School
GRADE 6
DAILY LESSON LOG
WEEK 3
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Grade Level VI
Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
Teaching Dates and Time NOVEMBER 12-16, 2018 (WEEK 3) Quarter 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
demonstrates knowledge and skills in the safe and responsible use of wikis, blogs, and audio and video conferencing tools.
practices safe and responsible use of wikis, blogs, and audio and video conferencing tools.
 Define what ICT is.  Create a gmail account.  Define what Blog is.  Create a Blogger  Interact using their
 Identify the benefits of  Create a wiki account on  Identify different Blog account. wiki and blog
ICT. wikispaces. sites.  Design their blog. accounts.
 Define what Wiki is. TLEIE6-0c-5  Enumerate some internet TLEIE6-0c-6  Update/post
 Identify different Wiki safety tips. something in their
sites  Show steps in making a wiki and blog
 Give the uses of Wiki Blogger account accounts.
 Show the steps in TLEIE6-0c-6 TLEIE6-0c-5
creating a wiki. TLEIE6-0c-6
TLEIE6-0c-5
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.
USING WIKI MY WIKI USING BLOGS MY BLOGGER BLOG FREE GUIDED ACTIVITY
ON WIKI AND BLOG
The Basics of Better Family ICT and Entrepreneurship The Basics of Better Family ICT and Entrepreneurship ICT and
Living pp. 14-16 pp. 30 Living pp. 16-18 pp. 38 Entrepreneurship
pp. 23-38
ICT and Entrepreneurship ICT and Entrepreneurship
pp. 23-29 page 31-37
 4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
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 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.
Review of previous lessons Review of previous lessons Review of previous
about. about. lessons about.
 What is ICT?  What is Blog?  What is ICT?
 What are the benefits of  Give ways on how we  What is Wiki?
technology to can be safe in the  What is Blog?
enterprise? internet.
 What is Wiki?
Ask the learners what they
know about ICT.
Discuss the benefits that
technology can provide to
enterprise of TX The Basics of
Better Family Living pp. 14-16
Discuss “Using Wikis” on GUIDED ACTIVITY
pages 23-29 of Textbook ICT 1. The Teacher will make
and Entrepreneurship. his/her own Gmail
Account. (if already
available move to number
2)
2. Guide the learners in
making their Gmail
Account.
3. The teacher will make
his/her own Wikispace
account as Teacher. (if
already available move to
number 4)
4. Guide the pupils in making
their Wikispaces account.

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
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 require
additional activities for
Refer also to page 30 of TX
“ICT and Entrepreneurship”
Discuss
 “Using Blogs” on pages
31-37 of Textbook ICT
and Entrepreneurship
 Internet Safety on pages
16-18 of TX “The Basics
of Better Family Living”
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? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
GUIDED ACTIVITY
1. Guide the
learners/groups in
making their Blogs.
Refer also to page 38 of TX
“ICT and Entrepreneurship”
FREE GUIDED ACTIVITY
1. Let the
Learners/Groups
interact using their
wikispace account.
2. Let the
Learners/Groups
update their post
on their blogs. (Add
pictures, videos, or
files)
 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?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-INDUSTRIAL ARTS
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A.Content Standards Demonstrates an
understanding of knowledge and
skills in enhancing/decorating
products as an alternative
source of income
B.Performance Objective Performs necessary skill in
enhancing/ decorating finished
products
C.Learning
Competencies/ Discusses the effects of
innovative finishing materials
Objectives
and creative accessories on the
( Write the LC code
marketability of products
for each)
(TLE6IA‐0c‐4)
Demonstrates an understanding
of knowledge and skills in
enhancing/decorating products as
an alternative source of income
Performs necessary skill in
enhancing/ decorating finished
products
Discusses the effects of innovative
finishing materials and creative
accessories on the marketability of
products (TLE6IA‐0c‐4)
Demonstrates an understanding
of knowledge and skills in
enhancing/decorating products
as an alternative source of
income
Performs necessary skill in
enhancing/ decorating finished
products
Discusses the effects of
innovative finishing materials
and creative accessories on the
marketability of products
(TLE6IA‐0c‐4)
Demonstrates an
understanding of knowledge
and skills in
enhancing/decorating
products as an alternative
source of income
Performs necessary skill in
enhancing/ decorating
finished products
Enhances bamboo, wood,
metal, and other finished
products through sketching,
shading, and outlining(TLE6IA‐
0c‐5)
Demonstrates an understanding of
knowledge and skills in
enhancing/decorating products as
an alternative source of income
Performs necessary skill in
enhancing/ decorating finished
products
Enhances bamboo, wood, metal,
and other finished products
through sketching, shading, and
outlining (TLE6IA‐0c‐5)

Enhancing/decorating Enhancing/decorating finished Enhancing/decorating finished

CONTENT Enhancing/decorating finished Enhancing/decorating finished finished products products products
( Subject Matter) products products

II.LEARNINGRESOURCES
A.References

1.Teachers Guide pages

2.Learners Material
Pages

B. Other Learning
Resources

III. PROCEDURES

A.Reviewing past lesson What is a survey? What is a survey? Effects of innovative finishing Effects of creative accessories
Effects of creative accessories on
or Presenting the new materials on the marketability on the marketability of
the marketability of products
lesson of products products
 (Drill/Review/Unlocking
of difficulties)

B.Establishing a purpose For this learning episode, we are
of the new lesson going to discuss the effects of
(Motivation) innovative finishing materials
and creative accessories on the
marketability of products.
For this learning episode, we are
going to discuss the effects of
innovative finishing materials and
creative accessories on the
marketability of products.
For this learning episode, we are
going to discuss the effects of
innovative finishing materials
and creative accessories on the
marketability of products.

C.Presenting Examples/ Group activity: Group activity:

instances of the new With the use of internet or
lesson (Presentation) other information gathering
methods, answer the following
questions:
1. What is finishing materials?
2. Write some examples of
finishing materials that can be
found in our community.
3. What are the effects of
finishing materials in the
marketability of
products/projects?
D.Discussing new
concepts and practicing Group
new skills no.1. presentations/discussions of
(Modeling) their outputs.
Group activity:
With the use of internet or other
information gathering methods,
answer the following questions:
1. What is finishing materials?
2. Write some examples of
finishing materials that can be
found in our community.
3. What are the effects of finishing
materials in the marketability of
products/projects?
Group presentations/discussions
of their outputs.
With the use of internet or
other information gathering
methods, answer the following
questions:
1. What is creative accessories?
2. Write some examples of
creative accessories that can be
found in our community.
3. What are the effects of
creative accessories in the
marketability of
products/projects?
Group
presentations/discussions of
their outputs.
Prepare an activity focusing
Prepare an activity focusing on the
on the processes of sketching,
processes of sketching, shading
shading and outlining to
and outlining to enhance bamboo
enhance bamboo
projects/products.
projects/products.
Group
Group presentations/discussions
presentations/discussions of
of their outputs.
their outputs.

E. Discussing new Discuss the effects of innovative

concepts and practicing finishing materials on the
new skills no.2 (Guided marketability of products.
Teacher also gives examples of
Practice)
the different finishing materials
that can be found in our
community.
F.Developing Mastery
(Leads to Formative Write 5 common finishing
Assessment 3.) materials that can be found in
(Independent Practice) your community.
Discuss the effects of innovative
finishing materials on the
marketability of products. Teacher
also gives examples of the
different finishing materials that
can be found in our community.
Write 5 common finishing
materials that can be found in
your community.
Discuss how to enhance
Discuss the effects of creative Discuss how to enhance wood
bamboo products/projects
accessories on the marketability products/projects through
through sketching, outlining
of products sketching, outlining and shading.
and shading.
Write 5 common creative
accessories that can be found in
your community.

G. Finding practical Why do we need to apply Why do we need to apply

Why do we need to apply finishing
application of concepts and finishing touch on a finishing touch on a
touch on a product/project? Does
product/project? Does it affect product/project? Does it affect
skills in daily living the marketability of the project? it affect the marketability of the the marketability of the project?
(Application/Valuing) How? project? How? How?

H. Making Generalization
and abstraction about What are the effects of finishing What are the effects of finishing What are the effects of creative
How do we enhance bamboo How do we enhance wood
the lesson materials in the marketability of materials in the marketability of accessories in the marketability
projects/products? projects/products?
(Generalization) the products? the products? of the products?

I. Evaluating learning Direction: Essay 5 pts. Discuss The class will be grouped into The class will be grouped into four.
the effects of finishing materials four. Each group will enhance Each group will enhance the
in the marketability of the the bamboo products through bamboo products through
products. sketching, shading and sketching, shading and outlining.
(use rubrics to assess the outlining. The teacher will The teacher will show four
answers of learners) show four bamboo products bamboo products to be enhance
Direction: Essay 5 pts. Discuss CRITERIA toPOI
be enhance by the learners. by the learners. (use rubrics to
Direction: Essay 5 pts. Discuss the NT rubrics to assess the
(use assess the performance of
the effects of finishing materials S
effects of finishing materials in the performance of learners) learners)
in the marketability of the The essay is focused, purposeful, and 5
marketability of the products. Creativi Effort/ Craftsm Cooper Creati P Effort Crafts Coop PT
products. reflects original insight and ideas.
(use rubrics to assess the answers Uses correct grammar, spelling, and ty/ Perseve anship/ ation/ vity/T / manshi eratio S.
(use rubrics to assess the Original rance Skill Attitud OriginS Perse p/ n/
of learners) punctuation throughout with very few
answers of learners) CRITERIA PO errors ity e ality. veran Skill Attitu
CRITERIA PO The essay is focused on the topic and The
4 The The The ce de
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Uses correct grammar, spelling, and
Uses correct grammar, spelling, and includes few loosely related ideas choices it was patientl ated in ed ued ul and gly
punctuation throughout with very
punctuation throughout with very Contains frequent errors in grammar, before comple y done; necessasever until patient partici
few errors
few errors spelling, and punctuation. Selectin te as it was ry al it was ly pated
The essay is focused on the topic and 4
The essay is focused on the topic and 4 includes relevant ideas. The essay poorly addresses topic and g2one, the as good preparachoic compl done; it in
includes relevant ideas. includes irrelevant ideas. generat student as hard tion or es ete as was as neces
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The essay is focused on topic and 3 includes few loosely related ideas comprehension difficult. ideas, it; gave make classro Select nt work ration
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Contains frequent errors in unusual far was one, make make work
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Many errors in grammar, spelling,
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J. Additional activities for
application and
remediation
(Assignment)

IV REMARKS

V. REFLECTION

A. No. of learner who

earned 80%
B .No. of learner who
scored below 80% (
needs remediation)

C. No. of learners who

have caught up with the
lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well?
Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share w/other
teacher?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees

B. Performance Applies knowledge and skills in planting trees and fruit trees
Standards
C. Learning Competencies .Identify types of orchard farms Identify trees appropriate for Demonstrate proper way of Identify sources of fruit bearing Identify how to care for
/ Objectives in the country orchard gardening based on planting/propagating trees( trees seedlings
Write the LC code for each (community) location, climate, and market budding, Marcotting, and
.Prepares layout design of an demands grafting) TLE6AG-Oc-3-1.3.4
orchard garden using the TLE6AG-Oc-3-1.3.2 TLE6AG-Oc-3-1.3.5
information gathered TLE6AG-Oc-3-1.3.3
TLE6AG-Oc-3-1.3.1
TLE6AG-Oc-4-1.4

III. CONTENT Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit trees Propagating trees and fruit
trees trees trees trees
IV. LEARNING RESOURCES
1. References
2. Teacher’s Guide CG: TLE6AG-Od-5.2
Pages
3. Learner’s Materials MISOSA VI:
Pages ASEKSWAL/ARTIPISYAL NA
PAGPAPARAMI NG HALAMAN
4. Textbook Pages MGA GAWAIN SA
PAGPAPAUNLAD NG BUHAY pp.
137-144.
5. Additional Materials OHSP TLE Agri-Fishery_ Laptop EPP Module 1
from Learning Quarter 1&2. Module No. 3 projector Starting a Garden in a smart way
Resource (LR) Portal
6. Other Learning https://youtu.be/KWEmBZop_H
Resources Q
http://www.gardenguides.com/
111768-care-flower-
seedlings.html

7. PROCEDURES
 A. Reviewing previous lesson
. B. Establishing a purpose
for the lesson
Types of orchard
1. Seed Orchards
According to the Food and trees using projector
Agriculture Organization of the
United Nations, seed orchards
focus primarily on growing
trees that produce seeds rather
than nuts or fruit. These seeds
are then sold to commercial
distributors for resale to the
public in small seed packets.
They may also be sold to large
agricultural facilities or used for
food production. Seed orchards
can further be divided into two
categories based on how they
are established. In a seedling
orchard, trees are selected
through controlled pollination.
In a clonal seed orchard, seeds
are distributed through
methods such as cutting and
tissue culture, resulting in an
easier harvest overall.
2. Nut Orchards
Nut orchards include a large
variety of facilities that produce
nut-bearing trees. These
include orchards that grow
popular nuts like pecans,
cashews, walnuts and almonds.
This category also includes
cocoa and chocolate-producing
nuts, as well as coconuts. Some
orchard owners produce pine
What are the types of orchard?
Teacher will flash a picture of
different plants and fruit bearing
* Checking of Assignments
*Asks:
1. What are we need to consider
in an orchard gardening?
2. What are the steps in doing
so?
* Call a volunteer to share
his/her answer with her
classmates
* Have the pupils recite the
poem
“A TREE” with correct
pronunciation and expression
(using power point- by rows)
What is budding, Marcotting and
grafting?
Teacher will flash different kinds of
fruit bearing trees picture
(Localized fruit bearing trees)
What do you see?
Do you know those fruit bearing
trees?
Do we have here in our community?
* Checking of Assignments
*Asks
1. What is grafting?
2. What are the steps in doing
so?
Call a volunteer to share his/her
answer with her classmates
Analyze the situation below,
then answer the questions that
follow.
Kenneth is a grade six pupil. He
has a project in vegetable
production. He bought a
pack of pechay seeds from an
ambulant vendor who sells
ornamental plants and
fertilizers.
When he sowed the pechay
seeds in a seed box, he was
surprised that only few of the
seeds germinated.
.
 trees for their edible pine nuts.
Orchards that focus on this type
of pine production also fall
under this category.
3. Fruit Orchards
Fruit orchards include any
facility focused on growing
tree-bearing fruits. Some
popular options include apples,
olives, dates and figs. Citrus
trees, such as those bearing
lemons, limes or oranges, may
be grown all together in large
citrus orchards, or individually
in smaller facilities. Plantations
that grow fruit-bearing bushes
generally don't fall under this
category. These include berries
and other fruits not grown on
trees.

C. Presenting examples / Game: Balloons Popping
instances of the new Inside the balloons a word of
lesson types of orchard. The pupils will
say something about the word
that he get.
Can you classify those plants
and fruit bearing plants?
Unlocking of difficulty:
*Video presentation in one of
the scientific ways in
propagating trees and fruit trees
– trees
BUDDING
MARCOTTING
GRAFTING
*Encourage pupils to tell
something about the video clip.
Semantic web Step 1
Keep seedlings indoors in cool,
well-lit area until you are ready
Pupils will give the fruit bearing to transplant them. Set them
where they receive at least six
hours of sunlight, such as by a
south-facing window.
FRUIT Step 2
BEARING Water the seedlings when the
TREES soil surface just begins to feel
dry. Water until the excess
moisture drains from the
bottom of the seedling pots.
Avoid wetting the foliage; water
at the base of the plant. Empty
the drip tray after watering, as
standing water breeds disease.
Step 3
 Fertilize the seedlings beginning
five days after germination and
then every two weeks
thereafter. Apply a soluble
flower fertilizer at one-half the
label-recommended rate.
Step 4
Pinch off the top ¼ inch of the
plant stems when seedlings are
approximately 6 inches tall and
have grown in at least three sets
of leaves. Pinching encourages
lateral stem growth and leads to
stockier plants.
Step 5
Prepare seedlings for
transplanting outdoors. Set the
seedlings outside in an area
protected from high winds and
direct sunlight once all spring
frost danger is past. Leave the
seedlings outside during the
day, and bring them back inside
at night. Gradually move them
into direct light over the course
of
D. Discussing new This time, we are going to have Defining the term Group Work: Group Work *Group pupils into 5
concepts and an activity on how to Climate *Group pupils into 5 Group pupils into 5 *Let them choose their own
practicing new skills #1 Location *Let them choose their own Let them choose their own leader leader
layout .sample picture using Market demands leader will guide the members *The leader will guide their
projector *The leader will guide/tour the Group I- List of fruit bearing trees group mates to do step 1
members in the School Nursery inside the school followed by step 2 and so on.
*Instruct them to observe and Group II- Draw different kinds of
look for a plants best to apply fruit bearing trees
Budding, Marcotting, Grafting Group III- make a jingle
*Have them list down Group IV- make a slogan
Group V- Make a poem
E. Discussing new concepts Group activities: Group activities GROUP ACTIVITY: (provide GROUP ACTIVITY: (provide Video presentation on how tp
and practicing new skills Each group will make a layout materials for the pupils) materials for the pupils) take care the seedlings
#2 on orchard using soft drink Group I- explain and elaborate *Return-demonstration of *Return-demonstration of pupils
the word climate pupils (by group) (by group
 straw, matches stick, used
newspaper, and ice drop stick
Group 1 – soft drink straw
Group II- matches stick
Group III- used newspapers
Group IV- ice drop stick
F. Developing Mastery Group presentation
(Leads to Formative
Assessment 3)
A. Finding Practical In doing those activities what
applications of concepts should we consider?
and skills
B. Making What are the types of an
generalizations and orchard?
abstractions about
the lesson How are going to to layout
your orchard?
Group II- explain and give
example about the location
Group III – explain and give an
example of market demands
Why we consider these?
Why we need to study first the location, climate
and market demand before putting an orchard?
What are we going to
remember in putting an
orchard?
Budding- a mode of sexual
reproduction, in which a small
part of the substance of the
parent (mother plant) is
produced as a bud and
developed into a new organism.
Marcotting- a method for the
vegetative propagation of plants
in which a part of the stem or
branch is packed with moss until
roots have formed and the
treated part is ready for
independent growth.
Grafting- a shoot inserted to a
tree or plant, so as to become a
living part of it
- the place where the coin is
inserted in a stock.
Presentation and Reporting of
outputs through:
* Poem.
What are the three ways on
plants and fruit bearing trees
propagations?
A fruit bearing tree- is a tree which
bears fruit that is consumed or used
by humans and some animals — all
trees that are flowering
plantsproduce fruit, which are the
ripened ovaries of flowers containin
g one or more seeds.
In horticultural usage, the term 'fruit
tree' is limited to those that provide
fruit for human food
Are fruit bearing trees are
essential to all human beings?
Why?
Why we need to plant more fruit
bearing trees?
GROUP ACTIVITY: (provide
materials for the pupils)
*Return-demonstration of
pupils (by group
Presentation and Reporting of
outputs through jingle
Seedlings - are more tender
than mature plants and often
cannot tolerate too much cold
or heat. They are also more
susceptible to pests and drought
conditions. Caring for them

C. Evaluating Learning Enumerate the type of orchard
and prepare your layout in an
orchard.
Make your own word and
explain why in putting an
orchard gardening is in an
appropriate location, climate
and market demands.
In own words explain briefly the
procedure/steps in Budding,
Marcotting and grafting.
Write a paragraph expanding the
importance of fruit bearing trees in
animals and human beings.
correctly also ensures that they
continue to thrive once outside
and throughout the entire
growing season.
In your own understanding, how
are you going to take care of
your seedlings?

D. Additional
activities for
application or
remediation

G. REMARKS

H. 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 innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
 School Grade Level VI
GRADE 6 Teacher Learning Area TLE-HE
DAILY LESSON LOG Teaching Dates and Time NOVEMBER 12-16, 2018 (WEEK 3) Quarter 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in sewing household linens
B. Performance Standards Sews household linens using appropriate tools and materials and applying basic principles of sewing
TLE6HE-0C-5 TLE6HE-0C-6 TLE6HE-0c-7
C. Learning Competencies /
Objectives 2.1 classifies tools and materials 2.2 prepares project plan for household linens 2.3 identifies supplies/materials and tools needed for the project
Write the LC code for each according to their use (measuring,
cutting, sewing)
II. CONTENT
Sewing of household linens
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resources
IV. PROCEDURES
Sewing a linen can be enjoyable and easy Recap of what was discussed the Ask: Yesterday, you made an effective project plan for a From the previous lesson that we
to make if it is done with the heart. A happy day before and segue to the next 1.What are the necessary materials, type of household linen. discussed, recite the importance
experience in sewing may lead to the lesson. tools and equipment in Making your own household of proper selection of fabric for a
enhancement of one’s sewing skills. making/sewing standard linens can save you money. You can also exercise your sewing project.
Yesterday, we discussed the basic pillowcase? own creativity by producing the design that you really
tools necessary in making a sewing like. These items can also be sold to augment the
A. Reviewing previous project. 2.How do you prepare the family income.
lesson or presenting the new lesson Ask: What are the different linen/cloth in making/sewing .
measuring, cutting, marking, and standard pillowcase?
sewing tools necessary in making a
sewing project?
3.How do you sew the fabric to
What are the uses and functions of
make a standard pillowcase?
the said sewing tools?

4.How do you evaluate the finished

B. Establishing a purpose for
In this lesson, learners should be able to
the lesson
sew household linens using appropriate
tools and materials and applying the basic
principles of sewing. Sewing is a worthwhile
hobby but it can also be a means of
project?
Careful and systematic planning is
the first step in making a good Now that you already know how to carefully plan for The lesson for today will enable
sewing project. a project, you will now be taught how to choose the the students to learn the proper
Make a project plan for a
Ask: proper material for a sewing project, particularly the way of preparing the fabric
marketable household linen: Two-
1.How can you make a nicely done household linen. before sewing
Toned Standard Pillowcase
project?
When we say material in
 livelihood or a way to augment the family 2.What are the things that you sewing, we refer to the fabric or cloth necessary in
income. have to consider in preparing for a sewing.
sewing project?
Show the teacher-made procedure Enumerate, define, and describe the different kinds Today’s lesson is “Preparing the
The basic tools in a sewing project include Describe the project plan and in making Two-toned Pillowcase of fabric: Fabric”
those used for measuring, marking, cutting, discuss the importance of planning Guide questions:
and sewing. before making a project.
C. Presenting examples/ Cotton Sinamay 1.How do you prepare the fabric
instances of the new lesson Linen Silk before sewing?
Ramie Wool 2.Why is it necessary to soak the
Piña Synthetic fabric in water overnight?
3. Why is it important to condition
the fabric for sewing?

1. Classify the basic sewing tools Explain the guidelines to consider We discussed yesterday how to Be sure you are aware of the different types of Preparing the Fabric:
into: in preparing for a sewing project. make an effective project plan. fabric. The design of the fabric should also be 1.Soak cotton fabric overnight in
1.1 measuring tools Today, you will apply your learning appropriate to the project. Texture of the material water.
1.2 cutting tools 1. Study the project, make a by making the project plan for two- should also be considered. 2.Hang to dry. Do not wring.
1.3 marking tools detailed illustration, and list down toned standard pillowcase using the
3.Iron wrinkles in the fabric when
1.4 sewing tools the materials to be used. given procedures. Fabric Source Quality Trade name Uses
Cotton Cotton Strong Muslin(katsa) Sleepwear
dry.
2. Discuss the uses and functions of 2. Choose the fabric most suitable
plant absorbent Poplin towel 4.Check the fibers-lengthwise
the basic sewing tools for the project. Terry cloth fibers (warp) should be straight.
3. Decide on the design of the Linen
Ramie 5.Raw edge or selvage should be
project.
Pina trimmed.
4. Plan the steps to be followed in Sinamay
6.Iron the fabric, if needed.
making the project. Silk
D.Discussing new concepts and 5. Prepare the sewing tools and the
practicing new skills #1 sewing machine.
6. Prepare the materials needed.
Consider the quality of the
materials to be used in the project.

Discuss the tips to keep sewing tools and

equipment last longer and maintain their State/enumerate/show the parts Post a visual chart with pieces of different kinds of Fabric should be in proper
proper functions. of a project plan. fabric. Let the students see and touch those pieces of condition before using for a sewing
fabric. Then, ask them to place each piece accordingly project.
Explain carefully each part of the in a separate chart with columns that indicate the Show different fabrics with
E. Discussing new concepts and project plan. names of the fabric. different conditions to the class:
practicing new skills#2
1.new fabric
2.soaked overnight fabric
3.wrap side of the fabric
4.fabric with selvage
5.wrinkled fabric

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
This can be done through a game or graded
recitation. This is a group activity. Each
group has time to participate. The members
of the group will fall in line in front of the
class.
Game: Sewing tools are placed in a box and
laid in assortment. Students will place the
tools accordingly in the provided boxes
labelled measuring, cutting, marking, and
sewing tools. The fastest group with the
most number of correct tools placed in the
appropriate boxes wins.
Graded recitation: Sewing tools are placed
all together in a box and laid in assortment.
Each student in a participating group will be
blindfolded. A student will get a tool and
describe the uses and functions of the tool
taken fron the box. Then, the student will
place the tool in the appropriate box.
Sewing is enjoyable and fun,
especiallywhen it is done using the
appropriate tools for the job. It can be a
productive hobby and also a profitable
livelihood.
The discussion of the lesson on the
proper use and function of sewing tools will
help the students get acquainted with all
the tools that he/she will need to work on a
sewing project.
10-item quiz: Identification:
Identify the name of the sewing tool that is
described (10 items):
State two ( 2) measuring tools, two ( 2)
cutting tools, two (2) 2 marking tools, and
four (4) sewing tools.
Show the video on making a
household linen.
One sample is the video of Sewing
Two-Toned Standard Pillow Case
Discuss the needed tools,
equipment, and materials in
making the Two-toned Pillowcase.
From the discussion, let the
students design/prepare their
own project plan of two-toned
pillowcase
Careful and systematic planning is
the first step in making a good
project.
A project plan is a formal,
approved document used to guide
both project execution and project
control.
Evaluate the individual project
plan.
Present the finished project plan of
a two-toned standard pillowcase to
the class for critiquing
Designing a project plan for
sewing two-toned standard
pillowcase will not only develop the
skills of the students in careful
planning for a project, but also help
them become quality conscious in
any project they intend to engage
themselves in.
The primary use of the project
plan is to document planning
assumptions and decisions, project
design, marketability and
profitability.
Evaluate the finished project plan
using a scoring rubric.
1.
Call students who will prepare the
fabric before sewing in front of the
class.
All students must participate.
Basket of knowledge: Let us go back to the guide
In a basket containing pieces of rolled paper where questions given earlier and let us
the name of different fabrics are listed individually, answer them.
pick a piece and then explain the fabric stated in the 1.How do you prepare the fabric
unrolled paper. before sewing?
2.Why is it necessary to soak the
fabric in water overnight?
3. Why is it important to condition
the fabric for sewing?
Choosing the right fabric and knowing its use will The right choice of material for
contribute to the success of the sewing project the proper way of conditioning
Example: sleepwear:cotton the fabric before using, will help
linen:pillowcases produce well-sewn and well-fitted
sewing project.
sinamay: placemat
A well-prepared fabric produces
well-made project
Accomplish/complete the template. Ask students to discuss how to
Fabric Source Quality Trade Uses prepare the fabric before using
name
Cotton for sewing.
Linen
Ramie
Pina
Sinamay
Silk
 V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
D. No.oflearnerswho continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Pamantayang Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan
Pangnilalaman

Pamantayan sa Pagaganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan

Mga Kasanayan sa Pagkatuto Nasusuri ang iba’t-ibang reaksyon ng mga Pilipino sa mga epekto sa pagsasarili ng bansa na ipi napahayag ng ilang di-pantay na kasunduan tulad ng Philippine
(Isulat ang code ng bawat Rehabilitation Act, Parity Rights at Kasunduang Base Militar
kasanayan) AP6SHK-IIIc-2

I. Layunin

Nakikilala ang mga epekto tungkol sa Nakapagbibigay ng reaksyon Natutukoy ang mga di-pantay na Nakakatalakay ang mga epekto Nakapagbibigay-
Philippine Rehabilitation Act tungkol sa Isipang Kolonyal o kasunduan at pagsasandal sa US ng Base Militar ng US sa Pilipinas kahulugan sa mga
Cognitive Colonial Mentality reaksyon at epekto
ng parity rights at
ang ugnayang
pangangalakal sa
panahon ng mga
Amerikano
Nakapagpapahalaga sa mga adhikain Nakapahayag ng reaksyon tungkol Nakapagtatamo ng kasagutan sa Nakadarama sa mga epekto ng Nakapagtatamo ng
sa nais matamo tungkolsa Philippine sa Isipang Kolonyal o Colonial di-pantay na kasunduan at Base Militar ng US sa Pilipinas kasagutan sa mga
Rehabilitation Act Mentality pagsasandal sa US epekto ng parity
rights at ang
Affective
ugnayang
pangangalakal sa
panahon ng mga
Amerikano
Nakapagtatanghal ng dula-dulaan Nakapagtatala ng mga epekto ng Nakapagsasabi ng reaksyon sa Nakasusulat ng mga epekto sa Nakasusulat ng isang
tungkol sa mga reaksyon at epekto Isipang Kolonyal o Colonial di-pantay na kasunduan at pagtatalaga ng Base Militar ng US talata tungkol sa
Psychomotor ng Philippine Rehabilitation Act Mentality pagsasandal sa US sa Pilipinas ng isang slogan epekto ng parity
rights at ang
 ugnayang
pangangalakal

II. NILALAMAN

KAGAMITANG PANTURO
A. Paksa Reaksyon at Epekto ng Philippine Ang Reaksyon at epekto ng Isipang Ang Pagpapahayag ng Reaksyon Ang Epekto ng Base Militar ng US Ang Reaksyon at
Rehabilitation Act Kolonyal “Colonial Mentality” sa di-pantay na kasunduan at sa Pilipinas Epekto ng Parity
pagsandal sa US Rights at ang
Ugnayang
Pangangalakal
B. Sanggunian Batayang Aklat sa AP 6, TG, CG, Ang Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP
Bayan Kong Mahal 5, 1999 pp. 184- Pilipinas Isang Sulyap at Pagyakap I, Pilipino Ako, Pilipinas ang Bayan Ang Bayan Kong Mahal 5, 1999 6, TG, CG, Pilipinas:
185, 209-210 2006, pp. 221-224 ko, Patnubay ng Guro 5, 1999, pp. 184-185, 209-210 Ang Ating Bansa,
pp.135-142, pp. 150-156 (Batayang Aklat) 5,
2000 pp.197-204
III. PAMAMARAAN

A. Balik-aral sa nakaraang aralin a. Balitaan a. Balitaan a. Balik-aral a. Balitaan Pagpapakita ng

at/o pagsisimula ng bagong
aralin
B. Paghahabi sa layunin ng aralin
b. Balik-aral:
Epekto ng Colonial Mentality “Pop-
corn)
Nakakasulat ng mga epekto tungkol
sa Philippine Rehabilitation Act
2. Balik-aral: Pagsagot sa isang crossword b. Pagpapakita ng mga taong larawan ng mga
“Pass the ball” puzzle nagrarally. taong nagkakasakit
“Mga hinanakit ng mga Pilipino” Itanong: Ano kaya ang damdamin dahil sa epekto ng
ng mga taong ito? pangalawang
digmaan.
Isa-isahin ng mga prebilihiyo at Dapat ba tayong sasandal sa Ano kaya ang kabutihang dulot Sino ang dapat sisihin
kabuhayang napakikinabangan ng mga Amerikano? Bakit? ng pagtalaga ng Base Militar ng sa mga pangyayaring
mga Pilipino sa panahon ng mga US sa Pilipinas? Ano kaya ang ito?
masama?
Amerikano

C. Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Pagpapakita ng larawan ng pagguho Pangkatin ang mga bata sa limang Mga kalakalan at Iba’t-ibang negosyo at trabaho ng Pagpapabasa sa
ng isang gusali pangkat: pangkabuhayang ibinahagi ng maitatag na ang Base Militar batayang
Bigyan sila ng Activity Card mga Amerikano aklat”Epekto ng
Parity Rights”
Pagtatanong sa mga mag-aaral kung Ibigay ang kahulugan ng ‘Colonial Iba’t-ibang kalakal at kabuhayan Ibigay ang kahulugan ng “Base Binigyan nga mga
anu-ano ang dahilan sa pagguho ng Mentality” sa panahon ng mga Amerikano Militar” Amerikano ng Parity
isang estruktura. Bakit tayo nagkaganito? Rights ang mga
Pilipino
Pagpapabuo ng “puzzle “ Mga alintuntunin ng pamahalaang Ang lahat ba ng mga benepisyo Ang layunin ng pagtalaga ng Base Iba’t-ibang
Amerikano ng mga Pilipino ay nakamit nila? Militar sa bansa prebilihiyo ng mga
Bakit? Pilipino na
ikinalulugod nilang
 tanggapin. (Mga
Negosyante)

F. Paglinang sa Kabihasan Pagtatalakay sa konsepto sa paksang Pagtatalakay Ipasuri ang balangkas kaugnay Ipatukoy ang maaaring masama “Buzz Bug”
(Tungo sa Formative nais maintindihan patungkol sa sa diwa ng pagkapantay-pantay dulot sa base militar
Assessment) Rehabilitation Act.

G. Paglalapat ng aralin sa pang- Ano ba ang iyong gagawin sa isang Ibigay ang mga alituntunin ng Husgahan ang mga benepisyo, , Kung kayo ang tatanungin, dapat Makatarungan ba
araw-araw na buhay bagay na nasira? pamahalaang Amerikano pantay-pantay ba ito? bang may Base Militar sa ating ang Parity Rights?
bansa? Sino ang mas pabor
nito?
H. Paglalahat ng Aralin Ano ba ang nagging reaksyon ng Dapat ba nating sundin ang mga Kailangan bang ipagpatuloy Ang Base Militar ay may Ipagpapatuloy ba
Pilipino sa Philippine Rehabilitation alituntunin ng pamahalaang natin ang pagsasandal sa mga magandang maidudulot sa bansa natin ang
Act? amerikano? Amerikano? subalit ito rin ang magpapako sa pagsasandal natin sa
ating pagiging tuta ng mga mga Amerikano?
Amerikano
I. Pagtataya ng Aralin Pagtatanghal ng isang dula-dulaan Sagutin ang sumusunod: Tama o Mali: Ano kaya ang masamang dulot ng Kung ikaw ay
tungkol sa epekto ng Philippine Sumulat ng limang alituntunin ng ___1. Nagkakaroon ng digmaan? negosyante, handa
Rehabilitation Act. mga Amerikano na hindi maraming trabaho ang mga ka bang magbuhos
nagustuhan ng mga Pilipino Pilipino sa panahon ng mga ng salapi para sa
Amerikano bansa kahit na itoy
nasa ilalim ng
dalawang
administrasyon?
Bakit?
J. Karagdagang gawain para sa Isulat ang iyong puna sa Sa iyong palagay anu-ano ang mga Ilista ang mga gamit mula sa Nasiyahan ba kayo na may Anuo-ano ang iyong
takdang-aralin at remediation pagsasadula. kabutihang dala ng mga mga Amerikano. digmaan? Bakit? magagawa sa iyong
Amerikano? bansa kung ikaw ay
mayaman?
IV. Mga Tala
V. Pagninilay

A. No. of learners who earned

80% on this 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 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 help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teacher?
 GRADE 6 School Grade Level VI
Teacher Learning Area ENGLISH
DAILY LESSON LOG
Teaching Dates And Time NOVEMBER 12-16, 2018 (WEEK 3) Quarter 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
D. Content Standard
E. Performance Standard
F. Learning
Competency/Objectives
Write the LC code for each.
 Demostrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrates understanding of text elements to comprehend various text
 Demonstrates understanding of the research process to write a variety of texts
 Demonstrates understanding that different formats to write for a variety of audiences and purposes
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
 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
 Uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
 Drafts using appropriate text types for a variety of audiences and purposes
 Uses a variety of strategies to provide appropriate feedback
Vocabulary Reading Comprehension Study Strategies/Research Writing Composition Attitude
Infer meaning of borrowed Distinguish text types according Organize information from Revise writing for clarity Show tactfulness when
words using context clues to purpose and language secondary sources in preparation -punctuation mark communicating with others
features for writing, reporting and similar
academic tasks in collaboration
with others
EN6V-IIIc-12.3.3 EN6RC-IIIc-3.2.7 EN6SS-IIIc-4 EN6WC-IIIc-1.8.2 EN6WC-IIIc-1.8.3
EN6V-IIIc-12.4.3 EN6WC-IIIc-1.8.1

II. CONTENT Inferring Meaning of Borrowed Distinguishing Text Types Organizing Information from Revising/Writing for Clarity Showing Tactfulness When
Words According to Purpose and Secondary Sources Communicating with Others
Language Feature
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages
2. Learner’s Materials
Pages
3. Textbook Pages Enjoying Language ; First Quarter ;pp:17-23
Integrated English for Effective Communication ; First quarter pp:4-10,77-88,Third quarter; pp:19-30, Fourth quarter: pp: 63-72
4. Additional Materials
from Learning Resource (LR)
portal
B.Other Learning Resource picture
III. PROCEDURES
K. Reviewing previous Identify the meaning of the
lesson or presenting the underlined word in the
new lesson sentence.
1. The council was made up of
men chosen from twelve of the
most ancient Greek tribes.
They met each twice each year.
a. athletes
b. members
c. lawmakers
2. When Apollo first saw the
valley of Olympia he exclaimed,
“ Here will I make me a fair
temple to be an oracle for
men.”
a. shrine
b. magic
c. prophecy
3. The ancient stadium was
erected in the valley in which
the victors of the games were
given wreaths of wild olive.
a. laurel
b. plants
c. medals
L. Establishing a purpose
for the lesson
What are the examples of
borrowed words that we studied
yesterday?
Battalion, ballet, adobe, opera,
tempo, calendar, kimono
Read the selection entitled “The
President of the Philippines”
Adapted sources:
http://www.gov.ph/about
/gov/exec/
http://www.gov.ph/
1987/07/25/executive-order-no-
292/
What are the purposes of
informational text?
Structures of an Informational
Text
1. Description – It gives details
about the topic with the use of
descriptive adjectives.
2. Problem- solution – It tells the
readers about an existing
problem and how it is solved
through the solution provided.
3. Time – order or sequence –
The information is arranged in a
specific or chronological order.
4. Comparison and Contrast – It
tells us about the similarities and
differences of the given items in
the topic.
5. Cause and Effect – It aims to
provide a reason or an
explanation for an event.
What reading material do you
have at home?
-newspapers
-magazine
-books
Are newspapers good to read?
-a serial publication containing
news, other informative articles
How do we show the similarities How do we organize information
and differences of things? from secondary sources in
preparation for writing, reporting
One of the things to consider in and similar academic tasks in
giving similarities and differences collaboration with others?
is through the usage of
signal/transitional devices.
Listening to a telephone Read the sentence below.
conversation
Thank you ...
Minda: Hello, Luz. How are you? I am happy.....
Luz: I’m fine. Thank you. And you? I mean it
Minda: I’m fine too., What’s new?
Luz:Will you be busy this Sunday? What comes into your mind
Minda: No, I won’t be. Why? when you read these messages?
Luz: My cousins will celebrate
their town fiesta in Bulacan.
Would you like to go with my
family?
Minda: Oh! I’d love to! It must be
fun to go there.
Luz: Yes. You and I have been
working hard these days.
We deserve a break.
Minda: You’re right. I’ll be happy
to be part of the occasion.

M. Presenting Present examples of borrowed
examples/Instances of words used in a sentence
the new lesson
1. There is a heavy traffic in the
metropolis every day.
GREEK )
2. Jesus Christ is known by
Catholics as the Messiah.
HEBREW )
3. The doctor advised the man
to take the capsule once a day.
( LATIN )
4. Toasted bread tastes good
with strawberry marmalade.
( PORTUGUESE )
5. You will have bad karma if
you keep on doing bad things.
( SANSKRIT )
N. Discussing new concepts Explain the meaning of
and practicing new skills borrowed words
#1
What kind of a leader would you
like to lead the country?
( be use for writing or reporting.
(
What are the different structures
of an informational text?
Structures of an Informational
Text
1. Description – It gives details
about the topic with the use of
descriptive adjectives.
2. Problem- solution – It tells the
readers about an existing
problem and how it is solved
through the solution provided.
3. Time – order or sequence –
The information is arranged in a
specific or chronological order.
4. Comparison and Contrast – It
tells us about the similarities and
differences of the given items in
the topic.
The teacher will group the class
into 5; each group will read an
article and they will write the
important facts from it which will
The teacher will discuss on the
class on how to get the important
points in writing report.
Just don’t forget to talk to my
parents.
Luz: Please relax. I’ll take care of
you. Good-bye.
Minda: Thank you for the
invitation.
Let the pupils play the game
“Simon Says”
Following directions.
Discuss the kinds of sentences by
giving specific examples.
Declarative Sentence
My cousins are inviting us to their
town fiesta.
Interrogative Sentence
Would you like to go with us?
Imperative Sentence
Wait for me on Monday.
Exclamatory Sentence
It must be exciting to go there!
Class our lesson for today is
about showing tactfulness when
communicating with others
The teacher will discuss the
difference between tactless and
tactful.
Ask:
1. What is the difference
between tactless and
tactful communicator?
2. Do you think there is a
careful consideration of
the feelings and values
of another in a tactful
communication?

O. Discussing new concepts Present a creative role play
and practicing new skills about one of the given three
#2 scenarios. Use loan words in
your dialogues.
Scenario 1:
You received an e-mail from a
French language learning
center.The letter confirms that
you have been
Granted a six month
scholarship to learn basic
French in Paris. The letter
states that the scholarship will
also allow you to learn more
about French culture, history,
cuisine and arts. However, you
find some parts of the letter
unclear. You do not know how
to reply.
Scenario 2.
Your friend from Italy came to
Manila for a short vacation. He
still craves for Italian food so
he invited you to have dinner
with some friends in a fancy
Italian restaurant. The main
problem is that you do not like
Italian food , and you are not
quite familiar with Italian
cuisine. The idea of looking at
the menu terrifies you.
Scenario 3:
Your language teacher asked
you to write an essay about
Spanish pop culture, you
decide to watch a Spanish
lifestyle/travel magazine show
in the cable channel. The hosts
of the show are speaking in
5. Cause and Effect – It aims to
provide a reason or an
explanation
Read the following informational
text and complete the chart
Republic of the Philippines
Official Gazette
This Web site is run by the
Presidential Communications
Development and Strategic
Planning Office (PCDSPO).
We believe than an informed,
empowered, and vocal citizenry
is the heart of democratic
society.
While it is the citizens’
responsibility to keep informed
about the government, how it
works, and who runs it, it is the
government’s duty to make sure
this knowledge base is available
at their fingertips. Public
documents and laws, the latest
announcements and data,
policies and projects, must be
made easily and immediately
accessible.
We encourage you-the citizen,
employee, student, business
practitioner, professional, or
even potential visitor to the
Philippines-to tell us what you
want to see on this Web site.
This Website, the national
government portal, is one of the
ways we’re making sure this
happens. We want to make sure
that this Web site houses, or will
lead you to any sort of
government-related information.
The Official Gazette was
launched online in 2010 and has
been constantly under
Guided Practice Work By Pairs Guided Practice
Arrange the ff. Sentences to form Read the sentences below. Write ”Think before you speak “ Its
a report. Follow the format the correct punctuation mark. your test day but you need to go
below. 1. It’s wonderful to see how the to province to attend your
chicks grow fast grandparent burial, how are you
According to a March 14, 1988 2. I am happy to see how healthy going to ask permission from
news article in the Houston Post, they are your teacher?
"Deaf President Named," the 3. I can see how well you take care Explain your answer.
selection of Gallaudet University of them
President I. King Jordan was a 4. I have always loved poultry –
joyous event for the campus raising
community, which had long 5. Will you see them in them in the
sought a deaf university market
president for the college.
In addition to Jordan's
appointment, Gallaudet
University Board of Trustees
member Phillip W. Bravin, one
of four deaf board members,
was selected to replace Chair
Jane Bassett Spilman. Spilman
resigned from her position after
criticism from protestors.
According to Bravin, the trustees
will establish a committee to
ensure that the board has a
majority of deaf members.
Bravin also said that none of the
demonstrators will be penalized
for participating in the protest.
Jordan had at one point during
the protest supported the
selection of Elizabeth Ann Zinser,
a hearing woman originally
chosen by the Board of Trustees
as Gallaudet University
President. However, Jordan
 English. However, there are
still some Spanish words that
they use in their conversations.
As a result, you are having a
difficult time understanding
some of the dialogues.
P. Developing mastery Let the pupils use the
(leads to Formative borrowed words in their own
Assessment ) examples.
development ever since. Lately, reversed his position the next
we’ve added more features to day in support of the protest
make it easier for site users to
sends us feedback.
Title__________________
http://www.gov.ph/ __________
Introduction:____________
Give the purpose ___________
Main
of launching the Points:________________
site. __
What is When 1.____________________
the was this __
Official 2.___________________
Gazette?
site 3.__________________
Who What can
launched Conclusion
can be?seen in 1.______________
2._______________
access the .
the Official
What
site?are the traits
Webofsite
a good Independent Practice What are the different . Independent Practice
leader that you would like to One a whole sheet of paper punctuation marks we use in What can you say about
of the
emulate? arrange the sentence into a writing sentences? this situation?
governme
news report. Different punctuation mark
Traits of a goodnt?
leader are: a. Declarative Sentence (.) period Supposing your teacher criticises
Confident and humble, 1.Elián's father wants to return b. Interrogative Sentence (?) your work, what would be your
committed, positive attitude, with his son to Cuba, their native question mark immediate reaction? Would you
having a clear vision, he or she is home. U.S. Attorney General c. Imperative Sentence (.) period accept it? Or would you become
able to to strategic planning and Janet Reno says Elián should be d. Exclamatory Sentence (!) defensive? Or get frustrated?
the ability to get everyone able to go back to Cuba. exclamation point
working together.
2.After five months of separation,
Elián Gonzalez was reunited with
his father, Juan Miguel Gonzalez.
3.In the early morning of April 22,
U.S. immigration officials took 6-
year-old Elián out of his relatives'
house in Miami. Elián was flown
to Andrews Air Force Base near
Washington, D.C., where his
father was waiting.
4.For now, Elián will remain in
the U.S. with his father until the
court decides whether or not he
can ask for political asylum, or

Q. Finding practical Imagine that you were in a
application of concepts German restaurant, how would
and skills in daily living you take your orders using
German language?
If you were the president of the
Philippines, how would you lead
the country?
protection, from Cuba. He could
then stay in the U.S
5.On their first day together,
Elián and his father played
baseball and went for a walk.
6.Elián's Miami relatives want
Elián to stay in the U.S. They
disagree with the Communist
leadership of Cuba, saying it
limits people's personal
freedoms. Elián's relatives have
asked a U.S. federal court to keep
Elián in the U.S.
Let pupils group organize the
given ideas from news clippings.
Write a letter to your parents How tactful are you?
using the four kinds of sentences. Use this scale to describe your
tactfulness.
5-I always do this
4-I often do this
3-I sometimes do this
2-I seldom do this
1-I never do this
a. I recognize that how I
say something is just as
important as what i say
b. I analyze my
communication style to
determine what non
verbal message i send
c. I make a genuine effort
to listen to ideas with
which I don’t agree
d. I look for ways to
improve my listening
skills
e. I always listen to the
teacher
R. Making generalizations Why do we need to use Enumerate the different
and abstractions about borrowed words in our daily structures of an informational
the lesson living? text and its text features.
1. Description – It gives details
about the topic with the use of
descriptive adjectives.
2. Problem- solution – It tells the
readers about an existing
problem and how it is solved
through the solution provided.
3. Time – order or sequence –
The information is arranged in a
specific or chronological order.
4. Comparison and Contrast – It
tells us about the similarities and
differences of the given items in
the topic.
5. Cause and Effect – It aims to
provide a reason or an
explanation for an event.
S. Evaluating learning Read the sentences below. Identify the type of informational
Then choose your answer on text.
the words listed below. 1. The man who killed the driver
Ninja was put to jail.
2. Ana’s mother left the house to
yoga
work abroad to support them.
Tycoons 3. Orange is a good source of
tsunami vitamin C but malunggay is more
Carabao nutritious.
tea 4. Mt. Everest is the highest
Shiatsu mountain.
bungalow 5. In 1998, she won a national
Bamboo award and in time she won an
dimsum international award.
1. My father cut down some
_________ to build a flooring
for our home.
2. Ryu is a ____________ who
was trained as a martial artist
and secret agent.
Closure
What are the points to remember
in writing reports?
1. Understanding the
report
2. Gathering and selecting
information
3. Organizing materials
4. Analyzing your materials
On one whole sheet of paper
arrange and write the sentences
into news report.
1. Mateo directed the schools to
involve police officers and local
government units to initiate anti-
illegal drug lectures to children
2. Mateo said parents and
guardians play a key role in
helping control the spread of
unverified information on bomb
scares.
3. NCRPO Regional Director Chief
Supt. Oscar Albayalde met with
DepEd Asec. Jesus Mateo last
Friday and both agreed to
establish a protocol on how to
report, in a fast and easy way,
Describe the most beautiful you
have ever seen using the four
kinds of sentences.
Write the correct punctuation
mark in the text below.
Lisa had just gotten out of the car
and was heading around the
corner of the garage when she ran
into Brian__
__Jesus, you startled me__ I
wasn’t expecting you here__ __
His face looked sort of pale and
pinched__
He’s found out__ she thought__
I finally broke it off__ but I was
too late__
Closure
What is the meaning of the word
tact?
Tact is the ability to deliver a
difficult message in a way that
considers other people’s feelings
and preserves relationships. It
encompasses many things such
as emotional intelligence,
discretion, compassion, honesty
and courtesy.
Identify the sentences whether
tactful or tactless.
1. “It’s good to see you.”
2. “I’m trying to study”
3. “It’ your lost.”
4. “Stop talking to me”
5. “I’m so sorry”
 3. Celine practices __________ concerns from the schools to the
thrice a week for her physical authorities.
and mental well being.
4. The country is home to many 4. "Teachers must report first to
_______ whose businesses authorities before sending out
incur huge profits. information to parents," Mateo
5. I want to build a ________ said.
for my elderly parents for ease
of living. 5. "Parents should stay calm
6. After the earthquake , a when told of any situation so we
___________ warning was can all address the threat fast in
issued to residents near the the correct and appropriate
sea. manner. Principals were also
7. It has been a habit of my reminded on the sending kids to
grandmother to drink school-protocol. Everybody is
________ after meals. encouraged to report
8. The ______ is a beast of immediately the information,
burden that is immensely suspicious things such as
helpful in farming. unattended bags, boxes, or new
9. John frequents a restaurant things to the police and not open
that offers a wide selection of it," he added.
________.
10. After a day’s hardwork,
Richard usually gets a
_________ massage
.
T. Additional activities for Write the meaning of each Look for other notable Read a newspaper. Read the paragraph carefully. Look
application or word. personalities here in our country Write a brief report about the for examples of the four kinds of
remediation 1. aide-de-camp and abroad that showed article. sentences. Write them under the
2. manservant exceptional leadership skills. proper headings.
3. tsunami
4. physician
5. mosque
IV. REMARKS
IV. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
remediation who scored
below 80%
J. Did the remedial lessons
work? No. of learners
who have caught up
with the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 3
I.LAYUNIN
A. Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
II.NILALAMAN
III. KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
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 Panturo
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o
pagsisimula ng aralin
School: Grade Level: VI
Teacher: Learning Area: ESP
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES
Naipamamalas ang pagkaunawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa isang maunlad, mapayapa, at mapagkalingang
pamayanan
Naipakikita ang mga gawaing tumutugon sa pagmamahal sa bansa sa pamamagitan ng aktibong pakikilahok na may dedikasyon at integridad.
. 1. Nabibigyang- halaga ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon. .
1.1 Pagsasaalang-alang ng karapatan ng iba
1.2 Paghihikayat sa iba na magkaroon ng kamalayan sa kanilang kalayaaan
Code: EsP6PPP-IIIa-c-34
Paksa: Karapatan Ko, Igalang Mo!
K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016, pahina 83
1. EsP DLP, Ikatlong Markahan, Ikatlong Linggo - : Aralin 18 Karapatan Ko, Igalang Mo!
Videoclip tungkol sa Batang Bubog (www.gmanetwork.reportersnotebook)
VideoClip ng The Good Experiment (youtube)
laptop, projector, video clips , powerpointpresentation na nagpapakita ng mga sitwasyon, manila paper, gunting, permanent marker, masking tape, graphic
organizers
1.Pagbati ng guro. Batiin ang mga mag- aaral at Batiin ang mga mag- aaral at Batiin ang mga mag- aaral at Batiin ang mga mag- aaral
2. Pagtsitsek kung sinong liban itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga at itala ang bilang ng mga
sa klase. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban.
3. Balik-aral: Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling
Sa paanong paraan maipakikita balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng
ang kamalayang sibiko. nakaraang araw. nakaraang araw. nakaraang araw. nakaraang araw.
4. Ipabasa ang panimula ng
aralin at talakayin ang
mahalagang Kaisipan.
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa
bagong aralin
D. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#1
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasaan (Tungo sa
Formative Assesment 3)
1. Ipanood sa mga bata
ang video tungkol sa “Batang
Bubog”.
www.gmanetwork.reporters
notebook
Tanong:
a. Tungkol sa ano ang inyong
napanood na video?
b. Bakit kaya sila nandoon?
c. Sa palagay ninyo, dapat na
bang magtrabaho ang mga
batang nasa ganung edad?
Bakit?
d. Ano ang inyong naramdaman
sa video inyong napanood?
e. Anong karapatan ng isang
bata ang nalalabag o nawawala
sa video inyong napanood?
f. Kung ikaw ay kaibigan ng mga
batang iyon, ano ang iyong
maipapayo sa kanila? Bakit?
a. Balik-aral. Itanong sa mga
bata
1. Tungkol saan ang ating
napanood na video kahapon?
2. Ano ang pagpagpapahalagang
iyong natutuhan tungkol sa
aralin?
3. Paano ito nakaimpluwensiya
sa iyong upang umunlad?
GAWAIN 1:Thumbs Up, Thumbs
Down
Panuto: Basahin ang sitwasyong
nka flash sa projector. Ipakita
ang “Thumbs Up” kung wasto
ang kaisipang ipinapahayag at
“Thumbs Down” kung hindi.
1. Ang edukasyon ay isang
karapatan na dapat makamit ng
isang bata para sa kanyang pag-
unlad.
2. Sa batang edad, nararapat na
maghanapbuhay ang bata upang
matustusan ang kanyang pag-
aaral.
3. Isaalang-alang ng magulang
ang karapatan ng anak katulad
ng edukasyon.
4. Nararapat igalang ang
karapatan ng iyong kapwa sa
pamamagitan ng pagbibigay
payo sa kahalagahan ng pag-
aaral.
5. Maituturing na mahalaga ang
edukasyon upang umunlad ang
isang bata.
GAWAIN 2: FESTIVAL OF
TALENTS
2. Ipanood sa mga mag-aaral
ang videoclip The Good
Experiment Magbigay ng mga
katanungan tungkol sa
videoclip.
(Para sa guro) Gabayan ang
mga mag-aaral sa panunuod ng
videoclip. Maging sensitibo sa
pangyayari sa videoclip.
Iproseso itong mabuti sa mga
bata.
Mga tanong. a. Itanong. Bilang isang mag-
1. Tungkol saan ang aaral, paano mo mahihikayat
videoclip na iyong napanood? ang mga kapwa mo bata na
2. Bakit kaya marumi ang mga pumasok sa paaralan?
kasuotan ng mga bata? b. Gamit ang Concept Map sa
3. Bakit kaya umiiyak ang mga ibaba, isulat ang mga gawaing
nanay sa bidyu? makahihikayat sa mga bata
4. Mahalaga ba na nasa upang pumasok sa paaralan.
paaralan ang mga batang
katulad ninyo? Bakit?
5. Sa inyong palagay, mas
mahalaga bang nag-aaral ang
mga bata o hindi.
Pangatwiranan.
6. Kung may nakita kang mga
bata na nasa kalye at hindi
pumapasok sa paaralan, ano
ang iyong gagawin?
Pagtalakay sa sagot ng mga
mag-aaral.

G. Paglalapat ng aralin sa pang araw-
araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
V.MGA TALA
VI. PAGNINILAY
May kapitbahay ka, nakita mo
na pinatigil sa pag-aaral ang
kanilang anak upang maghanap
buhay, ano ang mararamdaman
mo?
Dapat bang hayaang
magtrabaho ang mga batang
nasa mura pang edad?
Pangkatin ang klase sa apat na
grupo. Hayaang pumili ang
bawat grupo ng larawang
nagpapakita ng mga karapatan
ng mga bata na nais nilang pag-
usapan. Ipaliwanag ito sa
pamamagitan ng malikhaing
presentasyon.
Pangkat 1: Rap
Pangkat 2: Tula
Pangkat 3: Awit
Pangkat 4: Sayawit
Presentasyon ng bawat grupo.
Paano natin maisasaalang- alang
ang karapatan ng bawat bata?
Gumawa ng komitment kard na
nagpapahayag ng pananagutan
upang ipaunawa ang kahalagan
ng edukasyon sa bawat isa.
Ipaliwanag: Ang bawat isa ay
may pananagutan sa sarili at sa
kanyang kapwa na ipaunawa
ang kahalagan ng pag-aaral.
Ipaunawa sa mga mag-aaral ang
ibig sabihin nito atkung paano
sila makatutulong upang
mahikayat ang ibang mga bata
na patuloy mag-aral.
Ang bawat isa ay may
magagawa sa pag-unlad ng
kapwa.
Hikayatin natin silang mag-aral,
magsumikap at magtagumpay.
Gumawa ng isang slogan na
binubuo ng sampung salita
na nagpapakita ng
kahalagahan ng edukasyon.
Gumawa ng kard na
nagaanyaya upang
makahihikayat ang isang
bata na pumasok sa
paaralan.
A.Bilang ng mag-aaral na nakakuha ng
80% sa pagtataya
B. Blgng 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
Patuturo 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 na dibuho na naiskong ibahagi sa
mga kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 Pagganap Naisasagawa ang mga hakbang o panutong napakinggan.
Nakapagbibigay ng isang panuto.
Nakabubuo ng isang nakalarawang balangkas.
Nakagagawa ng nakalarawang balangkas upang maipakita ang nakalap na datos o impormasyon.
Nakasusulat ng isang talambuhay at orihinal na tula.
Nakagagawa ng isang suringpapel tungkol sa pinanood.
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 Nasasagot ang mga literal na Nagagamit ang pang-abay sa sa F6PT-IIIb-1.7 F6PB-IIIb-6.2
Pagkatuto. Isulat and code tanong tungkol sa napakinggang paglalarawan ng kilos. F6WG-IIIa- Naibibigay ang kahulugan ng Napag-uugnay ang sanhi at bunga
ng bawat kasanayan Talaarawan. F6PN-IIIb-3.1 c-6 pamilyar at di kilalang ng mga pangyayari.
salita sa pamamagitan ng
depinisyon.
E. II. NILALAMAN Pagsagot sa mga tanong sa Pang-abay na Pamamaraan Pagbibigay Kahulugan ng Pamilyar Pagbibigay ng Sanhi sa
binasang talaarawan. at Di-Kilalang Salita sa Pamamagitan Magkakaugnay na Bunga na
ng Pormal na Depinisyon Inilahad sa Kwento
F. III. KAGAMITANG PANTURO
A. A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk Landas sa Pagbasa 6 pp.24-25
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resources (LR)
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Tukuyin ang dalawang salitang
aralin at/o pagsisimula ng magkaugnay na ginamit sa
bagong aralin pangungusap.
Ang Pangulo ay itinuturing na
pinakamataas na pinuno ng isang
bansa batay sa isinasaad ng Saligang
Batas ng isang pamahalaan.
B. Paghahabi sa layunin ng Ilahad ang isang talaarawan. Ipasuri
aralin sa mga mag-aaral.
Mahal kong Talaarawan,
Maganda at maayos naman ang
aking umaga ngayon dahil maaga
akong nakapunta sa paaralan.Pero
bago ako pumasok sa
paaralan,naligo muna ako, nagbihis
ng maayos, nagsuklay ng buhok,
kumain at nagsisipilyo ng ngipin.
Pagkatapos kong magsipilyo ng
ngipin ay hinatid ako ng papa ko sa
paaralan. Pagdating ko sa paaralan
ay bigla nalang sumakit ang ngipin
ko. Kaya uminom agad ako ng
gamot upang mawala agad ang
sakit ko sa ngipin.
Sa tanghalian naman ay masaya
kaming nagkainan sa "BBQ-han" at
pagkatapos ng kainan namin ay
dumiretso agad kami sa silid-aralan
Masasabi mo ba kung paano
ginawa ang kilos sa mga
kasabihan?
Anong tawag sa pang-abay na
sumasagot sa tanong na paano mo
isinagawa ang kilos?
Basahin ang usapan. Kumuha ng
dalawang batang magdadayalogo
habang nakikinig ang klase
Basahin ang bawat pangungusap. Ano ang tinatawag nating pamilyar
Ibigay ang kahulugan ng mga may at di pamilyar ng mga salita?
salungguhit na salita sa Magbigay ng mga halimbawa.
papamagitan ng pagbibigay ng
kanilang kasalungat. Isulat ang
sagot sa sagutang papel.
Humusay ang kaniyang
pagguhit dahil sa pag-eensayo.
Ang batang makulit ay
napagalitan ng nanay.
Walang humpay ang pag-
iyak ng bata.
Pati hangin yata’y walang
pakialam sa kapal ng usok na
nakabalatay
May maliit na liwanag na
natatanaw ang bata.
Itanong sa mga bata kung sila ay
may narinig o nabasang kwento
tungkol sa isang batang katulada
nila na ibinuwis ang buhay alang-
alang sa kapwa.
Kailan at saan ninyo ito madalas
makikita?
Anu-anong tradisyon ng mga
Pilipino ang alam ninyo?
 namin. Nag-aaral din ako sa paksa
namin sa Ingles dahil magkakaroon
kami ng pagsubok o pagsasanay. At
iyan ang mga ginagawa ko sa araw
na ito.
Nagmamahal,
Shekainah
C. Pag-uugnay ng mga a. Anu-ano ang mga makikita natin
halimbawa sa bagong aralin na detalye sa talaarawan?
b. Sino ang gumagawa ng
talaarawan? c. Bakit tayo
sumusulat ng talaarawan?
Pagbibigay hakbang/pamantayan sa
pagbasa
Basahin ang kuwento
PIsta sa Aming Bayan
Masayang-masaya ang lahat. Araw
ng pista ngayon sa aming bayan.
Maraming tao ang nagsimba.
Masigla at masaya ang kalembang
ng kampana sa simbahan. Hindi
magkamayaw sa ingay ng
pagbabatian at pagbabalitaan ang
mga tagarito, mga balikbayan, at
mga panauhin mula sa ibang bayan.
Walang tigil ang masipag na banda
ng musiko sa paglibot sa mga
lansangan habang nagbibigay ng
masiglang tugtugin. Umaambag rin
sa sigla at saya ang malakas na
bunghalit ng mga tugtugin sa mga
perya at pondahan at maging sa mga
tahanan man.
Nagpapagaraan sa ganda ang mga
arko sa mga panulukan ng mga
kalye. May mga arkong kawayan na
may makukulay na ginupit-gupit na
papel. Ang mga banderitas na may
iba’t ibang kulay ay nakagayak sa
mga hayag na lansangan at maging
sa maliliit na kalye man.
Naku, higit sa lahat kabi-kabila ang
handaan. May mga naglilitson doon
Ang Bayaning Iskawt
Si Iskawt Aries Canoy Espinosa
ay 13 taong gulang. Kasapi siya sa
Kawan Blg. 60 sa ilalim ng
pamamahala ng Paaralang
Elementarya ng Rupagan, Lanao
del Norte Council. Nabalita siya
kaugnay ng isang malungkot na
pangyayari noong Enero 30, 1994
Nangyari ito nang isang pangkat ng
mga batang lalaki ang naglalaro ng
Granada. Walang kamalay-malay
ang mga bata na ang pinaglalaruan
nila ay sumasabog. Ito ay
ginagawa nilang parang bola ng
basketbol na isinu-shoot sa ring.
Bumagsak ang Granada sa malapit
sa ibang pangkat ng mga batang
naglalaro ng goma. Naroroon sa di
kalayuan si Iskawt Espinosa.
Mabilis niyang sinigawan ang
pangkat ng mga batang lalaki,
“Umalis kayo riyan, puputok iyan!”
sabay takbo, papalapit sa Granada.
Dumapa siya upang takpan ito ng
kanyang katawan. Halos
nagkasabay ang kanyang pagdapa
at ang pagputok ng granada na
siya niyang ikinamatay.
Ang mabilis na pagpapasya,
pagmamalasakit sa kapwa, at mga
pagsasanay na natutuhan ni Iskawt
Espinosa sa Scouting ang
nakatulong upang mailigtas ang
maraming buhay.
at dine. Malalaking talyasi ng
pagkain ang nakasalang sa kalan sa
mga kusina at sa mga bakuran. Mula
tanghalian hanggang hapunan ay
pagsasalu-saluhan ang mga
inihandang pagkain ng mga
magkakamag-anak, magkakaibigan,
at mga panauhin. Kainang hindi
matapus-tapos. Ganyan ang pista.
Nakalulungkot tuloy isipin na ang
pista ay tila kainan na lamang at
nawawala na ang diwang ispiritwal
ng okasyon.
E, bakit nga ba may pista? Hindi ba’t
nagdudulot lamang ito ng malaking
gastos? Hindi ba’t malaking pag-
aabala ito? Pero sadyang hindi na
maiaalis sa kulturang Pilipino ang
pagpipista at pamimista. Ito’y isang
kaugaliang minanapa natin sa ating
mga ninuno.
Namatay siya nang wala
sa panahon at lubhang napakataba
pa upang ialay ang kanyang buhay
para sa kanyang mga kaibigan.
Nagampanan niya nang lubusan
ang panunumpa at batas ng isang
Iskawt na: “Tulungan ang kapwa sa
lahat ng pagkakataon.”’
Isang pagpapakasakit sa sarili ang
kanyang ginawa upang mabuhay
lamang ang kanyang kapwa na
siyang pinakamahalagang
kasabihan sa larangan ng
katapangan. Ito rin ang nagbibigay
ng mahalagang katuparang
nauukol sa kasabihan ng mga
Iskawt, ang “LAGING HANDA.”
Iyan si Iskawt Aris Canoy Espinosa,
ang munting bayani..

Ang pista ay araw ng pasasalamat sa

Poong Maykapal sa mga biyayang
ipinagkakaloob Niya sa mga tao. Ito
ay araw ng pagdakila. pagpuri at
pagpaparangal sa Panginoon.
Kadalasan, ang pistang-bayan ay
itinatapat sa kaarawan ng patron ng
bayan, gaya ng pista ng Meycauayan
na ipinagdiriwang sa kaarawan ng
patron nito na si San Francisco de
Asis, pista ng Santa Clara sa
kaarawan ng Mahal na Birhen de
Salambao, pista ng Obando sa
kaarawan ni San Pascual de Baylon,
pista ng Malolos sa kaarawan ng
Birhen Immaculada Concepcion, at
iba pa.

Sagutin ang mga sumusunod na

tanong:

D. Pagtalakay ng bagong Pagyamanin Natin
konsepto at paglalahad ng Basahin ang talaarawan ng
bagong kasanayan #1 tahimik at sagutan ang
mga sumusunod na
katanungan.
1. Sino ang nagsulat ng
talaarawan?
2. Ano ang unang ginawa ni
Shekainah bago pumasok sa
paaralan?
3. Sino ang naghatid sa kanya
sa paaralan?
4. Ano ang nangyari kay
Shekainah ng siya ay nasa
paaralan na?
5. Saang subject nagkaroon
ng pagsubok o pagsasanay si
Shekainah?
Ano ang pista?
Bakit may pista?
Ilarawan ang pagdiriwang ng pista
batay sa tekstong binasa.
Sang-ayon ka ba na ipagpatuloy ang
tradisyon ng pagdaraos ng pista?
Ipaliwanag.
Bakit sinasabing ang pista ay isang
pamanang kalinangan n gating mga
ninuno?
Batay sa binasang teksto, anong isyu
ang nakapaloob dito?
Sa isyung nakapaloob sa teksto, ano
sa tingin mo ang paniniwala ng
may-akda nito tungkol sa isyung
ito?
Gawin Natin: “Paano ipinakita ni Aries ang
kanyang pagmamahal kapwa?
Tukuyin ang kahulugan ng salitang
pamilyar at di- pamilyar. Gamitin
ang diksyunaryo.Isulat ang sagot sa
pisara.
Hindi magkamayaw sa
ingay ng pagbabatian at
pagbabalitaan ang mga tao sa
plasa.
Nagpapagaraan sa ganda
at kulay ang mga arko at banderitas
sa kalye.
Tuwing pista, naririnig ang
bunghalit ng mga tugtugin sa perya,
mga pondahan at mga tindahan
Makukulay na banderitas
ang nasa kalye kung araw ng pista.
Bukud sa pagtugtog ng
banda ng musiko, umaambag din sa
saya ng kapistahan ang pagsasalo-
salo sa masasarap na pagkain ng
mga pamilya at panauhin.
Tanong: Ano ang ibig sabihin ng
pamilyar at di-kilalang salita?
 Paano mo naibibigay ang kahulugan
ng mga salitang pamilyar at di-
kilalang sa kwentong iyong binasa?

Magbigay ng mga halimbawa ng

pamilyar at di-kilalang salita.
Tukuyin ang kahulugan nito sa
pamamagitan ng paggamit ng
diksyunaryo.

(Ang guro ay malayang magbigay ng

iba pang mga salita)
Mga
Salitang Mga Salitang
Pamilyar Di-kilala
Matayog Punyal
Namangha Piging
Intindihin Ablada
Umaaso Ginapi
Sekreto Pitak
nalaman balintataw

E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2

F. Paglinang ng Kabihasaan Gawin Niyo/ Gawin Mo: Basahin ang mga pangungusap.
( tungo sa Formative Bilugan ang sanhi at salungguhitan
Assessment ) Kumpletuhin ang tsart sa ang bunga. Gawin ito sa sagutang
pamamagitan ng pagtatala ng mga papel.
salitang naging pamilyar at di-kilala 1. Sumigaw sya ng malakas
sa inyo mula sa binasa ninyong kung kayat nakalayo kaagad ang
teksto. Iugnay ang mga salitang ito mga batang naglalaro.
sa inyong sariling karanasan. Ibigay 2. Dumapa siya sa Granada
ang kahulugan nito. kaya siya ang nasabugan nito.
Salitan 3. Marami ang naligtas dahil
g Salitang sa kanyang ginawa.
Pamily Kahulug Di- Kahulu 4. Lahat ay humanga ng
ar an Kilala gan malaman nila ang kanyang
kabayanihan.
5. Nagpatatag ng loob ni Ari
sang kanyang pagiging Iskawt.
G. Paglalapat ng aralin sa Sumulat ng isang halimbawa ng Malaking Pangkatang Gawain(
pang-araw-araw na buhay talaarawan. dalawang pangkat)
Isadula ang three shifts at
multigrade scheme habang
isinasagawa ang tamang
pamamaraan ng kilos sa ganitong
mga sitwasyon. Magsulat ng
parirala na ipinakikita ang wastong
gawi sa pagpasok at paglabas ng
silid aralan sa three shifts
Gayundin ang pamamaraan ng
kilos/ pakikinig sa guro sa
multigrade scheme.
Ang kabilang pangkat ang
magtataya kung naging tama ba
ang isinagawa ng kabilang pangkat
gamit ang rubrik sa Pangkatang
Gawain. Kung kayo ang nasa
kanilang kalagayan ano sana ang
mas akmang kilos na dapat sana’y
ipinakita ng pangkat ? Kung naging
maayos sabihin din ito sa klase
Basahin ng tahimik ang talata. Piliin Guhitan ang sanhi at bilugan ang
ang mga salitang pamilyar at di- bunga. Gawin ito sa manila paper.
kilala mula sa teksto. Sa tulong ng (Pangkatang Gawain)
diksyunaryo, tukuyin ang kahulugan 1. Ipinapakasakit niya ang
ng bawat isa. Tukuyin din kung ano kanyang sarili upang mabuhay
ang iyong matuklasan at kung ito ba lamang ang kanyang kapwa.
ay nakapagbabago sa dating niyong 2. Hindi alam ng mga bata
kaalaman. ang panganib sa Granada kapag
pinaglaruan nila ito.
TUGOB FESTIVAL 3. Dahil sa alam ni Ari sang
Ang Tugob Festival ay isang panganib, mabilis syang kumilos.
magarbong pagdiriwang sa Lungsod 4. Hindi malilimot ang
ng Ormoc na idinaraos tuwing batang si Aris Espinosa sapagkat
buwan ng Oktubre taon-taon. Ang kahanga-hanga ang kanyang
salitang Tugob ay salitang pagmamalasakit.
Ormocanon na ang ibig sabihin ay 5. Nakatuon ang mga
“nag-uumapaw” na tumutukoy sa layunin ng mga iskawt sa
kasaganaan ng likas na yaman ng paglilingkod kung kaya handa ila
Ormoc. Ipinapakita at anumang oras.
ipinagmamalaki ng mga taga Ormoc
ang masaganang ani ng mga
produktong pinya , tubo , niyog ,
isda, gulay , palay at iba pa. Ito ay
unang idinaos noong 2010 na
itinaon sa pagdiriwang ng ika 63rd
Charter Day ng lungsod.
Pinakainaabangang bahagi ng
pagdiriwang ang street dancing
kung saan ang mga kalahok ay
galing sa iba’t ibang barangay ng
Ormoc ,mga mag-aaral, at mga
kawani ng lokal na pamahalaan ng
lungsod. Ang mga mananayaw ay
nagsusuot ng matitingkad at
magagarang kasuotan habang
nagsasayaw sa kalsada upang
ipakita ang kanilang
pagpapasalamat sa nag-uumapaw

H. Paglalahat ng Aralin Ang talaarawan ay kalipunan ng
mga bugto-bugtong o baha-
bahaging sulatin na nakasulat at
nakaayos sa sunod-sunod na petsa
o araw.
I. Pagtataya ng Aralin Isulat ang mga pangyayari ng
nakalipas na isang linggo sa
pamamagitan o halintulad ng isang
talaarawan.
na biyaya ng lungsod. Ang street
dancing ay isang kumpetisyon sa
pinakamagaling umindak ,
pinakamakulay at
pinakamagarbong kasuotan at
pinakamagaling sa pagpapakita ng
kahulugan ng pagdiriwang sa
kanilang sayaw.
Ano ang natutunan mo sa aralin?
Naibigay mo ba ng wasto ang mga
kahulugan ng mga salitang pamilyar
at di-kilala?
Paano/Ano ang iyong ginawa?
Ibigay ang kahulugan ng salita na
may salungguhit. Piliin ang sagot sa
loob ng kahon.
1. Ang mga talipandas ay
pumupunta sa handaan
kahit hindi iniimbita.
2. Ang mga may kapansanan
ay may kakayahang
maghanapbuhay.
3. Dapat mabuhay ng may
dignidad ang mga tao.
4. Ang kahirapan ay hindi
sagwil sa edukasyon..
5. Ang buhay ng taong dakila
ay magniningning sa
lipunan.
Pagbibigay ng Sanhi sa
Magkakaugnay na Bunga na
Inilahad sa Kwento
May mga kwentong ang
binibigyang-diin ay ang sanhi at
bunga ng mga pangyayari.
Ang Sanhi ay siyang dahilan ng
pangyayari at Bunga naman ay ang
resulta o kinalabasan.
Halimbawa:
Pinanindigan ni Ari sang
Panunumpa niya sa Scouting kaya
iniligtas niya ang batang naglalaro.
Sanhi: Pinanindigan ni Ari sang
panunumpa nya sa Scouting
Bunga: iniligtas nya sa kamatayan
ang mga batang naglalaro.
Isulat sa inyong sagutang papel
kung sanhi o bunga ang lipon ng
mga salitang sinalungguhitan.
1. Ang mamatay sa sarili ay
mabubuhay sa Diyos.
2. Sapagkat larawan ni
Kristo an gating mabuting pastol,
lubos ang pananalig ko sa kanya.
3. Inialay nya ang kanyang
sariling buhay upang tayo ay
tubusin.
4. Para sa lugod at
kabutihan ng minamahal Niyang
kapwa, naglilingkod Siya sa kanila
sa mumuting paraan.
5. Handa Siyang mamatay
upang ikaw ay mabuhay.
J. Karagdagang Gawain para
sa takdang aralin at
remediation

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?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH-ARTS
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S ARTS ARTS ARTS ARTS ARTS

A. Content Standard The learner demonstrates
understanding of shapes, colors,
values, and the principles of
emphasis, contrast, and harmony
in printmaking and photography
using new technologies.
The learner demonstrates
understanding of shapes, colors,
values, and the principles of
emphasis, contrast, and harmony
in printmaking and photography
using new technologies.
The learner demonstrates
understanding of shapes, colors,
values, and the principles of
emphasis, contrast, and harmony
in printmaking and photography
using new technologies.
The learner demonstrates
understanding of shapes, colors,
values, and the principles of
emphasis, contrast, and harmony
in printmaking and photography
using new technologies.
The learner demonstrates
understanding of shapes,
colors, values, and the
principles of emphasis,
contrast, and harmony in
printmaking and
photography using new
technologies.

B. Performance "The learner creates simple
Standard printmaking (silkscreen) designs
on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates simple
printmaking (silkscreen) designs
on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates simple
printmaking (silkscreen) designs
on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates simple
printmaking (silkscreen) designs
on t-shirts and posters.
The learner describes the basic
concepts and principles of basic
photography."
"The learner creates simple
printmaking (silkscreen)
designs on t-shirts and
posters.
The learner describes the
basic concepts and
principles of basic
photography."

C. Learning The learner knows that The learner knows that The learner knows that The learner understands that The learner understands
Competencies design principles still design principles still design principles still digital technology has speeded up that digital technology has
(write the LC apply for any new design apply for any new design apply for any new design the printing of original designs and speeded up the printing of
Code) made it accessible to many, as original designs and made it
(contrast of colors, (contrast of colors, (contrast of colors,
emphasized in t-shirts and poster accessible to many, as
shapes, and lines shapes, and lines shapes, and lines design A6PR-IIIC emphasized in t-shirts and
produces harmony) produces harmony) produces harmony) poster design
whether done by hand or whether done by hand or whether done by hand or A6PR-IIIC
machine (computer). machine (computer). machine (computer).
 A6PL-IIIB A6PL-IIIB A6PL-IIIB

II. CONTENT PRINT MAKING PRINT MAKING PRINT MAKING PRINT MAKING PRINT MAKING

III. LEARNING RESOURCES

A. References
1. TG/CG pages
2. Learner’s Materials 21st Century Mapeh in Action 6 pp. 21st Century Mapeh in Action 6 pp. 21st Century Mapeh in Action 6 pp. 21st Century Mapeh in Action 6 pp. 21st Century Mapeh in
pages 150-152 150-152 150-152 150-152 Action 6 150-152
3. Textbook pages
4. Materials
downloaded from
LRMDS
B. Other Learning
Materials
IV. PROCEDURES
A. Reviewing previous What are the different kinds of What are the different kinds of What are the different kinds of What is printmaking? What is printmaking?
lesson and forms? forms? forms?
presenting new
lesson
B. Establishing a What is the print making? What is the print making? What is the print making? Give its 4 processes. Give its 4 processes.
purpose for the Printmaking is the process of Printmaking is the process of Printmaking is the process of
lesson creating art by transferring an creating art by transferring an creating art by transferring an
image or design from a source image or design from a source image or design from a source
onto another material. onto another material. onto another material.
C. Presenting What are the 4 processes in What are the 4 processes in What are the 4 processes in What do we need in silkscreen What do we need in
examples/instances printmaking? printmaking? printmaking? printing? silkscreen printing?
of the lesson 1. Relief Printing-the raised 5. Relief Printing-the raised 9. Relief Printing-the raised 1. Design printed on 6. Design printed on
areas hold ink. areas hold ink. areas hold ink. transparency transparency
2. Intaglio Printing- the 6. Intaglio Printing- the 10. Intaglio Printing- the 2. Mesh screen 7. Mesh screen
incised areas hold ink incised areas hold ink incised areas hold ink 3. Liquid emulsifier 8. Liquid emulsifier
3. Lithography- the image 7. Lithography- the image 11. Lithography- the image 4. Squeegee 9. Squeegee
areas holds ink. areas holds ink. areas holds ink. 5. Fabric Paint 10. Fabric Paint
4. Screen printing- ink 8. Screen printing- ink 12. Screen printing- ink
passes through areas of passes through areas of passes through areas of
screen that are not screen that are not screen that are not
blocked. blocked. blocked.
Paper with screened Paper with screened Paper with screened
image image image

D. Discussing new What is silkscreen printing? What is silkscreen printing? What is silkscreen printing? The creation of the design, using The creation of the design,
concepts and Silkscreen printing is one of the Silkscreen printing is one of the Silkscreen printing is one of the computer program is easier. The using computer program is
methods in printmaking. It uses methods in printmaking. It uses methods in printmaking. It uses production is even made faster easier. The production is
 practicing new skills stencil to apply ink onto another
#1 material. It can be on fabric or t-
shirts. It can be on paper, wood,
vinyl, or any other material that
absorbs ink.
stencil to apply ink onto another
material. It can be on fabric or t-
shirts. It can be on paper, wood,
vinyl, or any other material that
absorbs ink.
stencil to apply ink onto another
material. It can be on fabric or t-
shirts. It can be on paper, wood,
vinyl, or any other material that
absorbs ink.
with the silkscreen printing even made faster with the
machine. This machine allows silkscreen printing machine.
printing of several colors on a t- This machine allows printing
shirt. of several colors on a t-shirt.

E. Discussing new How is silkscreen printing done? How is silkscreen printing

concepts and 1. Prepare a design and done?
practicing new skills print on transparency. 7. Prepare a design
#2 2. Prepare the mesh screen. and print on
Coat it with light transparency.
sensitive. 8. Prepare the mesh
3. Position the printed film screen. Coat it with
over the screen and light sensitive.
expose it to a very bright 9. Position the printed
light source. film over the screen
4. Rinse off excess emulsion. and expose it to a
Once you have all the very bright light
screens exposed and source.
cleaned, you are ready to 10. Rinse off excess
print. emulsion. Once you
5. Place screen over t-shirt. have all the screens
Apply ink, any color of exposed and
your choice, using a cleaned, you are
squeegee. ready to print.
6. Using a blow dyer, dry ink 11. Place screen over t-
on t-shirt. You now have shirt. Apply ink, any
a finished product. color of your
choice, using a
squeegee.
12. Using a blow dyer,
dry ink on t-shirt.
You now have a
finished product.
F. Developing mastery
(lead to formative
assessment 3)
G. Finding practical Using of technology, printing of Using of technology, printing of Using of technology, printing of
application of original designs has been easier original designs has been easier original designs has been easier
concepts and skills and faster. and faster. and faster.
in daily living
 H. Making What is What is What is Enumerate the materials needed Enumerate the materials
generalization and printmaking/screenprinting? printmaking/screenprinting? printmaking/screenprinting? in silkscreen printing. needed in silkscreen
abstractions about printing.
the lesson
I. Evaluating learning Put a check if it is a Put a check if it is a Put a check if it is a Give the process on how to make Give the process on how to
process of printmaking. process of printmaking. process of printmaking. a silkscreen. make a silkscreen.
1. Lithography 6. Lithography 11. Lithography
2. Photography 7. Photography 12. Photography
3. Intaglio Printing 8. Intaglio Printing 13. Intaglio Printing
4. Computer Printing 9. Computer Printing 14. Computer Printing
5. Relief Printing 10. Relief Printing 15. Relief Printing

J. Additional activities Bring your own printed shirt Bring your own printed shirt Bring your own printed shirt What is silkscreen printing? What is silkscreen printing?
for application or tomorrow. tomorrow. tomorrow.
remediation
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.

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?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner…..
A. Content Standard demonstrates understanding of solid figures.
B. Performance Standard is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere
C. Learning Competencies / visualizes and describes the different solid figures: cube, prism, identifies the nets of the following space figures: cube, prism, pyramid, Weekly Test
Objectives pyramid, cylinder, cone, and sphere. cylinder, cone, and sphere using plane figures.
M6GE-IIIc-31 M6GE-IIIc-32
II. CONTENT Geometry Geometry Geometry Geometry
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Lesson Guide in Elem. Math Gr. 6 Lesson Guide in Elem. Math Gr. Lesson Guide in Elem. Math Gr. 6 p.
p.77-83 6 p.77-83 77-83
2. Learner’s Materials pages 21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 200- 21st Century Mathletes 6,
209 pp. 200-209 209 pp 200-209

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp.
200-209 200-209
DLP 6 Mod 54 DLP 6 Mod 54
Mathletes 6 textbook, video clip, Mathletes 6 textbook, video
power point presentation clip, power point presentation
Drill: Drill: Guess who am I? My name
is given in the box below. Oops!
Spelling of my name is jumbled
up. Try to identify it from the
clues given below and write it in
the blank space.
(1) I am a polyhedron with least
number of faces. ________ (2) I
am a prism whose all faces are
square. ________ (3) Looks like
marbles but have no vertex.
________ (4) I am a solid whose
base is polygonal and other
faces are triangles. ___
Review
21st Century Mathletes 6, pp. 200- 21st Century Mathletes 6,
209 pp. 200-209
DLP 6 Mod 54 DLP 6 Mod 54
Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
power point presentation power point presentation
Drill: BRING ME! A.Drill: Identify what spatial figure Choose the letter of the
The first pupil who will bring the is being shown. correct answer:
thing that can be found inside their 1. Which solid can be
bag or in the classroom that formed using the net
represents the spatial figure that shown?
the teacher will say, will get 1 point.
Those who will earn more points
will be the winner.
Ex. Bring me a thing that represents
a rectangular prism.
Review: Guessing Game!
1.My base is a polygon and my a. cylinder
faces are triangles. Who am I? b. prism
(triangular prism) c.sphere
B.Review d. cone
 2.I am a spatial figure with a 1. 2. What figure can you
polygonal base whose edges meet make from the net?
at a common vertex. Who am I?
(pyramid)
3.I am a spatial figure having a
circular base and one vertex. Who
am I? (cone) Answer:
4.I am a spatial figure with 2 a cylinder
B.Review parallel congruent faces called a cylinder with no
bases and the other faces are bases
parallelograms. Who am I? a cube with no base
(rectangular prism)
5.I am a spatial figure with 2 a rectangular prism
circular bases, no edge, and no 3. Identify the rectangular
2.
vertex. Who am I? (cylinder) prism that the net shown
would fold into.

Answer:

B. Establishing a purpose for
the lesson
Group Activity: Group Activity: Distribute an
activity sheet to each group.
Answer:
a.Figure 4
b.Figure 3
c.Figure 1
d.Figure 2
Every morning, we take our Group Activity: 4.Which of the nets can be
breakfast to jumpstart our day. Distribute net to each group. Let folded to form a cylinder?
Breakfast is the first and most them cut carefully around the net.
important meal of the day. People Fold the net to construct a solid
have different preferences for figure. Label the name of the solid
breakfast. Some prefer to have a figure they formed.
light breakfast, while others want it
heavy. One good example of a
healthy breakfast is a bowl of a. Figure 2
cereals. All cereals are available in a b. Figure 4
similar box. What kind of solid
figure is it? Have you tried c. Figure 3
unfolding cereal box? d. Figure 1
5. Which of the nets can
be folded to form a
 rectangular prism?

a. Figure 2
b. Figure 1
c. Figure 4
d. Figure 3
C. Presenting Group Activity: Present the lesson on page 200 of Group Activity: 6. Which net can be folded
Examples/Instances of Identify the solids that can be Txbk. Provide graphing paper for each to form a rectangular
new lesson formed by the given figures. Let us unfold a cereal box. group to do this activity. prism?
Based on the illustration ( see the
illustration on page 200), if we
unfold the cereal box we will come
up with a closed plane figure.
This two-dimensional figure is
called a net.
(Discuss the content on page 202-
a. Figure 2
205 of 21st century Mathletes)
b. figure 3
c. figure 1
d. figure 4

(TG page 79)

D. Discussing new concepts Show a video of visualizing solid Show a video of visualizing solid Show a video of “3d Shape Nets for Show a video of “Learning Solid 7.. Identify the net for the
and practicing new skills figures figures Kids” Figures and Nets (cone, cylinder, rectangular prism.
#1 prism, pyramid, cube, cuboid)”

a.Figure 2
b.Figure 4
c.Figure 1
d.Figure 3
E. Discussing new concepts Group Activity: Group Work; Each group will make 2 different 8. Which of the figures
and practicing new skills Each group will make 2 different nets for the ff. represents the front view
#2 nets for the ff. Group 1: hexagonal prism of the solid?
Group 1: Cube Group 2: square pyramid
Group 2: Square Prism Group 3: Triangular Prism
Group 3: Octagonal Prism Group 4: cylinder
Group 4: cylinder Group 5: rectangular prism
Group 5: Cone
(TG. page.80)
a.Figure 3
b.Figure 2
c.Figure 1
d.none of these
F. Developing mastery 9.Which of the figures
(Leads to Formative represents the side view of
Assessment) the solid?

G. Finding practical
applications of concepts
and skills in daily living
a.Figure 3
b.Figure 1
c.Figure 2
d.none of these
Pair-share: Matching Game Pair-share: Pair-share: 10.Which is the top view of
1)Divide the class into 2 groups. the solid?
2)The first group will be given
activity cards with the name of
spatial figures.
3)The second group will be
given activity cards with
descriptions of particular spatial a. Figure 1
figures. b.Figure 2
4)Let the activity card holders c.Figure 3
raise the activity cards they are
d.none of these
holding.
11.Which of the figures
5)Each of them will try to find
their partner. represents the top view of
6)The first to match their cards the cylinder?
correctly wins.

H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application and
remediation
7)Let each pair stand in front
and read their activity cards.
a.Figure 1
b.Figure 3
c.Figure 2
d.none of
these
Ans.
A,b,b,d,c,c,d,c,a,a,b
What is a solid figure? What is a net?
How can you describe a solid figure? A net is a flat figure that can be folded to form a closed, three-
-A solid or space figure is three – dimensional. It has length, width dimensional object. Such an object is called a solid.
and height. Differentiate the nets of pyramids, prisms, cones and cylinders from each
-Face – is the flat surface. other
- Edge – is the intersection of any two faces.
-Vertex – is the intersection of three or more faces.
Name each solid figure. Then, Identify the solid figure that can be Continuation: Answer
draw its net. formed by each net. Chapter Test on page 83
(Txbk page 206) (Txbk page 207)
Answer Math Challenge on page 208-208=9 Answer remediation on TG page Answer Enrichment Actvity on TG
81 page 82
V. Remarks
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
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 this 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?
 GRADE 6
DAILY LESSON LOG
WEEK 3
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT / TOPIC
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
School: Grade Level: VI
Teacher: Learning Area: SCIENCE
Teaching Dates and Time: NOVEMBER 12-16, 2018 (WEEK 3) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate understanding of Gravity and friction affect the movement of object
The learners should be able to produce advertisement demonstrate road safety.
The learners should be able to infer Infer how friction and gravity Produce an advertisement which The learners should be able to
how friction and gravity affect affect movements of different demonstrate road safety infer how friction and gravity affect movements of
movements of different objects. S6FE- objects S6FE-IIIa-c-1 different objects.
IIIa-c-1
-Create an advertisement that demonstrates road safety.
Demonstrate the effects of friction of
the motion of an object -Demonstrate advertisement on road safety in a creative
way.
-Appreciate the importance of advertisements about road
safety.
Demonstrating the effects of
Frictional Forces gravity and friction on the motion Describing Forces Gravitational and Frictional Forces
of an object
K 12 Science link 318-322 Science Links Science Links 6
294-303
https://youtu.be/t4HlDF8_Fao
Explore and Experience Science 6, Video recorder, hand phone, Laptop,internet,pictures,activity sheets,video
pp. 217 – 224 meta cards, marker
Science Links 6 , pp. 305 - 322
IV. PROCEDURES
Teacher’s Instruction Arrange the following jumbled Let’s Do the Thumbs up.
Show pictures of moving cars and letters. If the statement is true show your Thumbs up.If it is
the solar system. Infer how they false Thumbs down.
move. VTTIONGRAAINAL CEROF -Force can stop a moving object.
(Gravitational force)- is a force - Force can change the speed of a moving object.
that pulls object toward one - By applying force to the break,the vehicle will continue
another to move.
CITENGAM CEROF-(Magnetic
Force)- is a force that causes
object to attract or repel each
other
CELECIRT CEROF (Electric Force)-
that exist between charged and
A. Reviewing previous lesson or particles
presenting the new lesson RAELCUN CEROF-(Nuclear Force)-
that holds the particles in the
nucleus together
LANOFRICTIO CEROF (Frictional
Force-) are force that opposes
motion between two surfaces
touching each other
LAGUFRITENC CEROF (Centrifugal
force) – is an outward force that
pulls an object away from the
center.
CTRIENTALPE CEROF-
(Centripetal0- is a force that
pulls an object
Question of the day: Question of the day: Review the different Road safety Pair up activity
How friction and gravity affect sign. Ask them to Identify the Watch a video about a situation on a busy road.
What would life be without friction? motion? different signs by using meta Have a short talk with your seatmate.
B. Establishing a purpose for the
How does friction affect us? cards
lesson
(SEE ATTACHED ACTIVITY: GUESS
WHAT PPP)

C. Presenting examples/ Teacher’s Instruction Teacher’s Instruction Let the pupils watch a video How can we help inform other people about safety road?
instances of the new lesson https://youtu.be/t4HlDF8_Fao
 ‘’Guess the mystery word!” identify
the word that could describe the four
pictures. Write your answer in the
boxes below
Teacher’s Instruction
D. Discussing new concepts and
Activity 6.5 comparing movements of
practicing new skills #1
objects on the different surfaces.
E. Discussing new concepts and
practicing new skills #2
Teacher’s Instruction
Group Presentation of Data. The
teacher may use Rubric on
Presentation.
F. Developing mastery
(leads to formative assessment )
The students will give some desirable
effects of friction on the motion of
G. Finding practical applications
objects
of concepts and skills in daily
living
Activity 1 – TOY CAR IN MOTION
The teacher will use the activity as
guide
Activity 2 - DroppingThings of
Different Weights
Students present their output on
the activity. The teacher will give
feedback about the result.
Answer the Guide Questions.
Discuss how gravity and friction
affect motion of an object
1. Your brother discovered
that the chain of his bicycle is
rusty, so it runs slow. How will you
help him fixing his bicycle?
2. Your on your way to a
family outing. Suddenly it rained,
Giving motive question Group Activity
Create an advertisement about the given pictures.
Presentation of the ouptputs
Group I-Jingle
Group II- Slogan
Group III-Short Dialogue
Group IV- Poster
ACTIVITY Games on road signs
Using Technology like video
recorder or hand phone, The
group will make an
Advertisement. (Infomercial)
about road safety. The video will
be presented on the next day
The setting will be:
Group 1: In front of a School,
while crossing the road.
Group 2: In the market
Group 3: In the Play ground
Group 4: While riding in a
jeepney.
Group 5: While using bicycle.
Presentation of the group To lessen the accidents on road especially during rainy
days,what should people do?

Let the students demonstrate the
different effects of friction on the
H. Making generalization and
motion of an object.
abstraction about the lesson
Please see the rubrics on activity 6.5
I. Evaluating learning
and the road gets slippery, what
would you tell to your father?
Why?
3. Your mother’s wedding
ring got stuck in her finger. She
wanted to remove it but no matter
how hard she pulled it, she cannot
get it how would you help her?
4. You are going on a hiking.
Which kind of shoes are you going
to use? (Rubber shoes? or leather
shoes), Why?
5. The padlock of your
house doesn’t open anymore
because it is filled with rust. You
applied it with oil. Why did you do
it?
External condition like friction Why do you think it is important What are some of the ways of keeping the roads safe
affect the movement of an object. for pupils like you to be aware of from accidents?
Awareness should be done that the different signs and safety Is advertisement of great help?How?
friction has desirable and measures while on the road?
undesirable effect.
The teacher gives ten-question How can you relate the saying Use Rubrics to evaluate the pupils advertisements.
quiz about how friction and gravity “Prevention is better than
affect motion. amount of cure” in our topic?

A. Stack a Tower
Gravity pulls objects downward.
Stack blocks as high as you can in
different ways. Experiment with
the shape and center of gravity.
J. Additional activities for How high can you stack the
application / remediation blocks?

B. Radio play
You are one of the passengers
on a space shuttle flight. You are
 in orbit for the first time and you
cannot feel you weight. Write a
dialogue communicating with your
friend on the ground with a radio
device.

C. Road advertisement

Friction occurs between the

parts of the vehicle and between
the road and the tires. Wearing
away of parts in engine sometimes
causes road accidents. Produce an
advertisement to show road
safety.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done :

Pa Fail ML T Pa Fail ML T Pa Fail ML T Pa Fail ML T

sse ed sse ed sse ed sse ed
V. REMARKS
d d d d
M M M M
MR MR MR MR
IAP IAP IAP IAP
GC GC GC GC
S S S S
VI. REFLECTION
______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned 80% above
A. No. of learners who earned
above 80% above 80% above
80% in the evaluation

______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require additional activities for
B. No. of learners who require
additional activities for remediation additional activities for additional activities for remediation
additional activities for
remediation remediation
remediation

C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
? No. of learners who have ______ of Learners who caught up the ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught up the lesson
caught up with the lesson lesson the lesson the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well ? Why
did this work ?
______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue to require remediation
require remediation to require remediation to require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Demonstrations
Demonstrations Demonstrations Demonstrations The activity can be a classroom experiment, a survey, a
The activity can be a classroom The activity can be a classroom The activity can be a classroom simulation or an analysis of secondary data.
experiment, a survey,a simulation or experiment, a survey, a simulation experiment, a survey, a simulation ___Cooperative Learning
an analysis of secondary data. or an analysis of secondary data. or an analysis of secondary data. ___Jigsaws
___Cooperative Learning ___Cooperative Learning ___Cooperative Learning ___Gallery Walks
___Jigsaws ___Jigsaws ___Jigsaws ___Fieldtrips
___Gallery Walks ___Gallery Walks ___Gallery Walks ___Making notes from book
___Fieldtrips ___Fieldtrips ___Fieldtrips ___Use of internet/audio visual presentation
___Making notes from book ___Making notes from book ___Making notes from book ___Text books
___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual ___Investigations
presentation presentation presentation ___Models
___Text books ___Text books ___Text books ___Demonstrations
___Investigations ___Investigations ___Investigations Other Techniques and Strategies used:
___Models ___Models ___Models ___Manipulative Tools
___Demonstrations ___Demonstrations ___Demonstrations ___Pair Work
Other Techniques and Strategies used: Other Techniques and Strategies Other Techniques and Strategies ___ Explicit Teaching
___Manipulative Tools used: used: ___ Group collaboration
___Pair Work ___Manipulative Tools ___Manipulative Tools ___ Carousel
___ Explicit Teaching ___Pair Work ___Pair Work ___ Diads
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___ Differentiated Instruction
___ Carousel ___ Group collaboration ___ Group collaboration ___ Discovery Method
___ Diads ___ Carousel ___ Carousel ___ Lecture Method
___ Differentiated Instruction ___ Diads ___ Diads Why?
___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Complete IMs
___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Availability of Materials
Why? ___ Lecture Method ___ Lecture Method ___ Pupils’ eagerness to learn
___ Complete IMs Why? Why? ___ Group member’s collaboration/cooperation in doing
___ Availability of Materials ___ Complete IMs ___ Complete IMs their tasks
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Audio Visual Presentation of the lesson
___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
collaboration/cooperation in doing
their tasks

F. What difficulties did 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 ?
___ Audio Visual Presentation of the
lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional Materials
__ local poetical composition
___ Group member’s
collaboration/cooperation in doing
their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
___ Group member’s
collaboration/cooperation in
doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional Materials
__ local poetical composition