DLL g6 q2 Week 2 All Subjects (Mam Inkay Peralta)

GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: AUGUST 20 - 24, 2018 (WEEK 2) Quarter: 2ND QUARTER
WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates…
 understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience
 understanding that English language is stress timed to support comprehension
 understanding of text types to listen for different purposes from a variety of texts
 understanding that words are composed of different parts to know that their meaning changes depending in context
 understanding that reading a wide range of texts provides
 understanding of different formats to write for a variety of audiences and purposes
 command of the conventions of standard English grammar and usage when writing or speaking
 understanding of library skills to research a variety of topics
 demonstrates understanding of the various forms and conventions materials to critically analyze the meaning constructed in print, non-print, and digital
materials
B. Performance Standards The learner…
 prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their
 own clearly and persuasivel
 uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
 uses literal information from texts heard to construct an appropriate feedback
 uses strategies to decode correctly the meaning of words in isolation and in context
 uses knowledge of text types to correctly distinguish literary from informational texts
 drafts texts using appropriate text types for a variety of audiences and purposes
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
 evaluates effectively the message constructed and conveyed in various viewing texts
C. Learning Competencies/ Objectives EN6LC-IIb- 3.2 EN6OL-IIb- 3.7 EN6RC-IIb- 5.5 EN6WC-IIb-1.1.6.1 EN6VC-Ibc- 3.7
Write the LC code for each Distinguish various types of Employ an appropriate style Respond appropriately to the Plan a composition using an Infer the target audience
informational/factual text of speaking, adjusting messages of the different outline/other graphic
EN6V-IIb- 12.3.3 language, gestures, rate, and authentic texts organizers
EN6V-IIb- 12.4.1.3 volume according to audience EN6SS-IIb- 1.4 EN6G-IIb-6.6
EN6V-IIb- 12.4.2.3 and purpose EN6SS-IIb- 1.4.1 Compose clear and coherent
Infer meaning of borrowed EN6F-IIb-1.6 Gather relevant information sentences using appropriate
words and content specific EN6F-IIb-1.3 from various sources - grammatical structures:
terms using -context clues – EN6F-IIb-1.7 -Dictionary -Order and degrees of
affixes and roots -other Read grade level text with -Thesaurus irregular adjectives
strategies (Science) accuracy, appropriate rate EN6A-IIb-17
EN6A-IIb-16 and proper expression Show tactfulness when
communicating with others
Observe politeness at all EN6A-IIb-18
time Show openness to criticism
II. CONTENT Various Types of Appropriate style of speaking, Responding appropriately to Outline/Graphic Organizers, Target Audience
Informational texts adjusting language, gestures, the messages of the different Order of Adjectives
Inferring meaning of rate, and volume according to authentic texts Degrees of Irregular
borrowed words and audience and purpose Using Dictionary and Adjectives
content specific terms in Reading grade level text with Thesaurus in gathering
Science-based texts using - accuracy,appropriate rate, relevant information
context clues -affixes and and proper expression
roots –other strategies
THEME:
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learning Materials pages
3. Textbook Pages
4. Additional Materials from Learning Activity Sheet in English 6
Resource (LR) portal (Quarter 2: Week 2)
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson or Recall previous lesson. Call volunteers to recite the Recall previous lesson. Ask: What have you
presenting the new lesson Read “Let’s Learn This” poem studied in the previous learned about order of
Ask: What are the different
Activity Sheet in English 6 lesson. adjectives? degrees of
type of informational texts?
(Quarter 2: Week 2-Day 1, irregular adjectives?
p. 1)
B. Establishing a purpose for the Do “Let’s Try This” Do “Let’s Try This” Do “Let’s Try This” Do “Let’s Try This” Do “Let’s Try This”
lesson Task 1 & 2 Activity Sheet in English 6 Activity Sheet in English 6 Task 1 & 2 Task 1
Activity Sheet in English 6 (Quarter 2: Week 2-Day 2, (Quarter 2: Week 2-Day 3, Activity Sheet in English 6 Activity Sheet in English 6
p. 1)
(Quarter 2: Week 2-Day 1, p. 1) (Quarter 2: Week 2-Day 4, (Quarter 2: Week 2-Day 5,
pp. 1-3) p. 1) p.1
C. Presenting examples/instances of Read “Let’s Study This” Read “Let’s Study This” Read “Let’s Study This” Read “Let’s Study This” Read “Let’s Study This”
the new lesson Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 2-Day 1, (Quarter 1: Week 2-Day 2, (Quarter 2: Week 2-Day 3, (Quarter 2: Week 2-Day 4, (Quarter 2: Week 2-Day 5,
pp. 3-4) pp. 1-2) pp. 1-2) pp. 2-4) p.1)
D. Discussing new concepts and Answer “Let’s Do This” Do “Let’s Do This” Answer “Let’s Do This” Do “Let’s Do This” Do “Let’s Do This”
practicing new skills Task 3 Task 1 Task 1 Task 3 Task 2
(Leads to formative assessment No. Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
10) (Quarter 2: Week 2-Day 1, (Quarter 2: Week 2-Day 2, (Quarter 2: Week 2-Day 3, (Quarter 2: Week 2-Day 4, (Quarter 2: Week 2-Day 5,
p. 4) p. 3) p. 2) p. 4) p. 2)
E. Discussing new concepts and Answer “Let’s Do More” Do “Let’s Do This” Do “Let’s Do This” Answer “Let’s Do More” Do “Let’s Do This”
practicing new skills Task 4 Task 2 Task 2 Task 4 Task 2
(Leads to formative assessment No. Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
2) (Quarter 2: Week 2-Day 1, (Quarter 2: Week 2-Day 2, (Quarter 2: Week 2-Day 2,
Group Activity pp. 5-6) p. 3) p. 3) (Quarter 2: Week 2-Day 4, (Quarter 2: Week 2-Day 5,
Remind the learners to Remind the learners to show Remind the learners to show pp. 4-5) p. 2)
observe politeness at all time. openness to criticism. openness to criticism.
F. Developing Mastery Do “Let’s Do More” Do “Let’s Do More”Task 4 Answer “Let’s Do More”
(Leads to formative assessment No. Task 3 Activity Sheet in English 6 Task 5
3) Activity Sheet in English 6 (Quarter 2: Week 2-Day 3,p. Activity Sheet in English 6
Individual Activity (Quarter 2: Week 2-Day 2, 4) (Quarter 2: Week 2-Day 4,
(pp. 3-4) Remind the learners to show p. 5)
tactfulness when
communicating with others.
G. Finding practical applications of Ask: How can you apply Ask: Why should we use Ask: Why is responding Ask: Is using outline/graphic Ask: Why do you think it is
concepts and skills in daily living your knowledge in various appropriate speaking style, appropriately to the organizers helpful? Why? important to know your
(Reflective Approach) informational texts in real rate, volume and pitch in messages of the different What is the importance of target audience when you
life situations? reading and speaking? authentic texts important? learning the order and write or speak?
Is learning word strategies How can you apply this in What is the importance of degrees of irregular adjectives
in inferring the meaning of daily life? using dictionary/thesaurus in in daily life?
borrowed words and content real life situations?
specific terms in Science-
based texts important? Why?
H. Making generalization and What are the various types Ask: How should we employ Ask: What are the uses of Ask: What are the uses of Ask: What is an audience?
abstractions about the lesson. of informational text? proper volume, rate, pitch, dictionary? thesaurus? dictionary? thesaurus? What is target audience?
gesture and style in speaking
according to purpose?
according to audience?
Read “Let’s Remember This”
Activity Sheet in English 6
(Quarter 2: Week 2-Day 2,p.
6)
I. Evaluating Learning Answer “Let’s Do More” Do “Let’s Test Ourselves” Do “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Do “Let’s EnrichOurselves”
Task 5 Task 4 Task 5 Task 6 & 7 Task 3
Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 2-Day 1,p. (Quarter 2: Week 2-Day 2,p. 5 (Quarter 1: Week 2-Day 3,p. (Quarter 2:Week 2-Day 4, (Quarter 2: Week 2-Day 5,p. 2)
6) 5) pp.5-6)
J. Additional activities for application Do “Let’s Enrich Ourselves” Do “Let’s Enrich Ourselves” Answer “Let’s Do “Let’s Enrich Ourselves”
or remediation. Task 6 Task 5 EnrichOurselves” Task 8
Activity Sheet in English 6 Activity Sheet in English 6 Task 6 Activity Sheet in English 6
(Quarter 2: Week 3-Day 1,p. (Quarter 2: Week 2-Day 2,p. Activity Sheet in English 6 (Quarter 2: Week 2-Day 4,p.
7) 6) (Quarter 1: Week 2-Day 3,(p. 7)
6)
V.REMARKS
VI. REFLECTION
A. No. of learners earned 80% in
evaluation.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work well:
worked well? Why did these work? well: well: well: well: ___ Group collaboration ___
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration Games
___ Games ___ Games ___ Games ___ Games ___ Power PointPresentation ___
___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary activities/exercises
activities/exercises activities/exercises activities/exercises activities/exercises ___ Discussion ___ Case
___ Discussion ___ Discussion ___ Discussion ___ Discussion Method
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Think-Pair-Share (TPS) ___
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) Rereading of
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of Paragraphs/Poems/Stories
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Differentiated Instruction ___
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Role Playing/Drama ___
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama Discovery Method ___ Lecture
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method Why?
Why? Why? Why? Why? ___ Complete Ims
___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Availability of Materials ___
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials Pupils’ eagerness to learn ___
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Group member’s Cooperation in
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s doing their tasks
Cooperation in doing their Cooperation in doing their Cooperation in doing their Cooperation in doing their
tasks tasks tasks tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer __ Science/ Computer __ Science/ Computer __ Science/ Computer __ Science/ Computer Internet Lab
Internet Lab Internet Lab Internet Lab Internet Lab __ Additional Clerical works
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __Reading Readiness __Lack of
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness Interest of pupils
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers?
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from views
views of the locality views of the locality views of the locality views of the locality of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used
used as Instructional used as Instructional used as Instructional used as Instructional as Instructional Materials
Materials Materials Materials Materials __ local poetical composition
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __Flashcards
__Flashcards __Flashcards __Flashcards __Flashcards
Teacher: Learning Area: FIILIPINO
DAILY LESSON LOG

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

Pangnilalaman Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
C. B. Pamantayan sa Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Pagganap Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
D. C. Mga Kasanayan sa F60L-IIa-e-4 F6V-IIb-4.2 F4A-0a-j-1
Pagkatuto. Isulat and code HOLIDAY Nagagamit nang wasto ang pang-uri sa Nabibigyang kahulugan ang salitang Naipagmamalaki ang sariling wika
ng bawat kasanayan paglalarawan sa iba’t ibang sitwasyon hiram. sa pamamagitan ng paggamit nito.
F6PN-IIb-4
Naiuugnay ang sariling
karanasan sa napakinggang
teksto.
E. II. NILALAMAN
F. Pag-uugnay ng Sariling Pagmamalaki ng Sariling Wika sa
Karanasan sa mga Pangyayari Paggamit ng Pang-uri sa paglalarawan sa Pagbibigay kahulugan sa salitang hiram Pamamagitan ng Paggamit nito
sa Kuwento iba’t ibang sitwasyon (ANTAS)
G. III. KAGAMITANG
PANTURO
A. A. Sanggunian
1. Mga pahina ng Gabay
ng Guro
2. Mga pahina ng Hiyas sa Pagbasa p. 151-153
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk
4. Karagdagang FILIPINO 6 DLP 49
Kagamitan mula sa
portal ng Learning
Resources (LR)
B. B. Iba pang kagamitang http://teksbok.blogspot.com/2012/06/
panturo paghihiram-ng-mga-salita.html
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Tumawag ng mga mag-aaral Piliin ang wastong pang-uri na nasa loob Pagbabaybay ng mga salitang-hiram Pagsasanay
aralin at/o pagsisimula ng upang pumili ng mga ng panaklong na Pag-tsek ng takdang aralin na inihanda Sabihin ang kasingkahulugan ng
bagong aralin pangyayari na naganap na sa angkop sa pangungusap. ng mga bata mga sumusunod na
knilang buhay: 1. (Mas malawak, Malawak, sinalungguhitang salita.
Pinakamalawak) ang Dagat-Pasipiko
 Hindi nakasali sa kaysa sa Dagat-Atlantiko. Mariwasa ang buhay niya
pasulit dahil 2. Si Merle ay (magaling, ubod ng galing, kaya nabibili lahat ng gusto niya.
nagkasakit higit na magaling) sa Karamihan sa Filipino ay
paglalaro ng chess. maralita dahil kahit pangunahing
 Napagalitan dahil
3. (Pinakamataas, Mataas, Magsintaas) pangangailangan ay hindi
ginabi ng uwi ang Mt. Apo sa lahat ng natutugunan.
 Pumasok sa bundok sa Pilipinas. Salat sa pangangailangan
eskwelahan nang 4. Ang araw ang (pinakamalapit, mas ang taong maralita.
walang baon malapit, malapit) na bituin sa Nakaukit sa utak ko ang
 Walang natanggap daigdig. sinabi ni Amy.
5. (Higit na matayog, ubod ng tayog, Naglaho lahat ng sinabi ni
na regalo sa pasko
matayog) ang lipad ng ibon ate, wala akong maaalala.
Napalo noong maliit pa kaysa manok.
B. Paghahabi sa layunin ng Anong mga bagay Nakakita ka na ba ng sisiw, lawin at Ipapanood ang youtube video na ito. Pag-aralan natin ngayon ang mga
aralin ang karaniwan uwang? Kung hindi pa, Ipaalala ang mga dapat at di-dapat mahihirap na salita. Alamin natin
makalimutan natin sa pansinin mo ang makaguhit sa ibaba. gawin sa panonood. Sabihin din sa mga ang kahulugan at pagkatapos
daan? bata na maari nilang isulat sa kanilang gamitin natin ito sa pagsulat ng
kuwaderno ang mga importanteng komposisyon.
salita na kanilang makikita at maririnig.
iskwater – (Ang guro ay
magtanong kung alam ba nila ito.
Magbigay ng pangungusap
hanggang sa malaman ang
Anu-anong mga hayop ang nakita mo sa kahulugan nito.)
larawan?
Kilala mo ba ang uwang? Sakaling Inaasahang sagot: paglilipat – lipat
ng tirahan
yari – gawa
kahirapan – dukha
hindi, ang uwang partikular – lalo na
ay kulisap na
kadalasang
naninirahan sa
puno ng niyog
C. Pag-uugnay ng mga Pagbasa ng kuwento https://www.youtube.com/watch? Gawin Natin:

halimbawa sa bagong Basahin ang nakatalang mga Ang Lawin, ang Sisiw, at ang Uwang v=YA-ans78i8o Ngayon gagawa kayo ng
aralin salitan inuulit. Bilugan ang komposisyon gamit ang mga
salitang kasingkahulugan nito. salitang inyong natutuhan.
1.Bagong-bago (pinakabago,
di-gaanong bago, lumang- Tandaan lamang na sa paggawa ng
luma) komposisyon ay:
2.Mahapding-mahapdi
(mahapdi nang bahagya, mas Isulat ang pamagat sa gitna ng
mahapdi, sobra ang hapdi) papel.
3.Patakbo-takbo (takbo nang
takbo, takbo-hinto-takbo, Ipasok ang unang salita ng unang
mabilis ang pagtakbo) pangungusap sa bawat talataan.
4.Taking-taka (labis ang Lagyan ng palugit sa magkabilang
pagtataka, nagtataka, tabi ng talataan. Gawing isang dali
nagtataka nang kaunti) ang Palugit sa kaliwa, kailangang
5.Malapit-lapit ( lubhang higit itong malapad kaysa kanan na
malapit, higit na malapit, may palugit na kalahating dali
malapit nang kaunti) lamang.
Gumamit ng wastong bantas sa
pagkatapos ng pangungusap.
Gawing malaking titik ang simula
ng bawat pangungusap.
Ang bawat talataan ay dapat
magtaglay ng isang paksa lamang.
Pumili ng isang paksang nais
talakayin.
Magpayaman ng talasalitaan
kaugnay ng paksa.
Gamitin sa mga pangungusap ang
nalinang na talasalitaan.
Bumuo ng iba’t-ibang uri ng
pangungusap ayon sa anyo at
tungkulin.
Isaayos ang mga binuong
pangungusap nang sunud-sunod
ayon sa diwang ipinahahayag nito.
Isulat sa talataan ang isinaayos na
pangungusap.
Lagyan ito ng pamagat batay sa
pamaksang pangungusap.
Gawin itong modelo o
huwaran.
D. Pagtalakay ng bagong Pagganyak na Tanong: Sagutin: Itanong: Ano-anong mga salitang- Gawin Ninyo:
konsepto at paglalahad ng  Bakit kaya naiwan ni 1. Paano pinaghambing ang lawin at ang hiram ang iyong nadinig at ang Hatiin ang mga bata sa 2 pangkat.
bagong kasanayan #1 Liza ang payong? uwang? katumbas nito sa ingles? Papiliin sila ng paksang gagawan
Pakikinig sa kuwento. 2. Paano naman pinaghambing ang nila ng komposisyon. Bago ang
lawin at ang sisiw? Mga sagot: pagsulat alamin muna nila ang mga
3. Paano naman inihambing ng lawin 1. haynayan – biology salitang gagamitan at kapag
ang kanyang sarili sa iba? 2. bilnuran – arithmetic natutuhan na saka pa gagawa ng
4. Paano inihambing ang ibon sa ibang 3. miktiinig – microphone komposisyon. Ang unang pangkat
uri ng hayop na lumilipad? 4. pang-ulong hatinig – headset na nakatapos na tama ang
5. Kung ikaw ang pagpipiliin, alin ang 5. sulatroniko – e-mail pagkakagawa ay panalo.
gusto mong maging katulad, 6. pook-sapot – website
ang lawin o ang uwang? Ipaliwanag. 7. pantablay - charger
E. Pagtalakay ng bagong Pag-unawang Tanong Narito ang mga pangungusap na hango Itanong:
konsepto at paglalahad ng Sino ang nagkukuwento? sa pabulang iyong 1. Anu-anong pagbabago ang
bagong kasanayan #2 Ano ang kanyang suliranin? binasa. Pag-aralan mo. nangyayari sa ating bansa na
Ano ang nangyari sa kanya A. Malakas ang siyap ng sisiw sa iyong napapansin?
isang araw? paghanap sa kanyang mga
2. Ano ang naidudulot nito na
Paano siya napupunta kay kapatid.
Liza? B. 1. Higit na malakas ang siyap ng maganda sa ating mga
Ano ang binalak na gawin ng inahin sa pagtawag sa anak. mamamayan?
lalaking makisig? 2. Ang uwang ay kasintapang din ng 3. Bakit kailangan na magkaroon
Paano siya napunta sa tunay lawin. ng mga pagbabagong ito?
na may-ari? C. Ang lawin ang pinakamalaki sa mga 4. Ang teknolohiya ba ay may
Ano ang nadama ni Liza nang pangkaraniwang ibong mabuti o masamang
Makita ang payong na binili makikita natin sa paligid.
maidudulot sa mga kabataan?
niya?  Ano ang tawag sa mga salitang
Paano natapos ng buhay ng 5. Anong mga makabagong
may salungguhit?
nagkukuwento? kagamitan ang nakatutulong
 Ano ang pang-uri?
Mayroon ka bang alam na sa iyong pag-aaral? Paano?
 Sa pangungusap sa A, ano ang
pangyayaring katulad sa
kanya? pang-uri? Ano at ilan ang Mayroon ba kayong dalang mga
Kung ikaw ang nag kukwento, inilalarawan nito? makabagong kagamitan
ano ang mararamdaman mo? Sa pangungusap sa B. 1., ano
ang pang-uri? Ano ang
pinaghahambing nito?
 Ilan ang pinaghambing?
 Magkatulad ba ang katangiang
inihahambing?
 Sa pangungusap sa B-2, ano
ang pang-uri? Ano ang
pinaghahambing nito?
 Sa pangungusap sa C, ano ang
pang-uri? Ano ang
pinaghahambing?
Ilan ang pinaghahambing?

F. Paglinang ng Pag-aralan ang sumusunod na Punan ang patlang ng wastong anyo ng At Natutong Magluto ng Almusal si Gawin Mo:
Kabihasaan mga pangyayari sa nabasang pang-uri na angkop sa Genio Pumili ng paksa sa ibaba at sumulat
( tungo sa Formative kuwento. pangungusap. Isulat ang sagot sa Ni NERISSA S. ALARDE ng komposisyon.
Assessment ) Bilugan ang bilang ng sagutang papel. Tuwing umaga, kinasanayan na ni
pangyayari sa kuwento na 1. Sina Edward at Ramon ay Genio na gumising nang maaga,
naranasan mo na. ____________ (taas). maghanda ng maaga para pumasok sa
2. ____________ (bilis) ang usa kung paaralan. Dahil sa simula pa lang, nasa
1. Natutuwa ka kapag tumakbo. mababang antas pa lamang siya,
may nakapansin sa 3. Ang aking bunsong kapatid ang tinuruan na siya ng kanyang Nanay
iyong mga tao. ____________ (likot) sa mga Minda na maghanda ng sarili sa
2. Pabili ng payong dahil batang lalaki. pagpasok sa paaralan. Dapat,
tag-ulan na naman. 4. ____________ (hinahon) siya sa lahat pagkagising sa umaga, ililigpit muna ni
3. Maingat sa pagdadala ng oras at pagkakataon. Genio ang kanyang kama, iaayos ang
ng payong 5. Ang hilaw na mangga ay mga unan, titiklupin ang kumot at
4. Habang nasa ___________ (asim) kaysa sa sampalok. ilalagay sa nakalaang lalagyan para sa
sasakyan at mga ginamit sa pagtulog. Matapos na
mayroong kasama at maiayos ang kanyang silid, dapat
ka kuwentuhan at niyang ayusin naman ang kanyang mga
biglang papara dahil gamit sa paaralan, tinitiyak niya na
malapit na palang lahat ng kanyang mga kailangan sa
lumagpas sa babaan araw na 'yon, tulad ng mga aklat at
5. Madalas makaiwan notebook na kakailanganin niya sa
ng gamit sa sasakyan kanilang lesson sa araw na 'yon ay
6. Hindi na hahanapin maayos na nakalagay sa kanyang
ang naiwang bagay sa school bag. Hindi rin niya dapat
sasakyan kalimutan ang mga assignments na
Pag-aalaalang bilhan ng isang inihanda niya bago siya matulog.
bagay na kailanganng- Matapos na maiayos ang lahat,
kailangan ng isang mahal sa kailangang magtungo na siya sa hapag.
buhay. Dahil tiyak na nakahanda na ang
kanyang almusal na inihanda ng
kanyang mahal na nanay. Subalit nang
lumabas ng silid si Genio upang
magtungo sa hapag, napansin niyang
wala pang almusal na nakahanda sa
mesa at wala pa rin ang kanyang nanay
na
madalas na nauuna pang magising sa
kanya upang maghanda ng kanilang
almusal. Agad na tinungo ni Genio ang
silid ng ina.
Nakahiga pa rin si Aling Minda.
Lumapit si Genio sa kama.
“ Anak, mabigat ang pakiramdam ko,
napagod yata ako kahapon, hindi tuloy
kita naipaghanda ng almusal,”
matamlay na wika ni Aling Minda sa
anak. “ Huwag po kayong mag-alala
nanay, ako na lang po maghahanda ng
almusal ko,” sagot ni Genio.
“ Marunong ka na ba?” Tanong ni Aling
Minda.
“ Opo 'Nay, grade six na
ako...magagawa ko na kung paano
ninyo niluluto ang almusal ko.”
pagmamalaki ni Genio.
“ May kanin sa kaldero, kaya mo na
bang iluto ang sinangag?”
“ Yakang-yaka 'nay!”
“ Pagpirito ng itlog at hotdog, kaya mo
na rin ba?”
“ Chicken!” Pagyayabang ni Genio.
“ Chocomilk mo, kaya mo na rin
ihanda?” Patuloy ni Aling Minda.
“ No problem 'nay, relax lang kayo,
ihahanda ko pati baon ko at almusal
ninyo!” pagmamalaki ni Genio.
Makalipas nga ang ilang minuto,
naihandang lahat ni Genio ang almusal
nilang mag-ina, pati na rin ang baon na
dadalhin niya sa paaralan.Matapos na
magkapag-almusal, masiglang
pumasok ng paaralan si Genio.
G. Paglalapat ng aralin sa Sabihin: Ano nag pag-uugnay Sumulat ng mga pangungusap na a.Magbigay ng isang salitang hiram at Gamit ang bagong salitang
pang-araw-araw na buhay sa Sariling karanasan sa mga pinaghahambing ang tumbasan ito ng salita sa natutuhan, sumulat ng sariling
pangyayari sa kuwento ang sumusunod. Filipino. komposisyon tungkol sa…“Ang
ating talakayan ngayon… 1. Ang alaga mong aso at ang alaga ng b. Gamitin sa pangungusap ang Pilipinas Ngayon”
iyong mga kaibigan napiling salitang hiram sa ibang
Pinakamabisang paksa ang 2. Dalawang punong atis paraan o pangungusap.
isang kuwento ang karanasan 3. Isang manggang hinog at isang
ng tao. Madaling maunawaan manibalang
ang kuwento kapag ito ay 4. Si Jose Rizal at ibang mga bayani
ibinatay sa karanasan. 5. Ang iyong guro
Naiiugnay ang tunay na
pangyayari sa buhay na nasa
isang kuwento o iba pang
akda.
H. Paglalahat ng Aralin Ano ang kahalagahan ng • Ang pang-uri ay may tatlong antas: May tatlong dahilan kung bakit Pagsasapuso:
karanasan? 1. Lantay – kung iisang tao, bagay, nanghihiram ng salita ang mga Pilipino. Sabihin:
hayop o pook ang 1. Hiramin ang salita, at tumbasan sa Ang wika ay sumasalamin sa
pinaghahambing. Filipino. kultura at tradisyon ng mga
2. Pahambing – kung dalawang tao, Halimbawa Pilipino. Ito ay nagsilbing tulay sa
bagay, hayop o pook Classroom – Silid-aralan mga Pilipinong naninirahan sa iba’t
ang pinaghahambing. Library – Silid-aklatan – ibang kapuluan at sa ibang panig
- ang dalawang pinaghahambing ay 2. Hiramin ang tunog ng salita at ng mundo. Ito ay nagsisilbing
maaaring magkatulad o magkaiba ang baybayin sa Filipino. pagkakakilanlan n gating lahi sa iba.
katangian Halimbawa Nararapat lang na ito’y gamitin at
• Hambingang magkatulad Cell phone - selfon ipagmalaki
o a. Ginagamitan ng panlaping sing, - Book - buk
magkasing 3. Hiramin na ng buo ang salita
o b. Ginagamitan ng kapwa, gaya, paris Kapag mawawala ang tunay na
• Hambingang Di-magkatulad kahulugan ng salita kapag
o a. Ginagamitan ng mga salitang mas o tinumbasan sa Filipino, o kaya naman,
higit at kaysa o sa mababago ang
3. Pasukdol – kung higit sa dalawang kahulugan kapag binaybay sa Filipino,
tao, bagay, hayop o hiramin na lang ng buo ang
pook ang pinaghahambing. salita.
- ginagamitan ng panlaping pinaka o
napaka o sinasamahan ng ubod,
sukdulan, nuno, lubha, masyado, totoo,
talaga, tunay
I. Pagtataya ng Aralin Iugnay moa ng sanhi sa Punan ang patlang ng wastong anyo ng Pumili ng paksa sa ibaba. Gamitin
pangyayaring ito: pang-uri na aangkop sa ang bagong salitang natutunan sa
pangungusap. pagsulat ng sariling komposisyon
Pagsusulit noon. May 1. _____________ (sipag) si Reggie ukol dito.
ginawa kang talaan ng mga kaysa kay Melie. a. Kahalagahan ng Kalusugan
petsa at pangyayari hingil sa
pagkakaroon ng kasarinlan ng 2. _____________ (lambot) ng mamon Ang Pag-aaral
Pilipinas. Ito ang iyong ginamit ang puso ng pinsan ko.
sa balik-aral. May nakalimutan 3. _____________ (talino) ang kuya ni Ang Aking Pamilya
kang limang petsa. Ang papel Joyce.
ay nasa bulsa. Tumingin ka sa 4 – 5. Sa lahat ng prutas, ____________
guro. Ang guro pala ay (baho) ang amoy ng durain
nakatingin sa iyo. subalit ito ang ___________ (sarap).
________________________
________________________
J. Karagdagang Gawain Bumasa ng isang bahagi sa
para sa takdang aralin at bibliya. Isulat mo sa maikling
remediation pangungusap kung paano mo
ito inugnay sa ioyng buhay.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
Gawain para sa remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa aralin
D. Bilang ng mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro
at superbisor?
G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
Teacher: Learning Area: MAPEH
DAILY LESSON LOG

I. OBJECTIVE/S
A. Content Standard demonstrates the concept of HOLIDAY Demonstrates understanding of demonstrates understanding of
melody by using intervals in the shapes, space, colors, and the participation in and assessment of
major scales and in the minor principles of emphasis, harmony physical activities and physical
scales and contrast in digital painting and fitness
WEEKLY TEST
poster design using new
technologies.
B. Performance applies learned concepts of Applies concepts on the use of Participates and assesses
Standard melody and other elements to software in creating digital performance in physical activities.
composition and performance paintings and graphic designs.
assesses physical fitness
C. Learning demonstrates the ability to sing, Realizes that art processes, describes the Philippines physical
Competencies read, and write simple musical elements and principles still apply activity pyramid
(write the LC Code) notations in the: even with the use of technologies. PE6PF-IIa-16
1.1 Key of C Major A6EL-IIa
1.2 Key of G Major Appreciates the elements and explains the indicators for fitness
1.3 Key of F Major principles applied in digital art. PE6PF-IIa-17
A6PL-IIa
MU6ME-IIa-3-4
Digital Painting An Enhanced Understanding of

Melody Melody
II. CONTENT

A. References
1. TG/CG pages CG pp. 34-35
2. Learner’s Materials
pages
3. Textbook pages The 21st Century MAPEH in Action The 21st Century MAPEH in Action The 21st Century MAPEH in Action .
4. Materials
downloaded from
LRMDS
B. Other Learning Musical score, Illustration chart of Musical score, Illustration chart of F
Materials C, G and F Major Scale Major Scale
IV. PROCEDURES
A. Reviewing previous Reviewing the past lesson What games have you played with
lesson and A song in the C Major scale, your friends and classmates?
presenting new F Major scale, and G Major Scale
lesson
Have you wondered just what

digital paintings are?
B. Establishing a Today, we will be having group Showing the art work of Vincent Today, we will be having a group
purpose for the activities. Van Gogh and Tadao Cern. activities.
lesson Find your group, and follow Vincent Willem van Gogh was a Find your group, and follow
directions. Dutch Post-Impressionist painter directions.
who is among the most famous and
influential figures in the history of
Western art.
The Starry Night is an oil on canvas

by the Dutch post-
impressionist painter Vincent van
Gogh. Painted in June 1889, it
depicts the view from the east-
facing window of his asylum room
at Saint-Rémy-de-Provence, just
before sunrise, with the addition of
an idealized village.
Almond Blossoms is from a group of

several paintings made in 1888 and
1890 by Vincent van
Gogh in Arles and Saint-
Rémy, southern France of
blossoming almond trees.
Flowering trees were special to van
Gogh. They represented awakening
and hope. He enjoyed them
aesthetically and found joy in
painting flowering trees.
C. Presenting With your group, Showing pictures of tumbang-preso,

examples/instance You are going to create a simple piko, luksong-baka, luksong-tinik,
s of the lesson melody of the different Major and patentero.
scale:
 C Major Scale
 F major Scale and
 G major scale song.
D. Discussing new Discuss on what to do: Van Gogh is a great impressionist.

concepts and sings self-composed melodies in C
practicing new Major, G major, and F Major key
skills #1
E. Discussing new Let the pupils have time to Tadao is a digital painter. How do they play the games?
concepts and practice their song selected
practicing new
skills #2
I AM NOBODY
A decision to change from a career
in architecture to photography in
2011 paved the way for my path as
an artist. I've decided to move to a
more conceptual form of artistic
expression with my newly created
projects 'Black Balloons', 'Chromatic
Aberrations', 'Adobe Acrobat'.
TADAO CERN – COMFORT ZONE
Solo exhibition featuring the artist
from Vilnius, Lithuania. In 24 large-
format photographs, Tadao Cern
explores the beach as a social loca-
tion where the uninhibited and
individual lifestyle transforms into
an arranged portrait full of the
bizarre.
F. Developing Group Presentation/ How were you able to tell the Group Presentation/
mastery (lead to Performance by group difference? Performance by group
formative
assessment 3)
G. Finding practical Sing again the different songs in What are the rules of the games?
application of the different Major scale.
concepts and skills
in daily living
H. Making Which one do you like better? What are the Filipino games?
generalization and
abstractions about
the lesson
I. Evaluating learning Identify the scales and the Choose a game and list the rules of
different signs that are used in the it.
different songs found in the song
J. Additional Memorize the song Define Digital Painting. A picture of a healthy community.
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encountered which
my principal can help
me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other teachers?
School: Grade Level: VI
GRADE 6 Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: AUGUST 20 - 24, 2018 (WEEK 2) Quarter: 2ND QUARTER
WEEK 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Form ratio/proportion for groups Reduce ratios to lowest terms Find the missing term in a Solve word problems involving Solve word problems involving
Competencies/Objectiv of objects/numbers Write ratios correctly proportion direct proportion partitive proportion
es Use colon (:) and fractions in Write proportions correctly Write proportions correctly Illustrate word problems through
writing ratios and proportion drawings or tables
Write ratio/proportion using
colon or fraction form
II. CONTENT Forming ratio and proportion Reducing ratios to lowest Finding the missing term in a Solving word problems involving Solving word problems involving
Using colon (:) and fractions in terms proportion direct proportion partitive proportion
writing ratios and proportions
LEARNING RESOURCES
A. References
1. Teacher’s Guides BEC PELC II K.1.1, 1.1.1 BEC PELC II.K.1.1-1.1.1 BEC PELC II.K.1.2 BEC PELC II.K.2.2.1 BEC PELC II.K.2.2.2
2. Learner’s Material
pages
3. Textbook Pages
4. Additional Reference Mathematics Workbook Mathematics Workbook Mathematics Workbook Mathematics Workbook Mathematics Workbook
from Learning
Resource
B. Other Learning Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
Resources
III. PROCEDURES
A. Reviewing previous Review about fractions. Conduct a review on reducing Have a review on equivalent Conduct a drill on finding the Find the hidden message. What’s
lesson or presenting fractions to lowest terms. Let fractions. missing term in a proportion. Use hello in the Hawaiian language?
the new lesson the pupils do this mentally. Checking of Assignment flash cards and have pupils Give the missing
Reduce these fractions to answer orally. element to form a proportion.
lowest terms: Checking of Assignment Write in the blanks the letters that
Checking of Assignment correspond to the answer.
(See slides)
Checking of Assignment
B. Establishing a purpose Look around your room. What What is your merienda Before presenting the problem Before presenting the problem Do you share candies to your
for the lesson are the things you find inside? yesterday? situation, ask the pupils if they situation, ask the pupils what they friend? How?
help their parents at home do on weekends. Let
especially during weekends.
them realize that they can earn
extra money during weekends if
they are industrious or
hardworking.
C. Presenting Count the number of boys. (Let Say that the puto is sliced Present this problem situation. Roy and Al sell newspapers on Joy and Dale are twins. They
examples/instances of the pupils count.) into 6 equal parts and During weekends, Zeny helps her weekends to earn extra money. always share their things equally.
the new lesson Count the number of girls. Ex. 25 mother took 2 of the mother sell buko juice. For every For every 3 Even their mother
boys and 28 girls slices to serve buko, Zeny newspapers that Roy sells, Al sells gave them the same amount of
for merienda (take away 2 adds 4 litres of water. How many 5. If Roy sold 15 newspapers, how anything, whether money, toys,
slices to show a bilao litres of water does she need for many did Al candies, and others. But
background.) 3 bukos so that sell? one day, their father gave them 5
3) the taste will be the same? chocolates, 2 chocolates for Joy
and 3 chocolates for
Dale.
D. Discussing new Ronald bought 3 pencils for 10 at What is the ratio of the Discuss the lesson through the Discuss the lesson through the Discuss the lesson through the
concepts and practicing Elen’s School Supply Store. Ruby remaining slices of puto to the problem presented. problem presented. problem presented.
new skill #1 bought 6 whole? Why?
pencils for 20. Give the ratio of Which ratio do you think is in
pencils to the amount of money lowest terms? Why?
of each child.
E. Discussing new Discuss the lesson through the Give another example. Give another example. Give another example. Give another example.
concepts and practicing problem presented. Group activity. Group activity. Group activity.
new skill #2
F. Developing mastery Give the ratio of each of the Express the given ratio in Tell whether the following given Solve the problems. Analyze and solve each problem.
(Leads to Formative following orally in two different simplest or lowest terms. ratios are proportions. Write Yes a) A motorist travels 275 km in 5 1) Two numbers are in the ratio
Assessment) ways. 1) 8 hours to 10 hours if they are and No if hours. How far can he travel in 9 5:3. If the sum is 88, find the 2
a) books to crayons 2) 40 minutes to 1 hour not, change one term to make hours at the same numbers.
b) flowers to leaves d) 3) 25 centavos to a peso them proportions. speed? 2) The ratio of chairs to tables is
basketballs to tennis balls 4) 2 dozens to 18 things a) 4/5 and28/35 Proportion: __________ 2:7. There are 180 chairs and
5) 264 km in 3 hours b) 18:45 and 4:12 Answer: __________ tables in a party. How
6) 18 boys to 16 girls c) 20/48 and l5/36 b)Two buses can transport 130 many are there of each kind?
7) 25 atis to 30 mangoes d) 3:21 and 6:40 people. How many buses are 3) The sum of two numbers is 215.
e) 9:12 and 27:32 needed to transport 780 If the ratio is 2:3, find the larger
pupils? number.
Proportion: __________
Answer: __________
G. Finding practical Find the ratio/proportion of the Study the table and answer Solve for the missing term. Read and solve. Solve the given problems.
applications of following. Use 2 different ways in the questions after it. 1) What number compared to 10 1) The ratio of the areas of 2 1) The salary of two workers is in
concepts and skills in writing them. Things Quantity Cost is the same as 28 compared to 5? squares is 1:4. The area of the the ratio 3:4. They received
daily living Stamps 10 50.00 smaller square is 36 cm2. 12,250.00. How much did
Patches 15 180.00 How each worker receive?
1) There are 10 buses at a Bookmark 20 300.00 2) Lisa saves 60 in 4 weeks. At long is each side of the bigger 2) The ratio of men to women at a
station. If each bus has 6 wheels, Diary 12 300.00 this rate, how long will it take her square? college is 7 to 5. How many women
what is the ratio of buses to 1) In lowest terms, express to save 300.00? students are there if
wheels? the ratio of: 3) Six compared to 11 is the same there are 350 men?
2) Every quarter each student a) stamps to patches as 84 compared to what number? 3) The ratio of Math books to other
submits 2 projects in EPP. Give b) bookmark to patches 4) A motorist traveled 240 km in books in a class is 8 to 5. How many
the ratio of projects to quarters. c) bookmark to stamps 3 hours. At the same rate, how Math books are there
3) There are 3 caimito trees and d) diary to patches long will it take to travel 400 if there are 247 books in all?
4 mango trees in Mang Tino’s e) bookmark to stamps km?
orchard. While in Mr. Muñoz’ 2) What is the rate or unit 5) A scale 3.5 cm on a map
orchard, there are 6 caimito trees price of each item represents an actual distance of
and 8 mango trees. Give the ratio 175 km. What actual distance
of the mango to caimito does a scale distance of 5.7 cm
trees in each orchard then write represent?
a proportion.
H. Making generalizations What is a ratio? proportion? Can a ratio be expressed in What is a proportion? Recall the steps in solving How do you solve word problems
and abstractions about What are the 2 ways of writing lowest terms? How? What are the terms or elements problems involving direct involving partitive proportion?
the lesson ratio/proportion? in a proportion? proportion. What are the processes involved?
How do we find the missing What must you remember when
element in a proportion? setting a direct proportion?
I. Evaluating learning Write a ratio or proportion for Reduce these ratios to lowest Solve for the missing term in each Analyze each problem and write a Read and analyze, then solve the
each of the following: terms. proportion. proportion to solve it. Draw a problems.
2.)Eight compared to 28. a) 10:12 a) 6:n = 8:12 diagram to help you when 1) The ratio of cats to dogs is 6:5.
3) There are 5 kites to seven b) 9:15 b) m:7 = 6:21 necessary. There are 495 dogs and cats in a
boys. c) 18:24 c) 20:24 = x:6 1) A tree casts a shadow of 12 certain barangay.
4) In a t-shirt factory, each box d) 21:27 d) y:6 = 28:84 metres when a 5-metre pole casts a) How many cats are there?
contains 3 t-shirts. Give the ratio e) 40:50 e) 14:21 = 2:n a shadow of 4 metres. How tall is b) How many dogs are there?
of boxes to t-shirts. the tree? 2) Three numbers are in the ratio
5) In a camping, each boy scout 2) At the rate of 3 items per 100, 2:5:7. If their sum is 504, what are
was given 4 hotdogs. If there are how much will 12 items cost? the three numbers?
5 boy scouts, 20 hotdogs were 3) A car travels 72 km on 8 litres a) first number
cooked. Write the proportion. of gasoline. At the same rate, b) second number
about how far can it travel on 11 c) third number
litres of gasoline?
J. Additional activities for Form ratio/proportion for the Reduce the ratios to lowest Find the missing term to make Write a proportion for each Analyze and solve the problems
application or following using 2 different ways. terms. the proportion true. problem, then find the carefully.
remediation 1) 7 to 8 a) 18:20 a) 9:N = 27:15 missing term. 1) The ratio of doors to windows is
2) 3 to 5 is equivalent to 6 to 15 b) 9:36 b) N:8 = 12:32 a) The ratio of 2 numbers is 1:5. There are 186 doors and
3) two barangays to 13 348 c) 12:3 c) 5:3 = 25:N 3:5. The larger number is 30. windows in a building. How many
people d) 28:50 What is the smaller number? doors are there? windows?
4) one boat to 3 people is equal e) 11:44 b) There are 3 teachers to 2) The ratio of the angles of a
to 6 boats to 18 people f) 60:12 125 pupils during the school triangle is 3:4:5. Find the measure
5) 45 members of Glee Club to 30 program. How many teachers of each angle.
members of Dance Club were
there if there were 2 500 3) Three numbers are in the ratio
pupils? 1:4:7. Find the second number if
c) The ratio of male teachers their sum is 276.
to female teachers in our 4) The difference between two
school is 2:9. If there are 108 numbers is 40. They are in the ratio
female 9:7. What are the numbers?
teachers, how many teachers
are male?
IV. REMARKS
V. REFLECTION
earned 80% on the
formative assessment
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
principal or supervisor
can help me solve?
localized materials did I
use/discover which I
wish to share with
other teachers?
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG

I. OBJECTIVES
The learner demonstrate understanding of how the major organs of the human body work together to form organ systems
A. Content Standards
The learners should be able to make a chart showing healthful habits that promote proper functioning of the musculo-
B. Performance Standards skeletal,integumentary,digestive,circulatory,excretory,respiratory and nervous systems
C. Learning Competencies/ S6LT-IIa-b-1

Objectives The learners should be able to explain the organs of each organ system work together
Write the LC code for each
II. CONTENT HOLIDAY WEEKLY TEST

A. References
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from DLP 5 Module 6 Science and DLP 5 Module 9 Science and Unit 2 The Nervous System pp.1-
Learning Resource (LR) Health Health 10
portal The Respiratory System Taking Care of the Respiratory
pp.41-45 System pp.65-69
B. Other Learning Resources Worksheets, pictures Charts and pictures Charts and pictures
IV. PROCEDURES
A. Reviewing previous lesson

or presenting the new How does oxygen get into our 1. Review about the respiratory 1. Review about the
lesson body? Likewise; how does carbon system. taking care of
dioxide get out from our body? 2. How can we take good care of respiratory system.
Which body system is responsible our respiratory system?
2. Present the materials
for taking in oxygen and giving out
carbon dioxide? for new lesson, The
Nervous System
B. Establishing a purpose for Four Pics, One Word. Guess the Ask diferrent diseases/ailments Discuss the functions of the
the lesson word by studying how the four associated with respiratory Nervous Sytem
pictures are related to each other. system problems?
Write the word in the box below.
__ __ __ __ __
C. Presenting EXPLORATION: Group Activity EXPLORATION: EXPLORATION:

examples/instances of the Riddle Time: Who am I? Show pictures of respiratory Show some picture of
new lesson Inhale these scrambled words. diseases/ailments. movements and ask their
Exhale the answers to the riddles. How the problems occur in our observation in the presented
1. I warm and clean the air you respiratory system? pictures
breathe. SNOE __________ How can we avoid these
2. There are 300 millions of me in problems?
your lungs.
RAI SCAS _________________
3. I leave your body when you
breathe out. RONBAC DOXEIDI
______________________
4. I am a long tube connecting
your mouth to your lungs.
RATHCAE ______________
5. I go through the air sacs and
into the blood. YXGONE
__________
D. Discussing new concepts EXPLANATION: EXPLANATION: Give the EXPLANATION:
How oxygen and carbon dioxide importance of taking care of our Discuss the observation in the
occur in alveoli of the lungs? respiratory system. presented pictures and explain
how it works
E. Continuation of the Activity #2 Activity #1 Give an example of body
discussion of new Identify the part of the respiratory TRUE OR FALSE movements
system which is being referred to.
concepts (leads to 1. Closes over your larynx If False, change the inappropriate
Formative Assessment 2) when you swallow. word to make the statement
2. Two short branches at true.
the end of the trachea
1. Breathing exercise
that carry air into the
improve the condition of
lungs.
one’s lungs.
3. Cluster of tiny thin walled
2. The chances of getting
sacs found at the end of
the common virus is
each bronchioles.
increased as one mixes
4. Substance produced by
with more people.
the lining of the nasal
3. Healthy lungs can draw
cavity.
in enough air to supply
5. Tiny hair-like structures
oxygen to all parts of the
that trap bacteria in the
body.
trachea.
4. Cigarette smoking is
6. A tube made up of C-
good to our respiratory
shaped rings of the
system.
cartilage.
5. Do not wash your hands
7. Opening of the nose that
before eating.
leads to the nasal cavity.
8. A tube-like passage for
both food and air.
9. Produces vocal sounds.
10. Compose of alveoli
arranged in grape-like
clusters.
F. Developing mastery (leads Picture analysis: Group work. The Picture Analysis: Group work.
to Formative Assessment teacher show pictures of the Show some pictures of
3) different parts of the respiratory respiratory exercises. Let them
system. do the exercises.
1. What can you see/observe in
the pictures given?
2. How do these parts work?
G. Finding practical ELABORATION: ELABORATION: ELABORATION:
applications of concepts How oxygen and carbon dioxide What do you feel after doing the How the Nervous System
and skills in daily living occur? exercises? works?
(reflective approach)
H. Making generalizations Explain how the organs of Explain the importance of taking Think of a situation in your life
and abstractions about Respiratory system work together good care of our respiratory when your nervous system
the lesson system. Show some pictures of worked to keep you safe from
nutritious foods that can help our harm. Can you imagine what
respiratory work properly. might have occurred inside your
body as your nervous system
received from and sent
information to various parts of
your body?
I. Evaluating learning EVALUATION: 11. EVALUATION:
Give the correct answer: Lists the four major functions of
1. A muscle that controls the nervous system and give 2
breathing. examples of its corresponding
2. A smaller extension of the controlled actions.
bronchi.
3. The upper part of the
throat that carries air into
the respiratory tract.
4. Opening in the nose.
5. A leaf shaped cartilage
that covers the larynx
during swallowing.
6. Air sacs in the lungs.
7. Upper end of the trachea
which is also known as
the voice box.
8. Two large main branches
of the trachea.
9. A tube that goes down
the lungs and is also
known as the windpipe.
10. Gas given off during
exhalation.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
principal or supervisor can
help me solve?
use/discover which I wish
to share with other
teachers?
Teacher: Learning Area: TLE-AGRI
DAILY LESSON LOG

I. OBJECTIVES Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
Applies knowledge and skills in planting trees and fruit trees
B. Performance Standards
TLE6AG0b-2
C. Learning Competencies/ 2. Uses technology in 2.1 Conduct a survey/interview 2.2 Conduct a survey/interview 2.3 Conduct a survey/interview 2.4 Conduct a survey/interview of
Objectives gathering information about for the following: for the following: of the following the following
trees and fruit trees. elements to be observed in market demands for fruit sources of trees and fruit famous orchard, farm in the
Write the LC code for each data preparation planting trees and fruit bearing trees. trees. country.
use of survey trees.
use of interview
II. CONTENT 2a. Discuss the different 2.1.1. Elements to be observed 2.2.1 Identify different market 2.3.1 Present data regarding 2.4.1 Present data regarding
tools/instruments in gathering in planting trees and fruit trees demands for trees and fruit different sources of trees and famous orchards and farmlands
data for trees and fruit trees. Be able to present data using trees fruit trees within the community in the
Interview interview or a survey. Be able to present data using Be able to present data using different provinces in the country.
Survey interview or a survey. interview or a survey. Be able to present data using
interview or a survey.

Curriculum Guide for Grade Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI-
A. References VI-Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32

2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Agricultural Crops Production, Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim Wastong Pagtatanim
Learning Resource (LR) portal Teachers Guide Teachers Guide Teachers Guide
Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual
B. Other Learning Resources Object, Guidebook, Internet. Object, Guidebook, Internet. Object, Guidebook, Internet. Object, Guidebook, Internet. Object, Guidebook, Internet.
IV. PROCEDURES
A. Reviewing previous lesson or Report on market demands Discussion on the different

presenting the new lesson for trees and fruit trees. sources of trees and fruit trees.
Ask any one from the class Identification of the different Presentation of the different
to report about trees and fruit elements to be observed in well-known orchard/farm in the
trees. planting trees and fruit trees. country.
Importance and the benefits
we can derive from planting
trees and fruit trees.
B. Establishing a purpose for the Be able to discuss before the Present the different Learners will identify the Present before the class some Learners will be able to gain
lesson class the use of interview and elements to be observed in different market demands for sources of trees and fruit trees. information about the success
survey in gathering data and planting trees and fruit trees. trees and fruit trees. story of some well-known
other information about trees orchards/farms in the country.
and fruit trees.
Presentation of Show data regarding the Identify market demands for Using a developed data base, Presentation of the different well-
C. Presenting data/information on the different elements to be trees and fruit trees. present before the class the known orchards/farms with
examples/instances of the new different trees and fruit trees practiced in planting trees and different sources of trees and exemplary characteristics and
lesson grown in the different fruit trees. fruit trees as follows: awards.
provinces with focused on its Commercial Nursery
Ordinary name and its Agricultural Institutions
scientific name Department of Agriculture
Bureau of Plant Industry
Present data gathering Present charts/pictures Interviewing skills on market Presentation skills using video Video presentation featuring the
D. Discussing new concepts and instrument using Interview showing the different elements demands for trees and fruit footages on the different outstanding orchards/farms in the
practicing new skills #1 and Survey. practiced in planting trees and trees. sources of trees and fruit trees. country.
fruit trees.
E. Discussing new concepts and

practicing new skills #2
F. Developing mastery (leads to Discussions on the use of List down different elements Identify some market Presentation skills on the Video coverage presentation of
Formative Assessment 3) technology in gathering data involved in planting trees and demands related to trees and different agencies, partners some well-known orchard farm in
on trees and fruit trees. fruit trees. fruit trees. being the source of trees and the country.
fruit trees.
G. Finding practical applications Present before the class the Demonstrate the different Present before the class Show some footages of Present data of some
of concepts and skills in daily scientific practices in gathering practices in planting trees and videos, film clips of different different government, non- outstanding orchards/farms in the
living data about the trees and fruit fruit trees. products that serve as a market government as well as private country.
trees. demand for trees and fruit trees entities, where trees and fruit Present their sample proposals or
trees are obtained from. project study.
(ex: foods: fruits, candies, jams,
vegetables,
non-food: furnitures, energy
source, infrastructure, etc.
The importance of scientific The different elements in Some products derived from Sources of trees and fruit trees. Qualities and characteristics of an
H. Making generalizations and tools in data gatherings. planting trees and fruit trees. trees and fruit trees that will ideal orchard.
abstractions about the lesson provide for a market demand.
Written examination Oral recitation Reporting and presentation Group presentation. Written examination.
I. Evaluating learning Demonstrations. Demonstrations skills. Video presentation. Word Game.
Brainstorming. Role Play. Quiz. Direct Observation.
Present documentaries and Demonstration on the different Invite at least one practitioner Develop flip chart on the Video shoot of different types of
J. Additional activities for some data about trees and practices in planting trees and who can share his/her different sources of trees and orchard.
application or remediation fruit trees that are gathered fruit trees. expertise/experiences in fruit trees.
through surveys and marketing products out of trees
interviews. and fruit trees.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial lessons
lesson
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
School Grade Level VI
GRADE 6 Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time AUGUST 20-24, 2018 (WEEK 2) Quarter 2ND QUARTER

I. OBJECTIVES
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 buying  Plan to make a  Identify the different  Identify common
Competency/Objectives process. product/service steps in selling techniques that
Write the LC code for  Illustrate the buying available. process. advertisers use to
each. process.  Create a sketch of a  Describe the different convince customers to
TLEIE6-0b-3 product advertisement. steps in selling buy their product.
TLEIE6-0b-3 process.  Act that they are
TLEIE6-0b-4 selling
product/service to
somebody.
II. CONTENT
THE BUYING PROCESS PRODUCT ON THE GO! THE SELLING PROCESS ADD AN AD!
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 14-16 page 17 pp. 18-19 Entrepreneurship
pp. 7
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 learning by
IV. PROCEDURES
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 Review the following: Review the Buying Process. How can you promote your
lesson or presenting  Values and Qualities product?
the new lesson of a successful
Entrepreneur.
 Types of
Entrepreneur
 The buyer and seller
relations.
 Steps or guides in
making simple
products.
B. Establishing a purpose In order to effectively For you to make more sales
for the lesson promote your product, you follow this traditional 7-step
should first understand the Selling Process given in figure
buying decision process and 2.
later prepare for selling
strategies.
C. Presenting Show/Illustrate the Buying Show/Illustrate the Selling
examples/Instances of Decision Steps Involved in Process Figure 2 on page 18.
the new lesson the Process Figure 1 on page
14.
D. Discussing new Discuss the Buying Process GROUP ACTIVITY: Discuss the Selling Process on
concepts and on page 14-15. Let the pupils do Activity 1.3 page18-19
practicing new skills # Product on the Go! On Page 17.
1
E. Discussing new Discuss the most common GROUP ACTIVITY:
concepts and techniques advertisers use to Let the pupils do the
practicing new skills # convince customers to buy activity on “Let’s do
2 their product. this!” Act it Out on page
21.
F. Developing mastery Give a 20 item Quiz
(leads to Formative about the Ideal
Assessment 3) Entrepreneur from Week
1 to 2.
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations  What is the
and abstractions about Buying Process?
the lesson  What is the
Selling Process?
 How can you
promote your
product?
I. Evaluating learning Evaluate the pupil’s
performance in doing the
Group Activity.
J. Additional activities for Make an
application or Advertisement/Poster of your
remediation product in a Cartolina.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor
can help me solve?
use/discover which I
wish to share with other
teachers?
DAILY LESSON LOG Teacher: Learning Area: TLE-IA
Teaching Dates and Time: AUGUST 20-24, 2018 (WEEK 2) Quarter: 2ND QUARTER

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 - Determine market trends on - Identify the types/sources of innovative finishing materials. 1.Discusses the effect of innovative finishing materials and creative
Competencies products made of bamboo, wood Discuss the types/sources of innovative finishing materials. accessories on the marketability of products.
and metal using technology. Cooperate actively in doing activity. 2.Give the effects of innovative finishing materials and creative
- Identify customer’s preference of accessories on the marketability of products.
products. - 3.Appreciates the effects of innovative finishing materials
Cooperate actively in group works. Identify the process in enhancing/decorating finished products made accessories on the marketability of products.
TLE6IA-Ob-3 of bamboo.
Enumerate the fundamental process in handicrafts in treating TLE6 IA OC-4
bamboo.
Appreciate one’s work.
TLE6IA-Ob-3
II. Content Enhancing/ decorating finished products
III. Learning Resources
A. References Curriculum Guide Pages- K-12 TLE6IA-Ob-3, p. 39
Pages
Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal)
B. Other Learning
Resources
IV. Procedures
A. Review Previous Give the different methods in Give example of activities to What are the different sources of What are the market trends should What are the finishing materials
Lessons enhancing/decorating finished determine market trends of finishing materials, accessories and be done in marketing products to enhance finished products?
products. finished products. design? made of bamboo, wood and
metal?
B. Establishing purpose - Do you have any finished - Our country has vast Show some pictures of finished 1. Showing some pictures of Have them share/show the
for the Lesson product or handicraft made of natural resources where products finishing products. given assignment
bamboo, wood or metal in useful products are
your home? Where did you derived. The different kind What finishing materials did they
buy it? of finishing materials like use to beautify it?
varnish, paint, lacquer, - Finishing- is the method of
enamel shellac and many beautifying the project. It is
more had their sources. the last step in the completion
of a project.
- In this lesson we are going
to discuss the sources of
finishing materials,
accessories and designs.
C. Presenting One of the steps to ensure the Show some pictures of finishing There are processes and treatments . Show pictures of unfinished and Have them discuss what the
examples success of the products is materials, accessories and done on some materials before finished products .Let the pupils finishing materials they used on
/instances of the marketing. designs. making them into articles. describe and compare the their finished products.
new lessons - Product marketing is the set Treating Bamboos pictures.
of activities one should be - What are the finishing 1. Preserving and Treating Bamboos
aware in order to know more materials you can see in the There are various ways of treating
about the products that made pictures? bamboo to preserve its natural
of bamboo, wood and metal. beauty. It is called the resin-oil
extraction method. It is done by
either wet or dry process. In the wet
process, the bamboo is soaked
overnight in a solution of 0.1% to
1.2% caustic soda or carbonate of
soda or boiled in this solution for 10-
15 minutes. In the dry process,
bamboo poles are evenly heated
over charcoal at a temperature of 49
C to 54 C for 20-30 minutes.
2. Bleaching
Bleaching is the process of whitening
or removing the colour by sunlight
exposure, air ventilation or by the
use of chemical solutions.
3. Dyeing Bamboo Poles and Splints
Dyeing is the process of applying
colour into the materials. The direct
dyeing or reactive dyeing method
may be used. In direct dyeing,
bamboo splints make sure of
vegetable dye. It is done by boiling
water with dye and immersing the
bamboo splints until the desired
colour is achieved. They are dried
under the sun. In reactive dyeing, the
following materials are used: 30% of
dye; salt is 30 grams per liquid and
fixing agent is 30 grams per liquid.
The dye is dissolved in water and is
diluted to the final volume. The
bamboo splints are soaked for10
minutes then salt is added and
dyeing is continued for an hour.
4. Pyrography
Pyrography is the process of burning
designs of bamboo with hot wire.
The electric soldering iron is
considered the best tool in
pyrography.
D. Discussing new Here are some activities to There are sources of finishing Enumerate the fundamental Why is it important to paint Why is it important to paint
concepts and determine market trends on materials like: processes in treating bamboos. materials made of wood? materials made of wood?
practicing new products made of bamboo, wood or 1. Shellac – it is a good Discuss the following processes in How finishing
skills #1. metal. finish for many projects. It treating bamboos. materials helps your -discuss/review all the previous
1. Direct Marketing – through comes from the excreta of project/product more attractive lesson you taught for the week.
demonstrations, trade exhibits and insects called a luc bug. The and saleable
other public venues. This is popular colour is yellow and appears like Have them share their learnings
activity being done by the small pieces of cellophane. on the previous lessons.
producers to motivate consumers Before it is used, it is mixed with
or buyers about the products. denatured alcohol.
2. Advertising in Print Media – 2. Varnish – it is another
these activities is done through finishing material that beautifies
advertisements in newspapers, and preserves a project. It is
magazines and flyers about the made from copal gum dissolved
product. in pure boiled linseed oil. Copal
3. Radio, Television and gum comes from resin of pine
Internet Advertising – it is a modern trees buried several feet below
ways of endorsing product. the ground. Linseed oil comes
4. Distributing Products via from oil of cotton seed. When
Transport System – Products varnish becomes sticky and
reached the consumers faster hard, add turpentine to make it
through the means of land, air and thin and usable again. Varnish
sea transportation spreading and turpentine are sold in cans
promotion, feedbacks even in the and bottles.
farthest region of the country. 3. Paint – it is another
• What is direct marketing? finishing material that is always
• Explain what advertising in used because of its beautiful
print media is. colour and a good protector of
materials. The body of paint is a
• Discuss the modern ways of mixture of four elements:
endorsing products. pigment, vehicle, thinner, and
• Give an example of drier. It comes in cans of
distributing products via transport different sizes. When the paint
system. gets sticky or hard, add paint
thinner. If thinner is not
available, use gasoline or
petroleum as a substitute.
4. Lacquer – this is a
synthetic product which is
largely used in all manufactured
articles. This finishing material
could retain the natural colour
of the material to which it is
applied. Like varnish and shellac
it is sold in cans and bottles. The
solvent used is lacquer thinner.
5. Stain (Tina) – stain is
colouring material which is
applied to the surface of a wood
to improve its appearance.
There are three kinds of stain:
oil stain, water stain, and spirit
stain.
When you mix the dye (tina)
with petroleum, the result is oil
stain. When the dye is mixed
with water, it is now water stain.
When the dye is mixed with
alcohol, the mixture is called
spirit stain.
The dye is sold in boxes or in
kilos. Spirit stain is ready mixed.
It is sold in cans and bottles. All
of these stains are applied by
means of brush, spray, or cotton
cloth.
6. Sandpaper – it is made
grits, usually ground silica, flint,
quartz, or emery glued to thick
paper or cloth. Sandpaper for
wood is called flint paper and for
metal it is called emery cloth at
present we have water proof
abrasive for metal. Both are
used for smoothing rough
surface of objects.
7. Glue – glue is a paste for
wood materials. It is in powder
or in cake form. It is
manufactured from fish,
animals, and plastic resin.
-
- What are the different kinds

of finishing materials?
E. Discussing new If you are going to buy some Let the pupils identify the sources How do you preserve and treat Give instruction to answer the
concepts & finished products which do you of the following finishing bamboos? given activity.
practicing new prefer? Why? materials: What is bleaching? What are the effects of finishing
skills #2 • Bamboo product? - Choose your answer in the What are the two methods in materials used in decorating Determine the types/sources of
• Wood product? box. dyeing bamboos? wood, metal and bamboo? innovative finishing materials,
• Metal product? What is pyrography? accessories, and designs.
Activity No. 1
Direction: Draw smiling
face if the sentence
is correct and sad face if it
is wrong.
__________ 1. When you mixed
the dye (tina) with Petroleum
the result is oil stain.
__________ 2. When varnish
becomes sticky and hard, add
water to make it usable again.
__________ 3. The body of paint
is a mixture of four elements.
__________ 4. When the dye
(tina) is mixed with alcohol, the
mixture is called spirit stain.
__________ 5. When the dye
(tina) is mixed with water, the
mixture is called water stain.
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Why is having the
Applications of knowledge of conducting
concepts and skills survey using technology
in daily living important in your future
alternative plans?
H. Making Generalizations &
Abstractions about
the lessons
I. Evaluating Learning
J. Additional activities for

application or
remediation
V. Remarks
VI. Reflection
A. No.of learners who earned 80%
in the evaluation
B. No.of learners who 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?
F. What difficulties did I encounter
which my principal/supervisor
can help me solve?
G. What innovations or
used/discover which I wish to
share with other teachers?
Teacher: Learning Area: ARALING PANLIPUNAN
DETAILED LESSON PLAN
Naipamamalas ang mapanuring pag-unawa sa pamamahala at mga pagbabago sa lipunang Pilipino sa panahon ng kolonyalismong
Pamantayang Nilalaman
Amerikano at ng pananakop ng mga Hapon at ang pagpupunyagi ng mga Pilipino na makamtan ang kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang
(Content Standard)
malayang nasyon at estado.
Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto,dahilan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano
Pamantayan sa Pagganap
at ng pananakop ng mga Hapon at ang pagmamalaki sa kontribusyon ng pagpupunyagi ng mga Pilipino namakamit ang ganap na kalayaan tungo sa pagkabuo ng kamalayang
(Performance Standard)
pagsasarili at pagkakakilanlang malayang nasyon at estado
2. Nasusuri ang pamahalaang kolonyal ng mga Amerikano
2.1 Natatalakay ang mga Patakarang Pasipikasyon at Kooptasyon ng pamahalaang Amerikano
2.2 Nailalarawan ang sistema at balangkas ng Pamahalaang Kolonyal
Pamantayan sa Pagkatuto
2.3 Nasusuri ang mga patakaran ng malayang kalakalan (free trade) na pinairal ng mga Amerikano
(Learning Competencies)
2.4 Natatalakay ang epekto ng malayang kalakalan(free trade)
Hal: − Kalakalan ng Pilipinas at U.S.
− Pananim at Sakahan
Layunin (Lesson Objectives) 1. Nasusuri ang 1. Natatalakay ang mga Patakarang 1. Nailalarawan ang 1. Nasusuri ang mga patakaran
pamahalaang kolonyal ng Pasipikasyon at Kooptasyon ng sistema at balangkas ng ng malayang kalakalan (free
mga Amerikano pamahalaang Amerikano Pamahalaang Kolonyal trade) na pinairal ng mga
2. Napapahalagahan ang 2. Napapahalagahan ang ang mga 2. Napapahalagahan ang Amerikano
pamahalaang kolonyal ng Patakarang Pasipikasyon at sistema at balangkas ng 2. Natatalakay ang epekto ng
mga Amerikano Kooptasyon ng pamahalaang Pamahalaang Kolonyal malayang kalakalan(free
3. Nagpapakita ng pakiisa sa Amerikano 3. Nagpapakita ng pakiisa trade)
pangkatang gawain 3. Nagpapakita ng pakiisa sa sa pangkatang gawain 3. Napapahalgahan ang mga
pangkatang gawain patakaran ng malayang
kalakalan (free trade) na
pinairal ng mga Amerikano
4. Nagpapakita ng pakiisa sa
pangkatang gawain
Paksang Aralin Pamahalaang Kolonyal ng mga Patakarang Pasipikasyon at Sistema at Balangkas ng Malayang Kalakalan at Epekto
(Subject Matter) Amerikano Kooptasyon Pamahalaang Kolonyal nito
AP6KDP-IIb-2 AP6KDP-IIb-2
AP6KDP-IIb-2
Kultura, Kasaysayan, at Kabuhayan AP6KDP-IIb-2 Kultura, Kasaysayan, at
Gamitang Panturo Kultura, Kasaysayan, at
pp. 141-142 Bagong Lakbay ng Lahing Kabuhayan pp. 142-143
(Learning Resources) Kabuhayan pp.138-140
Bagong Lakbay ng Lahing Pilipino Pilipino pp. 119-121 Bagong Lakbay ng Lahing
pp.116-117 Pilipino pp. 121-122
Pamamaraan
(Procedure)
a. Balik-Aral sa nakaraang aralin Ano ang epekto ng Ano ang mahahalagang pangyayari Ano ang patakarang kooptasyon Ano ang sistema at balangkas ng
at/o pagsisimula ng bagong transportasyon at sa pamahalaang kolonyal? at pasipikasyon? pamahalaan kolonyal?
aralin (Reviewing previous komunikasyon sa pamumuhay
lesson/s or presenting the new ng mga Pilipino?
lesson)
Suriin ang pamahalaang Ano ang patakarang partisipasyon at Ano ang Sistema at balangkas ng Ano ang naidulot ng malayang
b. Paghahabi sa layunin ng kolonyal ng mga Amerikano. kooptasyon? pamahalaang kolonyal? kalakalan?
aralin (Establishing a purpose
for the lesson)
Bigyan ng Kalakip ang mag- Bigyan ng Kalakip ang mag-aaral. Bigyan ng Kalakip ang mag- Bigyan ng Kalakip ang mag-
c. Pag-uugnay ng mga aaral. aaral. aaral.
halimbawa sa bagong aralin
(Presenting examples/
instances of the new lesson)
1. Ano ang tunay na konsepto Ano ang patakarang pasipikasyon? Isa-isahin ang mga pangyayaring 1. Ano ang malayang
ng Benevolent Assimilation o Ano ang ipinatupad ng patakarang nagbigay-daan sa pagkakaroon kalakalan?
mapagkawanggawang pasipikasyon? ng malayang pamahalaan? 2. Ano ang Batas Payne-
asimilasyon? Ano ang patakarang kooptasyon? Ilarawan ang mga pagsisikap na Aldrich?
2. Ano ang layunin ng ginawa ng mga Pilipino tungo sa 3. Ano ang Batas
pamahalaang military? pagkakaroon ng malayang Underwood-Simmons?
3. Bakit ipinadala ang pamahalaan? 4. Ano ang naging
Schurman Commission? Ano Paano mo ilalarawan ang suliranin para sa
d. Pagtalakay ng bagong ang ipinanukala nito? sistema at balangkas ng pagsasarili ng bansa?
konsepto at paglalahad ng 4. Ano ang Taft Commission? Pilipinas? 5. Ilarawan ang malayang
bagong kasanayan #1 Ano ang ipinatupad nito? May pagkakahawig o kalakalan sa pagitan ng
(Discussing new concept) 5. Ano ang pamahalaang sibil? pagkakatulad ba ito sa umiiral Estados Unidos at
Sino ang namuno rito? na uri ng pamahalaan sa ating Pilipinas.
bansa? 6. Naging makatarungan
Ipaliwanag ang iyong sagot. ba ang mga Amerikano
Paano nakatulong ang mga sa pagpapatupad ng
misyong ipinadala sa Estados Payne-Aldrich at
Unidos sa pagkamit ng Underwood-Simmons
kalayaang pinapangarap ng mga para sa malayang
Pilipino? kalakang ito?
e. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
(Continuation of the discussion
of new concept)
f. Paglinang sa Kabihasaan Ipresent ang output. Ipresent ang output. Ipresent ang output. Ipresent ang output.
(Tungo sa Formative
Assessment) (Developing
Mastery)
Mabuti ba ang ginawang Sa pamamagitan ng Venn Diagram Ano ang pagkakahawig sa ating Sa inyong palagay, anoa ng
panlilinlang sa ibang tao? ay talakayin ang pagkakaiba ng sistema ng pamahalaan noon sa naging epekto ng mga
mga patakarang pasipikasyon at ngayon? programang itinaguyod ng mga
g. Paglalapat ng aralin sa pang-
patakarang kooptasyon? negosyanteng Pilipino sa
araw-araw na buhay (Finding
Patakarang Pasipikasyon paglutas ng suliraning ito?
practical application of concepts
Patakarang Kooptasyon
and skills in daily living)
Pagkakatulad ng dalawang
patakaran
Bakit ipinatupad ang dalawang
patakaran?
h. Paglalahat ng Aralin (Making Ano ang mahahalagang Ano ang patakarang kooptasyon at Ano ang sistema at Ano ang malayang kalakalan at
generalizations and pangyayari sa pamahalang pasipikasyon? balangkas ng pamahalaang naging epekto nito?
abstractions about the lesson) kolonyal ng mga Amerikano? kolonyal?
Piliin ang titik ng tamang Piliin ang titik ng tamang sagot. Piliin ang titik ng tamang sagot. Piliin ang titik ng tamang sagot.
sagot. 1. Ano ang dahilan ng pagpatupad 1. Sino ang naging tagapagsalita 1. Ano ang malayang kalakalan?
1. Ano ang tunay na konsepto ng dalawang patakaran? ng mga Pilipino at bilang lider ng A.walang sagabal sa pagpasok
ng Benevolent Assimilation o A. para makamit ang kalayaan kapulungan mg mayorya? ng mga produktong Amerikano
mapagkawanggawang B. upang masupil ang A. Manuel L. Quezon sa Pilipinas*
asimilasyon? nasyonalismo B. Sergio Osmeña B. walang sabagal na
A. isa lamang pagbibigay C.upang maging Amerikano ang C. Carlos P. Romulo pagbabayad ng buwis
katuwiran ng US sa lahat D. A at B ay Tama* C. walang batas na ipinatutupad
pananakop. D. Lahat ng mga Nabanggit 2. Ano ang batas Jones o Batas D. walang kinahinatnan ang
B. kailangan ng kolonya ng US 2. Ano ang sinasalamin ng Autonomiya? kalakalan
dahil nag-iindustriyalisa ang patakarang pasipikasyon? A. magkaroon ng matatag na 2. Ano ang Batas Payne-Aldrich?
i. Pagtataya ng Aralin
ekonomiya nito A. malinaw na walang pamahalaan ang bansa. A. malayang pagpasok ng
(Evaluating learning)
C. Kailangan ng baseng katotohanan ang Benevolent B. Nagkaroon ng Mataas na produkto nang walang taripa*
malapit sa China Assimilation kapulungan B.Malayang komunikasyon
D. Lahat ng mga Nabanggit B. pagsupil ng nasyonalismo C.Pagkakaroon ng tatlong C. malayang transportasyon
2. Ano ang layunin ng C. pagsupil sa kalayaan sangay D. malayang edukasyon
pamahalaang militar? D. Lahat ng Nabanggit D. Lahat ng mga Nabanggit* 3. Ano ang Batas Underwood-
A. Sugpuin ang ang mga 3. Alin sa mga batas na 3. Sang-ayon dito, Simmons?
pakikibakang Pilipino laban sa nagpapakita ng kalupitan ng mga ipinagkakaloob sa Pilipinas sa A. nagtatanggal ng buwis sa
mga Amerikano? kalayaan matapos ang 10 taong mga produktong Pilipino na
Amerikano A. pagbabawal sa pamamahayag paghahanda, pagtatatag ng inululuwas sa US*
noong 1889 partikular na balita o base-militar ng US?
artikulo. A. Batas Jones
B. isinaayos ang Korte B. pagpapatapon sa mga Pilipinong B. Misyong OsRox B. nagtatanggal ng limitasyon sa
Suprema na binubuo ng siyam nakikipaglaban para sa kalayaan C. Komisyong Schurman mga produktong Pilipino na
na hukom C. pagbabawal sa pagtatag sa D. Hare-Hawes-Cutting Bill* inululuwas sa US*
C. pinanatili ang pamahalaang partido politikal 4. Ano ang itinadhana ng Batas- C. Nagbibigay laya sa kalakalan
munisipal D. Lahat ng Nabanggit Tydings-Mc-Duffie? D. Naging daan upang magmahal
D. Lahat ng mga Nabanggit 4. Ito ay ang ginamit sa mga A. iniisa ang mga hakbang tungo ang produkto
3. Bakit ipinadala ang Pilipinong pumayag na manumpa sa kalayaan ng Pilipinas 4. Ano ang naging epekto ng
Schurman Commission? ng katapatan sa pamahalaang B. pagtatag ng sampung taong malayang kalakalan?
A. upang maging maganda Amerikano? pamahalaang Komonwelt bilang A. Naubos ang mga produkto
ang relasyon ng Pilipinas at A. Benevolent Assimilation pagkilala sa kasarinlan B. Nabili ang lahat ng paninda
Amerika B. Patakarang pasipikasyon C. Nagkaroon ng Mataas na C. nabili ang produktong Pilipino
B. upang malaman ang C. Patakarang Kooptasyon kapulungan D. paglaganap ng kolonyal
kondisyong political at D.Lahat ng Nabanggit D. magkaroon ng matatag na mentality*
panlipunan sa Pilipinas* 5. Ano ang tawag sa Pilipinong pamahalaan ang bansa. 5. Bakit mga dayuhang produkto
C. upang makipanayam ang nakikipaglaban para sa kalayaan 5. Paano mo ilalarawan ang ang tinatangkilik ng mga
mga ilustrado tulad ni Apolinario Mabini at sistema at balangkas ng Pilipino?
D. Lahat ng mga Nabanggit Melchora Aquino na ipinatapon sa Pilipinas? A. Ipinag-utos ng US
4. Ano ang Taft Commission? Guam? A. Nagbigay ng pagkakataon sa B. higit na mura kaysa sa local na
A. Pagtatag ng Philippine A. ilustrado mga Pilipinong makisali sa produkto*
Constabulary B. irreconcilables pamamalakad sa pamahalaan C. Nauubos ang produktong
B. Pagpapagawa ng mga C. Thomasites gaya ng paggawa batas Pilipino
nasirang imprastraktura D. pamahalaang sibil B. Napakagulo at pinaasa D.wala na silang ibang mabili
C. pagtatatag ng mga lamang ang mga Pilipino
ahensyang pampamahalaan C.Hindi sapat ang sampung taon
D. Lahat ng mga Nabanggit upang makapagsarili.
5. Sino ang namuno sa D. Ito ay pagkakaroon ng
pamahalaang sibil? sistema at balangkas na hawig
A. Jacob Schurman sa pamahalaan natin sa ngayon.
B. Pangulong William
Mckinley
C. William Howard Taft
D. Heneral Wesley Merrit
j. Karagdagang gawain para sa Magtala ng mahahalagang Magtala ng mahahalagang aral na Magtala ng mahahalagang aral Magtala ng mahahalagang aral
takdang-aralin at remediation aral na iyong natutunan. iyong natutunan. na iyong natutunan. na iyong natutunan.
(Additional Activities for
application or remediation)
Remarks
Reflection
a. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya.
b. Bilang ng mag-aaral na
gawain para sa remediation.
c. Nakatulong ba ang
remedial? Bilang ng mag-aaral
na nakaunawa sa aralin.
d. Bilang ng mga mag-aaral
na magpapatuloy sa
remediation.
e. Alin sa mga istratehyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
f. Anong suliranin ang
aking naranasan na solusyunan
sa tulong ang aking punungguro
at superbisor?
g. Anong kagamitang
panturo ang aking nadibuho na
nais kong ibahagi sa mga kapwa
ko guro?
Teacher: Learning Area: ESP
DETAILED LESSON PLAN

I.LAYUNIN
A. Pamantayang Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa tao na may kaakibat na paggalang at responsibilidad.
Pangnilalaman
B. Pamantayan sa Pagganap Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasya para sa kapayapaan ng sarili at kapwa.
Alamin: Naipapakita ang Isagawa: Naipapakita ang Isapuso: Naipapakita ang Isabuhay: Naipapakita ang Subukin: Naipapakita ang
C. Mga Kasanayan sa kahalagahan ng pagiging kahalagahan ng pagiging kahalagahan ng pagiging kahalagahan ng pagiging responsable kahalagahan ng pagiging
Pagkatuto responsable sa kapwa: responsable sa kapwa: responsable sa kapwa: sa kapwa: responsable sa kapwa:
Isulat ang code ng bawat
Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting
kasanayan
Pakikipagkaibigan Pakikipagkaibigan Pakikipagkaibigan Pakikipagkaibigan Pakikipagkaibigan
EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30

EsP6P-IIa-c-30 EsP6P-IIa-c-30
II.NILALAMAN Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting
Pakikipagkaibigan Pakikipagkaibigan Pakikipagkaibigan Pakikipagkaibigan Pakikipagkaibigan
Pagmamalasakit sa Kapwa Pagmamalasakit sa Kapwa Pagmamalasakit sa Kapwa Pagmamalasakit sa Kapwa Pagmamalasakit sa Kapwa
III. KAGAMITANG PANTURO

A. Sanggunian
1.Mga pahina sa Gabay ng EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82 EsP - K to 12 CG d. 82
Guro
2.Mga Pahina sa Kagamitang

Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan EsP6 DLP, Ikalawang Markahan, EsP6 DLP, Ikalawang Markahan, EsP6 DLP, Ikalawang
mula sa portal ng Learning EsP6 DLP, Ikalawang HOLIDAY Ikasiyam na Linggo- Aralin 9: Ikasiyam na Linggo- Aralin 9: Markahan, Ikasiyam na
Resource Markahan, Ikasiyam na Pagpapanatili ng Mabuting Pagpapanatili ng Mabuting Linggo- Aralin 9:
Linggo - Aralin 9: Pakikipagkaibigan Pakikipagkaibigan Pagpapanatili ng Mabuting
Pagpapanatili ng Mabuting Pakikipagkaibigan
Pakikipagkaibigan
B. Iba pang Kagamitang powerpoint presention, metacards, permanent marker at masking tape
Panturo
IV.PAMAMARAAN
A. Balik-Aral sa nakaraang Panimulang Gawain: Balik Aral: Balik Aral: Balik-aral.
aralin at/o pagsisimula ng Tungkol saan ang ating talakayan Tungkol saan ang ating :Ano-ano ang katangian ng isang
aralin Pagpapaskil ng isang slogan kahapon? talakayan kahapon? mabuting kaibigan?
Anong pagpagpapahalaga ang inyong Anong pagpagpapahalaga ang
Ang matapat na kaibigan
natutunan tungkol sa aralin? inyong natutunan tungkol sa
tunay na maaasahan lalo na
Paano ito nakapukaw sa inyong aralin?
sa oras ng kagipitan.
damdamin bilang isang mabuting Ano ang inyong naramdaman
kaibigan? pagkatapos ng inyong
malikhaing pagganap?
B. Paghahabi sa layunin ng Ano ang inyong masasabi Bilang isang mag-aaral, paano mo
aralin tungkol sa slogan na inyong ipapakita na ikaw ay isang mabuting
nakita? kaibigan?
C. Pag-uugnay ng mga Magkaroon ng maikling

halimbawa sa bagong aralin talakayan.
D. Pagtatalakay ng bagong Iparinig /ipabasa sa klase ang Pangkatin ang klase sa limang grupo. Pangkatin ang klase sa limang Gumawa ng isang liham
konsepto at paglalahad ng awiting “Kaibigan” ng Apo Magpakita sila ng malikhaing palabas grupo at bigyan ang bawat pagpapahalaga o “appreciation” sa
bagong kasanayan #1 Hiking Society. batay sa tema sa ibaba. pangkat ng sobre na may isang matalik na kaibigan.
lamang mga letra (jumbled
letters). Buuin nila ito ayon sa Pag-analisa:
Tema: mga katangian ng isang
Pagpapakita ng paggalang at mabuting kaibigan. Ano ang inyong naramdaman habang
pananagutan sa isang kaibigan. atpaamt -matapat sinulat ang isang liham
halpagmama -mapagmahal pagpapahalaga?
inmalutang –matulungin
naglagam -magalang Magbasa ng isa o dalawang liham.
nuawainam -maunawain
Pagproseso batay sa liham na
nabasa/nagawa ng mga bata.
E. Pagtatalakay ng bagong Pag-analisa Pangkat 1-Magpapakita ng dula- Ano ang mga nabuo ninyo? Anong katangian ang dapat taglayin
konsepto at paglalahad ng a. Ano ang pamagat ng dulaan upang mapanatili ang magandang
bagong kasanayan #2 awit? Sino ang umawit? Pangkat 2-Paggawa ng poster Sino ang inilarawan ng mga ugnayan ng isang magkakaibigan?
b. Ano ang payo ng mang-
Pangkat 3- Bumuo ng isang sayaw ito?
aawit sa kanyang
kaibigan? Pangkat 4- Pagsulat ng maikling
c. Saang linya o “lyrics” ng kuwento
kanta ang nagustuhan Pangkat 5-Paggawa ng awit
ninyo? Ipaliwanag.
d. Paano mo
mapapatunayan na ikaw
ay isang mabuting
kaibigan?
e. Anong katangian ang
ipinapakita ng mang-
aawit patungkol sa
kanyang kaibigan?
F. Paglinang sa Kabihasaan Anong aral ang iyong Pag-analisa: Pag-usapan ang Kung bibigyan ka ng pagkakataon na
(Tungo sa Formative natutunan sa araw na ito? pagganap sa pamagitan ng Rubrics. mapahahalagahan ang iyong kaibigan,
Assesment ) sa anong paraan mo ito ipapaabot?
G. Paglalapat ng aralin sa pang May kaibigan k aba? Paano Paglalahat: Ano ang mahalagang Ano ang mga katangiang
araw-araw na buhay mo siya pinahahalagahan? kaisipan/aral ang inyong napulot? hinahanap mo sa isang
Bawat pangkat ay bibigyan ng kaibigan?
panahon na bumuo ng kanilang
“Pulot of the Day”.
H. Paglalahat ng Aralin Ipaliwanag: “Kaibigan ko, Ipaliwanag: “Kaibigan ko, Biyaya Ko” Ipaliwanag: “Mabuting Ano-ano ang inyong nabuong kaisipan
Pananagutan Ko” Kaibigan, Hahanapin Ko” tungkol sa pagkakaibigan mula sa
unang araw hanggang sa araw na ito?
I. Pagtataya ng Aralin Ang iyong kaibigan ay Gumawa ng isang “Gratitude Chart”. Lagyan ng (/) ang scale na 1, 2, Magpakita ng isang “graphic
lumiban sa klase sa 3 ang mga katangiang organizer”. Sagutin ito.
kadahilanang siya’y Kaibigan Bagay na Paano mo hinahanap mo sa isang
nagkasakit. Ngunit nakita mo na nais nais mong siya Pakikipag
kaibigan kung saan ang 3 ang kaibigan
siyang naglalaro sa loob ng mong ipagpasa- pasasala-
“internet café”. Ano ang siyang pinakamataas at ang 1
Pasala- lamat matan
gagawin mo? matan ang pinakamababa.
Mabuting
Masamang Pagpapa-
Epekto
Epekto natili nito
Katangian 1 2 3
1.matapat
2. matulungin
3.responsable
4.mapagmaha
l
5.magalang
J. Karagdagang gawain para sa Bigyan ng sariling Gumawa ng repleksiyon batay sa
takdang-aralin at remediation pakahulugan ang salitang journal
KAIBIGAN Ano ang natutunan ko?
Anong pagbabago ang gagawin ko?
Paano ko isasakatuparan ang mga
pagbabagong ito?
V.MGA TALA Ang aralin sa ikaapat at ikalimang

araw ay pinagsanib sa ikalimang
araw.
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sapagtataya
B. Bilang mag-aaral na
gawain para sa remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-aaral
na nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na
magpatuloysa remediation?
E. Alin sa mga istrateheya ng
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?
School Grade Level VI
GRADE 6 Teacher Learning Area TLE – H.E.
DAILY LESSON LOG
Teaching Dates and Time AUGUST 20-24, 2018 (WEEK 2) Quarter 2ND QUARTER

VI. OBJECTIVES
D. Content Standard Demonstrates an understanding of and skills in managing family resources
E. Performance Standard Manages family resources applying the principles of home management
F. Learning a. Allocates budget for basic and social needs such 
Competency/Objectives as:
Write the LC code for i. food and clothing
each. ii. shelter and education
iii. social needs: social, and moral obligations (birthdays,
baptisms, etc.), family activities, school 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.
VII. CONTENT
Management of family resources
VIII. LEARNING 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
RESOURCES manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
C. References
pages
pages
7. Textbook pages
8. Additional Materials THE II Teacher’s Manual. 1991. Pp. THE II Teacher’s Manual.
from Learning 23-24 1991.pp. 23-24
Resource (LR)portal
D. Other Learning Resource Bantigue, R.M. and Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, Bantigue, R.M. and
Pangilinan, J.P. (2014) (2014) Growing up with Home (2014) Growing up with Home J.P. (2014) Growing up with Pangilinan, J.P. (2014)
Growing up with Home Economics and Livelihood Education. Economics and Livelihood Home Economics and Livelihood Growing up with Home
Economics and Livelihood FNB Educational, Inc. QC. Education. FNB Educational, Inc. Education. FNB Educational, Inc. Economics and Livelihood
Education. FNB Educational, V QC. QC. Education. FNB
Inc. QC. Educational, Inc. QC.
IX. PROCEDURES
K. Reviewing previous Last week, there was a Recap of the lesson the previous day Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
lesson or presenting the discussion on management day previous day previous day
new lesson of the family income.
Management of family As a segue, mention that the day
income means allocating it before, the class learned the factors Yesterday, we discussed the Yesterday, we learned
to provide for the basic that should be considered in principles that need to be applied budgeting and how it can be
needs of members and for budgeting. to make family budgeting a applied to the family.
comfortable living. successful and fulfilling task.
Budgeting is critical because it is
Ask the class to identify some of the oftentimes difficult to ensure
priniciples. that we will be able to make
both ends meet when times are
We also identified items that were hard.
included in the family budget.
L. Establishing a purpose Ask the class about the For the day’s lesson, the class will Ask what items are included in the How can we prudently manage Ask the class about the
for the lesson relationship between identify where the income goes or budget. the financial resources of the relationship between
management and budgeting what the family includes in the family? management and
of family income. budget. Then, present the following list budgeting of family
culled from the book: Group the class into four (4). income.
Aside from the knowledge of what  Food and clothing Each group will answer the
comprises a family budget, the class  Shelter and education question. “How can we make
needs to be aware of certain  Social needs both ends meet?”
principles to be applied effectively in  social and moral obligations
order to make family budgeting a  family activities
Reporting per group follows.
 school affairs
successful and fulfilling task.
 Savings/emergency budget
 health The results of the discussion will
According to Bantigue and Pangilinan  house repair be processed by the teachers.
(2014), the summary of 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.
M. Presenting By means of budgeting, the Ask the class to bring out the photos Tell the learners that items 1 and 2 Show photos of different Divide the class into four (4)
examples/Instances of family can properly allot the they were asked to bring. Group the are basic needs and are familiar to items/situations. groups.
the new lesson income. A family should have
class into 4 (four). Let the class them. Mention something about
a knowledge of family
identify where or what the family food and clothing, shelter and Ask the learners if they are needs Using the concepts learned
budgeting to know how much
is spent for family needs and includes in the budget. Prioritize the education. or wants. yesterday, come up with an
where the income goes. items. The class will be given ten activity that will
Through family budgeting, minutes to complete the activity. Ask them to give examples of the demonstrate the difference
Ask why they think it is a need or
the members will learn to Reporting follows. items under social needs, and between needs and wants.
spend wisely, save regularly, want.
savings/emergency budget. Think of activities outside
participate in family matters
more actively with the the box.
maximum benefit from the These are the following:
wise use of resources, like a. Social and moral obligations –
time, energy, and abilities. birthdays, baptisms, etc.;
b. family activities;
c. school affairs.
N. Discussing new concepts Ask: What are the factors SHORT SKIT Mention that a family budget also The teacher writes two columns Presentation per group.
and practicing new skills that need to be considered Using the previous group assignment, provides for the following needs: on the board. One column has
#1 discuss among the group the
when budgeting? Refer to the examples given by the the heading NEEDS. The other
principles in making family budgeting
 Size of the family a successful and fullfilling task. The learners. If it was already column has the heading WANTS.
 Family income twist is this will be presented in a mentioned, do not include in the
 Kind of work each short skit. list. Randomly distribute metacards
family member does
containing a list of needs and
 Talents and abilities The group will be given five (5)
Food, shelter, clothing, education, wants.
of each member
minutes to present the short skit. household operations,
 Locality where the
family lives maintenance/repair, utilities Ask the learners to post the
(water, electricity, telephone, metacards on the board.
transportation, medical and dental
care, rest and recreation, stipend, Ask the learner to explain/defend
savings. his/her choice.
O. Discussing new concepts . Presentations Divide the class into four groups Based on the activity that was
and practicing new skills  Group 1 conducted ask the learners to
#2 differentiate needs from wants.
 Group 2 Provide situations wherein the group
 Group 3 will prepare a budget for the entire A need is a requirement for
 Group 4 family for one week. survival, e.g. breathable air.
Note that there are four types of A want is a desire. It may be the
situation. The group have the option desire for a need (e.g. a choking
on how they will present it in a most person generally wants to be able
creative and innovative way. to breathe) or for something not
needed for survival, such as
chocolate or a new car.
P. Developing mastery Let the learners cite Comments on group presentations: Reporting of results of group work. Show a short clip on managing Giving feedback on
(leads to Formative examples of the factors that  Group 4 will comment on Group 1 money: Needs versus Wants presentations.
Assessment 3) need to be considered when  Group 3 will comment on Group 2
budgeting. Analyze the movie and relate it to Examples of guide
 Group 2 will comment on Group 3
needs versus wants. Note that questiona:
 Group 1 will comment on Group 4
some of the contents of the video
may be debatable e.g. chocolates
Limit the comments on the contents is needed by soldiers for Was the group effective in
of the presentation. Does the endurance in the middle of a war emphasizing the difference
presentation manifests the while in a normal situation it is a between needs and wants?
principles in making family want for another individual. If yes, How?
budgeting a successful and fulfilling
task? What concepts in the
presentation had an impact
on you? Why?
Do you think the

presentations can further
be improved? In what way?
Q. Finding practical Aside from what was -do- Ask the class on their comments on -do-
application of concepts mentioned, can you think of the output of the groups. Consider
and skills in daily living other factors that need to be the factors that need to be
considered in budgeting and
considered when budgeting?
principles to make budgeting a
Explain. successful and fullfilling task.
R. Making generalizations Today we determine the Synthesize the discussion on what There is a need to distinguish
and abstractions about relationships between and where the family budget is between need and want . This
the lesson management and budgeting allotted, as well as the principles to will enable us to prioritize needs
of family income. We also take into consideration to make over wants, hence ensuring that
looked into the factors that family budgeting successful and the budget is enough to make
need to be considered when fulfilling. both ends meet moreso when
budgeting. times are hard.
S. 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?
T. Additional activities for Bring photos or drawing If you were given a
application or where family budget is spent personal budget by your
remediation parents more than what
you really need, how will
you spend it?
X. 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.
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
J. Did the remedial lessons
lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
Why did these work?
M. What difficulties did I
encounter which my
help me solve?
N. What innovation or
to share with other
teachers?

DLL g6 q2 Week 2 All Subjects (Mam Inkay Peralta)

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GRADE 6 School: Grade Level: VI

Teacher: Learning Area: ENGLISH

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

C. Pag-uugnay ng mga Pagbasa ng kuwento https://www.youtube.com/watch? Gawin Natin:

Ilan ang pinaghahambing?

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Digital Painting An Enhanced Understanding of

III. LEARNING RESOURCES

Have you wondered just what

The Starry Night is an oil on canvas

Almond Blossoms is from a group of

C. Presenting With your group, Showing pictures of tumbang-preso,

D. Discussing new Discuss on what to do: Van Gogh is a great impressionist.

A. No. of learners who

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning Competencies/ S6LT-IIa-b-1

III. LEARNING RESOURCES

A. Reviewing previous lesson

C. Presenting EXPLORATION: Group Activity EXPLORATION: EXPLORATION:

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

1. Teacher’s Guide pages

A. Reviewing previous lesson or Report on market demands Discussion on the different

E. Discussing new concepts and

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

- What are the different kinds

J. Additional activities for

C. Did the remedial lessons work?

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30

III. KAGAMITANG PANTURO

2.Mga Pahina sa Kagamitang

C. Pag-uugnay ng mga Magkaroon ng maikling

V.MGA TALA Ang aralin sa ikaapat at ikalimang

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Do you think the

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