School:
GRADES 1 to 12 Teacher:
DAILY LESSON LOG Teaching Dates and Time:
WEEK 7 MONDAY
I.LAYUNIN
A.Pamantayang Pangnilalaman Ang mga mag-aaral ay naipamamalas
ang mapanuring pag-unawa at
kaalaman sa kasanayang
pangheograpiya, ang mga teorya sa
pinagmulan ng lahing Pilipino upang
mapahalagahan ang konteksto ng
lipunan/pamayanan ng mga
sinaunang Pilipino at ang kanilang
ambag sa pagbuo ng kasaysayan ng
Pilipinas
B.Pamantayan sa Pagganap Ang mga mag-aaralay naipamamalas
ang pagmamalaki sa nabuong
kabihasnan ng mga Pilipino gamit
ang kaalaman sa kasanayang
pangheograpikal at mahalagang
konteksto ng kasaysayan ng lipunan
at bansa kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng lahing
Pilipino
C.Mga Kasanayan sa Pagkatuto AP5PLP-Ig-7
7.1.1.a. Natatalakay ang
kahalagahan ng pinagkukunang
Grade Level: V
TUESDAY
Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya, ang
mga teorya sa pinagmulan ng
lahing Pilipino upang
mapahalagahan ang konteksto ng
lipunan/pamayanan ng mga
sinaunang Pilipino at ang kanilang
ambag sa pagbuo ng kasaysayan
ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga
Pilipino gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng lahing
Pilipino
AP5PLP-Ig-7
7.1.2.a. Natatalakay ang iba pang
hanapbuhay sa sinaunang
Learning Area: ARALING PANLIPUNAN
(WEEK 7)
WEDNESDAY
Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya,
ang mga teorya sa pinagmulan
ng lahing Pilipino upang
mapahalagahan ang konteksto
ng lipunan/pamayanan ng mga
sinaunang Pilipino at ang
kanilang ambag sa pagbuo ng
kasaysayan ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga
Pilipino gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng
lahing Pilipino
AP5PLP-Ig-7
7.1.2.a. Natatalakay ang iba
pang hanapbuhay sa sinaunang
Quarter: 1ST QUARTER
THURSDAY
Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya,
ang mga teorya sa pinagmulan
ng lahing Pilipino upang
mapahalagahan ang konteksto
ng lipunan/pamayanan ng mga
sinaunang Pilipino at ang
kanilang ambag sa pagbuo ng
kasaysayan ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang
pagmamalaki sa nabuong
kabihasnan ng mga Pilipino
gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng
lahing Pilipino
AP5PLP-Ig-7
7.2.2.a. Nailalarawan ang
teknolohiyang ginamit ng mga
FRIDAY
Ang mga mag-aaral ay
naipamamalas ang
mapanuring pag-unawa
at kaalaman sa
kasanayang
pangheograpiya, ang
mga teorya sa
pinagmulan ng lahing
Pilipino upang
mapahalagahan ang
konteksto ng
lipunan/pamayanan ng
mga sinaunang Pilipino
at ang kanilang ambag
sa pagbuo ng
kasaysayan ng
Pilipinas(192)
Ang mga mag-aaralay
naipamamalas ang
pagmamalaki sa
nabuong kabihasnan ng
mga Pilipino gamit ang
kaalaman sa kasanayang
pangheograpikal at
mahalagang konteksto
ng kasaysayan ng
lipunan at bansa
kabilang ang mga teorya
ng pinagmulan at
pagkabuo ng kapuluan
ng Pilipinas at ng lahing
Pilipino
AP5PLP-Ig-7
7.2.3.a. Naipaliliwanag
ang paraan ng

II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
yaman sa paghahanapbuhay ng mga
unang Pilipino kaugnay sa
kapaligiran.
7.1.1.b. Nakapagtatala ng mga
hanapbuhay kaugnay sa kapaligiran
ng mga sinaunang Pilipino.
7.1.1.c. Napahahalagahan ang
kabuhayan sa sinaunang panahon
kaugnay sa kapaligiran.
Mga Sinaaunang Lipunang Pilipino
CG p.49
Pamana ph.45-46, Makabayan
Kasaysayang Pilipino 5 ph 43-46
chart, larawan, tv,laptap,
powerpoint presentation
1. Balitaan
Magpabalita tungkol sa mga
nangyari sa lipunan sa kasalukuyan.
2. Balik-aral
Ipapangkat ang klase sa dalawang
grupo. Magkakaroon ng paligsahan
sa pagsagot sa mga patlang na
nakasulat sa metacards. Ang unang
makasasagot ay bibigyan ng puntos.
a. Bakit mahalaga ang ugnayan ng
bawat barangay?
b. Anong magandang katangian ang
nalilinang ng pakikipag-uganayan.
Ipaliwanag ang iyong sagot.
Pagpapahalaga sa kabuhayan ng
sinaunang Pilipino kaugnay ng
kapaligiran.
panahon kaugnay ang mga
kagamitan sa iba‟t ibang
kabuhayan, at mga produktong
pangkalakalan
7.1.2.b. Nakaguguhit ng ilang
produktong pangkalakalan at mga
kagamitan ng sinaunang panahon
kaugnay ng kanilang hanapbuhay
7.1.2.c. Napahahalagahan ang
kabuhayan sa sinaunang panahon
Mga Sinaaunang Lipunang Pilipino
CG p.49
mga larawan, tsart, task cards,
pentel pen, metacards
1. Balitaan
2. Balik-Aral
Anu-ano ang mga hanapbuhay ng
mga sinaunang Pilipino na may
kaugnayan sa kapaligirang
kanilang ginagalawan?
panahon kaugnay ang mga
kagamitan sa iba‟t-ibang
kabuhayan, at mga produktong
pangkalakalan
7.1.2.b. Nakaguguhit ng ilang
mga produktong pangkalakalan
at mga kagamitan ng sinaunang
panahon kaugnay ng kanilang
hanapbuhay
7.1.2.c. Napahahalagahan ang
kabuhayan sa sinaunang
panahon.
Mga Sinaaunang Lipunang
Pilipino
CG p.49
Pamana pp.47,50-53
larawan, tsart Batayang aklat,
video presentation
1. Balitaan sa mga isyung
napapanahon na may
kaugnayan sa paksa
2. Balik-aral
Hulaan kung anong uri ng
hanapbuhay noong sinaunang
panahon ang mabubuo mula sa
mga titik. Sabihin ang tamang
sagot
unang Pilipino sa Panahon ng
Bato at Panahon ng Metal
7.2.2.b. Naiguguhit ang ilang
teknolohiyang ginamit ng mga
unang Pilipino
7.2.2.c. Naipagmamalaki ang
teknolohiyang sinimulan ng
mga unang Pilipino
Mga Sinaaunang Lipunang
Pilipino
CG p.49
Pamana 5 pp.54-56, Batayang
Aklat sa Hekasi 5
Laptop, larawan,cassette,
tunay na kagamitan
1. Balitaan
2. Balik- aral
Basahing mabuti at ibigay ang
wastong sagot sa patlang.
a. _________ ang tawag sa
paglilinis ng ilang bahagi ng
lupa sa mga kabundukan sa
pamamagitan ng pagsusunog
ng mga damo at iba iba pang
mga ligaw na halaman.
b. __________ang tawag sa
hanapbuhay kung saan
gumagamit sila ng kalabaw at
araro sa pagtatanim.
c. Ang ating mga ninuno ay
gumagamit ng sibat at pana.
Ang hanapbuhay na tinutukoy
pagmamay-ari ng lupa
ng mga unang Pilipino
7.2.3.b. Nasasabi ang
ilang paraan ng
pagmamay-ari ng lupa
ng mga unang Pilipino
7.2.3.c. Naipahahayag
ang saloobin tungkol sa
mga paraan ng
pagmamay-ari ng lupa
ng mga unang Pilipino
Mga Sinaaunang
Lipunang Pilipino
CG p.49
Pamana 5 pp. 57-58
larawan, batayang aklat,
tsart, video, power point
presentation
1. Balitaan sa isyung
napapanahon na may
kaugnayan sa paksa.
2. Balik-aral
 Ano ano ang mga
kagamitan
nanagpapakitang
teknolohiya ng mga
unang Pilipino?
 Ano ang dulot ng
paggamit ng teknolohiya
ng mga ninuno?

B.Paghahabi sa layunin ng aralin
c. Magbigay ng halimbawa na
nagpapakita ng magandang ugnayan
na nagaganap sa inyong barangay.
d. Ipaliwanag ang pagkakaiba ng
batas na nasusulat sa di- nasusulat?
Panimulang Pagtataya
Panuto: Isulat sa sagutang papel ang
uri ng hanapbuhay na ipinahihiwatig
sa bawat sitwasyon.
1. Ang Lungsod ng Bagyo ay may
malamig na klima. Marami ritong
sariwang gulay, prutas, at mga
bulaklak. Ang lugar na ito ay angkop
sa anong uri ng hanapbuhay?
2. Maraming bagoong at bangus sa
lalawigan ng Pangasinan.Marami
pang ibang uri ng isda ang nahuhuli
sa lugar na ito. Anong hanapbuhay
ang naaangkop dito?
3. Malawak ang kapatagang taniman
ng palay sa Gitnang Luzon. Ang lugar
na ito ay angkop sa anong uri ng
hanapbuhay?
4. Ang lalawigan ng Bukidnon,
Batangas, at Mindoro ay may
malawak na pastulan ng hayop tulad
ng baka at kambing. Angkop ang
lugar na ito sa anong uri ng
hanapbuhay?
5. Malawak na bahagi ng Pilipinas ay
katubigan.Kung pagyayamanin ito,
maraming sariwang isda at mga
yamang dagat ang
mapapakinabangan. Anong uri ng
hanapbuhay ang naaangkop dito?
Panimulang Pagtataya
Pagka-malikhain at pagka-masipag
Panuto: Basahin at unawaing
mabuti ang bawat tanong at isulat
ang titik ng wastong sagot.
1. Ang mga sumusunod ay mga
kasalukuyan at naging
hanapbuhay ng mga Pilipino. Alin
sa mga hanapbuhay ang luminang
ng pakikipagkaibigan at pakikipag-
ugnayan ng mga sinaunang
Pilipino sa mga dayuhan?
A. Pagsasaka B. Paghahabi
C. Pangingisda D.
Pakikipagkalakalan
2. Ang mga sumusunod ay mga
kagamitang panghanapbuhay ng
mga Pilipino. Alin sa mga
sumusunod na kagamitan ang
naging bunga ng pagka-malikhain
at ginamit sa paglalakbay ng mga
sinaunang Pilipino?
A. Sibat B. Pana
C. Bangka D. Salakab
3. Ang mga sinaunang
mangingisda ay gumamit ng mga
kagamitang makatutulong sa
kanilang paghahanapbuhay. Alin
sa mga sumusunod ang
kagamitang hindi nila ginamit?
A. Itak B. Bingwit
C. Lambat D. Salakab
4. Gumawa ng mga kagamitang
Panimulang Pagtataya
Piliin ang titik ng tamang sagot.
1. Umasa ang mga Unang
Pilipino ng kanilang ikabubuhay
sa kanilang kapaligiran noong
hindi pa laganap ang kalakalan.
Bukod sa pangingisda ang mga
sinaunang Pilipino ay ________
ng mga perlas at kabibe na
ginagawa nilang alahas o
palamuti para sa mga
kababaihan.
A .pangangaso C .pagtotroso
B . paninisid D . pagmimina
2. Maraming uri ng
punongkahoy sa kagubatan ng
Pilipinas, kaya pagtotroso ang
isa sa ikinabubuhay ng mga
sinaunang Pilipino. Bukod dito
gumagawa rin sila ng ________
mula sa mga kahoy na ginagamit
nila sa panghuhuli ng isda .
A . Bangka B. Sibat C .Lambat D .
Pasabog
3. Kilala rin ang mga sinaunang
Pilipino sa pagiging malikhain.
Humahabi sila ng tela mula sa
kapok, seda, himaymay ng
dahon ng piña, yantok at saging.
Kinukulayan nila ang tela sa
pamamagitan ng _____
halaman.
A .bulakalak B . ugat C. dagta
ay ang _____________.
d. Ang ___________ ay isang
hanapbuhay na kung saan sila
ay gumagamit ng iba‟t ibang
metal tulad ng bakal,
ginto,tanso at pilak.
e. Ang __________ ay
hanapbuhay ng ating mga
ninuno na kungsaan ay
nakipagpalitan sila ng produkto
.
Panimulang Pagtataya
Basahing mabuti ang mga
sitwasyon. Piliin at isulat ang
titik ng tamang sagot.
1. Si Mang Gusting ay
gumagamit ng malalaki at
magagaspang na bato. Anong
panahon kaya ito?
A. Panahon ng Lumang Bato C.
Panahon ng Metal
B. Panahon ng Bagong Bato D.
Panahon ng Silver
2. Ang ating mga ninuno ay
gumamit ng bronze at tanso.
Anong panahon ito?
A. Panahon ng Bagong Bato C.
Panahon ng Silver
B. Panahon ng Metal D. Panah
3. Sa Panahon ng Bagong Bato
anong teknolohiya ang ginamit
ng mga ninuno sa paglinang ng
Kristal.
A. palakol B. jade C. bakal D.
bato
4. Ang ilan sa ating mga ninuno
ay manggagawa ng palayok,
ano kaya ang kanilang ginamit
para makabuo nito?
A. luwad B. buhangin C.loam
D.semento
5. Noong Panahon ng Lumang
Bato, naipakilala nila ang
batong jade. Saan ito nagmula?
Panimulang Pagtataya
Piliin ang titik ng tamang
sagot.
1. Pinaghahandaan ng
mga magulang na
maging maganda ang
buhay ng kanilang mga
anak kaya sila ay
nagsisikap na
magkaroon ng
magandang buhay
upang kapag sila ay
mawala na may maiiwan
silang lupa sa kanilang
mga anak. Ano ang
tawag sa pamaraang ito?
A. pamana C. pag-upa
B. pagbili D. pagbenta
2. Noong panahon ng
ating mga ninuno isang
paraan upang
magkaroon sila ng
sariling lupa ay nililinis
nilaang mga bahagi ng
lupa na gusto nilang
maangkin. Ano ang
tawag sa paraang ito?
A. pagbibili C.
pagmamana
B. pangangaingin D.
pambigay
3. Maaring gamitin o
gawing pastulan ng mga

C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
Saan lugar ka nakatira? Anong
hanapbuhay mayroon sa inyong
lugar
Gawain
a. K-W-L Technique- Gamit ang
batayang aklat (Pamana 5 pah.45-
56) o power point presentation.
yari sa bakal ang mga sinaunang
Pilipino na nakatulong upang
maiangkop nila ang sarili sa
kapaligiran at hanapbuhay. Alin sa
mga sumusunod na kagamitang
yari sa bakal ang ginamit ng ating
mga ninuno sa pagkakaingin?
A. Bato B. Gulok
C. Sibat D. Balisong
5. Ang mga ninuno ay nakagawa
ng mga palamuti sa katawan mula
sa mga karagatan. Anong bagay
mula sa karagatan ang nalikha at
naikalakal ng ating mga ninuno sa
mga dayuhan?
A. Hikaw B. Singsing
C. Pulseras D. Kwintas yari sa
perlas
Pagpapakita ng video clips tungkol
sa mga hanapbuhay ng sinaunang
Pilipino at ang kanilang mga
kagamitan
1. Gawain 1 – Pangkatang-Gawain
a. Pangkat I
Kagamitan: Magandang Pilipinas 5
p.30-36 tsart, pentelpen
D .sanga
4. May mga sinaunang Pilipino
na mahusay gumawa ng mga
sandata mula sa bakal, asero at
bronse tulad ng gulok, sibat,
pana at iba pa. Ano ang tawag
sa kanilang hanapbuhay na ito?
A . Pagsasaka C . Pagmimina
B .Pagpapanday D . Pangingisda
5. Ang pangangaso ay isang
hanapbuhay ng mga sinaunang
Pilipino sa kagubatan . Kinukuha
nila ang lason na ginagamit sa
pangangaso sa mga ____ at
katas ng ugat.
A . puno B . hayop C. bulaklak D.
dahon
Ano ang hanapbuhay ng inyong
mga magulang?
Ano ang pangunahin nilang
pinagkikitaan?
Gawain 1
(Pagpapakita ng mga larawan ng
iba‟t-ibang uri ng hanapbuhay
ng mga sinaunang Pilipino. tulad
A.Timog Tsina B. Singapore C.
Malaysia D.Vietnam
Magpapakita ang guro ng iba‟t
ibang uri ng bato. Pag-usapan
a. Gawain 1
Pakikinig ng mahahalagang
impormasyon sa tulong ng
video record
hayop ng sinuman ang
paanan ng bundok.
Anong uri ng mga lupain
noong panahon ng mga
Unang Pilipino?
A. lupang pang madla C.
lupang panlipunan
B. lupang pantribo D.
lupang pangsarili
4. May mga lupain na
hindi maaring sakupin ng
sinuman ng walang
pahintulot ng may-ari.
Anong uri ng lupain ito.
A.lupang pang madla C.
lupang panlipunan
B. lupang pantribo D.
lupang pangsarili
5. Noong unang
panahon inuna ng mga
ninuno ang magkaroon
sila ng lupa.
Pinatutunayan nito ang
kahalagahan ng lupa sa
buhay nila. Alin
sasumusunod anghindi
kasama sa pakinabang
sa lupa?
A. Napagtataniman ng
iba t ibang halaman.
B. Napag-aalagaan ng
mga hayop.
C. Napagmiminahan ng
mga mineral.
D. Napagkukunan ng
mga isda at perlas
Ano- ano ang mga ari-
arian mayroon ang
inyong pamilya?
a. Gawain 1
Magpapakita ng larawan
ng isang bahagi ng lupa
na nililinis sa

E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
Ipatutukoy ang mga hanapbuhay ng
mga
Sagot: 1.pagsasaka 2. Pangingisda 3.
Pagsasaka
4. paghahayupan 5. pangingisda
unang Pilipino. Ipatukoy rin ang nais
nilang malaman at matututunan
pagkatapos ng aralin.
Mga Tanong:
a. Anu-ano ang mga hanapbuhay ng
mga unang Pilipino?
Panuto: Isulat sa tsart ang mga ng paninisid ng perlas, pamamagitan ng pag-
halimbawa ng mgakagamitan sa gumagawa ng mga sandata aalis ng mga damo,
hanapbuhay ng ating mga ninuno tulad ng sibat, pagpipinta sa sinusunog, at
noong unang panahon. tela, pangunguha ng mga lason nagtatanim ng mga
b. Pangkat II sa dahon at katas ng ugat) halaman tulad ng mais,
Kagamitan: Magandang Pilipinas 5 a. Itala ang mga uri ng palay atbp.
p.30-36 tsart, pentel pen. hanapbuhay ng mga sinaunang
Panuto: Isulat sa tsart ang mga Pilipino batay sa nakitang
halimbawa ng mgahanapbuhay ng larawan
ating mga ninuno noong unang b. Ilarawan ang mga uri ng
panahon. hanapbuhay ng mgasinaunang
c. Pangkat III Pilipino batay sa ipinakitang
Kagamitan: Magandang Pilipinas 5 larawan
p.30-36 tsart, pentelpen
Panuto: Isulat sa tsart ang mga
halimbawa ng mgaprodukto o
kalakal na ipinapalit ng ating mga
ninuno noong unang panahon.
d. Pangkat IV
Kagamitan: Magandang Pilipinas 5
p.30-36 tsart, pangkulay, lapis,
pentel pen
Panuto: Gumuhit ng mga
halimbawa ng mgaprodukto o
kalakal na ipinapalit ng ating mga
ninuno noong unang panahon.
e. Pangkat V
Kagamitan: Magandang Pilipinas 5
p.30-36 tsart, pangkulay, lapis,
pentel pen
Panuto: Gumuhit ng mga
halimbawa ng mgakagamitang
ginamit sa paghahanapbuhay ng
ating mga ninuno noong unang
panahon.(Maaari pang gumamit
ng iba pang kaugnay na
sanggunian sa gawain.) (Ipauulat
sa kasapi ng bawat pangkat ang
ginawang output).
Pagbibigay-halaga sa ginawang
pangkatang-gawain.
Ipakikita ang larawan o picture clip Basahin ang nasa pahina 47, 50- Gawain 2- Relay Gawain 2 - Basahin at
ng iba‟t ibang hanapbuhay ng mga 53 ng aklat na Pamana 5. Pangkatin sa tatlo ang klase. unawain
ninuno Ang bawat pangkat ay bibigyan
 b. Ano ang kaugnayan ng kapaligiran
sa hanapbuhay ng mga naninirahan
sa isang lugar?
c. Ano-ano ang mga kagamitan
nilang ginamit sa kanilang
hanapbuhay?
d. Alin sa mga hanapbuhay ng mga
unang Pilipino ang higit nakatutulong
sa kanilang pamumuhay? Bakit?
e. Alin ang hanapbuhay ng mga
unang Pilipino ang nakapipinsala sa
kabuhayan ng mga tao? Bakit?
f. Bakit dapat iangkop ng isang tao
ang kaniyang hanapbuhay sa lugar
na nais niyang tirahan
F.Paglinang na Kabihasaan Noong una,nilinis ng mga ninuno ay
mga bundok upang pagtamnan.
Kung may kabutihang dulot ito,
mayroong masamang dulot . Ano
ito? Bakit?
Ano-ano ang mga kagamitang
ginamit ng ating mga ninuno sa
kanilang paghahanapbuhay?
Ano-ano ang naging hanapbuhay
ng ating mga ninuno?
Ano-ano ang mga produkto o
kalakal na naipagpalit ng ating
mga ninuno sa ibang
mangangalakal?
a. Ano ano ang iba pang
hanapbuhay ng mga sinaunang
Pilipino?
b. Saan ibinabatay ng mga
sinaunag Pilipino ang kanilang
hanapbuhay?
c. Saan ginagamit ng mga
sinaunang Pilipino ang mga
lason mula sa dahon at katas ng
ugat?
d. Ano ang ginagawa nila upang
maging kaakit-akit ang mga tela
na kanilang hinahabi?
e. Saan nila ginagamit ang mga
perlas na kanilang nasisisid sa
dagat?
ng tig 3
larawan.
Panuto: Tingnang mabuti at
pag-aralan ang mga larawang
hawak ng bawat grupo. Ikapit
sa tamang kolum kung saan
kabilang ang bawat larawan.
Pagsusuri / Pagtatalakayan
Mga Tanong:
a. Ano-ano ang mga
kagamitang ginamit ng ating
mga ninuno noong Panahon ng
Lumang Bato?
b. Ano-ano ang mga
kagamitang ginamit ng ating
mga ninuno noong Panahon ng
Bagong Bato?
c. Ano-ano ang mga
kagamitang ginamit ng ating
mga ninuno noong Panahon ng
Metal?
d. Ano ang maaaring nag-udyok
sa mga unang Pilipino na
Pagbili ng Lupa
May ilang kaparaanan
ang pagbili ng lupain
noong unang panahon.
Ang una ay ang biglaang
pagbabayad ng
kabuuang halaga ng
lupang binili. May
kababaan ang lupang
binibili sa ganitong
paraan at maari kaagad
maangkinin ng bumili
ang lupain. Ang isang
paraan ay sa
pamamagitan ng
pagbabayad ng buwis sa
Datu. Ang pagtatamo ng
lupa sa ganitong paraan
ay may katagalan bago
lubusang maangkin ang
lupa dahil kailangang
matapos muna ang
pagbabayad nito. May
kalakihan din ang halaga
ng lupa kung bibilhin sa
ganitong paraan.
Pamana 5,
pp.57-58
a. Ano ang dalawang uri
ng lupain noong
panahon ng mga unang
Pilipino?
b. Ano ang tawag sa
pagbabayad ng
kabuuang halaga ng
lupain o pagbabayad ng
buwis sa datu?
c. Ano ang tawag sa pag-
aangkin ng kapirasong
lupa upang pagtaniman
ng mga palay sa
pamamagitan ng
paglilinis nito o
pagsusunog ng mga

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
Batay sa araling
tinalakay,nakiangkop ang mga unang
Pilipino sa kanilang kapaligiran
upang makapaghanapbuhay
Ano-ano ang mga naging
hanapbuhay ng mga unang Pilipino
batay sa uri ng kanilang kapaligiran?
Panuto:Piliin ang titik ng tamang
sagot.
1. Kung sa Gitnang Luzon ay
pagsasaka ang pangunahing
hanapbuhay noon. Bakit angkop ito
sa kanilang lugar?
A. Sapagkat ito ay may malawak na
kapatagan.
B.Sapagkat ito ay may malawak na
Ang ating mga ninuno ay umasa sa
kapaligiran upang makalikha ng
mga kagamitang kailangan nila sa
paghahanapbuhay. Kung ikaw ay
guguhit ng isang kagamitang
maaaring gamitin sa
paghahanapbuhay ng iyong mga
magulang, anong kagamitan iyon?
Bakit?
 Ano-ano ang mga kagamitang
ginamit ng ating mga ninuno sa
kanilang paghahanapbuhay?
o Sagot: salakab, araro, bangka at
iba pa.
 Ano ano ang mga hanapbuhay
ng ating mga ninuno noong unang
panahon?
o Sagot: pangingisda, pagsasaka,
pakikipagkalakalan at iba pa.
 Ano ano ang mga kalakal na
ipinamalit n gating mga ninuno sa
ibang mangangalakal?
o Sagot: isda, palay, mga
produktong dagat at iba pa.
Panuto: Basahin at unawaing
mabuti ang bawat tanong at isulat
ang titik ng wastong sagot.
1. Ang mga ninuno ay may mga
kagamitang ginamit sa kanilang
paghahanapbuhay. Anong
kagamitan ang nalikha mula sa
pagpapanday?
A. Gulok B. Balsa C. Bangka D.
Iguhit ang mga produkto ng mga
hanapbuhay ng mga sinaunang
Pilipino.
Bukod sa pangingisda,
pagmimina, pagsasaka , ano ano
ang iba pang hanapbuhay ng
mga sinaunang Pilipino?
Piliin ang titik ng tamang sagot.
1. Maraming matitibay na kahoy
sa kagubatan ng Pilipinas tulad
ng molave at lauan. Bukod sa
pagtotroso ano ang iba pang
ginagawa ng sinaunang Pilipino
sa mga puno?
A. paggawa ng bangka C.
ginagawang panggatong
tumuklas ng teknolohiyang
angkop sa iba‟t ibang
panahon?
e. Ano ang nais ipahiwatig
nito?
f. Aling teknolohiya ang higit na
nakapagpadali ng paraan ng
pamumuhay ng mga unang
Pilipino?
Paggamit ng Network Tree
Ano-ano ang mga
teknolohiyang ginamit ng ating
mga ninuno noong Panahon ng
Lumang Bato ? Panahon ng
Bagong Bato? Panahon ng
Metal?
Panuto: Basahing mabuti at
piliin ang titik ng tamang sagot.
1. Sa panahong ito ay ginawa
ng ating mga ninuno ang
pagpapakinis ng bato. Anong
panahon kaya ito?
A.Panahon ng Bagong Bato C.
Panahon ng Lumang Bato
B. Panahon ng Metal D.
damo?
d. Ibigay ang pagkakaiba
ng lupang pang madla at
lupangpang-angkan o
pribado.
 Alin sa tatlong paraan
ng pagmamay-ari ng
lupa ang hindi na
ginagamit ngayon. Bakit
kaya?
 Kung ikaw ay
nabubuhay na noon at
gusto mong mag may-ari
ng lupa, alin sa mga
paraang ito ang iyong
pipiliin?
 Ano-ano ang mga
paraan ng pagmamay-ari
ng lupa ngmga unang
Pilipino?
Piliin ang titik ng tamang
sagot.
1. Ang mga sumusunod
ay mga paraan ng pag-
mamay-ari ng lupa
noong unang panahon
maliban sa isa, alin ito?
A . Bibili sa paraang
magbabayad ng biglaan
katubigan
C.Sapagkat ito ay may malapit sa
kabundukan.
D.Sapagkat ito ay may malawak na
minahan.
2. Noong unang panahon ay
malawak ang kagubatan. Ano ang
ginawang pag-aangkop ng mga
Pilipino upang sila ay makapagtanim.
A. Sinunog nila ang kagubatan
B. Pinutol nila ang mga puno.
C. Nilinis ang mga bahaging pwede
nilang pagtaniman
D. Pinabayaan na lamang ang mga
sunog na bagay na galing sa
kagubatan.
3. Malawak ang kagubatan sa
Palawan. Marami ritong malalaking
puno at malalawak na taniman.Dito
mabibili ang iba-ibang yari ng
muebles na gawa sa magagandang
klase ng kahoy, anong hanapbuhay
ang tinutukoy dito?
A. Pagbibili ng mga halaman .
B. Pagbibili ng matitibay na
kagamitan.
C. Paggawa ng kasangkapan at
muebles.
D. Pagpaparami ng mga punong
taniman
4. Ang mag-asawa ni Mang Mario at
Aling Ely ay nakatira malapit sa
tabing dagat, sila ay mangingisda.
Bukod dito ano pa ang magandang
hanapbuhay ang pwede nilang
pagkakitaan?
A. Paninisid ng perlas . C. Pagbibili ng
dinamita.
B. Paggawa ng dekorasyon D.
Pagtatanim sa tabing dagat.
5. Marami ang naninirahan sa
Camarines Norte, Cebu, Butuan,
Albay, Masbate, Mindoro at
Lalawigang Bulubundukin na sagana
Salakab
2. Ang pagtotroso ay isa rin sa mga
naging hanapbuhay ngating mga
ninuno. Saan kalimitang ginamit
ng ating mga ninuno ang
malalaking troso?
A. Sa paggawa ng bahay
B. Sa paggawa ng mga
kasangkapan
C. Sa paggawa ng mga Bangka
D. Sa pag-iihaw at pagluluto
3. Ang mga ninuno ay nakapag-ani
ng mga produktong naipamalit nila
sa mga dayuhan bilang bahagi ng
kalakalang Barter. Anong
katangian ang ipinakita dito ng
ating mga ninuno?
A. Pagka-masipag C. Pagka-
makakalikasan
B. Pagka-malikhain D. Pagka-
makabayan
4. Ang paninisid ng perlas at
kabibe ay ginawa upang makalikha
ng mga alahas o palamuti sa
katawan. Kaugnay ng
paghahanapbuhay, paano
pinakinabangan ng ating mga
ninuno ang mga produktong ito?
A. Isinuot nila sa kanilang katawan
B. Ipinamana nila sa kanilang mga
anak
C. Ipinamigay sa mga dayuhang
kaibigan
D. Ipinamalit nila ng ibang
produkto mula sa mga dayuhan
5. Ang pana at sibat ay ginamit ng
mga ninuno sa paghahanapbuhay.
Sa anong hanapbuhay noon higit
na nagamit ang pana at sibat?
A. Pagsasaka C. Pangingisda
B. Pangangaso D.
Pakikipagkalakalan
B. pag-ukit sa mga puno D.
pagputol ng mga puno
2. Lambat, bingwit at lason ang
mga pangunahing kagamitan ng
mga sinaunang Pilipino sa
pangingisda. Saan nila kinukuha
ang mga lason ?
A. sadagat C .sa mga halaman
B. sa ilog D. sa kabundukan
3. Ang sibat at pana ang
pangunahing sandata ng mga
sinaunang Pilipino. Ano ang
tawag sa taong gumagawa nito?
A . Doktor C . Panday
B . Minero D . Karpintero
4. Ang mga minero, magtotroso
at mangangaso ay tunay na
nakikinabang sa kapaligiran. Alin
ang kapaligirang kanilang
pinakikinabangan?
A. Ilog B. dagat C. Kagubatan D.
Kapatagan
5. Ang mga Pilipino ay nag-ukit
sa mga Bangka tulad ng vinta at
nagkulay ng tela upang maging
kaakit-akit. Anong katangian
mayroon sila?
A. Masipag B. Malikhain C.
Matapat D. Magalang
Panahon ng Silver
2. Ang ating mga ninuno ay
natutong mag-alaga ng hayop.
Kailan nangyari iyon?
A. Panahon ng Silver
C.Panahon ng Lumang Bato
B. Panahon ng Bagong Bato D.
Panahon ng Metal
3. Noong Panahon ng Lumang
Bato, ano ang kauna-unahang
ginamit ng ating mga ninuno sa
pagsasaka ?
A. magagaspang na bato C.
maliliit na bato
B. makikinis na bato D.
malalaking bato
Mga teknolohiyang ginamit ng
mga ninuno sa Panahon ng
Lumang Bato, Bagong Bato At
Metal
Panahon ng Lumang Bato
Panahon ng Bagong Bato
Panahon ng Metal
4. Natutuhan ng ating mga
ninuno ang halaga ng paggamit
ng Metal at bakal. Ano ang
isang halimbawa ng kanilang
ginawa?
A. martilyo B. Tasa C. singsing
D. relo
5. Anong panahon na ang ating
mga ninuno ay nakagagawa ng
palayokat banga ?
A. Panahon ng Lumang Bato C.
Panahon ng Bagong Bato
B. Panahon ng Metal D.
Panahon ng Silver
B . Magbabayad ng
buwis sa sultan
C . Maglilinis ng
kapirasong lupa
D . Maghihintay ng mana
2. Alin ang tinatawag ng
mga unang Ninuno na
lupang pang madla?
A .lupang maaring
gamitin ng sinuman
B .lupang may
nagmamay-ari
C .lupang inuupahan
D .lupang ipinagbibili
3. Ang sinuman ay
maaring magkaroon ng
kapirasong lupa kahit
walang perang ibinibili.
Ano ang tawag
saparaang ito ng mga
unang Ninuno?
A . Pagmamana C .
Pagbili
B . Pangangaingin D.
Paghihingi
4. Maaring gamitin ng
mga unang ninuno ang
mga lupa sa bundok o
paanan nito. Anong uri
ng lupa ang tinutukoy
dito ?
A . Lupang pangmadla
C .lupang pribado
B . Lupang pansarili D .
Lupa para sa iilang tao
5. Ang lupang pribado ay
hindi maaring gamitin ng
sinuman ng walang
pahintulot ang nag
mamay-ari. Ano naman
ang tinatawag na lupang
pang madla?
A. Lupang maaring
gamitin ng sinuman

J.Karagdagang Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng
80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang Gawain
para sa remediation
sa mga bulubundukin. Ano kayang
hanapbuhay ang pwede sa mga lugar
na ito?
A.Pagmimina C. Paninisid ng perlas
B. Pangingisda D. Paggawa ng
palamuti
Gumupit ng mga larawan ng
kapatagan, malapit sa katubigan,
kabundukan, lungsod, at madamong
lugar. Isulat ang mga hanapbuhay na
angkop para sa larawan
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
Pumili ng isang hanapbuhay na
ginawa ng ating mga ninuno.
Gumawa ng sanaysay na binubuo
ng mahigit sa limang pangungusap
tungkol sa napiling hanapbuhay at
isulat sa papel.
Iguhit nang maayos at kaaya-aya
sa isang malinis na bond paper at
kulayan ang kagamitang kaugnay
ng hanapbuhay na iyong napili.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
Mangalap ng mga larawan na
nagpapakita ng mga
hanapbuhay ng mga unang
Pilipino. Idikit ito sa inyong
kwaderno/ bond paper
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
Maglahad sa pamamagitan ng
mga ginupit na larawan o
pagguhit tungkol sa
pagbabagong naganap sa
Teknolohiya ng mga unang
Pilipino sa iba‟t ibang panahon
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
B. Lupang maaring
ipagbili ng sinuman
C. Lupang maaring
upahan ng sinuman
D. Lupang maaring
angkinin ng sinuman
Magtanong sa mga
magulang o kapit-bahay
kung sa paanong paraan
nakamit ang lupang
pagmamay-ari
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils
got 80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of
lack of knowledge, skills
and interest about the
lesson.
___Pupils were
interested on the
lesson, despite of some
difficulties encountered
in answering the
questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
 unnecessary behavior. their work on time due to resources used by the
unnecessary behavior. teacher.
___Majority of the
pupils finished their
work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who
Bilang ng mag-aaral na nakaunawa above above 80% above 80% above earned 80% above
sa aralin.
D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
magpapatuloy sa remediation additional activities for remediation additional activities for additional activities for additional activities for require additional
remediation remediation remediation activities for
remediation

E.Alin sa mga estratehiyang
pagtuturo ang nakatulong ng lubos?
Paano ito nakatulong?
F.Anong sulioranin ang aking
naranasan na solusyunansa tulong
ng aking punungguro at superbisor?
G.Anong kagamitang panturo ang
aking nadibuho nanais kong ibahagi
sa kapwa ko guro?
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
remediation
Strategies used that
work well:
___Metacognitive
Development:
Examples: Self
assessments, note taking
and studying techniques,
and vocabulary
assignments.
___Bridging: Examples:
Think-pair-share, quick-
writes, and anticipatory
charts.
___Schema-Building:
Examples: Compare and
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, Examples: Demonstrations, contrast, jigsaw learning,
manipulatives, repetition, and local manipulatives, repetition, and media, manipulatives, media, manipulatives, peer teaching, and
opportunities. local opportunities. repetition, and local repetition, and local projects.
opportunities. opportunities.
___Text Representation: ___Text Representation: ___Contextualization:
Examples: Student created Examples: Student created ___Text Representation: ___Text Representation: Examples:
drawings, videos, and games. drawings, videos, and games. Examples: Student created Examples: Student created Demonstrations, media,
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games. manipulatives,
slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: ___Modeling: Examples: repetition, and local
language you want students to use, language you want students to Speaking slowly and clearly, Speaking slowly and clearly, opportunities.
and providing samples of student use, and providing samples of modeling the language you want modeling the language you
work. student work. students to use, and providing want students to use, and ___Text
samples of student work. providing samples of student Representation:
Other Techniques and Strategies Other Techniques and Strategies work.
Examples: Student
used: used: Other Techniques and created drawings,
___ Explicit Teaching ___ Explicit Teaching Strategies used: Other Techniques and videos, and games.
___ Group collaboration ___ Group collaboration ___ Explicit Teaching Strategies used:
___Modeling: Examples:
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Group collaboration ___ Explicit Teaching
Speaking slowly and
play play ___Gamification/Learning ___ Group collaboration
clearly, modeling the
___ Answering preliminary ___ Answering preliminary throuh play ___Gamification/Learning
language you want
activities/exercises activities/exercises ___ Answering preliminary throuh play
students to use, and
___ Carousel ___ Carousel activities/exercises ___ Answering preliminary
providing samples of
___ Diads ___ Diads ___ Carousel activities/exercises
student work.
___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Carousel
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Diads
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction Other Techniques and
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Role Playing/Drama Strategies used:
Why? Why? ___ Lecture Method ___ Discovery Method ___ Explicit Teaching
___ Complete IMs ___ Complete IMs Why? ___ Lecture Method ___ Group collaboration
___ Availability of Materials ___ Availability of Materials ___ Complete IMs Why? ___Gamification/
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs Learning throuh play
___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Answering
collaboration/cooperation collaboration/cooperation ___ Group member’s ___ Pupils’ eagerness to learn preliminary
in doing their tasks in doing their tasks collaboration/cooperation ___ Group member’s activities/exercises
___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Carousel
of the lesson of the lesson ___ Audio Visual Presentation in doing their tasks ___ Diads
of the lesson ___ Audio Visual Presentation ___ Differentiated
of the lesson Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
 ___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coope
ration
in doing their tasks
___ Audio Visual
Presentation
of the lesson

__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
and __Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs behavior/attitude
__ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/ Technology
Internet Lab Equipment
__ Additional Clerical works (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations:
__Contextualized/Localized __Contextualized/
and Indigenized IM’s Localized and
__ Localized Videos Indigenized IM’s
__ Making big books from __ Localized Videos
views of the locality __ Making big books
__ Recycling of plastics to be from
used as Instructional Materials views of the locality
__ local poetical composition __ Recycling of plastics
to be used as
Instructional Materials
__ local poetical
composition
 GRADES 1 to 12
DAILY LESSON LOG
WEEK 7
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
School: Grade Level: V
Teacher: Learning Area: ENGLISH
Teaching Dates and Time: JULY 16-20, 2018 (WEEK 7) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Listening Oral Language and Vocabulary Reading Comprehension Grammar/Language Writing Composition
development
A. Distinguish reality from fantasy A. Recount/ Retell events A. Analyze figures of speech A.Read words with Revise writing through
based on the story listened to effectively in the story listened (simile and metaphor) in a automaticity grade level recounting of events
EN5LC-IIIg-3.17 to given text frequently occurring using transition/signal
B. Admire the kindness of the main B. Infer the meaning of B. Identify the sentences that content area words words
character in the story unfamiliar words based on the use simile or metaphor B. Compose clear and
given context C. Use figurative coherent sentences using
language( simile or appropriate
metaphor ) to describe people conjunctions ( additional
and events information, expressing
D. Read words with choices and
automaticity grade level contrasting ideas
frequently occurring content
area words (Health)
CGp.78 CG p.78 CG p.78 CG p.78 CG p.78
English Expressways p. English expressways language
Pictures, charts, real objects chart Chart ,pictures Charts
Unlocking of Difficulties Say: Let’s recite! “Read Aloud”. Let’s sing!
Before listening to the story, we need Look- In to the Past (Write the poem on the chart) Read words/phrases The teacher presents
to know the meaning of some difficult Ask one pupil to recount/retell Read the one-stanza poem presented .Combine two jumbled words taken
words used in the text to understand the events from the story they with proper phrasing and related ideas using and or but. from the lyrics of a
it better. listened the previous intonation. popular song. The pupils
Give the meaning of the underlined day .Follow these patterns. Each liitle flower that opens will arrange these words

B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of the
new lesson
words using context clues.
A. Her beauty and intelligence has no
peer which made her unparalleled
among the girls out there.
B. Others said that his position was
abused when he mishandled the
money of the group.
C. The situation dwindled the supply
of food that lessened the chance of
proper nutrition among children
Who among you have heard stories
about fairies or engkantadas?
What can you say about them?
How do they look like?
Children, the story that you’re about
to listen is about Maria Makiling who
is is very kind to people but at the
end, she got very angry with them. Do
you know the reason why?
What do you want to know from the
story that you are about to hear?
Discussion of the group outputs
Group 1: Discuss their written
output
1. Which of the events show
reality?
2. Which of the events show
fantasy?
Group 2:” Act it out “
Which part of the story did you
act out?
DAY 2
Oral Language and
Vocabulary
Development
Do those really happen in real
life?
Group 3: Presents their drawing
Which events in the story are
impossible to happen?
Read the following sentences.
Note how the two underlined
words are used.
a. Their harvests dwindled
which also decreased the supply
of food to the people.
b. In disguise, Maria walked
among the people in town. She
concealed her identity.
Each little bird that sings to form the correct
DAY 3 lyrics and sing it in the
Reading Comprehension class.
He made their glowing colors
He made their tiny wings.
Who among you are fond of For today we are going to Say: Let us recall
reading a poem? What poem study about the connectors. important events from
do you love to read? Do you the story of “Maria
understand the meaning of Makiling”. Make a list of
the poem or what the author all responses the pupils
wants to convey? Why? Why will give
not?
the poem that you are about
to read, find out what idea
the poet tries to convey.
Unlocking of Difficulties Do you have best
Choose the meaning of the friends/What do you usually
underlined word in the do?
sentence.
a. The success of a child is a
delight of every parent.
(satisfaction failure
brightness)
b. In a hotel, the entrance is
usually the place where the
bower stands.
One that raises hands when
someone enters the door
A man who carries the
luggage of the guests

D.Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Read the story to the pupils
1. Answering the Motive Question:
2. Comprehension Check –Up
a. Who is the main character in the
story?
b. How are you going to describe her?
c. How did she show her kindness and
charity to the people?
d. Why did she get angry with the
people?
e. Do you think that woman called
a. Look at the underlined word
in the first sentence.
What other word in the
sentence means the same as
dwindled?
What do you mean by dwindled
as used in that sentence?
b. Study the underlined word in
the second sentence?
What word in the sentence
suggest the meaning of
disguise?
c. What enables you to give the
meaning of each?
dwindled - decreased
What made you decide that this
is the meaning of dwindled?
… the word disguise?
What gives you the clue?
Let the pupils read the words
and the meanings.
dwindled - decreased
disguise- concealed
Read these short paragraphs.
Box the word that gives the
meaning of the underlined part
A person who bends head to
show respect
c. She holds a duster at all
times.
A piece of cloth covering the
table.
Something that removes dirt
particles
Dress worn by mother
Let the pupils read aloud the
part of the poem with the
teacher’s guidance. Make sure
the pupils read with proper
phrasing and intonation
Answer the following
questions
What is the poem all about?
What is the message of the
poem?
Can the moon be compared to
the flower as what the poet
write?
What word/s signal/s the
meaning of each line?
Pupils read the story with the
guidance of the teacher
1. What is the story all about?
2. What can you say about the
characters in the story?
3. What do Andrew, Allih and
their friends enjoy doing at
the sea?
4. What do Andrew and Allih
and their friends usually do on
weekends?
5. What good value did they
a. Maria Makiling had
no peer in beauty and
goodness.
b. She would always
give food, drinks, and
fruits to the people
which they bring back to
town.
c. People were surprised
when the things given
by Maria turned into
gold.
d. The people abused
Maria’s kindness.
e. Maria was not seen
anymore.
f. The harvest of people
dwindled.
g. Heavy storm
destroyed countryside
which seemed that
Maria made revenge to
the people.
Have the pupils read the
sentences
Ask: Which of these
events in the story of
Maria happened first?
second?etc?
 Maria Makiling really existed in the
old days?
f. Do you believe in “engkantadas”?
Do you think engkantadas still exist
today?
g. Do stories like this happen in real
life? Can you identify parts of the
story that are possible to happen?
What are they?
F.Developing Mastery An event that actually happens in life
is reality. An event that is impossible
to happen is fantasy. It is not real
Look for the meaning of the
unfamiliar words in the
sentence. Write it on your
paper.
a. Winnie aggravates and
annoys everyone.
b. Fredo is so absent minded
that he forgets where things
are.
c. The twins work steadily
without stopping until they
finish.
d. Manufacturing cars is a
profitable business. Some men
said that building cars and
engines is a challenging work as
well.
e. If you swap or exchange your
stamps, you’ll earn more
1. The teacher reads the
underlined words again and
says that the underlined sets
of words are examples of
figures of speech.
2. Study the lines from the
first poem.
a. How did the poem describe
the moon?
Like a flower in heaven’s high
bower.
b. What two things are
compared in the poem?
c. In what thing the poem is
compared?
d. In what way the moon is
like a flower?
e. Explain that poets use
figurative language to create
sensory images.
f. Tell the class that the first
underlined set of words in the
poem is called simile. It
compares two unlike objects
with the use of like or as.
show?
6. How did they spend their
time?
7. How is your relationship
with your friends? Do you like
them? Why do you say so?
1. Andrew and Allih are good
neighbors and they have
become the best of friends.
2. Andrew loves fishing but
Allih finds it boring.
3.They went home after the
dark or they waited for the
beautiful sunset.
Ask:
What two ideas are
connected in the first
sentence?
What word is used to connect
one idea to another?
What can you say about the
ideas presented in the first
sentence? Are the ideas
related?
Look at the second sentence,
what two ideas are
connected?
What word is used to connect
two ideas?
What can you say about the
ideas presented? Are they
related or contrasting?
How about in sentence 3,
what are the ideas being
connected?
What word is used to connect
the ideas? What does it
express?
Say: Tell the pupils that the
words and, but, and or are
conjunctions. They are

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Choose the corner /activity that
interest you most and work on it.
GROUP I: ” Write Me”
Select / Write the part of the story
that shows fantasy/reality.
GROUP 2: ”Act It Out”
Dramatize the best part of the story
that may happen in real life.
GROUP 3: “Sketch Me”
Draw the part of the story that is
impossible to happen
What is a reality? / Fantasy?
Identify if the following is reality or
fantasy.
How can we get the meaning of
unfamiliar words?
Use context clues to complete
the thought of the succeeding
sentences. Choose from the
words in the parenthesis.
a. The lady announced that Jose
won the grand prize. He became
Read another set of lines from
some poems
a. A train is a dragon
that roars through
the dark.
He wriggles his tail as he
sends up a spark.
b. Who tossed those
golden coins
The dandelions
glittering on my
lawn?
Teaching Chart
Figurative language describes
things in many ways and it
goes beyond what words
actually mean. These are
oftentimes used by poets to
suggest meanings.
a. Simile is stated comparison
of two unlike objects that
have something in common. It
uses the words like and as in
comparing.
b. Metaphor makes a direct
comparison of two unlike
things that have something in
common. It does not use the
word like/as
Read the following sentences.
Identify the figurative
language used, write S if the
sentence is simile and M if it is
metaphor.
1. The beast was as black as
correlating conjunctions. They
are used to show additional
information, contrasting ideas
and expressing choices
1. Use appropriate
conjunctions to complete the
sentences.
a. Guava is green (but, and,
or) sweet.
b. The keyboard (and, but, or)
monitor are parts of the
computer.
c. The big mango tree was cut
(and , but, or) uprooted.
d. Many were invited (and,
but, or) few came.
e. Our backyard has wide
(and, but, or) a good soil.
Conjunctions are joining
words. They link words,
phrases, clauses, and
sentences together. And
expresses addition, but shows
contrasting ideas, and or tells
choices.
Combine each pair of
sentences to form new one
using and, but ,or.
a. The family needed food.
The family needed other
supplies.
The following sentences
show the daily activities
of the pupils during flag
ceremony. Rewrite it in
paragraph form showing
the proper sequence.
____Pupils pray
regularly.
____Pupils enter the
room quietly.
____Pupils sing the
national anthem
respectfully.
____The bell rings
loudly.
____Pupils fall in line
properly
The sequence of events
in a story is the order in
which things happen.
Signal words like first,
next, then, after, before,
and finally are used to
show the order of
events
Arrange the given
sentences to form a
good story. Use
numbers 1-5. Write this
in paragraph form.
_____ After that, go to
 ______ for a while and wouldn’t
say a word.
(noisy, speechless, disturbed)
b. Don’t throw old tires, some
people try to _______ them and
earn a lot from them.
(reduce, recycle, return)
c. In the Sinai Desert, there is a
mountain with very fine grains
of sand. They say that when the
sand slides, it produces a
_________ sound that is very
nice to hear.
(musical, mechanical, comical)
J.additional activities for application or Write 5 examples of reality and Read the paragraph below.
remediation fantasy Choose the meaning of the
underlined words in the story
using context clue.
Having an after school job can
be a useful and worthwhile
thing to do. Would you say you
are dependable? That is, can
people count on you? Will you
appear when you show up or
will you forget? Can you finish a
task or job or do you get bored
and leave it? Do you have a
feeling of accomplishment when
you do something weird? Does
that make you feel good? If so,
then you are absolutely a good
person for a job. That is for sure.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to
the evaluation next objective. the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery
the darkest of the night.
2. He was fierce like a tiger in
the jungle.
3. The king ruled his country
with an iron fist.
4. The robbers are a bunch of
wild beasts.
5. They were all just as yellow
and brown as little tigers.
Complete each sentence in
Group A with the correct
figurative language in Group
B.
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
b. Hamed‘s mother wanted to
go.
She did not feel well.
c. Hamed took care of his
mother.
He looked after the
lighthouse.
d. Hamed’s father was lost.
He perished in the sea.
e. Hamed waited his father.
Hamed’s mother waited for
Hamed’s father.
To each simple sentence add
another related idea. Be
guided by the given
conjunction.
1. It may be fun to go out with
friends
but________________.
2. I would rather stay home
and_____________________
__.
3. I could clean my room or
________________________
___.
4. I can wash the curtains
but______________________
___.
5. You may go for a walk in
the farm barefooted
but________.
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
your parents’ room.
_____ First, wake up
early.
_____Then, fry some
bacon and egg.
_____Next, go to the
kitchen.
_____After a few
minutes, sing a Happy
Birthday song
Write a well-organized
paragraph using the
details below.Use
transitional/signal
words to show the
proper sequence.
____The farmer goes
home tired but hopeful
that someday he will
finally reap with joy.
____ The farmer has
diligently brings water
to his rice field.
____ He has to wake up
early to visit his fields.
____ He enjoys his
harvest when it is
plenty.
____ He patiently picks
up snails that pester his
rice plants
___Lesson carried.
Move on to the next
objective.
___Lesson not carried.
_____% of the pupils
got 80% mastery
B.No.of learners who require additional
activities for remediation
C.Did the remedial work? No.of learners
who have caught up with the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
helpme solve?
G.What innovation or localized
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of
lack of knowledge, skills
and interest about the
lesson.
___Pupils were
interested on the
lesson, despite of some
difficulties encountered
in answering the
questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the
pupils finished their
work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional
activities for
remediation
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
remediation
Strategies used that
materials did used/discover which I
wish to share with other teachers?
___Metacognitive Development: ___Metacognitive
Examples: Self assessments, note Development: Examples: Self
taking and studying techniques, and assessments, note taking and
vocabulary assignments. studying techniques, and
___Bridging: Examples: Think-pair- vocabulary assignments.
share, quick-writes, and anticipatory ___Bridging: Examples: Think-
charts. pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw ___Schema-Building: Examples:
learning, peer teaching, and projects. Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local ___Contextualization:
opportunities. Examples: Demonstrations,
media, manipulatives,
repetition, and local
___Text Representation:
opportunities.
Examples: Student created drawings,
videos, and games.
___Text Representation:
___Modeling: Examples: Speaking
Examples: Student created
slowly and clearly, modeling the
language you want students to use, drawings, videos, and games.
and providing samples of student ___Modeling: Examples:
work. Speaking slowly and clearly,
modeling the language you want
Other Techniques and Strategies students to use, and providing
used: samples of student work.
___ Explicit Teaching
___ Group collaboration Other Techniques and
___Gamification/Learning throuh play Strategies used:
___ Answering preliminary ___ Explicit Teaching
activities/exercises ___ Group collaboration
___ Carousel ___Gamification/Learning
___ Diads throuh play
___ Differentiated Instruction ___ Answering preliminary
___ Role Playing/Drama activities/exercises
___ Discovery Method ___ Carousel
___ Lecture Method ___ Diads
Why? ___ Differentiated Instruction
___ Complete IMs ___ Role Playing/Drama
well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
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.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
well: work well:
___Metacognitive ___Metacognitive
Development: Examples: Self Development:
assessments, note taking and Examples: Self
studying techniques, and assessments, note
vocabulary assignments. taking and studying
___Bridging: Examples: Think- techniques, and
pair-share, quick-writes, and vocabulary assignments.
anticipatory charts. ___Bridging: Examples:
Think-pair-share, quick-
writes, and anticipatory
___Schema-Building:
charts.
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects. ___Schema-Building:
Examples: Compare and
contrast, jigsaw
___Contextualization:
learning, peer teaching,
Examples: Demonstrations, and projects.
media, manipulatives,
repetition, and local
opportunities. ___Contextualization:
Examples:
Demonstrations, media,
___Text Representation:
manipulatives,
Examples: Student created repetition, and local
drawings, videos, and games. opportunities.
___Modeling: Examples:
Speaking slowly and clearly,
___Text
modeling the language you
Representation:
want students to use, and
providing samples of student Examples: Student
work. created drawings,
videos, and games.
Other Techniques and ___Modeling: Examples
Strategies used: : Speaking slowly and
___ Explicit Teaching clearly, modeling the
___ Group collaboration language you want
___Gamification/Learning students to use, and
throuh play providing samples of
___ Answering preliminary student work.
activities/exercises
___ Carousel Other Techniques and
___ Diads Strategies used:
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
and __Contextualized/Localized and
___ Differentiated Instruction ___ Differentiated Instruction ___ Explicit Teaching
___ Role Playing/Drama ___ Role Playing/Drama ___ Group collaboration
___ Discovery Method ___ Discovery Method ___Gamification/
___ Lecture Method ___ Lecture Method Learning throuh play
Why? Why? ___ Answering
___ Complete IMs ___ Complete IMs preliminary
___ Availability of Materials ___ Availability of Materials activities/exercises
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Carousel
___ Group member’s ___ Group member’s ___ Diads
collaboration/cooperation collaboration/cooperation ___ Differentiated
in doing their tasks in doing their tasks Instruction
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Role Playing/Drama
of the lesson of the lesson ___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coope
ration
in doing their tasks
___ Audio Visual
Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude pupils
__ Colorful IMs __ Colorful IMs __ Pupils’
__ Unavailable Technology __ Unavailable Technology behavior/attitude
Equipment (AVR/LCD) Equipment (AVR/LCD) __ Colorful IMs
__ Science/ Computer/ __ Science/ Computer/ __ Unavailable
Internet Lab Internet Lab Technology
__ Additional Clerical works __ Additional Clerical works Equipment
(AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized __Contextualized/Localized __Contextualized/
Indigenized IM’s Indigenized IM’s and Indigenized IM’s and Indigenized IM’s Localized and
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos Indigenized IM’s
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Localized Videos
views of the locality views of the locality views of the locality views of the locality __ Making big books
__ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be from
Instructional Materials used as Instructional Materials used as Instructional used as Instructional views of the locality
__ local poetical composition __ local poetical composition Materials Materials __ Recycling of plastics
__ local poetical composition __ local poetical composition to be used as
Instructional Materials
__ local poetical
composition
 School:
GRADES 1 to 12 Teacher:
DAILY LESSON LOG Teaching Dates and Time:
WEEK 7 MONDAY
I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang pang-unawa
sa kaalaman at kasanayan sa
pag-aalaga ng hayop bilang
gawaing mapagkakakitaan
B.Pamantayan sa Pagganap Naisasagawa nang may
kawilihan ang pag-aalaga ng
hayop[ bilang gawaing
mapagkakakitaan
C.Mga Kasanayan sa Pagkatuto 1. Natutukoy ang iba’t ibang
paraan sa pagkalap ng
impormasyon gamit ang
internet
2. Nagagamit ang teknolohiya o
internet sa pagkalap ng
impormasyon sa pagpili ng
hayop/isdang aalagaan
3. Naisasagawa nang may
kawilihan ang pagkalap ng
impormasyon sa pagpili
ng hayop/isdang aalagaan gamit
ang internet K-12 CG EPP5 AG-
Of-13
II.NILALAMAN Pag-aalaga ng hayop
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p.19
2.Mga pahina sa kagamitang pang-mag- Makabuhang Gawaing
aaral Pantahanan at Pangkabuhayan 6
pp.230-232
Makabuhang Gawaing
Pantahanan at Pangkabuhayan 5
TUESDAY
Naipamamalas ang pang-
unawa sa kaalaman at
kasanayan sa pag-aalaga ng
hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may
kawilihan ang pag-aalaga ng
hayop[ bilang gawaing
mapagkakakitaan
1. Nakagagawa ng plano sa
pag-aalaga ng poltri o isda
bilang mapagkakakitaang
gawain.
2. Naiisa-isa ang salik sa
pagpaplano sa pag-aalaga ng
poltri o isda bilang
mapagkakakitaang gawain
3. Naisasagawa nang may
kawilihan ang wastong pag-
aalaga ng poltri o isda
bilang mapagkakakitaang
Gawain
K12 CG EPP5 AG-Og-14 LC 2.5
Pag-aalaga ng hayop
CG p.19
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan
5 p. 174
Internet (www.youtube.com :
Plano sa pag-aalaga ng poltri o
(WEEK 7)
WEDNESDAY
Naipamamalas ang pang-unawa
sa kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop[ bilang
gawaing mapagkakakitaan
1. Natutukoy ang mga hayop na
maaaring alagaan gaya ng manok,
pato, itik,
pugo o tilapia
2. Naipakikita ang kasiyahan sa
pagtukoy ng hayop na aalagaan
gaya ng
manok, pato, itik, pugo at tilapia
EPP5 AG-Of-15, LC 2.6
Pag-aalaga ng hayop
CG p.19
Agap at sikap 6 pp. 103-104, 108-
109, 119-120,
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
p 162
Grade Level: V
Learning Area: EPP – I.A.
Quarter: 1ST QUARTER
THURSDAY FRIDAY
Naipamamalas ang pang- Naipamamalas ang pang-
unawa sa kaalaman at unawa sa kaalaman at
kasanayan sa pag-aalaga ng kasanayan sa pag-aalaga ng
hayop bilang gawaing hayop bilang gawaing
mapagkakakitaan mapagkakakitaan
Naisasagawa nang may Naisasagawa nang may
kawilihan ang pag-aalaga ng kawilihan ang pag-aalaga
hayop[ bilang gawaing ng hayop[ bilang gawaing
mapagkakakitaan mapagkakakitaan
1.Nakagagawa ng talaan ng Natataya ang kaalaman ng
mga kagamitan at mga bata sa kasanayang
kasangkapan na dapat tinalakay
ihanda
upang makapagsimula ng
pag-aalaga ng poltri at isda .
2. Natatalakay ang talaan ng
mga kasangkapan at
kagamitan na dapat ihanda
upang makapagsimula ng
pag-aalaga ng poltri at isda.
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,
Pag-aalaga ng hayop Pag-aalaga ng hayop
CG p.19 CG p.19
Agap at Sikap 6 pp. 109 at
118-119
Umunlad sa Paggawa 5 pp.
134-136 at 146-148
internet

3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal
ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
p.162, 164
EPP 4 Learning Materials p. 52
Agap at Sikap 6 p. 102, 106,108,
119
Internet ( www. Youtube. Com.
Pag-aalaga ng mga hayop at
isda)
larawan, laptop, DLP
Balik-aral:
Paano nakatutulong ang
pagsasaliksik sa pagpili ng hayop
na aalagaan?
Lakbay-aral: Pagtungo sa
computer laboratory para
magmasid.
a. Anong teknolohiya ang nakita
ninyo?
b . Paano iyon ginagamit?
Panimulang Pagtatasa:
a. Pagpapataas ng kamay sa mga
batang may kaalaman sa
kompyuter.
b. Paano ginagamit ang
kompyuter?
c. Panuto: Sagutin ng Oo o Hindi
1. Nakaranas ka na bang
kumalap ng impormasyon sa
computer?
2. Nasubukan mo na bang
kumuha ng impormasyon gamit
ang
internet?
3. Madali ba itong gawin? Bakit?
Paglalahad: Pangkatang Gawain
isda)
Agap at Sikap 6 pp. 96-97
Balik-aral:
Ano ang pagsasaliksik gamit
ang teknolohiya?
Paano nakatutulong ang survey
sa wastong pagpili ng hayop na
aalagaan?
Panuto: Ayusin ang mga letra
para makabuo ng salita.
YOSOLAKN __________
LNPNAAGGIA ________
AAPNHNO ___________
NAKAPI ____________
Anong konsepto ang maaaring
iugnay sa mga salitang nabuo?
Panimulang Pagtatasa:
Anong dapat mong isaalang-
alang sa pagbuo ng plano sa
pag-aalaga
ng hayop? Bakit?
Paglalahad: Pangkatang
Agap at Sikap 5 pp.134, 144,146
Balik-aral:
Paano ka makagagawa ng isang
magandang plano sa pag-aalaga
ng mga
hayop o isda?
Pagganyak
Panuto: Hanapin sa puzzle ang
mga hayop at isda na maaaring
alagaan
Panuto: Sagutin ang mga tanong
sa paraang pasalita.
a. Kung kayo’y bibigyan ng
pagkakataon na mag-alaga ng
poltri o isda, , alin ang pipiliin
ninyo? Bakit?
b. Kaya mo rin kayang
magtagumpay sa pag-aalaga ng
poltri o isda? Pangatwiranan?
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Paglalahad: ( Maglaro Tayo:
Balik-aral:
Paano mo matutukoy ang
poltri o isda na maaaring
alagaan sa tahanan?
Pagsasabi ng mga bata ng
poltri na maaaring alagaan at
ang mga kata-
ngian nito.
Pagpapakita ng mga larawan
ng mga kagamitan at
kasangkapan sa
pamamagitan ng projector
Alin sa mga larawang nakita
ninyo ang maaaring gamitin
sa pagsisi-
mula ng pag-aalaga ng poltri
at isda?
Panimulang Pagtatasa
. Dapat bang gumamit ng
angkop na kagamitan at
kasangkapan sa
pagsisimula ng pag-aalaga ng
poltri at isda? Bakit?
Anu-ano ang mga
kasangkapan at kagamitan
na maaaring gamitin
upang makapagsimula ng
pag-aalaga ng poltri at isda?
Pangkatang Gawain
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
(HOMO-Hands On Minds On)
Pangkat I - IV - Gamit ang
teknolohiya kumalap ng
impormasyon
batay sa sumusunod na gabay
na tanong:
A. Anong hayop ang mainam
alagaan at pagkakitaan sa
Probinsiya ng
Batangas?
B. Ano ang nagiging batayan ng
isang tao sa pagpili ng hayop na
aalagaan?
C. Ano-ano ang mga salik na
dapat isaalang-alang sa pagtatag
ng
ng poltri?
D. Paano ka matutulungan ng
teknolohiya sa pagtatag ng
poltri?
Pagtalakay sa natapos na
Gawain
Anong masasabi ninyo sa
ginawa ninyong pagsasaliksik
gamit ang internet?
Anong karaniwang hayop ang
maaaring alagaan batay sa
inyong pagsasaliksik?
Nakatulong ba sa inyo ang
paggamit ng teknolohiya sa
pagkalap ng impormasyon?
Paano?
Pagpapalalim ng Kaalaman
Malaking tulong sa pangangalap
ng impormasyon ang paggamit
ng teknolohiya. Nagiging
batayan ito sa pagdedesisyon
tungkol sa kung anong hayop
ang aalagaan, paano ito
palalakihin at kung paano
magtatagumpay sa napiling
hayop na aalagaan. Bukod dito,
ito ay nagsisilbing sanggunian ng
Gawain
Gumawa ng plano ng pag-
aalaga ng manok. Bigyang
pansin sa plano ang mga
salitang nabuo sa naunang
gawain.
Paglinang sa natapos na gawain
Ano ang binigyang - pansin ng
bawat pangkat sa pagpaplano
Pagpapalalim ng Kaalaman
Ang pagpaplano ay isang
mahalagang elemento na
maaaring maging dahilan ng
pagtatagumpay sa napiling
gawain. Sa pagpaplano ng
aalagaang hayop, kailangang
isaalang-alang ang sumusunod
na salik
Pahulaan)
Panuto: Pumili sa pangkat ng
dalawang bata. Ang isa ay siyang
huhula at magbibigay ng clue sa
pamamagitan ng kilos. Ang
makahula sa pinakamabilis na
oras ang siyang mananalo. Nasa
ulo ng isang bata ang huhulaang
pangalan ng hayop na nakasulat
sa maliit na kard.
Manok Bibe Pugo kalapati itik
tilapiya karpa hito
Paglinang sa natapos na gawain
Ayon sa ginawa nating pahulaan,
ano-anong hayop ang madaling
natukoy?
Bakit madali ninyong natukoy ang
mga ito?
Masaya ba kayo sa ating ginawa?
Bakit?
Pagpapalalim ng Kaalaman:
Ang mga Hayop na maaaring
alagaan sa tahanan o bakuran ay
ang manok, bibe, pato, Itik,
kalapati o pugo.
Ang karpa, tilapia, hito, bangus o
dalag ang mga uri ng isdang
nabubuhay sa tubig na maalat o
tubig dagat. Mayroon din
namang nabubuhay sa tubig
tabang nabubuhay. May mga
Hahatiin ang klase sa apat na
grupo.
Mag-uunahan ang bawat
kasapi na magsulat ng mga
kagamitan at kasangkapan sa
pag-aalaga ng poltri at isda.
Ang may pinakamaraming
maitatalang tamang salita
ang tatanghaling panalo sa
gawaing ito
Paglinang sa natapos na
gawain
Sa palagay ninyo angkop ba
ang mga kagamitan at
kasangkapang
naitala para sa pag-aalaga ng
poltri o isda?
Ano ang naramdaman ninyo
sa gawain?
Madali ba ninyong natukoy
ang mga kagamitan at
kasangkapan sa pag-aalaga
ng poltri o isda?
Ang kulungan ng poltri ay
maaaring yari sa katutubong
materyales tulad ng 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
poltri…………….

G.Paglalapat ng aralin sa pangaraw-araw
na buhay
H.Paglalahat ng aralin
mga tagapag-alaga ng hayop sa
tuwing nangangailangan sila ng
impormasyon
Pangkatin ang klase sa dalawa.
Magdedebate ukol sa
pananaliksik ng impormasyon
ukol sa mga hayop na maaring
alagaan gamit ang internet vs. sa
paggamit ng iba pang mga
referens.
1. Paano kayo natulungan ng
teknolohiya sa pangangalap ng
Paglalapat: (Pangkatang
Gawain)
Paggawa ng plano ng pag-
aalaga ng isda at hayop
Pangkat 1- Manok
Pangkat 2- Pugo
Pangkat 3- Itik o Bibe
Pangkat 4- Isda
Ano-ano ang mga hakbang sa
wastong pagpaplano ng gawain
isdang maaaring alagaan nang
maramihan upang maipagbili o
kaya’y pambakuran lamang tulad
ng tilapiya, karpa, hito at iba pang
kauri. Ang mga isdang ito ay
madaling alagaan sapagkat
maaari silang mabuhay sa iba’t
ibang antas ng temperatura sa
tubig.
Ang mga manok ay inaalagaan
dahil sa kanyang karne at itlog.
Layer ang tawag sa manok na
inaalagaan upang magdulot ng
sariwang itlog. Broiler naman ang
tawag sa manok na inaalagaan
upang patabain at gawing
pagkain. Pinakakilalang uri ng
manok sa produksiyon ng itlog
ang Single Comb White Leghorn.
Sa broiler naman, kilala ang mga
kasta na Cornish, plymouth rocky
at new hampshire. Nakikilala ang
mga manok na ito sa kanilang
manilaw-nilaw na balat at
mapuputing pakpak. Kasama rin
dito ang mga pugo, bibe at itik sa
mga poltring mainam alagaan
dahil rin sa karne at itlog nito.
Tukuyin ang mga hayop/isda sa Pangkatang Gawain
ibaba sa pamamagitan ng Gumawa ang bawat pangkat
paglalagay ng kanilang pangkat. ng talaan ng mga
a. Maaaring alagaan sa kasangkapan at kagamitang
tahanan/bakuran: na magagamit upang
b. Di maaaring alagaan sa makapagsimula ng pag-
tahanan/bakuran: aalaga ng mga hayop at isda.
Manok kuwago itik agila lawin Gamitin ang talaang nasa
kalaw ostrich ibaba
pugo bibe pato
tulingan tuna hasa-hasa lapu-lapu
karpa tilapya hito
galunggong biya bangus dilis
lagidlid bisugo
Ano-ano ang mga hayop na Ano-ano ang mga
maaaring alagaan? kasangkapan at kagamitan
 datos?
2. Paano kayo natulungan ng
teknolohiya sa pagpili ng hayop
na
aalagaan?
I.Pagtataya ng aralin Basahin ang sumusunod at piliin
ang titik ng wastong sagot.
1. Nais ni Ben na hanapin ang uri
ng hayop na may dalawang paa
at pakpak o isda na maaaring
alagaan. Paano niya ito
hahanapin sa internet?
A. I-type ang uri ng hayop na
may dalawang paa at pakpak o
isda sa search bar ng computer
B. Hanapin sa computer ang
larawan ng hayop
C. I-print ang larawan ng hayop
D. Kuhanan ng picture ang mga
hayop
2. Sa pamamagitan ng internet
mahahanap ba ang
impormasyon tungkol sa
mga hayop o isda?
A. Oo B. Hindi C. Marahil D.
Hindi sigurado
3. Nahihirapan si Joel na
hanapin sa mga aklat ng
Edukasyong Pantahanan at
Pangkabuhayan ang tungkol sa
mga hayop na may dalawang
paa at pakpak o isda na
aalagaan. Ano ang kanyang
gagawin?
A. Kung may internet access sa
bahay gamitin ito upang
kumalap ng
impormasyon ukol sa mga
hayop.
B. Pumunta sa munisipyo at
sa pag-aalaga ng hayop?
Paano makagagawa ng isang
plano?
Basahin ang sumusunod na
mga tanong. Piliin ang titik ng
wastong sagot.
1. Nais magtayo ng poltri nina
Nikko. Saan nila dapat ilagay
iyon?
A. Sa mataas na lugar na may
punongkahoy
B. Mababang lugar na
tinitigilan ng tubig
C. Pook na maraming bato
D. Pook na maraming damo
2. Ano anong dapat isaalang-
alang sa paggawa ng kulungan
ng manok o pugo?
A. Tubig na malinis at ligtas sa
sakit B. Klima sa lugar at
kapaligiran
C. Malayo sa bahay D. Pagkain
at pagsasapamilihan nito
3. Anong dapat tandaan sa
pagpapakain sa mga alagang
manok, itik o bibe at
pugo?
A. Panatilihing malinis ang
kainan
B. Bigyan ng marami at labis na
patuka
C. Bantayan ang patukaan at
kulungan sa lahat nang oras
D. Bigyan ang alagang hayop ng
pagkaing komersyal at
mamahaling uri
4. Saan dapat itayo ang
palaisdaan?
.Bakit maaari alagaan sa tahanan
o sa bakuran ang napili ninyong
uri ng poltri o isda?
Basahin ang sumusunod at piliin
ang titik ng tamang sagot.
1. Aling uri ng isda ang maaaring
alagaan sa panloobang
palaisdaan?
A. Tilapya B. Hasa-hasa
C. Lapu-lapo D. Bangus
2. Nais makatipid sa pagbili ng
itlog at karne ni Ruben, ano ang
kanyang
aalagaan?
A. Manok at bibe B. Ibon at
tandang C. Maya at pipit D. Pugo
at Pabo
3. Anong hayop ang mainam
alagaan malapit sa daluyan ng
tubig?
A. Bibe B. Manok C. Kalapati D.
Pabo
4. Alin sa mga hayop ang mainam
pagkunan ng itlog?.
A. Broiler B. Stag C. White
leghorn D. Cobb
5. Anong isda ang angkop alagaan
sa likod-bahay?
A. Tulingan B. Galunggong .
C. Tilapiya D. Bangus
na maaaring gamitin sa
pagsisimula ng pag-aalaga ng
poltri at isda?
Paano ninyo naitala ang mga
kasangkapan at kagamitan
na maaring magamit sa pag-
aalaga ng poltri at isda?
Maingat ba ninyo itong
pinag-isipan? Bakit?
Basahin ang sumusunod.
Piliin ang tiitik ng tamang
sagot.
1. Mainam gamitin sa
paggawa ng kulungan ng
poltri ang _______ bilang
bakod, upang madaling
makapasok ang hangin.
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

J.Karagdagang Gawain para sa takdang
aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng
80% sa pagtatayao.
B.Bilang ng mag-aaralna nangangailangan
ng iba pang Gawain para sa remediation
magpaseroks ng data tungkol sa
hayop.
C. Pumunta sa Barangay Hall at
doon maghanap ng data ng mga
hayop.
D. Pumunta sa computer shop
at maghanap doon mag-scan ng
mgapicture
ng hayop.
Gamit ang teknolohiya
mangalap ng impormasyon
tungkol sa wastong pagpapalaki
ng pugo. Itala sa notebook ang
nakalap na kaalaman
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
A. Harap ng bahay B. Sa likod
bahay na hindi nababahaan
C. Sa mabatong lugar at
palusong D. Sa magubat na
lugar
5. Kailan ang tamang oras ng
pagbibigay ng pakain sa mga
alagang isda?
A. Sa umaga B. Tanghali
C. Hapon D. Kahit anong oras
Kung ang plano mong alagaan
ay bibe, anong dapat mong
bigyang-pansin
sa sumusunod na salik?
a.Panahon ______________
b. Lokasyon ____________
c. Pakain ______________
d. Pangangailangan _______
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
Gumupit ng larawan ng hayop o
isda na maaaring pagkakitaan.
Idikit sa notebook at tukuyin ang
ngalan
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
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
Panuto: Sagutin sa paraang
pasalita ang katanungan:
Sa paggawa ng talaan ng mga
kasangkapan at kagamitan,
kailangan ba
ng masusing pag-aaral kung
angkop ba ito o hindi? Bakit?
___Lesson carried. Move on ___Lesson carried. Move
to the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got _____% of the pupils got
80% mastery 80% mastery
___Pupils did not find ___Pupils did not find
difficulties in answering their difficulties in answering
lesson. their lesson.
___Pupils found difficulties in ___Pupils found difficulties
answering their lesson. in answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the
lesson because of lack of lesson because of lack of
knowledge, skills and knowledge, skills and
interest about the lesson. interest about the lesson.
___Pupils were interested ___Pupils were interested
on the lesson, despite of on the lesson, despite of
some difficulties some difficulties
encountered in answering encountered in answering
the questions asked by the the questions asked by the
teacher. teacher.
___Pupils mastered the ___Pupils mastered the
lesson despite of limited lesson despite of limited
resources used by the resources used by the
 ___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned
mag-aaral na nakaunawa sa aralin. 80% above
D.Bilang ng mag-aaral na magpapatuloy ___ of Learners who require
sa remediation additional activities for
remediation
E.Alin sa mga estratehiyang pagtuturo ___Yes ___No
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up
nakatulong? the lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue
na solusyunansa tulong ng aking to require remediation
punungguro at superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive
ko guro? Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
___Some pupils did not finish teacher. teacher.
their work on time due to ___Majority of the pupils ___Majority of the pupils
unnecessary behavior. finished their work on time. finished their work on time.
___Some pupils did not ___Some pupils did not
finish their work on time due finish their work on time
to unnecessary behavior. due to unnecessary
behavior.
___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
above 80% above 80% above
___ of Learners who require ___ of Learners who require ___ of Learners who
additional activities for additional activities for require additional activities
remediation remediation for remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson up the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who ___ of Learners who
require remediation continue to require continue to require
remediation remediation
Strategies used that work well: Strategies used that work Strategies used that work
___Metacognitive Development: well: well:
Examples: Self assessments, note ___Metacognitive ___Metacognitive
taking and studying techniques, Development: Examples: Development: Examples:
and vocabulary assignments. Self assessments, note taking Self assessments, note
___Bridging: Examples: Think- and studying techniques, and taking and studying
pair-share, quick-writes, and vocabulary assignments. techniques, and vocabulary
anticipatory charts. ___Bridging: Examples: assignments.
Think-pair-share, quick- ___Bridging: Examples:
writes, and anticipatory Think-pair-share, quick-
___Schema-Building: Examples:
charts. writes, and anticipatory
Compare and contrast, jigsaw
charts.
learning, peer teaching, and
projects. ___Schema-Building:
Examples: Compare and ___Schema-Building:
contrast, jigsaw learning, Examples: Compare and
___Contextualization:
peer teaching, and projects. contrast, jigsaw learning,
Examples: Demonstrations, peer teaching, and projects.
media, manipulatives, repetition,
and local opportunities. ___Contextualization:
___Contextualization:
repetition, and local
opportunities.
___Text Representation:
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.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
repetition, and local
opportunities.
___Text Representation:
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.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Examples: Demonstrations, Examples: Demonstrations,
___Text Representation: media, manipulatives, media, manipulatives,
repetition, and local repetition, and local
Examples: Student created
opportunities. opportunities.
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly, ___Text Representation: ___Text Representation:
modeling the language you want Examples: Student created Examples: Student created
students to use, and providing drawings, videos, and games. drawings, videos, and
samples of student work. ___Modeling: Examples: games.
Speaking slowly and clearly, ___Modeling: Examples:
Other Techniques and Strategies modeling the language you Speaking slowly and clearly,
used: want students to use, and modeling the language you
___ Explicit Teaching providing samples of student want students to use, and
___ Group collaboration work. providing samples of
___Gamification/Learning throuh student work.
play Other Techniques and
___ Answering preliminary Strategies used: Other Techniques and
activities/exercises ___ Explicit Teaching Strategies used:
___ Carousel ___ Group collaboration ___ Explicit Teaching
___ Diads ___Gamification/Learning ___ Group collaboration
___ Differentiated Instruction throuh play ___Gamification/Learning
___ Role Playing/Drama ___ Answering preliminary throuh play
___ Discovery Method activities/exercises ___ Answering preliminary
___ Lecture Method ___ Carousel activities/exercises
Why? ___ Diads ___ Carousel
___ Complete IMs ___ Differentiated ___ Diads
___ Availability of Materials Instruction ___ Differentiated
___ Pupils’ eagerness to learn ___ Role Playing/Drama Instruction
___ Group member’s ___ Discovery Method ___ Role Playing/Drama
collaboration/cooperation ___ Lecture Method ___ Discovery Method
in doing their tasks Why? ___ Lecture Method
___ Audio Visual Presentation ___ Complete IMs Why?
of the lesson ___ Availability of Materials ___ Complete IMs
___ Pupils’ eagerness to ___ Availability of Materials
learn ___ Pupils’ eagerness to
___ Group member’s learn
collaboration/cooperatio ___ Group member’s
n collaboration/cooperati
in doing their tasks on
___ Audio Visual in doing their tasks
Presentation ___ Audio Visual
of the lesson Presentation

__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical
composition
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
 Paaralan Baitang/Antas V
DAILY LESSON LOG Guro Asignatura ICT & Entrepreneurship
Petsa/Oras WEEK 7 Markahan

WEEK 7 LUNES MARTES MIYERKULES HUWEBES BIYERNES

1. Nakasusunod sa sa usapan sa online discussion forum at chat. 1. Nakapagsisimula ng bagong discussion thread o nakabubuo
I. LAYUNIN 2. Nakapagpopost ng sariling mensahe sa online discussion forum at chart. ng sariling discussion group.
3. Naisasaalang-alang ang responsibilidad at mga paalaala sa pagsunod sa usapan sa online 2. Napahalagahan ang responsableng paggamit ng internet.
discussion forum at chat.
Naipapakita ang kaalaman at kasanayan sa pagsali sa discussion forum at chat at sa pamamahagi ng mga dokumento at media files.
A. Pamantayang Pangnilalaman

Nakasasali sa discussion forum at format.

B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga Pahina sa Kagamitang
Pang-Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
B. Iba Pang Kagamitang Panturo
Nakasusunod sa usapan sa online discussion forum at chat. Nakakapag-post ng sariling Nakakapagsimula ng bagong discussion thread o nakakabuo
( EPP5IE-0g-17 ) mensahe sa discussion forum ng sariling discussion group.( EPPIE-0g-19 )
at chat. ( EPPIE-0g-18 )
Ang online discussion at chat ay naiiba sa discussion forum na pwedeng Makita kailanman at Sa pagtatapos ng araling ito, inaasahang nakakapagsimula ng
saanman. Bagaman my kapareho itong katangian tulad ng maari itong balikan kahit anong oras bagong discussion thread o nakakabuo ng sariling discussion
at kahit saan basta may access sa internet at computer. Sa isang online discussion forum at group.
chat, kailangang ang mga myembro ay naka-online upang makasali sa usapan sa isang forum o Madalas nating gamitin ang internet para sa komunikasyon.
chat. Mas lumalawak an gating pag-iisip dahil sa komunikasyon.
Kung gayon, mahalagang matutuhan natin ang iba’t ibang
paraan ng paggawa ng discussion thread o discussion group sa
internet upang doon makapagpalitan ng kaalaman, kuro-kuro
at opinion.
Aralin 17-18, pahina____ Aralin 17-18, pahina_____ Aralin 17-18, pahina____ Aralin 19, pahina___ Aralin 19, pahina____
Aralin 17-18, pahina _____ Aralin 17-18, pahina _____ Aralin 17-18 , pahina_____ Aralin 19 pahina____ Aralin 19, pahina____
https://school.quipper.com https://school.quipper.com https://school.quipper.com https://school.quipper.com https://school.quipper.com
https://www.google.com.ph. https://www.google.com.ph.
Cell phone, computer, Cell phone, computer, Cell phone, computer, Cell phone, computer, Cell phone, computer,
internet access, LCD internet access, LCD internet access, LCD internet access, LCD internet access, LCD
projector, larawan projector, larawan projector, larawan projector, larawan projector, larawan

III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin
at/o pagsisimula ng bagong
aralin.
Paano naipamalas ang speed
at accuracy gamit ang mga
basic function at formula sa
electronic spreadsheet?
Anu-ano ang dapat tandaan
upang makasunod sa usapan
sa online discussion forum at
chat?
Anu-ano ang mga paraan sa
pagpopost ng mensahe sa
online discussion forum at
chat?
Ano ang dapat gawin upang Ano-ano ang paraan ng
maging isang responsible sa pangangalap ng website?
anumang gagawing
dokumento sa loob ng
thread?

Ipasagot ang mga tanong sa Ipasagot ang mga tanong sa Ano ang dapat gawin upang Pasagutan ang Kaya Mo Na Ba Anu-ano ang mga websites na
Alamin Natin sa LM Aamin Natin sa LM pahina madaling makapagpost ng sa LM nalalaman ninyo?
B. Paghahabi sa layunin ng aralin pahina____ ____ mga mensahe gamit ang
iyong facebook account?

Sagutin ang Kaya Mo Na Ba?

C. Pag-uugnay ng mga Sa LM, pahina ____ Pagpapakita ng mga facebook Pagpapakita ng mga Google
halimbawa at bagong aralin Nakasali na ba kayo ng isang group at Yahoo Group o Group at We Chat.
usapan sa online? Yahoo Messenger
D. Pagtatalakay ng bagong Pagtatalakay tungkol sa Pagtatalakay tungkol sa mga Pagtatalakay sa Pagtatalakay tungkol sa Pagtatalakay tungkol sa
konsepto at paglalahad ng pagsusunod sa usapan sa dapat tandaan sa pagpopost responsibilidad at mga pagbubuo ng bagong pagpapahalaga ng
bagong kasanayan #1 online discussion forum at ng sariling mensahe. paalaala sa pagsunod sa discussion thread o sariling responsableng paggamit ng
chat. usapan sa online discussion discussion group. internet.
forum at chat.
E. Pagtatalakay ng bagong Ipagawa ang GAWAIN A, Ipagawa ang GAWAIN B: Ipagawa ang GAWAIN C: “ Ipagawa ang GAWAIN B: Ipagawa ang D: “ Discussion
konsepto at paglalahad ng Mensahe Ko… Sundan Mo sa “Mensahe MO… I-post Chat Ko… Proyekto Ko… sa LM Pagsisimula ng Discussion Natin… I-Online Natin”.. sa
bagong kasanayan #2 LM Mo….sa LM Thread o Discussion Group LM
Pangkatang Gawain. Gamit ang Facebook
Anu-ano ang dapat tandaan Magpost ng mga mensahe Gumawa ng isang online Pangkatang Gawain Pangkatang Gawain
sa tamang pagsunod sa online gamit ang iyong facebook discussion forum at chat Gumawa ng bagong Gumawa ng bagong
F. Paglinang sa Kahabisaan discussion forum at chat? account. gamit ang facebook account. discussion forum gamit ang discussion group gamit ang
(Tungo sa Formative Assessment)
Google Account. internet.
Bakit mahalaga ang online Ano ang kahalagahan ng Ano ang kahalagahan ng may Ano ang kahalagahan ng Paano nakakatulong ang
G. Paglalapat ng aralin sa pang- discussion forum at chat sa paggamit ng facebook sa facebook account sa panahon discussion forum hindi lng sa internet sap ag-aaral at ibang
araw-araw na buhay buhay ngayon hindi lng sa online discussion forum at ngayon? klase? ahensya?
pag-aaral? chat?

Anu- ano ang dapat gawin
upang makasusunod sa
H. Paglalahat ng Aralin usapan sa online discussion
forum at chat?
Gumamit ng hands on sa
Anu-ano ang mga paraan sa Ano ang dapat isaalang-alang Anu-ano ang mga paraan sa Paano nakabubuo ng isang
pagpopost ng sariling upang maging responsable sa pagbubuo ng sariling discussion group?
mensahe sa online discussion anumang gagawing discussion group? Ano ang kahalagahan ng
forum at chat gamit ang dokumento sa loob ng responsableng paggamit ng
facebook? thread? internet?
Magpopost ng sampung Pangkatang Gawain Bumuo ng isang discussion Sagutan ang Subukin Mo sa

I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
computer para sa online mensahe gamit ang online Gamit ang facebook account
discussion forum at chat. discussion forum at chat. bumuo ng grupo at
magkaroon ng isang
discussion forum.
Magpost ng isang usapan sa Gamit ang computer at Magpost ng mga mensahe sa
online discussion forum at internet magpopost pa ng inyong grupong nabuo.
chat. mensahe sa inyong facebook
account.
group at magpopost ng mga LM
mensahe.
Magpost ng mga mensahe sa Gumawa ng ibang discussion
discussion group na inyong group kasama ang mga
binuo. kaibigan ninyo?

IV. MGA TALA

V. PAGNINILAY

A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na
na magpapatuloy sa
remediation.
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais kong
ibahagi sa mga kapwa kong
guro?
 Paaralan
Guro
Petsa at Oras
WEEK 7 MONDAY
I. LAYUNIN 1. Nabubuo ang kagamitang
pambahay na maaring
pagkakitaan.
2. Nakalilikha ng isang
malikhaing proyekto
3. Nakapipili at Nakapamimili
ng materyales
Naipapamalas ang pang-
unawa sa kaalaman at
A. Pamantayang
kasanayan sa “gawaing
Pangnilalaman pantahanan” at tungkulin
at pangangalaga sa sarili.
Naisasagawa ang kasanayan
sa pangangalaga sa sarili at
B. Pamantayan sa Pagganap gawaing pantahanan na
nakakatulong sa pagsasaayos
ng tahanan.
C. Mga Kasanayan sa
Pagkatuto (Isulat ang code K to 12- EPP5HE-0f-18
ng bawat kasanayan)
II. NILALAMAN Pagbuo ng Kagamitang
Pambahay na maaring
Pagkakitaan(Paggawa ng
Apron)
III. KAGAMITANG PANTURO
A. Sanggunian
JULY 16-20, 2018 (WEEK 7)
TUESDAY
1. Nasuri ang proyekto ayon
sa sariling mungkahi at ng iba
gamit ang rubrics.
2. Napapahalagahan ang
nabuong proyekto batay sa
sariling pananaw at
mungkahi ng iba.
Naipapamalas ang pang-
unawa sa kaalaman at
kasanayan sa “gawaing
pantahanan” at tungkulin
at pangangalaga sa sarili.
Naisasagawa ang kasanayan
sa pangangalaga sa sarili at
gawaing pantahanan na
nakakatulong sa pagsasaayos
ng tahanan.
K to 12- EPP5HE-0f-19
Pagsusuri/Pagpapahalaga sa
Natapos na Proyekto
WEDNESDAY
1. Naisasagawa ang nabuong
proyekto kung kinakailangan.
Naipapamalas ang pang-
unawa sa kaalaman at
kasanayan sa “gawaing
pantahanan” at tungkulin
at pangangalaga sa sarili.
Naisasagawa ang kasanayan
sa pangangalaga sa sarili at
gawaing pantahanan na
nakakatulong sa pagsasaayos
ng tahanan.
K to 12- EPP5HE-0f-20
Pagasaayos ng Proyekto kung
kinakailangan
Baitang/Antas V
Asignatura EPP-H.E
Markahan
THURSDAY
1. Naisasagawa ang nabuong
proyekto kung kinakailangan.
Naipapamalas ang pang-
unawa sa kaalaman at
kasanayan sa “gawaing
pantahanan” at tungkulin
at pangangalaga sa sarili.
Naisasagawa ang kasanayan
sa pangangalaga sa sarili at
gawaing pantahanan na
nakakatulong sa pagsasaayos
ng tahanan.
K to 12- EPP5HE-0f-20
Pagasaayos ng Proyekto kung
kinakailangan
FRIDAY
1. Naisasagawa ang nabuong
proyekto kung kinakailangan.
Naipapamalas ang pang-
unawa sa kaalaman at
kasanayan sa “gawaing
pantahanan” at tungkulin
at pangangalaga sa sarili.
Naisasagawa ang kasanayan
sa pangangalaga sa sarili at
gawaing pantahanan na
nakakatulong sa pagsasaayos
ng tahanan.
K to 12- EPP5HE-0f-20
Pagasaayos ng Proyekto kung
kinakailangan
1. Mga pahina sa Gabay ng Quarter2 Week 7 pp.____ Quarter2 Week 7 pp.____ Quarter2 Week 7 pp.____ Quarter2 Week 7 pp.____ Quarter2 Week 7 pp.____
Guro
2. Mga pahina sa Gabay ng Quarter2 Week 7 pp.____ Quarter2 Week 7 pp.____ Quarter2 Week 7 pp.____ Quarter2 Week 7 pp.____ Quarter2 Week 7 pp.____
Pang-mag-aaral
3. Mga pahina Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
Tela, sinulid, karayom, lapis,typewriting, rubrics na tela, sinulid, karayom, tela, sinulid, karayom, tela, sinulid, karayom,
B. Iba pang Kagamitang
pardon, medina, gunting nakasulat sa manila paper, padron, medida, gunting padron, medida, gunting padron, medida, gunting
pangturo
tsart ng rubrics.
IV. PAMAMARAAN
A. Balik –Aral sa nakaraang
aralin at sa pagsisimula ng
bagong aralin
Panggabay na Tanong: Panggabay na tanong: Panggabay na tanong: Panggabay na tanong: Panggabay na tanong:

“Alam niyo ba na maaring 1.Sinu-sino ang maaring Ipasagot sa mga mag-aaral Ipasagot sa mga mag-aaral Ipasagot sa mga mag-aaral
pagkakitaan ng pamilya na magpahalaga sa natapos na ang sumusunod na tanong: ang sumusunod na tanong: ang sumusunod na tanong:
maipakikita ang proyekto?
pagkamaparaan at 1.Naging matagumpay ba ang 1.Naging matagumpay ba 1.Naging matagumpay ba ang
pagkamalikhain aat 2.Bakit mahalagang ginawa mong proyekto? ang ginawa mong proyekto? ginawa mong proyekto?
B. Paghahabi ng layunin ng
maisasagawa mula sa mura matutunan ang wastong 2.Naging maganda ba ang 2.Naging maganda ba ang 2.Naging maganda ba ang
aralin
at matatagpuan sa pagpapahalaga sa sariling kinalabasan ng proyekto kinalabasan ng proyekto kinalabasan ng proyekto
pamayanan? gawa? mong ginawa? mong ginawa? mong ginawa?
3. Kung hindi naging 3. Kung hindi naging 3. Kung hindi naging
maganda o maayos ang maganda o maayos ang maganda o maayos ang
kinalabasan, ano ang dapat kinalabasan, ano ang dapat kinalabasan, ano ang dapat
mong gawin? mong gawin? mong gawin?

C.Pag-uugnay ng mga
halimbawa sa bagong aralin Pangganyak: Pangganyak: Pangganyak: Pangganyak: Pangganyak:

1. 1.Ipalabas sa mag-aaral ang 1. Buksan ang aralin sa 1. Buksan ang aralin sa 1. Buksan ang aralin sa
isang natapos na aralin pamamagitan ng laro. pamamagitan ng laro. pamamagitan ng laro.
Tingnan sa LM p.____. Tingnan sa LM p.____. Tingnan sa LM p.____.
2.Ipalahad sa mga mag-aaral
kung sila ay nasiyahan sa
nabuong proyekto. Itanong
 kung kanino humingi ng
suhestiyon upang
mapaganda ang proyekto

2.Itanong sa mga mag-aaral: 2.Itanong sa mga mag-aaral: 2. Itanong sa mga mag-aaral: 2. Itanong sa mga mag-aaral: 2. Itanong sa mga mag-aaral:

Mga bata, anu-anong mga Kanino humingi ng

D. Pagtalakay ng bagong
kagamitan sa bahay ang suhestiyon upang
konsepto at paglalahad ng
inyong makikita? mapaganda ang proyekto?
bagong kasanayan # 1
Kapaki-pakinabang ba ang
mga ito?

PAGLALAHAD: PAGLALAHAD: PAGLALAHAD: PAGLALAHAD: PAGLALAHAD:

Ipakita ang mga kagamitang
E. Pagtalakay ng bagong pambahay. Ipasuri sa mga
konsepto at paglalahad ng bata kung alin sa mga ito ang
bagong kasanayan # 2 pwedeng pagkakitaan;bakit
ito pwedeng pagkakitaan at
kalian pwedeng pagkakitaan
1.Talakayin ang iba’t-ibang 1.Ipaskil sa pisara ang mga 1.Ipaskil sa pisara ang mga 1.Ipaskil sa pisara ang mga
uri ng instrumento sa pamantayan sa proyekto. pamantayan sa proyekto. pamantayan sa proyekto.
pagtatayo na nasa Linangin Timgan sa LM p.___ Timgan sa LM p.___ Timgan sa LM p.___
Natin sa Letrang A ng LM.
2.Hayaan ang mag-aaral na
paghambingin ang iba’t-ibang
instrument ng pagtataya.

PAGPAPALALIM NG PAGPAPALALIM NG PAGPAPALALIM NG PAGPAPALALIM NG PAGPAPALALIM NG

KAALAMAN: KAALAMAN KAALAMAN KAALAMAN KAALAMAN

Gabayan ang mga bata sa
F. Paglinang sa kabihasnan pagpili ng mga kagamitang
(Tungo sa Formative pambahay na maaaring
Assessment) pagkakitaan. Itala ang
napiling kagamitan isulat ang
paraan ng paggawa nito.
Hayaan ang mga mag-aaral
na pahalagahan ang kanilang
nabuong proyekto ayon sa
scorecard na nasa Linangin
Natin sa letrang B ng LM.
Gabayan ang mga mag aaral
sa pagtalakay sa wastong
pagsasa ayos ng natapos na
proyekto.
Itanong : Bakit kailangan
maisaayos ang natapos na
proyekto?
Gabayan ang mga mag aaral
sa pagtalakay sa wastong
pagsasa ayos ng natapos na
proyekto.
Itanong : Bakit kailangan
maisaayos ang natapos na
proyekto?
Gabayan ang mga mag aaral
sa pagtalakay sa wastong
pagsasa ayos ng natapos na
proyekto.
Itanong : Bakit kailangan
maisaayos ang natapos na
proyekto?

G. Paglalapat ng aralin sa
pang-araw araw na buhay Ano ang ang kahalagahan ng SABIHIN: SABIHIN: SABIHIN:
paggamit ng iba’t-ibang

H. Paglalahat ng aralin
I. Pagtataya ng aralin
J. Karagdagan Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
Sa pagpili at pagbuo ng
kagamitang pambahay
kailangn isa alang-alang natin
ang mga bagay na
matatagpuan sa pamayanan
at tiyaking ito ay kapaki-
pakinabang sa loob at labas
ng tahanan.
Sagutin ang mga tanong:
1.Anu-anong kagamitang
pambahay ang nasa inyong
tahanan?
2.Anu-anong kagamitang
pambahay ang maaaring
pagkakitaan?
3.Bakit mahalagang malaman
ang gamit ng bawat isa?
Ipasaliksik sa mga bata ang
iba’t-ibang uri ng kagamitang
pambahay at ang paraan ng
paggamit nito.
instrumento sa pagtataya san
g natapos na proyekto?
Ipagawa sa mga mag-aaral
ang Gawin Natin sa LM p___.
Sabihin sa mga mag-aaral na
ipakita sa kanilang mga
magulang o kaibigan ang mga
natapos nilang proyekto.
Ipatala sa kwaderno ang
kanilang mga nagging
suhestiyon o mungkahi.
Upang maisaayos ang
natapos na proyekto kung
kinakailangan, sundin ang
pamantayan sa pagsasaayos.
1. Itanong sa mga mag aaral:
Bakit mahalagang isa ayos
ang proyekto kung di naging
maganda ang kinalabasan?
2. Bakit kailangang isaalang
alang ang kagamitan,
panahon, oras at salapi sa
pag aayos ng proyekto?
Ipagawa sa mga mag-aaral
ang Gawin Natin sa LM p___.
Ipagawa sa mag-aaral ang
Pagyamanin Natin sa LM
p____.
Upang maisaayos ang
natapos na proyekto kung
kinakailangan, sundin ang
pamantayan sa pagsasaayos.
1. Itanong sa mga mag aaral:
Bakit mahalagang isa ayos
ang proyekto kung di naging
maganda ang kinalabasan?
2. Bakit kailangang isaalang
alang ang kagamitan,
panahon, oras at salapi sa
pag aayos ng proyekto?
Ipagawa sa mga mag-aaral
ang Gawin Natin sa LM p___.
Ipagawa sa mag-aaral ang
Pagyamanin Natin sa LM
p____.
Upang maisaayos ang
natapos na proyekto kung
kinakailangan, sundin ang
pamantayan sa pagsasaayos.
1. Itanong sa mga mag aaral:
Bakit mahalagang isa ayos
ang proyekto kung di naging
maganda ang kinalabasan?
2. Bakit kailangang isaalang
alang ang kagamitan,
panahon, oras at salapi sa
pag aayos ng proyekto?
Ipagawa sa mga mag-aaral
ang Gawin Natin sa LM p___.
Ipagawa sa mag-aaral ang
Pagyamanin Natin sa LM
p____.
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
Gawain para sa remediation
C. Nakatulong ba ang
remediation? Bilang ng mag-
aaral na nakaunawa sa aralin.
D Bilang ng mag-aaral na
magpapatuloy sa
remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking ginamit/nadiskubre
na nais kong ibahagi sa mga
kapwa ko guro?
 GRADES 1 to 12 Paaralan Baitang/Antas V
DAILY LESSON LOG Guro Asignatura EPP – AGRICULTURE
Petsa/Oras (WEEK 7) Markahan

WEEK 7 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Nakagagawa ng plano sa pag-aalaga ng hayop
A. Pamantayang naipamamalas ang pang- naipamamalas ang pang- naipamamalas ang naipamamalas ang pang-unawa Lingguhang Pagsusulit
Pangnilalaman unawa sa kaalaman at unawa sa kaalaman at pang-unawa sa sa kaalaman at kasanayan sa
kasanayan sa pag-aalaga ng kasanayan sa pag-aalaga ng kaalaman at kasanayan pag-aalaga ng hayop bilang
hayop bilang gawaing hayop bilang gawaing sa pag-aalaga ng hayop gawaing mapagkakakitaan
mapagkakakitaan mapagkakakitaan bilang gawaing
mapagkakakitaan

B. Pamantayan sa Pagaganap
naisasagawa nang may
kawilihan ang pag-aalaga ng
hayop bilang gawaing
mapagkakakitaan
naisasagawa nang may
kawilihan ang pag-aalaga ng
hayop bilang gawaing
mapagkakakitaan
naisasagawa nang may naisasagawa nang may
kawilihan ang pag- kawilihan ang pag-aalaga ng
aalaga ng hayop bilang hayop bilang gawaing
gawaing mapagkakakitaan
mapagkakakitaan

C. Mga Kasanayan sa Pagkatuto nakapagsasaliksik ng mga
(Isulat ang code ng bawat katangian,uri,
kasanayan) pangangailangan,
pamamaraan ng pag-aalaga
at pagkukunan ng mga hayop
na maaaring alagaan, at mga
karanasan ng mga taong nag-
aalaga ng hayop o isda
nakapagsasaliksik ng mga
katangian,uri,
pangangailangan,
pamamaraan ng pag-aalaga
at pagkukunan ng mga hayop
na maaaring alagaan, at mga
karanasan ng mga taong nag-
aalaga ng hayop o isda
ang teknolohiya ang teknolohiya (Internet)sa
(Internet)sa pagkalap pagkalap ng impormasyon at sa
ng impormasyon at sa pagpili ng hayop/isdang
pagpili ng hayop/isdang aalagaan
aalagaan
EPP5AG-0f-13
EPP5AG-0f-13

EPP5AG-0f-12 EPP5AG-0f-12

II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
 2.Mga pahina sa Kagamitang
Pang-Mag-aaral
3.Mga pahina sa Teksbuk K to 12 CG EPP5AG-Og-14 K to 12 CG EPP5AG-Og-14 K to 12 CG EPP5AG-Og- K to 12 CG EPP5AG-Og-14
14

4.Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Larawan ng hayop na Larawan ng hayop na Larawan ng isda na Larawan ng isda na aalagaan,
Panturo aalagaan, manila paper, aalagaan, manila paper, aalagaan, manila paper, manila paper, pentel pen
pentel pen pentel pen pentel pen
III. PAMAMARAAN

A. Balik-aral sa nakaraang Magbigay ng mga hayop ang Magbigay ng mga hayop ang Punan ng salita o mga Punan ng salita o mga salita ang
aralin at/o pagsisimula maaring alagaan at maaring alagaan at salita ang mga patlang mga patlang upang mabuo ang
ng bagong aralin mapagkakitaan? mapagkakitaan? upang mabuo ang diwa diwa ng mga pangungusap.
ng mga pangungusap. Pumili ng sagot sa talaan ng
Ibigay ang kahalagahan ng Ibigay ang kahalagahan ng Pumili ng sagot sa mga salita at parirala sa ibaba.
paggawa ng plano sa pag- paggawa ng plano sa pag- talaan ng mga salita at
aalaga ng hayop bilang aalaga ng hayop bilang parirala sa ibaba.
mapagkakakitaan ? mapagkakakitaan ?

B. Paghahabi sa layunin ng Nakagagawa ng plano sa pag- Nakagagawa ng plano sa pag- Nakagagawa ng plano Nakagagawa ng plano sa pag-
aralin aalaga ng hayop aalaga ng hayop sa pag-aalaga ng isda aalaga ng isda

C. Pag-uugnay ng mga
halimbawa sa bagong aralin
Pagbasa ng Tula tungkol sa
pag-aalaga ng hayop.
Pagbasa ng Tula tungkol sa
pag-aalaga ng hayop.
Malapit ba ang inyong Malapit ba ang inyong
pamayanan sa dagat, pamayanan sa dagat, lawa, ilog
lawa, ilog at sapa? Alam at sapa? Alam mob a ang mag-
mob a ang mag-alaga, alaga, magparami at mag-ani ng
magparami at mag-ani mga alagang isda?
ng mga alagang isda?

D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Pag-aralan ang halimbawa ng
Plano ng Paghahayupan
Alamin kung naunawaan ang
plano. Sagutin ang
sumusunod na tanong:
Pag-aralan ang halimbawa ng
Plano ng Paghahayupan
Alamin kung naunawaan ang
plano. Sagutin ang
sumusunod na tanong:
Pag-aralan ang Plano ng Pag-aralan ang Plano ng Pag-
Pag-aalaga ng Isda aalaga ng Isda
Alamin kung Alamin kung naunawaan ang
naunawaan ang plano. plano. Sagutin ang sumusunod
Sagutin ang sumusunod na tanong:
na tanong:

F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Arallin
I. Pagtataya ng Aralin
Ano ang unang bahagi ng
plano? Ano ang nilalaman
nito?
Ano ang ikalawang bahagi ng
plano? Ang pangatlong
bahagi?
Pangkatang Gawain
Pangkatang Gawain
Ano ang mangyayari kapag
mahusay at wasto ang
pagpaplanong inyong
ginawa?
Ang mga sumusunod ay mga
gawain sa paghahayupan.
Sipiin at isulat sa inyong
notebook ang mga salita o
parirala tungkol sa mga
gawaing pagpaplano.
Pagpili ng lugar o kapaligiran
Pagpapakain sa mga hayop
Sumangguni sa ahensiya ng
pamahalaan
Paggamot sa mga sakit ng
hayop
Pagpili ng hayop na aalagaan
Isaalang- alang ang puhunan
Paggawa ng kulungan
Pagsunod sa makaagham na
pamamaraan
Ano ang unang bahagi ng
plano? Ano ang nilalaman
nito?
Ano ang ikalawang bahagi ng
plano? Ang pangatlong
bahagi?
Pangkatang Gawain
Pangkatang Gawain
Ano ang mangyayari kapag
mahusay at wasto ang
pagpaplanong inyong
ginawa?
Ang mga sumusunod ay mga
gawain sa paghahayupan.
Sipiin at isulat sa inyong
notebook ang mga salita o
parirala tungkol sa mga
gawaing pagpaplano.
Pagpili ng lugar o kapaligiran
Pagpapakain sa mga hayop
Sumangguni sa ahensiya ng
pamahalaan
Paggamot sa mga sakit ng
hayop
Pagpili ng hayop na aalagaan
Isaalang- alang ang puhunan
Paggawa ng kulungan
Pagsunod sa makaagham na
pamamaraan
Ano ang unang bahagi ng
Ano ang unang bahagi plano? Ano ang nilalaman nito?
ng plano? Ano ang
nilalaman nito? Ano ang ikalawang bahagi ng
plano? Ang pangatlong bahagi?
Ano ang ikalawang
bahagi ng plano? Ang
pangatlong bahagi?
Pangkatang Gawain Pangkatang Gawain
Pangkatang Gawain Pangkatang Gawain
Ano ang mangyayari Ano ang mangyayari kapag
kapag mahusay at mahusay at wasto ang
wasto ang pagpaplanong inyong ginawa?
pagpaplanong inyong
ginawa?
Ang mga sumusunod ay Ang mga sumusunod ay mga
mga gawain sa gawain sa paghahayupan. Sipiin
paghahayupan. Sipiin at at isulat sa inyong notebook
isulat sa inyong ang mga salita o parirala
notebook ang mga tungkol sa mga gawaing
salita o parirala tungkol pagpaplano.
sa mga gawaing Pagpili ng lugar o kapaligiran
pagpaplano. Pagpapakain sa mga hayop
Pagpili ng lugar o Sumangguni sa ahensiya ng
kapaligiran pamahalaan
Pagpapakain sa mga Paggamot sa mga sakit ng
hayop hayop
Sumangguni sa Pagpili ng hayop na aalagaan
ahensiya ng Isaalang- alang ang puhunan
pamahalaan Paggawa ng kulungan
Paggamot sa mga sakit Pagsunod sa makaagham na
ng hayop pamamaraan
 Pagpili ng hayop na
aalagaan
Isaalang- alang ang
puhunan
Paggawa ng kulungan
Pagsunod sa
makaagham na
pamamaraan

J. Karagdagang gawain para sa Pumili ng isang uri ng hayop Pumili ng isang uri ng hayop Pumili ng isang uri ng Pumili ng isang uri ng hayop na
takdang-aralin at na nais mong alagaan. na nais mong alagaan. hayop na nais mong nais mong alagaan. Gumawa ng
remediation Gumawa ng plano tungkol sa Gumawa ng plano tungkol sa alagaan. Gumawa ng plano tungkol sa pag-aalaga ng
pag-aalaga ng hayop na napili pag-aalaga ng hayop na napili plano tungkol sa pag- hayop na napili mo.
mo. mo. aalaga ng hayop na
napili mo.
IV. Mga Tala
V. Pagninilay

A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa
ko guro?
GRADES 1 to 12
DAILY LESSON LOG
WEEK 7
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
School:
Teacher:
Teaching Dates and Time:
MONDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapakita ng kawilihan sa
pagbabasa/ pagsuri ng mga
aklat at magasin
1. nagbabasa ng diyaryo araw-
araw
2. nakikinig/ nanonood sa
telebisyon sa mga “updates” o
bagong kaalaman
3. nagsasaliksik ng mga artikulo
sa internet ESP5KPK-If-g-33
Pananagutang Pansarili at
TUESDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapakita ng kawilihan
sa pagbabasa/ pagsuri ng mga
aklat at magasin
1. nagbabasa ng diyaryo araw-
araw
2. nakikinig/ nanonood sa
telebisyon sa mga “updates” o
bagong kaalaman
3. nagsasaliksik ng mga artikulo
sa internet ESP5KPK-If-g-33
Pananagutang Pansarili at
(WEEK 7)
WEDNESDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapakita ng kawilihan sa
pagbabasa/ pagsuri ng mga
aklat at magasin
1. nagbabasa ng diyaryo araw-
araw
2. nakikinig/ nanonood sa
telebisyon sa mga “updates” o
bagong kaalaman
3. nagsasaliksik ng mga artikulo
sa internet ESP5KPK-If-g-33
Pananagutang Pansarili at
Grade Level: V
Learning Area: ESP
Quarter: 1ST QUARTER
THURSDAY FRIDAY
Naipapamalas ang pag-
unawa sa kahalagahan ng
pagkakaroon ng mapanuring
pag-iisip sa pagpapahayag at
pagganap ng anumang
Gawain na may kinalaman sa
sarili at pamilyang
kinabibilangan
Naisasabuhay ang
pagkakaaroon ng tamang
pag-uugali sa pagpapahayag
at pagganap ng anumang
gawain
Nakapagpapakita ng Natataya ang kaalaman
kawilihan sa pagbabasa/ ng mga bata sa
pagsuri ng mga kasanayang tinalakay
aklat at magasin
1. nagbabasa ng diyaryo
araw- araw
2. nakikinig/ nanonood sa
telebisyon sa mga “updates”
o
bagong kaalaman
3. nagsasaliksik ng mga
artikulo sa internet ESP5KPK-
If-g-33
Pananagutang Pansarili at

III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
mabuting kasapi ng pamilya
CG p.27
video clips, activity cards, dyaryo,
magasin, powerpoint
presentation/ tsart, rubrics
Pagwawasto ng takdang aralin
Itanong sa mga bata ang
kahalagahan ng mga babasahin
na mayroon sa kanilang bahay at
paaralan
Simulan ang aralin sa
pagpapabasa sa mga bata ng
isang maikling kuwentong naka-
tsart o naka-powerpoint
mabuting kasapi ng pamilya
CG p.27
video clip tungkol mga
napapanahong isyu
Pagwawasto ng takdang aralin
Pangkatin ang klase sa lima
Bigyan ang mga bata ng activity
card na naglalaman ng mga
tanong na may kaugnayan sa
panonooring video clip tungkol
sa isang napapanahong isyu.
Isusulat ng mga bata ang mga
sagot sa manila paper.
3. Ipaulat sa lider ng bawat
pangkat ang natapos na gawain.
4. Magkaroon ng pagpapalitan
ng kuru-kuro tungkol sa mga
ulat.
Bigyang- diin na mahalagang
magkaroon ng mapanuring
isipan ang mga kabataan sa
mabuting kasapi ng pamilya
CG p.,27
artikulo na kinuha sa
dyaryo/online news na may
kaugnayan sa pagpapahalaga
(values
Pagwawasto ng takdang aralin.
Bago simulan ang gawaing ito,
muling ipaunawa sa mga bata na
ang pagkakaroon ng kawilihan sa
pagbabasa ay susi sa
pagkakaroon ng mapanuring pag-
iisip. Sa pamamagitan nito,
nasusuri ang katotohanan ng mga
impormasyon sa dyaryo,
magasin, aklat at iba pang
babasahin.
1. Ipasuri sa mga bata ang
artikulo.
2. Hikayatin ang mga bata na
magbigay ng mga aral na kanilang
natutunan buhat sa binasang
artikulo
mabuting kasapi ng pamilya
CG p.,27
Pagwawasto ng takdang
aralin.
Magbalik-aral sa mga
gawaing natapos ng
nakaraang araw. Itanong
sa mga bata kung ano ang
kanilang naramdaman nang
matapos nila
ang gawain.
Magsasagawa ng iba’t ibang
gawain ang bawat pangkat
upang higit
na maipakita ang pagkatuto
sa aralin. Isagawa sa loob ng
10 minuto

E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
J.Karagdagang Gawain para sa takdang
Talakayin ang nilalaman ng
kuwento sa pamamagitan ng mga
sumusunod na tanong:
a. Ano ang kapansin-pansin na
ginagawa ni Marlo?
b. Ano ang natuklasan ni Mang
Juan isang araw?
c. Paano ipinakita ni Marlo ang
kawilihan sa pagbasa?
d. Kung ikaw si Marlo, gagawin
mo rin ba ang kanyang
ginagawa? Bakit?
e. Dapat bang magbasa tayo ng
diyaryo araw-araw?
Bakit?
f. Bukod sa diyaryo, anu-ano pang
babasahin ang
maaaring basahin ng mga batang
tulad ninyo?
Sa pagtalakay ng kuwento,
bigyang diin ang kahalagahan ng
kawilihan sa pagbabasa sa
pagkakaroon ng pag-iisip
Hikayatin ang mga bata na
maglahad ng kanilang sariling
karanasan na nagpapakita ng
kanilang kawilihan sa pagbabasa
at pagsusuri ng kanilang binasa
Paano momaipakikita ang
kawilihan sa pagbasa ng mga
aklat /magasin?
Isulat ang pamagat ng isang
pagpili ng kanilang panonoorin
sa telebisyon maging sa
internet.
5. Ang nilalaman ng activity card
ay ang sumusunod:
Pag-uulat ng bawat pangkat
Bigyang- diin na mahalagang
magkaroon ng mapanuring
isipan ang mga kabataan sa
pagpili ng kanilang panonoorin
sa telebisyon maging sa internet
Anong uri ang palabas ang dapat
mong panoorin?
Dapat ba tayong maging
mapanuri sa mgapalabas na
ating pinanonood? Bakit?
Sumulat ng limang pangungusap
Ipasagot ang mga tanong sa mga Pag-uulat ng bawat pangkat
bata. at pagtalakay sa bawat
a. Anu-anong magagandang pag- ginawa ng pangkat
uugali ang ipinakita ng mga
tao na nasa balita?
b. Anong aral ang inyong
natutunan mula sa binasa
ninyong
artikulo?
c. Bilang mag-aaral, kaya nyo
bang tularan ang ginawa ng
dalawang pulis na nasa balita?
Ipaliwanag ang sagot.
d. Ano ang magiging magandang
dulot ng balitang ito sa inyo?
Iproseso ang kasagutan ng mga Maaaring gamitin ang
bata upang magkaroon ng lubos sumusunod na rubrics sa
na pagkaunawa sa aralin pagtataya ng
performance ng mga bata.
Tandaan Natin:
Maraming kabutihang dulot ang
pagkawili sa pagbabasa tulad ng
nasusuri ang mabubuting
babasahin, patalastas, at palabas
kung ang mga ito ay nagbibigay
ng mga totoong impormasyon
Sumipi sa dyaryo ng isang Bumasa ng isang artikulo at
aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng
80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang Gawain
para sa remediation
C.Nakatulong ba ang remedial? Bilang
ng mag-aaral na nakaunawa sa aralin.
kuwento o artikulo na
kinawiwilihan mong basahin
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
tungkol sa napanood na isyu sa
telebisyon
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
artikulo/ balita at patalastas na
nagbibigay ng totoong
impormasyon
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
ibahagi o iulat ito sa klase
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
___ of Learners who earned
80% above
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of
lack of knowledge, skills
and interest about the
lesson.
___Pupils were
interested on the lesson,
despite of some
difficulties encountered
in answering the
questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
D.Bilang ng mag-aaral na magpapatuloy
sa remediation
E.Alin sa mga estratehiyang pagtuturo
ang nakatulong ng lubos?Paano ito
nakatulong?
F.Anong sulioranin ang aking naranasan
na solusyunansa tulong ng aking
punungguro at superbisor?
G.Anong kagamitang panturo ang aking
nadibuho nanais kong ibahagi sa kapwa
ko guro?
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
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.
Other Techniques and Strategies
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
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.
___ of Learners who require ___ of Learners who require ___ of Learners who
additional activities for additional activities for require additional
remediation remediation activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson up the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who ___ of Learners who
require remediation continue to require continue to require
remediation remediation
Strategies used that work well: Strategies used that work Strategies used that work
___Metacognitive Development: well: well:
Examples: Self assessments, note ___Metacognitive ___Metacognitive
taking and studying techniques, Development: Examples: Development: Examples:
and vocabulary assignments. Self assessments, note taking Self assessments, note
___Bridging: Examples: Think- and studying techniques, and taking and studying
pair-share, quick-writes, and vocabulary assignments. techniques, and
anticipatory charts. ___Bridging: Examples: vocabulary assignments.
Think-pair-share, quick- ___Bridging: Examples:
writes, and anticipatory Think-pair-share, quick-
___Schema-Building: Examples:
charts. writes, and anticipatory
Compare and contrast, jigsaw
charts.
learning, peer teaching, and
projects. ___Schema-Building:
Examples: Compare and ___Schema-Building:
contrast, jigsaw learning, Examples: Compare and
___Contextualization:
peer teaching, and projects. contrast, jigsaw learning,
Examples: Demonstrations, peer teaching, and
media, manipulatives, repetition, projects.
and local opportunities. ___Contextualization:
Examples: Demonstrations,
media, manipulatives, ___Contextualization:
___Text Representation:
repetition, and local Examples:
Examples: Student created opportunities. Demonstrations, media,
drawings, videos, and games. manipulatives, repetition,
___Modeling: Examples: and local opportunities.
___Text Representation:
Speaking slowly and clearly,
modeling the language you want Examples: Student created
drawings, videos, and games. ___Text Representation:
students to use, and providing
samples of student work. ___Modeling: Examples: Examples: Student
Speaking slowly and clearly, created drawings, videos,
Other Techniques and Strategies modeling the language you and games.
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
Other Techniques
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
used: want students to use, and ___Modeling: Examples:
and ___ Explicit Teaching providing samples of student Speaking slowly and
___ Group collaboration work. clearly, modeling the
___Gamification/Learning throuh language you want
play Other Techniques and students to use, and
___ Answering preliminary Strategies used: providing samples of
activities/exercises ___ Explicit Teaching student work.
___ Carousel ___ Group collaboration
___ Diads ___Gamification/Learning Other Techniques and
___ Differentiated Instruction throuh play Strategies used:
___ Role Playing/Drama ___ Answering preliminary ___ Explicit Teaching
___ Discovery Method activities/exercises ___ Group collaboration
___ Lecture Method ___ Carousel ___Gamification/
Why? ___ Diads Learning throuh play
___ Complete IMs ___ Differentiated ___ Answering
___ Availability of Materials Instruction preliminary
___ Pupils’ eagerness to learn ___ Role Playing/Drama activities/exercises
___ Group member’s ___ Discovery Method ___ Carousel
collaboration/cooperation ___ Lecture Method ___ Diads
in doing their tasks Why? ___ Differentiated
___ Audio Visual Presentation ___ Complete IMs Instruction
of the lesson ___ Availability of Materials ___ Role Playing/Drama
___ Pupils’ eagerness to ___ Discovery Method
learn ___ Lecture Method
___ Group member’s Why?
collaboration/cooperatio ___ Complete IMs
n ___ Availability of
in doing their tasks Materials
___ Audio Visual ___ Pupils’ eagerness to
Presentation learn
of the lesson ___ Group member’s
collaboration/cooper
ation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs __ Colorful IMs behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Science/ Computer/ Technology
Internet Lab Equipment (AVR/LCD)
__ Additional Clerical works __ Science/ Computer/
Internet Lab
__ Additional Clerical
works

Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized __Contextualized/
Indigenized IM’s and Indigenized IM’s Localized and Indigenized
__ Localized Videos __ Localized Videos IM’s
__ Making big books from __ Making big books from __ Localized Videos
views of the locality views of the locality __ Making big books
__ Recycling of plastics to be __ Recycling of plastics to be from
used as Instructional Materials used as Instructional views of the locality
__ local poetical composition Materials __ Recycling of plastics
__ local poetical to be used as
composition Instructional Materials
__ local poetical
composition
 School: Grade Level: V
GRADES 1 to 12 Teacher: Learning Area: FILIPINO
DAILY LESSON LOG Teaching Dates and Time: (WEEK 7) Quarter: 1ST QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
Pakikinig
A. Nasasagot ang mga tanong sa
binasang anekdota F5PB-Id-3.4
B. Nagagamit nang wasto ang mga
pangngalan at panghalip sa
pagtalakay tungkol sa sarili,sa mga
tao, hayop,lugar,bagay at
pangyayari sa paligid F5WG-Ia-e-2
CG p.66
DLP,tsart
Paghahawan ng Balakid
Basahin ang mga pangungusap.
Piliin at salungguhitan ang
kasingkahulugan ng mga salitang
italisado batay sa pagkakagamit
nito sa pangungusap.
May nakakatawa ka bang
karanasan? Ikuwento ito sa klase.
Wikang Binibigkas/ pagpapaunlad
ng talasalitaan
A. Nagagamit ang iba’t ibang uri
ng panghalip sa usapan at
pagsasabi tungkol sa sariling
karanasan F5WG-If-j-3
B. Nagagamit ang magagalang na
pananalita sa pagsasabi ng
hinaing o reklamo F5PS-Ig-12.18
CG p.66
DLP,tsart,metacards
Ano-ano ang mga halimbawa ng
panghalip?
Ipakita ang larawan ng isang
department store.
1. Ano-ano ang ginagawa ng mga
tao rito?
2. Ano ang nararamdaman mo
kapag ikaw ay narito?
Gramatika
A. Nakapagbibigay ng angkop na
pamagat sa isang talata F5PB-lg-8
B. Naipapakita ang pagtanggap sa
mga ideya ng nabasang akda/
teksto
F4PL-0a-j-6
CG p.66
DLP, tsart, metacards
Paghahawan ng Balakid
Piliin sa loob ng pangungusap ang
kahulugan ng mga salitang may
salungguhit. Isulat sa patlang ang
tamang sagot.
Pagdadala sa mga bata sa Gulayan
sa Paaralan.
Pagmasdan ang mga pananim.
Ilarawan ang mga pananim.
Ano-ano ang mga ginagawa upang
mapanatiling magaganda at
malulusog ang ating mga pananim?
Estratehiya sa pag-aaral Pagsulat
Nabibigyang- kahulugan ang Nailalarawan ang
mapa ng pamayanan F5EP-If- tagpuan at tauhan ng
g-2 napanood na pelikula
F5PD-I-g-11
CG p. 66 CG p. 66
DLP, tsart, metacards DLP,tsart
Pagbalik-aralan ang Ano ang alamat? Ano-
pagbibigay ng pamagat anong mga alamat ang
alam ninyo?
Ipakita ang larawan Pagpapakita ng larawan
ng kasoy. Anong prutas
ito? Nakakain
na ba kayo nito? Alam ba
ninyo ang alamat ng
prutas na ito?
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
Ang kuwentong babasahin natin
ngayon ay may pamagat na
Napakabata Ko Pa Para...
Basahin ang anekdota ng isang
batang katulad mo.
Sagutin ang mga tanong:
1. Ano ang salitang idinugtong sa
pamagat ng ating kuwento?
2. Paano ninyo ilalarawan ang
binasa nating kuwento?
Ano ang tawag natin sa
pagsasalaysay tungkol sa buhay ng
isang tao?
3. Bakit napalundag si Lucy sa
kanyang higaan nang umagang
iyon? Ganito rin ba ang iyong
magiging reaksyon sa gayong
kalagayan? Bakit?
4. Ano-ano ang iba’t ibang bagay
na pumasok sa isipan ni
Lucy?
5. Anong pag-uugali ni Lucy ang
nangibabaw sa kabuuan ng
kuwento. Pangatwiranan ang
inyong sagot.
Basahin ang usapan sa isang
department store.
Nais na mamili ng damit ni Irish
kaya pumunta siya sa SM
department
store
1. Saan nagpunta si Irish?
2. Ano-ano ang kanyang pinamili?
3. Nagustuhan ba niya ang lahat
ng damit na ipinakita ng
saleslady?
4. Paano niya sinabi sa saleslady
ang kanyang hinaing?
Talakayin
1. Ano-ano ang mga panghalip na
nabasa sa usapan?
(Isusulat ng guro ang mga sagot
ng bata)
2. Ano-ano sa mga panghalip na
ito ang nagpapakita ng
pagmamay-ari?
3. Ano ang tawag sa panghalip na
nagpapahayag ng pagmamay-ari?
4. Kailan ginagamit ang panghalip
na paari?
Ano ang tinatawag na makabagong
abono sa lupa?
1. Ano ang ISKUTIBU?
2. Ano-anong elemento na
kailangan ng lupa ang taglay
nito?
3. Paano ang paggawa nito?
4. Gaano kahalaga ang pagkakaroon
ng ganitong
imbensyon?
5. Tinatanggap nyo ba ang payo ng
sumulat na huwag itapon
ang mga tira-tirang bagay sa
kusina? Bakit?
Basahin ang talata na hinango sa
binasang teksto.
a. Bigyang pansin ang anyo ng
talata sa itaas.
b. Saang bahagi ng talata maaring
matagpuan ang
pamagat?
c. Bakit ito ang naging pamagat ng
talata?
d. Ano-ano ang mga katangian na
dapat isaalang-alang
sa pagbibigay ng pamagat?
Ano-ano ang mga pananda na
makikita ninyo sa isang
pamayanan?
Sabay-sabay na basahin ang
isang tula
1. Ano-anong mga pananda
ang nabanggit sa tula?
2. Saang direksyon
matatagpuan ang simbahan
ng kanilang pamayanan? ang
ospital? munisipyo?
3. Paano ang mga ito
makakatulong sa isang tao na
babagong
nakakapunta sa isang lugar?
Bakit nasa labas ang buto
ng kasoy?
Panonood ng maikling
pelikula, “Ang Alamat ng
Kasoy”
1. Sino-sino ang mga
tauhan sa pelikula?
2. Ano-ano ang mga
nagustuhan ninyo sa
napanood na
pelikula?
3. Bakit mo ito naibigan?
4. Dapat ba ninyong
tularan ang kasoy sa
kanyang ipinakitang
ugali? Bakit?
 6. Ano-ano ang mga pangngalan
na nabasa ninyo sa anekdota?
7. Ano-ano ang mga panghalip na
nabasa ninyo?
F.Paglinang na Kabihasaan Sabihin kung tama ang
pagkakagamit ng panghalip. Kung
mali,
talakayin kung bakit ito naging
mali.
1. Dito sa tuktok ng bundok ay
may malapad na bato.
2. Iyang suot mong hikaw ay bagay
na bagay sa iyo.
3. Nagwagi sila bilang Bayaning
Pilipinong Guro.
4. Kami ang pagkaing
nagpapalusog.
5. Silang mga aklat ay naiwan sa
ilalim ng upuan
Pangkatin ang klase. Ipagawa ang Pangkatin ang klase. Ipagawa Ilarawan ang tauhan at
1. Saan nagpunta si Irish? sumusunod sa bawat sa bawat grupo ang nakasulat tagpuan sa pelikula sa
2. Ano-ano ang kanyang pinamili? pangkat. Iulat sa klase ang ginawa sa pamamagitan ng
3. Nagustuhan ba niya ang lahat matapos ang itinakdang oras ng metacard. pagsusulat sa mga arrow
ng damit na ipinakita ng guro Pangkat I- Iguhit ang mapa ng ng kanilang katangian
saleslady? pamayanan ng nabasang tula.
4. Paano niya sinabi sa saleslady Pangkat II- Magsadula ng
ang kanyang hinaing? isang pangyayari kung saan
Talakayin may dumating na tao sa
1. Ano-ano ang mga panghalip na inyong lugar. Ikaw ang
nabasa sa usapan? napagtanungan ng lugar na
(Isusulat ng guro ang mga sagot kanyang pupuntahan.
ng bata) Pangkat III- Iguhit ang daan at
2. Ano-ano sa mga panghalip na mga pananda na makikita
ito ang nagpapakita ng mula sa inyong tahanan
pagmamay-ari? patungong paaralan para
3. Ano ang tawag sa panghalip na makagawa ng mapa.
nagpapahayag ng pagmamay-ari?
4. Kailan ginagamit ang panghalip
na paari?
D. Gawin Ninyo
Pangkatin ang klase. Hayaang
pumunta sa nakatakda nilang
lugar
sa paggawa. Ipaulat sa bawat
pangkat ang resulta ng kanilang
ginawa matapos ang inilaang
oras.
Pangkat I- Sumulat ng isang
maikling tula gamit ang
magagalang na salita na
ginagamit kung may hinaing o
reklamo.
Pangkat II- Lumikha ng isang
maikling dula-dulaan na
nagpapakita paggamit ng
magagalang na pananalita sa
pagsasabi ng reklamo o hinaing.
Pangkat III- Gamitin sa
pangungusap ang mga

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
J.Karagdagang Gawain para sa
takdang aralin at remediation
Anong pag-uugali ang dapat
mangibabaw sa isang batang
katulad mo? Bakit?
Kailan masasabing ang isang akda
ay anekdota?
Paano magagamit nang wasto ang
pangngalan ang panghalip?
Sumulat ng isang maikling
anekdota ng buhay mo gamit ang
pangngalan at panghalip
Bumasa ng isang anekdota ng
isang bayani at isulat ang
mahahalagang impormasyon ng
buhay nila.
sumusunod na
panghalip paari.
1.akin
2. natin
3.kanila
4.namin
5.amin
Pangkat IV- Isulat ang talata sa
papel at punan ang bawat
patlang ng angkop na panghalip
na paari.
Gamitin ang panghalip na paari sa Ibigay ang angkop na pamagat ng Iguhit ang inyong tahanan at
pangungusap.Isulat ang talata ang mga panandang katabi
tamang panghalip sa patlang. nito.
1. Ang _________paaralan ay
malinis.
2. Ang __________aking kapatid
ay matalino at mabait.
3. Ang kotseng ito ay_________.
4. Ang _______iyong aklat ay
hihiramin ni Mira.
5. Ang _______bahay ay
napakalinis
1. Ano ang panghalip paari? 1. Ano ang pamagat? Ano-ano ang mga Ano ang masasabi ninyo
Kailan ito ginagamit? 2. Ano-ano ang mga dapat isaisip sa pananda sa mapa ng sa mga tauhan at
2. Paano mo masasabi ang iyong pagbibigay ng pamagat sa pamayanan? tagpuan sa pelikulang
hinaing o reklamo? isang talata? napanood?
Salungguhitan ang tamang Piliin ang angkop na pamagat para Pag-aralan ang mapa sa ibaba. May mga kaklase kang
panghalip sa loob ng panaklong. sa mga talata sa bawat bilang. Pagkatapos, sagutin ang mga maykaya sa buhay.
1. Si Marilyn Del Rosario ay tanong sa ibaba Nakikita mong may mga
kamag-aaral (akin,ko). gadget sila na wala ka.
2. Halina kayo at panoorin Dapat ka bang mainggit
(atin,natin) ang palatuntunan sa sa
paaralan. kanila?Bakit?
3. Iwan na (ninyo,inyo) ang mga
gawain dito.
4. Minamahal (namin,amin) ang
Tatay at Nanay.
5. Bing, paliguan (mo,ninyo)ang
ating aso.
Tandaan at palaging gamitin ang Sumulat ng isang maikling talata Iguhit sa isang malinis na Manood ng isang pelikula
magagalang na pananalita kung hinggil sa pinakamasayang araw sa papel ang mapa ng inyong at ilarawan ang mga
may buhay mo. Lagyan ng angkop na pamayanan tauhan at tagpuan sa
reklamo o hinaing pamagat napanood.

V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha
ng 80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang
Gawain para sa remediation
C.Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin.
D.Bilang ng mag-aaral na
2. Magdala ng mga kagamitan sa
pagguhit para sa susunod na aralin
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of
lack of knowledge, skills
and interest about the
lesson.
___Pupils were
interested on the lesson,
despite of some
difficulties encountered
in answering the
questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
magpapatuloy sa remediation
E.Alin sa mga estratehiyang
pagtuturo ang nakatulong ng lubos?
Paano ito nakatulong?
F.Anong sulioranin ang aking
naranasan na solusyunansa tulong
ng aking punungguro at superbisor?
G.Anong kagamitang panturo ang
aking nadibuho nanais kong
ibahagi sa kapwa ko guro?
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text Representation:
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.
Other Techniques and Strategies
used:
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
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.
Other Techniques and Strategies
used:
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
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.
Other Techniques and Strategies
used:
additional activities for require additional
remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who
up the lesson caught up the lesson
___ of Learners who continue ___ of Learners who
to require remediation continue to require
remediation
Strategies used that work Strategies used that work
well: well:
___Metacognitive ___Metacognitive
Development: Examples: Self Development: Examples:
assessments, note taking and Self assessments, note
studying techniques, and taking and studying
vocabulary assignments. techniques, and
___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts. Think-pair-share, quick-
writes, and anticipatory
charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer ___Schema-Building:
teaching, and projects. Examples: Compare and
contrast, jigsaw learning,
peer teaching, and
___Contextualization:
projects.
Examples: Demonstrations,
media, manipulatives,
repetition, and local ___Contextualization:
opportunities. Examples:
Demonstrations, media,
manipulatives, repetition,
___Text Representation:
and local opportunities.
Examples: Student created
drawings, videos, and games.
___Text Representation:
___Modeling: Examples:
Speaking slowly and clearly, Examples: Student
modeling the language you created drawings, videos,
want students to use, and and games.
providing samples of student ___Modeling: Examples:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
___ Explicit Teaching work. Speaking slowly and
___ Group collaboration clearly, modeling the
___Gamification/Learning throuh Other Techniques and language you want
play Strategies used: students to use, and
___ Answering preliminary ___ Explicit Teaching providing samples of
activities/exercises ___ Group collaboration student work.
___ Carousel ___Gamification/Learning
___ Diads throuh play Other Techniques and
___ Differentiated Instruction ___ Answering preliminary Strategies used:
___ Role Playing/Drama activities/exercises ___ Explicit Teaching
___ Discovery Method ___ Carousel ___ Group collaboration
___ Lecture Method ___ Diads ___Gamification/
Why? ___ Differentiated Instruction Learning throuh play
___ Complete IMs ___ Role Playing/Drama ___ Answering
___ Availability of Materials ___ Discovery Method preliminary
___ Pupils’ eagerness to learn ___ Lecture Method activities/exercises
___ Group member’s Why? ___ Carousel
collaboration/cooperation ___ Complete IMs ___ Diads
in doing their tasks ___ Availability of Materials ___ Differentiated
___ Audio Visual Presentation ___ Pupils’ eagerness to learn Instruction
of the lesson ___ Group member’s ___ Role Playing/Drama
collaboration/cooperation ___ Discovery Method
in doing their tasks ___ Lecture Method
___ Audio Visual Presentation Why?
of the lesson ___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooper
ation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs __ Colorful IMs behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/ Technology
Internet Lab Equipment (AVR/LCD)
__ Additional Clerical works __ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations:
and __Contextualized/Localized __Contextualized/
and Indigenized IM’s Localized and Indigenized
__ Localized Videos IM’s
__ Making big books from __ Localized Videos
views of the locality __ Making big books
__ Recycling of plastics to be from
used as Instructional views of the locality
Materials __ Recycling of plastics
__ local poetical composition to be used as
Instructional Materials
__ local poetical
composition
 School: Grade Level: V
GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: (WEEK 7) Quarter: 1ST QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
*Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fraction
*The learner is able to recognize and
represent whole numbers up to 10
000 000 in various forms and
contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fractions in mathematical problems
and real-life situations
Visualizes multiplication of fractions
using models M5NS-Ig-88.2,
Number and number Sense
CG p. 55
*Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fraction
*The learner is able to recognize
and represent whole numbers up
to 10 000 000 in various forms
and contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fractions in
mathematical problems and real-
life situations
Multiplies a fraction and a whole
number M5NS-Ig-90.1,
CG p. 55
*Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fraction
*The learner is able to recognize
and represent whole numbers up
to 10 000 000 in various forms
and contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fractions in
mathematical problems and real-
life situations
Multiplies a fraction and another
fraction M5NS-Ig-90.1
CG p. 55
*Demonstrates understanding
of whole numbers up to 10 000
000
*Demonstrates understanding
of divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fraction
*The learner is able to
recognize and represent whole
numbers up to 10 000 000 in
various forms and contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fractions in
mathematical problems and
real-life situations
Multiplies a whole number and
a fraction M5NS-Ig-90.1
CG p. 55
*Demonstrates
understanding of whole
numbers up to 10 000
000
*Demonstrates
understanding of
divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fraction
*The learner is able to
recognize and represent
whole numbers up to 10
000 000 in various forms
and contexts.
*The learner is able to
apply divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fractions in
mathematical problems
and real-life situations
Multiplies mentally
proper fractions with
denominators up to 10
M5NS-Ig-90.1
CG p. 55
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
metacards, pocket chart, colored
paper, acetate film
Directions: Change the following
fractions to lowest terms.
Review
LET’S MATCH THE BOXES
Materials: fraction metacards
(Show a different colored papers
that have been folded into
halves, thirds, fourths, etc.) Class,
into how many equal parts is this
paper divided?
Now we will help Mang Pilo in his
vegetable farm.
Presentation of the problem
Performing Activities
Answer the following questions:
Questions
a. What are given?
b. What is being asked?
c. What is the number sentence?
Show me cards, chart
Drill
Directions: Determine whether
the fraction is in lowest terms.
Clap once when YES and clap
twice when NO
Review
Individual Activity
Materials: Show-me-cards
Who among you have vegetables
garden at your backyard?
What are the plants planted in
your vegetable garden?
How does it help you and your
family?
Presentation of the problem
Performing the Activities
Group Work
Group the class into five teams.
Let them solve the
problem for a few minutes
fraction cards, picture, activity
sheet, power point presentation
Drill
Strategy: “PASS IT ON”
Materials: Activity Sheet and
Flash Cards
Review
Strategy: “WHERE’S MY BABY?”
Show a picture of a whole pizza.
Into how many parts does this
pizza divided?
When you have slices of pizza,
what do you usually do?
Are you willing to share part of it
to someone?
Strategy: Problem Opener ( using
Concept Development
The teacher must first ask some
comprehension questions about
the problem.
 What did Lita receive?
Materials: cutouts of animals and
their respective baby animals.
Mechanics:
a) This activity will be done by the
whole class.
b) Teacher will distribute cutouts
of animals with fraction.
c) Cutouts of mother animals
with exercises on multiplying
fraction and a whole number will
be posted on the board.
34 x 3 , 56 X 2 , 17 x 4 , 23 x 6 , 45
8
d) Pupils in pair will solve the
show–me-boards, real objects
Drill
Visualization of fractions
Strategy: drawing on show-me-
boards
Directions: Show the following
by drawing
Review
Strategy: Group Contest
Who among you are members
of any organization in school?
In what club are you a
member? What are the
activities that you and your co-
members do?
Strategy: Problem Opener
( using Concept Development
Performing the Activities
 Pupils will be divided into 4
teams.
 Each team will be given
objects like popsicle sticks,
caps or other real objects.
 They are going to take one-
fifth of the 40 objects and
determine how many one-fifth
of them is.
 They can use other fraction
and record their answers.
 The pupils must also write
the number sentences
Charts, flash cards
1. Drill
Directions: Have a drill on
basic multiplication and
division facts
using flash cards
2. Review
Strategy : Cooperative
Learning
Multiplying Fraction by
Whole
We’re done with
multiplying whole
number and a fraction.
Let us now try to multiply
fractions mentally
Strategy: Problem
Opener ( using Concept
Development
Performing the Activities
Group the pupils into five
learning teams. Let
them answer the given
questions mentally

E. Discussing new concepts and
practicing new skills #2
Processing Activities
 What are given in the problem?
Expected Answer
3/4 hectare piece of land and 1/3 of
it with sweet corn
 What is being asked?
After all the groups have
presented their answers,
look back at the given example.
To multiply a fraction and a
whole number, consider
the whole number as a fraction
exercises and look for the cutout
of the baby animal which has the
correct answer.
e) As they found the baby animal,
they will go to the board and post
the baby beside its mother
animal.
f) Joker will be provided by
having other baby animals with
incorrect answers.
a)
 The first pupil in each group
gives the answer in lowest term.
 The group who gives the
correct answer will be given a
point.
 Continue this activity up to 5th
or 6th round.
 The group with the most
number of points will be the
winner.
 What part of a pie did she
receive?
 Why did Lita share her pizza to
her seatmate?
 If you were Lita will you do the
same? Why?
b. Analyze the problem by asking
the following questions:
 What is asked in the problem?
 What are given in the problem?
 What do you think are the
operations to be used to solve
the problem?
 How will you solve the
problem?
 What equation can you make to
solve the problem?
Group the pupils into five Processing the Activities Processing the Activities
working teams. Ask them to work  What is asked in the How did you find the
cooperatively in finding the problem? activity?
answers to the problem. Give  What facts are given? How did you get the
them enough time to think and  What operation are we going product without using
perform the task. to use? paper and

F.Developing Mastery
G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
Expected Answer
The part of the land planted with
sweet corn.
 What is the number sentence?
Expected Answer
1/3 x 3/4 = N
Let us use this piece of cartolina to
visualize the land of Mang Pilo.
If this whole cartolina represents 1
hectare, how will you represent the
¾ hectare piece of land
(Pupils may fold the whole colored
paper horizontally into 4 equal parts
and then shade 𝟑𝟒.)
Directions: Try to visualize this
problem using paper-folding
method.
Directions: Visualize the answer the
problem below
Luisa help her mother cleaning their
house. He finished cleaning after 5/6
of an hour. If she spend 2/7 of it
sweeping the floor, what part of an
hour did she spend sweeping the
floor?
To visualize multiplication of
fractions:
 We can use paper folding, drawing
whose denominator is 1.
We follow the following
procedure,
Multiply the following fractions.
Reduce the answer to
lowest terms if possible
Multiply the following fractions.
Reduce the answer to
lowest terms if possible
How do we multiply fractions and
a whole number?
Directions: Find the product.
Express the answer in simplest
form if
possible
Group Activity:
Directions: Find each product.
Express the answer in lowest
term
if possible.
To multiply fraction by another
fraction:
 Multiply both the numerators.
N= 15 of 40 pencil? To what kind of
N= 15 x 40 fractions are dealing
 How did you get 8? with?
 How do you change 40 into a For solution 1 – we
fraction? multiply the numerator
 So, what would be the by numerator,
equation now? denominator by the
N= 15 x 401 denominator and reduce
 What do you do with the the answer to
numerator? Denominator? simplest form .
 How do you express your For solution 2 - we apply
product? cross cancellation by
using the
the GCF.
Reinforcing the Concept and Directions: Give the
Skill products of the following
A. Directions: Find the products mentally
of the following. Use
cancellation before multiplying
whenever possible.
Applying to New and Other Directions: Using the data
Situations below, create a problem
Directions: Read and solve for each of
each problem carefully. Label the following:
all a. One-step word
answers. problem involving
a. Brian has 4 liters of paint. He addition of fractions
used 58 of it to paint the b. One-step word
doghouse. How many liters of problem involving
paint was used for the subtraction of fractions
doghouse. c. Two-step word
b. In a class of 48 pupils, 46 problem involving
were boys. How many were addition and subtraction
girls? of fractions
c. During a sale, Joy paid only Name Fruit Bought
34 of the price of the bag. How Quantity (in kg)
much did she pay if the bag 1. Sharon Lanzones ½
had a marked price of Php500? 2. Tabern Guava ½
3. Dick Rambutan ¼
Summarizing the Lesson  Lead the pupils to give
To multiply fraction by a whole the generalization.
number, How do you multiply

I.Evaluating learning
J.additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
in the evaluation
B.No.of learners who require
additional activities for
remediation
and the like
Directions: Illustrate the product of
the following using drawing.
𝑎.9/10 of 16/20
𝑏.4/12 of 1/4
𝑐. 4/5 of 3/7
𝑑. 6/9 of /14
𝑒. 5/ 6 of 7/12
Directions: Visualize the product of
the following using paper-folding
method.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
Multiply the following fractions.
Reduce the answer to lowest
terms if possible.
Directions: Find the product.
Reduce the answers in their
lowest
terms if possible.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
 Multiply both the
denominators.
 Express or reduce the answer in
lowest term if possible.
Directions: Find the product and
reduce the answer in lowest term
if
possible.
Give the product in simplest
form.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
 Multiply the whole number
by the numerator of the
fraction to get the numerator
of the product.
 Copy the denominator of the
fraction to get the
denominator of
the product.
 Express the obtained product
in lowest terms
Directions: Write each answer
in lowest term.
a) 5x7/8 = N
b) 3/7 x 21 = N
c) 1/5x23 = N
d) What is 1/4 of 80?
e) How many is 27 of 1/4?
Directions: Find the product.
Express the answers in lowest
terms.
a. 4 x 2/ 5 = ________ c. 5/9 x
11 = ________
b. 8 x 5/7 = ________ d. 4/7 x
15 = ________
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
mentally proper
fractions?
 To create word
problems involving
addition or subtraction of
fractions do the
following:
 Familiarize yourself
with the concept.
 Think of the problem
you want to create.
a. Consider the character,
cite the situation/setting,
data presented, word
problem to be created,
and the key question.
b. Ensure that the word
problem is clearly stated
and practical.
Directions: Using the data
below, create a one –step
word problem
involving (a) addition of
fractions and (b)
subtraction of
fractions.
Directions: Give the
product:
a. ½ x ¾ = b. 78x 1/2= c. 4
5x 7/9=
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.

C.Did the remedial work? No.of
learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these
work?
F.What difficulties did I encounter
which my principal or supervisor
can helpme solve?
G.What innovation or localized
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Pupils found difficulties in ___Pupils found
answering their lesson. difficulties in answering
___Pupils did not enjoy the their lesson.
lesson because of lack of ___Pupils did not enjoy
knowledge, skills and interest the lesson because of
about the lesson. lack of knowledge, skills
___Pupils were interested on and interest about the
the lesson, despite of some lesson.
difficulties encountered in ___Pupils were
answering the questions asked interested on the lesson,
by the teacher. despite of some
___Pupils mastered the lesson difficulties encountered
despite of limited resources in answering the
used by the teacher. questions asked by the
___Majority of the pupils teacher.
finished their work on time. ___Pupils mastered the
___Some pupils did not finish lesson despite of limited
their work on time due to resources used by the
unnecessary behavior. teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned ___ of Learners who
80% above earned 80% above
___ of Learners who require ___ of Learners who
additional activities for require additional
remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who
up the lesson caught up the lesson
___ of Learners who continue ___ of Learners who
to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work
materials did used/discover which
I wish to share with other
teachers?
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
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.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
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.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
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.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
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.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
well:
___Metacognitive
Development: Examples:
Self assessments, note
taking and studying
techniques, and
vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-
writes, and anticipatory
charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning,
peer teaching, and
projects.
___Contextualization:
Examples:
Demonstrations, media,
manipulatives, repetition,
and local opportunities.
___Text Representation:
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.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
Indigenized IM’s
__ Localized Videos
__ Making big books from
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
and __Contextualized/Localized
Indigenized IM’s
__ Localized Videos
__ Making big books from
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
and __Contextualized/Localized
Indigenized IM’s
__ Localized Videos
__ Making big books from
___ Role Playing/Drama Learning throuh play
___ Discovery Method ___ Answering
___ Lecture Method preliminary
Why? activities/exercises
___ Complete IMs ___ Carousel
___ Availability of Materials ___ Diads
___ Pupils’ eagerness to learn ___ Differentiated
___ Group member’s Instruction
collaboration/cooperation ___ Role Playing/Drama
in doing their tasks ___ Discovery Method
___ Audio Visual Presentation ___ Lecture Method
of the lesson Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooper
ation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs behavior/attitude
__ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/ Technology
Internet Lab Equipment (AVR/LCD)
__ Additional Clerical works __ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations:
and __Contextualized/Localized __Contextualized/
and Indigenized IM’s Localized and Indigenized
__ Localized Videos IM’s
__ Making big books from __ Localized Videos
 views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
views of the locality views of the locality __ Making big books
__ Recycling of plastics to be __ Recycling of plastics to be from
used as Instructional Materials used as Instructional Materials views of the locality
__ local poetical composition __ local poetical composition __ Recycling of plastics
to be used as
Instructional Materials
__ local poetical
composition
 School: Grade Level: V
GRADES 1 to 12 Teacher: Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: (WEEK 7) Quarter: 1ST QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
Materials undergo changes due
to oxygen and heat
The learner uses local,
recyclable solid and /or liquid
materials in making useful
products
Enumerate ways of repairing
waste materials S5MT-Ie-g-3
Changes that materials undergo
CG p. 30
Science Spectrum Work Text in
Science and Health for
Elementary
6 Rebecca R. Fallaria pp. 133-
135
activity sheets, marking pen,
manila paper
Materials undergo changes due
to oxygen and heat
The learner uses local,
recyclable solid and /or liquid
materials in making useful
products
Recognize the importance of
recycle, reduce, reuse, recover
and
repair of waste management
S5MT-Ie-g-3
Changes that materials undergo
CG p. 30
Science Spectrum Work Text in
Science and Health for
Elementary
6, Rebecca R. Fallaria, pp. 133-
135
activity Sheet
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and /or liquid materials in
making useful products
Explain the importance of recycle,
reduce, reuse, recover and
repair of waste management
S5MT-Ie-g-3
Changes that materials undergo
CG p. 30
pictures
video clip
powerpoint presentation
Materials undergo changes
due to oxygen and heat
The learner uses local,
recyclable solid and /or liquid
materials in making useful
products
Practice proper waste disposal
S5MT-Ie-g-3
Changes that materials
undergo
CG p. 30
garbage or waste products
produced in the school
canteen/ garden/classrooms
trashes ( both wet and dry)
unlabelled ash cans
gloves ( local plastic will do if
gloves are not available)
powerpoint presentation,
marking pen, manila paper
Materials undergo
changes due to oxygen
and heat
The learner uses local,
recyclable solid and /or
liquid materials in making
useful products
Identify local, recyclable
materials found in the
community
S5MT-Ie-g-3
Changes that materials
undergo
CG p. 30
Science Spectrum Work
Text in Science and Health
for Elementary
6, Rebecca R. Fallaria, pp.
133-135
activity sheets, shoe or
cereal box, glue, paper
towel roll, scissors
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
What are the ways of recovering
materials?
Motivation
Have you experienced wearing a
torn blouse or t-shirt? Can you
still fix it? Why do we repair torn
clothes?
1. Preparation
a. Group the pupils into five.
b. Recall the norms to be
followed in performing the
activity.
c. Every group will be given an
envelope.
1. Discuss group outputs. Let
each group present their work in
class.
2. Give feedback on the results
of the activity.
3. Give additional input
whenever necessary
Review about repairing waste
The teacher will present a song
about the 5Rs
According to the song what
should be done with our waste
or garbage?
Say:
Today, you will perform an
activity about 5Rs (recycle,
reduce, reuse, recover and
repair)
Awareness on taking care of the
environment
What do you want to know in
this activity?
Say: The importance of recycle,
reduce, reuse, recover and
repair
a. Group the pupils into five
b. Recall the norms to be
followed in performing the
activity
Review
Have the learners read the waste
management system through a
powerpoint presentation. Show
two thumbs up if the practice is
right and two thumbs down if it is
wrong
Prepare the class for a video clip
viewing.
Set the purpose for viewing.
The video clip is all about how we
could
lessen or prevent the harmful
effects of waste
materials in the environment
through 5Rs. Your task is to jot
down the importance of 5Rs in
waste management and then
discuss it with your group
1. Group the class into five.
2. Each group will discuss the
importance of each waste
management.
Review
Name materials that can be:
 recycled
 reduced
 reused
 recovered
 repaired
Show this picture to the class
Ask: What do you see in the
picture? Describe the water.
Is it polluted ? What do you
think is the kind of
waste disposal being
practiced in the place? Why?
1. Divide the pupils into 4
groups.
2. Set the standards for doing
the activity.
3. Let pupils go out of the
room.
Say: Today we will visit the
Motivation
The pupils will play Minute
to Win It
Divide the class into five
groups. Provide each
group with set of jumbled
letters of recyclable
material. Give one minute
to arrange the jumbled
letters. The group who can
form the letters of
recyclable materials will
be declared as the winner.
Preparation
a. Group the pupils into
five.
b. Recall the norms to be
followed in performing the
activity.
c. Say: The materials you

E. Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
Ask:
What did you do to help Mrs. De
Chavez to solve her problem?
What are the different ways of
repairing material?
What other materials can be
repaired?
Why do we need to repair
things?
After passing a flooded street,
you have noticed that the sole
of your school shoes is apart or
detached? What will you do to
restore the material and be
useful again?
Is repairing of waste material
important? Why?
What are the different ways of
repairing waste materials?
1. Presentation of group
outputs. Let each group present
their work in class.
2. Give feedback on the results
of the activity.
3. Give additional input
whenever necessary
Make a slogan on the
importance of recycle, reduce,
reuse, recover and repair
You can save the planet Earth
from piles of garbage that
causes pollution if you know
how to manage different waste
materials. You can apply the
1. Presentation of output.
2. Guide Questions:
a. Why do we need to recycle,
reduce, reuse, recover and repair
waste materials?
b. In what ways these 5Rs could
help lessen the harmful effects of
waste materials in the
environment?
Awareness of the importance of
5Rs of Waste
Management is everybody’s
responsibility. How will
you extend what you learned
today at home?
What are the ways of waste
management?
school canteen.
Let’s find out if proper waste
disposal is observed
Discuss the activity done
Ask:
How can you help practice
proper waste disposal here in
school?
at home? in the community?
2. What will you do to help
other pupils be aware of the
importance of
proper waste disposal?
How can you manage your
waste?
brought are needed for
the activity we will be
performing today.
d. Remind the pupils to
take necessary precaution
in handling the materials
e. Go around and inspect
what the pupils are doing.
Ask or answer question if
necessary
1. Discuss group outputs.
Let each group present
their work in class.
2. Give feedback on the
results of the activity.
How did you feel in doing
the activity?
What are the materials did
you used to come up with
an output?
What did you do to have
an output?
How did you follow the
procedures?
What is the importance of
recycling in the
community?
The pupils will go outside
the classroom and look for
materials that can be
recycled.
Identify materials that can
be found inside the school
premise.
Complete the chart below
and write what could you
do out of those mater
Have pupils generalized by
answering :
What are the local
recyclable materials that
can be found in the

I.Evaluating learning Identify the way of fixing the
given items below. Write the
letter
of the best answer: Choose your
answer from the given choices
below:
J.additional activities for application or Observe the materials at home.
remediation List down at least three items
that
need to be repaired. Opposite
the item, write the way how you
could
repair it. Tabulate your answer
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to
the evaluation the next objective.
techniques of managing the community?
wastes using 5Rs (Recycle, What other materials can
Reduce, Reuse, Recover and we used in order to
Repair). recycle?
 The importance of 5Rs
(recycle, reduce, reuse, recover
and repair)
 It saves energy and money
 Preserves new materials
 Reduces air and water
pollution
 Saves the environment
Check (/) the statement that Write the concept of 5Rs as Teacher will evaluate pupils’ Directions: Complete the
tells about the 5Rs of waste described by each importance performance tasks on table below. Put a check
management and cross (x) the practicing proper waste mark ( / ) if the material is
statement that does not tell disposal in school through common in the
about the 5Rs. Indicate which R close monitoring of the community and ( x ) if not.
is described classroom- based waste Write the possible product
_______ 1. Use a cloth bag segregation scheme being if it will be recycled.
when you go shopping for implemented.
groceries.
_______ 2. Print on both sides
of paper or reuse it as scratch
paper.
_______ 3. Use foil, plastic bags,
or wrap to store food.
_______ 4. Have appliances
repaired instead of buying new
ones.
_______ 5. Use paper bags and
throw them away after using
them only once.
Make a collage out of recyclable Look for some waste materials at List down ways on how you Observe the materials at
materials depicting the 5Rs of home that could be recycled, can help practice proper your home. List down at
waste management reduced, recovered, repaired and waste disposal in your home, least five (5) items that
reused. Give 2 examples. school and community. need to be recycle.
Opposite the item, write
the way how you could
recycle it.
___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on ___Lesson carried. Move
the next objective. next objective. to the next objective. on to the next objective.

B.No.of learners who require
additional activities for remediation
C.Did the remedial work? No.of
learners who have caught up with the
lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional
activities for remediation
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
which my principal or supervisor can
helpme solve?
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
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.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
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.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes,
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text Representation:
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.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
to require remediation continue to require
remediation
Strategies used that work Strategies used that work
well: well:
___Metacognitive ___Metacognitive
Development: Examples: Self Development: Examples:
assessments, note taking and Self assessments, note
studying techniques, and taking and studying
and vocabulary assignments. techniques, and
___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts. Think-pair-share, quick-
writes, and anticipatory
charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer ___Schema-Building:
teaching, and projects. Examples: Compare and
contrast, jigsaw learning,
peer teaching, and
___Contextualization:
projects.
Examples: Demonstrations,
media, manipulatives,
repetition, and local ___Contextualization:
opportunities. Examples:
Demonstrations, media,
manipulatives, repetition,
___Text Representation:
and local opportunities.
Examples: Student created
drawings, videos, and games.
___Text Representation:
___Modeling: Examples:
Speaking slowly and clearly, Examples: Student
modeling the language you created drawings, videos,
want students to use, and and games.
providing samples of student ___Modeling: Examples:
work. Speaking slowly and
clearly, modeling the
Other Techniques and language you want
Strategies used: students to use, and
___ Explicit Teaching providing samples of
___ Group collaboration student work.
___Gamification/Learning
throuh play Other Techniques and
___ Answering preliminary Strategies used:
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
activities/exercises ___ Explicit Teaching
___ Carousel ___ Group collaboration
___ Diads ___Gamification/Learning
___ Differentiated Instruction throuh play
___ Role Playing/Drama ___ Answering preliminary
___ Discovery Method activities/exercises
___ Lecture Method ___ Carousel
Why? ___ Diads
___ Complete IMs ___ Differentiated
___ Availability of Materials Instruction
___ Pupils’ eagerness to learn ___ Role Playing/Drama
___ Group member’s ___ Discovery Method
collaboration/cooperation ___ Lecture Method
in doing their tasks Why?
___ Audio Visual Presentation ___ Complete IMs
of the lesson ___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs 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 IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Contextualized/Localized __Contextualized/
and Indigenized IM’s Localized and Indigenized
__ Localized Videos IM’s
__ Making big books from __ Localized Videos
views of the locality __ Making big books from
__ Recycling of plastics to be views of the locality
used as Instructional __ Recycling of plastics to
Materials be used as Instructional
__ local poetical composition Materials
__ local poetical
composition
 GRADES 1 to 12 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
WEEK 7 MONDAY
I. OBJECTIVES
A. Content Standards recognizes the musical
symbols and demonstrates
understanding of concepts
pertaining to rhythm
B. Performance Standards performs with a conductor, a
speech chorus in simple time
signatures
1. choral
2. instrumental
C. Learning responds to metric pulses of
Competencies/Objectives music heard with appropriate
Write the LC code for each conducting gestures
MU5RH-Ih-5
(WEEK 7)
TUESDAY
recognizes the musical
symbols and demonstrates
understanding of concepts
pertaining to rhythm
performs with a conductor, a
speech chorus in simple time
signatures
1. choral
2. instrumental
responds to metric pulses of
music heard with appropriate
conducting gestures
MU5RH-Ih-5
Grade Level V
Learning Area MAPEH
Quarter FIRST
WEDNESDAY THURSDAY FRIDAY
The learner…demonstrates Demonstrate understanding Pagsubok sa
understanding of lines, of mental, emotional, and PANSARILING
shapes, and space; and the social health concerns KALUSUGAN
principles of rhythm and (Mabuti at Di-
balance through drawing of MabutingPakikipag-
archeological artifacts, ugnayan) at
houses, buildings, and Kalusugang
churches from historical Pangkaisipan,
periods using crosshatching Emosyonal, at Sosyal
technique to simulate 3-
dimensional and geometric
effects of an artwork.
The learner… creates Practice skills in managing
different artifacts and mental, emotional, and social
architectural buildings in the health concerns
Philippines and in the locality
using crosshatching
technique, geometric shapes,
and space, with rhythm and
balance as principles of
design. puts up an exhibit on
Philippine artifacts and
houses from different
historical periods (miniature
or replica).
creates illusion of space in 3- Natatalakay ang maaring
dimensional drawings of maging epekto ng kalusugang
important archeological pangkaisipan, emosyonal at
artifacts seen in books, sosyal sa kalusugan ng isang
museums (National Museum tao at sa kanyang pagkatao.
and its branches in the
Philippines, and in old
buildings or churches in the
 community. A5PR-If

II. CONTENT Musical Symbols and Musical Symbols and Pagguhit ng 3 dimensiyonal Kalusugang Pangkaisipan,
Concepts Concepts na imahen ng mga gusali, Emosyonal At Sosyal
1. Notes and Rests 1. Notes and Rests lumang bahay at simbahan sa
2. Meters 2. Meters ating bansa.
3. Rhythmic Patterns 3. Rhythmic Patterns
4. Simple Time Signatures 4. Simple Time Signatures

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Quarter 1 week 7 pp.
2.Learner’s Material pages Quarter 1 week 7 pp.
3.Textbook pages Umawit at Gumuhit 5
4.Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources lapis at bond paper
IV. PROCEDURES
A. Reviewing previous Pangkatin ang mga note at Pangkatin ang mga note at Ang mga sinaunang bagay o Balik aral ukol sa Kalusugang
lesson or presenting the gusali ay bahagi ng kultura ng Pangkaisipan, Emosyonal, at
rest upang makabuo ng rest upang makabuo ng
new lesson ating bansa. Kabilang dito ang Sosyal
rhythm ayon sa time rhythm ayon sa time mga mosque at ang
simbahan, mga lumang
signature signature
bahay, pati na rin ang mga
museo at ilang tanggapan.
B. Establishing a purpose for Pagkilala sa time signature. Pagkilala sa time signature. Nakagagawa ng 3 Basahin ang talata sa sa LM
the lesson pahina__
dimensyonal na imahe ng
mga gusali sa ating bansa
noong unang panahon.
(A5PR-If)
C. Presenting Suriin ang iskor ng awiting Suriin ang iskor ng awiting Pagpapakita ng mga larawan Pangkatin ang klase sa tatlong
examples/instances of the “Baby Seeds”. “Baby Seeds”. ng mga sinaunang gusali sa grupo. Papunan ang tsart na
new lesson bansa. makikita sa LM pahina__
 Basahin ang titik ng awit.
Tungkol saan ang awit?
D. Discussing new concepts and
practicing new skills #1
Ang ay may time
signature na dalawahan ang
bilang ng kumpas. Ito ay
karaniwang iniuugnay sa kilos
o galaw na pang martsa. Ang
bilang nito ay 1-2│1-2│1-2│.
Napapangkat ang mga bilang
na ito sa pamamagitan ng
paglalagay ng barline.
Basahin ang titik ng awit.
Tungkol saan ang awit?
1. Ang museo ay isang lugar o Pagtatanong ukol sa binasang
gusali na pinaglalagakan ng talata
Ang ay may time
mga bagay na may kinalaman
signature na dalawahan ang
sa kasaysayan at mga bagay
bilang ng kumpas. Ito ay
na may kinalaman sa sining at
karaniwang iniuugnay sa kilos
siyensiya. Kabilang na sa mga
o galaw na pang martsa. Ang
museo sa Pilipinas ay ang
bilang nito ay 1-2│1-2│1-2│.
“National Museum” o
Napapangkat ang mga bilang
Pambansang Museo na
na ito sa pamamagitan ng
itinakda ng pamahalaan
paglalagay ng barline.
bilang espesyal na lagakan ng
mga pamana ng bansa. Dito
nakatago ang mahalagang
kagamitan na ginamit ng mga
unang Pilipino at mga
dakilang bayani ng bansa.
2. Mga lumang bahay na
ginawa daang taon na ang
nakalilipas sa ibat-ibang dako
ng Pilipinas ay karaniwang
yari sa bato at adobe. Ang
mga bintana ay malalaki at
pinapa lamutian ng
kapis.Malalaki ang mga pinto.
Maluluwang ang mga silid
kabilang dito ay lumang
bahay ni Heneral Emilio
Aguinaldo sa Kawit Cavite.
3. Lumang simbahan at
mosque. Ang unang simbahan
o parokya sa Maynila ay ang
‘Manila Metropolitan
Cathedral” na itinatag noong
1571.
(Sumangguni sa LM, Alamin)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
Pangkatang Gawain
Pangkatang Gawain
Ano-anong mga gawain ang
higit na nakatulong sa pag-
unawa ng aralin?
Ang rhythmic pattern ay ang
pinagsama-samang mga note
at rest na naaayon sa isang
nakatakdang time signature.
Buuin ang sumusunod na
hulwaran at lagyan ng
kaukulang note o rest ang
bawat puwang.
Pangkatang Gawain
Pangkatang Gawain
Ano-anong mga gawain ang
higit na nakatulong sa pag-
unawa ng aralin?
Ang rhythmic pattern ay ang
pinagsama-samang mga note
at rest na naaayon sa isang
nakatakdang time signature.
Buuin ang sumusunod na
hulwaran at lagyan ng
kaukulang note o rest ang
bawat puwang.
Magpabuo sa bata sa
pamamagitan ng karton o
popsicle sticks ng isang gusali
na nagustuhan upang
maipakita ang tatlong
dimensiyonal na imahe.
(Sumangguni sa LM, Gawain)
1. Paano mo ilalarawan ang
panuntunan sa pangangalaga
ng mga antigo at sinaunang
gusali?
2. Bakit dapat pangalagaan
ang mga antigo o sinaunang
gusali?
Paano mo mapapangalagaan
ang mga antigo o sinaunang
gusali sa ating bansa?
(Sumangguni sa LM, Tandaan)
(Sumangguni sa LM,Suriin)
Pagtalakay sa aralin gamit ang
mga impormasyon sa LM
Isulat sa “ House Organizer”
ang lahat ng iyong natutunan
tungkol sa epekto ng malusog
na kaiisipan, emosyonal at
pangkalusugang sosyal.
Paano nalalaman ang maaring
maging epekto ng kalusugang
pangkaisipan, emosyonal at
sosyal sa kalusugan ng isang
tao at sa kanyang pagkatao?
Ipasagot ang Kaya Natin sa
Pagyamanin Natin pahina__
1. Bakit mahalaga na ang
isang bata ay mayroong
malusog na pag-iisip
2.Paano nakatutulong ang
malusog na pag-iisip sa
kalusugan ng isang bata?
3.Ano-ano ang iyong
puwedeng gawin upang
magkaroon ka ng malusog na
kaiisipan, kalusugang
emosyonal at kalusugang
sosyal?
4. Ano-ano kaya ang maaring
 maging epekto sa pagkatao
ng isang bata kung ang
kaniyang kalusugang pag-iisip,
emosyonal at social ay hindi
malusog

J. Additional activities for Gumuhit ng nota gamit ang Gumuhit ng nota gamit ang Magdala ng mga sumusunod. Bilang isang mag-aaral na
application or remediation time signature. time signature. 1. Manila Paper nasa Ika- 5 Baitang. Ano-ano
2. Krayon ang mga napapansin mong
3. Lapis pagbabago sa iyong katawan?
Itala sa kwaderno.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation

E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?