School: GEN. L.

SAN MIGUEL ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: MARK GIL T. SALVINO Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 14 - 18, 2022 (WEEK 2) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIV
ES
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 skeletal,integumentary,digestive,circulatory,excretory,respiratory and nervous systems
Standards

C. Learning S6LT-IIa-b-1
Competencies/ The learners should be able to explain the organs of each organ system work together
Objectives
Write the LC
code for each
II. CONTENT WEEKLY TEST

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

IV. PROCEDURES
A. Reviewing
previous lesson How does oxygen get 1. Review about the 1. Review about the
or presenting the into our body? respiratory system. taking care of
new lesson Likewise; how does 2. How can we take good respiratory
carbon dioxide get out care of our respiratory
system.
from our body? Which system?
body system is 2. Present the
responsible for taking materials for new
in oxygen and giving lesson, The
out carbon dioxide? Nervous System

B. Establishing a Four Pics, One Word. Ask diferrent Discuss the functions of
purpose for the Guess the word by diseases/ailments the Nervous Sytem
lesson studying how the four associated with
pictures are related to respiratory system
each other. Write the problems?
word in the box below.

__ __ __ __ __
C. Presenting EXPLORATION: Group EXPLORATION: EXPLORATION:
examples/instanc Activity Show pictures of Show some picture of
es of the new Riddle Time: Who am I? respiratory movements and ask
lesson Inhale these scrambled diseases/ailments. their observation in the
words. Exhale the How the problems occur presented pictures
answers to the riddles. in our respiratory
1. I warm and clean the system?
air you breathe. SNOE How can we avoid these
__________ problems?
2. There are 300 Original File Submitted
millions of me in your and Formatted by DepEd
lungs. Club Member - visit
 RAI SCAS depedclub.com for more
_________________
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 EXPLANATION: EXPLANATION: Give the EXPLANATION:
concepts How oxygen and importance of taking care Discuss the observation
carbon dioxide occur in of our respiratory in the presented
alveoli of the lungs? system. pictures and explain
how it works
E. Continuation of Activity #2 Activity #1 Give an example of body
the discussion of Identify the part of the TRUE OR FALSE movements
new concepts respiratory system If False, change the
(leads to which is being referred inappropriate word to
Formative to. make the statement true.
Assessment 2) 1. Closes over your
larynx when you 1. Breathing exercise
swallow. improve the
2. Two short condition of one’s
branches at the lungs.
end of the 2. The chances of
trachea that getting the
carry air into the common virus is
lungs. increased as one
3. Cluster of tiny mixes with more
thin walled sacs people.
found at the end 3. Healthy lungs can
of each draw in enough
bronchioles. air to supply
 4. Substance oxygen to all parts
produced by the of the body.
lining of the 4. Cigarette smoking
nasal cavity. is good to our
5. Tiny hair-like respiratory
structures that system.
trap bacteria in 5. Do not wash your
the trachea. hands before
6. A tube made up eating.
of C-shaped
rings of the
cartilage.
7. Opening of the
nose that 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 Picture analysis: Picture Analysis: Group

mastery (leads to Group work. The work.
Formative teacher show pictures Show some pictures of
Assessment 3) of the different parts of respiratory exercises. Let
the respiratory system. them 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 How oxygen and What do you feel after How the Nervous
concepts and carbon dioxide occur? doing the exercises? System works?
skills in daily
living
(reflective approach)
H. Making Explain how the Explain the importance Think of a situation in
generalizations organs of Respiratory of taking good care of our your life when your
and abstractions system work together respiratory system. Show nervous system worked
about the lesson some pictures of to keep you safe from
nutritious foods that can harm. Can you imagine
help our respiratory work what might have
properly. occurred inside your
body as your nervous
system received from
and sent information to
various parts of your
body?
I. Evaluating EVALUATION: 11. EVALUATION:
learning Give the correct Lists the four major
answer: functions of the nervous
1. A muscle that system and give 2
controls examples of its
breathing. corresponding
controlled actions.
2. A smaller
extension of the
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

A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
 up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
 School: GEN. L. SAN MIGUEL ELEMENTARY SCHOOL Grade Level: 6
GRADES 1 to 12 Teacher: MARK GIL T. SALVINO Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 14 - 18, 2022 (WEEK 2) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content The learner demonstrates…
Standards  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 The learner…
Standards  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 persuasive
 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 Note down relevant Note down relevant Note down relevant Note down relevant Note down relevant
Competencies/ information from text information from text information from text information from text heard information from text
Objectives heard heard heard Note significant details of heard
Write the LC code Note significant details of Note significant details of Note significant details of informational texts Note significant details of
for each informational texts informational texts informational texts informational texts
Identify the purpose, key
Identify the purpose, key Identify the purpose, key Identify the purpose, key structural and language Identify the purpose, key
 structural and language structural and language structural and language features of various types of structural and language
features of various types features of various types features of various types informational/factual text features of various types
of of of EN6RC-IIIa-3.2.8 of
informational/factual text informational/factual text informational/factual text informational/factual text
EN6RC-IIIa-3.2.8 EN6RC-IIIa-3.2.8 EN6RC-IIIa-3.2.8 EN6RC-IIIa-3.2.8
II. CONTENT Noting Significant Details Noting Significant Details Noting Significant Details Noting Significant Details of Weekly Test
of Informational Text of Informational Text of Informational Text to Informational Text to know
know its Purpose (To its Purpose (To entertain)
inform and to persuade)
THEME:
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English CG for Grade 6 English CG for Grade 6 English CG for Grade 6 English CG for Grade 6 page
pages page 130 page 130 page 130 130
2. Learning
Materials pages
3. Textbook Pages Across Boarders through Across Boarders through
Language 6 pages 128- Language 6 pages 128-
129 129

Into the Future: Science & Into the Future: Science &
Health 8 page 94 Health 8 page 94
4. Additional
Materials from Activity Sheet in English 6 / SLM
Learning Resource (Quarter 2: Week 2)
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing Review: Noting Details of a Have you read a What are the ways in What are the ways in noting
previous lesson or Story Read newspaper? noting details? details?
presenting the new
lesson What interrogative words What is its purpose?
or question words do we
use when we want to Unlocking of Difficulties:
know the details of a story Inform – means to
read or listened to? describe or to tell
something about an event.
Unlocking of Difficulties:
Show and read briefly the
 meaning of an
informational text.

Identify the meaning of

the underlined words from
the choices given:
1. Air pollution has crept
into every aspects of
our lives and has
grown at alarming
effect.
2. We don’t have to look
far to find the culprit.
3. At home, the garbage
we disposed
improperly emits a foul
smell and contributes
a fair share of
pollutants.
4. Unless we are vigilant
about our environment
we will soon find
ourselves suffocating.
5. One way is to put our
garbage in covered
trash receptacles.

-has spread or grown over

–watchful
-one guilty of fault
-containers
-ejects

B. Establishing a GUESSING GAME / GUESSING GAME / Have you watched a Have you watched a movie
purpose for the PREDICTING OUTCOMES PREDICTING OUTCOMES commercial before? before?
lesson Can you guess what is Can you guess what’s in
inside the bag? the picture? What can you say about What did you feel?
its message?
When you spray this What are the details that
 around, what do you think support your answer?
will happen?

Can you guess again what

is still inside the bag?

What do you think will

happen if I light this
cigarette with this lighter?

What do you think will

happen to me if I smoke a
cigarette for a long time?

Is this kind of air good to

breathe? Why?

Throw questions to pupils

and lead them to arrive in
the correct word, Air
Pollution
C. Presenting Present the following Noting Details is a reading In noting details, we can In noting details, we can
examples/instance questions: comprehension skill that discover the purpose of discover the purpose of the
s of the new lesson What is air pollution? involves picking out from the informational text. The informational text. Aside to
Why do you think there is a text a particular piece or message can be to inform inform or to persuade
so much air pollution pieces of information to or to persuade people. people, informational text
urban places than in rural achieve a given purpose can also mean to entertain
places? such as answering a people.
How are urban areas question on a test
different to rural areas? Watch a video clip on
When one notes details, different sources of
the person keeps a brief informational text.
record of something on a
piece of paper.
D. Discussing new Present pictures about air Present a paragraph to Study the poster below: Study the dialogue below:
concepts and pollution in slides and talk pupils
practicing new about it.
skills Ask: What can you say Can you note the
(Leads to about each picture? important details of the
formative How will you describe paragraph?
assessment No. 1) each picture?
 To where do you think Ask the pupils to read the
each picture belongs? selection silently.
Rural or urban?
Miguel went for a bike
ride. He rode around the
barangay. He met some
girls he knew from school.
They all headed to the
farm to play. Pedro had a
great time playing games
with his friends.
tinyurl.com/h8eurxab
1. Pedro went for a (bike,
car) ride. tinyurl.com/48npcxjj What is the poster all about?
2. He rode around the
(block, barangay). Take note of the important What does the author want?
3. Then he met some details. What is the poster
(boys, girls) he knew all about?
from school.
What does the author
want?

E. Discussing new Presenting the information

concepts and text through powerpoint
practicing new
skills First reading: Silent
(Leads to reading of the selection in
formative 2 minutes for
assessment No. 2) understanding and noting
of the important details.

Second reading: Oral

reading of the selection in
2 minutes for correct
pronunciation
F. Developing Noting the significant What is the importance of Drill: Write P if the written Read the story below:
Mastery details of the noting details? statement wants to
(Leads to formative informational texts about persuade. Write I if the Game night at our house
assessment No. 3) air pollution. Whenever you are reading, text wants to inform. was hilarious when we
 1. What is the selection you must constantly played a game with two
about? noting the important 1. Eating too much cake teams of three. One of us
2. In your own words, details. and not exercising will was doing an impression of
what is air pollution? give us health Mr. Bean while singing
3. Base on the information In discussing reading birthday song. Some are
problems. (I)
given, what are the causes comprehension, think of dancing songs popularized in
of air pollution? the details as the 2. Every house should TikTok! But the most
How does air pollution individual features, facts, have a dog. They are memorable of all, our friend
affects us? or particulars in the text cute, loyal, and will almost cried because of our
How can you as an protect your house. (P) gift to her, a new shoes!
individual help in the 3. There are many
prevention of air teachers and pupils in What was the selection
pollution? about?
my school. (I)
4. I suggest that pupils Own written stories can also
should use cellphone contain informational text
in school. (P) that means to entertain.
5. If you want to become
a chef, enroll to Chef’s
Academy now. (P)

G. Finding Group Activity (3 groups) Group Activity (3 groups) Group Activity (3 groups) Group Activity (3 groups)
practical -Each group chooses a -Each group chooses a -Each group chooses a -Each group chooses a
applications of leader to facilitate the task leader to facilitate the task leader to facilitate the task leader to facilitate the task to
concepts and skills to be done. to be done. to be done. be done.
in daily living -House rules/ standards/ -House rules/ standards/ -House rules/ standards/ -House rules/ standards/
(Jigsaw Method) guidelines are set for the guidelines are set for the guidelines are set for the guidelines are set for the
group to follow. group to follow. group to follow. group to follow.
-Rating of each group -Rating of each group -Rating of each group -Rating of each group
presentation is based on a presentation is based on a presentation is based on a presentation is based on a
rubric. rubric. rubric. rubric.
-Each group is given 15 -Each group is given 15 -Each group is given 15 -Each group is given 15
minutes to plan on what minutes to plan on what minutes to plan on what minutes to plan on what to
to do on the task given. to do on the task given. to do on the task given. do on the task given.
-Each group is given only -Each group is given only -Each group is given only -Each group is given only up
up to 3 minutes to present up to 3 minutes to present up to 3 minutes to present to 3 minutes to present their
their work. their work. their work. work.

Group Tasks (Choose Group Tasks (Choose Group Tasks (Choose Group Tasks (Choose any
any from the following): any from the following): any from the following): from the following):
How to prevent air What are ways in noting What are ways to share What are ways to share
pollution? details? information by means of information by means of
1. Group 1 – Express 1. Group 1 – Express persuading and entertaining?
your answers through your answers through informing? 1. Group 1 – Express your
a poem. a poem. 1. Group 1 – Express answers through a poem.
2. Group 2 – Illustrate 2. Group 2 – Illustrate your answers through 2. Group 2 – Illustrate the
the solution through a the solution through a a poem. solution through a
poster. poster. 2. Group 2 – Illustrate poster.
3. Group 3 – Share your 3. Group 3 – Share your the solution through a 3. Group 3 – Share your
ideas through a song. ideas through a song. poster. ideas through a song.
4. Group 4 – Show your 4. Group 4 – Show your 3. Group 3 – Share your 4. Group 4 – Show your
thoughts by presenting thoughts by presenting ideas through a song. thoughts by presenting a
a role play a role play 4. Group 4 – Show your role play
thoughts by presenting
*House Rules/ *House Rules/ a role play *House Rules/ Standards/
Standards/ Guidelines: Standards/ Guidelines: Guidelines:
(Follow the mnemonic / (Follow the mnemonic / *House Rules/ (Follow the mnemonic /
memory device.) memory device.) Standards/ Guidelines: memory device.)
G – Give thoughtful G – Give thoughtful (Follow the mnemonic / G – Give thoughtful feedback
feedback feedback memory device.) R – Respect each other’s
R – Respect each other’s R – Respect each other’s G – Give thoughtful opinion
opinion opinion feedback O – On task all the time
O – On task all the time O – On task all the time R – Respect each other’s U – Use soft voices
U – Use soft voices U – Use soft voices opinion P – Participate actively
P – Participate actively P – Participate actively O – On task all the time S – Stay with your group
S – Stay with your group S – Stay with your group U – Use soft voices
P – Participate actively Rubrics in Participation /
Rubrics in Participation / Rubrics in Participation / S – Stay with your group Group Activities
Group Activities Group Activities
Rubrics in Participation / Points/Indicators
Points/Indicators Points/Indicators Group Activities 5 – Shows eagerness and
5 – Shows eagerness and 5 – Shows eagerness and cooperation to do the task,
cooperation to do the task, cooperation to do the task, Points/Indicators participate actively, do great
participate actively, do participate actively, do 5 – Shows eagerness and help to the group.
great help to the group. great help to the group. cooperation to do the task,
participate actively, do 4 – Shows eagerness and
4 – Shows eagerness and 4 – Shows eagerness and great help to the group. cooperation to do the task,
cooperation to do the task, cooperation to do the task, good followers only
good followers only good followers only 4 – Shows eagerness and
cooperation to do the task, 3 – Participated but late,
3 – Participated but late, 3 – Participated but late, good followers only with teacher’s supervision
 with teacher’s supervision with teacher’s supervision
3 – Participated but late, 2 – Activity was done but
2 – Activity was done but 2 – Activity was done but with teacher’s supervision does not show eagerness
does not show eagerness does not show eagerness
2 – Activity was done but 1 – No interest in
1 – No interest in 1 – No interest in does not show eagerness participating the activities
participating the activities participating the activities
1 – No interest in Special Reminders to pupils
Special Reminders to Special Reminders to participating the activities before doing the activity:
pupils before doing the pupils before doing the Be tactful in dealing with
activity: activity: Special Reminders to others.
Be tactful in dealing with Be tactful in dealing with pupils before doing the
others. others. activity: Group Presentations
Be tactful in dealing with -3 minutes only for each
Group Presentations Group Presentations others. group presentation
-3 minutes only for each -3 minutes only for each
group presentation group presentation Group Presentations (Learners are given utmost
-3 minutes only for each recognition in the task they
(Learners are given utmost (Learners are given utmost group presentation are presented)
recognition in the task recognition in the task
they are presented) they are presented) (Learners are given utmost
recognition in the task
they are presented)
H. Making Ask: Ask: Ask: Ask: Ask: What is an audience?
generalization and 1. What do you look 1. What are the 1. What are the 1. What are the details What is target audience?
abstractions about for in an details to details to to remember to say
the lesson. informational text remember to say remember to say that an
when noting that an that an informational text
significant informational text informational text means to entertain?
details? means to inform? means to 2. Did you follow the
2. Did you follow the 2. Did you follow the persuade? given house rules
given house rules given house rules 2. Did you follow the when performing
when performing when performing given house rules the task given to
the task given to the task given to when performing you?
you? you? the task given to 3. Did you show
3. Did you show 3. Did you show you? tactfulness with
tactfulness with tactfulness with 3. Did you show your fellow group
your fellow group your fellow group tactfulness with members as you
members as you members as you your fellow group communicate with
 communicate communicate members as you each other in
with each other with each other communicate carrying the task
in carrying the in carrying the with each other given to you?
task given to you? task given to you? in carrying the
task given to you?

I. Evaluating Let’s evaluate your Let’s evaluate your Write / if the written Write / if the following
Learning knowledge in identifying knowledge in identifying statement wants to material or informational
significant details from the significant details from the persuade. Write O if the text means to entertain.
informational text you informational text text wants to inform. Write X if not.
read a while ago about air What has crept into
pollution. every aspect of our 1. Don’t try this at 1. story book (/)
lives and has grown at home! (/) 2. advertisement (X)
What has crept into 2. Taal Volcano is the 3. comic books (/)
alarming rate? Explain
every aspect of our smallest volcano in 4. card catalog (X)
(Choose from the
lives and has grown at the world. (O) 5. paper (X).
following choices
alarming rate? Explain 3. Cavite is the
below)
(Choose from the smallest province in
following choices -plant trees Region 4A. (O)
below) -lack of clean air 4. Choose wisely. (O)
-air pollution 5. The Philippines is
-plant trees -covered trash receptacles in South East Asia.
-lack of clean air -garbage
(/)
-air pollution
-covered trash receptacles *Checking of answer
-garbage sheets and submission of
papers for recording is
*Checking of answer done right away after the
sheets and submission of test to interpret the result
papers for recording is of the learners’ progress.
done right away after the
test to interpret the result
of the learners’ progress.
J. Additional Assignment: Assignment:
activities for Note 3 details from the Note 3 details from the
application or informational details informational details
remediation. below below

People generate waste as People generate waste as

 they perform their daily they perform their daily
task. With higher task. With higher
population the more waste population the more waste
is produced. is produced.

Waste pile up and come in Waste pile up and come in

contact with air and contact with air and
water. As this happens, water. As this happens,
water and air become water and air become
polluted. polluted.

You can help the You can help the

environment clean by environment clean by
recycling wastes. recycling wastes.
Household waste can be Household waste can be
grouped or segregated into grouped or segregated into
biodegradable and non- biodegradable and non-
biodegradable. biodegradable.
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 Strategies used that Strategies used that Strategies used that Strategies used that work Strategies used that
teaching work well: work well: work well: well: work well:
strategies worked ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
well? Why did ___ Games ___ Games ___ Games ___ Games ___ Games
these work? ___ Power ___ Power ___ Power ___ Power PointPresentation ___ Power
PointPresentation ___ PointPresentation ___ PointPresentation ___ ___ Answering preliminary PointPresentation ___
Answering preliminary Answering preliminary Answering preliminary activities/exercises Answering preliminary
activities/exercises activities/exercises activities/exercises ___ Discussion activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Case Method ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Think-Pair-Share (TPS) ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Rereading of ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of Paragraphs/Poems/Stories ___ Rereading of
Paragraphs/Poems/Storie Paragraphs/Poems/Storie Paragraphs/Poems/Storie ___ Differentiated Instruction Paragraphs/Poems/Storie
s s s ___ Role Playing/Drama s
___ Differentiated ___ Differentiated ___ Differentiated ___ Discovery Method ___ Differentiated
Instruction ___ Role Instruction ___ Role Instruction ___ Role ___ Lecture Method Instruction ___ Role
Playing/Drama ___ Playing/Drama ___ Playing/Drama ___ Why? Playing/Drama ___
Discovery Method ___ Discovery Method ___ Discovery Method ___ ___ Complete Ims Discovery Method ___
Lecture Method Lecture Method Lecture Method ___ Availability of Materials Lecture Method
Why? Why? Why? ___ Pupils’ eagerness to learn Why?
___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Group member’s ___ Complete Ims
___ Availability of ___ Availability of ___ Availability of Cooperation in doing their ___ Availability of
Materials ___ Pupils’ Materials ___ Pupils’ Materials ___ Pupils’ tasks Materials ___ Pupils’
eagerness to learn ___ eagerness to learn ___ eagerness to learn ___ eagerness to learn ___
Group member’s Group member’s Group member’s Group member’s
Cooperation in doing Cooperation in doing Cooperation in doing Cooperation in doing
their tasks their tasks their tasks their tasks
F. What __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
difficulties did I __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’ behavior/attitude __ Pupils’
encounter which behavior/attitude behavior/attitude behavior/attitude __ Colorful Ims behavior/attitude
my principal or __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Unavailable Technology __ Colorful Ims
supervisor can __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology Equipment (AVR/LCD) __ Unavailable Technology
help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Science/ Computer Equipment (AVR/LCD)
__ Science/ Computer __ Science/ Computer __ Science/ Computer Internet Lab __ Science/ Computer
Internet Lab Internet Lab Internet Lab __ Additional Clerical works Internet Lab
__ Additional Clerical __ Additional Clerical __ Additional Clerical __Reading Readiness __ Additional Clerical
works __Reading works __Reading works __Reading __Lack of Interest of pupils works __Reading
Readiness __Lack of Readiness __Lack of Readiness __Lack of Readiness __Lack of
Interest of pupils Interest of pupils Interest of pupils Interest of pupils
G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
innovation or __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized __ Making use big books __ Making use big books __ Making use big books __ Making use big books __ Making use big books
materials did I from views of the locality from views of the locality from views of the locality from views of the locality from views of the locality
use/discover which __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to be __ Recycling of plastics to
I wish to share be used as Instructional be used as Instructional be used as Instructional used as Instructional be used as Instructional
with other Materials Materials Materials Materials Materials
teachers? __ local poetical __ local poetical __ local poetical __ local poetical composition __ local poetical
composition composition composition __Flashcards composition
__Flashcards __Flashcards __Flashcards __Flashcards
 DAILY LESSON LOG School GEN. L. SAN MIGUEL ELEMENTARY Grade & Section 6
Teacher MARK GIL T. SALVINO Subject TLE-ICT
Date/Time November 14-18, 2022 Grading WEEK 2-SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I OBJECTIVES
A. Content Standard Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
knowledge and skills knowledge and skills knowledge and skills knowledge and skills knowledge and skills
that will lead to one that will lead to one that will lead to one that will lead to one that will lead to one
becoming an ideal becoming an ideal becoming an ideal becoming an ideal becoming an ideal
entrepreneur entrepreneur entrepreneur entrepreneur entrepreneur
B. Performance Sells products based Sells products based Sells products based Sells products based Sells products based
Standard on needs and on needs and on needs and on needs and on needs and
demands demands demands demands demands
C. Learning Buys and sells Buys and sells Buys and sells Buys and sells
Competency/s: products based on products based on products based on products based on
needs needs needs needs
TLEIE6-0b-3 TLEIE6-0b-3 TLEIE6-0b-3 TLEIE6-0b-3
II CONTENT Successful The Buyer The Seller Buying Process Selling Process
Entrepreneur
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials TLE-ICT. Module 1 TLE-ICT. Module TLE-ICT. Module TLE-ICT. Module
pages
3. Textbook pages Life Skills Through Life Skills Through Life Skills Through Life Skills Through
TLE 6 pages 2-11 TLE 6 pages 2-11 TLE 6 pages 2-11 TLE 6 pages 2-11
4. Additional Materials
from Learning
Resources
B. Other Learning Audio-visual Audio-visual Audio-visual Audio-visual
Resources
IV. PROCEDURES
A. Reviewing previous What are the qualities Who are the What is a buyer? What is a buyer?
lesson or presenting the of entrepreneur? successful Seller?
new lesson entrepreneurs in the
country?
B. Establishing a . Song: EPP Time . Song: EPP Time Song: EPP Time Song: EPP Time Song: EPP Time
purpose for the lesson Discuss the objective Discuss the objective Discuss the objective Discuss the objective Discuss the objective
of the lesson of the lesson of the lesson of the lesson of the lesson
C. Presenting Presentation of Presentation of the Presentation of the Presentation of Presentation of
Examples/instances of successful role of a buyer role of a seller buying process selling process
new lesson entrepreneur.
D. Discussing new Collaborative Collaborative Collaborative Collaborative Collaborative
concepts and practicing approach approach approach approach approach
new skills #1 I. Concept mapping I. Concept mapping I. Concept mapping I. Concept mapping I. Concept mapping
Give the successful Give the role of a Give the role of a Give the buying Give the selling
entrepreneur in the buyer seller process thru a process thru a
country? II. Role model II. Role model concept mapping concept mapping
II. Role model Act one role of a buyer Act one role of a II. Role model II. Role model
Act the story of the III. Drawing seller Act one role of a Act one role of a
one successful Draw picture showing III. Drawing buyer seller
entrepreneur role of buyer Draw picture III. Drawing III. Drawing
III. Listing showing role of seller Illustrate the buying Illustrate the selling
List down the process process
qualities of the
successful
entrepreneur
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery 1. Who are the 1. What is a buyer? 1. What is a seller? 1. What is a buyer? 1. What is a seller?
(Leads to Formative successful 2. What are the roles 2. What are the roles 2. What is a need? 2. What is a need?
Assessment) entrepreneurs? of a buyer? of a seller? Wants? Wants?
3. What qualities of a 3. What qualities of a 3. How needs and 3. How needs and
2. What do you think
buyer you should seller you should wants affects in wants affects in
are the secrets of have? have? buying process? selling process?
their success in 4. If you will buy 4. If you will buy 4. How do you 4. What strategies
entrepreneurship? something, what kind something, what manages your needs will you use in
3. Why is it important of buyer you are? kind of seller you and wants? selling? Why??
to build a Why? are? Why? 5. Give tips in 5. Give tips in
business? 5. Would you like to be 5. Would you like to buying. selling.
an entrepreneur? be an entrepreneur?
4. Do you know other
Why? Why?
entrepreneurs from
your town who
became successful?
5. Do you wish to
become like them?
 Why or why not?

G. Finding Practical Reflective Reflective Reflective Reflective Reflective

applications of concepts Share your experience Share your experience Share your Share your Share your
and skills about the lesson about the lesson experience about the experience about the experience about the
lesson lesson lesson
H. Making Who are the What are the roles of a What are the roles of What are the buying What are the selling
generalizations and successful buyer? a seller? processes? processes?
abstractions about the entrepreneurs in the
lesson country?
I. Evaluating Learning List names of Read the following Read the following Among the products Give the selling
successful statements below. statements below. that are always in process
entrepreneurs. Identify and write B if Identify and write B demand are food
it refers to the if it refers to the items. Identify which
Buyer and S if it’s Buyer and S if it’s of the following is a
Seller. Seller. need or want:
1. Owns or manages a 1. A person who 1. New shoes
store or business buys goods or 2. Bread
establishment services. 3. Water
2. Also refers to a 2. Someone who 4. Additional Clothes
consumer who makes offers something for 5. Food
use of the goods to sale.
meet his/her needsor 3. Must learn the art
wants and those of his of offering.
family. 4. Anybody who
3. Offers goods, makes a purchase of
products, or services products.
to those who need it 5. The person who
4. Sells products, buys goods or
goods, or services at a services in the
specified amount market or store
called selling price.
5. Also called the end
user because they use
the goods or products
or services that meet
the needs and wants
and derive satisfaction
from its use.
J. Additional activities Draw/Cut picyures of Cut/Draw pictures of Cut/Draw pictures Draw/Cut pictures Draw/Cut pictures of
for application or successful products services of buying and selling buying and selling
remediation entrepreneur process process
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I . .
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 School: GEN. L. SAN MIGUEL ELEMENTARY Grade Level: VI
GRADES 1 to 12 Teacher: MARK GIL T. SALVINO Learning Area: ESP
DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 14-18, 2022 (WEEK 2) Quarter: SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.LAYUNIN
A. Pamantayang Naipapamalas 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 pagpapasiya para sa kapayapaan ng sarili at kapwa
  Naipapakita ang kahalagahan Naipapakita ang kahalagahan ng Naipapakita ang kahalagahan ng Naipapakita ang kahalagahan Naipapakita ang kahalagahan
C.  Mga Kasanayan sa ng pagiging responsible sa pagiging responsible sa kapwa: pagiging responsible sa kapwa: ng pagiging responsible sa ng pagiging responsible sa
Pagkatuto kapwa: pagpapanatili ng pagpapanatili ng mabuting pagpapanatili ng mabuting kapwa: pangako o kapwa: pangako o
Isulat ang code ng bawat
mabuting pakikipagkaibigan pakikipagkaibigan pakikipagkaibigan pinagkasunduan pinagkasunduan
kasanayan
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 Pagtupad sa Pangako o Pagtupad sa Pangako o
Pakikipagkaibigan Pakikipagkaibigan Pakikipagkaibigan pinagkasunduan pinagkasunduan
III. KAGAMITANG PANTURO
A. Sanggunian
1.Mga pahina sa Gabay ng Guro MELC page 10
2.Mga Pahina sa Kagamitang
Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang powerpoint presentation
Panturo
IV.PAMAMARAAN
A. Balik-Aral sa  nakaraang Ano ang mabuting naidudulot ng Panuto: Isulat kung DAPAT o DI- _________6. Iniiwasan mo Panuto: Suriin ang mga Iguhit sa patlang ang
aralin at/o pagsisimula ng aralin pagtupad sa iyong pangako? DAPAT gawin ang isinasaad sa munang bumisita sa iyong kaibigan sumusunod na sitwasyon. Isulat masayang mukha kung tama
bawat bilang. dahil wala kapang bakuna. ang TAMA kung ito ay nagsasaad at ang malungkot na mukha
Bakit kailangang tuparin ang _________1. Maghapong maglalaro _________ 7. Maging maunawain ng wastong pag-uugali at MALI kung mali.
mga pangakong iyong ng computer games ang sa kakaibang ugali ng iyong kung hindi. _______1.Tatapusin ang mga
binitawan? magkaibigan. kaklase. ______1. Gumagawa ng tama sa gawain sa takdang panahon.
_________2. Isang programa ang _________8. Sinasagutan ko ang lahat ng pagkakataon si _______2. Isagawa agad ang
inihanda para sa matatanda na modyul ng aking kapatid. Josephine kahit walang mga gawain ng hindi
nakatira sa Golden Sun Senoir _________9. Maasahan ka ng nakakakita. maluwag sa kalooban.
Residence. iyong kamag-anak sa oras ng ______2.Si Mike ay laging
kagipitan o nagpopost sa facebook ng mga _______3. Pag-aralan muna
_________3. Mahusay kang pangangailangan. bastos na salita laban sa kanyang ang mga gawain at
 gumuhit kung kaya’t binahagi mo sa kagalit na kamag-aral. pananagutan bago
iyong kaibigan ang iyong kakayahan _________10. Niyaya ka ng ng _____3. Ang mga artista ay tanggapin ang isang
sa pamamagitan ng pagtuturo sa iyong kaklase na lumiban sa online nagbigay ng face mask at pagkain posisyon.
kaniya. class dahil maglalaro kayo ng sa mga frontliners. _______4.Tumulong ng kusa
_________4. Naglunsad sa isang computer games. _____4. May pagkakataon na ang kung kinakailangan.
proyekto ang inyong sinamahang batang si Mark ay malimit _______5. Huwag
club para kumuha ng gamit na walang paghusayan ang gawaing
tulungan ang mga nasalanta sa paalam. tinanggap.
bagyo. _____5. Ang iyong kapitbahay ay
_________5. Ibinahagi mo sa iyong madalas magpatugtog ng karaoke
kaibigan ang nabasa mong kahit hating gabi.
mahalagang anunsiyo
upang malaman niya rin ito.
B. Paghahabi sa layunin ng Ano-an ang iyong mga Bakit kailangan mong
aralin   kakayahan na maari mong pahalagahan ang iyong
maibahagi sa iba? pangako?
Ano-ano ang mga katangian
ng isang taong may palabra
de honor?
Isulat sa guhit ang iyong
sagot.
C. Pag-uugnay ng mga Basahin ang kuwento Basahin ang kuwento
halimbawa sa bagong aralin    “Isang Kapuri-puring Proyekto” “Pangako ng buong Pamilya
ngayong COVID-19”
D. Pagtatalakay ng bagong 1. Anong proyekto ang a. Tungkol saan ang kwentong
konsepto at paglalahad ng napakasunduang isagawa ng ibinasa?
bagong kasanayan  #1   Needlecraft Club? b. Sino – sino ang mga tauhan sa
  2. Paano nila nagawang kwento?
  tulungan ang mga batang c. Ano ang dahilan kung bakit
lansangan? tinawag ng mag-asawa ang
3. Naranasan mo na rin bang kanilang mga anak?
makilahok sa ganitong uri ng d. Ano–ano ang dapat gawin
gawain? Ilahad angpangyayaring upang maiwasan ang sakit o
ito. virus?
4. Paano pa tayo maaaring e. Anong aral ang makukuha
makatulong? Sa paanong paraan natin sa kwento?
ito magiging daan sa f. Bakit kailangan nating sundin
pakikipagkaibigan? ang mga ipinangako sa magulang
o sa buong pamilya?
g. Ano ang dapat mong gawin
upang hindi masira ang tiwala ng
iyong magulang at buong
pamilya?
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa  Kabihasaan Panuto: Gumawa ng isang
(Tungo sa Formative Assesment SLOGAN na may temang:
) “Pagtulong Daan sa
  Pakikipagpagkaibigan.”
G. Paglalapat ng aralin sa pang Panuto: Buuhin ang Panuto: Umisip ng sitwasyon. Isulat Panuto: Isulat ang araw-araw Panuto: Sa isang malinis na papel Panuto: Punan ng wastong
araw-araw na buhay pangungusap. sa kahon kung paano mo ito mong ginagawa na may kaugnayan magtala ng tatlong (3) halimbawa salita ang mga patlang upang
isasagawa at kung paano rin ito sa mabuting pagkakaibigan. ng sitwasyon na nagpapakita ng mabuo ang diwa ng talata.
“Ako ay si _ , ay batang magiging daan sa pananagutan sa pagtupad ng Pumili ng sagot sa loob ng
matulungin. Ako ay pakikipagkaibigan. pangako o pinagkasunduan. kahon na makikita sa ibaba.
may taglay na kakayahan tulad Sitwasyo Paano Paano Napakahalaga ang pagtupad
ng _ _. n isasagaw magiging ng isang ________para hindi
Pagyayamanin ko ito sa a daan sa sumama ang loob at hindi
pamamagitan ng_ . pagkakai _________ang tiwala sa iyo
Gagawin ko ito upang ____ bigan ng mga taong iyong
_________. Ang
magandang maidudulot ng
__________ng pangako ay
mas lalo kang
_________ng isang tao at
hindi siya magsisisi na
mapagkatiwalaan ka.
pagkatiwalaan pagtupad
masira pinangakuan pangako
mabuo
H. Paglalahat ng Aralin Ang pagmamalasakit sa kapuwa Ang pagmamalasakit sa kapuwa ay Ang pagmamalasakit sa kapuwa Bilang isang bata, kailangan mong Panuto: Lagyan ng tsek (√)
ay nagpapatibay ng nagpapatibay ng pagsasamahan at ay nagpapatibay ng matutunan ang pagiging ang mga sumusunod na
pagsasamahan at pagkakaibigan. pagsasamahan at pagkakaibigan. responsable sa mga pangako o sitwasyon na nagpapakita ng
pagkakaibigan. Naipakikita ko ang pagmamalasakit Naipakikita ko ang pinagkasunduan upang kahalagahan sa pagiging
Naipakikita ko ang sa aking kapuwa sa pamamagitan pagmamalasakit sa aking kapuwa pagkatiwalaan ka ng mga tao sa responsable sa kapwa at ekis
pagmamalasakit sa aking ng___________________________ sa pamamagitan iyong paligid. Kaya bago (x) kapag hindi.
kapuwa sa pamamagitan _____________________________ ng__________________________ magbitaw ng mga pangako sa _____1. Ginagawa mo ang
ng________________________ __________ ____________________________ isang tao o magulang mo, lahat upang matupad ang
__________________________ ____________ siguraduhin mo muna na pangako sa kaibigan.
________________ magagawa at matutupad mo ang _____2. Nagsasabi ka ng
mga ito. Ang hindi pagtupad sa masama sa kapwa mo upang
sinumpaang pangako ay makaiwas sa
maituturing na panlalamang, napagkasunduan.
pang-aabuso at pagsasamantala _____3. Sinisikap mong
sa kapwa. Isa itong tuparin ang iyong pangakong
kasinungalingan na labag sa utos susundin ang utos ng
ng Maykapal. mga magulang.
 _____4. Hindi tinupad ang
pangako mo sa kapatid mo
na bibilhan siya ng
bagong lapis.
_____5. Ibinalik mo ng hindi
maayos ang mga bagay na
hiniram mo.
I. Pagtataya ng Aralin A. Panuto: Bilugan ang letra ng 6. Alin sa sumusunod ang Panuto: Lagyan ng tsek (√) ang Panuto: Basahin ang mga
tamang sagot. (1-5) nagpapakita ng tunay na patlang kung nagpapakita ito sa tanong. Isulat ang Oo kung
1. Ikaw ay kasali sa isang slogan pagkakaibigan? pagtupad ginagawa mo ang mga ito at
contest. Habang naghihintay A. Nangiiwan sa panahon ng ng pangako at ekis (x) kung hindi. Hindi kung hindi mo
kayong mga kalahok sa takdang kagipitan ____1. Hindi hinintay nina Joan at ginagawa.
oras ng paligsahan ay may B. Naiingit sa panahon sa tagumpay Rica si Shane sa Plasa Rizal kahit _____1. Sinusunod mo ba
nagtanong sa iyo kung ng kaibigan hindi ang mga utos ng iyong
maaaring makitabi sa iyong B. Sinasabi ang ginagawa mong mali pa ito ang nakatakdang oras. magulang kahit walang
upuan dahil puno ng tao para mabago ito ____2. Patuloy paring kapalit?
sa silid na iyon. Ano ang iyong C. Mabilis magtampo kung may sinusuportahan ni Gina ang _____2. Nangungutang ka ba
gaagwin? hindi pagkakaunawaan kanyang kapatid kahit ng pera sa iyong kaibigan
A. Sasabihan ko po siyang 7. Nakita mong sumasama na sa mayroon na itong sariling kahit alam mo na
maghanap ng ibang mauupuan. masamang barkada ang iyong pamilya. hindi ka makakabayad?
B. Hahayaan ko po siyang matalik na ____3. Pinipilit na tapusin ni _____3. Nagsasabi ka ba ng
makitabi sa aking upuan. kaibigan. Ano ang iyong gagawin? Karlo ang pagsagot sa takdang totoo sa iyong mga kaklase
C. Ihahanap ko po siya ng A. Pagsabihan nang maayos ang aralin kahit na kahit ito’y
mauupuan. kaibigan ito ay may kahabaan. nakakaapekto sa inyong
D. Palalabasin ko po siya. B. Pababayaan na lamang siya ____4. Hindi isinauli ni Mariz ang pagkakaibigan?
2. Sa unang sitwasyong C. Huwag na lamang siyang libro sa takdang oras. _____4. Nagsasauli kaba ng
nabanggit sa no. 1, ano ang pakialaman ____5. Hindi sumipot si Joemar mga gamit na iyong hiniram
mabubuo sa dalawang hindi D. Awayin ang bagong barkada sa kaarawan ng kanyang sa itinakdang
magkakilalang mag-aaral? 8. Napunit mo ang hiniram na aklat kaibigan. araw?
A. Isang magandang simula ng sa iyong kaibigan. Alam mong _____5. Tinutupad mo ba
pagkakaibigan mahalaga ito ang iyong tungkulin bilang
B. Isang magandang magkakilala sa kaniya. Ano ang iyong gagawin? isang miyembro ng
lamang. A. Hindi na lamang siya papansinin pamilya?
C. Isang relasyong magkamag- B. Hindi sasabihing napunit mo ang
aral. kaniyang aklat
D. Isang kakilala. C. Manghihiram ng ibang aklat para
3. Si Troy ay isang tahimik na ibalik sa kaniya
bata na galing sa ibang D. Sasabihin sa kaniya ang totoo at
eskwelahan. Siya ay hindi hihingi ng paumanhin sa nagawa
nakikihalubilo sa ibang mag- 9. Ang mga sumusunod ay mga
aaral. Ano ang maipapayo mo sa magandang naidudulot ng
kanya? pakikipagkaibigan
A. Papayuhan ko siyang tama MALIBAN
lamang ang kanyang ginaagwa. sa___________________.
 B. Papayuhan ko siyang huwag A. natutuhang pahalagahan ang
nang makihalubilo dahil mabuting ugnayan sa pakikipag-
maraming palaaway kaibigan sa
na kaklase. kabila ng hindi pagkakaintindihan
C. Papayuhan ko siyang umuwi B. nagkakaroon ng mga bagong
na lamang sa dating ideya at pananaw sa
eskwelahan. pakikipagkaibigan
D. Papayuhan ko siyang C. nakalilikha ito ng mabuting
makipagkilala at makihalubilo sa pagtingin sa sarili
ibang mga mag- D. magdudulot ng kalituhan sa sarili
aaral. 10. Ano ang ibig sabihin ng "Ang
4. Kung ikaw si Troy, ano ang matapat na kaibigan , tunay na
magiging reaksyon mo sa payo maaasahan
sa iyo? Lalo na sa oras ng kagipitan"?
A. Hindi ko papansinin ang payo A. Isang kaibigan na handang
dahil hindi ko siya kakilala. tumulong sa anumang oras
B. Aking lalayuan at hindi B. Tumutulong lamang kapag may
babatiin ang mga bago ko kapalit
kakilala. C. Kaibigang nasa tabi mo kung
C. Susundin ko ang payo niya mayroong kailangan sa iyo
upang magkaroon ako ng mga D. Isang kaibigan na kasama mo
bagong kaibigan. palagi sa kasiyahan at nawawala sa
D. Babalik na lamang ako sa dati oras ng problema.
kong eskwlahan.
5. Ano ang kahulugan ng
kasabihang, “ NO MAN IS AN
ISLAND”
A. Kailangan natin ng kaibigan at
karamay sa lahat ng oras.
B. Tayo ay nabubuhay hindi para
sa ating sarili lamang.
C. Kailangan natin sa buhay ang
kaibigan at karamay.
D. Mahalin ang sarili, mahalin
din ang kapwa tao.
J. Karagdagang gawain para sa
takdang-aralin at remediation
 
V.MGA TALA

VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sapagtataya
 B. Bilang mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
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?

Prepared:
  MARK GIL T. SALVINO
Class Adviser

Noted:

     DAISY C. BAGUIORO

Principal II