BACOLOR

GRADES 6 DAILY School: Quarter: 2nd QUARTER

INTEGRATED SCHOOL
LESSON LOG Teacher Learning Area & MATHEMATICS VI,
CHERRY O. SALES
: grade level: MAPEH 6 & ESP 6
Date January 8-12, 2024 Week No.: Week 8

 Present various numbers in exponential

January 8, 2024 notation (e.g., 3434, 102102) and have
MONDAY students identify the exponent and base.
2. Peer Discussion:
Mathematics 6  Ask students to discuss their findings with a
partner.
I. OBJECTIVES  Encourage them to explain how they
 Students will understand the concepts of exponent determined the exponent and base.
and base in exponential notation.
 Students will be able to identify and describe the J. EVALUATION
exponent and base in a given number expressed in  Assess students through the following exercises:
exponential form. 1. Identify the exponent and base in 6565.
2. Write the exponential notation for "7 multiplied by
II. SUBJECT MATTER: itself three times."
3. Determine the value of 4242.
Lesson: Understanding Exponents and Bases in 4. If �3x3 represents the number of books, describe
Exponential Notation the exponent and base in this context.
5. Explain the difference between the exponent and
III. LEARNING RESOURCES base in 9393 and 3939.

A. Reference: Mathematics textbook, visual aids B. Materials: V. REMARKS

Whiteboard, markers, individual whiteboards or paper,  Document students' participation, engagement, and
pens/pencils any common challenges observed.

IV. INSTRUCTIONAL PROCEDURE VI. REFLECTION

 Reflect on the effectiveness of the lesson and
A. Introduction: consider adjustments for future explanations.
 Review the concept of multiplication and repeated
multiplication.
MAPEH 6 (Music)

B. Engagement:
 Present a scenario: "You have 2 raised to the power
of 3 apples. What does this mean, and how many
apples do you have?"
C. Guided Instruction:
1. Definition of Exponent and Base:
 Define exponent as the small raised
number indicating how many times the
base is multiplied by itself.
 Define base as the large number being
multiplied repeatedly.
2. Examples:
 Write examples on the board and discuss
the exponent and base.
 2323 - Exponent: 3, Base: 2
 5252 - Exponent: 2, Base: 5
D. Hands-On Activity:
1. Interactive Exploration:
 Distribute individual whiteboards or paper
to students.
I. OBJECTIVES
 Students will demonstrate proficiency in singing or
playing melodies in C Major, G Major, and F Major.
 Students will collaborate effectively in a group to
perform melodies/songs on their chosen
instruments.
 Students will comprehend and identify the
characteristics of each major key.
II. SUBJECT MATTER
Lesson: Exploring Melodies/Songs in C Major, G Major,
and F Major
III. LEARNING RESOURCES
A. Instruments: Provide keyboards, guitars, or any other
available musical instruments. B. Melodies/Songs in C
Major, G Major, and F Major: Sheet music, digital
resources, or handouts. C. Audio recordings or live
demonstrations.
IV. INSTRUCTIONAL PROCEDURE
A. Warm-up Activity:
 Conduct vocal warm-ups for singers or basic warm-
ups for instrumentalists to prepare for the lesson.
B. Establishing a purpose for the lesson:

Bacolor Integrated School

Cabambangan , Bacolor , Pampanga
  Discuss the significance of understanding different
keys in music and how they influence
melodies/songs.
C. Introducing the major keys:
 Explain the characteristics of C Major, G Major, and
F Major.
 Play or sing simple examples in each key to
demonstrate their unique sound.
D. Solo or Group Practice (C Major):
 Provide sheet music or chords for a simple melody
in C Major.
 Students will practice individually or in small
groups, focusing on accuracy and expression.
E. Solo or Group Practice (G Major):
 Introduce another melody/song in G Major for
students to practice individually or in groups.
 Encourage exploration of different musical
instruments to perform the melody.
F. Solo or Group Practice (F Major):
 Present a melody or song in F Major for students to
practice individually or in groups.
 Emphasize understanding the key signature and
how it affects the notes and chords used.
G. Collaborative Performance:
 Allocate time for students to collaborate in groups
to perform melodies/songs in the three keys.
 Encourage creativity and interpretation while
staying within the designated keys.
H. Reflection and Discussion:
 Engage students in a discussion about their
experiences performing in different keys.
 Discuss the similarities and differences they
observed between C Major, G Major, and F Major.
I. Evaluation:
 Assess students' performances based on accuracy,
musical expression, and collaboration within the
groups.
J. Additional Activities for Application or Remediation:
 Offer extra practice sessions for students who
require more support in playing or singing in
specific keys.
V. REMARKS
VI. REFLECTION
A. Number of learners who actively participated in the
collaborative performance _______
B. Number of learners who showed significant improvement
in playing/singing melodies in different keys _______
ESP 6
I. LAYUNIN
1. Naipakikita ang kahalagahan ng pagiging
responsable sa kapwa. 1.1. Maipamalas ang tamang
pagkilos na nagpapakita ng responsibilidad sa
kapwa. 1.2. Maipakita ang pagbibigay-halaga sa
pangangailangan ng iba sa pamamagitan ng
pagsasagawa ng mga responsableng gawain. 1.3.
Pagtanggap at pagsunod sa mga alituntunin ng
Bacolor Integrated School
Cabambangan , Bacolor , Pampanga
pamayanan na nagpapakita ng responsibilidad sa
bawat isa. (EsP6P-IIa-c–30)
II. NILALAMAN
Paksa: Kahalagahan ng Pagiging Responsable sa Kapwa
III. KAGAMITANG PANTURO
A. Sanggunian: Gabay Pangkurikulum sa Edukasyon sa
Pagpapakatao para sa Grade 6
B. Kagamitan: PowerPoint (PPT) at mga visual aids
IV. PAMAMARAAN
A. Pagpapakilala:
 Itanong sa mga mag-aaral ang kanilang opinyon sa
kahalagahan ng pagiging responsable sa kapwa.
B. Pagsisimula ng Aralin:
 Ipakita ang isang maikling video o presentasyon na
nagpapakita ng mga sitwasyon kung saan
mahalaga ang responsibilidad sa kapwa.
C. Talakayin ang Konsepto:
 Tukuyin ang mga katangian ng responsableng pag-
uugali sa pamamagitan ng pagsasagawa ng
talakayan at pagbibigay-halaga sa magagandang
halimbawa ng responsibilidad sa kapwa.
D. Pagpapakita ng Halimbawa:
 Magbigay ng mga posibleng sitwasyon kung saan
mahalaga ang responsibilidad sa kapwa. Hikayatin
ang mga mag-aaral na magbahagi ng kanilang
opinyon at solusyon.
E. Pagbuo ng Isang Kwento:
 Paano mo ipapahayag ang kahalagahan ng
responsibilidad sa kapwa sa pamamagitan ng
pagbuo ng isang kwento? Hikayatin ang mga mag-
aaral na magsulat ng kwento na nagtatampok ng
pagiging responsable sa kapwa.
F. Talakayan at Pagpapahalaga:
 Itanong sa klase kung paano nila mapapatunayan
ang kanilang responsibilidad sa iba sa kanilang
araw-araw na buhay.
G. Paglalapat sa Pang-araw-araw na Buhay:
 Ipahayag kung paano nila ipapakita ang
responsibilidad sa kapwa sa pamamagitan ng mga
gawain sa paaralan o sa kanilang tahanan.
H. Paglalahat ng Aralin:
 Tukuyin ang kahalagahan ng pagiging responsable
sa kapwa at ang implikasyon nito sa kanilang
buhay.
I. Pagtataya ng Natutunan:
 Itanong ang kanilang natutunan sa pamamagitan
ng isang maikling kwento o pagsusulit.
J. Karagdagang Gawain para sa Remediation:
 Magbigay ng karagdagang gawain para sa mga
mag-aaral na nangangailangan ng karagdagang
praktika o pagsasaulo.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakamit ang 80% sa pagtataya:
____
B. Bilang ng mag-aaral na nangangailangan ng dagdag na
tulong o praktika: ____
January 9, 2024
 TUESDAY
Mathematics 6
I. OBJECTIVES
 Students will understand the concepts of exponent
and base in exponential notation.
 Students will be able to identify and describe the
exponent and base in a given number expressed in
exponential form.
II. SUBJECT MATTER:
Lesson: Understanding Exponents and Bases in
Exponential Notation
III. LEARNING RESOURCES
A. Reference: Mathematics textbook, visual aids B. Materials:
Whiteboard, markers, individual whiteboards or paper,
pens/pencils
IV. INSTRUCTIONAL PROCEDURE
A. Introduction:
 Review the concept of multiplication and repeated
multiplication.
B. Engagement:
 Present a scenario: "You have 2 raised to the power
of 3 apples. What does this mean, and how many
apples do you have?"
C. Guided Instruction:
3. Definition of Exponent and Base:
 Define exponent as the small raised
number indicating how many times the
base is multiplied by itself.
 Define base as the large number being
multiplied repeatedly.
4. Examples:
 Write examples on the board and discuss
the exponent and base.
 2323 - Exponent: 3, Base: 2
 5252 - Exponent: 2, Base: 5
D. Hands-On Activity:
3. Interactive Exploration:
 Distribute individual whiteboards or paper
to students.
 Present various numbers in exponential
notation (e.g., 3434, 102102) and have
students identify the exponent and base.
4. Peer Discussion:
 Ask students to discuss their findings with a
partner.
 Encourage them to explain how they
determined the exponent and base.
J. EVALUATION
 Assess students through the following exercises:
6. Identify the exponent and base in 6565.
7. Write the exponential notation for "7 multiplied by
itself three times."
8. Determine the value of 4242.
9. If �3x3 represents the number of books, describe
the exponent and base in this context.
10. Explain the difference between the exponent and
base in 9393 and 3939.
V. REMARKS
Bacolor Integrated School
Cabambangan , Bacolor , Pampanga
 Document students' participation, engagement, and
any common challenges observed.
VI. REFLECTION
Reflect on the effectiveness of the lesson and consider
adjustments for future explanations
MAPEH 6 (Arts)
I. OBJECTIVES
 Students will create a digital painting inspired by the
style and theme of master artists (e.g., Van Gogh,
Amorsolo).
 Students will demonstrate an understanding of the
elements and principles of art as applied in digital
painting.
 Students will analyze and discuss the characteristics
of the chosen master artist's style and apply them to
their own artwork.
II. SUBJECT MATTER:
Lesson: Creating Digital Paintings Inspired by Master Artists
III. LEARNING RESOURCES
A. Reference: Selected artworks of master artists (Van Gogh,
Amorsolo) B. Materials: Computers/tablets with digital
painting software, examples of digital paintings, internet
access for research
IV. INSTRUCTIONAL PROCEDURE
A. Introduction:
 Discuss the importance of studying master artists and
how their styles can inspire contemporary art.
 Introduce the chosen master artists (e.g., Van Gogh,
Amorsolo) and showcase some of their famous
works.
B. Engagement:
 Show examples of digital paintings inspired by master
artists.
 Facilitate a class discussion on the unique styles and
themes of Van Gogh and Amorsolo.
C. Guided Instruction:
1. Analyzing the Masters' Style:
 Discuss the distinctive features of the chosen
master artists' styles.
 Highlight elements such as brushwork, color
palette, composition, and thematic
elements.
2. Digital Painting Techniques:
 Introduce basic digital painting techniques
using the chosen software.
 Provide a step-by-step demonstration on
how to use brushes, layers, and colors.
D. Hands-On Activity:
1. Research and Planning:
 Assign each student a master artist (Van
Gogh or Amorsolo) or allow them to choose.
 Instruct students to research and select a
specific artwork from the chosen master
artist for inspiration.
 Guide students in identifying key elements
they want to incorporate into their digital
painting.
2. Digital Painting Session:
 Allow students ample time to work on their
digital paintings.
  Provide individual guidance and support as
needed.
V. EVALUATION
 Assess students based on the following criteria:
 Faithfulness to the chosen master artist's
style and theme.
 Skill in using digital painting techniques.
 Creativity and originality in adapting the
master's style to their own work.
VI. REMARKS
 Document notable observations, challenges, and
successes during the class.
VII. REFLECTION
 Reflect on the overall engagement and
understanding of students.
 Consider adjustments for future lessons.
ESP 6
I. LAYUNIN
2. Naipakikita ang kahalagahan ng pagiging
responsable sa kapwa. 1.1. Maipamalas ang tamang
pagkilos na nagpapakita ng responsibilidad sa
kapwa. 1.2. Maipakita ang pagbibigay-halaga sa
pangangailangan ng iba sa pamamagitan ng
pagsasagawa ng mga responsableng gawain. 1.3.
Pagtanggap at pagsunod sa mga alituntunin ng
pamayanan na nagpapakita ng responsibilidad sa
bawat isa. (EsP6P-IIa-c–30)
II. NILALAMAN
Paksa: Kahalagahan ng Pagiging Responsable sa Kapwa
III. KAGAMITANG PANTURO
A. Sanggunian: Gabay Pangkurikulum sa Edukasyon sa
Pagpapakatao para sa Grade 6
B. Kagamitan: PowerPoint (PPT) at mga visual aids
IV. PAMAMARAAN
A. Pagpapakilala:
 Itanong sa mga mag-aaral ang kanilang opinyon sa
kahalagahan ng pagiging responsable sa kapwa.
B. Pagsisimula ng Aralin:
 Ipakita ang isang maikling video o presentasyon na
nagpapakita ng mga sitwasyon kung saan
mahalaga ang responsibilidad sa kapwa.
C. Talakayin ang Konsepto:
 Tukuyin ang mga katangian ng responsableng pag-
uugali sa pamamagitan ng pagsasagawa ng
talakayan at pagbibigay-halaga sa magagandang
halimbawa ng responsibilidad sa kapwa.
D. Pagpapakita ng Halimbawa:
 Magbigay ng mga posibleng sitwasyon kung saan
mahalaga ang responsibilidad sa kapwa. Hikayatin
ang mga mag-aaral na magbahagi ng kanilang
opinyon at solusyon.
E. Pagbuo ng Isang Kwento:
 Paano mo ipapahayag ang kahalagahan ng
responsibilidad sa kapwa sa pamamagitan ng
pagbuo ng isang kwento? Hikayatin ang mga mag-
aaral na magsulat ng kwento na nagtatampok ng
pagiging responsable sa kapwa.
F. Talakayan at Pagpapahalaga:
Bacolor Integrated School
Cabambangan , Bacolor , Pampanga
 Itanong sa klase kung paano nila mapapatunayan
ang kanilang responsibilidad sa iba sa kanilang
araw-araw na buhay.
G. Paglalapat sa Pang-araw-araw na Buhay:
 Ipahayag kung paano nila ipapakita ang
responsibilidad sa kapwa sa pamamagitan ng mga
gawain sa paaralan o sa kanilang tahanan.
H. Paglalahat ng Aralin:
 Tukuyin ang kahalagahan ng pagiging responsable
sa kapwa at ang implikasyon nito sa kanilang
buhay.
I. Pagtataya ng Natutunan:
 Itanong ang kanilang natutunan sa pamamagitan
ng isang maikling kwento o pagsusulit.
J. Karagdagang Gawain para sa Remediation:
 Magbigay ng karagdagang gawain para sa mga
mag-aaral na nangangailangan ng karagdagang
praktika o pagsasaulo.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakamit ang 80% sa pagtataya:
____
B. Bilang ng mag-aaral na nangangailangan ng dagdag na
tulong o praktika: ____
January 10, 2024
WEDNESDAY
Mathematics 6
I. OBJECTIVES
 Students will proficiently find the value of numbers
expressed in exponential notation.
 Students will practice evaluating numbers written in
exponential form.
II. SUBJECT MATTER:
Lesson: Evaluating Numbers in Exponential Notation
III. LEARNING RESOURCES
B. Reference: Lesson Guide in Elementary Math Grade 6.
2010. pp. 203-237
C. Materials: PowerPoint (PPT), videos
IV. INSTRUCTIONAL PROCEDURE
A. Drill:
 Provide exponential expressions and ask students
to give the numerical value.
1. 2222
2. 3333
B. Establishing a Purpose for the Lesson:
 Discuss the importance of understanding
exponential notation in mathematics.
C. Presenting Examples/Instances:
 Introduce a story problem:
 Norma has 2323 hours of piano practice
each day. If she has already practiced for
2222 hours and a visitor came in, how much
longer does she need to play?
D. Discussing New Concepts and Practicing New Skills
#1:
  Discuss the given story problem as a class.
E. Discussing New Concepts and Practicing New Skills
#2:
 Solve and discuss the next given problem
collaboratively.
 Evaluate 4242
F. Developing Mastery: Group Work Activity:
 Conduct a group work activity with different
problems for each group.
 Teams pass activity cards to one another until all
sets are answered.
G. Finding Practical Applications:
 Discuss practical applications of understanding
exponential notation in everyday life.
H. Generalizing and Abstractions:
 Discuss the general steps in evaluating numbers
expressed in exponential notation.
V. EVALUATION
Assess students through the following exercises:
1. Evaluate 2424.
2. Find the value of 3232.
3. If �3x3 represents the number of candies, how
many candies are there if �=5x=5?
4. Determine the value of 4141.
5. Explain the difference between 2323 and 3232.
VI. ADDITIONAL ACTIVITIES FOR APPLICATION OR
REMEDIATION
 Provide extra problems for students who need
reinforcement or challenge.
VII. REMARKS
VIII. REFLECTION
A. No. of learners who earned 80% in the evaluation _______
B. No. of learners who required additional activities for
remediation _______
MAPEH 6 (PE)
. I. OBJECTIVES
 Students will execute different skills involved in the
game.
 Students will demonstrate improved proficiency in
specific game-related skills.
II. SUBJECT MATTER:
Lesson: Game Skills Proficiency
III. LEARNING RESOURCES
B. Reference: Physical Education Curriculum Guide
C. Materials: Cones, balls, game-related equipment
IV. INSTRUCTIONAL PROCEDURE
A. Warm-up:
 Engage students in a dynamic warm-up routine to
prepare their bodies for physical activity.
B. Introduction:
 Discuss the importance of developing proficiency in
various skills for effective game participation.
C. Skill Demonstration:
 Demonstrate key skills related to the chosen game
(e.g., passing, dribbling, shooting in basketball).
 Break down each skill into components and
highlight proper techniques.
D. Guided Practice:
Bacolor Integrated School
Cabambangan , Bacolor , Pampanga
 Engage students in guided practice sessions where
they perform each skill under the teacher's
supervision.
 Provide feedback and corrections as needed.
E. Skill Application:
 Organize game-related scenarios where students
can apply the skills they've learned.
 For example, in basketball, set up a small game
where passing and shooting skills are essential.
F. Skill Variation:
 Introduce variations or challenges to the skills to
enhance adaptability.
 For instance, change the distance for shooting or
add defensive elements.
G. Cool Down:
 Conduct a cool-down session to help students
gradually lower their heart rates and stretch their
muscles.
H. Reflection:
 Have a brief discussion on the challenges faced and
improvements noticed during the skill execution.
V. EVALUATION
 Assess students based on their execution of game-
related skills during the practice and application
sessions.
VI. ADDITIONAL ACTIVITIES FOR APPLICATION OR
REMEDIATION
 Provide additional practice opportunities for
students who need reinforcement or challenge.
VII. REMARKS
VIII. REFLECTION
A. No. of learners who actively participated in skill practice:
____
B. Areas/topics where students showed strong
understanding: ____
C. Areas/topics where students struggled and may need
additional support: ____
ESP 6
I. LAYUNIN
1. Naipakikita ang kahalagahan ng pagiging
responsable sa kapwa. 1.1. Maipamalas ang tamang
pagkilos na nagpapakita ng responsibilidad sa
kapwa. 1.2. Maipakita ang pagbibigay-halaga sa
pangangailangan ng iba sa pamamagitan ng
pagsasagawa ng mga responsableng gawain. 1.3.
Pagtanggap at pagsunod sa mga alituntunin ng
pamayanan na nagpapakita ng responsibilidad sa
bawat isa. (EsP6P-IIa-c–30)
II. NILALAMAN
Paksa: Kahalagahan ng Pagiging Responsable sa Kapwa
III. KAGAMITANG PANTURO
A. Sanggunian: Gabay Pangkurikulum sa Edukasyon sa
Pagpapakatao para sa Grade 6
B. Kagamitan: PowerPoint (PPT) at mga visual aids
IV. PAMAMARAAN
A. Pagpapakilala:
  Itanong sa mga mag-aaral ang kanilang opinyon sa
kahalagahan ng pagiging responsable sa kapwa.
B. Pagsisimula ng Aralin:
 Ipakita ang isang maikling video o presentasyon na
nagpapakita ng mga sitwasyon kung saan
mahalaga ang responsibilidad sa kapwa.
C. Talakayin ang Konsepto:
 Tukuyin ang mga katangian ng responsableng pag-
uugali sa pamamagitan ng pagsasagawa ng
talakayan at pagbibigay-halaga sa magagandang
halimbawa ng responsibilidad sa kapwa.
D. Pagpapakita ng Halimbawa:
 Magbigay ng mga posibleng sitwasyon kung saan
mahalaga ang responsibilidad sa kapwa. Hikayatin
ang mga mag-aaral na magbahagi ng kanilang
opinyon at solusyon.
E. Pagbuo ng Isang Kwento:
 Paano mo ipapahayag ang kahalagahan ng
responsibilidad sa kapwa sa pamamagitan ng
pagbuo ng isang kwento? Hikayatin ang mga mag-
aaral na magsulat ng kwento na nagtatampok ng
pagiging responsable sa kapwa.
F. Talakayan at Pagpapahalaga:
 Itanong sa klase kung paano nila mapapatunayan
ang kanilang responsibilidad sa iba sa kanilang
araw-araw na buhay.
G. Paglalapat sa Pang-araw-araw na Buhay:
 Ipahayag kung paano nila ipapakita ang
responsibilidad sa kapwa sa pamamagitan ng mga
gawain sa paaralan o sa kanilang tahanan.
H. Paglalahat ng Aralin:
 Tukuyin ang kahalagahan ng pagiging responsable
sa kapwa at ang implikasyon nito sa kanilang
buhay.
I. Pagtataya ng Natutunan:
 Itanong ang kanilang natutunan sa pamamagitan
ng isang maikling kwento o pagsusulit.
J. Karagdagang Gawain para sa Remediation:
 Magbigay ng karagdagang gawain para sa mga
mag-aaral na nangangailangan ng karagdagang
praktika o pagsasaulo.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakamit ang 80% sa pagtataya:
____
B. Bilang ng mag-aaral na nangangailangan ng dagdag na
tulong o praktika: ____
January 11, 2024
THURSDAY
Mathematics 6
I. OBJECTIVES
 Students will proficiently find the value of numbers
expressed in exponential notation.
 Students will practice evaluating numbers written in
exponential form.
II. SUBJECT MATTER:
Lesson: Evaluating Numbers in Exponential Notation
Bacolor Integrated School
Cabambangan , Bacolor , Pampanga
III. LEARNING RESOURCES
B. Reference: Lesson Guide in Elementary Math Grade 6.
2010. pp. 203-237
C. Materials: PowerPoint (PPT), videos
IV. INSTRUCTIONAL PROCEDURE
A. Drill:
 Provide exponential expressions and ask students
to give the numerical value.
1. 2222
2. 3333
B. Establishing a Purpose for the Lesson:
 Discuss the importance of understanding
exponential notation in mathematics.
C. Presenting Examples/Instances:
 Introduce a story problem:
 Norma has 2323 hours of piano practice
each day. If she has already practiced for
2222 hours and a visitor came in, how much
longer does she need to play?
D. Discussing New Concepts and Practicing New Skills
#1:
 Discuss the given story problem as a class.
E. Discussing New Concepts and Practicing New Skills
#2:
 Solve and discuss the next given problem
collaboratively.
 Evaluate 4242
F. Developing Mastery: Group Work Activity:
 Conduct a group work activity with different
problems for each group.
 Teams pass activity cards to one another until all
sets are answered.
G. Finding Practical Applications:
 Discuss practical applications of understanding
exponential notation in everyday life.
H. Generalizing and Abstractions:
 Discuss the general steps in evaluating numbers
expressed in exponential notation.
V. EVALUATION
Assess students through the following exercises:
1. Evaluate 2424.
2. Find the value of 3232.
3. If �3x3 represents the number of candies, how
many candies are there if �=5x=5?
4. Determine the value of 4141.
5. Explain the difference between 2323 and 3232.
VI. ADDITIONAL ACTIVITIES FOR APPLICATION OR
REMEDIATION
 Provide extra problems for students who need
reinforcement or challenge.
VII. REMARKS
VIII. REFLECTION
A. No. of learners who earned 80% in the evaluation _______
B. No. of learners who required additional activities for
remediation _______
MAPEH 6 (Health)
I. OBJECTIVES
 Describes personal health issues and concerns
(H6PHIab-18).
 Demonstrates self-management skills (H6PHIab-
19).
II. SUBJECT MATTER:
Lesson: Personal Health - Issues and Concerns
III. LEARNING RESOURCES
B. Reference: Edukasyong Pangkatawan, Kalusugan, at
Musika I. DepED. Abejo, Mary Placid Sr. et. al. 1991. pp.62-
64;72-80
C. Materials: PowerPoint (PPT), videos
IV. INSTRUCTIONAL PROCEDURE
A. Reviewing Previous Lesson and Presenting New
Lesson:
 Discuss and recall lessons from Health 5: "What
health topics do you remember?"
B. Establishing a Purpose for the Lesson:
 Communicate the lesson's objectives: "In today's
lesson, you will describe personal health issues and
concerns and demonstrate self-management skills."
C. Presenting Examples/Instances:
 Explore common health issues: "What are the
common health issues you have observed or
experienced?"
D. Discussing New Concepts and Practicing New Skills
#1:
 Assign small groups to discuss and report on
specific health topics:
1. Height and weight (stunted growth,
underweight, overweight, obesity).
2. Hearing (impacted cerumen, swimmer’s ear,
otitis media).
3. Vision (astigmatism, myopia, hyperopia,
xerophthalmia, strabismus).
E. Developing Mastery: Group Work Activity:
 Conduct a big group sharing: "Discuss how these
health issues are handled and managed."
F. Finding Practical Applications:
 Practice self-management skills to prevent and
control personal health issues and concerns.
G. Generalizing and Abstractions:
 Engage in a discussion: "What are the common
health issues, and how can self-management skills
help?"
H. Evaluating Learning:
 Assess understanding through questions: "Do you
practice personal hygiene to prevent and control
personal health concerns? What practices do you
follow?"
I. Additional Activities for Application or Remediation:
 Encourage further practice of self-management
skills to prevent and control personal health issues
and concerns.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation _______
Bacolor Integrated School
Cabambangan , Bacolor , Pampanga
B. No. of learners who required additional activities for
remediation _______
ESP 6
I. LAYUNIN
2. Naipakikita ang kahalagahan ng pagiging
responsable sa kapwa. 1.1. Maipamalas ang tamang
pagkilos na nagpapakita ng responsibilidad sa
kapwa. 1.2. Maipakita ang pagbibigay-halaga sa
pangangailangan ng iba sa pamamagitan ng
pagsasagawa ng mga responsableng gawain. 1.3.
Pagtanggap at pagsunod sa mga alituntunin ng
pamayanan na nagpapakita ng responsibilidad sa
bawat isa. (EsP6P-IIa-c–30)
II. NILALAMAN
Paksa: Kahalagahan ng Pagiging Responsable sa Kapwa
III. KAGAMITANG PANTURO
A. Sanggunian: Gabay Pangkurikulum sa Edukasyon sa
Pagpapakatao para sa Grade 6
B. Kagamitan: PowerPoint (PPT) at mga visual aids
IV. PAMAMARAAN
A. Pagpapakilala:
 Itanong sa mga mag-aaral ang kanilang opinyon sa
kahalagahan ng pagiging responsable sa kapwa.
B. Pagsisimula ng Aralin:
 Ipakita ang isang maikling video o presentasyon na
nagpapakita ng mga sitwasyon kung saan
mahalaga ang responsibilidad sa kapwa.
C. Talakayin ang Konsepto:
 Tukuyin ang mga katangian ng responsableng pag-
uugali sa pamamagitan ng pagsasagawa ng
talakayan at pagbibigay-halaga sa magagandang
halimbawa ng responsibilidad sa kapwa.
D. Pagpapakita ng Halimbawa:
 Magbigay ng mga posibleng sitwasyon kung saan
mahalaga ang responsibilidad sa kapwa. Hikayatin
ang mga mag-aaral na magbahagi ng kanilang
opinyon at solusyon.
E. Pagbuo ng Isang Kwento:
 Paano mo ipapahayag ang kahalagahan ng
responsibilidad sa kapwa sa pamamagitan ng
pagbuo ng isang kwento? Hikayatin ang mga mag-
aaral na magsulat ng kwento na nagtatampok ng
pagiging responsable sa kapwa.
F. Talakayan at Pagpapahalaga:
 Itanong sa klase kung paano nila mapapatunayan
ang kanilang responsibilidad sa iba sa kanilang
araw-araw na buhay.
G. Paglalapat sa Pang-araw-araw na Buhay:
 Ipahayag kung paano nila ipapakita ang
responsibilidad sa kapwa sa pamamagitan ng mga
gawain sa paaralan o sa kanilang tahanan.
H. Paglalahat ng Aralin:
 Tukuyin ang kahalagahan ng pagiging responsable
sa kapwa at ang implikasyon nito sa kanilang
buhay.
I. Pagtataya ng Natutunan:
 Itanong ang kanilang natutunan sa pamamagitan
ng isang maikling kwento o pagsusulit.
J. Karagdagang Gawain para sa Remediation:
 Magbigay ng karagdagang gawain para sa mga
mag-aaral na nangangailangan ng karagdagang
praktika o pagsasaulo.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakamit ang 80% sa pagtataya:
____
B. Bilang ng mag-aaral na nangangailangan ng dagdag na
tulong o praktika: ____

January 12, 2024

FRIDAY

Implementation of Drop Every Thing and Read

(DEAR)

Bacolor Integrated School

Cabambangan , Bacolor , Pampanga