80%in

the evaluation.
B . No. of learners who required
remediation who scored below
80%
C. Did the remedial lesson work?

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

worked well? Why did these
work?
F. What difficulties did I encounter

which my principal or
supervisor can help me solve?

materials did I used/discover
other teachers?
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
Naiuugnay ang mfa suliranin, isyu athamon ng ksarinlan noong panahon ng Ikatlong Republika sa kasalukuyan na nakakahadlang ng pag-unlad ng bansa
A. Pamantayang Nakapabibigay ng sariling pananaw tungkol sa mga pagtugon sa patuloy na mga suliranin , isyu at hamon ng kasarinlan
Pangnilalaman AP6SH-IIIg-6
AP6SHK-IIIh7
B. Pamantayan sa Pagganap
Maiisa-isa ang mga mga pangayari na nagbigay daan sa pagtakda ng Batas Militar at sa ilalim ng Batas Militar.
C. Mga Kasanayan sa
Masusuri ang mga suliranin at hamon sa kasarinlan at pagkabansa ng Pilipinas sa ilalim ng batas militar.
Pagkatuto (Isulat ang code
Matutukoy ang mga Saligang Batas sa ilalim ng Batas Militar
ng bawat kasanayan)
Maipaliwanag ang mga programa at patakaran sa ilalim ng Diktdoryal
II. NILALAMAN Hamon ng Batas Militar
III. KAGAMITANG PANTURO

A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Gabay ng Kayamanan pah 231-250
Pang-mag-aaral
3. Mga pahina Teksbuk
4. Karagdagang Kagamitan Ppt, larawan, video clips
mula sa portal ng Learning `
Resource.
B. Iba pang Kagamitang
pangturo
IV. PAMAMARAAN
A. Balik –Aral sa nakaraang Pagbalik-tanaw sa panunungkulan Ibahagi ang takdang aralin ukol sa Magbigay ng ilang mga kaganapan Ano ang ibig sabihin ng Bats 1973? Ligguhang Pagsusulit ukol
aralin at/o pagsisimula ng at mga programa ni Pangulong mga pangyayari bago maideklara sa ilalim ng Batas Militar. sa Batas Militar.
bagong aralin Marcos ang batas military.
B. Paghahabi ng layunin ng Magpakita ng ilang video clips sa Pagpapanood ng video clips ukol Magpakita ng mga larawan Ipaliwanag
aralin at paglalahat. kagnapan noong panahon ng sa pagdedeklara ng batas mlitar ngnagrarali at mga taong nagkakaisa “ sa ikauunlad ng bayan, disiplina
batas militar Hayaang ipaliwanag ng mga bata ang kailangan”
ang nakikita sa larawan.
(Pagmomodelo at
Paglalahat)
C.Pag-uugnay ng mga Ipagawa sa bata ang diagram ukol Ibigay ang reaksyon sa napanood Iugnay ang mga larawan ukol sa Magpakita ng ilang larawan na
halimbawa sa bagong aralin. sa kahulugan ng batas militar n video. mga pagbabago ng pamahalaan sa tumutukoy sa mga programa at
ibigay ang ilan sa mga kahulugan ilalim ng Baas Militar patakaran ni Marcos
Pinatnubayang Pagsasanay) nito ayon sa kanilang hinuha.
Paang -aabuso
Batas disiplina
militar
takot
D. Pagtalakay ng bagong Sagutin at talakayin ang diagram. Pagtalakay mga kaganapan sa Talakayin ang kumbensiyong Ipapanood ang video ukol sa mga
konsepto at paglalahad ng 1. Bakit mo napili ang mga Pagdedeklara ng Batas Militar Konstistusyonal. Ipaliwang sa mga programa at patakaran ni Marcos
bagong kasanayan # 1 salitang iyon? bata ang mga pangyayri ukol ditto.
2. Sa iyong palagay ano ang
Pinatnubayang Pagsasanay) batas militar?
3. Ano ano ang mga
suliranin at hamon sa
bansa sa ilalami ng batas
militar
E. Pagtalakay ng bagong Talakayin ang ilan sa pangyayari Gawain 1 Pagtatalakay sa Saligang Batas 1973, Talakayin ang mga programa at
konsepto at paglalahad ng bago ideklara ang batas militar Punan ang tsart . talakayin ang Ikaapat na Republika at mga patakaran ni Marcos ayon sa
bagong kasanayan # 2 a. Mga rali at welga mga sagot. probisyong nakasaad dito. napanood sa video.
b. Mga katiwalian ipaliwanag Ilarawan
Pagpapalawak ng Kasanayan) c. Mga kalagayang Kalagayan ng Kalagayan ng
pampolitika bansa bago mga
d. Bago ideklara ang batas ideklara ang mamamayan
Batas nang ideklara
Militar
military______ ang Batas
____________ Militar_______
___________ ____________
F. Paglinang sa kabihasaan Pangkatang Gawain Bigyang paliwanag ang mga Batas Pagsusuri sa mga kaganapan ukol sa Bigyang pagpapaliwanag nga mga
(Tungo sa Formative na pinagbatayan ng Batas Militar pagbabalangkas ng pamahalaan na programa bilang pangkatang
Assessment) Gawain
Isagawa ang ilan sa mga nging daan upang ang demokrasya 1. Pagtugon sa
pangyayari sa panahon bago ang ay nagging diktadura. pangangailangan ng mga
batas militar sa pamamagitan ng: tao
Pangkat 1: tula 2. Mga programang
Pangkat 2: sayawit pangkabuhayan
Pangkat 3: skit 3. Pagpapabuti sa mga
Pangkat 4: poster kalagyan ng manggagawa
4. Pagbabago sa sitema ng
edukasyon
5. Repormang kultural
G. Paglalapat ng aralin sa Bigyang pagpapaliwanag at Ihambing ang mga kaganapan Ibigay ang iyong reaksyon ukol sa Paano sinupil ni marcos ang mga
pang-araw araw na buhay paghahambing ang mga noon sa ilalim ng Batas Militar sa diktadurang tinalakay at sa taong tumutuol sa knayng ginawa?
kaganapan noon at ngayon ukol ngayong Batas. Alin ang mas demokrasyang natatamasa ngayon?
sa kalagayang pulitika ng bansa mainam o mas gusto mo? Ano ang iyong reaksyon ukol dito?
(Aplikasyon) Ipaliwanag ang sagot
Paano naman niya tinugunan ng
mga pangangailangan ng mga tao?
H. Pagtataya ng aralin. Rubrics ng pangkatang gawain Basahin at suriin ang siping bahagi Isulat ang mga salitang kaugnay sa Bilugan ang mga pariralang
(Optional na gawain para sa ng Proklamasyon 1081. Sagutan saligang Batas 1973 nagsasaad ng pagbabagong
guro kung maganda ang ang mga tanong: 1. Uri ng pamahalaang naganap sa ilalim ng Batas Militar.
kinalabasan ng Gawin Mo). 1. Ano ang baas na ito? nakabalangkas dito. 1. Inalis ang Kongreso
2. Ano ano ang nagging 2. Tunay na pinuno ng 2. Gumanda ang kapaligran
(Malayang Pagsasanay) batayan ni Marcos sa pamahalaan. 3. Ipinasara ang paaralan
pagproklama ng Batas 3. Gumagawa ng mga batas 4. Namayani ang mga
Militas? Anog sinabi ng pamahalaan sundalo
niyang layunin nito? 5. Nasiyahan ang mga taong
3. Paano ginamit ni Marcos Ipaliwanag bayan
ang kapangyarihang Bakit tinawag na Konstitusyong 6. Nagpagawa ng mga
Batas Militar Marcos ang Saligang Batas ng 1973? subdibisyon
4. Ano ang ginawa ni 7. Nagkaroon ng proyektong
Marcos sa mga taong pabahau
pinaghihinalaang 8. Nagkaroon ng diktador na
nagkasala sa bansa? pangulo
Bakit? 9. Umabuso ang mga opisyal
5. Ano ang iyong reaksyon at sundalo
ukol ditto?
6. Ano ang kaya mong 10. Dumami ang rali at
gawin upang hindi na demonstrayson
maganap ang ganitong
pangyayri sa ating bansa?
I. Karagdagang Gawain para Magsaliksaikng ilang mga larawan Magsaliksik ng ilan sa mga programa
sa takdang aralin at bago maideklara ang batas militar ni Marcos sa Ilalim ng Batas 1973.
remediation sa Pilipinas.. idiit ito sa typewriting
at bigyan ng paliwanag. Humanda
sa pagbabahagi bukas.
V.MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remediation? Bilang ng mag-
aaral na nakaunawa sa
aralin.
D Bilang ng mag-aaral na
magpapatuloy sa
remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang
panturo ang aking
ginamit/nadiskubre na nais
kong ibahagi sa mga kapwa
ko guro?
DAILY LESSON LOG Teacher: Learning Area: ENGLISH

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Make inferences Infer the mood of certain events Evaluate and make judgments Use the comparative form of Answer the question in the
Competencies/Objective through the speaker’s actions / Distinguish advertisement from adverb in sentences correctly subject that they learned in their
s intonations / utterances. propaganda own understanding and honesty.
II. CONTENT Making Inferences Inferring the Mood of Certain Distinguishing Advertisement Using the Comparative Form of Weekly Test
Events through the Speaker’s from Propaganda Adverb
Actions / Intonations / Utterances.
LEARNING RESOURCES
A. References
1. Teacher’s Guides Developing Reading Power 6, pp. Developing Reading Power 6, pp. Growing in English VI BES 6 Language p. 134 / PELC
175-176 272-273 / ELC B.5.1 p. 10 (Language) p. 270 5.6.1 p. 26 / RBEC Speaking
10.5.5.1
2. Learner’s Material Tirso’s Opinion charts, cassette tape, pictures of a child, flashcards Test notebook
pages flashcards, strips of cartolina
3. Textbook Pages
4. Additional Reference
from Learning
Resource
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing previous Unlocking of Difficulties (see Vocabulary/Pronunciation Skills Unlocking of Difficulties Reading of the following adverbs
lesson or presenting the textbook page) in flashcards
new lesson
B. Establishing a purpose Have you watched the movie Reading the selection once more Let’s have a guessing game. Look at the picture posted on the A. Preparation
for the lesson “Finding Nemo”? with correct action, proper Listen to this. board while I read to you some
intonation and utterances, then Is this an advertisement or sentences about it. Listen
have them answer the questions propaganda? carefully and take note of the
below. “Sleep soundly, be happy, adverbs used in sentences.
live forever…. CONVI, Portable A child who dresses neatly is a
Bed & Mattress” available at all pleasant sight.
branches of SM Shoemart Inc.
including Cebu and Iloilo,
Uniwide Warehouse Club Inc.,
Amilgrahen Nationwide
Distributors, Inc., and other
department stores in Metro
Manila and key cities
nationwide.
C. Presenting Reading the short selection, pp. What do you think was the mood of First Listening Dina speaks more softly than B. Setting of Standards
examples/instances of 175-176, Developing Reading the boys action when they yelled at Teacher reads the selection Joyce.
the new lesson Power. Tirso? while pupils just listen. The sun shines more brightly than
the moon.
Can you stay underwater longer
than I can?
D. Discussing new What could have happened to Pupils listen to the teacher while What is the credo of the earth What adverbs are used to C. Explanation
concepts and practicing Baby Fish? reading the events with correct savers? compare actions?
new skill #1 intonation, action and utterances.
“Christian! Cherry! Come here!”
Grandmother almost shouted at
her grandchildren.
Question: What do you think was
the mood of grandmother’s
utterances when she shouted at
her grandchildren?
E. Discussing new One day, Alex got the surprise of Answering the guide What word is used with adverbs
concepts and practicing his life. His father was chosen as questions. ending in-ly to show comparative
new skill #2 the “Farmer of the Year” When was the movement form of adverbs?
Question: If you were Alex, what organized?
would you feel after what What is its objective?
happened? Do you think this movement
Happy of what happened to my has good motive? Why?
father.
Ashamed of what I had felt for my
father.
Worried of what happened to my
father.
F. Developing mastery D. Supervision by the Teacher
(Leads to Formative
Assessment)
G. Finding practical Listening to a selection What type of selection is it, an Here are some pictures. I want
applications of concepts advertisement or propaganda? you to study each of them and be
and skills in daily living able to give sentences using the
comparative form of adverbs.
How about the one given in the
guessing game, is it an
advertisement or propaganda?
What is an advertisement?
Propaganda?
H. Making generalizations What is an inference? How to Infer the Mood of Certain How can you distinguish What form of adverbs is used to
and abstractions about Events through the Speaker’s advertisement from compare two persons/things
the lesson Actions / Intonations / Utterances? propaganda? actions? What is added to the
adverb to show comparison?
I. Evaluating learning AlingDely, A Kindhearted Woman Listen to a selection and be able to Listen and write whether each Select the correct form of adverbs Checking and Recording
Why do you think Ivy helped answer the following questions by one is an advertisement or a to complete the sentences.
AlingDely in her store? To know inferring the mood of certain propaganda. Pilots fly the helicopter
more people events through the speaker’s LOSE WEIGHT WHILE SLEEPING. _________ than airplane.
c. to live with AlingDely actions/intonations/utterances. Thanks to the surprising power effectively
To earn money What do you think was the mood of of Biotic Sauna Pajama to more effectively
d. to go back to school Glenn’s action when father gave eliminate heat. Simply put on most effectively
What do you think is the occasion him a motorcycle? Biotic Sauna Pajama and you
for buying a present for her Glenn was ashamed will get rid of your excess fats
mother? Glen was embarrassed.
Birthday b. baptism Glen
c. wedding
d. confirmation
J. Additional activities for Write sentences telling inferences 1. Request a member of your Bring some clippings of Give sentences using the
application or family to read a short selection for advertisements or bits of comparative degree of
remediation you, then infer the mood of certain propaganda from newspapers comparison.
events through the speaker’s and magazines. They may also Between you and your best
actions/intonations/utterances. write down those they hear friend, who can work more
2. Write your inferences on your over the radio or TV programs. cheerfully?
notebook. Then, have them form groups, Compare the lives in the city and
share their clippings and discuss the lives in the farm
whether they are
advertisements or propaganda.
IV. REMARKS
V. REFLECTION
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
work? No. of learners
who have caught up
with the lesson
D. No. of learners who
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
Teacher: Learning Area: ESP
DAILY LESSON LOG
WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

A. I. LAYUNIN
B. A. Pamantayang
Pangnilalaman
C. B. Pamantayan sa
Pagganap
D. C. Mga Kasanayan sa Masusuri ang mga gawaing nagpapakita ng etiko sa paggawa
Pagkatuto. Isulat and code Matutukoy ang mga paraan upang magpakita g etiko sa paggawa sa pamamagitan gn pagsunod sa mga pamantayan at kalidad ng produkto o serbisyo
ng bawat kasanayan Magagwa ang plano upang mahikayat ang kapuwa na magkaroon ng etiko sa paggawa sa pamamagitan ng pagsunod sa pamantayan at magndang kalidad ng produkto o serbisyo.
E. II. NILALAMAN
F. III. KAGAMITANG
PANTURO
A. A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng 101-107
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk
4. Karagdagang Kagamitan
mula sa portal ng
1. B. Iba pang kagamitang PPT,larawan, Video clips
panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Magpakita ng mga larawan ng iba’t Pag-usapang muli ang mga Ibahagi ang araling natutunan sa Pagbabahagi ng takadang gawain Ibahagi ang ginwang
aralin at/o pagsisimula ng ibang tradisyunal na kasuotan. Pag natatanging Pilipino Etiko sa paggawa ng mag-aaral. takdang aralin
bagong aralin usapan ito
B. Paghahabi sa layunin ng Pagpapanood ng video ng mga Awit: Ako ay Pilipino Pagbiibigay paliwanag sa slogang awit awit
aralin likhang pinoy sa iba’t ibang ginawa
bahaging bansa
C. Pag-uugnay ng mga Pagbibigay ng mga katanungan ukol Iugnay ang awit sa kung paano Talakayan at reaksyon ukol sa Banggitin ang ilan sa mga etiko sa Balikann ang natutunang
halimbawa sa bagong aralin sa pinanoodna video maipagmamalaki at maipakikita ginawang slogan ng bawat isang paggawa ng mga mag-aaral aralin sa isang lingo,
ang pagiging matagumpay na mag-aaral. gumawa ng reaksyon ukol
Pilipino. ditto
D. Pagtalakay ng bagong Pagtalakay sa “Ihanda Natin” pah, Gawain Pangkatang Gawain Pagbabahagi sa klase ng
konsepto at paglalahad ng 101 Kagamitangmag-aaral Gawin ang Tama 1-10 Sagutin ang mga tanong sa “ reaksyong ginawa
bagong kasanayan #1 KM pah. 105 Isiping Mabuti” KM pah 125 Pagproseso ng Gawain
Ilahad ang Gawain sa
pamamagitan ng
Pangkat 1: sayawit
pangkat 2: tula
Pangkat 3: skit
Pangkat 4: essay
E. Pagtalakay ng bagong Pagsagot sa mga tanong ukol sa Pagbasa ng maikling kwento “ ANg Magkaroon ng talakayan ukol sa Pagpapakita at pagbabahging Pagbibigay ng kanilang
konsepto at paglalahad ng binasang sipi Matandang Karpintero” KM pah. Gawain pangkatanggawain hinuha ukol sa ibinahagi
bagong kasanayan #2 102
F. Paglinang ng Kabihasaan Pagsagot sa Gawain Titik B pah 101 Pagtalakay sa binasang kwento Ibigay ang reaksyon sa
( tungo sa Formative pangakatang Gawain at iugnay ito
Assessment ) sa Etiko sa Paggawa
G. Paglalapat ng aralin sa Magbahagi ng ilan sa mga kilalang Ang pagbasa sa “etiko sa Paanomo maipakikita ang mga
pang-araw-araw na buhay tao na na may natatanging likha paggawa”KM pah. 103 gawaing pang-araw-araw nang may
kasiyahan?
H. Paglalahat ng Aralin Paano mo ipagmamalaki ang mga Pagsagot sa mga tanong ukol sa Bakit mahalagang matutunan ang Ano ang kahalagahan ng Etiko sa Ano angmaari mo ng
gawanpinoy? binasa Etiko sa Paggawa? Paggawa sa buhay ng tao o bilang gawin upang ikaw ay
isangmag-aaral? kilalanin bilang katangi
tanging mag-aaral?
I. Pagtataya ng Aralin Sagutin ang tanong sa isang Bigyang pansin at pagpapahalaga Magbigay ng ilang Gawain na Subukin Natin Repleksyon
sanaysay Etiko sa paggawwa ng mga mag- maaring magpakilalasayo bilang A at B KM pah, 107
1. Ano ang mga maari mong aaral KMpah. 104 isang mag-aaral na sumsunod sa KM pah, 106
magawa upang Etiko sa Paggawa.
maipagmalaki ang mga
natatanging Pilipino an?g
mga pagkilala sa kanila
J. Karagdagang Gawain Gumawa ng isang slogan ukol sa Sa isang talata, isulat ang iyong Subukin Natin C
para sa takdang aralin at Etiko sa paggawa ng mga mag- nagging karanasan ukol sa Etiko sa KM pah. 107
remediation aaral. Paggawa ng mga Mag-aaral
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
pang Gawain para sa
remediation
remedial? Bilang ng mag-
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?
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG

G. I. LAYUNIN
H. A. Pamantayang Naipamamalas ang kakayahan sa mapanuring pakikinig at pagunawa 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 napapalawak ang talasalitaan.
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto.
Napauunlad ang ksanayan 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.
I. B. Pamantayan sa Nakagagawa ng dayagram, dioarama at likhang sining batay sa isyu o paksang napakinggan.
Pagganap Nakapagsasagawa ng radio broadcast/teleradyo, sabayang bigkas,
reader’s theatre o dula-dulaan.
Naiguguhit ang mensahe ng binasang teksto at nakagagawa ng orihinal na rap batay sa mensahe ng binasang teksto.
Nagagamit ang iba’t ibang babasahin ayon sa pangangailangan.
Nakasusulat ng iskrip para sa radio broadcasting o teleradyo,editoryal,lathalain o balita.
Nakagagawa ng sarili at orihinal na dokumentaryo o maikling pelikula
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pasgulat ng tula at kuwento.
J. C. Mga Kasanayan sa Naisasagawa ang napakinggang Naibabahagi ang isang Nagagamit sa usapan at iba’t ibang Naibibigay ang kahulugan ng Naiuugnay ang binasa sa
Pagkatuto. Isulat and code hakbang ng isang gawain. pangyayaring nasaksihan sitwasyon ang mga uri ng pamilyar at dipamilyar na salita sa sariling karanasan
ng bawat kasanayan F6PN-IVa-1.2 F6PS-IVa-3.1 pangungusap pamamagitan ng pormal na F6PB-IVa-1
F6WG-IVa-j-13 depinisyon.
F6PT-IVa-1.7
K. II. NILALAMAN Pagsunod sa Napakinggang Panuto Pagbabahagi ang isang Paggamit ng iba’t ibang uri ng Pagbibigay Kahulugan ng Pamilyar Pag-uugnay ng binasa sa
pangyayaring nasaksihan pangungusap sa pagsali sa isang at Di-Kilalang Salita sa Sariling karanasan
usapan Pamamagitan ng Pormal na
Depinisyon
L. III. KAGAMITANG
PANTURO
B. A. Sanggunian
5. Mga pahina ng Gabay ng
Guro
6. Mga pahina ng Landas sa Pagbasa 6 pp.24-25
Kagamitang Pang-Mag-
aaral
7. Mga Pahina sa teksbuk Hiyas sa Wika 5 p 140 Hiyas sa Wika 5 ph. 15-20 Kaninong Mapagpalang
mga kamay
Hiyas sa Pagbasa p. 151-
153
8. Karagdagang Kagamitan
mula sa portal ng
C. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Isulat ang uri ng pangungusap Ibigay ang limang bahagi ng liham? Ano ang pangungusap? Sa anong paraan Tumawag ng mga mag-
aralin at/o pagsisimula ng A.Nakatulog si Abby Ano ang dalawang bahagi ng matutukoy/maibibigay ang aaral upang pumili ng mga
bagong aralin habang nagbabasa. pangungusap? kahulugan ng isang salita? pangyayari na naganap na
Mga Gawain: sa knilang buhay:
B.Hanapin ang mga nars. (Ipakita ang larawan) Hindi nakasali sa pasulit
C.Saan ako naroroon? dahil nagkasakit
d.Aba, parang may Napagalitan dahil ginabi
prusisyo! ng uwi
E.Sino ka? Pumasok sa eskwelahan
nang walang baon
Walang natanggap na
regalo sa pasko
Napalo noong maliit pa
Kailan at saan ninyo ito madalas

makikita?
Anu-anong tradisyon ng mga
Pilipino ang alam ninyo?
B. Paghahabi sa layunin ng Ipaturo ang kaliwang kamay ng mga Ano angkadalasang makikita natin Panuto: Kumpletuhin ang concept Anong mga bagay ang
aralin bata sa kaliwang bahagi ng silid- kung Mahal na araw? Anong mga cluster na ito sa pamamagitan ng karaniwan makalimutan
aralan. pangyayari ang masasaksihan paglalagay ng mga ideyang inyong natin sa daan?
Ano-anong mga bagay ang nasa natin? naiisip na kaugnay ng salitang nasa
kaliwa mo? Ano ang masasabi nyo sa larawan? gitna.
Ipaturo naman ang kanang
kamay ngmga bata sa kanang
bahagi ng silid-aralan. PISTA NG
Ano-anong mga bagay ang nasa
kanan mo?
Alin sa mga larawang ito? Meron
ba sa mga bagay na ito?
C. Pag-uugnay ng mga Pangkatin ang mga bata sa lima (5) Ipabasa ang tungkol sa Ang Pabasa Basahin ang “Pamayanan ng Pagbibigay hakbang/pamantayan Basahin ang nakatalang
halimbawa sa bagong aralin Noong Mahal na Araw, sa Langgam” sa Hiyas sa Wika 5 ph. 15- sa pagbasa mga salitan inuulit. Bilugan
Ipaguhit sa bawat pangkat lalawigan ng mga loloako 16. Basahin ang kuwento ang salitang
ang mapa ng sariling silid-aralan nagpunta. Napanood ako roon ng PIsta sa Aming Bayan kasingkahulugan nito.
gamit ang manila paper. pabasa. Ayon sa Lolo Roger, isa Masayang-masaya ang lahat. Araw Bagong-bago
raw itong matandang kaugalian na ng pista ngayon sa aming bayan. (pinakabago, di-gaanong
ipinamana sa atin ng mga Maraming tao ang nagsimba. bago, lumang-luma)
Espanyol.Ang Pabasa ay paawit na Masigla at masaya ang kalembang Mahapding-mahapdi
pabasa ng uhay ni Jesus mula nang ng kampana sa simbahan. Hindi (mahapdi nang bahagya,
ipinaglihi Siya hanggang Siya’y magkamayaw sa ingay ng mas mahapdi, sobra ang
namatay sa Krus. Binabasa ito pagbabatian at pagbabalitaan ang hapdi)
nang paawit mula sa aklat na mga tagarito, mga balikbayan, at Patakbo-takbo (takbo
tinatawag na pasyon. Sinisimulan mga panauhin mula sa ibang nang takbo, takbo-hinto-
ang pagbasa mula sa pagpasok ng bayan. takbo, mabilis ang
Mahal na Araw hanggang Biyernes Walang tigil ang masipag na banda pagtakbo)
Santo.Nag-aanyaya ng mga babasa ng musiko sa paglibot sa mga Taking-taka (labis ang
ang may pabasa hanggang lansangan habang nagbibigay ng pagtataka, nagtataka,
matapos ang buong pasyon. Iba- masiglang tugtugin. Umaambag rin nagtataka nang kaunti)
iba rin ang estilo o punto ng sa sigla at saya ang malakas na Malapit-lapit ( lubhang
pagbasa. bunghalit ng mga tugtugin sa mga malapit, higit na malapit,
perya at pondahan at maging sa malapit nang kaunti)
mga tahanan man. Bakit kaya naiwan ni Liza
Nagpapagaraan sa ganda ang mga ang payong?
arko sa mga panulukan ng mga Pagbasa ng Tahimik
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 gastos? Hindi ba’t
malaking pag-aabala ito? Pero
sadyang hindi na maiaalis sa
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.
D. Pagtalakay ng bagong Gamit ang mapang nabuo, Anu-ano ang mag pangyayari na Gawin Nyo Sagutin ang mga sumusunod na Pag-unawang Tanong
konsepto at paglalahad ng ipagawa sa bawat pangkat ang inyong nasaksihan na hindi ninyo (Pangkatang Gawain) tanong: Sino ang
bagong kasanayan #1 sumusnod: malilimutan kapag dumarating ang Punan ang puwang ng angkop na nagkukuwento?
• Lagyan ng tsek (/) ang mahal na arawl? pangungusap upang mabuo ang Ano ang pista? Ano ang kanyang
pintuan. Kulayan ito ng berde. diwa ng bawat dayalogo. Bakit may pista? suliranin?
• Lagyan ng ekis (X) ang Daisy : K-Ann, alam mo ba na Ilarawan ang pagdiriwang ng pista Ano ang nangyari sa
bintana. Guhitan ito ng kurtinang ikaw ang nakakuha ng perfect score batay sa tekstong binasa. kanya isang araw?
kulay berde. sa pagsusulit natin sa computer Sang-ayon ka ba na ipagpatuloy Paano siya napupunta
• Lagyan ng dalawang guhit kanina? ang tradisyon ng pagdaraos ng kay Liza?
ang cabinet ng aklat. Isulat ang K-Ann: pista? Ipaliwanag. Ano ang binalak na
pangalan ng inyong guro sa ibabaw _____________________? Hindi ka Bakit sinasabing ang pista ay gawin ng lalaking makisig?
nito at kulayan ng dilaw. nagbibiro? isang pamanang kalinangan ng Paano siya napunta sa
• Lagyan ng pahilis na guhit Daisy : ating mga ninuno? tunay na may-ari?
ang pisara. Isulat din dito ang _____________________. Tiyak na Batay sa binasang teksto, anong Ano ang nadama ni Liza
ngalan ng paaralan. babatiin ka ng ating guro mamaya. isyu ang nakapaloob dito? nang Makita ang payong
Ilahad ng bawat pangkat ang K-Ann: Sa isyung nakapaloob sa teksto, na binili niya?
natapos na gawain. _____________________! Di koi to ano sa tingin mo ang paniniwala Paano natapos ng buhay
Nagawa ban g maayos nang inaasahan. Hirap na hirap pa ng may-akda nito tungkol sa ng nagkukuwento?
bawat pangkat ang mga panutong naman ako kanina. isyung ito? Mayroon ka bang alam
ibinigay? (Tatawagin ang pinsang si Tess) na pangyayaring katulad
Ano ang ginawa ng bawat _____________________! Halika sa kanya?
pangkat upang maayos at wastong rito! ____________________! Kung ikaw ang
masunod ang mga napakinggang Bilisan mo ang paglakad. Baka nag kukwento, ano ang
panuto? maluma ang ibabalita ko. mararamdaman mo
Bakit mahalaga ang pagsunod sa Tess : ____________________?
panuto? Ano naman ang ibabalita mo?
Kung sakaling liban ka ng araw na K-Ann: Pinakamataas ako sa test
ito na naituro ng guro ang natin!
pagsunod sa hakbang sa paggawa Tess :
ng balulang,ano ang ____________________! Ang
mararamdaman mo? galling-galing mo talaga! Sana lagi
Manghihinayang ka ba?Bakit kang ganyan.
Ano-anong mga magagalang na
pananalita ang maari mong
magamit upang maipahayag ang
iyong panghihinayang?
E. Pagtalakay ng bagong Gawin ninyo : Gawin Natin: Sabihin: Ano nag
konsepto at paglalahad ng Hatiin sa pangkat ang klase. Tukuyin ang kahulugan ng paguugnay sa Sariling
bagong kasanayan #2 Magkaroon ng pangkatang salitang pamilyar at dipamilyar. karanasan sa mga
Gawain. Anu-ano mga pangyayari Gamitin ang diksyunaryo.Isulat pangyayari sa kuwento
ang makikita ninyo sa loob ng ang sagot sa pisara. ang ating talakayan
paaralan,tahanan o pamayanan 1. Hindi magkamayaw sa ngayon…
man na nagbigay ng magandang ingay ng pagbabatian at Pinakamabisang paksa ang
aral ? Ang bawat kasapi ay pagbabalitaan ang mga isang kuwento ang
maglalahad ng kanyang tao sa plasa. karanasan ng tao.
nasaksihang mga pangyayari sa 2. Nagpapagaraan sa ganda Madaling maunawaan ang
paaralan. At itala ang mga ito sa at kulay ang mga arko at kuwento kapag ito ay
manila paper. banderitas sa kalye. ibinatay sa karanasan.
Naiiugnay ang tunay na
3. Tuwing pista, naririnig pangyayari sa buhay na
ang bunghalit ng mga nasa isang kuwento o iba
tugtugin sa perya, mga pang akda.
pondahan at mga
tindahan.
4. Makukulay na banderitas
ang nasa kalye kung
araw ng pista.
5. Bukod 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.
F. Paglinang ng Kabihasaan Gawin mo Punan ang puwang ng angkop na Gawin Niyo/ Gawin Mo: Gawin Natin:
( tungo sa Formative Sumulat ng kahit isa o dalawang pangungusap upang mabuo ang Kumpletuhin ang tsart sa Pag-aralan ang
Assessment ) tatatang naglalarawan ng isang diwa ng bawat dayalogo. pamamagitan ng pagtatala ng mga sumusunod na mga
karanasang salitang naging pamilyar at di- pangyayari sa nabasang
nakatatawa/malungkot/di – Chad : ___________________! kilala sa inyo mula sa binasa kuwento.
malilimot. Nakita ko na naman ang “crush” ko. ninyong teksto. Iugnay ang mga Bilugan ang bilang ng
Gerry : ___________________? salitang ito sa inyong sariling pangyayari sa kuwento na
Ituro mo naman sa akin. karanasan. Ibigay ang kahulugan naranasan mo na.
Chad : ___________________. nito. Natutuwa ka kapag may
Baka agawin mo pa. Salita nakapansin sa iyong mga
Gerry : ___________________. ng Salita tao.
Sige, pag nakilala koi yon. Talagang Pamil Kahulu ng Di- Kahuluga Pabili ng payong dahil tag-
mawawalan ka. yar gan Kilala n ulan na naman.
Maingat sa pagdadala ng
payong
Chad : ___________________? Eh, Habang nasa sasakyan at
si Sandara lang naman na nasa mayroong kasama at ka
poster. ___________________! kuwentuhan at biglang
(Sabay turo sa may dingding ng papara dahil malapit na
tindahan) palang lumagpas sa
Gerry: ___________________! babaan
Akala ko totoo na! Madalas makaiwan ng
gamit sa sasakyan
Hindi na hahanapin ang
naiwang bagay sa
sasakyan
Pag-aalaalang bilhan ng
isang bagay na
kailanganng-kailangan ng
isang mahal sa buhay.
G. Paglalapat ng aralin sa Basahing mabuti ang Aalis ang iyong guro upang Gawin ang Isulat A sa Hiyas sa Wika Basahin ng tahimik ang talata. GAWIN NINYO:
pang-araw-araw na buhay panuto.Isagawa ang ibinigay na samahan ang iyong kamag-aral na 5 ph. 19. Piliin ang mga salitang pamilyar at (Trayad) Piliin ang isang
panuto. magpatingin sa klinika. di-kilala mula sa teksto. Sa tulong kawikaan sa ibaba na
1. Gumuhit ng maliit na Pinagbilinan ka niya ng mga ng diksyunaryo, tukuyin ang maging tama ng iyong
bilog.Pagkatapos ay gumuhit ng gagawin habang nasa klinika ang kahulugan ng bawat isa. Tukuyin karanasan. Isulat ito sa
mas malaking bilog sa ilalim ng iyong guro. Ano ang iyong din kung ano ang iyong isang talata. Tulong-tulong
maliit na bilog at sa ibabang mabagi gagawin? matuklasan at kung ito ba ay kayong tatlo sa paggawa.
ng malaking bilog ay gumawa ng nakapagbabago sa dating niyong Isa nag babasa pagkatapos
tuldok at sundan ng pakurbang kaalaman. ng tatlong minute.
guhit.Gumuhit ng maliit na tatsulok TUGOB FESTIVAL Ang mga asal sa buhay ay
sa gitna ng maliit na bilog at sa Ang Tugob Festival ay isang di dapat limutin. Itanim ito
magkabilang gilid nito ay gumuhit magarbong pagdiriwang sa sa isip at gawing gabay sa
ng kalahating bilog Lungsod ng Ormoc na idinaraos buhay na tatahakin.
tuwing buwan ng Oktubre taon- Masdan ang langgam na
taon. Ang salitang Tugob ay ubod ng sipag kahit
salitang Ormocanon na ang ibig walang pinunong sa
sabihin ay “nag-uumapaw” na kanyay’y nakamatyag,
tumutukoy sa kasaganaan ng likas trabaho lang ng kanyang
na yaman ng Ormoc. Ipinapakita at pilit na inatupag.
ipinagmamalaki ng mga taga Ang anak ay bubusugins
Ormoc ang masaganang ani ng apangral. At pagdating ng
mga produktong pinya , tubo , araw siya’y isang
niyog , isda, gulay , palay at iba pa. karangalan.
Ito ay unang idinaos noong 2010
na itinaon sa pagdiriwang ng ika GAWIN MO:
63rd Charter Day ng lungsod. Basahin ang sumusunod.
Pinakainaabangang bahagi ng Alin sa mga ito ang
pagdiriwang ang street dancing naganap sa iyo?
kung saan ang mga kalahok ay
galing sa iba’t ibang barangay ng Paano mo malulutas ang
Ormoc ,mga mag-aaral, at mga suliranin?
kawani ng lokal na pamahalaan ng Itinakda nag
lungsod. Ang mga mananayaw ay pagsusulit tatlong araw
nagsusuot ng matitingkad at bago ito ganapin. Hindi mo
magagarang kasuotan habang ito naitala sa kuwaderno.
nagsasayaw sa kalsada upang Kaya pumasok kang di
ipakita ang kanilang nakapag-aral ta
pagpapasalamat sa nag-uumapaw nakapaghanda para rito.
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. _____________________
___________
May proyekto
kayo sa Industrial Arts/
Home Economics. Humingi
ka ng P 80.00 sa iyong ina
para ipambayad sa mga
gamit sa pagbubuo nito.
Nawala ang pera at di mo
nakita.
_____________________
_____________________
___________
_____________________
_____________________
___________
_____________________
_____________________
___________
Nadawit ka sa
isang gulo. Lumakas lang
loob mo dahil marami
kayo. Lubhang nasaktan
ang kamag-aral na
nakalaban ninyo.
Ipinatawag kayo sa opisina
ng Guidance Councilor.
Alam mon gang kasunod
nito’y mga magulang mo
naman ang ipinatatawag.
_____________________
_____________________
___________
_____________________
_____________________
___________
_____________________
_____________________
___________
H. Paglalahat ng Aralin Ano ang natutuhan mo sa Ano ang inyong natutunan sa Anu-ano ang mga ginagamit na uri Ano ang natutunan mo sa aralin? Ano ang kahalagahan ng
aralin?Ano ang kahalagahan ng pagbabahagi ng inyong ng pangungusap sa inyong binasa sa Naibigay mo ba ng wasto ang mga karanasan?
pagsunod sa panuto? nasaksihan? Bakit kailangan na Pamayanan ng Langgam? kahulugan ng mga salitang
maibigay natin ang mga detalye ng Magbigay ng sarili mong halimbawa pamilyar at di-kilala?
isang pangyayari? ayon sa uri ng pangungusap. Paano/Ano ang iyong ginawa?
I. Pagtataya ng Aralin Babasahin ng guro ang Sumulat tungkol sa iyong Gumawa ng dayalogo sa pagsali mo Ibigay ang kahulugan ng salita na Iugnay moa ng sanhi sa
panuto.Hayaan ang mga bata na kaarawan sa pamamagitan ng sa usapan gamit ang iba’t ibang uri may salungguhit. Piliin ang sagot pangyayaring ito:
isagawa ito pagbuo ng talata. ng pangungusap. sa loob ng kahon.
A.Gumuhit ng isang parisukat. Isulat Sa Diperensiya walang hiya Pagsusulit noon.
dito ang BAWAL MAGTAPON NG Aking Kaarawan magiging tanyag May ginawa kang talaan
BASURA Naging__________ ang Karangalan ng mga petsa at
Kulayan ito ng kulay dilaw aking nakaraang kaarawan. hadlang pangyayari hingil sa
B. Gumuhit ng malaking bilog. Sa Naghanda ang aking ina ng ______ pagkakaroon ng kasarinlan
kanang bahagi nito maglagay ng na pagkain para sa aking mga 1. Ang mga talipandas ay ng Pilipinas. Ito ang iyong
maliit na kamay. Sa gitna ng bilog kaibigan. Bumili naman ang aking pumupunta sa handaan ginamit sa balik-aral. May
ay isulat ang salitang HELLO gamit Ninang ng ______ cake. kahit hindi iniimbita. nakalimutan kang limang
ang malaking titik Pagkatapos ng ______ salu-salo, 2. Ang mga may kapansanan petsa. Ang papel ay nasa
nagkaroon ng palaro. Isang ay may kakayahang bulsa. Tumingin ka sa
_______ pabitin ang ginawa ng maghanapbuhay. guro. Ang guro pala ay
aking tatay. Nagsabit dito ang 3. Dapat mabuhay ng may nakatingin sa iyo.
aking Ate ng _____ laruan. Ang dignidad ang mga tao.
_____ kong kaibigan ang nakaabot 4. Ang kahirapan ay hindi _____________________
ng bola sa pabitin. Lahat ng sagwil sa edukasyon.. _____________________
dumalo ay ______ pagkat may uwi 5. Ang buhay ng taong _______
silang laruan. Naibigan ko ang mga dakila ay magniningning _____________________
regaling ibinigay sa akin ngunit ang sa lipunan _____________________
______ ko ay ang walking doll. Ang _______
buong mag-anak ay _____ subali’t
nasiyahan sila dahil nagging _____________________
masaya ang lahat. _____________________
_______
J. Karagdagang Gawain Sumipi ng isang recipe muna sa Sumulat ng isang kuwento na Magbigay ng 5 salitang pamilyar at Bumasa ng isang bahagi sa
para sa takdang aralin at cook book at ilahad sa klase ang nagsasalaysay ng sariling 5 di-kilala/di-pamilyar sa iyo. bibliya. Isulat mo sa
remediation mga pamamaran na napapaloob karanasan maaring tungkol sa Ibigay ang kahulugan nito. maikling pangungusap
dito. sumusunod: kung paano mo ito
1.Isang Sorpresa inugnay sa ioyng buhay.
2.Ang aking Pasko
3. Isang Paglalakbay
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
pang Gawain para sa
remediation
remedial? Bilang ng mag-
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?
Teacher: Learning Area: MAPEH
DAILY LESSON LOG

I. OBJECTIVE/S
A. Content Standard Demonstrates understanding of Demonstrates understanding Demonstrates understanding of the Demonstrates the concept of texture
the various tempo of the various tempo various tempo as:
1. Monophonic(one voice)
2. Homophonic (Voice and
accompaniment)
3. Polyphonic ( Many voices)
B. Performance Performs a given song, using Performs a given song, using Performs a given song, using tempo Performs a given song, using tempo WEEKLY TEST
Standard tempo marks appropriately tempo marks appropriately marks appropriately marks appropriately
C. Learning Identifies the different tempo in a Distinguish between ritardando Demonstrates the different kinds of Identifies aurally the texture of 1. Administering
Competencies given song or music: and accelerando as used in a tempo by following tempo marks in musical pieces test questions
(write the LC Code) -allegro song a familiar song 4.1 monophonic correctly
-andante MU6TX-Iva-b-2 “Pandangguhan” 4.2 homophonic
2. Administering
-ritardando MU6TX-Iva-b-3 4.3 polyphonic
-accelerando MU6TX-IVC-D-1 of Weekly test
-largo 3. Setting of
-presto Standards
-vivace 4. Test proper
MU6TX-Iva-b-1 5. Checking of test
results
II. CONTENT tempo tempo tempo texture

A. References 21st century Mapeh in action 6 21st century Mapeh in action 6 21st century Mapeh in action 6 21st century Mapeh in action 6
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages 63-65 63-65 63-65 67-68 .
4. Materials
downloaded from
LRMDS
B. Other Learning
Materials
IV. PROCEDURES
A. Reviewing What is tempo? Review about the previous lesson. Review about the previous lesson.
previous lesson Give the different symbols used.
and presenting
new lesson
B. Establishing a Which moves faster a horse or a Let the children to sing the song Today we are going to sing a song Today we are going to analyze the
purpose for the turtle? Sitsiritsit. with different tempo marks. three different kinds of texture.
lesson Compare the movement of the
two animals. Which runs fast?
C. Presenting Imagine yourself riding in an Today we are going to distinguish Sing the song.
examples/instance airplane going to Davao, or in a between ritardando and Are You Sleeping
s of the lesson “Ro-Ro Ship” going to the same accelerando.
destination. Will you arrive first
riding in an airplane or in a “Ro-
Ro Ship”? Why?
D. Discussing new Singing of the Song from the Ask the pupils if they know the Study Pandangguhan (note Discuss the three types of tempo.
concepts and Beatles “Ob-La-Di-Ob-La-Da” song Ob-La-Di-Ob-La-Da by the mahaba di kasya song) a. Monophonic or
practicing new then describes the flow of the Beatles? monophony- as the prefix
skills #1 music? How do you feel when Teach the song. “mono” means one sound.
singing it? Identify the flow of the song.
Ex. Are you sleeping,
Describes its flow.
brother John?
b. Homophonic texture- is a
single melodic sound with
accompaniment. It gives
focus on the melody as its
main feature and is
supported and colored by
another instrument like the
guitar or the piano. Example
Are You sleeping, brother
John?
c. Polyphonic texture-means
“having many sounds”. It
contains two or more
independent musical lines.
It is a musical composition,
which makes use of two or
more melodies. Example
Choral music and orchestral
music.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

E. Discussing new What is tempo? Ritardando (rit.) a gradual change Identify the different tempo marks What is texture?
concepts and Give the most commonly used to a slower tempo. used in the song. Texture in music refers to the
practicing new tempo markings or symbols. Accelerando (accel.)a slow structure of a musical composition
skills #2 gradual change to a faster tempo. showing how many sounds, various
layers, or voices are heard at the
same time.
F. Developing What are the most common Present the song Sitsiritsit. Give the meaning of all the tempo Discuss about the different types of
mastery (lead to used tempo markings or Study the song. marks in the song Pandangguhan. texture.
formative symbols? What are the tempo markings
assessment 3) used in the song?
G. Finding practical Groupings Have you watched a concert or a
application of Singing of the song Sitsiritsit choral singing in your school? How
concepts and skills (two groups) many voices did you hear?
in daily living
H. Making What is tempo? Tell that Ritardando (rit.) a What are the three kinds of texture?
generalization and Give the different symbols of gradual change to a slower
abstractions about tempo. tempo.
the lesson Accelerando (accel.)a slow
gradual change to a faster tempo.
I. Evaluating learning Give the meaning of the Give the song piece Sitsiritsit and Singing Pandangguhan Singing of the song. Follow the
following. be able to identify the tempo in 1.Vivace (lively) voices like the choral groups.
1. Andante (moderately each part of the song. Manunugtug ay
slow) nangagpasimula
2. Andantino (moderately At nangagsayawan ang
slow but flowing mga mutya
tempo) Sa mga padyak parang
3. Adagio (slow, or in an magigiba
easy graceful manner) Ang bawat tapakan ng mga
4. Lento (Slow) bakya
5. Largo (very slow,
broad) II
6. Allergo (fast, lively, Kung pagmamasdan ay
brisk, and faster nakatutuwa
tempo) Ang hinhin nila'y hindi
7. Allegretto (quicker than nawawala
andantino) Tunay na hinahangaan ng
8. Moderato (moderate) madla
9. Vivace- (quickly, lively) Ang sayaw nitong ating
10. Presto (a very fast munting bansa
tempo) 2.Andante(moderate)
Dahil sa ikaw mutyang
paraluman
Walang singganda sa dagat
silangan
Mahal na hiyas ang puso
mo hirang
Accel(gradually becoming
fast)
Ang pag-ibig mo'y hirap
makamtan
Kung hindi taos ay
masasawi
Mga pagsuyong iniaalay
Kung hindi taos ay
masasawi
Mga pagsuyong iniaalay
3 Largo (very very slow)
Halina aking mahal, ligaya
ko ay ikaw
Kapag 'di ka natatanaw,
Ang buhay ko ay anong
panglaw
Halina aking mahal, ligaya
ko ay ikaw
Kapag 'di ka natatanaw,
Ang buhay ko ay anong
panglaw
4 Allegro(brsik,lively, live)
Kung may pista sa aming
bayan,
Ang lahat ay nagdiriwang
May letchon bawat
tahanan,
May gayak pati simbahan
Paglabas ni Santa Mariang
mahal,
Kami ay taos na nagdarasal
Prusisyon dito ay
nagdaraan,
Kung kaya't ang iba'y nag-
aabang
5 Presto (very fast)
May tumutugtog at may
sumasayaw,
Mayrong sa galak ay
napapasigaw
Ang pista sa bayan namin
ay ganyan,
Ang saya'y tila walang
katapusan.
6 Vivace (fast, lively)
Manunugtug ay
nangagpasimula
At nangagsayawan ang
mga mutya
Sa mga padyak parang
magigiba
Ang bawat tapakan ng mga
bakya
Kung pagmamasdan ay
nakatutuwa
Ang hinhin nila'y hindi
nawawala
Tunay na hinahangaan ng
madla
Ritardando (gradually
slowing)
Ang sayaw nitong ating
munting bansa
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION Assessing you as a teacher and analyzing the students’ progress this week.

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?
encountered which
my principal can help
me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other teachers?
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 15 – 19, 2018 (WEEK 1) Quarter: 4TH QUARTER

I. OBJECTIVES The learner………..
A. Content Standard demonstrates understanding of volume of solid figures and meter reading.
B. Performance Standard is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations.
C. Learning Competencies / determines the relationship of the determines the relationship of derives the formula for finding derives the formula for finding derives the formula for
Objectives volume between 70.1 a rectangular the volume between 70.2 a the volume of cylinders the volume of cone finding the volume of
prism and a pyramid. cylinder and a cone. M6ME-IVa-96 M6ME-IVa-96 spheres.
M6ME-IVa-95 M6ME-IVa-95 M6ME-IVa-96
Measurement Measurement Measurement Measurement Measurement Measurement
A. References
1. Teacher’s Guide pages 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes, 21ST Century Mathletes
2. Learner’s Materials pages 21st Century Mathletes 6 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6, p. 21st Century Mathletes 6
272-285
3. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6
4. Additional Materials from Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58
Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, power point Mathletes 6 textbook, power Mathletes 6 textbook, power Mathletes 6 textbook, power Mathletes 6 textbook,
presentation point presentation point presentation point presentation power point presentation
IV. PROCEDURES
A.Reviewing previous lesson or Drill: A. Perform the indicated Drill: Find the surface area of the 1. Mental Computation 1. Mental Computation Drill by group: Name each
presenting the new lesson operation: ff. Drill: Solving for Volumes of Drill: Multiplying Whole figure. Then write the
35 x 25 Prisms Numbers formula in finding the
125 x 2.5 a) Teacher divides the class volume of the given figure.
30 ½ x 25 into 6 groups (per column). Each Multiply the following Choose your answer from
450 ÷ 20 group is provided with an mentally:(use flash cards or the
50 ½ x 15 illustration board ( 41 ), chalk, and use power point presentation) box.
B. Find the surface area of the ff. a. 15 x 4 b. 6 x 2 x 5
eraser.
1. e=25cm
b) Teacher flashes a card
2. l=16cm, w= 9cm, h=8cm d. 3 x 4 x 4 e. 16 x 6
with the dimensions of a prism.
3. d=14cm, h=23cm
For ex.: l = 8 cm w = 5 cm
Review: A.Identify the figure below:
h = 10 cm 2. Review: Finding the
B = 18 m2 h = 3 m Volumes of Cylinders
l = 21 m w = 51 m
Review: 1
h= 4 m
Volume of the pyramid= ______x c)The first student from each Prepare different sizes of cans
volume of rectangular prism. group solves mentally for the (as many as the number of Review:
For a rectangular prism, V=lxwxh volume of the prism and writes groups).
So for pyramid, V= _____ lxwxh= the answer on the illustration Each group will get one can
lxwxh/? board provided. and do the following:
d)When teacher say “boards up,” measure its height and its
they raise their boards up. radius in cm
B.Solve each situation.
e)Whoever gives the correct find its volume
1. a rectangular box has a length of
answer, with the proper label, share the solution and answer
24 inches, a width of 18inches, a
gets 2 points for his/her group. to the class
width of 18 inches and a height of
f)Teacher flashes another card
30 inches. What is the surface area?
and the next student in each
2. A sphere has a radius of 23cm.
group solves mentally for the
What is the surface area?
volume and so on.
g)The group with the highest
number of points wins.
Review:
B.Establishing a purpose for the Have you ever gone to a family Show the pupils a cylinder and a Present a story problem: Let pupils give examples of Let pupils give examples of
lesson outing to a resort? There are many cone. Let the pupils say Water is indispensable because objects that are conical in objects that are round like a
different kinds of swimming pool, something about the figures. of its many uses. However, some shape. Have them define or ball. Have them define or
isn’t it? There are swimming pools places do not have enough supply describe a cone. describe a sphere.
for kids and for adults. There is also of water. People need to store
Jacuzzi. If you will be asked how water using jars, plastic
much water is placed in the containers, drums, and water
swimming pool, how will you do it? tanks.
Carlo lives in a barangay with a
low supply of water. They need
to store water to ensure that
they have enough water to use
for their daily needs. To make
sure that they have a good supply
of water, his father installed a
new cylindrical water tank behind
their house.
The water tank, which is 18 dm
high with radius of 6 dm, assures
Carlo’s family that they have
enough water for their daily
consumption. How much water
can the cylindrical tank hold?
C.Presenting Examples/Instances The volume of prism is the amount Group activity: a. Let each group/pair Present a Story Problem: Volume is measured in
of new lesson of space inside the prism. Volume is Materials: a cylinder which discuss the following questions Marie attended a birthday cubic units. A circle on the
measured in cubic units, which is open at one end and a cone and record their answers or party where all children were sphere with the same
means it tells you how many cubes that is open ideas. Afterwards, they can share given party hats and ice cream center as the sphere has an
of a given size it takes to fill the at the base (note: the cylinder them to the class. in cones. One little girl area of r2. Imagine this
prism. We can use the diagram on and the cone must have 1) Why is water important? accidentally dropped her ice same circle as the base of a
page 288 to show why the formula congruent bases and altitude), What are its uses? cream, so she started crying. cylinder that exactly
of any prism works. sand, worksheet 2) Do you only need to Marie saw the incident. She contains the sphere.
Procedure: conserve if your place do not went over to the girl and gave
Let the children fill the cone with have enough supply of water? her ice cream. The little girl
sand then ask them to guess how Why or why not? gave her a big smile and said
many “conefuls” of sand it would 3) How can we conserve “thank you.” Marie was very
take to completely fill the water? happy.
To find the volume (V) of a prism, cylinder. Let them check their 4) What did Carlo’s father Discussion:
multiply the number of cubic units guesses by filling the cylinder install in their house? What is its a) What was the story The volume of this cylinder
needed to cover the base (B) by the with sand from the cone. shape? all about? would be the area of its
number of layers. Questions: 5) What are the b) Why was the little girl height, which is r2x2r, or
Volume of prism= is the product of 1) How many “conefuls” of dimensions of the tank? crying? 2r3. The sphere does not
the base area (B) and the height (h). sand did you put to fill up the 6) What are we asked to c) What did Marie do? fill the whole cylinder. In
V=Bxh cylinder? find? d) Why was Marie very fact, its volume is 2/3 of the
Since B=lxw, then V=lxwxh 2) Was your guess correct? 7) Do you know how to happy? volume of the cylinder.
Why? find its volume? e) If you were Marie, 2/3(2r3)=4/3 r3
3) What mathematical would you have done the
formula can you derive for the same thing? Why or why not? Therefore , the volume of
volume of a cone? f) What kind of solid the sphere is 4/3 r3
Note: Volume of the cylinder is figure was the container of the
three times the volume of the ice cream?
cone g) If the cone has a
or the volume of the cone is
1 height of 10 cm and a
3
diameter of 5 cm, what is its
that of the cylinder. volume?
4) What is the formula Do you know how to solve the
used to find the volume of a problem? How?
cylinder?
V=Bxh where
B = area of the base
22
B = r2,  = 3.14 or 7
5) How do we write the
formula for the volume of a
cone?
1
Vcone = 3 Bh where
B = are of the base
22
B = r2,  = 3.14 or 7
h = height of cone
Bh r 2 h
Vcone = 3 or 3
1
or 3 r2h
D.Discussing new concepts and Volume of pyramid is the amount of 6) From the given word Discussion: Comparing the Volume of a 1.Let the pupils find the
practicing new skills #1 space inside the pyramid. Volume is problem, can you now find the Let the pupils illustrate the tank. Cone and Volume of a volume of the sphere at the
measured in cubic units, which volume of the ice cream cone? Let them write/put the given data Cylinder right.
means it tells us how many cubes of a) Let them draw the cone correctly. Materials:worksheet, 10 oz
a given size it takes to fill the with its dimensions. 1
can, 4 cartolina, pair of
pyramid. b) Find the radius of the
scissors, mongo beans, tape
It takes three pyramids of popcorn cone.
Procedure:
to fill the rectangular box. The c) Write the formula for
a) Give each group a 10
pyramid and the rectangular prism volume. 1
have the same base and height. d) Solve for the answer. oz (milk) can and 4 cartolina.
Explain example no. 2 on page 289. e) Label the answer (Or pupils can bring out the
Complete the statement; correctly. materials if these are pre-
Volume of the pyramid= ______x r = 2.5 cm 2) Review then write the assigned.)
formula for finding the volume of b) Have the pupils
volume of rectangular prism. V = 31 Bh or 31 r2h
For a rectangular prism, V=lxwxh rectangular prisms: construct a cone from the
1
So for pyramid, V= _____ lxwxh= V= 3 (3.14 x 2.5 cm x 2.5 cm x 10 V=Bxh cartolina by cutting out a Discuss the answer on page
lxwxh/? cm) V=lxwxh semicircle, and taping the 293.
The volume of a pyramid is 1/3 the V = 31 (3.14 x 6.25 cm2 x 10 cm) where B = area of base sides.
volume of a prism w/ same base h = height of prism Have the pupils form
1
area (B) and height (h). V= 3 (3.14 x 62.5 cm3) 3) Do you think that solving a cone whose base has the
V= 1
(196.25 cm3) for the volume of a cylinder is same circumference as that of
3
somewhat similar to that of a the base of the can.
V = 65.42 cm3 (the answer is prism? Do we use the same c) Have the pupils
rounded off to the formula V = Bh? completely fill the cone with
nearest hundredths) 4) What specific formula do beans and pour them into the
we use in finding volumes of can. Repeat until the can is
d = 5 cm
cylinders? Elicit formula: V = r2 full.
xh
h = 10 cm
5) What is the base area of d) Have the pupils
the cylinder? How can we find describe the volume of the can
the area of the base or the circle? in relation to that of the cone.
(Let them write the formula.) e) Questions:
area of circle = r2. 1) How many “conefuls”
6) Let the pupils solve for of beans did you pour in the
the area of the circle in the given can?
cylinder. Let them understand 2) What can you say
that the area of the circle about the volume of the can
represents the base of the compared to the volume of
cylinder. the cone?
7) Afterwards, let the Volume of the can = 3 times
pupils solve for the volume of the the volume of the cone
given cylinder. Volume of the cone = 3
1
volume of the can

3)What solid figure is
represented by the can?
Therefore, we can say, that,
1
Volume of the cone = 3
volume of the cylinder
4) What mathematical
formula can you derive for the
volume of a cone?
Vcylinder = Bh where B = area of
the base = r2;
22
 = 3.14 or 7
h = height of the cylinder
1
Vcone = Bh
3
where B = area of the
base = r2;
22
 = 3.14 or 7
h = height of the cone
5) Going back to our
word problem, can you now
solve for the volume of the ice
cream cone?
a) Draw/illustrate the
cone. Write the dimensions.
b) Find the radius of the
cone.
c) Write the formula for
the volume.
d) Solve for the volume.
Label the answer correctly.
r = 2.5 cm
1 1
V= 3 Bh or 3 r2h
1
V = (3.14 x 2.5 cm x 2.5 cm x
3
10 cm)
1
V = 3 (3.14 x 6.25 cm2 x 10
cm)
1
V= 3 (3.14 x 62.5 cm3)
1
V = (196.25 cm3)
3
V = 65.42 cm3 (Answer was
rounded off to
the nearest hundredths)
d = 5 cm
h = 10 cm
E.Discussing new concepts and Let the pupils watch the video of Let the pupils watch the video of Group Activity: Group activity: Let the pupils watch the
practicing new skills #2 relationship between pyramid and relationship between cylinder 1) Let each group construct Answer the ff. video of Volume of Sphere,
prism. and cone. cylinders of various sizes using 1.A cone has a height of 20 cm How to get the Formula.
cardboard and glue. and a radius of 12 cm.
2) Let them measure the Compute its volume.
height and the radius of each 2. Find the volume of cone
cylinder in cm. with height 7cm and radius of
3) Let them solve for the base 3 cm.
volume of their cylinders using 3. What is the volume of cone
the formula. with radius 4.5 and height
4)Group sharing follows 13cm?
afterwards.
F.Developing mastery Group Activity: Group Activity: Find the volume of each of the Let the pupils work by pairs, Pair-share:
(Leads to Formative 1) Let each group construct a 1.Let each group of pupils following cylinders. and answer the following: 1.A spherical tank for
Assessment) prism and a pyramid with the same construct a cone and a cylinder Use  = 3.14 Find the volume of each cone, natural gas has a radius of
base and height. with the same diameter and use  = 3.14: 7meters. About how many
height. cubic meters of natural gas
2. provide rice or mongo seeds can it hold? Use =22/7.
2) Let them solve for the 3. Let the pupils fill the cylinder Round your answer to the
volume of the two figures using the with rice or mongo seeds using nearest hundredth.
formula. the cone.
3) Group sharing follows 4. how many cones of rice or Discuss the answer on page
afterwards. mongo seeds can fit inside the 295-296.
cylinder?
5. how do we find the volume of
a cone?
Find the missing dimension.

Fill in the blanks:
d) radius = 8 m, height =
_____; Volume = 602.88 m3
e) diameter = 14 cm,
radius = _____, height = 5.1
cm, Volume = _____
f) r = _____, h = 2.1 m,
V = 19.782 m3
G.Finding practical applications of Find the volume of the ff. Find the volume of the cylinder. Solve for the missing value to
concepts and skills in daily living Use  = 3.14. complete the table. Use  =
1. r = 2 cm 3.14.
h = 9 cm
V=
2. d = 10 mm
h = 16 mm
V=
3. d = 20 dm
r=
4cm
5cm h=
V = 4710 dm3
4. r =
6cm
h = 1.6 m
V = 1.256 m3
5. B =
h = 24 cm
V = 10 851.84 cm3
H.Making generalizations and The volume of a prism is given by The Volume of a Cylinder is How can you find the volume of a How do you find the volume How do you find the
abstractions about the lesson the formula given by the formula V = πr² h cylinder? of a cone? What is the volume of a sphere? What
V = Bh while the Volume of a Cone is Volume of a Cylinder formula used? is the formula used?
where B is the area of the base V = 1/3 πr² h V = πr² h
and h is the height.
The volume of a pyramid is given by
the formula V = 1/3 Bh
where B is the area of the base
and h is the height
I.Evaluating Learning Find the volume of the ff. figures. Evaluate item number 5, 8 and 9 Give the volume of the given A. Solve for the volume A. Solve for the
Write the formula used. on page 297. cylinder: of each cone: volume of each sphere.
Find the volume of the ff.:
Compare the formula used in

solving the volume of the ff. figures
J.Additional activities for Answer Math Challenge on page

application and remediation 298-299
V. Remarks
VI. REFLECTIONS
80% on the formative
assessment
remediation who scored
below 80%
lesson
did this work?

encountered which my
principal or supervisor can
help me solve?
other teachers?
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: JANUARY 14-18, 2019 (WEEK 1) Quarter: 4th QUARTER
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate understanding
understanding of… understanding of… understanding of… understanding of… of…
A. Content Standards
the effects of earthquakes the effects of earthquakes the effects of earthquakes and the effects of earthquakes and the effects of earthquakes and volcanic
and volcanic eruptions: and volcanic eruptions: volcanic eruptions: volcanic eruptions: eruptions:
The learners should … The learners should … The learners should … The learners should … The learners should …
B. Performance Standards design an emergency and design an emergency and design an emergency and design an emergency and design an emergency and preparedness
preparedness plan and kit preparedness plan and kit preparedness plan and kit preparedness plan and kit plan and kit
The learners should be able The learners should be able The learners should be able The learners should be able to… The learners should be able to…
to… to… to… 1. describe the changes on the 1. describe the changes on the Earth’s
1. describe the changes on 1. describe the changes on 1. describe the changes on the Earth’s surface as a result of surface as a result of earthquakes and
C. Learning the Earth’s surface as a result the Earth’s surface as a Earth’s surface as a result of earthquakes and volcanic volcanic eruptions;
Competencies/Objectives of earthquakes and volcanic result of earthquakes and earthquakes and volcanic eruptions; 6ES-IVa-1
eruptions; volcanic eruptions; eruptions; 6ES-IVa-1
6ES-IVa-1 6ES-IVa-1 6ES-IVa-1
1. Forces that affect changes 1. Forces that affect 1. Forces that affect changes 1. Forces that affect changes on 1. Forces that affect changes on the
on the earth’s surface changes on the earth’s on the earth’s surface the earth’s surface earth’s surface
II. CONTENT / TOPIC 1.1 Earthquakes surface 1.1 Earthquakes 1.1 Earthquakes 1.1 Earthquakes
1.1 Earthquakes (INTENSITY SCALE)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 6ES-IVa-1 6ES-IVa-1 6ES-IVa-1 6ES-IVa-1 6ES-IVa-1
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials Charts, videoclip Charts,videoclip Charts,videoclip charts charts
IV. PROCEDURES
Are you familiar with earth’s Do you have an idea on how Identify the forces that affect What is an earthquake?
A. Reviewing previous lesson or
layer? earth exist and formed? changes on the earth’s surface Define the intensity and its
presenting the new lesson
Can you describe it? scale.
Show an illustration or a Do you know how Have you experienced an What can you say about the
model of an earth. mountains and volcanoes earthquake? How do you feel? effects of an earthquake?
 What can you say are formed?
B. Establishing a purpose for the
about the earth? We are going to find out Tell some destructive effects of
lesson
by studying the different earthquake based on its
crustal plates and their intensity.
movements.
Show a videoclip about the  Have teacher Show picture of earthquake Show chart of for the Richter
earth’s layer. present an and its destructive effects. Scale (Magnitudeof an
illustration of  What can you say Earthquake )
 What can you say different crustal about the pictures?
about the video? plates.  Show videoclip about
 Present a videoclip earthquake
about crustal
C. Presenting examples/ plates.
instances of the new lesson
Discuss the following: Unlocking of Difficulties: Presenting Vocabulary The total amount of energy
1. Mantle 1. Tectonic Plates Develpoment: released by an earthquake at its
2. Outer Core 2. Faults 1. Earthquake center or focus is called
D. Discussing new concepts and 3. Inner Core 3. Trench 2. Intensity magnitude. Magnitude tells the
practicing new skills #1 4. Crust 4. Continental Plates 3. Magnitude relative severity of an
5. Oceanic Plates earthquake.
6. Athenosphere
7. Lithosphere
 What natural The continents of the Let the teacher explain how an
occurnces help earth and ocean floor earthquake occurs. Each number on the Richter
scientist learn about are made up of very Scale represents a ground
the layers of the large oieces of rocks  What is an movement that is ten times
earth? called plates. earthquake? greater than the next lower
E. Discussing new concepts and  Have the teacher  Differentiate between number. It is measured by an
practicing new skills #2 discuss/explain the magnitude and instrument called a
Continental Drift intensity. seismograph. For example, in an
Theory andOceanic earthquake of magnitude 6, the
Plates and other ground moves 10 times as much
changes that affect as it moves in a quake of
the earth’s surface. magnitude 5.
Tell something about the Differentiate trench and a What do you call the
different layers of the earth fault. instrument used to measure Differentiate Magnitude from
F. Developing mastery (leads to and how they are connected What are the different kinds the intensity of an earthquake? Intensity.
formative assessment ) to the changes of the earth’s of crustal paltes?
surface. What are the effects of an
earthquake?
Group Activity: Group Work and Group Work:
Presentation: Refer to the Richter Scale and
Each group will make a Name some causes of the Mercalli Scale. Draw the effects
model of an earth showing movements of the earh’s of earthquake.
the different layers. crust. Group I
G. Finding practical applications Magnitude 8.0
of concepts and skills in daily Group II
living Magnitude 4.5
Group III
Magnitude 6.0
Group IV
Magnitude 7.0
The earth is made up of The crust consists mainly of What is an earthquake?

layers. These layers are the solid rock. The Continental Describe what is an earthquake.
crust, the mantle, and the plates and the oceanic How it occurs?
H. Making generalization and
outer and inner core. plates aee parts of the Differentiate between
abstraction about the lesson
earth’s crust. These plates magnitude and intensity of an
are in constant motion. The earthquake.
otion of these plates causes
the formation of fault and
trenches.
Make an illustration of an Essat type of Test Essay type of Test Choose the correct answer:
earths’s layer and describe Explain briefly the Which intensity scales are 1. The sudden movement
each layer. Continental Drift Theory ad destructive according to the of earth’s crust is called
a. Intensity
explain how it affects the PHIVOLCS Intensity Scale?
b. Earthquake
earth’s surface. Describe the details of
c. Magnitude
destruction.
d. Earth’s energy
I. Evaluating learning 2. The total amount of
energy released by the
sudden tectonic
movement is
a. Intensity
b. Earthquakes
c. Magnitude
d. Earth’s energy
Research the work of Alfred Make a research about Give some effects of strong Name and discuss two indirect
J. Additional activities for Lothor Wegenes and in his earthquake. earthquakes. causes of injury during an
application / remediation contributions about the earthquake.
drifting continent theory.
V. REMARKS
VI. REFLECTION
80% in the evaluation

remediation
C. Did the remedial lessons work
? No. of learners who have
caught up with the lesson
strategies worked well ? Why
did this work ?
F. What difficulties did my

principal or supervisor can
help
me solve ?
other teachers ?

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GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE - H.E

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. Content Enhancing/ decorating finished products

4. Additional Materials from

Discuss with the class

F. Developing Mastery After the activity, instruct all the groups

Say: Think/look for any wood

‐ Bring the following for our

F. What difficulties did I

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. No. of learners earned 80%in

C. Did the remedial lesson work?

D. No. of learner who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

III. KAGAMITANG PANTURO

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Kailan at saan ninyo ito madalas

Tanong: Ano ang ibig sabihin ng

Magbigay ng mga halimbawa ng

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT tempo tempo tempo texture

III. LEARNING RESOURCES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. No. of learners who

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

volume of the can

Find the missing dimension.

Find the volume of the ff.:

Compare the formula used in

J.Additional activities for Answer Math Challenge on page

F. What difficulties did I

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The earth is made up of The crust consists mainly of What is an earthquake?

B. No. of learners who require

F. What difficulties did my

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