Annex 1D to DepEd Order No. 42, s.

2016

MULTIGRADE School Parel Elementary School Grade Level(s) V & VI

DAILY LESSON LOG Teacher MEERA JOY D. BLANCO Learning Area EPP
Teaching Dates and Time JULY 19, 2017 Quarter First

Grade: SIX
Grade: FIVE
Learning Area: EPP
Learning Area: EPP
Day: THURSDAY
Day: THURSDAY
I. OBJECTIVES
A. Content Standards Naipamamalas ang pang-unawa sa kaalaman at kasanayan sa pag-aalaga ng
hayop bilang gawaing mapagkakakitaan Demonstrates an understanding of scientific practices in planting trees and fruit trees

B. Performance Standards Naisasagawa nang may kawilihan ang pag-aalaga ng hayop[ bilang gawaing
mapagkakakitaan Applies knowledge and skills in planting trees and fruit trees
Markets Fruits and Seedlings
C. Learning 1.Nakagagawa ng talaan ng mga kagamitan at kasangkapan na dapat ihanda
Competencies/Objectives upang makapagsimula ng pag-aalaga ng poltri at isda . 7.3 marketing strategy to be used in selling
2. Natatalakay ang talaan ng mga kasangkapan at kagamitan na dapat ihanda
(Write the LC code foe upang makapagsimula ng pag-aalaga ng poltri at isda.
each) 3. Naipakikita ang pagiging maingat sa pagtatala ng mga kasangkapan at kaga-
mitan na dapat ihanda upang makapagsimula ng pag-aalaga ng poltri at isda.
EPP5 AG-Of-16,
II. CONTENT Pag-aalaga ng hayop 7.3.1Marketing strategy
Transactional
Word of Mouth
Personalized
Free sample marketing
Telemarketing
Community marketing

III. LEARNING
RESOURCES
A. References CG p.19 Curriculum Guide for Grade VI-Agriculture p.32
1. Teachers Guide pages Agap at Sikap 6 pp. 109 at 118-119
Umunlad sa Paggawa 5 pp. 134-136 at 146-148
internet
2. Learners Materials pages
3. Textbooks pages
4. Additional Materials Wastong Pagtatanim
from Learning Resource
(LR) portal
B. Other Learning Resources Charts, Pictures, Video, Actual object, Guidebook, internet
IV. PROCEDURES
A. Reviewing previous Balik-aral: Demonstrate the proper ways of applying organic fertilizer and organic pest/insect control
lesson or presenting the Paano mo matutukoy ang poltri o isda na maaaring alagaan sa tahanan? to seedlings and propagated plants
Pagsasabi ng mga bata ng poltri na maaaring alagaan at ang mga kata-
new lesson ngian nito.
B. Establishing a purpose Pagpapakita ng mga larawan ng mga kagamitan at kasangkapan sa Choosing the best marketing strategy in selling fruits and seedlings
for the lesson pamamagitan ng projector
Alin sa mga larawang nakita ninyo ang maaaring gamitin sa pagsisi-
mula ng pag-aalaga ng poltri at isda?
C. Presenting Panimulang Pagtatasa Presentation of different Marketing strategies in marketing fruits and seedlings
examples/instances of . Dapat bang gumamit ng angkop na kagamitan at kasangkapan sa
pagsisimula ng pag-aalaga ng poltri at isda? Bakit?
the new lesson Anu-ano ang mga kasangkapan at kagamitan na maaaring gamitin
upang makapagsimula ng pag-aalaga ng poltri at isda?
D. Discussing new concepts Pangkatang Gawain Proper wearing of Personal protective equipment
and practicing new skills Hahatiin ang klase sa apat na grupo.
Mag-uunahan ang bawat kasapi na magsulat ng mga kagamitan at
#1 kasangkapan sa pag-aalaga ng poltri at isda.
Ang may pinakamaraming maitatalang tamang salita ang tatanghaling panalo
sa gawaing ito
E. Discussing new concepts Paglinang sa natapos na gawain Ideal marketing strategy applied for fruits and seedlings
and practicing new skills Sa palagay ninyo angkop ba ang mga kagamitan at kasangkapang
naitala para sa pag-aalaga ng poltri o isda?
#2 Ano ang naramdaman ninyo sa gawain?
Madali ba ninyong natukoy ang mga kagamitan at kasangkapan sa pag-aalaga
ng poltri o isda?
F. Developing mastery Ang kulungan ng poltri ay maaaring yari sa katutubong materyales tulad ng Discuss the different marketing strategies in selling fruit and seedlings
(Leads to Formative pawid at kugon para sa bubong, at mga patpat na kawayan ang dingding at
sahig. Maaari ring gamitin ang chicken wire sa paggawa ng kulungan ng
Assessment 3) poltri.
G. Finding practical Selection and best marketing strategy for fruits and seedlings
applications of concepts
and skills in daily living
H. Making generalizations Ano-ano ang mga kasangkapan at kagamitan na maaaring gamitin sa Scope and characteristics of different marketing techniques
and abstractions about pagsisimula ng pag-aalaga ng poltri at isda?
Paano ninyo naitala ang mga kasangkapan at kagamitan na maaring magamit
the lesson sa pag-aalaga ng poltri at isda?
Maingat ba ninyo itong pinag-isipan? Bakit?
I. Evaluating learning Basahin ang sumusunod. Piliin ang tiitik ng tamang sagot. Group presentation
1. Mainam gamitin sa paggawa ng kulungan ng poltri ang _______ bilang Role Play
 bakod, upang madaling makapasok ang hangin. Direct Observation
A. chicken wire B. alambre
C. lambat D. cyclone wire
2. Gamiting bubong ang _______ upang hindi masyadong mainitan ang
alagang poltri, lalo na kapag matindi ang init ng araw.
A. yero B. Kawayan
C. kugon at pawid D. makapal na karton
3. Kapag malilit pa ang alagang poltri lagyan ng latag ang sahig ng _____
upang dito ilagay ang patuka.
A. diyaryo B. sako
C. duyong dahon D. karton
4. Ang mga ipa,dayami o buhangin ay inilalagay sa sahig ng kulunngan upang
dito mangitlog ang alagang poltri. Bukod sa mga nabanggit na
panlatag sa sahig ng kulungan, ano pa ang maaaring gawing sapin?
A. Kusot B. Lupa
C. Apog D. Sariwang damo
5. Sa pagtatala ng mga kagamitan at kasangkapan sa pag-aalaga ng poltri at
isda, ano ang dapat mong ugaliin?
A. Pagiging maingat sa pagtatala B. Maging mabilis sa pagtatala
C. Maging matanong sa kasamahan D. Maging matiyaga sa pagtatala
J. Additional activities for Panuto: Sagutin sa paraang pasalita ang katanungan: Invite speaker who is an authority in marketing fruits and seedling and who will talked on
application or Sa paggawa ng talaan ng mga kasangkapan at kagamitan, kailangan ba marketing strategies
ng masusing pag-aaral kung angkop ba ito o hindi? Bakit?
remediation
V. REMARKS
VI. REFLECTION
I. No.of learners who earned ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
___Lesson not carried. ___Lesson not carried.
80% on the formative _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
assessment
II. No. of learners who ___Pupils did not find difficulties in answering their lesson. ___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in answering their lesson.
require additional ___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest ___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
activities for remediation about the lesson. ___Pupils were interested on the lesson, despite of some difficulties encountered in answering the
___Pupils were interested on the lesson, despite of some difficulties encountered in questions asked by the teacher.
answering the questions asked by the teacher. ___Pupils mastered the lesson despite of limited resources used by the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher. ___Majority of the pupils finished their work on time.
___Majority of the pupils finished their work on time. ___Some pupils did not finish their work on time due to unnecessary behavior.
___Some pupils did not finish their work on time due to unnecessary behavior.

III. Did the remedial lessons ___ of Learners who earned 80% above ___ of Learners who earned 80% above

work? No.of learners

who have caught up with
the lesson
IV. No. of learners who ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation

continue to require
remediation
V. Which of my teaching
strategies worked well?
Why did these work?
VI. What difficulties did I
___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who continue to require remediation ___ of Learners who continue to require remediation

encounter which my
principal or supervisor
can help me solve?
VII. What innovation or Strategies used that work well:
localized materials did I
use/discover which I
wish to share with other
teachers?
Strategies used that work well:
___Metacognitive Development: Examples: Self assessments, note taking ___Metacognitive Development: Examples: Self assessments, note taking and studying
and studying techniques, and vocabulary assignments. techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and
___Schema-Building: Examples: Compare and contrast, jigsaw learning, projects.
peer teaching, and projects.
___Contextualization:
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.

___Text Representation:

___Text Representation: Examples: Student created drawings, videos, and games.

Examples: Student created drawings, videos, and games. ___Modeling: Examples: Speaking slowly and clearly, modeling the language you want
students to use, and providing samples of student work.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
Other Techniques and Strategies used: ___ Group collaboration
___ Explicit Teaching ___Gamification/Learning throuh play
___ Group collaboration ___ Answering preliminary
___Gamification/Learning throuh play activities/exercises
___ Answering preliminary ___ Carousel
activities/exercises ___ Diads
___ Carousel ___ Differentiated Instruction
___ Diads ___ Role Playing/Drama
___ Differentiated Instruction ___ Discovery Method
___ Role Playing/Drama ___ Lecture Method
___ Discovery Method Why?
___ Lecture Method ___ Complete IMs
Why? ___ Availability of Materials
___ Complete IMs ___ Pupils eagerness to learn
___ Availability of Materials ___ Group members
___ Pupils eagerness to learn collaboration/cooperation
___ Group members in doing their tasks
collaboration/cooperation ___ Audio Visual Presentation
 in doing their tasks of the lesson
___ Audio Visual Presentation __ Bullying among pupils
of the lesson __ Pupils behavior/attitude
__ Bullying among pupils __ Colorful IMs
__ Pupils behavior/attitude __ Unavailable Technology
__ Colorful IMs Equipment (AVR/LCD)
__ Unavailable Technology __ Science/ Computer/
Equipment (AVR/LCD) Internet Lab
__ Science/ Computer/ __ Additional Clerical works
Internet Lab
__ Additional Clerical works

Planned Innovations: Planned Innovations:

__Contextualized/Localized and Indigenized IMs __Contextualized/Localized and Indigenized IMs
__ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from
views of the locality views of the locality
__ Recycling of plastics to be used as Instructional Materials __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition __ local poetical composition