School: HABUYO ELEMENTARY SCHOOL Grade Level: VI

GRADE 6 Teacher: MARICEL U. PURISIMA Learning Area: T.L.E-H.E

DETAILED LESSON PLAN Teaching Dates and
Time: SEPTEMBER 4 - 8, 2023 (WEEK 2) Quarter: 1st Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

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

B. Performance Standards Manages family resources applying the principles of home management
I.3 Allocates budget for basic and social needs such
as:
I.3.1 food and clothing
I.3.2 shelter and education
C. Learning Competencies /
I.3.3 social needs: social, and moral obligations
Objectives
(birthdays, baptisms, etc.), family activities,
Write the LC code for each
school affairs
I.3.4 savings/emergency budget (health, house,
repair)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week
II. CONTENT or two.
Management of family resources
III. LEARNING 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
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials THE II Teacher’s Manual. THE II Teacher’s Manual.
from Learning Resource 1991. Pp. 23-24 1991.pp. 23-24
(LR)portal
B. Other Learning Resources Bantigue, R.M. and Bantigue, R.M. and Bantigue, R.M. and Bantigue, R.M. and Bantigue, R.M. and
Pangilinan, J.P. (2014) Pangilinan, J.P. (2014) Pangilinan, J.P. (2014) Pangilinan, J.P. (2014) Pangilinan, J.P. (2014)
Growing up with Home Growing up with Home Growing up with Home Growing up with Home Growing up with Home
Economics and Livelihood Economics and Livelihood Economics and Livelihood Economics and Livelihood Economics and
Education. FNB Education. FNB Educational, Education. FNB Educational, Education. FNB Livelihood Education.
Educational, Inc. QC. Inc. QC. Inc. QC. Educational, Inc. QC. FNB Educational, Inc.
QC.
https:// http://
 www.google.com.ph/
search?
q=needs+versus+wants+a
ctivities&oq=needs+versu
s+wants&aqs=chrome.2.
69i59j69i57j69i59j0l3.640
6j0j7&sourceid=chrome&
ie=UTF-
8#q=needs+versus+wants
+
IV. PROCEDURES
Last week, there was a
discussion on
management of the
family income.
Management of family
income means allocating
A. Reviewing previous it to provide for the basic
lesson or presenting the new needs of members and
lesson for comfortable living.
B. Establishing a Ask the class about the
purpose for the lesson relationship between
management and
budgeting of family
income.
Recap of the lesson the
previous day
As a segue, mention that the
day before, the class learned
the factors that should be
considered in budgeting.
For the day’s lesson, the class
will identify where the income
goes or what the family
includes in the budget.
Aside from the knowledge of
what comprises a family
budget, the class needs to be
aware of certain principles to
be applied effectively in order
to make family budgeting a
successful and fulfilling task.
According to Bantigue and
Pangilinan (2014), the
Recap of the lesson the
previous day
Yesterday, we discussed the
principles that need to be
applied to make family
budgeting a successful and
fulfilling task.
Ask the class to identify some
of the principles.
We also identified items that
were included in the family
budget.
Ask what items are included
in the budget.
Then, present the following
list culled from the book:
 Food and clothing
 Shelter and education
 Social needs
 social and moral
obligations
 family activities
 school affairs
 Savings/emergency budget
 health
 house repair
www.watchknowlearn.org
/Video.aspx?
VideoID=44738&Category
ID=4959
Recap of the lesson of the Recap of the lesson of
previous day the previous day
Yesterday, we learned
budgeting and how it can
be applied to the family.
Budgeting is critical because
it is oftentimes difficult to
ensure that we will be able
to make both ends meet
when times are hard.
How can we prudently
manage the financial
resources of the family?
Group the class into four
(4). Each group will answer
the question. “How can we
make both ends meet?”
Reporting per group
follows.
The results of the discussion
will be processed by the
 summary of the principles teachers.
that should be applied to Original File Submitted and
make family budgeting a Formatted by DepEd Club
successful and fulfilling task Member - visit
are as follows: depedclub.com for more
 Know the family’s income.
 List your expenses. Know
which components are
fixed and which are
flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for
savings.

By means of budgeting, Ask the class to bring out the Tell the learners that items 1 Show photos of different Divide the class into four
the family can properly photos they were asked to and 2 are basic needs and are items/situations. (4) groups.
allot the income. A family bring. Group the class into 4 familiar to them. Mention
should have a knowledge (four). Let the class identify something about food and Ask the learners if they are Using the concepts
of family budgeting to where or what the family clothing, shelter and needs or wants. learned yesterday, come
know how much is spent includes in the budget. education. up with an activity that
for family needs and Prioritize the items. The class will demonstrate the
Ask why they think it is a
where the income goes. will be given ten minutes to Ask them to give examples of difference between
need or want.
Through family budgeting, complete the activity. the items under social needs, needs and wants. Think
C. Presenting examples/ the members will learn to Reporting follows. and savings/emergency of activities outside the
instances of the new spend wisely, save budget. box.
lesson regularly, participate in
family matters more
These are the following:
actively with the
a. Social and moral
maximum benefit from
obligations – birthdays,
the wise use of resources,
baptisms, etc.;
like time, energy, and
abilities.
b. family activities;

c. school affairs.
 Ask: What are the factors SHORT SKIT
that
considered
budgeting?
D. Discussing new
concepts and practicing new
skills #1
E.Discussing new concepts and
practicing new skills#2
F. Developing mastery
(Leads to Formative
Assessment 3)
Mention that a family budget The teacher writes two Presentation per group.
need to be Using the previous group also provides for the following columns on the board. One
when assignment, discuss among needs: column has the heading
the group the principles in Refer to the examples given NEEDS. The other column
 Size of the family making family budgeting a by the learners. If it was has the heading WANTS.
 Family income successful and fulfilling task. already mentioned, do not
 Kind of work The twist is this will be include in the list. Randomly distribute
each family presented in a short skit. metacards containing a list
member does Food, shelter, clothing, of needs and wants.
 Talents and The group will be given five education, household
abilities of each (5) minutes to present the operations, Ask the learners to post the
member short skit. maintenance/repair, utilities metacards on the board.
 Locality where (water, electricity, telephone,
the family lives transportation, medical and Ask the learner to
dental care, rest and explain/defend his/her
recreation, stipend, savings. choice.
. Presentations Divide the class into four Based on the activity that
 Group 1 groups was conducted ask the
 Group 2 Provide situations wherein the learners to differentiate
group will prepare a budget needs from wants.
 Group 3
for the entire family for one
 Group 4
week. A need is a requirement for
Note that there are four types survival, e.g. breathable air.
of situation. The group have A want is a desire. It may be
the option on how they will the desire for a need (e.g. a
present it in a most creative choking person generally
and innovative way. wants to be able to
breathe) or for something
not needed for survival,
such as chocolate or a new
car.
Let the learners cite Comments on group Reporting of results of group Show a short clip on Giving feedback on
examples of the factors presentations: work. managing money: Needs presentations.
that need to be  Group 4 will comment on versus Wants
considered when Group 1 Examples of guide
budgeting.  Group 3 will comment on Analyze the movie and questions:
Group 2 relate it to needs versus
 Group 2 will comment on wants. Note that some of Was the group effective
Group 3 the contents of the video in emphasizing the
 Group 1 will comment on may be debatable e.g. difference between
chocolates is needed by needs and wants? If yes,
 Group 4 soldiers for endurance in How?
the middle of a war while in
Limit the comments on the a normal situation it is a What concepts in the
contents of the presentation. want for another individual. presentation had an
Does the presentation impact on you? Why?
manifests the principles in
making family budgeting a Do you think the
successful and fulfilling task? presentations can further
be improved? In what
way?
G. Finding practical Aside from what was -do- Ask the class on their -do-
applications of concepts mentioned, can you think comments on the output of
and skills in daily living of other factors that need the groups. Consider the
to be considered when factors that need to be
budgeting? Explain. considered in budgeting and
principles to make
budgeting a successful and
fulfilling task.
H. Making Today we determine the Synthesize the discussion on There is a need to
generalizations and relationships between what and where the family distinguish between need
abstractions about the management and budget is allotted, as well as and want. This will enable
lesson budgeting of family the principles to take into us to prioritize needs over
income. We also looked consideration to make family wants, hence ensuring that
into the factors that need budgeting successful and the budget is enough to
to be considered when fulfilling. make both ends meet more
budgeting. so when times are hard.
I. Evaluating learning Ask the learners to share their If you were to make a
insights on the lesson for the personal budget, what would
day you include? Why?

J. Additional activities for Bring photos or drawing If you were given a

application or remediation where family budget is personal budget by your
spent parents more than what
you really need, how will
you spend it?

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
 questions.
A.No. of learners who
earned80%onthe formative
assessment
B.No. of learners who
require additional
activities for remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:
MARICEL U. PURISIMA
Teacher-III Noted:
NORMAN RAUL T. HALILI
ESHT-III