School: GEN. L.

SAN MIGUEL ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: MARK GIL T. SALVINO Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 21 - 25, 2022 (WEEK 3) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIV
ES
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-
B. Performance skeletal,integumentary,digestive,circulatory,excretory,respiratory and nervous systems
Standards

C. Learning S6LT-IIa-b-1
Competencies/ The learners should be able to explain the organs of each organ system work together
Objectives
Write the LC
code for each
II. CONTENT WEEKLY TEST

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional DLP 5 Module 6 DLP 5 Module 9 Science Unit 2 The Nervous
Materials from Science and Health and Health System pp.1-10
Learning The Respiratory System Taking Care of the
Resource (LR) pp.41-45 Respiratory System
portal pp.65-69
B. Other Learning Worksheets, pictures Charts and pictures Charts and pictures
Resources

IV. PROCEDURES
A. Reviewing
previous lesson How does oxygen get 1. Review about the 1. Review about the
or presenting the into our body? respiratory system. taking care of
new lesson Likewise; how does 2. How can we take good respiratory
carbon dioxide get out care of our respiratory
system.
from our body? Which system?
body system is 2. Present the
responsible for taking materials for new
in oxygen and giving lesson, The
out carbon dioxide? Nervous System

B. Establishing a Four Pics, One Word. Ask diferrent Discuss the functions of
purpose for the Guess the word by diseases/ailments the Nervous Sytem
lesson studying how the four associated with
pictures are related to respiratory system
each other. Write the problems?
word in the box below.

__ __ __ __ __
C. Presenting EXPLORATION: Group EXPLORATION: EXPLORATION:
examples/instanc Activity Show pictures of Show some picture of
es of the new Riddle Time: Who am I? respiratory movements and ask
lesson Inhale these scrambled diseases/ailments. their observation in the
words. Exhale the How the problems occur presented pictures
answers to the riddles. in our respiratory
1. I warm and clean the system?
air you breathe. SNOE How can we avoid these
__________ problems?
2. There are 300 Original File Submitted
millions of me in your and Formatted by DepEd
lungs. Club Member - visit
 RAI SCAS depedclub.com for more
_________________
3. I leave your body
when you breathe out.
RONBAC DOXEIDI
______________________
4. I am a long tube
connecting your mouth
to your lungs.
RATHCAE
______________
5. I go through the air
sacs and into the
blood. YXGONE
__________
D. Discussing new EXPLANATION: EXPLANATION: Give the EXPLANATION:
concepts How oxygen and importance of taking care Discuss the observation
carbon dioxide occur in of our respiratory in the presented
alveoli of the lungs? system. pictures and explain
how it works
E. Continuation of Activity #2 Activity #1 Give an example of body
the discussion of Identify the part of the TRUE OR FALSE movements
new concepts respiratory system If False, change the
(leads to which is being referred inappropriate word to
Formative to. make the statement true.
Assessment 2) 1. Closes over your
larynx when you 1. Breathing exercise
swallow. improve the
2. Two short condition of one’s
branches at the lungs.
end of the 2. The chances of
trachea that getting the
carry air into the common virus is
lungs. increased as one
3. Cluster of tiny mixes with more
thin walled sacs people.
found at the end 3. Healthy lungs can
of each draw in enough
bronchioles. air to supply
 4. Substance oxygen to all parts
produced by the of the body.
lining of the 4. Cigarette smoking
nasal cavity. is good to our
5. Tiny hair-like respiratory
structures that system.
trap bacteria in 5. Do not wash your
the trachea. hands before
6. A tube made up eating.
of C-shaped
rings of the
cartilage.
7. Opening of the
nose that leads
to the nasal
cavity.
8. A tube-like
passage for both
food and air.
9. Produces vocal
sounds.
10.Compose of
alveoli arranged
in grape-like
clusters.

F. Developing Picture analysis: Picture Analysis: Group

mastery (leads to Group work. The work.
Formative teacher show pictures Show some pictures of
Assessment 3) of the different parts of respiratory exercises. Let
the respiratory system. them do the exercises.
1. What can you
see/observe in the
pictures given?
2. How do these parts
work?
G. Finding practical ELABORATION: ELABORATION: ELABORATION:
 applications of How oxygen and What do you feel after How the Nervous
concepts and carbon dioxide occur? doing the exercises? System works?
skills in daily
living
(reflective approach)
H. Making Explain how the Explain the importance Think of a situation in
generalizations organs of Respiratory of taking good care of our your life when your
and abstractions system work together respiratory system. Show nervous system worked
about the lesson some pictures of to keep you safe from
nutritious foods that can harm. Can you imagine
help our respiratory work what might have
properly. occurred inside your
body as your nervous
system received from
and sent information to
various parts of your
body?
I. Evaluating EVALUATION: 11. EVALUATION:
learning Give the correct Lists the four major
answer: functions of the nervous
1. A muscle that system and give 2
controls examples of its
breathing. corresponding
controlled actions.
2. A smaller
extension of the
bronchi.
3. The upper part
of the throat that
carries air into
the respiratory
tract.
4. Opening in the
nose.
5. A leaf shaped
cartilage that
covers the larynx
during
swallowing.
6. Air sacs in the
 lungs.
7. Upper end of the
trachea which is
also known as
the voice box.
8. Two large main
branches of the
trachea.
9. A tube that goes
down the lungs
and is also
known as the
windpipe.
10.Gas given off
during
exhalation.

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?
 GEN. L. SAN MIGUEL ELEMENTARY
GRADES 1 to 12 School: SCHOOL Grade Level: 6
DAILY LESSON LOG Teacher: MARK GIL T. SALVINO Learning Area: ENGLISH
Teaching Dates and
Time: NOVEMBER 21 - 25, 2022 (WEEK 3) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content The learner demonstrates…
Standards  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
 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
B. Performance The learner…
Standards  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 persuasive
 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
 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
C. Learning Note down relevant information Note down relevant Note down relevant Note down relevant Note down
Competencies/ from text heard information from text heard information from information from text heard relevant
Objectives Note significant details of Note significant details of text heard Note significant details of information
Write the LC informational texts informational texts Note significant informational texts from text heard
code for each details of Note significant
Identify the purpose, key Identify the purpose, key informational texts Identify the purpose, key details of
 structural and language features structural and language structural and language informational
of various types of features of various types of Identify the features of various types of texts
informational/factual text informational/factual text purpose, key informational/factual text
EN6RC-IIIa-3.2.8 EN6RC-IIIa-3.2.8 structural and EN6RC-IIIa-3.2.8 Identify the
language features of purpose, key
various types of structural and
informational/ language
factual text features of
EN6RC-IIIa-3.2.8 various types of
informational/
factual text
EN6RC-IIIa-
3.2.8
II. CONTENT Types of Informational/Factual Key Structures of Features of Kinds of Graphic Weekly Test
Texts according to its purpose Informational/Factual Texts Informational/Factual Organizer to present
Texts Informational / Factual
Texts
THEME:
III. LEARNING
RESOURCES
A. References
1. Teacher’s MELC Guide 138 MELC Guide 138 MELC Guide 138 MELC Guide 138 MELC Guide
Guide pages 138
2. Learning
Materials pages
3. Textbook
Pages
4. Additional
Materials from
Activity Sheet in English 6 / PIVOT 4A SLM p. 6-18
Learning
(Quarter 2: Week 2)
Resource (LR)
portal
B. Other
Learning
Resources
IV. PROCEDURE
A. Reviewing Review: Noting Details Review: Types Informational Review: Key Structures Review: Features of
previous lesson Text of Informational Text Informational/Factual
or presenting What are the three main Texts
the new lesson purpose of informational text What are the types of How can we know the
informational text key structure of How can we know the

B. Establishing a Can you guess what is in the
purpose for the picture?
lesson
A number of factual information
may be given or generated about
Mount Mayon. Using the given
information, you will be able to
write a text
or paragraph that provides
description on the given picture
or item.
C. Presenting Providing factual descriptions is
examples/instan one of the ways in writing
ces of the new informational or factual texts. In
lesson this lesson, you are expected to
identify the purpose, key
structure and language features
of various types of
informational/ factual texts.
Remember the story of
Manuel L. Quezon.
Can you still recall the
statements, items, events or
steps are listed in the
selection?
Informational text follows a
certain pattern.
By determining the details
written, we can discover the
key structure of the
informational text.
informational text features of informational
text
Read again the story of Study the image on page
Manuel L. Quezon. 9 of you PIVOT 4A SLM.
Can you see the
additional words before
each sentences?
What do you think is
the purpose of these
images?
Informational text can For some people,
sometimes include signal reading too much text
words. can be tiresome.
These give the reader One way of presenting
hint on its type and ideas or information is
purpose by using graphic
organizers
A graphic organizer is a
visual and graphic
display that depicts the
relationships between
facts, terms, and or
 ideas within a learning
task.
tinyurl.com/54p99ukz
D. Discussing Read Learning Task 1 on page 7 Read the questions below: Each type has its own Each type has its own
new concepts of English 6 Pivot4A SLM. unique set of signal unique set of graphic
and practicing What statements, items, words. organizers that help the
new skills 1. Are you inspired by his events or steps are listed? readers understand the
(Leads to journey in the pursuit of his Read and study all of meaning of the text.
formative dream? Do they happen in this order? them on your PIVOT4A
assessment No. 2. What do you think was his ENGLISH 6 SLM, p. 8-11 Read and study all of
1) purpose in sharing this part of Do they always them on your PIVOT4A
his life to happen in this order? ENGLISH 6 SLM, p. 8-
his audience? 11
3. How did his story affect your The questions above are
personal views about your called signal questions.
studies and These questions give hint to
your dreams? the readers to determine the
type and purpose of an
The events were presented informational text.
starting from birth up to old age.
This informational text is an
example of Sequence.
E. Discussing Presenting the information text Each type has its own unique
new concepts through slide deck / pictures set of signal questions.
and practicing
new skills There many types of presenting Read and study all of them on
(Leads to information. your PIVOT4A ENGLISH 6
formative SLM, p. 8-11
assessment No. Description – also know as
2) Expository. Describes a person,
place, thing, idea or concept by
explaining its features and
characteristics
or by giving examples

Cause and Effect - Refers to

what happened (effect) and
why it happened (cause)

Comparison and Contrast -

Shows or presents how two or
 more things are alike and/or
different

Problem and Solution - Tells

about the problem and the
possible solutions to it
F. Developing Drill: Read and analyze the Drill: Read and analyze the Drill: Read and analyze Drill: Read and analyze
Mastery following informational text. following informational text. the following the following
(Leads to Complete the table below. Complete the table below. informational text. informational text.
formative Complete the table
assessment No. below.
3)

Choose 1 example of
Possible Type Purpose Possible Type Signal graphic organizer to
Title Title Question Possible Type Signal present the information
Title Words
in different way.

There are informational text that
don’t have title. One must learn
to take note of the details in
order to understand the
meaning and purpose of the
text.
There are informational text
that don’t have title. One
must learn to ask the signal
questions in order to find the
type and purpose of the text.
Information can be
presented in two ways;
through words and
through images in the
Informational texts that form graphic organizers.
don’t have title use signal
words to present ideas.
Through signal words,
the readers can easily
know its type

G. Finding Group Activity (3 groups) Group Activity (3 groups) Group Activity (3 groups) Group Activity (3
practical -Each group chooses a leader to -Each group chooses a leader -Each group chooses a groups)
applications of facilitate the task to be done. to facilitate the task to be leader to facilitate the -Each group chooses a
concepts and -House rules/ standards/ done. task to be done. leader to facilitate the
skills in daily guidelines are set for the group -House rules/ standards/ -House rules/ task to be done.
living to follow. guidelines are set for the standards/ guidelines -House rules/
(Jigsaw Method) -Rating of each group group to follow. are set for the group to standards/ guidelines
presentation is based on a -Rating of each group follow. are set for the group to
rubric. presentation is based on a -Rating of each group follow.
-Each group is given 15 minutes
to plan on what to do on the
task given.
-Each group is given only up to
3 minutes to present their work.
Group Tasks (Choose any from
the following):
What are the different types of
informational text?
1. Group 1 – Express your
answers through a poem.
2. Group 2 – Illustrate the
solution through a poster.
3. Group 3 – Share your ideas
through a song.
4. Group 4 – Show your
thoughts by presenting a role
play
*House Rules/ Standards/
Guidelines:
(Follow the mnemonic / memory
device.)
G – Give thoughtful feedback
R – Respect each other’s opinion
O – On task all the time
U – Use soft voices
P – Participate actively
S – Stay with your group
Rubrics in Participation / Group
Activities
Points/Indicators
5 – Shows eagerness and
cooperation to do the task,
participate actively, do great
help to the group.
rubric.
-Each group is given 15
minutes to plan on what to do
on the task given.
-Each group is given only up
to 3 minutes to present their
work.
Group Tasks (Choose any
from the following):
Choose 1 type of
informational text. Mention
examples of signal question to
remember. Make a creative
presentation of the task.
1. Group 1 – Express your
answers through a poem.
2. Group 2 – Illustrate the
solution through a poster.
3. Group 3 – Share your
ideas through a song.
4. Group 4 – Show your
thoughts by presenting a
role play
*House Rules/ Standards/
Guidelines:
(Follow the mnemonic /
memory device.)
G – Give thoughtful feedback
R – Respect each other’s
opinion
O – On task all the time
U – Use soft voices
P – Participate actively
S – Stay with your group
Rubrics in Participation /
Group Activities
presentation is based on -Rating of each group
a rubric. presentation is based on
-Each group is given 15 a rubric.
minutes to plan on what -Each group is given 15
to do on the task given. minutes to plan on what
-Each group is given only to do on the task given.
up to 3 minutes to -Each group is given
present their work. only up to 3 minutes to
present their work.
Group Tasks (Choose
any from the Group Tasks (Choose
following): any from the
Choose 1 type of following):
informational text. Choose a topic of
Mention examples of interest and present it
signal words to using a graphic
remember. Make a organizer. Make a
creative presentation of creative presentation of
the task. the task.
1. Group 1 – Express 1. Group 1 – Express
your answers through your answers
a poem. through a poem.
2. Group 2 – Illustrate 2. Group 2 – Illustrate
the solution through the solution through
a poster. a poster.
3. Group 3 – Share your 3. Group 3 – Share
ideas through a song. your ideas through a
4. Group 4 – Show your song.
thoughts by 4. Group 4 – Show your
presenting a role play thoughts by
presenting a role
*House Rules/
play
Standards/ Guidelines:
(Follow the mnemonic /
*House Rules/
memory device.) Standards/ Guidelines:
G – Give thoughtful
(Follow the mnemonic /
feedback memory device.)
R – Respect each other’s
G – Give thoughtful
opinion feedback
O – On task all the time R – Respect each other’s
4 – Shows eagerness and
cooperation to do the task, good
followers only
3 – Participated but late, with
teacher’s supervision
2 – Activity was done but does
not show eagerness
1 – No interest in participating
the activities
Special Reminders to pupils
before doing the activity:
Be tactful in dealing with others.
Group Presentations
-3 minutes only for each group
presentation
(Learners are given utmost
recognition in the task they are
presented)
Points/Indicators
5 – Shows eagerness and
cooperation to do the task,
participate actively, do great
help to the group.
4 – Shows eagerness and
cooperation to do the task,
good followers only
3 – Participated but late, with
teacher’s supervision
2 – Activity was done but does
not show eagerness
1 – No interest in
participating the activities
Special Reminders to pupils
before doing the activity:
Be tactful in dealing with
others.
Group Presentations
-3 minutes only for each
group presentation
(Learners are given utmost
recognition in the task they
are presented)
U – Use soft voices
P – Participate actively
S – Stay with your group
Rubrics in
Participation / Group
Activities
Points/Indicators
5 – Shows eagerness and
cooperation to do the
task, participate actively,
do great help to the
group.
4 – Shows eagerness and
cooperation to do the
task, good followers only
3 – Participated but late,
with teacher’s
supervision
2 – Activity was done but
does not show eagerness
1 – No interest in
participating the
activities
Special Reminders to
pupils before doing the
activity:
Be tactful in dealing with
others.
Group Presentations
-3 minutes only for each
group presentation
(Learners are given
opinion
O – On task all the time
U – Use soft voices
P – Participate actively
S – Stay with your group
Rubrics in
Participation / Group
Activities
Points/Indicators
5 – Shows eagerness
and cooperation to do
the task, participate
actively, do great help to
the group.
4 – Shows eagerness
and cooperation to do
the task, good followers
only
3 – Participated but late,
with teacher’s
supervision
2 – Activity was done
but does not show
eagerness
1 – No interest in
participating the
activities
Special Reminders to
pupils before doing the
activity:
Be tactful in dealing
with others.
Group Presentations
 utmost recognition in the -3 minutes only for each
task they are presented) group presentation

(Learners are given

utmost recognition in
the task they are
presented)
H. Making Ask: Ask: Ask: Ask:
generalization 1. What are the different 1. How does key 1. How does signal 1. What are
and abstractions types of informational structure help in words help in different kinds
about the lesson. text? Purpose? studying different studying of graphic
2. Did you follow the given types of different types of organizer?
house rules when informational text? informational 2. Did you follow
performing the task 2. Did you follow the text? the given house
given to you? given house rules 2. Did you follow rules when
3. Did you show when performing the the given house performing the
tactfulness with your task given to you? rules when task given to
fellow group members 3. Did you show performing the you?
as you communicate tactfulness with your task given to 3. Did you show
with each other in fellow group you? tactfulness with
carrying the task given members as you 3. Did you show your fellow
to you? communicate with tactfulness with group members
each other in your fellow as you
carrying the task group members communicate
given to you? as you with each other
communicate in carrying the
with each other task given to
in carrying the you?
task given to
you?

I. Evaluating Identify the type of informational Write a short paragraph with Write / if the written Write / if the following
Learning Sequence
text presented below. Choose the 3-5 sentences showing an statement wants to material or
Description
correct answer from the box. example of any type of persuade. Write O if the informational text
Cause and Effect informational text that you text wants to inform. means to entertain.
Comparison and Contrast learned. Use the signal Write X if not.
Problem and Solution questions as your guide in 1. Don’t try this at
 writing. home! (/) 1. story book (/)
2. Taal Volcano is 2. advertisement (X)
the smallest 3. comic books (/)
volcano in the 4. card catalog (X)
world. (O) 5. paper (X).
3. Cavite is the
smallest province
in Region 4A. (O)
4. Choose wisely. (O)
5. The Philippines is
Cause and Effect
https://www.youtube.com/watch? in South East
v=J6A8FCD79f0 Asia. (/)

Description
https://www.youtube.com/watch?
v=J6A8FCD79f0

https://www.youtube.com/watch?
v=J6A8FCD79f0

Sequence
https://www.youtube.com/watch?
v=J6A8FCD79f0
 Description
https://www.youtube.com/watch?
v=J6A8FCD79f0

J. Additional
activities for
application or
remediation.
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 Strategies used that work well: Strategies used that work Strategies used that Strategies used that Strategies used
teaching ___ Group collaboration ___ well: work well: work well: that work well:
strategies Games ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group
worked well? ___ Power PointPresentation ___ Games ___ Games ___ Games collaboration
Why did these ___ Answering preliminary ___ Power PointPresentation ___ Power ___ Power ___ Games
work? activities/exercises ___ Answering preliminary PointPresentation ___ PointPresentation ___ ___ Power
___ Discussion ___ activities/exercises Answering preliminary Answering preliminary PointPresentatio
Case Method ___ Discussion activities/exercises n ___
___ Think-Pair-Share (TPS) ___ Case Method ___ Discussion activities/exercises Answering
___ Rereading of ___ Think-Pair-Share (TPS) ___ Case Method ___ Discussion preliminary
Paragraphs/Poems/Stories ___ Rereading of ___ Think-Pair-Share ___ Case Method
___ Differentiated Instruction Paragraphs/Poems/Stories (TPS) ___ Rereading ___ Think-Pair-Share activities/exerci
___ Role Playing/Drama ___ ___ Differentiated Instruction of (TPS) ___ Rereading ses
Discovery Method ___ ___ Role Playing/Drama Paragraphs/Poems/Stori of ___ Discussion
Lecture Method ___ Discovery Method ___ es Paragraphs/Poems/Stor ___ Case
Why? Lecture Method ___ Differentiated ies Method
___ Complete Ims Why? Instruction ___ Role ___ Differentiated ___ Think-Pair-
___ Availability of Materials ___ Complete Ims Playing/Drama ___ Instruction ___ Role Share (TPS)
___ Pupils’ eagerness to learn ___ Availability of Materials Discovery Method Playing/Drama ___ ___ Rereading of
___ Group member’s ___ Pupils’ eagerness to learn ___ Lecture Method Discovery Method Paragraphs/Poe
Cooperation in doing their ___ Group member’s Why? ___ Lecture Method ms/Stories
tasks Cooperation in doing their ___ Complete Ims Why? ___
tasks ___ Availability of ___ Complete Ims Differentiated
Materials ___ Pupils’ ___ Availability of Instruction
eagerness to learn ___ Materials ___ Pupils’ ___ Role
Group member’s eagerness to learn ___ Playing/Drama
Cooperation in doing Group member’s ___ Discovery
their tasks Cooperation in doing Method ___
their tasks Lecture Method
Why?
___ Complete
Ims
___ Availability
of Materials
___ Pupils’
eagerness to
learn ___
Group member’s
Cooperation in
doing their
tasks
F. What __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among __ Bullying
difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ pupils among pupils
encounter which __ Colorful Ims __ Colorful Ims behavior/attitude __ Pupils’ __ Pupils’
my principal or __ Unavailable Technology __ Unavailable Technology __ Colorful Ims behavior/attitude behavior/attitud
supervisor can Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable __ Colorful Ims e
help me solve? __ Science/ Computer Internet __ Science/ Computer Technology Equipment __ Unavailable __ Colorful Ims
Lab Internet Lab (AVR/LCD) Technology Equipment __ Unavailable
__ Additional Clerical works __ Additional Clerical works __ Science/ Computer (AVR/LCD) Technology
__Reading Readiness __Lack __Reading Readiness Internet Lab __ Science/ Computer Equipment
of Interest of pupils __Lack of Interest of pupils __ Additional Clerical Internet Lab (AVR/LCD)
works __Reading __ Additional Clerical __ Science/
Readiness __Lack of works __Reading Computer
Interest of pupils Readiness __Lack of Internet Lab
Interest of pupils __ Additional
Clerical works
__Reading
Readiness
__Lack of
Interest of
pupils
G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned
innovation or __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos Innovations:
localized __ Making use big books from __ Making use big books from __ Making use big books __ Making use big books __ Localized
materials did I views of the locality views of the locality from views of the locality from views of the Videos
use/discover __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics locality __ Making use
which I wish to used as Instructional Materials used as Instructional to be used as __ Recycling of plastics big books from
share with other __ local poetical composition Materials Instructional Materials to be used as views of the
teachers? __Flashcards __ local poetical composition __ local poetical Instructional Materials locality
__Flashcards composition __ local poetical __ Recycling of
__Flashcards composition plastics to be
__Flashcards used as
Instructional
Materials
__ local poetical
composition
__Flashcards
 DAILY LESSON LOG School GEN. L. SAN MIGUEL ELEMENTARY Grade & Section VI
Teacher MARK GIL T. SALVINO Subject TLE-ICT
Date/Time November 21-25, 2022 Grading WEEK 3-SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I OBJECTIVES
A. Content Standard Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
knowledge and knowledge and knowledge and knowledge and knowledge and
skills in the safe and skills in the safe and skills in the safe and skills in the safe and skills in the safe and
responsible use of responsible use of responsible use of responsible use of responsible use of
wikis, blogs, and wikis, blogs, and audio wikis, blogs, and wikis, blogs, and wikis, blogs, and
audio and video and video conferencing audio and video audio and video audio and video
conferencing tools tools conferencing tools conferencing tools conferencing tools
B. Performance Practices safe and Practices safe and Practices safe and Practices safe and Practices safe and
Standard responsible use of responsible use of responsible use of responsible use of responsible use of
wikis, blogs, and wikis, blogs, and audio wikis, blogs, and wikis, blogs, and wikis, blogs, and
audio and video and video conferencing audio and video audio and video audio and video
conferencing tools tools conferencing tools conferencing tools conferencing tools
C. Learning Posts and shares Posts and shares Posts and shares Posts and shares Posts and shares
Competency/s: materials on wikis in materials on wikis in a materials on blogs in materials on blogs in materials on wikis
a safe and safe and responsible a safe and a safe and and blogs in a safe
responsible manner manner responsible manner responsible manner and responsible
TLEIE6-0c-5 TLEIE6-0c-5 TLEIE6-0c-6 TLEIE6-0c-6 manner
TLEIE6-0c-6
II CONTENT Wiki and its Features Wiki and its Features Blogs and Its Blogs and Its Wiki and Blog
Features Features
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials TLE-ICT. Module TLE-ICT. Module TLE-ICT. Module TLE-ICT. Module TLE-ICT. Module
pages
3. Textbook pages Life Skills Through Life Skills Through Life Skills Through Life Skills Through Life Skills Through
TLE 6 TLE 6 TLE 6 TLE 6 TLE 6
4. Additional Materials
from Learning
Resources
B. Other Learning Audio-visual Audio-visual Audio-visual Audio-visual Audio-visual
Resources
IV. PROCEDURES
A. Reviewing previous What is buying ang What is Wiki? What is Blog? What are the What are the sites
lesson or presenting the selling process? features of Blog? that is use for
new lesson education?
B. Establishing a Song: EPP Time . Song: EPP Time Song: EPP Time Song: EPP Time Song: EPP Time
purpose for the lesson Discuss the objective Discuss the objective Discuss the objective Discuss the objective Discuss the objective
of the lesson of the lesson of the lesson of the lesson of the lesson
C. Presenting Presentation of wiki Presentation of wiki Presentation of blogs Presentation of blogs Presentation of wiki
Examples/instances of ang its features and its features. and its features and its features and blogs and its
new lesson features
D. Discussing new Collaborative Collaborative Collaborative Collaborative Collaborative
concepts and practicing approach approach approach approach approach
new skills #1 I. Concept mapping I. Concept mapping I. Concept mapping I. Concept mapping I. Concept mapping
Give the different Give the different Give the blogging Give the blogging Give the blogging
features of wiki features of wiki platform platform platform
II. Role playing II. Role playing II. Role playing II. Role playing II. Role playing
Show the use of wiki Show the use of wiki Show how blogging Show how blogging Show how wiki and
in education in education helps you helps you blogging helps you
III. Drawing III. Drawing III. Drawing III. Drawing III. Drawing
Draw picture of Draw picture of wiki Draw picture of Draw picture of Draw picture/icons
wikipedia features blogging platform blogging platform for wiki features
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery 1. What is a wiki? 1. What is a wiki? 1. What is a seller? 1. What is a seller? 1. What are the
(Leads to Formative 2. What are the icons 2. What are the icons 2. What are the roles 2. What are the roles simple products you
Assessment) used in wiki features? used in wiki features? of a seller? of a seller? can produce?
3. Why most people 3. Why most people 3. What qualities of a 3. What qualities of a 2. What business
use the wiki site? use the wiki site? seller you should seller you should would you like to
4. Will you try to use 4. Will you try to use have? have? start? Why?
the wiki site? Why? the wiki site? Why? 4. If you will buy 4. If you will buy 3. Would you like to
5. What wiki features 5. What wiki features something, what something, what be an entrepreneur?
are you interested in? are you interested in? kind of seller you kind of seller you Why?
are? Why? are? Why?
5. Would you like to 5. Would you like to
be an entrepreneur? be an entrepreneur?
Why? Why?

G. Finding Practical Reflective Reflective Reflective Reflective Reflective

applications of concepts Share your experience Share your experience Share your Share your Share your
and skills about the lesson about the lesson experience about the experience about the experience about the
 lesson lesson lesson
H. Making What is wiki? What are the features What is blog? What are the What is wiki and
generalizations and of wiki? blogging platforms? blog?
abstractions about the
lesson
I. Evaluating Learning Draw/Cut Draw/Cut Draw/Cut blogging Draw/Cut blogging
picture/icons of wiki picture/icons of wiki platform platform
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
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 this 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: GEN. L. SAN MIGUEL ELEMENTARY Grade Level: VI
Teacher: MARK GIL T. SALVINO Learning Area: ESP
 GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 21-25, 2022 (WEEK 3) Quarter: SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.LAYUNIN
A. Pamantayang Naipapamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao na may kaakibat na paggalang at responsibilidad
Pangnilalaman
B. Pamantayan sa Pagganap Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at kapwa
  Naipapakita ang kahalagahan Naipapakita ang kahalagahan ng Naipapakita ang kahalagahan ng Naipapakita ang kahalagahan Naipapakita ang kahalagahan
C.  Mga Kasanayan sa ng pagiging responsable sa pagiging responsable sa kapwa: pagiging responsable sa kapwa: ng pagiging responsable sa ng pagiging responsable sa
Pagkatuto kapwa: Pagiging matapat Pagiging matapat Pagiging matapat kapwa: Pagiging matapat kapwa: Pagiging matapat
Isulat ang code ng bawat
EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30 EsP6P-IIa-c-30
kasanayan

II.NILALAMAN Pagiging Matapat Pagiging Matapat Pagiging Matapat Pagiging Matapat Pagiging Matapat

III. KAGAMITANG PANTURO

A. Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga Pahina sa Kagamitang
Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang
Panturo
IV.PAMAMARAAN
A. Balik-Aral sa  nakaraang
aralin at/o pagsisimula ng aralin
MELC page 10
powerpoint presentation
Ano-ano ang magandang
katangian ng isang mabuting
kaibigan?
Paano mo maipakita ang pagiging
isang mabuting kaibigan?
Ano-ano ang magandang
katangian ng isang mabuting
kaibigan?
Ang isang kaibigan mo ay
nasunugan. Wala siyang
naisalbang gamit
pampaaralan. Paano mo
maipakikita ang pagiging
mabuting kaibigan?
Panuto: Basahin at unawain
ang nilalaman ng
pangungusap.
Isulat sa patlang ang salitang
Tama kung wasto ang
pahayag at Mali kung hindi
wasto.
___________1. Ang
katapatang nakikita sa tao ay
nagiging daan para
makapagpabago ng iba.
___________2. Ang
pagsasabi ng totoo ay
pagiging matapat.
___________3. Ang

B. Paghahabi sa layunin ng
aralin   “Honesty is the Best
Sang-ayon ka ba sa kasabihang
Policy”? Bakit?
Panuto: Isulat sa scroll na nasa
ibaba ang araw-araw mong
ginagawa na may kaugnayan sa
pagmamahal mo sa katotohanan.
Naging tapat ka ba sa lahat ng
oras? Ano ang iyong
nararamdaman kung ikaw ay
nagsasabi ng totoo?
Naging tapat ka ba sa lahat ng
oras? Ano ang iyong
nararamdaman kung ikaw ay
nagsasabi ng totoo?
pagsisinungaling maliit man o
malaki ay itinuturing na
mali at kasalanan.
___________4. Sa panahon
ng pandemya ang pagiging
matapat ay hindi tama.
___________5. Ang
katapatan ang daan tungo sa
kabanalan.
Sino ang nasa larawan? Isulat
sa kahon kung paano
inilarawan ni Confucius ang
salitang katapatan.

C. Pag-uugnay ng mga
halimbawa sa bagong aralin    “Katotohanan Dapat Manaig”
Basahin ang talata
Panuto: Isulat ang TAMA kung ang Basahin Basahin at unawain ang tula.
pahayag ay nagpapakita ng Ang Batang Hindi
pagiging matapat at MALI kung Nagsisinungaling
hindi.
______1. Ipinagbigay alam sa
barangay ang napulot na pitaka
______2. Ang pagsasabi ng
katotohanan ay nagdudulot ng
bigat ng kalooban.
______3. Sinasagutan ko ang aking
modyul ng mag-isa at humihingi
lamang ako ng tulong kapag
mayroon akong hindi nauunawaan.
______4. Inaamin ni Robert sa
kaniyang magulang na nabasag niya
ang bagong bili nitong plorera.
______5. Ipinagtapat ni Angel ang
nagawang kasalanan sa kanyang
kaibigan at humingi ito ng
paumanhin.
D. Pagtatalakay ng bagong 1. Ano ang dapat manaig ayon
konsepto at paglalahad ng sa talata?
bagong kasanayan  #1   2. Bakit may pagkakataong
  tinatago natin ang ating
  pagkakamali?
3. Tama bang itago ang
nagawang pagkakamali? Bakit?
4. Ano ang naidudulot ng
pagtatago ng katotohanan?
5. Paano mo maipakikita ang
pagiging matapat sa sarili at sa
iyong kapuwa?
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa  Kabihasaan Isulat sa ibaba kung paano mo
(Tungo sa Formative Assesment maipakikita ang pagiging
) matapat sa bawat lugar na iyong
  kinaroroonan.
Tahanan
Paaralan
Komunidad
______6. Itinatanggi ang
kasalanang nagawa sa kapuwa.
______7. Nasira mo ang laptop ng
iyong ate naisip mong hindi na lang
sabihin sa
kanya ang totoo upang hindi siya
magalit sa iyo.
______8. Isinasauli ni Remy ang
sobrang sukli sa tindera sa
palengke.
______9. Nakita ni Shanna ang
matandang babae na nakahulog ng
isangdaang
piso, agad niya itong inihabol sa
babae para isauli.
______10. May nakita kang bag sa
loob ng sinakyan mong taxi ibinigay
mo ito sa
driver sa kadahilanang maaaring
kilala niya kung sino ang may-ari
nito.
1. Ano ang sinabi sa aral ni
Confucuis?
____________________________
____________________________
2. Ano-ano ang naidudulot ng
katapatan sa tao?
____________________________
___________________________
3. Sa inyong binasa, paano
matitiyak ang ganap na
pagbabago? Ihalintulad ito
sa inyong sariling mga
pagpupunyagi. Ano-ano ang mga
ito?
Isulat sa ibaba kung paano mo
maipakikita ang pagiging
matapat sa bawat lugar na iyong
kinaroroonan.
Tahanan
Paaralan
Komunidad
Sagutin ang mga sumusunod na
tanong
1. Ano ang sinasabi sa aral ni
Confucius?
2. Ano-ano ang naidudulot ng
katapatan sa tao?
Basahing muli ang “Ang Matapat
ay Nagmamahal sa
Katotohanan”, alalahanin ang
isang pagkakataong naging
matapat ka. Ilahad ang iyong mga
naramdaman at ang naging
bunga nito. Itala ang aral na
natutuhan.
1. Paano mo ilalarawan ang
batang lalaki sa tula?
2. Bakit siya minamahal ng
mga tao?
3. Katulad ka rin ba ng bata
sa tula?
4. Ano ang katapatan?
5. Paano ipinakita ng bata sa
tula ang pagiging matapat?
Panuto: Sabihin kung
sumasang-ayon ka o hindi sa
mga pahayag sa ibaba.
Isulat ang Oo o Hindi sa
pirasong papel at ilagay ito sa
iyong portfolio.
1. Dapat na isauli sa
nagmamay-ari ng mga bagay
na napulot mo.
2. Dapat na maghintay muna
ng pabuya bago isauli ang
isang mahalagang bagay sa
napulot mo.
3. Tama lang na angkinin ang
papuri para sa isang
proyektong mahusay na
ginawa ng iba.
4. Dapat aminin ang
pagkakamali kahit alam mo
na pagtatawanan ka ng ibang
tao.
5. Hindi dapat isinasauli ang
bagay na hiniram mo.
G. Paglalapat ng aralin sa pang
araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
Buuhin ang pangungusap.
“Ako ay si ay batang
matapat.Ako ay may taglay na
kakayahan tulad ng
______________________
__________________________
_________.
Pagyayamanin ko ito sa
pamamagitan ng
______________________
_________
__________________________
_
Gagawin ko ito upang ________
PANUTO: Isulat ang salitang
Tama kung wasto ang pahayag
at Mali kung hindi wasto
_1. Sa pangangalap ng
katotohanan, kinakailangan ang
mgadatos sa tunayna
pangyayari at katiyakan ng
tamang
impormasyon.
_2. Maaaring hindi sabihin ng
mga tao ang katotohanan
kung paminsan-minsan lamang
naman.
_3. Ang katapatang nakikita sa
tao ay nagiging daan para
makapagbago ngiba.
_4. Ang katapatan ang daan
tungo sa kabanalan.
_5. Madalas na dumating sa
buhay ng tao ang tukso upang
magtago ngkatotohanan at
mabigyan ng pabor ang sarili.
Paano mo isinasabuhay ang
pagiging mapagmahal mo sa
katotohanan?
Sa anong mga pagkakataon mo
maipakikita ang iyong pagmamahal
sa
katotohanan? Magsabi ng ilang
halimbawa.
_6. Ang banyang salita white lies ay
tinatawag ns simpleng
kasinungalingan.
_7. Ang pagsisinungaling maliit man
o malaki ay
itinuturing na mali atkasalanan.
_8. Ang pagkalito, takot, agam-
agam, pagkagalit sa sarili at
pagsisisi ay angmga maaaring
maramdaman ng tao sa tuwing siya
ay
nagsisinungaling.
_9. Ang pagigingmapagpasensiya ay
makatutulong
sa tao upangmakapaglaan siya ng
sapat na panahon tungo
sa pagbabago.
_10. Kapayapaan sa isip atv
damdamin, kagaanan at
kapanatagan ng loobang dulot ng
pagsasabi ng katotohanan.
Isulat sa iyong diary ang araw-
araw mong ginagawa na may
kaugnayan sa pagmamahal mo sa
katotohanan.
Basahin ang bawat sitwasyon.
Tukuyin kung ang pahayag ay
nagpapakita ng pagiging Matapat
o Di-matapat.
1. Sinabi ni Allan sa kanyang guro
na siya ang nakabasag ng plorera.
2. Sobra ang sukli ng tindera kay
Minie at hindi niya ito isinauli.
3. Kumuha si Andy ng pera sa
pitaka nang hindi nagpaalam.
4. Nakapulot si Lita ng payong.
May pangalan at nagkataong sa
kaklase niya ito kaya naibalik niya.
5. Nagpaalam si Ann sa kanyang
Nanay na pupunta sa parke subalit
sa bahay ng kaklase siya pumunta.
Sa aling pagkakataon ka dapat
maging matapat? Kapag masakit
sa iyong kalooban dapat bang
hindi na ituloy ang pagsasabi ng
totoo?
Paano mo isinasabuhay ang
pagiging mapagmahal mo sa
katotohanan?
Sa anong mga pagkakataon mo
maipakikita ang iyong
pagmamahal sa
katotohanan? Magsabi ng ilang
halimbawa.
Isulat ang salitang Tama kung ang
sitwasyon ay naglalarawan ng
pagiging matapat at Mali kung
hindi.
1. Ang barangay Santolan ay
bumaba ang kaso sa mga
nagpositibong may COVID-19
dahil na rin sa matapat na
pakikiisa ng mga tao.
2. Maraming doktor ang nahawa
sa sakit na COVID-19 dahil
sa mga pasyenteng hindi
nagsasabi ng totoo.
3. Si Ben ay isang security guard.
Maayos niyang ginampanan
ang kanyang tungkulin sa
pagtingin sa mga pumapasok na
tao sa ospital.
4. Itinago ng barangay ang
totoong bilang ng mga taong
nakasalamuha ng nagpositibo sa
COVID-19.
Nakadaragdag ba ng lakas ng
loob kapag alam mo na ang
sinasabi mo ay pawang
katotohanan? Ipaliwanag ang
iyong sagot.
Bakit mahalaga ang pagiging
matapat sa paggawa?
Ipaliwanag ang dahilan.
Tukuyin kung ang pahayag ay
nagpapakita ng matapat na
paggawa sa panahon ng
pandemya. Isulat sa patlang
ang salitang Matapat o Di-
Matapat.
________________1.
Isinasauli ko ang sobrang
sukli.
________________2.
Tamang halaga ang
ibinabayad ko kapag
sumasakay ako
sa pampublikong sasakyan.
_______________3. Nakita
ni Bing na nalaglag ang PhP
100 ng kanyang kuya.
Pinulot niya ito at ibinulsa.
_______________4.
Nagsasabi ako ng totoo sa
aking mga magulang kapag
humihingi ako ng pahintulot
na pumunta sa isang lugar.
 5. Si Ana ay nakaramdam ng mga
sintomas ng sakit na
COVID-19. Agad siyang nagtungo
sa pinakamalapit na
ospital upang magpatingin.
J. Karagdagang gawain para sa
takdang-aralin at remediation
V.MGA TALA
_______________5. Binigyan
ni Aling Mameng si Nida ng
PhP 300 para sa
kanilang magkakapatid.
Hinati niya ito at ibinigay sa
kapatid.

VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sapagtataya
B. Bilang 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
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?

Prepared:
  MARK GIL T. SALVINO
Class Adviser

Noted:
     DAISY C. BAGUIORO
Principal II