DLL g6 q4 Week 6 All Subjects (Mam Inkay Peralta)

GRADE 6 School: San Roque Elementary School Grade Level: VI
DAILY LESSON LOG Teacher: Reynante J. Maribao Learning Area: TLE-HE

Teaching Dates and Time: FEBRUARY 17-21, 2020 (WEEK 6) Quarter: 4TH QUARTER
WEEK 6 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
I. OBJECTIVES 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 a n d j o y in learning the lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills into basics of food preservation
B. Performance Standards Preserves food using appropriate tools and materials and applying the basics of food preservation
TLE6HE-0f-10 3.1.1 conducts an inventory of foods that can be preserved/processed 3.1.3 explains the benefits derived from food
C. Learning Competencies / Objectives 3.1 Explains different ways of food using any of the processes on food preservation preservation/processing
Write the LC code for each preservation (drying, salting, freezing 3.1.2 discusses the processes in each of the food preservation /processing
and processing) methods
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and manipulative materials as
III. LEARNING RESOURCES
well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
Makabuluhang Gawaing Pantahanan at
3. Textbook pages
Pangkabuhayan (pages not available)
MISOSA-V Iba’t-ibang Pamamaraan ng
Pagiimbak (not accessible)
4. Additional Materials from Learning Resource
(LR)portal
Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and
(2014) Growing up with Home J.P. (2014) Growing up with J.P. (2014) Growing up with J.P. (2014) Growing up with Pangilinan, J.P. (2014)
Economics and Livelihood Education. Home Economics and Livelihood Home Economics and Livelihood Home Economics and Livelihood Growing up with Home
FNB Educational, Inc. QC. Education. FNB Educational, Inc. Education. FNB Educational, Inc. Education. FNB Educational, Inc. Economics and Livelihood
QC. QC. QC. Education. FNB Educational,
Inc. QC.
Preservation of Fruits and Vegetables Preservation of Fruits and Preservation of Fruits and
B. Other Learning Resources
(1977). Bureau of Plant Industry Vegetables (1977). Bureau of Vegetables (1977). Bureau of
Plant Industry Plant Industry
https://en.m.wikipedia.org/wiki/ https://en.m.wikipedia.org/wiki/
salting food processing
IV. PROCEDURES
A. Reviewing previous lesson or presenting If there is abundance for a certain period Recap of the previous lesson. Recap of the previous lesson. Recap of the previous lesson. Recap of the lesson of the
the new lesson or even the whole year round what needs Yesterday, food preservation was Yesterday, the discussion was on Food preservation was discussed previous day.
to be done in order to ensure that there is defined and we learned its drying and salting as a means of and we learned about the
no wastage ? importance. preserving food. Today we will definition of
Yesterday, we discussed the
learn about freezing and  Drying processes in food preservation.
For today’s lesson, we will be processing.  Salting
One of the answers may be food We also conducted an inventory
identifying the four (4) ways of
preservation preserving food:  Freezing of food that can be
 Processing preserved/processed .
Ask the learners why food preservation is Ask the learner to bring out the Ask the class if there are cases Today, we will learn the process Ask the learners to bring out
important – the benefits derived from photos or drawings of preserved when their mother, aunt or for each type. samples of preserved food.
food preservation/processing food. grandmother comes from the The teacher will play a video clip
So we learned that food preservation is market , “What is the usual of the four types of food Prepare to share to the class how
important as one of the ways to ensure Group the class by row. The class scenario?” preservation. it was preserved; and why that
that there is no food wastage. We will share how the food they method was used.
increase the life of certain food items brought was preserved. There will Ask the learners to identify the
because of preservation. be reporting of the group steps or the process followed for
discussion . each way of food preservation,
B. Establishing a purpose for the lesson based on the video.
Process the results of the

discussion by going through the
process for each type of food
preservation.
Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
Define food preservation. Ask the learners of what they think The purpose of freezing storage is Bring out the photos of food items Each learner will present to the
Food preservation is the process of are the different types of food to retain to as great as degree as which you were asked to bring. class the preserved foods they
preparing food for future consumption preservation based on what was possible the properties of the fresh brought in class.
by preventing its spoilage. discussed fruit, vegetable or other food Group the class per row.
products. The learner will identify the
Each row will form a collage of
There are other types of food the photos based on the type of method of food preservation, as
preservation but for this lesson, However, during freezing and food preservation. There will be well as the process
C. Presenting examples/ instances of the new the focus is on the following: thawing certain irreversible a reporter for each row.
lesson changes occur that render the
 Drying
 Salting, frozen and thawed product quite
 Freezing different from the freshness in
 Processing texture and general appearance.
.
.
D. Discussing new concepts and practicing new skills #1 Tips for freezing:
Ask the learners further why we preserve Discuss Drying. Provide examples. From the presentation, the
food: Meat, poultry and fish should be teacher will ask the learners if they
 To prevent spoilage Drying – is one of the man’s oldest placed in moisture-vapor proof agree or if they want to remove or
 To prevent wastage methods of preserviing food. packages so that moisture is add a food item to the
 To retain the nutritive value, natural Drying preserves food by lowering maintained and discoloration is presentation of their group
color and texture of the food the moisture content below at prevented because of oxygen in the members.
 To maintain the sanitary quality of which microorganisms can grow air.
food and reproduce.
 To contribute to better nutrition for Most fruits have to be packed with
the family Drying can be accomplished syrup or sugar.
 To help increase family income with through:
the excess products that can be Sun - drying – utilizes the solar Vegetables need blanching (brief
preserved and sold energy that circulates around food heating in boiling water or in a
 To help in the economic development materials laid out on trays and steam) to kill the bacteria and stop
of the country because the farmers racks. enzyme action which can cause
are encouraged to produce more for There is also drying during spoilage.
others smoking. Smoking with warm
 To make food available throughout fumes at 69 °C from burning wood
the year which may be used for results in drying besides imparting
events, like town fiestas and other the desired color and flavor effect
occasions. on cured meat and fish.
Discuss Salting. Provide examples. Discuss processing. Provide Ask them to comment on the The other members of the class
Provide example for each of the above examples. appropriateness of the method to will comment on the
items. Salting is the preservation of food the food. presentation.
with dry edible salt. It is related to Processing – transformation of raw
pickliing in general and more ingredients, by physical or
specifically in brining (preparing chemical means into food, or of
food with brine, that is salty water) food into other forms.
and is one form of curing.
Food processing combines raw
E. Discussing new concepts and practicing new skills#2 Pickling is the preservation of food food ingredients to produce
in brine or vinegar with or without marketable food products that can
bacterial fermentation. be easily prepared and served by
the consumer.
The three important constituents
are: salt, vinegar and lactic acid. Food processing is any method
used to turn fresh foods into food
producs. This can involve one or a
combination of the following:
washing, chopping, pasteurising,
freezing, fermenting, packaging and
many more.
F. Developing mastery Is it possible to use two ways of Give examples of processed foods.
(Leads to Formative Assessment 3) preservation in certain food items?
Provide examples.
G. Finding practical applications of concepts and
skills in daily living
H. Making generalizations and abstractions about the Mention the concept of food preservation Mention that what they have Mention that what was
lesson and its benefits. discussed are the four ways of food discussed this week was food
preservation. preservation, its importance,
the ways of preserving food and
inventory of foods that can be
preserved.
I. Evaluating learning .
J.Additional activities for application or remediation Bring at least ten (10) photos of Bring actual samples of
Bring photos of the preserved foods. Read on the process of Drying and foods which can be preserved. preserved food. Prepare to
Provide a caption for each of the photo. Salting. Also, bring cartolina, scissors and share to the class how it was
paste. preserved, and why that method
was used.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
VI. REFLECTION your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe formative ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above above
assessment
above
B. No.oflearnerswho requireadditionalactivities ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
forremediation. additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
C. Didtheremediallessons work? No.oflearnerswho ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
havecaughtupwiththe lesson. ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson lesson
D. No.oflearnerswho continuetorequire remediation ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation
E. Whichofmyteaching strategiesworkedwell?Why Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
didthesework? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. WhatdifficultiesdidI encounterwhichmy __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principalorsupervisorcan helpmesolve? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized materials did I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
use/discover which I wish to share with other __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as
as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures

DAILY LESSON LOG Teacher: Reynante J. Maribao Learning Area: TLE – ENTREPRENEURSHIP & ICT
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,
I. OBJECTIVES 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.
A. Content Standard Demonstrates knowledge and skills Demonstrates knowledge and skills in performing advanced calculations on numerical data using an electronic spreadsheet tool.
in using online survey tools.
B. Performance Standard Conducts a survey using online Processes and summarizes numerical data using advanced functions and formulas in an electronic spreadsheet tool.
tools.
C. Learning Competency/Objectives  Process an online survey  Identify selected Math  Identify selected text and  Identify selected statistical  Create a
Write the LC code for each. data. functions in Excel. logical functions in Microsoft functions in Microsoft Excel. spreadsheet
 View and manage  Use selected math functions Excel.  Use selected statistical  Design Spreadsheet.
responses on an online in Excel.  Use selected text and logical functions in Microsoft Excel.  Apply basic formulas
survey data TLEIE6-0f-11 functions in Microsoft Excel. TLEIE6-0f-11 on spreadsheet.
TLEIE6-0f-11 TLEIE6-0f-11 TLEIE6-0f-11
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT SELECTED STATISTICAL
PROCESSING AN ONLINE SELECTED MATH FUNCTIONS IN SELECTED TEXT AND LOGICAL
FUNCTIONS IN MICROSOFT FREE GUIDED ACTIVITY
SURVEY DATA EXCEL FUNCTIONS IN MICROSOFT EXCEL
EXCEL
A. References
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship
pp. 60-63 pp. 66-73 pp. 74-79 pp. 81-88 pp. 66-88
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
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
IV. PROCEDURES 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.
A. Reviewing previous lesson or Review on how to create and Review on the previous lesson about Review on the previous lesson about Review on the previous
presenting the new lesson disseminate an online survey form. “Selected Math Functions in Excel”. “Selected Text and Logical Functions lesson about
in Microsoft Excel”.  “Selected Math
Functions in Excel”
 “Selected Text and
Logical Functions in
Microsoft Excel”.
 “Selected Statistical
Functions in Microsoft
Excel”
B. Establishing a purpose for the lesson This is a free guided activity
and let the learners work and
finish their spreadsheets on
their previous lesson on
spreasheets.
C. Presenting examples/Instances of the Present “Let’s” Study on page 60 of Present “Let’s Study” on page 66 of Present “Let’s Study” on page 74 of TX. Present “Let’s Study” on page 81 of
new lesson TX. TX. TX.
D. Discussing new concepts and Discuss “Processing Online Survey Discuss “Selected Math Functions in Discuss “Selected Text and Logical Discuss “Selected Statistical
practicing new skills # 1 Data” on pp. 60-63 of TX. Excel” on pp. 66-71. Functions in Microsoft Excel” on pp. 74- Functions in Microsoft Excel” on pp.
79. 81-88.
E. Discussing new concepts and Group Activity: Let the learners Group Activity: Let the learners do Group Activity: Group Activity:
practicing new skills # 2 View and Manage the responses of “Activity 4.1 I’m a Store Manager!” on Let the learners do “Activity 4.2 I’m a Let the learners do “Activity 4.3 I’m a
the Online Survey Form that they page 72 of TX. Teacher!” on page 79 of TX. Statistician!” on page 87-88 of TX.
have made from the previous
lesson.
F. Developing mastery Group Activity: Let the
(leads to Formative Assessment 3) learners work on the
spreadsheets they made on
the previous lesson. Let
them manage and design
their spreadsheets with the
correct formula in excel.
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and Let the groups tell what they
abstractions about the lesson have learned in this week’s
lesson and let them have a
reflection on about their
learnings
I. Evaluating learning 20 item quiz on Microsoft
Excel.
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 done to help the students learn? Identify what
VI. REFLECTION
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 ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
evaluation above ___ of Learners who earned 80% above above 80% above
above
B. No. of learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
activities for remediation who scored additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
below 80% remediation
C. Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught
lesson lesson lesson lesson lesson up the lesson
D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
require remediation require remediation require remediation require remediation require remediation to require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their
tasks
F. What difficulties did I encounter which __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
my principal or supervisor can help me __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G. What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be
as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials

DAILY LESSON LOG Teacher: Reynante J. Maribao Learning Area: TLE-I.A.
I. OBJECTIVES
A. Content Standards Demonstrate an understanding of and skills in making electrical gadgets
B. Performance Standards Constructs simple electrical gadgets with ease and dexterity.
Identify materials and tools Identify materials and tools needed in Identify the different electrical gadgets Discuss the health and safety Explain the processes in making electrical gadgets.
needed in making simple electrical gadgets. making simple electrical gadgets. and their uses. practices in making electrical
C. Learning Competencies / gadgets.
Objectives
Write the LC code for each
II. CONTENT Production/Repair of Simple Electrical Gadgets
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp. 88-90
2. Learner’s Materials
pages
-Technology and Livelihood Education pp. 219-223
3. Textbook pages (Author: Susana V. Guinea , Ma. Gilmina G. Sotoya , Randy R. Emen)
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resources Pictures and charts Pictures and charts Pictures and charts Pictures and charts Pictures and charts
IV. PROCEDURES
How do we compute our business income? Show 1. What are the different tools  Give an example of Enumerate the safety and health practices in making electrical gadgets.
A. Reviewing sample of computation of income from sales. and materials needed in making different electrical gadgets that we are 1. What are the
previous lesson or presenting electrical gadgets? using at home and in the school? health and safety practices in
the new lesson 2. What are their uses?  What is the use of each making electrical gadgets?
gadget? 2. Why are these
important?
Do you have appliances at home? 1. What electrical gadgets are 1. Showing pictures of health How do you interpret this 1. Showing a video doing simple repair.
How does it function? we going to use when we want to get and safety practices. statement?  http://www.youtube.com/watch?v=MspNVXPUKR8&t=52s
Where is it connected? electricity in a distance?
 http://www.youtube.cm/watch?v=qmQxQ1v85e0
What electrical materials were used? “Have a place for
B. Establishing a What kind of tools do we used in fixing those  Can you say something about the video?
everything and everything
purpose for the lesson electrical materials? 2, Inspect the following furniture fixtures found in the practice house or
in its proper place”
classroom for broken parts: chair and table legs, hinges of cabinet doors,
Listen to the pupil’s
interpretation of the extension cord, and sink.
statement. What can you say about the chairs, tables etc?
C. Presenting 1. Prepare videos and picture from the 1. Show picture or chart of the 1. What can you say about 1. Show videos or  Present a situational problem about the effects of
examples/ instances different tools and materials. different electrical gadgets. (Extension the picture? pictures showing safety broken furniture and fixtures at home and in school.
of the new lesson 2. Real objects found in the industrial cord, lamp shades, door bell, bulb measures in making electrical  What will happen if we ignore broken furniture and
arts room. tester). gadgets. other gadgets?
2. List down the
protocol.
Activity 1: 1.What electrical gadgets have you seen 1. What are the health and Safety and health measures  What are the parts of the table that need repair?
Discuss the importance of using tools and in the picture? safety practices in making electrical that should be observed  What are the materials needed?
materials in making simple electrical gadget. 2.What are the uses of these electrical gadgets. while working any electrical
 What are the tools needed?
gadgets? project to avoid accidents.
Activity 2:  What are the procedures in repairing broken table?
1. Avoid contact
Identifying tools and materials needed in making Activity 1: Group Activity
with energized electrical
simple electrical gadget. Group 1 – Give an electrical gadget and circuits. Procedure for repairing broken table
TOOLS their uses at home. 2. Treat all
Combination pliers Group 2 – Give an electrical gadgets and electrical devices as if they Usual defects of table are loosening of its fixing materials such as nails, screws
Side cutter pliers their uses in school. are live or energized. and bolts. This is caused by either loose of nail’s hole or the fixing material itself.
Long-nose pliers Group 3 – Give an electrical gadget and 3. Disconnect the Here’s how to fix it
their uses inside the room. power source before
Tester . 1. Prepare all the materials and tools.
servicing or repairing
Screw drivers electrical equipment. 2. Identify the materials and tools.
Hammer 4. Use only tools 3. Find the loose part where fixing materials are placed or lost screws.
Electrical knife and equipment with non- 4. Either replace the broken part of the table or transfer where to fasten.
Wire stripper conducting handles when 5. To fasten the part or parts thoroughly, place a brace to support the loosen
Soldering gun working on electrical devices. legs.
5. Never use
MATERIALS
metallic pencil or rulers,
Lamp receptacle when working with electrical
Convenience outlet equipment.
D. Discussing new concepts and Male plug 6. Wear non-
practicing new skills #1 Female plug conductive gloves, protective
Flexible pipe clothes and shoes with
insulated soles.
Plastic conduct pipe
7. Never handle
G.I. conduct pipe electrical equipment when
PVC connectors hands, feet or body are wet
C clamp or perspiring or when
Plastic molding standing on a wet floor.
Fluorescent lamp 8. Do not store
highly flammable liquids near
Incandescent bulb
electrical equipments.
Starter
9. Never touch
Ballast another person’s equipment
Battery (Dry cell, wet cell) or electrical control devices
Lamp holder unless instructed to do so.
Electrical wires 10. When it is
necessary to touch electrical
Junction box
equipment ( for example,
Utility box
when checking over heated
Switch motors or heating flat iron)
Push Button use the back of the hand.
Nails
Screws
1. How are these materials and tools Activity 2: Group Reporting Group Activity: 1. What are the Activity 1: Group Activity
used? Group 1 – electrical gadget and their uses 1. Why is it important to safety measures to observe Gather data of the following:
Uses of tools: at home. follow the health and safety practices while making an extension Group1 – Broken chair
a. Combination Pliers –these are use to Group 2 – an electrical gadget and their in making electrical gadgets. cord, electric buzzer?
Group 2 – Broken table
twist, cut, hold and pick electrical wire or tie uses in school. Connect the wires on the
Group 3 – Loose Cabinet door
wires. Group 3 – an electrical gadget and their terminal of the CO first, then
to the terminal of the male Group 4 – Plug Cord of Flat Iron
b. Side cutter Pliers –use to cut uses inside the room.
electrical wires or tie wires, also use in skinning plug. If we connect the wire
small wires. to the male plug first, maybe Activity 2: Reporting
somebody will plug in and we
c. Long Nose Pliers – use to hold, cut,
might get electrocuted.
twist or pick up small objects in a limited space.
2. What are the
d. Tester – an instrument used to test if
safety precautions when
E. Discussing new concepts and there is a flow of electricity in the connection
doing electrical repair at
practicing new skills#2 a made. home?
e. Screw Drivers – tools used in Turn off the main switch first,
tightening and loosening screws. It has 2 kinds: then proceed to the repair.
flat and Philips.
f. Wire strippers/splicer – use to take
off a portion at the end of the wire before it is
connected to terminals of other electrical
materials.
g. Soldering gun/iron - this is used to
join two tiny metallic parts such as television and
radio spare parts.
h. Hammer – used to fasten nail
through the wood, bamboo or concrete wall.
F. Developing mastery 1. What electrical tools I am going to Matching type. Match column A with 1. We have a Write True if the statement is about gathering data and False if it is not.
(Leads to Formative use when I want to remove the plate of the column B 1. What will you do first newly-made extension cord,
Assessment 3) convenience outlet or switch? A when you replace a blown out fuse? what will you do before using 1. Inspect the table.
2. I want to make an extension cord, _____ 1. Extension cord 2. What is the first thing to it?
2. Knowing the tools needed.
what electrical materials I am going to buy? _____ 2. Lamp shade do before you replace tumbler switch? Check the first by using tester
3. You are washing your 3. Hammer and saw are not needed.
_____ 3. Bulb tester if the connection is correct.
clothes, and you need to plug in the 4. Measurement must be considered.
_____ 4. Door bell 2. You are going to
washing machine, what is the best replace a simple pole switch, 5. Ignore the loose part of the table.
B thing to do first? what will you do first?
a. Gadget use to call the
attention of the owner of the house. Turn off the main switch
before replacing the switch.
b. Use in testing an
incandescent bulb, starter, ballast.
c. Use as decoration lamp
inside the room.
d. A gadget use to access
electricity in our appliances are far from
the convenient outlet.
G. Finding practical 1. Demonstrate the uses of the different 1. We have school program Write C if the statement is What will you do when you observed one of your furniture at home has damage?
applications of concepts tolls and materials. outside, but there is no available correct and write W if the
and skills in daily living 2. How do we take good care of them? convenience outlet. statement is wrong.
2. What electrical gadget are _____1. Always use tools
we going to use? with non-conducting
handles when working on
electrical devices.
_____2. An experienced
electrician can do some
repairs of electrical
appliances even with wet
hands.
_____3. To test the
hotness of an electric iron,
you can use back part of
your hand.
_____4. Unplug the
equipment if water spilled
into it.
_____5. An electrical
current passes to the
person as you touch a live
wire
H. Making generalizations and 1. What are the tools and materials 1. What are the importances How do you gather the data in repairing furniture?
abstractions about the needed in making simple electrical gadgets? 1. What are the benefits of of following the health and safety What are the protocols in What are the importance of gathering data before repairing?
lesson 2. Tester What are themale plug
importance in using using different electrical gadgets? practices in making electrical gadget? making electrical gadget?
tools and materials
Combination in making
pliers electrical
screw driver gadgets?
Electrical wires holder
I. Evaluating learning Identify the electrical gadgets that are Write S if the situation shows as safe Fill in the blanks with the Complete the diagram.
commonly used at home and school. practice, writes U if it is an unsafe correct answer.
Choose the correct answer inside the box. _____1. This is used to get electricity in a practice. 1. Provide a
distance. ______1. Never use equipment with _____________________ for
_____2. It has two kinds, the male and frayed cords, damaged insulation or the tools.
female plug with two terminals broken plugs. 2. Carefulness
_____3. Gadget used to give light or ______2. Avoid water at all times when prevents
_____1. An electrical tool which is used to twist or working with electricity. ____________________.
decoration in a room.
splice an electrical wire.
_____4. It is used to call attention of an ______3. Never touch or try repairing 3. Turn off the
_____2. An instrument used to test if the gadget any electrical equipment or circuits ______________ before
individual inside the house.
is functioning or there is a flow of electricity in with wet hands. doing electrical repairs.
the connection made? _____5. It is used to test any of the
electrical gadgets if it is functioning or ______4. If you are working on any 4. Work in place
_____3. A part of a lamp that holds the receptacle at your home then always where there is enough
not.
fluorescent tube. turn off the main switch. _______________ to avoid
_____4. Tools used in tightening and loosening ______5. Always use appropriate eye strain.
screws. insulated rubber gloves and goggles 5. Be sure to
_____5. An electrical material which is used as a while working on any electrical circuit. ______________ your hands
connector or path where electricity flows. It can after working.
be duplex, solid or stranded.
_____6 . It is used to connect to wire into the
convenience outlet.
J. Additional activities for List down the tools and materials used in making List down some electrical gadgets and 1. Make a project plan for lampshade. Give the steps in replacing Do the simple repair at home. Share your experience tomorrow.
application or remediation bulb tester. their uses. 2. Make a project plan for bulb tester. a blown out fuse.
3. Make a plan for a buzzer circuit.
V. REMARKS
VI. REFLECTION
A. No.oflearnerswho ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
earned80%onthe formative ___ of Learners who earned 80% above
assessment
B. No.oflearnerswho ___ of Learners who require additional activities for ___ of Learners who require additional activities for ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require additional
requireadditionalactivities remediation remediation for remediation activities for remediation activities for remediation
forremediation.
C. Didtheremediallessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
No.oflearnerswho
havecaughtupwiththe
lesson.
D. No.oflearnerswho ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
continuetorequire remediation remediation remediation remediation remediation
remediation
E. Whichofmyteaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategiesworkedwell? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why didthesework? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Group member’s Cooperation in doing their ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. WhatdifficultiesdidI __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounterwhichmy __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principalorsupervisorcan __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
helpmesolve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
to share with other views of the locality views of the locality views of the locality views of the locality views of the locality
teachers? __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Materials Materials Instructional Materials Instructional Materials Instructional Materials
GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
OBJECTIVES Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.
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 Perform plant propagation techniques based on scientific processes
C. Learning Competencies / TLE6AG0e-6 6.1 Perform systematic and 6.2.Perform proper procedures 6.3 Identify and explain the  Observe healthy and safety
Objectives 6 Identify systematic and scientific ways of caring in preparing organic fertilizer importance and benefit of using measures in formulating
Write the LC code for each scientific ways of caring seedlings, trees and fruit trees and organic pest/insect control organic fertilizer and pest/insect organic fertilizer and pest
seedlings and orchard trees  Cultivating control towards sustainable /insect control
and fruit trees  Transplanting development
 Watering
 Applying organic fertilizer
II. CONTENT  Systematic and scientific 6.1.1. Perform systematic and 6.2.1Introduction to Organic 6.3.1Advantages of organic 6.4.1 Proper labeling of
ways of caring seedlings and scientific ways of caring Agriculture fertilizer and pest/insect control prepared organic concoction
orchard trees and fruit trees seedlings, propagated trees and 6.2.2 Procedures in making
fruit trees organic fertilizer
 Cultivating 6.2.3Steps and procedures in
 Transplanting making organic pest and insect
 Watering control
 Applying organic fertilizer
6.1.2 Maintenance plan and
schedule in caring seedlings and
propagated plants
I. LEARNING RESOURCES
A.References Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6
agricultue pp 32 agriculturepp 32 agriculture pp 32 agriculture pp 32 agriculture pp 32
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Agricultural Crops Production, Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim Wastong Pagtatanim
from Learning Teachers Guide Teachers Guide Teachers Guide
Resource (LR) Portal
A. Other Learning Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual
Resources object, Guidebook, Internet object, Guidebook, Internet object, Guidebook, Internet object, Guidebook, Internet object, Guidebook, Internet
II. PROCEDURES
A. Reviewing previous lesson  Assign groups to report on  Identify the proper ways of  Students will report on Identification of different ways on  Processes involved in
the characteristics of caring for propagated trees and different design and lay out of how to care and maintain the producing orchard products
seedlings fruit trees in the orchard an Orchard orchard farm
 Presentation sample of
different Orchard lay out and
design
B. Establishing a purpose for the  Identify the systematic and  Perform the systematic and  Apply proper use of organic  Demonstrate health and safety in  Provide documentation
lesson scientific ways of caring for scientific ways of caring for fertilizer and organic pest/insect handling organic products monitoring the day to day
seedlings, trees and fruit trees seedlings and propagated plants control status of propagated plant
with organic fertilizer and
pest/insect control
C. Presenting examples / Present actual sample of Video Presentation in Video presentation of the step Benefits derived from organic Present charts/video showing
instances of the new lesson seedlings, trees and Fruit Systematic and scientific ways of by step procedures in fertilizer and organic pest/insect proper storages of organic
trees done with different caring for seedlings propagated formulating organic fertilizer control products
plant propagation techniques trees and fruit trees and organic pest/insect control
D.Discussing new concepts and Storing and caring for Proper use of tools and Document the steps and Proper wearing of Personal Analyzing failed or un-
practicing new skills #1 seedlings, propagated plant equipment in caring for procedures in performing protective equipment successful formulation of
seedlings, propagated plants organic fertilizer and other organic fertilizer and organic
organic concoctions pest/insect control
E. Discussing new concepts and Safety practices in transplanting Introduction to Organic Proper ways in handling organic Proper ways of storing organic
practicing new skills #2 seedlings and propagated plants concoctions concoction concoctions
F. Developing Mastery  Identification of systematic  Write down the proper steps  Identify the proper  Do’s and Don’t while  Proper Labeling and storing
(Leads to Formative and scientific ways of caring and procedures in caring for procedures in formulating formulation of organic fertilizer and of organic products .
Assessment 3) seedling and orchard trees seedlings and orchard trees and organic fertilizer and organic organic .
and fruit trees . fruit trees . pest/insect control .
G. Finding Practical applications  When is the proper time to  Bring samples/cuttings of  Present before the class  Demonstrate the proper ways of  Present before the class
of concepts and skills transplant seedling and trees and fruit trees and Pictures of transplanted applying organic fertilizer and what are the ways of disposing
propagated trees and fruit seedlings ready for transplanting seedlings, trees and fruit trees organic pest/insect control to waste materials in the orchard
trees? that came from budding, seedlings and propagated plants
grafting, marcotting, pruning
H. Making generalizations and Importance of caring seedling, Functional tools used in caring The different procedures in Health and safety procedures in Proper storage and labeling of
abstractions about the lesson plant propagation in the for seedlings and propagated formulating organic fertilizer formulating organic fertilizer and organic concoctions
orchard plants and organic pest/insect control organic pest and insect control
I. Evaluating Learning Written examination. . Oral recitations. Reporting and presentation Group Presentation. Written Examination.
Demonstrations. Demonstrations. skills Role Play. Word Puzzle
Role Play Demonstration Direct Observation.
Ocular Inspection
J. Additional activities for Video presentation of some Create a data base of seedlings, Invite at least on practitioner Develop a documentation different Video presentation of proper
application or remediation best practices in caring for trees and fruit trees and their who can share his/her about systematic and scientific ways of storages and labeling of
seedlings and orchard care & maintenance schedule organic agriculture formulating organic products and organic concoctions
concoctions.
B. REMARKS
C. REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above
80% in the evaluation
B. No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
additional activities for
remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the
work? No. of learners who
lesson lesson lesson lesson
have caught up with the
lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
require remediation remediation remediation remediation require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies worked well?
Why did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor can __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. What innovative or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized materials did I
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
use/discover which I wish views of the locality views of the locality views of the locality views of the locality views of the locality
to share with other __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
GRADE 6 Paaralan San Roque Elementary School Baitang/Antas VI
DAILY LESSON LOG Guro Reynante J. Maribao Asignatura ARALING PANLIPUNAN
Petsa/Oras February 17-21, 2020 (WEEK 6) Markahan 4TH QUARTER
WEEK 6 LUNES MARTES MIYERKULES HUWEBES BIYERNES
Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa patuloy na pagpupunyagi ng mga Pilipino tungo sa pagtugon ng mga hamon na nagsasarili at umuunlad na bansa
Pamantayang Pangnilalaman
Nakapagpapakita ng aktibong pakikilahok sa gawaing makatutulong sa pag-unlad ng bansa bilang pagtupad ng sariling tungkulin na siyang kaakibat na pananagutan sa pagtamasa ng mga karapatan bilang isang Malaya at maunlad na
Pamantayan sa Pagaganap Pilipino
AP6TDK-IVe-f-6
Mga Kasanayan sa Pagkatuto (Isulat ang
code ng bawat kasanayan)
Naipapaliwanaga ang mga nagging ambag ng mga Naiisa-isa ang mga papel na ginagampanan ng mga Natatalakay ang di-mabuting epekto ng Nakasusuri sa mga dahilan ng pagkakaroon ng Nakapagpapahayag ng
OFW sa bansa kalalakihan at kababaihan sa lipunan paggamit ng mga ipinagbabawal na gamot Climate Change sariling opinyon tungkol sa
Cognitive paksang Extra-Judicial
Nakakikilala sa mga palatandaan ng isang Natatalakay ang mga epekto ng Climate Change Killing sa kasalukuyang
batang inaabuso at ang mga epekto nito sa tao at kapaligiran nito administrasAPyon
Nabibigyang-halaga ang mga paghihirap, sakripisyo Naipapahayag ng masigasig ang ginampanang Nakababahagi ng obserbasyon sa mga Nakapagpapalitan ng kuro-kuro sa tamang Nakikibahagi ng masigla sa
at mga naiambag ng mga OFW papel ng mga kalalakihan at kababaihan sa lipunan masamang epekto ng paggamit ng pangangalaga sa kalikasan at sa pag-iwas ng pagtatalakay ng isyu ng
ipinagbabawal na gamut Climate Change Extra-Judicial Killings sa
Affective Nakagugunita sa mga naging papel ng kababaihan Nakabibigay-galang sa karapatan ng bawat kasalukuyang
sa panahon ng rebolusyon bata administrasyon
Naisasadula ang buhay ng isang OFW Nakapaglalahad ng isang infomercial na Nakabubuo ng isang retrieval chart tungkol sa Nakaguguhit ng isang poster na naglalahad sa Nakapagpapanayam ng
nagpapakita ng pagkakapantay-pantay na pagkilala hindi mabuting epekto ng ipinagbabawal na tamang pangangalaga sa kalikasan mga opinyon mula sa mga
Psychomotor sa kakayahan ng kalalakihan at kababaihan gamut lider ng komunidad tungkol
Nakagawagawa ng isang campaign ad tungkol sa napag-usapang isyu
sa paglaban sa Child Abuse
II. NILALAMAN ISYUNG PANLIPUNAN (HAL. OFW, GENDER, DRUG AND CHILD ABUSE,ATBP)
KAGAMITANG PANTURO
A. Paksa
B. Sanggunian AP6 Batayang Aklat sa AP 6 AP6 CG, mga larawan, tsart, TM, TG AP6 CG, mga larawan, tsart, TM, TG AP6 CG, mga larawan, tsart,
TG 6, LM 6 LM, TG, CG, BOW TM, TG
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa bagong

aralin
D. Pagtatalakay ng bagong konsepto at

paglalahad ng bagong kasanayan #1
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-araw na

buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa takdang-aralin

at remediation
IV. Mga Tala

V. Pagninilay
A. No. of learners who earned 80% on this

formative assessment
B. No. of learners who require additional

activities for remediation
C. Did the remedial lessons work?

No. of learners who have caught up 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 help me solve?
G. What innovation or localized materials

did I used/discover which I wish to share
with other teacher?
DAILY LESSON LOG Teacher: Reynante J. Maribao Learning Area: ENGLISH
Teaching Dates and Time: FEBRUARY 17-21, 2020 (WEEK 6) Quarter: 4th QUARTER
I. OBJECTIVES
A. Content Standards  Demonstrates understanding of various non-verbal elements in orally communicating information
 Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
 Demonstrate understanding of the research process to write a variety of texts
 Demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
.
B. Performance Standards  Orally communicates information, opinions and ideas effectively to different audiences for a variety of purposes
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Uses a variety of strategies to provide appropriate feedback
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
 Uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
C. Learning Competencies/ Summarize the information from a text heard Use appropriate graphic organizer in text read Use various types and kinds of sentences for Conduct short research projects Revise writing for clarify
Objectives Inferring meaning of content-specific terms using effective communication of information/ideas on a relevant issue -correct spelling
-context clues (Compound-Complex Sentence) -appropriate punctuation marks
-affixes and roots -transition/signal words
Make connections between
-other strategies
information viewed and
personal experiences
Write the LC code for each EN6LC-IVe-3.6 EN6RC-IVe-2.15.2 EN6SS-IVe-1.10 EN6V-IVe-1.4 EN6WC-IVe-2.2.1.1
EN6V-IVe-12.4.2.3 EN6-IVe-2.3
II. CONTENT Clarifying meaning of text heard Graphic organizer Compound-Complex Sentence Used to influence viewers Composing paragraph
(Subject Matter) Inferring meaning of borrowed word Research projects Stereotypes, point of view ,
SUFFIX propaganda
A. References
1.Teacher’s Guide/Pages Curriculum Guide pp 138 of227
2.Learner’s Materials Pages
3.Textbook Pages Essentials English 6 pp.360-361 Essentials English 6 pp.361--365 Essentials English 6 pp.367-370 Essentials English 6 pp.365-366 Essentials English 6 p 370
4.Additional Materials from Learning
Resource(LR)portal
B. Other Learning Resources powerpoint Chart, worksheet powerpoint powerpoint Powerpoint
III. PROCEDURES
A. Reviewing previous lesson or presenting Recall how to make a summary of an informational text. Match the meaning of the following words. Identify which of the following is a QUIZ/ Summative test
new lesson *First tell what the text is all about stereotype point of view.
*Second identify the topic
1. Antibiotic
*Then tell the key points
2. Anti social Susie is walking home from school
3. Antiseptic when she sees a group of
rambunctious older boys up
4. Antigravity
ahead. She decides to cross the
5. Anti allergy
street to avoid them. How do
stereotypes and the body's natural
fight or flight response help to
- Against allergy
- Against disease
- Against in interacting with explain Susie's behavior.
people
- Against the pull of the a. Susie's stereotypes
earth told her to initiate a
- Against germs social response to the
situation.
b. Susie's
stereotypes told her to
initiate an avoidance
response to the
situation.
c. Susie's
initiate a flight
response to the
situation.
d. Susie's
initiate an acceptance
response to the
situation.
B. Establishing a purpose for the lesson Tell something about the following pictures. The following words are use in the story , give Watch anyone these episodes of
the meaning of the following words. Matanglawin from
youtube.https://www.youtube.co
m/playlist=PL2IUHvNcTzIY8r6ngph
1. Prankster
D1Jmxlgv1L5Uuk
a.a person who plays paddle
b.a person who plays joke
https://www.youtube.com/watch?
c.a person who plays volleyball
v=BQdxZku5uD0
2. saddle
a. a leather-covered seat
on the horse back
b. a leather shoes or
boots of a rider
c. a leather cowboy hat
1. Conquest
a. A person who succeeded
b. A person failed in the battle
c. A person who like to play
games
Listen to the text about climate change. Summarize the

information you heard answering the following questions to
help you identify the key points.
1.What does climate change encompass/ cover?
2.Hiw does climate change affect almost all aspects of human,
animal and plant life?
https://www.youtube.com/watch?
v=paCitRaLdt0
C. Presenting examples/ What Might Happen to Earth's Climate Read the story of PIlandok. Here are some examples of dependent clauses: Write important information you
instances of the new lesson Scientists think that Earth's temperature will keep going up for learned from the episodes that you
the next 100 years. This would cause more snow and ice to choose. Which part of the episode
Pilandok was a prankster. He belonged to a. when you find the answer
melt. Oceans would rise higher. Some places would get hotter. is related to your personal
a poor family. One morning he left his parents b. why he ran away
Other places might have colder winters with more snow. Some experience. Like your own
to look for food. He walked and walked until c. if you need more time
places might get more rain. Other places might get less rain. experience with animals and
he became tired. He lay down beneath a tree d. because you lost the money
Some places might have stronger hurricanes. experiments.
on which hung a huge beehive, closed one e. whenever you are ready
Based on the evidence, more than 97% of climate scientists
have concluded that human-caused climate change is eye, and rested.
happening. Climate change is already causing significant Soon a prince called Sumusong-sa-Alongan
impacts to people and ecosystems, and these impacts will grow came by, riding on a horse. On his saddle hung
much more severe in the coming years. We can choose to take many bags of gold and other beautiful things Use the following dependent clause to a
economically sensible steps to lessen the damage of climate that he had won on his conquests. He asked complex sentence.
change, and the cost of inaction is much higher than the cost of Pilandok what he was doing under the tree.
action. Without opening his eye, Pilandok answered
that he was he servant of a powerful sultan
and that he was guarding a royal gong whom
no ordinary man may beat. And then he
pointed up at where the beehive hung.
"Let me beat the gong, Pilandok,"
Sumusong-sa-Alongan said.
"No, the sultan will be angry with me if I let
just any man beat the royal gong," Pilandok
said firmly.
"I am not an ordinary man. I am the son of a
sultan myself. Here – I will give you a whole
bag of gold if you will only let me beat the
gong."
Pilandok pretended to think. And after a
while, he said "I’ll take that bag. But please,
beat the gong only when I am far away, for the
sultan might come at the sound of it and chop
off my head."
Pilandok swept up the bag of gold and ran
away as fast as he could. When Sumusong-sa-
Alongan could no longer see him, the prince
took a big stick from the ground and beat the
beehive. Hundreds of angry bees were upon
him in an instant, and if a troop of soldiers had
not come his way and helped him, he would
have died.
Pilandok lived happily with his bag of gold.
Questions to answer:
1. Why did Pilandok decide to go to
the wood?
2. How did he trick Somusun with
regard to the beehive?
3. Did he able to convince
Somusun?
4. What did Somusun do so
Pilandok will let him have the
gong?
5. If you were Somusun will you
immediately believe Pilandok?
D. Discussing new concepts and practicing The following words are from the text you heard. Give the Group Activity
new skills #1 root words and the affixes.
Choose a part of the story that you can
1.Sensible- dramatize. Observe accuracy, appropriate rate
, proper expressions and correct
pronunciation. Present your dramatization to
2.inaction- the class.
3.significant-
4.economically-
E. Discussing new concepts and practicing Read and study the following words try to give the meaning of Use graphic organizer to answer the given Using again the dependent clause add a
new skills #2 the prefix anti-. question below. Draw boxes as needed . compound sentence in your complex sentence.
1.anti-aging
2.anti-allergy
1. What do the incidents in the story
3.anti-asthma
4.antibacterial tell about Pilandok?
5.antibiotics 2. What words describes him as you
6.anti-cold perceive him to be?
Anti- means against, opposing or neutralizing.
F. Developing Mastery Choose the word that best fit the definition. Arrange the following dependent clause and
(Lead to Formative Assessment) independent clause to make a compound-
complex sentence.
1.Works against disease
a. Anti social
b. Antihero 1. If you find a job.
c. Antigravity You should work during the
d. Antibiotic summer.
But you should cut back on your
hours during the school year.
2.a protein that works against bacteria
a.antihuman
b.antigravity 2. I can never remember the batting
c.antithesis order
d. antibody But I can always remember the
position.
3.against interacting with people That each person plays.
a.antisocial 3. Ron is running for student council
b.antifreeeze president,
c.antihuman
But he will not win.
d.anti gravity
If he does not get the seniors’ vote.
4.works against the effects of poison
a.antidote 4. While my parents were at dinner.
b.antihistamine
I cleaned the house.
c.antihero
d.antifreeeze And my sister did the ironing.
5.against the pull of the earth 5. The local newspaper will not fund
a.antihistam,ine our team.
b.anti gravity Unless we can find a co-sponsor.
c.antithesis
But I have no ideas for possible
d.anti hero
co-sponsors.
G. Finding practical application of concepts Use the following words with prefixe anti in a sentence.
and skills in daily living. 1. Anti biotic
2. Antidote
3. Antigravity
4. Antisocial
5. antiseptic
H. Making Generalization and Abstraction about What does prefix anti means?
the lesson
I. Evaluating Learning Choose the word that best completes the sentences. Make a graphic organizer about the text we
1. Use _______in cleaning the toilet.
a. An antibiotic
heard yesterday about climate change.
b. An antiseptic
c. An antifreeze
d. An antibody
2. An _______is given to kill the germs that causes the disease.
a. Antique
b. Antibiotic
c. Antifreeze
d. Antiseptic
3. Alcohol is an example of an________.
a. Antibody
b. Antibiotic
c. Antiseptic
d. Antigravity
4. Did the doctor recommend an __________for the patient cough?
a.antibody
b. antibiotic
c.antiseptic
d. antifreeze
5. Ana doesn’t joined in any
activities in school she is an
_______person.
a. Anti human
b. Anti social
c. Anti gravity
d. antihero
J. Additional Activities for
Application or Remediation
IV. REMARKS
V. REFLECTION
A. No. of learners earned

B. Number of learners who
are required additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson
D. Number 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 help me solve?
G. What innovation or localized
materials/discover which I wish to share with
other teachers?

DAILY LESSON LOG Teacher: Reynante J. Maribao Learning Area: ESP
Teaching Dates and Time: FEBRUARY 17-21,2020 (WEEK 6) Quarter: 4TH QUARTER
I.LAYUNIN
A. PamantayangPangnilalaman
B.PamantayansaPagganap Naisasabuhay ang pagkamabuting tao na may psotibong pananaw bilang patunay sa pag-unlad ng ispiritwalidad
C. MgaKasanayansaPagkatuto Matutukoy kung paano maisasabuhay ang pananalig sa Diyos
Isulatang code ngbawatkasanayan Mailalarawab ang mga panrelihiyong pagdiriwang at Gawain
Maipaliliwanag kung paano nagpapaunlad ng pagkatao ang ispirtiwalidad
II.NILALAMAN Pananalig at Pagmamahal sa Diyos: Paninidgan sa Kabutihan

Sisikapin kong maging isang Mabuting Tao
III. KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahinasaGabayngGuro
2.Mga PahinasaKagamitang Pang-Mag-aaral 132-137 132-137 132-137 132-137 132-137
3.Mga pahinasaTeksbuk
4. KaragdagangKagamitanmulasa portal ng Learning
Resource
B.Iba pang KagamitangPanturo
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o pagsisimulang Pagusapan ang ilan sa mga relihiyon sa ating bansa Pag-usapang muli ang mga gawaing nagpapakita Balikan an sanaysay ukol sa Boun Pi Mai Muling talakayin ang mga pagdiriwang o
aralin ng pagiging isang mabuting tao ritwal na ginagwa sa relihiyong
kinabibilangan
B. Paghahabi sa layunin ng aralin Magpakita ng ilang simbolo ng bawat relihiyon at Awit/ Si Kristo ang Sandigan Awit Walang sinuman ang nabubuhay (Awit)
pag-usapan ito.
C. Pag-uugnay ng mga halimbawa sa bagong aralin Pagbasa sa maikling sanaysay na may kaugnayan sa Ipakita nag graphic organizer Pagpapaktia ng mga larawan sa ilang mga
ispritwalidad at pananampalataya ng tao (KM pah (KM pah. 134) ritwal o pagdiriwang na kanilang nasaliksik.
132) Sagutin ang mga tanong ukol sa graphic organizer Pag- usapan ang mga ito
D. Pagtatalakay ng bagong konsepto at paglalahad ng Pagsagot sa mga tanong ukol sa binasang sanaysay Pagbasa sa isang sanaysay Boub Pi Mai (KM pah Ilahad ang arali ukol sa mga pagdiriwang na
bagong kasanayan #1 135) isinsagawa ng bawat relihiyon
1. Pagsamba ng mga Born Again
2. Binyag ng Katoliko
3. Pagdarasal ng mga Budhista
4. Pagsamba ng mga Iglesia ni Cristo
5. Pagdarasal ng mga MUslim
E. Pagtatalakay ng bagong konsepto at paglalahad ng Magpakita ng ilang larawan ukol sa pagtulong o Pagsagot sa mga tanong ukol sa binasang Talakayin at pag-usapan ang mga pagdiriwang
bagong kasanayan #2 paggawga ng kabutihan sanaysay. ng bawat relihiyon
Hal: 1. pagbigay ng mga regalo sa Home for the Pag-usapan ang sanaysay at ang kaugnayan nito Hayaang magbahagi ng karanasan ang mga
Aged sa ispiritwalidad na bahagi ng bawat bata. bata ukol sa mga pagdiriwang na kanilang
2. Pagtulak sa wheel chair ng bulag na matanda nadaluhan sa kanilang relihiyon
3.pagbabahagi ng kaalaman sa mga kamag-aral
Pag-usapan ang mga larawan at magbigay ng ilang

tanong na may kaugnayan sa pakikipagkapuwa-tao
at sa bahaging ginagampanan nito sa iyong
pananampalataya
F. Paglinang sa Kabihasaan (Tungosa Formative Pangkatang Gawain Pangkatang Gawain
Assesment 3) Magpakita ng ilang Gawain sa inyong Magbahagi ng karanasan tungkol sa
kinabibilangang relihiyon na maykaugnayan sa paninidigan sa kabutihan laban sa hindi
binasang sanaysay. karapat-dapat. Pagkatapos pumili ng isang
myembro na magbabahagi sa buong klase
G. Paglalapat ng aralin sa pang araw-araw na buhay Ano ang kaunayan ng pagiging mabuting tao sa Paano mo maipakikita ang pagganap sa Sa paanong paraan mo maipapakita ang
pananampalayata/ paano mo maipakikita ito sa pagpapaunald ng ispitwal na bahagi ng iyong pakikiisa sa mga pagdiriwang ng iyong
araw araw na pamumuhay? buhay? relihiyong pinaniniwalaan.
H. Paglalahat ng Aralin Paano mo maipakikita ang iyong pagiging mabuting Paano mo maipakikita ang iyong pagiging Ano ano ang ilan sa mga pagdiriwang o rtiwal Ano ang kahalagahan ng mga ritwal o
tao na may pananampalataya sa Diyos o relihiyong mabuting tao na may pananampalataya sa Diyos ng bawat relihiyong tinalakay? pagdiriwang na isinasagwa ng bawat
kinabibilangan? o relihiyong kinabibilangan? relihiyon sa kanilang pananampalataya?
I. Pagtataya ng Aralin Isulat ang tama o mali Rubrics ng pangkatang gawain Sagutin sa isang sanaysay na binubuo ng 5-6 Subukin Ito REPLEKSYON
1. Ang pagtulong sa kapuwa ay isang na pangungusap KM pah 137 Gumawa ng isang pangako
paraan ng pakikipag-ugnayan sa Anong pagdiriwang sa Pilipinas ang Sagutin an mga tanong, tukuyin kung ito ay na gagampanan at
Panginoon nagpapakita ng pananalig ng mga tao sa ginagwa mo ng PALAGI, BIHIRA o HINDI lilinangin mo ang iyong
2. Ang relihiyong kinabibilangan ang Diyos? Ilarwana ng mga gawaing kaugnay ng KAILANAMAN pananalig sa Diyos. Gawin
dapat na piliin lamang sa pagbibigay pagdiriwang na ito. 1. Nakikilahok ka ba sa mga sa iyongjournal.
ng tulong Gawain sa simbahan
3. Magagawa mong maging mabuting 2. Nakikipag-usap ka ba sa ibang
tao kung ikaw ay sumusunod sa mga
tao tungkol sa iyong mga
kautusan ng Diyos
pinaniniwalaang panrelihiyon
4. Ano man ang pinaniniwalaan ng
inyong relihiyon ay hindi hadalang sa 3. Nagdarasal k aba?
pagtulongsa kapuwa 4. Nakikihalubilo k aba sa mga
5. Ang pagiging mabuting tao ay taong ibang ang relihiyon?
katumbas ng pagiging makaDiyos 5. Iginagalang mob a ang
pananalig ng ibang tao?
J. Karagdagang gawain para sa takdang-aralin at Magsaliksik ng ilang mga pagdiriwang na

remediation ginagawa sa iyong kinabibilangang relihiyon.
Mag print out ng mga larawan
V.MGA TALA
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na nangangailangan ng iba pang

gawain para sa remediation
C. Nakatulong ba ang remedial? Bilang ng mag-aaral na
nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na magpatuloy sa

remediation?
E. Alin sa mga istrateheyang

Pagtuturo ang nakatulong ng lubos? Paano ito na
katulong?
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?
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
I.LAYUNIN (ObjectivES ) Nagagamit ang Nakasusulat ng liham Nagagamit ang wika

Nakagagawa ng dayagram ng Napagsunod-sunod ang mga Nakalarawang balangkas sa editor bilang tugon sa sariling
ugnayang sanhi at bunga ng mga pangyayari sa kuwento upang maipakitaang naka pangangailangan at
pangyayari / problema-solusyon Naisasalaysay muli ang sitwasyon
lap na impormasyon
napakinggang teksto gamit ang
o datos
sariling salita
F6PB-IVf-5.6
Nakagagawa ng patalastas at
usapan gamit ang iba’t ibang
bahagi ng pananalita
A.Pamantayang Pangnilalaman Naipamamalas ang kakayahan sa Naipamamalas ang kakayahan sa Naisasagawa ang mapanuring Naipamamalas ang Naipamamalas ang
( Content Standards) mapanuring pakikinig at pagunawa mapanuring pakikinig at pag- pagbasa sa iba’t ibang uri ng kakayahan sa mapanuring pagpapahalaga at
sa napakinggan unawa sa napakinggan teksto at napapalawak ang panood ng iba’t ibang uri ksanayan sa paggamit ng
talasalitaan ng media
wika sa komunikasyob at
Napauunlad ang ksanayan
pagbasa ng iba’t ibang
sa pagsulat ng iba’t ibang
uri ng sulatin uri ng panitikan
B.Pamantayan sa Pagganap Nakagagawa ng dayagram, Nakapagsasagawa ng radio Naiguguhit ang mensahe ng Nagagamit ang iba’t ibang Napapahalagan ang wika
(Performance Standards) dioarama at likhang sining batay sa broadcast/teleradyo, sabayang binasang teksto at nakagagawa babasahin ayon sa at panitikan sa
isyu o paksang napakinggan bigkas, reader’s theatre o dula- ng orihinal na rap batay sa pangangailangan pamamagitan ng
dulaan mensahe ng binasang teksto Nakasusulat ng iskrip para
pagsali sa usapan at
sa radio broadcasting o
talakayan, paghiram
teleradyo, editoryal,
lathalain o balita sa aklatan,
pagkukuwento,
pasgulat ng tula at
kuwento
C. MgaKasanayan sa Pagkatuto Napagsunod-sunod ang mga Nagagamit ang Nakasusulat ng liham

(Learning Competencies) Nakagagawa ng dayagram ng pangyayari sa kuwento Nakalarawang balangkas sa editor
ugnayang sanhi at bunga ng mga Naisasalaysay muli ang upang maipakitaang naka Nagagamit ang wika
pangyayari / problema-solusyon napakinggang teksto gamit ang lap na impormasyon bilang tugon sa sariling
sariling salita o datos pangangailangan at
sitwasyon
Nakagagawa ng patalastas at
usapan gamit ang iba’t ibang
bahagi ng pananalita
II.NILALAMAN (Content)
III. KAGAMITANG PANTURO (Learning
Resources)
A.Sanggunian (References) Pluma 423-426 ,456-
457
1.Mga pahina sa Gabay ng Guro CODE: CODE: CODE: CODE: CODE:
(Teacher’s Guide Pages) F6PN-IVf-10 F6PB-IVf-5.6 F6EP–IVf-8 F6PU-IVf-2.3 F6PL-0a-j-2
CG-pp 138 F6PS-IVf-6.6 F6WG-IVb-i-10
TG-pp. F6EP–IVf-8 CG-pp 138 CG-pp 138 CG-pp 138
CG-pp138 TG-pp. TG-pp. TG-pp.
TG-pp.
2.Mga Pahina sa Kagamitang Pang-
Mag-aaral (Learner’s Materials Pages)
3.Mga pahina sa Teksbuk (Textbook Pluma 6 pahina 455 ,456 Pluma 6 pahina . 454,455 Pluma 389 Pluma pahina 389 Pluma 6 p 423- 426,
Pages) Kwento “ Ang babaeng matapat “ 442 ,466 456-457
4. Karagdagang Kagamitan mula sa https://www.youtube.com/ https://www.youtube.com/ https:// https://

portal ng Learning Resource (Additional watch?v=30JH-4nRexo https://www.youtube.com/ watch?v=30JH-4nRexo www.youtube.com/ www.youtube.com/
Materials from Learning Resources (LR) watch?v=v5RE_gjHJcU https://www.youtube.com/ watch?v=c5GJtSivBw4 watch?
Portal) watch?v=b8IfjZIAzvg https:// v=tuJeWGPnzRE
https://www.youtube.com/ www.youtube.com/
results? watch?v=30JH-4nRexo
search_query=patalastas+sa+tv
B.Iba pang Kagamitang Panturo (Other Activity cards, tsart ng kuwento Video clip, tsart,activity sheets, Video clip, tsart,activity sheets, Video clip, tsart,activity Video clip,
Learning Resources) mga larawan Metacards Metacards sheets, Metacards tsart,activity sheets,
MetaCards
IV.PAMAMARAAN (Procedures)
A.Balik-Aral sa nakaraang aralin at/o Naibibigay ang maaaring solusyon Pagsunud –sunurin ang mga Paano ang wastong
pagsisimula ng aralin (Review Previous sa isang suliranin na naobserbahan Paano binigyan solusyon ang sanhi pangyayari sa kwentong “ Ang Anu- ano ang mga pagliham sa editor ?
Lessons) sa at bunga ng kwentong tinalakay babaeng matapat ? Isalaysay hakbang sa
paligi kahapon ? ito. pagbabalangkas ng isang
1. Pagkamatay ng asawa ni Kwento ? Paano ito
1. Malalanday na sanga at mga Naomi ? Orpa at Ruth ? nakatutulong sa may-
dahon ng puno sa mga daan. 2. Naging maganda ba ang akda ?
2. Baradong kanal kanilang buhay ?
3. mga batang lansangan Pag-aalis ng balakid:
4. mga sugapa sa alak at sugal Editor – Patnugot
5. mga batang wala sa paaralan. tagapamahala ng
pahayagan , komiks,
magazine.
Ibaigay ang mga bahagi
ng liham:
B. Paghahabi sa layunin ng aralin Paghahawan ng balakid ; https://www.youtube.com/ Sagutin : Anu-anong
(Establishing purpose for the Lesson) Pagtambalin ang Hanay A at Hanay watch?v=v5RE_gjHJcU Panoorin ang video: Ang hakbang ang isinagawa ng https://
B. Ikwentong muli ang napakinggan/ pagbabalangkas ng kwento. bata sa video upang www.youtube.com/
A nabasang teksto gamit ang magpahatid ng kalatas o watch?
Balo sariling salita. Balikan ang mga liham ? v=tuJeWGPnzRE
Biyenan tanong kahapon upang maging Ipagpalagay nating ikaw Ano ang wikang
Manugang gabay sa pagsunud-sunod nang ay susulat sa isang Pambansang tinutukoy
Uhay wasto ang mga pangyayari . patnugot ng pahayagan at sa Video ?
Bilas Gamitin ang mga gabay na tanong may nais kang idulog na Anu-anong
Hanay B : suliranin , ano ang iyong halimbawang salita
a. Bungkos na bunga ng trigo o isusulat ? ang nakasalin sa
palay 1. Bakit nilisan ng mag-anak ni wikang Ingles na
b. Tawag sa asawa sa magulang ng Elimelec ang Bethlehem ? nakikita sa pali-paligid
kanyang kabiyak 2. Ano ang masasabi mo sa ng lansangan ?
c. Tawag sa wala nang asawa o naging buhay ng kanyang mag- Bakit kaya hindi
namatay na ang kabiyak. anak sa Moab ? Paano ito hinarap magamit an gating
d. Tawag sa isa’t –isa ng mga ni Naomi ? sariling wika sa mga
asawa ng magkakapatid 3. Ano ang ipinaliwanag ni Naomi ganitong sitwasyon ?
e. Tawag ng magulang sa asawa sa kanyang mga manugang nang
ng kanilang anak nahihirapan na silang lahat ?
Tama ba ang ginawang ito ni
Naomi ?
Manindigan.
4. Sino ang hindi sumunod sa
payo ni Naomi ? Bakit ?
5. Paano napamahalaan ni Ruth
ang kanilang buhay nan bumalik
sila ng biyenan sa Bethlehem ?
6. Anong mahalagang mensahe
ang iyong natutuhan sa akda ?
C. Pag-uugnay ng mga halimbawa sa Basahin ang Maikling Kwento. Panoorin. Batay sa Kwentong Unawain at Pag-
bagong aralin (Presenting examples Ang Babaeng Matapat https://www.youtube.com/ napanood tungkol sa “ isipan .
/instances of the new lessons) Noong unag panahon, may isang watch?v=b8IfjZIAzvg Ang Babaeng Matapat “. Maganda ang
nakaririwasang pamilya mula sa Isulat ang balangkas ng Susulatan natin ang buhay. Higit itong
Bethlehem ang panandaliang kwentong napanood. patnugot : dapat tingnan kaysa sa
nagibang-bayan nang Pangkatang Gawain suliranin. Ang isang
magtaggutom dito. Sina Elimelec, Pangkat I - Liham sa araw ng buhay ay
Naomi at ang dalawang anak Editor biyaya na sa atin ng
nilang lalaki ay nagtungo sa Moab. Mensahe ng paghingi Poong Maykapal.
Ang dalawa nilang anak na lalaki ng payo tungkol sa Magpassalamat dahil
ay nag-asawa ng mga Moabita, namayapang asawa mahal tyo ng Diyos.
sina Orpa at Ruth. Hindi naglaon Pangkat II- Liham sa Hindi Niya tayo
ay namatay ang asawa ni Naomi. Editor pinababayaan.
Siya ay naging balo. . Pagkaraan ng Mensahe ng kawalan Basahin ang diyalogo.
sampung taon ay namatay ang ng pagasa
mga anak niyang lalaki kaya Pangkat III- Liham sa Tama !
Ang
naiwan sa kanyang pangangalaga Editor ganda-
ang dalawa niyang manugang. Mensahe ng ganda May
po rito,
Nahirapan silang mabuhay nag pasasalamat sa Mayor !
mawala ang kabiyak at kanyang natagpuang ikabubuhay Grabe ! mga
mga anak. Pangkat IV- Liham sa
Nang mabalitaan ni Naomi na Editor tanawi
pinagpalang muli ng Dios ang Mensahe ni tungkol kay
Bethlehem ay naghanda na siyang Boaz
lumisan ng Moab upang bumalik
sa kanyang sinilangan, Kinausap
niya ang mga manugang. “
Matanda na ako at hindi ko na
kayo kayang buhayin. Maaari na
kayong bumalik sa inyong mga Ano ang
magulang. Mag-asawa kayong muli
upang magkaroon ng bagong iyong
tahanan at bagong buhay. Sana’y
maging mabuti sa inyo ang
panginoo “, ang nag-aalalang wika
sa dalawa. Lumuluhang tumanggi
ang magbilas subalit sumunod din
sa biyenan si orpa, ang isa niyang
manugang. Samantalang si Ruth ay
iba ang pasiya . “ Hindi kita iiwan
mahal kong ina. Ikaw na ngayon
ang aking magulang. Nais kong
makasama ka saan mam
pumaroon. Ang iyong Diyos ay
aking magiging Diyos “, ang
matatag na sagot ni Ruth kay
Naomi. Nang mabatid ni Naomi na
bukal sa loo bang pasiya ng
Ihambing ang
manugang ay bumalik na sila sa
nakadiing salita sa mga
Bethlehem upang doon
hindi nakadiin. Alin
magsimulang muli ng bagong
ang may paksa ? Alin
buhay. Mabilis na nakaisip ng
ang walang paksa ?
paraan si Ruth kung paano siya
Pag-aralan natin ang
makahahanap ng pagkain upang
pangungusap na
hindi sila magutom ng kanyang
walang paksa .
biyenan. Nagtungo sya sa taniman
ng trigo kung saan ay may nag-
Isaisip Natin .
aani. Hindi niya alam na ang may
ari ng tanimang kanyang
pinuntahan ay kamag-anak ng Pangungusap na
kanyang biyenang lalaking si Walang Paksa
ELIMELEC. Siya si Boaz, isang Ang pangungusap na
mayaman at makapangyarihang
tao sa Bethlehem. “ Ginoo, maaari walang paksa ay
bang mamulot ng tira at nalaglag
na trigo sa iyong taniman maaaring
pagkatapos mag-ani ng iyong mga
manggagawa ? , magalang na nagpapahayag ng “
pakiusap ni Ruth sa latiwala sa
taniman. Pinayagan naman siya 1.pagkamayroon “ o
nito. Nang Makita ni Boaz si Ruth
ay tinanong nito ang kanyang Pagkawala “
katiwala. Pagkatapos marinig ang
paliwanag nito ay pumayag ang
Hal. May mga
mayaman at butihing may-ari,
turistang humanga kay
Nabalitaan kasi niyang inaalagaang
mabuti ni Ruth ang kanyang Meyor.
biyenan. Lingid sa kaalaman ni Walang nawala sa
Ruth ay kinausap ni Boaz ang gamit.
kanyang mga manggagawa na 2. matinding
sadyang mag-iwan ng mga uhay sa damdamin
mga lugar na pamumulutanni Hal. Wow!
Ruth. Nais niyang makakuha ito ng Ang galing !
maraming trigo. Napakaligaya ni 3. salita o panawag sa
Naomi nang umuwi si Ruth na may pangalan
dalang pagkaing sobra pa sa Hal. Ginoo !
kanyang inaasahan. Gumaan ang Inay !
kanyang apkiramdam at nawala 4. oras o panahon
ang kanyang alalahanin tungkol Hal. Bumabagyo !
ssa kanilang kakainin at Umaga na.
ikabubuhay. “ Tinulungan tayo ng 5. Pagbati o
Diyos na Makita ang mabuting pagbibigay –galang na
kamag-anak na tutulong sa atin nakagisnan na ng mga
upang mabuhay “, pasalamat Pilipino
Ni Naomi. Humanga at napalapit Hal.
Tawag sa asawa sa magulang ng Maaari po bang
kanyang kabiyak ang kalooban ni magtanong ?
Boaz kay Ruth dahil sa mabuti Magandang tanghali
nitong ugali. Kinalinga niya ang po.
niya ang matanda niyang biyenan
at itinuring niyang higit pa sa
kanyang magulang. Hindi naglaon
ay naging asawa ni Ruth si Boaz
pagkatapos sundin ni Boaz ang
umiiral na kaugalian. Kaugalian
nilang pakasalan ang babaeng
nabalo ng kanilang kamag-anak.
Naging mapayapa ang buhay ni
Naomi dahil sa babaeng hindi
nang-iwan sa kanya. Masasabing
tapat si Ruth. Nakatulong siya
upang mawala ang suliranin.
D. Pagtatalakay ng bagong konsepto at Sagutin ang mga tanong. Gawin natin ito : Nakapakinig na ba kayo Tukuyin ang
paglalahad ng bagong kasanayan #1 1. Bakit nilisan ng mag-anak ni Pangkatang Gawain : Anu-ano ang bahagi ng ng isang drama sa radyo o pangungusap na
(Discussing new concepts and Elimelec ang Bethlehem ? Pangkat I : Isadula ang mga pananalita ? Nakapanood na ba teleradyo nobela ? walang paksa sa
practicing new skills #1. 2. Ano ang masasabi mo sa naging pangyayari ng wastong kyo ng mga patalastas sa Gumawa ng iskrip gamit dayalogong binasa.
buhay ng kanyang mag-anak sa pagkakasunud-sunod ayon sa telebisyon ang kwento “ Ang
Moab ? Paano ito hinarap ni binasang kwento Pangkatang gawain ; Gumawa Babaeng Matapat
Naomi ? Pangkat II: Kumuha ng ng patalastas :
3. Ano ang ipinaliwanag ni Naomi pinakamagandang eksena sa Pangkat I : Sabong panlaba
sa kanyang mga manugang nang kwento at gawan ito ng isang Pangkat II: Sanitary napkin
nahihirapan na silang lahat ? Tama aksyon habang ito’ y binabasa. Pangkat 3: Pandikit
ba ang ginawang ito ni Naomi ? Pangkat III : Igawa ng isang awit Pangkat 4 : Tinapay
Manindigan. ang aral na nakuha sa kwento
4. Sino ang hindi sumunod sa Pangkat IV:
payo ni Naomi ? bakit ? Lumikha ng isang tula na may
5. Paano napamahalaan ni Ruth pagkasunud-sunod na detalye ng
ang kanilang buhay nan bumalik kwento.
sila ng biyenan sa Bethlehem ?
6. Anong mahalagang mensahe
ang iyong natutuhan sa akda ?
E. Pagtatalakay ng bagong konsepto at Panoorin ang video Gamit ang mga larawan hayaang https://www.youtube.com/ Narito ang paraan ng Lagyan ng tsek (/) ang
paglalahad ng bagong kasanayan #2 https://www.youtube.com/watch pagsunus-sunurin ang mga results? Pagsulat ng Iskrip na pangungusap na
(Discussing new concepts & practicing ?v=30JH-4nRexo tungkol sa sanhi pangyayari sa kwentong binasa. search_query=patalastas+sa+tv Panradyo. walang paksa. Kilalanin
new slills #2) at bunga. Batay sa napanood na at isulat ang titik kung
patalastas. Anu-anong aral ang Ang iskrip na panradyo ay ito ay nagsasaad ng :
Bawat pangkat ay gagawa ng isang natutuhan ninyo ? nakasulat na gabay kung
dayagram na nagpapakita ng sanhi paano padadaluyin ang
, bunga at posibleng solusyon sa isang programang a. pagka-mayroon o
kwento panradyo. Nakasaad dito pagkawala
Hal ang mga linyang sasabihin b. matinding damdamin
Pagiging at aksyong gagawin ng c. salita o panawag ng
Biyuda ni host o anchor ng pangalan
Naomi
programa, gayundin kung d. oras o panahon
kalian at paano sasabihin e. pagbati o pagbibigay-
o gagawin ang mga ito . galang
Bunga
Mahalaga ang Magandang
pagkakaroon ng iskrip umaga po , Meyor.
Solusyon
para sa maayos na
pagpapadaloy ng Alas tres na po.
programa, upang Aalis na tyo
masigurado ang
kawastuhan ng mga
ilalahad na impormasyon Sobrang ganda!
at upang magamit nang Walang
buong-buo o maiwasang masama.
maaksaya ang oras ng
pagsasahimpapawid . Sa Ang mga
pagsulat mo ng sariling mamamayan ay
iskrip, tandaan ang mapayapa.
sumusunod na termino.
1. Station Id – jingle o Nanay !
pasalitang linyang Naiwan po
ginagamit sa ninyo ito.
pagpapakilala ng istasyon Mayroong
ng radyo pera diyan.
Salamat nang
2. Program Id- jingle o marami .
pasalitang linyang
ginagamit sa
pagpapakilala ng
programa
3. Teaser- linyang pang-
akit pansin upang
manatiling nakatutok ang
mga tagapakinig
Halimbawa : Ano ang susi
sa tunay na pag-unlad ng
bayan ? Malalaman natin
yan mula sa ating
panauhin ngayong araw.
4. Bumper- linyang
sinasabi bago ang
commercial break upang
ipaalam na muliing
magbabalik ang programa
pagkatapos nito.
Hal. Magbabalik po ang
ating programa
pagkatapos ng ilang
patalastas….
5. Billboard- linyang
sinasabi upang ipaalam
kung sino ang isponsor ng
programa.
Halimbawa :
Ang programang ito ay
hatid ng …..
Gabay sa pagsulat ng
iskrip :
1. Gumawa ng balangkas
ng nilalaman para sa
napiling paksa.
2. Magsaliksik ng mga
impormasyong kailangan
sa iskrip.
3. Gawing maikli at simple
ang iyong iskrip.
4. Gumamit ng mga
ordinaryong salitang
madaling bigkasin at
maintindihan ng mga
nakikinig.
5. Isulat ang mga
pangungusap gamit ang di
pangkaraniwang ayos.
6. Hatiin ang mahaba o
tambalang pangungusap.
Hindi dapat hihigit sa
labindalawang salita ang
bawat pangungusap.
Hindi dapat maputol ang
ilang pangungusap.. Hindi
dapat maputol ang isang
pangungusap.
8. Basahin at orasan ang
ginawang draft .
9. Baguhin o iayos ang
iskrip kung kinakailangan
para sa kawastuhan ng
impormasyon at sapt nah
aba ayon sa laang oras ng
pagsasahimpapawid.
10. Lagyan ng numero ang
bawat pahina.
F. Paglinang sa Kabihasaan (Tungo sa Igawa ng diagram ang sitwasyon . Gumawa ng maikling Pangkatang Gawain:
Formative Assesment 3) hanapin din ang sanhi at bunga iskrip na panradyo, Gumamit g wika upang
Developing Mastery (Leads to nito . Ibigay din ang solusyon. gumawa ka ng maikling tugunin sa sariling
Formative Assesment 3) Malinaw na natalakay ang iskrip para sa 5- minutong pangangailangan ang
pagsusumikap ni Abel na pagbabalita ( flash sasaguting sitwasyon.
pamahalaan ankg kanilang Report ) ng mga a. Nahalal kang mayor
negosyo. Nung umuunlad na ito kasalukuyang pangyayari ng inyong bayan.
siya naming nalulong si Abel sa sa inyong p Nakikita mong kailangn
bisyo. paaralan. ng mga guro at mag-
( Tingnan ang ph. 442 aaral ang mga bagong
para sa batayan ng silid-aralan na may
pagmamarka ) malinis na palikuran.
Lubhang nakaapekto
ito sa magandang
resulta ng pag-aaral ng
mga mag-aaral.
- Maghahanap ka ng
sponsor na
mangangalakal para
maipagawa ang mga
silid-aralan at mga
palikuran
- Gagamitin mo ang
pondo ng pamahalaan
mula sa buwis na
ibinayad ng mga
nagtatrabaho sa
pagpapagawa ng mga
silid-aralan at mga
palikuran.
- Hihingan ng tulong
ang lahat ng magulang
ng mga mag-aaral sa
pagpapagawa ng mga
silid-aralan at
palikuran.
G. Paglalapat ng aralin sa pang araw- Bakit mabuting pakitaan o Paano mo magagamit ang Gamitin ang sariling
araw na buhay (Finding Practical ipadama sa iyong pamilya ang balangkas sa pagkukwento ? wika kung
Applications of concepts and skills in kasipagan, katapatan at Napapadali ba nito ang isang kinakailangan sa isang
daily living) pagmamahal ? salaysay ? sitwasyon.
H. Paglalahat ng Aralin (Making Ano ang sanhi ? Bunga ? Paano Paano napagsusunud-sunod ang Anu-ano ang mga hakbang sa Paano ang wastong Paano mo gagamitin
Generalizations & Abstractions about nabibigyan ng solusyon ang bawat mga detalye ng isang kwento ? paggamit ng balangkas ng isang pagliham sa editor ? ang wika bilang tugon
the lessons) sanhi at bunga nito ? kwento ? sa sariling
pangangailangan at
sitwasyon ?
I.Pagtataya ng Aralin (Evaluating Punan ang dayagram na Lagyan ng bilang 1 hanggang 3 Pag- aralan ang mensahe ng Nagustuhan mo ba ang Gamitin ang wika
Learning) nagpapakita ng sanhi , bunga at ang kahon upang mapagsunod- larawan at pagkatapos ay isang kwento o nobelang bilang tugon sa sariling
posibleng solusyon sa isang sunod ang pangyayari sa akda. bumuo ng patalastas o usapan iyong nabasa ? Sulatan pangangailangan at
suliranin sa bansa gaya ng A____ Hinanap ng mag-anak ang gamit ang iba’t-ibang uri ng mo ang editor ng isang sitwasyon
kakulangan ng pagkain o kahirapan bagong buhay sa Moab. pangungusap na magasin , pahayagan o Sitwasyon: Naging
na siyang dahilan sa pangingibang ____ Nagkakaubusan nan g magpapalaganap ng mabuting aklat upang purihin o matapat
–bayan ng mag-anak sa tinalakay pagkain sa Bethlehem pamamahala sa kayamanang magpasalamat sa Si ruth sa kanyang
na akda. _____ Nagpasiya sina Elimenec na iyong pinapahalagahan o mabubuting kaisipang biyenan sa oras ng
mangibang –bayan. pahahalagahan pa pagdating ng itinuro nito sa iyo. kanyang katandaan,
Isang suliraning B. panahon. Saan-saan mo pa
Nakikita Kos a Bansa ___ Nagkaasawa ng mga Moabita magagamit ang
ang mga anak na lalaki nina mahalagang kaisipan, “
Sanhi ng suliranin Elimelec at Naomi. Ang katapatang sa
___ Pumanaw ang mga kabiyak iyo’y ibinibigay, ibalik
nina Orpa at Ruth at nahirapan din sa kanya nang buo
sa buhay ang mga bato. at walang alinlangan ?
____ Sumakabilang –buhay ang lagyan ng puso ang
kabiyak ni Naomi na si Elimenec iyong sagot.
sa Moab . 1. may alaga kanga so.
C. Malambing ito at alam
Bunga ng ___ Nagpasiya si Naoming nito kung paano
pabalikin sa kani-kanilang makikipaglaro sa iyo
Suliranin pamilya ang kanyang mga lalo na kung pagod at
magulang. malungkot ka.
Nahirapang mabuhay sina Naomi, Nagpapasaya siya sa
Ruth at Orpa nang mabalo. iyo. Ipinagbabawal ng
D. iyong doctor ang aso
__ Nakapag-uwi ng makakain si sa bahay ninyo dahil
Ruth upang mabuhay silang lalala ang iyong hika.
magbiyenan.
___namulot ng mga nalalaglag na Paalagaan mom un a
uhay ng trigo si Ruth sa sakahan ito sa iyong kamag-
ng kamag-anak ng biyenang si anak
Elimedec.
___ Bumalik sa Bethlehem sina
Naomi at Ruth upang magsimula Ipamimigay mo ito sa
ng bagong buhay. kaibigan
E.
__Pinakasalan ni Boaz ang ugali ni
Ruth
___ Nakilalang mabuti ni Boaz Iiwasan mo na lamang
ang ugali ni Ruth lumapit sa alaga mong
____Napalapit ang kalooban ni aso.
Boaz kay Ruth dahil sa kanyang
kabutihan sa biyenan.
J. Karagdagang gawain para satakdang-

aralin at remediation (Additional
activities for application or remediation)
V.MGA TALA (Remarks)

VI. PAGNINILAY (Reflection)
A.Bilangng mag-aaralnanakakuhang 80%
sapagtataya (No.of learners who earned
80% in the evaluation)
B. Blgng mag-
aaralnanangangailanganngiba pang
gawain para sa remediation (No.of
learners who requires additional acts.for
remediation who scored below 80%)
C. Nakatulongbaang remedial? Bilangng
mag-aaralnanakaunawasaaralin? (Did the
remedial lessons work? No.of learners
who caught up with the lessons)
D. Bilangngmga mag-aaralnamagpatuloysa
remediation? (No.of learners who
continue to require remediation)
E.
Alinsamgaistrateheyangpatuturonakatulon
gnglubos? Paanoitonakatulong? (Which of
my teaching strategies worked well? Why
did this work?)
F.
Anongsuliraninangakingnaranasannasolus
yonansatulongngakingpunongguro at
superbisor? (What difficulties did I
encounter which my principal/supervisor
can help me solve?)
G.
Anongkagamitangpanturoangakingnadibu
honanaiskongibahagisamgakapwakoguro?
(What innovations or localized materials
did I used/discover which I wish to share
with other teachers?)

Teacher: Learning Area: MAPEH
DAILY LESSON LOG
A. Content Standard Understands the concepts and Understands the concepts and Understands the concepts and Understands the concepts and WEEKLY TEST
principles of selecting and using principles of selecting and using principles of selecting and using principles of selecting and using 1. Administering test
consumer health products. consumer health products. consumer health products. consumer health products. questions correctly
2. Administering of
weekly test
3. Setting of standards
4. Test proper
5. Checking of test
results
B. Performance Consistently demonstrates critical Consistently demonstrates critical Consistently demonstrates critical Consistently demonstrates critical
Standard thinking skills in the selection of thinking skills in the selection of thinking skills in the selection of health thinking skills in the selection of health
health products. health products. products. products.
C. Learning Explains the importance of Enumerates the components of Describes the different components of Differentiates over-the counter
Competencies consumer health consumer health consumer health prescription medicines
(write the LC Code)
H6CH-IVcd-15
H6ch-IVA-13 H6CH-IVbc-14 H6CH-IVcd-16
II. CONTENT

A. References
1. TG/CG pages 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6
3. Textbook pages 294-296 296-297 296-297 300-302
4. Materials downloaded from
LRMDS
B. Other Learning Materials
IV. PROCEDURES
A. Reviewing previous lesson What is consumer health? What are the components of What is the most controversial health
and presenting new lesson consumer health? service that the DOH has had? Why?
B. Establishing a purpose for What is consumer health? When buying goods in the store, Give the sources of health Who gave us prescription medicines?
the lesson Consumer health pertains to the what are the things you should information.
aspects of wise purchase of health consider?
products and services in order to
obtain the ultimate satisfaction
and wellness of the body?
C. Presenting Where do you usually buy Who is the consumer? Give the common health products Show an example of a prescription.
examples/instances of the medicines? commonly used by consumers. Analyze the contents.
lesson 1. Food
2. Medicines
3. Cleaning Agents
4. Personal Care
D. Discussing new concepts Watch a video about consumer Groupings Groupings Groupings.
and practicing new skills #1 health. Form 3 groups. Each will give Form 4 groups that will enumerate the Form 4 groups.
sources of health information. commonly used health products of Each will finds the meaning of each
consumers. over the counter medicine.
E. Discussing new concepts How important is consumer Describe the different components of What is an OTC?
and practicing new skills #2 health? consumer health. Over the Counter (OTC) drugs are
medicines sold directly to a consumer
without prescription from a health
professional.
F. Developing mastery (lead to What are the rights of the What are the components of What are the components of Put a check if it is a prescription
formative assessment 3) consumer? consumer health? consumer health? medicine and cross if not.
1. The right to choose 1. Health information 1. Paracetamol
2. The right to be heard 2. Health products 2. Carbocisteine
3. The right to safety 3. Health services 3. Antihistamine
4. The right to be informed 4. Antibiotics
5. The right to satisfaction 5. Antacids
to basic needs 6. Analgesics
6. The right to redress or 7. Antipyretics
remedy 8. Antidiarrheal
7. The right to consumer 9. Laxatives
education 10. Decongestant
8. The right to
environmental health
G. Finding practical application How can we stop or control health Which is more practical buying at the
of concepts and skills in daily fraud? sari-sari store or to a grocery? Why?
living Who can be a victim of health
fraud?
H. Making generalization and What is the importance of
abstractions about the consumer health?
lesson
I. Evaluating learning True or False What are the Describe each component of
1. Consumer health means components of health consumer health.
being wise in purchasing information? 1. Health information
health products and 2. Health products
services. 3. Health services
2. Consumer health is
important for us
because it helps us
acquire knowledge of
laws to protect health.
3. The right to being
misinformed.
4. The right not to choose.
5. The right to danger.
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

B. No. of learners who
acquired additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
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?
materials did I used/discover
which I wish to share with
other teachers?
DAILY LESSON LOG Teacher: Reynante J. Maribao Learning Area: MATHEMATICS
Teaching Dates FEBRUARY 17-21, 2020 (WEEK 6) Quarter/Week: 4TH QUARTER

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of pie graphs and experimental probability.
B. Performance Standards The learner is able to create and interpret representations of data (tables and pie graphs) and apply experimental probability in mathematical problems and real-life situations
C. Learning Competencies/ interprets data presented in a pie graph. solves routine and non-routine problems using data
Objectives M6SP-IVf-3.6 presented in a pie graph.
M6SP-IVf-4.6 Weekly Test
II. CONTENT Interpreting data presented in a pie graph Solving routine and non-routine problems using data presented in a pie graph
LEARNING RESOURCES
A. References
1. Teacher’s Guides 21st Century Mathletes pp. 130
2. Learner’s Material pages
3. Textbook Pages 21st Century Mathletes pp. 330-331
4. Additional Reference from
Learning Resource
B. Other Learning Resources Workbook Mathematics pp. 180- Workbook Mathematics pp. 180-181 Primary Mathematics 6 pp 343-348 Primary Mathematics 6 pp 343-348
181 Primary Mathematics 6 pp 331-335 Math Links Worktext pp 159-162 Math Links Worktext pp 159-162
Primary Mathematics 6 pp 331-
335
III. PROCEDURES
A. Reviewing previous lesson or Draw a pie graph of the result of What is it that circle graph is also known Review on changing fractions to decimals or
presenting the new leson the Mathematics test. as Pie graph? percentages.
In a Mathematics test, 70% of
the pupils passed and 30% of the
pupils failed the test.
B. Establishing a purpose for the A pie graph is also known as pie What are your means of transportation Fill in the boxes inside the circle graph with Present a problem:
lesson chart. The whole circle represent in going to school? the correct answer (fractions or A publishing house had 40% of its total
one whole or 100%. percentages). sales in Math books, 10% in the pupil diary,
The pie graph gives a clear 20% in Filipino books, 20% in Science books,
representation of the results of the and 10% in English books. If the sale
Mathematics test. amounted to Php 1 250 000.00. Find the total
sales in each kind of book. What book had the
least sales?
C. Presenting examples/instances The following pie graph shows the The pie graph shows how pupils in Class What fraction or percent of the game chose Present a pie graph
of the new lesson number of each flavor of ice cream Diamond go to school. patintero? What percent of animals in the farm are
cones that Mr. Torres sold on a
certain day Kinds of animals in a
Ways Pupils Go to School farm
pig
By Car; 4
Flavor of Ice Cream carabao
Sold goat, 15
Mango;
10 %
10 Mango duck
20 By Cab; 5 Walk; 12
Straw- 45
berry Vanill
a Motorcycle; 6
25
Choco-
late
carabao?
D. Discussing new concepts and Study the pie graph and answer a. How many more pupils go to school Do the activity A. Do the activity B.
practicing new skill #1 the following questions. by bicycle than by car? Refer to page 330 of 21 st Century Mathletes Refer to page 331 of 21st Century Mathletes
1. How many strawberry ice cream b. What is the total number of pupils in Textbook Textbook
cones were sold that day? Class Diamond?
2. Which flavor of ice cream did c. What fraction of the pupils in Class
Mr. Torres sell the most on that Diamond walk to school?
day? d. What percentage of the pupils goes to
2. Which flavor of ice cream did school by motorcycle?
Mr, Torres sell more, strawberry or
chocolate?
E. Discussing new concepts and From the pie graph, we can see The pie chart below shows how Lisa Work It Out: Different kinds of vegetables a farmer
practicing new skill #2 that spent her monthly pocket money. 1. A group of 500 children was asked to harvested in a week.
1. 20 cones of strawberry ice choose their favorite colors. The pie chart
cream were sold that day. represents their choices?
2. 45 is the greatest number from
the graph. So , Mr. Torres sold the
most cones of vanilla ice cream.
80
3. 25 is greater than 20. So, Mr.
Torres sold more cones of
4
0
chocolate ice cream than
strawberry ice cream.
150
-What can you say about the pie chart?

-Where did she spend half of her a.What fraction of the children chose green?
money? b. How many children chose red?
-How much did Lisa spend on shopping? c. What percentage of the children chose
Save? yellow?
-What percent of her money did sh 1. What is the circle graph about?
d. What is the ratio of the number of
2. How many kg of tomatoes did the farmer
children who chose blue to those who chose
harvested in one week?
yellow?
3. Find the average number of kgs of
tomatoes and pechay harvested in a week.
4. On the average, how many kgs of
sitaw, okra and ampalaya were harvested?
5. What is the average number of
kilograms of vegetables harvested in one
week?
Developing mastery (Leads to Paulo’s monthly allocation given as Different sources of water The pie chart shows the different types of Construct a pie graph to show how Ruby
Soya bean,
Milo,
1/5
Formative Assessment) allowance of P1, 200 pollution drinks sold at a drinks stall. spent her P2000 on the following. Then
interpret the graph and answer each question
Coffee, Tea,
3/10 below.
3/8
Shirt -25%
Pants - 35%
Lunch - 25%
Personal Needs- 15%
1. How much did Ruby spend for her T-shirt?

2. In what item did Ruby spend the biggest?
How much?
3. How much more did she spend for lunch
than for her personal needs?
4. What was her average expenses?
5. What was her least expense? How much?
1. How much is allotted

per month for food? 1. Which gives the most water
2. How much is spent for pollution?
transportation? a. Which was the most popular drink?
2. How much pollution does b. What fraction of the drinks sold was soya
3. How much does Paulo water get from sewage?
save in a month? bean?
3. Which gives the least c. What percentage of the drinks sold was
4. Find the average pollution?
amount of money allotted per Milo?
4. By how much? d. If 80 cups of milo were sold, how many
month on food and
transportation? cups of tea were sold?
5. What is the average
amount of money allotted for
school supplies,
savings and miscellaneous
expenses
F. Finding practical applications of THE GRAPH SHOWS HOW MR. Interpret this circle graph. Study the pie graph and answer the The pie graph shows the preference of some
concepts and skills in daily living LIM’S MONTHLY SALARY OF P12, questions that follow. guests for drinks at a children’s party. One
000 IS SPENT. The pie graph shows the number of items hundred twenty more guests prefer orange
sold in a day at a bookshop. The number of juice to mango juice.
pens sold is equal to the number of erasers
sold, while the files is one half of the total of
books sold.
1. How much does Mr.

Lim save in a month?
gula
2. Which selected item is allotted
to the greatest amount?
man Orang
Aloha's Budget files, Buko
P5000 Monthly books juice e
3. What fraction of Mr. Income
Lim’s salary goes to education? Mango juice juice
eraser,
pens Pineapple juice
Trans
por-
4. How much is spent for Hous-Clothes; tation
miscellaneous expenses? ing; 12% ; 25%
12%
5. How much more is Medic Food;

spent for food than on education? ines; 39%
Sav-
6%
ings;
6%
1. How many books are sold in a day?

Answer the following questions. 2. How many erasers are sold in a day?
1. On what item did she spend more? By 3. What percent of the total number of
1. What fraction of the guests prefer mango
how many percent? items sold are books?
juice?
2. Which two items have the same rate? 4. What fraction of the total number of
2. What percentage of the guests like buko
3. What percent was allotted for items sold are pens?
juice?
medicines? 3. How many guests are there in the children’s
4. Which item did she spend more next party
to food? 4. How many guests prefer mango juice?
5. If Aloha’s allowance is increase to
P7500, how much will be allotted for
each of the items?
G. Making generalizations and What is a pie graph? How do you read and interpret data How will you solve word problems involving How does a pie graph help in making
abstractions about the lesson presented in pie graph? pie graph? conclusion?
H. Evaluating learning Occupations of 400 parents of Occupations of 400 parents of Barangay A survey was conducted on the subjects that A survey was conducted on the subjects that
Barangay Antipuluan Elementary Antipuluan Elementary School students the pupils like most in a school. A total of 80 the pupils like most in a school. A total of 80
School students pupils participated in the survey. The pie pupils participated in the survey. The pie
graph shows the result. graph shows the result.
Subjects Pupils Like Most Subjects Pupils Like Most
English; English;
15% Agricul- 15%
Agriculture; ture; 25%
25%
Math-
Science; emat -
20% ics;
Science;
20% 40%
Mathemat -
ics; 40%
a. What percentage of the pupils like English a. What percentage of the pupils like English
1. What is the circle graph 1. What is the circle graph or Science most?
about? or Science most?
about? b. What fraction of the pupils like b. What fraction of the pupils like
2. How many of the 2. How many of the parents are Mathematics most?
parents are vendors? Mathematics most?
vendors? c. How many pupils among them like English c. How many pupils among them like English
3. How many parents are 3. How many parents are most?
Overseas Contract Workers? most?
Overseas Contract Workers?
4. Find the average 4. Find the average number of
number of parents whose work parents whose work are fishing and
are fishing and farming. farming.
5. On the average, how 5. On the average, how many
many are are
vendors and carpenters? vendors and carpenters?
I. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
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?
materials did I use/discover
which I wish to share with other
teachers?
GRADE 6 School: Grade Level: V
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards The Learners demonstrate understanding of… weathering and soil erosion shape the Earth’s surface and affect living things and the
environment weather disturbances and their effects on the environment.
B. Performance Standards The Learners should be able to… participate in projects that reduce soil erosion in the community prepares individual emergency kit.
C. Learning 1.Describe the effects of the winds, given a certain storm warning signal
Competencies/Objectives 2.Infer that storm warning signals affects living things and environment
Write the LC code for each 3.Describe the effects of the winds, given a certain storm warning signal
S5FE-IVf-6/Page 34of 66
II. CONTENT Describing the Effects of the Winds, Given a Certain Storm Warning
Signal
III. LEARNING
RESOURCES
A. References
2. Learner’s Material pages
3. Textbook pages Developing Science Power 5, pp.206 –
207
- Science Spectrum 5, pp. 283 – 284
4. Additional Materials from http://www.rappler.com/move-ph/
Learning Resource (LR) issues/disasters/93894-pagasa-
portal storm-signal-no-5
B. Other Learning Resources pictures visualizing the meaning of
storm signals, charts, paper strips
IV. PROCEDURES
A. Reviewing previous lesson Day 1 (Describe the effects of the Day 3: Day 4: Infer that storm Day 5: Learning Tasks
or presenting the new winds, given a certain storm signal) A.Engagement: warning signals affects living A.Engagement:
lesson 1.Let the pupils present/ things and environment 1.Let the pupils share their
report their assignment about experience with the
the storm signal or typhoon different storm warning
signals.
B. Establishing a purpose for the 1.Show pictures affected with . Ask: 1.Show the chart of Beaufort What do you think was the
lesson typhoon. Do you have the same Scale with storm. storm signal raised in this
2.Ask: report about storm signal? 2.Ask: place?
What do you think was the storm Is it stated in the news of What are the numbers do What do you think is the
signal raised in this place? how does the storm formed? you think was the storm signal extent of damage in this
raised in this place? situation?
What do you think is the What government agency
extent of damage in this announces the storm
situation? signal
What government agency
announces the storm signal?
C. Presenting What do you think is the extent of . 1.Group the pupils into four. 1.Group the pupils into four. 4.Group the pupils into
examples/instances of the damage in this situation? 2.Study the picture. 2.Refer to LM Activity No. 2- “ three.
new lesson What government agency announces 3.Write your understanding Know Me More?” 5.Refer to LM Activity No.
the storm signal? about the picture 3
D. Discussing new concepts and B.Exploration: Day 2: D. Elaboration/ Extension: Explanation: C.Explanation: C.Explanation:
practicing new skills #1 1.Group the pupils into five. 1.Discuss further the meaning of 1.Let each group report their 1.Let the groups Let the groups
2.Refer to LM Activity No. 1- “ Do You Storm Signals. output. present/explain their outputs. present/explain their
Know Me?” ( The teacher should show 2.Ask: outputs.
drawings/pictures of each storm How the huge ring of cloud
signal to show visual effects.) form?
How this called “seeding”
help?
What is the movement of
storms in the Northern
Hemisphere and in the
Southern Hemisphere?
E. Discussing new concepts and C.Explanation: 2.Ask: D.Extension /Elaboration: D.Elaboration/ Extension: D.Extension/Elaboration:
practicing new skills #2 1.Let the groups present/explain their Why is it necessary for us to know Discuss more about the What scale shows the 1.What are the storm
outputs the meaning of each storm signal? storms different wind velocities and warning signals?
Meaning of storm Signals ( It is necessary for us to know the Storms are known by other their corresponding effects? 2.What are the impact of
Signal No.1 is put into effect when a meaning of storm signal so that we names in other places. It is ( The Beaufort Scale shows the wind in the
maximum speed of not more than 60 can prepare for the coming typhoon hurricane in North America the different wind velocities environment and living
kph is expected to affect a certain and to be safe and protected.) and in the Caribbean. It is and their corresponding things?
place in at least 36 hours. In this cyclone in the region in the effects.) 3.How does the storm
situation, impact of winds may cause region in Indian Ocean and What are the forces belong to signal affect the winds?
twigs and branches of small trees to southeast Pacific I the storm signal no.1?
be broken, some banana plants Philippines and Southeast What are the forces belong to
maybe titled or put down, and some Asia, it is called typhoon. storm signal no. 2?
houses of very light materials, like Storms form only in the What are the forces belong to
nipa and cogon. Classes in preschool tropics. This weather storm signal no.3?
levels in all public and private schools disturbance draws its energy What are the forces belong to
in affected communities are from the warmth of tropical storm signal no. 4?
automatically suspended or broken. oceans. It is a weather What are the forces belong to
Signal No. 2 is announced when the disturbance that has a wind storm signal no. 5?
maximum wind speed is greater than force of 60 kms per hour and
60 kph, but not more than 100 kph is above.
expected to affect a cert5ain place in A typhoon forms when the
at least 24 hours,. In this situation, internal heat of ocean surface
some coconut maybe tilted, few big stirs up moist air over the
trees may be uprooted, large number ocean. A calm area called the
of nipa and cogon houses may be “eye” is created. The huge
partially or totally unroofed, some old column of rising hot air
galvanized roofing may be peeled off, develops around the eye.
and, in general, the winds may bring As the moist air spirals up and
light to moderate damages to the cools, it condenses into rain.
communities affected. With storm As the “eye” narrows, the
signal no.2, classes in preschool, winds blow with much force.
elementary and high school levels n A typhoon has developed.
all public and private schools in the A typhoon bring so much rain.
affected The rain causes flooding.
Signal No. 3 is announced when a Coastal places are swamped
maximum wind speed of more than by huge waves made by winds
100 kph up to 185 kph is expected to blowing across the sea of 300
affect a certain place in at least 12 to kms per hour.
18 hours. In this situation, nipa
houses may be destroyed, and there
may be considerable damages to
structures of light to medium
construction. There may be
widespread disruption of electrical
power and communication services,
and, in general, moderate to heavy
damage may be expected, practically
in agricultural and industrial sectors.
With public storm signal no. 3, people
are advised not to travel, especially
by sea or air transportation, and
people should also seek shelter in
strong buildings, evacuate from low-
lying areas, and stay away from
seacoasts or river banks. Classes in all
levels are automatically suspended in
affected communities.
Signal No. 4 is declared when very
strong winds of more than 185 kph is
expected to affect a certain area in at
least 12 hours. In this situation, many
large trees may be uprooted and
most residential and buildings of
mixed construction may be severely
damaged, electrical power disruption
and communication services are
disrupted, and, in general, massive
damages are expected in affected
communities.
Signal No. 5 is declared has very
heavy to widespread damage and it
has very strong winds of more than
220 kph.
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 E.Evaluation: E.Evaluation: E.Evaluation: E. Evaluation:
1.Group the class into three. A.Write TRUE if the statement Draw a picture shows the Write the missing data on
2.Write the data needed on the is correct and FALSE if it is not effect of winds regarding to its the chart.
chart below. correct. signal STORM SIGNAL NO.LEAD
STORM SIGNAL NO. 1.Typhoons develop in TIME (hours)
1 tropical places. ( TRUE) 1 36
2 2.The heat of the ocean 2 24
3 waters sends warm water 3 18
4 down. ( FALSE ) 4 12
5 3.Philippine is a typhoon 5 12
LEAD TIME (hours) prone area. (TRUE) WINDS (km/h)
WINDS (km/h) 4.Hurricane is the other name IMPACTS OF THE WIND
IMPACTS OF THE WIND of storm in Indian Ocean.
( FALSE )
5.The moist air arise spirals
up, cools, and falls down as
heavy rain. ( TRUE )
B.Answer the question briefly.
1. What other names
are given to this weather
disturbance?
2.How does a thunderstorm
develop into a typhoon?
J. Additional activities for IV.Assignment:

application or remediation Copy or cut out a news about the
storm signal or typhoon from the
newspaper
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
remediation who scored
below 80%
C. Did the remedial lessons
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?
materials did I use/discover
which I wish to share with
other teachers?

DLL g6 q4 Week 6 All Subjects (Mam Inkay Peralta)

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLL g6 q4 Week 6 All Subjects (Mam Inkay Peralta)

Uploaded by

Copyright:

Available Formats

GRADE 6 School: San Roque Elementary School Grade Level: VI

DAILY LESSON LOG Teacher: Reynante J. Maribao Learning Area: TLE-HE

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Process the results of the

GRADE 6 School: San Roque Elementary School Grade Level: VI

GRADE 6 School: San Roque Elementary School Grade Level: VI

II. CONTENT Production/Repair of Simple Electrical Gadgets

GRADE 6 School: Grade Level: VI

WEEK 6 LUNES MARTES MIYERKULES HUWEBES BIYERNES

B. Paghahabi sa layunin ng aralin

C. Pag-uugnay ng mga halimbawa sa bagong

D. Pagtatalakay ng bagong konsepto at

G. Paglalapat ng aralin sa pang-araw-araw na

J. Karagdagang gawain para sa takdang-aralin

IV. Mga Tala

A. No. of learners who earned 80% on this

B. No. of learners who require additional

C. Did the remedial lessons work?

D. No. of learners who continue to require

F. What difficulties did I encounter which

G. What innovation or localized materials

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

Listen to the text about climate change. Summarize the

A. No. of learners earned

GRADE 6 School: San Roque Elementary School Grade Level: VI

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II.NILALAMAN Pananalig at Pagmamahal sa Diyos: Paninidgan sa Kabutihan

Pag-usapan ang mga larawan at magbigay ng ilang

J. Karagdagang gawain para sa takdang-aralin at Magsaliksik ng ilang mga pagdiriwang na

B. Bilang ng mag-aaral na nangangailangan ng iba pang

D. Bilang ng mga mag-aaral na magpatuloy sa

E. Alin sa mga istrateheyang

F. Anong suliranin ang aking naranasan na solusyonan

G.Anong kagamitang panturo ang aking nadibuho na

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN (ObjectivES ) Nagagamit ang Nakasusulat ng liham Nagagamit ang wika

C. MgaKasanayan sa Pagkatuto Napagsunod-sunod ang mga Nagagamit ang Nakasusulat ng liham

4. Karagdagang Kagamitan mula sa https://www.youtube.com/ https://www.youtube.com/ https:// https://

J. Karagdagang gawain para satakdang-

V.MGA TALA (Remarks)

GRADE 6 School: Grade Level: VI

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

J. Additional activities for

A. No. of learners who earned

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

-What can you say about the pie chart?

1. How much did Ruby spend for her T-shirt?

1. How much is allotted

1. How much does Mr.

5. How much more is Medic Food;

1. How many books are sold in a day?

Subjects Pupils Like Most Subjects Pupils Like Most

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

G. Finding practical applications

J. Additional activities for IV.Assignment:

You might also like