GRADE 6 School: Grade Level: VI

Teacher: Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

The learner demonstrates…

 understanding of various non-verbal elements in orally communicating information
 understanding of non-verbal communication to communicate with others
 understanding that English language is stress-timed to support comprehension
 command of the conventions of standard English grammar and usage when writing or
A. Content Standards speaking
 understanding that words are composed of different parts to know that their meaning
changes depending in context
 understanding of the research process to write a variety of texts
 express ideas effectively in formal and informal composition to fulfill their own purposes for
writing.

The learner…
 orally communicates information, opinions, and ideas effectively to different audiences using variety of literary
activities.
 reads with sufficient accuracy and fluency to support comprehension
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various
B. Performance Standards discourse (oral and written)
 uses strategies to decode correctly the meaning of words in isolation and in context
 utilizes discrete techniques (general or specific) and applies them appropriately to all or most fields of study
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the
message
 rewrites/revises texts using appropriate text types for a variety of audiences and purposes

EN6OL-IIf-5 EN6V-IIf-12.3.3 EN6G-IIf-6.5 EN6SS-IIf-4 EN6WC-IIf-2.2.5

Share brief EN6V-IIf-12.4.1.3 Compose clear and Organize information Write a 4-paragraph
Learning Competencies
impromptu remarks EN6V-IIf-12.4.2.3 coherent sentences from secondary sources composition showing
about topics of Infer meaning of using appropriate in preparation for -cause and effect
interest borrowed words and grammatical writing, reporting and EN6A-IIf-16
 EN6F-IIf-2.9 content specific structures: Adverbs of similar academic tasks in Show openness to
Self-correct when terms using place and time collaboration with criticisms
reading -context clues others
-affixes and roots EN6A-IIf-16
-other strategies Observe politeness at all
(EPP) times

Sharing Brief Impromptu
Remarks
II. CONTENT
III. LEARNING RESOURCES
A. References
B. Materials
IV. PROCEDURES
A. Review/Presenting New
Do “Let’s Try This”
Lesson
Activity Sheet in English 6
(Quarter 2: Week 6-Day 1, p.
1)
Ask: Did you ever try to
B. Establishing a purpose for deliver a speech in front of
the lesson many people?
How did it feel?
C. Presenting examples/ Do “Let’s Study This”
instances of the new Activity Sheet in English 6
lesson (Quarter 2: Week 6-Day 1,
pp. 1-2)
Do “Let’s Do This”
Activity Sheet in English 6
(Quarter 2: Week 6-Day 1, p.
2)
Inferring Meaning of Borrowed
Words and Content Specific
Terms Using
-Context Clues
-Affixes and Roots
-Other Strategies
(EPP)
Presentation of the learners’
commercial output
Ask: Who among you are good at
cooking?
What do you cook?
Let the learners share their
personal experiences.
Read “Let’s Study This”
Activity Sheet in English 6 (Quarter
1: Week 6-Day 2, p. 1)
Do Task 1: Let’s Talk About It
Activity Sheet in English 6 (Quarter
2: Week 6-Day 2, p. 2)
Adverbs of Place and
Time
Activity Sheets in English 6
(Quarter 2: Week 6)
Do “Let’s Try This”
Activity Sheet in English 6
(Quarter 2: Week 6-Day 3, p.1)
Ask: What are the words used
to tell when the party will be
celebrated?
Ask questions like:
When is your birthday?
How often do you visit your
doctor?
When do we celebrate
Christmas?
Read “Let’s Study This”
Adverbs of place and time
Activity Sheet in English 6
(Quarter 2: Week 6-Day 3, pp.
1-2)
Answer “Let’s Do This”
Task 1
Activity Sheet in English 6
(Quarter 2: Week 6-Day 3, p. 2)
Organizing Information from Write a 4-Paragraph
Secondary Sources in Preparation Composition Showing
for Writing, Reporting and Similar Cause and Effect
Academic Tasks in Collaboration
with Others
Ask: What are the adverbs of time
Ask: What are the secondary
and place that you learned
sources from the situations
yesterday?
given to you?
Can you give sentences using those
Let the learners identify the
words?
secondary sources.
Do “Let’s Try This” Do “Let’s Try This”
Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
Week 6-Day 4, p. 1) (Quarter 2: Week 6-Day 5, p.
1)
Do “Let’s Study This” Read “Let’s Study This”
Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
Week 6-Day 4, pp. 1-2) (Quarter 1: Week 6-Day 5,
pp. 1-2)
Discuss the guide questions in Do “Let’s Do This”
analyzing a secondary source. Task 1-Talk about the
Answer “Let’s Do This” important things to
Activity Sheet in English 6
 D. Discussing new concepts
and practicing new skills
#1
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 earned 80% in
evaluation.
Do “Task 2” Continuous
Story
Activity Sheet in English 6
(Quarter 2: Week 6-Day 1,
pp. 2-3)
Do. “Let’s Do Some More”
Task 3
Activity Sheet in English 6
(Quarter 2: Week 6-Day 1, p.
3)
Ask: In what situations can
we apply the skill in
delivering impromptu
remarks?
Read “Let’s Remember”
Activity Sheet in English 6
(Quarter 2: Week 6-Day 1, p.
4)
Do “Task 4”
Activity Sheet in English 6
(Quarter 2: Week 6-Day 1, p.
3)
Let the learners practice how
to deliver impromptu
remarks in any event.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
Answer “Let’s Do More”
Task 2 – Pick the Clues
Activity Sheet in English 6 (Quarter
2: Week 6-Day 2, pp. 2-3)
Ask: When can we apply using
context clues in real life situations?
Read “Let’s Remember”
Activity Sheet in English 6 (Quarter
2: Week 6-Day 2, p. 4)
Do “Let’s Test Ourselves”
Task 3
Activity Sheet in English 6 (Quarter
2: Week 6-Day 2, p. 3)
Do “Let’s Enrich Ourselves” Task 4
Activity Sheet in English 6 (Quarter
2: Week 6-Day 2, p.4)
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
Answer “Let’s Do More”
Task 2
Activity Sheet in English 6
(Quarter 2: Week 6-Day 3, pp.
2- 3)
Do “Let’s Do Some More”
Task 3
Activity Sheet in English 6
(Quarter 2: Week 6-Day 3, p. 3)
Ask: In what in real life
situations can we apply the skill
in composing clear and
coherent sentences using
adverbs of time and place?
Read “Let’s Remember”
Activity Sheet in English 6
(Quarter 2: Week 6-Day 3, p. 4)
Do “Let’s Test Ourselves”
Task 4
Activity Sheet in English 6
(Quarter 2: Week 6-Day 3, pp.
3-4)
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
(Quarter 2: Week 6-Day 4, p. 2)
Do “Let’s Do More”
Task 2
Activity Sheet in English 6 (Quarter 2:
Week 6-Day 4, pp. 3-5)
Ask: Where do we apply the skill in
analysing different sources?
Read “Let’s Remember This”
Activity Sheet in English 6
(Quarter 2: Week 6-Day 4, p. 7)
Answer “Let’s Test Ourselves”
Task 3
Activity Sheet in English 6
(Quarter 2: Week 6-Day 4, pp.
5-6)
Answer “Let’s Enrich Ourselves”
Task 4
Activity Sheet in English 6
(Quarter 2: Week 6-Day 4, p. 7)
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
remember in making
composition.
Activity Sheet in English 6
(Quarter 2: Week 6-Day 5, p.
2)
Do “Let’s Do More”
Task 2
Activity Sheet in English 6
(Quarter 2: Week 6-Day 5, p.
3)
Ask: How do visual media
help us understand what is
being depicted?
Discuss to the class:
A good composition has an
introduction, a body, and a
conclusion.
Do “Let’s Test Ourselves”
Task 3
Activity Sheet in English 6
(Quarter 2: Week 6-Day 5, p.
4)
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B. No. of learners who require ___ of Learners who require
additional activities for remediation. additional activities for
remediation
C. Did the remedial lessons work? ___Yes ___No
No. of learners who have caught up ____ of Learners who caught up
with the lesson the lesson
D. No. of learners who continue to ___ of Learners who require
require remediation. additional activities for
remediation
E. Which of my teaching strategies Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___
Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion ___
Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama ___
Discovery Method ___
Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
F. What difficulties did I encounter __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude
help me solve? __ Colorful Ims
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer Internet
Lab
__ Additional Clerical works
__Reading Readiness __Lack
of Interest of pupils
G. What innovation or localized Planned Innovations:
materials did I use/discover which I __ Localized Videos
wish to share with other teachers? __ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
___ of Learners who require additional ___ of Learners who require
activities for remediation additional activities
remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson
___ of Learners who require additional ___ of Learners who require
activities for remediation additional activities
remediation
Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Games ___ Group collaboration ___
___ Power PointPresentation ___ Games
Answering preliminary ___ Power PointPresentation ___
activities/exercises Answering preliminary
___ Discussion ___ Case activities/exercises
Method ___ Discussion ___
___ Think-Pair-Share (TPS) ___ Case Method
Rereading of Paragraphs/Poems/Stories ___ Think-Pair-Share (TPS)
___ Differentiated Instruction ___ Rereading of
Role Playing/Drama ___ Discovery Paragraphs/Poems/Stories
Method ___ Lecture Method ___ Differentiated Instruction
Why? ___ Role Playing/Drama ___
___ Complete Ims Discovery Method ___ Lecture
___ Availability of Materials ___ Method
Pupils’ eagerness to learn ___ Group Why?
member’s Cooperation in doing their ___ Complete Ims
tasks ___ Availability of Materials ___
Pupils’ eagerness to learn ___
Group member’s Cooperation in
doing their tasks
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful Ims __ Colorful Ims
__ Unavailable Technology Equipment __ Unavailable Technology
(AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer Internet Lab __ Science/ Computer Internet Lab
__ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Lack of __Reading Readiness __Lack of
Interest of pupils Interest of pupils
Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos
__ Making use big books from views of __ Making use big books from
the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used
Instructional Materials as Instructional Materials
___ of Learners who require additional ___ of Learners who require
for activities for remediation additional activities for
remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught
lesson up the lesson
___ of Learners who require additional ___ of Learners who require
for activities for remediation additional activities for
remediation
Strategies used that work well: Strategies used that work
___ Group collaboration ___ Games well:
___ Power PointPresentation ___ ___ Group collaboration
Answering preliminary ___ Games
activities/exercises ___ Power PointPresentation
___ Discussion ___ Case ___ Answering preliminary
Method activities/exercises
___ Think-Pair-Share (TPS) ___ ___ Discussion ___
___ Rereading of Paragraphs/Poems/Stories Case Method
___ Differentiated Instruction ___ Role ___ Think-Pair-Share (TPS)
Playing/Drama ___ Discovery Method ___ Rereading of
___ Lecture Method Paragraphs/Poems/Stories
Why? ___ Differentiated Instruction
___ Complete Ims ___ Role Playing/Drama
___ Availability of Materials ___ ___ Discovery Method ___
Pupils’ eagerness to learn ___ Group Lecture Method
member’s Cooperation in doing their Why?
tasks ___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful Ims __ Colorful Ims
__ Unavailable Technology Equipment __ Unavailable Technology
(AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer Internet Lab __ Science/ Computer Internet
__ Additional Clerical works Lab
__Reading Readiness __Lack of __ Additional Clerical works
Interest of pupils __Reading Readiness
__Lack of Interest of pupils
Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos
__ Making use big books from views of __ Making use big books from
the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be
Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Flashcards __Flashcards __Flashcards __Flashcards __Flashcards
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

II.NILALAMAN Paksa: “ Pagkakawanggawa.” Paksa: “ Pagkakawanggawa.” Paksa: “Pagkakawanggawa.” Paksa: “Pagkakawanggawa.” Paksa:“Pagkakawanggawa.”

III. KAGAMITANG PANTURO

A. Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga Pahina sa Kagamitang
Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang
Panturo
IV.PAMAMARAAN
A. Balik-Aral sa nakaraang
aralin at/o pagsisimula ng
aralin
EsP – K to 12 CG d. 82
EsP6 DLP, Ikalawang
Markahan, Linggo – Aralin13:
“Pagkakawanggawa.”
powerpoint presention, metacards, permanent marker at masking tape, Short video, (https://www.youtube.com/watch?v=HB9sdqd0tvc)
show me board.
Pagbati ng guro ng magandang
buhay sa mag-aaral.
Pagtitsek kung sinong lumiban
sa klase.
Ipabasa: “Pangkakawanggawa”
Ano ang mahalagang kaisipan
ang nalalaman tungkol dito.
EsP6 DLP, Ikalawang Markahan,
Linggo - Aralin
13:“Pagkakawanggawa.”
a.Pagbati sa mag-aaral.
b.Balik-aral. Itanong :
1.Tungkol saan ang ating talakayan
kahapon?
2.Anong pagpagpapahalaga ang
iyong natutuhan tungkol sa aralin
sa hapon?
3.Paano ito nakaimpluwensiya sa
iyong sarili bilang miyembro ng
lipunang iyong ginagalawan?
EsP6 DLP, Ikalawang
Markahan,Unang Linggo - Aralin 13:
“Pagkakawanggawa.”
Magandang Buhay mga bata! Sino
sino ang mga lumiban sa klase?
b.Balik-aral sa nakaraang
talakayan.
EsP6 DLP, Ikalawang
Markahan,Unang Linggo - Aralin
13: “Pagkakawanggawa.”
Magandang Umaga sa inyong
lahat mga bata!
May mga lumiban bas a ating
klase?
Itanong. Bilang isang mag-aaral,
paano mo ipapakita ang
Pagkakawanggawa?
EsP6 DLP, Ikalawang
Markahan, Unang Linggo -
Aralin 1: Pagkamapanagutan
(responsibility)
Pagbati ng guro ng
magandang buhay sa mag-
aaral.
Pagtitsek kung sinong
lumiban sa klase.
B. Paghahabi sa layunin ng Film viewing; a. Picture clues: May narinig o napanood ba Magbigay ng salitang maaring
aralin Magpakita ng video clip b. Ipakita ang mga larawan na kayong balita sa radio at iugnay sa pagkakawanggawa.
presentation nagpapakita ng mga sumusunod na telebisyon?
(https://www.youtube.com/wat kasunduan at pangako: Ano ang tungkol sa balitang
ch?v=HB9sdqd0tvc) c. Panuto: narinig o napanood?
Iguhit ang mukhang masaya
kung nagpapakita ng angkop na
larawan at kung hindi

angkop sa bawat larawan.

1: batang nag-aaway
2: pamilyang nagtutulungan
3: tumutulong sa biktima ng
kalamidad
4: batang tumulong sa matanda
sa pagtawid sa daan
5: batang inaalagan ang
matandang may sakit
C. Pag-uugnay ng mga Mga tanong: Pangkatin ang mag-aaral sa lima at (Magkaroon ng Pagbabalita Sumulat ng isang awit o tula na Pangkatin ang mag-aaral sa
halimbawa sa bagong aralin 1 .Ano ang iyong nakita sa Video ipakita ang kanilang gagawin. tungkol sa iba’t ibang kalamidad o tungkol sa pagkakawanggawa. lima at ipakita ang kanilang
clip na napanood? Tema: pagtulong sa mga batang gagawin.
2 .Ano ang binigay ng lalaki sa “Pagkakawanggawa” lansangan.)
batang babae? Ibigay ang rubrics para sa gawain Bawat pangkat ay
3. Kung ikaw ang batang babae, Pangkat Gawain magbabahagi ng isang
tatanggapin mo ba ang keyk? sitwasyon kung saan
Bakit? Paggawa ng makikita natin ang
4 Bakit binigyan ng lalaki ng keyk Unang pagkakawanggawa
pangkat rap
ang batang babae?
5. Ano ang nagbunsod sa lalaki Ikalawang Anunsiyo
kung bakit siya nagbigay?
pangkat
6.Bilang isang mag-aaral,
gagawin mo rin ba ang ginawa Paggawa ng
Ikatlong
ng lalaki sa video clip? Bakit pangkat Poster
7. Sa paanong paraan ka
makatutulong sa iyong kapwa Ikaapat na Pantomima
bilang isang mabuting bata? pangkat

Ikalimang Interbyu
pangkat

D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasaan
(Tungo sa Formative Assesment
) sa kapwa?
G. Paglalapat ng aralin sa pang
araw-araw na buhay
Anong pagpapahalaga ang
mabubuo sa mga jumbled
letters na nasa pisara?
GAKAAKPAWAGAGAWN
Ipaliwanag ang pagkakaintindi
sa nabuong salita.
“Pagkakawanggawa”
Pagtulong sa kapwa
Ng walang aasahang kapalit na
anuman sa kanila kundi ang
salitang SALAMAT.
Kailan ninyo ipinapakita ang
pagkakawanggawa? Paano?
. Tema: “Pagkakawanggawa”.
Anu ano ang mga naidudulot ng
pagkakawanggawa?
. dalawang beses upang tumimo sa
Bigyan sila ng limang minuto para
sa preparasyon at karagdagang
dalawang minuto sa presentasyon.
Talakayin ang mga ginawa ng mga
mag-aaral.
Bakit kailangang matuto na maging
mapagkawanggawa sa kapwa?
Talakayin ang mga ginawa ng mga Tumawag ng dalawang boluntir Pakitang gilas ng bawat
mag-aaral. na maglalahad ng kanilang pangkat sa pagbabalita o
ginawa. pagbabahagi ng isang
Itanong: sitwasyon kung saan
Bilang mag-aaral, ano ang makikita natin ang
mararamdaman mo kung ang pagkakawanggawa
isang kaibigan mo ay hindi
nagpakita saiy o ng
pagkawanggawa noong ito’y iyong
kailangang kailangan?
Bilang mag-aaral, ano ano ang
kaya mong gawin para sa mga
biktima ng kalamidad o mga
batang lansangan?
Paano mo maipapakita ang
pagkakawanggawa base sa inyong
ipinrisentang pagbabalita?
Paano ito makaaapekto sa iyong . Pagtalakay sa sagot ng mga Balitaktakan
pakikipagkapuwa-tao? mag-aaral.
Ano pang mga pangyayari o Ano ang iyong isinaalang-alang sa
karanasan ninyo sa buhay na pagbuo ng iyong awit o tula?
nagkaroon kayo ng
pagkakawanggawa?
Gawin ito sa pamamagitan ng
paggawa ng isang poster.
Isa sa bawat pangkat.
Sa inyong palagay, bakit mahalaga Sa iyong journal, isulat ang iyong Muling itanong ang nasa
ang pagiging mapagkawanggawa karanasan tungkol sa pagtulong Isabuhay at tumawag ng
sa kapwa. ilang mag-aaral upang
magbahagi.
Ipabasa sa mga mag-aaral ang Bilang isang mag-aaral,
Tandaan Natin. Ipaulit ng paano mo ipapakita ang
Pagkakawanggawa?
isipan ng mag-aaral. Matapos

H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
V.MGA TALA
Ano ang dapat gawin kapag
nagkakawanggawa?
Ipaliwanag sa sariling salita ang
salitang PAgkakawanggawa.
Bumuo ng Akrostik sa salitang
Pangkakawanggawa
Magkaroon ng maikling paglalahat
sa nakaraang gawain.
Bumuo ng maikling awitin ukol sa
pagkakawanggawa
maipabasa ay tumawag na mag-
aaral na kung saan ay magbibigay
siya ng kanya idelohiya batay sa
tandaan natin.
Magkaroon ng maikling paglalahat
sa nakaraang gawain.
Bakit dapat maging
mapagkawanggawa?
Para sa iyo ano aang kahalagahan
ng pagiging mapagkawanggawa?
Bigyan ng kaukulang puntos ang
ginawang tula o awitin ng mga
bata batay sa napagkasunduang
rubric.
Naniniwala ka bang “ Ang
pagtulong ay isang kaligayahan
hindi kayang tumbasan ng
anumang salapi?
Bumuo ng paglalahat ukol
sa paksang apag-aralan sa
buong lingo.
Sumulat ng maikling talata
tungkol sa kahalagahan ng
pagkakawanggawa
Gumawa ng panata tungkol
sa pagiging
mapagkawanggawa

VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sapagtataya
B. Bilang mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng Cooperative grouping, picture Clues, ICT Integration, Differentiated instruction
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro at
superbisor?
G.Anong kagamitang panturo Power Point making
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko
guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. I. LAYUNIN
B. A. Pamantayang Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Pangnilalaman Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
C. B. Pamantayan sa Pagganap Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
D. C. Mga Kasanayan sa Nabibigyang – kahulugan ang Nagagamit nang wasto ang Nabibigyang-kahulugan ang Nasasagot ang mga tanong Nagagamit ang iba’t
Pagkatuto. Isulat and code sawikain na napakinggan. pandiwa sa pakikipag-usap sa iba’t matalinhagang salita. tungkol sa binasang anekdota. ibang bahagi ng
ng bawat kasanayan F6PN-IIf-28 ibang sitwasyon. F6V-IIf-4.4 F6RC-IId-f-3.1.1 pahayagan sa pagkuha
Naipapahayag ang sariling opinion o F6L-IIf-j-5 ng kailangang
reaksiyon sa isang napakinggang impormasyon.
balita, isyu o usapan. F6SS-IIf-7.1
F6PS-IIf-i-1
E. II. NILALAMAN Pagbibigay – kahulugan sa sawikain Paggamit nang Wasto ang mga Pagbibigay-kahulugan sa Pagsagot sa mga tanong sa Paggamit ng Iba’t Ibang
Pagpapahayag ng sariling opinion o Pandiwa ayon sa Panahunan sa Matalinhagang Salita binasang anekdota Pahayagan Ayon sa
reaksiyon Pagsasalaysay Pangangailangan.
Tungkol sa Kasaysayan
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 Hiyas sa Wika 5 pp. 82-87
 4. Karagdagang Kagamitan MISOSA Blg. 10
mula sa portal ng
Learning Resources (LR)
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN

A. Balik-Aral sa nakaraang Pagsasanay Pagsunod sa panuto na may 3-5 Paano binibigyan ng kahulugan o Paano ang pagsulat ng balangkas A. Alin sa mga
aralin at/o pagsisimula ng Isulat ang mga sumusunod na hakbang. kasingkahulugan ang mga salitang ng talambuhay? Ano-ano ang sumusunod ang likhang
bagong aralin parirala sa plaskard: ginamit sa pangungusap? dapat tandaan sa paggawa ng isip lamang? Sipiin sa
itaga sa bato 1.Pagsasanay balangkas? sagutang kuwaderno at
mababaw ang luha a. masustansyang agahan lagyan ng tsek (√) ang
mababa ang loob bukal sa mga kahong
loob L M S nasa unahan.
balitang-kutsero Talaarawan
magdilang anghel Kasaysayan ng Pilipinas
tulak ng bibig Alamat ng
namuti ang mata b. tunghayan ang pangyayari Matsing Mga
magaan ang dugo T N N Kuwento ni Lola
matalas ang ulo Basyang
Bernardo
Carpio Si Juan
c. maghapong nilakbay ang Tamad
pook
N L K

d. awala ang pangamba

T K T

e.
pagtila ng ulan
P H A

B. Paghahabi sa layunin ng Ano ang masasabi ninyo sa
aralin kakayahan at katangian ng bawat
nilikha?
Ano ang dapat ninyong gawin sa
mga bagay na hindi na pwedeng
palitan o baguhin?
(Ipakita na larawan ng
Monumento ni Bonifacio,
Liwasang Bonifacio Oblation sa
Pamantasan ng Pilipinas)
Kilala ninyo ba ang gumawa ng
mga sumusunod na iskultura?
May kilala ba kayong tao na hindi Pagbasa ng anekdota ni Pangulong Kayo ba ay nagbabasa
nakatapos ng pag-aaral dahil sa Manuel L. Quezon ng mga pahagan. Anong
katamaran o kawalang interes na Ngayong araw na ito sagutin ang pahayagan ang
mag-aral? Ano ang katayuan niya mga tanong na: nababasa ninyo?
ngayon sa buhay?

C. Pag-uugnay ng mga Ipaalala ang mga panatayan sa
halimbawa sa bagong aralin wastong pakikinig.
Ano ang masasabi ninyo sa
kakayahan at katangian ng bawat
nilikha? (Iba-iba ang kakayahan at
katangian ng bawat nilikha.)
Ngayon babasahin natin anng Sino ang “Tala ng Baler?” Ano (Ipakita ang halimbawa
kwento na mapupulutan mo ng nagagawa niya sa ating bayan? ng iba’t ibang uri ng
magandang aral upang maging higit pahayagan.)
kayong magsipag sap ag-aaral. Ano ang anekdota o talambuhay?
Ipasulat sa kwaderno ng mga mag-
Matutunan mo rin sa araling ito ang aaral ang kanilang paunang sagot
pagbibigay-kahulugan sa salitang sa mga tanong na binigay.
matalinhaga.
Basahin Mo BASAHIN MO TUKLASIN MO Ano ang makikita mo sa
Kilalanin natin si Guillermo Pagbasa sa kwentong “Litong-Lito si A. Pagbasa ng anekdota sa larawan?
Tolentino. Ben” (nasa MISOSA Blg. 10, ph. 2-3) ibaba
1. Sino ang batang di mahilig mag- Fernando Amorsolo
aral sa kwento?
2.Ano ang sinabi ng kanyang guro B.Ngayong kayang-kaya mo nang
dahil palagi siyang walang takdang- unawain ang anekdotang
aralin? babasahin o paksang aralin sa
3.Ano ang pagkakaunawa ni Ben sa araw na ito.
sinabi ng guro?
4.Sino ang nagpaliwanag kay Ben sa
nais ipahiwatig ng guro?
Ang Dakilang Iskultor
5.Bakit dapat siyang mag-aral na
MARISSA : Nakita mob a ang
mabuti?
bantayog ni Andres Bonifacio sa
6.Ano ang dapat gawin ni Ben
Lungsod ng Caloocan?
upang hindi siya makakuha ng
AURORA: Hindi pa.
kalabasa sa Marso? Anong uri ng
MARISSA: Alam mo ba kung sino
salita ng makakakuha ng kalabasa?
ang gumawa ng bantayog na iyan?
AURORA: Hindi. Sino nga ba?
MARISSA: Siya si Guillermo
Tolentino, ang kilalang “Prinsipe
ng mga Manlililokna Pilipino.”
AURORA: Bakit siya tinawag na
“Prinsipe ng mga Manlililok na
Pilipino?”
MARISSA: Ganito iyon. Bata pa
man siya, mahusay na siyang
lumilok. Pinangarap niyang
makapag-aral sa Amerika
at natupad ang kaniyang
pangarap. Dahil sa kaniyang
kasipagan at kahusayan sa sining,
inirekomenda siya ng Pangulong
Wilson sa isang milyonaryong
Amerikano, si Bernard Baruch na
 siyang tumustos sa kaniyang pag-
aaral sa Beaux Arts Institute.
Pagkatapos niyang makapag-aral
sa Estados Unidos, bumalik siya sa
Pilipinas at nagtayo siya ng studio.
Dito niya pinasimulan ang
kaniyang mga malikhaing gawa sa
sining na nagbigay sa kaniya ng
katawagang “Prinsipe ng mga
Manlililok na Pilipino.”
AURORA: Napakahusay palang
lumilok ni Guillermo Tolentino.
MARISSA: Bukod sa monumento
ni Bonifacio sa Caloocan at sa
Liwasang Bonifacio, bungang isip
din ni Tolentino ang Oblation sa
Pamantasan ng Pilipinas. Naigawa
rin niya ng busto sina Quezon,
Laurel, Roxas, at Magsaysay.
D. Pagtalakay ng bagong Pagsagot sa mga Tanong Pang- Papaano nakapag-aral sa Estados Basahin ang mga pangungusap na Bago natin basahin ang Pagtatalakay sa bawat
konsepto at paglalahad ng unawa Unidos si Guillermo Tolentino? hinango sa kwento. Pansinin mo anekdota ni Manuel L. Quezon bahagi ng pahayagan
bagong kasanayan #1 Sinu-sino ang tauhan sa akda? Bakit siya tinawag na “Prinsipe ng ang mga salitang may salungguhit. ating munang alamin ang pah 5-10
Paano naging magkaibigan sina 1.Tiyak na makakakuha ng kalabasa kahulugan ng ilang salitang
mga Manlililok na Pilipino?
Maki at Waldo? si Ben pagdating ng Marso. ginagamit dito. Ilahad sa pisara
Bakit nagkaroon ng problema si Ngayon, alam mo na kung bakit 2.Kailangang magsunog ka ng kilay ang mga sumusunod na mga
Maki? tinawag na “Prinsipe ng mga anak, upang makapasa ka sa Marso. salita. Liwanagin ang kahulugan
Ano ang kanyang ginawa upang Manlililok na Pilipino” si 3.Sabi po ng guro itlog naman ang ng mga ito sa pamamagitan ng
mabigyang kasagutan ang kanyang Guillermo Tolentino. May ilan pa ibibigay ko ngayon. paggamit sa pangungusap.
mga tanong sa buhay? akong katanungan sa iyo. a. pinanganak
Paano siya ginabayan ng kanyang Masasagot mo kaya? Ano ang tawag sa mga ito? b. piskal
nanay? Matalinhagang salita, di ba? Ito ay Pagbasa ng anekdota ni Pangulong
Nang nasa Estados Unidos na si
Nagtagumpay ba siyang magkaroon mga salitang tago ang kahulugan at Manuel L. Quezon
ng katulad na sungay ni Waldo sa Guillermo Tolentino, paano siya kadalasan ang mga salitang ito ay
kagubatan? Paano niya natanggap nakapag-aral sa Beaux Arts nakakadagdag sa lalong ikalilinaw
ito? Institute? ng diwang nais ipahayag.
Kahit ikaw si Maki at nakahihigit ng Pagkatapos niyang makapag-
katangian ang iyong kaibigan na aral sa Estados Unidos, ano ang
popular, maraming nagkakagusto, ginawa niya?
at mas matalino, ano ang gagawin
1. Inirekomenda siya ng
mo? Ibigay ang iyong sariling
opinion/reaksiyon? Pangulong Wilson sa isang
Kung ikaw naman si Waldo at milyonaryong Amerikano, si
napansin mong naiingit sa iyo ang Bernard Baruch na siyang
 iyong kaibigan, ano ang gagawin
mo?
Bakit kaya nasabi ni Maki ang
“Ako’y isang kambing, dapat kong
taggapin ang katotohanan?”
Ikaw, ano ang sasabihin mo sa
inyong sarili upang matanggap mo
kung ano ka at kung anong
mayroon ka?
tumustos sa kaniyang pag-aaral
sa Beaux Arts Institute.
2. Bumalik siya sa Pilipinas
at nagtayo siya ng studio
pagkatapos niyang makapag-
aralsa Estados Unidos.
Pansinin ang mga salitang may
salungguhit sa pangungusap..
Ano-ano ang mga salita?

Ang mga ito ay nagsasaad ng

E. Pagtalakay ng bagong Pansinin ang mga pangungusap sa
konsepto at paglalahad ng ibaba:
bagong kasanayan #2 Sina Maki at Waldo ay lumaking
nakabuhol ang pusod.
Kapwa na sila nasa kasibulan ng
buhay subalit walang nabago sa
kanilang samahan.
Pumunta si Maki sa pusod ng gubat
upang makita ang engkantada.
Tiyak ba ang kanilang mga
kahulugan?
Sabihin: Ang mga sinalungguhitan
ay mga salitang patalinhaga
na karaniwang ginagamit sa araw-
araw. Ito ay nagbibigay ng di-
tiyakang kahulugan ng salitang
isinasaad ito.
Halimbawa:
Itaga sa bato (tandaan)
Mababa ang loob (maawain)
aspekto o panahunan ng pandiwa.
Nagbabago ang anyo ng pandiwa
ayon sa aspekto nito. May mga
tuntuning dapat sundin sa
pagbabago ng anyo ng pandiwa.
Tandaan
• Ang pandiwa ay
nagsasaad ng kilos o galaw.
• Ang pagbabago ng anyo
ng pandiwa ay nasa kanyang
panahon kung kailan ito
naganap, nagaganap o
magaganap.
• _____1. pagsusunog ng
1. Naganap o pangnagdaan
– natapos na o nagawa na ang
kilos.
Halimbawa:
1. Binaril si Rizal sa
Bagumbayan.
2. Sinulat sa
damdaming makabayan
ang tula.
2. Nagaganap o
pangkasalukuyan – kasalukuyang
ginagawa ang kilos.
Halimbawa:
Ngayon, bigyan mo ng kahulugan Pag-usapan ang nilalaman ng Sagutin mo nga ang mga
ang mga sumusunod na salitang binasang anekdota sa tanong.
matalinghaga. pamamagitan ng 1. Paano nasusulat ang
pagsagot sa mga tanong. mga pamagat ng mga
Hanapin ang kahulugan nito sa
balita?
hanay B. Isulat ang titik ng sagot sa 2. Bakit tinawag na
sagutang papel. panlalawigang balita ang
Hanay A nasa naunang pahina?
Hanay B 3. Bakit tinawag na
balitang pandaigdig ang
kilay a. masama ang mga nasa pahinang ito?
ugali
_____2. nagdilang angel
b. masakit sa damdamin
_____3. walang itulak-
kabigin c. nagkatotoo
ang sinabi
_____4. pasang krus
d. mayabang
_____5. tupang itim
e. pag-aaral nang
mabuti
 1. Binabasa ang f.
Noli at Fili ng mga di-alam ang pipiliin
Filipino.
2. Sinusulat ang
kasaysayan ng bawat
bayani.

3. Magaganap o
panghinaharap – gagawin pa
lamang ang kilos.
Halimbawa:
1. Babasahin pa ang mga
aklat ni Rizal.
2. Isusulit ang bawat
kasaysayan.

• Ang salitang-ugat at
panlapi kapag pinagsama ay
makakabuo bg pawatas. Ang
pawata ay binabanghay sa tatlong
aspekto ng pandiwa.

Halimbawa:
panlapi + salitang-ugat =
pawatas

um + ulan = umulan

hin + basa = basahin

i + sulat = isulat

Pawatas umulan
Naganap umulan
Nagaganap umuulan
Magaganap uulan
F. Paglinang ng Kabihasaan Pagpapayamang Gawain
( tungo sa Formative Gawin Natin
Assessment ) Panuto: Piliin ang mga
sawikain sa pangungusap.
1. Parang aso’t pusa ang mga
anak ni Aling Azon; lagi na
lamang nagbabangayan.
2. Mahilig sa kompyuter at
cellphone ang mga bagong
dugo.
3. Madaling mapapansin ang
bagong salta sa magulong
lunsod.
4. Laging may ngiti sa
kanyang mga labi tuwing
naiisip niya ang bakas ng
lumipas.
5. Balat-sibuyas ka pala.
Biniro ka lang ay
nagdamdam ka na agad.
6. Sayang lang ang pakiusap
mo, bato ang kalooban ng
taong iyan.
7. Mahal niya ang babaeng
iyon kaya bigay na bigay
siya sa lahat ng hilingin
nito.
8. Bukas na aklat ang buhay
ng ating mga bayani.
9. Mga kasamang driver,
konting ingat, may butiki
sa poste sa bandang kaliwa
ng susunod na kanto.
Gamitin ang kokote sa
pagtatrabaho nang maiwasan ang
pagkakamali at nang hindi
mapagalitan.
Gawin Ninyo Pagsanayan Mo Pagsasagawa ng iba’t- ibang Sagutin Pagsanayan Mo
Salungguhitan ang mga pandiwang Basahin ang mga pangungusap at gawain na ibibigay sa bawat pah. 11
ginamit sa sanaysay. Isulat ang bigyan ng pansin ang mga grupo.
aspekto o panahunan ng pandiwa. talinhagang may salungguhit. Piliin
Si Tandang Sora ang kahulugan nito sa lipon ng mga
Ang kasaysayan ng bansa salitang nasa ibaba ng bawat bilang.
ay hindi kailanman mawawaglit sa 1.Para akong natutunaw na kandila
alaala. Isa si Mechora Aquino sa noong kinagagalitan ako ni Bb.
nagbigay kaganapan sa isang Reyes.
kasaysayan. Si Melchora Aquino ay a. sumasama ang katawan
kilala rin sa pangalang Tandang b. hiyang-hiya
Sora.. Matanda na siya noong c. naiinitan
sumiklab ang himagsikang 2. Tila siya patabaing baboy
pinamumunuan ni Andres sa kanilang bahay.
Bonifacio. Kinupkop niya ang mga a. mahilig sa matatabang
Katipunero. Binigyan niya ng pagkain
pagkain at tirahan ang mga ito. b. marumi ang katawan
Inalagaan niya ang mga may sakit c. kain lang nang kain nang
at sugatan. Lahat ng dumudulog sa walang ginagawa
munting tahanan ni Tandang Sora 3. Mistulang pugon ang lugar
ay kanyang pinagyayaman, bata na pinagdausan ng palatuntunan
man o matanda, babae man o kaya’t kami ay hindi nagtagal.
lalaki. Nalaman ng mga Kastila ang a. mainit
kabutihan ni Tandang Sora, kaya’t b. masikip
siya ay hinuli at ipinatapon sa pulo c. madilim
ng Marianas. Bumalik lamang siya 4. Talak siya ng talak na
nang ang Pilipinas ay nasa parang inahin mula umaga
pamamamhala na ng mga hanggang gabi.
Amerikano. Isa siyang matapang a. daing nang daing
na Pilipino. Binabasa ng mga b. tawa nang tawa
Pilipino ang talambuhay niya at c. daldal nang daldal
patuloy na babasahin. Babalikan 5. Tigre si Ginoong Cruz sa
ang isang panahong makasaysayan kaniyang mga kasamahan.
ng bawat salinlahi. a. mabagsik
Gawin Mo b. mapaghatol
Punan ng wastong pandiwa ang c. matapat
patlang sa talataan. Isaalang-alang 6. Kasintaas ng poste ang
ang iba’t ibang aspekto ng mga panganay niyang anak.
pandiwa ayon sa pagkakaganap a. matangkad na matangkad
ng kilos na isinasaad sa bawat b. matalino
pangungusap. c. nangangayayat
7. Parang kiti-kiti ang batang
Bago pa man (dating) __________ ito.
ang mga Español sa bansa, ang a. mapag-usisa

G. Paglalapat ng aralin sa Panuto: Ibigay ang kahulugan ng
pang-araw-araw na buhay mga sumusunod na sawikain.
Pagkatapos gamitin sa
pangungusap.
may gatas pa sa labi
hulog ng langit
maykaya sa buhay
magsunog ng kilay
nag-agaw buhay
ating mga ninuno ay may sariling
wikang (gamit) __________. (Sabi)
__________ na ang Tagalog ang
may pinakamayamang katangian
sapagkat nagtataglay ito ng mga
katangian ng ibang wika sa
daigdig. Kabilang na ang Latin at
Kastila. (Lagay) __________na ito
ang dahilan kung bakit (pili)
_________ batayan ng Wikang
Pambansang Tagalog. (Sikap)
___________ ng pamahalaan na
(ganap) __________ ang
pambansang wika. (Gamit)
__________ ito sa iba’ ibang
Sangay. Patuloy itong (turo)
___________ sa mga paaralan
upang lalo itong mapagyaman.
Isapuso Mo
Sumulat ng isang talata
tungkol sa paboritong mong
bayani gumamit ng angkop na
pandiwa ayon sa panahunan.
b. malakas kumain
c. malikot at di mapirmi
A. Basahing mabuti ang mga
pangungusap.
Kopyahin mo sa isang kuwaderno
ang mga salita o lipon ng mga salita
na matalinghaga at ibigay ang
kahulugan nito.
1. Patuka lang sa manok ang
suweldo ni Monica sa trabaho niya.
2. Walang kuryente kagabi, kaya
parang hinahabol ng plantsa ang
aking damit.
3. Dumadaing si Nanay, kawitang
palakol daw ngayon.
4. Malaki na ang ipinagbago ni Kuya
Cenon, mataas na ang kanyang
lipad.
5. Ingat na ingat akong kausapin si
Bb. Austria, balat-sibuyas kasi siya.
B. Ngayon naman gamitin mo sa
sarili mong pangungusap ang mga
napili mong matalinghagang salita.
Isulat ang mga detalye para sa
sumusunod na mga bahagi ng
buhay ni Manuel Luis M. Quezon.
Gawin ito bilang pangkatang
Gawain.gumamit ng manila paper.
. Kapanganakan :
a. Lugar: ________________
b. Petsa: _______________
2. Mga Magulang :
a. Nanay: _______________
b. Tatay: ______________
3. Pag-aaral/ Paaralang pinasukan
a. Elementarya: ___________
c. Kolehiyo: _____________
b. Sekondarya:
______________________
4. Mga Tungkulin sa Bayan
a._____________________
c________________________
. Sabihin ang mababasa
sa sumusunod na mga
bahagi ng
pahayagan.
1. Editoryal
____________________
____________________
_____________
____________________
____________________
_____________
____________________
____________________
_____________
2. Kolum ng Manunulat
____________________
____________________
_____________
____________________
____________________
_____________
____________________
____________________
_____________
3. Pangunahing Balita

H. Paglalahat ng Aralin Ano ang sawikain?
Paano nabibigyang-kahulugan ang
sawikain?
I. Pagtataya ng Aralin Panuto: Ibigay ang kahulugan ng
mga sawikaing nakasalungguhit.
Piliin ang sagot sa loob ng
panaklong.
1. Si Andres Bonifacio ay
isang anak-pawis. (
Ano ang pandiwa?
Ano ang tatlong aspekto ng
pandiwa?
Panuto: Gumawa ng dalawang
hanay sa sagutang papel: Hanay A
at Hanay B. Isulat sa hanay A ang
wastong pandiwang dapat sa
patlang at sa hanay B ang aspekto
ng pandiwang dapat sa patlang at
sa hanay B ang aspekto nito.
Ano ang tinatawag na
“matalinhagang” salita?
Ang matalinhagang salita ay mga
salitang may malalim na kahulugan.
Ito ay kadalasang binubuo ng
tamabalang salita na ang kahulugan
ay naiiba sa kahulugan ng dalawang
salitang pinagtambal.
Panuto:
Piliin mo ang titik ng
matalinghagang salita na tugma sa
isinasaad ng pangungusap.
Isulat ang titik ng sagot sa sagutang
kuwaderno.
a. naniningalang pugad
b.___________________
d._______________________
Patnubayan ang mga bata sa
pagbubuo ng paglalahat , Itanong:
“ Ano ang anekdota?
Buuin ang balangkas batay sa
detalye ng binasang anekdota.
“ Ang Tala ng Baler”
I. Sino si Manuel Luis M.
Quezon?
a.
_______________________
____________________
____________________
_____________
____________________
____________________
_____________
____________________
____________________
_____________
4. Anunsyo
____________________
____________________
_____________
____________________
____________________
_____________
____________________
____________________
_____________
5. Balitang Pang-isports
____________________
____________________
_____________
____________________
____________________
_____________
____________________
____________________
_____________
Basahin ang Isaisip Mo
pah. 10
Piliin ang titik ng tamang
sagot sa sumusunod na
kalagayan.
Isulat ang sagot sa
sagutang kuwaderno.
 mayaman, maramdamin, 1. (Gawa) __________ ng b. halik-hudas 1. Wala kang trabaho.
mahirap) ating malikhaing Ifugao ang c. kakaning-itik II. Ano-ano ang mga katangian Aling bahagi ng
2. Mahilig kumanta tuwing Hagdan-hagdang palayan sa d. taingang kawali ni Pangulong Manuel L.Quezon? pahayagan ang titingnan
umaga ang kapitbahay Banaue. e. isang kahig, isang tuka a. mo?
mo, e boses palaka 2. (Tibay) __________ nila f. bantay-salakay ______________________ a. Palaisipan
ang gilid ng bundok. 1. Binata na si Eric. Palagi siya sa b. Kolum ng mambabasa
naman. (sintonado,
3. . (Patag) __________ nila kapitbahay na si Thelma. Si Thelma b._______________________ c. Anunsyo
palaka ang tinig, ito upang magawang pinitak na ay dalaga. Si Eric ay III. Ano-ano ang mga nagawa d. Pangulong balita
maganda ang boses) taniman ng palay. _________________ na. niya sa bayan? 2. Ibig mong alamin ang
3. Hawak sa ilong ang lahat 4. Itang daang taon ang 2. Tawag nang tawag ang ina kay pananaw o pakahulugan
ng pulis sa nais ng pinuhunan ng masisipag nating Romy. Naririnig ni Romy ang tawag a.___________________________ ng publisher o
kanilang alkalde. mga ninuno bago (tapos) ngunit hindi siya sumasagot. _ palimbagan
( hinawakan ang ilong, _________ ang palayan sa Patuloy siya sa ginagawa at parang sa isyu tungkol sa unang
sunud-sunuran, may kabundukan. walang naririnig.Siya ay may b.__________________________ 100 araw ng Presidente.
sariling paninindigan) 5. Isa na ito sa kahanga- _____________________. _ Alin sa mga
4. Bakit kaya lagi na lang hangang tanawin sa mundo na 3. Gabi-gabi si Aling Linda ay sumusunod ang
butas ang bulsa ng (dayo) ___________ ng mga nawawalan ng paninda. Nagtataka sasangguniin mo?
kapitbahay kong turista. siya kung bakit nagkagayon, a. Pahinang pang-isport
negosyante? Parati na samantalang may pinagbabantay b. Kolum ng isang
naman siya. Naghihinala tuloy siya manunulat
lang sinasabing wala
na ang pinagbabantay niya ay isang c. Editoryal o pangulong
siyang pera tuwing ako’y ____________. tudling
manghihiram. 4. Matipid si Ana. Hindi siya palabili, d. Balitang
5. Kinain ng abo ang hindi siya namimili ng mamahaling pampamayanan
malaking bahay na bagay. Ang kita nila ay halos hindi 3. Ibig mong malaman
katatayo pa lamang na sumasapat sa kanilang gastos. Sila ang opinyon ng isang
pag-aari ng mag- ay ______________________ . indibidwal sa isyu
asawang drug-lord na 5. Sa lahat ng bata sa aming looban, tungkol sa
taga Pasil, Cebu City. kaawa-awa itong si Ramon. Kayang- brownout. Alin dito ang
( may abo ang bahay, nasunog, kaya siyang paiyakin ng kapuwa at babasahin mo?
pinagnakawan) siya ay laging tampulan ng a. Kolum na isang
panunudyo. Siya ay manunulat
_______________sa aming pook b. Balitang pandaigdig
c. Pahinang
pampalakasan
d. Editoryal
4. Aling bahagi ng
pahayagan ang
gagamitin mo upang
maaliw?
a. Balitang
pampamayanan
b. Pitak Palaisipan
c. Pangunahing Balita
 d. Anunsyo
5. Pinakahuling balita
tungkol sa paboritong
laro ang mababasa sa
bahaging
ito. Aling pahina ito?
a. Pitak-artista
b. Mga anunsyo
c. Palakasan
d. Pandaigdig na balita
J. Karagdagang Gawain para Ibigay ang kahulugan ng mga Banghayin ang mga pawatas sa May mga matalinhagang salita sa Sumipi o magsaliksik ng isang
sa takdang aralin at sumusunod na sawikain tatlong aspekto ng pandiwa. loob ng kahon sa ibaba. Pumili ka anekdota ng buhay ng isang
remediation pabalat-bunga ng 4 at gamitiin mo ito sa sarili naging kapitan ng inyong
magtaingang-kawali Pawatas Naganap mong pangungusap. barangay. Isulat ito sa isang papel.
kuskos-balungos Nagaganap Magaganap agaw-buhay
magdalang-tao 1. awitin malamig ang kamay
taas ang noo 2. bumili bukas-palad
3. magluto utak-lamok
4. talunin magaan ang loob
5. puntahan basing-sisiw
6. maglaba
7. dumikit
8. kumanta
9. magsimba
10. itanim
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong
ng lubos? Paano ito
nakatulong?

F. Anong suliranin ang aking

naranasan na solusyonan sa
tulong ng aking punongguro
at superbisor?
G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

G. I. OBJECTIVES

A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
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.
Describes Proper Ways of Waste
Disposal
H6CMH-IIf-6
Proper Waste Management
Enjoying Life trhough Music, Arts,
Physical education and Health 6
pp.46-53
K to 12 basic education
curriculum Guide 6
LCD Projector, Netbook,
Powerpoint, cut-outs, lapel
Demonstrates understanding of participation in and assessment of Demonstrates understanding of Demonstrates the
physical activities and physical fitness. shapes, space, colors, and the concept of melody by
principles of emphasis, harmony using intervals in the
and contrast in digital painting major scale and in the
and poster design using new minor scale.
technologies.
Participates and assess performance in physical activities. Applies concepts on the use of Applies learned
Assesses physical fitness software in creating digital concepts of melody and
paintings and graphic design. other elements to
composition and
performance.
Assesses regularly participation in physical activities based on the Appreciates the elements and Sing and plays solo or
Philippines physical Activity Pyramid principles applied in lay outing with group, melodies/
PE6PF-IIb-h-18 A6PR-IIf songs in c major, G.
Observes safety precautions major, and f major
PE6GS-IIb0-h-3 MU6ME-IIa-3
Explains the nature background of the games
PE6-IIb-1
Describes the skills involved in the games
PE6GS-IIb-2
Assessment of Physical Activities and Physical Fitness Digital Painting Graphic Melody
Invasion Game: Hopscotch (Piko)Chinese garter Design(Poster)
Misosa module 14
Module 3,4 and 6
The 21st Century MAPEH in Action, p.206-207 Enjoying Life trhough Music, Arts,
Physical education and Health 6
pp. 54-58
LCD Projector, lapel, Netbook, Powerpoint, lapel, Chalk, pamato Projector, Powerpoint
presentation, netbook, gadgets
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
Recall the different types of
wastes. (Teacher should prepare
cut-out letters for this activity.)
Each group has jumbled words
that they should arrange as fast as
they could. The first group who
will do it correctly wins.
Ask: 1. How can we lessen the
wastes or garbage in our home? In
our school? In our community?
2. What are the practices that you
do? (Process all the answers)
What games have you played with
your friends and classmates?
Show a picture of children playing
“Piko
What do you call this game?
How to play this game?
Let the pupils view a video on how
to play piko.
https://www.youtube.com/watch
?v=6Od2e1I7Nzc
What game have we played
yesterday?
What local materials did we
use?
How to play piko?
Would you like to play another
traditional game?
Can you guess this game?
Do you know how to play this
game?
Video watching:
“Chinese garter”
https://www.youtube.com/wat
ch?v=XCwVP8exQ-c
What was the most attractive
poster you have ever
seen?Explain what it looks like
and why you like it?
Show a sample of poster
What do we call it? What
elements do you see in this
poster?
Show another sample of a poster,
let them study the elements and
principles used
What key is shown in
the staff?
What key if it has one
sharp? Where is do
located?
What is the key
signature if there is one
flat ? Where in the staff
is flat located?
What is the key
signatures
What is the key
signature of the song
Roses? Where is do
located? What musical
symbol can you see in
the staff?
Let the pupils listen to
the song as the teache3r
plays the recorder or
lapel.
Pupils try to learn the
song.
D.Discussing new concepts and
practicing new skills #1
Show them pictures: What is Piko?
A How do we play piko? What do
we need in order to play Piko?
What are the different rules to
foloow in pkaying Piko?
How to play chinese garter? What is a poster?
What localize material can we
use to play chinese garter? What elements and principles
are used in lay outing this poster?
.
Why are posters
created?

B. What is the tilte of the

song? What key
signature?

Let the pupils describe each

container in the picture A and B.
(Annex 1)
Ask. Why do we need to put our
waste in the right container?
What can you say about the
E.Discussing new concepts and Rules to follow: Teacher prepares the playing Let the pupils design and create Listen as I play the song,
phrase “May Pera sa Basura”?
practicing new skills #2 Objective: To hop and jump on area and show actual a poster by using the MS then try to sing it by
each square using one or both feet demonstration of playing Publisher following the tune of
Teacher will post on the board
without stepping on the lines chinese garter. the song.
the terms:
 Biodegradable, Non-
Group the pupils into 4
biodegradable, Reuse,
then allow them to
Reduce and Recycle.
choose which song they
Describe the difference of each
are going to sing.
terms briefly.
Reduce- to make (something)
Give them ample time
smaller or lesser in amount.
to practice.
Examples: purchasing items with
less packaging, minimizing food
waste by planning every meal,
buying things that you only need.
Reuse – to use (something) again.

F.Developing Mastery
G.Finding Practical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
Examples: carrying eco-freindly
bags when buying product, using
reusable tumblers and food
containers.
Recycle- to make (something)
from things that have been used
before.
Examples: using food waste as
plant fertilizer (composting),
recycling high grade paper into
low-grade paper (news-print),
using tires/PET bottles as plant
pots.
Biodegradable- capable of being
decomposed by bacteria or living
organism. Warm up exercises
Examples: animal and human Execution of the invasion game in
wastes (manure), dry outdoor.
leaves/twigs, spoiled food, dead Instruct the learners to perform
animals etc. warm-up exercises to prevent
Non-biodegradable – type of injury and muscle pain.
waste that can’t be broken down a.head bending
into its base compounds. b.neck twisting march in place
Examples: radioactive material, c.arms stretch d.hands
metal, rubber, needles, electronic shake
parts etc. e.knee rotation
f.feet shake
Activity: “SINGING” Pupils execute the game while the Pupils perform the chinese Hands on! Group presentation
Song: Waste Disposal Method teacher supervises. garter as the teacher Teacher supervises
Tune: “Are you sleeping, brother supervises
John”
Waste disposal, waste disposal
Proper waste disposal
Reduce, reuse, recycle
Landfill and composting
Separation and combustion
What do you do to make your What instances can we relate in What skills did you develop Why do we need to sing
home, school, and community our daily life the game Piko? while playing the chinese listen to a song intently?
clean? Why should we not forget our laro garter? Why are songs
ng Lahi games? In what activity at home can important to us?
Why do we need to implement you apply these skills?
proper wastes disposal?
Describe the proper ways of Piko is a game where players play How is chinese garter being Purpose of a poster
disposal? in a drawn rectangular-shaped box played? Is to communicate a message.
 What are the benefits of
practicing proper waste disposal?
with usually 10 sections. It can be
played individually or by teams. Posters should be engaging
They need a stone (pamato) and enough to capture their attention
the enjoyment begins. because it is a powerful tool to
inform, persuade or promote.

Elements and principles used are

color, shape, form, texture, line,
emphasis, harmony and contrast

I.Evaluating learning Write T if the statement is true List down five(5) skills that you Did you enjoy the game? Use the rubrics in grading the Giving grade using
and F if the statement is false. developed in the game” Piko” What skills did you learn ? output of each pupil rubrics to the group
__ 1. We can recycle the glass When you lose the game, what CRITER 5 3 1 presentation
bottles and jars. value did you show? IA
__ 2. Plastics can be reduced if Releva Very Rele Irrel
we use it properly. nce to relev vant evan
__ 3. Spoiled foods can be used the ant to t to
as fertilizer. theme to the the
__ 4. Junked papers like news the the the
papers are not recyclable. them me me
__ 5. Old clothes can be used as a e or or or
new one. topic topic topic
Creati Dem Dem Dem
vity onstr onst onst
ate rate rate
origin 3 0f 1
ality, 5 com
fluen com pone
cy, pone nts
flexib nts of
ility of creat
and creat ivity
elabo ivity
ratio
n
Visual Illustr Illust Illust
Impact ation ratio ratio
is n is n is
very clear uncl
clear and ean
and quit and
very e unre
 realis reali alisti
tic stic c
J.additional activities for application Draw/ cut a picture of game Piko or Chinese garter then write a Continue the unfinished work Copy a song in C
or remediation simple explanation on how to play the game paste it in your portfolio Major,G Major and F
major place it in your
portfolio
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng
80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang Gawain
para sa remediation
C.Nakatulong ba ang remedial? Bilang
ng mag-aaral na nakaunawa sa aralin.
D.Bilang ng mag-aaral na
magpapatuloy sa remediation
E.Alin sa mga estratehiyang pagtuturo
ang nakatulong ng lubos?Paano ito
nakatulong?
F.Anong sulioranin ang aking
naranasan na solusyunansa tulong ng
aking punungguro at superbisor?
G.Anong kagamitang panturo ang
aking nadibuho nanais kong ibahagi
sa kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 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 / Gives the meaning of Evaluates an expression States, explains, and interprets Evaluate an expression with two Evaluate an expression with
Objectives exponent, and base involving exponents parenthesis, multiplication, division, different operations without more than 2 operations with
Describes the exponent and Gives the value of numbers addition, subtraction (PMDAS) or exponents and parenthesis/ exponents and
the base in a number expressed in exponential grouping, multiplication, division, grouping symbols parenthesis/grouping symbols
expressed in exponential notation. addition, subtraction (GMDAS) rule. M6NS-IIf-149 M6NS-IIf-149
notation. M6NS-IIf-147 M6NS-IIf-148
M6NS-IIf-146
II. CONTENT Exponent and base meaning of exponent and PMDAS and GMDAS Rule Evaluating expressions Evaluating an expression with
base more than 2 operations with
Evaluating expressions exponents and
involving exponents parenthesis/grouping symbols

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
Lesson Guide in Elem. Math Gr.
6 p.6
DLP Gr. 6 Module 1
Lesson Guide in Elem. Math
Gr. 6 p.9
DLP Gr.4 Module 32
Lesson Guide in Elementary . Math Textbook M6NS-IIf-149
Mathematics Grade VI pages 14, 17, Curricilum Guide Math 6: Math Textbooks
23-24, M6NS-IIf-149 Lesson Guide in Elem. Math
Curriculum Guide Math 6:. M6NS- Gr. 6 p.13, 17, 21, 25, 28
IIf-148

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
Power point presentation Power point presentation
Let the pupils describe the Drill
pattern shown. Game: Think and Try
Can you find a pair of numbers
whose sum is equal to their
product?
Fig. 1 Fig. 2 Fig. 3 Example: 2 + 2 = 2 x 2 = 4
Expected Answers:
Power point presentation Power point presentation Power point presentation
A.Drill a. Activity 1 – Game on 1. Drill
Evaluating the expression Numerical Expressions a. Activity 1 – Evaluating
Mechanics: b. Activity 2 – Game on the Expression
Form 4 groups of pupils. Naming the Word Expression b. Activity 2 –
The teacher flashes the cards with c. Review past lessons Completing the Evaluation
expressions. (Refer to TG) (Refer to TG)
 Let them draw the next figure
in the pattern.
How many squares are there in
the 2nd figure? in the 3rd
figure?
Discover the rule in finding the
next figure?
How many squares will be in
the fifth figure?
B. Establishing a purpose for a) Show pictures of the
the lesson map of the Philippines and of
General Emilio Aguinaldo and
let them read the following
sentences.
1) General Emilio
Aguinaldo is the First President
of the Philippine Republic.
2) The Philippines is in
Southeast Asia.
3) Most Filipinos
celebrate Christmas in the 10th
month of the year.
b) Ask them which
sentence is true or false. Let
them tell why.
c) If sentences can be
true or false, in mathematics
there are sentences that are
either true or false.
C. Presenting Activity 1: Present this problem
Examples/Instances of new Rhoda has to sew a tablecloth
lesson 9 dm by 9 dm for their square-
shaped table in the living
room. How big is the area of
the tablecloth?
3 + 1.5 = 3 x 1.5 = 4.5
5 + 1.25 = 5 x 1.25 = 6.25
11 + 1.1 = 11 x 1.1 = 12.1
Ask: What are the different
dreaded diseases? (TB, cancer,
etc.)
Today we are going to read
something about cancer cells.
Present the selection below
In a particular clinical
research, a special type of
cancer cells affecting the skin
was discovered to exist as a
pair in the beginning and was
found out to double every 24
hours. The table shows the
The groups are given 60 seconds to
evaluate the expression.
One member of each group
simultaneously goes to the board
and writes the answer.
The teacher checks the answer.
The group with the most number of
correct answer wins
Sample item:
a.3×4+1 = b.62+3 =
c. (6+3) + 2 = e. (15 + 3) × 2 =
d. (16 ÷ 4) × 3 =
B.Have a review on the divisibility
rules. Provide exercises written on
the flash cards.
Ask pupils about the Ask the pupils about the What do you observe when
occupation of their parents. somebody in your home is
occupation of their
Let them tell how they help sick? Does he take medicine?
parents. Let them tell how their parents earn a living. Is it liquid or tablets? How are
tablets kept?
they help their parents
earn a living.
Present the situation to Activity 1 – Use of Role Play in a. Activity 1 – Use of
a Sari-Sari Store Flats and Longs
the class.
In a certain drugstore, the
Lulu comes from school with a heavy Jethro was helping his mother pharmacist daughter of the
heart because of homework. Her in their store when a delivery owner helps her mother
elder brother gives her a helping man delivered 20 dozens of account the medicines for
hand. He has seen the following: eggs at 42 a dozen. If the fever. She finds specialized
Evaluate the expressions: delivery man gave him 160, square holders of tablets. She

D. Discussing new concepts and
practicing new skills #1
Answering questions about the
problem
How will you find the area of
the table cloth?
What number sentence will be
used to solve the problem?
Are the two quantities equal?
Write the equation about the
problem. (9 x 9 = 81)
How many times did you
multiple 9 to get 81? The
product 9 x 9 can be written as
power of 92 where 9 is the
base and 2 is the exponent.
The exponent tells how many
times the base is used as a
factor to form a product.
The base is the factor which is
to be multiplied by itself the
number of times indicated in
listing of the number of cancer
cells present for the first 10
days.
What do you notice about the
cancer cells from day 1 to day
10? (They are doubled each
day.)
How is this obtained?
(The number of cancer cells in
a given day is obtained by
multiplying the number of
cancer cells present on the
preceding day by 2 since the
cancer cells double daily.)
If we try to rewrite this
product in terms of the
number of cancer cells
present on the first day, we
will have the following table:
12 – 3 + 18 ÷ 6 × 3
7×9–3+8
18 – 12 ÷ 6 + 7
9×9÷3–9+6
16 ÷ 4 × 5 – 7 + 8
Ask: What are the given data?
What operations must be done first?
second? next? last? Why?
Encourage the pupils to work in
pairs. Have each pair of pupils
evaluate the expressions.
Lead the pair of pupils to process
how to get the answer.
how much was his money?
Was he right in asking for a
change of 260, if his money
was 1,000? Why?
Ask the following questions:
Who helped mother in the
store?
Who delivered dozens of eggs?
How many dozens of eggs were
delivered to them ?
If you were Jethro:
will you help your family earn a
living? Why?
will you keep the change given
by the delivery man? Why?
Have each pair of pupils act it
out using play money and ask
them to answer the following:
What are the given data?
What are the operations to be
used?
.
Lead each pair of pupils to
think of an expression related
to the problem.
Let them evaluate the
expression they have
formulated.
160 + (20 x P42)
160 + P840
1,000 money of Jethro
Require them to analyze the
operations they used in
arriving at the exact change
has recorded 4 groups of 10
layers of 10 tablets on each
side of the holders and 6 sets
of 10 tablets. Is she right in
reporting that there are 40 060
tablets? Why?
1) Ask the pairs of pupils
the questions below:
a) What is the profession of
the daughter of the drugstore
owner?
b) What does the pharmacist
do?
c) What does she find?
d) If you were the pharmacist,
will you also have a systematic
arrangement of your
medicines? Why?
2)Have each pair of pupils use
flats and longs to visualize the
problem. Let them answer the
following questions:
a) What will you find in the
problem?
b) What are the data given?
c) What are the operations to
be used?
3) Lead each pair of
pupils to think aloud of a
numerical expression about
the problem.
(4 x 103) + (6 x 10)
4) Ask them to decide
on: Is she right in reporting
that they have 40 060 tablets?
Why? Have them evaluate the
expression as in:
(4 x 103) + (6 x 10)
(4 x 1000) + (6 x 10)
4000 + 60

E. Discussing new concepts and
practicing new skills #2
the exponent to obtain the
product.
In the problem, how big is the
tablecloth to be sewed by
Rhoda?
Write the equation for the
problem in exponential
notation of the problem.
Valuing:
a) Who has to sew a
tablecloth?
b) Where will she put
the tablecloth?
c) If you were Rhoda,
will you also sew a tablecloth?
Why?
Pair-share: Activity 2
The side of a small cutout
square is 7cm. What is its area?
Write an expression about the
problem.
What is the equation?
Can you write 7 x 7 in another
way? How?
What do you call 7 in 72? 2 in
72?
What is the exponent? base?
Let us focus our attention on
the expression that describes
the number of cancer cells in a
given day in terms of cancer
cells present on the first day.
This is seen in the second
column of table 2.
What can you say about how
the expression is written?
Why? (It becomes tedious
because we write the number
repeatedly.)
It is for this reason that in
1637, Rene Descartes, a
French mathematician,
introduced a system of writing
numbers indicating repeated
multiplication.
What can you say about Rene
Descartes? Do you want to be
like him someday? Why?
Now, here is another table,
let us study this table.
After all the pairs process their
answers, ask: “How did you find the
activity? How were you able to come
up with the correct answers? What
did you do?”
Discuss with the
pupils the rules on how they were
able to solve the order of operations.
Give more examples.
Solutions:
Group Activity– Use of Test
Items
Tita was absent for a week
because she was sick. When
she went to school, she had to
take a test. Few of the items
given are shown below.
a) 2x3+4
b) 7x9–3
c) 18 – 12  2
d) 35 – 6 x 3
e) 3x2+4
f) 48  12 + 8
Can you answer these? Let us
try to answer the items.
Ask each pair of pupils to
answer the following
questions:
What facts are given?
What operations are in each
problem? Which operations
come first? Which operation
will you do first?
Guide each pair of pupils to
evaluate the expressions
4060
5) Draw from the pairs
of pupils through analysis
which operation should be
done first, second, next, and
last. Include also in the
analysis the meaning of
parenthesis in the expression
and the direction it gives when
evaluating the expression.
b. Activity 2 – Use of
Illustration
Emma helps her mother
arrange the items in their
store. Her mother has
specialized square tray for
quail eggs. She finds 4 groups
of 5 rows with 5 quail eggs
placed in trays and 3 groups
with 10 quail eggs. She
informs her mother that they
have 1 030 quail eggs. Is she
right? Why?
Have the pairs of pupils
answer the following
questions:
Who helps her mother in the
store?
What does Emma do to help
her mother?
If you were Emma will you also
arrange the items for sale in
the store of your mother?
Why?

In general, if N is the number
of days the cancer cells have
been present, then the
expression for the number of
cells present during the nth
day is 2n. The letter n is called
an exponent of base 2.
In 22, what is the exponent?
What is the base? In 23? 24?
etc. What does the exponent
indicate?
(It indicates the number of
repeated multiplication.)
So, what does 23 mean?
(It means 2 x 2 x 2.)
How is it read? (“two to the
third power” or “two with the
exponent three.” (Give some
more examples).
F. Developing mastery Group Activity: Give the base Group Activity:
(Leads to Formative and the exponent in each of Let us have 3 learning
Assessment) the following orally. stations. Do the activity in
1.25 2. 42 3. 73 each learning station by
8 4
4. 1 5. 6 group. Once you have
Complete the equation. finished an activity, go to the
next station and do the
activity indicated there. Do
the activities as fast as you
can.
Discuss the presentation under Ask each pair of pupils the
Explore and Discover on LM Then, questions below. Use these
give the following exercises. illustrations. (Refer to TG)
Ask the pupils to perform the series What facts are given?
of operation. What are the processes to be
1.(7 × 9) + (3 ×21) used?
2. (18 – 5) + 6 + 2
3. ( 3 + 5) × (42 ÷ 7) Guide them to think aloud of
4. 36÷ 2 + 4×(4-2) the numerical expression that
can best represent the
problem.
Let them think critically: Is
Emma right? Why?
Ask them to evaluate the
numerical expression.
(4 x 52) + (3 x 10)
(4 x 25) + (3 x 10)
100 + 30
130
Have the pairs of pupils
analyze which operation
should be used first, second,
next, and last to arrive at the
answer.
Group Activity: Group Activity: Evaluate the c.Activity 3: Group Activity
Ask pupils to work on items 1 to 5 expression. Bing asks her son to do his
under Get Moving and items 1-5 a) 8+42 homework and looks at his
under Keep Moving on LM Math b) 5x84 notebook. She finds the
c) 65 – 91  7 following:
d) 72  3 x 8 Evaluate the expressions:
e) 67 + 33  25 1) 6 + (2 x 7 + 52)
2) 3 x (4 x 82) – 8
3) 5 x [24  2 x (10 – 8)2
 10]
4) (15 – 6) + (4 – 1) x 23
5) 3 x [3 + 2 x (10 – 32)]
a) Ask each pair of pupils
to answer the questions
below:
1) What are the facts
given?

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the
lesson
a. Rewrite each of the
following using exponents.
Determine the numerical
value.
1. second power of 7
2. fourth power of 5
3. 2 x 2 x 2 x 2 x 2 x 2
4. 8 x 8 x 8
5. 15 x 15
b. Write the >, < or = in the
box to make the statement
true.
1)52  25
2)72  3  2 (70) + 3
3)2(32 + 22)  82
4)32 + 32 + 32  3 (32)
5)6 (2 + 3)2  3 + 72
What is an exponent? base?
-The exponent tells how many
times the base is taken as a
factor.
The base is the bottom part of
anything. It is the number used
as the factor.
Based on tables 1, 2, and 3,
how many cancer cells have
grown on the fifteenth day?
The exponent tells the
number of times the base is
used as a factor.
The base is the number used
as a factor.
Ask pupils to do items under Apply
Your Skills on LM.
Guide the pupils to give the
following generalizations by asking:
What rule would you follow in order
to perform the order of operation?
Rules in the Order of Operation:
Perform the operations within each
pair of grouping symbols
(parenthesis, brackets, and braces)
beginning with the innermost pair.
Simplify the expression with
exponents.
Perform multiplication and division
as they occur from left to right.
Write an expression about the
problems. Then evaluate the
expression.
1)In a certain eatery, there are
5 glass racks having 24 glasses
and 8 left over. The answer
says there are 130 glasses in
all. Is it right? Why?
2)Use numbers less than 7
once to make the expression
right.
(Refer to TG)
How do we evaluate an
expression with two different
operations without exponents
and parenthesis/grouping
symbols?
2) Which operation
should be done first? second?
third? last? Why?
b) Have each pair of pupils
evaluate the expressions.
Evaluate the ff. expressions:
a) (114 – 4) x (12  4)2 +
3
b) 16 + 82  (4 + 4)
c) (36 – 6) x (3 x 4)2 + 7
d) 122 x 30 + (890  2)
e) 62 x 23 + (400  2)
How do we evaluate an
expression with more than two
operations with exponents and
parenthesis/grouping
symbols?
 Perform addition and subtraction as
they occur from left to right.
I. Evaluating Learning A. Evaluate A.Complete the following Evaluate the following expressions Evaluate the following 1.Evaluate the following
1.) 6  22 + 7 sentences: by following the rules: expressions. expressions:
2.) 3  72 + 5  52 1) In 53, _____ is the base and (9 – 2) + (3 × 21) 1) 4x3+8 a) (9 – 2) + (32 x 21)
3.) 92 - 72 + 10 ______ is the exponent. (18 + 14) ÷ (6 + 2) 2) 84  3 x 4 b) (18 + 14)  (6 + 2)
4.) 25  52 - 32  43 2) 62 is the exponential form (36 ÷ 22 + 4 × (4 – 2) 3) 76 – 8 + 5 c) 36  22 + 4 x (4 – 2)
5.) (10 + 2)2 - 102 of 6 x _____. (36 – 6) + [(3 × 42) + 7] 4) 53 + 7 – 20 d) (36 – 6) + [(3 x 42) + 7]
3) 144 is the ___ power of 12. (72+ 15) × 4 – (625 ÷125) 5) 3 x 5  25 e) (72 + 15) x 4 – (625  125)
B. Find the value of n to 4) 22 means 2 multiplied by _. 4 × (15 – 32) + 16 6) 7 x 8 + 130 f) 4 x (15 – 32) + 16
make the statement true 5)74 means _____ is multiplied (93 + 7) × 6 + 10 7) 195  3 x 5 g) (93 + 7) x 6 + 10
1.) 2n = 16 by itself four times. 12 × 30 +(890 ÷10) 8) 3 + 83 – 73 h) 12 x 30 + (890  10)
2.) 4  5n = 4  125 B.Give the value of the ff: [(144 ÷ 12) 2 × 3] ÷ 3 × 6 9) 76 – 8 x 9 i) [(144  12)2 x 3]  3 x 6
3.) 73 = n 1)63 = __ 4)92 = __ (16 + 82) ÷ (4 + 4) 10) 90 x 5  75 j) (16 + 82)  (4 + 4)
4.) 2  10n = 2 000 2)45 = __ 5)74 = ___ (Refer to TG for the 2.Evaluate the expression if:
5.) 3  2n = 192 3)27 = __ Continuation) a) R=2
C.Write the base, exponent, 2.[(6R + R x 8)  13] – 5 + R
value, equation, and the b) S=3
meaning of the following [(7S – S) x 6] + 6S – S x 5
expressions. Number 1 is done
for you.

J. Additional activities for
application and remediation
V. REMARKS
Evaluate
Write the equation for this
problem.
Olive has some cookies. If she
gave 5 cookies each to some
girls, she would have 14 left. If
she gave 9 cookies each to
some girls, she would be short
of 14 cookies. How many girls
did Olive give the cookies to?
Ans. (5 x n) + 14 = (9 x n) - 14
Fill in the blanks.
1) 9 = 3 x 3 = 3_
2)16 = _____ x _____ = _____2
3)8 = 2 x 2 x 2 = 2-
4)102 = 10 x 10 = _____
5)103 = _____ x _____ x
______ = _____
Evaluate the following expressions
by following the rules:
63 ÷ 7 + 5 + 2 – 6 + 3
6 + (2 × 7 + 5)
3 × (4 + 82) – 8
37 + 3 × 2 ÷ 6
14 ÷ 2 – 3 + 2 × 2
Enrichment
Evaluate the following expressions.
(114 – 4) × ( 12 ÷ 4) + 3
16 + 82 ÷ (4 + 4)
(36 – 6) × ( 3 × 4) + 7
122 × 30 + (890 ÷ 2)
6 × 23 + (400 ÷ 2)
1. Evaluate the following 1. Evaluate the following
expressions. expressions:
(See TG) (34 – 4) x (75  52)
(35 – 3) x 32 + 9
(38 – 7) + 6  (2 x 3)
2.Insert an operation symbol
and parenthesis to make a
whole number that is the:
highest possible answer
least possible answer
22  3  4  6
3.Write a problem. Make an
expression about it. Then
evaluate.
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I

encountered which my
principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-HE
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 1ST QUARTER

WEEK 6 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 an d joy in learning the
lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills into basics of food preservation
B. Performance Standards Preserves food using appropriate tools and materials and applying the basics of food preservation
TLE6HE-0f-10 3.1.1 conducts an inventory of foods that can be 3.1.3 explains the benefits derived from food
3.1 Explains different ways of preserved/processed using any of the processes on preservation/processing
C. Learning Competencies / Objectives
food preservation (drying, food preservation
Write the LC code for each
salting, freezing and 3.1.2 discusses the processes in each of the food
processing) preservation /processing methods
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
Makabuluhang Gawaing
3. Textbook pages Pantahanan at Pangkabuhayan
(pages not available)
MISOSA-V Iba’t-ibang
Pamamaraan ng Pagiimbak (not
4. Additional Materials from Learning accessible)
Resource (LR)portal

Bantigue, R.M. and Pangilinan,
J.P. (2014) Growing up with
Home Economics and Livelihood
B. Other Learning Resources Education. FNB Educational,
Inc. QC.
Bantigue, R.M. and
Pangilinan, J.P. (2014)
Growing up with Home
Economics and Livelihood
Education. FNB
Educational, Inc. QC.
Bantigue, R.M. and
Pangilinan, J.P. (2014)
Growing up with Home
Economics and Livelihood
Education. FNB
Educational, Inc. QC.
Bantigue, R.M. and
Pangilinan, J.P. (2014)
Growing up with Home
Economics and Livelihood
Education. FNB
Educational, Inc. QC.
Bantigue, R.M. and
Pangilinan, J.P. (2014)
Growing up with Home
Economics and
Livelihood Education.
FNB Educational, Inc.
QC.
 Preservation of Fruits and Preservation of Fruits and Preservation of Fruits and
Vegetables (1977). Bureau of Vegetables (1977). Vegetables (1977).
Plant Industry Bureau of Plant Industry Bureau of Plant Industry

https://en.m.wikipedia.or https://en.m.wikipedia.or
g/wiki/ salting g/wiki/ food processing

IV. PROCEDURES
If there is abundance for a certain
period or even the whole year
round what needs to be done in
order to ensure that there is no
A. Reviewing previous lesson or wastage ?
presenting the new lesson
One of the answers may be food
preservation
Ask the learners why food
preservation is important – the
benefits derived from food
preservation/processing
So we learned that food
preservation is important as one
of the ways to ensure that there is
no food wastage. We increase the
life of certain food items because
of preservation.
B. Establishing a purpose for the lesson
Recap of the previous
lesson.
Yesterday, food
preservation was defined
and we learned its
importance.
For today’s lesson, we will
be identifying the four (4)
ways of preserving food:
Ask the learner to bring out
the photos or drawings of
preserved food.
Group the class by row. The
class will share how the food
they brought was preserved.
There will be reporting of the
group discussion .
Recap of the previous
lesson.
Yesterday, the discussion
was on drying and salting as
a means of preserving food.
Today we will learn about
freezing and processing.
Ask the class if there are
cases when their mother,
aunt or grandmother comes
from the market , “What is
the usual scenario?”
Recap of the previous
lesson.
Food preservation was
discussed and we learned
about the definition of
 Drying
 Salting
 Freezing
 Processing
Today, we will learn the
process for each type.
The teacher will play a video
clip of the four types of food
preservation.
Ask the learners to identify
the steps or the process
followed for each way of
food preservation, based on
the video.
Recap of the lesson of the
previous day.
Yesterday, we discussed
the processes in food
preservation. We also
conducted an inventory of
food that can be
preserved/processed .
Ask the learners to bring
out samples of preserved
food.
Prepare to share to the
class how it was preserved;
and why that method was
used.

Process the results of the

discussion by going through
the process for each type of
food preservation.
Original File Submitted and
Formatted by DepEd Club
Member - visit
depedclub.com for more
 Define food preservation.
Food preservation is the process
of preparing food for future
consumption by preventing its
spoilage.
C. Presenting examples/ instances of the
new lesson
Ask the learners of what they
think are the different types
of food preservation based
on what was discussed
There are other types of
food preservation but for
this lesson, the focus is on
the following:
 Drying
 Salting,
 Freezing
 Processing
.
.
The purpose of freezing
storage is to retain to as
great as degree as possible
the properties of the fresh
fruit, vegetable or other
food products.
However, during freezing
and thawing certain
irreversible changes occur
that render the frozen and
thawed product quite
different from the freshness
in texture and general
appearance.
Bring out the photos of food Each learner will present to
items which you were asked the class the preserved
to bring. foods they brought in
class.
Group the class per row.
Each row will form a The learner will identify the
collage of the photos method of food
based on the type of food preservation, as well as the
preservation. There will process
be a reporter for each
row.

Tips for freezing:

D. Discussing new concepts and
practicing new skills #1
Ask the learners further why we
preserve food:
 To prevent spoilage
 To prevent wastage
 To retain the nutritive value,
natural color and texture of the
food
 To maintain the sanitary
quality of food
 To contribute to better
nutrition for the family
 To help increase family income
with the excess products that
can be preserved and sold
 To help in the economic
development of the country
because the farmers are
encouraged to produce more
for others
 To make food available
throughout the year which may
be used for events, like town
fiestas and other occasions.
Discuss Drying. Provide
examples.
Drying – is one of the man’s
oldest methods of
preserviing food. Drying
preserves food by lowering
the moisture content below
at which microorganisms
can grow and reproduce.
Drying can be accomplished
through:
Sun - drying – utilizes the
solar energy that circulates
around food materials laid
out on trays and racks.
There is also drying during
smoking. Smoking with
warm fumes at 69 °C from
burning wood results in
drying besides imparting
the desired color and flavor
From the presentation, the
Meat, poultry and fish should teacher will ask the learners
be placed in moisture-vapor if they agree or if they want
proof packages so that to remove or add a food
moisture is maintained and item to the presentation of
discoloration is prevented their group members.
because of oxygen in the air.
Most fruits have to be
packed with syrup or sugar.
Vegetables need blanching
(brief heating in boiling
water or in a steam) to kill
the bacteria and stop
enzyme action which can
cause spoilage.
 effect on cured meat and
fish.
Discuss Salting. Provide
Provide example for each of the examples.
above items.
Salting is the preservation of
food with dry edible salt. It
is related to pickliing in
general and more specifically
in brining (preparing food
with brine, that is salty
water) and is one form of
curing.
E. Discussing new concepts and practicing new
skills#2 Pickling is the preservation of
food in brine or vinegar with
or without bacterial
fermentation.
The three important
constituents are: salt,
vinegar and lactic acid.
F. Developing mastery Is it possible to use two
(Leads to Formative Assessment 3) ways of preservation in
certain food items?
Provide examples.
G. Finding practical applications of concepts
and skills in daily living
Discuss processing. Provide Ask them to comment on The other members of
examples. the appropriateness of the the class will comment on
method to the food. the presentation.
Processing – transformation
of raw ingredients, by
physical or chemical means
into food, or of food into
other forms.
Food processing combines
raw food ingredients to
produce marketable food
products that can be easily
prepared and served by the
consumer.
Food processing is any
method used to turn fresh
foods into food producs.
This can involve one or a
combination of the
following: washing,
chopping, pasteurising,
freezing, fermenting,
packaging and many more.
Give examples of processed
foods.
H.Making generalizations and abstractions Mention the concept of food
about the lesson preservation and its benefits.
I. Evaluating learning
J. Additional activities for application or
remediation Bring photos of the preserved
foods. Provide a caption for each
of the photo.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION
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.oflearnerswho earned80%onthe ___ of Learners who earned 80%
above
formative assessment
B. No.oflearnerswho ___ of Learners who require
additional activities for remediation
requireadditionalactivities forremediation.
C. Didtheremediallessons work? ___Yes ___No
____ of Learners who caught up the
No.oflearnerswho havecaughtupwiththe lesson
lesson.
D. No.oflearnerswho continuetorequire ___ of Learners who continue to
require remediation
remediation
E. Whichofmyteaching Strategies used that work well:
___ Group collaboration
strategiesworkedwell?Why didthesework? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Read on the process of
Drying and Salting.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Mention that what they
have discussed are the four
ways of food preservation.
Bring at least ten (10)
photos of foods which can
be preserved. Also, bring
cartolina, scissors and
paste.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
.
Bring actual samples of
preserved food. Prepare to
share to the class how it
was preserved, and why
that method was used.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Mention that what was
discussed this week was
food preservation, its
importance, the ways of
preserving food and
inventory of foods that
can be preserved.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
 ___ Group member’s Cooperation in
doing their tasks
F. WhatdifficultiesdidI encounterwhichmy __ Bullying among pupils
__ Pupils’ behavior/attitude
principalorsupervisorcan helpmesolve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G.What innovation or localized materials did I Planned Innovations:
__ Localized Videos
use/discover which I wish to share with __ Making use big books from
other teachers? views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
 School Grade Level VI
GRADE 6
Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time SEPTEMBER 17-21, 2018 (WEEK 6) Quarter FIRST

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed
and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Demonstrates knowledge Demonstrates knowledge and skills in performing advanced calculations on numerical data using an electronic
and skills in using online spreadsheet tool.
survey tools.
Conducts a survey using Processes and summarizes numerical data using advanced functions and formulas in an electronic spreadsheet
online tools. tool.
 Process an online  Identify selected  Identify selected text  Identify selected  Create a
survey data. Math functions in and logical functions statistical functions spreadsheet
 View and manage Excel. in Microsoft Excel. in Microsoft Excel.  Design
responses on an  Use selected math  Use selected text and  Use selected Spreadsheet.
online survey data functions in Excel. logical functions in statistical functions  Apply basic
TLEIE6-0f-11 TLEIE6-0f-11 Microsoft Excel. in Microsoft Excel. formulas on
TLEIE6-0f-11 TLEIE6-0f-11 spreadsheet.
TLEIE6-0f-11
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled
in a week or two.
SELECTED TEXT AND SELECTED STATISTICAL
PROCESSING AN SELECTED MATH FREE GUIDED
LOGICAL FUNCTIONS IN FUNCTIONS IN
ONLINE SURVEY DATA FUNCTIONS IN EXCEL ACTIVITY
MICROSOFT EXCEL MICROSOFT EXCEL
ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 60-63 pp. 66-73 pp. 74-79 pp. 81-88 Entrepreneurship
pp. 66-88

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
F. Developing mastery
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 on how to create Review on the previous Review on the previous Review on the
and disseminate an online lesson about “Selected Math lesson about “Selected previous lesson
survey form. Functions in Excel”. Text and Logical Functions about
in Microsoft Excel”.  “Selected Math
Functions in
Excel”
 “Selected Text
and Logical
Functions in
Microsoft Excel”.
 “Selected
Statistical
Functions in
Microsoft Excel”
This is a free guided
activity and let the
learners work and
finish their
spreadsheets on
their previous lesson
on spreasheets.
Present “Let’s” Study on Present “Let’s Study” on Present “Let’s Study” on Present “Let’s Study” on
page 60 of TX. page 66 of TX. page 74 of TX. page 81 of TX.
Discuss “Processing Discuss “Selected Math Discuss “Selected Text and Discuss “Selected
Online Survey Data” on Functions in Excel” on pp. Logical Functions in Statistical Functions in
pp. 60-63 of TX. 66-71. Microsoft Excel” on pp. 74- Microsoft Excel” on pp. 81-
79. 88.
Group Activity: Let the Group Activity: Let the Group Activity: Group Activity:
learners View and learners do “Activity 4.1 I’m Let the learners do “Activity Let the learners do “Activity
Manage the responses of a Store Manager!” on page 4.2 I’m a Teacher!” on page 4.3 I’m a Statistician!” on
the Online Survey Form 72 of TX. 79 of TX. page 87-88 of TX.
that they have made from
the previous lesson.
Group Activity: Let
the learners work on
 (leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
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
the spreadsheets
they made on the
previous lesson. Let
them manage and
design their
spreadsheets with
the correct formula in
excel.
Let the groups tell
what they have
learned in this
week’s lesson and
let them have a
reflection on about
their learnings
20 item quiz on
Microsoft Excel.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
above ___ of Learners who earned 80% above above 80% above
above
___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught
lesson lesson lesson lesson up the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
require remediation require remediation require remediation require remediation 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?
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-I.A.
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21,2018 (WEEK 6) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of and skills in making electrical gadgets
B. Performance Constructs simple electrical gadgets with ease and dexterity.
Standards
C. Learning Identify materials and tools Identify materials and Identify the different Discuss the health and Explain the processes in making electrical gadgets.
Competencies / needed in making simple tools needed in making electrical gadgets and safety practices in
Objectives electrical gadgets. simple electrical gadgets. their uses. making electrical
Write the LC code for gadgets.
each

II. CONTENT Production/Repair of Simple Electrical Gadgets

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 88-90
pages
2. Learner’s Materials
pages
-Technology and Livelihood Education pp. 219-223
3. Textbook pages
(Author: Susana V. Guinea , Ma. Gilmina G. Sotoya , Randy R. Emen)
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning Pictures and charts Pictures and charts Pictures and charts Pictures and charts Pictures and charts
Resources
IV. PROCEDURES
How do we compute our 1. What are the Give an example Enumerate the safety and health practices in making
A. Reviewing business income? Show sample different tools and of different electrical 1. What are the electrical gadgets.
previous lesson or of computation of income from materials needed in gadgets that we are using health and safety
presenting the new sales. making electrical gadgets? at home and in the practices in making
lesson 2. What are their school? electrical gadgets?
uses? What is the use 2. Why are these
of each gadget? important?
 Do you have appliances at home? 1. What electrical 1. Showing pictures How do you interpret 1. Showing a video doing simple repair.
How does it function? gadgets are we going to of health and safety this statement?
Where is it connected? use when we want to get practices. http://www.youtube.com/watch?v=MspNVXPUKR
What electrical materials were electricity in a distance? “Have a place 8&t=52s
used? for everything and http://www.youtube.cm/watch?v=qmQxQ1v85e0
B. Establishing a What kind of tools do we used in everything in its Can you say something about the video?
purpose for the lesson fixing those electrical materials? proper place” 2, Inspect the following furniture fixtures found in the
Listen to the pupil’s practice house or
interpretation of the classroom for broken parts: chair and table legs, hinges
statement. of cabinet doors,
extension cord, and sink.
What can you say about the chairs, tables etc?
1. Prepare videos and 1. Show picture or 1. What can you say 1. Show videos Present a situational problem about the
picture from the different tools chart of the different about the picture? or pictures showing effects of broken furniture and fixtures at home and in
and materials. electrical gadgets. safety measures in school.
2. Real objects found in (Extension cord, lamp making electrical What will happen if we ignore broken
the industrial arts room. shades, door bell, bulb gadgets. furniture and other gadgets?
C. Presenting
tester). 2. List down the
examples/
instances of the protocol.
new lesson

Activity 1: 1.What electrical gadgets 1. What are the Safety and health What are the parts of the table that need repair?
Discuss the importance of using have you seen in the health and safety practices measures that should What are the materials needed?
tools and materials in making picture? in making electrical be observed while What are the tools needed?
simple electrical gadget. 2.What are the uses of gadgets. working any electrical
What are the procedures in repairing broken table?
Activity 2: these electrical gadgets? project to avoid
Activity 1: Group Activity accidents.
Identifying tools and materials Procedure for repairing broken table
D.Discussing new concepts needed in making 1. Avoid contact
simple Group 1 – Give an electrical
and practicing new skills electrical gadget. with energized
gadget and their uses at
#1 electrical circuits. Usual defects of table are loosening of its fixing materials
TOOLS home.
2. Treat all such as nails, screws and bolts. This is caused by either loose
Combination pliers Group 2 – Give an of nail’s hole or the fixing material itself. Here’s how to fix it
electrical devices as if
Side cutter pliers electrical gadgets and their
they are live or . 1. Prepare all the materials and tools.
Long-nose pliers uses in school.
energized. 2. Identify the materials and tools.
Tester Group 3 – Give an electrical 3. Disconnect 3. Find the loose part where fixing materials are placed or
gadget and their uses the power source
Screw drivers lost screws.
inside the room. before servicing or
Hammer
Electrical knife repairing electrical 4. Either replace the broken part of the table or transfer
Wire stripper equipment. where to fasten.
Soldering gun 4. Use only tools 5. To fasten the part or parts thoroughly, place a brace to
and equipment with support the loosen
MATERIALS
non-conducting legs.
Lamp receptacle
handles when working
Convenience outlet on electrical devices.
Male plug 5. Never use
Female plug metallic pencil or
Flexible pipe rulers, when working
Plastic conduct pipe with electrical
G.I. conduct pipe equipment.
PVC connectors 6. Wear non-
conductive gloves,
C clamp
protective clothes and
Plastic molding shoes with insulated
Fluorescent lamp soles.
Incandescent bulb 7. Never handle
Starter electrical equipment
Ballast when hands, feet or
Battery (Dry cell, wet cell) body are wet or
Lamp holder perspiring or when
standing on a wet
Electrical wires
floor.
Junction box
8. Do not store
Utility box highly flammable
Switch liquids near electrical
Push Button equipments.
Nails 9. Never touch
Screws another person’s
equipment or electrical
control devices unless
instructed to do so.
10. When it is
necessary to touch
electrical equipment (
for example, when
checking over heated
motors or heating flat
iron) use the back of
the hand.
 1. How are these Activity 2: Group Reporting Group Activity: 1. What are the Activity 1: Group Activity
materials and tools used? Group 1 – electrical gadget 1. Why is it safety measures to Gather data of the following:
Uses of tools: and their uses at home. important to follow the observe while making Group1 – Broken chair
a. Combination Pliers – Group 2 – an electrical health and safety an extension cord, Group 2 – Broken table
these are use to twist, cut, hold gadget and their uses in practices in making electric buzzer?
Group 3 – Loose Cabinet door
and pick electrical wire or tie school. electrical gadgets. Connect the wires on
Group 4 – Plug Cord of Flat Iron
wires. Group 3 – an electrical the terminal of the CO
b. Side cutter Pliers –use gadget and their uses inside first, then to the
to cut electrical wires or tie the room. terminal of the male Activity 2: Reporting
wires, also use in skinning small plug. If we connect the
wires. wire to the male plug
c. Long Nose Pliers – use first, maybe somebody
to hold, cut, twist or pick up will plug in and we
small objects in a limited space. might get electrocuted.
d. Tester – an instrument 2. What are the
used to test if there is a flow of safety precautions
electricity in the connection when doing electrical
E. Discussing new concepts
and practicing new skills#2 a made. repair at home?
Turn off the main
e. Screw Drivers – tools
switch first, then
used in tightening and loosening
proceed to the repair.
screws. It has 2 kinds: flat and
Philips.
f. Wire strippers/splicer –
use to take off a portion at the
end of the wire before it is
connected to terminals of other
electrical materials.
g. Soldering gun/iron - this
is used to join two tiny metallic
parts such as television and
radio spare parts.
h. Hammer – used to
fasten nail through the wood,
bamboo or concrete wall.
F. Developing mastery 1. What electrical tools I
(Leads to Formative
am going to use when I want to
Assessment 3)
remove the plate of the
convenience outlet or switch?
2. I want to make an
extension cord, what electrical
materials I am going to buy?
G. Finding practical 1. Demonstrate the uses
applications of of the different tolls and
concepts and skills materials.
in daily living 2. How do we take good
care of them?
Matching type. Match
column A with column B
A first when you replace a
_____ 1. Extension cord
_____ 2. Lamp shade
_____ 3. Bulb tester
_____ 4. Door bell
B 5.
a. Gadget use to call
the attention of the owner
of the house.
b. Use in testing an
incandescent bulb, starter,
ballast.
c. Use as decoration
lamp inside the room.
d. A gadget use to
access electricity in our
appliances are far from the
convenient outlet.
1. We have school
program outside, but there
is no available convenience
outlet.
2. What electrical
gadget are we going to use?
1. What will you do
blown out fuse?
2. What is the first
thing to do before you
replace tumbler switch?
3. You are washing
your clothes, and you
need to plug in the
washing machine, what is
the best thing to do first?
1. We have a Write True if the statement is about gathering data and False
newly-made extension if it is not.
cord, what will you do
before using it? 1. Inspect the table.
Check the first by using 2. Knowing the tools needed.
tester if the connection 3. Hammer and saw are not needed.
is correct.
4. Measurement must be considered.
2. You are going
Ignore the loose part of the table.
to replace a simple
pole switch, what will
you do first?
Turn off the main
switch before replacing
the switch.
Write C if the What will you do when you observed one of your furniture
statement is correct at home has damage?
and write W if the
statement is wrong.
_____1. Always use
tools with non-
conducting handles
when working on
electrical devices.
_____2. An
experienced
electrician can do
some repairs of
electrical appliances
even with wet hands.
_____3. To test the
hotness of an electric
iron, you can use
back part of your
hand.

H. Making generalizations 1. What are the tools and
and abstractions about materials needed in making
the lesson simple electrical gadgets?
2. What are the
importance in using tools and
materials in making electrical
gadgets?
I. Evaluating learning Choose the correct answer
inside the box.
Tester male
plug
Combination pliers
screw driver
Electrical wires
holder
_____1. An electrical tool which
is used to twist or splice an
electrical wire.
_____2. An instrument used to
test if the gadget is functioning
or there is a flow of electricity
in the connection made?
_____3. A part of a lamp that
holds the fluorescent tube.
_____4. Tools used in tightening
and loosening screws.
_____5. An electrical material
which is used as a connector or
path where electricity flows. It
can be duplex, solid or stranded.
1. What are the
benefits of using different
electrical gadgets?
Identify the electrical
gadgets that are commonly
used at home and school.
_____1. This is used to get
electricity in a distance.
_____2. It has two kinds,
the male and female plug
with two terminals
_____3. Gadget used to
give light or decoration in a
room.
_____4. It is used to call
attention of an individual
inside the house.
_____5. It is used to test
any of the electrical
gadgets if it is functioning
or not.
1. What are the
importances of following
the health and safety
practices in making
electrical gadget?
Write S if the situation
shows as safe practice,
writes U if it is an unsafe
practice.
______1. Never use
equipment with frayed
cords, damaged insulation
or broken plugs.
______2. Avoid water at
all times when working
with electricity.
______3. Never touch or
try repairing any electrical
equipment or circuits with
wet hands.
______4. If you are
working on any receptacle
at your home then always
turn off the main switch.
______5. Always use
appropriate insulated
rubber gloves and goggles
while working on any
electrical circuit.
_____4. Unplug the
equipment if water
spilled into it.
_____5. An electrical
current passes to the
person as you touch
a live wire
How do you gather the data in repairing furniture?
What are the protocols What are the importance of gathering data before
in making electrical repairing?
gadget?
Fill in the blanks with Complete the diagram.
the correct answer.
1. Provide a
___________________
__ for the tools.
2. Carefulness
prevents
___________________
_.
3. Turn off the
______________
before doing electrical
repairs.
4. Work in place
where there is enough
_______________ to
avoid eye strain.
5. Be sure to
______________ your
hands after working.
 _____6 . It is used to connect to
wire into the convenience
outlet.

J. Additional activities for List down the tools and materials List down some electrical 1. Make a project plan for Give the steps in Do the simple repair at home. Share your experience
application or used in making bulb tester. gadgets and their uses. lampshade. replacing a blown out tomorrow.
remediation 2. Make a project plan for fuse.
bulb tester.
3. Make a plan for a
buzzer circuit.

V. REMARKS
VI. REFLECTION
A. No.oflearnerswho ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80%
earned80%onthe
above
formative assessment
B. No.oflearnerswho ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
requireadditionalactivitie activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
s forremediation.
C. Didtheremediallessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the
No.oflearnerswho lesson lesson lesson
havecaughtupwiththe
lesson.
D. No.oflearnerswho ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
continuetorequire remediation require remediation remediation remediation remediation
remediation
E. Whichofmyteaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategiesworkedwell? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why didthesework? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
 ___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing
their tasks
F. WhatdifficultiesdidI __ Bullying among pupils
encounterwhichmy __ Pupils’ behavior/attitude
principalorsupervisorcan __ Colorful IMs
helpmesolve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovation or Planned Innovations:
localized materials did I __ Localized Videos
use/discover which I wish __ Making use big books from
to share with other views of the locality
teachers? __ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 1ST QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

B. Performance Applies knowledge and skills in planting trees and fruit trees
Standards Perform plant propagation techniques based on scientific processes
C. Learning Competencies / TLE6AG0e-6 6.1 Perform systematic and 6.2.Perform proper procedures 6.3 Identify and explain the Observe healthy and safety
Objectives 6 Identify systematic and scientific ways of caring in preparing organic fertilizer importance and benefit of using measures in formulating
Write the LC code for each scientific ways of caring seedlings, trees and fruit trees and organic pest/insect control organic fertilizer and pest/insect organic fertilizer and pest
seedlings and orchard trees Cultivating control towards sustainable /insect control
and fruit trees Transplanting development
Watering
Applying organic fertilizer

II. CONTENT Systematic and scientific
ways of caring seedlings and
orchard trees and fruit trees
6.1.1. Perform systematic and
scientific ways of caring
seedlings, propagated trees and
fruit trees
Cultivating
Transplanting
Watering
Applying organic fertilizer
6.1.2 Maintenance plan and
schedule in caring seedlings and
propagated plants
6.2.1Introduction to Organic 6.3.1Advantages of organic 6.4.1 Proper labeling of
Agriculture fertilizer and pest/insect control prepared organic concoction
6.2.2 Procedures in making
organic fertilizer
6.2.3Steps and procedures in
making organic pest and insect
control

III. LEARNING RESOURCES

A.References Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6
agricultue pp 32 agriculturepp 32 agriculture pp 32 agriculture pp 32 agriculture pp 32
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Agricultural Crops Production, Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim Wastong Pagtatanim
from Learning Teachers Guide Teachers Guide Teachers Guide
Resource (LR) Portal
 B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous 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
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical applications
of concepts and skills
Charts, Pictures, Video, Actual
object, Guidebook, Internet
Assign groups to report on
the characteristics of
seedlings
Identify the systematic and
scientific ways of caring for
seedlings, trees and fruit trees
Present actual sample of
seedlings, trees and Fruit
trees done with different
plant propagation techniques
Storing and caring for
seedlings, propagated plant
Identification of systematic
and scientific ways of caring
seedling and orchard trees
and fruit trees .
When is the proper time to
transplant seedling and
propagated trees and fruit
trees?
Charts, Pictures, Video, Actual
object, Guidebook, Internet
Identify the proper ways of
caring for propagated trees and
fruit trees in the orchard
Perform the systematic and
scientific ways of caring for
seedlings and propagated plants
Video Presentation in
Systematic and scientific ways of
caring for seedlings propagated
trees and fruit trees
Proper use of tools and
equipment in caring for
seedlings, propagated plants
Safety practices in transplanting
seedlings and propagated plants
Write down the proper steps
and procedures in caring for
seedlings and orchard trees and
fruit trees .
Bring samples/cuttings of
trees and fruit trees and
seedlings ready for transplanting
Charts, Pictures, Video, Actual
object, Guidebook, Internet
Students will report on
different design and lay out of
an Orchard
Presentation sample of
different Orchard lay out and
design
Apply proper use of organic
fertilizer and organic pest/insect
control
Video presentation of the step
by step procedures in
formulating organic fertilizer
and organic pest/insect control
Document the steps and
procedures in performing
organic fertilizer and other
organic concoctions
Introduction to Organic
concoctions
Identify the proper
procedures in formulating
organic fertilizer and organic
pest/insect control .
Present before the class
Pictures of transplanted
seedlings, trees and fruit trees
that came from budding,
grafting, marcotting, pruning
Charts, Pictures, Video, Actual
object, Guidebook, Internet
Identification of different ways on
how to care and maintain the
orchard farm
Demonstrate health and safety in
handling organic products
Benefits derived from organic
fertilizer and organic pest/insect
control
Proper wearing of Personal
protective equipment
Proper ways in handling organic
concoction
Do’s and Don’t while
formulation of organic fertilizer and
organic .
Demonstrate the proper ways of
applying organic fertilizer and
organic pest/insect control to
seedlings and propagated plants
Charts, Pictures, Video, Actual
object, Guidebook, Internet
Processes involved in
producing orchard products
Provide documentation
monitoring the day to day
status of propagated plant
with organic fertilizer and
pest/insect control
Present charts/video showing
proper storages of organic
products
Analyzing failed or un-
successful formulation of
organic fertilizer and organic
pest/insect control
Proper ways of storing organic
concoctions
Proper Labeling and storing
of organic products .
Present before the class
what are the ways of disposing
waste materials in the orchard
 H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
B. REMARKS
C. 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?
Importance of caring seedling,
plant propagation in the
orchard
Written examination.
Demonstrations.
Role Play
Video presentation of some
best practices in caring for
seedlings and orchard
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
Functional tools used in caring
for seedlings and propagated
plants
. Oral recitations.
Demonstrations.
Create a data base of seedlings,
trees and fruit trees and their
care & maintenance schedule
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
The different procedures in
formulating organic fertilizer
and organic pest/insect control
Reporting and presentation
skills
Demonstration
Ocular Inspection
Invite at least on practitioner
who can share his/her about
organic agriculture
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
Health and safety procedures in
formulating organic fertilizer and
organic pest and insect control
Group Presentation.
Role Play.
Direct Observation.
Develop a documentation different
systematic and scientific ways of
formulating organic products and
concoctions.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
Proper storage and labeling of
organic concoctions
Written Examination.
Word Puzzle
Video presentation of proper
storages and labeling of
organic concoctions
___ of Learners who earned 80%
above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
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?
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 LUNES MARTES MIYERKULES HUWEBES BIYERNES

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

Pamantayan sa Pagganap
(Performance Standard)
Pamantayan sa Pagkatuto
(Learning Competencies)
Layunin (Lesson Objectives)
Paksang Aralin
(Subject Matter)
Gamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Balik-Aral sa nakaraang aralin
at/o pagsisimula ng bagong aralin
(Reviewing previous lesson/s or
presenting the new lesson)
Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto, dahlan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano at ng pananakop ng mga
Hapon at ang pagmamahal sa kontribusyon ng pagpupunyagi ng mga Pilipino namakamit ang gamit na kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang
malayang nasyon at estado.
Naipapaliwanag ang motibo ng pananakop ng Hapon sa bansa.
P6KDP-IIf-6
1. Natatalakay ang hangarin
ng bansang Hapon sa pagbuo
ng lapian sa mga bansang
Asyano.
2. Naipapahayag ang
damdaming tungkol sa pang-
aabuso ng mga Hapon.
3. Nakakagawa ng graphic
organizer tungkol sa mga
pangyayari sa pananakop ng
Hapon.
Amg hangarin ng bansang
Hapon sa pagbuo ng Isang
Lapian sa bansang Asyano.
Balik aralan ang mga
pangyayari sa pagbagsak ng
Corregidor sa Bataan.
1. Naipaliliwanag kahalaghan
ng pagkatatag ng
Greater East Asia Co-
Prosperity Sphere
2.Nahihinuha ang layunin ng
pagkatatag ng Greater East
Asia Co-Prosperity Sphere
3.Nakabubuo ng time-line ng
pagkatatag ng Greater East
Asia Co-Prosperity Sphere
Ang Pagkatatag ng Greater
East Asia Co-Prosperity Sphere
Ano-ano ang mga hangarin ng
bansang Hapon sa pagbuo ng
isang lapian ng mga bansang
Asyano?
1. Naipaliliwanag ang mga
dahilan sa pagbomba ng Pearl
Harbor na naging hudyat sa
pagsakop ng mga Hapon sa
Pilipinas.
2. Naibigay ang mga epekto sa
pananakop ng mga Hapon.
3. Nabigyang halaga ang mga
naitulong ng mga Hapon sa
bansa.
Ang Pagbomba ng Pearl Harbor
PowerPoint Presentation
-Ano ang Kasunduan ng Paris?
-Bago dumating ang mga Hapon,
Sinong dayuhan ang sumakop sa
Pilipinas?
1. Natatalakay ang mga pangyayari
at epekto ng pagsiklab ng
Ikalawang Digmaang pandaigdig.
2. Maipapahayag ang
damdamin/saloobin sa
pangayaring ito.
3. Makagawa ng : pictograph” na
nagpapakita ng pagsilklab ng
Ikalawang Digmaang Pandaigidig.
Ang Pagsiklab ng Ikalawang
Digmaang Pandaigidig.
Bakit may nagaganap na hidwaan,
digmaan sa iba’t ibang panig ng
mundo?
1. Natutukoy ang mga kaganapan
ng pagbagsak ng Bataan sa kamay
ng mga Hapones.
2. Naibibigay ang mga saloobin
sa mga kaganapang ito.
3. Naisasadula ang mga
pangyayaring naganap sa
Pagbagsak ng Corregidor.
Ang pagbagsak ng bataan sa
Corregidor.
Magpakita ng mga larawang
naganap noong panahon ng
Hapon.
Hayaang maglahad ang mga mag-
aaral sa kanilang kaalaman batay
sa kanilang pagsusubok.

b. Paghahabi sa layunin ng aralin
(Establishing a purpose for the
lesson)
c. Pag-uugnay ng mga halimbawa
sa bagong aralin (Presenting
examples/ instances of the new
lesson)
d. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1 (Discussing
new concept)
e. Pagtalakay ng bagong konsepto
at paglalahad ng bagong
kasanayan #2 (Continuation of
the discussion of new concept)
f. Paglinang sa Kabihasaan (Tungo
sa Formative Assessment)
(Developing Mastery)
g. Paglalapat ng aralin sa pang-
araw-araw na buhay (Finding
practical application of concepts
and skills in daily living)
h. Paglalahat ng Aralin (Making
generalizations and abstractions
about the lesson)
a.Magpakita isang larawan ng
pangyayaring naganap noong
panahon ng Hapon?
Pangkatang Gawain
Magdaos ng palaisipan sa
mga bata gamit ang larawang
ipinakita na may kaugnayan
sa panahon ng Hapon.
Ang bawat grupo ay
magkaroon ng talakayan
tungkol sa tanong na ibinigay
ng guro pagkatapos basahin
ang teksto.
Sa pamamagitan ng mga
presentasyon ng mga bata,
kukuha ng ideya ang guro
upang maging gabay sa
pagtalakay kung ano ang
nangyari sa hangarin ng
hapon sa pagbuo ng Isang
Lapian ng mga bansang
Asyano.
Himukin ang mga bata na
gumawa ng Timeline tungkol
sa pangayayri noong panahon
ng Hapon.
Tanong: Paano ninyo
naipapakita ang pagiging
makabayan sa kasalukuyang
panahon?
Ano ang naidudulot nito sa
mga Pilipino?
Magpakita ng isang video clip
batay sa paksa
Batay sa napanood,.Ano-ano
ang mga layunin ng pagkatatag
ng Greater East Asia Co-
Prosperity? .
Ang bawat grupo ay
magkaroon ng kanya-kanyang
presentasyon sa patnubay ng
guro.
Pagkatapos ng presentasyon
ang guro ang magbibigay ng
karagdagang impormasyon.
Himukin ang mga bata na
gumawa ng time line batay sa
paksa.
Paano mo maipamalas ang
iyong pagmamahal sa bayan?
Ano ang layunin ng pagkatatag
ng Greater East Asia Co-
Prosperity Sphere
Magpakita ng larawan ng
pagbomba ng Pearl Harbor.
Mula sa napakitang larawan,
gumawa ng isang balangkas ng
mga pangyayari mula sa
pagbomba ng Pearl Harbor,
epekto at ang kahalagahan nito
sa mga mamamayang Pilipino.
Isa-isahin ang mga dahilan,
epekto at kahalagahan ng
pananakop ng mga Hapon sa
Pilipinas.
Palawakin ng guro ang mga
kaalaman na naibigay ng mga
bata.
Gumawa ng pagninilay tungkol sa
pananakop ng Hapon.
Nakakatulong ba sa bansang
Pilipinas ang pananakop ng mga
Hapon?
Gabayan ang mga bata na
makabuo ng paglalahat batay sa
araling tinalakay.
Magpakita ng mga larawan sa
Ikalawang Digmaang Pnadaigdig.
Bakit isa ang Pilipinas ang isa sa
tinamaan n digmaang ito?
Ano-ano ang nagging motibo ng
mga bansang nagpasiiklab ng
digmaan?
Ipabasa ang teksto.
Magkaroon ng talakayan tungkol
sa mga dahilan ng digmaan.
Ano-ano ang masamang epektong
naidulot ninyo sa mga
mamamayan at sa kanilang
kabuhayan
Bakit nagkaroon ng biglang
digmaan sa pagitan ng mga
Amerikano at Hapones? Paano
nadamay ang mga Pilipino?
Nakita mo ang masamang dulot ng
digmaang o sigalot, paano mo
maipapakiat ang pag=iwas sa iba’t
ibang kaguluhan ngayon?
Ipabuod ang mga pangyayaring
naganap sa ikalawang Digmaang
Pandaigidg.
Hayaang magpalitan ng kuru-kuro
ang mga mga-aaral batay sa
mgakanilang pagsusubok.
Ikumpara ang duloy ng mga
sasakyan sa kakalsadahan noon
at ngayon.Ano ang kaibahan?
Ipabasa ang teksto.
Magkaroon ang talakayan
tungkol sa pagbagsak ng Bataan
noong Panahon ng Hapon.
Ano-ano ang mga epektong
naidulot sa mga Pilipino ng
Pagbagsak ng Bataan.
Magbigay ng mga kilalang
personalidad sa panig ng mga
Pilipino,Amerikano at Hapones.
Ano ang nagging papel nila sa
digmaan?
Paano mo maipapakita ang
pagmamahal sa bayan na may
kaugnayan sa kagitingan ng mga
Pilipinong namamatay sa
digmaan?
Sa pamamagitan ng
timeline,pagsunod-sunurin ang
mga pangyayaring naganap sa
Pagbagsak ng Corregidor.

i. Pagtataya ng Aralin (Evaluating
learning)
j. Karagdagang gawain para sa
takdang-aralin at remediation
(Additional Activities for
application or remediation)
V. MGA TALÂ
VI. 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 istratehyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
Pagsunod-sunurin ang mga
pangyayaring nakasulat batay
sa mga pangyayari noong
panahon ng Hapon.
Magsaliksik tungkol sa motibo
ng mga Hapon sa
pagpapalawak ng kanilang
teritoryo.
___ mag-aaral na nakakuha
ng 80% sa pagtataya
___ mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
___Oo ___Hindi
____ mag-aaral na
nakaunawa sa aralin
___ mag-aaral na
magpapatuloy sa remediation
Strategies used that work
well:
___ Group collaboration
___ Games
___ Answering preliminary
activities/exercises
___ Carousel
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
Gumawa ng graphic organizer
tungkol sa layunin ng hapon sa
pagkatatag ng Greater East
Asia Co-Prosperity Spher.
Magsaliksik tungkol sa
Pagbomba ng Pearl Harbor.
___ mag-aaral na nakakuha
ng 80% sa pagtataya
___ mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
___Oo ___Hindi
____ mag-aaral na nakaunawa
sa aralin
___ mag-aaral na
magpapatuloy sa remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Answering preliminary
activities/exercises
___ Carousel
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
Ipatukoy sa mga mag-aaral ang
sumusunod na pangyayari kung
ito ay dahilan, epekto o
kahalagahan.
Halimbawa:
1. Paggamit ng wikang Filipino sa
pakikipagtalastasan.______
Makipanayam sa mga taong may
karanasan o may alam tungkol sa
panahon ng mga Hapon.
Halimbawa:
1. Ano ang estado ng kanilang
pamumuhay sa panahon ng mga
Hapon?
___ mag-aaral na nakakuha ng
80% sa pagtataya
___ mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
___Oo ___Hindi
____ mag-aaral na nakaunawa sa
aralin
___ mag-aaral na magpapatuloy
sa remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Answering preliminary
activities/exercises
___ Carousel
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
Magpahulaan sa pamamagitsn ng
“picture clue”. Idikit ang larawan
sa parisukat na tinutukoy sa ibaba
nito.
Magsaliksik tungkol sa mshslsgsng
personalidad na nakilala noong
WWII.
Msbuti ba o hindi ang kanilang
nagawa? Oo o Hindi? Ipaliwanag.
___ mag-aaral na nakakuha ng
80% sa pagtataya
___ mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
___Oo ___Hindi
____ mag-aaral na nakaunawa sa
aralin
___ mag-aaral na magpapatuloy
sa remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Answering preliminary
activities/exercises
___ Carousel
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in doing their tasks
Sagutin ang “ Cycle Chart”. Punan
ng tamang sagot sa mga salitang
nawawala ditto.
Magsaliksik pa ng karagdagang
impormasyong makalap ninyo sa
mga “ War Veteran” pahayagan
at sa internet. Isulat sa papel.
___ mag-aaral na nakakuha ng
80% sa pagtataya
___ mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
___Oo ___Hindi
____ mag-aaral na nakaunawa sa
aralin
___ mag-aaral na magpapatuloy
sa remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Answering preliminary
activities/exercises
___ Carousel
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks

f. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ang aking punungguro at
superbisor?
g. Anong kagamitang panturo
ang aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
___ Group member’s
Cooperation in doing their
tasks
__ 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 Grade Level VI
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time SEPTEMBER 17-21, 2018 (WEEK 6) Quarter 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of different characteristics of vertebrates and invertebrates
A. Content Standards

The learners should be able to

B. Performance 1. make an inventory of vertebrates and invertebrates that are commonly seen in the community
Standards 2. practice ways of caring and protecting animals
C. Learning Determine the distinguishing characteristics of vertebrates and invertebrates. S6mt-IIe-f-3
Competencies/
Objectives
Write the LC code
for each

Cite examples of Cite examples of invertebrates Describes ways on how to Suggest proper ways of Practice ways on how to take care
II. CONTENT vertebrates seen in the seen in the community take care of the animals caring animals of animals
community
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Science Links 6 pp.192-209 Science Links 6 pp. 210-222 Cyber Science 6 pp.144-148 Cyber Science 6 pp.144-148 Cyber Science 6 pp.144-148
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Mix and match written on What are vertebrate animals What are invertebrate How will you show your
previous lesson or the meta-card the different found in the community? animals found in the concern to your animals at
presenting the classification of vertebrates community? home? Cite some examples.
new lesson and on the other meta-card
the different characteristics
of vertebrates. The student
will match the vertebrates
from its characteristics.
B. Establishing a Have you gone in the field? If you are going to visit the Do you have a pet at home? Let the pupils watch a short How do you take care of your pets
purpose for the What are the different school garden, what animals Do you take care of them? video clip about proper ways at home?
lesson animals did see there? without backbones can be How do you take care of of taking care of the animals.
found there? your pet? Give your insight about the
video.
Why do we need to treat
animals properly?
C. Presenting See Activity Sheet See activity Sheet See Activity Sheet See Activity Sheet See Activity Sheet
examples/instance
s of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new What are the different What are the different How would you take care of What are some ways on how What are some practices you have
concepts and animals you have seen in animals found in the garden? the animals? to take care of the animals? at home when it comes to dealing
practicing new your filed trip? What do you call those Can you suggest proper ways with your pets? Cite examples on
skills #2 What do you call those animals? of caring animals? how do you practice it properly.
animals? What can you suggest?

F. Developing
mastery (leads to
Formative
Assessment 3)
G. Finding practical What will you do if you saw a If you were asked by your sister to
applications of man mistreating a dog/cat on take charge of her pet dog since
concepts and skills the street? How will you deal she’s leaving, what will you do?
in daily living with him?
 H. Making What are the different What are the different How do you take care of How will you show proper How do you show your love and
generalizations animals that can be found invertebrate animals found in animals? caring for the animals? care for the animals?
and abstractions in our locality? your community?
about the lesson
I. Evaluating Direction: put a check ( ) Direction: put a check mark ( Personal Checklist on proper Suggest ways of proper Use Rubrics
learning mark if the vertebrate  ) if the invertebrate animal care of animals caring for the animals
animals can be found in the is can be found in the See Attachment
locality, if not put an ( X) community. If NOT put an (
----1. Rat X)
----2. Cow ----1. Snail
----3. Dog ----2. Earthworm
Proper
----4. Lion ----3. Tarantula caring
----5. Elephant -----4. Spider for
----6. Bat -----5. Scorpion animals
----7. Bird 6. Which of the following
----8. Cat invertebrate animals can be
9. Which of the following found in the community?
vertebrate animals can be a. earthworm
found in the community? b. scorpion
a. bat c. tarantula
b. rat d. leech
c. lion 7. Which of the following
d. tiger invertebrate animals is NOT
found in the locality?
10. Which of the following a. snail
vertebrate animals can b. earthworm
NOT be found in the c. spider
community? d. tarantula
a. elephant
b. dog
c. cat
d. bird
J. Additional List down vertebrate animals Cut out pictures of invertebrates Interview a pet owner Survey a family members for
activities for found in the community. found in the community. Put regarding the ways on how to some suggestions regarding
application or them in your portfolio. take care of animals. taking care of animals.
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
DAY 1
Activity 1 Animals Hunt
I. Objective
Cite examples of vertebrate animals in the community.

II. Materials
Activity Notebook
Pen
III. Procedure
1. Make a 5 minutes filed trip in your locality.
2. List down all the animals that you can see in your field trip. Use the table below for your observation
List down of Vertebrate Animals in the Community

IV. Observation
1. What are the different animals in your list?
2. What do you call these animals? Why?
V. Conclusion
1. What are the different animals that can be found in our locality?

DAY 2
I. Objective
Cite examples of invertebrate animals in your community
II. Materials
Activity Notebook
Pen
School Garden
III. Procedure
1. Go to your school garden
2. List down the different animals that you can see in your school garden. Use the diagram below for your answer.
 List of
animals in
the
Garden

IV. Observation:
1. What are the different animals in your list?
2. What do you these animals? Why?
V. Conclusion
What are the different invertebrate animals in your community?

DAY 3

I.. Objective
Describe ways on how to take care of the animals
II. Materials
Activity Notebook
Pen
Pictures that shows proper caring of animals provided by the teacher labelled A-E
III. Procedure.
1. Study the picture given by the teacher
2. Paste it on your activity notebook.
3. Draw a heart if the picture shows proper care for animals. If not put an ( X ) mark.
IV. Observation
1. Which pictures show proper care for animals? Why did you say so?
2. Which picture does not show proper care for animals? Why did you say so?
 V. Conclusion.
Describe how will you take good care of your pet?

Evaluation
Personal checklist on proper care of animals Always Sometimes Never
1. I put my pet under the strong heat of the sun.
2. I leave my pet at home for 2 days without food.
3. I give water to my pet.
4. I play my pet during my free time.
5. I give nutritious food to my pet.
6. I take good care of my pet.
7. I bring my pet in the veterinary at least one a year
8. I groom my pet.
9. I protect my pet against strong heat of the sun
10. I whipped my pet whenever it commits mistakes.

DAY 4
I.. Objective:
Suggest proper ways of caring for animals
II. Materials
Used folders
Marker
Pictures that show proper/improper way of caring animals
III. Procedure
1. The teacher will group the class into 5.
2. Each group will be given a puzzled picture that shows proper/improper way of caring animals.
3. Collaborate with the members to form the picture assigned in your group.
4. Identify if the picture shows proper or improper way of taking care of animals.
IV. Observation:
1. Does the picture show proper way of taking care of the animals? Why? Why not?
2. How would you describe the proper ways of handling animals in the picture
V. Conclusion.
Make a conclusion on how will you show proper ways of caring animals.
 DAY 5
Practice ways on how to take care of Animals
Do Your Task:

By Group: Select one of the following tasks based on your interest.

A. Make a multimedia presentation on how to practice proper way of taking care of animals.
B. Make a brochure on how to promote proper ways of dealing with animals
C. Compose a song, jingle or rap about the proper attitude towards animals.
D. Write a story about the life of an animal. Select a particular pet you liked most.
E. Compose a two-stanza poem about the ways to take care of animals

Rubrics

Criteria
1. Relevance of the topic
2. Show innovation in presenting the output
3. All the members of the group participated in presenting the output
4. Use materials found in the community
5. Finished the group work on time.
10- All the criteria are evident
8- 4 of the criteria are evident
6- 3 of the criteria are evident
4- 2 of the criteria are evident
2- 1 of the criteria is evident

Evaluation
1. Which of the following vertebrate animals can be found in the locality?
a. Bat c. rat
b. Lion d. tiger
2. The following vertebrate animals can be found in the community EXCEPT
a. Cat c. elephant
 b. Dog d. rat
3. Which of the following invertebrate animals can be found in the community?
a. Earthworm c. scorpion
b. Leech d. tarantula
4. Which of the following invertebrate animals cannot be found in the community?
a. Snail c. spider
b. Earthworm d. tarantula
5. Which of the following shows proper care for animals?
a. Let the pet stay under the strong heat of the sun.
b. Give food and water for your pet
c. Hit your dog with wooden stick if its barking too loud
d. Don’t give food to your pet for two days.
6. The following are the proper care for animals EXCEPT
a. Give food and water to your pet
b. Visit the vet of your pet
c. Groom your pet
d. Leave your pet at home for one week without food and water
7. Which of the following does not show proper care for animals?
a. Give food and water to your pet
b. Visit the vet of your pet regularly
c. Groom your pet
d. Leave your pet at home for 2 days without food and water