School: DEL ROSARIO ES Grade Level: VI

GRADES 1 to 12 Teacher: JANET H. EVANGELISTA Learning Area: T.L.E-H.E

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 7 - 11, 2022 (WEEK 1) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards Demonstrates an understanding of and skills in managing family resources

B. Performance Standards Manages family resources applying the principles of home management
a. Allocates budget for basic and social needs such
as:
i.food and clothing
ii. shelter and education
C. Learning Competencies /
iii. social needs: social, and moral obligations
Objectives
(birthdays, baptisms, etc.), family activities,
Write the LC code for each
school affairs
iv. savings/emergency budget (health, house,
repair)

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
II. CONTENT two.
Management of family resources
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
III. LEARNING RESOURCES
mix of 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
3. Textbook pages
4. Additional Materials THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
from Learning Resource Pp. 23-24 1991.pp. 23-24
(LR)portal
Bantigue, R.M. and Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and
Pangilinan, J.P. (2014) Pangilinan, J.P. (2014) J.P. (2014) Growing up with Pangilinan, J.P. (2014)
Growing up with Home Growing up with Home Home Economics and Livelihood Growing up with Home
B. Other Learning Resources Economics and Livelihood Economics and Livelihood Education. FNB Educational, Economics and
Education. FNB Education. FNB Educational, Inc. QC. Livelihood Education.
Educational, Inc. QC. Inc. QC. FNB Educational, Inc.
QC.
 IV. PROCEDURES
Last week, there was a
discussion on
management of the
family income.
Management of family
income means allocating
A. Reviewing previous it to provide for the basic
lesson or presenting the new needs of members and
lesson for comfortable living.
B. Establishing a Ask the class about the
purpose for the lesson relationship between
management and
budgeting of family
income.
Recap of the lesson the
previous day
As a segue, mention that the
day before, the class learned
the factors that should be
considered in budgeting.
For the day’s lesson, the class
will identify where the income
goes or what the family
includes in the budget.
Aside from the knowledge of
what comprises a family
budget, the class needs to be
aware of certain principles to
be applied effectively in order
to make family budgeting a
successful and fulfilling task.
According to Bantigue and
Pangilinan (2014), the
summary of the principles that
should be applied to make
family budgeting a successful
and fulfilling task are as
follows:
 Know the family’s income.
 List your expenses. Know
which components are
fixed and which are
flexible.
Recap of the lesson the previous
day
Yesterday, we discussed the
principles that need to be
applied to make family
budgeting a successful and
fulfilling task.
Ask the class to identify some of
the priniciples.
We also identified items that
were included in the family
budget.
Ask what items are included in
the budget.
Then, present the following list
culled from the book:
 Food and clothing
 Shelter and education
 Social needs
 social and moral obligations
 family activities
 school affairs
 Savings/emergency budget
 health
 house repair
Recap of the lesson of Recap of the lesson of the
the previous day previous day
Yesterday, we learned
budgeting and how it
can be applied to the
family.
Budgeting is critical
because it is oftentimes
difficult to ensure that we
will be able to make both
ends meet when times
are hard.
How can we prudently
manage the financial
resources of the family?
Group the class into four
(4). Each group will
answer the question.
“How can we make both
ends meet?”
Reporting per group
follows.
The results of the
discussion will be
processed by the
teachers.
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  Set priorities.
 Keep records of expenses.
 Allocate an amount for
savings.

By means of budgeting, Ask the class to bring out the Show photos of different Divide the class into four
the family can properly photos they were asked to items/situations. (4) groups.
allot the income. A family bring. Group the class into 4
should have a knowledge (four). Let the class identify Ask the learners if they Using the concepts
of family budgeting to where or what the family are needs or wants. learned yesterday, come
know how much is spent includes in the budget. up with an activity that
for family needs and Prioritize the items. The class will demonstrate the
Ask why they think it is a
C. Presenting examples/ where the income goes. will be given ten minutes to difference between
need or want.
instances of the new Through family budgeting, complete the activity. needs and wants. Think
lesson the members will learn to Reporting follows. of activities outside the
spend wisely, save box.
regularly, participate in
family matters more
actively with the
maximum benefit from
the wise use of resources,
like time, energy, and
abilities.
Ask: What are the factors SHORT SKIT Mention that a family budget The teacher writes two Presentation per group.
that need to be Using the previous group also provides for the following columns on the board.
considered when assignment, discuss among needs: One column has the
budgeting? the group the principles in Refer to the examples given by heading NEEDS. The
 Size of the family making family budgeting a the learners. If it was already other column has the
 Family income successful and fullfilling task. mentioned, do not include in the heading WANTS.
D. Discussing new  Kind of work The twist is this will be list. Randomly distribute
concepts and practicing new each family presented in a short skit. metacards containing a
skills #1 member does Food, shelter, clothing, list of needs and wants.
 Talents and The group will be given five (5) education, household Ask the learners to post
abilities of each minutes to present the short operations, maintenance/repair, the metacards on the
member skit. utilities (water, electricity, board.
 Locality where telephone, transportation, Ask the learner to
the family lives medical and dental care, rest and explain/defend his/her
recreation, stipend, savings. choice.

E.Discussing new concepts and . Presentations Based on the activity that

  Group 1 was conducted ask the
 Group 2 learners to differentiate
 Group 3 needs from wants.
 Group 4 A need is a requirement
for survival, e.g.
breathable air. A want is a
practicing new skills#2 desire. It may be the
desire for a need (e.g. a
choking person generally
wants to be able to
breathe) or for something
not needed for survival,
such as chocolate or a
new car.
F. Developing mastery Let the learners cite Comments on group Show a short clip on Giving feedback on
(Leads to Formative examples of the factors presentations: managing money: Needs presentations.
Assessment 3) that need to be  Group 4 will comment on versus Wants
considered when Group 1 Examples of guide
budgeting.  Group 3 will comment on Analyze the movie and questiona:
Group 2 relate it to needs versus
 Group 2 will comment on wants. Note that some of Was the group effective in
Group 3 the contents of the video emphasizing the
 Group 1 will comment on may be debatable e.g. difference between needs
Group 4 chocolates is needed by and wants? If yes, How?
soldiers for endurance in
Limit the comments on the
the middle of a war while
contents of the presentation. What concepts in the
in a normal situation it is a
Does the presentation presentation had an
want for another
manifests the principles in impact on you? Why?
individual.
making family budgeting a
successful and fulfilling task? Do you think the
presentations can further
be improved? In what
way?
G. Finding practical Aside from what was -do- -do-
applications of concepts mentioned, can you think
and skills in daily living of other factors that need
to be considered when
budgeting? Explain.
H. Making Today we determine the Synthesize the discussion on There is a need to
generalizations and relationships between what and where the family distinguish between need
abstractions about the management and budget is allotted, as well as and want . This will
 lesson
I. Evaluating learning
J. Additional activities for
application or remediation
budgeting of family the principles to take into enable us to prioritize
income. We also looked consideration to make family needs over wants, hence
into the factors that need budgeting successful and ensuring that the budget
to be considered when fulfilling. is enough to make both
budgeting. ends meet moreso when
times are hard.
Ask the learners to share their .If you were to make a personal
insights on the lesson for the budget, what would you
day include? Why?
Bring photos or drawing
where family budget is
spent

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned80%onthe formative
assessment
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?