School Grade Level VI

GRADE 6 Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT

DAILY LESSON LOG
Teaching Dates and Time OCTOBER 8-12, 2018 (WEEK 9) Quarter 2ND QUARTER

WEEK 9 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
I. OBJECTIVES
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 to create knowledge products
B. Performance Standard Create a multimedia knowledge product
C.Learning  Give steps in  Give the steps on  Insert action buttons in  Make a storyboard  Create a
Competency/Objectives creating a how to add sound a presentation that about their powerpoint
Write the LC code for each. Multimedia effects to an  Edit and Remove powerpoint presentation
presentation. animation. action buttons in a presentation. about their
 Identify the  Define what presentation.  Draft their simple product.
advanced features embedding is.  Record slideshow. powerpoint  Apply the
of Microsoft  Give steps on how to  Set up a slideshow. presentation. advanced
powerpoint. embed audio and TLEIE6-0i-15 TLEIE6-0i-15 features of
 Follow steps in video into a powerpoint
adding slide presentation. presentation to
transition.  Use hyperlink in a their slides.
 Define what presentation.  Follow steps in
animation in  Edit and Remove creating
Microsoft hyperlink in a Multimedia
Powerpoint is. presentation. presentation.
 Identify the steps in TLEIE6-0i-15 TLEIE6-0i-15
adding animations
in Microsoft
Powerpoint.
TLEIE6-0i-15
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
II. CONTENT two.
CREATING KNOWLEDGE PRODUCTS
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 Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 112-116 pp. 116-121 pp. 121-128 pp. 112-128 Entrepreneurship
pp. 129
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Review of previous lesson Review previous lesson about Review previous lesson about
about google groups. “Creating Multimedia steps on how to add sound
Presentations”, “Adding slide effects to an animation, how to
transitions” and Applying embed audio and video, Use,
animation. edit and remove hyperlink.
Present “Let’s Study” on
page 112.
Discuss “Creating Discuss GROUP ACTIVITY:
Multimedia Presentations”,  The steps on how to  Make a storyboard
 Adding slide add sound effects to about their simple
transitions. an animation. product
 Applying Animations  steps on how to  Draft powerpoint
on pp. 112-116 of TX. embed audio and presentation about
video into a their simple product.
presentation.
 Use hyperlink in a
presentation.
 Edit and Remove
hyperlink in a
presentation.
on pp. 116-121 of TX.
Discuss GROUP ACTIVITY:
 Steps on how to  Let the pupils
embed audio and finalize their
video into a powerpoint
presentation. presentation and
  Use hyperlink in a present in in the
presentation. class
 Edit and Remove
hyperlink in a
presentation.
F. Developing mastery GROUP ACTIVITY:
(leads to Formative Assessment Let the pupils do Activity
3) 6.1 on page 129 of TX.
G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and  What is
abstractions about the powerpoint
lesson presentation?
 What are its
advanced
features?
I. Evaluating learning 20 item quiz on
Microsoft powerpoint
J. Additional activities for Let each Group finish/finalize
application or remediation their powepoint presentation
at home if unfinished.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION
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?
 f

School Grade Level VI

GRADE 6 Teacher Learning Area TLE-IA
DAILY LESSON LOG Teaching Dates and Time OCTOBER 8-12, 2018 (WEEK 9) Quarter 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in recycling waste materials
B. Performance Standards Recycles waste materials following the principles of “five S”
C. Learning Competencies Discusses the principles of “five S”
/ Objectives (TLE6IA‐0i‐11)
Write the LC code for
each

Sorting (Seiri), Straightening (Seiton), Systematic Cleaning (Shine) (Seiso)

II. CONTENT
Standardizing (Seiketsu), Service (Sustaining) (Shitsuke)
Recycling of waste materials
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
Have the pupils report to the What is sorting? How do we straighten recycled
A. Reviewing How is sorting being
class some simple repair done at waste materials?
previous lesson or done?
home. Why do we straighten recycled
presenting the new lesson
waste materials?
What are the waste When you are looking for Describe a place/workplace you like
B. Establishing a materials do we have at home? something inside your house best.
purpose for the lesson What do we usually do with can you find it easily? Show pictures of a place and let the
those waste materials? Why? pupils describe them.
Show pictures of shelves with
things properly arranged.
 Show pictures of waste materials. Let the pupils group each
Identify each (residual, reusable, waste material according to its
recyclable ) classifications and label or
straighten them as reusable,
recyclable and residuals.
C. Presenting
examples/ instances
of the new lesson
What is sorting? Proper ways of straightening
How do we sort waste waste materials
materials? If necessary, reassign spaces,
racks, cabinets etc.
Decide the right places for
everything.
Put all materials at a place
allocated to them with proper
D. Discussing new
label or signalization.
concepts and practicing
Use alerts or indicators for out
new skills #1
of stocks situation.
Use floor paint marking to
define work area, path,
entrance/exit, cart
Trolley, equipment etc.
6. Use display cautious,
messages, instructions at
proper place.
Present the process on systematic
cleaning
- eliminate obstacles in the
workplace.
- remove all things that are not in
use.
- segregate unwanted materials.
- place components according to
their uses.
- use cleaning as an inspection.
- prevent machinery and
equipment. From deterioration.
- keep workplace clean and safe to
work.
- set cleaning frequency
- waste removal by cleaning.
The teacher explains each process of
systematic cleaning.
What should we do to our
workplace at home/school.
Why should we practice the
systematic cleaning?
Why is systematic cleaning
important to us?

What are the proper ways of
sorting waste materials?
Proper Ways of Sorting Waste
Materials
E. Discussing new 1.Decide what is necessary and
concepts and practicing what is unnecessary.
new skills#2 2.Put a red tag on unnecessary
items and keep them in a
separate area.
1.Why straightening and
labelling important?
What are the benefits /
importance of systematic cleaning in
the school, at home and work place?
Benefits and importance of
systematic cleaning.
1. The work place becomes
free of dirt and stain which is the
important point of quality.
2. Equipment lifespan will be
prolonged and breakdowns will be
less.
 3.Throw those items which have
not been used in the past one
year.
4.Things used 6-12 months may
be stored at a distance from
work station.
5.Things used more than once a
month should be available at a
central point in the work place.
6.Things used hourly/
everyday/once a week should be
near the work station.
Why do we have to sort waste
materials?
F. Developing mastery Group Activity
(Leads to Formative
Group 1- Identify the waste
Assessment 3)
materials shown in the picture.
Group 2- Classify waste
materials. ( reusable, recyclable,
residuals )
Group 3- Give the proper ways of
sorting waste materials. Group 4-
Give the importance of sorting
waste materials.
Group 5- Give other examples of
waste materials according to its
classification.
G. Finding practical What should you do about
applications of waste materials at home/ in
concepts and skills in school /
daily living Is sorting important? Why?
H.Making generalizations Why do we practice sorting
and abstractions about waste materials?
the lesson
I. Evaluating learning Direction: Write T if the
statement is true and F if false.
1.All waste materials are
recyclable.
The teacher will give the name
of waste material, let the pupils
guess the
Classification of waste
materials as reusable,
recyclable or residual.
Examples of waste materials
Paper, tin cans, canister,
iron bars, tires, bottles etc.
What are the things you see
inside the classroom?
Enumerate them.
How will you arrange them
following the proper way of
straightening things?
What is straightening?
What is labeling
Group the following waste
materials according to its
classification through
straightening.
3. Creates a pleasant
environment.
4. Prevents accidents.
Use semantic web
Give the importance of systematic
cleaning.
In your kitchen, how will you apply
the processes of systematic
cleaning?
What are things that you should
remove?
How will you arrange the
utensils, kitchen wares and others?
Why?
What is systematic cleaning?
Why is systematic cleaning
important?
Direction: Put a check ( / ) IF
process of systematic cleaning and (
X ) if not .
____1. Segregate unwanted
materials from the workplace.
 2.Residuals are waste materials Use the box provided. ____2. It makes the workplace
that can be recycled. unsafe.
3.Waste materials should bo RECYCL REUSA RESIDU ____3. Waste removal
sorted through their uses. ABLE BLE AL ____4. Check and inspect
4.Sorting is removing unwanted tools/machinery.
materials. ____5. Waste of time.
5.Sorting leads to cleaning. paper tin cans
syringe pet bottles
plastic bottle of
chemicals
batteries scrap metals
Styrofoam
J. Additional activities for Apply the proper ways of sorting Visit your science laboratory, Put into practice the systematic
application or waste materials at home / observe the chemicals and cleaning in the work place at
remediation school. glasswares and see how your home/school
science teacher has kept
different chemicals and glass
apparatus
V. REMARKS
VI. REFLECTION
A. No.oflearnerswho
earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactiviti
es forremediation.
C. Didtheremediallessons
work?
No.oflearnerswho
havecaughtupwiththe
lesson.
D. No.oflearnerswho
continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?
Why didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorca
n helpmesolve?
G.What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 GRADE 6 School BACALE ES Grade Level VI
Teacher MERCY M. MARTIN Learning Area TLE-HE
DAILY LESSON LOG
Teaching Dates and Time OCTOBER 8-12, 2018 (WEEK 9) Quarter 2ND QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Demonstrates an understanding of and skills in the basics of food preservation
B. Performance Preserve food/s using appropriate tools and materials and applying the basics of food
Standards
C. Learning 3.3 preserves food 3.3 preserves food 3.3 preserves food applying 3.3.1. selects food to be
Competencies / applying principles and applying principles principles and skills in food preserved/processed based on
Objectives skills in food and skills in food preservation/processing availability of raw materials, market WEEKLY TEST
preservation/processin preservation/processi TLE6HE-Oh-12 demands, and trends in the
g ng community
TLE6HE-Oh-12 TLE6HE-Oh-12 TLE6HE-Oh-12

II. CONTENT Food Preservation: Uses of Kitchen Tools and Equipment

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages The Basics of Better Family Living
Gloria A. Peralta, Ed. D.
Rosella N. Golloso
Leonora D. Basbas, Ph. D.
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recap of previous Recap of previous Recap of previous lesson. Recap of what happened the
lesson or presenting lesson. lesson. Last week, the class prepared for the previous day.
the new lesson. Mention the names of the group
Last week, the class Last week, the class presentation of
prepared for the prepared for the processed/preserved products. who completed their presentation.
 presentation of presentation of Today, the class will present by The presentation of the rest of the
processed/preserved processed/preserved group. groups willl continue (Groups 5-8).
products. Today, the products. Today, the As mentioned, the presentation will
class will present by class will present by contain the following:
group. group.  Recipe of the
As mentioned, the As mentioned, the preserved/processed food
presentation will contain presentation will  Tools / instruments used in the
the following: contain the following: activity.
 Recipe of the  Recipe of the  Equipment used in the activity
preserved/processed preserved/processe  Steps in preserving/processing of
food d food food
 Tools / instruments  Tools / instruments  Name and role of each member
used in the activity. used in the activity. of the group
 Equipment used in  Equipment used in
the activity the activity
 Steps in  Steps in
preserving/processin preserving/processi
g of food ng of food
 Name and role of  Name and role of
each member of the each member of
group the group

B. Establishing a Tell the class that on
purpose for the lesson one hand through the
activity, each learner
will gain insights from
each group. On the
other hand, the
members of the group
continue to learn from
each other through
collaborating and
working with one
another.
Tell the class that on Tell the class that on one hand Tell the class that on one hand
one hand through the through the activity, each learner through the activity, each learner will
activity, each learner will gain insights from each group. gain insights from each group. On
will gain insights from On the other hand, the members of the other hand, the members of the
each group. On the the group continue to learn from group continue to learn from each
other hand, the each other through collaborating other through collaborating and
members of the group and working with one another. working with one another.
continue to learn
from each other
through collaborating
and working with one
another.
C. Presenting The teacher requests The teacher requests The teacher requests the class to The teacher requests the class to
examples/ instances the class to give each of the class to give each give each of their group a name. give each of their group a name.
of new lesson their group a name. of their group a The 6 groups will present thier
name. The 6 groups will present thier performance in preparing atsara as
The 6 groups will performance in preparing atsara as one of the preserve food.
present thier The 6 groups will one of the preserve food.
performance in present thier
preparing atsara as one
performance in Order of presentation will be agreed
of the preserve food. preparing atsara as by the class.
one of the preserve
Order of presentation food.
will be agreed by the
class. Order of presentation
will be agreed by the
class.

D. Discussing new The teacher presents The teacher presents The teacher presents the The teacher presents the mechanics
concepts and the mechanics of the the mechanics of the mechanics of the presentation: of the presentation:
practicing new skills presentation: presentation: Each group will present for a Each group will present for a
#1
Each group will present Each group will maximum of 8 minutes. maximum of 8 minutes.
for a maximum of 8 present for a After every presentation, After every presentation,
minutes. maximum of 8 clarifications may be raised by the clarifications may be raised by the
After every minutes. rest of the group (3 minutes) rest of the group (3 minutes)
presentation, After every
clarifications may be presentation,
raised by the rest of the clarifications may be
group (3 minutes) raised by the rest of
the group (3 minutes)

E. Discussing new Each group will be given Each group will be Each group will be given the time to Each group will be given the time to
concepts and the time to present given the time to present their work to the class. present their work to the class.
practicing new skills their work to the class. present their work to
#2
the class.

F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living

H. Making The teacher thanks The teacher thanks the The teacher thanks the members of Completion of presentation.
generalization and the members of the members of the class for the class for the effort they have The teacher thanks the members of
abstractions about class for the effort the effort they have exerted. the class for the effort they have
lesson
they have exerted. exerted. The teacher mentions that he/she exerted.
The teacher The teacher mentions was impressed with all of the The teacher mentions that he/she
mentions that he/she that he/she was presentation. (if applicable) was impressed with all of the
was impressed with impressed with all of the presentation. (if applicable)
all of the presentation. (if Remember that if a group was not Remember that if a group was not
presentation. (if applicable) able to deliver well, it may reflect able to deliver well, it may reflect on
applicable) on the guidance provided by the the guidance provided by the teacher
Remember that if a teacher during the preparation. during the preparation.
Remember that if a group was not able to
group was not able to deliver well, it may
deliver well, it may reflect on the guidance
reflect on the provided by the teacher
guidance provided by during the preparation
the teacher during
the preparation
I. Evaluating Learning Actual group Actual group Actual group presentation. Actual group presentation.
presentation. presentation.

J. Additional activities Search for principles Search for principles in Search for principles in food Search for principles in food
for application or in food preservation. food preservation. preservation. preservation.
remediation

V. REMARKS
VI. REFLECTION
A. No. Of learners who
earned 80% in the
evaluation
B. No. Of learners who
require additional
activities for
remediation who scored
below 80%
C. Did remedial lesson
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 to
share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE- AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standards demonstrates an understanding of scientific processes in animal/ fish raising

B. Performance Applies knowledge and skills and develops one’s interest in animal/fish raising
Standards Plans for family’s animal and fish raining project
C. Learning Competencies / TLE6AG0i-10
Objectives 10. Identifies animals/fish to 10.1 Prepare list of needed 10.2 Prepares schedule of works 10.3 Record potential income, 10.4 Maintain bookkeeping of
Write the LC code for each be raised as an alternative materials to start the project for the following: expenses and gains out of farm transactions made in marketing
source of income for the family Raising animals and fish products animal and fish pro
Caring
Processing
Marketing of farm/fish
product

III. CONTENT 10.2.Prepares Plan/Design of 10.2.1 Preparation of Gantt 10.3.1 Maintain Ledger of the 10.4.1 Maintain inventories of
 Development of Feasibility an ideal animal farm and fish Chart for : following transaction consumables, supplies and
study for the prospective farm intended for livelihood Raising Capital materials, tools and equipment
project (Animals/Fish 10.2.2. 1List down inventory of Caring Debit
Raising) supplies ,materials and Processing Credit
consumables needed for the Marketing of farm/fish
project product

10.2.2 Discuss every works

scheduled
IV. LEARNING RESOURCES
1. References Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI-
Agriculture Agriculture Agriculture Agriculture Agriculture
2. Teacher’s Guide
Pages
3. Learner’s Materials
Pages
4. Textbook Pages
5. Additional Materials Agri-fishery, Classifying the Agri-fishery, Classifying the Agri-fishery, Classifying the Agri-fishery, Classifying the Habitat Agri-fishery, Classifying the
from Learning Habitat of Animals, Habitat of Animals, Habitat of Animals, Aquaculture of Animals, Aquaculture Habitat of Animals, Aquaculture
Resource (LR) Portal Aquaculture Aquaculture
6. Other Learning Resources Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video, Guidebook, Charts, Pictures, Video,
Guidebook, internet, CBC Guidebook, internet, CBC Guidebook, internet, CBC internet, CBC Guidebook, internet, CBC
7. PROCEDURES
 A. Reviewing previous lesson
Review about Livestock and Identify the types and kinds Enumerate the hazards in the Enumerate ways of preventing Identify farm and fish product
Habitat of Animals and fishes of ruminants, Cattle and swine animal farm and fish farm hazards in the animal/fish farm and the marketing strategy
applied to

B. Establishing a purpose
for the lesson Development of project
plans and feasibility study of
the proposed animal farm and
fish farm
Prepare the inventories of Prepare schedule of work Maintain records/ledger of Prepare or inventories of
tools, equipment, supplies and involved in putting up the transactions involved in the project supplies, tools and materials
materials needed in putting up project and consumables needed in the
the project animal farm and fish project

C. Presenting examples / Development of site Workplace Lay out of the Work scheduling and graphical Bookkeeping Record Management
instances of the new development plans for the project presentation
lesson animal and fish raising project
Design of the animal farm and
fish farm
D. Discussing new Site Planning and Farm Design Identifying manpower Work loads and schedule of Book and ledger maintenance Maintaining Marketing strategy
concepts and practicing requirement for the animal and constructions for animals and fish products
new skills #1 fish raising project
E. Discussing new concepts
and practicing new skills
#2
F. Developing Mastery animals/fish to be raised as an Prepare list of needed Prepares schedule of works for Record potential income, expenses Maintain bookkeeping of
(Leads to Formative alternative source of income materials to start the project the following: and gains out of farm animals and transactions made in marketing
Assessment 3) for the family Raising fish products animal and fish product
Caring
Processing
Marketing of farm/fish
product
animals and fish products
A. Finding Practical Environmental Scanning for Preparation of canvass for the Document schedule of work, Keep track Accounting and records Maintain Marketing and
applications of concepts the animal and fish raining needed materials to start the time requirement and days to of the project Financial Status of the project
and skills project project be undertaken for the following:
Raising
Caring
Processing
Marketing of farm/fish
product

B. Making Site development Plans Design and materials Work scheduling involved in the Record and transaction keeping and Marketing Strategy
generalizations and requirement of the project project management
abstractions about
the lesson
C. Evaluating Learning Oral interview Oral recitation Reporting and presentation Group presentation Written examination
Demonstrations Demonstrations skills Ocular Inspection Product Analysis
Drafting of Plans
 D. Additional activities Take photos of an ideal Canvass for the tools, supplies Invite at least one practitioner Develop ledger, book for accounts Prepare marketing strategy of
for application or animals and fish farm project ,materials and consumables of who can share his/her of the project the products and by product of
remediation the project experienced in maintaining animals and fishes
animal farm or fish farm/pond
G. REMARKS
H. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. Layunin
Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag-unawa sa pamamahala at mga pagbabago sa lipunang Pilipino sa panahon ng kolonyalismong Amerikano at ng pananakop ng mga Hapon at
(Content Standards) ang pagpunyagi ng mga Pilipino na makamtan ang kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang malayang nasyon at estado

Pamantayan sa Pagganap
(Perfomance Standards)
Pamantayan sa Pagkatuto
(Learning Competencies)
Paksang Aralin
(Subject Matter)
Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous Lesson
or Presenting the New
Lesson
Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto, dahilan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano
Nakapagbibigay ng sariling pananaw tungkol sa naging epekto sa mga Pilipino ng pamamahala sa mga dayuhang mananakop.
AP6KDP-IIh-9
 Naiisa-isa ang mga batas at
patakaran ng mga Amerikano
na nakaapekto sa
pamumuhay ng mga Pilipino
 Naibabanggit ang mabuti at
di-mabuting epekto ng mga
batas sa patakaran ng mga
Amerikano sa pamumuhay
ng mga Pilipino.
 Nakabubuo ng graphic
organizer sa mga batas,
patakaran ng mga Amerikano
na nakaapekto sa
pamumuhay ng mga Pilipino
Mga batas at patakaran ng mga
Amerikano na nakaapekto sa
pamumuhay ng mga Pilipino
AP6
TG 6, LM 6
Pagbabalita base sa mga
pangyayari ngayon.(Current
Events)
Tanong: Bakit nagkarron ng
digmaan ang mga Pilipino at
Amerikano
 Natutukoy ang mga programang
panlipunan, pangkabuhayan sa
pamahalaang komonwelt
 Nakalalahok ng masigla sa mga
programang pangkabuhayan at
panlipunan
 Nakapagsasadula ng mga
programang panlipunan at
pangkabuhayan sa panahon ng
Komonwelt
Mga programang panlipunan,
pangkabuhayan sa pamahalaang
komonwelt
Batayang Aklat sa AP 6
LM, TG, CG, BOW
Pagpapakita ng mga larawan at
tanong na may kinalaman sa
komonwelt
 Nasasabi kung paano
nasasakop ang Pilipinas sa mga
Hapones
 Naibabahagi ang damdamin ng
mga Pilipino sa pananakop ng
mga Hapones
 Nakagagawa ng isang timeline
tungkol sa pananakop ng mga
Hapones
Pananakop ng mga Hapones
AP6 CG, mga larawan, tsart, TM,
TG
Maglaro ng message relay (Mga
batas at patakaran ng mga
Amerikano)
 Naibibigay ang mga pamamaraan
ng pamamahala ng mga Hapones
 Nailalarawan ang paraan ng
pamamahala ng mga Hapones
 Nakabubuo ng picture collage sa
paraan ng pamamahala ng mga
Hapones
Mga paraan ng pamamahala ng
mga Hapones
AP6 CG, mga larawan, tsart, TM,
TG
a. Balitaan
b.
 Nakikilala ang iba’t-ibang
pakikibaka ng mga Pilipino
laban sa mga Hapones
 Napapahalagahan ang
pakikibaka ng mga Pilipino
laban sa mga Hapones
 Nakagagawa ng poster o
slogan sa pakikibaka ng mga
Pilipino laban sa mga
Hapones
Mga paraan ng pakikibaka ng
mga Pilipino laban sa mga
hapones
AP6 CG, mga larawan, tsart,
TM, TG
Magbalik-aral sa tulong ng
Catch that Ball Game. Ang
makakasalo ng bola any siyang
magbibigay ng kanyang naging
natutunan.
b.Establishing purpose for the
lesson
a. Presenting
example/instances of the
new lesson
b. Discussing new concepts
c. Continuation of the
discussion of new concepts
d. Developing Mastery
Pagpapakita ng larawan ng
mga pangyayari sa
kasalukuyan.
Tanong: Ano ba ang nakikita
nonyo sa larawan? Bakit
nagkaroon ng kaguluhan
Matutukoy ng mga mag-aaral
ang mga Batas sa kanilang
Barangay
Pangkatin sa tatlo ang mga
mag-aaral.
Magbigay ng Activity Cards sa
mga bata.
Pangkat 1.- Batas Pilipinas ng
1902
Pangkat 2 - Batas JOnes ng
1916
Pangkat 3 - Batas Tydings
McDuffie 1934
Itanong: Mahalaga ba ang
pagkakaroon ng 3 Batas na
ipinatutupad para sa kalayaan
ng Pilipinas
Ano ang mga epekto ng mga 3
Batas para sa mga
mamamayang Pilipino
Magpakita ng larawan tungkol sa
komonwelt
1. Ano ang nakikita ninyo sa
larawan
2. Ano-ano ang masasabi ninyo sa
larawan
Ipakita/Ipaskil ang KWL tsart.
Pasagutan ito sa mga bata.
Ilalahad ng guro ang tsart ng mga
hamon, suliranin ang mga tugon
nito.
Itanong:
1. Ano ang komonwelt
2. Ano-ano ang programang
panlipunan pangkabuhayan sa
pamahalaang komonwelt.
1. Sino ang kauna-unahang nahalal
sa komonwelt
2. Ano-ano ang mga programang,
pangkabuhayan sa pamahalaang
komonwelt.
Pagpapakita ng larawan na may
kaugnayan sa hapones
Video clip tungkol sa pagsabog ng
Pearl Harbor.
Pagtatalakay sa mga pangyayari
kung paano nasakop ng mga
Hapones ang Pilipinas.
Isa-isahin ang mga pangyayari sa
pagsasakop ng mga Hapones sa
Pilipinas gamit ang TIMELINE
Pangkatan
Roleplay tungkol sa pagdating ng
Hapones sa Pilipinas
Magpakita ng puppet.
Itanong: Paano natin mapapagalaw
ang isang puppet?
Magpakita ng mga larawan ng mga
pinunong pilipino sa panahon ng
Hapon.
1. Pangulong Jose P. Laurel
2. Claro Recto
Gabay na tanong:
1. Nakikilala nyo ba ang mga
larawang ipinaskil?
Isa-isahin ang mga kautusan na
itinatag ng pamahalaang hapones
na kailangan sundin ng bawat
Pilipino at ang pagtatag ng
pamahaang puppet.
Pangkatin sa lima ang mga mag-
aaral. Bawat pangkat ay kailangang
bumuo ng picture collage sa
paraan ng pamamahala ng mga
Hapones
Magbigay ng tatlong kautusan sa
panahon ng hapones at ipaliwanag
ito.
Magpakita ng iba’t ibang
larawan ng naglalahad ng
pakikibaka e.g. mga
pangyayari sa panahon ng
Kastila
Ibahagi ang mga larawan o
pangalan ng ilang mga pinuno
ng Kilusang Gerilya sa
Pilipinas:
Hal. Salipada Pendatun ng
Cotabato, Wenceslao Vinzons
ng Cam. Norte, ect.
Hayaang magbigay ng
kaalaman ang mga bata ukol
sa mga ipinakitang larawan.
Itanong:
Ano ang naging mahalagang
bahagi nila sa ating
kasaysayan?
Pangkatin ang klase sa 5.
Bawat pangkat ay bibigyan ng
envelope kung saan
nakapaloob ang gawain at ang
paksang kanilang tatalakayin
sa loob ng pangkat. Ilalahad ito
sa isang malikhaing paraan
mamaya.
Bigyan ng pagkakataon ang
bawat pangkat upang
maisagawa ang mga gawain.
Itanong:
Ano ang ipinahihiwatag ng
pagkakaroon ng pakikibaka
laban sa mga Hapon?
e. Finding practical
applications of concepts and
skills in daily living
f. Making generalizations and
abstractions about the
lesson
g. Evaluating learning
h. Additional activities for
application or remediation
REMARKS
REFLECTION
a. Number of learners who
earned 80% of the evaluation
b. Number of learners who
require additional activities
for remediation who scored
below 80%
c. Did the remedial lesson
work?
d. Number of learners who
have caught up with the
lesson
e. Number of learners who
continue to require
remediation
Alin sa mga Batas ang iyon
nagustuhan?Bakit?
Ibigay ang mga kahalagahan ng
3 batas? Sa mga mamamayang
Pilipino?
Gumawa ng “Concept Map”
batay sa tatlong batas.
Pangkatang Gawain
Pangkat 1-Data Ritrieval Chart
tungkol sa mga programang,
pangkabuhayan sa pamahalaang
komonwelt
Pangkat 2 - Pagsasadula/
magtanghal sa mga programang
pangkabuhayan sa pamahalaang
komonwelt
Ano ang epekto ng komonwelt sa
ating bansa?
Kailan itinakda ang programang
komonwelt?
Sagutin ang Tanong:
Bakit itinatag ang pamahalaang
komonwelt sa bansa.
Kung ikaw ay nabubuhay noong
panahon ng mga haopnes sa
Pilipinas, susunod ka ba sa mga
lumalaban o susunod na lamang
sa mga hapones ?Baki?
Ano ang naging daan upang
maging sakop ng mga Hapones
ang Pilipinas
Pagsunud-sunurin ang mga
pangyayari
Magtanong tanong sa mga
matatanda kung ano ang naging
karanasan nila sa panahon ng
mga Hapones.
Itanong: Kung ikaw ay nabubuhay
sa panahon ng pamamahala ng
mga Hapones, maging sunud-
sunuran ka ba sa kanilang
patakaran?
Anu-ano ang naging epekto sa mga
Pilipino sa pagsunod sa patakaran
ng pamamahala ng mga Hapones.
Ikumpara ang patakaran ng
pamamahala ng mga dayuhang
mananakop.
Dayuhang Patakaran
Mananakop
Hapon
Amerikao
Ipalahad sa bawat pangkat ang
napagkasunduang malikhaing
pagtatanghal
(Maghanda ng rubrics para
dito)
Naging mabisa ba ang paraan
ng pakikibaka ng mga Pilipino
laban sa mga Hapon?
Ipaliwanag ang sagot.
Sumulat ng isang sanaysay
ukol sa inyong natutunan sa
paksa.

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?
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
 GRADE 6 School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
The learner…
 orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
 reads with sufficient accuracy and fluency to support comprehension
 uses correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral or written)
 drafts texts using appropriate text types for a variety of audiences and purposes
 edits texts using appropriate text types for a variety of audiences and purposes
 rewrites/revises texts using appropriate text types for a variety of audiences and purposes
 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 a variety of strategies to provide appropriate feedback
EN6OL-IIi-6 EN6OL-IIi-6 EN6G-IIi-8.3 EN6G-IIi-8.3 EN6WC-IIi-1.8.2
React on the content of the React on the content of the EN6G-IIi-8.4 EN6G-IIi-8.4 EN6WC-IIi-1.8.1
material presented material presented Compose clear and coherent Compose clear and coherent
EN6WC-IIi-1.8.3
sentences using appropriate sentences using appropriate
grammatical structures: Revise writing for clarity:
grammatical structures:
subordinate conjunctions correct spelling, appropriate
EN6F-IIi-1.6 EN6F- EN6F-IIi-1.6 subordinate conjunctions and
and coordinate conjunctions punctuation marks, and
IIi-1.3 EN6F-IIi-1.7 EN6F-IIi-1.3 coordinate conjunctions
transition signal words
Read grade level text with EN6F-IIi-1.7
accuracy, appropriate rate and Read grade level text with EN6A-IIc-17 EN6A-IIi-18
proper expression accuracy, appropriate rate, Show tactfulness when EN6A-IIc-17 Show openness to criticism
Show tactfulness when
and proper expression communicating with
communicating with others
others

II. CONTENT
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
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts
and practicing new skills #1
EN6A-IIi-16
Observe politeness at all
times
Reacting on the content of
the materials presented
Do “Let’s Try This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 2)
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 3-4)
Answer “Let’s Talk About It”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 5)
EN6A-IIi-16
Observe politeness at all
times
Reacting on the content of
the materials presented
Ask: How are you going to
react on the content of
materials presented?
Ask : What kind of materials
presented to you do you
often give reactions to?
Answer “Let’s Do More”
Task 3: News Report
Activity Sheet in English 6
(Quarter 2: Week 9-Day
1&2, p. 8)
Subordinate and
Coordinate Conjunctions
Activity Sheets in English 6
(Quarter 2:Week 9)
Read “Let’s Learn This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
Do “Let’s Try This”
p. 1) 1: A Story to Read
Task
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
Do p. 1-2)
“Let’s Try This”
Task 2: Chop, Chop
Activity Sheet in English 6
(Quarter 2: Week 9-Day
Read
3&4, “Let’s Study This”
p. 3)
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4, p. 3-5)
Subordinate and Coordinate
Conjunctions
Ask: What are the different
conjunctions that you’ve
learned?
Ask learners to recall the
FANBOYS and
AAAWWUUBBIIS.
Answer “Let’s Do This”
Task 4: A Recipe for A
Sentence
Activity Sheet in English 6
(Quarter 2: Week 9-Day 3&4,
p. 6)
Revising writing for clarity,
correct spelling, appropriate
punctuation marks, and
transition signal words
Do “Let’s Try This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 2)
Read “Let’s Study This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 2)
Do “Let’s Do This” Task 1
Say Something
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 5)
 E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
Answer “Let’s Do This” Task
1: Tell Me About It
Activity Sheets in English 6
(Quarter 2: Week 9-Day
1&2, p. 6)
Answer “Let’s Do More”
Task 2: Let’s Do It Together
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p. 7)
Ask: Why is it important to
give reactions?
Read “Let’s Remember
This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
p.9)
Answer “Let’s Test
Ourselves”
Task 4: Deal or No Deal
Activity Sheet in English 6
(Quarter 2: Week 9-Day
Ask
1&2,learners
p.8 ) to cite the
importance of giving
reactions.
Ask: What do we need to
remember in reacting to the
content of materials being
presented to us?
Answer Let’s Enrich
Ourselves
Task 6: You’ve Got Mail!
Activity Sheet in English 6
(Quarter 2: Week 9-Day
1&2 p. 8)
Answer “Let’s Do This”
Task 3: Stick with You
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
p. 5)
Answer “Let’s Enrich
Ourselves”
Task 5: Scissors, Scissors
Activity Sheet in English 6
(Quarter 2: Week 9-Day
1&2,
p.7 )
Read “Remember This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day
3&4,
p. 7)
Answer “Let’s Test
Ourselves”
Task 6: Picking Out
Activity Sheet in English 6
(Quarter 2: Week 9-Day 1&2,
Ask
p.7 )learners to cite the
importance of using
conjunctions.
Read “Remember This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 3&4,
p. 7)
Ask learners to list down 5
sentences using coordinating
and subordinating
conjunctions.
Answer “Let’s Do More” Tsk
2: Help!
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 7)
Answer “Let’s Test
Ourselves”
Task 4: Revision
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 7)
Read “Let’s Remember This”
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 9)
Answer “Let’s Enrich
Ourselves”
Task 5: Watt?
Activity Sheet in English 6
(Quarter 2: Week 9-Day 5,
p. 9)
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who
continue to require
E. Which of my teaching
remediation
strategies worked well? Why
F. did thesedifficulties
What work? did I
encounter which my
principal or supervisor can
G. help me
What solve? or localized
innovation
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 9
I. LAYUNIN
A. PamantayangPangnilalaman
B. PamantayangsaPagganap
C. MgaKasanayansaPagkatuto
Isulatang code ng bawatkasanayan
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga Pahina sa Gabay ng Guro
2. Mga Pahina sa Kagamitang Pang Mag-
aaral
3. Mga Pahina saTeksbuk
4. Karagdagang Kagamitan mula sa Portal
ng Learning Resources
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin
at/o pagsisimula ng bagong aralin
School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: ESP
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES
Naipamamalas ang pag- unawa sa kahalagahan ng pakikipag kapwa-tao na may kaakibat na paggalang at responsibilidad
Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at kapwa
Nakapagpapakita ng paggalang sa ideya o suhestyon ng kapwa (sa social media) - ESP 6 P – IId-i-31
Aralin 8: IT at media-suring Komento: Tungkulin sa Kapwa Tao
Edukasyong Pagpapahalaga 6 – Dapat Isaisip p. 158
K-12 books grade IV EPP
Lakip Blg. 4 at 5
Lakip Blg. 1 at 2 Lakip Blg. 3 Lakip Bilang 6 at 7 https://www.google.com
Star Graphic Organizer
Lakip Blg 8
ALAMIN NATIN ISAGAWA NATIN ISAPUSO NATIN ISABUHAY NATIN SUBUKIN NATIN
Paano maipahahayag ang Itanong: Ano ang kahalagahan Magbalik aral sa tamang Magbigay ng isang hakbang na Anong kaisipan ang natutunan
paggalang sa ideya ng ng paggamit ng IT o media sa pakikipag usap gamit ang magpapakita ng paggalang sa na may pagpapahalaga sa
namumuno sa pamayanan? isang usapan? social media. kapwa gamit ang social media paggalang sa suhestyon ng iba
gamit ang IT o social media?
Ipaskil ang larawan
Gamitin Lakip Blg. 1
Itanong: Hi-Tech ka ba?
Pamilyar ba sa inyo ang mga
nasa larawan?

B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa
bagong aralin
D. Pagtalakay ng bagongkonsepto at
paglalahad ng bagongkasanayan #1
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment)
G. Paglalapat ng mga aralin sa pang-araw-
araw na buhay
H. Paglalahat ng Aralin
Tandaan:; Ang IT o social media ay may Ipahayag na magkakaroon ng
Ngayon naman ay
mahalagang papel sa pagtatasa ukol sa natutunang
matutunan natin ang
Hikayatin ang mga mag-aaral
Responsableng pagsali sa kasalukuyang kalagayang aralin
na magbahagi ng kanilang
Ilahad ang layunin ng aralin. discussion forum o chat na
karanasan sa paggamit ng sosyal ng mga tao.
maaring magpakita ng
mga social media information
pagmamalasakit sa kapwa at
paggalang sa kanyang
opinion o ideya.
Itanong: Masasabi mo bang Ngayong araw ay masusukat
naging maingat ka sa ang inyong pagsasabuhay sa
pagbibigay ng iyong personal paggalang sa inyong kausap sa
na komento o ideya sa forum o chat
inyong usapan gamit ang
social media?
Taglay mo na ba ang
sumusunod na kaalaman o
kasanayan? Tsekan (√) ang
thumbs up icon kung taglay
mo na ito o ang thumbs
down icon kung hindi pa.
Gamitin ang Lakip Blg. 2
Gamitin ang Lakip Blg. 3
Talakayin ang naging sagot Bigyang paliwanag ang inyong Ipakita sa klase ang mga
ng mga mag-aaral. Ituon ang marka sa bawat hakbang na ito gamit ang
pansin sa mga sitwasyong pagpapahalaga. graphic organizer
nagbigay respeto sila sa ideya Gamitin ang Lakip Blg. 4
ng kanilang kausap sa chat
room.
Pangkatin ang mga mag aaral
Itanong:
Anong kinalabasan ng inyong Gumawa ng isang sa apat. Ipagawa ang lakip
Maari bang ikumpara ang
sagot bilang panukat sa antas resolusyon para sa iyong bilang 6
pakikipag usap ng personal sa
ng inyong paggalang sa usapan sariling pagpapaunlad bilang
pakikipag usap sa
gamit ang media? paggalang sa suhestyon o
pamamagitan ng paggamit ng
Nakatulong ba ito sa inyong ideya ng kapwa gamit ang
social media?Ipaliwanag ang
sarili? social media.
sagot
Ano ang epekto ng paggamit Ang paggamit ng IT o media sa Ano ano ang dapat tandaan Ang paggamit ng magagalang Ang responsableng paggamit ng
ng information technology sa usapan ay nakasalalay o upang matutunan ang na salita ay nagpapahayag ng social media o IT ay nagpapakita
paggalang sa ideya ng iba? nakabatay sa antas ng inyong responsableng pagsali sa paggalang sa opinion/ ng paggalang sa suhestyon ng
paggalang sa kapwa forum na nagpapakita ng suhestyon ng iba. iba.
 paggalang sa suhestyon ng
iba
Paano mo ginamit ang Ano ang kabutihang dulot ng Paano mo masasabing Ibigay ang pagtatasa sa Gamitin ang Lakip Blg.8
IT/media upang ipakita ang antas ng inyong paggalang sa naunawaan mo ang mga pamamagitan ng isang rubrics.
I. Pagtataya ng Aralin paggalang sa ideya ng kapwa gamit ang IT o media? hakbang na nabanggit? Gamitin ang lakip blg. 7
kapwa? GAmitin ang tsart.
Lakip Blg. 5
J. Karagdagang gawain para sa takdang-
aralin at remediation
IV. MGA TALA
V. PAGNINILAY
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 estratihiyang pagtuturo ang
nakatulong ng lubos? Paano ito
nakatulong?
 GRADE 6 School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. I. LAYUNIN
B. A. Pamantayang Pangnilalaman Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
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 Pagkatuto. Isulat Nabibigyang kahulugan ang Naipapahayag ang sariling Nagagamit nang wasto ang Nabibigyang kahulugan ang Nakasusulat ng panuto.
and code ng bawat kasanayan pananalita ng tauhan sa opinyon o reaskyon sa isang pandiwa sa pakikipag-usap sa tambalang salita. F6WC-IIi-2.11
napakinggang usapan. napakinggang balita isyu o iba’t ibang sitwayson. F6V-IIi-4.3
F6PN-IIi-19 usapan. F60L-IIf-j-5
F6PS-IIf-i-1
E. II. NILALAMAN Pabibigay kahulugan ng Pagpapahayag ng sariling Pandiwa at ang Aspekto Nito Pagbibigay Kahulugan sa mga Pagsulat ng Panuto
pananalita ng tauhan sa opinion o reaksyon o ideya Tambalang Salita
napakinggang usapan sa napakinggang isyu
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

4. Karagdagang Kagamitan mula sa
portal ng Learning Resources (LR)

B. B. Iba pang kagamitang panturo

PowerPoint Presentation, DLP
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin
Paglalarawan ng tauhan sa
napakinggang pabula.
Si Matsing at ang Pagong
Ano ang katangiang pinakita
ni haring Solomon nang
magdesisyon sya na ibigay sa
pangalawang babae ang
sanggol?
Magkaroon ng pagbabalik- Subukin Natin
aral tungkol sa uri ng Salungguhitan ang mga
pangungusap. Ipatukoy sa pandiwang ginamit sa
mga bata kung anu-ano ang mgapangungusap at tukuyin
mga uri ng pangungusap. kung nasa anong aspekto ang
mga ito. Isulat ang sagot sa
patlang.
______ 1. Ang malikot na
bata ay napaso sa kalan.
______ 2. Manghuhuli ng
mga gumagalang aso ang
lalaki.
______ 3. Sina Mabelle at
Paolo ay sumasayaw ng
Tinikling.
______ 4. Ang magkakapatid
ay nagdadasal gabi-gabi.
______ 5. Ang mag-aaral ay
magsisimba mamayang
hapon.
Panuto: Hanapin sa puzzle Pag-aralan Natin
ang mga salitang maaaring May mga batang hindi
may kinalaman sa marunong sumunod sa mga
tatalakaying aralin. Isulat ito magulang.
sa metacards. Magbigay ng Hindi nila inisip na ang
maikling ideya o paliwanag kanilang mga magulang ay
tungkol sa mga salitang nagmamahal at nagbibigay sa
nahanap. kanila ng lahat ng kanilang
mga kailangan. Kaya dapat
DOPINYONU sila’y sundin at mahalin.
REAKSIYON Ngunit sa kuwentong ito,
OSBANSAIL tunghayan natin kung ano
GMUALYKDA ang ginawa ni Juan at ano ang
AISATUIED nangyari sa kanya.
HPIOYEMYP (DLP pah.3-4)
PAUTOSRAX
Kahunan ang pandiwang Subukin Natin
angkop sa panahunang Ang ika-anim na baitang na mag-
ipinahihiwatig sa pangungusap. aaral sa Agripina Elem. School ay
1. (Diniligan, Dinidiligan, gumawa ng liham pangkalakal.
Didiligan) ng babae ang mga Ayon sa kanilang guro, dapat
halaman bukas nang umaga. nilang tandaan ang paraan ng
2. Ang sanggol ay (umiyak, pagtutupi ng liham pangkalakal.
umiiyak, iiyak) tuwing siya’y Gamit ang mga larawang nasa
basa. ibaba, sumulat ka ng panuto
3. (Tumawa, Tumatawa, tungkol dito. (DLP pah. 2-3)
Tatawa) siya matapos niyang
mabasa ang liham mo.
4. (Kadarating, Darating,
Dumarating) pa lamang ni
Willie sa bahay, sinusundo na
siya ng isa pang kaibigan.
5. (Nagbibihis, Kakabihis,
Magbihis) ka na at baka ka
maleyt sa kasal ng pamangkin
mo.
Ipabasa ang Basahin Mo Pag-aralan Natin
Ang mga “Bidang” Pilipino Ang lahat ay abala sa paaralan
nina Delia. Araw ng pagbisita ng
mga magulang. Ipakikita ng mga
mag-aaral ng ika-anim na baiting
ang kanilang ginagawa sa
paaralan. Abala ang mga batang
lalaki sa pag-aayos ng kanilang
proyekto sa EPP. Isusulat nila ang
mga hakbang sa paggawa ng mga
ipakikita nilang proyekto.
Makikita ang ganito.
Ash Tray na Yari sa Bao
(DLP pah.4-6)
C. Pag-uugnay ng mga halimbawa sa
bagong aralin
D. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
Isipin at Gawin
Gawain
Sabihin ang damdaming
inilalarawan ng mga pahayag.
Ipaliwanag.
1. Ang tagal naman ni
Jonathan! Baka mahuli tayo sa
practice.
2. Ewan ko ba naman sa
kaibigan mo, Rodel.Hanggang
ngayon ay hindi pa rin naaalis
sa sarili ang hindi pagdating sa
tamang oras
3. Hayaan mo, pagsasabihan
ko pagdating.
4. Teka, teka. Bakit hindi na
lang tayo maglaro habang
hinihintay natin si Jonathan?
5. Hindi ka ba napagod sa
pagbabasketbol natin? Heto
nga’t masasakit pa ang mga
hita ko, e.
Sagutin ang mga tanong
6. Ano ang damdamin ng
tauhan sa unang
pangungusap? Ikalawa?
7. Paano natin malalaman ang
damdaming ipinahahayag sa
pangungusap?
Ilahad sa klase ang
teksto/isyu. Pumili ng batang
magbabasa ng nasabing
teksto sa klase. Maaari rIn
itong ipabasa ng dalawahan,
tatluhan o pangkatan.
Marami nang nalathalang
mga balita at impormasyon
ukol sa pag-unlad ng mga
karatig-bansa ng Pilipinas.
Tinagurian silang pitong
dragon. Napakabilis ng pag-
unlad ng mga bansang tulad
ng Indonesia, Malaysia,
Thailand, Hong Kong, Taiwan,
Singapore, at South Korea.
Hindi katulad ng Pilipinas na
hanggang ngayon ang mga
Pilipino ay nakasadlak pa rin
sa kahirapan.
May mga suliranin
tayong dapat lutasin upang
umunlad ang ating bansa.
Unang-una ay ang isyung
kapayapaan at katahimikan
sa bansa. Ikalawa ay ang
kalinisan at pangangalaga sa
paligid na tila nalilimutan na
ng bawat Pilipino. Ikatlo ay
ang isyu ng kahirapan ng
nakararaming mamamayan.
Ikaapat ay ang kawalan ng
edukasyon ng mga kabataan
na siyang inaasahang
maglilingkod sa bayan. Paano
nga ba malulutas ito ng
bansang Pilipinas?
Magkakaroon ng talakayan
ang klase tungkol sa
binasang teksto. Ipasagot
ang mga sumusunod na
tanong.
1. Tungkol saan ang
binasang teksto?
Pag-usapan Natin
1. Bakit naisipan ni Juan na
umalis ng bahay?
________________________
________
2. Dapat ba nating takasan
ang taong nagawan natin ng
kasalanan?
Bakit?
________________________
________
3. Ano sa palagay mo ang
nangyari kay Juan sa
katapusan ng kuwento?
________________________
________
Sa kuwento tungkol kay Juan
ay nakapapaloob ang iba’t
ibang
pandiwa:
A. B.
C.
C. Pagtatalakay Pag-usapan Natin
1. Saang larangan nabibilang 1. Bakit naging kasiya-siya sa
ang mga “bidang” binanggit sa mga magulang ang panonood sa
akda? Bakit? mga ginawa ng mga anak nila?
2. Ano-nong mga katangian ng 2. Malinaw ba ang mga
mga bida sa kuwento ang direksyong ibinigay ng mga bata
maaaring tularan ng isang sa
bata? Paggawa ng mga proyekto nila sa
3. Sino sa mga miyembro ng paaralan?
inyong pamilya o angkan ang
itinuturing mong “bida” at
iyong hinahangaan?
4. Ano-anong mga katangian ng
mga “bida” sa kuwento ang
maaaring pamarisan ng isang
bata para makatulong siya sa
pagbubuklod ng mga
miyembro ng kaniyang
pamilya?
Suriin ang kahulugan ng salita
sa bawat kahon.
Ano ang tawag sa mga salitang Isang paraan ng pakikipag-usap o
binigyan ng kahulugan sa pakikipag-ugnayan sa iba ang
bawat kahon? Matutukoy mo pagbibigay ng tuntunin,
ba ang kaibahan ng salita sa direksyon at panuto. Sa mga
kahon A sa salita sa kahon B? paglalaro o paggawa ng isang
bagay, kailangan ang direksyon o
mga tuntunin na susundin upang
2. Ano ang tawag sa mga
karatig-bansa ng Pilipinas na
patuloy sa pag-unlad?
3. Ano ang dapat na gawin
ng Pilipinas upang
makasabay sa mga karatig-
bansa nito?
4. Anu-anong mga isyu ng
bansa ang dapat na lutasin o
bigyang pansin upang tayo
ay umunlad?
Umalis Ang salitang binigyang- maging madali at maayos ang
ipinatitinda kahulugan sa bawat kahon ay paggawa ng mga ito.
mapapalo tinatawag na tambalang salita. Balikan natin ang panuto kung
ginawa nag- Ang tambalang salita ay paano ang paggawa ng ash tray
aanyaya binubuo ng dalawang na yari sa bao. Ano ang iyong
makakagalitan magkaibang salita na pinag-isa. nasaksihan? Malinaw ba ang
ipinakain May mga tambalang salita na panuto?
dumadampi pinagdurugtong ng gitling (–) Magkatugma ba ang bawat
magpapakabait at mayroon din namang hindi panuto at larawan? Sa tingin mo,
nagmadali ginigitlingan. masusunod kaya ninyo ang mga
makikinig panuto sa tulong ng mga
nakatulog larawan?
nakalimot
Mapapansin na magkaiba ang
pagkabuo ng mga pandiwa sa
bawat hanay.
Ang mga pandiwang nasa
Hanay A ay pawang mga kilos
na naganap o natapos na. Ito
ay tinatawag na Pandiwang
Pangnagdaan.
Nakatutulong sa pagkilala ng
pandiwang nasa pagnagdaan
ang mga salitang
pampanahong kanina,
kahapon, kagabi, noong isang
araw, atbp. Ang mga ito’y
nagpapahiwatig na ginawa na
o tapos na ang pandiwa.
Sa Hanay B naman, ang mga
pandiwa ay nagsasaad ng
kilos na nasimulan na ngunit
hindi pa tapos o nagaganap
pa lamang. Ito ay tinatawag
na Pandiwang
Pangkasalukuyan.
Ginagamit ang mga salitang
pampanahong gaya ng araw-
araw, palagi, tuwing (hal.
tuwing linggo, tuwing Pasko)
at iba pa.
Sa Hanay C naman, ang
pandiwa ay nagsasaad ng
kilos na hindi pa nasimulan o
 gaganapin pa lamang. Ito ay
tinatawag na Pandiwang
Panghinaharap.
Ginagamit ang mga salitang
pampanahong mamaya,
bukas, samakalawa, sa isang
linggo at iba pa.
E. Pagtalakay ng bagong konsepto at Mula sa binasang teksto, Narito pa ang karagdagang Pagyamanin Mo
paglalahad ng bagong kasanayan #2 ipagawa ang Gawin Natin halimbawa: Gawin Ninyo
kung saan magbibigay ang Pangnagdaan Pangkatang gawain
(Paligsahan)
mga bata ng mga Pangkasalukuyan
Magsanay sa pagbuo ng
pangungusap na ginamit sa Panghinaharap mga tambalang salita.
teksto. Papagbigayin ang Sumayaw Tingnan ang mga larawan,
mga bata ng kani-kanilang sumasayaw isulat ang nabuong tambalang
reaksyon o ideya at opinion sasayaw salita ayon sa kahulugan
hinggil sa isyung kanilang Ngumiti isinasaad.
nabasa/napakinggan. ngumingiti
ngingiti
Nagmadali
nagmamadali
magmamadali
Umalis
umaalis
aalis
Ginawa
ginagawa
gagawin

F. Paglinang ng Kabihasaan
( tungo sa Formative Assessment )
Gawin Mo
Panuto: Bumuo ng dalawang
grupo. Batay sa
mapagkakasunduan ng
dalawang grupo, pumili ng
isang paksa/isyu mula sa
mga sumusunod na listahan.
Ang dalawang grupo ay
magsasagawa ng isang
debate tungkol sa isyu.
Gumamit ng iba’t ibang uri
ng pangungusap sa
pagdedebate.
Gawin Natin Ano ang kahulugan ng Gawin Natin
Basahin ang mga sumusunod sumusunod na tambalan sa (DLP pah. 6-8)
na pangungusap. Piliin ang mga pinagsamang salitang-
pandiwa at sabihin ang ugat? Pansining may gitling sa
angkop na aspekto. Isulat ito may nawawalang salita. Isulat
sa tamang hanay. ang sagot sa papel.
Hal. Bibili sila ng damit sa Tambalan Mga Salitang-
Davao bukas. Ugat Kahulugan
Sagot: 1.anak-pawis anak, pawis
Pandiwa Aspekto Ipinanganak na mahirap
Bibili
Panghinaharap 2.balat-sibuyas
3.likod-bahay

G. Paglalapat ng aralin sa pang-araw-
araw na buhay
Paunlarin at Payamanin
Basahin ang mga pahayag.
Ipakita sa pamamagitan ng
pagbasa ang damdaming
inilalarawan ng bawat tauhan.
1. May laro akong hindi
nakakapagod. Iyon bang
larong habang nagpapahinga
ay nakapaglalaro pa rin.
2. Pampalipas-oras. Gawin
natin. Gusto ninyo?
3. Puwede bang dito na lang
natin iyan laruin? Talagang
masakit ang mga hita ko.
4. Ang dami mong tanong.
Ayaw mo yata, e. Huwag na
lang natng ituloy.
Ito kasing si Jonathan, e. kung
bakit ngayon pa dumating.
Natalo tuloy ako.
Magsimula rito: 4likas-yaman
Mga mungkahing paksa: 1. Tuwing umaga, si Nita ay 5agaw-buhay
1. Marangya o nagwawalis ng kanilang 6buhay-Maynila
simpleng pagdiriwang ng bakuran. 7isip-bata
pista 2. Sumama si Au-au sa piknik 8.ayos-dalaga
2. Panukalang oras ng noong isang linggo. 9.hanap-bahay
pagvivideoke 3. Manonood ba kayo ng sine 10.buhay-binata
3. Nationwide liquor sa Linggo?
ban sa Pilipinas 4. Kung sasakay ka sa bapor,
4. Panukalang “No marami kang makikilalang
School Uniform” para sa mga tao.
mag-aaral 5. Parang wala sa sarili si Lyn
habang sumisigaw ang
kanilang katulong ng
“Sunog!”
Pandiwa
Aspekto
1.
2.
3.
4.
5.
Isapuso Mo Gumawa ng 5 pangungusap Pasagutan sa mga mag-aaral Pagyamanin Natin
Pangkatang Gawain na may mga pandiwa batay ang Isapuso Mo (DLP pah. 15-16)
Ang bawat pangkat ay sa larawan. Salungguhitan
bibigyan ng envelope na may ang pandiwa at sabihin kung
lamang manila paper, anong aspekto
marker at kwento. Tahimik ang ginamit nito.(DLP pah.7)
na babasahin ang 1.
nakatakdang gawain at ________________________
pagkatapos ay isasagawa na ________________________
ito. ____
2.
Unang Pangkat – pumili ng ________________________
isang napapanahong isyu at ________________________
magbigay ng mga rekasyon, ____
opinion o ideya tungkol dito. 3.
Iulat ito sa klase. ________________________
Ikalawang Pangkat - mag-isip ________________________
ng isang napakinggan o ____
nabasang isyung 4.
kinasasangkutan ng bansa. ________________________
Magsagawa ng tatlong ________________________
minutong debate tungkol ____

H. Paglalahat ng Aralin Ang katangian ng tauhan ay
mailalarawan ayon sa pahayag
na kaniyang sinabi. Matutukoy
rin ang kaniyang iniisip at
nadarama. Maaaring
pagkainip, pagkapagod,
pagdaing, pagkainis, pagsang-
ayon, paninisi, pag-alo, pag-
awat at paghihikayat.
I. Pagtataya ng Aralin Isulat sa papel ang katangian
ng tauhan na inilalarawan sa
pahayag – maawain,
masungit, magalang, mabait,
masayahin, malungkutin,
mainipin, at iba pa.
dito. Gumamit ng iba’t ibang
uri ng pangungusap sa
pagdedebate.
Isaisip Mo
Ang pagbibigay ng reaksyon,
ideya o opinion tungkol sa
isang isyu ay isang mabuting
kasanayan dahil
naipahahayag natin ang
sariling saloobin, opinyon o
pananaw hinggil sa mga
kaisipang inilahad.
Ang pagbibigay-reaksiyon ay
maaaring sa pamamagitan
ng pagsang-ayon o
pagsalungat sa kaisipan ng
nagsalita o kausap. Sikapin
lamang na maging magalang
upang maiwasan ang
makasakit ng damdamin ng
kapwa
Isang paraan din ng
pagpapahayag ng reaksiyon
ay sa pamamagitan ng
pagkakaroon ng debate.
Iba’t ibang uri ng
pangungusap ang maaaring
magamit sa pakikipagdebate
tungkol sa isang isyu.
Panuto: Magbigay ng sariling
reaksyon, opinion o ideya
hinggil sa sumusunod na
isyu.
Labanan ang polusyon
5.
________________________
________________________
____
Tandaan Natin
Ang pandiwa ay may tatlong
aspekto.
1. Pangnagdaan – kung ang
kilos ay ginawa na o tapos
na.
Umuwi siya nang maaga
kahapon.
2. Pangkasalukuyan – kung
ang kilos ay nasimulan na
ngunti hindi pa tapos o
nagaganap pa lamang.
Tumutulong siya sa mga
gawaing bahay.
3. Panghinaharap – kung ang
kilos ay hindi pa nasimulan o
gaganapin pa lamang.
Mag-aaral na siya sa susunod
na taon.
Basahin ang mga
pangungusap. Salungguhitan
ang pandiwa na ginamit dito
at ilagay ang bawat
pandiwang makikita sa kanya
kanyang aspekto.
Gabayan ang mga bata sa
pagbibigay ng paglalahat.
Ano ang tambalang salita?
Paano binibigyan kahulugan
ang mga tambalang salita?
Panuto: Bilugan ang titik ng
angkop na kahulugan ng
tambalang sa bawat bilang.
1. bungang-isip
a. mula sa bunga ng panaginip
Ang panuto ay binubuo ng mga
hakbang na sinusunod sa
paggawa ng isang bagay.
Halimbawa:
Kapag kumukuha ka ng
eksamen, ang panuto ay
magsasabi sa iyo kung sa kaliwa
o sa kanan isusulat
ang iyong sagot, kung letra o
buong salita ang isusulat
mo.
Ang panuto rin ang susundan
mo kung may gagawin kang
isang bagay na nangangailangan
ng hakbang-hakbang na kilos.
Halimbawa:
1. Paggawa ng isang kard.
2. Paano gagawin ang isang
ehersisyo, atbp.
Ito ang mga pamatnubay sa
pagsulat ng panuto:
1. Pag-aralang mabuti ang mga
larawan o dayagram.
2. Isipin munang mabuti ang
iyong isusulat tungkol sa
larawan.
3. Tuwirang ibigay o ilahad nang
malinaw ang tuntunin. Iwasan
ang paliguy-ligoy na panuto.
4. Ilahad ang mga panuto nang
sunud-sunod.
5. Gumamit ng mga payak na
salita.
Sino ang iyong paboritong
bayani? Gumawa ng kwadro
para sa kanyang larawan. Pag-
aralan ang mga larawan at
gumawa ka ng mga hakbang
kung paano ito gagawin.
 8. Magandang umaga po. Kayo
po ba si Gng. Reyes?
9. Oo, ako nga. Anong
maitutulong ko sa iyo?
10. Limusan mo na ang bata.
Mukhang hindi pa kumakain.
Putlang-putla na.
11. Ang tagal nmn ni Joyce!
Kanina pa tayo rito.
12. O, hayun na pala siya!
Ngiti na tayong lahat.
J. Karagdagang Gawain para sa takdang
aralin at remediation
Malaking isyu
ngayon ang pagkasira ng
kapaligiran dahil sa
lumulubhang polusyon sa
lupa, tubig, at hangin.
Malulutas ang suliraning ito
kung makikipagtulungan ang
bawat tao. May mga batas
na dapat sundin at may mga
kautusang ipinatutupad ang
ating pamahalaan. Magiging
malinis ang paligid kung
gagawin ng bawat isa ang
kanilang tungkulin. Tayo ang
dapat mangalaga na likas na
kayamanan at ang pag-unlad
ng bayan ay sa atin
nakasalalay.
Hal.
1. Manonood kami ng sine.
Pangnagdaan
Pangkasalukuyan
Panghinaharap
1. Manonod
Magsimula rito.
1. Nakita ko si Dondon sa
Gaisano Mall.
2. Siguro ay sasama ka sa
Bukidnon.
3. Ang tatay ko ay nagtitiis
sa banig ng karamdaman.
4. Nangangaral ang Nanay sa
kanyang mga anak.
5. Kenneth, kukuha ka ba
mamaya ng pagkain mo?
Salungguhitan ang mga
pandiwa. Ilagay sa patlang
kung ito ay pangkasalukuyan,
pangnagdaan o
panghinaharap.
_________ 1. Ang aso ay
bumangga sa pader sa tulin
ng takbo.
_________ 2. Uuwi ako sa
amin bukas.
b. mula sa bunga ng mga A. Maghanda ng:
nakikita - dalawang pirasong cardboard
c. mula sa bunga ng iba’t ibang na 5 x 8 pulgada
pangyayari - lapis
d. mula sa bunga ng iba’t ibang - ruler
pangyayari - pandikit
2. nagpakitang-gilas - krayola o
a. ipinakita ang pagiging - water color
malikhain (DLP pah.13-14)
b. ipinakita ang katalinuhan
c. ipinakita ang pagiging aktibo
d. ipinakita ang kahusayan at
kakayahan
3. bahay-kubo
a. maliit na bahay na gawa sa
kawayan at sawali
b. maliit na bahay na gawa sa
dahon ng saging
c. maliit na bahay na gawa sa
iba’t ibang kahoy
d. maliit na bahay na gawa sa
bato
4. kwentong-likha
a. mga tinipong kwento
b. mga isinulat na kwento
c. mga ginupit na kwento
d. mga pinagsama-samang
kwento
5. kilalang pamilya
a. maykaya sa buhay
b. sikat sa pamilya
c. pamilyang kasama sa
pulitika
d. malaking pamilya
Tukuyin kung literal o
matalinghaga ang salita ang
tambalang salitang may
salungguhit sa bawat bilang.
Ibigay na rin ang kahulugan ng
mga ito.
_______ 1. Ang bahay-kubo
namin ay talaga namang
 _________ 3. Dali-daling masarap tirhan lalo na kung
inalis ni Peter ang bato. tag-init.
_________ 4. Nagtanim ka _______2. Ang bahaghari ay
ba ng puno sa inyong waring nakangiti sa akin at
bakuran? nagbibigay-saya.
_________ 5. Masayang _______ 3. Marami ang
nagdidilig si Karen ng mga nagtataingang-kawali sa
halaman sa kanilang bakuran tuwing ayaw nilang marinig
araw-araw. ang katotohanan.
_______ 4. Tuwing Pasko ay
pumupunta sila sa bahay-
ampunan para bisitahin at
bigyan ng kasiyahan ang mga
ulila.
_______ 5. Ibig niya talaga
ang makahanap ng isang
hanapbuhay upang
matustusan ang pag-aaral ng
kapatid.
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?
 GRADE 6 School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S MUSIC ARTS HEALTH P.E.

A. Content Standard Demonstrates the concept of
melody by using intervals in
major scales and in the minor
scales
B. Performance Standard Applies learned concepts of
melody and other elements to
composition and performance
Demonstrates understanding of
shapes, space, colors, and the
principles of emphasis, harmony
and contrast in digital painting
and poster design using new
technologies.
Applies concepts on the use of
software in creating digital
paintings and graphic design.
The learner understands the
importance of keeping the
school and community
environments healthy
The learner demonstrates
practices for building and
maintaining healthy school
and community environments
Demonstrates understanding
of participation and
assessment of physical activity
and physical
fitness
Participates and assesses
performance in physical
activities. assesses physical
fitness
Demonstrates understanding
of participation and assessment
of physical activity and physical
fitness
Participates and assesses
performance in physical
activities. assesses physical
fitness

C. Learning Competencies
(write the LC Code)
II. CONTENT
III. LEARNING RESOURCES
A. References
Sing self-composed melodies Creates an advertisement
in C Major,G Major,F Major /commercial or announcement
keys poster
MU6ME-IIa-5 A6PR-IIh
MELODY DIGITAL PAINTING –GRAPHIC
DESIGN(Digital Poster)
Practices proper waste
management at home, in
school, and in the community.
H6CMH-IIh-8
Proper Waste Management
Assesses regularly
participation in physical
activities based on the
Philippine physical activity
pyramid PE6PFII-b-h-18
Observes safety precautions
PE6GSII-b-h-3
Executed the different skills
involved in the game PE6GS-
IIc-h-4
Recognizes the value of
participation in physical
activities PE6IIb-h-19
Displays joy of effort, respect
for others and fair play during
participation in physical
activities
PE6PF-Ib-h-20
Identifies areas for
improvement PE6PF-II-b-h-22
Invasion game:Basketball
Assesses regularly
participation in physical
activities based on the Philippine
physical activity pyramid
PE6PFII-b-h-18
Observes safety precautions
PE6GSII-b-h-3
Executed the different skills
involved in the game PE6GS-IIc-
h-4
Recognizes the value of
participation in physical
activities PE6IIb-h-19
Displays joy of effort, respect for
others and fair play during
participation in physical
activities
PE6PF-Ib-h-20
Identifies areas for
improvement PE6PF-II-b-h-22
Invasion game:CHESS
 1. TG/CG pages CG-P.54 CG-P50 TG. p9 CG page 35 CG page 35
CG-p.53
2. Learner’s Materials pages
3. Textbook pages The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN
ACTION pp.40-41 ACTION pp.140-146 ACTION pp.202-216pp.273- ACTION pp.202-216 ACTION pp.202-216
276
4. Materials downloaded
from LRMDS
B. Other Learning Materials Internet--google Internet--google Internet--google Internet-Ibat ibang Larong Lahi Internet-Ibat ibang Larong Lahi
search:https:/www.google.co search:https:/www.google.com.p search:https:/www.google.co sa Pilipinas-google sa Pilipinas-google
m.ph. h. m.ph. search:https:/www.google.com search:https:/www.google.com.
Laptop,tv monitor Laptop,tv monitor Laptop,tv monitor .ph. ph.
Laptop,tv monitor,basketball Laptop,tv monitor,CHESS BOARD
court,bola
IV. PROCEDURES
A. Reviewing previous lesson What songs are in the major What is computer graphic Activity: 1.Did you enjoy playing 1.Did you enjoy playing invasion
and presenting new lesson C,F,and G?Why? design? Charades invasion game like LAWIN AT game like LAWIN AT
The teacher will choose 3 SISIW,SUNGKA,AGAWAN SISIW,SUNGKA,AGAWAN BASE?
pupils who will act the given BASE? 2.Did you participate actively?
situations. Situations: 2.Did you participate actively? 3,Did you understand the
1. Recycle/recycling, 3,Did you understand the mechanics of the game?
2. Composting, mechanics of the game? 4. Describe the skills involved in
3. Segregation/Sorting Are 4. Describe the skills involved the game.
you practicing this proper in the game. 5.Did you observe safety
waste management at home? 5.Did you observe safety precautions ?
In school? In the community? precautions ? 4. Did you display joy of effort,
4. Did you display joy of effort, respect for others and
respect for others and fair play during your
fair play during your participation to the game ?Why?
participation to the game 5.What areas do you need to
?Why? improve?
5.What areas do you need to
improve?
B. Establishing a purpose for Do you like to be a composer What is photo-editing? How are What other methods can you Today, we will be have A VIDEO Today, we will be have A VIDEO
the lesson ? photos combined in poster do to apply proper waste WATCHING on how to play WATCHING on how to play
design? disposal at home? In school? basketball. chess.
In the community?

C. Presenting Show pictures of some Say: A photograph can be used as Activity: Video watching Video watching
examples/instances of the composers doing their job. a starting element to make Picture Analysis
lesson posters on the computer.It is Ask the pupils to tell
possible to put a hard copy of the something about the pictures.
image and paint from that with a

D. Discussing new concepts
and practicing new skills #1
Do activity 10 on p. 40
Do any of these activities:
1.You are a composer.
Make your own song.Create
simple phrases and compose
simple melodies for the
phrases you made.
2.You are an instrumentalist.
Play any musical
instruments that you know in
different scales of G and F
major as accompaniment
“You Are My Sunshine”
3.You are a chorale member.
Hum the melody of the
song in every title of songs
that the teacher will give you.
pen tool using whatever brushes
you choose.Usually,photo is
combined in making a poster
design.
Hazardous chemical
containers
Eco-friendly bag
biodegradable wastes
Discuss Digital Poster –HANDS The teacher will discuss the Report/demonstrate the Report/demonstrate the
ON ( I DO ) practices on proper waste background/ correct play of background/ correct play of
management in school and in basketball based on the video chess based on the video
MAKE YOUR OWN DIGITAL the watched. watched.
POSTER
community
1.Open Gimp,create a new Information Index-
Layer,and insert the background “All About The Waste“
you want to use.A textured
image of flat background will do.
2.Create a new Layer for each of
the objects or elements you will
include in your poster.Import or
scan your image and/or
photograph on the
computer.Save the image as file.
3.Retrieve the image and/or
photograph.Insert on the layer
that you want to use.Color the
imAGE.Enhance,resize,move
image according to the layout or
concept that you have in mind.
4Insert your texts.Use the Text
and Type tools from your toolbar
to create and place texts in the

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (lead
to formative assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalization and
abstractions about the
lesson
I. Evaluating learning
Group practice
Demonstration
How do you sing self-
composed melodies?
Put a check before each
statement that describes your
attitudes and feelings during
and after doing the activities.
picture and form fonts that you
think are appropriate for your
theme and main idea.Click on the
picture with the Type tool and
select a box the size of the area
you want to add text.Type in the
box,then adjust t5he size of the
text box.
5.Print your finished poster.
HANDS ON ( We do)
Asking some questions not
cleared in making digital poster
Do you have a good
understanding,have some
questions or don’t get it in
making digital poster?
How do make a digital poster
well?
Put a check before each
statement that describes your
How do you manage your
waste at home?
What are the waste
management methods being
practiced in the school? In the
community?
Have you tried joining a clean-
up campaign in your school
and in your community?
Pupils are encouraged to
share their experiences about
waste management.
Draw an ideal trash cans for Apply game discussion for Apply game discussion for
proper waste disposal clarification clarification
How can you encourage your Group game Group game
family members to practice
proper waste management?
How do you convince your
classmates and friends to
practice proper waste
management?
What are the best practices of Ask the learners to either fill in Ask the learners to either fill in
waste management you do at the Physical Activity Log or ask the Physical Activity Log or ask
home, in school, and in your them to write a Journal entry in them to write a Journal entry in
community? their journal notebook/P.E. their journal notebook/P.E.
notebook of what they have notebook of what they have
learned. learned.
YES OR NO Fill in the template “Game Fill in the template “Game
Directions: Check the column Participation Survey” or “My Participation Survey” or “My
that shows the proper waste Physical Activity and Fitness Physical Activity and Fitness
Contract” Contract”
__1.Ican demonstrate the attitudes and feelings during and management you do at home, Check the space provided that Check the space provided that
ability to sing,read,and write after doing the artwork. in school, and in community. best describes your answer. best describes your answer.
simple musical notations in Learning Excelle Goo Poo Learning Excelle Goo Poo
the Key of C,G,F majors. __1.I realized that art Practices Yes No nt d r nt d r
__2.I can analyze the melodic processes,elements and Disposing 1.I 1.I
patterns of songs in C.F.G garbage in a participat participat
principles still apply even with
major keys. proper trash ed in the ed in the
the use of technologies.
__3.I can sing and play solo or bin game game
with group,melodies/songs in Using eco- actively actively
__2.Ican appreciate the elements
C,G,F majors friendly bag 2.I 2.I
__4.I cancreate simple and principles applied in understoo understoo
when buying
melodies in C,G,F, Majors. layouting. in the mall or d the d the
__5. I can sing self-composed supermarket. backgrou backgrou
melodies in C,F,G major keys. __3.I can apply skills in layouting Segregating/S nd of the nd of the
and photo-editing using new orting waste game game
technologies (hardware and according to 3.I 3.I
software ) in making a poster. its kind. observed observed
Using safety safety
__4.Ican create an tumblers and precautio precautio
advertisement/commercial or food ns in ns in
containers playing playing
announcement poster
instead of syato syato
disposable game game
__5.Ican expand my imagination
containers 4.I 4.I
while making a poster.
Getting just executed executed
enough food the the
__6.Ican understand my
that I can different different
classmates better through their skills skills
only
participation in class. consume. involved involved
in the in the
__7.I can accept the remarks and game game
suggestions of others. 5.Idisplay 5.Idisplayed
ed joy of joy of
__8.I can see myself improving effort,res effort,respec
inhow I think and work in this pect for t for others
activity. others and fair play
and fair during
__9.I am happy with,and proud play participation
of my work. during in physical
participati activities
on in
physical 6.I identified
activities the areas of
 __10.I can clean and take good my
care of the things inmy classroom 6.I improvemen
after using them. identified t
the areas
of my
improvem
ent

J. Additional activities for
application or remediation
V. REMARKS
Master at vacant periods. Master at vacant period/at home Make an E-can made of plastic Play it on vacant time for Play it on vacant time for
bottles,plastic mastery. mastery.
wrappers,straws and
coloredpapers.

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

A. No. of learners who earned

80% in the evaluation
B. No. of learners who
acquired additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encountered which my
principal can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
 GRADE 6 School: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 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 / performs addition on integers. performs subtraction on integers. performs multiplication on performs division on integers.
Objectives M6NS-IIi-156 M6NS-IIi-156 integers. M6NS-IIi-156
M6NS-IIi-156 Weekly test

II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21st Century Mathletes 6, pp 50 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 50- 21st Century Mathletes 6,
Lesson Guide in Elem. Math Gr. pp53-56 53 pp 53
6 p.353 Lesson Guide in Elem. Math Gr. 6
p.356, 358
2. Learner’s Materials pages
3. Textbook pages 21st Century Mathletes 6, 21st Century Mathletes 6, pp158- 21st Century Mathletes 6, pp. 21st Century Mathletes 6,
pp158-165 165 152-157 pp 158
4. Additional Materials from DLP 6 Mod 69 DLP 6 Mod 69
Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
clip, power point presentation power point presentation power point presentation power point presentation
IV. PROCEDURES
A. Reviewing previous lesson Drill: Which of the two integers Drill: Warm-up: What two numbers Have a quick review on
or presenting the new in each pair has a greater Give the opposite of each given will give you a product of 64 and multiplying integers:
lesson distance from zero? integers. a quotient of 4?
1. +5 & -4 1. +50 Solution:
2. -2 & -9 2. +12 • 16 and 4
3. -10 & -6 3. +42 • 16 x 4 = 64
4. +7 & -3 4. -120 • 16 ÷ 4 = 4
5. -12 & + 1 5. -29
Review: Review: Review: Subtract the ff.
Use algebra tiles to show the Quick Review of 1. 18- 7
answer to the following: Adding Integers 2. -26-12
1. (+6) + (-4) 3. 35- (-8)
2. (-8) – (+5) 4. 20- (-20)
3. (-2) X (+3) 5. -25-(-25)
 4. (-8) ÷ (+2)
B. Establishing a purpose for Problem: You want to buy
the lesson house that costs Php800,000.
You only have Php500,000. If
you buy the house, what will
your debt be?
If you spend more money than
you have, you go into debt.
(Debt is a good example of
working with negative integers.)
C. Presenting Use a number line to help
Examples/Instances of visualize the addition of
new lesson integers.
(Discuss “explain” on page 152
of txbk)
D. Discussing new concepts Show video clip on how to add
and practicing new skills integers
#1
E. Discussing new concepts
and practicing new skills
#2
Demonstrate adding positive
and negative integers using
counters.
The highest point in Asia is the
top of Mount Everest, at a height
of 29,028 feet above sea level.
The lowest point is the Dead Sea,
which 1312 feet below sea level.
How much higher is Mount
Everest than the Dead Sea?
Discuss the answer to the
problem using the 3 Steps to
Subtract Integers
1.Keep
Keep the 1st number
2.Change
Subtraction sign to Addition
3.Opposite
Write down the opposite of the
2nd number
-Then add the way you normally
do.
Show video clip on how to
subtract integers.
Demonstrate another example of
subtraction of integers using a
number line
Problem: You are Php300 in
debt. If your debt is increased 2
times, how much is your debt?
-300 x 2 = -600
Multiplying by a negative
number is multiplying your debt.
Present the rules in multiplying Present to the pupils the
integers using power point discussion on how to divide
presentation. integers. (See power point
 Rule 1: presentation)
Positive x Positive = POSITIVE
 Rule 2:
Negative x Negative = POSITIVE
 Rule 3:
Negative x Positive = NEGATIVE
 Rule 4:
Any Number x 0 = ZERO
Show video clip on how to Show video clip on how to
multiply integers divide integers
Demonstrate another example of Divide the pupils into 5 groups.
multiplication of integers. Let them answer the problems on
the slides.
 (On the slides of power point
presentation)
Do you notice a pattern or rule?
Adding Integers with like signs.
- When the signs are the same,
add the numbers together and
keep the sign.
Demonstrate Adding Integers
with like signs.

(On the slides of power point

presentation)
Did you notice a pattern or
rule?
Adding integers with unlike
signs.
- When the signs are different,
subtract the integers and keep
the sign of the larger digit.
F. Developing mastery Group Activity: Group Activity: Group Activity:
(Leads to Formative Add the ff. integers: Materials: flash cards/power Materials: flash cards/power
Assessment) 1) -8 + 8 = point, show-me-board point, show-me-board
2) -9 + -11 = Mechanics: Mechanics:
3) 13 + (-19) = a.Divide the class into 5 groups. a.Divide the class into 5 groups.
4) 7 + 5 = b.Choose a leader b.Choose a leader
5) -12 + 10 = c. Teacher flashes numbers on c. Teacher flashes numbers on
6) -22 + (-16) = the slides the slides
7) 18 + (-5) = d.Leader will write the correct d.Leader will write the correct
answer on the show-me-board answer on the show-me-board
e.The first group to flash the e.The first group to flash the
correct answer will get 1 point correct answer will get 1 point
f.The teacher checks the answers. f.The teacher checks the answers.
g.The group having the most g.The group having the most
number of correct answers wins. number of correct answers wins.
G. Finding practical Pair-share: Add the ff. PRACTICE BY PAIR: Try this with your seatmate:
applications of concepts 1. -7 – 15 = 54  6 =
and skills in daily living 2. 23 – 98 = -54  6 =
3. -48 - -13 = 54  -6 =
4. 5 - -6 = -54  -6 =
5. 17 – 8 = |-12  -4| =
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application and
remediation
How do we add integers with
like sign? Unlike sign?
Adding Integers with like signs.
- When the signs are the same,
add the numbers together and
keep the sign.
-9 + -3 = -12
Adding integers with unlike
signs.
- When the signs are different,
subtract the integers and keep
the sign of the larger integer.
-9 + 3 = -6
If the temperature was -7
degrees (Fahrenheit) at 6 AM,
rose 4 degrees by 7 AM and
then rose another 8 degrees by
How do we subtract integers? How do we multiply integers? How do we divide integers?
(Subtraction of integers means 1. IF THE SIGNS ARE THE (on the slides)
adding the minuend and the SAME THE ANSWER
opposite of the subtrahend.) or IS POSITIVE
Subtract Integers 2. IF THE SIGNS ARE
1.Keep DIFFERENT THE ANSWER
Keep the 1st number IS NEGATIVE
2.Change
Subtraction sign to Addition
3.Opposite
Write down the opposite of the
2nd number
-Then add the way you normally
do.
Answer the ff. Let the pupils do the additional Let the pupils answer the activity
Subtract 6 from  15 activities on the slides. cards.
8   2   9   7  
 8 AM, what was the
temperature at 8 AM?

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: BACALE ES Grade Level: VI
Teacher: MERCY M. MARTIN Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 8-12, 2018 (WEEK 9) Quarter: 2ND QUARTER

WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove swamps

B. Performance Form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important
Standards plants and animals

C. Learning Discuss the interactions among living things and non-living things in tropical rainforests, coral reefs and mangrove swamps ( S6LT II i-j-5)
Competencies/
Objectives
Write the LC code for
each
a.Identify living and non-living Construct food chains to show Identify the food web in the
things in a mini-ecosystem. feeding relationships among living given illustration.
b.Draw samples of living things things Appreciate the importance of
and non-living things found in  Tropical rainforests interdependence of food of
a mini-ecosystem.  Coral reefs living things.
c.Show concern in the  Mangrove swamps Construct food webs to show
environment. Work harmoniously with the feeding relationships among
group living and non-living things in
an ecosystem
* Tropical Rainforests
* Coral Reefs
* Mangrove Swamps
( S6LTIIi-j-5.5)
Living Things and Non-Living Ecosystems : Topical rainforests 1.Interactions Among Living Things
II. CONTENT Things Coral reefs (Food Chair) Food Web
Mangrove swamps 2.Tropical rainforests
2.1Coral reefs
2.2 Mangrove swamps

III. LEARNING RESOURCES

 A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Exploring Science and Health Cyber Science 6, Myrna Q. Sci-Tech Wonder 6 Cyber Science 6, pp. 175-180
VI, p.83 Adduru, pp.175-179 p. 187 -
The New Science Links 6 , Evelyn
Castante—Padpad, pp.269-274
www.google .com.ph

4. Additional Materials http/www.e-

from Learning learningforkids.org/ecosystem/tr
Resource (LR) portal opical rainforest/mangrove
swamps/coral reefs/
B. Other Learning https://www.youtube.co
Resources m/watch?v=biB39CSwj6
M

IV. PROCEDURES

Vocabulary producer
Development consumer
food chain
depend

A. Reviewing previous Activate prior knowledge of
lesson or presenting pupils by giving them jumbled
the new lesson letters to get the word correctly.
(See attached activity sheet # 1)
organisms present in the picture?
What do we have in the Picture?
What are the
ENGAGEMENT:
Picture Analysis
The teacher show picture of grass ,
chicken and snake.
How these three living things
related to each other?
Spot the error.
1. Plants depend on plant and
other animals in order to
survive.
2. Consumers can survive
without the producers.
3. Food chain consists of
producer, consumer and
predators.
4. Producers break down dead
animals to smaller pieces.

B. Establishing a Present pictures of Living and In this lesson you will learn about
purpose for the Non-Living Things found tropical rainforest, coral reefs
lesson aroun What can you say about and mangrove swamps and their
the pictures ? Can you group components and how do they
them ? How ? differ from one another.
(Teacher may have a video
presentation before the activity)
C. Presenting Group the pupils into 5 and give
examples/instances Show video about Ecosystem the respective tasks for each
of the new lesson group. Choose rapporteur to
present your output.
Group 1 - The pupils will label
the pictures and describe each.
(Activity sheet # 2)
Group 2 - The pupils will fill up
the table to show the different
component for each type of
ecosystem (Activity sheet # 3)
Group 3 – The pupils will draw
the tropical rainforest, mangrove
swamps and coral reef and label
each. (Activity sheet # 4)
Group 4 – The pupils will act out
as Mr. Forest, Ms. Mangrove
Swamp and
Mrs. Coral Reef and introduce
their components.
Group 5 – The pupils will solve a
picture puzzle of forest ,
mangrove swamp and
Why do living and non living things
live in a specific environment?
Group Activity
5. Consumers is the only living
thing that can produce its own
food.
GAME: Explain.
Get the envelope and identify In the jungle or wild there is
the picture organism inside the always survival of the fittest.
envelop..
Make as simple habitat from the
different organism you have
found inside the envelop.
 Forest
 Coral reefs
 Mangrove area
EXPLORATION: Dyads
A. Grouping of pupils Research on books or in the
B. Setting of standards internet on animals found in
C. Activity the following; a. tropical
Activity 1 rainforests b. coral reefs, c.
Food chain in Coral Reefs mangrove swamps.
Activity 2 Individually make a list of
Food chain in tropical rain forest animals found in each
Activity 3 category. Write as many as
Food chain in mangrove area you can for 5 minutes.
Activity 4 Compare your list. Cross out
Draw a food chain in tropical the animals which both of you
forest have in the list. The one who
Activity 5 has the most number of
What a Corals? animals left is the winner
(through video presentation)
 coral reef and name it after.

D. Discussing new Group Activity ( by learning Discussion of the lesson EXPLANATION Teacher’s Instruction
concepts and stations ) Please see Presentation of outputs. Based on the activity you have Picture Analysis
practicing new skills attachments. made, what are the food chain you
#1 made from tropical rain forest?
mangrove? coral reefs?
Which are the primary
consumers? Secondary
consumers?
Can a secondary consumer
become a primary consumer?
Why?
What is being transfer in food
chain?
Which happens to the amount of 1. Can you name the food
stored energy as it transferred chains in the picture above?
from one consumer to another? 2. How many food chains did
you see?
3. What do you think is the
basis of the relationships in
the picture?
4. How many animals feed in
the plant?
( Teacher may also use
different pictures from
tropical rainforest, coral reefs
and mangrove swamps)
E. Discussing new Process the output of the pupils DIRECTIONS: Identify the symbiosis Activity 1:
concepts and and discuss the type of relationship of the following Problem: What is a
practicing new skills ecosystem as tropical rainforest, situation food web?
#2 mangrove swamp and coral reef being described in each item. Write Study the illustration below
using the presentation found in your answer on your answer sheet.
the web (http./www.e-
learningforkids.org./ecosystem/) 1.Marie enjoyed snorkeling during
summer
vacation. She witnessed that Sea
urchins eat corals. What interaction
in
marine ecosystem does it show?
______________________________
__
2. Clownfish meets sea anemone
during his sea exploration. They
became friend in the long run.
Clownfish protects sea anemone • Observation:
from 1. What is the
marine creature that immune on its grasshopper’s source
tentacles while sea anemone serves of food? Ant’s?
as 2. What is the eagle’s
habitat of Clownfish .What source of food?
interaction 3. What is the snake’s
in marine ecosystem does it show? source of food?
______________________________ 4. How many food
_ chain are there in the
3. The reduction of sea urchin illustration?
population growth causes of Activity 2: Group
decreasing reproduction of Work
corals. What does it show? Procedures:
______________________ 1. Identify the
4. Mark’s group dissected Tilapia possible animals that
during their science experiment. may survive in the
They discovered that worms lives given pictures to
in the flesh of fish. If worm your group.
harmed the fish, what does it 2. From the list of
depict? animals identified
__________________________ construct a food web
to show the feeding
5. Barnacles and whales were relationship of
friends. Barnacles considered animals.
as commensals while the Group 1: Tropical
whales are host. What Rainforest
interaction in marine
ecosystem does it show?
 Group 2: Mangrove
Swamps

Group 3: Coral Reefs

From the food web you

constructed, answer the
following:
1. What is the first link
in the food web?
2. In the food web you
have constructed,
what are the
herbivores?
carnivores?
3. In every food
chain/food web what
is considered as the
final consumer?
 4. Are decomposers
important? Why?

F. Developing mastery Describe the component of each Individual Activity

(leads to Formative type of ecosystem . Construct a food chain in the
Assessment 3) following places.
Choose only one habitat? Be able
to explain your work?

1. How many food

chains are there in
the illustration?
2. Which organisms are
the first order
consumers? Second
order consumers?
Third order
consumers?
3. If plants are
destroyed which
organisms have the
greatest chance of
survival? Why?
4. Which organisms
would be affected if
first order consumers
were destroyed?
5. Are decomposers
important in food
web?
G. Finding practical What do you expect to see in Differentiate each type of Group Great Parasites ELABORATION 1. A ripe papaya fell on the
applications of a swamp pond and in a desert ecosystem: Title of the activity: Show picture of a mangrove tree. ground. After some time,
concepts and skills in ? Try to classify living from Where can we usually find or “ I Can Shout My Fate” Are you familiar to this tree? many organisms are floating
daily living non-living things. locate Tropical rainforest, Prepare and present a rap about Describe the tree. What tree is on it including the worm,
mangrove swamps and coral the concept learned. this? Why this tree can survive in chicken, rat, frog, small ants,
reefs? Group Powerful Competitors this area? Is there food chain can big ants flies and bird.
Title of the Activity: you make out of this habitat? ( Construct a food chain from
I Can Paint My Life State the food chain and explain the given situation.
Draw and present a drawing your answer) 2. Illegal logging is a serious
showing environmental problem our
An interaction about the concept country is facing today. How
learned does illegal logging affects the
food relationships (food chain
and food web) among the
different organisms? (the
plants and animals in the
forest ecosystem) (Valuing)

H. Making Using concept mapping/webbing What are the different kinds of What are the ideas did you • What is a food web?
generalizations and Fill up the concept map give the distinct description for interaction learned in the lesson? Why is it important?
abstractions about correctly. each type of ecosystem in a rainforest? Mangrove swamp? A sequence of different feeding
the lesson Coral Reef? level of organism in an ecosystem
Types of
is called food chain.
Ecosystem
Tropical EcosystemEcosyst
Mangrove
Rainforest em Swamps

Coral
Reefs

I. Evaluating learning Directions: Select at least five pairs EVALUATION Construct a food web from
Write LT if the things found of organisms. A. Using the picture of food the given living things below
belong to living things and What relationships do they have? web. Construct 5 food then answer the questions
NLT if it belongs to non-living For the organisms which are paired chains? that will follow.
things. already, Lion, hen , fox ,snake, wild cat,
1. trees just write these organisms in the green plant, mouse,rabbit ,
2. table data table and goat. owl, caterpillar
3. cloud give also the type of relationship. Questions:
 4. laptop
5. air Organisms Type of Interaction 1. Give one food chain
6. lion from the illustration.
7. sunlight 2. Which animals feed
8. teacher on the green plant?
B. Assessment of the pupils
9. water 3. If green plant were
activity using Rubrics
10. ballpen destroyed which
organisms have
greatest chance of
survival?
4. What would happen
if lion and kite were
killed?
5. What does food web
suggest?
a. Interdependence
b. Energy pathway
c. Material cycle
d. All of these

J. Additional activities On your way home, list down Visit your community. Observe
for application or the living things and non- and write at least three interactions
remediation living things you can see. among living things that you could
find. Prepare your observation as
shown below.

Organisms Type of Interaction

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?