GRADE 6 School: Grade Level: 6

Teacher: Learning Area: FIILIPINO

DAILY LESSON LOG
Teaching Dates and Time: AUGUST 27-31, 2018 (WEEK 3) Quarter: 2ND QUARTER
WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. LAYUNIN

A. Pamantayang Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan

Pangnilalaman Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
C. B. Pamantayan sa Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Pagganap Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
C. Mga Kasanayan sa Nabibigyang kahulugan ang kilos Nagagamit ang magagalang na Nagagamit nang wasto ang pang-uri sa Nagagamit nang wasto ang pang-
Pagkatuto. Isulat and code ng mga tauhan sa napakinggang pananalita sa iba’t ibang sitwayson. paglalarawan sa uri sa paglalarawan sa
ng bawat kasanayan pabula. (pagbabahagi ng obserbasyon sa paligid) iba’t ibang sitwasyon. (Kayarian) iba’t ibang sitwasyon. (Kayarian)
HOLIDAY F6PN-IIc-19 F6PS-IIc-12.13 F60L-IIa-e-4 F60L-IIa-e-4

E. II. NILALAMAN
F.
Pagbibigay kahulugan sa kilos ng Paggamit ng Magagalang na Pananalita Pagbibigay kahulugan sa salitang hiram Pagbibigay kahulugan sa salitang
tauhan sa napakinggang pabula (Pagsasalaysay ng mga Pangyayaring hiram
Naobserbahan sa Paligid )
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Mga pahina ng Gabay
ng Guro
2. Mga pahina ng Hiyas sa Pagbasa 6 pah. 163-164
Kagamitang Pang-Mag- Landas sa Wika pah 170
aaral
3. Mga Pahina sa teksbuk
4. Karagdagang MISOSA PANG-URI AYON SA KAYARIAN MISOSA PANG-URI AYON SA
Kagamitan mula sa KAYARIAN
portal ng Learning
 Resources (LR)
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN

A. Balik-Aral sa nakaraang Ano ang nakalipas nating aralin? Basahin mo ang diyalogo. Basahin mo ang diyalogo.
aralin at/o pagsisimula ng Ang pangarap kong daigdig Ang pangarap kong daigdig
bagong aralin
Ano ang gusto Ano ang gusto
mo mo
sa isang sa isang

Gusto ko, mas Gusto ko, mas

malaki at mas malaki at mas
Siyempre, Siyempre,
masipag kaysa
mabait, masipag kaysa
mabait,
matiyaga matiyaga

Hanga ako, napakatalino Hanga ako, napakatalino

niya. Maghahanap kami ng niya. Maghahanap kami ng
magagandang bulaklak. magagandang bulaklak.

Naunawaan mo ba ang usapan nina Naunawaan mo ba ang usapan

B. Paghahabi sa layunin ng
aralin Ilahad ang kasunod na seleksyon
Sabihin :
Isang pabula ang inyong
mapapakinggan. Ipaliwanag kung
bakit nagdamdam ang kalabaw.
Tumawag ng isang mag-aaral upang
magsalaysay ng mga pangyayari na
naobserbahan n’ya sa kanyang paligid.
Itanong: Sino sa inyo ang
makapagsasalaysay ng mga
pangyayaring naobserbahan ninyo sa
inyong paligid?
Bubuyog at Paruparo?
Anu-ano ang mga pang-uring ginamit
sa usapan nina Paruparo at Bubuyog?
Tukuyin kung ito ay lantay, pahambing
o pasukdol.
Basahin mo ang tula.
Pangarap na Daigdig
Itong ating bansa’y tunay na
biniyayaan
Ng ubod ng gandang angking
kapaligiran
Mayaman at malawak na kalikasan
Tunay na dangal ng Pilipinong
mamamayan.
Sagana sa isda, malinaw na karagatan
Malalabay na puno ang nasa
kabundukan
Ginto at langis makukuha sa minahan
Sariwang hangin ay nalalanghap ng
katawan.
nina Bubuyog at Paruparo?
Anu-ano ang mga pang-uring
ginamit sa usapan nina Paruparo
at Bubuyog? Tukuyin kung ito ay
lantay, pahambing o pasukdol.
Basahin mo ang tula.
Pangarap na Daigdig
Itong ating bansa’y tunay na
biniyayaan
Ng ubod ng gandang angking
kapaligiran
Mayaman at malawak na kalikasan
Tunay na dangal ng Pilipinong
mamamayan.
Sagana sa isda, malinaw na
karagatan
Malalabay na puno ang nasa
kabundukan
Ginto at langis makukuha sa
minahan
Masaya na sana sa ganitong kalagayan
Wala nang mahihiling ang bawat
mamamayan
Ngunit biglang nabago ang ating
panahanan
Tunay, tao na rin ang siyang may
kagagawan
Ngayon bakit patuloy na
pinababayaan?
Mabahong basura’y nakakalat sa
lansangan
Naubos na ang puno sa ating
kagubatan
Maruming-marumi na ang ating
katubigan.
Napakalimit ang mga nangyayaring
sakuna
Mayaman man at mahirap ay naging
biktima
Ngunit bakit parang hindi natin
alintana
Sa mga pangyayari hindi mandin
nadadala?
Ngayon na ang panahon upang ating
simulan
Ating isaisip ang buhay at kapakanan
Paligid natin ay alagaan at bantayan
Taos-pusong pasasalamat sa daigidig
na tahanan.
Sariwang hangin ay nalalanghap
ng katawan.
Masaya na sana sa ganitong
kalagayan
Wala nang mahihiling ang bawat
mamamayan
Ngunit biglang nabago ang ating
panahanan
Tunay, tao na rin ang siyang may
kagagawan
Ngayon bakit patuloy na
pinababayaan?
Mabahong basura’y nakakalat sa
lansangan
Naubos na ang puno sa ating
kagubatan
Maruming-marumi na ang ating
katubigan.
Napakalimit ang mga
nangyayaring sakuna
Mayaman man at mahirap ay
naging biktima
Ngunit bakit parang hindi natin
alintana
Sa mga pangyayari hindi mandin
nadadala?
Ngayon na ang panahon upang
ating simulan
Ating isaisip ang buhay at
kapakanan
Paligid natin ay alagaan at
bantayan
Taos-pusong pasasalamat sa
daigidig na tahanan.
C. Pag-uugnay ng mga Wala ka bang napapansin sa iyong mga Alamin pah. 5 Alamin pah. 5
halimbawa sa bagong kapaligiran?
aralin Kay dumi na ng hangin, pati na ang mga
ilog natin.

Refrain 1: hindi na masama ang pag-

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

Refrain 2: mayron lang akong hinihiling

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

Refrain 3:mga batang ngayon lang

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

Refrain 4: bakit di natin pagisipan ang

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

Refrain 5: lahat ng bagay na narito sa

lupa biyayang galing sa diyos kahit nong
ika'y wala pa ingatan natin at 'wag nang
sirain pa pagkat pag kanyang binawi,
tayo'y mawawala na
D. Pagtalakay ng bagong Sagutin ang mga tanong: Talakayin ang awit sa pamamagitan ng Isaisip Mo pah 5-6 Isaisip Mo pah 5-6
konsepto at paglalahad ng 1. Bakit nagdamdam ang kalabaw? pagsagot sa mga tanong.
bagong kasanayan #1 Anong katangian ang ipinahiwatig 1. Tungkol saan ang awit?
 nang sabihin ng kalabaw na wala 2. Ano ang isinasaad ng liriko ng awit?
na siyang silbi?
2. Paano binigyan ng kambing ng Isalaysay mo nga ang awit gamit ang
pag-asa ang kalabaw? Anong magagalang na salita
katangian ang taglay ng kambing?
Ano ang ginawa ng inahing manok
nang magtapat sa kanya ang
kalabaw ng dahilan ng kanyang
pagdaramdam? Anong katangian
ang ipinakita ng inahing manok?
E. Pagtalakay ng bagong Pagsasanay pah 6 Pagsasanay pah 6
konsepto at paglalahad ng
bagong kasanayan #2

F. Paglinang ng Basahin ang kuwentong “ Ang Pangkatin ang mga mag-aaral sa lima (5) Ating Isagawa pah. 7 Ating Isagawa pah. 7
Kabihasaan Tipaklong at ang Paruparo” pah. at hayaan silang magsalaysay ukol sa
( tungo sa Formative 163-164 ng Hiyas sa Pagbasa 6 at mga pangyayari na naobserbahan nila
Assessment ) gawin ang mga sumusunod sa kanilang paligid.

1. Ibigay ang katangian ng

G. Paglalapat ng aralin sa
pang-araw-araw na buhay
bawat tauhan batay sa
pananalita at kilos.
2. Sumulat ng limang
pangungusap na hango sa
kuwentong binasa at
suriin ang bawat isa ayon
sa mga bahaging
bumubuo rito.
Magmasid sa inyong kapaligiran at isulat Ilarawan ang kapaligiran ng iyong Ilarawan ang kapaligiran ng iyong
1. Kung kayo ang manok, kung ano ang inyong naobserbahan sa paaralan. paaralan.
ano ang sasabihin ninyo araw na ito.
sa kalabaw?
2. Anong mahalagang
mensahe para sa atin ng
pabula?

H. Paglalahat ng Aralin Makapagbibigay tayo ng akmang Maraming mga bagay ang May tatlong dahilan kung bakit May tatlong dahilan kung bakit
kahulugan sa katangian o kilos ng naoobserbahan natin sa ating nanghihiram ng salita ang mga Pilipino. nanghihiram ng salita ang mga
isang tauhan sa pabulang kapaligiran .At lahat tayo ay may 1. Hiramin ang salita, at tumbasan sa Pilipino.
napakinggan kung uunawain natin kakayahan na unawain at isalaysay ang Filipino. 1. Hiramin ang salita, at tumbasan
 ang kuwento at puno ng mga ito na gamit ang magagalang na Halimbawa sa Filipino.
damdamin ang paraan ng salita. Classroom – Silid-aralan Halimbawa
pagbabasa. Library – Silid-aklatan Classroom – Silid-aralan
(Maaaring iba ang kasagutan) 2. Hiramin ang tunog ng salita at Library – Silid-aklatan
baybayin sa Filipino. 2. Hiramin ang tunog ng salita at
Halimbawa baybayin sa Filipino.
Cell phone - selfon Halimbawa
Book - buk Cell phone - selfon
3. Hiramin na ng buo ang salita Book - buk
Kapag mawawala ang tunay na 3. Hiramin na ng buo ang salita
kahulugan ng salita kapag Kapag mawawala ang tunay na
tinumbasan sa Filipino, o kaya naman, kahulugan ng salita kapag
mababago ang tinumbasan sa Filipino, o kaya
kahulugan kapag binaybay sa Filipino, naman, mababago ang
hiramin na lang ng buo ang kahulugan kapag binaybay sa
salita. Filipino, hiramin na lang ng buo
ang
salita.
I. Pagtataya ng Aralin Iparinig ang pabulang “Ang Leon at Tingnan at suriin ang mga nasa larawan Iguhit ang : kung ang pang- Iguhit ang : kung ang
ang Daga” pah 170 ng aklat na at isalaysay ang mga pangyayari na uri ay payak pang-uri ay payak
Landas sa Wika, bago ibigay ang inyong naobserbahan. kung ito ay maylapi kung ito ay
katangian ng tauhan batay sa kung inuulit maylapi
kanyang pananalita at kilos. kung tambalan kung inuulit
3. “Aha, sa gutom kong ito, 1. 1. Maliit kung tambalan
munting daga, pagtitiyagaan na 2. di-maliparang uwak 1.
kita! Istorbo!” 3. malalabi M
a. Nalulungkot b. Nahihiya 4. mayaman
c. Nagagalit sagana 2. di-maliparang uwak
4. “ Maawa na po kayo, marangal 3. malalabi
na Leon!”_______ ang daga. 4. mayaman
a. Natutuwa b. sagana
Natatakot c. Naiinis 2.
5. “Nginatngat ng daga ang lambat 1.
kaya nakalaya si Leon._____ang
daga sa kanyang pangako.
Taksil b. Tapat
c. Maalalahanin
J. Karagdagang Gawain
para sa takdang aralin at
remediation

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga
istratehiyang pagtuturo
ang nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang
aking naranasan na
solusyonan sa tulong ng
aking punongguro at
superbisor?
G. Anong kagamitang
panturo ang aking
nadibuho na nais kong
ibahagi sa mga kapwa ko
guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 27-31, 2018 (WEEK 3) Quarter: 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

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

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

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

III. LEARNING RESOURCES

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

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

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

D. Discussing new Ask: what games have you played Discussion on Skill-related Fitness Discussion about the game (Sungka) Discussion about the game
concepts and with your friends and classmates? Assessment (Sungka)
practicing new
skills #1
E. Discussing new Show pictures Discuss the Types of Invasion Tell: Tell:
concepts and Ask: have you tried the games Games Sungka is a game played by two Sungka is a game played by
practicing new shown on the pictures? player by using a solid carved wood two player by using a solid
skills #2 with two rows of seven circular hole carved wood with two rows of
and two large holes at both ends seven circular hole and two
called house (bahay) large holes at both ends called
Forty-nine small stones, marbles, house (bahay)
pebbles, seeds, or even shells can be Forty-nine small stones,
used in holes that are alternately put marbles, pebbles, seeds, or
except in the house. The two players even shells can be used in
hold each side of rows as their holes that are alternately put
territory. except in the house. The two
players hold each side of rows
as their territory.
 F. Developing Discussion on some reasons why Show and present the different
mastery (lead to most children don’t play traditional Invasion Games like, Basketball,
formative games anymore. tumbang preso, soccer, futsal,
assessment 3) chess, etc..
G. Finding practical What is fitness? Discussion on Featured Games What are the rules of the games? What are the rules of the
application of What are the indicators of fitness? Like Hopscotch (piko) games?
concepts and skills The skills involved in playing Piko
in daily living
H. Making What are the components of What are the rules in Playing Piko? Ask: Ask:
generalization and fitness? What are other Filipino games? What are other Filipino games?
abstractions about
the lesson
I. Evaluating learning Ask: ask: what are some warm up Playing the game like Piko, by two Choose a game and list the rules of Choose a game and list the
exercises to prevent injury and groups it. rules of it.
muscle pain?
J. Additional A picture of a healthy community. A picture of a healthy
activities for community.
application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encountered which
 my principal can help
me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 3
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
Teaching Dates and Time: AUGUST 27-31, 2018 (WEEK 3) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
Solves problems involving direct proportion, partitive proportion, and inverse proportion in different contexts such as distance, rate, and time using appropriate strategies
and tools. M6NS-IIc-134
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Lesson 1: The Concept of Ratio and Proportion
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
HOLIDAY CG for Mathematics pp. 190-191 CG for Mathematics pp. 190-191 CG for Mathematics pp. 190-191 CG for Mathematics pp. 190-191
Lesson Guide in Mathematics 6 Lesson Guide in Mathematics 6 Lesson Guide in Mathematics 6
(Ateneo) pp. 284 - 287 (Ateneo) pp. 287 - 289 (Ateneo) pp. 289 - 292
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experience and previous knowledge. Indicate the time
allotment for each step.
Conduct a drill on finding the Drill: Drill: Drill:
missing term in a proportion. Find the hidden message. What’s Have a drill on finding the Have a drill on finding the
Use flash cards and have pupils hello in the Hawaiian language? missing term in a proportion. missing term in a proportion.
answer orally. Give the missing Let the pupils answer these Let the pupils answer these
3:x = 6:10 element to form a proportion. orally: ( Use flashcards) orally: ( Use flashcards)
3:4 = 27:x Write in the blanks the letters
x:9 = 12:18 that correspond to the answer. Recall the steps in solving Recall the steps in solving
(See Lesson Guide in problems involving direct problems involving direct
Mathematics 6 pp. 287) proportion. Find out if the pupils proportion. Find out if the pupils
have mastered the skill in setting have mastered the skill in setting
What is a direct proportion? up a direct proportion through a up a direct proportion through a
How would you set up the game. game.
proportion? 1) Group pupils into 3. 1) Group pupils into 3.
2) Flash these sample problems 2) Flash these sample problems

B. Establishing a purpose for What do you do during
the lesson weekends?
C. Presenting Present this problem:
Examples/Instances of new
lesson Roy and Al sell newspapers on
weekends to earn extra money.
For every 3 newspapers that Roy
sells, Al sells 5. If Roy sold 15
newspapers, how many did Al
sell?
Analyze the problem.
a) What is being asked?
b) What are given?
Identify the missing information
in the following problems.
a) Joel bought a sandwich in the
canteen. Chris also bought 3
sandwiches. How much did
Chris pay?
b) One hundred sixty-five boys
and two hundred eighty-four
girls attended the parade. (Let
the pupils explain their answers.)
Present the problem:
Joy and Dale are twins. They
always share their things equally.
Even their mother
gave them the same amount of
anything, whether money, toys,
candies, and others. But
one day, their father gave them
5 chocolates, 2 chocolates for
Joy and 3 chocolates for
Dale.
in a card for them to answer.
3) The first group to give the
correct answer is given a point.
4) The group with the most
number of correct answers wins.
Sample Problems:
a) 10 pieces of polvoron sell for 3
pesos
40 pieces of polvoron sell for
_____
b) During recess, the ratio of
pupils to teachers eating in the
canteen is 7:3. If 84 pupils eat
in the canteen, how many
teachers eat in the canteen?
c) Four out of 5 pupils buy buko
juice every day. How many of
the 350 pupils buy buko
juice?
Have you visited some of the
places that care for the
physically handicapped, aged,
orphans, etc. Why are these
places important?
Present the problem:
I have enough money for a
vacation of 12 days if I spend 500
a day. For how many days will
my money last if I decide to
spend only 400 a day.
Each group solves the problem
and presents the solution to the
whole class.
in a card for them to answer.
3) The first group to give the
correct answer is given a point.
4) The group with the most
number of correct answers wins.
Sample Problems:
a) 10 pieces of polvoron sell for 3
pesos
40 pieces of polvoron sell for
_____
b) During recess, the ratio of
pupils to teachers eating in the
canteen is 7:3. If 84 pupils eat
in the canteen, how many
teachers eat in the canteen?
c) Four out of 5 pupils buy buko
juice every day. How many of
the 350 pupils buy buko
juice?
Have you visited some of the
places that care for the
physically handicapped, aged,
orphans, etc. Why are these
places important?
Present the problem:
I have enough money for a
vacation of 12 days if I spend 500
a day. For how many days will
my money last if I decide to
spend only 400 a day.
Each group solves the problem
and presents the solution to the
whole class.

D. Discussing new concepts
and practicing new skills #1
c) Illustrate the problem.
Illustrate the problem using
blocks.
Explain the illustration.
Set up a proportion.
ROY 3 15
Al 5 N
Roy : Al = Roy : Al
3:5 = 15:N
Explain that the proportion is
called a direct proportion. The
quantities change in the same
direction. As the number of
newspapers that Roy sells
increases, the number of
newspapers that Al sells also
increases.
Analyze the problem:
Dale. a) What is asked?
1) What do you think each of the b) What are given?
girls felt? c) How can we solve the
2) Why did their mother give problem? Elicit possible
them things equally? solutions.
3) If you were one of the girls,
what will you do? Since the pupils are not yet
4) Is it alright to have the same familiar with this type of
amount of things as your other proportion, explain what an
siblings? Why? inverse proportion is. Show how
an inverse proportion is set up.
Lead the pupils to
see how an inverse proportion
. differs from a direct proportion.
Present the solution in the class.
Joy and Dale found out that An orphanage has enough bread
there are things that can not be to feed 30 orphans for 12 days. If
shared equally. So one 10 more
day, their mother gave them 150 orphans are added, how many
so that the ratio is 2:3, 2 parts days will the same amount of
for Dale and 3 parts for bread last?
Joy. How much did each girl
receive?
1) What is asked in the problem? Guide the pupils in setting up the
2) What are the given facts? inverse proportion after
3) How can we find the answer? analyzing the problem.
Visualize the problem in solving
it.
Analyze the problem:
a) What is asked?
b) What are given?
c) How can we solve the
problem? Elicit possible
solutions.
Since the pupils are not yet
familiar with this type of
proportion, explain what an
inverse proportion is. Show how
an inverse proportion is set up.
Lead the pupils to
see how an inverse proportion
differs from a direct proportion.
Present the solution in the class.
An orphanage has enough bread
to feed 30 orphans for 12 days. If
10 more
orphans are added, how many
days will the same amount of
bread last?
Guide the pupils in setting up the
inverse proportion after
analyzing the problem.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical
applications of concepts
and skills in daily living
Work in groups.
Solve:
The sign on the store window
says “Magazine for sale, buy 3,
take 2.” How many magazines
must I buy if I want to take 10
magazines for free?
Have pupils show their solution
on the board. Check if they were
able to
write the proportion correctly.
Work in pairs:
At the school canteen:
a) 3 pieces of pad paper cost 45
cents.
21 pieces of pad paper cost
_____.
b) 4 colored pencils cost 25.
12 colored pencils cost _____.
c) 2 boiled bananas cost 3.50.
10 boiled bananas cost _____.
Solve the problems.
a) A motorist travels 275 km in 5
hours. How far can he travel in 9
hours at the same speed?
Proportion: __________
Answer: __________
b) Two buses can transport 130
people. How many buses are
needed to transport 780
Work in groups:
The Glee Club and the Dance
Club are auditioning members
for the forthcoming stage
presentation. All interested
pupils must see Miss Ruby
Hilario for the audition on
Monday 1:00 P.M. at Rm 25.
After one week, 72 pupils
were accepted. The Glee Club
and the Dance Club agreed that
the ratio of participants is 4;5
respectively. Hpw many pupils
were chosen for each club?
Illustrate the relationchip.
Work in pairs:
Analyze and solve each problem.
1) Two numbers are in the ratio
5:3. If the sum is 88, find the 2
numbers.
2) The ratio of chairs to tables is
2:7. There are 180 chairs and
tables in a party. How
many are there of each kind?
3) The sum of two numbers is
215. If the ratio is 2:3, find the
larger number.
Solve the given problems.
1) The salary of two workers is in
the ratio 3:4. They received
12,250.00. How much did
each worker receive?
2) The ratio of men to women at
a college is 7 to 5. How many
women students are there if
there are 350 men?
Work in groups.
Analyze and solve the problems:
1) If 4 farmers can plow a
3-hectare land in 6
days, how long will 8
farmers do it?
2) Twelve painters can paint a
building in 10 days. How many
painters are needed to paint
it in 6 days?
Work in pairs:
1)If 8 men can build a house in
90 days, in how many days can
20 men working under the
same conditions as the 8 men
build the house?
Solve the problem:
1)A carpenter working 8 hours a
day could finish a piece of work
in 6 days. How many days
could he finish a similar piece of
work by working 10 hours a day?
Work in groups.
Analyze and solve the problems:
2) If 4 farmers can plow a
3-hectare land in 6
days, how long will 8
farmers do it?
2) Twelve painters can paint a
building in 10 days. How many
painters are needed to paint
it in 6 days?
Work in pairs:
1)If 8 men can build a house in
90 days, in how many days can
20 men working under the
same conditions as the 8 men
build the house?
Solve the problem:
1)A carpenter working 8 hours a
day could finish a piece of work
in 6 days. How many days
could he finish a similar piece of
work by working 10 hours a day?
 pupils?
Proportion: __________
Answer: __________
H. Making generalizations and What are the steps in solving
abstractions about the problems involving direct
lesson proportion.
What must you remember when
setting a direct proportion?
I. Evaluating Learning Solve the problem:
1. At the rate of 3 items per
100, how much will 12
items cost?
Proportion: ______________
Answer: ______________
2) A car travels 72 km on 8 litres
of gasoline. At the same rate,
about how far can it travel on 11
litres of gasoline?
Proportion: ______________
Answer: ______________
3) The ratio of duck eggs to
chicken eggs in an egg store is
2:7. If there are 312 duck eggs in
the store, how many chicken
eggs are there?
Proportion: ______________
Answer: ______________
4) The ratio of men to women
working for a construction
company is 10:3. If there are 21
women in the construction
company, how many men are
there?
Proportion: ______________
Answer: ______________
5.) The ratio of the areas of 2
3) The ratio of Math books to
other books in a class is 8 to 5.
How many Math books are there
if there are 247 books in all?
4) Three boys sold garlands in
the ratio of 2:3:4. Together they
sold 225 garlands. How many
garlands did each boy sell?
How do you solve word
problems involving partitive
proportion?
What are the processes
involved?
Read and analyze, then solve the
problems.
1) The ratio of cats to dogs is 6:5.
There are 495 dogs and cats in a
certain barangay.
a) How many cats are there?
b) How many dogs are there?
2) Three numbers are in the ratio
2:5:7. If their sum is 504, what
are the three numbers?
a) first number
b) second number
c) third number
What is an inverse proportion?
How does it differ from a direct
proportion?
How do we set up an inverse
proportion?
Set the following proportions
and solve.
1) A stock of food is enough to
feed 50 persons for 14 days.
How many days will the food last
if 20
more persons will be added?
2) Four equal pumps can fill a
tank in 42 minutes. How long will
6 pumps of the same kind fill the
tank?
3) If 3 farmers can plow a field in
4 days, how long will 6 farmers
do it?
4) Five sewers can finish 200
children’s dresses in 8 days. How
many days will it take 10 sewers
to
finish the same number of
children’s dresses?
What is an inverse proportion?
How does it differ from a direct
proportion?
How do we set up an inverse
proportion?
Set the following proportions
and solve.
1) A stock of food is enough to
feed 50 persons for 14 days.
How many days will the food last
if 20
more persons will be added?
2) Four equal pumps can fill a
tank in 42 minutes. How long will
6 pumps of the same kind fill the
tank?
3) If 3 farmers can plow a field in
4 days, how long will 6 farmers
do it?
4) Five sewers can finish 200
children’s dresses in 8 days. How
many days will it take 10 sewers
to
finish the same number of
children’s dresses?

J. Additional activities for
application and
remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
squares is 1:4. The area of the
smaller square is 36 cm2. How
long is each side of the bigger
square?
Proportion: ______________
Answer: ______________
Write a proportion for each
problem, then find the missing
term.
a) The ratio of 2 numbers is 3:5.
The larger number is 30. What is
the smaller number?
b) There are 3 teachers to 125
pupils during the school
program. How many teachers
were
there if there were 2 500 pupils?
c) The ratio of male teachers to
female teachers in our school is
2:9. If there are 108 female
teachers, how many teachers are
male?
Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Analyze and solve the problems
carefully.
1) The ratio of doors to windows
is 1:5. There are 186 doors and
windows in a building. How
many
doors are there? windows?
2) The ratio of the angles of a
triangle is 3:4:5. Find the
measure of each angle.
3) Three numbers are in the ratio
1:4:7. Find the second number if
their sum is 276.
4) The difference between two
numbers is 40. They are in the
ratio 9:7. What are the
numbers?
Solve these problems.
1) Four teachers can finish
interviewing 100 applicants for
the school entrance examination
in 5
days. If the interview period is to
be finished in 2 days only, how
many teachers should there be?
2) Sixty boxes are needed to
pack 720 brownies in batches of
12. How many boxes are needed
if
the brownies are packed in
batches of 18?
3) Mr. Datu has enough money
to pay 8 workers for 15 days. If
he adds 4 more workers, for how
long can he pay them at the
same rate?
Solve these problems.
1) Four teachers can finish
interviewing 100 applicants for
the school entrance examination
in 5
days. If the interview period is to
be finished in 2 days only, how
many teachers should there be?
2) Sixty boxes are needed to
pack 720 brownies in batches of
12. How many boxes are needed
if
the brownies are packed in
batches of 18?
3) Mr. Datu has enough money
to pay 8 workers for 15 days. If
he adds 4 more workers, for how
long can he pay them at the
same rate?
 continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encountered which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 27-31, 2018 (WEEK 3) Quarter: 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

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

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

III. LEARNING RESOURCES

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

IV. PROCEDURES

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

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
 GRADE 6
DETAILED LESSON PLAN
WEEK 3
Pamantayang Nilalaman
(Content Standard)
Pamantayan sa Pagganap
(Performance Standard)
Pamantayan sa Pagkatuto
(Learning Competencies)
Layunin (Lesson Objectives)
Paksang Aralin
(Subject Matter)
Gamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Balik-Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin (Reviewing
previous lesson/s or
presenting the new lesson)
School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
Teaching Dates and Time: AUGUST 27-31, 2018 (WEEK 3) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang mapanuring pag-unawa sa pamamahala at mga pagbabago sa lipunang Pilipino sa panahon ng kolonyalismong
Amerikano at ng pananakop ng mga Hapon at ang pagpupunyagi ng mga Pilipino na makamtan ang kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang
malayang nasyon at estado.
Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto,dahilan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano
at ng pananakop ng mga Hapon at ang pagmamalaki sa kontribusyon ng pagpupunyagi ng mga Pilipino namakamit ang ganap na kalayaan tungo sa pagkabuo ng kamalayang
pagsasarili at pagkakakilanlang malayang nasyon at estado
3. Natutukoy ang mahahalagang pangyayaring may kinalaman sa unti-unting pagsasalin ng kapangyarihan sa mga Pilipino tungo sa pagsasarili
AP6KDP-IId-3
HOLIDAY 1. Natutukoy ang mga 1. Natutukoy ang mga batas 1. Natutukoy ang mga 1. Natutukoy ang mga batas
batas na may kinalaman na may kinalaman sa batas na may kinalaman na may kinalaman sa
sa pagsasarili: Philippine pagsasarili: “Philippine sa pagsasarili: Philippine pagsasarili: Philippine
Organic Act of 1902” Autonomy Act of 1916” Independence Act of
Independence Act of 1934”
(Batas Pilipinas ng 1902) (Batas Jones) 1934” (Batas Tydings-Mc
(Batas Tydings-Mc Duffie)
2. Napapahalagahan ang 2. Napapahalagahan ang mga Duffie)
batas na ito 2. Napapahalagahan ang 2. Napapahalagahan ang mga
mga batas na ito
3. Nakikilahok sa 3. Nakikilahok sa pangkatang mga batas na ito batas na ito
pangkatang gawain nang gawain nang buong sigla 3. Nakikilahok sa 3. Nakikilahok sa pangkatang
buong sigla pangkatang gawain nang gawain nang buong sigla
buong sigla
Philippine Independence Act
Philippine Organic Act of 1902” : “Philippine Autonomy Act of 1916” Philippine Independence Act of
of 1934” (Batas Tydings-Mc
(Batas Pilipinas ng 1902) (Batas Jones) 1934” (Batas Tydings-Mc Duffie)
Duffie)
AP6KDP-IId-3 AP6KDP-IId-3 AP6KDP-IId-3 AP6KDP-IId-3
Kultura, Kasaysayan at Kultura, Kasaysayan at Kabuhayan Kultura, Kasaysayan at Kabuhayan Kultura, Kasaysayan at
Kabuhayan pp. 160-171 pp. 160-171 pp. 160-171 Kabuhayan pp. 160-171
Kayamanan pp.105-106 Kayamanan pp. 108-110 Kayamanan pp. 111-115 Kayamanan pp. 111-115
Tukuyin ang inilalarawan sa mga Tukuyin ang inilalarawan sa mga Kilala ko to! Kilala ko to!
pahayag. Bilugan ang iyong sagot. pahayag. Bilugan ang iyong sagot. 1. Nagtaguyod ng Philippine 1. Nagtaguyod ng Philippine
1. Mga Amerikanong 1. Ito ay unti-unting paglilipat Autonomy Act (Henry Autonomy Act (Henry Allen
nagsilbing guro ng mga ng kapangyarihang political Allen Cooper, William Cooper, William Atkinson
Pilipino noon. mula sa mga Amerikano Atkinson Jones) Jones)
(Misyonero, Thomasites) tungo sa mga Pilipino. 2. Nagtaguyod ng Philippine 2. Nagtaguyod ng
2. Layunin ng unang (Copper Act, Pilipinasyon) Autonomy Act (Henry Philippine Autonomy
komisyong ito ang 2. Ipinaglaban niya na may Allen Cooper, William Act (Henry Allen

b. Paghahabi sa layunin ng
aralin (Establishing a purpose
for the lesson)
pakikipagmabutihan ng
US sa ating bansa
(Komisyong Schurman,
Komisyong Taft)
3. Epekto ng Malayang
kalakan (Colonial
Mentality,
irreconcilables)
4. Panunumpa ng
katapatan sa Amerikano
(Pasipikasyon,
Kooptasyon)
5. Walang sagabal na
pagpasok ng produkto
ng Amerikano sa
Pilipinas (Malayang
Kalakalan, ilustrado)
Magtala ng limang indikasyon na Ano ang batas na ipinatupad tungo
nagsasabi na ang may hawak ng sa Pilipinasyon?
pamamahala sa Pilipinas.
Punan ang graphical chart:
karapatan ang mga Pilipino Atkinson Jones) Cooper, William
na pamunuan ang kanilang 3. Nahalal na ispiker (Sergio Atkinson Jones)
mga sarili. (Henry Allen Osmena, Manuel 3. Nahalal na ispiker
Cooper, Jose Rizal) Quezon) (Sergio Osmena,
3. Nagbigay daan sa 4. Nahalal na pangulo ng Manuel Quezon)
pagkakatatag ng senado (Sergio Osmena, 4. Nahalal na pangulo ng
Unibersidad ng Pilipinas Manuel Quezon) senado (Sergio
(Act No. 1870, Gabaldon 5. Nahalal na kawagad ng Osmena, Manuel
Act 1907) gabinete (Rafael Palma, Quezon)
4. Naglaan ng isang milyon Manuel Quezon) 5. Nahalal na kawagad
piso para sa paaralan (Act ng gabinete (Rafael
No. 1870, Gabaldon Act Palma, Manuel
1907) Quezon)
5. Pinayagang maghalal dito
ng kinatawan (Philippine
Assembly, Philippine
Commission)
Bakit nagkaroon ng mga Misyong Bakit nagkaroon ng mga
Pangkalayaan? Misyong Pangkalayaan?

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

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

Remarks
Reflection
a.     Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya.
b.     Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation.
c.     Nakatulong ba ang
remedial? Bilang ng mag-aaral na
nakaunawa sa aralin.
d.     Bilang ng mga mag-aaral na
magpapatuloy sa remediation.
e. Alin sa mga istratehyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
f. Anong suliranin ang aking
naranasan na solusyunan sa tulong
ang aking punungguro at
superbisor?
g. Anong kagamitang panturo
ang aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 27-31, 2018 (WEEK 3) Quarter: 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

A. Review/Presenting New Pinoy Henyo Write down 5 health What is Almanac and Encyclopedia? What is Almanac and
Lesson Guess the mathematical terminologies that we studied What are the use of the two? Encyclopedia?
terminologies yesterday. What are the use of the two?
B. Presenting of the new What do you think these logos are Create a dialog using the given Create a dialog using the
lesson all about? Look at the following sources picture. Use different adverbs given picture. Use different
of information. Can you name adverbs
them?

__ __ ___ ___ ___ __

C. Developing mastery Read the following and identify Create sentences using the given Create sentences using the
Find the root word and affixes of if it can be seen in Almanac or pictures. Your classmates will given pictures. Your
the given health terminologies. Encyclopedia. identify the adverb of intensity that classmates will identify the
Write AL or EN you use. adverb of intensity that you
1. myocardium use.
answer= myo- (prefix) + card(ium) _______1.Sea games medalist
(root) _______2. Microscope
2. endocarditis _______3.Best basketball
answer= endo- (prefix) + card (root) player
+ -itis (suffix) _______4.Microorganism
3. cytology _______5.Presidents of
answer= cyt(o) (root) + -logy (suffix) America
4. gastroenterology _______6.Ballroom dancer
answer= gastr(o) (root) + enter(o) _______7. Earth’s crust
(root) + -logy (suffix) _______8.Astronaut
5. adenoma _______9.Farmer’s planting
answer= aden(o) (root) + oma date
(suffix) _______10. Skeletal System
D. Finding practical Why do we need to know or be What is the importance of using What is the importance of learning the What is the importance of
application of concepts familiar with different health almanac and encyclopedia in real life order and degrees of adverbs learning the order and degrees of
and skills in daily living terminologies? situations? adverbs
E. Making generalizations What are the most commonly used Differentiate almanac and There is a difference between “very” There is a difference between
prefixes and suffixes in health encyclopedia?. and” too” - Very signifies a fact/ “very” and” too” - Very
terminologies? reality and too signifies excess. signifies a fact/ reality and too
signifies excess.
How do we form health
terminologies using prefixes or
suffixes?
F. Evaluation Encircle the correct prefixes of Read the definition identify if it Fill in the blanks with appropriate Fill in the blanks with
the given health terminologies. is Almanac or Encyclopedia. adverbs of degree.  appropriate adverbs of
1. Today degree. 
An ______ is a wide-ranging is ____________________  colder 1. Today
1. diabetes
collection of information that than yesterday. (very, much, is ___________________
2. diagnosis can either cover subjects much or very much) _  colder than yesterday.
3. eczema across many disciplines or 2. She finished the day
(very, much, much or
4. exophthalmos focus on a specific field. ____________________
very much)
5. endemic An _______ is an annual exhausted. ( a bit / totally ) 
compilation of information 3. It was a ____________________ 2. She finished the day
6. hyperthyroidism
concerning socio-historical, simple invention. ( quite / ____________________
7. metamorphosis
geographical, astronomical, remarkably )  exhausted. ( a bit / totally
8. hypoglycemia
economic, and environmental 4. Gerard lives a ) 
9. paranoia development occurring in a ____________________ stressful 3. It was a
10. embryo specific year. life. ( quite / very ) 
____________________
The _____ has the most 5. Ecuador is a
____________________ great simple invention. ( quite /
extensive collection
of information of all reference country. ( really / very )  remarkably ) 
materials 6. My boyfriend 4. Gerard lives a
An _____, usually arranged in a is ____________________ older ____________________
set of volumes than me. (very, much) stressful life. ( quite /
An _____ entry always 7. The Serrano Towers in Valencia very ) 
considers four key elements: are ____________________ high.
5. Ecuador is a
the scope, the method of ( absolutely / pretty ) 
8. The situation ____________________
organization, production, and –
most importantly – the subject is____________________  seriou great country. ( really /
matter. s. ( very, much, very much) very ) 
_____ discusses a subject only 9. Taylor Swift isn't a good singer. 6. My boyfriend
within the context of a He’s ____________________ is ___________________
particular year. fantastic. ( absolutely / very )  _ older than me. (very,
______ are commonly 10. The concert was
much)
produced in reference to ____________________
wonderful. ( absolutely / 7. The Serrano Towers in
specific countries.
 extremely )  Valencia are
11. Maria is a ____________________
____________________ skilled high. ( absolutely /
computer technician.
pretty ) 
( completely / highly ) 
8. The situation
12. That boy of yours is
____________________ lazy. is___________________
( absolutely / extremely )  _  serious. ( very, much,
13. It was ____________________ very much)
freezing this morning. ( a bit /
absolutely )  9. Taylor Swift isn't a good
14. Victor, in my opinion, is singer. He’s
____________________ mad. ____________________
( completely / highly )  fantastic. ( absolutely /
15. Rodin's sculptures are very ) 
____________________ well- 10. The concert was
known. ( absolutely / very) ____________________
wonderful. ( absolutely /
extremely ) 
11. Maria is a
____________________
skilled computer
technician. ( completely /
highly ) 
12. That boy of yours is
____________________
lazy. ( absolutely /
extremely ) 
13. It was
____________________
freezing this morning. ( a
bit / absolutely ) 
14. Victor, in my opinion, is
____________________
mad. ( completely /
highly ) 
15. Rodin's sculptures are
____________________
well-known. ( absolutely /
very)

G. Assignments Give examples of health Give an example of Use the appropriate adverb of Use the appropriate adverb
terminologies with the following Encyclopedia.(book title) degree to fill in the blanks: of degree to fill in the blanks:
prefixes: 1. Christie Jones looked ……………. 1. Christie Jones looked
 an- handsome at the award ……………. handsome at
ana ceremony.(rather,quite,very the award ceremony.
anti 2. 2. Melissa is an……………………….. (rather,quite,very
cata
fabulous cook.  ( absolutely / 2. 2. Melissa is
meta
extremely ) an………………………..
3. 3. Picasso’s paintings fabulous cook.
are…………………. well known. ( absolutely / extremely )
( very, fairly, absolutely) 3. 3. Picasso’s paintings
4. 4. The death of Robin Williams are…………………. well
has…………………shocked the known.  ( very, fairly,
world.  ( highly, really, rather)  absolutely)
5. 5. In my opinion, that boy 4. 4. The death of Robin
is……………………. mad.( very, Williams has…………………
completely, highly) shocked the world.
( highly, really, rather) 

5. In my opinion, that boy

is……………………. mad.( very,
completely, highly)
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in
evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 27-31, 2018 (WEEK 3) Quarter: 2ND QUARTER
WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. LAYUNIN
A. Pamantayang Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao na may kaakibat na paggalang at responsibilidad.
Pangnilalaman
B. Pamantayan sa Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan sa pagpapasiya para sa kapayapaan ng sarili at kapwa.
Pagganap
C. Mga Kasanayan sa 2. Naipakikita ang kahalagahan ng pagiging responsable sa kapwa.
Pagkatuto. Isulat and code HOLIDAY 2.3 Pagiging Matapat
ng bawat kasanayan EsP6P-IIa–c-30
L. II. NILALAMAN
III. KAGAMITANG
PANTURO
A. Sanggunian
5. Mga pahina ng Gabay
ng Guro
6. Mga pahina ng
Kagamitang Pang-Mag-
aaral
7. Mga Pahina sa teksbuk EsP K to 12 CG May 2016, pahina 82 EsP K to 12 CG May 2016, pahina 82 EsP K to 12 CG May 2016, pahina 82 EsP K to 12 CG May 2016, pahina
82

8. Karagdagang
Kagamitan mula sa
portal ng Learning
Resources (LR)
D. B. Iba pang kagamitang Laptop, LCD projector, power point Laptop, LCD projector, power point Laptop, LCD projector, power point Laptop, LCD projector, power
panturo presentation, metacards, permanent presentation presentation point presentation
marker, masking tape, manila paper,
mga larawan na nagpapakita ng iba’t
ibang pagpapahalaga, video clip na
pinamagatang “Honesto”
IV. PAMAMARAAN

A. Balik-Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
Pagbati ng guro ng magandang buhay
sa mag-aaral.
Pagtitsek kung sinong lumiban sa
klase.
Ipabasa ang pamantayan sa
Balik-aral. Balik-aral sa nakaraang talakayan. Balik-aral sa nakaraang talakayan.
Itanong :
1. Tungkol saan ang ating talakayan Sa araw na ito ay sisikapin ng guro na Sa araw na ito ay sisikapin ng guro
kahapon? maipapahayag ng mga mag-aaral ang na maipapahayag ng mga mag-
2. Paano ito isabuhay bilang mga pamamaraan kung paano aaral ang mga pamamaraan kung
 pagkatuto.
B. Paghahabi sa layunin ng
aralin Naipapakita ang kahalagahan ng
pagiging responsible sa kapwa:
Pagiging Matapat
Talakayin ang mahalagang kaisipan.
Ang batang matapat, mahal ng lahat
C. Pag-uugnay ng mga Ipakita sa mga bata ang maikling
halimbawa sa bagong video clip na pinamagatang “Honesto”
aralin Magkaroon ng talakayan pagkatapos
makita ito.
(magbigay ng lunsarang tanong bago
ang video: Bakit Honesto ang pamagat
ng kuwento?)
D. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
miyembro ng pamilya at maisasapuso ang pagiging matapat sa paano maisasapuso ang pagiging
lipunang iyong konabibilangan? tulong ng mga gawaing inihanda at matapat sa tulong ng mga gawaing
(ihanda ang mga bata sa masining na pagtatanong. inihanda at masining na
pagtatanong.
gagawing bagong talakayan)
Gawain 1: Hugot sa Larawan
Ilahad ng guro na gagawa
ang mga bata ng Malikhaing Pag-
Uulat batay sa kanilang talakayan.
Ipakita ang rubrics na gagamitin sa
pagmamarka. Tandaan na ang
rubriks ay magmumula sa pagsang-
ayon ng mga mag-aaral at guro kung
paano sila bibigyan ng puntos.
Maaaring ito ay galing sa guro ngunit
dapat ay may konsultasyon sa mag-
aaral upang lalong mapaganda ang
rub
Original File Submitted and Pipili ang guro ng mga magiging aktor Pipili ang guro ng mga magiging
Formatted by DepEd Club Member - at aktres na gaganap bilang isang aktor at aktres na gaganap bilang
visit depedclub.com for more matapat na kasapi ng lipunan. isang matapat na kasapi ng
lipunan.
a. Magsasadula ng dalawang b. Magsasadula ng dalawang
senaryo: senaryo:

F. Paglinang ng Panlinang na tanong:
Kabihasaan 1. Ano ang pamagat ng
( tungo sa Formative kwento? Sino ang bata sa
Assessment ) kwento?
2. Isa-isahin at ilarawan ang
mga pangyayari o kaganapan
sa kuwento.
3. Sa kuwentong inyong
napanood, ano ang nais
ipakahulugan ng salitang
“Honesto”?
4. Kung ganito ang katangian ng
lahat ng tao, paano mo
mailalarawan an ating
lipunan?
(Eprosesso ng guro ang sagot ng mga
bata at linangin ang mga
pagpapahalagang maaring
mahuhugot mula sa mga ito.
G. Paglalapat ng aralin sa
pang-araw-araw na buhay Mga bata, tandaan: “Ang mga batang
namumuhay sa katapatan, sa Diyos
binibiyayaan”
H. Paglalahat ng Aralin
a. Ibigay ang mga larawan sa apat
na pangkat. Pag-usapan ito at
hayaan silang bumuo ng
malikhaing pag-uulat.
*Pangkat 1 – Patula *Pangkat
3 - Awit
*Pangkat 2 – Rap *Pangkat
4– Pagbabalita
b. Bigyan sila ng limang minuto
para sa preparasyon at
karagdagang dalawang minuto
sa presentasyon.
c. Talakayin at eprosesso ang sagot
ng mga mag-aaral.
d. Magkaroon ng paglalahat sa
natapos na gawain.
Mga bata, tandaan: “Ang mga batang
namumuhay sa katapatan, sa Diyos
Binibiyayaan”
1. Batang nakapulot ng wallet at
isinauli sa may-ari
2. Batang itinago ang napulot na
pera
a. Talakayin ang mga ginawa ng mga
mag-aaral.
Itanong:
Anong kaugalian ang ipinakita
ng una at pangalawang
senaryo?
Alin sa dalawa ang
nagpapakita ng pagiging
responsable sa kapwa?
Bilang mag-aaral, alin sa
dalawa ang nararapat mong
sundin?Bakit?
Bakit kaya hindi isinauli ng
isang bata ang nahulog na
pera?
Anong mabuting maidudulot
ng pagsauli ng mga bagay na
hindi mo pagmamay-ari?
Mga bata, tandaan: “Ang mga batang
namumuhay sa katapatan, sa Diyos
binibiyayaan”
a. Ipabasa sa mga mag-aaral ang
Tandaan Natin.
“Ang pagiging matapat,
mapanagutan at mahabagin ay
mga ugaling dapat ipagmamalaki.
Ang taong nagpapakita ng
ganitong ugali saanman at
3. Batang nakapulot ng
wallet at isinauli sa may-
ari
4. Batang itinago ang
napulot na pera
b. Talakayin ang mga ginawa ng
mga mag-aaral.
Itanong:
Anong kaugalian ang
ipinakita ng una at
pangalawang senaryo?
Alin sa dalawa ang
nagpapakita ng pagiging
responsable sa kapwa?
Bilang mag-aaral, alin sa
dalawa ang nararapat
mong sundin?Bakit?
Bakit kaya hindi isinauli
ng isang bata ang nahulog
na pera?
Anong mabuting
maidudulot ng pagsauli
ng mga bagay na hindi
mo pagmamay-ari?
Mga bata, tandaan: “Ang mga
batang namumuhay sa katapatan,
sa Diyos
binibiyayaan”
b. Ipabasa sa mga mag-aaral ang
Tandaan Natin.
“Ang pagiging matapat,
mapanagutan at mahabagin
ay mga ugaling dapat
ipagmamalaki. Ang taong
nagpapakita ng ganitong ugali
 kailanman ay makakamit ang saanman at kailanman ay
tunay na kaligayahan at makakamit ang tunay na
magkakaroon ng isang maayos, kaligayahan at magkakaroon
payapa at maunlad na ng isang maayos, payapa at
pamumuhay.” maunlad na pamumuhay.”

I. Pagtataya ng Aralin 2. Ipaulit ng dalawang beses upang
tumimo sa isipan ng mag-aaral.
Matapos maipabasa ay tumawag na
mag-aaral na kung saan ay magbibigay
siya ng kanya idelohiya batay sa
tandaan natin.
Ipaulit ng dalawang beses upang
tumimo sa isipan ng mag-aaral.
Matapos maipabasa ay tumawag
na mag-aaral na kung saan ay
magbibigay siya ng kanya
idelohiya batay sa tandaan natin.

J. Karagdagang Gawain
para sa takdang aralin at
remediation

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga
istratehiyang pagtuturo
ang nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang
aking naranasan na
solusyonan sa tulong ng
aking punongguro at
superbisor?
G. Anong kagamitang
panturo ang aking
nadibuho na nais kong
ibahagi sa mga kapwa ko
guro?
 GRADE 6
DAILY LESSON LOG
WEEK 3
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
School Grade Level VI
Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
Teaching Dates and Time AUGUST 27-31, 2018 (WEEK 3) Quarter 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
demonstrates knowledge and skills in the safe and responsible use of wikis, blogs, and audio and video conferencing tools.
practices safe and responsible use of wikis, blogs, and audio and video conferencing tools.
 Define what ICT is.  Create a gmail account.  Define what Blog is.  Create a Blogger  Interact using their
 Identify the benefits of  Create a wiki account on  Identify different Blog account. wiki and blog
ICT. wikispaces. sites.  Design their blog. accounts.
 Define what Wiki is. TLEIE6-0c-5  Enumerate some internet TLEIE6-0c-6  Update/post
 Identify different Wiki safety tips. something in their
sites  Show steps in making a wiki and blog
 Give the uses of Wiki Blogger account accounts.
 Show the steps in TLEIE6-0c-6 TLEIE6-0c-5
creating a wiki. TLEIE6-0c-6
TLEIE6-0c-5
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
USING WIKI MY WIKI USING BLOGS MY BLOGGER BLOG FREE GUIDED ACTIVITY
ON WIKI AND BLOG
The Basics of Better Family ICT and Entrepreneurship The Basics of Better Family ICT and Entrepreneurship ICT and
Living pp. 14-16 pp. 30 Living pp. 16-18 pp. 38 Entrepreneurship
pp. 23-38
ICT and Entrepreneurship ICT and Entrepreneurship
pp. 23-29 page 31-37
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Review of previous lessons Review of previous lessons Review of previous
about. about. lessons about.
 What is ICT?  What is Blog?  What is ICT?
 What are the benefits of  Give ways on how we  What is Wiki?
technology to can be safe in the  What is Blog?
enterprise? internet.
 What is Wiki?
Ask the learners what they
know about ICT.
Discuss the benefits that
technology can provide to
enterprise of TX The Basics of
Better Family Living pp. 14-16
Discuss “Using Wikis” on GUIDED ACTIVITY
pages 23-29 of Textbook ICT 1.The Teacher will make
and Entrepreneurship. his/her own Gmail
Account. (if already
available move to number
2)
2.Guide the learners in
making their Gmail
Account.
3.The teacher will make
his/her own Wikispace
account as Teacher. (if
already available move to
number 4)
4.Guide the pupils in making
their Wikispaces account.
Refer also to page 30 of TX
“ICT and Entrepreneurship”
Discuss GUIDED ACTIVITY
 “Using Blogs” on pages 1. Guide the
 31-37 of Textbook ICT learners/groups in
and Entrepreneurship making their Blogs.
 Internet Safety on pages
16-18 of TX “The Basics Refer also to page 38 of TX
of Better Family Living” “ICT and Entrepreneurship”

F. Developing mastery FREE GUIDED ACTIVITY

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

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
 have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-INDUSTRIAL ARTS
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 27-31, 2018 (WEEK 3) Quarter: 2ND QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

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

II.LEARNINGRESOURCES
A.References

1.Teachers Guide pages

2.Learners Material
Pages

B. Other Learning
Resources

III. PROCEDURES

A.Reviewing past lesson What is a survey?

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

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

IV REMARKS

V. REFLECTION

A. No. of learner who

earned 80%

B .No. of learner who

scored below 80%
( needs remediation)

C. No. of learners who

have caught up with the
lesson

D. No of learner who
continue to require
remediation

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

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

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

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

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

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

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

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

D. Additional
activities for
application or
remediation

G. REMARKS

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

F. What difficulties did I

encounter which my
principal or supervisor can
 help me solve?
G. What innovative or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School Porfirio G. Comia MES Grade Level VI
Teacher MERIAM P. MANIBO Learning Area TLE-HE
DAILY LESSON LOG
Teaching Dates and Time AUGUST 22-25, 2022 (WEEK 3) Quarter 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

II. CONTENT
Sewing of household linens
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resources
IV. PROCEDURES
Sewing a linen can be enjoyable and easy Recap of what was discussed the Ask: Yesterday, you made an effective project plan for From the previous lesson that we
to make if it is done with the heart. A happy day before and segue to the next 1.What are the necessary materials, a type of household linen. discussed, recite the importance
experience in sewing may lead to the lesson. tools and equipment in Making your own household of proper selection of fabric for a
enhancement of one’s sewing skills. making/sewing standard linens can save you money. You can also exercise sewing project.
Yesterday, we discussed the basic pillowcase? your own creativity by producing the design that you
tools necessary in making a really like. These items can also be sold to augment
A. Reviewing previous sewing project. 2.How do you prepare the the family income.
lesson or presenting the new Ask: What are the different linen/cloth in making/sewing .
lesson measuring, cutting, marking, and standard pillowcase?
sewing tools necessary in making
a sewing project?
3.How do you sew the fabric to
What are the uses and functions
make a standard pillowcase?
of the said sewing tools?

4.How do you evaluate the finished

B. Establishing a purpose for
the lesson
In this lesson, learners should be able to
sew household linens using appropriate
tools and materials and applying the basic
principles of sewing. Sewing is a worthwhile
hobby but it can also be a means of
project?
Careful and systematic planning is
the first step in making a good Now that you already know how to carefully plan The lesson for today will enable
sewing project. for a project, you will now be taught how to choose the students to learn the proper
Make a project plan for a
Ask: the proper material for a sewing project, particularly way of preparing the fabric
marketable household linen: Two-
1.How can you make a nicely done the household linen. before sewing
Toned Standard Pillowcase
project?
When we say material in
2.What are the things that you
sewing, we refer to the fabric or cloth necessary in
 livelihood or a way to augment the family have to consider in preparing for a sewing.
income. sewing project?

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

1. Classify the basic sewing tools Explain the guidelines to consider We discussed yesterday how to Be sure you are aware of the different types of Preparing the Fabric:
into: in preparing for a sewing project. make an effective project plan. fabric. The design of the fabric should also be 1.Soak cotton fabric overnight in
1.1 measuring tools Today, you will apply your learning appropriate to the project. Texture of the material water.
1.2 cutting tools 1. Study the project, make a by making the project plan for two- should also be considered. 2.Hang to dry. Do not wring.
1.3 marking tools detailed illustration, and list down toned standard pillowcase using
3.Iron wrinkles in the fabric when
1.4 sewing tools the materials to be used. the given procedures. Fab So Quali Trade Uses
ric urc ty name
dry.
2. Discuss the uses and functions of 2. Choose the fabric most suitable e 4.Check the fibers-lengthwise
the basic sewing tools for the project. Cott Co Stron Muslin( Sleep fibers (warp) should be straight.
on tto g katsa) wear
3. Decide on the design of the n abso Poplin towel 5.Raw edge or selvage should be
project. pla rbent Terry trimmed.
4. Plan the steps to be followed in nt cloth
Line 6.Iron the fabric, if needed.
making the project. n
D. Discussing new concepts 5. Prepare the sewing tools and Ra
and practicing new skills #1 the sewing machine. mie
Pina
6. Prepare the materials needed.
Consider the quality of the Sina
materials to be used in the may
Silk
project.

E. Discussing new concepts and
practicing new skills#2
Discuss the tips to keep sewing tools and
equipment last longer and maintain their
proper functions.
State/enumerate/show the parts Post a visual chart with pieces of different kinds of Fabric should be in proper
of a project plan. fabric. Let the students see and touch those pieces of condition before using for a
fabric. Then, ask them to place each piece sewing project.
Explain carefully each part of the accordingly in a separate chart with columns that Show different fabrics with
project plan. indicate the names of the fabric. different conditions to the class:
1.new fabric
2.soaked overnight fabric
3.wrap side of the fabric
4.fabric with selvage
5.wrinkled fabric

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
This can be done through a game or
graded recitation. This is a group activity.
Each group has time to participate. The
members of the group will fall in line in
front of the class.
Game: Sewing tools are placed in a box and
laid in assortment. Students will place the
tools accordingly in the provided boxes
labelled measuring, cutting, marking, and
sewing tools. The fastest group with the
most number of correct tools placed in the
appropriate boxes wins.
Graded recitation: Sewing tools are placed
all together in a box and laid in assortment.
Each student in a participating group will be
blindfolded. A student will get a tool and
describe the uses and functions of the tool
taken fron the box. Then, the student will
place the tool in the appropriate box.
Sewing is enjoyable and fun,
especiallywhen it is done using the
appropriate tools for the job. It can be a
productive hobby and also a profitable
livelihood.
The discussion of the lesson on the
proper use and function of sewing tools will
help the students get acquainted with all
the tools that he/she will need to work on a
sewing project.
10-item quiz: Identification:
Identify the name of the sewing tool that is
described (10 items):
State two ( 2) measuring tools, two ( 2)
cutting tools, two (2) 2 marking tools, and
four (4) sewing tools.
Show the video on making a
household linen.
One sample is the video of Sewing
Two-Toned Standard Pillow Case
Discuss the needed tools,
equipment, and materials in
making the Two-toned Pillowcase.
From the discussion, let the
students design/prepare their
own project plan of two-toned
pillowcase
Careful and systematic planning is
the first step in making a good
project.
A project plan is a formal,
approved document used to guide
both project execution and project
control.
Evaluate the individual project
plan.
Call students who will prepare the
fabric before sewing in front of
the class.
All students must participate.
Present the finished project plan of Basket of knowledge: Let us go back to the guide
a two-toned standard pillowcase to In a basket containing pieces of rolled paper where questions given earlier and let us
the class for critiquing the name of different fabrics are listed individually, answer them.
pick a piece and then explain the fabric stated in the 1.How do you prepare the fabric
unrolled paper. before sewing?
2.Why is it necessary to soak the
fabric in water overnight?
3. Why is it important to
condition the fabric for sewing?
Designing a project plan for Choosing the right fabric and knowing its use will The right choice of material for
sewing two-toned standard contribute to the success of the sewing project the proper way of conditioning
pillowcase will not only develop Example: sleepwear:cotton the fabric before using, will help
the skills of the students in careful linen:pillowcases produce well-sewn and well-fitted
planning for a project, but also sewing project.
sinamay: placemat
help them become quality
conscious in any project they
intend to engage themselves in.
The primary use of the project A well-prepared fabric produces
plan is to document planning well-made project
assumptions and decisions,
project design, marketability and
profitability.
Evaluate the finished project Accomplish/complete the template. Ask students to discuss how to
plan using a scoring rubric. Fabric Sour Quali Tra Us prepare the fabric before using
ce ty de es
na for sewing.
me
Cotto
n
Linen
Ramie
Pina
 Sinam
ay
Silk

J. Additional activities for 1.

application or remediation

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