DLL - Tle-He 6 - Q3 - W2

School: CAPALONG ELEMENTARY SCHOOL Grade Level: VI
DAILY LESSON LOG Teacher: MARIA AIZA C. CONCHADA Learning Area: TLE-HE
Dates and Time: SEPTEMBER 4-8, 2023 (WEEK 2) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of an understanding of and skills in managing family resources
B. Performance Standards Manages family resources applying the principle of home management
C. Learning Competencies / Identifies family resources and needs (human, material, and nonmaterial)
Objectives list of family resources
1.1.2 list of basic and social needs
TLE6HE-Oa-1
II. CONTENT Management of Family Resources
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Bantigue, R.M. and Pangilinan, J.P. (2014)
Growing up with Home Economics and Livelihood Education.
FNB Educational, Inc. QC.
4. Additional Materials from https://www.google.com.ph/
Learning Resources (LR) portal #q=resources+meaning
https://en.wikipedia.org/wiki/
Resource_management
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Generate ideas from learners Recap of what was discussed Recap of the lesson the previous Yesterday, we talked about money
presenting the new lesson. about their definition of the day before and segue to day. and the need for its prudent
resources. the next lesson. management, We also identified
Yesterday, we familiarized sources of money.
Resources are a stock or supply of Yesterday, we familiarized ourselves with management of
money, materials, staff, and other ourselves with management of family resources. We identified
assets that can be drawn on by a family resources. We examples of resources and
person or organization in order to identified examples of categorized them into human,
function effectively. resources and categorized material and nonmaterial. We
” Working Responsibly, Contributing Meaningfully and Loving Child Tenderly”
Name: Capalong Elementary School
Address: Centro Uno, Brgy. Capalong, Real, Quezon
Email Address: 109063@deped.gov.ph
Facebook Page: DepEd Tayo Capalong ES - Quezon Province
them into human, material and focused on time as a nonmaterial
nonmaterial. We focused on resource and its importance.
Elicit from the class – what, then, time as a nonmaterial resource The class was asked to prepare a
is the meaning of family and its importance. daily time and work schedule and it
resources? The learners are asked was explained why they had
to give examples of family The class was asked to prepare included specific activities in the
resources and needs. a daily time and work schedule schedule, as well as the choice of
and it was explained why they time allotment.
The learners are asked to had included specific activities From the list of resources, choose
categorize the resources into the in the schedule, as well as the another example. Energy might
following : choice of time allotment. be one and falls under human
 Human resources.
 Material From the list of resources,
 Nonmaterial choose another example.
Energy might be one and falls
Mention that the resources under human resources.
generated in the discussion need
to be managed.
Ask the learners their idea of
management.
B. Establishing a purpose for Emphasize the importance of Emphasize the importance of Again, use the list of resources Ask the class, 
the lesson management of resources in the management of resources in identified by the learners as point  “Do you think the family
context of family which will be the context of family, which of reference – choose another income is sufficient for the
discussed in the lesson. will be discussed in the lesson. resource e.g.money. Money falls family?
Original File Submitted and under material resource.  “Do you think the family
Formatted by DepEd Club income is more than
Member - visit depedclub.com sufficient for the family?
for more The prudent management of “Do you think the family income is
money is very important. not sufficient for the family?
C. Presenting examples/ Refer to the response of the Ask the learners why energy is Elicit comments and opinions from Why do you think the family income
instances of new lesson learners on the examples of important. Why should this the learners on this sentence – is...?
resources. Depending on the be managed? How should this “The prudent management of  More than sufficient for the
response, zero in on an example be managed? money is very important.” family
provided by the learners e.g. time. Every activity utilizes energy, Articulation of opinions, views and  Sufficient for the family
Time is in the category of thus reducing strength and comments through provision of  Not sufficient for the family
nonmaterial causing tiredness and fatigue. examples. Give examples.
Time is gold. It is a God-given gift Our energy has its limits, so The teacher will bring out meta
that must be valued and used we have to avoid unnecessary
wisely. Time is short and once use. The proper management cards containing quotes on money.
lost, cannot be regained. Proper of strength can speed up work The class will explain the meaning
time management can bring good and reduce stress. of the “quotes” then provide
results. examples.
D. Discussing new concepts The learners are asked to give the The teacher will divide the Money is very important. It is a Based on our discussion, we have
and practicing new skills #1 advantages of proper time class into four (4). Using part of life just like time and realized that family income most of
management. Examples are also photos and drawings brought energy. the time was not sufficient?
provided. by the learners, identify How do we differentiate money What do we do to ensure that we
1.Happiness and security for helpful measures that need to from income? spend the family income wisely?
having accomplished something be done to simplify work at Money is a current medium of
very important for the day; home and conserve human exchange in the form of coins and
2.More time to spend for family energy. banknotes.
members after accomplishing the Income is money received,
planned activity; and especially on a regular basis, for
3. More time to attend to other work or through investments.
constructive activities and
worthwhile projects.
E. Discussing new concepts and Time can be managed properly by Each group will report in class. Ask what the possible sources of Group yourselves into four (4).
practicing new skills #2 scheduling activities wisely. Make Examples on application should money are? Identify helpful tips in the wise
plan for every activity. Routinize also be given in the report. ACROSTICS spending of the family money.
some activities based on available Using the acronym MONEY, provide Provide examples.
time and how often these tasks a corresponding word or phrase
have to be done. opposite each letter, indicating its
The preparation of a realistic daily possible sources. The group
time schedule is a helpful assignment the previous day will be
management tool to help the followed.
students identify and prioritize
activities.
F. Developing mastery (Leads Ask the learners to prepare a one- Ask the class to bring out the Synthesis of reports:
to Formative Assessment 3) day time and work schedule. photos or drawings on the possibleThe following are some helpful tips
sources of money. in the wise spending of your money.
As a group prepare a collage of the  Make a list of all the needed
The identified learners will be photos and present it in class. things to avoid buying
asked to present their schedule. The teacher will facilitate discussion things which are not much
on other sources of family income needed. Include the kind,
that may not be covered by the size, color and prices to be
group. bought.
Know and compare the prices of
commodities to be bought, Do not
buy products with unreasonably
high price.
G. Finding practical Explain why they have included After the completion of the The teacher will explain to class Buy fruits and vegetables in season
applications of concepts and the activities in their schedule. group work, the teacher will that the money being used by the to be sure of their freshness, cheap
skills in daily living Clarify why they have allotted the reinforce the discussion by family comes from the salary or price, and their good quality.
number of minutes in the synthesizing the results of the other forms of income of family Buy in bulk foods which are
activities. discussion. members. It can also come from needed every day.
bonuses, commissions or Know the less costly ingredients
Analyze the activity. honorarium received by an that can be used as substitute for
 Use gadgets to employee belonging to the family. expensive items,
facilitate completion Other source of family income will Shop at the market nearest your
of work. be profits from business from those place. You should be familiar with
 Arrange the materials who are self-employed. the stores offering the lowest prices
and things needed at  for each commodity. Have a
work in one place. permanent store or grocery where
 Know the appropriate you purchase the needed items to
time in carrying out ensure the good quality and
the activity in order to standard price.
accomplish the Limit your expenses within the
taskproperly. amount of money that you have but
 Maintain a good be sure to buy what you have listed.
posture while
working.
 Use both hands to
facilitate working.
 Finish the work you
have started.
Alternate the heavy
H. Making generalization and Mention that the class was able Mention that the class focused Mention the importance of money
abstractions about lesson to: on energy which is a human in the family, but ensure that
 Define family resources resource. money should come from sources
 Define management in Ask the class what needs to be that are in accordance with the law
the context of the family done to simplify work at home of the people and of God.
 Determine the and conserve human energy.
importance of We learned the importance of
management of energy management.
resources. Emphasize the importance of
 Provide examples of rest after a hard day’s work.
resources e.g. time
The discussion will be synthesized
by the teachers and relate one
discussion point to another.
I. Evaluating Learning Referring to the resources Ask the learners to share on Ask the learners to share on their As a Grade VI learner, how can you
identified by the learners, ask their insights on the lessons for insights on the lessons for the day. ensure that you are spending your
them to choose one and explain the day. money wisely?
why this is important.
J. Additional activities for Bring photos or drawings on: Bring photos or drawings of Divide the class into four (4). Remind the class about the
application or remediation a. how to simplify work with the possible sources of money Ask each group to come up with a presentation the next day on the
use of energy; and how to presentation in whatever form on three examples of resources. It will
conserve energy. the three examples of resources. be an application of what was
This may be in the form of a skit, learned this week.
news format etc.; Be resourceful,
creative and artistic. For
presentation on Friday.
V. REMARKS
VI. REFLECTION
A. No. Of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to the
80% in the evaluation next objective. the next objective. next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
___% of the pupils got 80% ___% of the pupils got 80% ___% of the pupils got 80% mastery ___% of the pupils got 80% mastery
mastery mastery
B. No. Of learners who require ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties in
additional activities for answering their lesson. difficulties in answering their answering their lesson. answering their lesson.
remediation who scored below ___Pupils found difficulties in lesson. ___Pupils found difficulties in ___Pupils found difficulties in
80% answering their lesson. ___Pupils found difficulties in answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, ___Pupils did not enjoy the because of lack of knowledge, skills because of lack of knowledge, skills
skills and interest about the lesson. lesson because of lack of and interest about the lesson. and interest about the lesson.
___Pupils were interested on the knowledge, skills and interest ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties about the lesson. lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the ___Pupils were interested on encountered in answering the encountered in answering the
questions asked by the teacher. the lesson, despite of some questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson difficulties encountered in ___Pupils mastered the lesson ___Pupils mastered the lesson
despite of limited resources used answering the questions asked despite of limited resources used by despite of limited resources used by
by the teacher. by the teacher. the teacher. the teacher.
___Majority of the pupils finished ___Pupils mastered the lesson ___Majority of the pupils finished ___Majority of the pupils finished
their work on time. despite of limited resources their work on time. their work on time.
___Some pupils did not finish their used by the teacher. ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary ___Majority of the pupils work on time due to unnecessary work on time due to unnecessary
behavior. finished their work on time. behavior. behavior.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C. Did remedial lesson work? ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80%
No. Of learners who have above 80% above above above
caught up with the lesson
D. No. Of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for additional activities for additional activities for remediation additional activities for remediation
remediation remediation remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught up the
did these work? the lesson up the lesson lesson lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to
encounter which my principal require remediation to require remediation require remediation require remediation
or supervisor can help me
solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover ___Metacognitive Development: ___Metacognitive ___Metacognitive Development: ___Metacognitive Development:
which to share with other Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note
teachers? taking and studying techniques, assessments, note taking and taking and studying techniques, and taking and studying techniques, and
and vocabulary assignments. studying techniques, and vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think-pair- vocabulary assignments. ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and ___Bridging: Examples: Think- share, quick-writes, and share, quick-writes, and anticipatory
anticipatory charts. pair-share, quick-writes, and anticipatory charts. charts.
anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw ___Schema-Building: Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and Examples: Compare and learning, peer teaching, and learning, peer teaching, and
projects. contrast, jigsaw learning, peer projects. projects.
teaching, and projects.
___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, ___Contextualization: Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and Examples: Demonstrations, manipulatives, repetition, and local manipulatives, repetition, and local
local opportunities. media, manipulatives, opportunities. opportunities.
repetition, and local
___Text Representation: opportunities. ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. ___Text Representation: drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: Speaking Examples: Student created ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the drawings, videos, and games. slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to ___Modeling: Examples: language you want students to use, language you want students to use,
use, and providing samples of Speaking slowly and clearly, and providing samples of student and providing samples of student
student work. modeling the language you work. work.
want students to use, and
Other Techniques and Strategies providing samples of student Other Techniques and Strategies Other Techniques and Strategies
used: work. used: used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration Other Techniques and ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh Strategies used: ___Gamification/Learning throuh ___Gamification/Learning throuh
play ___ Explicit Teaching play play
___ Answering preliminary ___ Group collaboration ___ Answering preliminary ___ Answering preliminary
activities/exercises ___Gamification/Learning activities/exercises activities/exercises
___ Carousel throuh play ___ Carousel ___ Carousel
___ Diads ___ Answering preliminary ___ Diads ___ Diads
___ Differentiated Instruction activities/exercises ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Carousel ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Diads ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Differentiated Instruction ___ Lecture Method ___ Lecture Method
Why? ___ Role Playing/Drama Why? Why?
___ Complete IMs ___ Discovery Method ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Lecture Method ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Complete IMs ___ Group member’s ___ Group member’s
collaboration/cooperation ___ Availability of Materials collaboration/cooperation collaboration/cooperation
in doing their tasks ___ Pupils’ eagerness to learn in doing their tasks in doing their tasks
___Audio Visual Presentation of ___ Group member’s ___Audio Visual Presentation of the ___ Audio Visual Presentation of the
the lesson collaboration/cooperation lesson lesson
in doing their tasks
___ Audio Visual Presentation
of the lesson

Prepared by: Checked/ Verified: Noted:
MARIA AIZA C. CONCHADA ROSALIE P. AGUADO RONIEL M. FLORANTE

Teacher III Master Teacher II Principal I


DLL - Tle-He 6 - Q3 - W2

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School: CAPALONG ELEMENTARY SCHOOL Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

” Working Responsibly, Contributing Meaningfully and Loving Child Tenderly”

MARIA AIZA C. CONCHADA ROSALIE P. AGUADO RONIEL M. FLORANTE

” Working Responsibly, Contributing Meaningfully and Loving Child Tenderly”

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