GRADE 5 Paaralan
DAILY LESSON LOG Guro
Petsa/Oras AUGUST 13-17, 2018 (WEEK 1)
WEEK 1 LUNES
I. LAYUNIN Natututukoy ang mga oportunidad na maaaring mapagkakitaan ( products and services) sa tahanan at pamayanan.
A. Pamantayang Pangnilalaman naipamamalas ang kaalaman at
kasanayan upang maging
matagumpay na entrepreneur
B. Pamantayan sa Pagaganap mapahusay ang isang produkto
upang maging iba sa iba
C. Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat 1.1 natutukoy ang mga
kasanayan) oportunidad na maaaring
mapagkakitaan (products and
services) sa tahanan at
pamayanan
EPP5IE-0a-1
II. NILALAMAN Sa araling ito, matutukoy natin
ang mga oportunidad na
maaaring pagkakitaan at mga
kaalaman at kasanayan na
dapat taglayin upang maging
matagumpay na entrepreneur
at mapahusay ang isang
produkto upang maging iba sa
iba.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
MARTES
naipamamalas ang kaalaman at
kasanayan upang maging
matagumpay na entrepreneur
mapahusay ang isang produkto
upang maging iba sa iba
1.1 natutukoy ang mga
oportunidad na maaaring
mapagkakitaan (products and
services) sa tahanan at
pamayanan
EPP5IE-0a-1
Sa araling ito, matutukoy natin
ang mga oportunidad na
maaaring pagkakitaan at mga
kaalaman at kasanayan na
dapat taglayin upang maging
matagumpay na entrepreneur
at mapahusay ang isang
produkto upang maging iba sa
iba.
Baitang/Antas V
Asignatura EPP – ICT AND ICT
Markahan 2ND QUARTER
MIYERKULES HUWEBES BIYERNES
naipamamalas ang naipamamalas ang kaalaman at Lingguhang Pagsusulit
kaalaman at kasanayan kasanayan upang maging
upang maging matagumpay na entrepreneur
matagumpay na
entrepreneur
mapahusay ang isang mapahusay ang isang produkto
produkto upang maging upang maging iba sa iba
iba sa iba
EPP5IE-0a-1
1.1 natutukoy ang mga 1.1 natutukoy ang mga
oportunidad na maaaring oportunidad na maaaring
mapagkakitaan (products andmapagkakitaan (products and
services) sa tahanan at services) sa tahanan at
pamayanan pamayanan
EPP5IE-0a-2
EPP5IE-0a-1 EPP5IE-0a-1 EPP5IE -0a-3
EPP5IE-0b-4
EPP5IE-0b-5
Tatalakayin natin sa Tatalakayin natin sa araling ito ang
araling ito ang kahulugan kahulugan at pagkakaiba ng
at pagkakaiba ng produkto at serbisyo na
produkto at makakatulong sa atin na makapili o
serbisyo na makakatulong makabili ng may kalidad na
sa atin na makapili o produkto at ay tamang serbisyo.
makabili ng may kalidad
na produkto at ay tamang
serbisyo.
 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
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin
at/o pagsisimula ng bagong
aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
K to 12 – EPP5IE-a-1, TG. dd.
_____, LM. dd .______
larawan ng mga matagumpay
na entrepreneur at mga tingiang
tindahan, tsart, tarpapel, pentel
pen, manila paper
Itanong sa mga bata kung ano
ang pinagkakakitaan ng kanilang
mga magulang.
Napahahalagahan ang wastong
paggamit ng pera o kinita.
Pagmasdang mabuti ang mga
larawan sa puno. Piliin kung alin
sa mga larawan ang mga
pwedeng pagkakitaan sa
tahanan o pamayanan.
Pumili ng larawan at sabihin
kung bakit ito ang napili na
pwedeng pagkakiktaan.
Alam mo ba ang mga kasanayan
at kaalaman na dapat taglayin
upang
maging matagumpay na
entrepreneur?
Ano-ano ang mga maaaring
pagkakitaan kahit nasa tahanan
K to 12 – EPP5IE-a-1, TG. dd.
_____, LM. dd .______
larawan ng mga matagumpay
na entrepreneur at mga tingiang
tindahan, tsart, tarpapel, pentel
pen, manila paper
Itanong sa mga bata kung ano
ang pinagkakakitaan ng kanilang
mga magulang.
Napahahalagahan ang wastong
paggamit ng pera o kinita.
Pagmasdang mabuti ang mga
larawan sa puno. Piliin kung alin
sa mga larawan ang mga
pwedeng pagkakitaan sa
tahanan o pamayanan.
Pumili ng larawan at sabihin
kung bakit ito ang napili na
pwedeng pagkakiktaan.
Alam mo ba ang mga kasanayan
at kaalaman na dapat taglayin
upang
maging matagumpay na
entrepreneur?
Ano-ano ang mga maaaring
pagkakitaan kahit nasa tahanan
K to 12 – EPP5IE-a-1, TG. K to 12 – EPP5IE-a-1, TG. dd.
dd. _____, LM. dd _____, LM. dd .______
.______
larawan ng mga larawan ng mga produkto , tsart,
produkto , tsart, manila manila paper, tarpapel, pentel pen
paper, tarpapel, pentel
pen
Paano ka pumipili ng Paano ka pumipili ng produkto na
produkto na iyong iyong bibilhin?
bibilhin? Ano-ano kaya ang dapat
Ano-ano kaya ang dapat isaalang-alang sa pagpili ng
isaalang-alang sa pagpili produkto at serbisyo?
ng produkto at serbisyo?
Naipapaliwanag ang Naipapaliwanag ang kahulugan at
kahulugan at pagkakaiba pagkakaiba ng produkto at
ng produkto at serbisyo. serbisyo.
Naghahanap ng mahusay Naghahanap ng mahusay na
na manggagawa ng manggagawa ng kalamay ang isang
kalamay ang isang malaking karinderya sa Siniloan.
malaking karinderya sa Dalawang aplikante ang
Siniloan. Dalawang nagprisinta, si Rina at Tina. Sino
aplikante ang nagprisinta, kaya sa kanila ang matatangap?
si Rina at Tina. Sino kaya Sinubukan silang pagawain ng
sa kanila ang matatangap? kalamay.
Sinubukan silang (Ipakita ang larawan)
pagawain ng kalamay.
(Ipakita ang larawan)
Magbigay ng mga salita na Magbigay ng mga salita na
tumukoy sa produkto at tumukoy sa produkto at serbisyo
serbisyo gamit ang gamit ang spider web.
spider web.
Base sa mga salita na Base sa mga salita na ibinigay sa
ibinigay sa spider web. spider web. Ano ang ibig sabihin
 bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Arallin
I. Pagtataya ng Aralin
o pamayanan?
Tukuyin at suriin ang mga
negosyo o pinagkakakitaan.
Isulat ang mga kasanayan o
kaalaman na dapat isagawa
upang maging matagumpay na
entrepreneur.
Pangkatang Gawain
Ano-ano ang mga oportunidad
na maaaring mapagkakitaan sa
tahanan at
pamayanan? Paano kaya ito
magtatagumpay? Ano ang
dapat gawin sa mga kita o
kinita?
Masdan ang mga larawan sa
ibaba. Tukuyin ang mga
o pamayanan? Ano ang ibig sabihin ng ng produkto?
produkto? Serbisyo? Kalidad?
Serbisyo? Kalidad? Ano-ano ang pagkakaiba ng
Ano-ano ang pagkakaiba produkto at serbisyo? Ano-ano ang
ng produkto at serbisyo? mga dapat
Ano-ano ang mga dapat Isaalang-alang sa pagpili ng
Isaalang-alang sa pagpili produktong may kalidad?
ng produktong may
kalidad?
Tukuyin at suriin ang mga Punan ang ven diagram Punan ang ven diagram
negosyo o pinagkakakitaan.
Isulat ang mga kasanayan o
kaalaman na dapat isagawa
upang maging matagumpay na
entrepreneur.
Pangkatang Gawain Mga dapat isaalang-alang Mga dapat isaalang-alang sa pagpili
sa pagpili ng may kalidad ng may kalidad na produkto at
na produkto at serbisyo. serbisyo.
1. kapaki-pakinanaban 1. kapaki-pakinanaban
2. mapagkakatiwalaan 2. mapagkakatiwalaan
3. maaasahan 3. maaasahan
4. nagbibigay saya 4. nagbibigay saya
5. pangmatagalan 5. pangmatagalan
6. ligtas 6. ligtas
7. matatag 7. matatag
8. maganda 8. maganda
9. epektibo 9. epektibo
Ano-ano ang mga oportunidad Ipaliwananag ang Ipaliwananag ang pagkakaiba ng
na maaaring mapagkakitaan sa pagkakaiba ng produkto produkto at serbisyo?
tahanan at at serbisyo?
pamayanan? Paano kaya ito
Ano-ano ang mga dapat isaalang-
magtatagumpay? Ano ang
Ano-ano ang mga dapat alang sa pagpili ng may kalidad na
dapat gawin sa mga kita o
isaalang-alang sa pagpili produkto at
kinita?
ng may kalidad na Serbisyo.
produkto at
Serbisyo.
Masdan ang mga larawan sa Tukuyin kung alin ang Tukuyin kung alin ang produkto at
ibaba. Tukuyin ang mga produkto at serbisyo. serbisyo. Ipaliwanag ang kanilang
 larawan na maaaring larawan na maaaring Ipaliwanag ang kanilang pagkakaiba.
pagkakitaan. Lagyan ng tsek. pagkakitaan. Lagyan ng tsek. pagkakaiba.

Pumili ng isang pagkakakitaan at Pumili ng isang pagkakakitaan at 1. Gumagawa ng sapatos si Mang

sabihin ang mga kaalaman at
kasanayan
Upang maging matagumpay na
entrepreneur.
sabihin ang mga kaalaman at
kasanayan
Upang maging matagumpay na
entrepreneur.
1. Gumagawa ng sapatos Jose sa buong maghapon.
si Mang Jose sa buong
maghapon.
2. Gumagawa ng kaaya-ayang at
maraming disenyong sapatos si
2. Gumagawa ng kaaya- Aling Maria.
ayang at maraming
disenyong sapatos si Aling
Maria.

J. Karagdagang gawain para sa Sa inyong barangay, Sa inyong barangay, maghanap ng

takdang-aralin at remediation
Magmasid sa inyong barangay.
Kapanayamin ang isang
entrepreneur kung paano nila
napagyaman at
nagpagtagumpayan ang
kanilang tingiang tindihan.
Iulat ito sa klase.
Magmasid sa inyong barangay.
Kapanayamin ang isang
entrepreneur kung paano nila
napagyaman at
nagpagtagumpayan ang
kanilang tingiang tindihan.
Iulat ito sa klase.
maghanap ng taong taong gumagawa ng kakanin at
gumagawa ng kakanin at kapanayamin ito.
kapanayamin ito. Itanong kung ano-ano ang kanilang
Itanong kung ano-ano ang produkto at serbisyo na kanilang
kanilang produkto at ginagawa. Iulat ito sa klase.
serbisyo na kanilang
ginagawa. Iulat ito sa
klase.

IV. Mga Tala

V. Pagninilay

A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
 naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
 GRADE 5 Paaralan
Guro
DAILY LESSON LOG
Petsa/Oras AUGUST 13-17, 2018 (WEEK 1)
WEEK 1 LUNES
VI. LAYUNIN Natatalakay ang pakinabang sa pagtatanim ng halamang gulay sa sarili.
D. Pamantayang Pangnilalaman naipamamalas ang pang-unawa
sa panimulang kaalaman at
kasanayan sa pagtatanim ng
gulay at ang maitutulong nito sa
pag-unlad ng pamumuhay
E. Pamantayan sa Pagaganap naisasagawa nang maayos ang
pagtatanim, pag-aani, at
pagsasapamilihan ng gulay sa
masistemang pamamaraan
F. Mga Kasanayan sa Pagkatuto natatalakay ang pakinabang sa
(Isulat ang code ng bawat pagtatanim ng halamang gulay
kasanassyan) sa sarili, pamilya, at pamayanan
EPP5AG-0a-1
VII. NILALAMAN Pagtatanim ng halamang
gulay
KAGAMITANG PANTURO
C. Sanggunian
MARTES
naipamamalas ang pang-unawa
sa panimulang kaalaman at
kasanayan sa pagtatanim ng
gulay at ang maitutulong nito sa
pag-unlad ng pamumuhay
naisasagawa nang maayos ang
pagtatanim, pag-aani, at
pagsasapamilihan ng gulay sa
masistemang pamamaraan
natatalakay ang pakinabang sa
pagtatanim ng halamang gulay
sa sarili, pamilya, at pamayanan
EPP5AG-0a-1
Pagtatanim ng halamang
gulay
Baitang/Antas V
Asignatura EPP - AGRICULTURE
Markahan 2ND QUARTER
MIYERKULES HUWEBES BIYERNES
naipamamalas ang pang- naipamamalas ang pang-unawa sa Lingguhang Pagsusulit
unawa sa panimulang panimulang kaalaman at
kaalaman at kasanayan sa kasanayan sa pagtatanim ng gulay
pagtatanim ng gulay at at ang maitutulong nito sa pag-
ang maitutulong nito sa unlad ng pamumuhay
pag-unlad ng pamumuhay
naisasagawa nang maayos naisasagawa nang maayos ang
ang pagtatanim, pag-aani, pagtatanim, pag-aani, at
at pagsasapamilihan ng pagsasapamilihan ng gulay sa
gulay sa masistemang masistemang pamamaraan
pamamaraan
nakapagsasagawa ng nakapagsasagawa ng survey upang
survey upang malaman malaman ang mga halamang gulay
ang mga halamang gulay na maaaring itanim:
na maaaring itanim:
ii. ayon sa lugar, panahon,
i. ayon sa lugar, pangangailangan, at
panahon, gusto ng mga mamimili
pangangailanga na maaaring pagkakitaan
n, at gusto ng
mga mamimili EPP5AG-0a-2
na maaaring
pagkakitaan
EPP5AG-0a-2
Pagtatanim ng halamang Pagtatanim ng halamang
gulay gulay
 5. Mga pahina sa Gabay ng Guro
6. Mga pahina sa Kagamitang
Pang-Mag-aaral
7. Mga pahina sa Teksbuk
8. Karagdagang Kagamitan mula
sa portal ng Learning
Resource
D. Iba pang Kagamitang Panturo
VIII. PAMAMARAAN
K. Balik-aral sa nakaraang aralin
at/o pagsisimula ng bagong
aralin
L. Paghahabi sa layunin ng aralin
M. Pag-uugnay ng mga halimbawa
sa bagong aralin
N. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
K to 12 CG EPP5AG-Oa-1
MGPP 5 EPP 5 Series Manual ng
guro EPP Edition 1991
Larawan ng Original
Na halamang gulay,nagtatanim
o naghahalaman.
Ano-ano ang mga halamang
gulay na pinagkukunan at
nakapagdudulot ng
masustansyang pagkain sa sarili.
Natatalakay ang pakinabang sa
pagtatanim ng halamang gulay
sa sarili.
Pagpapakita ng larawan
nagtatanim o halamang gulay.
1.Paano natin malalaman ang
masustansyang halamang gulay
na ating kinakain sa araw-araw.
2.Magpakita ng larawan ng ibat
ibang uri ng halamang gulay
itanong- anong sustansya ng
halamang gulay mayroon ang
halamang gulay.
K to 12 CG EPP5AG-Oa-1
MGPP 5 EPP 5 Series Manual ng
guro EPP Edition 1991
Larawan ng Original
Na halamang gulay,nagtatanim
o naghahalaman.
Ano-ano ang mga halamang
gulay na pinagkukunan at
nakapagdudulot ng
masustansyang pagkain sa sarili.
Natatalakay ang pakinabang sa
pagtatanim ng halamang gulay
sa sarili.
Pagpapakita ng larawan
nagtatanim o halamang gulay.
1.Paano natin malalaman ang
masustansyang halamang gulay
na ating kinakain sa araw-araw.
2.Magpakita ng larawan ng ibat
ibang uri ng halamang gulay
itanong- anong sustansya ng
halamang gulay mayroon ang
halamang gulay.
K to 12 CG EPP5AG-Oa-1 k to 12 CG EPP5AG-OA-2
MGPP 5 EPP Series
Larawan ng pagtatanim ng Tsart, tunay na bagay
halamang gulay.
Ano-ano ang pakinabang Ipasagot sa mga mag-aaral ang
sa pagtatanim ng sumusunod na katanungan.
halamang gulay sa 1. Magbigay ng ibat-ibang uri ng
gulay na itinatanim ayon sa lugar
pamilya at pamayanan.
at panahon (Planting Calendar)
Naisa-isa ang pakinabang Naisasagawa ang survey upang
sa pagtatanim ng malaman ang mga halamang gulay
halamang gulay sa na maaring itanim ayon sa lugar at
panahon.
pamilya at pamayanan.
Paggamit ng tunay na Pag-aral ang tsart, Tunay na Bagay,
bagay o halamang gulay Taong sanggunian
Bago mag umpisa ang Sagutin ang mga sumusunod na
klase sa agrikultura ang katanungan.
mag- aaralna mag survey Ano-anong halamng gulay ang
sa pamayanan.Magtanong maaring itanim sa mataas na
ang mga ito sa nagtatanim lugar?
ng mga halaman sa
bakuran at mga
nagtatrabaho sa
halamanan o gulayan.
Ipatanong sa kanila kung
ano ang kapakinabangan
sa pamilya at pamayanan.
O. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
P. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
Q. Paglalapat ng aralin sa pang-
araw-araw na buhay
R. Paglalahat ng Arallin
S. Pagtataya ng Aralin
Mga bata narito ang larawan ng
ibat ibang uri ng
gulay .Tatalakayin natin ang
mga benipisyo at sustansya
nito.Ipangkat kung anong uri ng
sustansya mayroon ang mga
nasabing gulay batay sa
larawan.
Pangkatang Gawain
Ipagawa ang mga sumusunod.
1.Ano-ano ang kabutihang dulot
ng paghahalaman ng gulay sa
ating pamilya at pamayanan.
Ano-ano ang kabutihang dulot
ng halamang gulay o sustanya
ng ating makukuha na
makapagbibigay ng wastong
nutrisyon sa ating sarili.
Ipasagot sa mag-aaral ang mga
sumusunod:
Tingnansa L.M. Pahina.
Mga bata narito ang larawan ng
ibat ibang uri ng
gulay .Tatalakayin natin ang
mga benipisyo at sustansya
nito.Ipangkat kung anong uri ng
sustansya mayroon ang mga
nasabing gulay batay sa
larawan.
Pangkatang Gawain
Ipagawa ang mga sumusunod.
1.Ano-ano ang kabutihang dulot
ng paghahalaman ng gulay sa
ating pamilya at pamayanan.
Ano-ano ang kabutihang dulot
ng halamang gulay o sustanya
ng ating makukuha na
makapagbibigay ng wastong
nutrisyon sa ating sarili.
Ipasagot sa mag-aaral ang mga
sumusunod:
Tingnansa L.M. Pahina.
Ipangkat at gabayan ang Anong panahon maaring magtanim
mga mag-aaral pagusapan sa mababang lugar?
ang kapakinabangan ng
pagtatanim ng halaman sa
pamilya at pamayanan.
Pangkatang gawain Pangkatang Gawain
Magbigay ng isang Ipagawa sa mag-aaral ang mga
suhestyon kung papaano sumusunod:
mapapalago ang Bakit Kailangan malamn ang klase
halamang gulay sa ng lugar o lupa na halamang gulay
pamilya at pamayanan. na ating itatanim?
ggg
Ano-anong halamang gulay ang
naayon sa panahon o planting
calendar?
Sa lahat ng lugar may mga Magpakita ng lugar na ibat-ibang
taong ang hanapbuhay ay klase ng lupang taniman.
paghahalaman o
pagtatanim ng halamang Ipakita ang ibat-ibang larawan ng
gulay. mataas na lugar at halamang gulay
na nakatanim dito.g gulay na
Paano nakatutulong sa itinatanim na naayon sa lugar at
pamilya at pamayanan panahon o planting calendar.
ang pagtatanim ng
halamanggulay. Mga larawan ng ibat-ibang
halaman
Tingnansa L.M. Panuto. Piliin at itala sa bawat
pahina------ patlang ang titik ng mga halamang
napagkukunan ng mga sustansyang
kailangan na ayin sa lugar at
panahon. Tignan at pasagutan sa
L.M pahina____.
T. Karagdagang gawain para sa Magbigay ng halimbawa ng ibat Magbigay ng halimbawa ng ibat 1.Ano-ano ang mga Magbigay ng paliwanag o opinion
takdang-aralin at remediation ibang uri ng trabaho sa ibang uri ng trabaho sa kabutihang naidudulot sa sa sumusunod:
halamang gulayan na halamang gulayan na sarili pamilya at Ano-anong halamang gulay ang
inyong itatanim sa inyong lugar na
makapagbibigay ng pakinabang makapagbibigay ng pakinabang pamayanan ng
kailangan ng inyong pamayanan?
o benipisyo sa ating pamilya at o benipisyo sa ating pamilya at pagtatanim ng halamang Alin-alin ang halamang gulay na
pamayanan. pamayanan. gulay. inyong itatanim ang maaring
pagkakitan ng inyong pamilya?
IX. Mga Tala
X. Pagninilay

H. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
I. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
J. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
K. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
L. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
M. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
N. Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
 Paaralan
GRADE 5
DAILY LESSON LOG
Petsa/Oras
WEEK 1 LUNES
XI. LAYUNIN Natatalakay ang mga mahalagang kaalaman at kasanayan sa gawaing kahoy,
G. Pamantayang Pangnilalaman naipamamalas ang pagkatuto sa
mga kaalaman at kasanayan sa mga
gawaing pang-industriya tulad ng
gawaing kahoy, metal, kawayan,
elektrisidad at iba pa
H. Pamantayan sa Pagaganap naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa
gawaing kahoy, metal, kawayan,
elektrisidad, at iba pa
I. Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat natatalakay ang mga mahalagang
kasanayan) kaalaman at kasanayan sa gawaing
kahoy, metal, kawayan at iba pang
lokal na materyalessa pamayanan
EPP5IA-0a-1
XII. NILALAMAN Naipamamalas ang pagkatuto sa
mga kaalaman at kasanayan sa mga
gawaing pang-industriya tulad ng
gawaing kahoy, metal, kawayan at
iba pa. Ang araling ito ay
makatutulong upang mapalawak
ang kaalaman at kahusayan sa
paggawa.
Guro
AUGUST 13-17, 2018 (WEEK 1)
MARTES
naipamamalas ang pagkatuto sa
mga kaalaman at kasanayan sa mga
gawaing pang-industriya tulad ng
gawaing kahoy, metal, kawayan,
elektrisidad at iba pa
naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa
gawaing kahoy, metal, kawayan,
elektrisidad, at iba pa
natatalakay ang mga mahalagang
kaalaman at kasanayan sa gawaing
kahoy, metal, kawayan at iba pang
lokal na materyalessa pamayanan
EPP5IA-0a-1
Naipamamalas ang pagkatuto sa
mga kaalaman at kasanayan sa mga
gawaing pang-industriya tulad ng
gawaing kahoy, metal, kawayan at
iba pa. Ang araling ito ay
makatutulong upang mapalawak
ang kaalaman at kahusayan sa
paggawa.
MIYERKULES
naipamamalas ang pagkatuto
sa mga kaalaman at
kasanayan sa mga gawaing
pang-industriya tulad ng
gawaing kahoy, metal,
kawayan, elektrisidad at iba
pa
naisasagawa ng may kawiliha
ng pagbuo ng mga proyekto
sa gawaing kahoy, metal,
kawayan, elektrisidad, at iba
pa
natatalakay ang mga
mahalagang kaalaman at
kasanayan sa gawaing kahoy,
metal, kawayan at iba pang
lokal na materyalessa
pamayanan
EPP5IA-0a-1
Naipamamalas ang
pagkatuto sa mga kaalaman
at kasanayan sa mga gawaing
pang-industriya tulad ng
gawaing kahoy, metal,
kawayan at iba pa. Ang
araling ito ay makatutulong
upang mapalawak ang
kaalaman at kahusayan sa
paggawa.
Baitang/Antas V
Asignatura EPP – INDUSTRIAL ARTS
Markahan 2ND QUARTER
HUWEBES BIYERNES
naipamamalas ang pagkatuto sa mga Lingguhang Pagsusulit
kaalaman at kasanayan sa mga
gawaing pang-industriya tulad ng
gawaing kahoy, metal, kawayan,
elektrisidad at iba pa
naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa gawaing
kahoy, metal, kawayan, elektrisidad, at
iba pa
natatalakay ang mga mahalagang
kaalaman at kasanayan sa gawaing
kahoy, metal, kawayan at iba pang
lokal na materyalessa pamayanan
EPP5IA-0a-1
Naipamamalas ang pagkatuto sa mga
kaalaman at kasanayan sa mga
gawaing pang-industriya tulad ng
gawaing kahoy, metal, kawayan at iba
pa. Ang araling ito ay makatutulong
upang mapalawak ang kaalaman at
kahusayan sa paggawa.
 KAGAMITANG PANTURO
E. Sanggunian
9. Mga pahina sa Gabay ng Guro
10. Mga pahina sa Kagamitang
Pang-Mag-aaral
11. Mga pahina sa Teksbuk
12. Karagdagang Kagamitan mula
sa portal ng Learning Resource
F. Iba pang Kagamitang Panturo
XIII. PAMAMARAAN
U. Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
V. Paghahabi sa layunin ng aralin
W. Pag-uugnay ng mga halimbawa sa
bagong aralin
EPP5IA-0a-1
tsart, mga larawan
Ipasagot sa mga mag- aaral ang
mga sumusunod na tanong.
Itanong sa mga bata kung may
alam silang mga kagamitan na
yari sa kahoy (Halimbawa:
Kahoy na sandok, mesa,
bangko.)
Itanong sa mga bata kung sila ay
may kaalaman at kasanayan sa
mga bagay na ito.
Naiisa-isa ang mga halimbawa
ng gawaing kahoy na makikita
sa pamayanan.
Natutukoy ang mga kabutihang
dulot ng gawaing kahoy sa pag-
unlad ng kabuhayan ng pamilya.
Pagmasdan ang mga larawan
na nasa ALAMIN NATIN sa LM.
EPP5IA-0a-1
tsart, mga larawan
Ipasagot sa mga mag- aaral ang
mga sumusunod na tanong.
Itanong sa mga bata kung may
alam silang mga kagamitan na
yari sa kahoy (Halimbawa:
Kahoy na sandok, mesa,
bangko.)
Itanong sa mga bata kung sila ay
may kaalaman at kasanayan sa
mga bagay na ito.
Naiisa-isa ang mga halimbawa
ng gawaing kahoy na makikita
sa pamayanan.
Natutukoy ang mga kabutihang
dulot ng gawaing kahoy sa pag-
unlad ng kabuhayan ng pamilya.
Pagmasdan ang mga larawan
na nasa ALAMIN NATIN sa LM.
EPP5IA-0a-1, EPP5IA-0a-1,
tsart, mga larawan, mga tsart, mga larawan, mga bagay o
bagay o kagamitan na yari kagamitan na yari sa metal
sa metal
Ipasagot sa mga mag- Ipasagot sa mga mag- aaral ang
aaral ang mga sumusunod mga sumusunod na tanong.
na tanong.
Itanong sa mga bata kung may
Itanong sa mga bata kung alam silang mga patapong bagay
may alam silang mga na yari sa metal.
patapong bagay na yari sa Itanong kung ano ang mga bagay
metal. na maaring mabuo sa mga
Itanong kung ano ang mga patapong kagamitang ito
bagay na maaring mabuo Itanong sa mga bata kung sila ay
sa mga patapong may kaalaman at kasanayan sa
kagamitang ito mga bagay na ito.
Itanong sa mga bata kung
sila ay may kaalaman at
kasanayan sa mga bagay
na ito.
Natatalakay ang mga Natatalakay ang mga mahalagang
mahalagang kaalaman at kaalaman at kasanayan sa gawaing
kasanayan sa gawaing metal.
metal.
Naiisa-isa ang mga halimbawa ng
Naiisa-isa ang mga gawaing metal na makikita sa
halimbawa ng gawaing pamayanan.
metal na makikita sa
pamayanan.
Ipasagot sa mga mag- Ipasagot sa mga mag- aaral ang
aaral ang mga sumusunod mga sumusunod na tanong.

X. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#1
Y. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
Z. Paglinang sa Kabihasan
(Tungo sa Formative Assessment)
AA. Paglalapat ng aralin sa pang-araw-
araw na buhay
BB. Paglalahat ng Arallin
CC. Pagtataya ng Aralin
DD. Karagdagang gawain para sa
takdang-aralin at remediation
XIV. Mga Tala
Piliin kung alin sa mga larawan
ang yari sa kahoy.
Tanungin ang mga bata kung
ano ang naging batayan nila sa
pagpili ng mga larawang gawa
sa kahoy.
Talakayin ang mahahalagang
kaalaman at kasanayan sa
gawaing kahoy na matatagpuan
sa pamayanan na nasa Linangin
Natin sa letrang A ng LM.
Isagawa ang pagsasanay na
nasa Linangin Natin sa letrang
B, C, at D ng LM.
Tanungin ang mga mag-aaral
kung bakit mahalagang makilala
ang mga likas na yamang
matatagpuan sa ating
kapaligiran
Sa inyong buong kabahayan
tingnan at iguhit ang mga bagay
at kagamitan na yari sa kahoy na
nasa Pagyamanin Natin sa LM.
Ipabasa sa mga mag-aaral ang
Tandaan Mo sa LM.
Sagutan ang Gawin Natin na
matatagpuan sa LM.
Magkapanayam sa inyong
komunidad ng mga kagamitang
kahoy medaling makita.
Piliin kung alin sa mga larawan
ang yari sa kahoy.
Tanungin ang mga bata kung
ano ang naging batayan nila sa
pagpili ng mga larawang gawa
sa kahoy.
Talakayin ang mahahalagang
kaalaman at kasanayan sa
gawaing kahoy na matatagpuan
sa pamayanan na nasa Linangin
Natin sa letrang A ng LM.
Isagawa ang pagsasanay na
nasa Linangin Natin sa letrang
B, C, at D ng LM.
Tanungin ang mga mag-aaral
kung bakit mahalagang makilala
ang mga likas na yamang
matatagpuan sa ating
kapaligiran
Sa inyong buong kabahayan
tingnan at iguhit ang mga bagay
at kagamitan na yari sa kahoy na
nasa Pagyamanin Natin sa LM.
Ipabasa sa mga mag-aaral ang
Tandaan Mo sa LM.
Sagutan ang Gawin Natin na
matatagpuan sa LM.
Magkapanayam sa inyong
komunidad ng mga kagamitang
kahoy medaling makita.
na tanong.
Itanong sa mga bata kung
may alam silang mga
patapong bagay na yari sa
metal.
Magpakita ng mga bagay
o kagamitan na yari sa
metal.
Itanong sa mga mag-aaral
kung ano ang nakikita nila
sa larawan.
Tanungin kung saan yari
ang mga bagay o
kagamita na nasa larawan.
Itanong sa mga bata kung
paano nila
mapagkakakitaan ang mga
bagay.
Talakayin ang
mahahalagang kaalaman
at kasanayan sa gawaing
metal na mat
Isagawa ang pagsasanay
na nasa Linangin Natin sa
letrag B na matatagpuan
sa LM.
Tanungin ang mga mag-aaral
bakit kailangang pagyamanin
ang mga produktong nasa
kapaligiran
Ipabasa sa mga mag-aaral
ang Tandaan Mo sa LM.
Sagutan ang Gawin Natin
na matatagpuan sa LM.
Isagawa ang Pagyamanin
Natin na matatagpuan sa
LM
Itanong sa mga bata kung may
alam silang mga patapong bagay
na yari sa metal.
Magpakita ng mga bagay o
kagamitan na yari sa metal.
Itanong sa mga mag-aaral kung
ano ang nakikita nila sa larawan.
Tanungin kung saan yari ang mga
bagay o kagamita na nasa larawan.
Itanong sa mga bata kung paano
nila mapagkakakitaan ang mga
bagay.
Talakayin ang mahahalagang
kaalaman at kasanayan sa gawaing
metal na mat
Isagawa ang pagsasanay na nasa
Linangin Natin sa letrag B na
matatagpuan sa LM.
Tanungin ang mga mag-aaral bakit
kailangang pagyamanin ang mga
produktong nasa kapaligiran
Ipabasa sa mga mag-aaral ang
Tandaan Mo sa LM.
Sagutan ang Gawin Natin na
matatagpuan sa LM.
Isagawa ang Pagyamanin Natin na
matatagpuan sa LM
 XV. Pagninilay

O. Bilang ng mag-aaral na nakakuha ng

80% sa pagtataya
P. Bilang ng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
Q. Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin
R. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
S. Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito
nakatulong?

T. Anong suliranin ang aking naranasan na

solusyunan sa tulong ng aking
punungguro at superbisor?

U. Anong kagamitang panturo ang aking

nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 5 School: Laoag I/S Grade Level: V
Teacher: Armando A. Damaso Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 12-16, 2019 (WEEK 1) Quarter: 2ND QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao at pagganap ng mga inaasahang hakbang, pahayag at kilos para sa kapakanan ng pamilya at
kapwa.
Naisasagawa ang inaasahang hakbang, kilos at pahayag na may paggalang at pagmmalasakit para sa kapakanan at kabutihan ng pamilya at kapwa
Nakapagsisimula ng pamumuno para makapagbigay ng kanyang tulong para sa nangangailangan
11.1 biktima ng kalamidad
11.2 pagbibigay ng babala / impormasyon kung may bagyo, baha, sunog, lindol at iba pa
(EsP5P-IIa-22)
Pagtulong sa Nangangailangan, Isasabuhay Ko!
CG p.
Wastong Pag-uugali sa Wastong Pag-uugali sa Wastong Pag-uugali sa Wastong Pag-uugali sa Lingguhang pagsusulit
Makabagong Panahon p. 79-80 Makabagong Panahon p. 79-80 Makabagong Panahon p. 79-80 Makabagong Panahon p.
79-80
larawan, Powerpoint Presentation larawan, Powerpoint larawan, Powerpoint larawan,Powerpoint
Presentation Presentation Presentation
Paano nakabubuti sa inyong Ano-anoang epekto ng pagdaan Ano ang masasabi ninyo sa Ano ang mga
pagsasama ang pagsasabi nang ng bagyo sa ating bansa? gawaing ating isinagawa pangkaligtasang Gawain
tapat? kahapon? ang isinasagawa
ngpamahalaan para maging
ligtas ang mga mamamayan
sa hagupit ng kalamidad?
Ang pagtutulungan ay kaugaliang Anong kaugaliana ang dapat Ano ang kahalagahan ng Ano ang kahalagahan ng
tinataglay ng bawat mamamayang taglayin ng bawat isa sa wastong paghahanda sa wastong paghahanda sa
Pilipino. Lalong magiging panahon ng kalamidad? panahon ng kalamidad? panahon ng kalamidad?
matagumpay ang pagtulong at
pagkalinga sa mga
nangangailangan kung may mga
taong laang manguna sa nasabing
mga gawain. Anumang kalamidad
ang dumating sa ating bayan kapit-
bisig tayong nagtutulungan at

C.Pag-uugnay ng mga halimbawa sa bagong
ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
handang tumulong sa oras ng
kagipitan
Ipabasa sa mga bata ang I-recallang binasang kwento Magbigay ng programa ng
kuwentong Hagupit ng Bagyong kahapon pamahalaan sa panahon ng
Florida na nakapowerpoint kalamidad.
presentation
Mga tanong : Ngayon ay magsasagawa tayo
1. Ano ang naging epekto ng ng pangkatang Gawain na may
pagdaan ng bagyo sa lalawigan ng kinalaman sa paghahanda sa
Batanes? darating na kalamidad
2. Ano ang ginawang hakbang ng
kongresista ng Batanes upang
makatulong sa nasalanta ng
bagyong Florida?
3. Paano ipinakita ng kongresista
ang kanyang malasakit sa kanyang
nasasakupan?
4. Ganito din ba ang inyong
nasasaksihan sa inyong
pamayanan sa oras ng
pangangailangan?
Mga katanungan : Anoang dapat tandaan sa
Ano ang ipinahihiwatig ng bawat pagsasagawa ng pangkatang
larawan? Gawain?
Paano makatutulong sa kaligtasan
ng bawat mamamayan ang
pamumuno ng isang tao upang
maipaalam sa kapwa ang mga
babala na dapat gawin sa panahon
ng kalamidad?
Pangkatin ang mga bata sa tatlo.
Bawat pangkat ay bibigyan ng
sitwasyon na nakasulat sa
cartolina at hayaan itong
isagawa ng mga bata.
Pangkat I- Operasyong
Pagpapabatid
Ipakita sa pamamagitan ng dula-
dulaan ang gagawing pagbibigay
ng babala sa mga mamamayan
lalo na ang nakatira sa mga
delikadong lugar hinggil sa
paparating na malakas na
bagyo. Bigyang diin ang

G.Paglalapat ng aralin sa pangaraw-araw na
buhay
kahalagahan ng pamumuno sa
gawaing ito.
Pangkat II- Operasyon Sagip-
Buhay
Isa sa mga kaklase mo ay naging
biktima ng nagdaang bagyo.
Nabalitaan mo na nasira ang
kanilang bahay at sa
kasalukuyan ay talagang
kailangan nila agad ang tulong
upang muling maitayo ang
kanilang tahanan. Ikaw ang
pangulo ng inyong klase, sa
pamamagitan mo paano ninyo
sila matutulungan. Ipakita kung
paano mo mahihikayat ang
iyong kaklase sa boluntaryong
tulong na kanilang maibibigay.
Pangkat III- Ipabatid Mo!
Kumatha ng isang “jingle“ na
naglalaman ng pamumuno para
makapagbigay ng kayang tulong
para sa mga nangangailangan
lalo na ang biktima ng
kalamidad. Awitin ito.
Pagbibigay ng sitwasyon Pangkatin ang mga bata sa tatlo.
Bawat pangkat ay bibigyanng
mga gawain o activity card na
naglalaman ng mga sitwasyong
may kaugnayan sa paksa
Pangkat I- Alamin Natin !
Magtala ng mga pangyayaring
naganap sa mga kabarangay
ninyo na nangangailangan ng
tulong. Sa pamamagitan ng
napili ninyong lider ng pangkat
iplano kung paano ninyo
maibibigay ang inyong kayang
tulong para sa kanila. Iulat sa
klase ang inyong napag-usapan
Pangkat II- Ipaalam Natin!
Isulat sa metacards ang mga
pamamaraan ng pagbibigay ng
babala/impormasyon kung may
 bagyo, baha, lindol at
makapagbigay ng kayang tulong
para sa mga nasalanta ng
kalamidad. Pagsunod-sunurin
ang inyong mga naisulat ayon sa
inyong kakayahan.
Pangatwiranan ito at iulat
Pangkat III- Ipahayag Mo!
Sumulat ng isang patalastas na
humihikayat sa bawat
mamamayan na mamuno sa
isang gawain hinggil sa
pagtulong sa mga kababayang
nasalanta o biktima ng
kalamidad o dili kaya naman ay
magpaabot ng impormasyon sa
pamamagitan ng pagbibigay ng
babala sa mga paparating na
bagyo, lindol, pagbaha, sunog at
iba pa. Isulat ito sa cartolina
H.Paglalahat ng aralin Sa panahon ngkalamidad paano ka 1. Gawain A
makakatulong sa iyong kapwa? Gawain B
2. Ipabasa ang Tandaan
Natin
Tandaan Natin
Isang magandang katangian
na dapat taglayin ng bawat
mamamayang Pilipino ay
ang pagsisimulang
pamumuno sa pagbibigay
ng kayang tulong sa mga
nangangailangan lalo na ang
mga biktima ng kalamidad.
Ang pangunguna sa
pagbibigay ng babala/
impormasyon kung may
bagyo, baha, sunog, lindol
at iba pa ay magdudulot ng
kaligtasan sa bawat
isa. .Ang pagiging
responsable sa mga
gawaing pampubliko ay susi
sa matahimik at ligtas na
komunidad.
 Pangkat III- Ipahayag Mo!
Sumulat ng isang patalastas
na humihikayat sa bawat
mamamayan na mamuno sa
isang gawain hinggil sa
pagtulong sa mga
kababayang nasalanta o
biktima ng kalamidad o dili
kaya naman ay magpaabot
ng impormasyon sa
pamamagitan ng pagbibigay
ng babala sa mga
paparating na bagyo, lindol,
pagbaha, sunog at iba pa.
Isulat ito sa cartolina.
1. Hatiin sa dalawang
pangkat ang mga mag-aaral.
2. Ang unang pangkat ay
magpapakitang kilos ng mga
dapat gawin sa panahon ng
kalamidad.
3. Huhulaan ng ikalawang
pangkat kung anong kilos
ang isinasagawa ng unang
pangkat at kung kailan ito
isinasagawa.
Kumatha ng isang yell na
nagpapakita ng pamumuno
sa pagbibigay ng babala /
impormasyon kung may
bagyo, baha, sunog, lindol
at iba pa. Isagawa ito sa
klase.
I.Pagtataya ng aralin Subukin Natin (Ikalimang
Araw)
I. Pagtataya ng Aralin
Muling pagbalik-aralan ang
kahalagahan ng pagsisimula
sa pamumuno para
makapagbigay ng kayang
tulong sa mga
nangangailangan ganoon
din ang pagbibigay ng
babala/ impormasyon kung
may bagyo, baha, sunog,
lindol at iba pa.
A.Pagbibigay ng guro ng
mga pagsasanay sa mga
bata.
Panuto: Basahin ang mga
sumusunod na sitwasyon.
Iguhit sa puwang ang kung
wasto ang isinasaad ng
bawat kalagayan at kung di
wasto.
_______1. Nasunugan ang
kapitbahay nina Cindy at
Cathy kaya’t kaagad silang
nakipag-ugnayan sa
kanilang kamag-anak na
nagtatrabaho sa ibang
bansa upang humingi ng
tulong pinansiyal.
_______2. Bilang pangulo
ng Samahan ng Kabataan sa
kanilang pamayanan,
binalewala ni Zoren ang
takdang gawain niya, ang
pangangalat ng babala
hinggil sa napipintong
pagbaha dulot ng
paparating na malakas na
bagyo.
________ 3. Nabalitaan ni
Anna na kabilang ang lugar
nila sa makakaranas ng
mahabang tagtuyot. Kaagad
pinulong ni Anna ang
kanilang mga kapitbahay
upang maiwasan ang sunog
sa panahon ng tag-init
________ 4. Nasalanta ng
bagyo ang inyong karatig
pook. Nangalap ka ng
tulong sa mga kakilala mo
upang maipamahagi sa
kanila.
________ 5. Unahin ang
 sariling kapakanan sa
panahon ng kalamidad bago
isipin ang kapakanan ng iba.
________ 6. Pangunahan
ang pagtitipon ng mga
patapong bagay na maari
pang maipagbili upang
makakalap ng pondo na
gagamiting pambili ng mga
gamot na kilangan ng mga
taong nasa evacuation
centers na biktima ng lindol.
_________ 7. Maging bukas
ang isipan sa pagtulong sa
mga nangangailangan sa
pamamagitan ng
pangunguna sa pagbibigay
ng mga babala.
_________ 8. Ang pag-
iingat ay tungkulin ng bawat
tao kaya’t di na kailangan
ang tulong ng iba para sa
kanilang kaligtasan.
_________ 9. Maging
halimbawa sa mga gawaing
kinapapalooban ng
kawanggawa.
__________ 10. Ang
pagsisimula ng pamumuno
sa isang mahalaga at
kapaki- pakinabang na
gawain ay tungkulin lamang
ng mga taong nasa wastong
gulang na.
J.Karagdagang Gawain para sa takdang aralin Makipanayam sa Punong
at remediation Barangay at alamin ang mga
taong nangangailangan ng
tulong. Iplano kung
papaano ninyo sila
matutulungan sa abot ng
inyong makakaya. Iulat ito
sa klase
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried.
pagtatayao. next objective. the next objective. the next objective. to the next objective. Move on to the next
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. objective.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got ___Lesson not
mastery mastery mastery 80% mastery carried.
_____% of the pupils
got 80% mastery
B.Bilang ng mag-aaralna nangangailangan ng ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
iba pang Gawain para sa remediation in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering difficulties in
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson. answering their
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the in answering their lesson. ___Pupils found
because of lack of knowledge, lesson because of lack of lesson because of lack of ___Pupils did not enjoy the difficulties in
skills and interest about the knowledge, skills and interest knowledge, skills and interest lesson because of lack of answering their
lesson. about the lesson. about the lesson. knowledge, skills and lesson.
___Pupils were interested on the ___Pupils were interested on ___Pupils were interested on interest about the lesson. ___Pupils did not
lesson, despite of some difficulties the lesson, despite of some the lesson, despite of some ___Pupils were interested enjoy the lesson
encountered in answering the difficulties encountered in difficulties encountered in on the lesson, despite of because of lack of
questions asked by the teacher. answering the questions asked answering the questions asked some difficulties knowledge, skills and
___Pupils mastered the lesson by the teacher. by the teacher. encountered in answering interest about the
despite of limited resources used ___Pupils mastered the lesson ___Pupils mastered the lesson the questions asked by the lesson.
by the teacher. despite of limited resources despite of limited resources teacher. ___Pupils were
___Majority of the pupils finished used by the teacher. used by the teacher. ___Pupils mastered the interested on the
their work on time. ___Majority of the pupils ___Majority of the pupils lesson despite of limited lesson, despite of
___Some pupils did not finish their finished their work on time. finished their work on time. resources used by the some difficulties
work on time due to unnecessary ___Some pupils did not finish ___Some pupils did not finish teacher. encountered in
behavior. their work on time due to their work on time due to ___Majority of the pupils answering the
unnecessary behavior. unnecessary behavior. finished their work on time. questions asked by
___Some pupils did not the teacher.
finish their work on time ___Pupils mastered
due to unnecessary the lesson despite of
behavior. limited resources
used by the teacher.
___Majority of the
pupils finished their
work on time.
___Some pupils did
not finish their work
on time due to
unnecessary behavior.
C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who
mag-aaral na nakaunawa sa aralin. above 80% above 80% above 80% above earned 80% above

D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
remediation additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation activities for
remediation

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

GRADE 5 School: Laoag I/S Grade Level: V

Teacher: Armando A. Damaso Learning Area: ENGLISH
 DAILY LESSON LOG
WEEK 1
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
Teaching Dates and Time: AUGUST 12-18, 2019 (WEEK 1)
MONDAY
Demonstrates understanding of
various linguistics nodes to
comprehend various texts
Demonstrates understanding of
various verbal elements in oral
communication of information
Analyzes text types to effectively
understand
information/message(s)
Prepares and participates
effectively in a range of
conversations and collaboration
with diverse partners
Identify signal words from text
heard
Provide accurate instructions
EN5LC-IIa-4
EN5OL-IIa1.13.1
Signal Words from Text Heard
Accurate Instructions
CG, Print Materials,Worksheets
CG p.71/TG p.227
TUESDAY
Demonstrates command of
the conventions of standard
English grammar and usage
when writing or speaking
Uses the correct function of
nouns, pronouns, verbs,
adjectives and adverbs in
general and their functions in
various discourse (oral and
written)
Compose clear and coherent
sentences using appropriate
grammatical structures:
subject-verb agreement
(inverted sentences) EN5G-IIa-
3.9
Subject-Verb Agreement:
Inverted Sentences
CG p.71/TG p.229
Joy in Learning p.105
Developing my English Power
5, pp.60 & 64
http://englishforeveryone.org
WEDNESDAY
Demonstrate understanding of
text elements to comprehend
various text
Uses literal information from text
to aptly infer and predict
outcomes
Identify main idea, key sentence
and supporting details of the
given paragraph
EN5RC-IIa-2.21
Main Idea, Key Sentence and
Supporting Details of the
Paragraph
CG p.71
Joy in Learning p.102
www.edhelper.com
Quarter: 2ND QUARTER
THURSDAY
Demonstrates understanding
of different formats to write
for a variety of audiences
and purposes
Drafts texts using
appropriate text types for a
variety of audiences and
purposes
Plan a two to three-
paragraph composition using
an outline /other graphic
organizers EN5WC-IIa-1.1.6.1
Two to Three-Paragraph
Composition Using
Outline/Other Graphic
Organizers
CG p.71
Developing my English Power
5, pp.60 & 64
FRIDAY
Demonstrates
understanding of the
various forms and
convention materials to
critically analyze the
meaning constructed in
print, non-print and digital
materials
Applies different views of
the real world to effectively
interpret (deconstruct)
constructed meaning in
print, non-print and digital
materials
Determine images/ideas
that are explicitly used to
influence viewers;
stereotypes (racial
stereotyping) EN5VC-IIa-7.2
Images/Ideas used to
Influence Viewers:
Stereotypes
CG p.71
https://
www.youtube.com/watch?
v=D501Mnyg8IU
https://
ca.answers.yahoo.com/
question/index?

B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or presenting
the new lesson
B.Establishing a purpose for the lesson
Picture, chart
Clarifying meaning of words using
dictionaries
Have a contest in getting the
meaning of words using
dictionary. The first group that
can post the correct meaning on
the board wins
Read the sentences. Select the
meaning of the underlined words
from the box.
a. One way of cooking tilapia is to
steam it.
b. She sliced the bread into three
pieces.
c. Sift the dry and wet
ingredients.
cut
separate
to cook through boiling water
Printed materials, worksheets,
graphic organizer
Identify the word or phrase
which has the same meaning
as the underlined word.
a. Naughty kids tease the
street children. They always
make fun of their dirty
clothes.
b. Sarina defends herself
against bad people. She
protects herself from harm
and danger.
c. A brave boy is not afraid of
the dark. He feels fearless in
watching horror films.
The pupils will watch a short
video clip about bullying
charts
The pupils will watch a short clip.
Then, they will identify the
setting, characters, beginning,
middle and ending of the story.
Unlocking of Difficulty
Read the sentences. Select the
meaning of the underlined words
from the box.
a. Trees protect us from rain and
sun.
b. A good chef cooks nutritious
and delicious foods.
c. Trees beautify our
surroundings
to make something look more
beautiful
keep somebody or something
safe
delightful, good to eat
Using semantic web, ask the
pupils to enumerate why trees
are important to us
Printed materials,
worksheets, graphic
organizer
Review on identifying main
idea, key sentence and
supporting details of the
paragraph
Water is used for drinking.
We also use it for bathing. It
is used for cooking and
washing dirty clothes. Water
has many uses.
Main Idea:_______________
Key
Sentence:_______________
Supporting
Details:____________
Do you have classroom rules
to follow?
What do you feel when you
follow them?
qid=20100125210346AA2xu
NK
https://
www.youtube.com/watch?
v=wCgx8zM3woQ
https://
www.youtube.com/watch?
v=fS3e-n8Mj7I
Printed materials, video
clips
Game : Viewing Devices
(Pinoy Henyo version)
DAY 5
Writing/
Composition
Whose families are from
Bicol? Quezon Province?
Mindoro?
What are the customs and
traditions that you practice
in your province?
C.Presenting Examples/ instances of the
new lesson
D.Discussing new concepts and practicing
new skills #1
What do you see in the picture?
Do you also cook at home?
Do you follow the right
procedures in cooking your
favorite
food?
Today you will listen to a
selection on how to make puto
with cheese. From the selection,
you will enumerate the steps of
cooking puto by using signal
words as first, second, next, then,
and finally or lastly.
Read the selection to the pupils.
Stop/Pause at some parts and ask
predicting questions.
How to Cook Puto with Cheese
First, we prepare steamer with
water and greased individual
molds. Second, mix well the flour,
sugar and baking powder in a
bowl. Next, add butter,
evaporated milk, egg and water.
When it is already mixed, pour it
You will read a short story, Today you will read the selection, You will watch a short video You will watch a video clip,
“Samboy, the Bully Fighter”. Let Us Plant Trees. From the clip, “Understand the Basic “Are Ilocanos Stingy?”.
From the story, you will selection, you will enumerate the Rule”. From that video clip, From this video, you will
discover how the character importance of trees in our you will find the main idea, find out what are the usual
defends his classmate against surroundings, especially in our key sentence and supporting impressions of other people
bully. You will also discover lives. details to Ilocanos
the inverted order of
sentences used in the story.
Samboy, the Bully Fighter
Samboy is a grade five pupil.
He is tall and brave. Every
time he goes to school, all
pupils greet him. With his
friends, he goes to the park to
play.
At the other side of the park is
Ana. She is very shy. She
doesn’t play with other
children. Rico, Samboy’s
friend, always teases Ana.
Inside Ana’s bag are glittered
pens. Rico always gets Ana’s
pens and passes it on with his
other friends.
Samboy defends Ana. He asks
his friend to stop making fun
of her. To tease other pupils is
not a good habit. To stop
bullying is the good thing to
do. Those are the ideas of
Samboy that he shares with
Rico. Rico feels enlightened.
He stops mocking others.
What is the selection about? Let the pupils read the story. Let the pupils watch the Let the pupils watch the
How will you describe Why TREES are important? video clip. video clip.“Are Ilocanos
Samboy? to make something look more Understand the Basic School Stingy?”
What can you say about the beautiful Rules https://
attitude of Rico? keep somebody or something https:// www.youtube.com/watch?
Do you think Rico shows good safe www.youtube.com/watch? v=srx5j3qaNes
conduct? delightful, good to eat v=RyLzsQKFpB0 2. Discussion
How did Samboy fight the 235 What is the selection about? What is the video about?
bully? Let us Plant Trees What are the basic What are the common
Is it good to make fun of other Trees are our friends. They give classroom rules mentioned impressions about Ilocanos?
people? Why? Why not? us shade. They protect in the story? Do you believe that Ilocanos

E.Discussing new concepts and practicing
new skills #2
into individual molds. Then,
arrange molds in the steamer and
top each puto with slices of
cheese. Steam it for about 20
minutes. Finally, remove puto
from steamer, unmold and
arrange in a serving platter.
-www.filipinorecipesite.com
What is the first step in cooking
puto with cheese?
After mixing the flour, sugar and
baking powder in a bowl, what
will you do next?
What will you do with mixed
ingredients?
How long will you steam the
mixture of ingredients?
What is the last step?
What should we do to cook food
safely?
How did you know the correct
steps in making puto?
What are the signal words used
in the selection that help you
share the right steps in cooking
puto with cheese?
Expected Answer: first, second,
next, then, lastly
Now, we will make your Family
Hand Canvass on a sheet of
paper. Follow the directions
correctly .
First, get a whole sheet of paper.
Next, trace your right hand at the
middle of the paper. Then, write
the name of each member of the
family on each traced finger. At
the center of the traced hand,
write a message for your family.
Finally, share your output with
Present the following
sentences:
a. With his friends he goes to
the park to play.
b. At the other side of the
park is Ana.
c. Inside Ana’s bag are
glittered pens.
Which comes first in the
inverted order of a sentence?
What happens to the verb
when the subject is singular?
us from rain and the sun. Why is it important to follow are very thrifty? Why? Why
Many trees give us fruits to eat. rules in school or in not?
Some of them are mango, santol anywhere you are?
and durian. Others are caimito,
mabolo and chico. Still others are
duhat, orange, pomelo and
lanzones. These fruits are
delicious. They make us healthy
and strong, too.
Some trees have flowers. They
come in many colors—red, white,
violet and yellow. All of these are
pretty colors. They beautify our
surroundings.
Trees give us wood. Wood can be
made into chairs, tables, desks
and cabinets. Wood is all around
us. We find it at home, in school,
on the playground and in the
church.
Let us plant trees. Trees give us
many things.
What is the selection about?
Why do we say that trees are our
friends?
What different things do trees
give us?
In what ways do trees make us
healthy and strong?
How do trees beautify our
surroundings?
Why do we plant trees?
From the story that you read, Using the video clip, help the 1. Present the
which sentence tells what the pupils to fill in the missing sentences/ideas to be
story is about? Where do you ideas in the given analyzed
find it? Is it at the beginning, outline/graphic organizer a. Ilocanos are known for
middle or ending of the story? I. Main being thrifty.
Which sentences best support Idea:___________________ b. Cavite os are brave.
the main idea of the story? _______________ c. Bicolanos like spicy foods.
Give another paragraph to A. Key d. Igorots are said to be
analyze. Sentence:_______________ headhunters.
1. Most boys like to spin tops. ______________ e. Batangueños are fearless
Sometimes they have a contest 1. ____________________ (barako).
with their tops. They spin their 2. ____________________ f. Pampagueños are good
 your seatmate.
Ask:
“What can you say about your
artwork?”
“How did you do it correctly?”
Expected Answer: Follow the
directions in correct order or
sequence
F.Developing Mastery 1. The 3A’s Activity: Dyad (Picture
Dictation)
Ask the pupils to look for a
partner. Each pair should
have a piece of paper and a
pencil/pen. Pupil A will give the
directions and pupil B will
follow.Then, they will take turns
a. Directions for Pupil B: Draw a
big circle. Then, draw a horizontal
below the circle. Write the word
HELLO in capital letters inside the
circle. Put an exclamation point
after the word.
b. Directions for Pupil A: Draw a
small circle. Then, draw a bigger
circle around it. Draw two small
circles below the bigger circle.
Then write the word HI in capital
letters on top of the circle. Put an
exclamation point after the word.
2. Game on Following Directions:
Simon Says
The teacher will ask a volunteer
When the subject is plural?
1. Think-Pair –Share
Discuss the inverted sentence
with your partner. Then,
compose coherent sentences
in the inverted order using the
given verbs that agree with
the subjects in each item.
a. live four horses in the barn
b. the haunted house down
that dark path sits
c. was the tranquil garden
untouched
2. Independent Practice
Write coherent inverted
sentences using the words
written on each cake.
tops at the same time. The last to
stop spinning wins the contest.
What is the main idea of the
paragraph?
What is the key sentence?
What are the supporting details
in the paragraph?
3. Sam collects stamps. He
compiles his stamp collection in a
big clear book. He collects toys
like Voltes V robots. He also
collects memorabilia of Michael
Jackson. He displays his
collections in his room. Sam is a
collector.
What is the main idea of the
paragraph?
What is the key sentence?
What are the supporting details
in the paragraph?
1. (Carousel)
Each group will roam around the
room and see the posted manila
papers with selections. The group
will look for the main idea, key
sentence and supporting details
in the given paragraphs. Then,
they will share their answers to
the class.
Paragraph 1
There are different steps in
solving a problem in
Mathematics. First, read the
problem carefully and find out
what is asked. Next, look for the
given facts, then think of the
process to be used. Finally solve
for the answer.
Paragraph 2
Water is used for drinking. We
also use it for bathing. It is used
for cooking and washing dirty
clothes. Water has many uses.
Paragraph 3
Supporting
3. ____________________
Details
1. Group Activity
The class will be divided into
four groups. Each group will
make an outline from the
given set of sentences.
a. Needs nourishment
b. Requires adequate
amount of nutrients
c. A healthy looking body
doesn’t just happen
d. Proteins, fats,
carbohydrates, minerals
e. The human body both
needs rest and exercise.
f. The body needs food as
the machine needs fuel as
oil.
g. A good deed of care is
given to it
I. Main
Idea:___________________
_______________
A. Key
Sentence:_______________
cooks.
2. Discussion
Is it true that all Caviteños
are brave?
Do all Bicolanos like spicy
foods?
What are the bases of the
given sentences?
(Explain the concept of
stereotyping
1. Group Activity
Group I – Make a
commercial about the food
interest of Bicolanos (refer
to the commercial, Lucky
Me Spicy Pancit Canton)
Group II - Create a poster
about the common qualities
of Batangueños
Group III – Present a short
talk show/interview
showing the stereotyping
about Aetas
2. The teacher will present a
video clip. Then, the pupils
will identify the part of the
video that shows
stereotyping.
https://
www.youtube.com/watch?
v=wCgx8zM3woQ
leader to give directions.
The rest of the pupils will follow
what the leader will say. The
pupil who can follow the
directions correctly will get the
point.
Examples: Simon says, raise your
right foot.
Simon says, touch your left ear
with your right hand
The second month of the year, ______________
which is February, was named 1. ____________________
after Februalia, The Roman 2. ____________________
festival of purification. February, Supporting
as we all know, is the month of 3. ____________________
love. It is in this month that Details
Valentine’s Day or heart’s day is II. Main
celebrated. On this day, we Idea:___________________
express our love to our loved _______________
ones. We can show our love not A. Key
only during this month but also in Sentence:_______________
all months and days of the year. ______________
2. Read the given paragraphs. Put 1. ____________________
a check on the sentence which 2. ____________________
tells the main idea of the Supporting
paragraph. 3. ____________________
a. Many boys and girls like to play Details
sipa. They use a ball made of 2. Individual Activity
rattan. One player kicks the ball Choose a topic from the list
and the other player kicks it back. then, make an outline of it.
_____Boys and girls like to kick. a. Summer is fun!
_____Boys and girls like to play. b. My Hobbies
_____Boys and girls like to play c. My
sipa. Responsibilities
b. In times of disaster such as
fires, floods and hurricanes, the
Red Cross shelters, feeds and
clothes the victims and cares for
sick and the injured. Later, the
Red Cross helps build or rebuild,
repair and refurnish the homes of
the needy victims.
_____How the Red Cross helps
_____The victims of disasters
_____The repair of homes
3. When an advertiser decides to
sponsor a television program, he
looks for one that he and his
advertising agency think will
appeal to a large number of
people. Some products are
bought mostly by men and boys,
others mostly by women and
girls. Some appeal to the whole

G.Finding Practical application of concepts
and skills in daily living
H.Making generalization and abstraction
about the lesson
I.Evaluating learning
Your Science teacher asked you
to have an observation about the
properties of matter through an
experiment. Will you follow the
correct steps in doing your
experiment? Why? Why not?
What are the signal words?
Read the directions carefully.
Then do it correctly.
1. First, write your name, grade
and section at the top of your
paper.
What will you do if you are
being bullied?
When do we use the s-form of
the verb?the basd form?
Using the following pictures
compose a sentence using the
correct subject-verb
agreement.
family. So the advertiser chooses
a program that will appeal to the
group that is most likely to be
interested in the product.
_____TV programs that appeal to
people
_____Sponsors of TV Programs
_____How TV programs are
chosen and sponsored
The teacher reads the selection
and asks the pupils to identify the
sentence that gives the main
idea, key sentence and
supporting details.
There are different steps in
solving a problem in
Mathematics. First, read the
problem carefully and find out
what is asked. Next, look for the
given facts then think of the
process to be used. Finally, solve
for the answer.
The sentence that tells what the
paragraph or selection is all
about is called the main idea.
The key sentence is the sentence
which states the topic of the
paragraph.
Supporting details are the
sentences in the paragraph which
give information related to the
topic
Identify the main idea of the
following paragraphs.
1. The root is an important part
of the plant. It is responsible for
getting water and minerals from
Ask a volunteer to make an
outline of community
rules.
REMEMBER
Outlining is arranging notes
so that important ideas
stand out and make clear
which point supports each of
the important ideas.
Main ideas are those
numbered in Roman
Numerals I,II , III, etc. The key
sentences are indicated in
capital letters A, B, C, D. The
supporting details are those
numbered in Arabic
numerals 1, 2, 3. By
connecting the details in the
outline, one can form a
paragraph
Make an outline using the
given sentences.
a. They seek to introduce
new quality such as early
ripening, greater size, better
How does stereotyping
affect people?
Is it advantageous to
consider stereotyping when
mingling with other people?
Why? Why not?
Stereotypes are results of
incomplete or distorted
information accepted as
fact without question. A
stereotype is simply a
widely held belief that an
individual is a member of a
certain group based on
characteristics.
Write the message of the
following picture that
shows stereotyping.
2. Next, think of what you want
to become when you grow up.
3. Then, write it on your paper.
4. After that, write the steps that
you will do to achieve your
ambition.
5. Lastly, let your seatmate check
your work
the soil for the plant to grow. It flavor and resistance to
also holds the plant in position. If disease.
roots are cut off from the plant, it b. Thousands of men are
would die. constantly working to
Main improve the plants.
Idea:_____________________ c. Men breed plants just as
Key Sentence:____________ they do to animals.
Supporting d. They seek new colors in
Details:______________ flowers, different shapes or
2. Jose sometimes sees cloud greater size. Mexicans love ______.
shaped like a horse. Sometimes e. These methods may also
he sees one that looks like a improve animals.
sailboat floating in the sky. He f. Cultivation, selection,
also even sees one shaped like a preservation and crossing or
giant robot. Jose loves to look at hybridization
different cloud formations. g. There are four significant
Main methods by which man may
Idea:___________________ improve plants. Indians are good in ____.
Key Sentence:______________
Supporting
Details:______________
3. When an animal is threatened
with extinction or disappearance,
we say it is an endangered
animal. We must take care of
animals to protect them from
becoming extinct. Some Americans are fond
endangered species are of eating ______.
Philippine eagle, Palawan
hornbill, Mindoro forest mouse,
kuwago and many more.
Main
Idea:_____________________
Key Filipinos are _______.
Sentence:__________________
Supporting
Details:_______________
4. Salih eats foods cooked in
vegetable oil. This is because
pork and lard are strictly
forbidden among Muslims. He Filipino women are
eats the meat from a goat, sheep, ______________.
cow or fowl, only when the
animals are slaughtered with

J.additional activities for application or
remediation
Write a short paragraph using the
signal words.
Answer Independent practice
on p. 106
necessary rites. He does not eat
the blood or the intestines of
these animals. As a Muslim boy,
Salih observes some customs and
traditions of the people from
Sulu.
Main
Idea:____________________
Key
Sentence:__________________
Supporting
Details:______________
5. Durian is the most popular fruit
in Jolo. A durian fruit looks ugly
on the outside but it is very
delicious and nutritious. The
durian tree grows very tall. When
the fruit is already ripe and ready
to be eaten, it just drops to the
ground.
Main
Idea:_______________________
_
Key
Sentence:___________________
SupportingDetails:____________
___
Answer JLE p.103 Complete the flower Identify the racial
organizer with related ideas stereotyping shown in the
video.
https://
www.youtube.com/watch?
v=fS3e-n8Mj7I

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
evaluation the next objective. to the next objective. the next objective. to the next objective. to the next objective.

B.No.of learners who require additional
activities for remediation
C.Did the remedial work? No.of learners
who have caught up with the lesson
D.No. of learners who continue to require
remediation
E.Which of my teaching strategies worked
well? Why did these work?
F.What difficulties did I encounter which
my principal or supervisor can helpme
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who
continue to require
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
solve?
G.What innovation or localized materials
did used/discover which I wish to share
with other teachers?
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
Strategies used that work
well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
remediation
Strategies used that work well: Strategies used that work
___Metacognitive Development: well:
Examples: Self assessments, note ___Metacognitive
taking and studying techniques, Development: Examples:
and vocabulary assignments. Self assessments, note taking
___Bridging: Examples: Think- and studying techniques, and
pair-share, quick-writes, and vocabulary assignments.
anticipatory charts. ___Bridging: Examples:
Think-pair-share, quick-
___Schema-Building: Examples: writes, and anticipatory
Compare and contrast, jigsaw charts.
learning, peer teaching, and
projects. ___Schema-Building:
Examples: Compare and
contrast, jigsaw learning,
___Contextualization:
peer teaching, and projects.
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities. ___Contextualization:
Examples: Demonstrations,
media, manipulatives,
___Text Representation:
repetition, and local
Examples: Student created opportunities.
drawings, videos, and games.
___Modeling: Examples:
___Text Representation:
Speaking slowly and clearly,
modeling the language you want Examples: Student created
drawings, videos, and games.
students to use, and providing
samples of student work. ___Modeling: Examples:
Speaking slowly and clearly,
Other Techniques and Strategies modeling the language you
used: want students to use, and
___ Explicit Teaching providing samples of student
___ Group collaboration work.
___Gamification/Learning throuh
play Other Techniques and
___ Answering preliminary Strategies used:
activities/exercises ___ Explicit Teaching
___ Carousel ___ Group collaboration
___ Diads ___Gamification/Learning
___ Differentiated Instruction throuh play
___ Role Playing/Drama ___ Answering preliminary
remediation
Strategies used that work
well:
___Metacognitive
Development: Examples:
Self assessments, note
taking and studying
techniques, and vocabulary
assignments.
___Bridging:Examples:Thin
k-pair-share,quick-
writes,andanticipatorychart
s.
__Schema-Building:
Examples: Compare and
contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of
student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Discovery Method activities/exercises
___ Lecture Method ___ Carousel
Why? ___ Diads
___ Complete IMs ___ Differentiated
___ Availability of Materials Instruction
___ Pupils’ eagerness to learn ___ Role Playing/Drama
___ Group member’s ___ Discovery Method
collaboration/cooperation ___ Lecture Method
in doing their tasks Why?
___ Audio Visual Presentation ___ Complete IMs
of the lesson ___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperatio
n
in doing their tasks
___ Audio Visual
Presentation
of the lesson
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___Audio Visual Presentatio
of the lesson
 GRADE 5
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 13-17, 2018 (WEEK 1)
MONDAY
I. LAYUNIN
A. Pamantayang Naipamamalas ang mapanuring
Pangnilalaman pag- unawa sa konteksto ang
bahaging ginagampanan ng
simbahan sa layunin at mga
paraan ng pananakop ng
Espanyol sa Pilipinas at ang
epekto ng mga ito sa lipunan.
B. Pamantayan sa pagganap Nakapagpapahayag ng kritikal
na pagsusuri at pagpapahalaga
sa konteksto at dahilan ng
kolonyalismong Espanyol at ang
epekto ng mga paraang
pananakop sa katutubong
populasyon.
C. Mga Kasanayan sa Natatalakay ang kahulugan ng
Pagkatuto kolonyalismo at ang konteksto
Isulat ang code ng bawat nito kaugnay sa pananakop ng
kasanayan Espanya sa Pilipinas
AP5PKE-IIa-1
II. Nilalaman Konteksto at Dahilan ng
Pananakop sa Bansa
1. Kahulugan at layunin ng
kolonyalismo
III. KAGAMITANG PANTURO Video Clips tungkol sa
pananakop sa bansa ng mga
Espanyol
A. Sanggunian
1. Mga Pahina sa Gabay ng
Guro
2. Mga Pahina sa Kagamitang
Pang-
Mag-aaral
School:
Teacher:
TUESDAY
Naipamamalas ang mapanuring
pag- unawa sa konteksto ang
bahaging ginagampanan ng
simbahan sa layunin at mga
paraan ng pananakop ng
Espanyol sa Pilipinas at ang
epekto ng mga ito sa lipunan.
Nakapagpapahayag ng kritikal
na pagsusuri at pagpapahalaga
sa konteksto at dahilan ng
kolonyalismong Espanyol at ang
epekto ng mga paraang
pananakop sa katutubong
populasyon.
Natatalakay ang kahulugan ng
kolonyalismo at ang konteksto
nito kaugnay sa pananakop ng
Espanya sa Pilipinas
AP5PKE-IIa-1
Konteksto at Dahilan ng
Pananakop sa Bansa
1. Kahulugan at layunin ng
kolonyalismo
Video Clips tungkol sa
pananakop sa bansa ng mga
Espanyol
WEDNESDAY
Naipamamalas ang mapanuring
pag- unawa sa konteksto ang
bahaging ginagampanan ng
simbahan sa layunin at mga
paraan ng pananakop ng
Espanyol sa Pilipinas at ang
epekto ng mga ito sa lipunan.
Nakapagpapahayag ng kritikal
na pagsusuri at pagpapahalaga
sa konteksto at dahilan ng
kolonyalismong Espanyol at ang
epekto ng mga paraang
pananakop sa katutubong
populasyon.
Natatalakay ang kahulugan ng
kolonyalismo at ang konteksto
nito kaugnay sa pananakop ng
Espanya sa Pilipinas
AP5PKE-IIa-1
Konteksto at Dahilan ng
Pananakop sa Bansa
1. Kahulugan at layunin ng
kolonyalismo
Video Clips tungkol sa
pananakop sa bansa ng mga
Espanyol
Grade Level: V
Learning Area: ARALING PANLIPUNAN
Quarter: 2ND QUARTER
THURSDAY FRIDAY
Naipamamalas ang mapanuring
pag- unawa sa konteksto ang
bahaging ginagampanan ng
simbahan sa layunin at mga paraan
ng pananakop ng Espanyol sa
Pilipinas at ang epekto ng mga ito
sa lipunan.
Nakapagpapahayag ng kritikal na
pagsusuri at pagpapahalaga sa
konteksto at dahilan ng
kolonyalismong Espanyol at ang
epekto ng mga paraang pananakop
sa katutubong populasyon.
Natatalakay ang kahulugan ng Lingguhang Pagsusulit
kolonyalismo at ang konteksto nito
kaugnay sa pananakop ng Espanya
sa Pilipinas
AP5PKE-IIa-1
Konteksto at Dahilan ng Pananakop
sa Bansa
1. Kahulugan at layunin ng
kolonyalismo
Video Clips tungkol sa pananakop sa
bansa ng mga Espanyol
3. Mga Pahina sa Teksbuk AP ph.104-105 Kasaysayang Pilipino 5 Kasaysayang Pilipino 5 Kasaysayang Pilipino 5
Bigkis ng Lahi 5 Bigkis ng Lahi 5 Bigkis ng Lahi 5
4. Karagdagang Kagamitan
mula sa
portal ng Learning
Resource
B. Iba pang Kagamitang Tsart, manila paper, pentel pen Tsart, manila paper, pentel pen Tsart, manila paper, pentel pen Tsart, manila paper, pentel pen
Panturo

IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Pagbabalik aral ukol sa Ano ang Kolonyalismo? Bakit ang Pilipinas ang sinakop
aralin at/o kabihasnan/kultura ng ng mga Espanyol?
pagsisimula ng bagong sinaunang Pilipino
aralin
B. Paghahabi sa layunin ng Pag-usapan ang napapanahong Magkaroon ng dugtungan Magkaroon ng dugtungan Magkaroon ng dugtungan tanungan
aralin isyu. tanungan ukol sa nakaraang tanungan ukol sa nakaraang ukol sa nakaraang aralin
aralin aralin
C. Pag-uugnay ng mga Magpanood ng video tungkol sa Magpanood ng video tungkol sa Magpanood ng video tungkol sa Magpanood ng video tungkol sa
halimbawa sa Pananakop ng Espanyol sa Pananakop ng Espanyol sa Pananakop ng Espanyol sa Pananakop ng Espanyol sa Pilipinas
bagong aralin Pilipinas Pilipinas Pilipinas
D. Pagtatalakay ng bagong Pagtalakay sa napanood na Ipabasa at ipaunawa ukol sa Pag-usapan ang mga layunin ng Ipabasa sa mga bata ang mga
konsepto at paglalahad ng video pagsakoip ng Espanya sa Espanyol sa pananakop sa dahilan o layunin ng mga Espanyol
bagong kasanayan #1 Pilipinas Pilipinas. sa Pagsakop sa bansa.
E. Pagtalakay ng bagong Ano ang Kolonyalismo? Pag-usapan ang mga layunin ng Magkaroon ng kuro- kuro ukol Pag- usapan at magkaroon ng kuro-
konsepto at pananakop ng mga Espanyol sa sa aralin kuro tungkol sa aralin
paglalahad ng bagong Pilipinas
kasanayan #2
F. Paglinang sa Kabihasnan Magkaroon ng pangkatang Magkaroon ng pangkatang Magkaroon ng pangkatang Magkaroon ng pangkatang Gawain
(Tungo sa Formative Gawain Gawain Gawain
Assessment)
G. Paglalapat ng aralin sa
pang-araw-
araw na buhay
H. Paglalahat ng Aralin Magkaroon ng pagbubuod sa Hayaan ang mga bata na Magkaroon ng pagbubuod ukol Hayaan ang mga bata na
napag- usapang aralin. magkaroon ng pagbubuod ukol sa aralin magkaroon ng pagbubuod ukol sa
sa aralin aralin
I. Pagtataya ng Aralin Tukuyin ang inilalarawan sa Sagutin ang Tanong: Kumuha ng kapareha. Sagutin sa sariling opinyon o
bawat bilang. Magsaliksik kung paano ginamit pangungusap ang sumusunod na
__________1. Ito ang sistemang Sa iyong palagay, alin sa tatlong ng mga Espanyol ang mga tanong.
pangkabuhayan tungkol sa dahilan o layunin ng pananakop Kristiyanismo sa kanilang
akumulasyon ng ginto at pilak, ng mga Espanyol sa Pilipinas ang pananakop sa Pilipinas at ang
pagtatatag ng kolonya, at matagumpay nilang naging epekto nito sa buhay ng 1. Makatuwiran ba o di-
regulasyon ng kalakalang naisakatuparan? mga Pilipino. Iulat sa klase ang makatuwiran ang ginawang
 panlabas upang pakinabangan Bakit? Ipaliwanag sa sariling mga impormasyong nakalakap. pananakop ng mga Espanyol sa
ng bansang mananakop. pangungusap ang sagot. Pilipinas?

__________2. Ito ay tuwirang 2. Nakatulong ba o di- nakatulong

pananakop ng isang bnasa sa ang pangyayaring ito sa kasaysayan
ibang bansa o lugar upang sa buhay ng mga Pilipino?
makakuha ng kagamitan at likas
na yaman o makuha ang iba pa
nitong pangangailangan.

__________3. Ang mga bansa sa

bahaging ito ng mundo ay
naging tanyag noon sa mga
taga- Europa dahil sa saganang
mga likas na yaman.

______4. Nais na Espanya na

palaganapin ang
pananampalatayang ito upang
matiyak ang paglakas ng
kapangyarihan ng Imperyong
Espanya.

________5. Ito ang tawag sa

bansang nasakop ng isang
malaki at malakas na bansa.

J. Karagdagang Gawain para Buuin ang Graphic Organizer.

sa takdang- aralin at Tukuyin at ilarawan ang mga
remediation layunin at dahilan ng Espanya ng
pananakop ng ibang bansa.

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
.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
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
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na nasolusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitan ang aking
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
nadibuho na nais kong ibahagi
sa mga kapwa ko guro?
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples:Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
 GRADE 5
DAILY LESSON LOG
WEEK 1
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
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
School: Grade Level: V
Teacher: Learning Area: EPP – H.E.
Teaching Dates and Time: AUGUST 13-17, 2018 (WEEK 1) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang pang-unawa sa kaalaman at kaayusan sa mga gawaing pantahanan at tungkulin sa pangangalaga sa sarili
Naisasagawa ang kasanayan sa pangangalaga sa sarili at sa gawaing pantahanan na nakatutulong sa pagsasaayos ng tahanan
1. Natatalakay ang mga 1. Natatalakay ang mga tungkulin 1. Natutukoy ang mga 1. Natutukoy ang mga Lingguhang pagsusulit
tungkulin sa sarili sa panahon ng sa sarili sa panahon ng pagbabagong pisikal sa sarili pagbabagong pisikal sa sarili
pagdadalaga o pagbibinata. pagdadalaga o pagbibinata. tulad ng pagkakaroon tulad ng pagkakaroon
2. Nagagampanan ang mga 2. Nagagampanan ang mga ng tagihawat, pagtubo ng buhok ng tagihawat, pagtubo ng
tungkulin sa sarili sa panahon ng tungkulin sa sarili sa panahon ng sa iba’t ibang bahagi ng katawan buhok sa iba’t ibang bahagi ng
pagdadalaga o pagbibinata. pagdadalaga o pagbibinata. at katawan at
3. Napahahalagahan ang 3. Napahahalagahan ang wastong labis na pagpapawis. labis na pagpapawis.
wastong pangangalaga ng pangangalaga ng katawan sa 2. Natatalakay ang mga paraang 2. Natatalakay ang mga
katawan sa panahon ng panahon ng pagdadalaga o dapat isagawa sa panahon ng paraang dapat isagawa sa
pagdadalaga o pagbibinata pagbibinata pagbabagong pisikal (paliligo at panahon ng
paglilinis ng katawan) pagbabagong pisikal (paliligo
3. Napahahalagahan ang at paglilinis ng katawan)
pagbabagong pisikal na 3. Napahahalagahan ang
nagaganap sa sariling pagbabagong pisikal na
katawan nagaganap sa sariling
katawan
Tungkulin sa sarili sa panahon Pagbabagong Pisikal na Pagbabagong Pisikal na Pagbabagong Pisikal na
ng pagdadalaga o Nagaganap sa Isang Nagaganap sa Isang Nagaganap sa Isang
pagbibinata Nagdadalaga/ Nagdadalaga/ Nagdadalaga/
Nagbibinata Nagbibinata Nagbibinata
K-12 Curriculum Guide 2013 K-12 Curriculum Guide 2013 K-12 Curriculum Guide 2013 K-12 Curriculum Guide 2013
EPP5HE 1.1 p.20 of 41 EPP5HE 1.1 p.20 of 41 EPP5HE 1.2.1 p 21 of 41, EPP5HE 1.2.1 p 21 of 41,
1.2.2 p. 21 of 41 1.2.2 p. 21 of 41
p.101 p.101 p. 104 p.104
Kaalaman at kasanayan tungo Kaalaman at kasanayan tungo Kaalaman at kasanayan tungo Kaalaman at kasanayan tungo
saKaunlaran ph.101 saKaunlaran ph.101 saKaunlaran ph.104 saKaunlaran ph.104
Makabuluhang Gawaing Makabuluhang Gawaing Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5 Pantahanan at Pangkabuhayan 5 Pantahanan at
p.1 p.1 Pangkabuhayan 5 p 2-3
LM MISOSA V LM MISOSA V LM MISOSA V LM MISOSA V
Kagamitan:Tunay na Kagamitan:Tunay na Tsart,scrapbook

IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
bagay/kagamitan ng mga babae
at lalaki sa
pag-aayos ng sarili.
Larawan ng babae at lalaki na
naglilinis ng katawan at nag-
aayos
Pagsasanay Paghahawan ng
sagabal (Pagsagot ng word
finder puzzle)
Hanapin ang mga salitang nasa
ibaba. Maaaring ito ay nakasulat
ng pahalang o patayo.
Regla Tuli
Pituitary Gland Adams apple
Puberty Stage
Panimulang Pagtatasa
(Constructivist Approach)
Sagutin ang mga sumusunod na
tanong.
a. Ano ano ang mga gawaing
dapat isagawa upang
mapanatiling malinis, maayos at
malusog ang katawan?
b. Paano ninyo isinasagawa ang
mga gawain sa paglilinis at
pagsasaayos ng inyong
sarili/katawan? atbp.
Pagpapakita ng larawan ng
lalake/babae ng naglilinis ng
katawan at nag-aayos ng sarili.
Itanong:
a. Ano ang nakikita ninyo sa
larawan? Ano ang kanilang
ginagawa?
b. Ano ang mga gawain ng
babae? mga lalaki?
bagay/kagamitan ng mga babae
at lalaki sa
pag-aayos ng sarili.
Larawan ng babae at lalaki na
naglilinis ng katawan at nag-
aayos
Pagsasanay Paghahawan ng
sagabal (Pagsagot ng word finder
puzzle)
Hanapin ang mga salitang nasa
ibaba. Maaaring ito ay nakasulat
ng pahalang o patayo.
Regla Tuli
Pituitary Gland Adams apple
Puberty Stage
Panimulang Pagtatasa
(Constructivist Approach)
Sagutin ang mga sumusunod na
tanong.
a. Ano ano ang mga gawaing
dapat isagawa upang
mapanatiling malinis, maayos at
malusog ang katawan?
b. Paano ninyo isinasagawa ang
mga gawain sa paglilinis at
pagsasaayos ng inyong
sarili/katawan? atbp.
Pagpapakita ng larawan ng
lalake/babae ng naglilinis ng
katawan at nag-aayos ng sarili.
Itanong:
a. Ano ang nakikita ninyo sa
larawan? Ano ang kanilang
ginagawa?
b. Ano ang mga gawain ng
babae? mga lalaki?
Ang mga bata ay maaaring Ang mga bata ay maaaring
pasayawin sa saliw ng masayang pasayawin sa saliw ng
tugtugin masayang tugtugin
Balik-Aral
Magbigay ng ilang alituntunin na
dapat sundin sa pangangalaga
ng katawan sa panahon ng
pagdadalaga at pagbibinata.
c. Panimulang Pagtatasa
Lagyan ng (/) kung ang mga
sumusunod ay para sa isang
nagdadalaga; (X) kung sa
nagbibinata; at (O) kung kapwa
nagaganap sa babae at lalaki.
_______1.Lumalaki ang boses
_______2.Nagkakaroon ng regla
_______3.Nagkakaroon ng
bigote
_______4.Nagkakahugis ang
katawan
_______5.Nagiging palaayos sa
sarili
Magbigay ng ilang alituntunin na Pagpapakita ng isang
dapat sundin sa pangangalaga scrapbook ng isang bata na
ng katawan sa panahon ng nagpapakita ng larawan mula
pagdadalaga at pagbibinata. noong siya’y sanggol pa
Lagyan ng (/) kung ang mga hanggang sa lumaki na.
sumusunod ay para sa isang Paghambingin ang kaibahan
nagdadalaga; (X) kung sa ng isang sanggol sa bata;
nagbibinata; at (O) kung kapwa nagdadalaga/nagbibinata.
nagaganap sa babae at lalaki.
_______1.Lumalaki ang boses
_______2.Nagkakaroon ng regla
_______3.Nagkakaroon ng
bigote
_______4.Nagkakahugis ang
katawan

C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
1. Gawain (Pangkatan)
Pangkatin ang mga bata sa lima.
Bawat pangkat ay bibigyan ng
gawaing nakatala sa ibaba.
Gawain 1 Live interview
(Collaborative Approach)
Makipanayam sa isang clinic
teacher ukol sa mga nararapat
gawin ng isang batang lalaki at
babae sa panahon ng
pagbibinata o pagdadalaga.
Bahagi ang nilalaman ng
panaym sa klase.
Mga gabay na tanong sa
panayam.
1. Ano- ano ang mga kasanayan
dapat matutunan sa pag-
sasaayos ng sarili?
2. Bakit mahalagang
matutunang ang tamang pag-
sasaayos ng sarili?
Gawain 2 Tayo ay Gumuhit
Iguhit sa manila paper ang
inyong sarili na nagpapakita ng
wastong pag-aayos ng katawan
sa panahon ng pagdadalaga o
pagbibinata.
Gawain 3 Awitin Mo
Bumuo ng isang maikling jingle o
awit tungkol sa wastong pag-
aayos ng sarili sa panahon ng
pagdadalaga o pagbibinata.
Awitin ito sa klase.
Gawain 4 Kathain Mo….Itutula
Ko!!!
Kumatha ng isang maikling tula
tungkol sa wastong pag-aayos
ng sarili. Tulain ito sa klase
Pag-uulat ng ginawa ng bawat
pangkat
1. Gawain (Pangkatan)
Pangkatin ang mga bata sa lima.
Bawat pangkat ay bibigyan ng
gawaing nakatala sa ibaba.
Gawain 1 Live interview
(Collaborative Approach)
Makipanayam sa isang clinic
teacher ukol sa mga nararapat
gawin ng isang batang lalaki at
babae sa panahon ng pagbibinata
o pagdadalaga. Bahagi ang
nilalaman ng panaym sa klase.
Mga gabay na tanong sa
panayam.
1. Ano- ano ang mga kasanayan
dapat matutunan sa pag-
sasaayos ng sarili?
2. Bakit mahalagang matutunang
ang tamang pag- sasaayos ng
sarili?
Gawain 2 Tayo ay Gumuhit
Iguhit sa manila paper ang inyong
sarili na nagpapakita ng wastong
pag-aayos ng katawan sa
panahon ng pagdadalaga o
pagbibinata.
Gawain 3 Awitin Mo
Bumuo ng isang maikling jingle o
awit tungkol sa wastong pag-
aayos ng sarili sa panahon ng
pagdadalaga o pagbibinata.
Awitin ito sa klase.
Gawain 4 Kathain Mo….Itutula
Ko!!!
Kumatha ng isang maikling tula
tungkol sa wastong pag-aayos ng
sarili. Tulain ito sa klase
Pag-uulat ng ginawa ng bawat
pangkat
_______5.Nagiging palaayos sa
sarili
Pagpapakita ng isang scrapbook
ng isang bata na nagpapakita ng
larawan mula noong siya’y
sanggol pa hanggang sa lumaki
na. Paghambingin ang kaibahan
ng isang sanggol sa bata;
nagdadalaga/nagbibinata
1. Gawain (Constructivism
Approach)
Pangkatin ang klase sa apat. Ang
unang dalawang pangkat ay
Gawain (Constructivism
Approach)
Pangkatin ang klase sa apat.
Ang unang dalawang pangkat
ay binubuo ng mga lalaki at
ang natitirang dalawang
pangkat ay mga babae. Ang
mga pangkat ng mag-aaral ay
bibigyan ng takdang gawain.
Pangkat A (mga lalaki)
Sa pamamagitan ng isang
collage ay ipakikita at
talakayin ang mga
pagbabagong pisikal na
nagaganap sa mga
nagbibinata.
Pangkat C (mga babae)
Sa pamamagitan ng isang
collage ay tutukuyin, ipakikita
at tatalakayin ang mga
pagbabagong pisikal na
nagaganap sa mga
nagdadalaga.
Pangkat B at D
Ang mga mag-aaral sa
pangkat na ito ay
magsasagawa ng gallery walk
sa mga collage na ginawa ng
Pangkat A at C. Ang mga puna
at konseptong nakuha sa mga
collage ay isusulat nila sa
meta cards at ididikit sa pisara
para sa talakayan.
Pag-uulat ng bawat pangkat
sa ginawa nilang output

E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
a. Ano ang naramdaman nyo
habang isinasagawa ang inyong
pangkatang gawain?
b. Batay sa mga ibinahagi ng
inyong mga kamag- aaral sa
natapos na gawain, Ano- ano
ang mga tungkulin ninyo sa sarili
sa panahon ng pagdadalaga o
pagbibinata?
c. Paano ninyo isasagawa ang
mga pamamaraang
pangkalinisan at pangkalusugan
sa panahon ng pagdadalaga o
pagbibinata?
d. Bakit mahalaga na
magampanan natin ang mga
tungkulin sa sarili sa panahon ng
pagdadalaga o pagbibinata?
e. Sa inyong palagay, ano ang
a. Ano ang naramdaman nyo
habang isinasagawa ang inyong
pangkatang gawain?
b. Batay sa mga ibinahagi ng
inyong mga kamag- aaral sa
natapos na gawain, Ano- ano ang
mga tungkulin ninyo sa sarili sa
panahon ng pagdadalaga o
pagbibinata?
c. Paano ninyo isasagawa ang
mga pamamaraang pangkalinisan
at pangkalusugan sa panahon ng
pagdadalaga o pagbibinata?
d. Bakit mahalaga na
magampanan natin ang mga
tungkulin sa sarili sa panahon ng
pagdadalaga o pagbibinata?
e. Sa inyong palagay, ano ang
kahalagahan ng wastong
binubuo ng mga lalaki at ang
natitirang dalawang pangkat ay
mga babae. Ang mga pangkat ng
mag-aaral ay bibigyan ng
takdang gawain.
Pangkat A (mga lalaki)
Sa pamamagitan ng isang
collage ay ipakikita at talakayin
ang mga pagbabagong pisikal na
nagaganap sa mga nagbibinata.
Pangkat C (mga babae)
Sa pamamagitan ng isang
collage ay tutukuyin, ipakikita at
tatalakayin ang mga
pagbabagong pisikal na
nagaganap sa mga nagdadalaga.
Pangkat B at D
Ang mga mag-aaral sa pangkat
na ito ay magsasagawa ng
gallery walk sa mga collage na
ginawa ng Pangkat A at C. Ang
mga puna at konseptong nakuha
sa mga collage ay isusulat nila sa
meta cards at ididikit sa pisara
para sa talakayan
Pag-uulat ng bawat pangkat sa Ano-ano ang mga
ginawa nilang output. pagbabagong pisikal na
2.1. Pagtalakay sa natapos na nagaganap sa isang
Gawain. nagdadalaga? Nagbibinata?
a. Ano-ano ang mga Alin ang kapwa nagaganap?
pagbabagong pisikal na (Habang tinatalakay ang mga
nagaganap sa isang pagbabagong pisikal isusulat n
nagdadalaga? Nagbibinata? Alin lider ang mga sagot sa loob ng
ang kapwa nagaganap? Venn Diagram
(Habang tinatalakay ang mga g. Ano-ano ang mga naitala
pagbabagong pisikal isusulat n ninyong puna at konsepto
lider ang mga sagot sa loob ng buhat sa mga collage?
Venn Diagram h. Sino ang mas halata ang
pagtangkad, babae o lalaki?
i. Bakit sila nagkakaroon ng
tagihawat?
j. Bakit sobra ang kanilang
pagpapawis?

F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-araw
na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
kahalagahan ng wastong
pangangalaga sa katawan sa
panahon ng pagdadalaga at
pagbibinata?
Ano-anoang mga pagbabagong
nagaganap sa isang nagbibinata
at nagdadalaga?
Pagsasadula ng mga bata ng
mga wastong
pamamaraan/pangangalaga sa
sarili batay sa paksang
natutunan. Matapos malaman
ang aralin hinggil sa wastong
pangangala sa sarili, paano nyo
mapapanatiling malinis, maayos
at malusog ang inyong
pangangatawan?
a. Ano ano ang inyong mga
tungkulin sa sarili sa panahon ng
pagdadalaga o pagbibinata?
b. Bakit mahalaga ang wastong
panganaglaga sa katawan sa
panahon ng pagdadalaga o
pagbibinata?
c. Paano ninyo ipakikita o
isasagawa ang mga
pamamaraang pangkalinisan at
pangkalusugan sa panahon ng
pagdadalaga o pagbibinata?
Panuto: Piliin ang titik ng
tamang sagot at isulat ito sa
sagutang papel.
1. Bakit dapat hugasan ng sabon
at tubig ang ari tuwing
magpapalit ng pasador ang
babaing may regla?
A. Upang hindi tumigil ang daloy
ng dugo
B. Upang maiwasan ang di
kanais-nais na amoy.
C. Upang hindi maging palaktaw
laktaw ang dating nito.
pangangalaga sa katawan sa
panahon ng pagdadalaga at
pagbibinata?
Ano-anoang mga pagbabagong
nagaganap sa isang nagbibinata
at nagdadalaga?
Pagsasadula ng mga bata ng mga
wastong
pamamaraan/pangangalaga sa
sarili batay sa paksang
natutunan. Matapos malaman
ang aralin hinggil sa wastong
pangangala sa sarili, paano nyo
mapapanatiling malinis, maayos
at malusog ang inyong
pangangatawan?
a. Ano ano ang inyong mga
tungkulin sa sarili sa panahon ng
pagdadalaga o pagbibinata?
b. Bakit mahalaga ang wastong
panganaglaga sa katawan sa
panahon ng pagdadalaga o
pagbibinata?
c. Paano ninyo ipakikita o
isasagawa ang mga
pamamaraang pangkalinisan at
pangkalusugan sa panahon ng
pagdadalaga o pagbibinata?
Panuto: Piliin ang titik ng tamang
sagot at isulat ito sa sagutang
papel.
1. Bakit dapat hugasan ng sabon
at tubig ang ari tuwing
magpapalit ng pasador ang
babaing may regla?
A. Upang hindi tumigil ang daloy
ng dugo
B. Upang maiwasan ang di kanais-
nais na amoy.
C. Upang hindi maging palaktaw
laktaw ang dating nito.
Itanong sa mga bata ang
pagbabagobg nagaganap sa
nagbibinata at nagdadalaga
Sina Linda at Ador ay sumulat sa
kanilang ina upang humingi ng
payo sa kanilang nararamdang
pagbabago sa sarili.Kung ikaw si
Linda at Ador, gagawin mo rin
ba ang ginawa nila? Bakit?
a. Ano-ano ang palatandaan na
malapit nang dumating ang
regla ng isang babae.
b. Ano ang palatandaan ng
pagbibinata?
c. Bakit nagaganap ang
pagbabago sa katawan ng isang
nagdadalaga at nagbibinata?
d. Ano-ano ang mga
pagbabagong pisikal na
nagaganap sa mga nagdadalaga
o nagbibinata?
Panuto: Tukuyin ang
pagbabagong pisikal sa panahon
ng pagdadalaga at pagbibinata.
Piliin ang titik ng tamang sagot.
_________A. Pagtubo ng bigote
at balbas.
_________B. Nagkakaroon ng
buwanang daloy.
_________C. Nakakahugis ang
katawan
_________D. Lumalaki ang
boses.
_________E. Nagiging palaayos
Pabuuin angklase ng awit na
may kinalaman sa
pagbabagong nagaganap sa
nagbibinata at nagdadalaga
Sina Linda at Ador ay sumulat
sa kanilang ina upang humingi
ng payo sa kanilang
nararamdang pagbabago sa
sarili.Kung ikaw si Linda at
Ador, gagawin mo rin ba ang
ginawa nila? Bakit?
B. Ano-ano ang palatandaan
na malapit nang dumating ang
regla ng isang babae.
C. Ano ang palatandaan ng
pagbibinata?
D. Bakit nagaganap ang
pagbabago sa katawan ng
isang nagdadalaga at
nagbibinata?
E. Ano-ano ang mga
pagbabagong pisikal na
nagaganap sa mga
nagdadalaga o nagbibinata
Sa isang talata isulat angmga
pagbabagong nagaganap sa
nagdadalaga at nagbibinata
D. Upang maging malinis at
maayos ang daloy ng dugo
2. Bakit kailangang kumain ng
sapat na dami ng
masustansiyang pagkain lalo na
kung may regla o bagong tuli?
A. Ito ay nagpapapula ng dugo
ng katawan
B. Ito ay nagbibigay ng maayos
na amoy
C. Ito ay nagpapalakas ng
resistensya
24
D. Ito ay nagpapalakas ng dugo.
3. Ang paliligo araw araw ay
dapat nating ginagawa kapag
may buwanang daloy upang
A. maiwasan ang pagkakasakit .
B. lalong lumabas ang dugo.
C. maging masigla at malinis.
D. lalong pumuti.
4. Ang mga sumusunod ay mga
paraan upang maiiwasan ang
pagkaimpeksiyon ng bagong tuli
maliban sa isa. Alin ito?
A. Hugasan ng pinakuluang
dahon ng bayabas
B. Kumain ng masustansiyang
pagkain
C. Magsuot ng masikip na
salwal.
D. Maligo araw-araw
5. Ang pagtutuli ay isang
simpleng operasyon kung saan
inaalis ang sobrang balat na
bumabalot sa glans o ulo ng
tunod. Ito ay ginagawa upang
A. hindi imaging kulubot ang
balat ng tunod.
B. manatiling malinis ang ulo ng
tunod.
C. maging mabilis ang
pagtangkad
D. maging binata ang isang
D. Upang maging malinis at sa sarili.
maayos ang daloy ng dugo _________F. Pagiging
2. Bakit kailangang kumain ng Maramdamin
sapat na dami ng masustansiyang _________G. Sumpungin at
pagkain lalo na kung may regla o Mapangarapin
bagong tuli? _________H. Epekto sa pag-
A. Ito ay nagpapapula ng dugo ng uugali
katawan
B. Ito ay nagbibigay ng maayos na
amoy
C. Ito ay nagpapalakas ng
resistensya
24
D. Ito ay nagpapalakas ng dugo.
3. Ang paliligo araw araw ay
dapat nating ginagawa kapag
may buwanang daloy upang
A. maiwasan ang pagkakasakit .
B. lalong lumabas ang dugo.
C. maging masigla at malinis.
D. lalong pumuti.
4. Ang mga sumusunod ay mga
paraan upang maiiwasan ang
pagkaimpeksiyon ng bagong tuli
maliban sa isa. Alin ito?
A. Hugasan ng pinakuluang
dahon ng bayabas
B. Kumain ng masustansiyang
pagkain
C. Magsuot ng masikip na salwal.
D. Maligo araw-araw
5. Ang pagtutuli ay isang
simpleng operasyon kung saan
inaalis ang sobrang balat na
bumabalot sa glans o ulo ng
tunod. Ito ay ginagawa upang
A. hindi imaging kulubot ang
balat ng tunod.
B. manatiling malinis ang ulo ng
tunod.
C. maging mabilis ang pagtangkad
D. maging binata ang isang lalaki.

J.Karagdagang Gawain para sa takdang
aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng
80% sa pagtatayao.
B.Bilang ng mag-aaralna nangangailangan
ng iba pang Gawain para sa remediation
C.Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
lalaki.
Makipanayam sa mga
magulang , kapatid o kamag-
anak ukol sa iba pang paraan ng
pangangalaga ng sarili kapag
may regla at bagong tuli. Iulat
ito sa klase
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
Makipanayam sa mga magulang ,
kapatid o kamag- anak ukol sa iba
pang paraan ng pangangalaga ng
sarili kapag may regla at bagong
tuli. Iulat ito sa klase
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
1. Gumawa ng isang scrapbook
ng iyong sarili mula sa pagiging
sanggol hanggang sa iyong
paglaki.
2. Lagyan ng makabuluhang
salita ang bawat pagbabagong
nagaganap sa iyo.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
D.Bilang ng mag-aaral na magpapatuloy ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
sa remediation additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation activities for remediation

E.Alin sa mga estratehiyang pagtuturo
ang nakatulong ng lubos?Paano ito
nakatulong?
F.Anong sulioranin ang aking naranasan
na solusyunansa tulong ng aking
punungguro at superbisor?
G.Anong kagamitang panturo ang aking
nadibuho nanais kong ibahagi sa kapwa
ko guro?
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson up the lesson caught up the lesson
___ of Learners who continue ___ of Learners who continue ___ of Learners who
to require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work Strategies used that work
___Metacognitive well: well:
Development: Examples: Self ___Metacognitive ___Metacognitive
assessments, note taking and Development: Examples: Self Development: Examples:
studying techniques, and assessments, note taking and Self assessments, note
vocabulary assignments. studying techniques, and taking and studying
___Bridging: Examples: Think- vocabulary assignments. techniques, and
pair-share, quick-writes, and ___Bridging: Examples: Think- vocabulary assignments.
anticipatory charts. pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts. Think-pair-share, quick-
___Schema-Building: Examples: writes, and anticipatory
Compare and contrast, jigsaw ___Schema-Building: charts.
learning, peer teaching, and Examples: Compare and ___Schema-Building:
projects. contrast, jigsaw learning, peer Examples: Compare and
teaching, and projects. contrast, jigsaw learning,
peer teaching, and
___Contextualization:
projects.
Examples: Demonstrations, ___Contextualization:
___Contextualization:
media, manipulatives, Examples: Demonstrations,
repetition, and local media, manipulatives, Examples:
opportunities. repetition, and local Demonstrations, media,
manipulatives, repetition,
opportunities.
and local opportunities.
___Text Representation:
___Text Representation:
Examples: Student created ___Text Representation:
Examples: Student created
drawings, videos, and games. Examples: Student created
drawings, videos, and
___Modeling: Examples: drawings, videos, and games.
games.
Speaking slowly and clearly, ___Modeling: Examples:
___Modeling: Examples:
modeling the language you want Speaking slowly and clearly,
Speaking slowly and
students to use, and providing modeling the language you
clearly, modeling the
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
School:
Other Techniques and Strategies samples of student work. want students to use, and language you want
used: providing samples of student students to use, and
___ Explicit Teaching Other Techniques and work. providing samples of
___ Group collaboration Strategies used: student work.
___Gamification/Learning throuh ___ Explicit Teaching Other Techniques and Other Techniques and
play ___ Group collaboration Strategies used: Strategies used:
___ Answering preliminary ___Gamification/Learning ___ Explicit Teaching ___ Explicit Teaching
activities/exercises throuh play ___ Group collaboration ___ Group collaboration
___ Carousel ___ Answering preliminary ___Gamification/Learning ___Gamification/Learning
___ Diads activities/exercises throuh play throuh play
___ Differentiated Instruction ___ Carousel ___ Answering preliminary ___ Answering preliminary
___ Role Playing/Drama ___ Diads activities/exercises activities/exercises
___ Discovery Method ___ Differentiated Instruction ___ Carousel ___ Carousel
___ Lecture Method ___ Role Playing/Drama ___ Diads ___ Diads
Why? ___ Discovery Method ___ Differentiated Instruction ___ Differentiated
___ Complete IMs ___ Lecture Method ___ Role Playing/Drama Instruction
___ Availability of Materials Why? ___ Discovery Method ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Complete IMs ___ Lecture Method ___ Discovery Method
___ Group member’s ___ Availability of Materials Why? ___ Lecture Method
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete IMs Why?
in doing their tasks ___ Group member’s ___ Availability of Materials ___ Complete IMs
___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Availability of
of the lesson in doing their tasks ___ Group member’s Materials
___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to
of the lesson in doing their tasks learn
___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson
Grade Level: V
 GRADE 5
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
Teaching Dates and Time: AUGUST 13-17, 2018 (WEEK 1)
MONDAY
Recognizes the musical symbols
and demonstrates
understanding of concepts
pertaining to melody
Accurate performance of songs
following the musical symbols
pertaining to melody indicated
in the piece
1. recognizes the meaning and
uses of
F-Clef on the staff
MU5ME-IIa-1
MELODY
Teacher:
TUESDAY
Demonstrates understanding of
lines, colors, space, and
harmony through painting and
explains/illustrates landscapes
of important historical places in
the community (natural or man-
made)using one-point
perspective in landscape
drawing, complementary colors,
and the right proportions of
parts
Sketches natural or man-made
places in the community with
the use of complementary
colors.
draws/paints significant or
important historical places
1. identifies the importance of
natural and historical places in
the community that have been
designated as World Heritage
Site (e.g., rice terraces in
Banawe, Batad; Paoay Church;
Miag-ao Church; landscape of
Batanes, Callao Caves in
Cagayan; old houses inVigan,
Ilocos Norte; and the torogan in
Marawi)
A5EL-IIa
I. Elements:
1. LINE
1.1 straight and curved
2. COLOR
2.1 complementary
3. SPACE
3.1 one-point perspective In
landscape drawing
Learning Area: MAPEH
Quarter: 2ND QUARTER
WEDNESDAY THURSDAY FRIDAY
Demonstrates understanding of Demonstrates
the different changes, health understanding of
concerns and management participation in and
strategies during puberty assessment of physical
activity and physical
fitness
Demonstrates health practices Participates and assesses
for self-care during puberty performance in physical
based on accurate and scientific activities.
information
Describes the physical, Describes the Philippines
emotional and social changes physical activity pyramid
during puberty
PE5PF-IIa-16
H5GD-Ia-b-1
Changes during Puberty Assessment of
physical
activities and
physical fitness
Invasion games
(agawan base, lawin at sisiw,
laglag panyo
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource Portal
B. Other Learning Resources
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
application of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% in the evaluation
B. No. of Learners who require
additional activities for
K TO 12 TG pp.
K TO 12 LM pp.
Mp3 player, speakers
Show a rhythmic pattern on the
board. Let the pupil clap their
hands for each note.
Play a song on the MP3 player.
Allow pupils to listen to it
thoroughly
Show the symbol of a F-clef
Discuss the meaning and uses of
F-clef
In a cartolina, show a staff with
a missing F-clef. Allow pupils to
draw the F-clef
Group the class into four. Tell
pupils to write down the use of
F-clef in a metacard.
Let the pupil identify the F-clef
in the staff
What is a F-clef?
Complete the sentence. Today I
learnt about ________.
Draw a F-clef in a given staff
K TO 12 TG pp
K TO 12 LM pp.
Posters of tourist spot in the
Philippines
What are the old buildings
found in the Philippines?
Introduce about straight and
curve line
Show pictures of different
tourist attraction in the country
like Banaue Rice terraces
Demonstrate how to sketch
Apply the straight and curve
lines in sketching
Ask what is the importance of
historical places in the counry?
Skills demonstration; Let pupils
sketch the rice terraces
What are the lines used in our
sketch?
Let pupil draw using straight and
curve line
Pupils will draw the old houses
in Vigan
K TO 12 TG pp
K TO 12 LM pp.
Posters of a child and teenagers
What is emotional health?
mental health? social health?
Tell the objective of the new
lesson
Show a picture of a child and a
teenager.
Ask pupil to say what they
observe from the pictures
Explain about Puberty
Ask pupil to get a partner. List
down the changes of the body
during puberty
Group the pupil. Let them
Roleplay on taking care of their
body during puberty
What are the changes in your
body during puberty?
Give 5 items seatwork
Essay: Describe the changes
during puberty
K TO 12 TG pp
K TO 12 LM pp.
Mp3 player, speakers
Ask pupil to give examples of larong
Pinoy
Play the song “Sabay-sabay tayo by
Marian Rivera and ask pupil to do 2
minutes fitness exercise/ warm up
Demonstrate some movement
performed in work or at play
Discuss the Philippines physical
activity pyramid
Demonstrate the movement
Ask pupil to imitate the movement
shown
Group the pupil to play agawan
base. Explain the mechanics of the
game
What is a Physical activity pyramid?
Ask pupil to sight 5 examples given
in the physical activity pyramid
Group the pupils. Let them create
their own exercise movement
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of Learners who
have caught up with the
lessons
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 or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
 GRADE 5
DAILY LESSON LOG
WEEK 1
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
School: Grade Level: V
Teacher: Learning Area: MATHEMATICS
Teaching Dates and Time: AUGUST 13-17, 2018 (WEEK 1) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of decimals
The learner is able to recognize and represents decimals in various forms and texts
Gives the places value and value Gives the value of a digit of a given Reads and writes decimal numbers Rounds decimal numbers to Compares decimal
of a digit of a given decimal decimal number though ten through ten thousandths the nearest hundredths numbers
numbers thousandths Code: M5NS-II a-102.2 Code: M5NS-IIa-103.2 Code: M5NS-IIb-104.2
through ten thousandths Code: M5NS –IIa-101.2
Code: M5NS – IIa.101.2
Giving the place value and value Giving the value of a digit of a Reading and Writing Decimal Rounding decimal numbers to Comparing Decimal
of a digit of a given decimal given decimal number through ten Numbers Through Ten the nearest hundredths Numbers
numbers thousandths Thousandths
through ten thousandths
Curriculum Guide page 57 of Curriculum Guide page 57 of 109 Curriculum Guide page 57 of 109 Curriculum Guide page 57 of Curriculum Guide page 57
109 Lesson Guide in Elementary Page 241 of Lesson Guide in Elem 109 of 109
Lesson Guide in Elementary Mathematics 5, pp. 237-241 Math 5 Mathematics for a Better Life Lesson Guide in Elem.
Mathematics 5 pp. 237-241 pp. 130-133 Math Grade 6 p. 46
Lesson Guide in Elementary
Mathematics pp. 248-251
BEAM LG Gr. 6 Module 2
Mathematics for Better Life, pp Growing Up With Math 5 pp. 148- Mathematics for Better Life 5, Mathematics for a Better Life
136-137 149 page 138-139 pp. 138-139
DepEd Learning Portal, Math 5 – DepEd Learning Portal, Math 5 – MISOSA Module Gr. 6- Read and MISOSA Module Grade 5- DLP Gr. 6 Module 7
Place Value of Decimals (1325) Value of Decimals (1325) Write Decimals Rounding Off Decimals
MISOSA Module Grade 6 – Place
Value of Decimals
Place Value Chart for Decimals, Place Value Chart, metacards Place value chart, metacards, Flashcards,number line chart, Flashcards, place value
metacards, charts activity sheets powerpoint presentations chart
Drill - expressing fractions as
1. Drill 1. Drill (Expressing fractions with a decimals 1. Oral Drill Drill
Directions: Express the following denominator of 10, 100 and 1000 Directions: Express the following Game: Relay Have a game on reading
fractions in decimals. in a decimal form) fractions as decimals. Materials: flashcards decimals using flashcards
 12 3100 Activity: Mix and Match 1). 23/100 5). 32/1 000 Mechanics: Review
 510 Mechanics: 2). 4 5/10 1. The class will be divided Have a review on rounding
1. Teacher will divide the 3). 17 3/100 into two groups off decimal numbers to the
 4 65100 pupils into 4 groups
 89100 2. Groups A and B will be given
metacards with numbers in
 34 2910000 fraction form while group C and D
will receive metacards
2. Review with numbers in decimal form.
Directions: Give the place value 3. As the teacher say MIX , Group
of the underlined digit. A, B, C and D will go around and
 973 find the equivalent fraction cards
with the decimal number that
 5 306
each member of the group are
 2 410 holding.
 16 874 4. As the teacher say MATCH
members of group will find their
 1 235 match and partner will go in front
together.
5. Group with the most number of
perfect match will win the game.
0.19
0.020
0.14
0.2
0.180
0.16
0.025
0.005
0.12
Review (Review on Place value of
whole numbers)
Strategy: Place Value Game
Mechanics:
1. Form 2 Groups. One group of
Boys with 5 players and one group
of Girls with 5 members and asked
them to form lines.
4). 26 15/10 000
Review
Review reading and writing whole
numbers by presenting
some statistics.
Read the numbers and write them
in words (cartolina strips)
Use the following facts about the
Philippines:
Total land area: 299 404 square
kilometres
Total Water Area (within territorial
limits):150 759 282 ha.
Population (2002 census): 76 971
000
Foreign debt (1999): 28 380 700
000 dollars (US)
2. Have each group hold cars
such as
3. Give directions such as:
Form the greatest two-digit
decimal number with 2 in the
hundredths place.
4. The first group to form the
correct number earns a point.
5. Continue asking questions
on place value of decimals
until one group earns 3 points
out of 5 rounds.
2. Review
Directions: Read and give the
place value of the underlined
digit.
1) 0.43
2) 5.638
3) 0.754
4) 11.081
5) 54.635
nearest hundredths and
thousandths.
a. Have groups of five.
b. Provide a card with a
decimal number to each
group
c. Instruct the pupils to
round each decimal
number on blue
card to the nearest
hundredths and the yellow
card to the
nearest thousandths.
d. The group with the most
number of correct
answers, wins
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2. Teacher will show cards with

written decimals. Pupils will
identify the place value of the
underlined digit on the cards
shown. The first player of each
group will write the answer on the

B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
What is a heat conductor? Give
examples of heat conductors.
Copper is a very good conductor
of heat. It is the element made
of electric wires. The atomic
weight of copper is 63.546
grams (g).
Strategy: Direct Instruction
 What kind of number is
63.5460?
 Let us put 63.546 in the Place
Value Chart for Decimals
board as fast as they can.
3. The group with the most
number of point wins.
Look closely at this number 4. Is it
a whole number or decimals?
How about 0.4, how do we read
it? What is the correct way of
reading it?
Donna, a Grade V pupil walks
0.5208 kilometer a day to reach
the school.
Mechanics:
1. Distribute pupils the place value
chart
2. Let each group complete the
place value chart by putting on the
digit on the correct column based
on their place value
What is the place value of 5, the
first digit right after the decimal
point?
 What is the place value of 2, the
next digit to the right of the tenths
place? What is its value?
 What is the digit in hundredths
place? What is its value?
 Which digit is in the thousandths
place? What is its value?
 Which digit is in the ten
thousandths place? What is its
value?
Ask the following questions:
Are you all aware of what is
happening in our country?
Are you aware of the economic
situation in the Philippines?
What is the implication of the
peso-dollar exchange rate to our
economy?
a. Present the following problem
Every morning Atty. Castillo reads
a newspaper. He takes note
of the peso-dollar exchange. One
morning, he reads that the
exchange rate of a US ($) dollar is
P54.5960 How do we read this
number?
b. Present the decimal number on
the problem in a place value
chart
Group the class into four teams.
Using the place value chart,
pupils by group will enter the
decimal number given in the
problem. Ask them to post their
output and do the reporting
afterwards
Who among your familes have
cars? Why is it important to
fill the gas
tank of cars? Can we do
something on how to save
gasolines?
Mr. Catinoy had his car’s tank
filled with gasoline. The
gasoline meter registered
10.468 litres. Round off the
number of litres of gasoline to
the nearest hundredths.
a. Have the pupils work in
their group. Have them draw
a number line
up to thousandths place to
show their answer to the
problem.
Give them time to do this.
Have them present their
output.
b. Processed the outputs by
asking the following questions
What digit did you round off?
How did you round off the
digit?
What did you do with the
other digit/s?
Have you experienced
hiking?
Ask some pupils to relate
their experiences. Lead
them to
the discussion that hiking
is a good form of exercise
and it
develops a sense of
brotherhood/sisterhood.
Two Girl Scout Patrols
went hiking. Sampaguita
Patrol hiked 0.75 km while
Gumamela Patrol hiked 0.9
km. Which patrol hiked
farther?
 What did the Girl Scout
Patrol do?
 How far did Sampaguita
Patrol hike?
 How about Gumamela
Patrol?
  Let the pupils focus on the place
value chart presented. Let them
understand that 5 is under the
tenths column, the place with the
value of 0.1, meaning 5 has the
value of 510 or 0.5. The next digit
is 2 which is under the hundredths
column, the place with the value
of 0.01, meaning 2 has a value of
0.02.

E.Discussing new concepts and
practicing new skills #2
What separates 63 and 546?
 At what column can we find 3?
Then, the place value of 3 is
ones.
 What is the position of 5 in the
Place Value Chart?
So, the place value of 5 is
tenths.
 Therefore, the place value is
the position of a digit in the
place value chart.
Have the pupils work on Give other examples Give other examples Direct Instruction
determining the place value and Let us compare the
the value of a digit in the following decimals using a place
decimal numbers. Group the class value chart
into four (4) groups. Each group One Tent Hun
works in every station s hs dred
simultaneously. Each of them ths
presents their group’s output. 0 . 7 5
Station 1:
Directions: Study the numeral 0 . 9
0.378 and answer the following
questions

F.Developing Mastery
Thinking Skills How did you find the activity? Complete the table by Let us line up all the digits
Use the Place Value Chart below 1. What digit is immediately right What fact is given in the problem? rounding off the given according to their place
to give the place value of the after the decimal point? What kind of number is 54.9600? numbers to the Complete the values, then start
underlined digit in each decimal Can we express it as fraction? table by rounding off the comparing from the
number. 2. What is its value? How? given numbers to the nearest leftmost digits
Station 2: How do you read 54 9 60010 000? hundreths
23.642 Directions: Using the decimal How were you able to read and Number Round Off
0.126, perform the following: write decimal number? to the
 6.049 1. Write the digit placed in the How do you read 54.9600 and how Nearest
thousandths place. it is written in words? Hundredths
 25.571
2. What is its value? Other decimal numbers will be 1) 91.937
 7.203 provided for the pupils to read and 2) 72.553
Station 3: write. Let them express these 3) 817.093
 124.435 decimals also in fractions. 4) 423.729
Directions: Study the decimal
number 0.915. 1). 37. 1430 5) 236.153
1. What is the position of one? 2). 1. 3250
3). 98. 4510
2. What is its value? 4). 0. 3451
5). 76. 2340

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
J.additional activities for application
or remediation
Directions: Write the place value
of the digit 6 in each decimal
number.
1). 89.146 4). 7.063
2). 10.612 5). 9.846
3). 68.425
How do we give the place value
of a digit in a decimal number?
Directions: Give the place value
of the underlined digit.
1) 89.345
2) 46.036
3) 19.346
4) 32.075
5) 90.637
Directions: Write the digit in
each place value identified.
A. 89.846
1) _____ hundredths
Station 4:
Directions: Using the decimal
2.136, perform the following:
1. What digit is in the lowest place
value?
2. What is its value?
Directions: Directions: Read then give the
Group 1-Give the value of each answer:
digit in the given number During the Palarong Pambansa
GROUP II 2015, Alvin Reyes ran the 100
Directions: Give the value of the meter
underlined digit. dash in 12. 8420 seconds. John
Santos ran the same event in 12.
4630
seconds. Write the
decimal number in words.
____________________
How can you give the value of the How do we read and write decimal
decimal digits? numbers?
Directions: Write the value of the Directions: Write the following as
underlined digit. fractions and then as decimals.
1) 0.48 4) 3.762 1. One hundred twenty-five and
one hundredths
2) 0.037 5) 9.504 2. Sixty-four and two thousand
three hundred ten thousandths
3) 2.6985
3. Four and nine hundredths
4. Twelve and two ten
thousandths
5. Seven and fifteen thousandths
Give the value of digits 5, 6, 7, 8, Directions: Write the following
and 9 . decimals in words.
Decimal Value 1). 2. 0012 -
Number ____________________________
0.2306 ___________
Directions: Read and answer
the following problems.
1. Joshua and Marcus are
playing a number game. They
try to round 213.432 to the
nearest hundredths. What is
the answer?
2. Rina was task to round off
85.81267 to the nearest
hundredths. Her answer was
85.800. Is she correct? Why?
How do we round off decimal
numbers to the nearest
hundredths?
Directions: Round off the
following decimals to the
nearest hundredths.
1) 5.348 4). 12.183
2) 0.917 5). 8.529
3) 3.052
Directions: Round off each
decimal to the nearest
hundredths.
1) 0.064 5) 6.437
Read and solve the
problem.
Aling Lourdes went to the
market. While in a tricycle,
she noticed that she
received a change of Php
3.50 while one of the
passesngers was gven Php
2.00. Whose change was
smaller?
Aling Lourdes dropped by
a meat shop and bought
the following: 0.75 kg beef,
0.8 kg chicken, 1.25 kg
lean meat. Which meat did
Aling Esther buy the most?
the least?
How do we compare
decimal numbers?
Directions: Compare the
decimals. Use >, < or =.
1). 0.070 ____ 0.007
2). 0.305 ____ 0.350
3). 5.177 ____ 5.107
4). 0.841 ____ 0.8395
5). 7490.003 ____74.03
Directions: Compare the
decimals Write >, < or = in
the blanks.
1). 0.06241 _____ 0.0641
2). 0.40 _____ 0.4000

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 work? No.of learners
who have caught up with the lesson
D.No. of learners who continue to
2) _____ tenths
3) _____ thousandths
B. 6.329
4) _____ ones
5) _____ hundredths
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
3.271
1.039
0.8134
0.4125
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require additional
2). 0. 9160 -
____________________________
___________
3). 56. 145 -
____________________________
___________
4). 9. 0346 -
____________________________
___________
5). 4. 0987 -
____________________________
___________
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require additional
2) 5.256
3) 0.843
4) 7.934
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
3). 90.09 _____ 90.029
4). 13.57 _____ 13.571
5). 8.040 _____ 8.04
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties encountered
in answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
require remediation additional activities for remediation activities for remediation activities for remediation additional activities for additional activities for
remediation remediation

E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter which
my principal or supervisor can helpme
solve?
G.What innovation or localized materials
did used/discover which I wish to share
with other teachers?
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught
the lesson up the lesson
___ of Learners who continue to ___ of Learners who
require remediation continue to require
remediation
Strategies used that work well: Strategies used that work
___Metacognitive Development: well:
Examples: Self assessments, note ___Metacognitive
taking and studying techniques, Development: Examples: Self
and vocabulary assignments. assessments, note taking and
___Bridging: Examples: Think- studying techniques, and
pair-share, quick-writes, and vocabulary assignments.
anticipatory charts. ___Bridging: Examples:
Think-pair-share, quick-
writes, and anticipatory
___Schema-Building: Examples:
charts.
Compare and contrast, jigsaw
learning, peer teaching, and
projects. ___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
___Contextualization:
teaching, and projects.
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities. ___Contextualization:
Examples: Demonstrations,
media, manipulatives,
___Text Representation:
repetition, and local
Examples: Student created opportunities.
drawings, videos, and games.
___Modeling: Examples: ___Text Representation:
Speaking slowly and clearly,
modeling the language you want Examples: Student created
students to use, and providing drawings, videos, and games.
samples of student work. ___Modeling: Examples:
Speaking slowly and clearly,
Other Techniques and Strategies modeling the language you
used: want students to use, and
___ Explicit Teaching providing samples of student
___ Group collaboration work.
___Gamification/Learning throuh
play Other Techniques and
 ___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
GRADE 5
Teacher: Armando A. Damaso
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
School: Laoag I/S
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Grade Level: V
Learning Area: FILIPINO
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
 DAILY LESSON LOG
WEEK 1
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
Teaching Dates and Time: AUGUST 12-16, 2019 (WEEK 1)
MONDAY
Naipamamalas ang kakayahan sa
mapanuring pakikinig at pag-
unawa sa napakinggan
Naipamamalas ang kakayahan at
tatas sa pagsasalita sa
pagpapahayag ng sariling ideya,
kaisipan, karanasan at damdamin
Naisasakilos ang maaaring
mangyari sa napakinggang
kuwento at naibibigay ang
tamang pagkakasunod-sunod ng
mga hakbang sa pagsasagawa ng
isang proseso
Nakagagawa ng isang travelogue
o kuwento na maibabahagi sa iba
Nakapagbibigay ng panuto na
may 3 – 5 hakbang F5PS-IIa-e-8.7
1.1 Nakasusunod sa hakbang ng
isang gawain F5PN-IIa-1.2
Pagbibigay ng panuto na may 3-5
hakbang
Curriculum Guidepp.70
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LED TV, Powerpoint
presentation,strips of cartolina
Pag-usapan ang kahalagahan ng
matapat na pagsunod sa mga
panuto ng matalinong
TUESDAY
Naipamamalas ang kakayahan at
tatas sa pagsasalita sa
pagpapahayag ng sariling ideya,
kaisipan, karanasan at damdamin
Nakagagawa ng isang travelogue o
kuwento na maibabahagi sa iba
Nagagamit nang wasto ang
pandiwa ayon sa panahunan sa
pagsasalaysay tungkol sa
mahahalagang pangyayari F5WG-
IIa-c-5.1
Wastong Gamit ng Pandiwa Ayon
sa Panahunan (Pangnagdaan)
Curriculum Guidepp.70
LED TV, Powerpoint
presentation,strips of cartolina
Ano ang dapat isaalang-alang sa
pagtatala ng mga panuto o
direksyong binasa?
WEDNESDAY
Naisasagawa ang mapanuring
pagbabasa sa iba‘t ibang uri ng
teksto at napapalawak ang
talasalitaan
Naisasakilos ang katangian ng
mga tauhan sa kuwentong
binasa;nakapagsasadula ng
maaring maging wakas ng
kuwentong binasa at
nakapagsasagawa ng charades ng
mga tauhan
Nagagamit ang mga bagong
salitang natutunan sa usapan
F5PT-IIa-b-8
3.1 Naipagmamalaki ang sariling
wika sa pamamagitan ng
paggamit nito F5PL-0a-j-1
Paggamit ng mga Bagong Salitang
Natutuhan
Curriculum Guidepp.70
Alab ph.
LED TV, Powerpoint
presentation,strips of cartolina
Isulat ang tamang panauhang
pangnagdaan para mabuo ang
diwa ng pangunguasap.
Quarter: 2ND QUARTER
THURSDAY
Naisasagawa ang mapanuring
pagbasa sa iba‘t ibang uri ng
teksto at napapalawak ang
talasalitaan
Naisasakilos ang katangian ng
mga tauhan kuwentong binasa;
nakapagsasadula ng maaring
maging wakas ng kuwentong
binasa at nakapagsasagawa ng
charades ng mga tauhan
Nailalarawan ang mga tauhan
at tagpuan ng tesktoF5PB-IIa-4
Paglalarawan ng mga Tauhan
at Tagpuan
Curriculum Guidepp.70
LED TV, Powerpoint
presentation,strips of cartolina,
metacards
Piliin ang kaugnay ng bagong
salitang natutuhan salitang na
may salungguhit sa
FRIDAY
Naipamamalas ang iba‘t
ibang kasanayan upang
maunawaan ang iba‘t
ibang teksto
Nakabubuo ng dayagram
upang maipakita ang
nakalap na impormasyon o
datos
Naitatala ang mga
impormasyon mula sa
binasang teksto F5EP-IIa-f-
10
Pagtatala ng Impormasyon
Mula sa Binasang Teksto
Curriculum Guidepp.70
LED TV, Powerpoint
presentation,plashcar
Ibigay ang iba‘t ibang
aspekto ng pandiwa

B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
mamamayan para sa
matagumpay na pagsasagawa ng
anumang bagay o gawain.
Mahalaga ang disiplina sa isang
paaralan at ito‘y matatamo
lamang kung ang mga mag-aaral
na tulad mo ay marunong
sumunod sa mga panuto at
alituntunin sa paaralan.
Bakit kailangang sundin ang mga
panuto o tagubilin? Sa araling
ating tatalakayin makakatulong
ito para makasunod ka sa panuto
o tagubilin.
Basahin ang usapang ibibigay ng
guro at humanda sa talakayan.
Pagsunod sa Panuto
Mag-aaral: Magandang umaga po
Gng. Mendoza?
Aksiyon Ko, Hulaan Mo…
Maghanda ng isang maikling
pagsasakilos ng nais mong maging
paglaki mo.
Pahulaan ito sa iyong mga kaklase.
Kung tama ang sagot ng tinawag
mo, siya naman ang susunod na
magpapahula.
Ano-ano ang nakita mong kilos na
isinagawa ng iyong kaklase?
Pagbasa ng isang diary.
(Tingnan ang diary sa kalakip na
papel)
(matapos) 1._______kahapon
ang pagpipinta ng kanilang
bahay.
(bayad) 2. ______ni Nana yang
matrikula ko noong isang lingo.
(alis) 3. ______ang mag-anak
noong Linggo.
(abuloy) 4. Ang mga bata ay
_______para sa kawanggawa
kahapon.
(hanap) 5. Nagdudumaling
_______ ng sastre ang
nawawalang karayom.
Ipakuha ang diksyunaryo ng mga
mag-aaral at ipahanap ang
kahulugan ng mg salita.
-mapunit
-tinabig
-mapatid
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Sino-sino sa inyo mga bata ang
humihingi ng paumanhin sa
wastong paraan?
Ano-ano ang inyong mga paraang
ginagawa upang maipakita na
pangungusap.
1. Si Nelson ay nanghahagilap
ng sasabihin. (Alam na alam,
Hindi alam) ng bata ang
ibibigay na dahilan ng kanyang
ina.
2. Ang kanyang tinig ay may
pagsusumamo. Siya ay
(humihingi ng tulong,
nagagalit) sa
kausap.
3. Nabagabag ang damdamin ni
Raul sa mga nakita niya. Siya‘y
(tuwang-tuwa,
alalang-alala).
4. Siya ay tungung-tungo
habang aking kinakausap.
Nakatingin siya sa (ibaba,
malayo)
kaya hindi nakita ang nandidilat
kong mga mata.
5. Nangangapos ang kanyang
hininga. (Kulang, Sobra) ang
hanging pumapasok sa
kanyang katawan.
Maglalaro tayo ng BATANG Pagsagot sa Puzzle
HENYO. Huhulaan ng kabilang Pagkatapos ay ipabasa ang
pangkat ang mga salitang isang alamat sa Batayang
ibibigay ng inyong pangkat. Aklat
Tandaan na ang tanong na Pahalang
ibibigay upang mahulaan ang babaing kabilang sa
salita ay dapat masasagot maharlikang angkan o
lamang ng hindi,oo at puwede. anak ng isang hari
Umisip ng limang salitang tuwa
pahuhulaan sa ibang pangkat. Pababa
Ang mga salitang ito ay dapat hayop na karaniwang
may kaugnayan sa kuwentong inaalagaan sa tahanan na
babasahin. namumuksa ng mga daga
handog
Mga bata ano ang ating Pagbibigay ng salitang
pambansang bulaklak? tinutukoy ng katuturan.
Nakakita na ba kayo ng Piliin ang salitang
bulaklak ng sampagita? tinutukoy ng mga pahayag.
Paano ninyo mailalarawan ang Hindi totoo, hindi orihinal

D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
Gng. Mendoza: Magandang kayo‘y humihingi ng paumanhin? kaanyuan ng bulaklak na ito? Malakas na iyak na parang
umaga naman. Mabuti at Pagpapakita ng guro ng hayop
naparito ka sa ating aklatan. larawan ng sampagita.
Mag-aaral: Baguhan po ako sa
paaralan na ito. Maaari po bang
malaman kung
paano ako makagagamit ng
aklatan.
Gng. Mendoza: O sige, basahin
mo ang mga nakasulat sa
kartolinang ito. Iyon ang
tagubilin sa ating silid-aklatan.
Mag-aaral: (Binasa nang mahina
ang nakatala sa kartolina)
Mga Tagubilin sa Loob ng Silid-
Aklatan
1. Kailangan ang sariling ID.
2. Ibigay ang ID sa gurong nasa
gawing pintuan ng aklatan.
3. Iwanan ang mga gamit sa
dapat kalagyan nito malapit sa
pintuan.
4. Tahimik na humanap ng
mauupuan.
5. Hanapin ang aklat, magasin o
pahayagang kailangan.
6. Makipag-usap nang tahimik.
7. Umupo nang maayos sa
pagbabasa at pagsusulat.
8. Pag-ingatan ang aklat, magasin
o pahayagan.
9. Isauli nang maayos ang aklat sa
pinagkunang lugar.
10. Huwag ilalabas sa aklatan ang
libro, magasin, o pahayagan nang
walang paalam.
11.Huwag kumain sa silid-
aklatan.
1. Sino ang katiwala sa silid- Pagtalakay ng nilalaman ng diary. Tatawag ang guro ng mag-aaral Pagbasa ng kuwento ng Matapos ninyong basahin
aklatan? Ano-ano ang mga salitang kilos na upang basahin ang usapan. ―Alamat ng Sampagita‖. ang isang alamat, sagutin
2. Bakit nagtanong ang mag-aaral ginamit sa tekstong binasa? Cherry : Sori, Sonia. Hindi ko Pagtalakay ng kuwentong ang mga tanong na
sa katiwala? Alin sa mga ito ang nangyari na? sinasadyang mapunit ang aklat binasa. makikita sa mga kuwadro
3. Buuin ang kaisipan ng teksto sa Paano mo nasabi na nangyari na mo. Sino ang dalawang tauhan sa
pamamagitan ng pagdurugtong ang mga ito? Alpha : Pinakakaingatan ko pa kuwento na sobrang

E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
ng mga salitang ―Ang
mabuting tagasunod………..‖
4. Agad mo bang naunawaan ang
tagubilin sa aklatan?
5. Mainam bang magkaroon ng
mga tuntunin sa aklatan? Bakit?
6. Magtatanong ka rin kaya sa
katiwala ng aklatan kung bago ka
sa isang paaralan?
7. Anong kabutihan ang
maidudulot sa iyo ng
pagtatanong?
Pangkatang Gawain
Ano-ano ang mga hakbang o
panuto na dapat gawin sa bawat
sitwasyon. Isulat ito sa isang
manila paper at humandang
talakayin sa buong klase.
Pangkat I- habang makikinig ng
klase sa loob ng silid-aralan
Pangkat II- habang nagmimisa
ang pari sa simbahan
Pangkat III-sa pagtawid sa kalsada
Pangkat IV-habang kumakain
Pangkat V- may dumating na
bisita ang iyong magulang
Ano ang tawag dito?
Ano ang idinadagdag sa salitang
ugat upang maipakita na
naisagawa na ang kilos?atbp
Pangkatan Gawain
Bawat pangkat ay bibigyan ng
isang malaking sobre para sa
gawain ng bawat pangkat.
Gamitin ang tsart sa pagbabahagi
ng mga ginawa, ginagawa at
gagawin mo pa lamang upang
maging isang tunay na katuwang
ng pamayanang kinabibilangan. Sa
ilalim ng bawat isa, isulat naman
ang sanhi at bunga ng mga kilos na
isinulat. Talalakayin ng bawat
grupo ang kanilang ginawa.
naman ang aklat ko kasi binili nagmamahalan?
yaon sa akin ni Itay. Saan ang tagpuan ng kuwento?
Cherry : Pasensiya na ulit! Huwag Ano-anong mga katangian ang
ka nang mag-alaala sabi ni Inay ay taglay ni Nita sa kuwento?
huhublian na Paano mo ilalarawan si Destor
lang niya ung aklat mo para sa ating kuwento?
makabili ka ng panibago.
Bing Bing : Frida, hindi ko
ginugustong mapatid ka sa paa ko
nagalit lang
ako sa nagawa mo kay Alpha.
Humihingi ako ng paumanhin
Cherry : Ipagpaumanhin mo rin
Bing Bing kung nabali ko ang lapis
mo kanina ng
nadulas ako.
Bing Bing : Ayos lang un ang
importante ay bati-bati na tayo.
Cherry : Oo naman ganan talaga
magkakaibigan palagin
nagmamahalan.
Talakayin ng usapan at bigyang
pansin ang mga bagong salita na
narinig sa usapan at ipabigay ang
kahulugan ng bawat isa.
Pangkatang Gawain Pangkatang Gawain Pagsagot sa mga tanong
Bumuo ng limang pangkat. Bawat Pangkat I - Isulat Mo!
pangkat ay bibigyan ng kani- Ipakita sa pamamagitan ng
kanilang manila paper upang isang slogan ang paglalarawan
pagsulatan ng natapos na gawain ng tauhan at
at ipaliwanag ito. tagpuan sa kuwento
Pangkat II – Ikilos Mo!
Isadula ang kuwentong binasa
sa pamamagitang ng masining
na
paglalarawan sa tauhan at
tagpuan sa kuwento
Pangkat III – Iguhit Mo!
Gumawa ng isang poster na
naglalarawan sa tauhan at
tagpuan sa
kuwentong binasa
Pangkat IV – Awitin Mo!
Ipakita sa pamamagitan ng

F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
Sundin ang ipinapagawa ng
bawat panuto.
1. Gumuhit ng isang puso. Isulat
sa loob nito sa loob nito ang
pangalan ng matalik o
pinakamalapit mong kaibigan.
2. Isulat sa loob ng isang parihaba
ang pinakagusto mong katangian
ng iyong matalik o
pinakamalapit na kaibigan.
Gumuhit ng isang bituin sa bawat
kanto ng parihaba.
3. Pareho ba ang buwan ng iyong
bertday ng matalik o
pinakamalapit mong kaibigan?
Kung oo, gumuhit ng masayang
mukha. Kung hindi, gumuhit ng
malungkot na mukha.
Nagbabadya ang malakas na ulan,
ayon sa PAGASA mayroong
namumuong bagyo na maaring
pumasok sa ating bansa. Bilang
isang bata ano-anong mga
paghahanda ang maaaring gawin
sa paparating na bagyo?
Ano-ano ang mga dapat tandaan
sa pagsunod sa hakbang ng isang
gawain?
1. Sa pagtatala ng mga panutong
napakinggan, kailangang makinig
na mabuti upang
maunawaan ang pinakikinggan o
Kailan ginagamit ang panahunang
pangnagdaan
Sa ating pang-araw-araw na
gawain sa tahanan, paano natin
maipapakita ang mga bagay na
maaring gawin ngayon na di natin
kailangang ipagpabukas pa?
Paano mo masasabi na nangyari
na ang isang kilos?
Tapusin ang pangungusap. Isulat
ang kahulugan ng mga bagong
salitang natutuhan sa
pamamagitan ng pag-ayos ng
ginulong mga titik.
M A I A H P R 1. Sinasabing ang
(patay-gutom)_________ ay
kinalulugdan ng Diyos
dahil sa kanilang
pananampalataya.
K A H A M 2. Ang mga (aba)
_______ ay itataas pagdating ng
takdang-oras.
AOKNSEYNIS 3. Sumuko ang
magnanakaw sa pulis sapagkat
(inusig)_________siya ng
kanyang budhi.
M M A T A A Y 4. Nanghihina si
Kawayan hanggang (bawian ng
buhay)____________.
I O T N S 5. May napansing
halaman sa ( puntod)________ ni
Kawayan.
Narinig mong nag-uusap ang
iyong kamag-aaral tungkol sa
paggamit ng ating sariling wika,
isang bata ang ayaw gamitin ang
Wikang Filipino bagkus mas
pinahahalagahan niyang gamitin
ang wikang banyaga. Paano mo
siya papaliwanagan?Bakit?
Paano magagamit ang mga
bagong salitang natutunan?
isang awit ang paglalarawan sa
tauhan at tagpuan
sa kuwento
Tukuyin ang tauhan at tagpuan
na inilalarawan sa bawat
bilang. Isulat ang sagot sa
patlang
_______1. Ang lalaking labis na
iniibig ni Nita.
_______2. Lugar na madalas
puntahan nina Nita at Destor.
_______3. Kapwa lumaki si
Nita at Destor sa isang lugar na
lubhang minahal ng bawat
isa.
_______4. Dahil sa matinding
kalungkutan nasambit niya ang
salitang ―Sumpa Kita‖.
_______5. Nagsumpaan na di
sila maghihiwalay anuman ang
mangyari
Umalis ang iyong mga
magulang, mag-isa ka lang
naiwan sa inyong tahanan at
pinagbilinan na huwag aalis ng
bahay, ngunit nainip ka sa loob
ng bahay kaya minabuti mong
makipaglaro sa iyong mga
kaibigan sa labas. Tama ba ang
iyong ginawa? Bakit? Paano mo
ito iuugnay sa kuwentong ating
binasa?
Ang tauhan ng isang akda ay
nakikilala batay sa kanyang
sinasabi at ikinikilos. Sa
pamamagitan ng pagsasalita at
pagkilos matutukoy at
mailalarawan mo ang
katangian ng tauhan.
Pangkatatang Gawain
Bumuo ng limang pangkat.
Bawat pangkat ay bibigyan
ng activity card batay sa
kuwentong nabasa.
Natatandaan mob a ang
mga pangyayari sa
―Hardonerong Tipaklong?
‖ Sino-sino ang mga
tauhan dito?
Pangalan ng
Tauhan________________
______________________
_
Ano ang ginawa niya?
______________________
_______________
_Una
Gitnang Bahagi
Katapusan
Ano ang damdamin niya?
______________________
__________________
Balikan ang kwentong
binasa. Punan ang tsart ng
tauhan at katangian nito.
Mga Tauhan
Mga Katangian
Prinsesa Alindog
Prinsipe Baldo
Prinsipe Makisig
Nasusukat ang lubos na
pagkaunawa sa anumang
binasa kapag natugunan
ang mga batayang
katanungan. Sa tulong ng
mga tagpuan at tauhan
nailalarawan ang
 binabasa.
2. Sundin nang wasto ang panuto
upang maisagawa ang anumang
pagsasanay nang
maayos, mabilis at tama.
3. Ang pagsunod sa panuto ay
nakatutulong sa ikatatagumpay
ng isang gawain.
I.Pagtataya ng aralin Sundin ang ipinapagawa ng
bawat bilang.
1. Gumuhit ng isang bilog. Isulat
sa loob ng bilog ang pangalan ng
iyong guro sa Filipino.
Gumuhit ng isang tatsuok sa
ilalim ng bilog. Isulat sa loob ng
tatsulok ang bilang ng titik
na bumuo sa pangalan ng guro.
2. Kahunan ang inuuga-uga ni
Lolo Rene habang nakaupo at
nagpapahingan.
3. Isulat ang petsa ng iyong
kaarawan sa loob ng tatsulok.
Gumuhit ng tig-isang bilog
nanakadikit sa kanto ng tatsulok.
4. Gumuhit ng dalawang
magkatapat na parihaba. Isulat
ang pangalan ng iyong ama at
ina. Gumuhit ng puso sa pagitan
ng dalawang magkatapat na
parihaba.
5. Gumuhit ng isang bilog. Ikabit
ito ng linya sa isang tatsulok na
ikinabit din ng isang linya
sa isang parihaba. Isulat sa loob
ng mga hugis na nakakabit ang
Bilugan ang pandiwang angkop sa
panauhang ipinahihiwatig sa
pangungusap.
1. (Inaalagaan, Inalagaan,
Aalagaan) ng kaniyang ina ang
kanilang taniman kamakalawa.
2. (Bumibili, Bumili, Bibili) siya ng
pataba upang lumusog ang mga
tanim.
3. Masaya silang (nagkuwentuhan,
nagkukuwentuhan,
magkukuwentuhan) habang
naglalakad.
4. (Pumitas, Pumipitas, Pipitas) sila
ng mga gulay kahapon upang
maiuuwi sa kanyang
lola.
5. Kahapon (dumalaw,
dumadalaw, dadalaw) ang
kanyang mga kaibigan.
Piliin ang pinakamalapit na
kahulugan ng bagong salitang
may salungguhit. Piliin ang
tamang sagot sa loob ng kahon.
Inabot hindi nagsasalita
Instrumentong pangmusika
tunog na nilikha ng paa
Kilalang-kilala
1. Walang imik na pumasok sa
silid si Lolo Felix.
2. Hinihipan niyang ubos-lakas
ang trumpeta.
3. Ginagap nang matanda ang
mga kamay ng apo.
4. Narinig nila ang yabag ng
higante.
5. Bantog ang panauhing mang-
aawit.
Tagpuan tumutukoy sa lugar at nilalaman ng teksto.
oras ng pinangyarihan ng
kwento.
Tukuyin ang tauhan at tagpuan Basahin ang alamat at
batay sa inilalarawanng bawat punan ng sagot sa angkop
bilang. Piliin ang tamang sagot na kolum ng tsart.
sa loob ng kahon. (Tingnan ang kuwento ng
Pag-aalaala Pagkahiya Malibay ―Alamat ng Sampalok‖ sa
Restawrant ibang pahina ng papel)
Evacuation Center
Panghihinayang Paghanga
1. Ayaw kumanta ni Alex sa
harapan kaya siya napayuko ng
tawagin ng guro.
2. ―Dapat nag-aral ako ng
maaga para hindi ako
magmamadali ngayong gabi‖
wika ni
Gerric
3. Nagdala ng pagkain si
Aubrey para sa nasalanta ng
bagyo.
4. ―Buong araw nakabukas
ang aircon kahit walang tao!
Sayang ang kuryente!‖
5. ―Hindi masarap ang
pagkain, ang bagal ng mga
waiter at madumi ang
restawrant,
hindi na ako babalik sa
restawrant na ito

J.Karagdagang Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng
80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang Gawain
para sa remediation
pangalan ng iyong
paboritong artista at sa loob ng
bilog ang iyong mararamdaman
kung sakaling makita
Gumawa ng limang panuto kung
paano dapat mag-ingat at
magpahalaga sa kapaligiran
upang maiwasan ang
pagkakasakit.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
Gamitin ang salitang-ugat sa
panaklong sa pagbubuo ng mga
pandiwa sa iba‘t ibang panahunan
na angkop sa puwang upang
mabuo ang diwa ng talata.
Naku!______(ulan) na naman
nang malakas sa labas. Sana‘y
______(tigil) na ito. Wala akong
dalang payong. _______(bilin) sa
akin ni Inay iyon kahapon
pero________(limot) ko. Paano ba
ang aking _______(gawin)?
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
Magsulat ng 5 bagong salitang
inyong naririnig sa inyong
tahanan at ibigay ang kahulugan
ng mga ito.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
Anong katangian ng tauhan ang Magsaliksik ng mga
ipinakikita batay sa kanyang kwentong bayan. Kilalanin
pahayag o ikinikilos? Lagyan at suriin ang mga tauhan
ng / ang patlang na katapat ng at tagpuan sa kwento.
sagot.
1. ―Ricky, halika. Sabay-sabay
tayong magtanghalian ng iba
pa nating mga kamag-aral.‖
______pautos _______palabati
______palakain
_______palakaibigan
2. ―Alam kong ginagawa mo
ang iyong makakayanan.
Huwag kang mag-alala.‖
______maunawain
________matapang
______matampuhin
________mainipin
3. ―Baka hindi ako matanggap.
Hindi na lang kaya ako mag-
aaplay sa trabahong iyon‖.
______mapagmalaki
________mapagpasensiya
______matatakutin
________makasarili
___Lesson carried. Move on to ___Lesson carried. Move
the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got
mastery 80% mastery
___Pupils did not find ___Pupils did not find
difficulties in answering their difficulties in answering
lesson. their lesson.
___Pupils found difficulties in ___Pupils found difficulties
answering their lesson. in answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy
lesson because of lack of the lesson because of lack

C.Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin.
D.Bilang ng mag-aaral na
magpapatuloy sa remediation
E.Alin sa mga estratehiyang
pagtuturo ang nakatulong ng lubos?
Paano ito nakatulong?
F.Anong sulioranin ang aking
naranasan na solusyunansa tulong
ng aking punungguro at superbisor?
G.Anong kagamitang panturo ang
aking nadibuho nanais kong ibahagi
sa kapwa ko guro?
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
knowledge, skills and interest of knowledge, skills and
about the lesson. interest about the lesson.
___Pupils were interested on ___Pupils were interested
the lesson, despite of some on the lesson, despite of
difficulties encountered in some difficulties
answering the questions asked encountered in answering
by the teacher. the questions asked by the
___Pupils mastered the lesson teacher.
despite of limited resources ___Pupils mastered the
used by the teacher. lesson despite of limited
___Majority of the pupils resources used by the
finished their work on time. teacher.
___Some pupils did not finish ___Majority of the pupils
their work on time due to finished their work on
unnecessary behavior. time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned ___ of Learners who
80% above earned 80% above
___ of Learners who require ___ of Learners who
additional activities for require additional
remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who
up the lesson caught up the lesson
___ of Learners who continue ___ of Learners who
to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work
___Metacognitive well:
Development: Examples: Self ___Metacognitive
assessments, note taking and Development: Examples:
studying techniques, and Self assessments, note
vocabulary assignments. taking and studying
___Bridging: Examples: Think- techniques, and
pair-share, quick-writes, and vocabulary assignments.

___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
anticipatory charts. ___Bridging: Examples:
___Schema-Building: Examples: Think-pair-share, quick-
Compare and contrast, jigsaw ___Schema-Building: writes, and anticipatory
learning, peer teaching, and Examples: Compare and charts.
projects. contrast, jigsaw learning, peer
teaching, and projects. ___Schema-Building:
___Contextualization: Examples: Compare and
Examples: Demonstrations, ___Contextualization: contrast, jigsaw learning,
media, manipulatives, repetition, peer teaching, and
Examples: Demonstrations,
and local opportunities. projects.
media, manipulatives,
repetition, and local
___Text Representation: opportunities. ___Contextualization:
Examples: Student created Examples:
drawings, videos, and games. ___Text Representation: Demonstrations, media,
manipulatives, repetition,
___Modeling: Examples: Examples: Student created
and local opportunities.
Speaking slowly and clearly, drawings, videos, and games.
___Text Representation:
modeling the language you want ___Modeling: Examples:
students to use, and providing Examples: Student created
Speaking slowly and clearly,
samples of student work. modeling the language you drawings, videos, and
want students to use, and games.
Other Techniques and Strategies providing samples of student ___Modeling: Examples:
used: work. Speaking slowly and
___ Explicit Teaching clearly, modeling the
___ Group collaboration Other Techniques and language you want
___Gamification/Learning throuh Strategies used: students to use, and
play ___ Explicit Teaching providing samples of
___ Answering preliminary ___ Group collaboration student work.
activities/exercises ___Gamification/Learning Other Techniques and
___ Carousel throuh play Strategies used:
___ Diads ___ Answering preliminary ___ Explicit Teaching
___ Differentiated Instruction activities/exercises ___ Group collaboration
___ Role Playing/Drama ___ Carousel ___Gamification/Learning
___ Discovery Method ___ Diads throuh play
___ Lecture Method ___ Differentiated Instruction ___ Answering preliminary
Why? ___ Role Playing/Drama activities/exercises
___ Complete IMs ___ Discovery Method ___ Carousel
___ Availability of Materials ___ Lecture Method ___ Diads
___ Pupils’ eagerness to learn Why? ___ Differentiated
___ Group member’s ___ Complete IMs Instruction
collaboration/cooperation ___ Availability of Materials ___ Role Playing/Drama
in doing their tasks ___ Pupils’ eagerness to learn ___ Discovery Method
___ Audio Visual Presentation ___ Group member’s ___ Lecture Method
of the lesson of the lesson of the lesson collaboration/cooperation Why?
in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Availability of
of the lesson Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual
Presentation
of the lesson
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 13-17, 2018 (WEEK 1) Quarter: 2ND QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learners demonstrate understanding on how the parts of the human
reproductive system work
B.Performance Standards The learners should be able to practice proper hygiene to care of the
reproductive system
C.Learning identify the parts of the female
Competencies/Objectives reproductive system.
S5LT-IIa-1
II.CONTENT Parts and Functions of the
Human Reproductive System
III.LEARNING RESOURCES
A.References 1. Textbook pages
a. Science for Daily Use , pp. 2-4
b. Science Spectrum 5, pp. 1-4
c. Science for Daily Use, pp. 2-4
d. Science and Health 5 by
Natividad Alegre-Del Prado, pp.
1-5
describe function of each parts of identify the parts of the male describe function of each to compare the function of
thefemale reproductive system. reproductive system. parts of the male reproductive each parts of the
S5LT-IIa-1 S5LT-IIa-1 system. S5LT-IIa-1 human female and male
reproductive system. S5LT-
IIa-1
Parts and Functions of the Human Parts and Functions of the Human Parts and Functions of the Parts and Functions of the
Reproductive System Reproductive System Human Male Reproductive Human Female and Male
System Reproductive System
a. Science for Daily Use , pp. 2-4 Science for Daily Use , pp. 2-4 a. Science for Daily Use , pp.2-
b. Science Spectrum 5, pp. 1-4 b. Science Spectrum 5, pp1-4 4 a. Science for Daily Use ,
c. Science for Daily Use , pages. 2-4 c. Science for Daily Use , pp. 2-4 b. Science Spectrum 5, pp. 1-4 pp. 2-4
d. Science and Health 5 by d. Science and Health 5 by c. Science for Daily Use , pp. 2- b. Science Spectrum 5, pp.
Natividad Alegre-Del Prado, pp. 1- Natividad Alegre-Del Prado, pp. 1- 4 1-4
5 5 d. Science and Health 5 by c. Science for Daily Use ,
Natividad Alegre-Del Prado, pp. 2-4
pp. 1-5 d. Science and Health 5 by
Natividad Alegre-Del
Prado, pp. 1-5

1.Teacher’s Guide pages

2.Learners’s Materials pages CG p.30 of 66 CG p.30 of 66 CG p.30 of 66 CG p.30 of 66 CG p.30 of 66
3.Textbook pages
4.Additional materials from learning http://kidshealth.org/misc/ https://www.youtube.com/ https://www.youtube.com/
resource (LR) portal movie/bodybasics/ watch?v=5xfa9IK- watch?v=5xfa9IK-
female_repro.html UX8&spfreload=10 UX8&spfreload=10
www.pppst.com5 http://www.eschooltoday.com/ http://
https://www.youtube.com/ human-reproduction/the-female- www.eschooltoday.com/
watch?v=5xfa9IK- reproductive- human-reproduction/the-
UX8&spfreload=10 organ.html male-reproductive-
http://www.eschooltoday.com/ http://kidshealth.org/en/teens/ organ.html
human-reproduction/the-female- female-repro.html# http://kidshealth.org/en/

B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
http://patient.info/health/the-
female-reproductive-system
Teaching Support Materials for
Elementary Science, pp.
Picture,
Which comes first? Direction: Activity: YES or NO.
Arrange the following words from Say YES if the statement is correct
TISSUE CELL and NO if it is incorrect and
SYSTEM ORGAN change the underlined word to
make it correct.
 Ovaries are oblong-shaped and
located on the left and right side
of the uterus.
 Vagina is a hallow, pear-shaped
organ with a muscular wall and a
lining.
 Fallopian tubes are thick, hard
tubes extending from the uterus
to the ovaries
 Cervix is located in the lower
portion of the uterus that opens
into the vagina.
 Vagina is called as the” birth
canal”.
Activity: Word Hunt You have already learned the parts
Try to find all 5 words from the of the female reproductive
letter board. They may go system. Now, we will be describing
downward, the function of each part as we
upward, or from left to right. will
Cervix be viewing tBut before that, what
Fallopian tube are the standards to follow in
Vagina viewing
Ovary activity?
Uterus 1. Setting standards in viewing.
a. Listen and watch attentively.
b. Write down important details
PowerPoint presentation, activity
sheet, chart, pictures
Activity: Fish Bowl
Fish a word related to the parts of
the female reproductive system
from
the bowl.
The words left in the fish bowl are
organs of the male reproductive
system
Let us identify them in the diagram
and be able to describe each part.
Show diagram of a female and
male reproductive system.
Activity: Think Pair Share:
Question: What difference do you
notice between the female and
male
reproductive system?
 Give students at least 30
seconds to think prior to
responding to
a question or prompt you give
teens/male-repro.html#
http://patient.info/health/
the-male-reproductive-system
https://www.youtube.com/
watch?
v=zF1oXOitedE&spfreload=10
https://www.youtube.com/
watch?
v=Nq_rYGxKG3c&spfreload=1
0
pictures
Activity: Picture Perfect!
Direction: Describe the male
reproductive organ presented
in each
picture.
Group Activity
1. Distribute the envelopes
containing picture pieces of
the male reproductive organs.
2. Connect the parts of the
jigsaw puzzle by connecting
the parts.
3. Label each organ to
illustrate the male
reproductive system.
PowerPoint presentation,
activity sheet, pictures
Arrange the jumbled
letters to form the organs
of the male
and female reproductive
system.
TERUSU INAVAG PESNI
SCTUMRO
SVA DEFNSERE CIXERV
VAORY
EPYMISIDID
LLOPFAIAN TBEU
STATPROE GANDL
Activity: Reproductive
Organ Game
Direction: Tell whether the
reproductive organ
mentioned in the activity is
for a male or female. Or
list them down on the
boxes provided.

C.Presenting Examples/ instances of
the new lesson
Activity Proper: Group Activity
Group the class with 6 members
each.
Objective: Identify the parts of
the female reproductive system
I. Problem: What are the parts of
the female reproductive system?
II. Materials: chart/ illustration of
the female reproductive system
III. Procedure
III. Procedure
1. Study the illustration of the
female reproductive system.
2. Discuss with your group
members the different parts of
the female
reproductive system.
3. List down the part of each
reproductive system below.
IV. Data and Observation:
1. Enter you observation here.
Parts Of The Female
Reproductive System
1.
2.
3.
4.
5.
2. Label the parts of the
from the video.
c. Answer the given questions
correctly.
2. Distribute the worksheets.he
video
Playing of the video- The Female
Reproductive System
https://www.youtube.com/
watch?v=5xfa9IK-
UX8&spfreload=10
Note: Play only the part that
pertains to the functions of each
external
part of the female reproductive
system
Activity Proper: Video Viewing
with Interactive Activity
Objective: Describe the function of
each part of the female
reproductive system
I. Problem: What are the functions
of each part of the female
reproductive
system?
II. Materials: video of the female
reproductive system, worksheets,
chart/ illustration of the female
reproductive system
III. Procedure:
1. Watch and listen to the video –
The Reproductive System.
them.
 Then have students turn to a
partner and share their responses.
 Teacher leads the class sharing
of thoughts.
C. Presenting examples/ instances
of the lesson
Activity Proper: Let’s Investigate!
Form groups with 6 members
each.
TDAR Activity (Think Discuss Act
Reflect)
Objective: Identify and describe
the parts of the male reproductive
system through a research work.
I. Problem: What do you know
about the male reproductive
system?
II. Materials: Science books for
research, manila paper, pencil,
coloring materials, pentel
pen/marker, timer
III. Procedure:
1. Organize your group and choose
a leader.
2. The leader will assign roles of
each group according to
members preference and assigns
other members for their
specific roles.
The Leader The Recorder
The Summarizer The Presenter
The Time-Keeper The errand
Monitor
The Artist
3. Assign the Artist to draw the
male reproductive system.
Video-Based Instruction
https://www.youtube.com/
watch?
v=zF1oXOitedE&spfreload=10
https://www.youtube.com/
watch?
v=Nq_rYGxKG3c&spfreload=1
0 reproductive system.
Objective: Describe the
function of each part of the
male reproductive system
I. Problem: How do organs of
the male reproductive system
work?
II. Materials: video of the
sperms’ journey from the
testes and out of
the penis, storyboard
template, worksheets, chart/
illustration of the male
reproductive system
III. Procedure:
1. Watch and listen to the
video presentation.
2. Write down important
details about the topic
presented in the
video.
3. Recall important shots and
complete the storyboard
template by
writing the details of what
happened in each indicated
C. Presenting examples/
instances of the lesson
Activity: What’s the
Difference? Group Activity
Objective: Compare the
function of each part of
the male and female
I. Problem: Which organs
of the male and female
reproductive system
are similar in function?
II. Materials: chart/
illustrations of the male
and female reproductive
system
III. Procedure:
1. Work with your group.
2. Study the illustrations of
the male and female
reproductive
system.
3. Discuss with your group
members the different
parts of the
reproductive systems.
4. Complete the table
below about the structures
and functions of
the Human Reproductive
System.

D.Discussing new concepts and
practicing new skills #1
reproductive system
V: Conclusion:
 I learned that….
 I therefore conclude that…
1. Group reporting
2. Sharing of results of the
activity.
https://www.youtube.com/ 4. Assign the Recorder with the episode. IV. Data and Analysis
watch?v=5xfa9IK- help of other members to label IV. Data and Observation:
UX8&spfreload=10 Enter your data here.
2. Take down notes or important the parts of the male reproductive Complete the storyboard Function
details from the video system template below. the blanks Type of sex cell
presentation. 5. Have other members note down can be Organs that produce the
3. Answer the following guide and describe each part. used in order for the pupils to sex cell and hormones
questions while viewing the video. 6. Share ideas on how to answer be guided in completing the Hormones produced which
a. Why is vagina called as the birth the problem/question. template. determine the secondary
canal? Note: In lower section, f sex characteristics
b. What is the function of the Talk about your research work to V. Conclusion: Tube through which sex
uterus? come up with a  I learned that…. cells travel once produced
c. What are produced in the presentation.  I therefore conclude that…
ovaries of the female reproductive 7. Prepare for a group
system? presentation.
d. How many egg does a woman
releases every month? IV. Data and Analysis:
e. What is the role of the fallopian
1. List down and describe the
tube in the female reproductive
organs of the male reproductive
system?
system.
f. What organ is located at the
lower portion of the uterus that 2. Enter your data by completing
expands the table
to allow the baby to pass through PARTS OF THE MALE
the vagina REPRODUCTIVE SYSTEM
IV. Data and Observation:
Based on the discussion, complete
the table below.
Parts Of The Female Reproductive
System
Function
1. Vagina
2. Uterus
3. Ovaries
4. Fallopian tube
5. Cervix
V. Conclusion:
 I learned that….
 I therefore conclude that…
Checking of individual worksheets
by answering the guide questions. 1. Group presentation and 1. Peer sharing of answers 1. Group presentation and
1. Why is vagina called as the birth reporting 2. Checking of worksheets reporting
canal? 2. Sharing of results of the activity 3. Verifying the results by 2. Sharing of results of the
Vagina is called as birth canal activity.

E.Discussing new concepts and
practicing new skills #2
Discussing new concepts and
practicing new skills #2
1. Teacher’s Input:
Interactive discussion through
animation showing the parts of
the
female reproductive system
{Female Reproductive System
Animation}
2. Answer these questions:
Which parts are oblong-shaped
and located on the left and right
side
of the uterus? OVARIES
Which part is a hallow, pear-
shaped organ with a muscular
wall and a
lining? UTERUS
Which are the thin, soft tubes
because it is the passage way for 3. Completion of the cooperative replaying the video and pause Completion of the
childbirth. learning template in each shot cooperative learning
2. What is the function of the (episode) template
uterus?
The uterus holds fertilized egg and
nurtures until the baby is fully
developed.
3. What are produced in the
ovaries in the female reproductive
system?
Egg cells and hormones
4. How many eggs does a woman
release every month?
A woman releases an egg every
month.
5. What is the role of the fallopian
tube in the female reproductive
system?
The fallopian tube connects the
ovaries to the uterus.
6. What organ is located at the
lower portion of the uterus that
expands to
allow the baby to pass through the
vagina?
Verifying and explaining the 1. Teacher’s Input: The teacher leads the pupils Discuss the similarities of
answers for each question by Interactive discussion through to summarize their answers in the functions of male and
replaying animation showing the parts of the table female
the female reproductive animation the reproductive organs using
male reproductive system {Male the illustrations/diagrams.
Reproductive System Animation} a. Which organs both
2. Answer these questions: produce the sex cells?
a. How many sperm cells does a Testes and Ovaries
human male have? Billions b. Which are both external
b. What are the organs of the male organs of male and
reproductive system? female? Penis and
The organs are scrotum, testes
and penis, vas deferens, urethra, Vagina
prostate gland and seminal c. These organs are tubes
vesicles wherein the sex cells travel
c. What are the oval-shaped once
organs contained in the scrotum?
Testes produced. Sperm duct or
d. How does the scrotum look vas deferens and oviduct
 extending from the uterus to the like? or fallopian
ovaries? The scrotum looks like a sac that tube
FALLOPIAN TUBE hangs behind the penis. d. Both males and females
What part is located in the lower e. Which part is the elongated have this organ that carry
portion of the uterus that opens muscular organ full of blood urine. Urethra
into vessels and e. Aside from sex cells,
the vagina? CERVIX sensitive nerves? Penis what other components
Which part is the outside passage f. Which connects the testes and are produced in the
way of the baby? VAGINA the vas deferens? Epididymis
g. What is semen? Semen is the testes and ovaries? Sex
whitish fluid that nourishes the hormones
sperm.
F.Developing Mastery Study the diagram of the female Match each part of the female Complete the graphic organizers. EPISO ORGA HOW Draw a line to connect the
reproductive system describe reproductive organ its function DES N DOES organs of the male and
each part by completing the table INVOL IT female with similar
below. VE WORK functions.
?
Shot Testes Produc
#1 e the
sperm
cells
Shot Epidid Storag
#2 ymis e for
the
sperm
cells
Shot Scrotu Protec
#3 m ts the
testes
Shot Prosta Secret
#4 te es
gland fluid
that
nouris
hes
the
sperm
s
Shot Penis Transp
#5 orts
the
sperm
cells
out of

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
You’ve just learned the different
parts of the female reproductive
system.
You should not make fun of the
terms that refer to your
reproductivesystem.
PART OF THE REPRODUCTIVE
SYSTEM
DESCRIPTION
1. Ovaries
2. Fallopian tube
3. Uterus
4. Cervix
5. Vagina
Why do you think it is important
to use the right terms in referring
to the
female reproductive parts?
What are the parts of the human
female reproductive system?
Directions: Read each item
carefully. Choose the letter of the
correct
Answer
1. What are the female
reproductive organs?
A. egg cells B. ovaries C. sperms
D. testes
2. Why is the vagina called the
Activity: Body Songfest: (Group
Activity)
Pupils need to work with
respective members.
Each group chooses a familiar tune
such as:
‘Mary Had A Little Lamb”
“The Farmer in the Dell”
Twinkle, Twinkle Little Star”
“The wheels on the Bus”
“Bah, bah, Black Sheep”
Each group writes a song about
the parts and functions of
The reproductive system. The
group members will present the
song in class
How does each part of the female
reproductive system work?
Evaluating learning
Directions: Match the part of the
female reproductive system in
column A
with its function in column B.
Write the letter before the
number.
A B
1. Cervix a. holds the fertilized egg
Now that you are very familiar
with the parts of the male
reproductive system, let us now
expand our knowledge by sharing
ideas regarding some
misconceptions that involve the
male reproductive system.
Activity: React on These!
Tell whether you agree or disagree
and justify you answer.
1. Circumcision increases the
sexual power of a man.
2. If a man is not circumcised, he is
a gay or worst he will have a child
who will suffer with rheum (a
watery discharge from the eye or
muta).
3. The size of the penis symbolizes
the masculinity of a male.
What are the parts of the human
male reproductive system?
Study the diagram. Answer the
questions below by writing the
word or letter of the correct
answer
1. What organ is represented by
letter A? _____________
2. _________ is an elongated
muscular organ full of blood
the
body
Shot Urethr Carries
#6 a urine
and
semen
out of
the
body
Circumcision is a Filipino Drag the organs with
family tradition wherein the similar functions in each
foreskin of the male’s penis is end of the line to show its
removed. counterpart in male and
Why do males need to female reproductive
undergo circumcision? system.
(Males undergo circumcision
for personal hygiene and
preventive health
care.)
How does each part of the Compare the function of
female reproductive system male and female
work? reproductive organs.
Which reproductive organs
have similar functions?
Directions: Study the Analogy: Analyze each pair
illustration below to answer of words and supply the
the following missing word.
questions: Study the illustration
1. What are produced in below to answer the
structure A? Sperm cells following questions
2. Which organ transport 1. Penis: Male 3. Female
sperm cells into the female’s sex cell: Egg
vagina? Penis

J.additional activities for application
or remediation
birth canal?
A. It is pyramid in shape. C. It is
where the urine passes
B. It receives the sperm D. The
new born baby passes
out from it.
3. Which is not a part of the
female reproductive system?
A. cervix B. epididymis C.
fallopian tube D. uterus
4. Which best describe the
ovaries?
A. oblong-shaped and located on
the left and right side of the
uterus
B. the outside passage way of the
baby
C. located in lower portion of the
uterus that opens into the
vagina
D. hallow, pear-shaped organ
with a muscular wall and a lining
5. What do ovaries produce?
A. sperm cells B. egg cells C.
zygote D. fertilized egg
Create a three-dimensional
foldable graphic organizer that
will contain
important concepts about the
female reproductive system using
colored
paper, coloring materials, marker
and scissors.
and nurtures until
the baby is fully developed
2. Vagina b. release the egg cell
and the hormones
estrogen and progesterone
3. Fallopian tube c. serves as the
birth canal or the
passageway of the baby about to
be born
4. Uterus d. connect the ovaries to
the uterus
5. Ovaries e. expands and allow
the baby to pass through the
vagina
Output Making:
Make a foldable with written parts
and functions of the female
reproductive
system.
vessels and
sensitive nerves.
3. The scrotum looks like a sac that
hangs behind the penis. What
letter represents the scrotum?
____________
4. Organ A, B, C and F are
____________parts of the male
reproductive system.
5. Semen and urine are released
from the urethra. Which letter
represents the urethra?_________
Output: Flashcard Making:
Objective: Make flashcards of the
parts of the male reproductive
system
Materials: used cigarette
cardboard or old folder, scissors,
ruler, pentel
pen, coloring materials
Directions:
1. Measure and cut 4x6 inches
flashcards. Make sure that both
sides of the cards are clean and
free from any marks.
2. Write the organs of the male
reproductive system on each card.
3. Write the description of each
organ on the other side of the card
like this.
3. What organ is protected by
structure F? Testes or organ E
4. If sperm duct or vas
deferens is cut, can sperm cell
be transported to females?
No
5. Organ B carries
_______and sperm cells to
the outside of the body. Urine
Draw and label the parts of
the male reproductive system
________: Female Male
sex cell: ________
2. Progesterone: Female
hormone 4. External male
organ: Testes
__________: Male
hormone External female
organ:________
5. ____________: Sperm
duct
Fallopian tube: Oviduct
a. Study lesson 1-5 Parts
and Functions of the Male
and female
Reproductive System.
b. Be ready for a short quiz
next meeting.

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 work? No.of
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
Front side Back side
4. Make your work creative by
adding graphics, colors and
designs.
5. Post your work on the bulletin
board.
.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
helpme solve?
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes,
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
80% above earned 80% above
___ of Learners who require ___ of Learners who
additional activities for require additional
remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who
up the lesson caught up the lesson
___ of Learners who continue ___ of Learners who
to require remediation continue to require
remediation
Strategies used that work Strategies used that work
well: well:
___Metacognitive ___Metacognitive
Development: Examples: Self Development: Examples:
assessments, note taking and Self assessments, note
studying techniques, and taking and studying
and vocabulary assignments. techniques, and
___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts. Think-pair-share, quick-
writes, and anticipatory
___Schema-Building: charts.
Examples:Compare and
contrast, jigsaw learning, peer ___Schema-Building:
teaching, and projects. Examples: Compare and
contrast, jigsaw learning,
peer teaching, and
___Contextualization:
projects.
Examples: Demonstrations,
media, manipulatives,
repetition, and local ___Contextualization:
opportunities. Examples:
Demonstrations, media,
manipulatives, repetition,
___Text Representation:
and local opportunities.
Examples: Student created
drawings, videos, and games.
___Text Representation:
___Modeling: Examples:
Speaking slowly and clearly, Examples: Student created

Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
modeling the language you drawings, videos, and
Other Techniques and Strategies want students to use, and games.
used: providing samples of student ___Modeling: Examples:
___ Explicit Teaching work. Speaking slowly and
___ Group collaboration clearly, modeling the
___Gamification/Learning throuh Other Techniques and language you want
play Strategies used: students to use, and
___ Answering preliminary ___ Explicit Teaching providing samples of
activities/exercises ___ Group collaboration student work.
___ Carousel ___Gamification/Learning
___ Diads throuh play Other Techniques and
___ Differentiated Instruction ___ Answering preliminary Strategies used:
___ Role Playing/Drama activities/exercises ___ Explicit Teaching
___ Discovery Method ___ Carousel ___ Group collaboration
___ Lecture Method ___ Diads ___Gamification/Learning
Why? ___ Differentiated Instruction throuh play
___ Complete IMs ___ Role Playing/Drama ___ Answering preliminary
___ Availability of Materials ___ Discovery Method activities/exercises
___ Pupils’ eagerness to learn ___ Lecture Method ___ Carousel
___ Group member’s Why? ___ Diads
collaboration/cooperation ___ Complete IMs ___ Differentiated
in doing their tasks ___ Availability of Materials Instruction
___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Role Playing/Drama
of the lesson ___ Group member’s ___ Discovery Method
collaboration/cooperation ___ Lecture Method
in doing their tasks Why?
___ Audio Visual Presentation ___ Complete IMs
of the lesson ___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson