DLL G6 Q1 WEEK 8 ALL SUBJECTS (Mam Inkay Peralta)

School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: JULY 22-26, 2018 (WEEK 8) Quarter: 1ST QUARTER
WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding...

A. Content Standards • various linguistics nodes to comprehend various texts
• of text elements to comprehend various texts
• of writing styles to comprehend the author’s message
• that reading a wide range of texts provides pleasure and avenue for self-expression and personal development  that English language is stress timed to support
comprehension
• that a change in stress entails a change of meaning to evaluate the speaker’s/ author’s purpose and meaning
• command of the conventions of standard English grammar and usage when writing or speaking
• of the forms and conventions of print, non-print, and digital materials
• of the various forms and conventions of print, non-print and digital media materials
• of the various forms and convention materials to critically analyze the meaning constructed in print, non-print, and digital materials  construction, deconstruction,
and reconstruction of print, non-print and digital materials
The learner...
B. Performance Standards • uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
• uses knowledge of texts types to correctly distinguish literary from informational texts
• uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view.
• uses literal information from texts to aptly infer and predict outcomes
• reads with sufficient accuracy and fluency too support comprehension
• uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
• uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
• speaks and writes using good command of the conventions of standard English
• applies knowledge of the various forms and conventions of print, non-print and digital materials to appropriately comprehend print, non-print, film and moving
texts
• applies different views of the real world to effectively interpret (deconstruct) constructed meaning in print, non-print and digital materials
• applies understanding of forms and conventions of viewing texts to appropriately create and recreate meaning/ messages
C. Learning Competencies/ EN6RC-Ih-2.24.3 EN6RC-Ih-2.24.3 Evaluate EN6G-Ih-3.9 EN6V-Ih-16
Objectives Evaluate narratives based on narratives based on how the Compose clear and coherent sentences using Describe the different forms and
Write the LC code for each how the author developed the author developed the appropriate grammatical structures: SubjectVerb Agreement conventions of film and moving
elements: elements: -Plot pictures (set-up)
-Plot (chronological- (chronological- sequential, en EN6A-Ih-17
sequential, medias res, flashback) Show tactfulness when communicating with others
en medias res, flashback)
EN6A-Ih-16 EN6F-Ih-1.13 EN6A-Ih-18
Observe politeness at all times Read grade level text with 135 Show openness to criticism
words correct per minute
II. CONTENT Elements of Narratives: Plot (chronological-sequential, en medias Subject Verb Agreement Set-Up
res, flashback)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Activity Sheet in English 6 (Quarter 1: Week 8)
Learning Resource (LR) portal
B. Other Learning Resources Aesop. "Androcles and the Lion." Storynory. Accessed May 15, "Inside Out- Dream
2017. http://www.storynory.com/2007/04/29/androclesand- Productions." May 31, 2016.
the-lion/. Accessed May 17, 2017.
https://www.youtube.com/w
atch?v=YSVRQfHfTHs.
IV. PROCEDURES
A. Reviewing previous lesson or Ask the pupils to identify the Do Task 4: “Graph Me Do Task 1: “Rumble Jumble” Do “Let’s Try This” Task 1:
presenting the new lesson characters in the previous Up!" Look Back!
week’s story “Eleven” by Activity Sheet in English 6 (Quarter 1: Week 8Day 3&4 p. 1)
Sandra Cisnero. Activity Sheet in English Activity Sheet in English 6
6 (Quarter 1: Week 8- (Quarter 1: Week 8-Day 5 p. 1)
Read “To the Learner” and Day 1&2 p.3)
“Let’s
Learn This” Activity Sheet in
English 6 (Quarter 1: Week 8-
Day
1&2 p. 1)
B. Establishing a purpose for the Do “Let’s Try This” Task 1: Do Task 5: Oral Reading Read “Let’s Learn This” Read “Let’s Learn This”
lesson Picture Fluency Practice
Analysis Activity Sheet in English 6 (Quarter 1-Week 8 Day 3&4 p. 1) Activity Sheet in English 6
Activity Sheet in English (Quarter 1: Week 8-Day 5 p. 1)
Activity Sheet in English 6 6 (Quarter 1: Week 8-
(Quarter 1: Week 8-Day 1&2 p. Day 1&2 p.3)
1)
C. Presenting examples/instances of Do Task 2 A: “Charades” Do Task 2: “Pick-A-Boo” Have the learners recall a recent
the new lesson Answer Key in English 6(Quarter 1- Week 8 Day 3&4 p.2) show, movie or cartoon that
Use the following words: they have
moaning watched recently and ask them if it

groaning is shot on location or inside a
roaring studio.
Have the volunteer learner act
out the words and let the class
guess the correct word.
D. Discussing new concepts and Do Task 2B: “Match Maker” Discuss “Let’s Study Discuss “Let’s Study This” Discuss “Let’s Study This”
practicing new skills #1 This”
Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 1-Week 8 Day 3&4 pp. 2- Activity Sheet in English 6
(Quarter 1: Week 8-Day 1&2 p. Activity Sheet in English 3) (Quarter 1: Week 8-Day 5 p. 1)
2) 6 (Quarter 1: Week 8-
Day 1&2 p. 4)
E. Discussing new concepts and Do Task 3. Have them close the

practicing new skills #2 Activity sheet. Let them listen
to the story first.
Play the audio again then let

the learners read on the
passage from the Activity Sheet
in English 6 (Quarter 1: Week 8-
Day 1&2 p. 2)
F. Developing mastery (leads to Do “Let’s Do This” Do “Let’s Do This” Task 3 Choosy Me! Do “Let’s Do This”
Formative Assessment 3)
Activity Sheet in English Activity Sheet in English 6 (Quarter 1-Week 8 Answer the comprehension
6 (Quarter 1: Week 8- Day 3&4 p. 4) questions 1-4 on Activity Sheet in
Day 1&2 p. 4) English 6 (Quarter
1: Week 8-Day 5 p. 2)
G. Finding practical applications of Ask: If you are Androcles, would Do “Let’s Do More” Do “Let’s Do More” Task 4 On Our Own Do “Let’s Do More” Task 3
concepts and skills in daily living you do the same thing to the Ready, Set, Graph Picture Picture
lion even if you are afraid of a Activity Sheet in English 6
lion? Activity Sheet in English 6 (Quarter 1- Week 8 (Quarter 1: Week 8-Day 5 pp. 3-
Activity Sheet in English Day 3&4 p. 4) 5)
6 (Quarter 1: Week 8-
Day 1&2 p. 5)
H. Making generalizations and Ask: What character trait do Read “Let’s Remember Read “Let’s Remember This” Read “Let’s Remember
abstractions about the lesson you think Androcles shows in This” This!”
the story? Activity Sheet in English 6 (Quarter 1- Week 8
Activity Sheet in English Day 3&4 p. 5) Activity Sheet in English 6
6 (Quarter 1: Week 8- (Quarter 1: Week 8-Day 5 p. 6)
Day 1&2 p. 5)
I. Evaluating learning Answer the Task 3 questions 1- Do “Let’s Test Do “Let’s Test Ourselves” Testing...1, 2, 3! Do “Let’s Test Ourselves” Testing
4 on Activity Sheet in English 6 Ourselves” Testing … 1, 2, 3! 1,2,3!
(Quarter 1: Week 8-Day 1&2 p. Activity Sheet in English 6 (Quarter 1- Week 8 Day 3&4 p. 5)
3) Activity Sheet in English Answer Activity Sheet in
English 6 (Quarter 1: Week
6 (Quarter 1: Week 8- 8-Day 5 p. 6-11)
Day 1&2 pp. 5-6)
J. Additional activities for Using the elements of the Compose a narrative about a recent movie, cartoon or This weekend, take time to watch
application or remediation narratives that they’ve learned television show that you’ve watched. Make a 2 paragraph some TV shows, film clip,
these past few days, ask the composition and make sure to follow the subject-verb commercial or movie. List down at
pupils to prepare a short agreement that you have learned. least 5 titles and identify if the set-
narrative about their recent up is on location or structured in a
adventure or any memorable studio
activity they did with a friend
or their family.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
___ of Learners who earned 80% above above
the evaluation above
B. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
activities for remediation activities for remediation additional activities for remediation additional activities for remediation activities for remediation
additional activities for
remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ 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 up the lesson
No. of learners who have caught
lesson lesson lesson lesson
up with the lesson
D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
require remediation require remediation require remediation require remediation remediation
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why did these
work? ___ 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 ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I use/discover
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
which I wish to share with other views of the locality views of the locality views of the locality views of the locality views of the locality
teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
School: Dona Susana Madrigal Elementary School Grade Level: VI

GRADES 1 to 12 Teacher: VILMA L. MONTEAGUDO Learning Area: ESP

I.OBJECTIVES (LAYUNIN)
A.Content Standards
(Pamantayang Pangnilalaman) Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat..
B. Performance Standards
(.Pamantayan sa Pagganap ) Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat.
C. Learning Competencies/
Objectives ( Write the LC code 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya
for each) Mga Kasanayan sa 1.1. pagsusuri nang mabuti sa mga bagay na may kinalaman sa
Pagkatuto ( Isulat ang code ng pangyayari
bawat kasanayan)) 1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito
1.3. paggamit ng tamang impormasyon
EsP6PKP-Ia-i-37
II. CONTENT
Aralin 8: Pagiging Mahinahon, Laging Taglayin
( Subject Matter)
(NILALAMAN) Paksa: Pagiging mahinahon sa pang-araw-araw na gawain Kaugnay na Pagpapahalaga: Pagkamahinahon (Calmness
III.LEARNING RESOURCES K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016, pahina 81

(KAGAMITANG PANTURO) https:// www.youtube.com/watch?v=BZFq5UEEmCg
(video clip: How to Stay Calm – Anger Management Motivational Video)
A.References ( Sanggunian)
1.Learner’s Material pages( Mga
Pahina sa Gabay ng Pang-mag-
aaral))
2.Textbook pages (Mga Pahina ng

Teksbuk)
3.Additional Materials from

Learning Resource LR portal
( Karagdagang Kagamitan mula sa
Portal ng Learning Resource)
B. Other Learning Resources
sources
(Iba pang Kagamitang Panturo) Graphic Organizer
IV. PROCEDURE
(PAMAMARAAN)
A.Reviewing previous Lesson or 1. Balik-aral 1. Balik-aral:
presenting new lesson Itanong: Ano-anong pang kilos ang Paano mo ipinakita ang pagiging
(A. Balik-aral sa nakaraang aralin Bilang mag-aaral, paano magpapakita ng pagiging mahinahon mo sa iyong buhay?
at/o pagsisimula ng bagong nakatutulong ang pagiging mahinahon?
aralin) mapagtiis sa iyong paggawa
ng pasya?
B. Establishing a purpose for the

lesson. Ipakita ang sumusunod na
( Paghahabi ng layunin ng aralin) talasalitaan at tanungin ang
mga mag-aaral kung ano ang
kanilang pakahulugan sa mga
ito:
a. padalos-dalos
b. mahinahon
c. estero
d. kongregasyon
C. Presenting examples/ .
instances of the new lesson.(Pag- Panuto: Suriin ang bawat
uugnay ng mga halimbawa sa sitwasyon. Ipahayag ang
bagong aralin. tunay na saloobin sa
pamamagitan ng pagsulat sa
(Activity-1) sagutang papel ng Palagi,
Minsan, o Hindi mo ito
ginagawa.
Mga Sitwasyon:
1. Nag-iisip ng ilang beses
bago ito sabihin.
2. Pinagtutuunan ng pansin
ang bawat gawain kahit wala
ang guro.
3. Sumasangguni sa
magulang o guro kung
hindi tiyak sa gagawing
pagpapasya.
4. Tinitimbang ang
kalalabasan ng pasya/kilos.
5. Binibigyan ng sapat na
paghahanda ang bawat
gawain.
D. Discussing new concepts and (Isagawa Natin) Itanong:

practicing new skills.#1 1. Ilan ang isinagot mong
(Pagtalakay ng bagong konsepto Palagi? Minsan? Hindi?
at paglalahad ng bagong 2. Batay sa iyong mga sagot,
kasanayan #1 (Activity -2) nagagawa bang maging
mahinahon?
3. Bukod sa mga nabanggit,
ano-anong pang kilos ang
magpapakita ng pagiging
mahinahon?
E. Discussing new concepts and Ipabasa sa mga mag-aaral ang maikling kuwento tungkol kay Pong
practicing new skills #2. na Padalos-dalos
(Pagtalakay ng bagong konsepto Pong Padalos-dalos
at paglalahad ng bagong
kasanayan #2 Si Pong ay isang batang ipinanganak sa Paco, Maynila. Ang
kanilang pamilya ay naninirahan sa gilid ng Estero de-Paco. Silang
apat na magkakapatid ay maagang naulila sa kanilang ina kaya
(Activity-3) napilitan siyang huminto sa pag-aaral upang matulungan
ang kanilang ama sa paghahanap-buhay.
Bilang panganay na anak,naging katuwang siya ng kaniyang ama

sa paghanapng kanilang pang-araw-araw na panggatos para sa
kanilang pangangailangan. Sa edad na labing isa ay nahinto na
siya sa pag-aaral at kinakitaan na siya ng pagiging padalos-dalos
sa kaniyang mga gawain at pananaw sa buhay.
Isang araw, may mga bisita siyang inabutan sa kanilang bahay na

kausap ang kanilang ama. Ang isa ay si Sister Ana,
mula sa Kongregasyon ng Daughters of Charity kasama si Gng.
Isla, isang social worker. Nais nina Sr. Ana at Gng. Isla na siya ay
matulungan sa kaniyang pagbabalik-eskwela. Habang sila ay nag-
uusap, napansin ni Sr. Ana ang pamamaraan ni Pong ng pagsagot
sa sumusunod na tanong: Kailan ka babalik ng paaralan? Ano
ang plano mo sa pagbabalik mo ng paaralan? Iyong tipong sasagot
siya kaagad ng “ngayon na”, “sige lang siya ng sige’’, “opo ng
opo’’, “ganun na nga po”, ‘’hindi po’’, at iba pa, sa mga
katanungan.
Ipinaabot kay Pong ng kaniyang ama ang dahilan ng pagpunta sa

kanila ng mga bisita. Lingid sa kaalaman ni Pong ang madalas na
pag-uwi ng hapon ng kaniyang ama ay upang iaplay siya
sa programa ng Kongregasyon ng Daughters of Charity.
Matapos ang ilang taon na pangangalaga sa kaniya ng Daughters

of Charity, si Pong ay nakatapos ng kaniyang pag-aaral at naging
isang matagumpay sa larangan ng pamamahayag bilang isang
brodkaster sa telebisyon.
Itanong:
1. Bakit “Pong Padalos-dalos” ang pamagat ng kuwento?

2. Kung ikaw ang nasa katayuan ni Pong, tatanggapin mo din ba
ang tulong ng madre?
3. Ano-ano ang naging epekto ng desisyon ni Pong?
4. Nagkaroon ka na ba ng karanasan na katulad sa ating
kuwento? Paano mo ipinakita ang pagiging mahinahon mo sa iyong
buhay?
F. Developing Mastery Ipabasa ang ilan sa naging sagot ng mg bata sa kasabihan at
hayaang ang mga bata rin ang pumili at palakpakan ang may
(Lead to Formative Assessment pinakatama at pinakamalawak na pagpapaliwanag.]
3)
(Paglinang sa Kabihasnan 1.Ipapanood sa mga mag-aaral ang video clip na “How to Stay
(Tungo sa Formative Calm – https:// www.youtube.com/watch?v=BZFq5UEEmCg
Assessment) (video clip: How to Stay Calm – Anger Management Motivational
(Analysis) Video)
Anger Management Motivational Video
Tandaan:Maaaring gumamit ng ibang video clip tungkol sa
pagiging
mahinahon.
2.Itanong:
a. Saang bahagi ng video clip naipakita ang halaga ng
pagiging mahinahon? Ipaliwanag ang iyong sagot.
b. Bakit mahalaga na maging mahinahon? Pangatwiranan at
magbigay ng halimbawa
G. Finding practical application of
concepts and skills in daily living
(Paglalapat ng aralin sa pang-
araw-araw na buhay)
(Application)
H. Making Generalizations and
Abstraction about the Lesson
(Paglalahat ng Aralin)
I. Evaluating Learning
(. Pagtataya ng Aralin
(Assessment)
J. Additional Activities for
Application or Remediation
(Karagdagang Gawain para sa
Takdang Aralin at Remediation)
V.REMARK (MGA TALA)
VI.REFLECTION ( (PAGNINILAY)
A.No. of learners who earned
80% in the evaluation
(Bilang ng mag-aaral na nakakuha
ng 80% sa pagtataya)
B.No. of learners who require
remediation who scored below
80%(Bilang ng mga-aaral na
nangangailangan ng iba pang
gawain para sa remediation)
C.Did the remedial lessons work?
No. of learners who have
caughtup with the
lesson(Nakatulong ba ang
remediation? Bilang ng mag-aaral
na nakaunawa sa aralin.)
D.No. of learners who continue to
require remediation
(Bilang ng mga mag-aaral na
magpapatuloy sa remediation)
E.Which of my teaching strategies Stratehiyang dapat gamitin: Stratehiyang dapat Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
worked well? Why did these __Koaborasyon gamitin: __Koaborasyon __Koaborasyon __Koaborasyon
work? __Pangkatang Gawain __Koaborasyon __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __Pangkatang Gawain __ANA / KWL __ANA / KWL __ANA / KWL
(Alin sa mga istratehiyang
__Fishbone Planner __ANA / KWL __Fishbone Planner __Fishbone Planner __Fishbone Planner
pagtuturo ang nakatulong ng
__Sanhi at Bunga __Fishbone Planner __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
lubos? Paano ito nakatulong?) __Paint Me A Picture __Sanhi at Bunga __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Paint Me A Picture __Event Map __Event Map __Event Map
__Decision Chart __Event Map __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Decision Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __Data Retrieval Chart __I –Search __I –Search __I –Search
__Discussion __I –Search __Discussion __Discussion __Discussion
__Discussion
F. What difficulties did I Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
encounter which my principal or __Kakulangan sa makabagong naranasan: __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong __Kakulangan sa makabagong
supervisor can help me solve? kagamitang panturo. __Kakulangan sa panturo. kagamitang panturo. kagamitang panturo.
__Di-magandang pag-uugali ng makabagong kagamitang __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga
(Anong suliranin ang aking
mga bata. panturo. __Mapanupil/mapang-aping mga bata bata. bata.
naranasan na nasolusyunan sa
__Mapanupil/mapang-aping mga __Di-magandang pag- __Kakulangan sa Kahandaan ng mga bata lalo __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga
tulong ng aking punungguro at
superbisor?) bata uugali ng mga bata. na sa pagbabasa. bata bata
__Kakulangan sa Kahandaan ng __Mapanupil/mapang- __Kakulangan ng guro sa kaalaman ng __Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa. aping mga bata makabagong teknolohiya mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa __Kakulangan sa __Kamalayang makadayuhan __Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman
kaalaman ng makabagong Kahandaan ng mga bata ng makabagong teknolohiya ng makabagong teknolohiya
teknolohiya lalo na sa pagbabasa. __Kamalayang makadayuhan __Kamalayang makadayuhan
__Kamalayang makadayuhan __Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang
makadayuhan
G. What innovation or localized __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video __Pagpapanuod ng video
materials did I use/discover presentation presentation __Paggamit ng Big Book presentation presentation
which I wish to share with other __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Paggamit ng Big Book __Paggamit ng Big Book
__Community Language Learning __Community Language __Ang “Suggestopedia” __Community Language Learning __Community Language Learning
teachers?
__Ang “Suggestopedia” Learning __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Ang “Suggestopedia”
(Anong kagamitan ang aking
__ Ang pagkatutong Task Based __Ang “Suggestopedia” __Instraksyunal na material __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
nadibuho na nais kong ibahagi sa __Instraksyunal na material __ Ang pagkatutong Task __Instraksyunal na material __Instraksyunal na material
mga kapwa ko guro?) Based
__Instraksyunal na
material
Prepared by: Checked by:
VILMA L. MONTEAGUDO SHERWIN F. CRUZ

Teacher Principal
GRADES 1 to 12 Teacher: Learning Area: FILIPINO

I. Layunin
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
A. Pamantayang 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 ksanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
Nasasaulo ang isang tula/awit na napakinggan at naisasadula ang isang isyu o paksa mula sa tekstong napakinggan
Nakasasali sa isang usapan tungkol sa isyu
B. Pamantayan sa Pagganap
Nakabubuo ng sariling diksiyonaryo ng mga bagong salita mula sa mga binasa; naisasadula ang mga maaaring mangyari sa nabasang teksto
Nagagamit ang nakalimbag at di-nakalimbag na mga kagamitan sa pagsasaliksik
Nakasusulat ng reaksyon sa isang isyu
Nakagagawa ng isang blog entry tungkol sa napanood
Naisasagawa ang pagsali sa mga usapan at talakayan, pagkukuwento, pagtula, pagsulat ng sariling tula at kuwento
C. Mga Kasanayan sa Pagkatuto Nakasusunod sa panuto Naibabahagi ang isang Nagagamit ang pangngalan Naibibigay ang Nagagamit ang card catalog sa
F6PN-If-h-1.1 pangyayaring nasaksihan at panghalip sa pakikipag- kahulugan ng pagtukoy ng aklat na gagamitin
F6PS-Ih-3.1 usap sa iba’t pamilyar at di sa pagsasaliksik tungkol sa isang
ibang sitwasyon F6WG-Ih- kilalang salita sa paksa
j-12 pamamagitan ng F6EP-Ih-9.1
kayarian nito Nakasusulat ng talatang
F6PT-Ih-1.17 nagsasalaysay F6PU-Ih-2.1
Naisasalaysay nang may
wastong pagkakasunod-
sunod ang mga
pangyayari sa nabasang
tekstong pang-
impormasyon F6PB-Ih-5
Pagsunod sa Pagbabahagi ng Isang Paggamit ng Pangngalan sa Pagbibigay-kahulugan sa Paggamit ng Card
II. NILALAMAN Napakinggang Panuto Pangyayaring Pakikipag-usap sa Iba’t mga Pamilyar at DiPamilyar Catalog
Nasaksihan Ibang Sitwasyon na Salita Pagsulat ng Talatang
Pagsasalaysay Muli ng Nagsasalaysay
Nabasang Tekstong
Pang-impormasyon
III. KAGAMITANG PANTURO
A. Sanggunian
1. Pahina sa Gabay ng Guro
2. Pahina sa Kagamitan ng Mag-aaral
3. Pahina sa Batayang Aklat
4. Karagdagang Kagamitan mula sa MISOSA Pagbubuod at MISOSA Pagbubuod at Yaman ng Lahi: Wika at pagbasa sa
Learning Resource (LR) portal Mga Kayarian ng Mga Kayarian ng Filipino 4. Yunit III: Kagamitan ng
Pangngalan 6861 Pangngalan 6861 Mag-aaral Aralin 15
EASE Modyul 3
Pagsusuri sa
Kayarian/Kahulugan ng
Salita Pagtukoy sa
Sanhi at Bunga at
Pagbibigay ng
Alternativ na Pamagat
ID 6883
B. Iba pang kagamitang panturo
IV. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o Sabihin: Hayaang magbahagi ang Pagbalik-aralan Mo p. 1 Papiliin ang bawat pares ng Ano-ano ang dapat tandaan sa
pagsisimula ng bagong aralin Kung kailangan ng aklat upang mag-aaral ng kanilang Magbigay ng halimbawa ng mag-aaral ng isang bagay na paggamit ng silid-aklatan?
madagdagan ang kaalaman sa mga karanasan sa isa sa mga pangngalan na makikita sa makikita sa loob ng silid-
langgam, sa anong hanay ng mga gawain ng pangkat nang paligid. aralan. Pagawain ang
bilang mo ito hahanapin? nagdaang araw. bawat pares ng usapan
tungko sa napiling bagay.
B. Paghahabi sa layunin ng aralin Tanungin ang magaaral kung ano Itanong: Ipabasa: Pag-aralan Ipabasa: Pag-aralan Ano ang dapat gawin upang
ang naaalala nila sa salitang May isa bang nakatawag Mo Mo madaling makita ang aklat na
panuto. nang iyong pansin sa mga pp. 2-3 pp. 2-3 kailangan sa pagsasaliksik?
Gawaan ito ng concept map. ginawa ng kamag-aral nang
nagdaang araw?
C. Pag-uugnay ng mga halimbawa sa Pangkatin ang magaaral. Tumawag ng ilang magaaral Itanong: Tumawag ng ilang magaaral Yaman ng Lahi: Wika at pagbasa
bagong aralin Bawat pangkat ay pipili ng isang lider. upang magbahagi ng Tungkol saan ang binasang upang maisalaysay muli ang sa Filipino 4. Yunit III: Kagamitan
Pagawain ng isang pila ang mga kanilang nasaksihan o teksto? binasang teskto. Itanong: ng Mag-aaral Aralin 15
kasapi ng bawat pangkat. naobserbahan sa isang Ano-ano ang pangngalang Naisalaysay ba nang wasto
ginamit dito? ang binasang teksto? Bakit? Basahin Mo, p.139-140
Papiringan ang lahat ng kasapi ng kamag-aral nang nagdaang
pangkat. Sa gabay ng lider, gawain sa Filipino. Gamitin ang mga ito sa Bakit hindi? Ano-ano ang
kailangang marating ng pangkat ang sariling pangungusap/sa dapat tandaan upang
kanilang home. Ang unang isang usapan. maisalaysay muli ang
makakarating sa home ang siyang Ayon sa tekstong binasa, nabasang teskto?
panalo. saan-saan matatagpuan Ipagawa ang mga
ang mga langgam? pagsasanay sa p. 4
D. Pagtalakay ng bagong konsepto at Itanong: Itanong: Ipangkat ang mag-aaral. Isaisip Mo pp. 5-6 Ano-ano ang uri ng card catalog?
paglalahad ng bagong kasanayan Narating ba agad ninyo ang inyong Ano- ano ang ginawa mo Bawat pangkat ay Kailan ginagamit ang bawat isa?
#1 home? Bakit? upang maisalaysay nang maghahanda ng usapan ng Paano ginagamit ang card catalog?
Bakit hindi? maayos ang iyong mga mga langgam na makikita sa
Paano ninyo narating ang inyong naobserbahan? Ano-ano a. Lungga
home? ang dapat tandaan upang b. Patag na kalupaan
Ano-anong panuto ang napakinggan? maibahagi nang wasto ang
c. Disyerto
Ano ang nangyari nang sinunod ang mga pangyayaring
Ipagamit ang pangngalan sa
mga ito? nasaksihan o
ihahandang usapan.
Hindi sinunod? naobserbahan?
E. Pagtalakay ng bagong konsepto at MISOSA SINING 6 Papiliin ng kapartner ang Ipabasa ang talata sa Ipatukoy ang kahulugan ng Samahan ang klase sa silid-aklatan.
paglalahad ng bagong kasanayan Pagtitiklop bawat mag-aaral. Subukin Mo B. p. 10 mga pangngalan na Magpasaliksik tungkol sa napiling
#2 Subukan Mo Hayaang magbahaginan ang Paghandain ang bawat nasa pahina 8 paksa. Ipagamit ang card catalog
Matapos ang gawain, tanungin ang bawat isa ng kanilang pangkat ng isang malikhaing upang makakita ng aklat na
mag-aaral kung nagawa nila nang nasaksihang pangyayari pagtatanghal tungkol sa gagamitin. Obserbahan ang
maayos ang gawain. habang papunta sa nabasa. magaaral kung paano gumamit ng
Paano ito naisagawa nang maayos? paaralan. Ano ang card catalog.
Bakit hindi naisagawa nang maayos? naramdaman mo sa Bigyan ng tulong ang
nasaksihan?
Ano ang naidulot nito sa
iyo?
nangangailangan pa ng gabay.
F. Paglinang sa Kabisahaan MISOSA SINING 6 Hayaang magbahagi ang Sabihin: Subukin Mo p. 9 Ipabasang muli ang
(Tungo sa formative Assessment) Kawili-wiling Anyo mag-aaral ng kanilang Kung mabibigyan ka ng MISOSA Pagbubuod at
Pagsanayan Mo nasaksihan sa kanilang pagkakataon na makausap Mga Kayarian ng
tahanan bago pumasok sa si Jojo Briones-Cruz, ano- Pangngalan
paaralan. ano ang nais mong sabihin Pag-aralan Mo pp. 2-3 Ano-ano
(Gamitin ang Rubrics sa kaniya? ang dapat tandaan sa pagsulat ng
2633) Siguraduhin na gagamit ng talata?
pangngalan. Ano-ano ang dapat tandaan sa
mga pangungusap na gagamitin?
Gabayan ang mag-aaral na
makasulat ng isang talatang
nagsasalaysay tungkol sa kaniyang
nasaliksik.
G. Paglalapat ng Aralin sa Pangaraw- Ano ang gagawin kung hindi Itanong: Itanong: Itanong:
araw na buhay naunawaan ang isang napakinggang Paano ka magiging Ano ang dapat tandaan sa Ano-ano ang dapat tandaan
panuto? mahusay na pakikipag-usap sa ibang tao? upang maisalaysay muli ang
tagapagsalaysay? nabasang teskto?
H. Paglalahat ng Aralin Ano ang dapat tandaan upang Ano ang natutuhan sa Ano-ano ang kayarian ng Ano ang dapat tandaan sa paggamit
makasunod sa mga panutong aralin? pangngalan? ng card catalog?
napakinggan? Paano nakatulong sa iyo ang Paano ito nakatutulong sa Sa pagsulat ng talata?
inilahad na konsepto? pagbibigay-kahulugan sa
mga salita?
I. Pagtataya ng Aralin Papiliin ang mag-aaral ng EASE Modyul 3 Bigyang-puna ang isinulat na
isang larawan. Pagsusuri sa talatang nagsasalaysay. Ibalik ito
Paghandain ng usapan Kayarian/Kahulugan ng sa mag-aaral upang maisaayos at
tungkol sa larawang napili. Salita Pagtukoy sa mairebisa ang isinulat.
Maaaring ipasulat ang Sanhi at Bunga at
iskrip nito. Pagbibigay ng
Ipabahagi ito sa klase. Alternativ na Pamagat
Ano ba ang alam mo?
1. Filename: family
II
swimming
p. 4
2_96dpi.jpg
ID: 532
2. Filename: garbage
collectors_bw.jpg
ID: 331
3. Filename: boy and girl
reading a
newspaper_96dpi.jpg
ID: 589 4.
Filename:
Pandesal_96dpi.png File
Format:
image/png
ID: 507
J. Karagdagang gawain para sa
takdang-aralin at remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilan 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 istratehiyang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
pagtuturo nakatulong ng lubos? __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking naranasan:
naranasan na solusyunan sa __Kakulangan sa makabagong kagamitang naranasan: naranasan: naranasan: __Kakulangan sa makabagong
tulong ng aking punongguro at panturo. __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang panturo.
__Di-magandang pag-uugali ng mga bata. kagamitang panturo. kagamitang panturo. kagamitang panturo. __Di-magandang pag-uugali ng mga
superbisor?
__Mapanupil/mapang-aping mga bata __Di-magandang pag-uugali ng __Di-magandang pag-uugali ng __Di-magandang pag-uugali ng bata.
__Kakulangan sa Kahandaan ng mga bata mga bata. mga bata. mga bata. __Mapanupil/mapang-aping mga bata
lalo na sa pagbabasa. __Mapanupil/mapang-aping __Mapanupil/mapang-aping __Mapanupil/mapang-aping __Kakulangan sa Kahandaan ng mga
__Kakulangan ng guro sa kaalaman ng mga bata mga bata mga bata bata lalo na sa pagbabasa.
makabagong teknolohiya __Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng __Kakulangan ng guro sa kaalaman ng
__Kamalayang makadayuhan mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. makabagong teknolohiya
__Kakulangan ng guro sa __Kakulangan ng guro sa __Kakulangan ng guro sa __Kamalayang makadayuhan
kaalaman ng makabagong kaalaman ng makabagong kaalaman ng makabagong
teknolohiya teknolohiya teknolohiya
__Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan
G. Anong kagamitang panturo ang __Pagpapanuod ng video presentation __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation
aking nadibuho na nais kong __Paggamit ng Big Book presentation presentation presentation __Paggamit ng Big Book
ibahagi sa mga kapwa ko guro? __Community Language Learning __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning
__Ang “Suggestopedia” __Community Language __Community Language __Community Language __Ang “Suggestopedia”
__ Ang pagkatutong Task Based Learning Learning Learning __ Ang pagkatutong Task Based
__Instraksyunal na material __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Instraksyunal na material
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
GRADES 1 to 12 Teacher: VILMA L. MONTEAGUDO Learning Area: MAPEH

I. OBJECTIVE/S HEALTH HEALTH HEALTH HEALTH HEALTH
A. Content Standard Demonstrates understanding Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of WEEKLY TEST IN MAPEH
of personal health issues and personal health issues and personal health issues and personal health issues and concerns
concerns and the importance concerns and the importance of concerns and the importance of and the importance of health
health appraisal procedures and health appraisal procedures and appraisal procedures and community
of health appraisal procedures
community resources in community resources in resources in preventing or managing
and community resources in preventing or managing them. preventing or managing them. them.
preventing or managing them.
B. Performance The learner practices self- The learner practices self- The learner practices self- The learner practices self-
Standard management skills to prevent management skills to prevent management skills to prevent management skills to prevent and
and control personal health and control personal health and control personal health control personal health issues and
issues and concerns. issues and concerns. issues and concerns. concerns.
C. Learning Describes personal health Demonstrates self-management Discusses health appraisal Explains the importance of
Competencies issues and concerns. skills procedures during puberty undergoing health appraisal
(write the LC Code) H6PH-Iab-18 H6PH-Iab-19 H6PH-Ic-20 procedures
H6PH-Id-f-21
A. Personal Health- A. Personal Health- Issues 1. Undergoing health 1. Undergoing health appraisal 1. Administering test
Issues and concerns and concerns appraisal procedures procedures questions correctly.
1.height and weight 1.height and weight 2. Utilizing school and 2. Utilizing school and 2. Administering of
2.hearing 2.hearing community health community health resources Weekly test in Health 6.
3. vision 3. vision resources 2.1 Medical Professionals 3. Setting of standards
4. skin, hair and nail 4. skin, hair and nail 2.1 Medical 2.2 Health facilities 4. test proper
5. sunburn, dandruff, corns, 5. sunburn, dandruff, corns, Professionals 2.3 School clinic 5. checking of test results
II. CONTENT
blisters and calluses, ingrown blisters and calluses, ingrown 2.2 Health facilities 2.4 Barangay
toenails toenails 2.3 School clinic health/station/rural unit
6. eyes 6. eyes 2.4 Barangay
7. posture and spine disorders 7. posture and spine disorders health/station/rural
8. oral/dental problems 8. oral/dental problems unit

A. References 21st Century Mapeh In Action
6
1. TG/CG pages pp. 54-55 pp. 54-55 pp. 54-55 pp. 54-55
2. Learner’s Materials
pages
3. Textbook pages 251-259 251-259 251-259 251-259
4. Materials downloaded
from LRMDS
A. Reviewing previous Review on the previous lesson Review on the previous lesson Review on the previous lesson Review on the previous lesson
lesson and presenting
new lesson
B. Establishing a purpose Show pictures of different Study the different pictures about Show pictures of different Match the name of the
for the lesson kinds of personal health issues health issues and concerns that medical professionals, health health/medical professionals to its
and concerns. the teacher will show. facilities and barangay health picture.
stations be able to identify each.
C. Presenting Discuss about different health Picture Prompt: Let the students identify Enumerate the different health
examples/instances of issues and concerns. 1. The teacher will show some health care appraisals done if you are having
the lesson pictures depicting changes in the professionals your medical checkup.
body of a child. The teacher 1. Health history
(individuals who provide
should be able to emphasize that 2. Family history
preventive, curative,
puberty is the stage where many a. Educational level of
physical changes take place. promotional or
parents
2. Ask the learners to rehabilitative health
b. History of family
describe or say something about care services in a
the pictures. disease
systematic way to
3. The teacher will write all c. physical
people, families or
possible answers given by the 3. Current status
communities) by
students or the teacher may a. Dental
prepare description in metacards showing pictures.
b. Family medical
and let the students choose the
problems
appropriate description in the
picture shown. c. Childs health
4. The teacher will explain problems/allergies
that if the student fails to cope d. behavior
with the different changes during 4. Screening procedures
the puberty stage, different a. Vision
health-issues and concerns may b. Hearing
arise.
c. Blood pressure
d. Height and weight
e. Urine specimen
Discuss each of the
following.
D. Discussing new concepts Groupings Groupings Group activity a. The teacher will group the
and practicing new skills Form 5 groups • The teacher will group Form 5 groups. Each shall assign class into six (6)
#1 Each will explain about health the class into four (4) a leader and a reporter. b. Each group must have a
and issues and concerns • Each group must have a 1. Medical Professionals leader and a reporter
Choose a leader and a leader and a reporter 2. Health facilities c. The reporter will explain to
reporter. • The reporter will explain 3. School clinic the class the output of the group
Group 1 skin to the class the output of the d. Distribute the worksheets
4. Barangay
Group 2 hair group e. Role card may be used if
health/station/rural unit
Group 3 teeth • Distribute the appropriate
Group 4 eyes worksheets Reporting by group. The (Annex 2)
Group 5 vision • Role card may be used if teacher must ensure
appropriate (Annex 2) that all possible Activity: (Annex 1)
questions are clarified. Health Appraisal Procedure Group 1
Group 1 – Issues and Concerns - 5. Health appraisal - Height and Weight Group 2 -
height and weight Hearing Test Group 3 - Vision
Group 2 – Issues and Concerns - Screening Group 4 - Scoliosis Test
eyes, ears and skin Group 5 - Physical Examination
Group 3 – Issues and Concerns - Group 6 - Dental Examination
body posture and spine disorders The teacher will explicitly discuss the
Group 4 – Issues and Concerns - concepts on the following
oral and dental DO:
 The teacher must ensure a. Entertain questions for
that all possible answers are clarification.
clarified. b. Processes the output of
each group.
E. Discussing new concepts

and practicing new skills
#2
F. Developing mastery (lead
to formative assessment
3)
G. Finding practical
application of concepts
and skills in daily living
H. Making generalization Questions will be raised to the Questions will be raised Questions will raised to the class: Questions will raised to the class:
and abstractions about class. to the class: 1. What are the different 1. What is the standard health
the lesson 1. What are the factors 1. What are the health appraisals? appraisal procedure?
that may affect the growth of different personal 2. Who are the different 2. What are included in a
an individual? medical professionals?
health issues and school health appraisal?
a. problem with 3. What is the role of
concerns?
pituitary gland barangay health center
b. abnormal growth 2. What should we do to the community?
rate of the fetus inside the in order to be 4. Where is your school
womb always healthy? clinic?
c. ailments during 5. Give examples of health
pregnancy facilities found in the
d. tendency to inherit hospital.
the height of parents
2. What is the three
common children’s growth
body measurement?
I. Evaluating learning Identify the medical or health Identify the issues and concerns Write/answer what is asked for. True or False.
professional and/or volunteer in each number choose your 1. Screening test includes
1. The school has its_____ that
described. Answer inside the box. vision, hearing, blood
provides medical and dental
1. A ______ is a health Stunted growth pressure, height and weight
services to school children
professional who Hearing-related problems
and school personnel. and urine specimen. (T)
diagnoses, treats, Vision
2. The health care facility in 2. Current status includes
and prevents Skin, hair and nail
diseases and Posture and spine every community is the health history of the family.
conditions of the oral Oral/ dental problems ______ (F)
cavity. 1 ingrown toenail 3. A record of the family
3. A ____ is any location, center
2. The ______ develops 2 sunburn history includes the age and
or place where health care is
a health care plan 3 Otitis media general health of parents
given in school.
and works 4 scoliosis
and siblings. (T)
collaboratively with 5 cavities 4. Barangay health centers
doctors and patients. provide health care services 4. Health history includes
3. A ______ is a health to new born babies and dental, family problems,
professional who _____ women. child allergies and behavior.
practices medicine (T)
5. The health services of the
with the goal of 5. Eating a balanced diet can
barangay health centers are
promoting, help a growing child to be
regulated by the_____, a
maintaining, and
government agency. healthy. (T)
restoring human
health.
4. A ____ helps the
health professionals
in providing health
care services.
5. A _____ is a
healthcare provider
who sees tp it that
children, as well as
adults , eat the right
kinds of food for
good health.
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
additional activities for remediation activities for remediation activities for remediation activities for remediation additional activities for
require additional
remediation
activities for remediation
C. Did the remedial lessons ___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 lesson ____ of Learners who caught up
work? No. of learners
lesson lesson lesson the lesson
who have caught up with
the lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
require remediation remediation remediation remediation require remediation
continue to require
remediation
E. Which of my teaching 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:
strategies worked well?
___ Games ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my
principal or supervisor __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I
use/discover which I wish views of the locality views of the locality views of the locality views of the locality views of the locality
to share with other __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be
teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials
VILMA L. MONTEAGUDO SHERWIN F. CRUZ

Teacher Principal
GRADES 1 to 12 Teacher: VILMA L. MONTEAGUDO Learning Area: SCIENCE

I. OBJECTIVES
The learners demonstrate understanding of different techniques to separate mixtures

A. Content Standards
B. Performance Standards The learners should be able to separate desired materials from common and local products
C. Learning Competencies/ Tell benefits of separating mixtures from products in the community. S6MT-I-g-j-3
Objectives Describe the ways where separating mixtures like in water refilling Describe the ways where separating mixtures like in mining Presentation and
Write the LC code for each stations benefit the community and quarrying benefit the community Critiquing of Outputs
Ways on how separating mixtures like in water refilling stations Ways on how separating mixtures like in mining and
II. CONTENT benefit the community quarrying
A. References
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous lesson or Leaners recall the benefits to the Learners review the previous Leaners recall the benefits Learners review the previous
presenting the new lesson community of separating mixtures activities done by the group of water refilling stations in activities done by the group
through the use of magnet by about the problem given. the community. about the given problem on
answering questions. mining and quarrying.
B. Establishing a purpose for the Learners perform again filtration Learners give responses on their Ask learners if what they Ask the learners on the added
lesson of sandy water and ask questions experiences about their know about mining and information they gained in
about the products like the interview done in a water quarrying. their assignment about other
precipitate and supernatant refilling stations. benefits of mining and
liquid. quarrying.
C. Presenting examples/instances of Show small bottles of different Present some pictures
the new lesson brands of mineral water. Ask ideas about the things done in
on how water in these bottles is mining and quarrying.
being processed.
D. Discussing new concepts and Present the scenario or problem Learners meet the team again to Present the scenario or Learners meet the team again Learners present the
practicing new skills #1 to be solved by the learners further analyze the problem problem to be solved by the to further analyze the outputs.
(Problem-Based Learning). See given to them and infuse ideas learners (Problem-Based problem given to them and
Activity Sheet 8.1 gained from the interview. Learning). See Activity infuse ideas gained from their
Sheet 8.2 research (assignment) about
other benefits of mining and
quarrying.
E. Discussing new concepts and Debrief the problem through Debrief the problem through
practicing new skills #2 questions of teacher about what questions of teacher about
happened in solving the what happened in solving the
problem/scenario including the problem/scenario including
issues that the group faced. the issues that the group
faced.
F. Developing mastery (leads to Analyze and discuss the answers Analyze and discuss the
Formative Assessment 3) of the groups about the answers of the groups about
scenario/problem. the scenario/problem.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and

abstractions about the lesson
I. Evaluating learning Teacher critics the outputs

together with the learners.
See Rubric
J. Additional activities for application Learners validate their answers Learners conduct additional
or remediation through immersion or interview of researches on the benefits
a person from a water refilling of mining and quarrying to
station. the community in relation
to its processes dealing with
separating of mixtures.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
___ of Learners who earned 80% above above above above
the evaluation
B. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
activities for remediation activities for remediation additional activities for additional activities for remediation additional activities for
remediation remediation
remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up
No. of learners who have caught
lesson the lesson lesson the lesson
up with the lesson
D. No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
remediation remediation require remediation require remediation require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work?
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor
can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
materials did I use/discover which I
wish to share with other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be
Instructional Materials Instructional Materials as Instructional Materials Instructional Materials used as Instructional Materials
GRADES 1 to 12 Teacher: Learning Area: TLE-HE

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,necessary procedures must be followed and if needed,
additional lessons,exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understandiing of and skills in the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation
TLE6HE-Oh-12 3.3.1. selects food to be preserved/processed based on 3.3.2 observes safety rules in food
C. Learning Competencies / Objectives 3.3 preserves food applying principles availability of raw materials, market demands, and preservation/processing
Write the LC code for each and skills in food trends in the community
preservation/processing
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
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
concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
3. Textbook pages
4. Additional Materials from Learning MISOSA-VI Pagimbak at Preserbatiba
Resource (LR)portal (not accessible)
Preservation of Fruits and
B. Other Learning Resources Vegetables (1977)
Bureau of Plant Industry
IV. PROCEDURES
A. Reviewing previous lesson or Recap of previous lesson. Recap of what happened Recap of the previous Recap of the previous Recap of the previous
presenting the new lesson Last week, the class prepared for the the previous day. lesson. lesson. lesson.
presentation of processed/preserved Mention the names of the
products. Today, the class will present group who completed their The teacher again The teacher mentions that The teacher mentions
by group. presentation. congratulates the class for a yesterday, they discussed that yesterday the class
As mentioned, the presentation will The presentation of the rest job well done. The teacher the several factors that discussed the practices to
contain the following: of the groups willl continue underscores the importance need to be considered in the ensure sanitation and
 Recipe of the preserved/processed (Groups 5-8). of food preservation. selection of food items to safety of
food be processed: processed/preserved
foods.
 Tools / instruments used in the
activity.  Raw materials The class was asked to
 Market Demands bring photos or drawing
 Equipment used in the activity  Trends in the Community. illustrating measures to
ensure safety and
 Steps in preserving/processing of sanitation in food
The class also has learned
food processing/preservation.
that if the three factors
were considered this would
 Name and role of each member of
be a good source of income
the group
for the learners.
The teacher suggested the inclusion of

a workplan, cost estimates, photo
documentation. This is optional. .
.
Tell the class that on one hand Can you identify the Today’s lesson will be on The teacher will
through the activity, each learner will processed/preserved food observing safety rules in emphasize that if the
gain insights from each group. On items that were presented food preservation / learners fail to practice
the other hand, the members of the during the last two days? processing. safety and sanitation in
group continue to learn from each food preparation, all the
B. Establishing a purpose for the other through collaborating and The possible answers are The teacher asks the class: efforts will be in vain
lesson working with one another. fish, meat, fruits, vegetables “What did they do to because it often leads to
etc. observe safety rules in food food spoilage or food
processing while working on contamination.
How about the rest of the their project?”
ingredients that were
used?
C. Presenting examples/ instances of The teacher requests the class to give Ask the class if it is easy for Based on the response of The class will bring out
the new lesson each of their group a name. them to come up with the the learners, provide a their assignments. The
needed food items for their segue to the following: teacher will call some
The following are the 8 groups who project. If the answer is learners to tell something
will present either yes or no, request the  Did you use caps or head about the pictures or
Group 1 - Drying learners to explain why. bands? drawings they have
Group 2 - Salting  Did you wash your hands brought to class.
Group 3 - Freezing Is there a demand for the properly before and
Group 4 –Processing food items? Why or why after working?
Group 5 – Drying not?  Did you refrain from
Group 6 – Salting talking while working?
Group 7 - Freezing What preserved food items  Did you wash the tools
Group 8 – Processing do you think are in demand? and equipment properly?
 Did you properly wash
Order of presentation will be agreed the ingredients before
In your respective
by the class. they were used?
community, what are the
food trends?
The teacher explains that

The teacher presents the mechanics there are several factors The teacher will call The teacher will play a
of the presentation: that need, to be considered learners to answer the video on the safe
in the selection of food question. preparation of processed
Each group will present for a items to be processed: and/or preserved food.
maximum of 8 minutes. If the answer of the learner
 Raw materials is yes, ask him/her to
D. Discussing new concepts and After every presentation,  Market Demands explain why?
practicing new skills #1 clarifications may be raised by the  Trends in the Community.
rest of the group (3 minutes)
The teacher will provide the
definition and give examples
as well.
E.Discussing new concepts and practicing Actual group presentation Mention that food Food for human The teacher will ask the
new skills#2 Groups 1 -4 preservation/food consumption should be learners to comment on
processing can be a source produced under conditions the video.
of additional income, if the of cleanliness and hygienic
above factors are decency. No consumer What part in the video is
considered. would knowingly wish to the most significant to the
consume food prepared in learner?
unhygienic environment.
Does the video manifest
safety and sanitation in
food preservation/food
processing?
How?
F. Developing mastery The teacher explains that in At your own level, how
(Leads to Formative Assessment 3) our country, there are will you ensure safety and
provinces which have sanitation in food
abundance of food items. preservation/food
The teacher gives examples: processing?
General Santos City in
Mindanao – tuna
Guimaras in the Visayas –

mangoes
Pangasinan in Luzon –
milkfish
Cebu in the Visayas - Rabbit

fish with white dots
(danggit)
Ask the learners how the

above food items can be
preserved/processed.
G. Finding practical applications of Engage the learners in the Cleanliness and sanitation
concepts and skills in daily living discussion by asking them, “ not only includes
when you go to the province maintenance of clean and
during summer, what foods well-sanitized surfaces of all
are abundant in their areas? equipment, but also proper
disposal of wastes.
What are done by their
relatives/friends in order to
preserve them?
H. Making generalizations and Mention that food Think of other ways to Underscore the
abstractions about the lesson preservation/food ensure that processed foods importance of sanitation
processing can be a source are prepared observing the and safety in food
of additional income, if the principles of sanitation and processing / food
above factors are safety. preservation.
considered.
I. Evaluating learning True or False

1. The tools and
equipment stored in
the cabinet need not
be washed after
storage for a long
time.
2. The harvested fruits
and vegetables in your
own backyard are
clean; hence, they
need not be washed.
3. The wearing of hairnet
during cooking of food
to be sold is optional
because of the climate
in the Philippines.
4. Safety and sanitation
in food includes
proper waste disposal.
5. The use of plastic
kitchen gloves is
advisable in the
preparation of food.
J. Additional activities for application or Completion of presentation. Think of food items which Bring photos or drawing of
remediation the learner wants to measures to ensure safety
The teacher thanks the preserve and possibly and sanitation in food
members of the class for the provide a source of income processing/preservation.
effort they have exerted. for them.
The teacher mentions that

he/she was impressed with
all of the presentation. (if
applicable)
Remember that if a group

was not able to deliver well,
it may reflect on the
guidance provided by the
teacher during the
preparation.
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% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above above
formative assessment above
B. No.oflearnerswho ___ 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
requireadditionalactivities
forremediation.
C. Didtheremediallessons work? ___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 up the
No.oflearnerswho lesson lesson lesson lesson lesson
havecaughtupwiththe lesson.
D.No.oflearnerswho continuetorequire ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require 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?Why ___ Games ___ Games ___ Games ___ Games ___ Games
didthesework? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F. WhatdifficultiesdidI encounterwhichmy __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principalorsupervisorcan helpmesolve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G.What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
with other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
GRADE 6 Teacher: JENNIFER R. ARENAS Learning Area: ARALING PANLIPUNAN
LESSON PLAN Teaching Dates JULY 22-26, 2018 (WEEK 8) Quarter: 1ST QUARTER
WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES
Pamantayang Nilalaman Naipapamalas ng mapanuring pag-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang
(Content Standard) pangheograpiya at ang ambag ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipino.
Pamantayan sa Pagganap
Naipapamalas ang pagpapahalaga sa kontribusyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo
(Performance Standard)
Pamantayan sa Pagkatuto 10. Nasusuri ang mga mahahalagang pangyayari sa pakikibaka ng mga Pilipino sa panahon ng Digmaang Pilipino- Amerikano
(Learning Competencies) 10.1 Natutukoy ang mga pangyayaring nagbigay daan sa digmaan ng mga Pilipino laban sa Estados Unidos.
10.2 Napapahalagahan ang pangyayari sa Digmaang Pipino-Amerikano.
10.3 Natatalakay ang kasunduang Bates (1830-1901) at ang motibo ng pananakop ng Amerikano sa bansa sa panahon ng paglawak ng kanyang “political
empire”. (AP6PMK-Ig- 10 )
Layunin (Lesson Objectives) 1.Nasusuri ang mga 1.Natutukoy ang mga 1.Natatalakay ang mga 1.Naipaliliwanag ang 1.Nasasabi ang motibo ng
mahahalagang pangyayari pangyayaring nagbigay daan pangyayaring nagbigay daan sa Kasunduang Bates (1830- pananakop ng Amerikano sa
sa pakikibaka ng mga sa digmaan ng mga Pilipino digmaan ng mga Pilipino laban 1901) bansa sa panahon ng paglawak
Pilipino sa panahon ng laban sa Estados Unidos sa Estados Unidos 2. Nahahangaan ang mga ng kanyang “polical empire”.
Digmaang Pilipino- 2. Naibabahagi ang 2. Nabibigyang halaga ang mga bahaging ginampanan ng 2. Napapahalagahan ang mga
Amerikano kahalagahan ng mga pangyayari sa Digmaang mga Pilipino sa panahon ng bahaging ginampanan ng mga
2. Napahahalagahan ang pangyayari sa Digmaang Pilipino-Amerikano. digmaang Pilipino – Pilipino sa panahon ng
bahaging ginampanan ng Pilipino-Amerikano 3. Nakabubuo ng timeline sa Amerikano. digmaang Pilipino – Amerikano.
mga Pilipino sa pakikibaka 3. Naisasadula ang mahahalagang pangyayari sa 3. Nakalilista ng mga datos 3. Nakagagawa ng debate
sa panahon ng digmaang mahahalagang pangyayari digmaang Pilipino – Amerikano. gamit ang data retrieval tungkol sa pananakop ng
Pilipino – Amerikano. sa digmaang Pilipino – chart. Amerikano sa bansa.
3. Nakabubuo ng episodic Amerikano.
organizer ng mahahalagang
pangyayari sa pakikibaka
ng mga Pilipino sa panahon
ng Digmaang Pilipino –
Amerikano.
Paksang Aralin Digmaang Pilipino- Negosasyon at Pagpapatibay Mga Pangyayari sa Digmaan
(Subject Matter) Ang Motibo ng Pananakop ng
Amerikano ng Kasunduan sa Paris ng Hal. Unang Putok sa panulukan
Amerikano sa Bansa sa
-Battle of Manila Bay at 1898 ng Silencio at Sociego, Sta. Kasunduang Bates
Panahon ng Paglawak ng
Mock Battle of Pagpapahayag ng MesaLabanan sa Tirad Pass,
Kanyang “Political Empire
Manila Benevolent Assimilation Balangiga Massacre
Kagamitang Panturo LRMDS, Curriculum Guide, LRMDS, Curriculum Guide, LRMDS, Curriculum Guide, LRMDS, Curriculum Guide, LRMDS, Curriculum Guide,
(Learning Resources) BOW 2017, BOW 2017, BOW 2017, BOW 2017, BOW 2017,
Kasaysayang Pilipino 5 Kasaysayang Pilipino 5 Kasaysayang Pilipino 5 (pp.125- Kasaysayang Pilipino 5 Kasaysayang Pilipino 5 (pp.125-
(pp.125-132), Kayamanan : (pp.125-132), Kayamanan : 132), Kayamanan : K-12 AP 6 (pp.125-132), Kayamanan : K- 132), Kayamanan : K-12 AP 6
K-12 AP 6 textbbook by: K-12 AP 6 textbbook by: textbbook by: Eleanor D. 12 AP 6 textbbook by: textbbook by: Eleanor D.
Eleanor D. Antonio etc. pp. Eleanor D. Antonio etc. pp. Antonio etc. pp. 56 -74, Eleanor D. Antonio etc. pp. Antonio etc. pp. 56 -74,
56 -74, larawan, Historical 56 -74, larawan, Historical larawan, Historical video: 56 -74, larawan, Historical larawan, Historical video:
video: episodic organizer video: episodic organizer episodic organizer video: episodic organizer episodic organizer
Ease Module 12 Ease Module 12 Ease Module 12 Ease Module 12 Ease Module 12
AP6PMK-Ig- 10 AP6PMK-Ig- 10 AP6PMK-Ig- 10 AP6PMK-Ig- 10 AP6PMK-Ig- 10
Pamamaraan
(Procedure)
a. Reviewing previous lesson/s - Pagpapakita ng larawan. (Larawan ng Kasunduan sa Q and A Portion Gamit ang Semantic Web Ipaawit ang awiting “Bayan Ko”
or presenting the new lesson - Ipapabigay ang mga bata Paris at “Benevolent Itanong: Ano-ano pangyayaring Ano-ano ang mga Magtanong ng mga Katanungan
sa kanilang ideya tungkol Assimilation”) pangyayaring nagbigay daan ukol sa nakaraang leksyon.
sa nakitang larawan. -Ano ang masasabi sa sa digmaan ng mga Pilipino
- Ipaliliwanag ng guro ang nakitang larawan? laban sa Estados Unidos?
ibig sabihin ng “Mock
battle”.
nagbigay daan sa digmaan ng
mga Pilipino laban sa Estados
Unidos ?
Isulat ito sa metacard.
b. Establishing a purpose for the Pagpapanood ng video Ano kaya ang ginawa ng Pagpapakita ng larawan Pagpapakita ng Video tungkol
lesson tungkol sa Battle of Manila mga Amerikano na tungkol sa Kasunduann sa labanang Pilipino –
Bay at Mock Battle of nagpasiklab sa galit ng mga Bates. Amerikano.
Manila. Pilipino na naging dahilan ng Magtanong sa mga bata kung Pamprosesong Tanong:
Pamprosesong tanong: pagsiklab ng digmaang ano ang masasabi nila sa  Ano ang tunay na pakay ng
1. Tungkol saan ang Pilipino- Amerikano? nakitang larawan. mga Amerikano sa pagpunta
pinanood na video? sa Pilipinas?
2. Sa inyong palagay, bakit
nagkakaroon ng “Mock
Battle” sa Manila?
c. Presenting Muling balikan ang Ipakita muli ang larawan at Pagpapakita ng video tungkol sa Pagpapakita ng
examples/instances of the new pinanood na video at magbibigay ng labanang Pilipino- Amerikano video/powerpoint
lesson atasan ang mag-aaral na impormasyon sa dalawang gaya ng unang putok sa Sta. presentation tunggkol sa
bumuo ng isang salita o larawan. Mesa at labanan sa Tirad Pass. kasunduang Bates.
kaisipan na maglalarawan Pamprosesong tanong:
sa ipinakitang pangyayari. 1. Ano ang inyong masasabi
tungkol sa napanood?
2. Sino-sino ang mga tauhan na
ipinakikita sa video?
Bakit mahalaga ang ipinakikitang
pangyayari sa video clip?
d. Discussing new concept Pagtalakay sa Digmaang Peer Group Learning:  Pagsasalarawan ng “Kill Pangkatang Gawain: Peer Group Learning:
Pilipino - Amerikano batay Pagtatala ng mahahalagang everyone over ten” (cartoon Paghati sa klase sa triad  Pagtatala ng mahahalagang
sa: detalye tungkol sa binasang tungkol sa Balangiga Pagtalakay sa mga miyembro detalye tungkol sa binasang
a.Sanhi ng pagsiklab ng teksto (Kasunduan sa Paris, Massacre) ng paksa teksto (Motibo ng Pananakop
Digmaang Pilipino- Benevolent Assimilation)  Suriin ang Cartoon. Ano ang (Kasunduan ng Bates) ng Amerikano sa Bansa sa
Amerikano, Pag-uulat ng bawat pangkat inilalarawan nito? Pagbuo ng tsart ng mga Panahon ng Paglawak ng
b.Mock Battle sa Manila, gamit ang cause and effect  Makatarungan baa ng ginawa impormasyon tungkol sa Kanyang “Political Empire)
c. Paglaganap ng diagram ng mga Amerikano sa paksa  Pag-uulat ng bawat pangkat
Himagsikan Pamprosesong tanong Balangiga, Samar noon? Pag-uulat ng mga pangkat gamit ang cause and effect
Tanong: Pamprosesong tanong: diagram
-Paano nagkaroon ng 1. Ano ang Kasunduang  Pamprosesong tanong
kasunduan sa Paris? Bates?  Tanong:
-Ano ang mga nakapaloob sa 2. Sinu – sino ang sangkot sa  -Bakit nagkaroon ng digmaan
nasabing kasunduan? kasunduan? sa pagitan ng mga Pilipino at
-Ano ang layunin ng 3. Anu-ano ang mga Amerikano?
Benevolent Assimilation? probisyon ng naturang
kasunduan?
e. Continuation of the 1.Sa pamamagitan ng Act -it -Out Pagsagawa ng debate.
discussion of new concept pagbuo ng episodic Kasunduan sa Paris Nakabubuti ba sa mga Pilipino
organizer. Tanong : Bakit ikinagalit ng ang motibo ng mga Amerikano
Pamprosesong tanong: mga Pilipino ang kasunduan sa kanilang pananakop sa
1. Ano ang sanhi ng sa Paris? bansa?
pagsiklab ng Digmaang
Pilipino- Amerikano?
2. Bakit nagkaroon ng
Mock Battle sa Manila?
3. Ano ang epekto ng
digmaan sa kalagayan ng
mga Pilipino noong
panahong iyon?
f. Developing Mastery Magpakita ng larawan ng Gumawa ng slogan tungkol Paggawa ng timeline tungkol sa Pagsusuri ng mga probisyong Gumawa ng hugot line/hastag
Pilipinong nakibakaka sa sa kasunduan sa Paris o mahahalagang pangyayari sa nakapaloob sa Kasunduang tungkol sa motibo ng mga
digmaang Pilipino- Benevolent Assimilation? digmaang Pilipino- Amerikano. Bates sa pamamagitan ng Amerikano sa kanilang
Amerikano. awit, chant, sayaw, role play. pananakop sa bansa.
Ipatanong ang bahaging
ginampanan ng bawat isa
sa panahon ng digmaan.
Pamprosesong tanong:
1. Ano ang bahaging
ginampanan ng nasa
larawan sa panahon ng
digmaan?
2. Anong katangian ang
taglay ng mga Pilipinong
nakikibaka noong
panahong iyon?
g. Finding practical application Itanong ang sumusunod: Political Cartoon “The Itanong: Itanong: Itanong:
of concepts and skills in daily 1. Kung kayo ang mga Filipino’s First Bath” ni Grant Paano mapahalagahan ang Sang – ayon k aba sa 1. Nakabubuti kaya ang
living makikibaka, ano ang Hamilton pangyayari sa Digmaang kasunduang Bates? pananakop ng mga
inyong gagawin? Bakit? Itanong: Pilipino – Amerikano? Pangatwiranan. Amerikano sa ating bansa?
2. Bilang Filipino, sa Sa iyong pananaw, sino ang 2. Paano natin maipapakita ang
paanong paraan kayo kumakatawan sa sanggol na pagmamahal sa ating baying
makikibaka para pinaliliguan at sa taong Pilipinas?
ipaglaban ang bansa? nagpapaligo sa kanya? Bakit
ganito ang hitsura at ang
paglalarawan sa kanila sa
political cartoon? Anong
mensahe ang nais nitong
iparating?
h. Making generalizations and Mahalaga ba ang mga Anu – ano ang mga Ano pa ang mga pangyayaring Ano ang kasunduang Bates? Ano ang motibo ng Pananakop
abstractions about the lesson pangyayari sa pakikibaka pangyayaring nag-bigay nagbigay daan sa digmaang ng Amerikano sa Bansa sa
ng mga Pilipino sa panahon daan sa digmaang Pilipino – Pilipino – Amerikano? Panahon ng Paglawak ng
ng Digmaang Pilipino- Amerikano? Kanyang “Political Empire”?
Amerikano?
i. Evaluating learning Kompletuhin ang episodic Sagutin ang mga tanong: Dramatization: Pagsulat: Weekly test
organizer tungkol sa Pangyayaring nagbigay – daan Sumulat ng sanaysay tungkol
pakikibaka ng mga 1.Kailan naganap ang sa digmaang Pilipino- sa Kasunduang Bates.
Pilipino Digmaang Kasunduan sa Paris? Amerikano:
Pilipino – Amerikano 2.Sino ang sangkot sa - Unang Putok sa panulukan
nasabing kasunduan? ng Silencio at Sociego, Sta.
3.Ano ang layunin ng Mesa
a.Nagsimula ang digmaan Kasunduan sa Paris? - Labanan sa Tirad Pass
ng Estados Unidos laban 4.Sino ang nagpahayag ng - Balangiga Massacre
sa Espanya. Benevolent Assimilation?
b.Naganap ang 5.Nakakatulong kaya ang
makasaysayang laban sa Benevolent Assimilation
look ng Maynila. sa mga Pilipino?
c. Naganap ang Mock
Battle sa Manila.
d.Nilagdaan ang
Kasunduan ng Paris.
e.Ipinalabas ni Pangulog
McKInley ang
Benevolent Assimilation.
f. Itinatag ang unang
Republika sa malolos
j. Additional Activities for
enrichment or remediation
Remarks
Reflection
a. No. of learners for ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
application or remediation 80% above 80% above above 80% above above
b. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for additional activities for
remediation who scored below remediation remediation remediation remediation remediation
80%
c. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?No. of learners who have ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
caught up with the lesson up the lesson up the lesson the lesson the lesson the lesson
d. No. of learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to
to require remediation to require remediation to require remediation require remediation to require remediation require remediation
e. Which of my teaching Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? well: ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ Group collaboration ___ Games ___ Games ___ Games ___ Games
___ Games ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Answering preliminary activities/exercises activities/exercises activities/exercises activities/exercises
activities/exercises ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Carousel ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
___ Think-Pair-Share (TPS) ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Differentiated Instruction ___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Role Playing/Drama ___ Lecture Method Why? ___ Lecture Method ___ Lecture Method
___ Discovery Method Why? ___ Complete IMs Why? Why?
___ Lecture Method ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Complete IMs
Why? ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Complete Ims ___ Pupils’ eagerness to learn ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Group member’s in ___ Group member’s ___ Group member’s Cooperation
___ Pupils’ eagerness to learn Cooperation in doing their doing their tasks Cooperation in in
___ Group member’s tasks doing their tasks doing their tasks
Cooperation in doing their
tasks
f. What difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
g. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used
used as Instructional used as Instructional Materials as Instructional Materials used as Instructional Materials as Instructional Materials
Materials __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__ local poetical composition
JENNIFER R. ARENAS SHERWIN F. CRUZ

Teacher Principal
GRADE I TO 12 School GRADE LEVEL VI
DAILY LESSON LOG Teacher LEARNING AREA MATHEMATICS
Teaching Dates and Time JULY 22-26, 2018 (WEEK 8) QUARTER FIRST

I. OBJECTIVES
A. Content Standards Demonstrates understanding of the four fundamental operations involving decimals
B. B. Performance Standards Is able to apply the four fundamental operations involving decimals in mathematical problems and real-life situations
C. Learning
Competencies/Objectives M6NS-Ih116.5 M6NS-Ih-118
Divides decimals up to 4 decimal places by 0.1, 0.01, and 0.001 Divides decimals up to 2 decimal places by 10, 100, and 1 000 mentally
E. II. CONTENT Dividing decimals up to 4 decimal places by 0.1, 0.01, and 0.001 Dividing decimals up to 2 decimal places by 10, 100, and
1 000 mentally
A. References
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR) portal
B. B. Other Learning Resources flash cards, activity cards, activity cards, charts, manila flash cards, activity cards, flash cards, activity cards, flashcards, charts, activity card, show me
show-me-board papers, marking pens show-me-board manila papers board
IV. PROCEDURES
A. A. Reviewing previous lesson Drill: Review: Recall the steps in dividing Mental Computation DRILL
or presenting the new lesson Multiplying numbers by Multiplying by 0.1, 0.01, or decimals/mixed decimals up Multiplying decimals by 10, Multiplying decimals by 10, 100, 1000 using
powers of 10 using flashcards. 0.001 to 2 decimal places. 100 and 1000 flash cards
B. Establishing a purpose for •Did you experience to go to a Are you a keen observer? Do Have you divided decimals by One day Grandma asks her Do you have a friend who came from an
the lesson store to buy something? you observe little details from 0.1, 0.01, or 0.001? How did twin granddaughters Myra orphanage? Do you know why there are
•If it has a change, will you the big picture? you do it? and Mia to pack 28.67 kg orphans?
return it to your mother? chicharon in 10 small packs.
Why? How many kg of chicharon did
each pack have?
C. Presenting Sab and Andrea went to Let the pupils observe the Tina and Vicky went to the Show to the class the flow Mr. San Miguel has ₱3,453.85. He wants to
examples/instances of the Luksuhin Market to buy 5.75 following number sentences. market to buy 5.75 kilos of charts, study it. give it to the orphans in “Angels of Hope
new lesson kilos of ground meat. When 35.6 ÷ 1 = 35.6 35.6 ÷ 0.1 = ground meat. When they Orphanage” in Silang, Cavite. How much
they came home, they divided 356 35.6 ÷ 0.01 = 3560 came home, they divided the will each child receive if he decides to give it
the whole meat into one- whole meat into 1/10 and put to 10 orphans? How about to 100 orphans?
tenths and put it in plastic it in plastic bags for future
bags for future use. How use. How many bags of meat
many bags of meat were were there?
there?
D. Discussing new concepts  Where did Sab and Andrea Ask: What have you observed - If you were Tina and vicky, a)What happens to the  How much money does Mr. San
and practicing new skills #1 go? in the number pattern? will you divide it again into decimal point in the examples Miguel has?
 What are they going to What can you derive out of 1/100? If yes, how many bags above? Towards what  What did he want to do with his
buy? it? of meat do you think can you direction does it move? money?
 What did they do with the make? b) Is there a pattern in the  What orphanage did he chose to
whole meat? movement of the decimal donate his money?
point?
E. Discussing new concepts Fill in with the missing digit. Divide the class into 5 groups Group the class into 5. PASS IT ON (Work in Pairs) Group Activity.
and practicing new skills #2 and give them the following Give each group the activity a) Divide the class into 3 Complete the table. Find the quotient.
a. 125.34 ÷ 0.1 = 1253._
problems on a strip of card for them to solve. groups, (2 pupils per question
b. 6.837 ÷ 0.01 = _83.7 paper. to answer).
Let them assign a reporter for b) Flash an equation
c. 49.62 ÷ 0.001 = 4962_
each group. c) The first 2 pupils in the
Tell if the following group solves the equation
statements is true or false. mentally, decide what is the
Defend your answer. answer and write it on a piece
1. The quotient of 16.8 ÷ .01 of paper
is 1680.
F. Developing mastery Solve for N. Divide as fast as Give the quotient. Perform mentally. Group the class into three. Divide mentally.
( Leads to Formative you can. a) 0.4578÷0.1=N 1) 651 ÷ 0.1 The teacher present the a) 845.69 ÷ 10 b) 36.75 ÷
Assessment 3) a. 24.25 ÷ 0.1 = N b) 0.6758÷ 0.01=N 2) 6.298 ÷ 0.01 following exercises and call 100
b. 531.4 ÷ 0.01 = N 3) 85.72 ÷ 0.001 each group to answer the c) 6.87 ÷ 100
equation mentally one by one.
G. Finding practical Divide mentally. Find the quotient. Give the quotient orally. Give the answer orally Solve the following:
applications of concepts and 1) When 37.38 is divided by 1) 13.72 ÷ 0.1 = 1) 28.39 ÷ 0.01 1) 425.9 ÷ 10 1. Ms. Gonzaga’s class has to raise ₱187.50
skills in daily living 0.001, the quotient is _____. 2) 4.84 ÷ 0.001 = 2) 125.85 ÷ 0.001 2) 438.61 ÷ 100 for a globe in Hekasi class. Each group has
2) Find the quotient of 1.6833 3) 8.82 ÷ 0.01 = 3) 6.953 ÷ 0.01 3) 768.38 ÷ 1000 10 members. How much will each pupil in
divided by 0.01. the group contribute?
3) The quotient of 57.65
divided by 0.1 is .
H. Making generalizations How do you divide decimals How do we divide decimals How do you divide decimals How do you divide decimals How do you divide decimals by 10, 100, or
and abstractions about the by 0.1, 0.01, or 0.001? up to 4 decimal places by 0.1, by 0.1, 0.01, or 0.001? by 10, 100 and 1000? 1000?
lesson 0.01, and 0.001?
I. Evaluating learning Divide as fast as you can. Complete the table. Divide Find the quotient. Give the answers mentally as Find the quotient.
1) 135.65 ÷ 0.1 = N each factor by 0.1, 0.01 and 1) 6.873 ÷ 0.01 fast as you can. 1. 984.3 ÷ 10 = N
2) 8.85 ÷ 0.01 = N 0.001 2) 49.67 ÷ 0.1 1) 63.8 ÷ 10 2. 685.43 ÷ 100 = N
3) 12.45 ÷ 0.001 = N 3) 6.039 ÷ 0.1 2) 56.51 ÷ 100 3. 459.03 ÷ 1000 = N
J. Additional activities for To find out, divide the Find the quotient of the Answer the questions. Analyze and solve the problem Complete the table below.
application or remediation following numbers and following decimals and solve 1. What is the quotient when mentally: Decimal ÷10 ÷100 ÷1000
arrange the answers from for N. 394.85 is divided by 0.1? Which is the best buy: 1) 14.7
least to greatest. Then write 1.) 42.84 ÷ 0.01 = N 2. When 67.39 is divided by  A 10 grams of chocolate 2) 23.62
the letters on the box. 2.) 40.32 ÷ 0.001 =N 0.001, the quotient is _____. cost P38.62 3) 134.37
1) 382.67 ÷ 0.1 = ______ 3.) 66.75 ÷ 0.01 =N  A 100 grams of chocolate
2) 3.2867 ÷ 10 = _______ cost of P69.28
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% above
earned 80% in the evaluation 80% above 80% above 80% above 80% above
B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
require additional activities additional activities for additional activities for additional activities for additional activities for activities for remediation
for remediation remediation remediation remediation remediation
work? No. of learners who ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up the lesson
have caught up with the up the lesson up the lesson up the lesson up the lesson
lesson
D. No. of learners who ___ of Learners who continue ___ of Learners who ___ of Learners who continue ___ of Learners who ___ of Learners who continue to require
continue to require to require remediation continue to require to require remediation continue to require remediation
remediation remediation remediation
Strategies used that work Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work well:
E. Which of my teaching well: well: ___ Group collaboration well: ___ Group collaboration
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Games ___ Group collaboration ___ Games
did these work? ___ Games ___ Games ___ Answering preliminary ___ Games ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
activities/exercises activities/exercises ___ Think-Pair-Share (TPS) activities/exercises ___ Think-Pair-Share (TPS)
___ Carousel ___ Think-Pair-Share (TPS) ___ Role Playing/Drama ___ Think-Pair-Share (TPS) ___ Differentiated Instruction
___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Role Playing/Drama
___ Differentiated Instruction ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama ___ Discovery Method
___ Role Playing/Drama ___ Discovery Method Why? ___ Discovery Method ___ Lecture Method
___ Discovery Method ___ Lecture Method ___ Complete IMs ___ Lecture Method Why?
___ Lecture Method Why? ___ Availability of Materials Why? ___ Complete IMs
Why? ___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs ___ Availability of Materials
___ Complete Ims ___ Availability of Materials ___ Group member’s ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Pupils’ eagerness to learn Cooperation in ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in
___ Pupils’ eagerness to learn ___ Group member’s doing their tasks ___ Group member’s doing their tasks
___ Group member’s Cooperation in doing their Cooperation in
Cooperation in doing their tasks doing their tasks
tasks
F. What difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor can __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish to __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
share with other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used as
used as Instructional used as Instructional used as Instructional Materials used as Instructional Instructional Materials
Materials Materials __ local poetical composition Materials __ local poetical composition
__ local poetical composition __ local poetical composition __ local poetical composition
GRADE6 Teacher: Learning Area: TLE-AGRICULTURE

OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies / TLE6AG0g-8 8.1 Identify other varieties of 8.2.design and lay out of 8.3 Identification of plantation 8.4 discussion on proper care of
Objectives 8 Develops plan for expansion trees and seedlings available possible plantation expansion requirement of additional plants additional trees and seedlings
Write the LC code for each of planting trees and seedling for planting expansion and seedlings ready for expansions for expansion
production
III. CONTENT 8.1.1. Varieties of tress, fruit 8.2.1 Design/lay out options for 8.3.1 Identifying plantation 8.4.1 Proper caring techniques
 Multi-cropping trees and seedling for plantation expansion requirements for expansion for additional trees , fruit trees
 Plan/lay out for plantation plantation expansion and seedling
expansion
IV. LEARNING RESOURCES

1. References
2. Teacher’s Guide Pages Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI-
Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32
3. Learner’s Materials MISOSA VI:
Pages ASEKSWAL/ARTIPISYAL NA
PAGPAPARAMI NG HALAMAN
4. Textbook Pages MGA GAWAIN SA
PAGPAPAUNLAD NG BUHAY pp.
137-144.
5. Additional Materials Agricultural Crops Production, Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim Wastong Pagtatanim
from Learning Resource Teachers Guide Teachers Guide Teachers Guide
(LR) Portal
6. Other Learning Resources Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual
object, Guidebook, internet object, Guidebook, internet object, Guidebook, internet , object, Guidebook, internet object, Guidebook
Structural plans Structural plans
7. PROCEDURES
A. Reviewing previous lesson
 Discuss before the class the  Demonstrate some Scientific  . Proper record keeping of  Discuss the different Marketing  Advantages of on-line
different strategies in knowledge/skills in identifying events, expenses, sales and strategy as follows: marketing strategy
marketing trees and fruit trees fruits and seedlings for sale improvement of orchards  Transactional
 Ripeness  Word of Mouth
 Physiological maturity  Personalized
 Colouring  Free sample marketing
 Organoleptic quality  Telemarketing
 Commercial maturity  Community marketing

lesson Evaluate orchard area for  Analyze other variety of  Develop design and plans for  Identify some plantation  List down proper caring
possible plantation expansion trees and fruit trees for plantation expansion requirements needed for expansion techniques applied to additional
possible multi cropping trees and fruit trees needed for
expansion
C. Presenting examples / Practice alternate planting in Characteristics of trees and Develop new design and plans Identification of additional Analyze other way in caring for
instances of the new orchard plantation fruit trees for multi cropping for plantation expansion plantation requirements trees and fruit trees during
lesson plantation expansion
D. Discussing new concepts Perform multi cropping Study varieties and Design proper lay out of orchard Presentation of Modern orchard Scientific and modern way of
and practicing new skills #1 characteristic of trees and fruit for expansion plantation lay out and design caring for additional trees and
trees for multi cropping fruit trees for plantation
expansion
E. Discussing new concepts Introduction to Green House Applying Proper Watering and Application of sprinkler inside
and practicing new skills #2 technology irrigation of Orchard the orchard
F. Developing Mastery
(Leads to Formative Discuss multi cropping  Classification of crops  Identification of facilities and  Discuss the advantages of a fully  Discuss the importance of
Assessment 3) techniques in orchard applicable to multi cropping amenities of modern orchard equipped orchard plantation applying proper care for trees
plantation plantation and fruit trees during plantation
expansion
G. Finding Practical applications of Develop proper records and
concepts and skills  Explain the principles of  Present some photos of inventories of standard  Perform an interview to an  Practice modern approach in
multi cropping orchard practicing multi amenities for modern orchard orchard owner who is applying caring for additional trees and
cropping plantation modern techniques in maintaining fruit trees inside the orchard
an orchard plantation
A. H. Making generalizations and Identify some benefit derived Be able to present pictures of Take video footages of an ideal Present before the class the video Benefit derived from modern
abstractions about the lesson from multi cropping different multi crops for orchard practicing multi footages of an interview to an approach in caring for orchard
orchard expansion cropping orchard owner applying modern plantation
techniques in maintaining orchard.
I. Evaluating Learning Written examination Oral recitation Reporting and presentation Group presentation Written examination
Demonstrations Demonstrations skills Role Play Word Puzzle
Role Play Demonstration Direct Observation
Ocular Inspection
J. Additional activities for application multi cropping orchard Make your own design/plan of Present pictures of orchard Invite speaker who is an authority Video presentation of an
or remediation plantation an ideal orchard plantation design and plans practicing in orchard plantation expansion orchard practicing modern
specifying expansion plantation expansion strategy in caring for trees and
fruit trees
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation 80% above 80% above 80% above above above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for remediation additional activities for
remediation remediation remediation remediation remediation
work? No. of learners who ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up
have caught up with the lesson up the lesson up the lesson the lesson lesson the lesson
D. No. of learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue
to require remediation to require remediation to require remediation to require remediation require remediation to require remediation
E. Which of my teaching 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:
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Lecture Method Why? ___ Lecture Method ___ Lecture Method
___ Lecture Method Why? ___ Complete IMs Why? Why?
Why? ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s
___ Group member’s Cooperation in doing their doing their tasks in Cooperation in
Cooperation in doing their tasks doing their tasks doing their tasks
tasks
F. What difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. What innovative or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
which I wish to share with __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional Materials
GRADE 1 to 12 School Grade Level VI
DAILY LESSON LOG Teacher Learning Area EPP 6 – ENTREPRENEURSHIP & ICT
Teaching Dates and Time JULY 22-26, 2018 (WEEK 8) Quarter FIRST

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard demonstrates knowledge and skills in using audio, video conferencing tools, and e-group
B. Performance Standard communicates and collaborates online through audio, video conferencing, and e-group
C.Learning  Create a Google  Identify the steps on  Site ways on finding  Create a Google  Anticipate the
Competency/Objectives Group how to invite others and joining a Group. Group use of Gogle
Write the LC code for each.  Give steps in in joining the Google TLEIE6-0h-14  Invite friends in Groups in
creating a Google groups. Google Group. school.
Group.  Give steps in sending  Post message in  Create a
TLEIE6-0h-14 a post to a google Google Group. google group
group. TLEIE6-0h-14 and invite
TLEIE6-0h-14 friends.
TLEIE6-0h-14
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
II. CONTENT
COMMUNICATING AND
COLLABORATING USING ICT
A. References
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 102-104 pp. 104-107 pp. 108-109 pp. 102-109 Entrepreneurship
pp. 110
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES 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.
A. Reviewing previous lesson or Review of previous lesson Review previous lesson about Review previous lesson about
presenting the new lesson about using skype in creating a Google Group. steps in inviting others in
collaboration. joining a google group and
steps in sending a post to a
google group.
lesson
C. Presenting Present “Let’s Study” on
examples/Instances of the page 102.
new lesson
D. Discussing new concepts and Discuss Discovering Google Discuss the steps on how to Discuss the ways on finding GROUP ACTIVITY:
practicing new skills # 1 Groups “Creating a Google invite others in joining the and joining a Group on pages  Create a Google
Group” on pages 102-104 of Google groups. Give steps in 108-109 of TX. Group
TX sending a post to a google  Invite friends in
group on pages 104-107 of Google Group.
TX
E. Discussing new concepts and GROUP ACTIVITY:
practicing new skills # 2  Post message
in Google
Group.
 Send file on
google group.
F. Developing mastery GROUP ACTIVITY:
(leads to Formative Assessment Let each group work
3) on Activity 5.2 on page
110 of TX.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and  What is Google
abstractions about the lesson Group?
 What are the
steps in
creating a
Google Group?
 How do we
invite friend
and send post
in a google
group?
I. Evaluating learning 20 item quiz on
Microsoft Excel.
J. Additional activities for Let each Group finish/finalize
application or remediation their Google Group at home if
unfinished.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who
80% in the evaluation 80% above 80% above 80% above 80% above earned 80% above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
additional activities for additional activities for additional activities for additional activities for additional activities for require additional activities
remediation who scored remediation remediation remediation remediation for remediation
below 80%
work? No. of learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
have caught up with the the lesson the lesson the lesson the lesson caught up the lesson
lesson
D. No. of learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who
to require remediation to require remediation to require remediation to require remediation to require remediation continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration well:
did these work? ___ Games ___ Games ___ Games ___ Games ___ Group collaboration
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Games
activities/exercises activities/exercises activities/exercises activities/exercises ___ Answering preliminary
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) activities/exercises
___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Think-Pair-Share (TPS)
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Differentiated
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Discovery Method Instruction
___ Discovery Method ___ Lecture Method Why? ___ Lecture Method ___ Role Playing/Drama
___ Lecture Method Why? ___ Complete IMs Why? ___ Discovery Method
Why? ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Lecture Method
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials Why?
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Complete IMs
___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Group member’s ___ Availability of
___ Group member’s Cooperation in doing their doing their tasks Cooperation in Materials
Cooperation in doing their tasks doing their tasks ___ Pupils’ eagerness to
tasks learn
___ Group member’s
Cooperation in
doing their tasks
F. What difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable Technology
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Equipment (AVR/LCD)
__ Additional Clerical works
which I wish to share with __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials be used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical
composition
GRADES 6 Teacher: Learning Area: TLE-IA
DAILY LESSON LOG Teaching Dates: JULY 22-26, 2018 (WEEK 8) Quarter: 1ST QUARTER

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in repairing simple gadgets/ furniture/furnishing/ furnishings at home and school
B. Performance Standards Makes simple repairs with ease and dexterity or manipulative skill
Gathers data on how to do simple Repairs broken furniture ( chairs, cabinet and table) door Assesses repaired gadgets Improve repairs undertaken
repairs using technology or other knobs, extensions cords, lampshades, and other products /furniture/furnishing as to TLE6IA‐oh‐10
C. Learning Competencies / Objectives
data TLE6IA‐oh‐10 its reusability and
Write the LC code for each
TLE6IA‐oh‐10 functionality using of rubrics
TLE6IA‐oh‐10
II. CONTENT Repair simple gadget s/ furniture / furnishing at home and school
A. References
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
IV. PROCEDURES
Ask the pupils: What furniture do The teachers call each group and instruct them to look The teacher will ask the Why is assessment
A. Reviewing previous lesson or
you have at home that needs to be for a broken appliances or furniture inside their pupils common problems important in any task you
presenting the new lesson
repaired? classroom or outside their classroom. The teacher gives at home that needs simple are going to perform?
at least 10 minutes. repairs
The teacher will ask the pupils some The teacher will ask the pupils some of their experiences Teacher will assess the After assessing your work
of their experiences on how they about repairing some of the broken furniture at home by work of each group and you found out that it
B. Establishing a purpose for the lesson managed or planned to repair themselves. The teacher will ask the pupils to give 5 very needs improvement, what
broken furniture. The teacher will “very good clap” for those pupils who made the fixing by will you do?
write on the board the pupils’ themselves.
answers.
C. Presenting examples/ instances of In repairing, why is planning or The teacher will present The teacher will present Each group will present Each group will present the
the new lesson gathering data important? examples of different hand examples of simple home their work to the class. The assessment given by the
tools for home repairs. repairs: 2. Electrical teacher and the other other group.
Refer to appendix 1 The Repairs group will assess the
teacher will present 3. Placing hinges (refer to presented output
examples of simple home appendix2)
repairs: 1. Plumbing
Repairs (refer to appendix
2)
The teacher and the pupils will have The teacher and the pupils The teacher and the pupils The teacher will ask the The group who will make
interaction on the different data will talk about the will have cooperative following question to each some improvements and
needed in simple home repairs different hand tools discussion on the lessons group: remediation will be taken
needed for home repairs presented 1. What method did you care of with the teacher’s
use in repairing the supervision
assigned task?
2. Can you tell the steps
D. Discussing new concepts and practicing you did in repairing the
new skills #1 assigned task?
3. What different tools did
you use?
4. Are you sure that you
follow the steps carefully?
5. In a rate of 1‐5, 5 is the
excellent how will you rate
your work?
Each group will present
E.Discussing new concepts and practicing
their output and the
new skills#2
teacher will commend or
evaluate them.
F. Developing mastery The teacher will tell the pupils to Guessing game Divide the pupils into 4 Checking and Evaluating of The teacher will rate their
(Leads to Formative Assessment 3) look around their room and find out Refer to activity 1 groups. Distribute the the work of each group improved work using
which one needs repair. Example: activity sheets with a using the rubrics. The rubrics
door knob, broken chair, broken situation that needs simple teacher might praise or
table, and door hinges. Pupils will repair Example: leaking give commendation and
write their assessment the damage faucet, broken armchair suggestions to those
that needs to be repaired and the etc. output that needs further
tools needed. improvement.
G. Finding practical applications of What is the importance of How can you help your Why is proper assessment Being a member of a team,
concepts and skills in daily living having some hand tools for family save financially by in doing any task what should be your
home repairs at home? having the knowledge in necessary for a good attitude for a fast
simple home repairs? quality of work or output? performance on an
assigned task?
H. Making generalizations and Why is planning and Why is planning What are the different How is having a full In this lesson what did you What is the importance of
abstractions about the lesson and gathering data important in hand tools you should knowledge of simple home gain? Why is it important? producing a good quality of
making simple home repairs? have at home ready for repairs can help you and work?
home repairs? other people/ community
make life easier?
I. Evaluating learning Show a broken chair. Tell the pupils Complete the table Refer Divide the class into 4 Ask the pupils to exchange Write a short insight on the
to write necessary datas needed for to activity 2 groups. their work to other group importance of being a good
repairing. Ask the pupils to repair a and ask for an assessment team member in doing an
broken furniture assigned task.
presented to each group
(the teacher will provide
the broken furnitures for
each group)
V. REMARKS
VI. REFLECTION
A.No .of learners who earned80%onthe ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
formative assessment 80% above 80% above 80% above 80% above 80% above
B. No. of learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
activities for remediation. additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
C. Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
lesson. up the lesson up the lesson up the lesson up the lesson up the lesson
D.No .of learners who continue to require ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue
remediation to require remediation to require remediation to require remediation to require remediation to require remediation
E. Which of my teaching strategies Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
worked well? Why did these work? well: well: well: well: well:
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Lecture Method Why? ___ Lecture Method ___ Lecture Method
___ Lecture Method Why? ___ Complete IMs Why? Why?
Why? ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Group member’s ___ Group member’s
___ Group member’s Cooperation in doing their doing their tasks Cooperation in Cooperation in
Cooperation in doing their tasks doing their tasks doing their tasks
tasks
F. What difficulties did I encounter which __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
my principal or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G.What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
with other teachers? __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials

DLL G6 Q1 WEEK 8 ALL SUBJECTS (Mam Inkay Peralta)

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School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learner demonstrates understanding...

III. LEARNING RESOURCES

moaning watched recently and ask them if it

E. Discussing new concepts and Do Task 3. Have them close the

Play the audio again then let

School: Dona Susana Madrigal Elementary School Grade Level: VI

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III.LEARNING RESOURCES K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016, pahina 81

2.Textbook pages (Mga Pahina ng

3.Additional Materials from

B. Establishing a purpose for the

D. Discussing new concepts and (Isagawa Natin) Itanong:

Bilang panganay na anak,naging katuwang siya ng kaniyang ama

Isang araw, may mga bisita siyang inabutan sa kanilang bahay na

Ipinaabot kay Pong ng kaniyang ama ang dahilan ng pagpunta sa

Matapos ang ilang taon na pangangalaga sa kaniya ng Daughters

1. Bakit “Pong Padalos-dalos” ang pamagat ng kuwento?

Prepared by: Checked by:

VILMA L. MONTEAGUDO SHERWIN F. CRUZ

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. KAGAMITANG PANTURO

A. Bilan ng mag-aaral na nakakuha ng

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

E. Discussing new concepts

Prepared by: Checked by:

VILMA L. MONTEAGUDO SHERWIN F. CRUZ

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learners demonstrate understanding of different techniques to separate mixtures

III. LEARNING RESOURCES

H. Making generalizations and

I. Evaluating learning Teacher critics the outputs

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The teacher suggested the inclusion of

The teacher explains that

Guimaras in the Visayas –

Cebu in the Visayas - Rabbit

Ask the learners how the

I. Evaluating learning True or False

The teacher mentions that

Remember that if a group

WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES

JENNIFER R. ARENAS SHERWIN F. CRUZ

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. LEARNING RESOURCES

B. Establishing a purpose for the

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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