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GRADE 6 School Grade level VI

DAILY LESSON LOG Teacher Learning area EPP - AGRICULTURE


Teaching dates and time SEPTEMBER 24-28, 2018 (WEEK 7) Quarter 2nd QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.
I. OBJECTIVES

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

B. Performance Standards Applies knowledge and skills in planting trees and fruit trees Markets Fruits and
Seedlings
C. Learning Competencies/ TLE6AG0f-7
Objectives 7 Market fruits and seedlings 7.1 Applies scientific knowledge 7.2.Keep updated 7.3 marketing 7.4 Uses of on line
Write the LC code for each and skills in identifying fruits and records of strategy to be used in marketing of orchard
seedlings ready for sale trees/seedlings for selling trees and seedlings
sale 7.5 Prepares flyers and
Brochures
• How to sell your crop 7.2.1Proper record 7.3.1Marketing 7.1.4 Benefits of on line
II. CONTENT Wholesale and retail keeping of events, strategy marketing
Marketing of fruits and seedlings expenses, sales Transactiona Advantages and
• The Farmers Market and improvement of l dis advantages of
orchards • Word of Mouth on line marketing 7.1.5
• Personalized Design and lay out of
7.2.2 Maintaining records • Free sample flyers and brochures for
• Tree map marketing marketing fruits and
• Tree growth • Telemarketing seedlings
• Seedlings growth • Community
marketing

III. LEARNING RESOURCES


A. References Curriculum Guide for Curriculum Guide for Grade Curriculum Guide for Curriculum Guide for Curriculum Guide for
Grade VI-Agriculture p.32 VIAgriculture p.32 Grade VI-Agriculture p.32 Grade VI-Agriculture Grade VI-Agriculture p.32
p.32
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Agricultural Crops Agricultural Crops Production, Agricultural Crops Wastong Pagtatanim Wastong Pagtatanim
Learning Resource (LR) Production, Teachers Teachers Guide Production, Teachers
portal Guide Guide

B. Other Learning Resources Charts, Pictures, Video, Actual object, Charts, Pictures, Video, Actual Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video,
Guidebook, internet object, Guidebook, internet Actual object, Actual object, Actual object,
Guidebook, internet Guidebook, internet Guidebook, internet

IV. PROCEDURES

A. Reviewing previous lesson or Assign groups to report on the Perform systematic and .Perform proper Demonstrate the Observe healthy and
presenting the new lesson systematic and scientific way of scientific ways of caring procedures in proper ways of safety measures in
caring for seedlings, trees and seedlings, propagated trees preparing organic applying organic formulating organic
fruit trees and fruit trees fertilizer and fertilizer and fertilizer and pest
• Cultivating organic pest/insect organic pest/insect /insect control
• Transplanting control control to
• Watering seedlings and
• Applying organic propagated plants
fertilizer
B. Establishing a purpose for the Apply entrepreneurial skills in Scientific knowledge Skills and Maintaining record Choosing the best Practice marketing
lesson marketing and selling fruits, in identifying fruits and and keeping all data in marketing strategy strategy through
seedlings seedlings for sale tact in selling fruits and advertising and on
and cuttings seedlings line techniques
C. Presenting examples/instances of Proper selection and harvesting of Proper maintenance of Presentation of Practice advertising
the new lesson fruits, and proper selection of records and Books, different Marketing techniques in marketing
seedlings for sale ledger for marketing strategies in marketing fruits and seedlings
fruits and seedlings fruits and seedlings

Practice.Scientific
knowledge/skills in identifying
fruits and seedlings for sale
Ripeness
Physiological maturity
Colouring
Organoleptic quality
Commercial maturity

D. Discussing new concepts and Environmental and community Analyzing your orchard s and Bookkeeping techniques Proper wearing of Analyzing failed or un-
practicing new skills #1 scanning in marketing fruits and plantation status Personal protective successful formulation of
seedling equipment organic fertilizer and
organic pest/insect
control
E. Discussing new concepts and Safety practices in transplanting Introduction to Organic Ideal marketing Advertise your product
practicing new skills #2 seedlings and propagated plants concoctions strategy applied for
fruits and seedlings
F. Developing mastery (leads to Discussed Applies scientific knowledge Proper record Discuss the different Lay out and design
Formative Assessment 3) entrepreneurial skills and skills in identifying fruits keeping of events, marketing advertisement for
in marketing and selling fruits, and seedlings ready for sale expenses, sales and strategies in fruits and seedlings for
seedlings and cuttings improvement of selling fruit and sale
orchards seedlings

G. Finding practical applications of Knowing your market and Proper analysis of fruits and Develop proper Selection and best Practice on-line
concepts and skills in daily living customer seedlings ready for records and books marketing strategy marketing strategy
market intended for for
marketing fruits and seedlings

H. Making generalizations and Entrepreneurial skills in Marketing Scientific way and skills in Record keeping and Scope and Present different way of
abstractions about the lesson fruits and seedlings identifying fruit and seedlings for maintenance of data for characteristics of advertising your product
sale marketing different marketing
techniques
I. Evaluating learning Written examination Oral recitation Demonstrations Reporting and Group presentation Written examination
Demonstrations presentation skills Role Play Word Puzzle
Role Play Demonstration Direct Observation
Ocular Inspection

J. Additional activities for application Video presentation of some best Video presentation of scientific Present ideal existing Invite speaker who is Video presentation in
or remediation practices in marketing fruits and skills in identifying fruits and actual records of books an authority in developing
seedlings seedlings for sale and ledger intended for marketing fruits and advertisement like
fruits and seedling sale seedling and who will brochure, leaflets and
sand market talked on marketing posters for marketing
strategies

V. REMARKS

VI. REFLECTION

A. No. of learners who earned


80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-I.A.
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in making simple electrical gadgets.
B. Performance Standards Constructs simple electrical gadgets with ease and dexterity
C. Learning Competencies / Objectives Explains the protocols (processes) in making electrical gadgets (TLE6IA-0g-9)
Write the LC code for each

II. CONTENT
Production/ repair of simple electrical gadgets.
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
Give me an example of Rearrange the following The teacher will show the work of
different simple steps to each group done yesterday about
A. Reviewing previous lesson or electrical gadgets: make it correct the
presenting the new lesson Extensions cord, Refer to activity 2 protocol or a process in making a
Door bell Continue the group electrical gadgets.
Plugs, presentation from
lampshades yesterday activities
Group activity: Why is it necessary to Why is it dangerous to The will show a diagram of the
The teacher will ask the strictly make an correct process of making a
B. Establishing a purpose for the pupils to list down follow the steps/ electrical gadget dorrbell. The teacher will ask: will
lesson the steps in constructing direction in without the doorbell function? Why?
an extension msking simple elecrical following the concise
cord in a manila paper and gadgets? direction?
post it on the Sample anwers:
board. The first group to To avoid accidents,
complete the task To produce an output
will be declared as a with good
winner. quality

Classify the things is it a The teacher will prepare


Group activities:
furniture or a strips of Divide the class into 4
gadget? flashcards with different
groups
Television steps in Each group will be
Cellphone making an extension given an
Laptop cord. envelope with strips of
C. Presenting examples/ instances of Sofa Ask the pupils to post it
cartolina
the new lesson Cabinet on the with different correct
Table board accordingly. processes of
Doorbell making an specific
electrical
gadget. The pupils will
rearrange
it and post it on the
board.
Teacher will present at Group work: Each group will present The teacher and the Ask the pupls to give some reactions
least 3 different Based on the information their class will give on the diagram presented.
videos showing the they output to the class for comments and
protocols in making watched yesterday, the confirmation or suggestions regarding
electrical gadgets. group will suggestions by their group
D. Discussing new concepts and
The teacher will instruct assess the their classmates. presentation and the
practicing new skills #1
the group to protocol/process in teacher
observe and take note of making an electrical will give additional
the processes in gadgets. List information about the
making the electrical the step by step protocol protocol in making an
gadgets. in electrical
making electrical gadgets. gadgets.
The group will list down Group reporting. Pupils What is the importance
and summarize will give of
E. Discussing new concepts and
what they have observed their reactions and the following the correct
practicing new skills#2
while watching teacher will protocol/
the video. (panel be the facilitator process in making
discussion of a group) electrical
gadgets?

F. Developing mastery Refer to Activity 1 What is the importance What is the importance of following
(Leads to Formative Assessment 3) “Completing the Process What is the importance of following the the correct protocol/ process in
Ladder” of following correct protocol/ making electrical gadgets?
the correct protocol/ process in making
process in electrical gadgets?
making electrical
gadgets?

G. Finding practical applications of Why is it important to Why is constructing When does short
concepts and skills in daily living know how to make At home, you noticed octopus circuit happen?
an electrical gadgets? that your electrical extension
How will it be usefulat brother is having a hard dangerous?
home and in your time fixing
daily life? an extension cord. What
will you
do?
H. Making generalizations and What is the importance of What is the importance What is the importance What is the importance
abstractions about the lesson remembering of of of
the different protocol/ remembering the remembering the remembering the
processes/ steps in different different different protocol/
making electrical gadgets? protocol/ processes/ protocol/ processes/ processes/ steps in
steps in steps in making electrical
making electrical making electrical gadgets?
gadgets? gadgets?
I. Evaluating learning True Or false
Give the different What will you do if your Why is constructing 1. Do not check the wirings in
protocol/ processes/ steps extension cord is not octopus making
in working, Considering the electrical extension an extension cord.
making electrical gadgets. safetyness in fixing? dangerous? 2. Operate any electrical appliances
1. with wet hands.
2. 3. Never use temporary jumpers.
3. 4. Never construct octopus
4. extension
5. cord.
5. Don’t attempt to check or repair
some electrical gadgets if you do not
have the right knowledge to do it.
J. Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION
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?
School Grade Level VI
GRADE 6 Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time SEPTEMBER 24-28, 2018 (WEEK 7) Quarter 2ND QUARTER

WEEK 7 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
I. OBJECTIVES
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.
A. Content Standard demonstrates knowledge and skills in using audio, video conferencing tools, and e-group
B. Performance Standard communicates and collaborates online through audio, video conferencing, and e-group
C.Learning  Give steps in signing  Give steps in  Sign up for a skype  Make a group video  Use
Competency/Objectives up for a skype importing facebook account. call or video skype/google
Write the LC code for each. account. contacts to skype  Follow steps in signing conferencing. hangouts in
 Enumerate steps in  Call someone using up, adding and  Make a group call or video call.
adding a skype skype. importing contacts. audio conferencing.  Conduct a
contact. TLEIE6-0g-13  Make a call using TLEIE6-0g-13 skype/google
TLEIE6-0g-13 skype. hangouts in
TLEIE6-0g-13 video or audio
conference.
TLEIE6-0g-13
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
II. CONTENT
COMMUNICATING AND
COLLABORATING USING ICT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 90-96 pp. 97-99 pp. 90-99 pp. 99-100 Entrepreneurship
pp. 101
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
IV. PROCEDURES
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Present “Let’s Study” on Review on steps in signing up Review on steps in importing Review on Review on how to make
presenting the new lesson page 90. for a skype account and steps facebook contacts to skype and  Steps in signing up an audio and video
in adding skype contacts. Call someone using skype. for a skype account conference using skype.
 Steps in aading skype
contacts
 How to import
facebook contacts to
skype
 Call someone using
skype
B. Establishing a purpose for the
lesson
C. Presenting Introduce skype to the
examples/Instances of the learners and give some
new lesson background about the
application.
D. Discussing new concepts and Discuss the steps in signing Group Activity:
practicing new skills # 1 up for a skype account and  Create a skype account
steps in adding skype following the steps in
contacts on pp. 90-96 of TX making a skype
E. Discussing new concepts and Discuss Importing Facebook account. Discuss the steps on how to Group Activity:
practicing new skills # 2 Contacts to skype and calling  Add contact list in their start a Group video call Let each group do
someone in contact list on skype account. (Video Conferencing using “Acvtivity 5.1: Catching
pp. 97-99 of TX  Import contacts skype and Making a Group Up!” on page 101 of TX.
 Make a video call. Call (Audio Conferencing)
using skype on pp. 99-100 of
TX
Developing mastery Let each group
(leads to Formative Assessment collaborate with each
3) other using skype or
google hangouts.
F. Finding practical application
of concepts and skills in daily
living
G. Making generalizations and Group Activity:
abstractions about the lesson Let each Group discuss the
following in the class
Group 1 - Creating a skype
account following the
steps in making a skype
account.
Group 2 - Adding contact
list in their skype
account.
Group 3 - Importing
contacts
Group 4 - Making a video
call.
Group 5 - Making a group
call.
H. Evaluating learning 20 item quiz
I. Additional activities for
application or remediation

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
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-H.E.
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 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
VII. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance an d joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
D. Content Standards Demonstrates an understanding of and skills into the basics of food preservation
E. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food
TLE6HE-Og-11 3.2.1 Identifies the tools/utensils and equipment
F. Learning Competencies / Objectives 3.2 Uses the tools/utensils and 3.2.1 Prepares plan on preserving/processing food
Write the LC code for each equipment and their substitutes in
food preservation / processing.
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.
VIII. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete
IX. LEARNING RESOURCES
and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
K. References
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages
8. Additional Materials from Learning
Resource (LR)portal
Bantigue, R.M. and Pangilinan, J.P. https://food-
(2014) Growing up with Home hacks.wonderhowto.com/h
Economics and Livelihood Education. ow-to/10-brilliant-
FNB Educational, Inc. QC. substitutions-for-
specialized-kitchen-tools-
0150526/

L. Other Learning Resources https://www.youtube.com/


watch?v=N0Y2QlMO4Uw

https://www.youtube.com/
watch?v=KjG28t1iGQI
X. PROCEDURES
Recap of previous lesson Recap of previous lesson Recap of previous lesson. Recap of previous lesson. Mention that yesterday,
Last week, the discussion was on food Yesterday, the class was There were exercises or There were presentation of the class started with the
preservation, the benefits derived able to identify different activities on the use of the possible substitutes for planning for the
from it as well as its different types. tools/instruments and different tools/instruments kitchen tools/instruments. presentation of
We also conducted an inventory of equipment used in food and equipment in food There was a video preserved/processed food.
food that can be preserved and preservation. preservation / food presentation of these Today, they will continue
processed. processing,. substitutes and how they can to prepare for the
The class was able to be used. assignment next week.
A. Reviewing previous lesson or distinguish the difference
This week’s lesson is on the The class was asked if they
presenting the new lesson tools/instruments/utensils and between tool/instruments could think of possible The class was also informed
equipment that we use for food and equipment. substitute/s for that they willl present by
preservation. tools//instruments. group processed/preserved
food next week.

The class started with their


planning for the project and
the first step was to identify
a food item.

Ask the learners on the importance Our lesson for today is a Ask the learners why there The eight (8) groups will Continue with group
of familiarizing the learners with the continuation of the is a need to think of present their plans. discussion on project.
tools/utensils and equipment in food discussion yesterday substitutes for
preservation. because the class will be instruments/tools in the There is emphasis on non- The class discussed with
asked to present the recipes kitchen. duplication of food items their individuall group their
B. Establishing a purpose for the of preserved with the same mode of food chosen recipe, tools and
lesson foods/processed foods and Emphasize the need to be preservation. equipment, tasks for each
identify the resourceful for the learners member of the group,
tools/instruments and workplan, and the budget
equipment used to complete for the project.
the process.

Ask the difference between Individual class presentation. With reference to the After presentation, the The group representative
tools/instruments and equipment. assigned task to the learners, teacher will ask the class to will check with the HE room
The other members of the the teacher will call on group themselves again if the tools and equipment
M. Presenting examples/ instances of Before the difference is determined, class will provide feedback learners to provide examples then discuss the following: needed are available.
the new lesson ask the learners to give examples of on the presentation. of substitutes.  Choosing a recipe.
tools / instruments and equipment.  Identifying tools and If the tools are not
Show photos to the class. equipment that will be available, the learners will
used in completing the bring them to class.
process
Knife sharpener - sharpen  Listing the steps in Bring the needed
your knife with a ceramic preserving/processing of ingredients for the project..
bowl or mug food
Egg separator – water bottle  Assigning tasks for each
group member
Jar opener – duct tape  Designing a work plan
 Preparing a budget
 Documenting photos
Burger press – measuring
cup, jar lids

Double boiler – two


saucepans or one pan and a
mixing bowl
Ask the learners examples of these Play a video clip on food The teacher will explain each The eight (8) groups will
tools/instruments: preservation / food Show a video on substitute of the items that will be provide updates on the
processing. The video for kitchen included in the presentation: status of preparation for
Response may include knives, fork, contains the specific steps tools/instruments. their assignment.
spoon, whisk, spatulas, graters, undertaken for the  Recipe of the
wooden mallets, containers, plastic completion of the process. https://www.youtube.com/ preserved/processed
bins with airtight lids, ceramic dishes The use of the tools / watch?v=N0Y2QlMO4Uw food
with plastic lids and foil containers, utensils/ instruments and
jars, bag, food brushes, measuring equipment are very evident
https://www.youtube.com/  Tools / instruments used
cups, colander, strainer, timer, in the video.
watch?v=KjG28t1iGQI in the activity
weighing scale, measuring spoons,
handheld can opener, cooking
N. Discussing new concepts and Think of other substitute for  Equipment used in the
thermometer, etc.
practicing new skills #1 tools/iinstrument. activity

Ask the learners examples of


equipment used in food preservation:  Steps in
juicer, mixer, electric can opener, preserving/processing of
blender, refrigerator, stove, oven. food

What then is the difference between  Role of each member of


tools and equipment? the group

One major difference is the use of


electricity.
The teacher will show photos or The contents of the video The teacher will inform the Tell the class that it might be
drawings of examples of will be processed by the class that by next week, they the first time that they have
tools/instruments and equipment. class. will be bringing heard of the following:
preserved/processed foods  Work plan
The teacher will ask the learners the which they themselves will  Budget
use of each tool/instrument and prepare.  Photo Documentation
equipment.
(not included in the CG)
The class will be divided into
The teacher will then present a photo
eight (8). With reference to
where the specific tool or equipment
the lessons last week on the
is used or being used.
methods of food
O. Discussing new concepts and
preservation, assign two
practicing new skills#2
groups per method.

Group 1 - Drying
Group 2 - Salting
Group 3 - Freezing
Group 4 –Processing
Group 5 – Drying
Group 6 – Salting
Group 7 - Freezing
Group 8 - Processing

P. Developing mastery The class will prepare Pickled Papaya. Presentation of another Each group will identify what Define, explain and provide
(Leads to Formative Assessment 3) What tools/utensils/instruments will video clip on food item they will work on. examples.
be used? processing/preservation of There should be no
 Grater food. duplication of food items for Workplan – is the list of tasks
 Bowl groups who will be working that need to be done for a
 Jar Midway in the presentation, on the same method. specific activity. It indicates
the day and time and the task
 Teaspoon the teacher will pause the
that will be done.
 Cup video then ask the class
 Muslin bag what the next steps will be. The individual group will
plan on the Budget – is the list of the
 Squeezer
preserved/processed food expenses or costs of items
 Collander The video presentation will
which they will prepare. used in the activity.
 Tray or bilao be played again.
 Sauce pan Photo Documentation – are
 Knife pictures taken before, during
 Slicer and after the activity. These
are action shots e.g.
discussing, marketing, food
preparation, of cooking until
the final product is ready for
presentation.

Q. Finding practical applications of Describe how the above The teacher will ask the
concepts and skills in daily living tools//instruments will be used? learners what process in the
video is very important in
Ask the class what equipment will be food preservation / food
used in the preparation of Pickled processing. Ask them why.
Papaya?

Answer: Gas stove or gas range

Ask the class when it will be used.


R. Making generalizations and Remember the difference between The class continue with
abstractions about the lesson tools/instruments and equipment. their planning for next
week’s presentation
Familiarize yourselves with the
tools/instruments used in the
preservation of food.
S. Evaluating learning Present a situation wherein The teacher will go around The teacher will go around The teacher will advise the
the tools/instruments the eight (8) groups to the eight (8) groups to group on how to better
needed for a specific recipe ensure that they are on the ensure that they are on the prepare for their
are not available. right track. right track. presentation next week.

Ask the learners to think of a Clarifications by the learners Clarifications by the learners Clarifications by the
substitute. will be addressed by the will be addressed by the learners will be addressed
teacher. teacher. by the teacher.
T. Additional activities for application or Bring recipes on preserved foods. Submit photos of possible
remediation Identify the equipment and substitutes for kitchen .
tools/instruments that will be used to tools/instruments.
complete the process.
XI. 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
XII. REFLECTION
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H.No.oflearnerswho earned80%onthe
formative assessment
I. No.oflearnerswho
requireadditionalactivities
forremediation.
J. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
K. No.oflearnerswho continuetorequire
remediation
L. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
M. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan helpmesolve?
N.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: SEPTEMBER 24 – 28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 LUNES MARTES MIYERKULES HUWEBES BIYERNES


I. Layunin

Naipamamalas ang mapanuring pag-unawa sa sistema ng pamamahala sa panahon ng mga Hapones


Pamantayang Nilalaman
(Content Standard)

Pamantayan sa Pagganap Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto, dahlan, epekto at pagbabago sa lipunan ng panahon ng mga Hapones.
(Performance Standard)
Pamantayan sa Pagkatuto Nasusuri ang sistema ng pamamahala sa panahon ng mga Hapones
(Learning Competencies)
Layunin (Lesson Objectives) 1. Nasusuri ang mga
1. Nasisiayasat ng pagtatag Pagbabagong
ng Ikalawang Republika Panlipunan at
2. Nailalarawan ang Pangkultura sa 1. Natatalakay ang mga
1.Natatalakay ang sistema at
1. Natutukoy ang uri ng pangyayari sa Ikalawang Panahon ng Hapones Pagbabagong Pang-
balangkas ng Pamahalaang
Pamamahala sa panahon ng Republika 2. Napapahalagahan Edukasyon at Pang-
Hapones
Hapon 3. Napapahalagahan ang ang mga ekonomiya
Ikalawang Republikasa Pagbabagong 2. Nailalarawan ang mga
2.Nasisiyasat ang mga mabuti
2.Natatalakay ang paraan ng pamamagitan ng isang Panlipunan at Pagbabagong Pang-
at di-mabuting bunga ng
Pamamahala ng mga Jingle Pangkultura sa edukasyon at Pang-
Sistema at balangkas ng
Hapones sa Pilipinas Panahon ng mga ekonomiya
Pamahalaang Hapones
Hapones 3. Naipahayag ang
3.Naiisa-isa ang kahalagahan 3. Nakapagsasagawa ng kahalagahan ng epekto
3.Naipahayag ang kahalagahan
ng Pamamahala ng Hapones collage ng ng mga Pagbabagong
ng Sistema ate balangkas ng
sa Pilipinas nagpapakita ng mga Pang-edukasyon at
Pamahalaang Hapones
Pagbabagong Pang-ekonomiya
Panlipunan at
Pangkultura sa
Panahon ng Hapones
Ang Pagtatag ng Ikawalang
Paksang Aralin Ang Pamamahala ng mga Sistema at Balangkas ng Republika Mga Pagbabagong Panlipunan at Mga Pagbabagong Pang-
(Subject Matter) Hapones sa Pilipinas Pamahalaang Hapones Pangkultura sa Panahon ng edukasyon at Pang-ekonomiya
Hapones
A.P. 6 Book (AP6KDP-IIG-7); A.P. 6 Book (AP6KDP-IIG-7); A.P. 6 Book (AP6KDP-IIG-7); EASE A.P. 6 Book (AP6KDP-IIG-7); EASE I A.P. 6 Book (AP6KDP-IIG-7); EASE
Gamitang Panturo
EASE I Modyul 15:MISOSA EASE I Modyul 15:MISOSA I Modyul 15:MISOSA Lessons- 30- Modyul 15:MISOSA Lessons- 30-32 I Modyul 15:MISOSA Lessons- 30-
(Learning Resources)
Lessons- 30-32 (Gr.5) Lessons- 30-32 (Gr.5) 32 (Gr.5) (Gr.5) 32 (Gr.5)
Pamamaraan
(Procedure)
a. Balik-Aral sa nakaraang
aralin at/o pagsisimula ng Magpapakita ng video tungkol sa Ano ang kahalagaha ng pagtatag
Talakayin muli ang nakaraang
bagong aralin (Reviewing Talakayin muli ang nakaraang Ipaliwanag ang Pamamahala pangyayari ng Ikalawang ng Ikalawang Republika?
paksang -aralin
previous lesson/s or presenting paksang aralin ng mga Hapones sa Pilipinas Republika
the new lesson)

a. Magpakita ng mga larawan Pag-uusapan ang video na nakita. Maglahad ng isang word puzzle
Tanong:
ng mga kagamitan ng mga Magpapalitan ng ideya ang guro hinggil sa mga pagbabagong
b. Paghahabi sa layunin ng Makatwiran ba ang Game:Paint Me A Picture
Hapones na kanilang ginamit at mga bata. Panlipunan at pang-kultura
aralin (Establishing a purpose pamamahala ng mga Hapones
sa Pamamahala nila sa
for the lesson) sa Pilipinas?
Pilipinas.
Pag-usapan ang mga ito.
Magpaskil ng mga larawan ng Pag-usapan ang kaisipan na nabuo
c. Pag-uugnay ng mga Pangkatang Gawain mga pangyayari o kaganapan sa isang word puzzle tungkol sa
halimbawa sa bagong aralin Buuin ang mga titik sa loob ng Magpaskil ng mga larawan na noong panahon ng Ikalawang panlipunan at pang-kultura.
Talakayin ang kanilang ideya sa
(Presenting examples/ envelop upang makabuo ng nagpapakita ng Sistema ng Republika
mga nagawa sa
instances of the new lesson) salita. Pamahalaang Hapones.
(Maaring magbigay ng ‘clue’)

Ang bawat grupo ay Tanungin ang mga bata:


magtalakayan sa kanilang Tanungin ang mga bata kung Ipasabi sa mga bata kung ano ang Ano ang ibig sabahin ng salitang
ideya tungkol sa nabuong ano ang ipinapakita sa bawat ipinapakita sa bawat larawan. kanilang nabuo.
salita. Ipepresenta nila ito sa larawan.
d. Pagtalakay ng bagong Ipamalas ang art of questioning
malikhaing pamamaraan
konsepto at paglalahad ng upang maipalabas mula sa mga
bagong kasanayan #1 bata ang mga Pagbabagong Pang-
a.Ibigay ang kahulugan ng
(Discussing new concept) edukasyon at Pang-ekonomiya
salitang nabuo.

b. Magbigay ng sariling ideya


sa salitang nabuo.

Sa pamamagitan ng mga Talakayin ang mga kaisipan na Talakayin ang mga kaisipan na
e. Pagtalakay ng bagong presentasyon ng mga bata, nakita sa larawan ipinaskil. nabuo. Gamitin ang Arts of
konsepto at paglalahad ng kukuha ng ideya ang guro Talakayin ang nabuong ideya Questioning –HOTS. Magbigay ng karagdagang
bagong kasanayan #2 upang maging gabay sa base sa larawang ipinakita. kaalaman tungkol sa
(Continuation of the discussion pagtalakay tungkol sa Gamitin ang Arts of Pagbabagong Pang-edukayon at
of new concept) Pamamahala ng Hapones sa Questioning – HOTS) Pang-ekonomiya
Pilipinas. (Art of Questioning
– HOTS)
f. Paglinang sa Kabihasaan Strategy: Carousel Sa pamamagitan ng isang Strategy: Gallery Walk Collage Making: Kilalanin kung ang mga
(Tungo sa Formative Ipapaskil ng guro ang mga Poster, siyasatin ang Sistema Tanong: Base sa mga larawang Gumawa ng isang collage na sumusunod na mga pangungusap
Assessment) (Developing paraan sa pamamahala ng at Balangkas ng Pamahalaang nakita, paano naitatag ang nagpapakita ng pagbabagong ay Pagbabagong Pang-edukasyon
Mastery) mga Hapones sa Pilipinas at Hapon Ikalawang Republika? o Pagbabagong Pan-ekonomiya
bibigyang pagkakataon ang Pangkultura at Panlipunan sa
bawat pangkat nag pag- panahon ng Hapon
usapan ang tugnkol dito.
Pagkatapos, iikot ang mga
bata hangang mapag-usapan
ang mga paraan nakapaskil sa
bubong.
g. Paglalapat ng aralin sa pang- Ano ang magandang naidulot Paano nabago ang mga kalagayang
Tanong:
araw-araw na buhay (Finding Sa iyong palagay ano ang Ng Ikalawang Republika sa panlipunan at pangkultura ng mga Paano nabago ang mga
Sa inyong palagay,
practical application of mabuting naidudulot ng bansa? Pilipino sa panahon ng mga sistemang pang-edukasyon at
nakabubuti ba ito sa mga
concepts and skills in daily Pamamahala ng Hapones sa Hapones? pang-ekonomiya ng mga Pilipino
Pilipino? Ipaliwanag ang
living) Pilipinas. sa panahon ng mga Hapones.
sagot.
h. Paglalahat ng Aralin (Making Ano ang pinakamahalagang Anu-ano ang mga pagbabago sa
Anu-ano ang mga pagbabago sa
generalizations and Ano ang naidudulot nito sa Ano ang naging malaking pangyayari sa panahon ng larangan ng Panlipunan at
larangan ng Pang-edukasyon at
abstractions about the lesson) mga Pilipino? impluwensiya nito sa Pilipinas? Ikalawang Reublika Pangkultura sa panahon ng
Pang-ekonomiya.
Hapones
Magkakaroon ng isang Balitaan. Pagbibigay pasulit. Completing table.
Topic: Ang Pagtatag ng Lagyan ng bituin kung ang Isulat sa tamang hanay ang mga
Gagawa ng balangkas o chart Ikalawang Republika pangungusap ay tumutukoy sa pangungusap.
Sa pamamagitan ng isang Talk
tungkol sa epekto ng pagbabagong panlipunan at puso
i. Pagtataya ng Aralin Show, ilahad ang Sistema at
Pamamahala ng Hapones sa kung ito ay tumutukoy sa Mabuti Di-mabuti
(Evaluating learning) Balangkas ng Pamahalaang
Pilipinas. (Maganda at Di- pagbabagong pangkultura.
Hapon
magandang epekto)

Ipagpalagay mo na nabuhay Worksheet:


ka sa panahon ng Hapon. Lagyan ng tsek kung alin sa mga Sumulat ng isang sanaysay tungkol
j. Karagdagang gawain para sa Gumawa ng isang “Graphic
Batay sa iyong napag-aralan, sumusunod na pangyayari ang sa mga pagbabagong panlipunan Gagawa ng Journal tungkol sa
takdang-aralin at remediation Oraganizer” na nagpapakita ng
maituturing mo bang tapat naganap sa Ikalawang Republika atpangkultura sa panahon ng mabuti at di mabuting dulot na
(Additional Activities for mabuti at di-mabuting bunga
ang kanilang layunin sa ating Hapones. mga Pagbabagong Pang-
application or remediation) ng Sistema at Balangkas ng
bansa. edukasyon at Pang-ekonomiya
Pamahalaang Hapones.
Pangatwiranan ang iyong
sagot.
Remarks
Reflection
a. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya.
b. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation.
c. Nakatulong ba ang
remedial? Bilang ng mag-aaral
na nakaunawa sa aralin.
d. Bilang ng mga mag-aaral
na magpapatuloy sa
remediation.
e. Alin sa mga istratehyang
pagtuturo nakatulong ng
lubos? Paano ito nakatulong?
f. Anong suliranin ang
aking naranasan na solusyunan
sa tulong ang aking
punungguro at superbisor?
g. Anong kagamitang
panturo ang aking nadibuho na
nais kong ibahagi sa mga
kapwa ko guro?
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES

The learner demonstrates understanding...


 of various elements in orally communicating information
 of various non-verbal elements in orally communicating information
 of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience)
 that the English language is stress timed to support comprehension
A. Content Standards  that a change in stress entails a change of meaning to evaluate the speaker’s / author’s purpose and meaning
 of the command of the conventions of standard English grammar and usage when writing or speaking
 of different formats to write for a variety of audiences and purposes
 to express ideas effectively in formal and informal compositions to fulfill their own purposes for writing
 of non-verbal communication to communicate with others
 of verbal and non-verbal elements of communication to respond back

The learner...
 orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities and purposes
 prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their
own clearly and persuasively
 reads with sufficient accuracy and fluency to support comprehension
 uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
B. Performance Standards  uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
 speaks and writes using good command of the conventions of standard English
 drafts texts using appropriate text types for a variety of audiences and purposes
 edits, rewrites/ revises and publishes texts using appropriate text types for a variety of audiences and purposes
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 uses paralanguage and non-verbal cues to respond appropriately
 uses a variety of strategies to provide appropriate feedback

EN6F-IIg-1.6; EN6F-IIg-1.3; EN6F-IIg-1.7


C. Learning Competencies EN6F-IIg-1.6; EN6F-IIg-1.3; Read grade level text with accuracy, appropriate rate, and proper expression. EN6G-IIg-7.3.1; EN6G-IIg-
EN6F-IIg-1.7 EN6G-IIg-7.3.1; EN6G-IIg-7.3.2 7.3.2
Read grade level text with Compose clear and coherent sentences using appropriate grammatical structures: Preposition and Compose clear and
accuracy, appropriate rate, and prepositional phrases coherent sentences using
proper expression. EN6A-IIg-17 appropriate grammatical
EN6OL- IIg-5 Show tactfulness when communicating with others structures: Preposition and
Share brief impromptu remarks EN46A-IIg-18 prepositional phrases
about topics of interest Show openness to criticism EN46A-IIg-18
EN6G-IIg-7.3.1; EN6G-IIg- 7.3.2 Show openness to criticism
Compose clear and coherent
sentences using appropriate
grammatical structures:
Preposition and prepositional
phrases
EN6A-IIg-17
Show tactfulness when
communicating with others
EN46A-IIg-18
Show openness to criticism

II. CONTENT Prepositions Prepositional Phrases

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages

English for You and Me 6 (Language). 2011. pp 152-153


3. Textbook pages
New Horizons in Learning English I. 1999. P.165
English Arts I. 2000. pp.251-252
4. Additional Materials from Activity Sheet in English 6
Learning Resource (LR) portal (Quarter 2: Week 7)

*BEAM-DLP5 Module 40 and 57- *BEAM-DLP5 Module 40 and 57- *http://www.flyingwords.com/preposition-poem.html


BEAM-DLP5 Module 40 and 57- Using Using "Preposition Poem." Flying Words. Accessed July 28, 2017.
Using Prepositions and * Prepositions and Prepositional * Prepositions and Prepositional http://www.flyingwords.com/preposition-poem.html.
Prepositional Phrases Phrases Phrases *BEAM-DLP5 Module 40 and 57- Using
* MISOSA 5 Module 6- Using * MISOSA 5 Module 6- Using * MISOSA 5 Module 6- Using * Prepositions and Prepositional Phrases
B. Other Learning Resources
Prepositions and Prepositional Prepositions and Prepositional Prepositions and Prepositional * MISOSA 5 Module 6- Using Prepositions and Prepositional
Phrases Phrases Phrases Phrases
* EN4LM pp.332 *https://freestoriesforkids.co * EN4TG pp. 374-375 * EN4TG pp. 374-375
* EN4TG pp.352-353 m/ children/stories-and- *EN4LM pp. *EN4LM pp. 358-360;366-369
tales/poor-bunnys-magic- https://www.youtube.com/wat
present ch?v=eF6LE4P_bEU
* Sacristan, Pedro Pablo. "The Preposition Sing Along Song.
Poor Bunny's Magic Present." Produced by Jason Smith and
www.freestoriesforkids.com. Adam Smith. Youtube.
Accessed July 28, 2017. January 20, 2015. Accessed July
* EN4LM pp.349 28, 2017.
* EN4TG pp.364-365 https://www.youtube.com/wat
ch?v=eF6LE4P_bEU. .

IV. PROCEDURES
A. Review/Presenting New Show some sentences on the Check the previous day’s task Do “Let’s Try This” Task 1: Looking Back
Lesson board and ask the learners to Read “To the Learner” and given to the learners. Call on Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.1)
identify the adverbs of time “Let’s Learn This” them to share their answers to
learned from last week’s lesson. Activity Sheet in English 6 class.
Ask them to circle the adverbs (Quarter 2: Week 7-Day 2 p.1)
used.
Read “To the Learner” and Read “To the Learner” and “Let’s Do “Let’s Try This” Task 2: Talk About It
B. Establishing a purpose for “Let’s Learn This” Learn This” Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.2)
the lesson Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 7-Day 1 p.1) (Quarter 2: Week 7-Day 3 p.1)
C. Presenting examples/ Do “Let’s Try This” Task 1: Do “Let’s Try This” Task 1: To Do “Let’s Try This” Task 1: Read “Let’s Read This”
instances of the new Picture Analysis the Principal’s Office Looking Back Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.3)
lesson Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 7-Day 1 p.1) (Quarter 2: Week 7-Day 2 p.1) (Quarter 2: Week 7-Day 3 p.1)
Do “Let’s Try This” Task 2: Read Do “Let’s Try This” Task 2: Talk Watch the film clip on “Let’s Discuss “Let’s Study This”
Along. About It Study This” Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.3)
D. Discussing new concepts After reading it to the learners, Activity Sheet in English 6 Activity Sheet in English 6
and practicing new skills let them read it aloud, observing (Quarter 2: Week 7-Day 2 p.1) (Quarter 2: Week 7-Day 3 p.2)
#1 accuracy, appropriate rate, and
proper expression.
Activity Sheet in English 6
(Quarter 2: Week 7-Day 1 p.2)
Discuss “Let’s Study This” Read and discuss “Let’s Study Do “Let’s Do This” Task 3: Try This
E. Discussing new concepts Activity Sheet in English 6 This” Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.4)
and practicing new skills (Quarter 2: Week 7-Day 1 p.2) Activity Sheet in English 6
#2 (Quarter 2: Week 7-Day 2
p.1-2)

Do “Let’s Do This” Task 3: Do “Let’s Do This” Task 3: Do “Let’s Do This” Task 3: Choosy Do “Let’s Do More” Task 4: Charades!
F. Developing mastery (leads Choosy Me! Choosy Me! Me! Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.4)
to Formative Assessment Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
3) (Quarter 2: Week 7-Day 1 p.3) (Quarter 2: Week 7-Day 2 p.3) (Quarter 2: Week 7-Day 3 p.2)
Do “Let’s Do More” Task 4: Pair Do “Let’s Do More” Task 4: Pair Do “Let’s Do More” Task 4:
G. Finding practical Up Up! Groupfie!
applications of concepts Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
and skills in daily living (Quarter 2: Week 7-Day 1 p.3) (Quarter 2: Week 7-Day 2 p.3) (Quarter 2: Week 7-Day 3 p.3)

Read “Let’s Remember This” Read “Let’s Remember This” Read “Let’s Remember This” Read “Let’s Remember This”
H. Making generalizations Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.4)
and abstractions about (Quarter 2: Week 7-Day 1 p.3) (Quarter 2: Week 7-Day 2 p.3) (Quarter 2: Week 7-Day 3 p.3)
the lesson

Do “Let’s Test Ourselves” Task 5: Do “Let’s Test Ourselves” Task 5: Do “Let’s Test Ourselves” Task 5: Do “Let’s Test Ourselves” Task 5: Testing...1.2.3!
I. Evaluating learning Testing…1,2,3! Testing…1,2,3! Testing…1,2,3! Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.5)
Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 7-Day 1&2 (Quarter 2: Week 7-Day 2 p.3) (Quarter 2: Week 7-Day 3 p.3)
p.3)
Use the emergency exit route Choose any of the following Do “Let’s Test Ourselves” Task 6: Groupfie!
J. Additional activities for that you have in your classroom. topics or you can think of your Think of a song or any poem that Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.5)
application or Write the directions going to own: uses prepositional phrase. Sing or
remediation your Principals office using the  favorite pet read it for the class tomorrow.
different prepositions that  dream job
we’ve learned. Take note that  favorite drama
the starting point is your  favorite artist/singer
classroom.
Be ready to tell something
about it using to and from.
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to
evaluation. next objective. next objective. next objective. objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery mastery mastery
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
additional activities for remediation. additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for
remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught
with the lesson lesson lesson lesson lesson up the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
require remediation. additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for
remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
worked well? Why did these work? ___ Group collaboration ___ ___ Group collaboration ___ ___ Group collaboration ___ ___ Group collaboration ___ Games well:
Games Games Games ___ Power PointPresentation ___ ___ Group collaboration
___ Power PointPresentation ___ ___ Power PointPresentation ___ ___ Power PointPresentation ___ Answering preliminary ___ Games
Answering preliminary Answering preliminary Answering preliminary activities/exercises ___ Power PointPresentation
activities/exercises activities/exercises activities/exercises ___ Discussion ___ Case ___ Answering preliminary
___ Discussion ___ Case ___ Discussion ___ Case ___ Discussion ___ Case Method activities/exercises
Method Method Method ___ Think-Pair-Share (TPS) ___ ___ Discussion ___
___ Think-Pair-Share (TPS) ___ ___ Think-Pair-Share (TPS) ___ ___ Think-Pair-Share (TPS) ___ Rereading of Case Method
Rereading of Rereading of Rereading of Paragraphs/Poems/Stories ___ Think-Pair-Share (TPS)
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Differentiated Instruction ___ ___ Rereading of
___ Differentiated Instruction ___ ___ Differentiated Instruction ___ ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Paragraphs/Poems/Stories
Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Differentiated Instruction
Discovery Method ___ Lecture Discovery Method ___ Lecture Method ___ Lecture Method Why? ___ Role Playing/Drama
Method Method Why? ___ Complete Ims ___ Discovery Method ___
Why? Why? ___ Complete Ims ___ Availability of Materials ___ Lecture Method
___ Complete Ims ___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group Why?
___ Availability of Materials ___ ___ Availability of Materials ___ Pupils’ eagerness to learn ___ member’s Cooperation in doing their ___ Complete Ims
Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in tasks ___ Availability of Materials
Group member’s Cooperation in Group member’s Cooperation in doing their tasks ___ Pupils’ eagerness to learn
doing their tasks doing their tasks ___ Group member’s
Cooperation in doing their
tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology Equipment __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Lab
__Reading Readiness __Lack of __Reading Readiness __Lack of __Reading Readiness __Lack of __Reading Readiness __Lack of __ Additional Clerical works
Interest of pupils Interest of pupils Interest of pupils Interest of pupils __Reading Readiness
__Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from views __ Making use big books from views __ Making use big books from
views of the locality views of the locality of the locality of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be
as Instructional Materials as Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Flashcards __Flashcards __Flashcards __Flashcards __Flashcards
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I.LAYUNIN
A. Pamantayang Naipamamalas ang pag-unawa sa kahagalahan ng pakikipagkapwa-tao na may kaakibat na paggalang at responsibilidad
Pangnilalaman
B. Pamantayan sa Pagganap Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at kapwa
Alamin: . Nakapagpapakita ng Isagawa: . Nakapagpapakita ng Isapuso: . Nakapagpapakita ng Isabuhay: Nakapagpapakita ng Subukin: Nakapagpapakita
C. Mga Kasanayan sa paggalang sa ideya o suhestyon ng paggalang sa ideya o suhestyon ng paggalang sa ideya o suhestyon ng paggalang sa ideya o suhestyon ng paggalang sa ideya o
Pagkatuto kapwa kapwa kapwa ng kapwa suhestyon ng kapwa
Isulat ang code ng bawat 3. 1 Pagkakawanggawa 3. 1 Pagkakawanggawa 3. 1 Pagkakawanggawa 3. 1 Pagkakawanggawa
3. 1 Pagkakawanggawa
kasanayan Code: EsP6P-IId-i-31 Code: EsP6P-IId-i-31 Code: EsP6P-IId-i-31 Code: EsP6P-IId-i-31
Code: EsP6P-IId-i-31

II.NILALAMAN Paksa: Pagpapakita ng Paksa: “ Pagpapakita ng Paksa: “ Pagpapakita ng Paksa: “ Pagpapakita ng Paksa:“ Pagpapakita ng
Pagmamalasakit sa kapuwa Pagmamalasakit sa kapuwa” Pagmamalasakit sa kapuwa” Pagmamalasakit sa kapuwa “ Pagmamalasakit sa
kapuwa.”
III. KAGAMITANG PANTURO
A. Sanggunian
1.Mga pahina sa Gabay ng Dapat Isaisip. P.158. EsP – Fl-EP Grade 6
Guro .https://www.youtube.com/watch?v=H1Dsik6Q2,https://www.youtube.com/watch?v=WMbXcO6QDSg
2.Mga Pahina sa Kagamitang
Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan EsP6 DLP, Ikalawang Markahan, EsP6 DLP, Ikalawang EsP6 DLP, Ikalawang EsP6 DLP, Ikalawang EsP6 DLP, Ikalawang
mula sa portal ng Learning Ikapitong Linggo Aralin14: Markahan,Ikapitong Linggo Markahan,Ikapitong Linggo - Aralin Markahan,Ikapitong Linggo - Markahan, Ikapitong Linggo
Resource Pagpapakita ng Pagmamalasakit Aralin 14:“ Pagpapakita ng 14: “ Pagpapakita ng Aralin 14: “ Pagpapakita ng Aralin 14: “Pagpapakita ng
sa kapuwa.” Pagmamalasakit sa kapuwa.” Pagmamalasakit sa kapuwa.” Pagmamalasakit sa kapuwa.” Pagmamalasakit sa
kapuwa.”
B. Iba pang Kagamitang powerpoint presention, metacards, permanent marker at masking tape, Short video, show me board.
Panturo
IV.PAMAMARAAN
A. Balik-Aral sa nakaraang Pagbati ng guro ng magandang a.Pagbati sa mag-aaral. Magandang Buhay mga bata! Sino Magandang Umaga sa inyong Pagbati ng guro ng
aralin at/o pagsisimula ng buhay sa mga mag-aaral. b.Balik-aral. Itanong : sino ang mga lumiban sa klase? lahat mga bata! magandang buhay sa mag-
aralin Pagtitsek kung sinong lumiban sa 1.Tungkol saan ang ating talakayan Balik-aral sa nakaraang talakayan. May mga lumiban ba sa ating aaral.
klase. kahapon? klase? Pagtitsek kung sinong
Ipabasa: “ Pagpapakita ng 2.Anong pagpagpapahalaga ang Itanong. Bilang isang mag-aaral, lumiban sa klase.
Pagmamalasakit sa kapuwa ” iyong natutuhan tungkol sa aralin paano mo maipapakita ang iyong
kahapon? pagmamalasakit sa iyong kapwa?
Ano ang mahalagang kaisipan ang 3.Paano ito nakaimpluwensiya sa
nalalaman tungkol dito. iyong sarili bilang miyembro ng
lipunang iyong ginagalawan?
B. Paghahabi sa layunin ng Film viewing; a. Picture clues: Bilang isang mag-aaral,
aralin Panonood ng video clip Ipakita ang mga larawan na may paano mo ipapakita ang
presentation mga magkakahalong letra sa gitna pagmamalasakit sa
(Nagpapakita ng pagmamalasakit ng mga larawan. kapuwa?
sa kapuwa.) Mula sa pinaghalo-halong letra, Ipabuo ang mga pahayag
https://www.youtube.com/watch? bumuo ng mga salitang may batay sa napag-aralan.
v=WMbXcO6QDSg kaugnay sa larawan.

SGPIAGPA

YNAIBANAH

GUPNOATGNL
Ano anong mga salita ang nabuo
batay sa larawan?
Anong mahalagang katangian ang
ipinapakita sa bawat larawan?
C. Pag-uugnay ng mga Mga tanong: Ipakita ang rubrics na gagamitin sa ( Talakayin ang mga ginawa ng Panuto: Basahin ang sitwasyon. Pangkatin ang mag-aaral
halimbawa sa bagong a. Ano ang iyong nakita sa Video pangkatang Gawain mga mag-aaral sa kanilang Pagkatapos, isulat sa kwaderno sa lima at ipakita ang
aralin clip na napanood? Tema: pangkatang Gawain.) kanilang gagawin.
b. Ano ang ginawa ng bata habang “Pagmamalasakit sa Kapuwa” kung dapat gawin ang isinasaad Ibahagi ang mga
tumatawid ang matanda sa kalye? sa bawat bilang at bakit. kagamitang gagamitin sa
c. Bakit tinulungan ng bata ang Pangkat Gawain 1. May isa kang kapitbahay paggawa ng poster
matanda na makatawid sa kalye? na madalas na pumupunta sa
d. Sa daloy ng pangyayari sa Video Magpapakita inyo upang humingi ng pagkain. Bawat pangkat ay gagawa
clip na napanood ano ang Unang ng dula- Ngunit madalas, nakikita mo ng poster tungkol sa
naramdaman mo habang pangkat siyang umuupo lang sa kanilang pagmamalasakit sa kapwa
dulaan
pinapanood ito? sala at walang ginagawa.
2. Isang programa ang
Ikalawang Paggawa ng
inihahanda para sa matatanda na
pangkat Akrostik nakatira sa Salvacion River Side.
Ito ay bilang pagtatapos ng
Paggawa ng gawain ng inyong barangay.
Ikatlong
pangkat Poster Iniimbitahan ka ng iyong mga
kaibigan
Ikaapat na Paggawa ng na sumama.
pangkat tula

Ikalimang Paggawa ng
pangkat jingle

Bigyan sila ng limang minuto para


sa preparasyon at karagdagang
dalawang minuto sa presentasyon.
D. Pagtatalakay ng bagong Anong pagpapahalaga ang Talakayin ang ginawa ng mga mag- Itanong: Tumawag ng dalawang boluntir Pakitang gilas ng bawat
konsepto at paglalahad ng mabubuo sa mga jumbled letters aaral. Bilang mag-aaral, ano ano ang mga na maglalahad ng kanilang pangkat sa pagpapahayag
bagong kasanayan #1 na nasa pisara? gagawin mo upang makatulong sa ginawa. sa kanilang likhang poster.
kapwa? May kabutihan ba itong
KAGPAAMSLAIMAT AS PAWKA maidudulot sa lipunan? Tama ba ang naging pasya ninyo
Paano ito makaaapekto sa iyong sa bawat sitwasyon? Bakit?
pakikipagkapuwa-tao?

E. Pagtatalakay ng bagong Ipaliwanag ang pagkakaintindi sa Magkaroon ng dula-dulaan Ano ang iyong isinaalang-alang sa Balitaktakan
konsepto at paglalahad ng nabuong salita. tungkol sa pagmamalasakit sa pagbuo ng iyong desisyon o
bagong kasanayan #2 “Pagmamalasakit sa Kapwa” kapwabatay sa larawang nasa gagawin sa bawat sitwasyon?
ibaba.
Kailan ninyo ipinapakita ang
pagmamalasakit sa kapwa? Paano?
Mayroon ka bang naging
karanasan na katulad sa ginawa ng
mga bata?
Saan ito nangyari? Anong tulong
ang iyong ginawa?
Ano ang naidulot nito sa iyo?
F. Paglinang sa Kabihasaan Bakit kailangang magmalasakit sa Sa inyong palagay, bakit mahalaga Sa iyong journal, sumulat ng tatlo Muling itanong ang nasa
(Tungo sa Formative kapwa? ang pagmamalasakit sa ating hanggang apat na pangungusap Isabuhay at tumawag ng
Assesment ) kapwa? sa iyong realisasyon o pag-unawa ilang mag-aaral upang
sa ating paksang pinag-aralan. magbahagi.
“Bilang isang mag-aaral,
paano mo ipapakita ang
pagmamalasakit sa
kapuwa?”
G. Paglalapat ng aralin sa Kung ikaw ay nasa katayuan ng bata Bakit kailangang matuto na maging Ipabasa sa mga mag-aaral ang
pang araw-araw na buhay tutulungan mo ba ang matanda sa mapagkawanggawa sa kapwa? Tandaan Natin. Ipaulit ng
pagtawid sa kalye? Bakit? dalawang beses upang tumimo sa
isipan ng mag-aaral. Matapos
maipabasa ay tumawag na mag-
aaral na kung saan ay magbibigay
siya ng kanya idelohiya batay sa
tandaan natin.
TANDAAN:
“Ang pagmamalasakit sa kapwa ay
nagpapatibay ng pagsasamahan at
pagkakaibigan.”
H. Paglalahat ng Aralin Ano ang dapat gawin kapag Paano ipinapakita ang Magkaroon ng maikling paglalahat Para sa iyo ano aang kahalagahan Bumuo ng paglalahat ukol
nagmamalasakit sa kapwa? pagmamalasakit sa kapwa?. sa nakaraang gawain. ng pagiging mapagmalasakit sa sa paksang napag-aralan
kapwa?? sa buong lingo.
I. Pagtataya ng Aralin Ipaliwanag sa sariling salita ang Gumawa ng slogan na may temang Magtala ng limang sitwasyon na Bigyan ng kaukulang puntos ang Sumulat ng maikling talata
salitang pagmamalasakit. “pagmamalasakit sa kapwa” nagpapakita ng iyong ginawan nang mga bata batay sa tungkol sa kahalagahan ng
pagmamalasakit sa iyong kapwa. napagkasunduang rubric. pagmamalasakit sa iyong
kapwa.
J. Karagdagang gawain para Bumuo ng maikling tula tungkol sa Bumuo ng maikling ngunit Magsaliksik ng isang awit
sa takdang-aralin at pagmamalasakit sa kapwa. makabuluhang Akrostic ukol sa tungkol sa pagkakaibigan.
remediation pagmamalasakit sa kapwa Isulat ang liriko nito sa
iyong journal. Humandang
ibahagi ito sa klase.
V.MGA TALA Natapos mong muli ang
isang aralin.Naniniwala
akong kaya mong
“ Magmalasakit sa
kapuwa at maging
mabuting tao.”
Ipagpatuloy mo ang
mabuting gawain.
Pagpalain ka ng Diyos!
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80%
sapagtataya
B. Bilang mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin?
D. Bilang ng mga mag-aaral
na magpatuloy sa
remediation?
E. Alin sa mga istrateheya ng Cooperative grouping, picture Clues, ICT Integration, Differentiated instruction
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 Power Point making,
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 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 Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
D. C. Mga Kasanayan sa Nasasagot ang mga tanong tungkol Nakapagbibigay ng panuto na may Nagagamit nang wasto ang Naibibigay ang kahulugan ng Nakasusulat ng sulating
Pagkatuto. Isulat and code sa napakinggang higit sa limang hakbang. pandiwa sa pakikipag-usap sa pamilyar at di- kilalang salita sa pormal.
ng bawat kasanayan usapan. F6PS-IIg-8.7 iba’t ibang sitwasyon. pamamagitan ng kayarian. F6WC-IIf-2.9
F6PN-IIa-g-3.1 F60L-IIf-j-5 F6V-IIg-1.17

E. II. NILALAMAN Pagsagot sa mga tanong tungkol sa Kasanayan: Pagbibigay ng Panuto Paggamit ng mga Pandiwa sa iba’t Pagbibigay ng kahulugan ng Sulating pormal
napakinggang usapan na may Higit sa Limang Hakbang ibang pokus sa pagsasalaysay pamilyar at di- kilalang salita sa
pamamagitan ng kayarian
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 Wika pp.125-130 Landas sa Wika pah 114-119 Landas sa Wika pah 206-
210
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resources (LR)
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN

A. Balik-Aral sa nakaraang Pagsunod sa panuto Aspekto ng Pandiwa Magsulat ng inyong sariling Ano ano ang mga
aralin at/o pagsisimula ng Kumuha ng pambura at burahin ang talaarawan at ibigay ang impormasyong makukuha
bagong aralin mga nakasulat sa pisara. mahahalagang pangyayari sa bawat bahagi ng
Isulat ang buong pangalan pahayagan.
ng guro sa Filipino.
B. Paghahabi sa layunin ng Ipasuri sa mga mag-aaral ang Sino sa inyo dito ang nauutusan na Nakasama ka na bas a isang field Panuto: Isulat sa loob ng bilog ang Matagal nang nag-iisip si
aralin larawan.Itanong: Ano ang masasabi magluto o magsaing? Ano ang trip? Anu-ano an naging karanasan titik ng salitang binigyang Celia ay wala pa ring
ninyo sa larawan? una mong ginagawang mo? kahulugan sa pangungusap. pumapasok sa kanyang
paghahanda/ hakbang pag ika’y Basahin ang usapan sa pahina 114 1. Pahiwatig ito ng di-pagsang- isipan tungkol sa paksang
Tungkol saan ang kanilang pinag nagsasaing? ng Landas sa Wika. ayon. nais niyang isulat.
usapan? Mahalagang tanong: 2. Walang mukhang iharap si Sagutin:
Gaano kahalaga ang pagbibigay ng Dave sa kanyang sinuway na ama. Ano ang problema ni
panuto sa isang gawain? 3. Buong tatag niyang Celia? Tama ba ang naisip
Paano ito makatutulong sa ipinagtapat ang mga pangyayari. niyang gawin?
pagsunod ng isang gawain? 4. Panlipunan ang ayos at kilos
Magiging maayos ba ang iyong niya.
paggawa pag may sinusunod na 5. Hindi kaaya-aya ang amoy ng
hakbang? patay na daga.

Piliin ang sagot:


A. Sosyal C. Isiniwalat
E. Nahihiya
B. Mabaho D. Pagtutol
C. Pag-uugnay ng mga Ngayon ay makinig tayo ng Pagbibigay pamantayan / hakbang Basahin mabuti ang isang talata. Basahin ang Tuklasin
halimbawa sa bagong aralin usapan,ating sasagutin ang mga sa pagbasa “ Ang Patatas na Masustansya” pah.205 ng Landas sa
tanong tungkol sa pakikingan nating Ipabasa ang kuwento Ang patatas ay isang gulay na hindi Wika
usapan. pa lubos na kilala sa Pilipinas. Para
Ano ang kanilang ginawa? “Pakinabang sa Basura” sa Pilipino, ito ay isa lamang
Bakit sila nag uusap? Nagkalat ang basura sa paligid. pansahog sa ulam, tulad ng nilaga,
Tungkol saan ang kanilang Nagdadala ito ng sakit at mitsado, menudo at putsero. Ayon
pinag uusapan? mabahong amoy. sa magasing National Geographic,
Alin ang mas gusto mong panahon, Nakapagpaparumi pa ito ng ang patatas ay pagkaing
maaraw o maulan? Bakit? kapaligiran. Ngunit alam ba nagpapalusog. Mayaman ito sa
Alin ang higit na mahalaga:Ang ninyong ngayon ay may Bitamina C, B at iron. Halos walang
araw o ulan? pakinabang na sa basura? taba ito at mababa lamang ang
Ginagamit na ngayon ang mga taglay nitong calorie, kaya
basura tulad ng mga bulok na mahusay ang pagkaing ito sa mga
gulay, prutas, dumi ng mga hayop, nagdidyeta. Higit pa ang protina
at iba pang natutunaw na bagay ng patatas kaysa soybean. Ang
paggawa ng isang uri ng minasang patatas na nilagyan ng
panggatong. Ito ay ang bio-gas. gatas ay nakapagpalusog ng mga
Paano ba nagiging bio-gas ang sanggol na isa o mahigit pang
mga basurang ito? Madali lang. Sa taong gulang. May naiulat na isang
planta ng bio-gas dinadala ang Scandinavian na nabuhay nang
mga dumi at basura. Dalawa ang may 300 taon sa pamamagitan ng
bahagi ng planta. Sa isang bahagi patatas at margarina lamang. Sa
inilalagay ang mga basura at Rusya ay pangalawang tinapay ang
hinahayaang mangasim at patatas at sa maraming bansa ito
matunaw ang mga ito sa loob ng ang pangunahing pagkain ng mga
ilang araw sa tulong ng tao.
mikrobyong anaerobic. Ito ang
mikrobyong nabubuhay kahit
walang hangin. Ang likido na
nakukuha sa pagtunaw ng mga
basura ay ang bio-gas. Sa isa pang
bahagi ng planta inililipat ang bio-
gas at dito iniimbak nang ilang
araw bago gamitin. (Landas sa
Pagbasa 6 pp.152-154.)
D. Pagtalakay ng bagong Alamin natin ngayon sa Gawin Ninyo/ Gawin Mo Basahin at pag-aralan ang Tuklasin 1. Ano ang pamagat ng talata? Talakayin ang mga
konsepto at paglalahad ng pamamagitan ng pakikinig sa Pagkatapos basahin ang pah 115-116 2. Tungkol saan ang talata? halimbawang sulatin o
bagong kasanayan #1 usapan kung paano nakakatulong kuwento, tulung-tulong ang klase 3. Ibigay ang paksang talata talata pah. 206
ang araw at ulan sa tao. binasa. Sagutin ang mga tanong:
sa pagbuo ng panuto/ direksiyon
Pumili ng tatlong bata at ipabasa Ano ang paksa ng bawat
ang balagtasan kung paano ang paggawa ng sulatin?
Ipasagot ang mga tanong sa biogas.
talakayan
Itanong: Ano ang paksa ng pag Ipasusulat ito sa strips ng cartolina
uusap sa balagtasan? at ipadidikit sa pisara ayon sa
Patula baa ng paraan ng akda? wastong pagkakasunud-sunod.
May paksa bang
pinagtatalunan?Ano ito?
Ilan ang nagsasalita?
Sino-sino sila?
Ano sa palagay moa ng nais ng
bawat panig?
E. Pagtalakay ng bagong Pangkatin ang mga mag aaral sa Tungkol saan ang inyong ibinibigay Gawin Sa sulating pormal, ang
konsepto at paglalahad ng tatlo.Itanghal sa klase ang binasang na panuto o direksiyon? Malinaw paksa ay may kalaliman.
bagong kasanayan #2 balagtasan ‘Alin ang Higit na ba ang pagkakabigay nito? Sagutan ang Gawin A pah 117 Ang mga salita ay pinipili
Mahalaga :Ang Araw o ang at masining ang
Sabihin: Sa araw-araw na
Ulan?Ang mga kaklase ang pagpapahayag. Sa
magsisilbing tagapakinig o pakikipag-ugnayan natin, naririnig katunaya,mayroon
tagahatol. natin ang ibat-ibang direksiyon sa tayong mga isinasaalang-
paggawa ng mga bagay. Gayundin, alang sa paggawa ng
nagbibigay tayo ng panuto sa sulating pormal.
paggawa ng mga bagay.
Sa pagbibigay ng panuto,
gumamit ng eksakto at tiyak na
salita. Iwasan ang salitang maligoy.
Ito’y nagdudulot ng pagkalito.
Gawing malinaw at maikli ang
bawat hakbang na babanggitin.
Pagsunud-sunurin sa maayos at
sistematikong paraan ang mga
hakbang na isasagawa. Sikaping
ang mahahalaga at kailangang
impormasyon lamang ang ibibigay.
Kung ang panuto ay ibinibigay
nang pasalita , ibigay ito sa
katamtamang lakas ng tinig at
karaniwang bilis ng pagsasalita.
F. Paglinang ng Kabihasaan Basahin ang diyalogo. Magbigay nang panuto upang Paunlarin A pah. 118 Paunto: Ibigay ang kahulugan ng Sagutan ang Paunlarin
( tungo sa Formative Sagutin ang mga tanong tungkol maisagawa ang sumusunod na bawat salita. Ilagay sa patlang ang pah.209-210
Assessment ) dito proyekto. Isulat sa manila paper P kung Payak ang salita, M kung
ang mabubuong hakbang. Maylapi, I kung Inuulit at T naman
Paggawa ng Pataba o Abono sa kung Tambalan.
Halama ___ 1. ama
Paggawa ng Parol ___ 2. kabaitan
Paggawa ng Teleponong Lata ___ 3. tatlo-tatlo
Paggawa ng Saranggola ___ 4. pangalawa
___ 5. tama
___ 6. pag-alipusta
___ 7. aping-api
___ 8. kapitbahay
___ 9. kayamanan
___ 10. Anakpawis
G. Paglalapat ng aralin sa Tumawag ng dalawang bata para Magbigay ng isang malinaw na Isulat ang sarili mong karanasan sa Isapuso Mo Bumuo ng sulating
pang-araw-araw na buhay mag usap tungkol sa oplan tokhang panuto na may higit sa limang pagpunta sa isang lugar. Gumamit Panuto: Ibigay ang kahulagan ng pormal batay sa paksang
Ang ilang batang lalaki ang hakbang. ng mga pandiwa. mga salitang pamilyar at di Buhay - Estudyante
magtatanong na sasagutin naman Nais mong ituro ang tamang daan pamilyar. Ibigay ang kayarian nito.
ng mga babae. papunta sa inyong tahanan mula 1. mahirap
sa iyong paaralan. (Ang guro ay 2. damit
malayang magbigay ng sariling 3. inaanak
sitwasyon) 4. pag-ikot
5. hampaslupa
1.___________________________
____
2.___________________________
____
3.___________________________
____
4.___________________________
____
5.___________________________
____
6.___________________________
____
H. Paglalahat ng Aralin Tungkol saan ang mga tanong na Ano ang kahalagahan ng Anu-ano ang mga Pokus ng Isaisip Mo Sa pagsusulat ng
inyong sasagutin? pagbibigay ng panuto? Pandiwa Tandaan: Paano naibibigay ang anumang sulatin,
Ang pagbibigay ng panuto sa paksa ng isang talata? Ang paksa kailangang isaalang-alang
bawat gawain ay nakatutulong ay sentro o pangunahing ang mga sumusunod:
upang makamit at maging mas tema/pokus. 1.Kaalaman sa paksa
mabilis ang paggawa. Nagreresulta Ano ang ibat-ibang klase ng 2.Organisasyon o
rin ito nang maayos, maganda ang kayarian ng salita? pagkakaugnay-ugnay ng
mga proyekto o gawain. Apat na kayarian ng salita: Payak- mga ilalahad na ideya.
salitang uagat lamang, Inuulit- 3.Magandang simula at
inuuliy ang kabuuan nito o ang isa wakas.
o higit pang pantig nito, Maylapi- 4.Kaisahan ng mga ideya.
binubuo ng salitang ugat at isa o 5. Wastong gamit ng mga
higit pang panlapi, at Tambalan- bantas.
dalawang salitang pinagsasama
para makabuo ng isang salita.
I. Pagtataya ng Aralin Tingnan at basahin ang Magbigay o gawan ng panuto na Ibigay ang angkop na pandiwa ayon Isulat Mo Bumuo ng sulating
usapan.Sagutin ang mga tanong may 5 o higit pang hakbang ang sa pokus o paksa ng pangungusap. Panuto: Kopyahin ang isang talata. pormal batay sa napiling
pagkatapos Pahina 132 Landas sa sumusunod na sitwasyon. 1. _________ (kain) ng mangga’t Ibigay ang paksa nito. paksa sa ibaba.
Wika 6 Nais mong ipaliwanag ang suman si Lita. “ Ang Batang matulungin at 1. Kahulugan ng Pag-
mga dapat gawin para ikaw ay 2. _________ (kain) ni Lana ang masunurin”. ibig
matagumpay na makapasa sa suman at manga. Si Paul ay nagmamadaling 2. Ang Pagtatapos –
inyong mga asignatura. 3. _________ (hingi) ng donasyon lumabas sa paaralan upang Isang Hakbang
(Ang guro ay malayang magbigay ang mga bata para sa palaro. umuwi. Pagagalitan siya ng ina 3. Hamon sa
ng kaniyang sariling sitwasyon.) 4. _________ (hingi) ng mga bata kapag mahuli siya sa pag-uwi. Kinabukasa
ang donasyon para sa palaro. Habang naghihintay siya ng Pilipino – Saan
_________ (sama) ng loob ng nana sasakyan may lumabas na mag-ina Patutungo?
yang katigasan ng ulo ng anak. sa paaralan. Sa unang tingin
palang niya, kitang-kita na
masama ang pakiramdam ng bata.
Tumayo ang mga ito sa tabi niya
upang mag abang din ng sasakyan,
Saan gustong pumunta niAlex? maya may may humintong
Ano ang katangian ng mga Igorot sasakyan sa harapan ni Paul.
? Sasakay n asana siya subalit
Talaga bang matataas ang nakiyta na namimilipit sasakit ng
palayan doon? tiyan ang bata. Nagmamadali siya
Mahirap bang puntahan ang sa pag-uwi dahil pagagalitan siya
hagdan hagdang palayan? ng kanyang nanay kapag nahuli sa
Gusto mo rin bang makapunta pag-uwi subalit naawa siya sa
doon? bata.
Alam niyang mas kailangan ng
mag-ina na sumakay kaagad sa,
kaya ipinaubaya nalang niya ang
sasakyan sa kanila.
Nagpapasalamat ang ina ng bata.
Naghintay muli si Paul ng susunod
na sasakyan na Masaya dahil
nakatulong siya sa kapawa kahit sa
munting paraan lang.
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
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I.OBJECTIVES
A.Content Standards The learner understands the Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates the concept of
importance of keeping the school shapes, space, colors, and the shapes, space, colors, and the participation in and assessment melody by using intervals in
and community environments principles of emphasis, harmony principles of emphasis, harmony of physical activities and physical the major scale and in the
healthy. and contrast in digital painting and contrast in digital painting fitness. minor scale.
and poster design using new and poster design using new
technologies. technologies.
B.Performance Standards The learner demonstrates Applies concepts on the use of Applies concepts on the use of Participates and assess Applies learned concepts of
practices for building and software in creating digital software in creating digital performance in physical melody and other elements
maintaining healthy school and paintings and graphic design. paintings and graphic design. activities. to composition and
community environments. Assesses physical fitness performance.
C. Learning Competencies Identifies things that can be Applies skills in layouting and Applies skills in layouting and Assesses regularly in physical Creates simple melodies in
recycled in school and in the photo editing using new photo editing using new activites based on the Philippines 4.1 Key of C Major
community technologies(Hardware and technologies(Hardware and Physical activity pyramid MU6ME-IIa-4
H6CMH-IIg-7 Software) in making a poster Software) in making a poster PE6-11b-h-1 -
A6PL-IIg A6PL-IIg Describe the skills involved in the
games
PE6GS-IIb-2
Executes the different skills
involved in the games
PE6GS-IIc-h-4
Recognizes the value of
participation in physical activities
PE6PF-IIb-h-19
II.CONTENT Proper Waste Management Digital Painting Graphic Digital Painting Graphic Assessment of Physical Activities Melody
Design(Poster) Design(Poster) and Physical Fitness
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages Enjoying Life trhough Music, Arts, Enjoying Life trhough Music, Enjoying Life trhough Music, Enjoying Life trhough Music, Arts, Enjoying Life trhough Music,
Physical education and Health 6 Arts, Physical education and Arts, Physical education and Physical education and Health6 Arts, Physical education and
pp.50-53 Health 6 pp. 55-61 Health 6 pp. 55-61 pp.40-45 Health 6 pp.34-37
4.Additional materials from K to 12 basic education curriculum Guide 6, p57 for Health, p. 50 for Arts p.
learning resource (LR) portal
B.Other Learning Resource LCD Projector, Netbook, Projector, Powerpoint Projector, Powerpoint LCD Projector, lapel, Netbook, Powerpoint presentation, LCD
Powerpoint, cut-outs, lapel presentation, netbook, gadgets, presentation, netbook, gadgets, Powerpoint projector, speaker
coupon bond, ruler, paint, paint coupon bond, paint, brushes
brushes
IV.PROCEDURES
A.Reviewing previous lesson or Let the pupils sing the song What are posters? What is MS Publisher? Present the picture What key signature if there is
presenting the new lesson “Waste Disposal Method” with Why are posters created? What are the uses of MS one sharp? I flat?
the tune of Are You Sleeping Do you like to create your own Publisher learned yesterday?
Ask the students: poster and be publish? Did you brimng the materials I
1. What is the waste disposal ask you?
methods mentioned in the song?
2. Which of these methods is
applicable in your place? Why?
What game is being played by the
Let them study the staff then
girls?
ask them to tell the key by
Are you familiar with this game?
naming the letter names
where the pitches are written
on the staff.
B.Establishing a purpose for the 1. Lead the class in searching for What is MS Publisher? Call on a learner to open the List down atleast five skills
lesson garbage/trash/waste that can be Have you encountered it? Would laptop and proceed to MS involved in the game.
found inside the school. you like to know about MS Publisher.
2. Tell the students to list these Publisher? Allow also other learners to
What key is shown in the
(garbage/trash/waste) down. open their gadgets.
staff? Why?

C.Presenting Examples/ Activity: Present samples of a poster. Present to them a product you Let the pupils read some Present the song “Ang
instances of the new lesson Guessing Games wanted to sell. Let them create information about the game Alibangbang”
The teacher will give clues that its advertisement poster. volleyball.
the pupils will answer. Title, save, display their poster Volleyball is one of the most
Directions: Guess the and say something about it. popular game in our country. It
items/wastes using the given helps improve muscular strength,
clues. hand and eye coordination,
1. Clue: containers of reflexes and helps burn body fat
soft drinks, milk and it also help an individual to be
fruit cocktails Answer: engaged in a physical activity that
is fun and interesting as it
Tin cans/ Cans
provides opportunity to connect What is the key signature of
2. Clue: newspapers and with other people. It was the song?
magazines are made of originally called “Mintonette” What is the time signature?
it. Answer: Paper and was invented in 1895 by How many clap are there in
William G. Morgan and designed one measure? Why?
the game to be a combination of
basketball, baseball, tennis and
handball.
What is the poster no 1 alll
about/ how about poster no 2
and 3?
D.Discussing new concepts and Group Activity Let the pupils open MS How did you come up with your Inform the learners that Allow trhe pupils to clap the
practicing new skills #1 Group the pupils into 4. Publisher and discuss to them output? volleyball is an example of a net rhythmic pattern while
Each group must have a leader how to open and operate, click What skills did you applied? and Wall games wherein the reciting the syllables
and a reporter the following team players score by hitting or
The reporter will explain to the 1. Start button striking a ball into a court space Recite the words of the song
class the output of the group 2. All programs with enough accuracy and power in rhythm
Role card may be used if 3. Microsoft office that the opponent cannot hit it Sing the words of the song in
appropriate 4. MS Publisher back and make a return. accurate pitch and rhytm
Role Cards 2010 versuion of MS Let them identify different skills
Leader Encourager Publisherlooks like this. To involved in the game
Leads the Ensure create a poster: -Forearm pass
group in the everyone is 1. Click more blanks pages -Overhead passing
given tasks participating 2. Scroll down until you -Overarm serve
Invites see publication Types, -Underarm serve
everyone to click on the posters -Spiking
join in folder
Time Keeper Reporter 3. Choose the size of the
Keeps an eye Shares the poster
to the allotted consolidated 4. Click create
time si that ideas
the assigned generated Discuss further how to edit
tasks wii be during the photos in MS Publisher.
finished on or discussion/
before time brainstorming

a. The teacher will provide


a box with diffferent
recyclable materials
inside.
b. Each group will get 2
materials in the box.
c. The group will be given
time to explain how
these things can be
useful again.

E.Discussing new concepts and Ask the pupils: How is MS Publisher open? Allow the pupils to create a Little Teacher strategy: Write out the melodies on the
practicing new skills #2 Is recycling important? Why? How can you edit photos in MS poster informing their ( fast learner teaches the slow staff in the key of C the first
How can we benefit from Publisher? schoolmates that there will be learner) few notes are done for you.
recycling wastes? What other Why should you use it when you an upcoming school activity Executing the different skills
ways can we do to lessen our need to layout a poster? regarding waste management involved in the game
wastes? What skills did you developed and not everybody is informed -pass and throw
using the new technologies? about the important details. As -alphabetical pass
a graphic artist you will make a -keep it high
poster series for this event. You -Spike and hit
will apply emphasis and create
multiple copies of it then
display.

F.Developing Mastery Directions: List the recyclable Let the pupils master symbols Hands on activity of the Individual performance of the Let the learners create their
items that can be found in the on how to operate the MS learners. learners in the different skills in own simple melodies in Key
picture. publisher Teacher supervises volleyball of C Major.
Why do you need to participate Let them perform their
in a physical activitiy? outputs.
G.Finding Practical application Your mother asks you to throw Why do you need to learner You are expert in using MS What instances at home can you
of concepts and skills in daily your wastes on the trash bin, but how to make a poster? Can you Publisher especially in layouting apply the skills in volleyball?
living you notice that there are objects help your parents to advertise and photo editing. Your
that can be used again, what will their product using what you mother’s friend is looking for
you do? learned in making a poster using someone to make the Birthday
the MS Publisher? Tarp of his son, What can you do
to help her?
H.Making generalization and How do you define recycle? Poster is to communicate a How can you create relevant Net Wall games are games The key of the song is named
abstraction about the lesson message It is powerful tool to posters? wherein the team players score after the letter name where
How can you help in diminishing inform, persuade or promote. by hitting or striking ball into a the home tone is
waste products in your school MS Publisher helps use crearte court space with enough The key tells us the place of
and community? professional-looking accuracy and power that the the home tone on the staff
publications easily and quickly. opponent cannot hit it back and and opens up the places of
make a return. the rest of the other pitches
on the staff
Skills in layouting and photo Example; volleyball, tennis and
editing are learned through new badminton
technologies.
I.Evaluating learning Identify the wastes that can be Let the learners create a simple Check(/ 1. What are the different Create your own simple
recycled by putting a check (/) on design of a poster using the MS ) the skills involved in melodies
the blank and mark X if not. Publisher box of volleyball? Describe
___1. Tin cans your each.
___2. Boxes answer
___3. Plastic bottles I can
___4. Paper create
___5. Harmful chemicals poster
using
MS
Publish
er
I can
create
an
effectiv
e
poster
series
I can
apply
emphas
isi on
my
poster
I can
share
importa
nt
informa
tion or
advocat
e
causes
using
my
poster
I can
pass my
poster
on time
J.additional activities for Think of your design for Practice the skills learned in
application or remediation tommorow’s layouting and playing volleyball with your
photo editing for poster making. friends, brother, sisters and
Bring your gadgets. relatives.
V.MGA TALA

VI.PAGNINILAY

A.Bilang ng mag-aaral na
nakauha ng 80% sa pagtatayao.
B.Bilang ng mag-aaralna
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 estratehiyang Cooperative grouping, think pair share
pagtuturo ang nakatulong ng
lubos?Paano ito nakatulong?
F.Anong suliranin ang aking
naranasan na solusyunansa
tulong ng aking punungguro at
superbisor?
G.Anong kagamitang panturo Powerpoint making
ang aking nadibuho nanais kong
ibahagi sa kapwa ko guro?
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
C. Learning Competencies / Describe the set of Integers Compare integers with other Describe and Interpret addition of Describe and Interpret addition
Objectives (M6NS-IIg-151 numbers such as whole integers using materials such as of integers using materials such
Identify real-life situations that numbers, fractions, and algebra tiles, counters, chips, and as algebra tiles, counters, chips,
make use of integers decimals cards (M6NS-IIh-155) and cards (M6NS-IIh-155)
(MGNS-IIg-150 ( M6NS-IIg-152) Perform addition on integers Perform addition on integers
Compare and Arrange integers (M6NS-Iii-156) (M6NS-Iii-156)
from least to greatest and vice Solve routine and non-routine Solve routine and non-routine
versa ( MGNS-IIh-154 problems involving addition of problems involving addition of
integers (M6NS-IIj- 157) integers (M6NS-IIj- 157)
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Weekly Test

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide pages 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 50-53 21st Century Mathletes 6, pp.
47-50 47-50 50-53
2. Learner’s Materials pages
3. Textbook pages 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 152- 21st Century Mathletes 6, pp.
144-149 144-151 157 152-157
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video
clip, power point presentation clip, power point presentation power point presentation clip, power point presentation
IV. PROCEDURES
A. Reviewing previous lesson Have a drill on comparing the Have a drill on comparing the Compare the following integers by Compare the following integers
or presenting the new following quantities by writing following quantities by writing the symbol > or on the line. by writing the symbol > or on
lesson <or >. writing <or >. 1. +13 _____ +8 the line.
1. P2500.00 pesos savings 1. P2500.00 pesos 2. -6 _____ -2 1. +13 _____ +8
___ P1240.00 pesos savings ___ P1240.00 3. +7 _____ -15 2. -6 _____ -2
savings. pesos savings. 4. -1 _____ +9 3. +7 _____ -15
2. ½ meter of cloth_____ 2. ½ meter of 5. +4 _____ - 4 4. -1 _____ +9
2 meters of clothes. cloth_____ 2 meters 5. +4 _____ - 4
of clothes.
Review by arranging numbers Review by arranging numbers
according to values. Start from according to values. Start from
the one that is closest to zero. the one that is closest to zero.
1. 2, ¾, 1, 0.5, 7 3. 2, ¾, 1, 0.5, 7
2. ½, 3, 6, 2/5, 0.75 4. ½, 3, 6, 2/5, 0.75
B. Establishing a purpose for Activity Title: “How does your Activity Title: “How does your Mrs. Reyes bought fruits that cost P Mrs. Reyes bought fruits that
the lesson mother budget your family mother budget your family 700.00 from a wholesaler and sold cost P 700.00 from a
income? income? them in her fruits stand. On Monday, wholesaler and sold them in
Post the following Questions: Post the following Questions: her sales is P800.00 and on Tuesday, her fruits stand. On Monday,
1. How much is your 2. How much is your P500.00. But on Wednesday, she her sales is P800.00 and on
family monthly family monthly lose P400.00 because some of the Tuesday, P500.00. But on
income? income? fruits are already rotten. Considering Wednesday, she lose P400.00
Cont. See Guide p. 47 Cont. See Guide p. 47 the sales of fruits for the three days, because some of the fruits are
did Mrs. Reyes gain or lose profit? already rotten. Considering the
sales of fruits for the three
days, did Mrs. Reyes gain or
lose profit?
C. Presenting Using the data given by the Using the data given by the Considering the sales of Mrs. Reyes Considering the sales of Mrs.
Examples/Instances of new pupils, choose asset of integers pupils, choose asset of on the three days, ask the pupils to Reyes on the three days, ask
lesson wherein the total amount of integers wherein the total represent the gain and loss using the pupils to represent the gain
expenses is greater than the amount of expenses is greater integers. To determine the total and loss using integers. To
monthly income. From hence, than the monthly income. sales means to combine the gains determine the total sales
explain that such situation From hence, explain that such and loss. means to combine the gains
requires the existence of situation requires the  How are we going to and loss.
negative numbers. existence of negative combine the gain and loss?  How are we going to
 What are negative numbers.  What is the total sale of combine the gain and
numbers?  What are negative fruits of Mrs. Reyes? loss?
 What are positive numbers?  How can we determine if  What is the total sale
numbers?  What are positive Mrs. Reyes gained or lost of fruits of Mrs.
Cont. See guide p. 48 numbers? money from selling her Reyes?
Cont. See guide p. 48 fruits?  How can we
determine if Mrs.
Reyes gained or lost
money from selling
her fruits?
D. Discussing new concepts Discuss that real-life situations Discuss that real-life situations Deepening Deepening
and practicing new skills #1 can be represented by integers. can be represented by Let the pupils determine how to Let the pupils determine how
See guide p.48 integers. See guide p.48 combine integers by studying the to combine integers by
given examples below: studying the given examples
1. ( +4 ) + ( +3)= ( +7) below:
2. (-4) + ( -3)= ( -7) 3. ( +4 ) + ( +3)= ( +7)
See Guide Mathletes 6 p. 51-52 4. (-4) + ( -3)= ( -7)
See Guide Mathletes 6 p.
51-52
E. Discussing new concepts Explain the content in their Explain the content in their Discuss Explore in their 21st Century Discuss Explore in their 21st
and practicing new skills #2 MAthletes textbook pp. 146- MAthletes textbook pp. 146- Mathletes 6 Textbook pp. 152- 155. Century Mathletes 6 Textbook
149 149 pp. 152- 155.
F. Developing mastery Have a Pair Activity Have a group activity on Have a Pair Activity to answer the Have a Pair Activity to answer
(Leads to Formative Answer Mathletes textbook P. arranging integers from the following: the following:
Assessment) 149 least to greatest and vice 1. 1. ( -21)+ ( +5) 1. 1. ( -21)+ ( +5)
versa. 2. (+47) + (+16) 2. (+47) + (+16)
3. (-72) + (- 38) 3. (-72) + (- 38)
4. (-10) + (+87) 4. (-10) + (+87)
5. (+15) + (-56) + (-9) 5. (+15) + (-56) + (-9)
G. Finding practical See Teachers Guide p. 49 Arrange the following integers Group Activity Group Activity
applications of concepts from the least to the greatest Use the 4 step plan to solve the Use the 4 step plan to solve the
and skills in daily living and greatest to the least. problem. problem.
1. 2, -6, - 8, 5, -1, 7, -5 Mt. Everest, the highest elevation in Mt. Everest, the highest
2. 25, -20, 18, 15, -15 Asia, is 29 028 feet above sea level. elevation in Asia, is 29 028 feet
3. 40, 41, -20, 25, 30 The dead sea, the lowest elevation, I above sea level. The dead sea,
4. 40, 50, -40, -50, 10 1 312 foot below sea level. What is the lowest elevation, I 1 312
the sum of these two elevations? foot below sea level. What is
the sum of these two
elevations?
H. Making generalizations and How can we describe the set of How will you compare How do we add integers with the How do we add integers with
abstractions about the integers using a number line? integers? same signs? the same signs?
lesson How will you arrange integers How do add integers with different How do add integers with
from the least to the greatest signs? different signs?
or greatest to the least?
I. Evaluating Learning A. Describe the following Arrange the following integers Add the following integers. Add the following integers.
set of integers. Write from the least to the greatest. 1. (-25) + ( +17) 1. (-25) + ( +17)
Positive or negative 1. -3, -8, 0, -5, 9, 6 2. (+73) + (-29) 2. (+73) + (-29)
integers. 2. -2, 5. 7, -8, -1, -5 3. (-89) + ( -103) 3. (-89) + ( -103)
1. Moving steps forward 3. -11, -5, 8, -1, -5 4. (+ 194) + (+57) 4. (+ 194) + (+57)
2. Going 3 km upstream 4. 15, -9, 12, -17, -8, 3 5. (-217)+ ( +104) 5. (-217)+ ( +104)
3. Going down 3 km 5. 13, 0, -13, 17, -8, 3
downstream Cont. Mathletes Text book p.
4. Losing weight of 3 kg. 150
5. Depositing 1000 pesos
B. Represent each real-
life situation with an
integer. See guide p. 49
J. Additional activities for Give the opposite of the Write > or < to make ach Solve each problem. Solve each problem.
application and following: statement true. 1. Kris gets on the elevator on 1. Kris gets on the
remediation 1. 5 1. -5 ____ 0 the eleventh floor. The elevator on the eleventh
2. -75 2. 9 ____ -8 elevator goes down two floor. The elevator goes
3. -10 3. -7 ____ 7 floors and stops. It then down two floors and stops. It
4. 90 4. 55 ____ -75 continues to go down four then continues to go down
5. 60 5. -32 ____ -24 more floors where Kris got four more floors where Kris
off. In what floor did he get got off. In what floor did he
off the elevator? get off the elevator?
Cont. refer 21st Century Cont. refer 21st
Mathletes 6 textbook p. 156 Century Mathletes 6
textbook p. 156
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 School: Grade Level: VI
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES

A.(Content Standards) The learners demonstrate understanding of how non flowering plants reproduce
B. (Performance Standards) The learners should be able to make a multimedia presentation on how parts of the reproductive system of spore bearing and cone-bearing plants ensure their survival
Make a flyer on how plants can be propagated vegetative
C. ( Learning Competencies) Distinguish How spore bearing and non-cone bearing plants reproduce
S6LT-IIg-h-4
Describe the characteristics of Explain the life cycle of spore- Discuss the mechanism of reproduction among spore-bearing plants. Describe the characteristics of
spore-bearing plants bearing plants. cone-bearing plants

II. ( Content) Reproduction of Non Flowering plants


III. ( Learning Resources)
A. (References)
1. (Teacher’s Guide Pages)
2. (Learner’s Materials
pages)
3. (Textbook Pages) The New Science Links 6 pp.226-234 , Science and Technology 11pp.143-152
4. ( Additional Materials K to 12 Basic Education Curriculum 6 p.91
from LR Portal)
B. (Other Learning Power point presentation, LCD Projector, Show me board, marking pen, pictures, sample cone, actual moss and fern
Resources) https://www.youtube.com/watch?v=bpYshQ7Ym_I, https://www.youtube.com/watch?v=eZ40LDWt678, https://www.youtube.com/watch?v=bYNiqAAuMnc,
https://www.youtube.com/watch?v=jlOPquKF4Mk, https://www.youtube.com/watch?v=TdiibRXXJ6g
IV. (Procedures)
A. ( Review previous What are vertebrate animals? What are spore-bearing plants? Who among in the class can What are the mechanism in How spore-bearing plants are
Lesson) Invertebrate animals? Give the characteristics of explain briefly the life cycle of a producing spore-bearing plants? reproducing?
What are the different groups of spore-bearing plants. fern? Ask the pupils if they bring the
vertebrate animals? Invertebrate Identify examples of spore- materials assigned to them.
animals? Give examples of bearing plants.
animals that belong to each
group.
B. (Establishing purpose for Have you visited a garden farm or Picture Loop: Present a picture of a plant Distributes to them the Activity Present /show a picture of a
the lesson/ Motivation) a forest? Show an example of a life cycle cards. pine tree.
What do you see in these places? of a human being, animals, and Activity No.1
plants. Problem:
Let the pupils formed the jumbles How do plants reproduce without
letters. using seeds?
What is their work? Materials:
Mature stem cutting of
SONTABTI malunggay or gumamela
Sweet potato
Onion
Toothpick
Glass jar Where do you usually see this
Pot with soil tree? Why?
Procedure: What is produce by this tree
1. Prepare the different when it grows old?
materials. Label the jar
A, B and the pot of soil C
2. Have a fresh stem of
malunggay plant it in pot
C
3. Insert toothpick to the
sweet potato place tip in
the mouth of the jar
with water be sure that
the tip reach the water Let the pupils describe this
jar A plant. Until you come up with
How does this plant produce 4. Half fill jar B with water the term cone-bearing plants
itself? Place the onion bulb in
the jar use a stick to
support the bulb.
5. Observe the set up every
What is shown in the three day and write your
pictures? observation
Unlocking of Difficulties: Observation:
1.Sporophyte 1. In which plant part does
2.Gametophyte a new plant grow?
3.Archegonium ____________________
4. Antheridium __________________
2. What are the ways of
reproducing plants
without using seeds?
____________________
__________________
3. The activity is an
example of vegetative
propagation. How will
you describe it?
____________________
__________________

Conclusion:
Make your conclusion based from
the given problem.
___________________________
___________________________

C. ( Presenting examples or Present different pictures of Cooperative Grouping Problems: Video viewing: Word Puzzle:
presentation/ instances of the plants. (Differentiated instruction) 1. What are the https://www.youtube.com/watc
new lesson) Group the class into 4 mechanisms of h?v=TdiibRXXJ6g Present the jumbled letter
Group 1 – Explain the Life reproduction among IEROFSCN
cycle of a fern spore-bearing plants? What does the video show to us? What word can you form out
Group 2 – Find a fern draw Describe. Can you follow the steps shown of these letters?
identify the parts in the video? Who can say something about
Group 3 - – Explain the Life Giving of hypothesis the word formed?
cycle of a moss Maybe the mechanism of
Group 4 – Find a moss and reproduction among spore- Think Pair Share:
draw the parts bearing plants are
___________________________ Allow each pair of learner to
Distribution of materials per ___________________________ identify one(1) cone-bearing
group/ Setting of Standards/ __________________ plant and try to describe its
rubrics characteristics
Setting of Standards/Rubrics
group activity Reporting:
- Note down important Sharing of the learners about
details their output
- Keep quite
What are common in each group - Share your ideas
of plants?
Video watching:
https://www.youtube.com/watc
What do we call these plants that h?v=jlOPquKF4Mk
do not make seeds and flowers?

Allow the pupils to study the


life cycle of a fern/moss using
the actual materials, pictures
and through video viewing
https://www.youtube.com/w
atch?v=bpYshQ7Ym_I

https://www.youtube.com/w
atch?v=eZ40LDWt678
D. ( Discussing new concepts and Unlocking of Science Vocabulary Group Activity What is the video all about? What does the video show to us? What are cone-bearing
practicing new skills) words: Each group will perform What are the different Can you follow the steps shown plants?
their assign task as the teacher mechanisms in reproducing in the video?
Teacher use the words in a supervises. spore-bearing plants? Name some plants grown in this Identify some samples.
sentence then pupils choose the What is asexual reproduction? steps Why seeds of conifers are
correct meaning from the given Reporting of Group outputs How do they do it? called “Naked Seeds?”
definition. The reporter of the group What other plants can be
reads their outputs. reproduce using asexual What are the different
1.Rhizome reproduction? characteristics of cone-
2. Bryophytes What is your activity all about? bearing plants?
3. Spore What is a life cycle?
4. Seedless

Video Viewing:
https://www.youtube.com/watc
h?v=bYNiqAAuMnc

E. ( Discussing new concepts & What are spore-bearing plants? How do ferns and mosses Video viewing:
practicing new skills #2) multiply? https://www.youtube.com/w
What are the different examples What are fronds? Fiddleheads? atch?v=TdiibRXXJ6g
of plants that belong to spore- What is the first stage in the
bearing plants? life cycle of mosses? What is the video all about?
How about the ferns? What can you say about cone-
What do we call the mature fern What is form when the sperm bearing plants?
leaf? fertilizes the egg in a typical
mose?
What are its characteristics?
What are known as terrestrial
plants?
Describe mosses and give
samples.
F. Developing Mastery Identify the group of spore- Call on a pupil and allow Let the pupils describe what they Let the pupils identify the
(Leads to Formative Assessment bearing plants and describe its her/him to explain the life cycle Let the pupils/learners draw the have done. characteristics of cone-
3) characteristics. of spore-bearing plants using method of asexual reproduction. bearing plants.
the diagram
Ferns Why are cone bearing plants
It has roots, leaves, important?
and stem
It has split leaves
called fronts
Young ferns grow
from an underground
G. ( Finding to Practical How are we going to help in the We know that some ferns can You have some potatoes at How can you help propagate You have pine tree at home
Application of concepts and skills National Greening Program of the be serving as a viand. How can home, how can you reproduce more plants at home? with lots of cone produce and
in daily living/ Valuing) Government in protecting we let them multiply? some of it in your backyard? it’s nearly Christmas season
seedless plants or spore-bearing Aside from source of food, and you don’t have money to
plants? what are the other importance buy decoration to submit to
of spore-bearing plants to us your teacher for your project
and animals? in Arts.
What are you going to do
with it to save money?

H. ( Making Generalization & Let the pupils explain the life Explain the mechanism of Let the learners fill up the
Abstraction about the lessons) Spore-bearing cycle of spore-bearing plants. reproducing spore-bearing plants semantic webbing about the
Plants With the guidance of the characteristics of Cone-
teacher. bearing plants

“Life Cycle of Ferns”


Sporangium releases its spores
and germinates in moist soil,
germinated spores usually give
rise to heart shaped
gametophyte the archegonium
and antheridium are found on
the lower surface of the
gametophyte and the fertilized
egg undergoes cell division. A
four-cell stage of embryo
develops into a separate
segment of the enlarging
embryo and each segment will
form a definite part of the
young sporophyte or a fern
plant.
I. ( Evaluating Learning) Fill up the squares in the cross- Direction: Choose the letter of Differentiate the following 1.Explain what is asexual 1. Identify the different
word puzzle with the correct the correct answer. 1. Vegetative reproduction propagation characteristic of
letters to give the correct answer Use the concept map to 2. Naturally vegetative 2. List down 5 samples of plants cone-bearing plants
of the different questions. answer number 1 question reproduction that can be grown from asexual 2. Name 5 samples of
3. Directed vegetative propagation. cone-bearing plants
Across: Seedle
Mosses reproduction
1. Mature fern leaf ss Liverworts
plants Hornworts
2. Rows of brown spots
underside the fern
fronds 1. Which term correctly
3. Seedless plants completes the
4. Spore-bearing plants do concept map above?
not produce ____ a. Flowering
5. b. Vascular
Down: c. Nonvascular
1. Sporophyte stage of a d. Seed-producing
fertilized egg 2. Which is not a part of
2. Ferns reproduce through a fern sporophyte?
a____? a. Frond
b. Rhizomes
c. Rhizoid
2 d. Surus
1 F R O N D S 3. What do we call the
1 P young ferns stem?
Z O a. Fiddleheads
Y 3 F E R N S b. Prothallus
c. Sporangium
G E
d. Sori
2 S P O R E C A S E S
T
S E E D S
J. ( Additional activities for Research about the life cycle of Draw life cycle of the moss and Bring he following What are cone-bearing plants? Make / create an interactive
application or remediation) spore-bearing plants write simple explanation about 1.Malunggay cutting board game. It can be a jigsaw
how they reproduce. 2. sweet potato puzzle, word search, snake
3.onion bulb and ladder, and others, use
4. Toothpick or barbeque stick the concepts you learned in
5.2 glass jar the classifications of plants
6. pot with soil and animals.

V. ( Remarks)

VI. ( Reflection)
A.( No. of learners who earned
80% in the evaluation)
B.( No. of learners who requires
additional acts for remediation
who scored below 80%)
C.( Did the remedial instruction
really work? No of learners who
caught up with the lesson)
D.( No. of learners who continue
to require remediation)
E. (Which of the strategies work
well? Why did this work?
F. (What difficulties did I
encounter which my principal/
supervisor can help me solve?)
G. ( What innovations or localized
materials did I used/ discover
which I wish to share with other
teacher?)