GRADE 6 School: Grade Level: VI

DAILY LESSON LOG Teacher: Learning Area: MATHEMATICS

Teaching Dates and Time: NOVEMBER 7-11, 2022 (WEEK 1) Quarter: 2ND QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
1) The learner expresses one value as a fraction of another given ratio and vice versa M6NS-IIa-129
2) Find How many times one value is as large as another given their ratio and vice bersa M6NS-IIa-130
3) Define and Illustrate the meaning of ratio using concrete or pictorial models M6NS-IIa-131
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Lesson 1: The Concept of Ratio Summative Test
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 26 - 28 pp. 26 - 28 pp. 26 – 28 pp. 26 - 28
p. 86 pp. 84 - 86
Math for Everyday Use 6
p.129
Discover Math 5 pp. 83 – 89 Lesson Guide in Mathematics Discover Math 5 pp. 90 - 91 Growing up with Math 6 pp. Test Notebook
Lesson Guide in 6 (Ateneo) pp. 293 - 297 130 -133
Mathematics 6 (Ateneo) pp.
289 - 293
Look around your room. Have a short review on Ask: What is a ratio?
ADMINISTERING WEEKLY
What are the things you find equivalent fractions
TEST
inside?
Let the pupils count the Ask the pupils about their Present the picture on the Say: Today we are going to
number of boys and number favorite drink for snacks. Tell board: differentiate ratio from rate.
of girls inside the classroom. them that Calamansi Juice is
STANDARDS TO FOLLOW
good because of its nutritious
value.
 Ask: What is the ratio of the
number of blue cubes to the
number of red cubes? (6:12)

C. Presenting Guide the pupils to show the
Examples/Instances of relationship of the number of
new lesson boys to the number of girls.
Ask: How will they write the
comparison of the number of
boys to the number of girls
using fraction? Is there
another way of writing it?
How?
Present this problem:
Mother is preparing Calamansi
Juice:
a) For each glass of Calamansi
Juice, 5 pieces of Calamansi
are needed.
b) If she makes 2 glasses, how Place the cubes in groups of 3 differentiating ratio from rate.
many pieces of calamansi are
needed?
c) If she makes 3 glasses, how
many pieces of calamansi are
needed?
Analyze the problem by asking Finally, group them into 6s.
the following questions:
a) What is asked?
b) What are the given facts?
What strategies may be used to
answer the problem?
Let us now place the cubes in Use two columns (yes and no) 1. All rules must be
groups of 2.
In YES column, present observed throughout the entire
examples of ratio while in the test.
NO column are examples of
rate. 2. Normal lessons will
What is the ratio? (3:6)
Lead the pupils in resume after the Weekly Test.
4. Absentees must
produce original medical
certificates from approved
What is the ratio? (2:4) clinics or hospitals and/or
excuse letter. Students who
are absent without valid
reasons will be given a “0” for
the paper.
5. A student will be
What is the ratio? (1:2)
Say: 6:12, 3:6, 2:4 and 1:2 are given “0” if he or she is
called Equivalent Ratios. 1:2 is caught cheating in the Weekly
the ratio in the Simplest Form Test.

D. Discussing new concepts Mrs. Tan bought 2 bags of
and practicing new skills mangoes and 3 bags of
#1 avocados. All bags had the
same number of fruits.
(Present this problem using a
picture and let the pupils
count and show the
relationship)
Illustrate the problem using Take a look at the ratio 12:8. Present this example:
6. No mobile phones or
blocks. How do we write it in simplest
a) form? Joshua scored 168 points in 7 electronic gadgets that can
Glass: basketball games. Express in store, transmit, receive data or
Step 1: Divide 12: 8 by the lowest terms, the average rate
information are allowed.
Calamansi: common factor 2 to get 6:4 of the number of points that
Step 2: Divide 6:4 by the Joshua scored in every game.
common factor 2 to get 3:2 7. Students must not
b)
Glass: talk, whisper, do hand signal
 The ratio of the number of 12:8 168 𝑝𝑜𝑖𝑛𝑡𝑠 24 𝑝𝑜𝑖𝑛𝑡𝑠
Rate = = or any other form of verbal or
bags of mangoes to the Calamansi: ÷2 ÷2 7 𝑔𝑎𝑚𝑒𝑠 1 𝑔𝑎𝑚𝑒

number of bags of avocados 6:4 = 24 points per game. non-verbal communication

is 2:3 ÷2 ÷2 during the Common
c) 3:2 Test. Such actions will be
Glass:
The ratio 3:2 cannot be considered as having the
Calamansi: divided exactly by a common intention to cheat.
factor to get another
equivalent ratio. Thus, 3:2 is 8. Students must be
the ratio in Simplest Form
seated at their assigned desks
by 7.15am.

9. Students who are

late will not be given extra
time.

10. Only essential writing

materials are allowed on the
student’s desk. All bags,
books and any unauthorized
materials should be left at the
front of the classroom.

E. Discussing new concepts Ivy has some yellow and red Ask: How many pieces of Present this example: Present this problem:
and practicing new skills beads. (Present this using Calamansi are there in a glass 11. Students are to follow
#2 blocks) 1 There are 9 papayas and 15 Sheena and Nikka joined the
of Water in a? (5 or 1:5) any instructions given by the
2 pineapples. What is the ratio in ladies’ basketball tryout.
Yellow Beads: In b? (10 or 2:10) simplest form? Sheena scored 34 points in her teacher and instructions stated
3
In c? (15 or 3:15) two games while Nikka scored on the question paper. Failure
Read Beads: 9:15 51 in her three games. Whose
÷3 ÷3 average point per game is to follow instructions stated
Which of these ratios is
3:5 higher? on the question paper or given
expressed in lowest
Ask: The ratio of the number term/simplest form? (1:5). by the teacher may lead to
of read beads to the number Why? The ratio of papaya to Ask the pupils to determine the
pineapple is 3:5 following. students being penalized.
of yellow beads is ___:___
Provide similar examples.
 a) Sheena’s Average Point in
Lowest Term.
b) Nikka’s Average Point in
Lowest Term.
c) Compare Sheena’s Average
Point to Nikka’s Average
Point.
12. Students are advised
that good time management is
essential. They should not
spend too much time on few
questions and leave no time
for others.

F. Developing mastery Give the ratio of each of the Reduce the following ratios in A Volleyball Team won 8 Ask the pupils to find the rate:
(Leads to Formative following orally. lowest term. Choose the letter games out of 12 games it
Assessment) 1) Squares to circles that corresponds to the ratio in played. a) If Luisa can type 440 words
simplest form. in 8 minutes, what is her rate of 13. Students are advised
a) Write the ratio of wins to typing? (55 words per minute)
E = 3:4 I = 1:2 R = 2:9 games played. (2:3) to read the questions
2) Flowers to Leaves T = 15:4 G = 1:6 N = 5:6 b) Write the ratio of wins to b) If 30 green oranges cost carefully. No marks are
(2 flowers and 3 leaves) S = 1:4 losses. (2:1) Php100, at what rate are the awarded for information not
c) Write the ratio of losses to oranges sold? (Php10 for 3
3) Books to crayons 4:8 15:1 30:8 18:2 games played. (1:3) oranges) asked for in the questions.
(4 books and 5 crayons) 8 4
14. Students should write
4) Basketballs to tennis balls 6:27 15:2 8:32 60:1 their answers legibly in black
(3 basketballs and 4 tennis 0 6
balls) or blue ink. Pens or pencils of
7:14 25:3 4:24 other colors may be used for
6 maps and diagrams only.

What is the hidden word?

________________________
_______
G. Finding practical Mother bought a bag of rice Study the table below and In a Grade VI Mathematics Answer the following:
applications of concepts and a bag of flour (use answer the question after it. class, there are 27 boys and 21
and skills in daily living picture) girls.

(flour = 3kg and rice = 8kg)

Things Quanti Costs a) Write the ratio of boys to a) An Isuzu vehicle can travel
The ratio of the mass of the ty girls. (9:7) 600 km on 75 liters of
rice to the mass of the flour Stamps 10 Php50 b) Write the ratio of girls to gasoline. Write the rate of
is ___:___ Patches 15 Php180 boys. (7:9) liters of gasoline used to
kilometers traveled.
 Bookm 20 Php300 c) Write the ratio of girls to the
ark whole class. (7:16) b) A machine can produce 158
Diary 12 Php300 d) The ratio of boys to the items in 12 minutes. Write the
whole class. (9:16) rate of the number of items
In simplest form, express the produced to the number of
following ratio of: minutes.
a) stamps to patches
b) bookmark to patches
c) diary to patches
d) bookmark to stamps
e) diary and stamps

H. Making generalizations How do we compare the Can a ratio be expressed in How do we express ratio in What is a rate?
and abstractions about quantities of 2 or more sets simplest form? How? simplest form?
the lesson of objects?
I. Evaluating Learning Write a ratio for each of the Reduce these ratios in simplest Write each of the following Find the unit rate. Answer the test and submit test
following. form. ratios in simplest form: paper to the teacher.
a) 180 kilometers in 3 hours
1) 4 wins and two losses in a 1) 10:12 1) 12:18 b) 75 stools in 2 weeks
basketball. 2) 9:15 2) 25:10 c) 250 words in 5 minutes
2) 24 girls to 18 boys. 3) 18:24 3) 21:56 d) Php36 for 8 ballpens
3) 3 cups of sugar for every 5 4) 21:27 4) 20:25 1
e)Php225 for 2 2 𝑘𝑔 of
cups of flour 5) 40:50 5) 30: 54
chicken.
4)2 men for every 5 cups of
rice
5) 1 book for every 2 pupils
J. Additional activities for
application and
remediation
V. REMARKS
VI. REFLECTIONS
A.No.of learners who earned 80% in the ___ of Learners who earned 80% above
evaluation
B. No.of learners who requires additional ___ of Learners who require additional activities for remediation
acts.for remediation who scored below
80%
C. Did the remedial lessons work? No.of ___Yes ___No
learners who caught up with the lessons ____ of Learners who caught up the lesson
D. No.of learners who continue to ___ of Learners who continue to require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well:
worked well? Why did this work? ___ Group collaboration

F. What difficulties did I encounter
which my principal/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
 GRADE 6 School: Grade Level: VI
DAILY LESSON LOG Teacher: Learning Area: SCIENCE
Teaching Dates and Time: Quarter: 2ND QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIV
ES
The learner demonstrate understanding of how the major organs of the human body work together to form organ systems
A. Content Standards

The learners should be able to make a chart showing healthful habits that promote proper functioning of the musculo-
B. Performance skeletal,integumentary,digestive,circulatory,excretory,respiratory and nervous systems
Standards

C. Learning Explain how the organs of each organ system work together(S6LT-lIa-b-1)
Competencies/
Objectives
Write the LC code
for each
Describe the structure and Describe the structure and Discuss proper care of the Describe the structure and Describe the structure and
function of the parts of the function of the parts of the muscular and skeletal system functions of the parts of the functions of the parts of the
skeletal system muscular system digestive system. respiratory system
Parts and functions of Parts and functions of Parts and functions of Parts and functions of Parts and functions of
II. CONTENT Musculo-skeletal system musculo-skeletal system musculo-skeletal system digestive system respiratory system

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages The New Science Links, pp. The New Science The New Science Links pp. The New Science Links pp. The New Science Links pp.
104-113 Links,pp.114-121 119. 129-137 The Amazing World 129-137 The Amazing World
The Amazing World of of Science 6 pp. 77-82. of Science
Science 6 pp. 65-67
4. Additional Materials
from Learning
 Resource (LR)
portal
B. Other Learning Science Worksheets, video
Resources clips
IV. PROCEDURES
A. Reviewing previous ENGAGEMENT: Have you
lesson or presenting observed how houses are
the new lesson built? What will the
construction worker do first?
How will you compare that
to the human body? Is there
a framework that provides
structure to the human body?
What do you call this
framework? Activity # 1 Let
the pupils connect the cut
out pictures of the human
skeletal system.
Worksheets, crossword puzzle
ENGAGEMENT:
1. Review on Skeletal System:
Crossword puzzle activity.
2. Touch your cheek, legs,
arms, palms, fingers, and
stomach. Can you feel the
fleshy parts? How do they
feel? Are they hard or soft?
Your bones are covered with
muscles. Can you imagine
yourself without the muscles
that cover your bones and
other internal organs?
Charts and pictures
ENGAGEMENT:
1. Checking of Assignments. /
Review about the muscular
system.
2. Have the pupils perform
their exercise routine.
Then ask” How do you feel
after the exercise? Why do we
need to exercise? What do you
think will happen to those
people who do not exercise?
Charts and pictures
ENGAGEMENT:
1. Checking of Assignment.
2. Review on how to take
care of the musculo-skeletal
system.
3. Why do we eat food? If
you are hungry how you do
feel? Have you ever
wondered what happened to
the food you have just eaten?
What processes it undergoes
until it becomes the nutrients
that will nourish your body?
ADMINISTERING WEEKLY
TEST
STANDARDS TO FOLLOW
1. All rules must be
observed throughout the
entire test.
2. Normal lessons will
resume after the Weekly Test.
4. Absentees must
produce original medical
certificates from approved
clinics or hospitals and/or
excuse letter. Students who
are absent without valid
reasons will be given a “0”
for the paper.
5. A student will be
given “0” if he or she is
caught cheating in the Weekly
Test.
B. Establishing a 1.Skeleton dance
purpose for the https://www.youtube.com/w
lesson atch?v=e54m6XOpRgU
2. Label the parts:Group
Work
C. Presenting EXPLORATION: The
examples/instances teacher asks to the students
of the new lesson “What is the purpose of the
human skeleton?”
Four Pics, One Word. Guess
the word by studying how the
four pictures are related to
each other. Write the word in
the box below.
__ __ __ __ __
EXPLORATION: Group
Activity
1. Setting of standards/Safety
Tips
Why do we need to wear Fill in the missing letters of
helmet when riding a fruits and vegetables to reveal
motorcycle? the magic word. (Show
picture of the digestive
system)Refer to New Science
Links 6 p. 129
EXPLORATION: EXPLORATION: Group
Picture analysis: Work
1. Setting of standards/Safety
Tips
6. No mobile phones or
electronic gadgets that can
store, transmit, receive data or
information are allowed.
7. Students must not
talk, whisper, do hand signal
or any other form of verbal or
non-verbal communication
during the Common
Test. Such actions will be
considered as having the
intention to cheat.
8. Students must be
seated at their assigned desks
by 7.15am.
9. Students who are
late will not be given extra
time.
10. Only essential writing
materials are allowed on the
student’s desk. All bags,
books and any unauthorized
materials should be left at the
front of the classroom.
11. Students are to follow
any instructions given by the
teacher and instructions stated
 1.Setting of standard/Safety
tips
2.Activity #1: Examining
Bone Structure
Problem: How do skeleton
functions? Refer to The New
Science Links page 105
D. Discussing new EXPLANATION: What
concepts are the two division of the
skeletal system? What are
the parts & functions of the
axial skeleton? The
appendicular skeleton? What
is the difference between
compact bone & spongy
bone? Why is bone marrow
important?
E. Continuation of the Activity #2: Observing
discussion of new Movements of Joints
concepts (leads to Problem: What are the
Formative different kinds of joints?
Assessment 2) Refer to The New Science
Links p. 109 ( Group Work)
Safety Tips: 1. Be careful in
moving your body parts,
2. Activity #1: Observing
Tendons of Muscles
Problem: How are the muscles
connected to the bones? Refer
to Science Links page 150
EXPLANATION: How are
muscles connected to bones?
What are the types of muscles?
Activity #2: Observing
Movement of Muscles
Problem: How do muscles
work? Refer to New Science
Links p.116
Safety Tips: Do not
overstretch your muscles.
Showing pictures of Common
injuries and diseases of the
musculo-skeletal system.
Question: What have you
seen/observe in the picture
given?
EXPLANATION: What are
other musculoskeletal system
injuries and disorders? What
are their symptoms? How are
they treated? How can they
prevented?
Activity #2 Carousel
brainstorming.
Each group will take turns in
writing their ideas on how to
care the musculo-skeletal
system.
2. Activity “Investigating
Digestion of Food in the
Mouth”
Problem: What processes
happen when the food is in
the mouth? Refer to New
Science Links pp. 130-131
EXPLANATION:
What are the parts and
functions of Digestive
System? Mix and Match
activity. Parts & Functions of
the digestive system. Refer to
New science Links pp. 133
Activity#2 Group work
“Investigating Digestion of
Food in the Stomach”
Problem: What processes
happen when the food is in
the stomach? Refer to New
Science Links pp. 134
on the question paper. Failure
to follow instructions stated
on the question paper or given
by the teacher may lead to
students being penalized.
12. Students are advised
that good time management is
essential. They should not
spend too much time on few
questions and leave no time
for others.
13. Students are advised
to read the questions
carefully. No marks are
awarded for information not
asked for in the questions.
14. Students should write
their answers legibly in black
or blue ink. Pens or pencils
of other colors may be used
for maps and diagrams only.
 especially your neck and
backbone.
2. Do not allow other
persons to pull or twist your
arm.
F. Developing mastery Mix and match activity:
(leads to Formative Parts and functions of
Assessment 3) Skeletal System (group
work)
Each group will be provided
with parts(green) and
function(yellow) written in
metacards.
G. Finding practical ELABORATION: Why
applications of should bones be strong?
concepts and skills Why is it important to
in daily living prevent falls and other
(reflective approach) accidents that could injure
the bones?
Why is it dangerous to move
a person with spinal
fracture?
How will you take care of
your bones?
TRIVIA: Bones are alive.
They are made of living cells
capable of growing and
repairing themselves.
H. Making What are the ideas did you
generalizations and learn in the lesson?
Picture analysis: Group work.
The teacher show pictures of
the different types of muscles
maybe:
a. smooth muscles
b. cardiac muscles
c. skeletal muscles
Guide Questions:
1. What can you see/observe in
the pictures given?
2. How do these muscles move
or work?
3. Compare and contrast the
three kinds of muscles:
ELABORATION: 1. Why
don’t we overstretch our
muscles? If we do, what will
happen? 2. Why handicapped
person should be treated with
kindness and respect?
TRIVIA: Don’t you know that
your face has 50 muscles? You
use 17 muscles to smile but
more than 46 muscles to
frown. So from now on what
will you do?
1. Explain how the bones and
muscles work together?
Create an exercise to:
• Improve flexibility
• Improve physical
endurance
• Improve muscular
strength
ELABORATION: Why is it
that some schools, hospitals,
and department stores have
designed ramps for disabled
persons?
Why do we need to take care
of our musculo-skeletal
system?
Safety Tips: Be careful in
handling liquids like
hydrochloric acid.
Always wait for the teachers
instruction before performing
the activity
Chain of Events: Think of
one food item that you enjoy
eating. Using the diagram
below and describe the chain
of events that happens during
the digestion of your favorite
food. Indicate all the
structures that are involved.
Refer to New Science Links
p. 82
ELABORATION: Why is
breakfast considered as the
most important meal of the
day?
TRIVIA: Borborygmus
Borborygmus is the rumbling
sound in the stomach. When
you hear your stomach
rumbling, it is the signal from
your brain that the stomach
has begun the digestion.
What are the parts of the
digestive system? How does
the digestive system work?
 abstractions about What are the parts and
the lesson functions of the skeletal
system?
Describe the potential
consequences if all bone
tissues in humans were made
of spongy bones & no
compact bones.
I. Evaluating learning EVALUATION: Matching
type: Match the parts of the
skeletal system in column A
with the functions in column
B.
Column A
Column B
1. Skull a.
the inner layer of the bone
that
2. Spinal column
contains yellowish substance
3. Bones
which manufactures blood
cells
4. Hinge joint
in the body.
5. Ball and socket b.
protects the spinal cord
c.
a rigid case that protects the
brain
d.
allows movement in all
2. How will you know that a
muscle is contracting?
3. Why do muscles need rest?
EVALUATION: Completion
Type.
Supply the missing words.
Choose your answers in the
box below.
The ______system consist of
all muscles in the body.
Muscles have three
kinds:______,______ and
skeletal. Muscles always work
in _____.If one muscle
contracts the opposite relaxes.
_______help the body move
and do work. Good food,
exercise, rest, and good
posture are necessary to make
muscles strong and healthy.
Muscles Smooth
Muscular
Cardiac Pairs
EVALUATION: Group
Activity Make a chart showing
healthful habits that promote
the proper functioning of the
musculo-skeletal system.(Use
rubrics in assessing their work)
Healthful Habits
EVALUATION:
Arranging Sequence of
Events: Arrange The New
Science Links pp. 129-137
The Amazing World of
Science the following
statements according to the
process of digestion and
absorption in the body.
Number each of the steps
according to the sequence it
occurs.
____ Water is absorbed.
____Food is broken into
small pieces
____Nutrients pass through
the blood stream
____Waste are removed from
the body.
____Food is liquefied and
digested into forms that cell
can use.

directions
e.
allows movement in one

direction only
J. Additional activities How will you take care of Assignment: Write SM if the Assignment: Write a short Assignment:
for application or your bones? statement pertains to smooth paragraph about the need for The digestive system
remediation muscles, CA if cardiac calcium for the musculo- provides nourishment for all
 muscles and SK if skeletal skeletal system to function the cells of our body. What
muscles. well. are good habits that will keep
_____1. These are muscles our digestive system healthy?
found only in heart.
--------2. They are striated and
involuntary.
--------3. They are striated and
voluntary.
--------4. They are muscles of
internal organs.
--------5. The muscle cell of
this type contains only one
nucleus.

V. REMARKS Re-teaching
Transfer of
Lack of Time
lesson to the

following day
No class
Achieved

VI. REFLECTIONS
A.No.of learners who earned 80% in the
evaluation
B. No.of learners who requires additional
acts.for remediation who scored below
80%
C. Did the remedial lessons work? No.of
learners who caught up with the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)

F. What difficulties did I encounter
which my principal/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
 GRADE 6 School: Grade Level: VI
DAILY LESSON LOG Teacher: Learning Area: TLE - AGRICULTURE
Teaching Dates and Time: NOVEMBER 7-11, 2022 (WEEK 1) Quarter: 2ND QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

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

B. Performance Standards
C. Learning Competencies/
Objectives
( Write the L Ccode for
each)
1.1 Explains benefits
derived from planting trees
and fruit-bearing trees to
families and communities
TLE6AG-Oa-1
Applies knowledge and skills in planting trees and fruit trees
1.1 Explains benefits derived 1.1.2 Identifies successful 1.1 Explains benefits derived 1.1.2 Identifies successful
from planting trees and fruit- orchard growers in the from planting trees and fruit- orchard growers in the
bearing trees to families and community or adjacent bearing trees to families and community or adjacent
communities communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1

II. CONTENT
( Subject Matter)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
from Learning Resource
LR portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous Lesson
or presenting new lesson
Benefits derived from
planting trees and fruit
bearing trees to families
and communities
Technology and Livelihood
Education Agri-Fishery
Arts Module 1: Importance
of Planting Trees
pp.
pp.
https://plantyourtrees.com/c
atalog/information/bene
fits-of-trees
LED tv, ppt, materials for
activity
Energizer
What have you learned
about agriculture when you
are in Grade Five?
Benefits derived from
planting trees and fruit
bearing trees to families and
communities
Technology and Livelihood
Education Agri-Fishery Arts
Module 1: Importance of
Planting Trees
pp.
pp.
https://plantyourtrees.com/ca
talog/information/bene fits-
of-trees
LED tv, ppt, materials for
activity
Energizer
What have you learned
about agriculture when you
are in Grade Five?
Successful orchard growers
in the community
Technology and Livelihood Technology and Livelihood Technology and Livelihood
Education Agri-Fishery Arts Education Agri-Fishery Arts Education Agri-Fishery Arts
Module 1: Importance of Module 1: Importance of Module 1: Importance of
Planting Trees Planting Trees Planting Trees
LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
Energizer
What are the benefits derived
ADMINISTERING WEEKLY
from planting trees and fruit-
TEST
bearing trees?
 B. Establishing a purpose for
the lesson
a. Presenting examples/
instances of the new lesson.
b. Discussing new concepts and
practicing new skills.#1
Show a picture of an Show a picture of an orchard Group the pupils into three.
orchard or a farm? or a farm? Let them list down the
Ask: What can you say Ask: What can you say persons that has an orchard in STANDARDS TO FOLLOW
about the pictures? about the pictures? their community?
Group Activites Group Activites Let the group present their 1. All rules must be
output.
observed throughout the entire
test.
2. Normal lessons will
resume after the Weekly Test.
4. Absentees must
produce original medical
certificates from approved
clinics or hospitals and/or
excuse letter. Students who are
absent without valid reasons will
be given a “0” for the paper.
5. A student will be given
“0” if he or she is caught
cheating in the Weekly Test.
Group Reporting Group Reporting Discuss their output. 6. No mobile phones or
electronic gadgets that can store,
transmit, receive data or
information are allowed.
7. Students must not talk,
whisper, do hand signal or any
other form of verbal or non-
verbal communication during
the Common Test. Such actions

c. Discussing new concepts and
practicing new skills #2.
What are the benefits
derived from planting trees
and fruit- bearing trees?
What are the benefits
derived from planting trees
and fruit- bearing trees?
will be considered as having the
intention to cheat.
8. Students must be
seated at their assigned desks by
7.15am.
9. Students who are late
will not be given extra time.
10. Only essential writing
materials are allowed on the
student’s desk. All bags, books
and any unauthorized materials
should be left at the front of the
classroom.
11. Students are to follow
any instructions given by the
teacher and instructions stated
on the question paper. Failure to
follow instructions stated on the
question paper or given by the
teacher may lead to students
being penalized.
12. Students are advised that
good time management is
essential. They should not
spend too much time on few
questions and leave no time for
others.
d. Developing Mastery
(Lead to Formative Assessment
3)
1.The teacher further
explains and discuss the
background information
through inquiry approach
2. Have the pupils master
the concepts.
1.The teacher further
explains and discuss the
background information
through inquiry approach
2. Have the pupils master the
concepts.
The teacher further gives
examples of orchard growers
in the community.
13. Students are advised to
read the questions carefully. No
marks are awarded for
information not asked for in the
questions.

e. Finding practical application
of concepts and skills in daily
living
f. Making Generalizations and
Abstraction about the Lesson.
Why it is necessary to plant
trees?
What have you learned?
What are the benefits of
planting trees?
Why it is necessary to plant
trees?
What have you learned?
What are the benefits of
planting trees?
If you were an orchard
grower how can you help
other people?
How can we say that an
orchard owner is a
successful?

g. Evaluating Learning
h. Additional Activities for
Application or Remediation
Why is it good to plant
trees or fruit –bearing
trees?
Draw a fruit-bearing tree
and explain the benefits of
it.
Why is it good to plant trees List down all the orchard
or fruit –bearing trees? growers in your community.
Draw a fruit-bearing tree and Draw an orchard that you
explain the benefits of it. have in your community.

V. REMARKS

VI. REFLECTIONS
A.No.of learners who earned 80% in the
evaluation
B. No.of learners who requires additional
acts.for remediation who scored below
80%
C. Did the remedial lessons work? No.of
learners who caught up with the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method

F. What difficulties did I encounter
which my principal/supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures