School Kalangahan Elementary School
GRADES 1 to 12
DAILY LESSON LOG
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
Grade Level
Teaching Date and Time
Monday
Naipamamalas ng kakayahan sa
mapanuring pakikinig at pag-unawa sa
napakinggan
Naipamamalas ang kakayahan at tatas sa
pagsasalita sa pagpapahayag ng sariling
ideya, kaisipan, karanasan at damdamin
Nakapag-uulat ng impormasyong
napakinggan at nakabubuo ng balangkas
ukol dito Nakagagawa ng isang ulat o
panayam
Naiuugnay ang sariling karanasan sa
napakinggang teksto
F5 PN–IIIa–h–4
Naisasalaysay muli ang napakinggang
teksto gamit ang sariling salita. F5PS-IIIF-H-
6.6
Pag-uugnay ng sariling karanasan sa
napakinggang teksto
Pagsasalaysay muli ng napakinggang teksto
gamit ang sariling salita
CG ph. 90
Larawan, tsart, plaskard, aklat, powerpoint
presentation, DLP
Magbigay ng salitang hiram at baybayin ito
ng tama
Five
Teacher Mellanie A.Tamares
Dec. 18-21, 2017
Tuesday
Naipapamalas ang kakayahan at tatas sa
pagsasalita sa pagpapahayag ng sariling
ideya, kaisipan, karanasan at damdamin
Nakagagawa ng isang ulat o panayam
Nagagamit ng wasto at angkop ang
pangatnig F5WG-IIIh-11
Paggamit ng Pangatnig
CG ph. 90
Komunikasyon p. 273-275
Sipi ng Kuwento, Larawan, tsart, plaskard,
aklat, DLP, Powerpoint Presentation
Pakinggang mabuti ang bawat pangungusap
habang binibigkas.Piliin ang dalawang
salitang pinag-ugnay ng pang-angkop.
Tukuyin ang pang-angkop na ginamit.
1. 1. May dalawang anak si Ester.
2. 2. Mabuting anak ang mga iyon.
3. 3. Nakatapos ng pag-aaral ang mga anak
nila.
4. 4. Marunong ang mga bata.
5. 5. Laging nangunguna sa klase ang mga ito
Wednesday
Naisasagawa ang mapanuring pagbasa sa
ibat‘t-ibang uri ng teksto at napapalawak
ang talasalitaan
Nakabubuo ng isang timeline ng binasang
teksto (kasaysayan), napagsusunod-sunod
ang mga hakbang ng isang binasang
proseso, at nakapagsasaliksik gamit ang
card catalog o OPAC.
Nagbibigay ng mga salitang
magkakasalungat /
magkakasingkahulugan
F5PT-IIIC-H-10
Pagbibigay ng mga salitang
magkakasalungat/magkakasingkahulugan
CG ph. 90
Sipi ng Kuwento, Larawan, tsart, plaskard,
aklat, DLP, Powerpoint presentation
Ipabasa ang salitang nakasulat sa plaskard
. upang
dahil
sapagkat
kahit
pero
Ano ang tawag sa mga salitang ito?
Ano ang muli ang pangatnig?
Learning Area Filipino
Quarter Third Week 8
Thursday Friday
Naisasagawa ang mapanuring
pagbasa sa iba‘t ibang uri ng teksto at
napapalawak ang talasalitaan
Nakabubuo ng isang timeline ng
binasang teksto (kasaysayan),
napagsusunod-sunod ang mga
hakbang ng isang binasang proseso at
nakakapagsaliksik gamit ang card
catalog o OPAC.
Nasusuri kung ang pahayag ay
opinyon o katotohanan. F5PB – IIIf – h
– 19
Nakakakuha ng impormasyon sa
pamamagitan ng pahapyaw na
pagbasa. ,
F5EP – III – h – II
Pagsuri kung ang pahayag ay opinyon
o katotohanan
Pagkuha ng impormasyon sa
pamamagitan ng pahapyaw na
pagbasa
CG ph. 90
Sipi ng Kuwento, Larawan, tsart,
plaskard, aklat, DLP, mapa,
powerpoint presentation,
Salitang Magkasalungat /
Magkasingkahulugan
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa bagong
ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
Basahin ang bawat pangungusap. Hanapin
sa loob ng panaklong ang kasingkahulugan
ng salita o pariralang nakalimbag ng pahilig.
1. Bukal ng kadakilaan ang Lalawigan ng
Batangas
(Tahanan ng mga bayani, Tahanan ng mga
mamamayan, Pugad ng mapupusok)
2. Nagngangalit ang mga kamag-anak ng
biktima ng makalaya ang salarin.
(Natutuwa, Nagbubunyi, Galit na galit,
Hiyang-hiya )
3. Lagi nating napapanood sa balita ang
mga batang nilalapastangan. (nagtatago,
naglalaro, inaabuso, nag-aaral)
4. Hiyas ng magulang ang mga anak na
matatalino at mababait. (Kayamanan,
Kaligayahan, Katulong, Kaagapay)
Nabibigkas mo ba at naaawit ang Himno ng
Batangan nang wasto?
a. Babasahin natin ang kuwentong may
pamagat na ang ―Mali ni Mila‖
(Ipaalaala sa mga bata ang mga
pamantayan sa pakikinig)
b. Pagtalakay
1. Bakit pinagtawanan ni Aris si Mila?
2. Anong mali sa pagbigkas ni Mila sa titik
ng Panlalawigang awit?
3. Ano ang ginawa ni Aris upang
maintindihan ni Mila ang kahulugan ng titik
ng Himno ng Batangan?
4. Ayon sa kanilang guro, ano ang
kahulugan ng nagngangalit? Ng
nilapastangan?
Magpakita ng mga larawan tulad ng tahong,
talaba, tulya at iba pa
Ano-ano ang mga nasa larawan?
Bukod sa pagkain, anu-ano pa ang mga
pwedeng paggamitan ng mga ito?
b. Ipabasa ang sanaysay na may pamagat na
―May Pera sa Balat ng Talaba‖
2. Ano ang sanhi at bunga ng red tide?
3. Anong uri ng sakit ang goiter?
4. Saan-saang bayan sagana sa talaba?Ano
kaya ang dahilan at sagana sa mga lugar na
ito?
5. Noong kabataan ni Aling Sencia, paano sila
kumikita kung bakasyon? Isalaysay ito.
6. Anong ugali ang ipinakita ng mga
kabataan sa paghihimay ng talaba?
Magagawa mo rin ba ang gayon? Sa paanong
paraan?
Patayuin ang dalawang bata sa unahan.
Hayaang pagmasdang mabuti ng mga
mag-aaral at ipabigay ang nakikita nilang
pagkakatulad at pagkakaiba ng
dalawa.
Isusulat ng guro sa pisara ang mga
salitang ibinigay sa dalawang bata sa
unahan
Pagkakatulad
Pagkakapareho
Sino ang Mapalad?
Mapapalad kayong mahihirap
Ang kaharian ng Diyos ay sa inyo
Mapapalad kayong nagugutom
Sapagkat bubusugin kayo.
Mapapalad kayong nahahapis
Sapagkat aaliwin kayo.
Mapapalad, Panginoon, ang mga katulad
Mo.
Mapapalad kayong maawain.
Kaaawaan kayo ng Diyos
Mapapalad kayong tumatangis.
Sapagkat liligaya kayo.
Mapapalad kayong inuusig
Maghahari ang Diyos sa inyo.
Mapapalad, Panginoon ang mga katulad
Mo.
Sagutin ang sumusunod na mga tanong.
1. Bakit mapalad ang mga mahihirap ayon
sa binasa?
2. Ano ang gagawin sa mga nagugutom?
3. Bakit mapalad ang mga maawain?
4. Sino ang paghaharian ng Diyos?
5. Sinu-sino ba ang maituturing na katulad
ng Panginoon?Bakit?
Pagpapakita ng larawan ng iba’t
ibanglibangan
Ano ang ginagawa ninyo kapag
walang pasok? Ang inyong magulang?
Sino sa inyo ang magulang ay laging
nagtatrabaho? Mabuti kaya ito sa
kanilang kalusugan?
Mabuting Paglilibang
Kailangang gugulin sa lalong mabuti
at kapaki-pakinabang na kaukulan
maging ng bata man o matanda ang
labis na oras. Hindi dapat aksayahin
ang panahon sa walang kabuluhang
bagay na kung minsan ay
nakapagdudulot ng kasamaan sa
sarili. Sa mga taong marunong
maglibang hindi nagiging suliranin ang
kanilang gagawin pagkatapos ng
kanilang oras ng paggawa. Alam nila
ang mga bagay na makapagbibigay sa
kanila ng mabuting kalusugan.
Ang pagbabasa ng mga aklat at
pahayagan , ang pakikinig ng radio,
ang paglalaro, panonood ng sine o
dula, pagsasayaw, paghahalaman o di
kaya naman ang pagdalo sa mga
pagtitipon ay mga halimbawa ng
paglilibang. Dapat na maging batayan
ng pagkakaroon ng kalusugan ng
katawan, damdamin at isipan ang
pipiliang uri ng libangan. Ang mga
libangang nabanggit ay
makapagpapalimot sa mga suliranin
sa buhay at makapagdudulot ng aliw
o kasiyahan. May mga taong
maghapon sa paggawa sa mga
opisina, pabrika o paaralan na
kasiyahan na para sa kanila ang
magkaroon ng kahit na kaunting oras
sa paglilibang upang mapawi ang
kanilang pagod o malimutan kahit na
sandal ang kanilang gawain.

E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
Muling ipasalaysay sa mga bata ang
kuwento gamit ang mga pangungusap na
nakasulat sa pisara.
Pangkatang Gawain
Pagbasang muli ng guro sa maikling
kuwento. Ipagawa sa mga bata.
Pangkat 1- Pagsasalaysay na muli ng
kuwento
Pangkat 2- Pagsasalaysay ng kuwento sa
pamamagitan ng maikling dula-dulaan
Pangkat 3- Pag-awit ng Himno ng Batangan
Basahin ang mga pangungusap. Bigyang
pansin ang mga salitang may salungguhit.
1. Dahil sa linamnam ng lasa, kinagigiliwan
ito ng balana.
2. Kahit saang lugar, nagkalat ang taniman
ng talaba.
3. Kung panahon ng bakasyon, naghihimay
kami ng talaba.
4. Kapag malakas kang maghimay, marami
kang perang kikitain.
Bigkasin ang mga salitang may salungguhit.
Ano ang tawag sa mga salitang ito?
Ano ang pangatnig?
Bakit kailangang maging sanay ang bawat isa
sa paggamit ng angkop na pangatnig
Pangkatang Gawain
Pangkatin ang mga bata.
Pangkat 1- Bilugan ang pangatnig na ginamit
sa mga pangungusap.
1. Upang umunlad ang iyong buhay, matuto
kang magbanat ng buto.
2. Si Tatay ang nanguha ng mais at si nanay
ang nagluto nito.
Unang Kolum
1. Maligayang – maligaya sina Clara at
Jana ng Sabadong yaon. Ngunit
pagkatapos ng isang oras ay lungkot na
lungkot sila dahil hindi sila maaaring
maligo at mamingwit sa ilog.
2. Si Clara ay maliligo sa malinis na ilog.
Hindi siya nakapaligo dahil sa marumi at
mababaw na tubig.
Ikalawang Kolum
1. Ibig na ibig na nilang makarating agad
sa bukid. Gustong – gustona ni Joel na
mamitas ng mga bungang – kahoy.
2. Hindi maaaring mabuhay ang mga
gulay sa lupang tigang. Maaaring lagyan
ng pataba ang tuyot na lupa upang
mapagtamnan ito.
. opinyon?
Pagtatalakay
Pag – aralan ang mga pangungusap sa
Unang Kolum. Ikalawang Kolum.
Anu – ano ang mga salitang may
salungguhit sa Unang Kolum? Sa
ikalawang Kolum?
Magbigay ka nga ng halimbawa ng
salitang magkasalungat?
Magkasingkahulugan?
Pangkat A Pangkat B
1. gutom – busog 1. marami-sagana
2. hapis-tuwa 2. wagas-tapat
3. dukha-mayaman 3. busilak-malinis
Ano ang masasabi ninyo sa mga salitang
magkakapares sa Pangkat A? Sa Pangkat B
Mungkahing Gawain
Paglilinang sa pamamagitan ng isang laro.
Magpapaikot ang guro ng isang kahon na
may metacards sa loob sa saliw ng isang
tugtog. Sa pagtigil ng tugtog ang batang
may hawak na kahon ay bubunot ng isang
metacard at ididikit niya sa angkop na
kolum kung ito ba ay kasalungat o
Hindi natin dapat na limutin na ang
mabuting uri ng libangan ay yaong
makatutulong sa atin at hindi
makapipinsala sa ating buhay. Ikaw,
ano ang paboritong libangan mo sa
ngayon?
Pagtatalakay
1. Ano ang nagiging dulot ng pag-
aaksaya ng panahon sa walang
kabuluhang bagay?
2. Paano dapat gugulin ang labis na
oras?
3. Ano-ano ang mga libangang
makapagpapalimot sa mga suliranin
sa buhay?
4. Bakit mahalaga ang paglilibang?
Basahin ang mga sumusunod na
pangungusap.
1. Kailangang gugulin sa lalong
mabuting bagay ang labis na oras
2. Hindi dapat na aksayahin ang
panahon sa walang kabuluhang bagay
3. Ang pagdalo sa mga pagtitipon ay
isang uri ng libangan.
4. Tayo ay naglilibang upang
pansamantalang mapawi ang pagod o
problema.
5. May mga taong maghapon sa
paggwa sa opisina.
Suriin ang mga pangungusap kung
katotohanan o opinyon.
Ano-anong mga bilang ang
nagpapahayag ng katotohana?
Pangkatang Gawain
Panuto: Pahapyaw na basahin ang
talata. Sagutin ang mga kaugnay na
tanong sa detalye ng binasa. Sabihin
kung ang talata ay katotohanan o
opinyon.
Pangkat1- Isa sa pinakamagandang
asal na dapat pag-ukulan natin ng
nang wasto ang mga titik 3. Ako ay mag-aaral nang mabuti sapagkat
ito ang nais ng aking inay.
4. Ang pagkamasipag at pagkamatiyaga ay
mahalaga sa isang tao.
5. Kapag may usok tiyak na may sunog.
Pangkat 2-Punan ang pangatnig ang patlang
para mabuo ang diwa ng pangungusap.
1. Pumunta ka na sa bayan
__________madali kang makauwi.
2. Alin ang ibig mong kainin
tinapay___kanin?
3. Ang mga guro ____mag-aaral ay tulong-
tulong sa paggawa ng proyekto.
4. ______maigsi ang kumot matuto kang
mamaluktot.
5. Ang pagpapabaya sa sarlili __________sa
kawalan ng disiplina ay nagdudulot ng
kasamaan sa katawan.
Pangkat 3- Punan ng mga pangatnig ang mga
patlang para mabuo ang talata
Habang ako ay lumalaki_________nagkaka-
edad, marami akong natututunan.
Natutunan ko na ang pagmamahalan ang
susi sa maraming problema sa
mundo._________hindi tayo
magmamahalan, lagi tayong mag-aaway at
magbabangayan. ________ang ating mga
gawain ay maaapektuhan.________hindi
tayo nagkasundo-sundo
_______magkakaisa, masama ang
mangyayari sa atin. Mawawalan tayo ng
katahimikan.
Pangkat 4- Hanapin sa puzzle ang pangatnig
at gamitin ito sa makabuluhang
pangungusap.
kasingkahulugan ng salitang nasa Hanay
A.
(A) Salita (B) Kasingkahulugan (C)
Kasalungat
1. pangako _____________
_______________
2. uliran ______________
_______________
3. himala ______________
_______________
4. nagunita ______________
_______________
5. ipagkaloob ______________
_______________
Mga salita sa metacards:
panata hiwaga modelo
kasinungalingan katiwalian
ipagdamot nakalimutan naalaala
pansin ay ang pagtanaw ng utang na
loob ng isang tao. Ito ay nagsisilbing
tulay na nag-uugnay sa dalawang
taong nagtutulungan. Dito
nagsisimula ang pagtitiwala at
mabuting relasyon sa isa‘tisa.
Masasabing ang daigdig na ito ay
hindi kailanman uunlad kung wlang
pagtanaw ng utang na loob ang bawat
isa.
a. Bakit dapat pag-ukulan ng pansin
ang pagtanaw ng utang na loob?
b. Ano ang mganaidudulot ng
pagtanaw ng utang na loob?
c. Ano ang epekto ng pagtanaw ng
utang na loob sa daigdig?
Pangkat II- Nakasalalay ang tagumpay
sa buhay ng isang tao sa pagtatamo
niya ng karununungan. ANg
edukasyon ay daan tungo sa isang
magandang kinabukasan na
pinapangarap ng lahat. Ang bawat isa
ay dapt lamang na maghangad na
matamo ang
edukasyon na mgiging sandata niya sa
pagharap sa mga pagsubok ng buhay.
Maituturing na instrument ng
tagumpay, pagbabago, kalayaan at
kaunlaran ang edukasyon.
a. Saan nakasalalay ang tagumpay ng
isang tao?
b. Bakit dapat na magkaroon ng
edukasyon?
c. Ano ang mga naidudulot ng
edukasyon?
Pangkat III-Ang Sampagita ay maliit,
maputi, at busilak ang mga talulot.
Matamis at mahinhin ang bangong
taglay nito. Pag buko pa lamang ito‘y
nagsasabog na ng mayuming bango.
Ang pagbukadkad ng mga taluloy
nito‘y nagdudulot ng kasiyahan sa
lumalanghap. Ang bulaklak na ito ay
maipagkakapuring pambansang
bulaklak.Madalasna ang mga
katangiang taglay ng isang mayuming
dalagang Pilipina‘y inihahalintulad
dito.
a. Isa-isahin ang mga katangiang
taglay ng sampagita.
b. Ano ang naidudulot ng bulaklak na
ito?
c. Kanino inihahalintulad ang
sampagita
Pangkat IV- Ang pag-ibig ay matiisin at
mabait at hindi marunogn mainggit,
maghambog o magmataas. Hindi
magaspang ang ugali nito at hindi ito

G.Paglalapat ng aralin sa pangaraw-araw na Katulad ni Mila, dumaan ka rin ba sa
buhay karanasang hindi mo naawit ang Himno ng
Batangan na may wastong titik? May
tumulong ba sa iyo upang maawit ito nang
wasto? Ano ang ginawa mo at naawit mo
ito nang wasto?
H.Paglalahat ng aralin Ano ang dapat tandaan sa pag-uugnay ng
sariling karanasan sa napakinggang teksto?
Paano mo ito gagawin? Ano ang iyong
pinagbasehan?
Anu-anong paraan ang ginamit/ginawa mo
upang maisalaysay muli ang
napakinggang teksto gamit ang sariling
salita?
I.Pagtataya ng aralin Babasahin ng guro ang isang alamat na may
pamagat na ―Alamat ng Daliri‖. Bawat
grupo ay magpupulong para sa muling
pagsasalaysay nito. Ipaliwanag sa mga bata
ang pagmamarka sa pamamagitan ng
rubriks.
Sagutin ang sitwasyon gamit ang pangatnig.
Bakit mahalaga ang pagiging mapamaraan sa
araw-araw na buhay? Magbigay ng
sitwasyon
Ang pangatnig na at, kaya, sapagkat, pero,
ngunit, datapwat, dahil, upang, kung
habang, subalit, at kapag ay kataga o parirala
o sugnay na ginagamit sa pag-uugnay ng
dalawang pangungusap, parirala o salita.
Punan ng angkop na pangatnig ang bawat
patlang. Piliin sa loob ng panaklong ang
tamang sagot.
1. Nagbabasa siya __________ naghihintay.
(upang, ngunit, habang, datapwat)
2. Kumakain tayo __________ mabuhay.
(ngunit, datapwat, upang, habang)
3. Marahil naiinip ka na __________ ika‘y
umalis. (ngunit, kaya, upang, dahil)
4. Nakatulog siya __________ nagbabasa ng
aklat. (dahil, upang, ngunit, samantalang)
5. Umalis sila ng maaga __________ hindi
mahuli. (habang, upang, dahil, ngunit)
makasarili. Hindi ito marunong
mayamo o magtanim ng galit. Ang
pag-ibig ay hindi natutuwan sa
karanasan kundi nagagalak sa
katotohanan. Lahat ay nasasaklaw
nito. Lahat ay pinananaligan. Laht ay
tinitiis. Kailanman ay hindi ka bibiguin
ng pag-ibig.(1 Corinto 13:4-8)
a. Ano ang paksang tinatalakay ng
talata
b. Isa-isahin ang mga paglalarawan sa
pag-ibig.
c. Ano ang mga nagagwa ng pag-ibig?
Ano-ano ang mga katangian na dapat Bilang isang mag-aaral, paano mo
taglayin ng isang tao upang masabing gagamitin ang labis na oras sa
kawangis tayo ng Panginoon? makabuluhang gawain?
Sa bawat sagot ng bata, tumawag ng isang
bata na magbibigay ng
kasingkahulugan/kasalungat ng kanyang
sagot
Pang-uring Magkasingkahulugan at Ang bawat pangungusap batay sa
magkasalungat tunay na ulat o impormasyon ay
1. Magkasingkahulugan –iisa ang katotohanan.
kahulugan ng dalawang salitang At ang mga pangungusap na galling
panlarawan sa tao, hayop, bagay, pook, lamang sariling kuru-kuro o palagay
gawain at pangyayari. ay opinyon. Mga dapat isaalang-alang
Halimbawa: sa pahapyaw na pagbasa. 1. Dapat
maganda-marikit paganahin ang isipan sa mabilis
maliwanag-maaliwalas ngunit mapanuring pagbasa sa isang
2. Magkasalunagat-dalawang pang-uring seleksyon. 2. Nasa bandang gitna ng
nagpapakita ng pagkakaiba sa katangian akda ang mahalagang impormasyong
ng tao, hayop,bagay, pook, gawain at dapat bigyang-pansin sa pahapyaw na
pangyayari. pagbasa 3. Mabilis na basahin ang
Halimbawa: isang akda ngunit tiyaking ito ay
mayaman-mahirap ganap nanauunawaan.
malaki-maliit
Hanapin ang kasalungat ng mga salita sa Isulat sa sagutang papel kung opinyon
Hanay A sa Hanay B. o katotohanan ang mga
Hanay A pangungusap.
1. minamaliit 1. Lahat ng bata ay maaaring maging
2. gahaman bayani.
3. nakatiwangwang 2. Hindi dapat nawalan ng pag-asa
4. hawanin ang bawat isa.
5. kasunduan 3. Ang pagbabago sa lipunan ay
Hanay B nagmumula sa pagbabago ng
a. mapagbigay pananaw at pag-uugali.
b. tamnan 4. Ang Filipino ang ginamit bilang
c. tinitingala wikang panturo sa asignaturang
d. kagustuhan ng isa Makabayan.
e. ginagamit 5. Malalakas ang loob lamang ang
f. sakim nagtatagumpay.
Pagtambalin ang salita sa Hanay A at ang Pahapyaw mong basahin ang talata.
kasingkahulugan nito sa Hanay B. Sagutin ang kaugnay na mga tanong
Hanay A sa detalye ng binasa
1. talian Malakas na tili ang narinig nang
2. namataan gabing iyon. Sinundan iyon ng mga
3. nakasalansan daing, walang tigil na takbuhan. Isang

J.Karagdagang Gawain para sa takdang aralin
at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa
pagtatayao.
B.Bilang ng mag-aaralna nangangailangan ng
iba pang Gawain para sa remediation
C.Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy sa
remediation
E.Alin sa mga estratehiyang pagtuturo ang
nakatulong ng lubos?Paano ito nakatulong?
F.Anong sulioranin ang aking naranasan na
Makinig ng ilang kuwento mula sa inyong
mga lolo at lola at ikuwentong muli sa mga
kaklase sa susunod na araw.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ 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
Mangalap ng mga salawikain. Tiyaking may
pangatnig na ginamit dito.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ 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
4. kayanin
5. magulang
Hanay B
a. kayurin ng kutsilyo
b. bigkasin
c. matanda
d. nakita
e. nakapatong
f. bata
Sumulat ng tatlong (3) pares ng
magkasalungat at tatlong (3) pares ng
salitang magkasingkahulugan at gamitin
ang mga ito sa pangungusap
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ 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
dyip ang bumaligtad sa madulas at
basing daan. Sa mga pasaherong
nakasakay ay may tumilapon sa iba-
ibang panig ng daan. Ang mga
sinamang palad ay sugatan at
duguan. Ang iba ay patay. Dating ng
dating ang mga tao, mga pulis at mga
nais sumaklolo. Mahirap limutin ang
malagim na pangyayaring iyon.
A. Ano ang nangyari sa dyip?
B. Ano ang nangyari sa mga taong
sakay ng dyip?
C. Bakit naging malagim ang
pangyayaring iyon
Gumupit ng isang balitang isport.
Pahapyaw mong basahin ang mga ito
at isulat ang mahahalagang detalyeng
nakapaloob dito.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ 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
solusyunansa tulong ng aking punungguro at remediation remediation remediation require remediation
superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive Development: ___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development:
guro?
Examples: Self assessments, note taking Self assessments, note taking and studying Examples: Self assessments, note taking Examples: Self assessments, note
and studying techniques, and vocabulary techniques, and vocabulary assignments. and studying techniques, and vocabulary taking and studying techniques, and
assignments. ___Bridging: Examples: Think-pair-share, assignments. vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-
quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples: Compare
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, ___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer and projects. and contrast, jigsaw learning, peer ___Schema-Building: Examples:
teaching, and projects. teaching, and projects. Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
___Contextualization: ___Contextualization:
Examples: Demonstrations, media,
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local Examples: Demonstrations, media,
opportunities. opportunities. manipulatives, repetition, and local
opportunities.
___Text Representation:
___Text Representation: ___Text Representation:
Examples: Student created drawings, videos,
___Text Representation:
Examples: Student created drawings, and games. Examples: Student created drawings,
videos, and games. videos, and games. Examples: Student created drawings,
___Modeling: Examples: Speaking slowly
___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly videos, and games.
and clearly, modeling the language you want
and clearly, modeling the language you students to use, and providing samples of and clearly, modeling the language you ___Modeling: Examples: Speaking
want students to use, and providing student work. want students to use, and providing slowly and clearly, modeling the
samples of student work. samples of student work. language you want students to use,
Other Techniques and Strategies used: and providing samples of student
Other Techniques and Strategies used: ___ Explicit Teaching Other Techniques and Strategies used: work.
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching
___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration Other Techniques and Strategies
___Gamification/Learning throuh play ___ Answering preliminary ___Gamification/Learning throuh play used:
___ Answering preliminary activities/exercises ___ Answering preliminary ___ Explicit Teaching
activities/exercises ___ Carousel activities/exercises ___ Group collaboration
___ Carousel ___ Diads ___ Carousel ___Gamification/Learning throuh play
___ Diads ___ Differentiated Instruction ___ Diads ___ Answering preliminary
___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction activities/exercises
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Carousel
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Diads
___ Lecture Method Why? ___ Lecture Method ___ Differentiated Instruction
Why? ___ Complete IMs Why? ___ Role Playing/Drama
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn Why?
___ Group member’s collaboration/cooperation ___ Group member’s ___ Complete IMs
collaboration/cooperation in doing their tasks collaboration/cooperation ___ Availability of Materials
in doing their tasks ___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation ___ Group member’s
of the lesson of the lesson collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
 Prepared by:
Checked by:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
Head Teacher -II

School Kalangahan Elementary School Grade Level Five

GRADES 1 to 12
Teacher Mellanie A. Tamares Learning Area ESP
DAILY LESSON LOG
Teaching Date and Time Dec. 18-21, 2017 Quarter Third Week 8

Monday Tuesday Wednesday Thursday Friday

I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan nang pagpapakita ng mga natatanging kaugaliang Pilipino, pagkakaroon ng disiplina para sa kabutihan ng lahat, komitment at pagkakaisa bilang tagapangalaga ng

B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa bagong
ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
kapaligiran
Naisasabuhay ang pagkakaisa at komitment bilang responsableng tagapangalaga ng kapaligiran
Nakagagawa ng isang proyekto gamit ang iba’t ibang multimedia at technology tools sa pagpapatupad ng mga batas sa kalinisan, kaligtasan, kalusugan at kapayapaan
EsP5PPP-IIIg-h-31
Paggawa ng Isang Proyekto Gamit ang Iba’t Ibang Multimedia at Technology Tools sa Pagpapatupad ng Batas
CG ph. 30 CG ph. 30 CG ph. 30 CG ph. 30
https://www.youtube.com/watch?
v=meCbmp0AUF0
larawan, tarpapel, laptop/computer,
projector, speaker, mga kagamitan sa iba’t
ibang pangkatang gawain
Para sa kabutihan ng lahat, paano ninyo
maipapakita ang inyong pakikilahok sa
pangangampanya sa pagpapatupad ng mga
batas na may kinalaman sa:
a. kalusugan;
b. kaligtasan;
c. kabuhayan;
d. kapayapaan;
e. kalikasan?
Mapanghamon ang kasalukuyang panahon,
ang panahon ng K to12 Kurikulum.
Kailangang maging kompetitib ang mga
mag-aaral ngayon, upang kayang
makipagsabayan sa iba, hindi lamang dahil
upang maiangat ang edukasyon kundi
mapaghusay ang kakayahan,
pagpapasya sa sarili, talino at higit sa lahat
kayang tumindig sa sariling mga paa
pagdating nang panahon.
Sa larangan ng edukasyon ngayon, kayo ay
bibigyan ng pagkakataong makagawa ng
isang makabuluhang proyekto na may
kinalaman sa pagpapatupad ng batas gamit
ang multimedia at technological tools.
Sa kasalukuyan, maaaring nasa paligid
lamang natin ang mga kagamitang
panteknolohiya. Kaya ngayon ang hamon,
kung mananatili pa rin ba tayo sa
tradisyunal nating paraan sa pagkatuto o
buksan ang isipan at gawin ang ating
kakayahang makipagsabayan sa
makabagong panahon.
Magpakita ng larawan ng mga sumusunod
na kagamitang pang-multimedia at mga
technology tools sa pamamagitan ng
powerpoint
1. Ano ang tawag natin sa mga larawang
ito?
2. Alin dito ang kabilang sa multimedia? sa
mga technology tools?
3. Paano ninyo ilalarawan ang mga ito? Ito

E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-araw na
buhay
H.Paglalahat ng aralin
ba ay mga kagamitang tradisyunal o pang-
makabagong teknolohiya?
4. Mahalaga ba ito sa pangkasalukuyang
panahon ng pagtuturo at
pagkatuto?
Hikayatin ang mga bata na panoorin ang
video na ito gamit ang link sa ibaba.
https://www.youtube.com/watch?
v=yt314R-UAxE
Ipaliwanag sa mga bata na ito ay isang
halimbawa ng proyekto na ginamitan ng
multimedia at mga technology tools upang
maipakita ang pagpapatupad ng isang uri
ng batas.
Itanong:
a. Ano ang nais ipahiwatig sa atin ng
presentasyong ito? Tungkol saan ang batas
na ipinatutupad dito?
b. Paano naipakita ang presentasyon? Anu-
ano sa palagay ninyo ang ginamit upang
mabuo ito?
Hatiin ang buong klase sa apat na pangkat.
Bigyan ang bawat pangkat ng kani-kaniyang
activity cards. Ipagamit sa mga bata ang mga
ipinadalang kagamitan na nakasaad sa
inyong pangkat.
Ipaliwanag sa mga bata na kailangan nilang
umisip ng isang maganda at kapaki-
pakinabang na proyekto kung saan
maipapakita ang pagpapatupad ng mga
batas
Pangkat I – Pagpapatupad ng Batas tungkol
sa Kalinisan
Pangkat II – Pagpapatupad ng Batas tungkol
sa Kaligtasan
Pangkat III – Pagpapatupad ng Batas tungkol
sa Kalusugan
Pangkat IV – Pagpapatupad ng Batas tungkol
sa Kapayapaan
Hatiin ang mga bata sa apat na pangkat.
Ipasagot ang mga sumusunod na tanong
sa pamamagitan ng mga sumusunod na
gawain. Pagkatapos, ipoproseso ng guro
ang awput ng mga bata.
Pangkat I – Paggawa ng Poster
Pangkat II – Rap
Pangkat III – Skit
Pangkat IV – Tula
a. Paano nakatutulong ang multimedia at
mga technology tools sa mga kabataang
tulad ninyo sa pangkasalukuyang
panahon?
b. Paano dapat gamitin ang mga ito?
1. Ano-anong mga proyekto ang
inyong nagawa?
2. Ano-anong mga pamamaraan ang
inyong ginamit?
 3. Sa inyong palagay, nakatulong ba
ang multimedia at mga technology
tools sa pagpapatupad ng mga batas
na inyong naisip?
b. Ipabasa ang mga sumusunod na
pahayag na nakasulat sa tsart o
tarpapel
Tandaan Natin
Sa panahong tinatawag na digital,
nagiging mahalaga ang kakayahan at
talento ng bawat indibidwal.
Nagbabago na ang mga pamamaraan
sa pag-oorganisa ng mga bagay. Ang
teknolohiya ay tunay na nakapag-
aambag sa inaasahang pagbabago sa
larangan ng pagtuturo at pagkatuto.
Sa tulong ng multimedia at iba’t ibang
technology tools, gaya ng kompyuter,
internet, compact disc, camera at
marami pang iba, maaari tayong
makapag-ambag ng isang
makabuluhang proyekto at
mapalaganap ang pagpapatupad nito
sa ating mga kapwa. Dahil din sa mga
ito, mapapataas natin ang
partisipasyon at interaksyon. ng mga
tao sa mga bagay na dapat ginagawa
natin para sa ating bansa kasabay ng
makabagong teknolohiya.
Sa panahong tinatawag na digital,
nagiging mahalaga ang kakayahan at
talento ng bawat indibidwal.
Nagbabago na ang mga pamamaraan
sa pag-oorganisa ng mga bagay. Ang
teknolohiya ay tunay na nakapag-
aambag sa inaasahang pagbabago sa
larangan ng pagtuturo at pagkatuto.
Sa tulong ng multimedia at iba’t ibang
technology tools, gaya ng kompyuter,
internet, compact disc, camera at
marami pang iba, maaari tayong
makapag-ambag ng isang
makabuluhang proyekto at
mapalaganap ang pagpapatupad nito
sa ating mga kapwa. Dahil din sa mga
ito, mapapataas natin ang
partisipasyon at interaksyon. ng mga
tao sa mga bagay na dapat ginagawa
natin para sa ating bansa kasabay ng
makabagong teknolohiya.
I.Pagtataya ng aralin
J.Karagdagang Gawain para sa takdang aralin
at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
pagtatayao. objective. objective. objective. next objective.

B.Bilang ng mag-aaralna nangangailangan ng
iba pang Gawain para sa remediation
C.Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy sa
remediation
E.Alin sa mga estratehiyang pagtuturo ang
nakatulong ng lubos?Paano ito nakatulong?
F.Anong sulioranin ang aking naranasan na
solusyunansa tulong ng aking punungguro at
superbisor?
G.Anong kagamitang panturo ang aking
nadibuho nanais kong ibahagi sa kapwa ko
guro?
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ 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:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ 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:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer teaching,
and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ 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:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ 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:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
 ___Text Representation:
Examples: Student created
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Prepared by:
MELLANIE A. TAMARES
Class Adviser
___Text Representation: ___Text Representation:
drawings, Examples: Student created drawings, videos, Examples: Student created drawings, ___Text Representation:
and games. videos, and games. Examples: Student created drawings,
___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly videos, and games.
and clearly, modeling the language you want and clearly, modeling the language you ___Modeling: Examples: Speaking
students to use, and providing samples of want students to use, and providing
slowly and clearly, modeling the
student work. samples of student work.
language you want students to use,
and providing samples of student
Other Techniques and Strategies used: Other Techniques and Strategies used:
work.
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration
Other Techniques and Strategies
___Gamification/Learning throuh play ___Gamification/Learning throuh play
used:
___ Answering preliminary ___ Answering preliminary
___ Explicit Teaching
activities/exercises activities/exercises
___ Group collaboration
___ Carousel ___ Carousel
___Gamification/Learning throuh play
___ Diads ___ Diads
___ Answering preliminary
___ Differentiated Instruction ___ Differentiated Instruction
activities/exercises
___ Role Playing/Drama ___ Role Playing/Drama
___ Carousel
___ Discovery Method ___ Discovery Method
___ Diads
___ Lecture Method ___ Lecture Method
___ Differentiated Instruction
Why? Why?
___ Role Playing/Drama
___ Complete IMs ___ Complete IMs
___ Discovery Method
___ Availability of Materials ___ Availability of Materials
___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
Why?
___ Group member’s ___ Group member’s
___ Complete IMs
collaboration/cooperation collaboration/cooperation
___ Availability of Materials
in doing their tasks in doing their tasks
___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Audio Visual Presentation
___ Group member’s
of the lesson of the lesson
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Checked by:
HAZEL JOY P. PAGADOR
Head Teacher -II

School Kalangahan Elementary School Grade Level Five

GRADES 1 to 12
Teacher Mellanie A.Tamares Learning Area English
DAILY LESSON LOG
Teaching Date and Time Dec. 18-21, 2017 Quarter Third Week 8

Monday Tuesday Wednesday Thursday Friday

I.OBJECTIVES
A.Content Standards
B.Performance Standards
Demonstrates understanding of text
elements to comprehend various texts.
Uses diction(choice of words) to accurately
analyze author’s tone, mood, and point of
Demonstrates understanding of text
elements to comprehend various texts.
Uses knowledge of text types to correctly
distinguish literary from informational texts
Demonstrates understanding of the
research process to write a variety of
texts
Uses a variety of research strategies to
effectively write a variety of texts for

C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or presenting
the new lesson
B.Establishing a purpose for the lesson
view
1. Identify point of view. ( EN5LC-IIIh-3.17 )
2. Use particular kind of sentence for a
specific purpose and audience-expressing
opinions/emotions.EN5G-IIIh-1.8.10
3. Observe politeness at all times (EN5A-
IIIh-17)
Point of View
CG p.
http://ammons.dadeschools.net/Authors
%20Purpose.pdf
Power Point Presentation,charts
1. How would you react in this statement?
“You took all ten and that is not fair. So
there will be no party. When you learn to
share, then you will have a party.”
2. Drill
Tell the mood or tone of each speaker
Speaker 1 : “Insects are wonderful. You
need to look closely to learn
about them. If you watch them, you will
learn a lot.
Speaker 2 : “Cats make the best pet!”
How important for you is the content of
information from the text?
Does it give different mood or feelings to
the reader?
Distinguish text –types according to
features(structural language) comparison
and contrast. ( EN5ol-IVh-4)
Comparison and contrast
CG p.
www.scribd.com/document/326965603/
Earthquakes-Reading
http://www.aviv.org.il/Apps/WW/Page.aspx
?ws
coe3rdgradereading.wikispaces.com.file/
view/compare
Audio Recorder, Power Point Presentation,
charts, drawing materials
1. What are the different purpose why an
author writes an article?
2. What is the author’s purpose in writing
this passage?
The impressive eagle is a national symbol in
the United States for patriotism and
freedom. Because the bald eagle was once
hunted for sport, it is on the verge of
extinction. If you kill a bald eagle, you can go
to jail. Unfortunately, the bald eagle still
maybe become extinct.
3. Drill
Teacher shows picture of the following:
How do the images influence you?
4. Vocabulary
(tectonic plates, terrifying, anxiety-ridden,
panic, equipped, imperative, aftershocks,
subsided, horrified, urgent, reassemble,
disorder, winding, treacherous)
Show pictures of area hit by tsunami and
earthquake
What are the causes of this situation?
various audiences and purposes
1. Organize information from secondary
sources in preparation for
writing,reporting and similar academic
tasks in collaboration with
others( EN5SSh-4)
2. Revise writing for clarity
Organizing secondary information
Correct spelling, appropriate punctuation
marks, transition/signal words
CG p. CG p.
https://overnightessay.com/blog/
2007/07/17/organizing-ideas-for-essay-
writing/
Audio Recorder, Power Point
Presentation,charts
1. Drill
Read the sentence correctly.
a. Learning is compulsory in most schools
today. b. Are they kept by size or color?
c. But….you should come also!
2. Vocabulary
What is a primary and secondary sources
of materials?
primary—not made or coming from
something else;
original
firsthand—coming directly from the
original source
secondary—coming from or created using
an original
source
secondhand—not original; taken from
someone or
something else
source—a person, publication, or object
that gives
information
What is the use primary sources and
secondary sources?
Are you familiar with these?
What is the use of the following
C.Presenting Examples/ instances of the new
lesson
Listen to the recorded article
“Coyotes Invade Downtown”
The discovery of a wild coyote in late 1997
in the Henry M. Jackson
Federal Building in downtown Seattle
should come as a wake-up call. The
United States has a serious coyote
problem! From their traditional
enclaves in the western desert, these
opportunistic canines have now
invaded the entire continental United
States. They have taken over parks,
farms, vacant lots, and now perhaps the
downtown areas of major cities.
Homeowners report losing cats and dogs to
the beasts, and young
children are under attack. Enough is
enough. Since humans are the only
natural enemy of coyotes, we demand that
state and federal agencies
institute coyote trapping programs. That is
the only way to decrease the
number of coyotes to a manageable level.
Read the short story and find out the How many times your imagination gave
comparison and differences of the idea in you tons of idea, but still it’s hard for you
the passage. to express your ideas in writing?
Earthquakes and Tsunamis By: Sue Peterson Remember: Writing is not emergency you
Earthquakes are the sudden shock of the need to organize the content before you
earth’s surface that result in the earth can write freely
shaking and rolling. They can be felt over Diagram/graphic organizers will make
large geographical areas for brief moments your writings easier.
of time. This is a natural way for the earth to How to organize ideas?
release stress. Did you know that more than 1. Diagram
a million earthquakes shock the world each 2. Outline
year? Let’s look at what causes this 3. Speed writing 4. Some other ways: a.
unpredictable phenomenon. There are from specific to general; b. from positive
nearly 20 tectonic plates that are along the to negative; c. step by step; d. from most
earth’s surface that continuously move past important to least important
each other. When these plates stretch or
squeeze, huge rocks form at their edges and
the rocks shift causing an earthquake. You
can visualize an earthquake by holding a
pencil horizontally in the air and applying
force to both ends by pushing down on
them. Eventually, the pencil will break
somewhere
Vocabulary tectonic plates subsided
terrifying horrified anxietyridden urgent
panic reassemble equipped disorder
imperative winding aftershocks treacherous
between the two pencil ends to release the
stress placed on it. This is exactly how the
earth’s crust reacts to produce an
earthquake. The plates move and put forces
on each other so the earth’s crust breaks for
this stress to be released in the form of
energy. This energy then moves at a
terrifying rate through the earth as an
earthquake. A seismograph is an instrument
used to record the strength of the
earthquake. It also measures how long the
earthquake occurs. Other significant terms
to know concerning the topic of earthquakes
include the “epicenter” which is the point on
the earth’s surface above the source of the
earthquake; “seismic waves” which is the
energy created by the quake that causes
building, structures, and the earth to move
horizontally; and the Richter Scale, a
measurement of an earthquake’s intensity.
The points on the Richter Scale correspond
to the amount of shaking of the earth (ten
times the amount of shaking and 33 times
the amount of energy). It has been reported
that the energy released by a large
earthquake may be equal to 10,000 times
the energy of the first atomic bomb and
cause anxiety-ridden victims to panic.
Following is a chart that shows the types of
earthquakes and the rating of each on the
Richter Scale: Richter Scale 4 Minor
Earthquake 5 Moderate Earthquake 6 Strong
Earthquake 7 Major Earthquake 8 Great
Earthquake.
If you live in a region of the world that has
been known to have a history of
earthquakes, it is advised that you assemble
a well-equipped safety and emergency kit. It
is also imperative to have an established
disaster plan so everyone remains safe.
During an actual earthquake, it is advisable
to get under a sturdy piece of furniture
where nothing can fall on you and to stay
clear of glass windows and larger objects. If
you are outdoors, you need to stay far away
of buildings, trees, and power lines. If you
are in a car, it is important to drive to a safe
area and stay in the car until the trembles
stop. There may be aftershocks, movements
after the earthquake. Check for personal
injuries
and damage to your home when all
movement has subsided. Depending on the
strength of the earthquake, you may be
horrified and need someone for
reassurance. It is urgent that you remain
calm. You may be able to reassemble some
of the items that were tossed about and
repair the disorder that has occurred during
this disaster at a later time.
Tsunamis are formed by the displacement of
water, either a landslide, volcanic eruption
or by the slippage of the earth’s plates, rock
about 15-200 kilometers (50,000-650,000
feet) deep that carry the continents and seas
of the earth on an underground ocean of
hot, semi-solid material. Tsunamis are large
ocean waves that flow straight avoiding any
winding and circular turns like most every
day waves. Tsunamis travel up to 965 kph
(600 mph), thus capable of causing severe
damage with their treacherous speed alone.
They travel the fastest in deeper water, yet
hit near the shoreline at 48-64 kph (30-40
mph). © Sue Peterson 2012
D.Discussing new concepts and practicing a. Why is it considered that the discovery
new skills #1 of wild coyote come as a
wake-up call?
b. What was the problem brought by the
opportunistic canines?
c. How will the problem become
manageable?
d. What is the author’s purpose in writing
the story?
e. What is the author’s point of view? How
can you tell?
( Let the pupils know that they are already
giving their own point of
view upon telling their reactions. )
E.Discussing new concepts and practicing Which do you think is the best point of
new skills #2 view from the article?
a. To guard the area from opportunistic
canines
b. Let the people manage the downtown
areas.
c. To manage the the growing problems on
the number of coyotes in the
town
What do we mean by point of
view/author’s purpose?
Author’s Purpose All authors have a reason
why they write what they
do. This is called the author’s purpose.
Since all authors have
experiences or beliefs that influence the
way that they write they also
have a point of view.
There are four main reasons why people
write: P = to Persuade (goalto
convince the reader) I = to Inform (goal- to
state the facts) E = to
Entertain (goal- to make us laugh, cry,
scream, have fun) S = to Share
a personal experience (goal- to share
memories, hopes or dreams)
There are some clues that help you to
determine for which reason the
article was reason.
d. 1. “We must guard our town against the
attack of the enemy!”
2.”Homeowners look every were to find
their pets”.
What emotion does the sentence gives
you?
F.Developing Mastery A. Guided Practice
Group Activity(Brainstorming)
Read the story below and answer the
questions that follow:
Most people that have pets, have a cat or a
dog. People disagree
Why do earthquakes occur?
How do an earthquake occurs?
Explain the purpose of the Richter Scale.
What do the numbers mean?
How do tsunamis formed?
What are the likeness and differences of
earthquakes and tsunamis?
Use Venn diagram in getting the answer
from the pupils
1. When you compare and contrast two
characters, what is NOT something you look
at? A. what the characters say B. what the
author says C. what the characters look like
2. What are the signal words used in
comparing and contrasting?
Signal words and phrases that show
similarities
Similarly
Like
Still
likewise
in the same way
in comparison
at the same time
in the same manner
Signal words and phrases that show
contrasts
However
on the other hand
but
nevertheless
while
Rather
on the contrary
yet
more (than)
Comparative forms (er)
in contrast
3. A debate: Take sides on the issue “
compare and contrast students from public
school and private school”
Use the signal words/phrases for similarities
and differences.
A. Differentiated activities
Musical group: Create a song about
similarities and differences of two concept
Spatial group: Do a theme collage divided
into two sides of urban and rural area
Linguistic group: Using concept map.
What are the secondary sources of
information?
How are you going to organize secondary
information?
What is the use of graphic organizer? An
outline?
Why is it important to organize
information?
Group Activity
Read the story and organize the concept
using graphic organizer
Then rewrite the passage observing
clarity.
Albert Einstein
Albert Einstein ( 1879-1955), on the other
hand, was one of the greatest scientists
who ever lived. He was born of Jewish
parents in Germany. As a boy, he did not
like school. But he studied Math and
Science at home. He went to college at
Zurich, Switzerland, and studied Physics.
In 1905, he published
A new theory on the nature of the
universe, the Theory of relativity. It
explains how matter, energy, and time are
related. This Theory of Relativity made
Einstein World famous. In 1921, he
received the Nobel Prize for Physics.
-From “Disney’s My First Encyclopedia
A. Group Activity
Organize the ideas in the story Exile in
Dapitan using different graphic organizer.
B. Independent Practice
Using the outline from the graphic
organizer ,write the passage correctly,

G.Finding Practical application of concepts
and skills in daily living
H.Making generalization and abstraction
about the lesson
I.Evaluating learning
all the time as to which pet is best. Cats Determine the similarities and differences of observing
make the best pet! There are rainy days and stormy days proper punctuation and spelling.
many reasons why cats are the best pet. Kinesthetic group: Compare and contrast the C. Today you are going to share
Cats are very independent. If condition of our world before and today something about yourself in class.
you go on vacation, you can leave extra B. Independent Practice Take note of the most important thing
food and water and have a Compare and contrast your experience in about you that must be recognized.
friend occasionally check on the cat. On the dining at Jollibee and Mc Donalds or at any Make your outline as a basis of your
other hand,dog need to restaurants. information.
be kenneled, which cost a lot of money.
Watching a cat play with a
string or a ball is very entertaining. You can
sit back and enjoy the cat
However, a dog needs a person to play
with and usually won’t play
alone. On a cold winter’s night, there is
nothing better than to have
your cat snuggled up on your lap purring
contentedly. If you are trying
to choose between a dog or a cat for a pet,
cats make the best pet!
1.What do you think is the best pet? Why?
2. What is the author’s point of view in
writing the passage?
3. How are you going to show your care to
your pet?
B. Independent Practice
1. From the story you had brainstorm
create 4 kinds of sentence that
stimulates your attention.
2. What will be your emotion in the
following sentence?
a. Cats make the best pet.
b. Don’t play with cats, it may bite you.
c. Why people like dogs than cat?
d. Amazing! Cats and dogs are now best
friends.
Point Me The View ! Who are you?” Find the similarities and
How will you express your point of view in differences you have with your classmate
this situation? partner.
1. You are told not to cross the street when 1. Using the image compare and contrast the
a black cat cross the street life in rural and urban area.
but you are in a hurry that time. How will (image of urban and rural living condition)
react with this situation?
What is the author’s purpose in writing an What is the distinction between comparing What are the steps in organizing ideas?
article? and contrasting?
REMEMBER
To compare and contrast is to find what is
alike and different
Read and understand the following Read the story and answer the questions Read the selection and complete the
statements. Pick out the appropriate that follow: outline below:
point of view. The Trail Ride Thomas Edison
1. What is it called when the author Anna is going on a trail ride. She will ride fifty Thomas Alva Edison (1847-1931) was one
expresses his opinions and views? miles on horseback. The weather will be of the greatest inventors who ever lived.
a. entertainment cold, and it might rain. Anna has two horses, As a boy,Edison displayed great curiosity.
b. point of view Sugar and Ringer. Anna is sure that both He did not like school and was educated
c. climax horses are in good shape. However, she at home by his mother. He went to work
2. All of the following are three main wants to choose the better one for the trail when he was 12 and soon began to dream

J.additional activities for application or
remediation
reasons why an author writes a story,
EXCEPT to
a. inform.
b. persuade.
c. entertain.
d. to make sure the reader enjoys what he
or she is reading.
Identifying the author's pupose. Read the
following passages and answer
the questions.
3. Lisa always looked forward to the fall
because of the Harvest Festival.
Of course, she loved the rides, but she
really enjoyed the shows. This
year would be the best. Lisa had a special
opportunity to perform in the
talent show.
a. The author's purpose is to
b. entertain.
c. persuade.. inform.
d. create a mysterious mood.
4. What do you do with aluminum cans? Do
you throw them in the trash,
or do you recycle when you are finished
with them? At the rate we are
filling our landfills, we will not have
anywhere else to put our trash. If you
recycle, you will help the environment. The
next time you throw away your
Coke can, think about putting it in a
recycling bin. Your effort will help save
your community.
The author's purpose is to
a. entertain.
b. persuade.
c. inform.
d. create a mysterious mood.
5. Tomatoes were once considered
poisonous. Some brave people finally
took a bite of a tomato, and they survived.
Now, we use tomatoes in our
salads and sandwiches. Do you ever use
tomato sauce or ketchup?
These products are made of tomatoes. If it
weren't for these brave
individuals, you might not be able to enjoy
ketchup with your french-fries.
The author's purpose is to
a. entertain.
b. inform.
c. create a mysterious mood.
d.persuade
Write your own answer to this question.
Why do you think the writer wrote
this passage?
Use particular kind of sentence that
ride.
Sugar is a tall white horse. She is always
eager to obey Anna’s commands, but she
likes to run fast. Sometimes it is hard for
Anna to make Sugar walk slowly. Sugar
doesn’t like to walk in mud.
Ringer is a tall brown horse. He is sturdy,
patient, and sometimes stubborn. He is
more comfortable to ride than Sugar. He can
walk all day without getting tired, and he
likes to run. He does not like to be around
other horses.
1. How are Sugar and Ringer alike?
a. They are both white.
b. They like other horses.
c. They are stubborn.
d. They are in good shape. .
2. How is Ringer unlike Sugar?
a. Ringer is more comfortable
b. Ringer belongs to Anna.
c. Ringer gets tired easily.
d. Ringer likes to walk in rain
3. Sugar and Ringer are both _____.
a. white
b. brown
c. short
d. tall
4. How is Sugar different from Ringer?
a. Sugar is in good shape.
b. Sugar likes to run.
c. Sugar obeys commands. .
5. The signal words for comparing and
contrasting are …
a. mostly about, sums up, another title
b. first, next, then, last
c. alike, different, similar, same
d. cause, effect, because, as a result
Using the image compare and contrast the
life in rural and urban area.
(image of urban and rural living condition)
of being an inventor. He got his first
patent in 1868. He opened a laboratory in
Menlo Park,New Jersey where he was
able to develop and test his new ideas.
Perhaps Edison’s greatest inventions were
the phonograph, the perfection of the
electric light bulb and the motion picture
camera. All of these led to the founding of
huge industries. He held more than 1,000
United States patents for his inventions.
He perfected the light bulb and also a
system to use electric lighting in homes
and offices.
Complete the outline. Write your own
title.
_____________________
Title
I. His birth
___________________________
II. His Education
A._________________________
B._________________________
III. His achievements/Accomplishments
___________________________
___________________________
Research about the effects of global
warming in the different secondary
materials then organize the ideas
 expresses your opinions.
I wonder if you know that the smallest
insects you see about you all
have tools that were given to them with
which they do their work. There is
a little fly called a sawfly, because it has a
saw to work with. It is really a
much nicer saw than you could make, if
you were ever so bold.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the
evaluation
B.No.of learners who require additional
activities for remediation
C.Did the remedial 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 helpme solve?
G.What innovation or localized materials did
used/discover which I wish to share with
other teachers?

Prepared by:
Checked by:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
Head Teacher -II

School Kalangahan Elementary School Grade Level Five

GRADES 1 to 12
Teacher Mellanie A. Tamares Learning Area EPP
DAILY LESSON LOG
Teaching Date and Time Dec. 18-21, 2017 Quarter Third Week 8

Monday Tuesday Wednesday Thursday Friday

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa bagong
ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
1. Naitatala kung paano naisasapamilihan
ang mga nagawang produkto gamit ang
natutunang productivity tools.
2. Naipapamalas ang pagkamaparaan sa
pagsasapamilihan ng mga nagawang
produkto gamit ang natutuhang
productivity tools.
3. Naisasapamilihan ang mga nagawang
produkto gamit ang natutunang
productivity tools
EPP5IA-Oh-8,
Pagtatala ng Pagsasapamilihan ng mga
nagawang
produkto gamit ang natutuhang
productivity tools
CG ph.
larawan ng mga productivity tools, tsart
1. Balik aral –Ano-ano ang ibat- ibang
bahagi ng plano ng pagbuo ng proyekto?
Maayos na nagawa ni Lea ang kanyang mga
proyekto. Nailagay na nya ito sa maayos na
pakete. Paano maibebenta ni Lea ang mga
ito?
Ano ang makatutulong para maibenta ang
mga nagawang produkto?
b. Paano ang pagsasapamilihan ng mga
nagawang produkto gamit ang mga
natutuhang productivity tools?
Pangkatin ang mga bata. I-role play ang
pagsasapamilihan gamit
ang:
Pangkat I at II – Internet
Pangkat III at IV – Posters/Flyers gamit ang
computer
1. Natutukoy ang wastong pamamaraan ng
pagpapakete ng nabuong proyekto bago
ipagbili.
2. Naipamamalas ang pagiging malikhain sa
pagpapakete ng nabuong proyekto bago
ipagbili.
3. Naipapakete ang nabuong proyekto bago
ipagbili
PP5IA-Oh-8
Pagpapakete ng Nabuong Proyekto bago
ipagbili
CG ph.
larawan ng mga produktong nakaayos sa
lalagyan at
mga larawan ng mga pamilihan ng ibat-ibang
mga produkto
Paano mo pahahalagahan ang iyong
nabuong proyekto?
Si Marie ay isang batang malikhain. Ang
lahat niyang proyekto sa Industrial Arts
noong nasa Baitang 4 pa siya ay kanyang
tinipon at isinaayos. Ano kaya ang maaaring
gawin ni Marie sa mga proyektong ito?
Bago ibenta ni Marie ang kanyang mga
produkto, ano ang dapat niyang gawin?
Bakit?
Pangkatang Gawain.
Pangkatin ang mga bata sa apat. Bawat bata
ay magrorole play nang wastong paraan ng
pagpapakete ng nabuong proyekto bago
ipagbili
1. Naipaliliwanag ang kahalagahan ng
wastong pamamahala sa kinita simula sa
produktong nabuo.
2. Naipamamalas ang pagiging matipid sa
pamamahala ng kinita.
3. Naisasagawa ang wastong pamamahala
ng kinita.
EPP5IA-Oh-8,
Pagsasagawa ng Wastong Pamamahala ng
Kinita
CG ph.
mga halimbawa ng imbentaryo ng
paninda, iba’t-ibang
graph,chart
Balik aral – Ano ang wastong
pamamaraan ng pagpapakete ng nabuong
proyekto?
Sino ang ating canteen teacher? Ano ang
kanyang ginagawa? Ano ang dapat niyang
gawin sa perang pinagbilhan?
a. Ano ang dapat tandaan sa pamamahala
ng kinita?
b. Paano ang wastong paraan ng
pamamahala ng kinita?
1. Gawain
Pangkatang Gawain. Pangkatin ang mga
bata sa apat. Bawat
pangkat ay bibigyan ng halimbawa ng
talahanayan o graph para
pag-aralan at pagtatalakayan.
Pangkat I at II (Pie Graph)
Talaan ng kinita ni Ben sa kanyang
produkto
Magkano ang kabuuang halaga ng kita ni
Ben? __________
Saan niya ito ginugol? __________
Paano niya pinamahalaan ang kanyang
kita? __________
Kung ikaw si Ben ganun din ba gagawin
mo? __________
1. Nakapagtutuos ng puhunan at
kinita.
2. Naipamamalas ang pagkamatapat
sa pagtutuos ng puhunan at kinita.
3. Naipakikita ang tamang katuturan
at kahalagahan ng pagtutuos.
EPP5IA-Oh-8,
Pagtutuos ng Puhunan at Kita
CG ph.
halimbawa ng imbentaryo ng paninda
o produkto, tsart,
calculator
Ano ang iba’t- ibang paraan ng
pamamahala ng kinita
Pagpapakita sa mga mag-aaral ng
mga nagawa nilang proyekto
-Magkano ang inyong nagastos sa
mga materyales na inyong
ginamit?
-Nais ba ninyong ibenta ang inyong
proyekto? Bakit?
a. Anu-ano ang mga paraan sa
pagtutuos ng puhunan at kinita?
b. Paano ang tamang paraan ng
pagtutuos ng puhunan at kinita?
1. Gawain
Pangkat I at II
Panuto: Tuusin ang puhunan at kinita
sa proyektong walis tingting
Proyekto: Walis Tingting
Dahon ng Niyog - - - - Php 5.00
Buklod - - - - - - - - - - Php 1.00
Kabuuang Halaga _______
Pangkat III at IV
Panuto: Tuusin ang puhunan at kinita
Proyekto: Dust pan
Puhunan: Parteng metal - - - - - - Php
10.00
Kawad - - - - - - - - - - - - - - - - - - - - Php
5.00
Parting kawayan - - - - - - - - - - - - - Php

E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang na Kabihasaan
Bakit? 2.00
Pangkat III at IV
Talaan ng kita ni Grace mula sa kanyang
produkto.
Kita
Saan inilaan
Php 100.00
Inimpok sa bangko
Php 50.00
Ibinili ng aklat
Php 30.00
Inilaan sa bagong proyekto
Php 20.00
Ibinigay sa kanyang magulang
Php 150.00 Php 75.00
Pambili ng ibinili ng gamit
Materyales sa paaralan.
Sa bagong Php 37.50
Proyekto inimpok
Php 37.50
Ibinigay sa ina
Magkano ang kabuuang halaga ng kita ni
Grace? __________
Saan niya ito ginugol? __________
Paano niya pinamahalaan ang kanyang
kita? __________
Kung ikaw si Grace ganun din ba gagawin
mo? __________
Bakit?
Anong naramdaman nyo sa natapos na Anu – ano ang mga paraan ng pagpapakete a. Pagkumparahin ang tala ng kita at Ano ano ang mga hakbang sa
gawain? ng mga produktong gastos nina Ben at Grace. Ano ang pagtutuos ng puhunan at kinita?
Paano ang pagsasapamilihan ng mga Ipagbibili? masasabi dito?
nagawang produkto b. Sino sa dalawa ang may mas wastong
gamit ang natutuhang productivity tools? pamamahala sa kinita? Bakit?
Productivity tools – ito ay mga aplikasyon Paraan ng Pagpapakete ng Prouduktong Ang pamamahala ng kinita ay mahalaga Pormula ng pagkuha ng kinita sa
na tumutulong upang mapanood at Ipagbibili: upang di masayang ang hirap, panahon at proyekto:
makalikha ng mga dokumento katulad ng a. Ihanda ang mga kailangan sa pagpapakete perang nagugol sa paggawa nito. Pormula : puhunan Php + 15% ng
spreadsheets, memos, presentasyon, letra, ng produktong Mahalaga ring maitala kung saan dapat aktwal na puhunan =
personal na database form generations, ipagbibili. ito inilaan. Ang wastong pamamahala ng kabuuang presyo
image settings at iba pa sa tulong ng b. Linising mabuti ang produktong ipagbibili. kita ay nagsisilbing gabay upang gumawa Unang Hakbang: Sumahin ang buong
computer. c. Ilagay sa tamang lagayan ang mga muli at upang magtagumpay sa puhunan
Ang mga nagawang proyekto ay dapat produktong ipagbibili hinaharap. Proyekto: Gadgaran
maisasapamili- tulad ng plastik, kahon at iba pang lagayan. Puhunan: Bahaging Metal Php 10.00
han sa tulong ng iba’t-ibang productivity Maaring Pako Php 5.00
tools maglagay ng disenyo sa mga kahon, karton o Kabuuang Puhunan Php 15.00
tulad ng: Computer (internet, facebook), plastik na Ikalawang Hakbang: Kompyutin ang
Posters/flyers sa gagamitin. ika 15% ng kabuuang
tulong ng powerpoint program. d. Isalansan nang maayos sa loob ng puhunan
lalagyan. Php 15.00
e. Lagyan ng etiketa ang produkto kung X 15%
magkano ang presyo 2.50 kabuuang puhunan
Ikatlong Hakbang: Pagsamahin ang
kabuuang puhunan
at ang 15% ng kabuuan
Php 15.00
+ Php 2.50
Php 17.50 aktwal na presyo

G.Paglalapat ng aralin sa pangaraw-araw na Kung may produkto kang isasapamilihan
buhay sang-ayon ka ba na
nakatutulong ang mga productivity tools?
Lagyan ng tsek (/) sa
tamang kolum sang-ayon DSA
1.Gumamit si Erish ng flyers sa pagbebenta
ng kanyang ginawang pamaypay
2.Pumunta sa internet shop si Aling Dely
upang gumawa ng advertisement tungkol
sa proyekto ng kanyang anak.
3.Nagpost si Aldred sa facebook tungkol sa
proyekto niya sa TLE
4. Gumawa si Dayen ng poster upang
mabenta ang kayang origami.
5.Di pinansin ng
magkaibigang Kobby at Bibo ang nakapost
na produkto sa Online Shop
H.Paglalahat ng aralin a. Ano-ano ang makatutulong para
maibenta ang mga
nagawang produkto?
b. Paano maisasapamilihan ang mga
nagawang produkto
gamit ang natutuhang productivity tools?
I.Pagtataya ng aralin Panuto: Isulat ang Tama kung nagsasaad
nang wastong pagsasa-
pamilihan ng proyekto gamit ang
productivity tools at isulat ang Mali
kung hindi wasto.
_______ 1. Magpatulong sa magulang ng
pagbebenta ng produkto
gamit ang internet.
_______ 2. Ikahiya ang paggawa ng
anunsyo/patalastas upang mabenta
ang produkto.
_______ 3. Gumawa ng mga informercial
upang maibenta ang mga na-
gawang produkto.
_______ 4. Makialam sa mga on-line
shoppings.
_______ 5. Pagtawanan ang mga posters o
flyers
Pangkatang Gawain
Ipakikita ng bawat pangkat ang wastong
paraan ng pagpapakete ng
produkto bago ipagbili.
a. Ano-anong ang mga paraan ng
pagpapakete ng nabuong
proyekto bago ipagbili?
b. Anong katangian ang ipinakikita sa
gawaing ito? Bakit?
Sa mga produktong nakahanda, isasagawa
ng mga bata ang wastong paraan ng
pagpapakete ng produkto bago ipagbili.
Gagamitin ng guro ang tseklis sa
pagmamarka
1.Inihanda ang mga kailangan sa
pagpapakete ng produktong ipagbibili.
2.Isinalansan nang maayos sa loob ng
lalagyan.
3.Nililinis nang mabuti ang produktong
ipagbibili.
4.Nilalagyan ng etiketa ang produkto kung
magkano ang presyo.
5.Inilalagay sa tamang lagayan ang mga
produktong ipagbibili
Sa pamamagitan ng isang masining na
presentasyon ng
mga bata ipaliwanag ang wastong
pamamahala sa kita.
Pangkat I at II – Dula-dulaan
Pangkat III at IV – Awit
a. Ano ang kahalagahan ng wastong
pamamahala ng kinita?
b. Saan dapat gugulin ang kinita?
c. Paano mo sasabihing wasto ang
pamamahala ng kinita?
d. Anong katangian ang ipinakikita ninyo
sa gawaing ito?
Bakit?
Panuto: Sagutin ng W kung wasto ang
binabanggit na pamamahala ng kita
at DW kung hindi wasto.
________ 1. Iimpok sa bangko ang ilang
bahagi ng kita.
________ 2. Ibigay sa magulang ang
bahagi ng kita.
________ 3. Ibili ng junk food ang kita sa
produktong ibinenta.
________ 4. Bumili ng ilang gamit sa
paaralan.
________5. Ibigay sa ama upang maitaya
sa lottery.
Ang puhunan ay Php 15.00
Ang kinita ay Php 2.50
Tuusin ang puhunan at kinita ng
sumusunod na proyekto:
A.Proyekto: Paper basket
Puhunan: recycled na mga papel o
magazine Php 10.00
Pandikit Php 2.00
Barnis Php 5.00
Kabuuang halaga ________
Halaga ng Pagbebenta ________
Halaga ng Kinita ________
B. Proyekto: Pamaypay
Puhunan: parte ng kawayan Php
10.00
Kawad Php 5.00
Kabuuang halaga ________
Halaga ng Pagbebenta ________
Halaga ng Kinita ________
a. Anu- ano ang mga paraan sa
pagtutuos ng puhunan at kinita?
b. Paano ang tamang paraan ng
pagtutuos ng puhunan at kita?
Panuto: Tuusin ang puhunan at kinita
ng sumusunod
A. Proyekto: Alkansya
Puhunan: parte ng niyog Php 10.00
Barnis Php 5.00
Kabuuang halaga ________
Halaga ng Pagbebenta ________
Halaga ng Kinita ________
B. Proyekto: Pencil Holder
Puhunan: recycled can Php 10.00
pandekorasyon Php 8.00
pandikit Php 2.00
Kabuuang halaga ________
Halaga ng Pagbebenta ________
Halaga ng Kinita ________
C. Proyekto: napkin Holder
Puhunan: recycled can o papel Php
10.00
Pandekorasyon Php 10.00
Pandikit Php 2.00
Kabuuang halaga ________
Halaga ng Pagbebenta ________
Halaga ng Kinita ________
D. Proyekto: scrap notebook
Puhunan: recycled na notebook Php
5.00
Pandikit Php 2.00
Pandekorasyon Php 10.00
Kabuuang halaga ________
Halaga ng Pagbebenta ________

J.Karagdagang Gawain para sa takdang aralin
at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa
pagtatayao.
B.Bilang ng mag-aaralna nangangailangan ng
iba pang Gawain para sa remediation
C.Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy sa
remediation
E.Alin sa mga estratehiyang pagtuturo ang
nakatulong ng lubos?Paano ito nakatulong?
F.Anong sulioranin ang aking naranasan na
solusyunansa tulong ng aking punungguro at
superbisor?
G.Anong kagamitang panturo ang aking
nadibuho nanais kong ibahagi sa kapwa ko
guro?
Gumawa ng isang advertisement o
patalastas tungkol sa pagsasa-
pamilihan ng mga nagawang produkto
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ 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:
___Metacognitive Development:
Gumawa ng isang tula na nagpapakita ng
mga paraan ng pagpapakete ng nabuong
proyekto bago ipagbili. Bigkasin ito sa klase
bukas
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ 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:
___Metacognitive Development: Examples:
Gumawa ng poster na nagpapakita ng
wastong pamamahala sa proyekto
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ 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:
___Metacognitive Development:
Halaga ng Kinita ________
E. Proyekto: Picture Frame
Puhunan: parte ng kawayan Php
10.00
Pandikit Php 2.00
Barnis Php 5.00
Kabuuang halaga ________
Halaga ng Pagbebenta ________
Halaga ng Kinita ________
Sumulat ng talata na may 5
pangungusap batay sa karanasan sa
mga
gawain nila sa araling ito.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ 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:
___Metacognitive Development:
 Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Self assessments, note taking and studying Examples: Self assessments, note taking Examples: Self assessments, note
techniques, and vocabulary assignments. and studying techniques, and vocabulary taking and studying techniques, and
___Bridging: Examples: Think-pair-share, assignments. vocabulary assignments.
quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-
quick-writes, and anticipatory charts. share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer teaching, ___Schema-Building: Examples: Compare
and projects. and contrast, jigsaw learning, peer ___Schema-Building: Examples:
teaching, and projects. Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
___Contextualization:
Examples: Demonstrations, media,
___Contextualization:
manipulatives, repetition, and local Examples: Demonstrations, media,
opportunities. manipulatives, repetition, and local Examples: Demonstrations, media,
opportunities. manipulatives, repetition, and local
opportunities.
___Text Representation:
___Text Representation:
Examples: Student created drawings, videos,
___Text Representation:
and games. Examples: Student created drawings,
videos, and games. Examples: Student created drawings,
___Modeling: Examples: Speaking slowly
___Modeling: Examples: Speaking slowly videos, and games.
and clearly, modeling the language you want
students to use, and providing samples of and clearly, modeling the language you ___Modeling: Examples: Speaking
student work. want students to use, and providing slowly and clearly, modeling the
samples of student work. language you want students to use,
Other Techniques and Strategies used: and providing samples of student
___ Explicit Teaching Other Techniques and Strategies used: work.
___ Group collaboration ___ Explicit Teaching
___Gamification/Learning throuh play ___ Group collaboration Other Techniques and Strategies
___ Answering preliminary ___Gamification/Learning throuh play used:
activities/exercises ___ Answering preliminary ___ Explicit Teaching
___ Carousel activities/exercises ___ Group collaboration
___ Diads ___ Carousel ___Gamification/Learning throuh play
___ Differentiated Instruction ___ Diads ___ Answering preliminary
___ Role Playing/Drama ___ Differentiated Instruction activities/exercises
___ Discovery Method ___ Role Playing/Drama ___ Carousel
___ Lecture Method ___ Discovery Method ___ Diads
Why? ___ Lecture Method ___ Differentiated Instruction
___ Complete IMs Why? ___ Role Playing/Drama
___ Availability of Materials ___ Complete IMs ___ Discovery Method
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Lecture Method
___ Group member’s ___ Pupils’ eagerness to learn Why?
collaboration/cooperation ___ Group member’s ___ Complete IMs
in doing their tasks collaboration/cooperation ___ Availability of Materials
___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to learn
of the lesson ___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

Prepared by:
Checked by:
 MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
Head Teacher -II

School Kalangahan Elementary School Grade Level Five

GRADES 1 to 12
DAILY LESSON LOG
Mellanie A. Tamares Learning Area Math
Teacher
Teaching Date and Dec. 18-21, 2017 Third Week 8
Time Quarter

Monday Tuesday Wednesday Thursday Friday

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
The learner demonstrates understanding of time and circumference
The learner is able to apply knowledge of time and circumference in mathematical problems and real-life situations
Measures using a 12-hour clock Measures using a 24-hour clock Calculates time in the different world time Solving problems involving time
Code: M5ME-IIIg Code: M5ME-IIIg-14 zone in relation to the Code: M5ME – IIIg.16

II.CONTENT Measuring using a 12-hour clock
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 62
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource PowerPoint presentation, charts
IV.PROCEDURES
A.Reviewing previous lesson or presenting 1. Drill on telling time.
the new lesson Answer the following:
1. How many minutes are there in three
and a half hour?
2. Cora left home at 6:30 am. She returned
3 ¼ hours
later. At what time did she return?
3. The digital clock is showing quarter to 8.
What time is it?
4. Rizza arrived at the LRT station 2 minutes
before
midnight. At what time did she arrive at the
station?
2. Review
Review on the importance of clock and
other gadgets
used to tell time.
What will happen if we dont have these
things?
B.Establishing a purpose for the lesson What is the most commonly used now in
telling time?
How do you feel using them?
Have you observed differences as
compared to the usual wall clock /
wristwatch we had before?
C.Presenting Examples/ instances of the new Present this problem.
lesson Victor left for school at 7:45 a.m. He came
back home at 2:30 p.m.
Find the difference in time between his
leaving and coming home.
D.Discussing new concepts and practicing Say: None of us is living in the 90s era of
new skills #1 digital wristwatches anymore. So whenever
you look at your cell phone and other time
telling gadgets you can see that the 12
hour format is sometimes converted to 24
hour format. We must have the knowledge
of time conversion. Discuss the military
hours.
In the problem how can we find the
Philippines
Code: M5ME- IIIg-15
Measuring using a 24-hour clock Calculating time in the different world Solving problems involving time
time zone in relation to the
Philippines
CG p. 62 CG p. 62 CG p. 62
Lesson Guide in Elementary
Mathematics 5 pp
Mathematics for Better Life, pp
www.world time zone .com
PowerPoint presentation, charts power point presentation, activity sheets Place Value Chart for Decimals,
metacards, charts
1. Drill on telling time. Drill: Continents and their Countries 1. Drill
Answer the following: Strategy: Numbered Heads Together Directions: Change the following time
1. How many minutes are there in four and a Mechanics: from 24-hour system to
half hour? 1. Pupils will be divided into groups of 5. 12 hour system.
2. Nora attended the birthday party at 9:30 2. Each pupil in a group will be assigned a  0715
am. She went home number  0400
2 1/2 hours later. At what time did she 3. As the teacher flashes the name of the  1315
return home? country the  1930
3. After jogging my wristwatch is showing pupils will give the name of the continent  1655
quarter to 4. where it 2. Review
What time is it? belongs. Directions: Tell the time difference of
4. Yolly arrived at the meeting place 25 4. The teacher will draw a number and all the following
minutes before noon the pupils country in relation to the Philippines.
break. At what time did she arrive at the assigned with that number will answer it.  USA
place? 5. This activity continues for three to five  Australia
2. Review minutes.  Indonesia
Review on 12 hour clock
Who knows how to cook? Who among you love to travel? Do you About how long do you study your
What kind of foods do you cook? know that when you travel to other lessons? Why is it important
How do you find cooking? country you will notice that their time is to study hard?
Why is it important that you know how to prepare foods? different from our time? Today we will
find out how these things happen?
Julie Anne made a delicious sardines. If she Jea’s father works in London. They have Ceejay started doing his homework at
started cooking the sardines at 11:45 am and constant communication through phone 7:21 pm. He finished at 8:40 pm. How
ended at 2:05 pm, how many hours did Julie calls and video calls. One day his father much time did Jeffrey work in his
Anne cook the sardines? told her that he will be calling her the homework?
next day at 6:00 pm or 18:00 Phiippine
time. What time in London will father call
her?
Say: Who knows the military time? Where does Jea’s father work? Strategy: Direct Instruction
This problem would be easy if we will apply How often does he call his family here in  What are given in the problem?
our knowledge the Philippines?  What is asked?
of the 24 hour time. Why is it important to have a constant  What process will you use to solve
Since subtracting 11.45 from 2:05 is not communication with your loved ones the problem?
possible, we need working abroad?  What is the equation?
to change or convert 2:05 to 24 hour time. What is asked in the problem?  How will you solve the problem?
To convert 12 hour time to 24 hour time Philippines and London belong to  What is the answer?
format we follow different time zones so the time between
 difference between the leaving and coming
home of Victor?
Call a volunteer to show the answer.
Solution: 7:45 a.m. = 07:45 (24-hour clock
time) 2:30 p.m. = 14:30 (24-hour clock
time) Difference 14:30 - 07:45 = 6:45, i.e., 6
hours 45 minutes
To convert 12 hour time to 24 hour time
format we follow the steps below:
1. If the time is between 12:00 AM and
12:59 AM, we subtract 12 hours.
2. If the time is between 1:00 PM and 11:59
PM, we add 12 hours to input time.
E.Discussing new concepts and practicing Why is it important of being always on time
new skills #2 to every commitment we have made?
Give more problems to solve
F.Developing Mastery Strategy: Think Pair Share
Activity 2D – 2M
Mang Cardo, the driver of Celerosa Bus
Express started his travel from Calatagan at
8:45 am and reached Baguio City at 3:15
pm . How many hours did it take him to
cover the distance from Calatagan to
Baguio?
Decide What will you do to this problem?
Describe How will you find the hours used
or spent by Mang Cardo while travelling
from Calatagan to Baguio ?
Model Let the pupils solve this using manila
paper.
Monitor Teacher will go around to check
learners who are
having difficulty with their solutions
the steps below:
1. If the time is between 12:00 AM and
12:59 AM, we
subtract 12 hours.
2. If the time is between 1:00 PM and 11:59
PM, we add
12 hours to input time.
Solution: 11:45 a.m. = 11:45 (24-hour clock
time) 2:05 p.m. = 14:05 (24-hour clock time)
Difference 14:05 - 11:45 = 2:20, i.e., 2 hours
20 minutes
To convert 12 hour time to 24 hour time
format we follow the steps below:
1. If the time is between 12:00 AM and
12:59 AM, we subtract 12 hours.
2. If the time is between 1:00 PM and 11:59
PM, we add 12 hours to input time
Why is it important of being always on time
to every commitment we have made?
Give more problems to solve
Strategy: Think Pair Share
Activity 2D – 2M
The Girl Scouts from Balibago Elementary
School joined the GSP Junior Encampment
held at Tanauan City. They left their school
at 10:35 am and reached the campsite at
1:40 pm. How many hours did they spend in
travelling from their school to the campsite?
Decide What will you do to this problem?
Describe How will you find the hours spent
by the gilrs while
travelling from the school to Tanauan City ?
Model Let the pupils solve this using manila
paper.
Monitor Teacher will go around to check
learners who are
having difficulty with their solutions
these two countries are not the same in a
particular time of the day.
We have to use the World time Zone or
Map to know or calculate the time in
different countries of the world.
Here is a list of some countries and their
time in relation to the Philippines
Add or subtract the given number of
hours to/from Manila time to get the time
in these cities
Australia- + 1 hour and 30 minutes New
York- -13 hours
India- - 2 hours and 30 minutes London - -
8 hours
Brunei- same time Guam- + 2 hours
Taiwan- same time
Bolivia- -12 hours
Sweden- -7 hours
United Arab Emirates- -4hours
Canada- -13 hours
USA- California - -16 hours
If the difference between London time
and Philippine time is 8 hours or our time
is eight hours ahead of London, what will
father call Jea?
Let the pupils work on the problem and Giving more examples
stress out that it is easier if they are going
to use 24-hour time format.
Directions: Solve the following. Strategy: AFA Activity
1) 15:15 Wednesday Assign and Design the Lesson
- 7:25 Wednesday Directions: Do this activity within your
_____________ Time difference groups.
2) 09:15 Pacific Time Zone, Friday Facilitate the Lesson
- 09:25 Eastern Time Zone, Friday Group 1 Carla left school at 3:15 pm.
Time difference She walked to the school library to
3) 23:25 Mountain Time Zone, Tuesday work on her assignment. It took her
+ 9h 35m Added time 15 minutes to walk to the library.
Time difference Carla’s mother picked her up one
4) What time is it in Australia if it is 6:45 hour after she arrived. What time did
am in the Philippines? her mother picked her up?
5. Today is 1:00 pm Monday in California. Group 2 A plane landed in Cebu at
During the same day, what time is it in the 4:47 pm. It departed from Manila at
Philippines? 2:15 pm. How long did it take the
plane to fly from Manila to Cebu?
Group 3 Irene had two exams today
in Mathematics and English. The first
exam lasted from 8:30 am to 9:15 am.
She had to wait for 3 hours and 25
minutes after the first exam before
the next exam to begin. What time
did the second exam begin?
Assess their Peers
 After the activity, post your
products on the board and explain
your work.
 Tell the class how you felt after you
and your group mates finished your

G.Finding Parctical application of concepts
and skills in daily living
H.Making generalization and abstraction
about the lesson
I.Evaluating learning
J.additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the
Dexter's brother, Nathan, is also a runner.
He ran a 10 mile marathon which started
from 9:15 am and ended at 1:30 pm . Find
the time spent by Nathan in running.
Convert to 24-hour time to get the correct
time.
The 12-hour clock is a time convention in
which the 24 hours of the day are divided
into two periods a.m. and p.m.
To convert 12 hour time to 24 hour time
format we follow the steps
below:
1. If the time is between 12:00 AM and
12:59 AM, we subtract 12 hours.
2. If the time is between 1:00 PM and 11:59
PM, we add 12 hours to
input time.
Directions: Solve the following problems.
1. Travis started his homework at 6:56 pm
and finished at 8:34 pm.
How long did he spend doing homework?
2. Rayven’s favourite television program on
Sunday starts at
3:30 pm. If he gets home after playing at
10:30 am, how long
does he have until the show starts?
3. Mrs. Castilo’s math class starts at 11:30
am. If the class ends
at 1:00 pm, how long is Mrs. Castillo’s
teaching?
4. Vincent’s school day starts at 8:20 am
and ends at 3:30 pm.
How long does is his class?
Directions: Solve this problem.
1. Daniel slept at 7:30 pm . If he woke up at
4:00 am. How long
did he go to sleep?
2. Andrew starts his soccer practice at 8:35
am. If the practice
ends at 2:40 pm, how long did Andrew
practice soccer?
___Lesson carried. Move on to the next
Joy, Susan, and Vilma are dancers. They
practiced well in preparation for the
upcoming contest. They started practicing
from 9:15 am to at 4:30 pm. Compute for
the time spent by the girls in practicing.
Convert to 24-hour time to get the correct
time
To convert 12 hour time to 24 hour time
format we follow the steps below:
1. If the time is between 12:00 AM and
12:59 AM, we subtract
12 hours.
2. If the time is between 1:00 PM and 11:59
PM, we add 12
hours to input time
Directions: Solve the following problems.
1. Yolly started baking cake at 12:55 pm and
finished in
it at 1:57 pm. How many hours did she use in
baking?
2. The boy scouts performed their obstacle
course as the last activity to be done. There
are 20 groups to perform. If the first group
started at 10:30 while the last group at 2:20,
how long did the activity last?
3. Allan, Kate and Jay spent their vacation in
Baguio. They left Manila at 9:15 am and
reached the place at 2:30 pm. How many
hours did they travel from Manila to Baguio?
Directions: Solve this problem.
1. Cora studied her lessons in preparation for
the incoming periodical test she began
reading the lessons at 8:30 pm . If he ended
up at 2:00 am. How long did she study?
2. Kenzrae starts his badminton practice at
9:35 am. If the
practice ends at 1:40 pm, how long did
Kenzrae practice badminton?
___Lesson carried. Move on to the next
tasks.
Jim lives in Australia. His twin Directions: Solve the problem below.
brother, Tim, lives in the Philippines. Their Trisha had swimming lesson after
grandmother is in New York and wants school. She finished school at 2:55
both pm. It took Trisha 15 minutes to walk
boy to call her at 2:00 p.m. to her swimming lesson. What time
At what time will Jim have to call? did she started her swimming lesson?
At what time will Tim need to call?
Lead he pupils to give the following How do we solve problems involving
generalization by asking: time?
How can you calculate time in the
different world time zones in relation to
the Philippines?
To calculate time in the different world
time zones in relation to the Philippines,
we need to use the world time zone map
for as to easily understand their time
differences.
Directions: Give the time to these countries when it is 5:00 pm in Directions: Solve the following
the Philippines problems involving time.
1. Singapore ___________  Anita took 3 examinations. She
2. New York ___________ spent 48 minutes answering English, 1
3. United Arab emirates ___________ hour and 15 minutes answering
4. Sweden ___________ Mathematics and 50 minutes
5. California answering Araling Panlipunan. How
long did it take her to answer all her
tests?
 A bus left Baguio at 7:15 am. It
arrived at its Cubao terminal at 2:35
pm. How long was the trip from
Baguio to Cubao?
Directions :Fill in the missing time in the Directions: Solve these problems
clocks. involving time.
Hint: You may find it easier to work out To solve problems involving time, we
the time in Philippines first. follow the steps in solving problems
by answering the following questions:
 What are given?
 What is asked?
 What process will you use?
 What is the equation?
 How will you solve the problem?
 What is the answer?
 A movie lasted for 2 hours and 15
minutes. If it ended at 8:45 pm, what
time did it started?
 Nicole fell asleep at 9:38 pm. He
woke up later after 6 hours and 25
minutes. At what time did she wake
up?
___Lesson carried. Move on to the next ___Lesson carried. Move on to the
evaluation
B.No.of learners who require additional
activities for remediation
C.Did the remedial 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 helpme solve?
G.What innovation or localized materials did
used/discover which I wish to share with
other teachers?
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ 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:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ 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:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer teaching,
and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ 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:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ 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:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local

___Text Representation:
Examples: Student created
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Text Representation: opportunities.
Examples: Student created drawings, videos, ___Text Representation:
drawings, and games. Examples: Student created drawings, ___Text Representation:
___Modeling: Examples: Speaking slowly videos, and games. Examples: Student created drawings,
and clearly, modeling the language you want ___Modeling: Examples: Speaking slowly videos, and games.
students to use, and providing samples of
and clearly, modeling the language you ___Modeling: Examples: Speaking
student work.
want students to use, and providing slowly and clearly, modeling the
samples of student work. language you want students to use,
Other Techniques and Strategies used:
___ Explicit Teaching and providing samples of student
Other Techniques and Strategies used: work.
___ Group collaboration
___ Explicit Teaching
___Gamification/Learning throuh play
___ Group collaboration Other Techniques and Strategies
___ Answering preliminary
___Gamification/Learning throuh play used:
activities/exercises
___ Answering preliminary ___ Explicit Teaching
___ Carousel
activities/exercises ___ Group collaboration
___ Diads
___ Carousel ___Gamification/Learning throuh play
___ Differentiated Instruction
___ Diads ___ Answering preliminary
___ Role Playing/Drama
___ Differentiated Instruction activities/exercises
___ Discovery Method
___ Role Playing/Drama ___ Carousel
___ Lecture Method
___ Discovery Method ___ Diads
Why?
___ Lecture Method ___ Differentiated Instruction
___ Complete IMs
Why? ___ Role Playing/Drama
___ Availability of Materials
___ Complete IMs ___ Discovery Method
___ Pupils’ eagerness to learn
___ Availability of Materials ___ Lecture Method
___ Group member’s
___ Pupils’ eagerness to learn Why?
collaboration/cooperation
___ Group member’s ___ Complete IMs
in doing their tasks
collaboration/cooperation ___ Availability of Materials
___ Audio Visual Presentation
in doing their tasks ___ Pupils’ eagerness to learn
of the lesson
___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

Prepared by:
Checked by:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
Head Teacher -II

School Kalangahan Elementary School Grade Level Five

GRADES 1 to 12
Teacher Mellanie A. Tamares Learning Area Science
DAILY LESSON LOG
Teaching Date and Time Dec. 18-21, 2017 Quarter Third Week 8

Monday Tuesday Wednesday Thursday

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
"The Learners demonstrate understanding of a simple DC circuit andthe relationship between electricity and magnetism in electromagnets"
"The learners should be able to propose an unusual tool or device using electromagnet that is useful for home school or community"
The learners should be able to infer that The learners should be able to infer that The learners should be able to infer The learners should be able to
electricity can be used to electricity can be used to that electricity can be used to infer that electricity can be used to
Produce magnets Produce magnets Produce magnets Produce magnets
 S5FE-IIIh-8
II.CONTENT
Characteristics of Magnet
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource Pictures, activity sheet, chart,
PowerPoint presentation
IV.PROCEDURES
A.Reviewing previous lesson or presenting Game: What’s the Word, that’s the
the new lesson Word
Direction: Arrange the jumbled letter to
form the word
1. It is where the electrons come from
like the battery – ENERGY SOURCE
2. It is a part operated by the electricity
such as a light bulb – LOAD
3. It is where the electron/s flow –
WIRE/S
B.Establishing a purpose for the lesson Presentation of a picture (different
shapes of magnet)
What can you see on the screen?
What can you say about the magnet?
What else can you observe on the
magnet?
Why do you think is the purpose of the
two poles or end?
C.Presenting Examples/ instances of the new Approach: Constructivist
lesson Strategy: Direct Instruction
Suggested Activity: TGA (Tell, Guide,
Act)
Group Activity: “Making a Magnet”
D.Discussing new concepts and practicing Group Reporting / Presentation
new skills #1 of the Output
Sharing of results
E.Discussing new concepts and practicing 4. Answer these questions:
new skills #2 j. What are the two end points
of the magnet?
k. Using a magnet and some
iron fillings, did you feel the
force coming from the two
magnets that are close
together?
S5FE-IIIh-8
Characteristics of Electricity
Developing Science Power 5, Clemence
U. Abadilla, p.142;
powerpoint presentation, chart, activity
sheet
Drag the images on its proper column
whether the following are materials that
are attracted by magnets or not.
What have you noticed with the picture?
What do you think the girl is doing?
What are the differences ?
Approach: Inquiry - Based
Strategy: Knowledge – Building
Suggested Activity: EIBU (Experience,
Inform, Build Knowledge, Understand)
Group Activity: “Group Me”
I. Problem: What are the materials run by
electricity?
II. Materials: activity sheet, chart,
pictures
Group Reporting / Presentation of the
Output
Sharing of results
Answer these questions:
c. What is electricity?
d. Cite the characteristics of electricity?
S5FE-IIIh-8
Similarities between Magnet and
Electricity
a. Cyber Science 5, Nicetas G.
Valencia et. al., pp. 23 – 24
Video presentation, powerpoint
presentation, laptop
Direction: Write whether the following
materials are static or current
electricity.
_________ 1. Rubbing your feet on a
carpet.
_________ 2. Swimming pool
_________ 3. Lightning
_________ 4. Touching a doorknob
_________ 5. Microwave oven
A video presentation
https://www.youtube.com/watch?
v=UY7LT3gNHXI
What have you noticed with the
sounds you’ve heard?
Approach: Collaborative
Strategy: Jigsaw Method
Suggested Activity: TDAR (Think,
Discuss, Act, Reflect)
Group Activity: “Let’s Talk and
Observe”
Group Reporting / Presentation of the
Output
Sharing of results
The teacher will show a powerpoint
presentation regarding the similarities
between electricity and magnet
S5FE-IIIh-8
Electricity Can be Used to produce
Magnets
Cyber Science Worktext in
Science and Technology 5,
Nicetas G. Valencia et. al., pp. 65
– 67;
Activity sheet, PowerPoint
presentation, laptop, remote car
The teacher will use the realia
object of a remote car.
What have you observed?
Why do you think it is moving?
Approach: Constructivism
Strategy: Direct Instruction
Activity: TGA (Tell, Guide, Act)
Group Activity: “Investigating
Electromagnet Power”
Group Reporting / Presentation of
the Output
Sharing of results
Answer these questions:
How does electricity generate
magnetism?
How do magnets produce
electricity?

F.Developing Mastery
G.Finding Parctical application of concepts
and skills in daily living
H.Making generalization and abstraction
about the lesson
I.Evaluating learning
J.additional activities for application or
remediation
l. Have you ever wondered how
they can attract other magnets
or some materials at a
distance?
Direction: Draw a happy face J
if the statement is correct and
sad face
L it is incorrect.
11. Magnets have two poles –
north poles and west poles.
12. Opposite poles attract, and
like poles repel.
13. Not all metals are magnetic.
14. Magnets come in different
shape and size.
15. If you cut a magnet into two
you cannot produce a new
magnet.
How are you going to help the lad to
separate the iron nail from the marbles
which do you think will he use? Why?
e. What is a magnet?
f. What are the two poles?
g. What are the characteristics of a
magnet?
Direction: Draw a star ( ) on the objects
that can be attracted by a magnet and a
circle ( ) if it does not attract by magnet.
_____________ 1. slipper
_____________ 2. staple wire
_____________ 3. paper
_____________ 4. t-shirt
_____________ 5. thumbtacks
_____________ 6. metal key chain
_____________ 7. plastic cup
_____________ 8. nail cutter
_____________ 9. styrofoam
_____________ 10. iron bar
List down at least 5 materials that uses
magnet
The teacher will let the learners to solve
the Decipher codes
What characteristic of electricity is
usually used at home? Give concrete
example.
I have learned that
________________________________
________________________________
________________________________
_______
Direction: Write the word TRUE if the
statement is correct and FALSE
if the statement is incorrect.
6. Electricity is a form of energy that is
normally visible.
7. An electricity cannot make appliances
work.
8. The movement of the electrons is the
speed of light.
9. Electricity consist only of hundreds of
electrons.
10. Static Electricity is a flow of the
electric charge
List down 5 examples of static and
current electricity that you can see in
your community.
How does electricity and magnet affect
your daily activities/ living
What are the similarities of electricity
and magnet?
Direction: Draw a happy face J if the
statement is correct and L if it is
not. _________ 1. Electricity and
Magnet can alter the velocity of a
charged particle moving through the
field. _________ 2. The types of
charge for electricity are north and
south Poles.
_________ 3. The force that occur in
magnet is that the two like poles
repel and the two unlike poles attract.
_________ 4. Positive and negative
charge attract. _________ 5. Both
exert forces directly proportional to the
charge of the particle feeling the force.
List down at least 5 materials that you
can find at home or in the community
that use electricity and magnet.
Direction: Write T on the blank if
the statement is correct. If it is
false,
change the underlined word/s to
make the statement correct
_________ 1. A magnet attracts
object made of iron and plastic.
_________ 2. An electromagnet
uses electricity to attract objects.
_________ 3. An electromagnet
cannot be turned off and on.
_________ 4. The strength of an
electromagnet depends on the
kind of
wire used.
_________ 5. Examples of
devices that use electromagnets
include
telephone, radio, television, and
tape records.
Iron filings and bar magnets were
placed on a sheet of paper,
showing a pattern. At which
locations are the magnetic field the
strongest? Why?
How does electricity can be used
to produce magnet?
Direction: Match the description in
Column A with the correct word in
column B

Research on other examples of

household appliances that are run
by the use of magnet

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the
evaluation
B.No.of learners who require additional
activities for remediation
C.Did the remedial 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 helpme solve?
Prepared by:
MELLANIE A. TAMARES
Class Adviser
GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
I. LAYUNIN
A. Pamantayang Pangnilalaman
B. Pamantayan sa pagganap
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
objective. objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
___Pupils did not find difficulties in ___Pupils did not find difficulties in
answering their lesson. answering their lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering
their lesson. their lesson.
___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest of lack of knowledge, skills and interest
about the lesson. about the lesson.
___Pupils were interested on the lesson, ___Pupils were interested on the lesson,
despite of some difficulties encountered in despite of some difficulties encountered in
answering the questions asked by the answering the questions asked by the
teacher. teacher.
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of
limited resources used by the teacher. limited resources used by the teacher.
___Majority of the pupils finished their ___Majority of the pupils finished their work
work on time. on time.
___Some pupils did not finish their work on ___Some pupils did not finish their work on
time due to unnecessary behavior. time due to unnecessary behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation
Paaralan Kalangahan Elementary School
Guro Mellanie A.Tamares
Petsa/ Oras Dec. 18-21, 2017
MONDAY TUESDAY
Naipamamalas ang mapanuring pag-unawa sa mga pagbabago sa lipunan ng sinaunang Pilipino kabilang ang pagpupunyagi ng ilang pangkat na mapanatili ang kalayaan sa Kolonyalismong Espanyol at ang impluwensya nito
sa kasalukuyang panahon.
Nakakapagpakita ng pagpapahalaga at pagmamalaki sa pagpupunyagi ng mga Pilipino sa panahon ng kolonyalismong Espanyol
6.4.2.1. Natatalakay ang pamahalaang 6.4.3.1. Natutukoy ang isa sa sanhi ng rebelyon
liberal na isa sa mga sanhi ng o pag-aalsa ng mga Pilipino ay
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ 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
Checked by:
HAZEL JOY P. PAGADOR
Head Teacher -II
WEDNESDAY
6.4.4.1. Natatalakay ang pagbuo ng 6.5.1. Nasasabi ang sariling pananaw hinggil
mga kilusan bilang bunga ng rebelyon o sa dahilan ng di-matagumpay na
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ 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
Baitang/ Antas 5
Asignatura Araling Panlipunan
Quarter Third Week 8
THURSDAY FRIDAY

II. Nilalaman
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga Pahina sa Gabay ng Guro
2. Mga Pahina sa Kagamitang Pang-
Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
B. Iba pang Kagamitang Panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
pagkakaroon ng rebelyon o pag-aalsa
ng mga Pilipino
6.4.2.2. Nasasabi ang mga naging
pagbabago sa pamahalaang liberal
upang
magnais ang mga Pilipino ng kalayaan
sa pamamagitan ng graphic
organizer o pangkatang Gawain
6.4.2.3. Napapahalagahan ang
mabuting pamumuno sa pamahalaang
liberalAP5KPK-IIIg-i6
CG Ph.
Makabayang Kasaysayang Pilipino
p.106-107
https://www.google.com.ph/search?
biw=1242&bih=535&noj=1&tbm=isch
&sa=1&q=liberalism
tsart, larawan, video clips
2. Balik-aral (Pass the Ball) Pag-awit ng
mga bata ng “Leron-leron Sinta” at sa
pagtigil ng awit ang batang may hawak
ng bola ang siyang sasagot sa
tanong.
a. Anong naging magandang dulot ng
pagbubukas ng bansa sa
kalakalang pandaigdig?
b. Anong mahalagang bahaging
ginampanan ng pagbubukas ng
Suez Canal sa paggising ng damdaming
makabayan ng mga
Pilipino?
3. Panimulang Pagtataya
Panuto: Piliin ang titik ng tamang sagot.
Isulat sa inyong sagutang papel.
1. Dumating ang liberalismo sa Pilipinas
at nagkaroon ng pagkakataon
ang mga Pilipinong maranasan ang
kalayaan sa pagsasalita,
pagpupulong at ipinarating sa
pamahalaan ang kanilang karaingan
matapos magtagumpay ang mga
rebolusyunaryo laban sa hukbo ni
Reyna Isabel II. Kailan sumiklab ang
himagsikan sa Cadiz, Spain
laban sa walang takdang pamamahala
ng reyna?
A. Agosto 9, 1868 C. Setyembre 9, 1868
B. Agosto 19, 1868 D. Setyembre 19,
ang usapin sa sekularisasyon at paggarote sa
tatlong paring martir
6.4.3.2. Naipakikita ang pagiging matapang ng
mga Pilipinong pari sa
pagpapasimula ng isa pang pag-aalsa sa
pamamagitan ng malikhaing
pamamaraan
6.4.3.3. Nabibigyan ng pagpapahalaga ang mga
kabutihang naiambag ng tatlong
paring martir sa ating kalayaanAP5KPK-IIIg-i6
CG Ph.
Makabayang Kasaysayang Pilipino
p.108 -109, Pilipinas, Bansang Malaya p.97-99
https://ph.images.search.yahoo.com/search/
images
tsart, larawan
1. Balitaan ng mga isyung napapanahon.
2. Balik-aral
a. Sino ang nanunungkulan noon na
nangibabaw ang liberalism sa
Pilipinas?
b. Ano-anong pagbabago ang ipinatupad niya
sa ilalim ng liberal na
pamamahala?
c. Paano ito nakatulong sa pagpapaigting ng
pagnanais ng mga Pilipinong
makamit ang kalayaan?
3. Panimulang Pagtataya
Panuto: Piliin ang titik ng tamang sagot. Isulat
sa inyong sagutang papel.
1. Nanawagan ang maraming paring Pilipino ng
reporma sa loob ng
simbahang Katoliko dahil sa paghahangad
nilang maisalin sa kanila ang
pamamahala ng mga parokya mula sa kamay ng
mga ordeng regular.
Ano ang tawag sa panawagang ito?
A. Asimilasyon C. Rebolusyon
B. Pilipinisasyon D. Sekularisasyon
2. Bumuo ng Kilusang Sekularisasyon ng mga
Parokya ang mga paring
sekular upang ipaglaban ang kanilang mga
karapatan. Sino ang
mestisong paring Espanyol ang namuno dito?
A. Padre Jose Burgos C. Padre Pedro Pelaez
B. Padre Jacinto Gomez D. Padre Jacinto
pag-aalsa at reaksyon ng mga katutubo
sa kolonyalismong Espanyol
6.4.4.2. Naisa-isa ang mga kilusang
binuo ng mga katutubo sa
kolonyalismong
Espanyol
6.4.4.3. Napahahalagahan ang mga
bayaning nagtatag ng ibat-ibang
kilusan
upang makamit ang kalayaan ng bansa
sa mga Espanyol.
CG Ph.
aklat, tsart, power point presentation,
larawan
1. Balitaan sa mga isyung
napapanahon.
2. Balik-aral
a. Ano ang naging sanhi ng rebelyon o
pag-aalsa ng mga Pilipino laban sa
mga Espanyol?
b. Sino ang tatlong paring martir?
c. Ano ang ipinakita nila?
3. Panimulang Pagtataya
Panuto: Basahing mabuti ang bawat
tanong. Piliin at isulat ang titik nang
tamang sagot.
1. Nagpatuloy ang kalupitan ng mga
Espanyol at ang katiwalian sa
pamahalaang kolonyal. Ito ang
nagbunsod sa mga Pilipino upang
bumuo
ng isang kilusan kung saan ito ay isang
mapayapang kampanya para sa
mga reporma sa pamamagitan ng
talumpati at pamamahayag. Ano ito?
A. KKK C. La Liga Filipina
B. HUKBALAHAP D. Kilusang
Propaganda
2. Maraming naging layunin ang
pagkakatatag ng Kilusang
Propaganda.Alin sa mga sumusunod
ang HINDI kabilang sa naging
layunin?
A. Gawin ang Pilipinas na isang regular
armadong pananakop ng mga Espanyol sa
ilang pangkat ng mga Pilipino
6.5.2. Natatalakay ang mga dahilan ng di
matagumpay na pananakop ng mga
Espanyol sa mga katutubo sa pamamagitan ng
semantic web.
6.5.3. Naipakikita ang paghanga sa mga
katutubong Pilipino mula sa paglaban sa
pananakop ng makapangyarihang mga
Espanyol
CG Ph.
Pilipinas Bansang Malaya pah. 94,
Makabayang Kasaysayang Pilipino pah. 104
projector / TV, laptop, tsart, larawan
2. Balik-aral
 Ano ang lihim na samahan ang itinatag ni Dr.
Jose Rizal para sa
pakikipaglaban sa mga Espanyol?
 Ano naman ang itinatag ni Andres Bonifacio
pagkatapos
makulong si Dr. Jose Rizal?
 Anong samahan pa ang itinatag ng mga
Pilipino para sa
pakikipaglaban sa mga Espanyol?
3. Panimulang Pagtataya
Bilugan ang bilang ng mga pangungusap na
naging dahilan ng di
matagumpay na pananakop ng mga Espanyol.
1. Malayo ang pook na tinitirahan.
2. Nag-alsa ang maraming mga Pilipino.
3. Bihira ang nakapag-aral na mga Pilipino.
4. Lumaban sila kaya sinunog ng mga Espanyol
ang kanilang mga
bahay at napilitang tumakbo sa malalayong
pook ang mga katutubo
upang doon manirahan.
5. Walang sasakyang nakarating sa kanila
gayundin ang uri ng
pakikipagtalastasan.
6. Binigyan ng kalayaang sumampalataya sa
Islam ang mga Muslim.
7. Kawalan ng pambansang pinuno at ng
diwang makabansa ng mga
mamamayan

B. Paghahabi sa layunin ng aralin
1868
2. Ibinatay sa panahon ng liberalismo
sa Spain ang mga patakarang
ipinatupad sa Pilipinas. Kaninong
panunungkulan nangibabaw ang
liberalismo sa bansa?
A. Gob-Hen. Ramon Blanco
B. Gob-Hen. Carlos Maria Dela Torre
C. Gob-Hen. Primo de Rivera
D. Gob-Hen. Camilo Polavieja
3. Maraming pagbabago sa
pamamahala ang ipinakilala ni
Gobernador-
Heneral Dela Torre. Alin sa mga
sumusunod ang HINDI kabilang sa
mga pagbabago sa ilalim ng
pamahalaang liberal?
A. Pakikipag-usap sa pinuno ng mga
nag-alsang magsasaka sa isang
hacienda sa Imus
B. Pagwawakas sa pag-eespiya sa mga
pahayagan at paghihikayat
sa kalayaan sa pamamahayag
C. Pamumuhay nang marangya sa
pamamagitan ng pagkakaroon ng
maraming gwardiya at pagsusuot ng
magagarang sumbrero
D. Isang buwang pagkakabilanggo sa
halip na paghagupit bilang
parusa sa mga PIlipinong tumakas mula
sa mga hukbong Espanyol
4. Sinasabing nabigyan ng kalayaang
ipahayag ang damdaming
makabayan ng mga Pilipino sa panahon
ng liberalismo. Sino-sino ang
higit na nakinabang sa pagiging liberal
ni Dela Torre?
A. Encomendero C. Ilustrado
B. Gobernadorcillo D. Prayle
5. Dahil sa pagiging malapit ng mga
ilustrado kay Gob.-Hen. Maria Dela
Torre, hinarana nila ito noong gabi ng
Hulyo 12, 1869. Bakit lubhang
ikinabahala ng mga Espanyol ang inasal
ni Dela Torre?
A. Sapagkat pinangunahan niya ang
tagay para sa kalayaan ng
Pilipinas
B. Sapagkat nagalit siya sa mga
Ilustradong nangharana sa kanya
C. Sapagkat ipinaghanda pa niya ang
mga Pilipino ng hapunan
D. Sapagkat inabuso niya ang kanyang
kapangyarihan
Ipakita ang larawan tungkol sa
liberalism0
Ano ang masasabi ninyo sa larawan?
Zamora
3. Nahatulan ang tatlong paring martir ng
kamatayan matapos
mapagbintangang namuno sa pag-aalsa laban
sa mga opisyal ng
arsenal sa Cavite. Anong naging pamamaraan
ang inihatol sa kanila?
A. Garote C. Lethal Injection
B. Pagpugot ng ulo D. Silya Elektrika
4. Maraming Pilipino ang nahatulan ng
kamatayan. Sino-sino ang
tinaguriang tatlong paring martir na nahatulan
ng kamatayan?
A. Padre Jose Burgos C. Padre Mariano Gomez
B. Padre Pedro Pelaez D. Padre Jacinto Zamora
A. ABC C. BCD
B. ABD D. ACD
5. Nagalit ang maraming Pilipino at ganap na
napukaw ang kanilang
damdaming makabayan matapos mahatulan
ang tatlong pari? Bakit?
A. Sapagkat hindi nila alam ang totoong
nangyari.
B. Sapagkat napamahal na sa kanila ang mga
pari
C. Sapagkat hindi totoo ang bintang sa tatlong
pari
D. Sapagkat nais nilang mamuno ang tatlong
pari sa parokya
Pagpapakita ng larawan
 Sino sa inyo ang nakakakilala kung sino-sino
na lalawigan ng Spain.
B. Magkaroon ng kinatawang Pilipino
sa korte ng Spain.
C. Maging malaya at mapang abuso
ang mga Pilipino
D. Mabigyan ang mga Pilipino ng mga
karapatan at pribilehiyo
na tinatamasa ng mga Espanyol.
3. Ang samahang itinatag ni Dr. Jose
Rizal sa kanyang pagbabalik sa
Pilipinas noong Hulyo 3,1892 ay may
mga layunin tulad ng pagkakaisa
ng buong bansa, proteksyon para sa
lahat, pagtatanggol laban sa
kaguluhan, pagpapaunlad ng
edukasyon at pagsasagawa ng
reporma.
Anong samahan ito?
A. La Liga Filipina C. Katipunero
B. Kilusang Propaganda D. La
Solidaridad
4. Si Andres Bonifacio, kasama ang
ilang makabayan, ay nagtatag ng
isang samahan na may pangunahing
layunin na paglaya ng Pilipinas at
tinawag itong KKK, ano ang ibig sabihin
ng KKK?
A. Katipunang Katibayan ng mga Anak
ng Bayan
B. Kagalang-galang Katipunan ng
Katipunero
C. Kataas-taasang, Kagalang-galangang
Kabuhayan ng Bayan
D. Kataas-taasang, Kagalang-galangang
Katipunan ng mga
Anak ng Bayan
5. Natuklasan ang kilusang katipunan
noong Agosto 19,1896. Inaresto ang
mga pinaghihinalaang kasapi ngunit
nakatakas sina Bonifacio at Jacinto
kaya’t tinipon ni Bonifacio ang mga
Katipunero sa Pugad Lawin upang
ipagpatuloy ang planong paghihimagsik
sa mga Espanyol.Ano ang kanilang
pinunit habang sabay-sabay na
sumigay at naging simula ng
rebolusyon?
A. papel C. buhok
B. damit D. sedula
Kikilalanin ang mga nasa larawan. Video presentation tungkol sa mga panirahan
Sasagutin ang ilang katanungan ng mga pangkat etniko
a.) Sinu-sino sila? Batay sa inyong nakita sa larawan magbigay

C. Pag-uugnay ng mga halimbawa sa
bagong aralin
D. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan #1
 Ano sa palagay ninyo ang isinisigaw
ng mga mamamayang
Pilipino?
1. Pangkatang Gawain
Ipaisa-isa sa mga mag-aaral ang mga
pamantayan sa pagsasagawa ng
pangkatang gawain. Ipamahagi sa
bawat grupo ang task card.
Pangkat I
Iayos ang mga pangungusap na
nakasulat sa pirasong papel at idikit sa
manila paper upang makabuo ng ideya
kung paano dumating ang
liberalismo sa Pilipinas. Ayon sa
pagkakasunod-sunod
Mga pangungusap na nakasulat sa
papel)
 Noong Setyembre 19, 1868 Sumiklab
ang himagsikan sa Cadiz,
Spain laban kay Reyna Isabel II.
 Nalupig ng hukbong rebolusyonaryo
ang hukbo ng Reyna.
 Nagtatag ng liberal na pamahalaan
ang nagtagumpay na hukbo
at ibinalik sa bansa ang mga
karapatang pantao at malayang
halalan.
 Dumating ang liberalismo sa Pilipinas
at nagkaroon ng
pagkakataon ang mga Pilipinong
maranasan ang kalayaan sa
pagsasalita, pagpupulong at ipinarating
sa pamahalaan ang
kailang mga karaingan.
 Kasabay ang pagdating ni Carlos
Maria Dela Torre bilang
gobernador heneral ang sinasabing
paghahari ng liberalismo sa
bansa
Pangkat II
Ipakita ang pagbabago sa liberal na
pamamahala ni Gobernador Heneral
Carlos Maria Dela Torre sa
pamamagitan ng pagbuo ng graphic
organizer.
Pangkat III
Magtala ng mga pagbabagong naganap
sa pamamahala sa ilalim ng
liberalismo sa panunugkulan ni
Gobernador-Heneral Dela Torre.
(Ibibigay
ng guro ang Sangguniang aklat,
Makabayan Kasaysayang Pilipino,
ph.106-107)
Pag-uulat ng bawat pangkat ng
kanilang ginawang awtput.
ang nasa larawan?
 Ano kaya ang kanilang naging mahalagang
papel sa kasaysayan
ng bansa noong panahon ng mga Espanyol?
1. Pangkatang Gawain (Collaborative Approach)
Ipaisa-isa sa mga mag-aaral ang mga
pamantayan sa pagsasagawa ng
pangkatang gawain. Ipamahagi sa bawat grupo
ang task card.
Pangkat I. Suriin at ilahad ang konseptong nasa
loob ng kahon sa pamamagitan ng concept map
Pangkat II. Ilahad ang konsepto na nasa loob ng
kahon sa pamamagitan
ng data retrieval chart
Pangkat III. Isadula ang pangyayari na
nagpapakita ng pagiging matapang
ng mga Pilipinong pari sa pagpapasimula ng isa
pang pag-aalsa. (Bibigyan
ng guro ang mga bata ng script na isasadula)
Pamagat: Tatlong Paring Martir
Pag-uulat ng bawat pangkat ng kanilang
ginawang awtput.
b.) Ano ang kanilang nagawa sa para sa
bayan
1. Gawain (Pangkatang Gawain)
PANGKAT I
PANUTO: Suriin ang mga larawan,
sagutin ang sumusunod na tanong sa
masusing pamamaraan:
Sino / Ano ang nasa larawan?
Ano-ano ang bahaging ginagampanan
nila sa pagkakamit ng ating
kalayaan?
Sa anong paraan ng pag-aalsa ang
kanilang ginawa?
PANGKAT II
PANUTO: Sa pamamagitan ng isang
“panel discussion,” aalamin kung sino
ang nasa larawan at ano ang mga
nagawa nila para sa bayan. Ihandang
ibahagi ito sa klase.
PANGKAT III
PANUTO: Pagmasdan at suriin ang
larawan, isadula kung paano nila
ipinaglaban ang kalayaan n gating
bansa laban sa mga Espanyol.Isasadula
ng
mga bata ang ginawang pagpunit sa
sedula habang sabay-sabay na
isinisigaw
ang mga katagang “Mabuhay ang
kalayaan ng
Magkakaroon ng pagtatanungan ang
bawat pangkat tungkol sa
ng inyong opinyon kung
bakit kaya hindi naging matagumpay na
pagsakop ng mga Espanyol
1. Gawain 1 (Pangkatan Gawain)
Pangkat I- Pagbibigay ng larawan ng mga
pangkat etniko na
naninirahan sa kabundukan. (See Attached)
1. Sino sino ang mga nasa larawan?
2. Sila ang mga Katutubong Pilipino na hindi
nasakop ng mga
Espanyol?
3. Batay sa inyong nakita sa larawan ano kaya
ang naging dahilan
at di napagtagumpayang sakupin sila ng mga
Espanyol?
Ipaliwanag ang inyong sagot.
Pangkat 2
Basahin ang nilalaman ng nasa kahon at
sagutin ang mga tanong sa
ibaba.
1. Sino- sino ang mga katutubong Pilipinong
hindi nasakop ng mga
Kastila?
2. Saan – saan sila naninirahan?
3. Ano ang naging dahilan ang di naging
matagumpay ang
pananakop ng mga Espanyol?
4. Sa kabuuan hindi nasakop ng mga Espanyol
ang ibang pangkat ng
katutubo, ano ang inyong nadarama?
Gawain 3 – Pakikipaglaban ng mga Muslim sa
mga Espanyol
ng mga kastila?
1. Anong katangian ng mga muslim ang
nakatulong upang hindi
lubusang masakop ng mga kastila?
2. Sino ang bayani ng mga Muslim ang
namuno upang hindi
masakop ng mga kastila?
3. Ano ang inyong mararamdaman kapag may
isang pinunong
namumuno upang ipaglaban ang kanilang
Karapatan?
Pag-uulat ng bawat pangkat ng kanilang
ginawang awtput.

E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasnan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-
araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
a. Paano nagkaroon ng pamahalaang
liberal sa PIlipinas?
b. Sino ang gobernador heneral na
nagpakilala ng pagbabago sa liberal
na pamamahala?
c. Paano ninyo mailalarawan si Dela
Torre base sa kanyang
pamamahala?
d. Ayon sa graphic organizer at sa mga
tala na ipinakita ng mga pangkat,
ano-ano ang mga pagbabago sa
pamamahala na ipinatupad ni Dela
Torre?
e. Paano sa tingin ninyo napaigting ng
liberal na pamamahala ang
pagnanais ng mga Pilipinong matamo
ang kalayaan?
a. Sa iyong palagay, ano ang
mahalagang ginampanan ng
pamahlaaang
liberal sa pagpapaigting ng pagnanais
ng mga Pilipinong makamit ang
kalayaan?
b. Bilang isang mag-aaral, paano mo
ipapakita ang iyong
pagpapahalaga sa mabuting
pamumuno ng mga may katungkulan
sa
pamahalaan?
a. Ano ang pagkakaiba o pagkakatulad
ng Pamahalaang liberal noon sa
pamahalaan natin ngayon?
b. Kung ikaw ay si Gobernador
Heneral Maria Dela Torre,
ipagpapatuloy
mo ba ang liberal na pamamahala sa
mga Pilipino kahit na labis itong
ikinababahala ng kapwa mo Espanyol?
Bakit?
1. Paano nagkaroon ng Pamahalaang
Liberal sa bansa?
Ano-ano ang mga pagbabagong
ipinatupad sa panahon ng
pamahalaang liberal?
Panuto: Piliin ang titik ng tamang sagot.
Isulat sa inyong sagutang papel.
1. Nagpatupad ng patakaran si Carlos
Maria Dela Torre ng mga patakarang
ipinatupad niya sa pamahalaan bilang
gobernador-heneral ng Pilipinas? Saan
niya ito binatay?
A. sa Amerika C. sa Cuba
B. sa England D. sa Spain
2. Natalo ng hukbong rebolusyonaryo
ang hukbo ng Reyna nang sumiklab ang
a. Ano-ano ang dalawang uri ng paring Katoliko
sa bansa noon?
b. Ano ang simula ng alitan ng mga paring
regular at paring secular?
c. Anong ibig sabihin ng sekularisasyon?
d. Ano ang mahalagang ginampanan ni Padre
Pedro Pelaez sa
kasaysayan ng bansa?
e. Sino-sino ang tinaguriang tatlong paring
martir?
f. Bakit lalong nagalit at ganap nang napukaw
ang damdaming
makabayan ng mga Pilipino?
Makatarungan ba ang hatol na kamatayan kina
Padre Gomez,
Burgos at Zamora? Ipaliwanag.
 Bilang mag-aaral paano mo maisasapuso ang
kabutihang naiambag
ng tatlong paring martir sa ating kalayaan?
 Ano ang pagkakaiba ng kalagayan ng mga
pari noon sa mga pari
ngayon?
 Kung ikaw ay nabubuhay noong panahon ng
mga Espanyol, anong
gagawin mo kung nalaman mo ang maling
hatol sa tatlong pari?
 Ano-ano ang ilan sa mga naging sanhi ng pag-
aalsa ng mga
Pilipino?
Panuto: Piliin ang titik ng tamang sagot. Isulat
sa inyong sagutang papel.
1. Si Padre Pedro Pelaez ay isang mestisong
Espanyol na namuno sa kilusang
itinatag ng mga paring sekular upang ipaglaban
ang kanilang mga karapatan.
Anong tawag sa kilusang ito?
A. Kilusang Assimilasyon C. Kilusang
Rebolusonaryo
B. Kilusang Pilipinisasyon D. Kilusang
Sekularisasyon
kanilang iniulat o isinagawang gawain.
Gagabayan ang mga bata dito
kilusan ng ating mga bayaning Pilipino,
sa pagkakalaya natin sa mga
dayuhang mananakop? Bakit
 Dapat ba natin silang kilalaning mga
tunay na bayani ng ating bayan?
Paano?
Sa pamamagitan ng “graphic
organizer” na ito lagyan ng sagot ang
bawat kahon ayon sa mga kilusang
ating tinalakay.
Ano ano ang mga kilusang nabuo ng
ating mga bayaning Pilipino bilang
pag-aalsa sa ginawang pananakop sa
atin ng mga Espanyol. Paano
nila ito nabuo?
Panuto: Basahing mabuti ang bawat
tanong. Piliin at isulat ang titik nang
tamang
sagot.
1. Ang samahang itinatag ni Dr. Jose
Rizal sa kanyang pagbabalik sa Pilipinas
noong Hulyo 3,1892 ay may mga
layunin tulad ng pagkakaisa ng buong
bansa, proteksyon para sa lahat,
pagtatanggol laban sa kaguluhan,
pagpapaunlad ng edukasyon at
a. Sino-sino ang mga Pilipinong hindi lubusang
nasakop ng mga
Espanyol?
b. Anong katangian ng mga Muslim ang higit
na nakatulong
upang hindi mapagtagumpayan na masakop
sila?
c. Ano-ano kya ang dahilan ng ibang pangkat
etniko upang hindi
sila masakop.
d. Gagamit ng semantic web. (Lahat ng
impormasyon ay
nauugnay sa core question. Ang sagot sa core
question ay ang
web strand at isusulat sa paligid ng core
question
Anong katangian ng mga muslim ang dapat
nating hangaan na
naktulong ng malaki upang ipaglaban nila ang
kanilang karapatan?
Bakit? Ipaliwanag ang sagot
Magbibigay ang guro ng metacards na
naglalaman ng mga
pangungusap. Pipiliin ng mga bata ang mga
pangungusap na
nagsasaad ng mga dahilan ng di matagumpay
na pananakop sa mga
muslim at mga katutubo
Ano ano ang Mga Dahilan ng hindi
Pagtatagumpay na Pagsakop ng mga
Espanyol sa mga katutubo at iba pang
Pangkat.
Basahin ang sumusunod na mga sitwasyon.
Piliin ang titik ng tamang sagot.
1. Sinubukan ng mga Espanyol na palawakin
ang kapangyarihan nila sa
Mindanao upang makalikom ng mga buwis
doon. Bakit sila nagging bigong
Gawain ito?
A. Mababait sila C. Malalambing sila
B. Pawang matatapang D. May anting sila
2. Nanatiling isang malaking hamon ang
ginawa ng mga muslim sa mga
himagsikan sa Cadiz, Spain na naging
sanhi ng pagkakatatag ng pamahalaang
liberal. Kailan ito naganap?
A. Agosto 9, 1868 C. Setyembre 9, 1868
B. Agosto 19, 1868 D. Setyembre 19,
1868
3. Nangibabaw ang liberalismo sa
Pilipinas sa ilalim ni Gobernador-
Heneral
Carlos Maria Dela Torre na nagpatupad
ng mga pagbabago sa pamamahala.
Alin sa mga sumusunod ang HINDI
naganap sa panahon niya?
A. Pakikipag-usap sa pinuno ng mga
nag-alsang magsasaka sa isang
hacienda sa Imus
B. Pagwawakas sa pag-eespiya sa mga
pahayagan at paghihikayat sa
kalayaan sa pamamahayag
C. Pamumuhay nang marangya sa
pamamagitan ng pagkakaroon ng
maraming gwardiya at pagsusuot ng
magagarang sumbrero
D. Isang buwang pagkakabilanggo sa
halip na paghagupit bilang parusa
sa mga PIlipinong tumakas mula sa
mga hukbong Espanyol
4. Naging malapit ang mga Pilipino kay
Dela Torre sa panahon ng kanyang
panunungkulan. Sino ang sinasabing
higit na nakinabang sa pagiging liberal
niya?
A. Encomendero C. Ilustrado
B. Gobernadorcillo D. Prayle
5. Ikinabahala ng mga Espanyol ang
pagiging malapit ng mga Pilipino kay
Dela
Torre lalo na ang naging asal ng
gobernador-heneral nang hinarana siya
ng
mga ito, at pangunahan ang tagay para
sa kalayaan? Bakit?
A. Sapagkat hindi sila inimbitahan sa
kasiyahan
B. Sapagkat tutol sila na makamtan ng
mga Pilipino ang kalayaan
C. Sapagkat nais nilang sila ang
manguna sa pagtagay para sa kalayaan
D. Sapagkat nais nilang sila ang
mapalapit sa mga ilustrado nang
marami silang makolektang buwis
2. Ang kilusan sa sekularisasyon ay lalong
nakagising at nagpaalab sa damdamin
ng mga Pilipino ukol sa kalayaan at katarungan
para sa lahat. Ano ang kanilang
ipinaglalaban?
A. ang kanilang karapatan C. ang kanilang
buhay
B. ang kanilang ari-arian D. ang kanilang
posiyon
3. Nahatulan ng kamatayan sa pamamagitan ng
garote ang tatlong pari sa
bagumbayan noong Pebrero 17, 1872. Ano ang
naging dahilan nito?
A. Napagbintangan silang nagnakaw sa parokya
ng Cavite
B. Napagbintangan silang sumusuway sa utos
ng Hari ng Espanya
C. Napagbintangan silang namuno sa pag-aalsa
sa arsenal sa Cavite
D. Napagbintangan silang sumusuway sa
kautusan ng kanilang orden
4. Hinatulan ng kamatayan ang tatlong paring
martir sa pamamagitan ng garote.
Sino ang hindi kabilang sa mga pari na
nahatulan ng kamatayan?
A. Padre Jose Burgos C. Padre Pedro Pelaez
B. Padre Mariano Gomez D. Padre Jacinto
Zamora
5. Pinatay ang tatlong paring martir ng mga
Espanyol sa pamamagitan ng garote
naging makatarungan ba ang hatol na
kamatayan kina Padre Gomez, Burgos
at Zamora? Bakit?
A. Oo, sapagkat hindi sila nasunod sa nais ng
Hari.
B. Oo, sapagkat namuno sila sa pag-aalsa.
C. Hind, sapagkat hindi sila handa at walang
kasalanan.
D. Hindi, sapagkat sila ay napagbintangan
lamang.
pagsasagawa ng reporma. Anong
samahan
ito?
A. La Liga Filipina C. Katipunero
B. Kilusang Propaganda D. La
Solidaridad
2. Natuklasan ang kilusang katipunan
noong Agosto 19,1896. Inaresto ang
mga
pinaghihinalaang kasapi ngunit
nakatakas sina Bonifacio at Jacinto
kaya’t
tinipon ni Bonifacio ang mga
Katipunero sa Pugad Lawin upang
ipagpatuloy
ang planong paghihimagsik sa mga
Espanyol. Ano ang kanilang isinigaw
nang sabay-sabay at naging simula ng
rebolusyon?
A. Mabuhay ang mga bayani!
B. Mabuhay ang mga Espanyol!
C. Mabuhay ang mga patay!
D. Mabuhay ang Kalayaan ng Pilipinas!
3. Nagpatuloy ang kalupitan ng mga
Espanyol at ang katiwalian sa
pamahalaang
kolonyal. Ito ang nagbunsod sa mga
Pilipino upang bumuo ng isang kilusan
kung saan ito ay isang mapayapang
kampanya para sa mga reporma sa
pamamagitan ng talumpati at
pamamahayag. Ano ito?
A. KKK C. La Liga Filipina
B. HUKBALAHAP D.Kilusang
Propaganda
4. Siya ang ipinalalagay na nagtatag ng
samahang katipunan. Siya rin ang
bayaning hindi natakot ibuwis ang
buhay para sa bansa at ang kanyang
ginamit na pamamaraan ng paglaban
ay ang lakas at dahas, sino siya?
A. Jose Rizal C. Emilio Jacinto
B. Andres Bonifacio D. Gabriela Silang
5. Si Andres Bonifacio, kasama ang
ilang makabayan, ay nagtatag ng isang
samahan na may pangunahing layunin
na paglaya ng Pilipinas at tinawag
itong KKK, ano ang ibig sabihin ng KKK?
A. Katipunang Katibayan ng mga Anak
ng Bayan
B. Kagalang-galang Katipunan ng
Katipunero
C. Kataas-taasang, Kagalang-galangang
Kabuhayan ng Bayan
D. Kataas-taasang, Kagalang-galangang
Katipunan ng mga Anak ng
Bayan
Espanyol kaya pilit pa rin nilang gusting
sakupin ang mga ito. Ano ang
nagging hadlang upang gawin ito.
A. Mababangis ang hayop ditto.
B. Matataas ang punong pinagtataguan ditto
C. Sinasalubong silang ng mga kanyon at
palasong may lason
D. Nakakatakot ang hitsura ng mga Muslim at
malalakas tumakbo ang
mga ito.
3. Hindi nila nasakop nang tuluyan ang mga
muslim dahil may pinunong namuno
upang mapag-isa ang mga muslim sa iisang
layunin. Sino siya?
A. Sultan Kudarat C. Apolinario de la Cruz
B. Francisco Dagohoy D. Padre Mariano
Gomez
4. Sa kabundukan ng Cordillera, ang mga tao
ay humadlang sa nais ng mga
Espanyol. Lumaban sila kaya sinunog ang mga
bahay nila. Ano ang ginawa
nila upang di sila tuluyang masakop ng mga
Espanyol.
A. Nakipagkaibigan sila.
B. Sumuko sila at nagbigay ng ginto
C. Tumakbo sa malalayong pook at doon
nagtayo ng tirahan.
D. Pinabayaan nilang palaganapin ang
Kristiyanimo sa buong kapuluan.
5. Bakit hindi lubusang nagtagumpay ang
pananakop ng mga Espanyol na
naninirahan sa kabundukan.
A. Ayaw ng mga Espanyol hanapin ang
kinalalagyan nila.
B. Takot sila sa mga mababangis na mga
hayop lalo sa mga ahas.
C. Walang sasakyang nakararating sa kanila
gayundin ang uri ng
pakikipagtalastasan.
D. Hindi interesado ang mga Espanyol sa
kanila dahil wala silang pinagaralan.
J. Karagdagang Gawain para sa
takdang- aralin at remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha
ng 80% sa pagtataya.
B. Bilang ng mga-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remediation?
Bilang ng mag-aaral na nakaunawa sa
aralin.
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo
ang nakatulong ng lubos? Paano ito
nakatulong?
1. Sino sino ang tinaguriang Tatlong
Paring Martir?
2. Ano ano ang mahahalagang bagay
ang nagawa nila sa ating bayan?
.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
Gumupit ng hugis puso sa isang malinis na
papel. Isulat ang iyong saloobin tungkol
sa hindi makatarungang hatol sa tatlong paring
martir.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work on
time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
Bukod kina Dr. Jose Rizal at Gat Andres
Bonifacio, sino pang mga bayani ang
nalalaman mong may malaking nagawa
sa ating bayan. Magtala ng ilan at
sabihin
ang kanilang nagging kontribusyon
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
1. Ipaliwanag ang naging epekto ng
pakikipaglaban ng mga muslim at katutubo
sa mga Espanyol.
2. Magsaliksiksik kung paano nagwakas ang
pananakop ng mga Espanyol.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
F. Anong suliranin ang aking
naranasan na nasolusyunan sa tulong
ng aking punungguro at superbisor?
G. Anong kagamitan ang aking
nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require
remediation require remediation remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development: Examples:
Self assessments, note taking and studying Examples: Self assessments, note Self assessments, note taking and studying
techniques, and vocabulary assignments. taking and studying techniques, and techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick- vocabulary assignments. ___Bridging: Examples: Think-pair-share,
writes, and anticipatory charts. ___Bridging: Examples: Think-pair- quick-writes, and anticipatory charts.
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples: Compare and ___Schema-Building: Examples:Compare and
contrast, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer teaching, and
projects. ___Schema-Building: Examples: projects.
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization: ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media,
___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. Examples: Demonstrations, media, opportunities.
manipulatives, repetition, and local
opportunities.
___Text Representation: ___Text Representation:
Examples: Student created drawings, videos, Examples: Student created drawings, videos,
___Text Representation:
and games. and games.
Examples: Student created drawings,
___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly and
videos, and games.
clearly, modeling the language you want clearly, modeling the language you want
students to use, and providing samples of ___Modeling: Examples: Speaking students to use, and providing samples of
student work. slowly and clearly, modeling the student work.
language you want students to use,
Other Techniques and Strategies used: and providing samples of student work. Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration Other Techniques and Strategies used: ___ Group collaboration
___Gamification/Learning throuh play ___ Explicit Teaching ___Gamification/Learning throuh play
___ Answering preliminary ___ Group collaboration ___ Answering preliminary
activities/exercises ___Gamification/Learning throuh play activities/exercises
___ Carousel ___ Answering preliminary ___ Carousel
___ Diads activities/exercises ___ Diads
___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction
___ Role Playing/Drama ___ Diads ___ Role Playing/Drama
___ Discovery Method ___ Differentiated Instruction ___ Discovery Method
___ Lecture Method ___ Role Playing/Drama ___ Lecture Method
Why? ___ Discovery Method Why?
___ Complete IMs ___ Lecture Method ___ Complete IMs
___ Availability of Materials Why? ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn
___ Group member’s ___ Availability of Materials ___ Group member’s
collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation
in doing their tasks ___ Group member’s in doing their tasks
___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation
of the lesson in doing their tasks of the lesson
 ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson

Prepared by:
Checked by:
MELLANIE A. TAMARES
Class Adviser HAZEL JOY P. PAGADOR
Head Teacher -II

GRADES 1 to 12 School Kalangahan Elementary School Grade Level V

DAILY LESSON LOG
Teacher Mellanie A. Tamares Learning Areas MAPEH
Teaching Dates and Time December 18-21,2017 Quarter 3rd Quarter/Week 8

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner… The learner…

demonstrates understanding of the uses demonstrates understanding of the uses demonstrates understanding of new understands the nature and effects of
and meaning of musical terms in Form and meaning of musical terms in Form printmaking techniques with the use of the use and abuse of caffeine, tobacco
lines, texture through stories and myths. and alcohol
B. Performance Standards The learner… The learner… The learner… The learner…

performs the created song with performs the created song with creates a variety of prints using lines practices appropriate first aid principles
appropriate musicality appropriate musicality (thick, thin, jagged, ribbed, fluted, and procedures for common injuries
woven) to produce visual texture.
C. Learning Competencies/Objectives
Write the LC code for each
identifies aurally and visually different
instruments in:
6.1 rondalla
6.2 drum and lyre band
6.3 bamboo group/ensemble (Pangkat
Kawayan)
6.4 other local indigenous ensembles
identifies aurally and visually different
instruments in: shows skills in creating a linoleum, describes the general effects of the use
rubber or wood cut print with the proper and abuse of caffeine, tobacco and
6.1 rondalla use of carving tools. alcohol
6.2 drum and lyre band
6.3 bamboo group/ensemble (Pangkat A5PL-IIId H5SU-IIId-e-10
Kawayan)
6.4 other local indigenous ensembles

MU5TB-IIIf-3 MU5TB-IIIf-3

II. CONTENT Mga Instrumentong Rondalla, Banda, Mga Instrumentong Rondalla, Banda, Paglilimbag Pangkalahatang Epekto ng Paggamit at
Pangkat Kawayan at Etniko Pangkat Kawayan at Etniko Pag-abuso sa Caffeine, Nikotina at
Alcohol

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. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Pakinggan ang tunog o tinig. Suriin ang
timbre ng tunog. Pumalakpak ng 1 beses
kung soprano, 2 beses kung alto, 3 beses
kung tenor at 4 na beses kung bass.
Pakinggan ang tunog o tinig. Suriin ang
timbre ng tunog. Pumalakpak ng 1 beses
kung soprano, 2 beses kung alto, 3 beses
kung tenor at 4 na beses kung bass.
Ang pagpapakita ng kakayahang gumawa
ng isang likhang sining ay nagpapakita
kung gaano kahusay ang mga Pilipino
kalakip nito ay ang tamang paggamit ng
mga kagamitan upang maiwasan ang
mga sakunan.
Pagmasdan at pag-aralang mabuti ang
mga larawan sa ibaba. Ano ang tawag
ninyo sa mga larawan? Saan madalas
nakikita ang mga ito? Alam b ninyo na
nagtataglay sila ng mga mahahalaga
substansya o maaring kemikal na galing
sa mga ibat- ibang prutas o produkto? At
ito ang mga inihahalo sa mga ilang
produkto kagaya ng kape, alak at
sigarilyo. Ano ang substansyang sangkap
ng alak?

B. Establishing a purpose for the lesson identifies aurally and visually different
instruments in:
6.1 rondalla
6.2 drum and lyre band
6.3 bamboo group/ensemble (Pangkat
Kawayan)
6.4 other local indigenous ensembles
identifies aurally and visually different shows skills in creating a linoleum, describes the general effects of the use
instruments in: rubber or wood cut print with the proper and abuse of caffeine, tobacco and
use of carving tools. alcohol
6.1 rondalla
6.2 drum and lyre band
6.3 bamboo group/ensemble (Pangkat
Kawayan)
6.4 other local indigenous ensembles

C. Presenting examples/instances of the Pakinggan ang awit na“Oh Who Can Play” Pakinggan ang awit na“Oh Who Can Pagpapapakita ng larawan Saan inihahalo ang alkohol?
new lesson Awitin sa pamamaraang rote. Play”
Awitin sa pamamaraang rote. Ano ang epekto nito sa taong nakatikim
ng alcohol?

Ano ang nangyayari sa taong nakatikim

ng caffeine?

May masama bang epekto ang nikotina

 sa ating katawa?

D. Discussing new concepts and practicing Pakinggan ang awit na“Oh Who Can Play” Pakinggan ang awit na“Oh Who Can Naipakikita ang kakayahan sa likhang
Nikotina
new skills #1 Awitin sa pamamaraang rote. Play” paglilimbag gamit ang linoleum, rubber
Awitin sa pamamaraang rote. or wood cut print na may tamang
paggamit ng kagamitang pang ukit. Ang nikotina ay isang alkaloid na

matatagpuan sa nightshade plants

partikular sa tabako plant na tinatawag

ding Nicotiana tabacum. Ang ibang

nightshade plants, gaya ng patatas,

kamatis, at talong, ay mayroon ding

nicotine ngunit mas mababa ang kanilang

nicotine content kung ihahambing sa

tabako. Ang nicotine ay matatagpuan sa

sigarilyo at iba pang produktong tabako.

Ang bawat piraso ng sigarilyo ay

tinatayang may 1 mg nicotine.

Ang nicotine ay mabilis na pumapasok sa

katawan. Mula sa baga, dumadaan ito sa

bloodstream at sa loob ng pito hanggang

sampung segundo ay pumapasok sa utak.

Ang reaction ng utak sa nicotine ang

nagdudulot ng nicotine addiction.

Mabilis din ang reaksyon ng puso sa

nicotine. Nagdudulot ito ng pagtaas ng

blood pressure at pagbilis ng pulso.

Bumababa rin ang blood supply sanhi ng

pagliit ng arteries. Bukod dito,

nababawasan ang panustos ng oxygen sa

cells dahil sa carbon monoxide ng

sigarilyo. Dahil dito, ang nicotine ay ang

tinuturong pangunahing sanhi ng

 cardiovascular disease at heart attack sa

mga naninigarilyo.

Caffeine

Ang caffeine o kapeina ay nilalaman ng

ilang mga halaman at ito ay mapait.

Kadalasang matatagpuan ito sa

maraming inumin na tulad ng kape,

tsaa, soft drinks o soda, cacao o

tsokolate, kola nuts at ilang mga gamot

na kung tawagin ay stimulants. Ito ay

nagbibigay ng karagdagang enerhiya at

pansamantalang tulong sa pagiging

alerto.

E. Discussing new concepts and practicing Pangkatin ang klase sa apat at bigyan Pangkatin ang klase sa apat at bigyan Mga Hakbang sa Paggawa
Mga epekto
new skills #2 envelop ang bawat pangkat na envelop ang bawat pangkat na 1. Ihanda ang mga
naglalaman ng mga larawan ng mga naglalaman ng mga larawan ng mga kagamitan tulad ng
instrumento. Ibahagi sa klase ang instrumento. Ibahagi sa klase ang linoleum, rubber o Ayon sa mga eksperto, ang katamtamang
nabuong ideya mula sa mga larawan. nabuong ideya mula sa mga larawan. kaya malambot na
konsumo ng kape (200 hanggang 300
Pangkat 1 Rondalya Pangkat 1 Rondalya kahoy.
Pangkat 2 Banda Pangkat 2 Banda 2. Gumuhit sa milligrams, mga dalawa hanggang apat
Pangkat 3 Pangkat Kawayan Pangkat 3 Pangkat Kawayan linoleum,rubber o
Pangkat 4 Pangkat 4 malambot na kahoy na tasa) ay hindi nakakaapekto sa
Instrumentong Etniko Instrumentong Etniko ng isang magandang
kalusugan ngunit ang malakas na
imahinasyon na kaya
niyong gawin. pagkonsumo nito (400 milligrams at mas
3. Gamit ang mga pag-
ukit.Ukitin ang mga mataas pa, mga apat pataas na tasa) ay
iginuhit sa nagdudulot ng hindi kanaisnais na mga
linoleum,rubber o
malambot na kahoy sa sintomas tulad ng mga sumusunod:
maingat na
pamamaraan ng
paghawak sa mga  Insomnia o kahirapan sa o
kagamitan pang-ukit. kakulangan ng tulog

 Nerbyos

 Pagkabagabag

F. Developing mastery Pangkatang Gawain
(Leads to Formative Assessment 3)
G. Finding practical applications of Paano mo mapapahalagahan ang mga
concepts and skills in daily living insturmentong iyong natuklasan?
H. Making generalizations and abstractions Ang Rondalya ay kilala bilang tagasaliw sa
about the lesson mga katutubong sayaw at tugtugin. Sa
rondalya ay makikita ang paggamit ng
mga instrumentong de-kwerdas na
karaniwa’y gawa rito sa atin. Ang banda
ay isang mahalagang bahagi ng kulturang
Pilipino na tumutugtog tuwing may
kasayahan at pagtitipon. Pangkat
kawayan ay mga instumentong yari sa
kawayan na karaniwang pinatutugtog sa
pamamagitan ng pag-ihip. Ang
Intrumentong Etniko ay instrumentong
Pangkatang Gawain
Paano mo mapapahalagahan ang mga
insturmentong iyong natuklasan?
Ang Rondalya ay kilala bilang tagasaliw sa
mga katutubong sayaw at tugtugin. Sa
rondalya ay makikita ang paggamit ng
mga instrumentong de-kwerdas na
karaniwa’y gawa rito sa atin. Ang banda
ay isang mahalagang bahagi ng kulturang
Pilipino na tumutugtog tuwing may
kasayahan at pagtitipon. Pangkat
kawayan ay mga instumentong yari sa
kawayan na karaniwang pinatutugtog sa
pamamagitan ng pag-ihip. Ang
Intrumentong Etniko ay instrumentong
Pangkatang Gawain
Pangkatang Gawain
Ang pagiging malikhain ay tunay na
kahali halina lalo na kung ikaw ay may
kakayahan sa paggawa ng mga ito.Gayun
pa man dapat nating tandaan na kahit na
tayo ay bihasa sa paggamit ng mga ito ay
kailangan parin natin ang ibayong pag-
iingat upang di maaksidente.
 Pagkairita
 Pangangasim ng sikmura
o gastroenteritis
 Mabilis na pagtibok ng puso
 Pangangatog ng kalamnan o
muscle tremors
 Depression
 Nausea o pagkaduwal
 Madalas na pag-ihi
 Pagsusuka
Matuto Tayo (Magpakita ng mga larawan
ayon sa mga katanungan)
Panuto: Mula sa talata na binasa sagutin
ang mga sumusunod na katanungan.
1. Ano ang epekto ng pag-inom
ng alak sa katawan?
__________
2. Ano ang pangunahing Gawain
ng atay sa ating buong
katawan?
___________________
3. Kapag tuloy-tuloy ang pag-
inom ng alak ano ang
magiging sakit ng isang tao at
paano ito nangyayari?
Pangkatang Gawain
Ang mga sangkap na ginagamit sa ibat-
ibang produkto kagaya ng alak, sigarilyo
at kape ay ang caffeine, nikotina at
alcohol. Ang alcohol ay mula sa mga
katas ng ilang prutas kagaya ng mansanas
ito ay parang Kristal, mapait ang lasa nito
at mabaho ang amoy dahilan kung bakit
nalalasing ang taong nakakatikim nito.
Ang caffeine ay mula sa mga pinatuyong
buto kagaya ng kape at marami pang iba.
Kapag nakatikim ang isang tao nito siya
ay mananatiling gising. Nikotina ay mula
sa dahon o ugat ng tobaco. Itoy isang
 ginagamit ng mga pamayanang kultura
tulad ng mga kababayan natin sa
Mountain Province at sa Mindanao.
I. Evaluating learning Pakinggan ang tunog ng mga
instrumentong iparirinig ng guro.
Kilalanin kung anong instrument ito at
ihanay sa pangkat na kinabibilangan ng
mga ito.
J. Additional activities for application or Sumangguni sa LM_________.
remediation
V. MGA TALA
VI. PAGNINILAY .
A. Bilang ng mag-aaral na nakakuha ng 80% sa ___Lesson carried. Move on to the next
pagtataya. objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B. Bilang ng mga-aaral na nangangailangan ng ___Pupils did not find difficulties in
iba pang gawain para sa remediation answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
ginagamit ng mga pamayanang kultura
tulad ng mga kababayan natin sa
Mountain Province at sa Mindanao.
Pakinggan ang tunog ng mga
instrumentong iparirinig ng guro.
Kilalanin kung anong instrument ito at
ihanay sa pangkat na kinabibilangan ng
mga ito.
Sumangguni sa LM_________.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
SURIIN (BATAY SA RUBRICS NG GURO NA IBIBIGAY SA BATA)
Sumangguni sa LM_________.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
sangkap na inihahalo sa sigarilyo. Ito rin
ay maaring makalason nakakasira ito ng
nervous system.
Tukuyin ang mga sumusunod
Ito ay isang nakakalasong kemikal puti na
parang tubig na nakalalasing mula sa mga
katas ng mga prutas kagaya ng mansanas
at ubas._____________________
Isang sangkap na inihahalo sa kape. Ito
rin ang dahilan kung bakit nanatiling
gising ang isang tao na nakatikim nito.
_______________________
Namula ito sa dahon o ugat ng tobaco.
Kung saan isang sangkap din ito sa pag
gawa ng sigarilyo.
Sumangguni sa LM_________.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
C. Nakatulong ba ang remediation? Bilang ng
mag-aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na magpapatuloy
sa remediation
E. Alin sa mga istratehiyang pagtuturo ang
nakatulong ng lubos? Paano ito nakatulong?
F. Anong suliranin ang aking naranasan na
nasolusyunan sa tulong ng aking punungguro
at superbisor?
G. Anong kagamitan ang aking nadibuho na
nais kong ibahagi sa mga kapwa ko guro?
___ 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:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ 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:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ 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:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ 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:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples:Compare
and contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
 ___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Prepared by:
MELLANIE A. TAMARES
Class Adviser
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Checked by:
HAZEL JOY P. PAGADOR
Head Teacher -II