GRADE 6
DAILY LESSON LOG
WEEK 3
I. LAYUNIN
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto.
Isulat and code ng bawat
kasanayan
II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng Kagamitang
Pang-Mag-aaral
3. Mga Pahina sa teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resources (LR)
B. Iba pang kagamitang panturo
IV. PAMAMARAAN
School: LUNA ESTE ELEMENTARY SCHOOL Grade Level: 6
Teacher: WILMER P. TAGARE Learning Area: FIILIPINO
Teaching Dates and Time: AUGUST 26-30, 2019 (WEEK 3) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
Nabibigyang kahulugan ang kilos ng mga Nagagamit ang magagalang na pananalita sa iba’t Nagagamit nang wasto ang pang-uri sa Nagagamit nang wasto ang pang-uri sa
tauhan sa napakinggang pabula. ibang sitwayson. paglalarawan sa paglalarawan sa
F6PN-IIc-19 (pagbabahagi ng obserbasyon sa paligid) iba’t ibang sitwasyon. (Kayarian) iba’t ibang sitwasyon. (Kayarian)
HOLIDAY F6PS-IIc-12.13 F60L-IIa-e-4 F60L-IIa-e-4
Pagbibigay kahulugan sa kilos ng tauhan Paggamit ng Magagalang na Pananalita Pagbibigay kahulugan sa salitang hiram Pagbibigay kahulugan sa salitang hiram
sa napakinggang pabula (Pagsasalaysay ng mga Pangyayaring
Naobserbahan sa Paligid )
Hiyas sa Pagbasa 6 pah. 163-164
Landas sa Wika pah 170
A. Balik-Aral sa nakaraang aralin
at/o pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin
Ilahad ang kasunod na seleksyon
Sabihin :
Isang pabula ang inyong mapapakinggan.
Ipaliwanag kung bakit nagdamdam ang
kalabaw.
Ano ang nakalipas nating aralin?
Tumawag ng isang mag-aaral upang
magsalaysay ng mga pangyayari na
naobserbahan n’ya sa kanyang paligid.
Itanong: Sino sa inyo ang makapagsasalaysay ng
mga pangyayaring naobserbahan ninyo sa inyong
paligid?
Basahin mo ang diyalogo.
Ang pangarap kong daigdig
Ano ang gusto
mo
sa isang
Gusto ko, mas
malaki at mas
masipag kaysa
Naunawaan mo ba ang usapan nina Bubuyog at
Paruparo?
Anu-ano ang mga pang-uring ginamit sa usapan
nina Paruparo at Bubuyog? Tukuyin kung ito ay
lantay, pahambing o pasukdol.
Basahin mo ang tula.
Pangarap na Daigdig
Itong ating bansa’y tunay na biniyayaan
Ng ubod ng gandang angking kapaligiran
Mayaman at malawak na kalikasan
Tunay na dangal ng Pilipinong mamamayan.
Sagana sa isda, malinaw na karagatan
Malalabay na puno ang nasa kabundukan
Ginto at langis makukuha sa minahan
Sariwang hangin ay nalalanghap ng katawan.
Masaya na sana sa ganitong kalagayan
Wala nang mahihiling ang bawat mamamayan
Ngunit biglang nabago ang ating panahanan
Tunay, tao na rin ang siyang may kagagawan
Ngayon bakit patuloy na pinababayaan?
Mabahong basura’y nakakalat sa lansangan
Naubos na ang puno sa ating kagubatan
Maruming-marumi na ang ating katubigan.
Napakalimit ang mga nangyayaring sakuna
Mayaman man at mahirap ay naging biktima
Ngunit bakit parang hindi natin alintana
Sa mga pangyayari hindi mandin nadadala?
Ngayon na ang panahon upang ating simulan
Ating isaisip ang buhay at kapakanan
Paligid natin ay alagaan at bantayan
Basahin mo ang diyalogo.
Ang pangarap kong daigdig
Naunawaan
mo ba ang usapan nina Bubuyog at
Paruparo?
Anu-ano ang mga pang-uring ginamit sa
usapan nina Paruparo at Bubuyog?
Tukuyin kung ito ay lantay, pahambing o
pasukdol.
Basahin mo ang tula.
Pangarap na Daigdig
Itong ating bansa’y tunay na biniyayaan
Ng ubod ng gandang angking kapaligiran
Mayaman at malawak na kalikasan
Tunay na dangal ng Pilipinong
mamamayan.
Sagana sa isda, malinaw na karagatan
Malalabay na puno ang nasa kabundukan
Ginto at langis makukuha sa minahan
Sariwang hangin ay nalalanghap ng
katawan.
Masaya na sana sa ganitong kalagayan
Wala nang mahihiling ang bawat
mamamayan
Ngunit biglang nabago ang ating
panahanan
Tunay, tao na rin ang siyang may
kagagawan
Ngayon bakit patuloy na pinababayaan?
Mabahong basura’y nakakalat sa
lansangan
Naubos na ang puno sa ating kagubatan
Maruming-marumi na ang ating katubigan.
Napakalimit ang mga nangyayaring sakuna
 Taos-pusong pasasalamat sa daigidig na Mayaman man at mahirap ay naging
tahanan. biktima
Ngunit bakit parang hindi natin alintana
Sa mga pangyayari hindi mandin
nadadala?
Ngayon na ang panahon upang ating
simulan
Ating isaisip ang buhay at kapakanan
Paligid natin ay alagaan at bantayan
Taos-pusong pasasalamat sa daigidig na
tahanan.
C. Pag-uugnay ng mga Wala ka bang napapansin sa iyong mga Alamin pah. 5 Alamin pah. 5
halimbawa sa bagong aralin kapaligiran?
Kay dumi na ng hangin, pati na ang mga ilog
natin.

Refrain 1: hindi na masama ang pag-unlad at

malayu-layo na rin ang ating narating ngunit
masdan mo ang tubig sa dagat dati'y kulay asul
ngayo'y naging itim ang mga duming ating ikinalat
sa hangin sa langit huwag na nating paabutin
upang kung tayo'y pumanaw man, sariwang
hangin sa langit natin matitikman

Refrain 2: mayron lang akong hinihiling sa aking

pagpanaw sana ay tag-ulan gitara ko ay aking
dadalhin upang sa ulap na lang tayo
magkantahan

Refrain 3:mga batang ngayon lang isinilang may

hangin pa kayang matitikman? may mga puno pa
kaya silang aakyatin may mga ilog pa kayang
lalanguyan?

Refrain 4: bakit di natin pagisipan ang nangyayari

sa ating kapaligiran hindi na masama ang pag-
unlad kung hindi nakakasira ng kalikasandarating
ang panahon mga ibong gala ay wala nang
madadapuan masdan mo ang mga punong dati
ay kay tatag ngayo'y namamatay dahil sa 'ting
kalokohan

Refrain 5: lahat ng bagay na narito sa lupa

D. Pagtalakay ng bagong Sagutin ang mga tanong:
konsepto at paglalahad ng 1. Bakit nagdamdam ang kalabaw? Anong
bagong kasanayan #1 katangian ang ipinahiwatig nang sabihin ng
kalabaw na wala na siyang silbi?
biyayang galing sa diyos kahit nong ika'y wala pa
ingatan natin at 'wag nang sirain pa pagkat pag
kanyang binawi, tayo'y mawawala na
Talakayin ang awit sa pamamagitan ng pagsagot Isaisip Mo pah 5-6 Isaisip Mo pah 5-6
sa mga tanong.
1. Tungkol saan ang awit?
2. Ano ang isinasaad ng liriko ng awit?

E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang ng Kabihasaan
( tungo sa Formative Assessment
) Pagbasa 6 at gawin ang mga sumusunod
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
2. Paano binigyan ng kambing ng pag-asa
ang kalabaw? Anong katangian ang taglay
ng kambing?
Ano ang ginawa ng inahing manok nang
magtapat sa kanya ang kalabaw ng dahilan
ng kanyang pagdaramdam? Anong
katangian ang ipinakita ng inahing manok?
Basahin ang kuwentong “ Ang Tipaklong at
ang Paruparo” pah. 163-164 ng Hiyas sa
1. Ibigay ang katangian ng bawat
tauhan batay sa pananalita at
kilos.
2. Sumulat ng limang pangungusap
na hango sa kuwentong binasa
at suriin ang bawat isa ayon sa
mga bahaging bumubuo rito.
1. Kung kayo ang manok, ano ang
sasabihin ninyo sa kalabaw?
2. Anong mahalagang mensahe
para sa atin ng pabula?
Makapagbibigay tayo ng akmang
kahulugan sa katangian o kilos ng isang
tauhan sa pabulang napakinggan kung
uunawain natin ang kuwento at puno ng
damdamin ang paraan ng pagbabasa.
(Maaaring iba ang kasagutan)
Iparinig ang pabulang “Ang Leon at ang
Daga” pah 170 ng aklat na Landas sa Wika,
bago ibigay ang katangian ng tauhan batay
sa kanyang pananalita at kilos.
Isalaysay mo nga ang awit gamit ang magagalang
na salita
Pagsasanay pah 6 Pagsasanay pah 6
Pangkatin ang mga mag-aaral sa lima (5) at Ating Isagawa pah. 7 Ating Isagawa pah. 7
hayaan silang magsalaysay ukol sa mga
pangyayari na naobserbahan nila sa kanilang
paligid.
Magmasid sa inyong kapaligiran at isulat kung Ilarawan ang kapaligiran ng iyong paaralan. Ilarawan ang kapaligiran ng iyong
ano ang inyong naobserbahan sa araw na ito. paaralan.
Maraming mga bagay ang naoobserbahan natin May tatlong dahilan kung bakit nanghihiram ng May tatlong dahilan kung bakit
sa ating kapaligiran .At lahat tayo ay may salita ang mga Pilipino. nanghihiram ng salita ang mga Pilipino.
kakayahan na unawain at isalaysay ang mga ito 1. Hiramin ang salita, at tumbasan sa Filipino. 1. Hiramin ang salita, at tumbasan sa
na gamit ang magagalang na salita. Halimbawa Filipino.
Classroom – Silid-aralan Halimbawa
Library – Silid-aklatan Classroom – Silid-aralan
2. Hiramin ang tunog ng salita at baybayin sa Library – Silid-aklatan
Filipino. 2. Hiramin ang tunog ng salita at baybayin
Halimbawa sa Filipino.
Cell phone - selfon Halimbawa
Book - buk Cell phone - selfon
3. Hiramin na ng buo ang salita Book - buk
Kapag mawawala ang tunay na kahulugan ng 3. Hiramin na ng buo ang salita
salita kapag Kapag mawawala ang tunay na kahulugan
tinumbasan sa Filipino, o kaya naman, ng salita kapagtinumbasan sa Filipino, o
mababago ang kahulugan kapag binaybay sa kaya naman, mababago ang kahulugan
Filipino, hiramin na lang ng buo ang salita. kapag binaybay sa Filipino, hiramin na lang
ng buo ang salita.
Tingnan at suriin ang mga nasa larawan at Iguhit ang : kung ang pang-uri ay payak Iguhit ang : kung ang pang-uri ay
isalaysay ang mga pangyayari na inyong kung ito ay maylapi payak
naobserbahan kung inuulit kung ito ay maylapi
kung tambalan kung inuulit
 3. “Aha, sa gutom kong ito, munting daga, kung tambalan
pagtitiyagaan na kita! Istorbo!”
a. Nalulungkot b. Nahihiya
c. Nagagalit

4. “ Maawa na po kayo, marangal na 1. Maliit 1.

Leon!”_______ ang daga. 2. di-maliparang uwak t
a. Natutuwa b. Natatakot 3. malalabi 2. di-maliparang uwak
c. Naiinis 4. mayaman 3. malalabi
5. “Nginatngat ng daga ang lambat kaya 1. sagana 4. mayaman
nakalaya si Leon._____ang daga sa sagana
kanyang pangako.
Taksil b. Tapat c.
Maalalahanin

2.
1.

J. Karagdagang Gawain para sa

takdang aralin at remediation

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang Gawain
para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin
D. Bilang ng mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong ng lubos?
Paano ito nakatulong?

F. Anong suliranin ang aking

naranasan na solusyonan sa tulong
ng aking punongguro at superbisor?

G. Anong kagamitang panturo ang

aking nadibuho na nais kong ibahagi
sa mga kapwa ko guro?

GRADE 6 School: LUNA ESTE ELEMENTARY SCHOOL Grade Level: VI

Teacher: WILMER P. TAGARE Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and Time: AUGUST 26-30, 2019 (WEEK 3) Quarter: 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
A. Content Standard demonstrates understanding of participation demonstrates understanding of participation demonstrates understanding of participation demonstrates understanding of
in and assessment of physical activities and in and assessment of physical activities and in and assessment of physical activities and participation in and assessment of
physical fitness physical fitness physical fitness physical activities and physical fitness
HOLIDAY

B. Performance  participates and assesses  participates and assesses  participates and assesses  participates and assesses
Standard performance in physical activities. performance in physical activities. performance in physical activities. performance in physical
 assesses physical fitness  assesses physical fitness  assesses physical fitness activities.
 assesses physical fitness

C. Learning describes the Philippines physical activity describes the Philippines physical activity describes the Philippines physical activity describes the Philippines physical
Competencies pyramid pyramid pyramid activity pyramid
(write the LC Code) PE6PF-IIa-16 PE6PF-IIa-16 PE6PF-IIa-16 PE6PF-IIa-16

explains the indicators for fitness explains the indicators for fitness explains the indicators for fitness explains the indicators for fitness
PE6PF-IIa-17 PE6PF-IIa-17 PE6PF-IIa-17 PE6PF-IIa-17

Invasion Games for Physical Fitness: Invasion Games for Physical Fitness: Invasion Games for Physical Fitness: Invasion Games for Physical Fitness:
An Enhanced Understanding An Enhanced Understanding An Enhanced Understanding An Enhanced Understanding
II. CONTENT

III. LEARNING RESOURCES

A. References
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages The 21st Century MAPEH in Action The 21st Century MAPEH in Action The 21st Century MAPEH in Action . The 21st Century MAPEH in Action
pp. 202-216 pp.202-216 pp. 202-216 pp. 202-216

4. Materials downloaded
from LRMDS
B. Other Learning Materials
IV. PROCEDURES
A. Reviewing previous Reviewing the past lesson Review past lesson on fitness enhancement What games have you played with your What games have you played with
lesson and presenting Digital painting through Invasion Games friends and classmates? your friends and classmates?
 new lesson
B. Establishing a purpose Today, we will be discussing about Fitness Discussion on Health-related Fitness Today, we will be having group activities. Today, we will be having group
for the lesson Enhancement Through Invasion Games assessment Find your group, and follow directions. activities.
Find your group, and follow directions.

C. Presenting In this lesson, you will learn the Tell: Discussion on how to play Sungka Discussion on how to play Sungka
examples/instances of following: if you want to know whether you are  The skills developed in playing  The skills developed in
the lesson  Physical fitness assessment physically fit, try to take the fitness Sungka playing Sungka
 Philippine Physical Activity assessment  The Rules In playing Sungka  The Rules In playing
Pyramid
Sungka
 Invasion Games

D. Discussing new Ask: what games have you played with your Discussion on Skill-related Fitness Discussion about the game (Sungka) Discussion about the game (Sungka)
concepts and practicing friends and classmates? Assessment
new skills #1
E. Discussing new Show pictures Discuss the Types of Invasion Games Tell: Tell:
concepts and practicing Ask: have you tried the games shown on the Sungka is a game played by two player by Sungka is a game played by two player
new skills #2 pictures? using a solid carved wood with two rows of by using a solid carved wood with two
seven circular hole and two large holes at rows of seven circular hole and two
both ends called house (bahay) large holes at both ends called house
Forty-nine small stones, marbles, pebbles, (bahay)
seeds, or even shells can be used in holes Forty-nine small stones, marbles,
that are alternately put except in the house. pebbles, seeds, or even shells can be
The two players hold each side of rows as used in holes that are alternately put
their territory. except in the house. The two players
hold each side of rows as their
territory.

F. Developing mastery Discussion on some reasons why most Show and present the different Invasion
(lead to formative children don’t play traditional games Games like, Basketball, tumbang preso,
assessment 3) anymore. soccer, futsal, chess, etc..
G. Finding practical What is fitness? Discussion on Featured Games What are the rules of the games? What are the rules of the games?
application of concepts What are the indicators of fitness? Like Hopscotch (piko)
and skills in daily living The skills involved in playing Piko

H. Making generalization What are the components of fitness? What are the rules in Playing Piko? Ask: Ask:
and abstractions about What are other Filipino games? What are other Filipino games?
the lesson
I. Evaluating learning Ask: ask: what are some warm up exercises Playing the game like Piko, by two groups Choose a game and list the rules of it. Choose a game and list the rules of it.
to prevent injury and muscle pain?

J. Additional activities for A picture of a healthy community. A picture of a healthy community.

application or
remediation
V. REMARKS
VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encountered which my
principal can help me
solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
 School: LUNA ESTE ELEMENTARY SCHOOL Grade Level: VI
GRADE 6 Teacher: WILMER P. TAGARE Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: AUGUST 26-30, 2019 (WEEK 3) Quarter: 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
Solves problems involving direct proportion, partitive proportion, and inverse proportion in different contexts such as distance, rate, and time using appropriate strategies and tools. M6NS-IIc-134
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Lesson 1: The Concept of Ratio and Proportion
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
HOLIDAY CG for Mathematics pp. 190-191 CG for Mathematics pp. 190-191 CG for Mathematics pp. 190-191 CG for Mathematics pp. 190-191
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned
in relation to their life experience and previous knowledge. Indicate the time allotment for each step.
Conduct a drill on finding the missing Drill: Drill: Drill:
term in a proportion. Use flash cards and Find the hidden message. What’s hello Have a drill on finding the missing term Have a drill on finding the missing term in
have pupils in the Hawaiian language? Give the in a proportion. a proportion.
answer orally. missing Let the pupils answer these orally: ( Use Let the pupils answer these orally: ( Use
3:x = 6:10 element to form a proportion. Write in the flashcards) flashcards)
3:4 = 27:x blanks the letters that correspond to the
x:9 = 12:18 answer. Recall the steps in solving problems Recall the steps in solving problems
(See Lesson Guide in Mathematics 6 pp. involving direct proportion. Find out if the involving direct proportion. Find out if the
287) pupils pupils
have mastered the skill in setting up a have mastered the skill in setting up a
What is a direct proportion? direct proportion through a game. direct proportion through a game.
How would you set up the proportion? 1) Group pupils into 3. 1) Group pupils into 3.
2) Flash these sample problems in a 2) Flash these sample problems in a
card for them to answer. card for them to answer.
3) The first group to give the correct 3) The first group to give the correct
answer is given a point. answer is given a point.
4) The group with the most number of 4) The group with the most number of
correct answers wins. correct answers wins.
Sample Problems: Sample Problems:
a) 10 pieces of polvoron sell for 3 pesos a) 10 pieces of polvoron sell for 3 pesos
40 pieces of polvoron sell for _____ 40 pieces of polvoron sell for _____
b) During recess, the ratio of pupils to b) During recess, the ratio of pupils to
teachers eating in the canteen is 7:3. If teachers eating in the canteen is 7:3. If
84 pupils eat 84 pupils eat

B. Establishing a purpose for the What do you do during weekends?
lesson
C. Presenting Examples/Instances of Present this problem:
new lesson
Roy and Al sell newspapers on
weekends to earn extra money. For
every 3 newspapers that Roy sells, Al
sells 5. If Roy sold 15 newspapers, how
many did Al sell?
Analyze the problem.
a) What is being asked?
b) What are given?
c) Illustrate the problem.
D. Discussing new concepts and Illustrate the problem using blocks.
Identify the missing information in
following problems.
a) Joel bought a sandwich in
canteen. Chris also bought
sandwiches. How much did
Chris pay?
b) One hundred sixty-five boys and two
hundred eighty-four girls attended
parade. (Let
the pupils explain their answers.)
Present the problem:
Joy and Dale are twins. They always
share their things equally. Even their
mother
gave them the same amount of anything,
whether money, toys, candies, and
others. But
one day, their father gave them 5
chocolates, 2 chocolates for Joy and 3
chocolates for
Dale.
Dale.
1) What do you think each of the girls
felt?
2) Why did their mother give them things
equally?
3) If you were one of the girls, what will
you do?
4) Is it alright to have the same amount
of things as your other siblings? Why?
.
Joy and Dale found out that there are
in the canteen, how many teachers eat in
the canteen?
c) Four out of 5 pupils buy buko juice
every day. How many of the 350 pupils
buy buko
juice?
the Have you visited some of the places that
care for the physically handicapped,
the aged, orphans, etc. Why are these
3 places important?
the
Present the problem:
I have enough money for a vacation of
12 days if I spend 500 a day. For how
many days will my money last if I decide
to spend only 400 a day.
Each group solves the problem and
presents the solution to the whole class.
Analyze the problem:
a) What is asked?
b) What are given?
c) How can we solve the problem? Elicit
possible solutions.
Since the pupils are not yet familiar with
this type of proportion, explain what an
inverse proportion is. Show how an
inverse proportion is set up. Lead the
pupils to
see how an inverse proportion differs
from a direct proportion.
Present the solution in the class.
An orphanage has enough bread to feed
in the canteen, how many teachers eat in
the canteen?
c) Four out of 5 pupils buy buko juice
every day. How many of the 350 pupils
buy buko
juice?
Have you visited some of the places that
care for the physically handicapped,
aged, orphans, etc. Why are these
places important?
Present the problem:
I have enough money for a vacation of
12 days if I spend 500 a day. For how
many days will my money last if I decide
to spend only 400 a day.
Each group solves the problem and
presents the solution to the whole class.
Analyze the problem:
a) What is asked?
b) What are given?
c) How can we solve the problem? Elicit
possible solutions.
Since the pupils are not yet familiar with
this type of proportion, explain what an
inverse proportion is. Show how an
inverse proportion is set up. Lead the
pupils to
see how an inverse proportion differs
from a direct proportion.
Present the solution in the class.
An orphanage has enough bread to feed
 practicing new skills #1 things that can not be shared equally. So 30 orphans for 12 days. If 10 more 30 orphans for 12 days. If 10 more
Explain the illustration. one orphans are added, how many days will orphans are added, how many days will
day, their mother gave them 150 so that the same amount of bread last? the same amount of bread last?
the ratio is 2:3, 2 parts for Dale and 3
parts for
Set up a proportion. Joy. How much did each girl receive?
Guide the pupils in setting up the inverse Guide the pupils in setting up the inverse
1) What is asked in the problem?
proportion after analyzing the problem. proportion after analyzing the problem.
ROY 3 15 2) What are the given facts?
3) How can we find the answer?
Al 5 N
Roy : Al = Roy : Al Visualize the problem in solving it.
3:5 = 15:N

Explain that the proportion is called a

direct proportion. The quantities change
in the same direction. As the number of
newspapers that Roy sells
increases, the number of newspapers
that Al sells also increases.

E. Discussing new concepts and
practicing new skills #2
Work in groups.
Solve:
The sign on the store window says
“Magazine for sale, buy 3, take 2.” How
many magazines must I buy if I want to
take 10 magazines for free?
Have pupils show their solution on the
board. Check if they were able to
write the proportion correctly.
Work in groups:
The Glee Club and the Dance Club are
auditioning members for the forthcoming
stage presentation. All interested pupils
must see Miss Ruby Hilario for the
audition on Monday 1:00 P.M. at Rm 25.
After one week, 72 pupils were
accepted. The Glee Club and the Dance
Club agreed that the ratio of participants
is 4;5 respectively. Hpw many pupils
were chosen for each club?
Illustrate the relationchip.
Work in groups.
Analyze and solve the problems:
1) If 4 farmers can plow a 3-
hectare land in 6 days, how
long will 8 farmers do it?
2) Twelve painters can paint a building in
10 days. How many painters are needed
to paint
it in 6 days?
Work in groups.
Analyze and solve the problems:
2) If 4 farmers can plow a 3-
hectare land in 6 days, how
long will 8 farmers do it?
2) Twelve painters can paint a building in
10 days. How many painters are needed
to paint
it in 6 days?

F. Developing mastery
(Leads to Formative Assessment)
Work in pairs:
At the school canteen:
a) 3 pieces of pad paper cost 45 cents.
21 pieces of pad paper cost _____.
b) 4 colored pencils cost 25.
12 colored pencils cost _____.
c) 2 boiled bananas cost 3.50.
10 boiled bananas cost _____.
Work in pairs:
Analyze and solve each problem.
1) Two numbers are in the ratio 5:3. If
the sum is 88, find the 2 numbers.
2) The ratio of chairs to tables is 2:7.
There are 180 chairs and tables in a
party. How
many are there of each kind?
3) The sum of two numbers is 215. If the
ratio is 2:3, find the larger number.
Work in pairs:
1)If 8 men can build a house in 90 days,
in how many days can 20 men working
under the
same conditions as the 8 men build the
house?
Work in pairs:
1)If 8 men can build a house in 90 days,
in how many days can 20 men working
under the
same conditions as the 8 men build the
house?
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Solve the problems.
a) A motorist travels 275 km in 5 hours.
How far can he travel in 9 hours at the
same speed?
Proportion: __________
Answer: __________
b) Two buses can transport 130 people.
How many buses are needed to
transport 780
pupils?
Proportion: __________
Answer: __________
What are the steps in solving problems
involving direct proportion.
What must you remember when setting a
direct proportion?
Solve the problem:
1. At the rate of 3 items per 100, how
much will 12 items cost?
Proportion: ______________
Answer: ______________
2) A car travels 72 km on 8 litres of
gasoline. At the same rate, about how far
can it travel on 11 litres of gasoline?
Proportion: ______________
Answer: ______________
3) The ratio of duck eggs to chicken eggs
in an egg store is 2:7. If there are 312
duck eggs in the store, how many
chicken eggs are there?
Proportion: ______________
Answer: ______________
4) The ratio of men to women working for
a construction company is 10:3. If there
are 21 women in the construction
company, how many men are there?
Proportion: ______________
Answer: ______________
5.) The ratio of the areas of 2 squares is
1:4. The area of the smaller square is 36
cm2. How
long is each side of the bigger square?
Proportion: ______________
Answer: ______________
Solve the given problems.
1) The salary of two workers is in the
ratio 3:4. They received 12,250.00. How
much did
each worker receive?
2) The ratio of men to women at a
college is 7 to 5. How many women
students are there if
there are 350 men?
3) The ratio of Math books to other
books in a class is 8 to 5. How many
Math books are there
if there are 247 books in all?
4) Three boys sold garlands in the ratio
of 2:3:4. Together they sold 225
garlands. How many
garlands did each boy sell?
How do you solve word problems
involving partitive proportion?
What are the processes involved?
Read and analyze, then solve the
problems.
1) The ratio of cats to dogs is 6:5. There
are 495 dogs and cats in a certain
barangay.
a) How many cats are there?
b) How many dogs are there?
2) Three numbers are in the ratio 2:5:7. If
their sum is 504, what are the three
numbers?
a) first number
b) second number
c) third number
Solve the problem:
1)A carpenter working 8 hours a day
could finish a piece of work in 6 days.
How many days
could he finish a similar piece of work by
working 10 hours a day?
What is an inverse proportion?
How does it differ from a direct
proportion?
How do we set up an inverse proportion?
Set the following proportions and solve.
1) A stock of food is enough to feed 50
persons for 14 days. How many days will
the food last if 20
more persons will be added?
2) Four equal pumps can fill a tank in 42
minutes. How long will 6 pumps of the
same kind fill the
tank?
3) If 3 farmers can plow a field in 4 days,
how long will 6 farmers do it?
4) Five sewers can finish 200 children’s
dresses in 8 days. How many days will it
take 10 sewers to
finish the same number of children’s
dresses?
Solve the problem:
1)A carpenter working 8 hours a day
could finish a piece of work in 6 days.
How many days
could he finish a similar piece of work by
working 10 hours a day?
What is an inverse proportion?
How does it differ from a direct
proportion?
How do we set up an inverse proportion?
Set the following proportions and solve.
1) A stock of food is enough to feed 50
persons for 14 days. How many days will
the food last if 20
more persons will be added?
2) Four equal pumps can fill a tank in 42
minutes. How long will 6 pumps of the
same kind fill the
tank?
3) If 3 farmers can plow a field in 4 days,
how long will 6 farmers do it?
4) Five sewers can finish 200 children’s
dresses in 8 days. How many days will it
take 10 sewers to
finish the same number of children’s
dresses?
J. Additional activities for application Write a proportion for each problem, then
and remediation find the missing term.
a) The ratio of 2 numbers is 3:5. The
larger number is 30. What is the smaller
number?
b) There are 3 teachers to 125 pupils
during the school program. How many
teachers were
there if there were 2 500 pupils?
c) The ratio of male teachers to female
teachers in our school is 2:9. If there are
108 female
teachers, how many teachers are male?
V. REMARKS
VI. REFLECTIONS Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for remediation
who scored below 80%
Analyze and solve the problems
carefully.
1) The ratio of doors to windows is 1:5.
There are 186 doors and windows in a
building. How many
doors are there? windows?
2) The ratio of the angles of a triangle is
3:4:5. Find the measure of each angle.
3) Three numbers are in the ratio 1:4:7.
Find the second number if their sum is
276.
4) The difference between two numbers
is 40. They are in the ratio 9:7. What are
the numbers?
Solve these problems.
1) Four teachers can finish interviewing
100 applicants for the school entrance
examination in 5
days. If the interview period is to be
finished in 2 days only, how many
teachers should there be?
2) Sixty boxes are needed to pack 720
brownies in batches of 12. How many
boxes are needed if
the brownies are packed in batches of
18?
3) Mr. Datu has enough money to pay 8
workers for 15 days. If he adds 4 more
workers, for how
long can he pay them at the same rate?
Solve these problems.
1) Four teachers can finish interviewing
100 applicants for the school entrance
examination in 5
days. If the interview period is to be
finished in 2 days only, how many
teachers should there be?
2) Sixty boxes are needed to pack 720
brownies in batches of 12. How many
boxes are needed if
the brownies are packed in batches of
18?
3) Mr. Datu has enough money to pay 8
workers for 15 days. If he adds 4 more
workers, for how
long can he pay them at the same rate?

C. Did the remedial lessons work? No.

of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encountered
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 GRADE 6 School: LUNA ESTE ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: WILMER P. TAGARE Learning Area: SCIENCE
Teaching Dates and Time: AUGUST 26-30, 2019 (WEEK 3) Quarter: 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

The learner demonstrate understanding of how the major organs of the human body work together to form organ systems
A. Content Standards
The learners should be able to make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive ,circulatory excretory, respiratory and nervous systems.
B. Performance Standards

C. Learning Competencies/ Explain how the organs of each organ system work together (S6LT-IIc-d-2)
Objectives Write the LC code for
each
Identifies the parts of the intergumentary Explains the functions of the circulatory Identifies the circulatory routes of the blood. Identifies the circulatory routes of the
system. system. Identifies the main parts of the blood.
circulatory system
HOLIDAY Describes the functions of each part of the Describes the function of each part of the Traces the path of blood as it flows from the Traces the path of blood as it flows
II. CONTENT intergumentary system. circulatory system. heart to the different parts of the body and from the heart to the different parts of
back using a model. the body and back using a model.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Cyber Science by Myrna Q. Adduru, pp. Cyber Science by Myrna Q. Adduru, pp. Cyber Science by Myrna Q. Adduru, pp. Cyber Science by Myrna Q. Adduru,
53-57 74-90 74-90 pp. 74-90
4. Additional Materials from MISOSA 5. Module 6. The Urinary System Science Learners Materials on Circulatory Science Learners Materials on Circulatory Science Learners Materials on
Learning Resource (LR) portal System Dep Ed. System Dep Ed Circulatory System Dep Ed
B. Other Learning Resources Science Worksheets, power point Charts, Power Point Presentation. Charts, Power Point Presentation Charts, Power Point Presentation
presentation.

IV. PROCEDURES

A. Reviewing previous lesson ENGAGEMENT: Ask pupils to express ENGAGEMENT: Show an illustration of ENGAGEMENT: Review the digestive and ENGAGEMENT: Review the
or presenting the new what they learned from the the previous children playing and ask questions about respiratory system. Ask “What happens to digestive and respiratory system. Ask
lesson lesson through: the parts of the body involved while the digested food that flowed to the blood “What happens to the digested food
Name an organ of the _____and describe playing. and that oxygen which entered the that flowed to the blood and that
its function Ask, “What makes the body function well capillaries in the lungs?” oxygen which entered the capillaries
when doing any activity?” in the lungs?”

B. Establishing a purpose for Let the pupils answer the puzzle-arranging Answer the following: Complete the illustration by drawing arrows Complete the illustration by drawing
the lesson the letters to form the correct word. Write TRUE if the statement is correct inside the loop to indicate blood flow. arrows inside the loop to indicate
1. K S I N and write FALSE if it is incorrect. blood flow.
2. A H R I 1 The heart pumps blood throughout the
body.
 . 3. I A N L S
4. E R N S V E
Let the pupils describe each word they
formed.
C. Presenting EXPLORATION:
examples/instances of the Let the pupils answer ACTIVITY 9 Function
new lesson or Not? Have a paired discussion of the
result of the activity
D. Discussing new concepts EXPLANATION: (Power Point
Presentation)
The intergumentary system consists of the
skin, hair, fingernails, glands and nerves.
The main function of the intergumentary
system is to act as a barrier to protect the
body from the outside world. It also
functions to retain body fluids, protect
against diseases, eliminate waste products
and regulate body temperature.
2 Blood does not flow in the head.
3 The heart beats faster after doing heavy
work.
4 When you are sleeping, the heart stops
beating.
5 Blood vessels are not connected to the
heart.
Let pupils perform Observing the Heart by
group. Guide them on the instructions.
Have them report their findings
EXPLANATION: (Power Point
Presentation)
1 The Circulatory System consists of the
heart, blood and blood vessels that work
together to provide food and oxygen to
the body cells.
2 The heart which consists of two
chambers-auricle and ventricle-pumps
blood to all parts of the body.
3 The blood consists of three types of
cells: red blood cells, white blood cells
and blood platelets.
4 There are three kinds of blood vessels,
areteries, veins and cappilaries, which are
the passages of blood to and from the
heart.
Let them perform Process of Blood
Circulation.
Discuss the result of the activity.
EXPLANATION: : (Power Point
Presentation)
1 Circulation is the movement of blood as it
delivers oxygen and food nutrients to the
cells and removes waste materials from the
cells.
2 Circulation involves two maor routes-
pulmonary circulation and Systemic
Circulation.
3 During pulmonary circulation, the oxygen-
poor blood enters the right atrium of the
heart and flows to the right ventricle, which
pumps the blood to the pulmonary arteries.
4 During systemic circulation, the left
ventricle pumps the oxygen-rich blood into
aorta, which branches out into the arteries
going to the upper and lower part of the
body.
Let them perform Process of Blood
Circulation.
Discuss the result of the activity.
EXPLANATION: : (Power Point
Presentation)
1 Circulation is the movement of
blood as it delivers oxygen and food
nutrients to the cells and removes
waste materials from the cells.
2 Circulation involves two maor
routes-pulmonary circulation and
Systemic Circulation.
3 During pulmonary circulation, the
oxygen-poor blood enters the right
atrium of the heart and flows to the
right ventricle, which pumps the blood
to the pulmonary arteries.
4 During systemic circulation, the left
ventricle pumps the oxygen-rich
blood into aorta, which branches out
into the arteries going to the upper
and lower part of the body.
E. Continuation of the
discussion of new concepts
(leads to Formative
Assessment 2)
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
(reflective approach)
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
.Activity: How Does the Intergumentary
System Work?
Complete the graphic organizer:
Answer the following questions:
1 What can happen if a part of the body is
not covered with skin?
2 What can happen if your sweat glands do
not produce perspiration?
Show pictures of person with skin disorder.
Ask ‘Why do you think this person suffers
such?”
The Intergumentary system consists of the
skin, hair, fingernails, glands and nerves.
The main function of the intergumentary
system is to act as a barrier to protect the
body from the outside world. It also
functions to retain body fluids, protect
against diseases, eliminate waste products
and regulate body temperature.
Encourage pupils to ask question about the
lesson.
EVALUATION:
Answer the question;
Why should you use umbrella or other
protective cover when walking under the
sun?
Activity: Activity: Complete the concept map
Answer the question; Answer the question:
After learning the how the parts of your 1 What happen when the path of blood
circulatory system work, what can you say circulation is blocked?
2 What happens when the circulatory
about your body? Are the parts of your
system cannot transport the substances
circulatory system working well? needed by the body cells and cannot carry
wastes from the cells?
Do this; You are still very young and cannot be a blood donor. However you can do something to help in blood donation activities of
your community. Describe or draw what you can do now to help and what do you plan to do later when you are already at the right
age of donating blood. Use a bond paper and submit your output to your teacher.
The human circulatory system functions to 1 Circulation is the movement of
transport blood and oxygen from the lungs to the blood as it delivers oxygen and food
various tissues of the body. The heart pumps the nutrients to the cells and removes
blood throughout the body. waste materials from the cells.
Encourage pupils to ask question about the 2 Circulation involves two maor
lesson.. routes-pulmonary circulation and
Systemic Circulation.
3 During pulmonary circulation, the
oxygen-poor blood enters the right
atrium of the heart and flows to the
right ventricle, which pumps the
blood to the pulmonary arteries.
4 During systemic circulation, the left
ventricle pumps the oxygen-rich
blood into aorta, which branches out
into the arteries going to the upper
and lower part of the body.
Encourage pupils to ask question
about the lesson..
EVALUATION:
Match Column A with Column B to link the parts to their respective functions
A
1 Arteries a. carry blood away from the heart
2 Capillaries b. distributes the nutrients and oxygen to the cells
3 White blood cells c. fight germs that enter the body
4 Veins d. carry the blood toward the heart
Activity: Complete the concept map
Answer the question:
1 What happen when the path of
blood circulation is blocked?
2 What happens when the circulatory
system cannot transport the
substances needed by the body cells
and cannot carry wastes from the
cells?
1 Circulation is the movement of
blood as it delivers oxygen and food
nutrients to the cells and removes
waste materials from the cells.
2 Circulation involves two maor
routes-pulmonary circulation and
Systemic Circulation.
3 During pulmonary circulation, the
oxygen-poor blood enters the right
atrium of the heart and flows to the
right ventricle, which pumps the blood
to the pulmonary arteries.
4 During systemic circulation, the left
ventricle pumps the oxygen-rich
blood into aorta, which branches out
into the arteries going to the upper
and lower part of the body.
Encourage pupils to ask question
about the lesson..

J. Additional activities for
application or remediation
5 Platelets e. help in blood clotting
. Do this;
Ask your father and mother about their blood pressure. Do they have normal blood pressure? If not, ask what the doctor advised
them.
B.P. reading: mother _____________ father _____________
Normal __yes ___no Normal ___yes _____no
Doctor’s advice: __________________________________________

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: LUNA ESTE ELEMENTARY SCHOOL Grade Level: VI
DETAILED LESSON PLAN Teacher: WILMER P. TAGARE Learning Area: ARALING PANLIPUNAN
Teaching Dates and Time: AUGUST 26-30, 2019 (WEEK 3) Quarter: 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

Pamantayan sa Pagganap
(Performance Standard)
Pamantayan sa Pagkatuto
(Learning Competencies)
Layunin (Lesson Objectives)
Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto,dahilan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano
at ng pananakop ng mga Hapon at ang pagmamalaki sa kontribusyon ng pagpupunyagi ng mga Pilipino namakamit ang ganap na kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang malayang
nasyon at estado
3. Natutukoy ang mahahalagang pangyayaring may kinalaman sa unti-unting pagsasalin ng kapangyarihan sa mga Pilipino tungo sa pagsasarili
AP6KDP-IId-3
HOLIDAY 1. Natutukoy ang mga batas na 1. Natutukoy ang mga batas na 1. Natutukoy ang mga batas na 1. Natutukoy ang mga batas na may
may kinalaman sa pagsasarili: may kinalaman sa pagsasarili: may kinalaman sa pagsasarili: kinalaman sa pagsasarili:
Philippine Organic Act of 1902” “Philippine Autonomy Act of 1916” Philippine Independence Act of Philippine Independence Act of
(Batas Pilipinas ng 1902) (Batas Jones) 1934” (Batas Tydings-Mc
1934” (Batas Tydings-Mc Duffie)
2. Napapahalagahan ang mga 2. Napapahalagahan ang mga batas Duffie)
na ito 2. Napapahalagahan ang mga 2. Napapahalagahan ang mga batas
batas na ito na ito
3. Nakikilahok sa pangkatang batas na ito
3. Nakikilahok sa pangkatang gawain nang buong sigla 3. Nakikilahok sa pangkatang 3. Nakikilahok sa pangkatang
gawain nang buong sigla gawain nang buong sigla gawain nang buong sigla

Paksang Aralin Philippine Organic Act of 1902” (Batas
(Subject Matter) Pilipinas ng 1902)
AP6KDP-IId-3
Gamitang Panturo Kultura, Kasaysayan at Kabuhayan pp.
(Learning Resources) 160-171
Kayamanan pp.105-106
Pamamaraan
(Procedure)
a. Balik-Aral sa nakaraang aralin at/o Tukuyin ang inilalarawan sa mga
pagsisimula ng bagong aralin pahayag. Bilugan ang iyong sagot.
(Reviewing previous lesson/s or 1. Mga Amerikanong nagsilbing
presenting the new lesson) guro ng mga Pilipino noon.
(Misyonero, Thomasites)
2. Layunin ng unang komisyong
ito ang pakikipagmabutihan ng
US sa ating bansa (Komisyong
Schurman, Komisyong Taft)
3. Epekto ng Malayang kalakan
(Colonial Mentality,
irreconcilables)
4. Panunumpa ng katapatan sa
Amerikano (Pasipikasyon,
Kooptasyon)
5. Walang sagabal na pagpasok
ng produkto ng Amerikano sa
: “Philippine Autonomy Act of 1916” (Batas
Jones)
AP6KDP-IId-3
Kultura, Kasaysayan at Kabuhayan pp. 160-
171
Kayamanan pp. 108-110
Tukuyin ang inilalarawan sa mga pahayag.
Bilugan ang iyong sagot.
1. Ito ay unti-unting paglilipat ng
kapangyarihang political mula sa
mga Amerikano tungo sa mga
Pilipino. (Copper Act,
Pilipinasyon)
2. Ipinaglaban niya na may
karapatan ang mga Pilipino na
pamunuan ang kanilang mga
sarili. (Henry Allen Cooper, Jose
Rizal)
3. Nagbigay daan sa pagkakatatag
ng Unibersidad ng Pilipinas (Act
No. 1870, Gabaldon Act 1907)
4. Naglaan ng isang milyon piso
para sa paaralan (Act No. 1870,
Philippine Independence Act of 1934”
(Batas Tydings-Mc Duffie)
AP6KDP-IId-3
Kultura, Kasaysayan at Kabuhayan pp.
160-171
Kayamanan pp. 111-115
Kilala ko to!
1. Nagtaguyod ng Philippine
Autonomy Act (Henry Allen
Cooper, William Atkinson
Jones)
2. Nagtaguyod ng Philippine
Autonomy Act (Henry Allen
Cooper, William Atkinson
Jones)
3. Nahalal na ispiker (Sergio
Osmena, Manuel Quezon)
4. Nahalal na pangulo ng senado
(Sergio Osmena, Manuel
Quezon)
5. Nahalal na kawagad ng
gabinete (Rafael Palma, Manuel
Quezon)
Philippine Independence Act of 1934”
(Batas Tydings-Mc Duffie)
AP6KDP-IId-3
Kultura, Kasaysayan at Kabuhayan
pp. 160-171
Kayamanan pp. 111-115
Kilala ko to!
1. Nagtaguyod ng Philippine
Autonomy Act (Henry Allen
Cooper, William Atkinson Jones)
2. Nagtaguyod ng Philippine
Autonomy Act (Henry Allen
Cooper, William Atkinson
Jones)
3. Nahalal na ispiker (Sergio
Osmena, Manuel Quezon)
4. Nahalal na pangulo ng
senado (Sergio Osmena,
Manuel Quezon)
5. Nahalal na kawagad ng
gabinete (Rafael Palma,
Manuel Quezon)

b. Paghahabi sa layunin ng aralin
(Establishing a purpose for the lesson)
Pilipinas (Malayang Kalakalan,
ilustrado)
Magtala ng limang indikasyon na
nagsasabi na ang may hawak ng
pamamahala sa Pilipinas.
Punan ang graphical chart:
Gabaldon Act 1907)
5. Pinayagang maghalal dito ng
kinatawan (Philippine Assembly,
Philippine Commission)
Ano ang batas na ipinatupad tungo sa Bakit nagkaroon ng mga Misyong Bakit nagkaroon ng mga Misyong
Pilipinasyon? Pangkalayaan? Pangkalayaan?

c. Pag-uugnay ng mga halimbawa sa
bagong aralin (Presenting examples/
instances of the new lesson)
Ano ang Pilipinasyon?
Mas bibigyang-pansin natin ang mga
batas upang matamo ang Pilipinasyon.
Bigyang ng kalakip ang mag-aaral.
Ano ang Batas Jones?
Bigyang ng kalakip ang mag-aaral.
Ano ang Batas Tydings-McDuffie? Ano ang Batas Tydings-
McDuffie?
Bigyang ng kalakip ang mag-aaral.
Bigyang ng kalakip ang mag-
aaral.

1. Sino ang nagtaguyod ng 1. Sino ang nagtaguyod ng Batas 1. Ano ang ibang tawag sa Batas 1. Ano ang ibang tawag sa Batas
Copper Act? Jones? Tydings-McDuffie? Tydings-McDuffie?
2. Ano ang itinadhana o 2. Kailan ito pinagtibay ng kongreso 2. Sino ang mga nahalal sa 2. Sino ang mga nahalal sa
probisyon ng Philippine ng Amerika? katungkulan? katungkulan?
Organic Act 1902? 3. Ano ang sistema ng pamahalaan 3. Ano ang mahahalagang 3. Ano ang mahahalagang
3. Bakit naging mahalaga ang ayon sa Jones Law? itinadhana ng Saligang Batas? itinadhana ng Saligang Batas?
Batas Pilipinas ng 1902 sa 4. Ano ang tatlong sangay ng 4. Kailan pinagtibay ang batas sa 4. Kailan pinagtibay ang batas sa
mga Pilipino? pamahalaan? pamamagitan ng plebisito? pamamagitan ng plebisito?
d. Pagtalakay ng bagong konsepto at
5. Ano ang dalawang kapulungan
paglalahad ng bagong kasanayan #1
6. Sino ang nahirang na pangulo ng
(Discussing new concept)
senado?
7. Sino ang speaker ng
kapulungan?
8. Sino ang kauna-unahang
kagawad ng gabinete?
9. Naging lubos ba ang
kapangyarihan ng lehislatura
noon?

e. Pagtalakay ng bagong konsepto at

paglalahad ng bagong kasanayan #2
(Continuation of the discussion of new
concept)

f. Paglinang sa Kabihasaan (Tungo sa
Formative Assessment) (Developing
Mastery)
Isulat angTama kung wasto ang pahayag
at Mali kung hindi wasto ayon sa
probisyon ng Copper Act
1. Nagsilbing batayan ng orihinal
na pundasyon ng pamahalaan.
2. Pinagtibay ang pagkakatatag
ng Philippine Commission at
Korte Suprema
3. Hindi nagkaroon ng halalan
para sa mga kinatawan mula
Pagtambalin ang mga pahayag sa Hanay A
sa mga salita sa Hanay B.
A.
1. Nagtaguyod ng Philippine
Autonomy Act
2. Pumalit ito sa Cooper Act
3. Mataas na kapulungan
4. Mababang kapulungan
5. Petsa ng pagpapatibay ng Jones
Law
Tukuyin ang sumusunod na pahayag.
___________1. Pangulo ng kumbensiyon
___________2. Pangalawang pangulo ng
kumbensiyon
___________3. Bilang ng bumoto sa
pangsang-ayon.
____________4. Petsa ng pinagtibay ang
Philippine Independence Act ng 1934
Tukuyin ang sumusunod na pahayag.
___________1. Pangulo ng
kumbensiyon
___________2. Pangalawang pangulo
ng kumbensiyon
___________3. Bilang ng bumoto sa
pangsang-ayon.
____________4. Petsa ng pinagtibay

g. Paglalapat ng aralin sa pang-araw-
araw na buhay (Finding practical
application of concepts and skills in
daily living)
h. Paglalahat ng Aralin (Making
generalizations and abstractions about
the lesson)
i. Pagtataya ng Aralin (Evaluating
learning)
sa mga lalawigan sa Pilipinas*
4. Nakapaghalalal ng kinatawan
sa Philippine Assemly.
5. Ang Act No. 1870 ang naglaan
ng isang milyon piso para sa
pagpapatayo ng mga paaralan
sa Pilipino*
Paano ipinaglaban ni Cooper ang
Philippine Bill of 1902?
Ano ang Philippine Bill of 1902?
Piliin ang titik ng tamang sagot.
1. Sino ang nagtaguyod ng Batas
Pilipinas ng 1902?
A. Henry Allen Cooper
B. Jacob Schurman
C. Wiiliam Howard Taft
D. William Mckinley
2. Ito ang unti-unting paglilipat ng
kapangyarihang political mula
sa mga Amerikano tungo sa
mga Pilipino.
A. Ilustrado
B. Ireconcilables
C. Pilipinasyon
D. Thomasites
3. Ito ang nagsilbing batayan ng
orihinal na pundasyon ng
pamahalaan?
A. Cooper Act
B. Philippine Organic of
1902
C. Batas Pilipinas ng 1902
D. Lahat ng mga Nabanggit
4. Alin sa mga sumusunod ang
probisyon ng Cooper Act?
A. Pagkakaroon ng halahan
para sa mga kinatawan
mula sa lalawigan sa
Pilipinas
B. Pinayagan makapaghalal
ng kinatawan sa
Philippine Assembly.
C. Binigyang karapatan ang
B ___________5. Ibig sabihin nito ay
A. William Atkinson Jones
B. Agosto 29, 1916
C. Philippine Autonomy Act ng 1916
D. senado
E. kapulungan ng mga kinatawan
Paano nakatulong Batas Jones sa pagkamit
ng pagsasarili ng Pilipinas?
Ano ang Batas Jones?
Piliin ang titik ng tamang sagot.
1. Sino ang nagtaguyod ng
Philippine Autonomy Act?
A. Henry Allen Cooper
B. William Atkinson Jones
C. William Howard Taft
D. Jacob Schurman
2. Kailan ito pinagtibay ng kongreso
ng Amerika?
A. Oktubre 29, 1916
B. Hulyo, 1902
C. Pebrero 8, 1935
D. Lahat ng mga Nabanggit
3. Ano ang sistema ng pamahalaan
ayon sa Jones Law?
A. Katulad ng mga Amerikano
B. Katulad ng mga Frances
C. Katulad ng mga Espanyol
D. Katulad ng mga Pilipino
4. Alin hindi kabilang sa tatlong
sangay ng pamahalaan?
A. Pangulo o senado
B. Ehekutibo o
tagapagpaganap
C. Lehislatibo at o
tagapagbatas
D. Hudikatura o tagapagbatas
5. Sino ang kauna-unahang
kagawad ng Gabinete?
A. Manuel L. Quezon
B. Sergio Osmena
C. Rafael Palma
D. Lahat ng mga Nabanggit.
Malasariling Pamahalaan
Paano nakatulong Batas Tydings-Mc
Duffie sa pagkamit ng pagsasarili ng
Pilipinas?
Ano ang Batas Tydings- Mc Duffie?
Piliin ang titik ng tamang sagot.
1. Sino ang pangulo ng
kumbensiyon
A. Manuel L. Quezon
B. Claro M. Recto
C. Ruperto Montinola
D. Sergio Osmena Sr.
2. Sino ang nahalal na
pangalawang pangulo ng
Kumbensiyon.
A. Manuel L. Quezon
B. Claro M. Recto
C. Ruperto Montinola
D. Sergio Osmena Sr.
3. Ano ang ibang pang katawagan
sa Commonwealth
A. Batas Jones
B. Batas Cooper
C. Malasariling Pamahalaan
D. Pilipinasyon
4. Sino ang maghahalal sa
pangulo at pangalawang
pangulo?
A. May karapatang bumoto
B. Halal ng Bayan
C. Lahat ng may 18 pataas
D. Lahat ng mga nabanggit
5. Ilang ang sumang-ayon sa
pagpapatibay ng saligang
batas.
A. 45, 000
B. 54,000
ang Philippine Independence Act ng
1934
___________5. Ibig sabihin nito ay
Malasariling Pamahalaan
Paano nakatulong Batas Tydings-Mc
Duffie sa pagkamit ng pagsasarili ng
Pilipinas?
Ano ang Batas Tydings- Mc
Duffie?
Piliin ang titik ng tamang sagot.
1. Sino ang pangulo ng kumbensiyon
A. Manuel L. Quezon
B. Claro M. Recto
C. Ruperto Montinola
D. Sergio Osmena Sr.
2. Sino ang nahalal na pangalawang
pangulo ng Kumbensiyon.
A. Manuel L. Quezon
B. Claro M. Recto
C. Ruperto Montinola
D. Sergio Osmena Sr.
3. Ano ang ibang pang katawagan sa
Commonwealth
A. Batas Jones
B. Batas Cooper
C. Malasariling Pamahalaan
D. Pilipinasyon
4. Sino ang maghahalal sa pangulo at
pangalawang pangulo?
A. May karapatang bumoto
B. Halal ng Bayan
C. Lahat ng may 18 pataas
D. Lahat ng mga nabanggit
5. Ilang ang sumang-ayon sa
pagpapatibay ng saligang batas.
A. 45, 000
B. 54,000
C. 1, 212,046
D. 1, 221, 046
 mga Amerikano na C. 1, 212,046
makapagpatayo D. 1, 221, 046
D. Lahat ng mga nabanggit
5. Batas na naglaan ng isang
milyong piso para sa
pagpapatayo ng mga paaralan
sa Pilipinas
A. Act No. 1870
B. Copper Act
C. Gabaldon Act
D. Philippine Organic 1902
j. Karagdagang gawain para sa Magtala ng mahahalagang aral na iyong Sagutin: Bakit mahalaga ang Saligang Batas 1935? Bakit mahalaga ang Saligang Batas
takdang-aralin at remediation natutunan. Naging ganap ba noon ang Pilipinasyon ng 1935?
(Additional Activities for application or bansa?
remediation)

Remarks
Reflection
a.     Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya.
b.     Bilang ng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation.
c.     Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa sa
aralin.
d.     Bilang ng mga mag-aaral na
magpapatuloy sa remediation.
e. Alin sa mga istratehyang
pagtuturo nakatulong ng lubos? Paano
ito nakatulong?
f. Anong suliranin ang aking
naranasan na solusyunan sa tulong ang
aking punungguro at superbisor?
g. Anong kagamitang panturo ang
aking nadibuho na nais kong ibahagi sa
mga kapwa ko guro?
 GRADE 6 School: LUNA ESTE ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: WILMER P. TAGARE Learning Area: ENGLISH
Teaching Dates and Time: AUGUST 26-30, 2019 (WEEK 3) Quarter: 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates…
 understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience
 understanding that English language is stress timed to support comprehension
 understanding of text types to listen for different purposes from a variety of texts
 understanding that words are composed of different parts to know that their meaning changes depending in context
A. Content Standards  understanding that reading a wide range of texts provides
 understanding of different formats to write for a variety of audiences and purposes
 command of the conventions of standard English grammar and usage when writing or speaking
 understanding of library skills to research a variety of topics
 demonstrates understanding of the various forms and conventions materials to critically analyze the meaning constructed in print, non-print, and digital
materials
The learner…
 prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their
 own clearly and persuasively
 uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
 uses literal information from texts heard to construct an appropriate feedback
 uses strategies to decode correctly the meaning of words in isolation and in context
B. Performance Standards
 uses knowledge of text types to correctly distinguish literary from informational texts
 drafts texts using appropriate text types for a variety of audiences and purposes
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
 evaluates effectively the message constructed and conveyed in various viewing texts
EN6V-IIc-12.3.3 EN6SS-IIc-1.4.2 EN6G-IIc-6.6 EN6G-IIc-6.6
EN6V-IIc-12.4.1.3 EN6SS-IIc-1.4.3 Compose clear and coherent sentences using Compose clear and coherent
EN6V-IIc-12.4.2.3 Gather relevant information from appropriate grammatical structures: sentences using appropriate
HOLIDAY
Infer meaning of borrowed words and various sources - Adverbs of intensity grammatical structures:
Learning Competencies content specific terms using - - Adverbs of intensity
-context clues -Almanac
-affixes and roots -Encyclopedia
-other strategies
(Health)
borrowed words and content specific terms Information from various sources Adverbs of intensity Adverbs of intensity
-
II. CONTENT
-Almanac
-Encyclopedia
III. LEARNING RESOURCES
CG English 6 CG English 6 CG English 6 CG English 6
A. References www.google .com www.google .com www.google .com www.google .com
 Pictures, Chart Pictures, Flash Cards Pictures Pictures
B. Materials

IV. PROCEDURES

A. Review/Presenting New Pinoy Henyo Write down 5 health terminologies that What is Almanac and Encyclopedia? What is Almanac and Encyclopedia?
Lesson Guess the mathematical terminologies we studied yesterday. What are the use of the two? What are the use of the two?

B. Presenting of the new lesson What do you think these logos are all about? Create a dialog using the given picture. Use Create a dialog using the given
Look at the following sources of different adverbs picture. Use different adverbs
information. Can you name them?

__ __ ___ ___ ___ __

C. Developing mastery Read the following and identify if it can Create sentences using the given pictures. Create sentences using the given
Find the root word and affixes of the given be seen in Almanac or Encyclopedia. Your classmates will identify the adverb of pictures. Your classmates will identify
health terminologies. Write AL or EN intensity that you use. the adverb of intensity that you use.

1. myocardium _______1.Sea games medalist

answer= myo- (prefix) + card(ium) (root) _______2. Microscope
2. endocarditis _______3.Best basketball player
answer= endo- (prefix) + card (root) + -itis _______4.Microorganism
(suffix) _______5.Presidents of America
3. cytology _______6.Ballroom dancer
answer= cyt(o) (root) + -logy (suffix) _______7. Earth’s crust
4. gastroenterology _______8.Astronaut
answer= gastr(o) (root) + enter(o) (root) + - _______9.Farmer’s planting date
logy (suffix) _______10. Skeletal System
5. adenoma
answer= aden(o) (root) + oma (suffix)

D. Finding practical Why do we need to know or be familiar with What is the importance of using almanac What is the importance of learning the order and What is the importance of learning the
application of concepts and different health terminologies? and encyclopedia in real life situations? degrees of adverbs order and degrees of adverbs
skills in daily living

E. Making generalizations What are the most commonly used prefixes Differentiate almanac and There is a difference between “very” and” too” There is a difference between “very”
and suffixes in health terminologies? encyclopedia?. - Very signifies a fact/ reality and too signifies and” too” - Very signifies a fact/ reality
excess. and too signifies excess.
How do we form health terminologies using
prefixes or suffixes?
F. Evaluation Encircle the correct prefixes of the given Read the definition identify if it is Fill in the blanks with appropriate adverbs of Fill in the blanks with appropriate
health terminologies. Almanac or Encyclopedia. degree.  adverbs of degree. 
1. Today is ____________________  colder 1. Today
An ______ is a wide-ranging collection than yesterday. (very, much, much or very is ____________________  col
1. diabetes much)
of information that can either cover der than yesterday. (very,
2. diagnosis subjects across many disciplines or 2. She finished the day
3. eczema focus on a specific field. ____________________ exhausted. ( a much, much or very much)
4. exophthalmos An _______ is an annual compilation bit / totally )  2. She finished the day
5. endemic of information concerning socio- 3. It was a ____________________ simple ____________________
historical, geographical, astronomical, invention. ( quite / remarkably ) 
6. hyperthyroidism exhausted. ( a bit / totally ) 
economic, and environmental 4. Gerard lives a ____________________
7. metamorphosis development occurring in a specific stressful life. ( quite / very )  3. It was a
8. hypoglycemia year. 5. Ecuador is a ____________________ ____________________
9. paranoia The _____ has the most extensive great country. ( really / very )  simple invention. ( quite /
10. embryo collection of information of all reference 6. My boyfriend remarkably ) 
materials is ____________________ older than 4. Gerard lives a
An _____, usually arranged in a set of me. (very, much) ____________________
volumes 7. The Serrano Towers in Valencia are
stressful life. ( quite / very ) 
An _____ entry always considers four ____________________ high.
key elements: the scope, the method ( absolutely / pretty )  5. Ecuador is a
of organization, production, and – most 8. The situation ____________________ great
importantly – the subject matter. is____________________  serious. country. ( really / very ) 
_____ discusses a subject only within ( very, much, very much) 6. My boyfriend
the context of a particular year. 9. Taylor Swift isn't a good singer. He’s is ____________________ old
______ are commonly produced in ____________________ fantastic. er than me. (very, much)
reference to specific countries. ( absolutely / very ) 
7. The Serrano Towers in
10. The concert was ____________________
wonderful. ( absolutely / extremely )  Valencia are
11. Maria is a ____________________ ____________________ high. (
skilled computer technician. ( completely / absolutely / pretty ) 
highly )  8. The situation
12. That boy of yours is is____________________  seri
____________________ lazy.
ous. ( very, much, very much)
( absolutely / extremely ) 
13. It was ____________________ freezing
9. Taylor Swift isn't a good singer.
this morning. ( a bit / absolutely ) 
He’s ____________________
14. Victor, in my opinion, is
fantastic. ( absolutely / very ) 
____________________ mad.
10. The concert was
( completely / highly ) 
____________________
15. Rodin's sculptures are
wonderful. ( absolutely /
____________________ well-known.
extremely ) 
( absolutely / very)
11. Maria is a
____________________ skilled
computer technician.
( completely / highly ) 
12. That boy of yours is
____________________ lazy. (
absolutely / extremely ) 
13. It was ____________________
freezing this morning. ( a bit /
absolutely ) 
14. Victor, in my opinion, is
____________________ mad. (
completely / highly ) 
15. Rodin's sculptures are
____________________ well-
known. ( absolutely / very)
 G. Assignments Give examples of health terminologies with Give an example of Encyclopedia. Use the appropriate adverb of degree to fill in Use the appropriate adverb of degree
the following prefixes: (book title) the blanks: to fill in the blanks:
an- 1. Christie Jones looked ……………. 1. Christie Jones looked
ana handsome at the award ceremony. ……………. handsome at the
anti (rather,quite,very award ceremony.
cata
2. 2. Melissa is an……………………….. (rather,quite,very
meta
fabulous cook.  ( absolutely / 2. 2. Melissa is
extremely ) an………………………..
3. 3. Picasso’s paintings fabulous cook.  ( absolutely /
are…………………. well known.  ( very, extremely )
fairly, absolutely) 3. 3. Picasso’s paintings
4. 4. The death of Robin Williams are…………………. well
has…………………shocked the world. known.  ( very, fairly,
( highly, really, rather)  absolutely)
5. 5. In my opinion, that boy 4. 4. The death of Robin Williams
is……………………. mad.( very, has…………………shocked
completely, highly) the world.  ( highly, really,
rather) 

5. In my opinion, that boy

is……………………. mad.( very,
completely, highly)
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in
evaluation.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No.
of learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 3
I. LAYUNIN
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto.
Isulat and code ng bawat
kasanayan
II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
5. Mga pahina ng Gabay ng
Guro
6. Mga pahina ng Kagamitang
Pang-Mag-aaral
7. Mga Pahina sa teksbuk
8. Karagdagang Kagamitan
mula sa portal ng Learning
Resources (LR)
B. Iba pang kagamitang panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin
at/o pagsisimula ng bagong aralin
School: LUNA ESTE ELEMENTARY SCHOOL Grade Level: VI
Teacher: WILMER P. TAGARE Learning Area: ESP
Teaching Dates and Time: AUGUST 26-30, 2019 (WEEK 3) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao na may kaakibat na paggalang at responsibilidad.
Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan sa pagpapasiya para sa kapayapaan ng sarili at kapwa.
2. Naipakikita ang kahalagahan ng pagiging responsable sa kapwa.
HOLIDAY 2.3 Pagiging Matapat
EsP6P-IIa–c-30
EsP K to 12 CG May 2016, pahina 82 EsP K to 12 CG May 2016, pahina 82 EsP K to 12 CG May 2016, pahina 82 EsP K to 12 CG May 2016, pahina 82
Pagbati ng guro ng magandang buhay sa mag- Balik-aral. Balik-aral sa nakaraang talakayan. Balik-aral sa nakaraang talakayan.
aaral. Itanong :
Pagtitsek kung sinong lumiban sa klase. 1. Tungkol saan ang ating talakayan Sa araw na ito ay sisikapin ng guro na Sa araw na ito ay sisikapin ng guro na
Ipabasa ang pamantayan sa pagkatuto. kahapon? maipapahayag ng mga mag-aaral ang mga maipapahayag ng mga mag-aaral ang mga
2. Paano ito isabuhay bilang miyembro ng pamamaraan kung paano maisasapuso ang pamamaraan kung paano maisasapuso
pamilya at lipunang iyong pagiging matapat sa tulong ng mga gawaing ang pagiging matapat sa tulong ng mga
inihanda at masining na pagtatanong. gawaing inihanda at masining na
konabibilangan?
pagtatanong.
(ihanda ang mga bata sa gagawing
bagong talakayan)
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga
halimbawa sa bagong aralin
D. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Naipapakita ang kahalagahan ng pagiging
responsible sa kapwa: Pagiging Matapat
Talakayin ang mahalagang kaisipan.
Ang batang matapat, mahal ng lahat
Ipakita sa mga bata ang maikling video clip na
pinamagatang “Honesto” Magkaroon ng
talakayan pagkatapos makita ito.
(magbigay ng lunsarang tanong bago ang
video: Bakit Honesto ang pamagat ng
kuwento?)
Gawain 1: Hugot sa Larawan
Ilahad ng guro na gagawa ang mga
bata ng Malikhaing Pag-
Uulat batay sa kanilang talakayan. Ipakita ang
rubrics na gagamitin sa pagmamarka.
Tandaan na ang rubriks ay magmumula sa
pagsang-ayon ng mga mag-aaral at guro kung
paano sila bibigyan ng puntos. Maaaring ito ay
galing sa guro ngunit dapat ay may
konsultasyon sa mag-aaral upang lalong
mapaganda ang rub
Original File Submitted and Formatted by Pipili ang guro ng mga magiging aktor at aktres Pipili ang guro ng mga magiging aktor at
DepEd Club Member - visit depedclub.com for na gaganap bilang isang matapat na kasapi ng aktres na gaganap bilang isang matapat na
more lipunan. kasapi ng lipunan.
a. Magsasadula ng dalawang senaryo: b. Magsasadula ng dalawang senaryo:
1. Batang nakapulot ng wallet at isinauli 3. Batang nakapulot ng wallet at
sa may-ari isinauli sa may-ari
2. Batang itinago ang napulot na pera 4. Batang itinago ang napulot na
pera
F. Paglinang ng Kabihasaan
( tungo sa Formative Assessment
) ang bata sa kwento?
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang Gawain para sa
takdang aralin at remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng 80%
sa pagtataya
Panlinang na tanong:
1. Ano ang pamagat ng kwento? Sino
2. Isa-isahin at ilarawan ang mga
pangyayari o kaganapan sa
kuwento.
3. Sa kuwentong inyong napanood,
ano ang nais ipakahulugan ng
salitang “Honesto”?
4. Kung ganito ang katangian ng lahat
ng tao, paano mo mailalarawan an
ating lipunan?
(Eprosesso ng guro ang sagot ng mga bata at
linangin ang mga pagpapahalagang maaring
mahuhugot mula sa mga ito.
Mga bata, tandaan: “Ang mga batang
namumuhay sa katapatan, sa Diyos
binibiyayaan”
a. Talakayin ang mga ginawa ng mga mag-
a. Ibigay ang mga larawan sa apat na aaral.
pangkat. Pag-usapan ito at hayaan Itanong:
Anong kaugalian ang ipinakita ng una
silang bumuo ng malikhaing pag-uulat.
at pangalawang senaryo?
*Pangkat 1 – Patula *Pangkat 3 - Alin sa dalawa ang nagpapakita ng
Awit pagiging responsable sa kapwa?
*Pangkat 2 – Rap *Pangkat 4 – Bilang mag-aaral, alin sa dalawa ang
Pagbabalita nararapat mong sundin?Bakit?
Bakit kaya hindi isinauli ng isang bata
ang nahulog na pera?
b. Bigyan sila ng limang minuto para sa Anong mabuting maidudulot ng
preparasyon at karagdagang dalawang pagsauli ng mga bagay na hindi mo
minuto sa presentasyon. pagmamay-ari?
c. Talakayin at eprosesso ang sagot ng
mga mag-aaral.
d. Magkaroon ng paglalahat sa natapos na
gawain
Mga bata, tandaan: “Ang mga batang
Mga bata, tandaan: “Ang mga batang namumuhay sa katapatan, sa Diyos
namumuhay sa katapatan, sa Diyos
binibiyayaan”
Binibiyayaan”
a. Ipabasa sa mga mag-aaral ang Tandaan
Natin.
“Ang pagiging matapat, mapanagutan at
mahabagin ay mga ugaling dapat
ipagmamalaki. Ang taong nagpapakita ng
ganitong ugali saanman at kailanman ay
makakamit ang tunay na kaligayahan at
magkakaroon ng isang maayos, payapa at
maunlad na pamumuhay.”
2. Ipaulit ng dalawang beses upang tumimo sa
isipan ng mag-aaral. Matapos maipabasa ay
tumawag na mag-aaral na kung saan ay
magbibigay siya ng kanya idelohiya batay sa
tandaan natin.
b. Talakayin ang mga ginawa ng mga
mag-aaral.
Itanong:
Anong kaugalian ang ipinakita
ng una at pangalawang
senaryo?
Alin sa dalawa ang nagpapakita
ng pagiging responsable sa
kapwa?
Bilang mag-aaral, alin sa
dalawa ang nararapat mong
sundin?Bakit?
Bakit kaya hindi isinauli ng
isang bata ang nahulog na
pera?
Anong mabuting maidudulot ng
pagsauli ng mga bagay na hindi
mo pagmamay-ari?
Mga bata, tandaan: “Ang mga batang
namumuhay sa katapatan, sa Diyos
binibiyayaan”
b. Ipabasa sa mga mag-aaral ang
Tandaan Natin.
“Ang pagiging matapat, mapanagutan
at mahabagin ay mga ugaling dapat
ipagmamalaki. Ang taong
nagpapakita ng ganitong ugali
saanman at kailanman ay makakamit
ang tunay na kaligayahan at
magkakaroon ng isang maayos,
payapa at maunlad na pamumuhay.”
Ipaulit ng dalawang beses upang tumimo
sa isipan ng mag-aaral. Matapos
maipabasa ay tumawag na mag-aaral na
kung saan ay magbibigay siya ng kanya
idelohiya batay sa tandaan natin.
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
Gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro at
superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?

GRADE 6 School Grade Level VI

DAILY LESSON LOG Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
Teaching Dates and Time AUGUST 27-31, 2018 (WEEK 3) Quarter 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard demonstrates knowledge and skills in the safe and responsible use of wikis, blogs, and audio and video conferencing tools.
B. Performance Standard practices safe and responsible use of wikis, blogs, and audio and video conferencing tools.
C.Learning  Define what ICT is.  Create a gmail account.  Define what Blog is.  Create a Blogger  Interact using their
Competency/Objectives  Identify the benefits of  Create a wiki account on  Identify different Blog account. wiki and blog
Write the LC code for each. ICT. wikispaces. sites.  Design their blog. accounts.
 Define what Wiki is. TLEIE6-0c-5  Enumerate some internet TLEIE6-0c-6  Update/post
 Identify different Wiki safety tips. something in their
sites  Show steps in making a wiki and blog
 Give the uses of Wiki Blogger account accounts.
 Show the steps in TLEIE6-0c-6 TLEIE6-0c-5
creating a wiki. TLEIE6-0c-6
TLEIE6-0c-5

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
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
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
USING WIKI MY WIKI USING BLOGS MY BLOGGER BLOG FREE GUIDED ACTIVITY
ON WIKI AND BLOG
The Basics of Better Family ICT and Entrepreneurship The Basics of Better Family ICT and Entrepreneurship ICT and
Living pp. 14-16 pp. 30 Living pp. 16-18 pp. 38 Entrepreneurship
pp. 23-38
ICT and Entrepreneurship ICT and Entrepreneurship
pp. 23-29 page 31-37
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Review of previous lessons Review of previous lessons Review of previous
about. about. lessons about.
 What is ICT?  What is Blog?  What is ICT?
 What are the benefits of  Give ways on how we  What is Wiki?
technology to can be safe in the  What is Blog?
enterprise? internet.
 What is Wiki?
Ask the learners what they
know about ICT.
Discuss the benefits that
technology can provide to
enterprise of TX The Basics of
Better Family Living pp. 14-16
Discuss “Using Wikis” on GUIDED ACTIVITY
pages 23-29 of Textbook ICT 1.The Teacher will make
and Entrepreneurship. his/her own Gmail
Account. (if already
 available move to number
2)
2.Guide the learners in
making their Gmail
Account.
3.The teacher will make
his/her own Wikispace
account as Teacher. (if
already available move to
number 4)
4.Guide the pupils in making
their Wikispaces account.

Refer also to page 30 of TX

“ICT and Entrepreneurship”
E. Discussing new concepts and Discuss
practicing new skills # 2  “Using Blogs” on pages
31-37 of Textbook ICT
and Entrepreneurship
 Internet Safety on pages
16-18 of TX “The Basics
of Better Family Living”
GUIDED ACTIVITY
1. Guide the
learners/groups in
making their Blogs.
Refer also to page 38 of TX
“ICT and Entrepreneurship”

F. Developing mastery FREE GUIDED ACTIVITY

(leads to Formative Assessment 1. Let the
3) Learners/Groups
interact using their
wikispace account.
2. Let the
Learners/Groups
update their post
on their blogs. (Add
pictures, videos, or
files)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
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?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-INDUSTRIAL ARTS
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 27-31, 2018 (WEEK 3) Quarter: 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A.Content Standards HOLIDAY Demonstrates an understanding of Demonstrates an understanding of Demonstrates an understanding of Demonstrates an understanding of
knowledge and skills in knowledge and skills in knowledge and skills in knowledge and skills in
enhancing/decorating products as an enhancing/decorating products as an enhancing/decorating products as enhancing/decorating products as
alternative source of income alternative source of income an alternative source of income an alternative source of income
B.Performance Objective Performs necessary skill in Performs necessary skill in Performs necessary skill in
Performs necessary skill in enhancing/
enhancing/ decorating finished enhancing/ decorating finished enhancing/ decorating finished
decorating finished products
products products products
C.Learning
Competencies/ Discusses the effects of innovative
Discusses the effects of innovative Enhances bamboo, wood, metal, Enhances bamboo, wood, metal,
finishing materials and creative
Objectives finishing materials and creative and other finished products and other finished products
accessories on the marketability of
( Write the LC code accessories on the marketability of through sketching, shading, and through sketching, shading, and
products
for each) products (TLE6IA‐0c‐4) outlining(TLE6IA‐0c‐5) outlining (TLE6IA‐0c‐5)
(TLE6IA‐0c‐4)

Enhancing/decorating finished Enhancing/decorating finished Enhancing/decorating finished

CONTENT Enhancing/decorating finished products products products
( Subject Matter) products

II.LEARNINGRESOURCES
A.References

1.Teachers Guide pages

2.Learners Material
Pages

B. Other Learning
Resources

III. PROCEDURES

A.Reviewing past lesson What is a survey?

or Presenting the new
Effects of innovative finishing materials Effects of creative accessories on Effects of creative accessories on
lesson
on the marketability of products the marketability of products the marketability of products
(Drill/Review/Unlocking
of difficulties)
 B.Establishing a purpose For this learning episode, we are
of the new lesson going to discuss the effects of
(Motivation) innovative finishing materials and
creative accessories on the
marketability of products.
C.Presenting Examples/ Group activity:
instances of the new With the use of internet or other
lesson (Presentation) information gathering methods,
answer the following questions:
1. What is finishing materials?
2. Write some examples of finishing
materials that can be found in our
community.
3. What are the effects of finishing
materials in the marketability of
products/projects?
D.Discussing new
concepts and practicing
Group presentations/discussions of
new skills no.1. their outputs.
(Modeling)
E. Discussing new Discuss the effects of innovative
concepts and practicing finishing materials on the
new skills no.2 (Guided marketability of products. Teacher
also gives examples of the different
Practice)
finishing materials that can be found
in our community.
F.Developing Mastery
(Leads to Formative Write 5 common finishing materials
Assessment 3.) that can be found in your
(Independent Practice) community.
G. Finding practical
Why do we need to apply finishing
application of concepts and
touch on a product/project? Does it
skills in daily living affect the marketability of the
(Application/Valuing) project? How?
H. Making What are the effects of finishing
Generalization and materials in the marketability of the
abstraction about the products?
For this learning episode, we are going
to discuss the effects of innovative
finishing materials and creative
accessories on the marketability of
products.
Group activity:
With the use of internet or other
information gathering methods,
answer the following questions:
Prepare an activity focusing on the Prepare an activity focusing on the
1. What is creative accessories?
processes of sketching, shading and processes of sketching, shading
2. Write some examples of creative
outlining to enhance bamboo and outlining to enhance bamboo
accessories that can be found in our
projects/products. projects/products.
community.
3. What are the effects of creative
accessories in the marketability of
products/projects?
Group presentations/discussions of Group presentations/discussions of Group presentations/discussions
their outputs. their outputs. of their outputs.
Discuss the effects of creative Discuss how to enhance bamboo Discuss how to enhance wood
accessories on the marketability of products/projects through products/projects through
products sketching, outlining and shading. sketching, outlining and shading.
Write 5 common creative accessories
that can be found in your community.
Why do we need to apply finishing
touch on a product/project? Does it
affect the marketability of the project?
How?
What are the effects of creative How do we enhance bamboo How do we enhance wood
accessories in the marketability of the projects/products? projects/products?
products?
lesson (Generalization)

I. Evaluating learning Direction: Essay 5 pts. Discuss the Direction: Essay 5 pts. Discuss the The class will be grouped into four. The class will be grouped into four.
effects of finishing materials in the effects of finishing materials in the Each group will enhance the Each group will enhance the
marketability of the products. marketability of the products. bamboo products through bamboo products through
(use rubrics to assess the answers of (use rubrics to assess the answers of sketching, shading and outlining. sketching, shading and outlining.
learners) learners) The teacher will show four bamboo The teacher will show four
CRITERIA PO CRITERIA POI products to be enhance by the bamboo products to be enhance
IN NT learners. (use rubrics to assess the by the learners. (use rubrics to
TS S
The essay is focused, purposeful, and 5 The essay is focused, purposeful, and 5 performance of learners) assess the performance of
reflects original insight and ideas. reflects original insight and ideas. Creativi Effort/ Craftsm Cooper learners)
Uses correct grammar, spelling, and Uses correct grammar, spelling, and ty/ Perseve anship/ ation/ Creati Effort Crafts Coop PTS
punctuation throughout with very punctuation throughout with very few Original rance Skill Attitud vity/ / manshi eratio .
few errors errors ity e Origin Perse p/ n/
The essay is focused on the topic and 4 The essay is focused on the topic and 4 The The The The ality veran Skill Attitu
includes relevant ideas. includes relevant ideas. student project artwork student ce de
Uses correct grammar, spelling, and Uses correct grammar, spelling, and explore was was willingl The The The The 10
punctuation with few errors. punctuation with few errors. d continu beautif y stude projec artwor stude
The essay is focused on topic and 3 The essay is focused on topic and 3 several ed until ul and particip nt t was k was nt
includes few loosely related ideas includes few loosely related ideas choices it was patientl ated in explor contin beautif willin
Contains frequent errors in Contains frequent errors in grammar, before comple y done; necessa ed ued ul and gly
grammar, spelling, and punctuation. spelling, and punctuation. Selectin te as it was ry sever until patientl partici
The essay poorly addresses topic and 2 The essay poorly addresses topic and 2 g one, the as good prepara al it was y done; pated
includes irrelevant ideas. includes irrelevant ideas. generat student as hard tion or choic compl it was in
Many errors in grammar, spelling, Many errors in grammar, spelling, and ed could work work es ete as as good neces
and punctuation, makes reader’s punctuation, makes reader’s many make could for befor the as hard sary
comprehension difficult. comprehension difficult. ideas, it; gave make classro e stude work prepa
tried it effort it. om, Selec nt could ration
unusual far was ting could make or
combin beyond sensitiv one, make it. work
ations that e to the gener it; for
or require feelings ated gave classr
change d. and many it oom,
s, used knowle ideas, effort was
proble dge of tried far sensi
m- others, unusu beyon tive
solving exhibit al d that to the
skills. ed a combi requir feelin
positive natio ed. gs
attitude ns or and
toward chang knowl
assign es, edge
ment. used of
The The With a The probl other
student student little student em- s,
tried a worked more particip solvin exhibi
few hard effort, ated g ted a
ideas and the enthusi skills. positi
before comple work astically ve
selectin ted the could , attitu
g one project, have perfor de
or but been med towar
based with a outstan more d
his/her bit ding; than assign
work more lacks adequa ment.
on effort it the tely, The The With a The
someo might finishin assisted stude stude little stude
ne have g in nt nt more nt
else’s been touches prepara tried worke effort, partici
idea, outstan . tion a few d the pated
made ding. and ideas hard work enthu
decisio cleanup befor and could siastic
n after . e compl have ally,
referrin selec eted been perfor
g to ting the outstan med
one one projec ding; more
source. or t, but lacks than
The The The The based with a the adequ
student student student student his/he bit finishin ately,
tried an finished showed was r more g assist
7
idea the average apathe work effort touche ed in
but it project, craftsm tic on it s. prepa
lacked but it anship; toward some might ration
original could adequa the one have and
ity, have te, but assign else’s been clean
might been not as ment, idea, outst up.
have improv good as complai made andin
copied ed with it could ned, decisi g.
work, more have assisted on
substitu effort, been, a in after
ted chose bit prepara referri
“symbo an easy careless tion ng to
ls” for project and one
person and did cleanup sourc
al it when e.
express indiffer asked. The The The The 5
ion. ently. stude stude student stude
The The The The nt nt showe nt
student student student student tried finish d was
fulfilled fulfilled showed allowed an ed averag apath
the the average others idea the e etic
require require craftsm to do but it projec craftsm towar
ments ments anship, most of lacke t, but anship; d the
of the of the lack of his/her d it adequa assign
assign assign pride in work, origin could te, but ment,
ment, ment, finished particip ality, have not as compl
but but work ated might been good as ained,
gave no gave no minima have impro it could assist
evidenc evidenc lly, copie ved have ed in
e of e of exhibit d with been, a prepa
trying trying ed no work, more bit ration
anythin anythin interest substi effort, careles and
g g in the tuted chose s clean
unusual unusual project “symb an up
ols” easy when
for projec asked
perso t and .
 nal did it
expre indiff
ssion. erentl
y.
The The The The
stude stude student stude
nt nt showe nt
fulfille fulfille d allow
d the d the averag ed
requir requir e other
emen emen craftsm s to
ts of ts of anship, do
the the lack of most
assign assign pride in of
ment, ment, finishe his/he
but but d work r
gave gave work, 3
no no partici
evide evide pated
nce of nce of minim
trying trying ally,
anythi anythi exhibi
ng ng ted
unusu unusu no
al al intere
st in
the
projec
t
J. Additional activities for
application and
remediation
(Assignment)

IV REMARKS

V. REFLECTION

A. No. of learner who

earned 80%

B .No. of learner who

scored below 80%
( needs remediation)

C. No. of learners who

have caught up with the
lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well?
Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share w/other
teacher?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 27-31, 2018 (WEEK 3) Quarter: 1ST QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

B. Performance Applies knowledge and skills in planting trees and fruit trees
Standards
C. Learning .Identify types of orchard Identify trees appropriate for Demonstrate proper way of Identify sources of fruit bearing Identify how to care for
Competencies / farms in the country orchard gardening based on planting/propagating trees seedlings
Objectives (community) location, climate, and market trees( budding, Marcotting, and
Write the LC code for each .Prepares layout design of an demands grafting) TLE6AG-Oc-3-1.3.4
orchard garden using the TLE6AG-Oc-3-1.3.2 TLE6AG-Oc-3-1.3.5
information gathered TLE6AG-Oc-3-1.3.3
TLE6AG-Oc-3-1.3.1
TLE6AG-Oc-4-1.4

I. CONTENT Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit trees Propagating trees and fruit
trees trees trees trees
II. LEARNING RESOURCES
1. References
2. Teacher’s Guide CG: TLE6AG-Od-5.2
Pages
3. Learner’s Materials MISOSA VI:
Pages ASEKSWAL/ARTIPISYAL NA
PAGPAPARAMI NG HALAMAN
4. Textbook Pages MGA GAWAIN SA
PAGPAPAUNLAD NG BUHAY pp.
137-144.
5.
Additional Materials OHSP TLE Agri-Fishery_ Laptop EPP Module 1
from Learning Quarter 1&2. Module No. 3 projector Starting a Garden in a smart way
Resource (LR) Portal
6. Other Learning https://youtu.be/
Resources KWEmBZop_HQ
http://www.gardenguides.com/
111768-care-flower-
seedlings.html

7. PROCEDURES
A. Reviewing previous lesson
B. Establishing a purpose for
the lesson
Types of orchard
1. Seed Orchards
According to the Food and bearing trees using projector
Agriculture Organization of the
United Nations, seed orchards
focus primarily on growing
trees that produce seeds
rather than nuts or fruit. These
seeds are then sold to
commercial distributors for
resale to the public in small
seed packets. They may also be
sold to large agricultural
facilities or used for food
production. Seed orchards can
further be divided into two
categories based on how they
are established. In a seedling
orchard, trees are selected
through controlled pollination.
In a clonal seed orchard, seeds
are distributed through
methods such as cutting and
tissue culture, resulting in an
easier harvest overall.
2. Nut Orchards
Nut orchards include a large
variety of facilities that
produce nut-bearing trees.
These include orchards that
grow popular nuts like pecans,
cashews, walnuts and
almonds. This category also
includes cocoa and chocolate-
producing nuts, as well as
What are the types of orchard?
Teacher will flash a picture of
different plants and fruit
* Checking of Assignments
*Asks:
1. What are we need to consider
in an orchard gardening?
2. What are the steps in doing
so?
* Call a volunteer to share
his/her answer with her
classmates
* Have the pupils recite the
poem
“A TREE” with correct
pronunciation and expression
(using power point- by rows)
What is budding, Marcotting and
grafting?
Teacher will flash different kinds of
fruit bearing trees picture
(Localized fruit bearing trees)
What do you see?
Do you know those fruit bearing
trees?
Do we have here in our community?
* Checking of Assignments
*Asks
1. What is grafting?
2. What are the steps in doing
so?
Call a volunteer to share his/her
answer with her classmates
Analyze the situation below,
then answer the questions that
follow.
Kenneth is a grade six pupil. He
has a project in vegetable
production. He bought a
pack of pechay seeds from an
ambulant vendor who sells
ornamental plants and
fertilizers.
When he sowed the pechay
seeds in a seed box, he was
surprised that only few of the
seeds germinated.
.
 coconuts. Some orchard
owners produce pine trees for
their edible pine nuts.
Orchards that focus on this
type of pine production also
fall under this category.
3. Fruit Orchards
Fruit orchards include any
facility focused on growing
tree-bearing fruits. Some
popular options include apples,
olives, dates and figs. Citrus
trees, such as those bearing
lemons, limes or oranges, may
be grown all together in large
citrus orchards, or individually
in smaller facilities. Plantations
that grow fruit-bearing bushes
generally don't fall under this
category. These include berries
and other fruits not grown on
trees.

C. Presenting examples / Game: Balloons Popping
instances of the new Inside the balloons a word of
lesson types of orchard. The pupils
will say something about the
word that he get.
Can you classify those plants
and fruit bearing plants?
Unlocking of difficulty:
*Video presentation in one of
the scientific ways in
propagating trees and fruit trees
– trees
BUDDING
MARCOTTING
GRAFTING
*Encourage pupils to tell
something about the video clip.
Semantic web Step 1
Keep seedlings indoors in cool,
well-lit area until you are ready
Pupils will give the fruit bearing to transplant them. Set them
where they receive at least six
hours of sunlight, such as by a
south-facing window.
FRUIT Step 2
BEARING Water the seedlings when the
TREES soil surface just begins to feel
dry. Water until the excess
moisture drains from the
bottom of the seedling pots.
Avoid wetting the foliage; water
at the base of the plant. Empty
the drip tray after watering, as
standing water breeds disease.
Step 3

D. Discussing new This time, we are going to have
concepts and an activity on how to
practicing new skills #1
layout .sample picture using
projector
E. Discussing new concepts Group activities:
and practicing new skills Each group will make a layout
#2 on orchard using soft drink
straw, matches stick, used
Defining the term Group Work:
Climate *Group pupils into 5
Location *Let them choose their own
Market demands leader
*The leader will guide/tour the
members in the School Nursery
*Instruct them to observe and
look for a plants best to apply
Budding, Marcotting, Grafting
*Have them list down
Group activities GROUP ACTIVITY: (provide
materials for the pupils)
Group I- explain and elaborate *Return-demonstration of
the word climate pupils (by group)
Group Work
Group pupils into 5
Let them choose their own leader
will guide the members
Group I- List of fruit bearing trees
inside the school
Group II- Draw different kinds of
fruit bearing trees
Group III- make a jingle
Group IV- make a slogan
Group V- Make a poem
GROUP ACTIVITY: (provide
materials for the pupils)
*Return-demonstration of pupils
(by group
Fertilize the seedlings beginning
five days after germination and
then every two weeks
thereafter. Apply a soluble
flower fertilizer at one-half the
label-recommended rate.
Step 4
Pinch off the top ¼ inch of the
plant stems when seedlings are
approximately 6 inches tall and
have grown in at least three sets
of leaves. Pinching encourages
lateral stem growth and leads to
stockier plants.
Step 5
Prepare seedlings for
transplanting outdoors. Set the
seedlings outside in an area
protected from high winds and
direct sunlight once all spring
frost danger is past. Leave the
seedlings outside during the
day, and bring them back inside
at night. Gradually move them
into direct light over the course
of
*Group pupils into 5
*Let them choose their own
leader
*The leader will guide their
group mates to do step 1
followed by step 2 and so on.
Video presentation on how tp
take care the seedlings
 newspaper, and ice drop stick
Group 1 – soft drink straw
Group II- matches stick
Group III- used newspapers
Group IV- ice drop stick
F. Developing Mastery Group presentation
(Leads to Formative
Assessment 3)
Group II- explain and give
example about the location
Group III – explain and give an
example of market demands
A fruit bearing tree- is a tree which GROUP ACTIVITY: (provide
Why we consider these? Budding- a mode of sexual bears fruit that is consumed or used materials for the pupils)
reproduction, in which a small by humans and some animals — all *Return-demonstration of pupils
part of the substance of the trees that are flowering (by group
parent (mother plant) is plantsproduce fruit, which are the
produced as a bud and ripened ovaries of flowers containin
developed into a new organism. g one or more seeds.
Marcotting- a method for the In horticultural usage, the term
vegetative propagation of plants 'fruit tree' is limited to those that
in which a part of the stem or provide fruit for human food
branch is packed with moss until
roots have formed and the
treated part is ready for
independent growth.
Grafting- a shoot inserted to a
tree or plant, so as to become a
living part of it
- the place where the coin is
inserted in a stock.

A. Finding Practical In doing those activities what Why we need to study first the location, climate and
Presentation and Reporting of Are fruit bearing trees are Presentation and Reporting of
applications of concepts should we consider? market demand before putting an orchard?
outputs through: essential to all human beings? outputs through jingle
and skills * Poem. Why?
B. Making What are the types of an What are we going to What are the three ways on Why we need to plant more fruit Seedlings - are more tender
generalizations and orchard? remember in putting an plants and fruit bearing trees bearing trees? than mature plants and often
abstractions about orchard? propagations? cannot tolerate too much cold
the lesson How are going to to layout or heat. They are also more
your orchard? susceptible to pests and drought
conditions. Caring for them
correctly also ensures that they

C. Evaluating Learning
Enumerate the type of orchard
and prepare your layout in an
orchard.
Make your own word and
explain why in putting an
orchard gardening is in an
appropriate location, climate
and market demands.
In own words explain briefly the
procedure/steps in Budding,
Marcotting and grafting.
Write a paragraph expanding the
importance of fruit bearing trees in
animals and human beings.
continue to thrive once outside
and throughout the entire
growing season.
In your own understanding, how
are you going to take care of
your seedlings?

D. Additional
activities for
application or
remediation

G. REMARKS

H. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
 help me solve?
G. What innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School LUNA ETE ELEMENTARY SCHOOL Grade Level VI
DAILY LESSON LOG Teacher WILMER P. TAGARE Learning Area TLE-HE
Teaching Dates and Time AUGUST 26-30, 2019 (WEEK 3) Quarter 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in sewing household linens
B. Performance Standards Sews household linens using appropriate tools and materials and applying basic principles of sewing
TLE6HE-0C-5 TLE6HE-0C-6 TLE6HE-0c-7
C. Learning Competencies /
Objectives 2.1 classifies tools and materials 2.2 prepares project plan for household linens 2.3 identifies supplies/materials and tools needed for the project
Write the LC code for each according to their use (measuring,
cutting, sewing)

II. CONTENT
Sewing of household linens
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resources
IV. PROCEDURES
Sewing a linen can be enjoyable and Recap of what was discussed Ask: Yesterday, you made an effective project plan for a type of From the previous lesson that
easy to make if it is done with the heart. the day before and segue to the 1.What are the necessary household linen. we discussed, recite the
A happy experience in sewing may lead next lesson. materials, tools and equipment Making your own household importance of proper selection
to the enhancement of one’s sewing in making/sewing standard linens can save you money. You can also exercise your own of fabric for a sewing project.
skills. Yesterday, we discussed the pillowcase? creativity by producing the design that you really like. These items
basic tools necessary in making can also be sold to augment the family income.
A. Reviewing previous lesson a sewing project. 2.How do you prepare the .
or presenting the new lesson Ask: What are the different linen/cloth in making/sewing
measuring, cutting, marking, standard pillowcase?
and sewing tools necessary in
making a sewing project?
3.How do you sew the fabric to
What are the uses and
make a standard pillowcase?
functions of the said sewing
tools?
4.How do you evaluate the
finished project?
B. Establishing a purpose for Careful and systematic planning
the lesson is the first step in making a Now that you already know how to carefully plan for a project, The lesson for today will
In this lesson, learners should be able good sewing project. Make a project plan for a you will now be taught how to choose the proper material for a enable the students to learn
to sew household linens using Ask: marketable household linen: sewing project, particularly the household linen. the proper way of preparing
appropriate tools and materials and 1.How can you make a nicely Two-Toned Standard When we say material in the fabric before sewing
applying the basic principles of sewing. done project? Pillowcase sewing, we refer to the fabric or cloth necessary in sewing.
Sewing is a worthwhile hobby but it can 2.What are the things that you
also be a means of livelihood or a way have to consider in preparing
 to augment the family income. for a sewing project?

Show the teacher-made Enumerate, define, and describe the different kinds of fabric: Today’s lesson is “Preparing
The basic tools in a sewing project Describe the project plan and procedure in making Two-toned the Fabric”
include those used for measuring, discuss the importance of Pillowcase Cotton Sinamay Guide questions:
marking, cutting, and sewing. planning before making a 1.How do you prepare the
C. Presenting examples/ Linen Silk
project. fabric before sewing?
instances of the new lesson Ramie Wool
Piña Synthetic 2.Why is it necessary to soak
the fabric in water overnight?
3. Why is it important to
condition the fabric for sewing?

1. Classify the basic sewing Explain the guidelines to We discussed yesterday how to Be sure you are aware of the different types of fabric. The Preparing the Fabric:
tools into: consider in preparing for a make an effective project plan. design of the fabric should also be appropriate to the project. 1.Soak cotton fabric overnight
1.1 measuring tools sewing project. Today, you will apply your Texture of the material should also be considered. in water.
1.2 cutting tools learning by making the project 2.Hang to dry. Do not wring.
1.3 marking tools 1. Study the project, make a plan for two-toned standard Fa S Qu Trad Use 3.Iron wrinkles in the fabric
1.4 sewing tools detailed illustration, and list pillowcase using the given bri o alit e s when dry.
2. Discuss the uses and down the materials to be used. procedures. c ur y name 4.Check the fibers-lengthwise
functions of the basic sewing 2. Choose the fabric most ce fibers (warp) should be
tools suitable for the project. Co C Str Musli Sle straight.
3. Decide on the design of the tto ot ong n(kat epw
5.Raw edge or selvage should
project. n to abs sa) ear
be trimmed.
4. Plan the steps to be followed n orb Popli tow
pl ent n el 6.Iron the fabric, if needed.
D.Discussing new concepts and in making the project.
practicing new skills #1 a Terry
5. Prepare the sewing tools and
nt cloth
the sewing machine.
6. Prepare the materials Lin
needed. Consider the quality of en
the materials to be used in the Ra
project. mi
e
Pin
a
Sin
am
ay
Sil
k
E. Discussing new concepts and Discuss the tips to keep sewing tools
practicing new skills#2 and equipment last longer and maintain State/enumerate/show the parts Post a visual chart with pieces of different kinds of fabric. Let Fabric should be in proper
their proper functions. of a project plan. the students see and touch those pieces of fabric. Then, ask them condition before using for a
to place each piece accordingly in a separate chart with columns sewing project.
Explain carefully each part of that indicate the names of the fabric. Show different fabrics with
the project plan. different conditions to the class:
1.new fabric
2.soaked overnight fabric
3.wrap side of the fabric

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
This can be done through a game or
graded recitation. This is a group
activity. Each group has time to
participate. The members of the group
will fall in line in front of the class.
Game: Sewing tools are placed in a box
and laid in assortment. Students will
place the tools accordingly in the
provided boxes labelled measuring,
cutting, marking, and sewing tools. The
fastest group with the most number of
correct tools placed in the appropriate
boxes wins.
Graded recitation: Sewing tools are
placed all together in a box and laid in
assortment. Each student in a
participating group will be blindfolded. A
student will get a tool and describe the
uses and functions of the tool taken fron
the box. Then, the student will place the
tool in the appropriate box.
Sewing is enjoyable and fun,
especiallywhen it is done using the
appropriate tools for the job. It can be a
productive hobby and also a profitable
livelihood.
The discussion of the lesson on the
proper use and function of sewing tools
will help the students get acquainted
with all the tools that he/she will need to
work on a sewing project.
10-item quiz: Identification:
Identify the name of the sewing tool that
is described (10 items):
State two ( 2) measuring tools, two ( 2)
Show the video on making a
household linen.
One sample is the video of
Sewing Two-Toned Standard
Pillow Case
Discuss the needed tools,
equipment, and materials in
making the Two-toned
Pillowcase.
From the discussion, let the
students design/prepare their
own project plan of two-toned
pillowcase
Careful and systematic planning
is the first step in making a good
project.
A project plan is a formal,
approved document used to
guide both project
execution and project control.
Evaluate the individual project
plan.
Present the finished project
plan of a two-toned standard
pillowcase to the class for
critiquing
Designing a project plan for
sewing two-toned standard
pillowcase will not only develop
the skills of the students in
careful planning for a project,
but also help them become
quality conscious in any project
they intend to engage
themselves in.
The primary use of the
project plan is to document
planning assumptions and
decisions, project design,
marketability and profitability.
Evaluate the finished project
plan using a scoring rubric.
4.fabric with selvage
5.wrinkled fabric
Call students who will prepare
the fabric before sewing in front
of the class.
All students must participate.
Basket of knowledge: Let us go back to the guide
In a basket containing pieces of rolled paper where the name of questions given earlier and let
different fabrics are listed individually, pick a piece and then us answer them.
explain the fabric stated in the unrolled paper. 1.How do you prepare the
fabric before sewing?
2.Why is it necessary to soak
the fabric in water overnight?
3. Why is it important to
condition the fabric for sewing?
Choosing the right fabric and knowing its use will contribute to The right choice of material for
the success of the sewing project the proper way of conditioning
Example: sleepwear:cotton the fabric before using, will
linen:pillowcases help produce well-sewn and
sinamay: placemat well-fitted sewing project.
A well-prepared fabric
produces well-made project
Accomplish/complete the template. Ask students to discuss how to
Fabr So Qu Tr U prepare the fabric before using
ic urc alit ad se for sewing.
e y e s
 cutting tools, two (2) 2 marking tools, na
and four (4) sewing tools. m
e
Cott
on
Line
n
Ram
ie
Pina
Sina
may
Silk
J. Additional activities for application or 1.
remediation

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
VI. REFLECTION
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
D. No.oflearnerswho
continuetorequire remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?