School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: September 26-30, 2022 (WEEK 6) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental operations involving decimals
B. Performance The learner is able to apply the four fundamental operations involving decimals in mathematical problems and real-life situations.
Standards
C. Learning M6NS-If-113.3 M6NS-If-113.3 M6NS-If-113.3 M6NS-If-114 M6NS-If-114
Competencies/ The learner solves multi-step The learner solves multi-step The learner solves multi-step The learner creates problems The learner creates problems
Objectives problems involving problems involving multiplication problems involving multiplication (with reasonable answers) (with reasonable answers)
multiplication and addition or and addition or subtraction of and addition or subtraction of involving multiplication without involving
subtraction of decimals decimals, decimals, mixed decimals and addition or subtraction of multiplication with addition or
and whole numbers including mixed decimals and whole whole numbers including money decimals, mixed decimals subtraction of decimals, mixed
money using appropriate numbers including money using using appropriate problem solving and whole numbers including decimals and whole numbers
problem solving appropriate problem solving strategies and tools. money. including money.
strategies and tools. strategies and tools.

II. CONTENT Solving Multi-Step Problems Solving Multi-Step Problems Solving Multi-Step Problems Creating problems (with Creating problems (with
Involving Multiplication and Involving Multiplication and Involving Multiplication and reasonable answers) involving reasonable answers)
Addition or Subtraction of Addition or Subtraction of Addition or Subtraction of multiplication involving multiplication with
Decimals and Whole Decimals, Mixed Decimals and Decimals, Mixed Decimals and without addition or subtraction of addition or subtraction of
Numbers Including Money Using Whole Numbers Whole Numbers Including Money decimals, mixed decimals and decimals, mixed decimals
Appropriate Problem Solving Including Money Using Using Appropriate Problem Solving whole and whole numbers
Strategies and Tools Appropriate Problem Solving Strategies and Tools numbers including money. including money.
Strategies and Tools
LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Material
pages
3. Textbook Pages
4. Additional
Reference from
Learning Resource
2. Other Learning
Resources

III. PROCEDURES
 A. Reviewing previous Review previous lesson on
lesson or presenting addition, subtraction and
the new lesson
multiplication of decimals.
B. Establishing a Ask: How much allowance do
purpose for the you get from your parents daily?
lesson What do you usually buy out of
it? When you have extra money
left from your allowance, what
do you do with it? Is it necessary
for us to save money? Why?
C. Presenting Present the following problem
examples/instances to the class:
of the new lesson
“Ronald counted seventeen 25-
centavo coins from his coin
purse this week. If he had a
savings of ₱25.00 the
previous week, how much money
does he have in
two weeks?”
Let the learners analyze and
make clarifications regarding the
problem.
D. Discussing new Divide the class into groups.
concepts and Emphasize the use of Polya’s 4
practicing new skill #1 steps:
Understand, Plan, Solve, and
Check. Encourage them to use
any appropriate strategy that
will help them solve the
Let the learners revisit their
experiences in the previous
lesson. How do you know if multiple
steps are required to solve a given
word problem? Do you find the
problems in the previous lesson
interesting and challenging?
Have you experienced similar
situations in real life?
Ask: Have you tried buying fruits
from a vendor? What fruits do
you usually buy? Is it important
for us to eat fruits? Why?
Present the following problem to
the class:
“A vendor bought three
watermelons weighing 2.8 kg, 3.2
kg, and 2.9 kg to be sold in the
nearby community. If
each kilogram costs ₱28.00, how
much did he pay in all?”
Let the learners analyze and
make clarifications regarding the
problem.
Divide the class into groups.
Emphasize the use of Polya’s 4
steps:
Understand, Plan, Solve, and
Check. Encourage them to use
any appropriate strategy that
will help them solve the problem.
Review the steps in solving word
problems. Let the learners explain
why each step is important.
Inform the class that the target in
this lesson is for them to develop
their
skills further in solving word
problems involving multiplication
and addition or subtraction of
decimals, mixed decimals and
whole numbers.
Encourage the learners to hare
their problem solving experiences
in the previous lessons. Let
them point out the importance of
learning how to solve word
problems.
Inform the class that one way to
further develop their problem
solving skills is to create their own
word problems.
Ask: How often do you spend time
with your family? Where do you
usually go? What activities do you
do together? Is it important
that we spend quality time with
our family? Why?
Present the following problems to
the class.
“The Perez Family will spend their
vacation in Baguio City. How much
did he pay in all?”
“The Perez Family will spend their
vacation in Baguio City. Mr. Perez
loaded 40 liters gasoline at ₱40.15
per liter.”
Ask: Can you solve the problems?
Why or why not?
Divide the class into groups.
Distribute paper strips with the
following statements.
How much did he pay in all?
Mr. Perez loaded 40 liters of
gasoline.
Ask the learners to show the
word problem they created to a
partner. Let the partner evaluate
their work using a rubric, and
suggest revision/s, if necessary.
Inform the class that they will
again be creating word problems
in the lesson, but this time
combining multiplication with
addition and/or subtraction of
decimals, mixed decimals, and
whole numbers.
Present the following problems
to the class.
“Laure bought 2 shirts at
₱199.75 each and 3
handkerchiefs at ₱49.95 each.
How much did she pay for the
five items?”
Let the learners analyze and
solve this problem. Then, divide
the class into groups and
instruct them to create a word
problem similar to this.
After all the groups have finished
creating their word problems, let
them exchange their work with
another group and solve the
problem assigned to them.
 problem. Afterwards, let them
display and explain their
solutions to the
class.
E. Practicing new skills. Think-Pair-Share
“Ronald has twenty 25 centavo
coins, while Marvin has ₱6.00.
Marvin says he has more money
than Ronald. Is this true? Why
or why not?
Let them explain how they
arrived at their answers.
Point out the importance of
identifying any hidden
question/s in a given
mathematical problem.
Is there a question asking you to
solve for the amount Ronald
has? Why do we need to solve
for it even if it is not
being asked?
F. Developing mastery Tier 1
(Leads to Formative Mother has fifty 25-centavo
Assessment) coins. She bought a cup of buko
juice for ₱6.00. How much does
she have left?
Tier 2
Ana gathered thirty 25- centavo
coins and forty-five 10-centavo
coins whilecleaning their house.
How much money did she gather
altogether?
Afterwards, let them display and
explain their solutions to the
class.
Ask: Is there any hidden question
that you need to answer first
before arriving at the final
answer? How do you know that
your answer is correct?
Think-Pair-Share
Another vendor bought three
watermelons weighing 2.9 kg,
3.15 kg and 3.25 kg at P35.00 a
kilogram. How much change did
he get from ₱500.00?
Ask: How is this problem similar
to/different from the previous
problem? What information do
we
know about this problem? What
are we looking for? What
operation/s do we need to
perform?
Let them explain how they
arrived at their answers.
Read, analyze and solve.
“A store owner paid ₱180.00 for
a tray of 30 eggs. At the end of
the day, she sold all the eggs at
₱6.50 each. How much profit did
she get for selling all the eggs?”
The Perez Family will spend
their vacation in Baguio City.
Each liter of costs ₱40.15
Instruct the groups to form a word
problem out of the given
statements. Then, let them solve
it.
Process the activity by asking:
What were your thoughts while
doing the activity?
What did you find
easy/challenging in doing the
activity?
What parts should a word problem
have? (set-up, given, question)
Group Activity:
Create another word problem
similar to this. Then solve.
“Perez family spend vacation in
Baguio City. Mr. Perez loaded 40
liters of gasoline. Each liter costs
₱40.15. How much did he pay in
all?”
Tier 1 (Structured)
Create a similar word problem to
this:
“Joan bought 5 notebooks at
₱12.75 each. How much did she
pay in all?”
Tier 2 (Semi-Structured)
Create a word problem that can be
solved by the following statement:
₱6.50 x 24= N
Think-Pair-Share
Create a word problem using the
following information:
5.5 kilos of bananas
₱45 per kilo
3.25 kilos of mangoes
₱80 per kilo
₱500.00
supermarket
Give each group time to present
their word problem. Provide
assistance in evaluating their
own work.
Tier 1 (Structured)
Create a similar word problem to
this:
“Gino earns ₱20.50 for selling
newspapers and ₱25.00 for
selling plastic bottles. If he earns
this amount everyday, how
much would he earn in 5
days?”
Tier 2 (Semi-Structured)
 Create a word problem using the
Tier 3 Tier 3 (Free) given information:
Leo sold 50 pieces of candies at Create a word problem about your
75 centavos each and 25 pieces experience in a store involving 50 candies; 75¢ each; 25 sheets
of bond paper at 50 centavos multiplication of decimals, mixed of paper; 50¢ each
each. How much is his total decimals and whole numbers,
sale? including money. Tier 3 (Free)
Create a word problem set
bookstore and involves
multiplication with addition or
subtraction of decimals, mixed
decimals and whole decimals,
including money.

G. Finding practical Ask the learners to think of Ask the learners to think of Task: As a sari-sari store owner, you Let each group present their Let each group present their
applications of situations at home wherein situations in a market wherein must go to the supermarket to buy output. Ask the other groups to output. Ask the other groups to
concepts and skills in adding, subtracting and adding, subtracting and goods you need for your store. evaluate their work using a rubric. evaluate their work using a
daily living multiplying decimals would be multiplying decimals would be Here is the pricelist from a Suggest revision/s, if necessary. rubric. Suggest revision/s, if
useful to them. useful to them. supermarket: necessary.
Let them point out how being able
Items Price to construct their own Let them reflect on how being
Sardines 12.45 mathematical able to create their own word
Biscuit 43.75 word problems helps them to problems is useful in real life.
Detergent 5.30 further develop their problem
Powder solving skills.
Toothpaste 31.70
Dishwashing 4.25
liquid
Loaf of bread 27.80
Shampoo 57.20
Meatloaf 17.45
Refined sugar(kg) 51.95
Coffee 37.50

If you have ₱5,000 and you must

buy at least 5 of each item, what is
the greatest number of each item
that you can buy so that you get as
little change as possible?
H. Making How do we solve word problems How do we solve word problems If a certain task involves multiplying How can we create word How can we create word
generalizations and involving multiplication and involving multiplication and and adding or subtracting decimals problems? What things do we problems? What things do we
abstractions about addition or subtraction of addition or subtraction of and whole numbers, how would need to consider? need to consider?
the lesson decimals? decimals? you go about it?

I. Evaluating learning Read, analyze and solve. Read, analyze, and solve. Suppose you have ₱20.00 with you. Create a word problem using the Create a word problem using the

“Racquel has seventy-five 10-
centavo coins, while Kaye has
one hundred 5- centavo coins.
Who has more money and by
how much?”
J. Additional activities Read and analyze the problem.
for application or Then solve.
remediation
“Mario needs to buy a notebook
that costs ₱12.00. He already
has one 5-peso coin, twenty 25-
centavo coins, and thirty 10-
centavo coins.
Does he have enough money to
buy the notebook? Why?”
IV. REMARKS
V. REFLECTION
1. No. of learners who
earned 80% on the
formative assessment
2. No. of learners who
require additional
activities for
remediation
What are the things that you can given information. Then, solve given information. Then, solve it.
“Susan bought 3.5 kilos of sugar buy and how much change will you it.
at ₱40.75 a kilo and a dozen eggs still get? a box of milk
at ₱4.90 each for the cake she Item Price ₱72.95 ₱1300.00
will bake. She gave the cashier Banana cue ₱7.50 6.5 meters 48 cans
₱500.00. How much change did Candy ₱0.75 department store ₱32.00 each
she Buko juice ₱6.00 blue cloth
Pugo ₱1.50
receive?”
Lumpia ₱5.25
Read and analyze the problem. You have 10 pieces of coins. Find at Tier 1 (Structured) Tier 1 (Structured)
Then solve. least 3 possible coin combinations Create a word problem similar to Create a word problem similar to
with a total of: this: this:
“Ana rides a jeepney to a town a. ₱50.00
15 kilometres away. The fare is b. ₱110.00 “A balut vendor bought 120 new “Ana rides a jeepney. Thefare is
₱8.00 for the first 4 kilometers c. ₱152.75 duck eggs at P6.75 each. How ₱8.00 for the first 4 kilometers
and charges an additional ₱1.50 much did he pay for all the and charges additional ₱1.50 for
eggs?” every kilometer in excess of 4
for every kilometer in excess of 4
kilometers. How much will she
kilometers. How much change pay if she travels a total of 12
will she get if she gives the driver Tier 2 (Semi-Structured) kilometers?”
a ₱50.00 bill?” Create a word problem that can be
solved by the following statement: Tier 2 (Semi-Structured)
₱400 x 6.5 = ___ Create a word problem that can
be shown by the following
statement:
500.00 – (3 x ₱35.75 + 5
x₱14.95) = ___
3. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
 School: Grade Level: VI
GRADES 1 to 12 Teacher: Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: September 26-30, 2022 (WEEK 6) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding…
A. Content Standards • various verbal elements in orally communicating information
• of writing styles to comprehend the author’s message
• that English language is stress timed to support comprehension
• command of the conventions of standard English grammar and usage when writing or speaking
• of the forms and conventions of print, non-print, and digital materials to understand various viewing texts  of non-verbal communication to communicate with
others
The learner…
B. Performance • orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
Standards • uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
• reads with sufficient accuracy and fluency to support comprehension
• uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
• applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print, film and moving
texts
• applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message

C. Learning Competencies/ EN6LC-If2.11.1 EN6LCIf2.11.2 EN6RC-If- 6.12 Analyze EN6G-If4.4.1 EN6G-If4.4.1 EN6VC-If5.1.6 Describe
Objectives EN6LC-If2.11.3 Infer the figures of speech (culture- EN6G-If4.4.3 EN6G-If4.4.3 different forms and
Write the LC code for each speaker’s tone, based EN6G-If4.4.2 Compose clear EN6G-If4.4.2 Compose clear and conventions of film and
mood and purpose euphemism) and coherent sentences using coherent sentences using moving pictures
appropriate grammatical appropriate grammatical structures: (dialog)
EN6A-If-16 EN6F-If-1.8.1 structures: Pronoun-reference Pronoun-reference agreement
Observe politeness at all times Read with automaticity grade agreement (number, (number, EN6A-If-16
level frequently occurring case, gender) case, gender) Observe politeness at
content area all times
words
 EN6A-If-17 EN6A-If-16 EN6A-If-16 EN6A-If-16 EN6A-If-17 Show tactfulness
Show tactfulness when Observe politeness at Observe politeness at all times Observe politeness at when communicating with
communicating with all times all times others
others EN6A-If-17
EN6A-If-17 Show tactfulness when EN6A-If-17 EN6A-If-18
EN6A-If-18 Show tactfulness when communicating with Show tactfulness when Show openness to
Show openness to communicating with others communicating with criticism
criticism others others Original File Submitted and
EN6A-If-18 Formatted by DepEd Club
EN6A-If-18 Show openness to EN6A-If-18 Member - visit depedclub.com
Show openness to criticism Show openness to for more
criticism criticism

Author’s tone, mood, and Euphemism Pronoun-reference Pronoun-reference agreement Different forms and
II. CONTENT purpose Frequently occurring content agreement (number, case, (number, case, gender) conventions of film and
area words gender) moving pictures (dialog)

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 Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6
(Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6)

LittleFoxKids. "Little Women 23: LittleFoxKids. "Little Women LittleFoxKids. "Little Women 23: LittleFoxKids. "Little Women 23: LittleFoxKids. "Little
Helping the Helpless | Level 7 23: Helping the Helpless | Level 7 | Helping the Helpless | Level 7 |By Women 23:
| Helping the Helpless | Level By Little Fox." YouTube. Little Fox." YouTube. December 29, Helping the Helpless |
By Little Fox." YouTube. 7| December 29, 2016. Accessed May 13, Level 7 |
December 29, 2016. Accessed By Little Fox." YouTube. 2016. Accessed May 13, 2017.https://www.youtube.c By Little Fox." YouTube.
May 13, 2017. December 29, 2016. Accessed 2017.https://www.youtube.co om/watch?v=iQIBscQDWu0 December 29, 2016. Accessed
May 13, 2017. m/watch?v=iQIBscQDWu0 May 13, 2017.

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
https://www.youtube.com/wat
ch?v=iQIBscQDWu0.
Read “To the Learner”
Activity Sheets in English 6
(Quarter 1: Week 6-Day1, p.1)
Read “Let’s Learn This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day1, p.1)
Play the video from
https://www.youtube.com/wat
ch?v=iQIBscQDWu0
Answer “Let’s Try This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day1,
pp.1-2)
Discuss “Let’s Study This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day1, pp.
2-4)
Answer “Let’s Do This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day1, p.4)
Answer “Let’s Do More”
Activity Sheets in English 6
(Quarter 1: Week 6-Day1,
p. 5)
https://www.youtube.com/w
atch?v=iQIBscQDWu0
Answer “To the Learner”
Activity Sheets in English 6
(Quarter 1: Week 6-Day2,
p.1)
Read “Let’s Try This” Activity
Sheets in English 6 (Quarter
1: Week 6-Day2, p.1)
Discuss “Let’s Study This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day2,
p.2)
Answer “Let’s Do This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day2,
p.2)
Answer “Let’s Do More”
Activity Sheets in English 6
(Quarter 1: Week 6-Day 2, p.3)
Answer “Let’s Enrich
Ourselves” Activity Sheets in
English 6 (Quarter 1: Week 6-
Day2, p.4)
Writer’s Choice Gramma and https://www.youtube.com/
Composition. Ohio: watch?v=iQIBscQDWu0
McGraw-Hill, 1994. Pp454455
Read “To the Learner” Activity Do “To the Learner” Do “To the Learner”
Sheets in English (Quarter 1: Activity Sheets in English 6 Activity Sheets in English
Week 6-Day3, p.1) (Quarter 1: Week 6-Day 4, p.1) 6 (Quarter 1: Week 6-Day
5, p.1)
Answer “Let’s Try This” Activity Talk about “Let’s Try This” Activity Talk about “Let’s Try This”
Sheets in English 6 Sheets in English 6 for (Quarter 1: Activity Sheets in English
(Quarter 1: Week 6-Day3, p.1) Week 6-Day 4, p.1) 6 (Quarter 1: Week 6-Day
5, p.1)
Discuss “Let’s Study This” Discuss “Let’s Study This” Discuss “Let’s Study This”
Activity Sheets in English 6 Activity Sheets in English 6 (Quarter Activity Sheets in English
f(Quarter 1: Week 6-Day3, pp.1- 1: Week 6-Day 4, pp.1-3) 6 (Quarter 1: Week 6-Day
2) 5, pp.1-2)
Answer “Let’s Do This” Activity Answer “Let’s Do This” Activity
Sheets in English 6 (Quarter 1: Sheets in English 6 for (Quarter 1:
Week 6-Day3, pp.2-3) Week 6-Day 4, p.3)
Answer “Let’s Do More” Answer “Let’s Do More”
Activity Sheets in English 6 for Activity Sheets in English 6 (Quarter
(Quarter 1: Week 6-Day3, p.3) 1: Week 6-Day 4, pp.3-4)
Answer “Let’s Enrich Answer “Let’s Enrich Ourselves” Watch the video “The Little
Ourselves” Activity Sheets in Activity Sheets in English 6 (Quarter Women” from
English 6 (Quarter 1: Week 1: Week 6-Day 4, p. 4) https://www.youtube.com/
6Day3, p.3) watch?v=iQIBscQDWu0
Answer “Let’s Do More ”
Activity Sheets in English
6 (Quarter 1: Week 6-Day
5, pp.2-3)
 G. Finding practical applications Answer “Let’s Enrich Answer “Let’s Enrich
of concepts and skills in Ourselves” Activity Sheets in Ourselves” Activity Sheets in
daily living English 6 (Quarter 1: Week English 6 (Quarter 1: Week 6-
6Day1, p.6) Day 5, pp. 3-5)
H. Making generalizations and Why is it important that you When do you use pronouns in
abstractions about the can infer speaker’s tone, mood, masculine, feminine, and neuter
lesson and purpose? gender?

I. Evaluating learning
J. Additional activities for
application or remediation
Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves”
Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 (Quarter Activity Sheets in English 6
(Quarter 1: Week 6-Day1, p.6) (Quarter 1: Week 6-Day2, p.4) (Quarter 1: Week 6-Day3, p.4) 1: Week 6-Day 4, p.4) (Quarter 1: Week 6-Day 5, p.
5)

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?

School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: ESP
DAILY LESSON LOG Teaching Dates and
Time: September 26-30, 2022 (WEEK 6) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A. Pamantayang Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat
Pangnilalaman
B. Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat
C. Mga Kasanayan sa EsP6PKP-Ia-i-37
Pagkatuto 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya
(Isulat ang code ng bawat 1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito
Kasanayan)
II. NILALAMAN Pagtanggap sa mga tungkulin nang maluwag sa kalooban
III. KAGAMITANG PANTURO
A.Sanggunian
1. Mga Pahina sa Gabay ng Wastong Pag-uugali sa Weekly Test
Guro Makabagong Panahon 6
57 58 58-59 60-61
2. Mga Pahina sa
Kagamitang Pang-mag-
aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa Portal ng
Learning Resource
5. Iba pang Kagamitang
Panturo
6. Curriculum Guide 61 61 61 61
IV. PAMAMARAAN
A. Balik-aral sa nakaraang Balik-aral sa nakaraang aralin Pag-usapan ang iba’t-ibang Balik-aral sa nakaraang aralin Balik-aral sa nakaraang aralin
aralin at/o pagsisimula ng paraang magagawa upang
bagong aralin maisakatuparan ang isang
gawain na iniatas sa iyo.
B. Paghahabi sa layunin ng Pansaloobing Pagsasanay: Ano ang kahalagahan ng pag- Talakayin ang kalalabasan na kung Sumagot ng OPO kung ang
aralin sasagawa ng gawain nang bukal magtutulungan ang bawat isa ay isinasaad sa pangungusap ay
Pumalakpak ng isang beses sa kalooban? malulutas natin ang isa sa mga tama at HINDI PO kung ang
kung tama at pumadyak kung suliraning ito. isinasaad ay mali.
mali.
1. Ang kusang-loob na paggawa
1. Alagaan ang ay isang magandang
nakababatang kapatid. katangiang dapat nating
2. Mahalin at paglingkuran taglayin.
ang iyong mga magulang. 2. Kikilos ka lamang kung
3. Ipagwalang bahala ang inuutusan.
mga pangaral ng mga 3. Maging bukas ang puso’t
magulang isipan sa pagtanggap ng
iniatas na gawain.

C. Pag-uugnay ng mga Bawat isa sa atin ay may kanya-

halimbawa sa bagong kanyang angking talino na ti-
aralin nanggap o pinagkaloob sa atin ng
Diyos. Paano natn pauunlarin
ang mga talinong bigay sa atin ng
Poong Maykapal?
D. Pagtatalakay ng bagong Kapag iniatas sa iyo ng magu-
konseptoat paglalahad ng lang ang gawaing paglilinis sa
bagong kasanayan #1 inyong tahanan, paano mo
ito isasakatu- paran?
E. Pagtatalakay ng bagong
konseptoat paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasaan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa
pang-araw araw na buhay
H. Paglalahat ng Aralin Ang paggawa nang bukal sa
kalooban ay nagdudulot ng
kaginha- wahan.
I. Pagtataya ng Aralin Lagyan ng tsek o ekis.
___ 1. Sumunod kahit labag
sa
kalooban ang
ipinagagawa ng mga
magulang.
___ 2. Tumulong sa mga
gawaing pampaaralan.
___ 3. Gumawa nang tapat at
bukal sa kalooban.
___ 4. Makiisa sa mga
proyektong
pampaaralan.
___ 5. Gawin agad ang
Bilang isang anak at mag- aaral,
paano maipapakita ang iyong
kusang loob na paggawa sa mga
gawaing iniatas sa iyo?
Gawain mo, gawain ko, gawin
natin nang may kaluwagan
Tulong na kinakailangan sa
kapwa natin iparamdam.
Isulat ang tama o mali.
___ 1. Tumulong sa mga
gawaing bahay nang
bukal sa kalooban.
___ 2. Magtrabaho lamang
kung
may nakamasid na tao.
___ 3. Pinagbubuti ang mga
gawaing iniatas sa iyo.
___ 4. Gawin ang takdang-aralin
minsan sa isang lingo.
___ 5. Tuparin at unawain ang
mga pangaral ng mga
magulang at guro.
Bumuo ng isang komitment ukol
sa pagsasagawa ng mga gawain
nang maluwag sa kalooban at
kung paano maisasakatuparan ang
kusang pagtulong sa kapwa.
Kusang-loob na paggawa,
Kariwasaan ang mahihita.
Gawin ang tsekls.
Pag-usapan ang sitwasyon.
Pangkatang Gawain.
Itala ang mga hakbang na
makakatulong sa pagpapaunlad
ng kakayahang igay ng Maykapal.
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Talino;y ipinagkaloob ng Diyos sa
atin, dapat na pagyamanin.
Ibahagi sa kapwa at huwag
sarilinin upang matuwa ang
Diyos na nagkaloob ng talino sa
atin.
Sabihin kung Tama o Mali.
1. Gamitin ang talino sa
makabuluhang bagay.
2. Ipagkait ang talinong
ipinagkaloob sa iyo ng Diyos
sa iyong kapwa.
3. Maging matulungin sa iyong
kamag-aral an mahina sa
Matematika.
4. Ipakopya ang lahat ng iyong
sagotsa iyong kaibigan sa
oras ng pagsusulit.
5. Paliligayahin ang mga
tagapakinig kapag may
 gawaing iniatas ng Saloobin 5 4 3 2 1 angking talino sa pag- awit.
guro. 1.
Nagsusumit
e ako ng
proyekto sa
paaralan sa
tamang
oras.
2.
Nagbibigay
ako ng
tulong sa
mga kapus-
palad sa
aming lugar.
3. Magaan
kong
tinatapos
ang mga
gawaing-
bahay a
tulong ng
aking
kapatid.
4.
Nagbibigay
ako ng
tulong sa
mga kamag-
aral kong
ihirapan sa
Matematika
at
Ingles.
5. Masaya
akong tuma-
tanggap ng
utos ng
aking mga
guro.

J. Karagdagang gawain para Ilista ang mga nagawang Bakit kailangang matuto ng mga Magtala ng gawain na ginagawa ng
sa takdang-aralin at pagtulong sa gawain? kusang-loob sa:
 remediation kapwa.
1. Paaralan
2. Tahanan
3. Simbahan
4. Komunidad

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya.

B. Bilang ng mga-aaral na
nangangailangan ng iba
pang gawain para sa
remediation

C. Nakatulong ba ang
remediation? Bilang ng
mag-aaral na nakaunawa
sa aralin.

D. Bilang ng mga mag-aaral

na magpapatuloy sa
remediation

E. Alin sa mga istratehiyang Stratehiyang dapat Stratehiyang dapat Stratehiyang Stratehiyang dapat gamitin:
pagtuturo ang nakatulong gamitin: gamitin: dapat gamitin: __Kolaborasyon
__Kolaborasyon __Kolaborasyon __Kolaborasyon __Pangkatang Gawain
ng lubos? Paano ito __Pangkatang Gawain __Pangkatang __Pangkatang __ANA / KWL
nakatulong? __ANA / KWL Gawain Gawain __Fishbone Planner
__Fishbone Planner __ANA / KWL __ANA / KWL __Sanhi at Bunga
__Sanhi at Bunga __Fishbone Planner __Fishbone __Paint Me A Picture
__Paint Me A Picture __Sanhi at Bunga Planner __Event Map
__Event Map __Paint Me A Picture __Sanhi at Bunga __Decision Chart
__Decision Chart __Event Map __Paint Me A __Data Retrieval Chart
__Data Retrieval Chart __Decision Chart Picture __I –Search
__I –Search __Data Retrieval __Event Map __Experiential Learning
__Experiential Learning Chart __Decision Chart
__I –Search __Data Retrieval
 __Experiential Chart
Learning __I –Search
__Experiential
Learning
F. Anong suliranin ang aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning Mga Suliraning aking naranasan:
naranasan na naranasan: naranasan: aking naranasan: __Kakulangan sa makabagong
__Kakulangan sa __Kakulangan sa __Kakulangan sa kagamitang panturo.
nasolusyunan sa tulong makabagong makabagong makabagong __Di-magandang pag-uugali ng
ng aking punungguro at kagamitang panturo. kagamitang kagamitang mga bata.
superbisor? __Di-magandang pag- panturo. panturo. __Mapanupil/mapang-aping mga
uugali __Di-magandang __Di-magandang bata
ng mga bata. pag-uugali ng pag-uugali ng __Kahandaan ng mga bata lalo na
__Mapanupil/mapang- mga bata. mga bata. sa pagbabasa.
aping __Mapanupil/ __Mapanupil/ __Kakulangan ng guro sa
mga bata mapang-aping mapang-aping kaalaman ng makabagong
__Kahandaan ng mga bata mga bata mga teknolohiya
lalo na sa pagbabasa. __Kahandaan ng mga bata __Kamalayang makadayuhan
__Kakulangan ng guro sa bata lalo __Kahandaan ng
kaalaman ng na sa pagbabasa. mga bata lalo na
makabagong __Kakulangan ng sa pagbabasa.
teknolohiya guro sa __Kakulangan ng
__Kamalayang kaalaman ng guro sa
makadayuhan makabagong kaalaman ng
teknolohiya makabagong
__Kamalayang teknolohiya
makadayuhan __Kamalayang
makadayuhan

G. Anong kagamitan ang __Pagpapanuod ng video __Pagpapanuod ng __Pagpapanuod __Pagpapanuod ng video

aking nadibuho na nais presentation video ng video presentation
__Paggamit ng Big Book presentation presentation __Paggamit ng Big Book
kong ibahagi sa mga __Community Language __Paggamit ng Big __Paggamit ng Big __Community Language Learning
kapwa ko guro? Learning Book Book __Ang “Suggestopedia”
__Ang “Suggestopedia” __Community __Community _ Ang pagkatutong Task Based
__Ang pagkatutong Task Language Language Learning __Instraksyunal na material
Based Learning __Ang
__Instraksyunal na material __Ang “Suggestopedia”
“Suggestopedia” __Ang
__Ang pagkatutong pagkatutong Task
Task Based Based
__Instraksyunal na __Instraksyunal na
material material
 School: Grade Level: VI
GRADES 1 to 12 Teacher: Learning Area: FILIPINO
DAILY LESSON LOG Teaching Dates and
Time: September 26-30, 2022 (WEEK 6) Quarter: 1ST QUARTER

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
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
A. Pamantayang Pangnilalaman 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
Nasasaulo ang isang tula/awit na napakinggan at naisasadula ang isang isyu o paksa mula sa tekstong napakinggan
B. Pamantayan sa Nakasasali sa isang usapan tungkol sa isyu
Pagganap Nakabubuo ng sariling diksiyonaryo ng mga bagong salita mula sa mga binasa; naisasadula ang mga maaaring mangyari sa nabasang teksto
Nagagamit ang nakalimbag at di-nakalimbag na mga kagamitan sa pagsasaliksik
Nakasusulat ng reaksyon sa isang isyu
Nakagagawa ng isang blog entry tungkol sa napanood
Naisasagawa ang pagsali sa mga usapan at talakayan, pagkukuwento, pagtula, pagsulat ng sariling tula at kuwento
Nasasagot ang mga mga tanong na Nagagamit ang iba’t ibang uri Nakasusulat ng Nasusuri ang mga kaisipan at Nagagamit ang
bakit at paano sa kuwento ng panghalip sa iba’t ibang talatang pagpapahalagang nakapaloob pangkalahatang sanggunian sa
C. Mga Kasanayan sa Pagkatuto F6PB-If-3.2.1 sitwasyon nagpapaliwanag sa napanood na maikling pagsasaliksik
Naisasalaysay muli ang F6WG-Ie-g-3 F6PU-If-2.1 pelikula
napakinggang kuwento F6PS- Nagagamit ang wika bilang F6PD-IF-10 F6EP-Ib-d-c
If-6.1 tugon sa sariling
pangangailangan at sitwasyon
F6PL-0a-j-2
Pagsagot sa mga tanong na Paggamit ng iba’ t ibang Pagsulat ng talatang Pagsusuri ng mga kaisipan at Paggamit ng
II. NILALAMAN bakit at paano sa kuwento uri ng panghalip sa iba’t nagpapaliwanag pagpapahalagang nakapaloob pangkalahatang
ibang sitwasyon sa napanood na maikling sanggunian sa
pelikula pagsasaliksik

III. MGA
KAGAMITANG
PANTURO
A. Sanggunian
 1. Pahina sa Gabay ng
Guro
2. Pahina sa Kagamitang ng Mag-
aaral
3. Pahina sa Batayang
Aklat
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
(LR)

B. Iba pang mga

Kagamitang Panturo

IV. PAMAMARAAN
A. Balik-Aral sa Nakaraang Aralin Ano-ano ang alam mong laro sa Balikan ang kuwentong Sa saliw ng awiting Ipapanood ang maikling
at/o Pagsisimula ng computer? “Anong Oras na?” “Leron Leron Sinta” pelikulang “Footbridge” na
Bagong Aralin Isa-isahin ang mga ipapasa ng guro ang nasa
pangyayaring naganap sa korona sa mga mag- https://www.yout
kuwento. aaral. Kapag tumigil ang ube.com/watch?v
awit, maglalahad ang =VkDDyt7NlUk.
mga mag-aaral ng Ang maikling bidyong ito ay
kaniyang natutuhan sa tungkol sa isang estudyante
nakaraang na si Kyle na walang pakialam
aralin sa mga nangyayari sa
Original File Submitted and kaniyang paligid ngunit
Formatted by DepEd Club nagkaroon ng malaking
Member - visit pagbabago sa kaniyang
depedclub.com for more pananaw nang naranasan ang

kalamidad sa kanilang lugar

B. Paghahabi sa Tuklasin Mo, p. 1 Tuklasin Mo, p. 3 Tuklasin Mo, p. 7 Tuklasin Mo p. 9 Tuklasin Mo, p. 11
Layunin ng Aralin
C. Pag-uugnay ng mga Ano nga ang kinahuhumalingan
Halimbawa sa Bagong Aralin ngayon ng kabataan?
 D. Pagtalakay sa Alamin Mo, p. 2 Alamin Mo, p. 4-5 Alamin Mo, p. 7 Alamin Mo p. 9-10 Alamin Mo p. 1112
Bagong Konsepto Basahin nang malakas ang “Anong
at Paglalahad ng Oras Na? sa Para sa Guro Activity
Bagong Kasanayan Sheet Filipino 6
#1 Q1W6
E. Pagtalakay sa Gawin Ninyo p. 2 Gawin Ninyo p. 6 Gawin Ninyo p. 8 Gawin Ninyo, p. 10 Gawin Ninyo p.
Bagong Konsepto 12
at Paglalahad ng
Bagong Kasanayan
#2
F. Paglinang sa Gawin Mo, p. 3 Gawin Mo, p. 6 Gawin Mo, p. 8 Gawin Mo p. 10 Gawin Mo p. 12
Kabihasaan
(tungo sa
Pormatibong
Pagtataya)
G. Paglalapat ng Isapuso Mo, p. 3 Isapuso Mo, p. 6 Isapuso Mo p 9 Isapuso Mo, p. 11 Isapuso Mo, p. 13
Aralin sa Pang-araw-araw na
Buhay

H. Paglalahat ng Aralin Isaisip Mo, p. 3 Isaisip Mo, p. 6 Isaisip Mo p. 8 Isaisip Mo, p. 11 Isaisip Mo p. 12

I. Pagtataya ng Aralin

J. Karagdagang Gawain para sa Isulat Mo, p. 3 Isulat Mo, p. 7 Isulat Mo p. 9 Isulat Mo, p. 11 Isulat Mo, p. 13
takdang-aralin at remediation

V. MGA TALÂ
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakakuha ng
80% sa pagtataya

B. Blgng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa sa
aralin?
D. Bilang ng mga mag-aaral na
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo 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 na dibuho na naiskong ibahagi
sa mga kapwa ko guro?

School: Grade Level: VI

 GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and
MONDAY
I. OBJECTIVE/S
A. Content Standard Demonstrates understanding of
the use of lines, shapes ,colors,
texture, and the
principles of emphasis and
contrast in drawing a logo and
own cartoon character using
new technologies in drawing
B. Performance Standard Relates concepts through art
processes, elements, and
principles using new
technologies (hardware and
software) to create personal
or class logo.
designs cartoon character on
the spot using new
technologies
C. Learning Competencies Realizes that art processes,
(write the LC Code) elements, and principles
still apply even with the
use of technologies.
A6EL-Ie
2. appreciates the elements
and principles applied in
comic art.
A6PL-Ie
Elements:
1. LINE
2. SHAPE
3. COLOR
II. CONTENT 4. TEXTURE
5. Producing these using
Technology
CARTOON CHARACTER
Making
III. LEARNING RESOURCES
Teacher:
Time: September 26-30, 2022 (WEEK 6)
TUESDAY
Demonstrates understanding of
the use of lines, shapes, colors,
texture, and the
principles of emphasis and
contrast in drawing a logo and
own cartoon character using
newt technologies in drawing
Relates concepts through art
processes, elements, and
principles using new
technologies (hardware and
software) to create personal
or class logo.
designs cartoon character on
the spot using new
technologies
Realizes that art processes,
elements, and principles
still apply even with the
use of technologies.
A6EL-Ie
2. appreciates the elements
and principles applied in
comic art.
A6PL-Ie
Elements:
1. LINE
2. SHAPE
3. COLOR
4. TEXTURE
5. Producing these using
Technology
CARTOON CHARACTER
Making
WEDNESDAY
Demonstrates understanding of
the use of lines, shapes, colors,
texture, and the
principles of emphasis and
contrast in drawing a logo and
own cartoon character using
newt technologies in drawing
Relates concepts through art
processes, elements, and
principles using new
technologies (hardware and
software) to create personal
or class logo.
designs cartoon character on
the spot using new
technologies
Realizes that art processes,
elements, and principles
still apply even with the
use of technologies.
A6EL-Ie
2. appreciates the elements
and principles applied in
comic art.
A6PL-Ie
Elements:
1. LINE
2. SHAPE
3. COLOR
4. TEXTURE
5. Producing these using
Technology
CARTOON CHARACTER
Making
Learning Area:
Quarter:
THURSDAY
Demonstrates understanding
of the use of lines, shapes,
colors, texture, and the
principles of emphasis and
contrast in drawing a logo and
own cartoon character using
newt technologies in drawing
Relates concepts through art
processes, elements, and
principles using new
technologies (hardware and
software) to create personal
or class logo.
designs cartoon character on
the spot using new
technologies
Realizes that art processes,
elements, and principles
still apply even with the
use of technologies.
A6EL-Ie
2. appreciates the elements
and principles applied in
comic art.
A6PL-Ie
Elements:
1. LINE
2. SHAPE
3. COLOR
4. TEXTURE
5. Producing these using
Technology
CARTOON CHARACTER
Making
MAPEH-ARTS
1ST QUARTER
FRIDAY
WEEKLY TEST
Demonstrates understanding
of the use of lines, shapes,
colors, texture, and the
principles of emphasis and
contrast in drawing a logo and
own cartoon character using
newt technologies in drawing
ANSWER QUESTIONS GIVEN
Realizes that art processes,
elements, and principles
still apply even with the
use of technologies.
A6EL-Ie
2. appreciates the elements
and principles applied in
comic art.
A6PL-Ie
Elements:
1. LINE
2. SHAPE
3. COLOR
4. TEXTURE
5. Producing these using
Technology
CARTOON CHARACTER
Making
 A. References The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN
ACTION 6 ACTION 6 ACTION 6 ACTION 6 ACTION 6
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN The 21st Century MAPEH IN
ACTION 6 pp. 78-111 ACTION 6 pp. 78-111 ACTION 6 pp. 78-111 ACTION 6 pp. 78-111 ACTION 6 pp. 78-111
4. Materials downloaded
from LRMDS
B. Other Learning Software: Inkscape (Open Software: Inkscape (Open Software: Inkscape (Open Software: Inkscape (Open Software: Inkscape (Open
Materials Source) for Laptop/Desktop PC Source) for Laptop/Desktop PC Source) for Laptop/Desktop PC Source) for Laptop/Desktop PC Source) for Laptop/Desktop PC
Software: Sketch n’ Draw Software: Sketch n’ Draw Software: Sketch n’ Draw Software: Sketch n’ Draw Software: Sketch n’ Draw
(Open Source) for Tablet PC (Open Source) for Tablet PC (Open Source) for Tablet PC (Open Source) for Tablet PC (Open Source) for Tablet

IV. PROCEDURES
A. Reviewing previous
lesson and presenting
new lesson
Review past lessons about Review of the past lesson Review past lessons on the first Review the past lesson on
digital logo. What are the different types of and second drawing challenge cartoon character made
Ask: what are logos? What do cartoons? Which is the Sketch n’ Draw
logos do?

B. Establishing a purpose Today, you will realize that art
for the lesson processes,
elements, and principles
still apply even with the
use of technologies.
C. Presenting For the second part of our
examples/instances of lesson, we will study cartoon
the lesson character making and study
ther following:
1. Origin and Nature of
Cartoons
2. Types of Cartoons
3. The art of cartoon
character making
4. Methods and
Principles of Cartoon
Charatcer Making
5. Digital Cartoon
Character Making
Today, you are going to do
some challenges on making a
cartoon face drawing challenge
Tell and ask the pupils:
How can one be a successful in
creating cartoon character?
Creating cartoon character is
fun.
This takes practice and
patience.
Today we are going to do the
third challenge on cartoon face
challenge.
Tell the pupils that they are
going to do the third challenge
which is all about Sketch n’
Draw and Inkscape.
Tell the Procedures:
1. Scan and and save your
art as a digital file as
you did in making your
digital logo.
2. Search the internet for
various website video
tutorials on how to
create cartoon
characters using
software programs,
Tell the pupils:
Today, we are going to do the
Activity 2- Cosplay
Tell the pupils:
Cosplay is short for “costume
play”
It involves creating costumes,
styling a dress, and mimicking a
favorite cartoon, movie or video
game character. Cosplay is
commonly seen at shopping
mall, parks, science fiction
conventions and book fairs.
 The third challenge is all about
Sketch n’ Draw and Inkscape.
Procedures:
1. Scan and and save
your art as a
digital file as you
did in making your
digital logo.
2. Search the
internet for
various website
video tutorials on
how to create
cartoon characters
using software
programs
D. Discussing new Show pictures of different Discuss about the physical 3. Download any of Discussion on cosplay a well-
concepts and cartoons character like Mickey features, facial character, facial these image designed costume cosplay
practicing new skills #1 Mouse, Pinocchio etc.. expression, hands, and the feet programs for final costume relies on the creativity
character layout and skills of the cosplayer.
using a tablet and
digital pen.
Print out and copy

E. Discussing new Discuss what are cartoons and
concepts and how cartoons evolve
practicing new skills #2 What are the different types of
cartoons in Editorial cartoon,
strip cartoon, and caricature
Talk about the recent Find out who is the best A role playing complete an
developments in cartoon invention and best cartoon effective cosplay costume
making character is most interesting
and funniest?
F. Developing mastery Activity to try: Have you ever
(lead to formative tried drawing a caricature?
assessment 3) Choose anyone who likes to
have fun, ask yourself what is
special to them? Are they tall
and skinny? Do they smile a
lot? Do their ears stick out?
Does the finished picture make
you laugh?
G. Finding practical Where do cartoonist get their
application of concepts ideas to create them
and skills in daily living
H. Making generalization Cartoonist has been creating
and abstractions about amusing characters and fantasy
the lesson creatures for a long time. Many
ideas come from their life.
I. Evaluating learning Prepare learning logs
Learning logs help you
integrate the art content, art
process, and personal feelings
that you experience in our
lesson,
1. What did I do in my art class
today?
2. What did I learn?
3. What did I find interesting
about the art?
Do the activity:
Cartoon Face Drawing
challenge:
Materials:
Pencils, oslo paper, crayons, felt
tip pen or marker.
Procedures:
Draw a cartoon character of
yourself, inventing a cartoon
character and drawing a
cartoon character digitally
1. Study yourself in a
mirror
2. See what your eyes
and mouth are up to
when you are sleepy,
shocked, angry
naughty etc..
3. Sketch the result.
Let the pupils Invent their own
cartoon character based on
their image, and let them tell
their character to their
classmates.
Cartoonist has been creating
amusing characters and fantasy
creatures for a long time. Many
ideas come from their life.
Prepare learning logs
Learning logs help you integrate
the art content, art process, and
personal feelings that you
experience in our lesson,
1. What did I do in my art class
today?
2. What did I learn?
3. What did I find interesting
about the art?
4.What questions do I have
Give a suitable name of the
cartoon character you made
and what is applied to you as
your own image?
Cartoonist has been creating
amusing characters and fantasy
creatures for a long time. Many
ideas come from their life
Prepare learning logs
Learning logs help you integrate
the art content, art process, and
personal feelings that you
experience in our lesson,
1. What did I do in my art class
today?
2. What did I learn?
3. What did I find interesting
about the art?
4.What questions do I have
Group activity:
A. Creation
Procedures:
1. Choose a character to
cosplay, choose a cartoon
character that fits a model’s
general appearance , such as
height and weight.
2.Take into consideration your
group’s skills and limitations
before choosing a character
3.Choose an outfit
4.Search materials
5.Visualize your own ideas
6.Look for recycle materials to
transform
7.Apply make up for the
costume
8.Presentation of the group
Taking a mold of a body part
special effects manipulation is
part of cartoon character-
making
Cartoonist has been creating
amusing characters and fantasy
creatures for a long time. Many
ideas come from their
Prepare learning logs
Learning logs help you integrate
the art content, art process, and
personal feelings that you
experience in our lesson,
1. What did I do in my art class
today?
2. What did I learn?
3. What did I find interesting
about the art?
4.What questions do I have
 4.What questions do I have about what I learned about what I learned about what I learned
about what I learned 5. What was the point of 5. What was the point of 5. What was the point of
5. What was the point of today’s lesson? today’s lesson? today’s lesson?
today’s lesson?
J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.

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: Grade Level: VI
GRADES 1 to 12 Teacher: Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: September 26-30, 2022 (WEEK 6) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learners demonstrate understanding of different techniques to separate mixtures

B. Performance Standards The learners should be able to separate desired materials from common and local products.

Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and evaporation.
C. Learning Competencies/ Objectives S6MT-Id-f-2
Write the LC code for each Demonstrate how a soluble solid Differentiate Distillation and Demonstrate how simple mixtures of fine and coarse Summative Test
is separated from a liquid using Crystallization of separating particles of solid materials are separated.
evaporation. mixtures
Separating Mixtures: Evaporation Separating Mixtures:
II. CONTENT Distillation and Crystallization Separating Mixtures Various methods of
Separating Mixtures

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning 1. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009. pp. 5-7.
Resource (LR) portal 2. EASE Science II. Chemistry Module 4. Lesson 2.
3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
B. Other Learning Resources RCS.n.d. http://www.rsc.org/le arn-chemistry/resource/res00000386/separating-sand-and-salt?cmpid=CMP00005908 (accessed May52007)

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Find Your Match.
Teacher gives metacards with
questions and answers to each
learner. The learners need to find
his/her match with correct
question-answer pair.
The teacher asks about how rock
salts are made.
Do Activity 6.1 Dry it Up.
Teacher gives initial instructions
about the activity.
Students present their output on
the activity. The teacher will give
feedback about the result.
Answer the Guide Questions.
Video can be shown and
discussed.
https://www.youtube.com/
watch?v=-idA73uFso8
Teacher asks about the video.
Jumbled word:
Show students jumbled words
about methods of separating
mixtures. Students must be
able to arrange the letters
correctly and explain the
method.
The teacher shows bottle of
distilled water and ask how to
purify water of this kind
Present other method of
separating mixtures.
Let the students watch video
on simple Distillation and ask
questions.
https://www.youtube.com
/watch?v=V5ep0-ojPGw
Let the students watch video
on simple Crystallization and
ask questions.
https://www.youtube.com
/watch?v=nztV4w0DtOo
Discuss the similarities and
differences of distillation and
crystallization.
Discuss about fractional
distillation of crude oil into
various products.
Ask the students to write down
the similarities and differences
of the three methods of
Venn Diagram: The teacher recalls the The teacher could give 20 to
activity during the other 30 items quiz and a concept
The teacher asks the students day. mapping activity of all the
to compare and contrast methods of separating
distillation and crystallization. mixtures discussed.
The teacher shows picture
puzzle of polluted water and
asks the cause of it after.
The teacher asks on how to
clean polluted water.
Do Activity 6.2 Go and
Separate.
Teacher gives initial
instructions about the
activity.
Original File Submitted and Students present their
Formatted by DepEd Club output on the activity. The
Member - visit teacher will give feedback
depedclub.com for more about the result.
Answer the Guide
Questions.
 I. Evaluating learning Answer the Evaluation question. separating mixtures presented. The students should be able Answer the Evaluation
to submit the output of the question.
activity.
J. Additional activities for application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional
activities for remediation
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?
 School: Grade Level: VI
GRADES 1 to 12 Teacher: Learning Area: TLE-HE
DAILY LESSON LOG Teaching Dates and
Time: September 26-30, 2022 (WEEK 6) Quarter: 1ST QUARTER

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

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

https:// https://
en.m.wikipedia.org/wiki/ en.m.wikipedia.org/wiki/
salting food processing

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

Process the results of the

discussion by going through
the process for each type of
food preservation.
Original File Submitted and
Formatted by DepEd Club
Member - visit

Define food preservation.
Food preservation is the process
of preparing food for future
consumption by preventing its
spoilage.
C. Presenting examples/ instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1 Ask the learners further why we
preserve food:
 To prevent spoilage
 To prevent wastage
 To retain the nutritive value,
natural color and texture of
the food
 To maintain the sanitary
quality of food
 To contribute to better
nutrition for the family
 To help increase family
income with the excess
products that can be
preserved and sold
 To help in the economic
development of the country
because the farmers are
encouraged to produce more
for others
 To make food available
Ask the learners of what
they think are the different
types of food preservation
based on what was
discussed
There are other types of
food preservation but for
this lesson, the focus is on
the following:
 Drying
 Salting,
 Freezing
 Processing
.
.
Discuss Drying. Provide
examples.
Drying – is one of the man’s
oldest methods of
preserviing food. Drying
preserves food by lowering
the moisture content below
at which microorganisms
can grow and reproduce.
Drying can be accomplished
through:
Sun - drying – utilizes the
solar energy that circulates
around food materials laid
out on trays and racks.
There is also drying during
smoking. Smoking with
warm fumes at 69 °C from
burning wood results in
depedclub.com for more
The purpose of freezing Bring out the photos of Each learner will present
storage is to retain to as food items which you were to the class the preserved
great as degree as possible asked to bring. foods they brought in
the properties of the fresh class.
fruit, vegetable or other Group the class per row.
food products. Each row will form a The learner will identify
collage of the photos the method of food
However, during freezing based on the type of food preservation, as well as
and thawing certain the process
preservation. There will
irreversible changes occur be a reporter for each
that render the frozen and row.
thawed product quite
different from the freshness
in texture and general
appearance.
Tips for freezing:
From the presentation, the
Meat, poultry and fish teacher will ask the learners
should be placed in if they agree or if they want
moisture-vapor proof to remove or add a food
packages so that moisture is item to the presentation of
maintained and their group members.
discoloration is prevented
because of oxygen in the air.
Most fruits have to be
packed with syrup or sugar.
Vegetables need blanching
(brief heating in boiling
water or in a steam) to kill
the bacteria and stop
enzyme action which can
cause spoilage.
 throughout the year which drying besides imparting
may be used for events, like the desired color and flavor
town fiestas and other effect on cured meat and
occasions. fish.
Discuss Salting. Provide
Provide example for each of the examples.
above items.
Salting is the preservation of
food with dry edible salt. It
is related to pickliing in
general and more
specifically in brining
(preparing food with brine,
that is salty water) and is
one form of curing.
E.Discussing new concepts and practicing new
skills#2 Pickling is the preservation
of food in brine or vinegar
with or without bacterial
fermentation.
The three important
constituents are: salt,
vinegar and lactic acid.
F. Developing mastery Is it possible to use two
(Leads to Formative Assessment 3) ways of preservation in
certain food items?
Provide examples.
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and Mention the concept of food
abstractions about the lesson preservation and its benefits.
Discuss processing. Provide Ask them to comment on The other members of
examples. the appropriateness of the the class will comment
method to the food. on the presentation.
Processing – transformation
of raw ingredients, by
physical or chemical means
into food, or of food into
other forms.
Food processing combines
raw food ingredients to
produce marketable food
products that can be easily
prepared and served by the
consumer.
Food processing is any
method used to turn fresh
foods into food producs.
This can involve one or a
combination of the
following: washing,
chopping, pasteurising,
freezing, fermenting,
packaging and many more.
Give examples of processed
foods.
Mention that what they Mention that what was
have discussed are the four discussed this week was
ways of food preservation. food preservation, its
 importance, the ways of
preserving food and
inventory of foods that
can be preserved.
I. Evaluating learning .

J. Additional activities for application or Bring at least ten (10) Bring actual samples of
remediation Bring photos of the preserved Read on the process of photos of foods which can preserved food. Prepare
foods. Provide a caption for each Drying and Salting. be preserved. Also, bring to share to the class how
of the photo. cartolina, scissors and it was preserved, and why
paste. that method was used.
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
VI. REFLECTION
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.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?

School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: ARALING PANLIPUNAN
DETAILED LESSON PLAN Teaching Dates and Time: September 26-30, 2022 (WEEK 6) Quarter: 1ST QUARTER
Week: 6 (AP6PMK-If-9)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang
Nilalaman Naipapamalas ng mapanuring pag-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang pangheograpiya at ang ambag
(Content Standard) ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipino.

Pamantayan sa
Pagganap
Naipapamalas ang pagpapahalaga sa kontribusyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo
(Performance
Standard)
Pamantayan sa
Pagkatuto
9. Napapahalagahan ang pagkakatatag ng Kongreso ng Malolos at ang deklarasyon ng Kasarainlan ng mga Pilipino
(Learning
Competencies)
Layunin (Lesson 1. Napapahalagahan ang 1. Napapahalagahan ang 1. Napapahalagahan ang 1. Naisasagawa unang 1. Nasasagot nang tama ang mga
Objectives) pagkakatatag ng Kongreso pamana ng Rebolusyong Napapahalagahan ang markahang performance test tanong
ng Malolos at ang Pilipino ng 1896 pamana ng Rebolusyong
deklarasyon ng Kasarainlan Pilipino ng 1896 2. Naipakikita ang isang 2. Nasasagot nang tama ang mga
ng mga Pilipino. 2. Naipakikita ang kaahalagahan pagtatanghal ukol sa mga sagot.
ng pamana ng Rebolusyong 2. Naisasaga ang isang debte nagging paksa ng unang
2. Nakaguguhit ng isang obra Pilipino ng 1896 ukol sa paksa, markahan 3. Naipakikita ang katapaatan sa
ukol sa kahalagahan ng pagsusulit
deklarasyon ng kasarinlan. 3. Nakikiisa nang buong sigla sa 3. Naipakikita ang pakikiisa sa 3. Naipakikita ang kasiyahan sa
pangkatang gawain pangkatang gawain mga gawain
3. Naipapahayag ang .
damdamin ukol sa
kahalagahan ng deklarasyon
ng kasarinlan.,

Kongreso ng Malolos at ang

Paksang Aralin Mga Pamana ng Rebolusyong Mga pamantayan sa pagpili ng
deklarasyon ng Kasarinlan ng Performance Test Lagumang Pagsusulit
(Subject Matter) Pilipino ng 1896 Pambansang Bayani
mga Filipino
CG- AP6PMK-If-9 CG- AP6PMK-If-9 CG- AP6PMK-If-9 CG- AP6PMK-If-9 CG- AP6PMK-If-9
Gamitang Panturo TG_____ TG_____ TG_____ TG_____ TG_____
(Learning Resources) LM_____ LM_____ LM_____ LM_____ LM_____

Pamamaraan
(Procedure)
a. Reviewing previous Ano ang naging epekto ng Paano itinatag ang Malolos Ilahad ang mga pamana ng Ano ang dapat tandaan tuwing Ano ang dapat gawin habang
 alitang US at Spain sa pakikibaka
lesson/s or presenting
ng Pilipinas para sa kalayaan?
the new lesson
Tanong: Kapag narinig mo ang
b. Establishing a salitang kasarinlan, ano ang
purpose for the lesson sumasagi sa iyong isipan?
Congress?
Buuin ang larawan.
Ano ang ipinahahyag nito?
rebolusyong Pilipino ng 1896
Pagpapakita ng larawan nina
Andres Bonifacio at Dr. Jose Rizal.
magkakaroon ng performance
test?
Pagbibigaay ng mga
pamantayan habang ginagawa
ang performance test
nagsasagot sa isang pagsusulit?
Pagbibigaay ng mga pamantayan
habang ginagawa ang pagsusulit

Basahin ang teksto ukol sa
c. Presenting
Kongreso ng Malolos at ang
examples/instances of
deklarasyon ng kasarinlan ng
the new lesson
Pilipinas
Isulat sa pisara ang mga bagong
d. Discussing new konseptong nasa sa teksto.
concept
e. Continuation of the Ipaliliwanag ng guro ang mga
discussion of new bagong konseptong isinulat ng
concept mga bata sa pisara.
Basahin ang teksto ukol sa mga
pamana ng Rebolusyong Pilipino
ng 1896.
Talakayin ang mga konseptong
nabasa sa teksto.
Sa binasang teksto, ano ano ang
bagong konseptong natutunan?
Pagkukuwento ukol sa Pagbibigay ng panuto ukol
pamantayan sa pagpili ng sa gagawing Performance Pagbibigay ng panuto ukol sa
pambansang bayani. Test gagawing pagsusulit
THINK PAIR SHARE Ilahad ang rubrics na gagamitin
Magpalitan ng kuro kuro kung sino sa pagnonota.
ang dapat na maging pambansang
bayani ng Pilipinas.
Pagpapaliwanag ng guro ukol sa
isyu ng pagpili ng pambansang
bayani.

PINTA HUSAY LIGHTS, CAMERA ACTION! BALITAKTAKAN

f. Developing Mastery
g. Finding practical
application of concepts
and skills in daily living
h. Making
generalizations and
abstractions about the
lesson
i.Evaluating learning
Nakakalikha ng isang obra ukol
sa kahalagahan ng deklarasyon
ng kasarinlan
Tanong: Sa kasalukuyan,
paano ipinakikita ng mga
Pilipino ang kasarinlan ng
bansa?
Sa inyong palagay, naging
mabuti ba ang ginawa ni Emilio
Aguinaldo upang makamit ang
kasarinlan ng bansa?
Formative Test: Sagutin:
1. Kelan idineklara ang
kasarinlan ng Pilipinas?
2. Saan ito naganap?
3. Bakit ipinatawa ni Emilio
Aguinaldo si Apolinario
Pagtatanghal sa pamana ng lahi
Group 1-Pag-awit ng Lupang
Hinirang
Group 2-Paggalang sa Watawat ng
Pilipinas
Group 3-Pahulaan ang katangian
ng limang pambansang bayani
Tanong: Paano natin
pahahalagahan ang mga pamana
ng mga sinaunang Pilipino?
Ano ano ang pamana ng
Rebolusyong Pilipino ng 1896?
Alin sa mga pamana ng
Rebolusyong Pilipino ng 1896 ang
mahalaga para sa yo? Ipaliwanag.
Sino ang dapat nagging bayani ng
Pilipinas: Dr. Jose Rizal o Andres
Bonifacio?
Bilang isang bata, magbigay ng
isang simpleng sitwasyon kung
paano mo maipakikita ang iyong
pagkabayani.
Bakit mahalagang malaman
natin ang naaging
pamantayan sa pagpili ng
pambansang baayani?
Sa iyong pananaw, sumulat ng Performance Test Lagumang Pagsusulit
limang karagdagang pamantayan
ng pagpili ng pambansang bayani. Note: Depende sa kagustuhaan
at pasya ng guro.
 Mabini?
j.Additional Activities Sumulat ng journal ukol sa Sumulat ng reaksyon ukol sa
for application or mahalagang natutunan mo sa mahalagang natutunan mo sa
remediation araw na ito. araw na ito.

Remarks
Reflection
a. No. of learners for
application or
remediation
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?