School: ANGADANAN CENTRAL SCHOOL Grade Level: 5

GRADES 1 to 12 Teacher: PRUDENCIO T. TAGUBA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 10-14, 2022 (WEEK 8) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Compose clear and coherent Compose clear and coherent Compose clear and coherent Compose clear and coherent Weekly Test
Competencies/Objectives sentences using appropriate sentences using appropriate sentences using appropriate sentences using appropriate
grammatical structures: grammatical structures: grammatical structures: grammatical structures:
subject-verb agreement; kinds of subject-verb agreement; kinds subject-verb agreement; kinds subject-verb agreement; kinds of
adjectives; subordinate and of adjectives; subordinate and of adjectives; subordinate and adjectives; subordinate and
coordinate conjunctions; coordinate conjunctions; coordinate conjunctions; coordinate conjunctions;
and adverbs of intensity and and adverbs of intensity and and adverbs of intensity and and adverbs of intensity and
frequency frequency frequency frequency
II.CONTENT Composing Descriptive Composing Descriptive Composing Descriptive Composing Descriptive
Sentences Using Different Kinds Sentences Using Different Kinds Sentences Using Different Sentences Using Different Kinds
of Adjectives of Adjectives Kinds of Adjectives
of Adjectives
• define adjectives; • define adjectives; • define adjectives;
• use adjectives to describe • use adjectives to describe • define adjectives; • use adjectives to describe
someone or something; someone or something; • use adjectives to describe someone or something;
• identify and use different kinds • identify and use different someone or something; • identify and use different kinds
of adjectives in sentences; and kinds of adjectives in sentences; • identify and use different of adjectives in sentences; and
• appreciate the use of and kinds of adjectives in • appreciate the use of
appropriate words to describe a • appreciate the use of sentences; and appropriate words to describe a
person, a thing, or appropriate words to describe a • appreciate the use of person, a thing, or
an event. person, a thing, or appropriate words to describe an event.
an event. a person, a thing, or
an event.
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource Picture, chart Picture, chart Picture, chart chart pictures
IV.PROCEDURES
What I Know What’s New What’s More What I Can Do Assessment
Activity 1
Directions: Identify a specific A. Directions: Identify whether Directions: Think of a person or Activity 1
Directions: Analyze each word. person, place, thing, or idea that the underlined word is a people in your community. Then
Write A if it is an adjective and N if is connected to your proper adjective, a describe them Directions: On your answer
it is not. town, city, or province, then compound adjective, or a using the following adjectives in a sheet, write only the letter that
write at least two adjectives predicate adjective. Write only sentence. Write your answers in corresponds to your answer.
Write your answers in your about it on the small square the letter that your notebook. 1. The word that is used to
notebook. next to it. corresponds to your answer modify a noun or a pronoun is
and write it in your notebook. 1. Japanese called _________.
1. book _____ 6. study _____ 2. excellent A. an adjective B. a verb C. a
2. write _____ 7. happy _____ 3. Filipino preposition
3. clean _____ 8. leave _____ 4. well-known 2. My father loves Filipino food.
4. begin _____ 9. delicious _____ 5. well-behaved The underlined word is a
5. pretty _____ 10. wonderful _________.
_____ A. proper adjective B.
compound adjective C.
predicate adjective
Activity 2 3. David bought a ______ car.
A. two door B. two-door C. two
doors
Directions: Pick out the adjectives
4. Noel is a handsome boy. The
inside the box and place them on
underlined word is a ________.
the column
A. proper adjective B.
compound adjective C.
accordingly. The first three
predicate adjective
adjectives are already provided as
5. The owner of that big house
examples.
has a ______ dog.
A. well behave B. well-behave C.
well-behaved

Activity 2

Directions: Use the following

adjectives in a sentence. Write
your answers on your answer
sheet.
1. kind-hearted
2. magical
3. American
4. blue-eyed
5. soft
What’s In What Is It What I Have Learned Additional Activities

What’s In An adjective is a word that is An adjective is a word that is Directions: Compose five
Directions: Think of an adjective used to describe a noun or used to describe a noun or sentences using the different
that matches the description. pronoun. It helps you pronoun. There are kinds of adjectives about any of
Write the express your ideas more clearly different kinds of adjectives, the topics below. Write your
adjective in your notebook. by allowing you to give namely: proper adjective, answer on your answer sheet.
additional information about compound adjective, and
1. a car that has just been bought words. Adjectives also help the predicate adjective. Favorite food
from a factory readers to have a clearer picture More specifically, proper __________________________
_______-_______ car of what the writer is adjectives are words that _____________________
2. countries in Asia like the talking about. modify nouns and pronouns Favorite place
Philippines and Singapore and are formed from a proper __________________________
_______________ countries Recall your lesson on proper noun. On the other hand, some _____________________
3. an anniversary being celebrated nouns. Remember that these adjectives are formed by Favorite movie
on the 50th year are nouns that are joining two different words to __________________________
_______________ anniversary capitalized and usually come give a new meaning. These _____________________
4. a chair made of wood from the names of people, adjectives are called Favorite book
________________ chair cities, countries, brands, compound adjectives. They are __________________________
5. a building with ten floors events, and the like. Like proper usually hyphenated to avoid _____________________
__________________ building nouns, there are also adjectives confusion. Favorite Teacher
that need to be Also, there are other adjectives __________________________
capitalized; they are called that come after a linking verb ____________________
proper adjectives. A proper and modify the
adjective is a word that modifies subject of the linking verb.
nouns and pronouns and is They are called predicate
formed from a proper noun. adjectives. A predicate
adjective
Take a look at the words on the is a subject complement, a
table. word, or group of words that
follows a linking verb or verb
phrase such as is, am, were,
taste, look, sound, have been
and did seem.
Overall, adjectives help us
describe the qualities of the
nouns and pronouns in
writing. Likewise, they give the
reader a complete picture of
what you are writing about.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to
80% in the evaluation next objective. the next objective. the next objective. next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B.No.of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for in answering their lesson. in answering their lesson. difficulties in answering their answering their lesson. in answering their lesson.
remediation ___Pupils found difficulties in ___Pupils found difficulties in lesson. ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. ___Pupils found difficulties in answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the because of lack of knowledge, lesson because of lack of
skills and interest about the knowledge, skills and interest lesson because of lack of skills and interest about the knowledge, skills and interest
lesson. about the lesson. knowledge, skills and interest lesson. about the lesson.
___Pupils were interested on the ___Pupils were interested on about the lesson. ___Pupils were interested on the ___Pupils were interested on
lesson, despite of some difficulties the lesson, despite of some ___Pupils were interested on lesson, despite of some difficulties the lesson, despite of some
 encountered in answering the difficulties encountered in the lesson, despite of some encountered in answering the difficulties encountered in
questions asked by the teacher. answering the questions asked difficulties encountered in questions asked by the teacher. answering the questions asked
___Pupils mastered the lesson by the teacher. answering the questions asked ___Pupils mastered the lesson by the teacher.
despite of limited resources used ___Pupils mastered the lesson by the teacher. despite of limited resources used ___Pupils mastered the lesson
by the teacher. despite of limited resources ___Pupils mastered the lesson by the teacher. despite of limited resources
___Majority of the pupils finished used by the teacher. despite of limited resources ___Majority of the pupils finished used by the teacher.
their work on time. ___Majority of the pupils used by the teacher. their work on time. ___Majority of the pupils
___Some pupils did not finish their finished their work on time. ___Majority of the pupils ___Some pupils did not finish their finished their work on time.
work on time due to unnecessary ___Some pupils did not finish finished their work on time. work on time due to unnecessary ___Some pupils did not finish
behavior. their work on time due to ___Some pupils did not finish behavior. their work on time due to
unnecessary behavior. their work on time due to unnecessary behavior.
unnecessary behavior.
C.Did the remedial work? ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned
No.of learners who have above 80% above 80% above above 80% above
caught up with the lesson
D.No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation remediation
E.Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up
did these work? the lesson the lesson up the lesson the lesson the lesson
F.What difficulties did I ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue
encounter which my principal require remediation to require remediation to require remediation require remediation to require remediation
or supervisor can help me
solve?
G.What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
localized materials did ___Metacognitive Development: ___Metacognitive ___Metacognitive ___Metacognitive Development: ___Metacognitive
used/discover which I wish to Examples: Self assessments, note Development: Examples: Self Development: Examples: Self Examples: Self assessments, note Development: Examples: Self
share with other teachers? taking and studying techniques, assessments, note taking and assessments, note taking and taking and studying techniques, assessments, note taking and
and vocabulary assignments. studying techniques, and studying techniques, and and vocabulary assignments. studying techniques, and
___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments. ___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and ___Bridging: Examples: Think- ___Bridging: Examples: Think- pair-share, quick-writes, and ___Bridging: Examples: Think-
anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw ___Schema-Building: Examples: ___Schema-Building: Compare and contrast, jigsaw ___Schema-Building: Examples:
learning, peer teaching, and Compare and contrast, jigsaw Examples: Compare and learning, peer teaching, and Compare and contrast, jigsaw
projects. learning, peer teaching, and contrast, jigsaw learning, peer projects. learning, peer teaching, and
___Contextualization: projects. teaching, and projects. ___Contextualization: projects.
Examples: Demonstrations, media, ___Contextualization: ___Contextualization: Examples: Demonstrations, media, ___Contextualization:
manipulatives, repetition, and Examples: Demonstrations, Examples: Demonstrations, manipulatives, repetition, and Examples: Demonstrations,
local opportunities. media, manipulatives, media, manipulatives, local opportunities. media, manipulatives,
___Text Representation: repetition, and local repetition, and local ___Text Representation: repetition, and local
Examples: Student created opportunities. opportunities. Examples: Student created opportunities.
drawings, videos, and games. ___Text Representation: ___Text Representation: drawings, videos, and games. ___Text Representation:
___Modeling: Examples: Speaking Examples: Student created Examples: Student created ___Modeling: Examples: Speaking Examples: Student created
slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games. slowly and clearly, modeling the drawings, videos, and games.
language you want students to ___Modeling: Examples: ___Modeling: Examples: language you want students to ___Modeling: Examples:
use, and providing samples of Speaking slowly and clearly, Speaking slowly and clearly, use, and providing samples of Speaking slowly and clearly,
student work. modeling the language you want modeling the language you student work. modeling the language you want
students to use, and providing want students to use, and students to use, and providing
Other Techniques and Strategies samples of student work. providing samples of student Other Techniques and Strategies samples of student work.
used: work. used:
___ Explicit Teaching Other Techniques and ___ Explicit Teaching Other Techniques and
___ Group collaboration Strategies used: Other Techniques and ___ Group collaboration Strategies used:
___Gamification/Learning throuh ___ Explicit Teaching Strategies used: ___Gamification/Learning throuh ___ Explicit Teaching
play ___ Group collaboration ___ Explicit Teaching play ___ Group collaboration
___ Answering preliminary ___Gamification/Learning ___ Group collaboration ___ Answering preliminary ___Gamification/Learning
activities/exercises throuh play ___Gamification/Learning activities/exercises throuh play
___ Carousel ___ Answering preliminary throuh play ___ Carousel ___ Answering preliminary
___ Diads activities/exercises ___ Answering preliminary ___ Diads activities/exercises
___ Differentiated Instruction ___ Carousel activities/exercises ___ Differentiated Instruction ___ Carousel
___ Role Playing/Drama ___ Diads ___ Carousel ___ Role Playing/Drama ___ Diads
___ Discovery Method ___ Differentiated Instruction ___ Diads ___ Discovery Method ___ Differentiated Instruction
___ Lecture Method ___ Role Playing/Drama ___ Differentiated Instruction ___ Lecture Method ___ Role Playing/Drama
Why? ___ Discovery Method ___ Role Playing/Drama Why? ___ Discovery Method
___ Complete IMs ___ Lecture Method ___ Discovery Method ___ Complete IMs ___ Lecture Method
___ Availability of Materials Why? ___ Lecture Method ___ Availability of Materials Why?
___ Pupils’ eagerness to learn ___ Complete IMs Why? ___ Pupils’ eagerness to learn ___ Complete IMs
___ Group member’s ___ Availability of Materials ___ Complete IMs ___ Group member’s ___ Availability of Materials
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Availability of Materials collaboration/cooperation ___ Pupils’ eagerness to learn
in doing their tasks ___ Group member’s ___ Pupils’ eagerness to learn in doing their tasks ___ Group member’s
___ Audio Visual Presentation collaboration/cooperation ___ Group member’s ___ Audio Visual Presentation collaboration/cooperation
of the lesson in doing their tasks collaboration/cooperation of the lesson in doing their tasks
___ Audio Visual Presentation in doing their tasks ___ Audio Visual Presentation
of the lesson ___ Audio Visual Presentation of the lesson
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ 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
 Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized and __Contextualized/Localized and
Indigenized IM’s Indigenized IM’s and Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be
as Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

School: ANGADANAN CENTRAL SCHOOL Grade Level: 6

GRADES 1 to 12 Teacher: PRUDENCIO T. TAGUBA Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 10-14, 2022 (WEEK 8) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner... The learner... The learner... The learner... The learner...

Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding
various linguistics nodes to various linguistics nodes to various linguistics nodes to various linguistics nodes to of various linguistics nodes to
comprehend various texts. comprehend various texts. comprehend various texts. comprehend various texts. comprehend various texts.

Demonstrates understanding to Demonstrates understanding to Demonstrates understanding to Demonstrates understanding to Demonstrates understanding
A. Content Standards text types to listen for different text types to listen for different text types to listen for different text types to listen for different to text types to listen for
purposes from a variety of texts. purposes from a variety of texts. purposes from a variety of texts. purposes from a variety of texts. different purposes from a
variety of texts.
Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
text types in order to construct text types in order to construct text types in order to construct text types in order to construct Demonstrates understanding
feedback. feedback. feedback. feedback. of text types in order to
construct feedback.

B. Performance Standards The learner... The learner... The learner... The learner... The learner...

Analyzes text types to effectively Analyzes text types to effectively Analyzes text types to effectively Analyzes text types to effectively Analyzes text types to
understand understand understand information/message understand information/message effectively understand
information/message (s) information/message (s) (s) (s) information/message (s)

Uses linguistic cues to effectively Uses linguistic cues to effectively Uses linguistic cues to effectively Uses linguistic cues to effectively Uses linguistic cues to
construct meaning from a construct meaning from a construct meaning from a variety construct meaning from a variety effectively construct meaning
variety of text for a variety of variety of text for a variety of of text for a variety of purposes. of text for a variety of purposes. from a variety of text for a
purposes. purposes. variety of purposes.
 Uses literal information from text Uses literal information from text
Uses literal information from Uses literal information from heard to construct an appropriate heard to construct an appropriate Uses literal information from
text heard to construct an text heard to construct an feedback. feedback. text heard to construct an
appropriate feedback. appropriate feedback. appropriate feedback.

C. Learning Competencies/ Make connections between information viewed and personal experiences. EN6VC-IVd-1.4
Objectives Write the LC code for
each
Making Connections Making Connections Making Connections Making Connections Making Connections

1. make connections between 1. make connections between 1. make connections between 1. make connections between 1. make connections between
information viewed and information viewed and information viewed and personal information viewed and personal information viewed and
personal experiences; likewise, personal experiences; likewise, experiences; likewise, the experiences; likewise, the personal experiences;
the following sub and support the following sub and support following sub and support learning following sub and support likewise, the following sub
II. CONTENT learning competencies: learning competencies: competencies: learning competencies: and support learning
➢ noting details from the story ➢ noting details from the story ➢ noting details from the story ➢ noting details from the story competencies:
read; and read; and read; and read; and ➢ noting details from the
➢ identifying the simple tenses ➢ identifying the simple tenses ➢ identifying the simple tenses of ➢ identifying the simple tenses story read; and
of verbs; present, past and of verbs; present, past and verbs; present, past and future. of verbs; present, past and ➢ identifying the simple
future. future. future. tenses of verbs; present, past
and future.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages English 6, Module 3

2. Learner’s Material pages

3. Textbook pages
4. Additional Materials for
Learning Resource Portal
pocket chart, activity cards, CD, chart, activity sheets, poem passage (tarpapel), paragraph activity cards, pocket chart tarpapel, activity sheets
B. Other Learning Resources
powerpoint
IV. PROCEDURES
What’s In What is It What I Have Learned Assessment Weekly Test

Identify what tense of verb is Making Connections Let us process what you have Make Connections by identifying
used in the sentence. learned. if the lines from the different
1. Mario planted some - Is a strategy that can assist you There are strategies in making short stories and clips from the
vegetables in their backyard in making meaning from a text; connections namely: news is text-to-self, text-to-text
yesterday. something you have seen on TV, or text-to-world.
2. I will write a short poem about how the information you ______________ - is a connection
about the COVID19 tonight. are reading connects to other between texts. Sometimes when 1. The couple had a son named
3. She sings sweetly in our class familiar text and the world reading, readers are reminded of Bayabas whose task was to take
presentation today. works that goes far beyond your other things that they have read, good care of their three fat
4. My friend talked softly in our own personal experiences. other books by the same author, carabaos.
conversation last Sunday. stories from a similar genre, or 2. Once there was a boy who was
5. Mr. Santos will prepare her - You can connect your perhaps on the same topic. so lazy, and his name was Juan
modules for his pupils. background knowledge to the Tamad.
text you are viewing. You can _______________ - connections 3. ILOILO took its name from
comprehend better when you are the larger connections that a Irong-Irong, the old name of the
actively think about and apply reader brings to a reading city of Iloilo, a tongue of land that
your knowledge of the book’s situation. We all have ideas about sticks out like a nose on the south
topic, your experiences, and the how the world works that goes far of Iloilo River.
world around you. beyond our own personal 4. The world was confronted with
experiences. We learn about several pandemics before. This is
things through television, movies, the first caused by a coronavirus.
magazines, and newspapers. 5. Barangay officials strictly
prohibit residents to go out from
______________ - connections are their homes during Enhanced
highly personal connections that a Community Quarantine.
reader makes between a piece of
reading material and the reader’s
own experiences or life.

What’s New What’s More What I Can Do Additional Activities

 Read the story and make
In your daily routine you make Try this one! Make connections connections as you fill in the chart Enjoy recalling the news clips,
connections in everything and in with the information in the below. articles, stories, and poems you
anything. picture from your own personal have read. Then you can fill in the
experience. If you can recall chart.
Try to read the short poem anything as you view write I
below. connect, but if you cannot recall Have fun in making connections.
anything write I cannot connect.

When you view or read

something, do you make
connections? As you read, you
may relate it to your own life
experience, to the book you
have read before and even to
the happenings in the world.

The brain is wired to connect

new information with the old
knowledge that is in the brain.
Take all your life experiences
even those outside of the
classroom. You ask yourself,
“Am I bringing meaning to the
words to help me read better?”
You make connections with a
book, article, picture or movie
that you have read or viewed.

Making Connections is a strategy

that can assist you in making
meaning from a text. You can
make connections between:

• Text and self

 • Text and text
• Text and world

V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% in the evaluation
B. No. of Learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of Learners who have
caught up with the lessons
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
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: ANGADANAN CENTRAL SCHOOL Grade Level: 6

GRADES 1 to 12 Teacher: PRUDENCIO T. TAGUBA Learning Area: ARALING PANLIPUNAN
DETAILED LESSON PLAN Teaching Dates and
Time: OCTOBER 10-14, 2022 (WEEK 8) Quarter: 1ST QUARTER

LUNES MARTES MIYERKOLES HUWEBES BIYERNES

HUWEBES
BIYERNES
I. Layunin
Pamantayang
Nilalaman
(Content Naipapamalas ng mapanuring pag-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang pangheograpiya at ang ambag ng
Standard) malayang kaisipan sa pag-usbong ng nasyonalismong Pilipini.

Pamantayan sa
Pagganap
Naipapamalas ang pagpapahalaga sa kontribusyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo
(Performance
Standard)
Pamantayan sa Nabibigyang halaga ang mga kontribusyon ng mga natatanging Pilipinong nakipaglaban para sa kalayaan
Pagkatuto
(MELC)
Ang mga Natatanging Pilipino at ang Kanilang Kontribusyon para sa Kalayaan

1. maiisa-isa ang mga ambag ng mga natatanging bayani sa La Liga Filipina, Katipunan, at sa Himagsikang 1896;
Paksang Aralin
2. malalaman ang buhay ng mga natatanging bayani bago pa man sila lumaban para sa bayan;
(Subject Matter)
3. makikilala sina Dr. Jose P. Rizal, Marcelo H. del Pilar, Andres Bonifacio, Melchora Aquino, at Emilio Aguinaldo;
4. mabibigyang-halaga ang mga kontribusyon ng mga natatanging bayani na lumaban sa kalayaan; at
5. maiisa-isa ang mga kaganapan sa buhay ng mga natatanging bayani.
Gamitang Panturo
(Learning
Resources)
Pamamaraan
(Procedure)
SUBUKIN TUKLASIN PAGYAMANIN ISAGAWA TAYAHIN

Panuto: Basahin ng Kilala mo ba sila? Ano-ano kaya ang Panuto: Punan ang patlang Kung ikaw ay mabibigyan ng Panuto: Piliin sa loob ng kahon ang mga bayaning
mabuti. Bilugan ang kontribusyon nila sa pagkamit ng ng tamang sagot. Piliin sa pagkakataon na ipamalas ang gumanap ng natatanging kontribusyon sa pagkamit ng
letra ng tamang sagot kalayaan ng Pilipinas? Itinaya nila loob ng kahon ang tamang pagmamahal sa bayan, ano- kalayaan. Isulat ang letra ng tamang sagot. Isulat ito sa
at isulat sa sagutang- ang kanilang buhay para sa bayan sagot. Isulat ito sa sagutang- ano ba ang maaari mong sagutang-papel.
papel.
papel. kaya dapat lang na bigyan natin ng gawin? Malaki ang naging
1. Kailan natapos ang halaga ang buhay nila. ambag ng mga bayaning
ginawang nobela na nagbuwis ng buhay para sa
Noli Me Tangere ni ating bayan, gusto mo rin
Dr. Jose P. Rizal sa _______ bang tularan ang mga bayani _________
Madrid? 1. Sentro ng kabutihang asal, natin? sa anong paraan kaya? 1. Itinatag ang Konstitusyon ng Malolos sa Malolos,
A. Pebrero 21, 1887 pagpapatibay ng kalooban, Panuto: Isulat mo sa kahon Bulacan.
B. Hunyo 3, 1892 wastong pag-uugali ng bawat ang iyong sagot. Gawin ito sa _________
C. Pebrero 4, 1899 miyembro, malinis na kalooban sagutang-papel. 2. Ideneklara niya ang kalayaan ng iwinagayway niya
D. Hulyo 6, 1892 upang maabot ang adhikain ng ang watawat ng Pilipinas sa kaniyang bahay sa Kawit,
2. Sino ang manunulat samahan. Cavite.
at abogado na kasama _______ _________
ni Rizal sa samahang 2. Pinuno ng hukbong Amerikano 3. Siya ay isang Pilipinong rebolusyonaryo at bayani na
La Liga Filipina? na naging daan na tumulong kay nagtatag ng Kataastaasan Kagalanggalang na Katipunan
A. Graciano Lopez Emilio Aguinaldo na makabalik sa ng mga Anak ng Bayan (KKK) o Katipunan.
Jaena Pilipinas. _________
B. Marcelo H. del Pilar _______ 4. Nagtatag ng samahang La Liga Filipina.
C. Juan Luna 3. Petsa ng kapanganakan ni Dr. _________
D. Andres Bonifacio Jose P. Rizal. 5. Manunulat at abogado na kasama ni Rizal sa
3. Kailan ang petsa ng _______ samahang La Liga Filipina.
pagbaril kay Dr. Jose 4. Petsa ng kapanganakan ni _________
P. Rizal sa Luneta? Marcelo H. del Pilar. 6. Sumulat ng nobelang Noli Me Tangere at El
A. Disyembre 27, _______ Filibusterismo.
1896 5. Siya ay may angking _________
B. Disyembre 15, 1896 pambihirang talino, isang 7. Bahay niya ang naging pagamutan ng mga
C. Disyembre 30, 1896 manunulat, magsasaka, katipunero at naging lugar sa pagpupulong sa panahon
D. Disyembre 29, manggagamot, siyentipiko, ng himagsikan.
1896 makata, imbentor, iskultor, _________
4. Kailan itinatag ang inhinyero, kuwentista, at 8. Isinabuhay niya ang mga aral ng Katipunan na
Katipunan sa linguwista. kaniyang isinikap na pagyamanin.
pangunguna ni _______ _________
Andres Bonifacio 6. Siya ay nagkaroon ng isang 9. Utak ng mga kilusang nagpalaya sa Pilipinas at
pagkatapos na malalim na interes sa pagbabasa pinakamatapang na Propagandista.
mabuwag ang La Liga ng mga libro sa French Revolution _________
Filipina at ipinatapon at ang mga buhay ng mga 10. Siya ay nanawagan para sa pantay na pagtrato sa
si Rizal sa Dapitan? presidente ng Estados Unidos. mga Pilipino, sa paglilimita sa kapangyarihan ng mga
A. Hunyo 5, 1892 _______ Kastilang Español at representasyon para sa Pilipinas sa
B. Hunyo 8, 1892 7. Kilala sa tawag na “Tandang korte ng España.
C. Hulyo 7, 1892 Sora” sa pag-aalaga ng mga
D. Hulyo 6, 1892 sugatang mga katipunero sa
5. Ano ang dahilan ng panahon ng rebolusyon.
kilusang KKK? _______
A. walang reporma na 8. Petsa ng kapanganakan ni Emilo
ipinatupad ang mga Aguinaldo.
Español _______
B. kawalan ng 9. Petsa ng pagtatag ng samahang
hustisya at kalupitan KKK ni Andres Bonifacio.
ng mga guwardiya _______
sibil 10. Ang mga kasapi ay pumirma
C. limitado ang mula sa dugo ng kanilang mga
edukasyon bisig.
D. lahat ng nabanggit
ay tama
6. Si Melchora Aquino
ay kilala sa tawag na
_______________.
A. Ina ng Balintawak
B. Ina ng Katipunan
C. Tandang Sora
D. lahat ng nabanggit
ay tama
7. Kailan bumalik sa
Pilipinas si Melchora
Aquino noong
ipinatapon siya sa Isla
ng Marianas?
A. Pebrero 21, 1903
B. Pebrero 22, 1903
C. Pebrero 23, 1903
D. Pebrero 24, 1903
8. Anong uri ng
hangarin ng
Katipunan na palayain
ang Pilipinas sa mga
Español sa
pagsasagawa ng isang
armadong himagsikan
tungo sa pagbuo ng
isang bansang
malaya?
A. Layuning
Pampulitika
B. Layuning Pansibika
C. Layuning Moral
D. Layuning Agham
9. Ano ang naging
importanteng
lokasyon ng
rebolusyon na dito
nanalo ang Magdalo
sa maraming labanan
kontra Español?
A. Bulacan
B. Laguna
C. Cavite
D. Batangas
10. Sino ang tinawag
na Supremo ng
Katipunan?
A. Apolinario Mabini
B. Emilio Jacinto
C. Andres Bonifacio
D. Emilio Aguinaldo
BALIKAN SURIIN ISAISIP Karagdagang Gawain
Panuto: Sagutin ng
TAMA o MALI. Isulat Mga Natatanging Pilipino na Ang mga bayani natin ay nag- Panuto: Isulat mo sa iyong sagutang-papel ang mga
sa sagutang-papel ang Lumaban sa Kalayaan iwan ng mga aral at kontribusyon ng sumusunod na mga natatanging
tamang sagot. halimbawa nang sila ay bayani at kung paano mo sila pahahalagahan.
_________ lumaban at nagbuwis ng
buhay para sa ating
1. Hindi kinilala ng
kalayaan. Ipinamalas nila na
mga Amerikano at iba
ang pagmamahal sa
pang dayuhang bansa tinubuang lupa at sariling
ang Unang Republika lahi ay ang pinakadakilang
ng Pilipinas. anyo ng pag-ibig. Ikinintal
_________ nila sa ating mga isipan at
2. Noong Pebrero 24, damdamin na ang
1898 pinasinayaan pagkakaroon ng sariling
ang Unang Republika pamahalaan ay mahalagang
ng Pilipinas sa salik ng pagkabansa – isang
Malolos, Bulacan. pamahalaang kinikilala,
iginagalang, at
_________
ipinagmamalaki ng mga
3. Hindi pormal na nasasakupan. Kaakibat ng
ipinagkaloob ng pagtatatag ng sariling
España ang Pilipinas pamahalaan ay ang
sa Amerika. pagbalangkas ng saligang
_________ batas na magiging batayan ng
4. Lubos ang mga alituntuning susundin
pagtanggap ng mga ng mga mamamayan para sa
Pilipino sa kanilang ikabubuti ng lipunang
pangulo na si Emilio kanilang ginagalawan. Naging
Aguinaldo at ang inspirasyon ang mga bayani
natin upang tayo ay
kapangyarihan ng
mangarap at gumawa ng mga
Republika ng Pilipinas. hakbang tungo sa mga
_________ repormang kinakailangan
5. Nilusob ng mga upang higit na mapagbuti
Amerikano ang hukbo ang kalagayan ng ating
ng mga Pilipino bansa. Ang pambansang
pagkatapos nabaril at bayaning tulad ni Dr. Jose P.
napatay ang isa sa Rizal ay nagpakita nang
apat na sundalong kagitingan sa pagsusulat ng
Pilipino. mga hangarin niya sa bayan
at makapag-ambag sa mga
_________
adhikaing isinusulong para
6. Si Heneral Antonio sa kabutihan ng bayan. Si
Luna ang namuno sa
labanan sa Bulacan. Tandang Sora naman ay
_________ hindi ininda ang katandaan
7. Ang dakilang bayani sa paglilingkod sa kapuwa
ng Tirad Pass ay si Pilipino. Kung sina Rizal,
Marcelo H. del Pilar, at iba
Heneral Antonio Luna.
pang mga propagandista ay
_________
gumamit ng pluma at papel
8. Noong Marso 30, sa pakikipaglaban,
1899 tuluyang ipinamalas naman ni
bumagsak ang Bonifacio na ang kakapusan
kabisera ng unang ng mataas na antas ng
Republika sa Malolos. edukasyon ay hindi makapigil
_________ sa pag-usbong ng
9. Sa pagkatalo ng damdaming makabayan.
mga Pilipino sa Ginamit naman ni Emilio
labanan sa Malolos, Aguinaldo at mga Katipunero
ang kanilang lakas upang
Bulacan ay lumipat si
ipaglaban ang ating kalayaan.
Aguinaldo sa San Nakita natin sa ating mga
Fernando, Pampanga. bayani ang pagnanais na
_________ makawala sa gapos ng
10. Inilipat kaagad ni pananakop kahit na
Aguinaldo sa La Union magkakaiba sila ng
ang kabisera ng pamamaraan ng paglaban.
Republika matapos na Iisa ang kanilang layunin,
mapasakamay ng mga ang kalayaan ng ating bansa.
Amerikano ang
Malolos.
Remarks
Reflection
a. No. of learners for
application or
remediation
b. No. of learners
who require
additional activities
for remediation who
scored below 80%

c. Did the remedial

lessons work?
No. of learners who
have caught up with
the lesson
d. No. of learners
who continue to
require remediation
e. Which of my
teaching strategies
worked well?
Why did these work?
f. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
g. What innovation
or localized
materials did I
use/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

PRUDENCIO T. TAGUBA ROSEMARIE P. MAGAOAY

Teacher 3 Principal 2