DLL Grade 6 Q1 Week 6 July 9-13, 2018 All Subjects

Teacher: VICTORIA B.
MALAGGAY Grade Level: VI

GRADES 1 to 12 School: CAGALUAN ES Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: October 9-13, 2023 (WEEK 6) Quarter: 1ST QUARTER
WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding…
A. Content Standards • various verbal elements in orally communicating information
• of writing styles to comprehend the author’s message
• that English language is stress timed to support comprehension
• command of the conventions of standard English grammar and usage when writing or speaking
• of the forms and conventions of print, non-print, and digital materials to understand various viewing texts  of non-verbal communication to communicate with others
The learner…
B. Performance • orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
Standards • uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
• reads with sufficient accuracy and fluency to support comprehension
• uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
• applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print, film and moving texts
• applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
C. Learning Competencies/ EN6LC-If2.11.1 EN6LCIf2.11.2 EN6RC-If- 6.12 Analyze figures EN6G-If4.4.1 EN6G-If4.4.1 EN6VC-If5.1.6 Describe
Objectives EN6LC-If2.11.3 Infer the speaker’s of speech (culture-based EN6G-If4.4.3 EN6G-If4.4.3 different forms and
Write the LC code for each tone, mood and purpose euphemism) EN6G-If4.4.2 Compose clear EN6G-If4.4.2 Compose clear and conventions of film and
EN6A-If-16 EN6F-If-1.8.1 and coherent sentences using coherent sentences using moving pictures
Observe politeness at all times Read with automaticity grade appropriate grammatical appropriate grammatical (dialog)
level frequently occurring structures: Pronoun-reference structures: Pronoun-reference
content area words agreement (number, case, agreement (number, case, EN6A-If-16
gender) gender) Observe politeness at
all times
Author’s tone, mood, and Euphemism Pronoun-reference Pronoun-reference Different forms and conventions
II. CONTENT purpose Frequently occurring content agreement (number, case, agreement (number, case, of film and moving pictures
area words gender) gender) (dialog)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6
(Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6)
LittleFoxKids. "Little Women 23: LittleFoxKids. "Little Women 23: LittleFoxKids. "Little Women 23: LittleFoxKids. "Little Women
Helping the Helpless | Level 7 Helping the Helpless | Level Helping the Helpless | Level 7 | 23: Helping the Helpless | LittleFoxKids. "Little Women
| 7| By Little Fox." Level 7 |By Little Fox." 23:
By Little Fox." By Little Fox Helping the Helpless |
Level 7 |
By Little Fox."
IV. PROCEDURES
A. Reviewing previous lesson Read “To the Learner” Answer “To the Learner” Activity Read “To the Learner” Activity Do “To the Learner” Do “To the Learner”
or presenting the new Activity Sheets in English 6 Sheets in English 6 Sheets in English (Quarter 1: Activity Sheets in English 6 Activity Sheets in English
lesson (Quarter 1: Week 6-Day1, p.1) (Quarter 1: Week 6-Day2, Week 6-Day3, p.1) (Quarter 1: Week 6-Day 4, p.1) 6 (Quarter 1: Week 6-Day
p.1) 5, p.1)
B. Establishing a purpose for the Read “Let’s Learn This” Read “Let’s Try This” Activity Answer “Let’s Try This” Activity Talk about “Let’s Try This” Talk about “Let’s Try This”
lesson Activity Sheets in English 6 Sheets in English 6 (Quarter Sheets in English 6 Activity Sheets in English 6 for Activity Sheets in English
(Quarter 1: Week 6-Day1, p.1) 1: Week 6-Day2, p.1) (Quarter 1: Week 6-Day3, p.1) (Quarter 1: Week 6-Day 4, p.1) 6 (Quarter 1: Week 6-Day
5, p.1)
C. Presenting Play the video from Discuss “Let’s Study This” Discuss “Let’s Study This” Discuss “Let’s Study This” Discuss “Let’s Study This” Activity
examples/instances of https://www.youtube.com/wat Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 Sheets in English
the new lesson ch?v=iQIBscQDWu0 (Quarter 1: Week 6-Day2, f(Quarter 1: Week 6-Day3, pp.1- (Quarter 1: Week 6-Day 4, 6 (Quarter 1: Week 6-Day
Answer “Let’s Try This” p.2) 2) pp.1-3) 5, pp.1-2)
Activity Sheets in English 6
(Quarter 1: Week 6-Day1,
pp.1-2)
D. Discussing new concepts Discuss “Let’s Study This” Activity Answer “Let’s Do This” Answer “Let’s Do This” Activity
Answer “Let’s Do This” Activity
and practicing new skills Sheets in English 6 Activity Sheets in English 6 Sheets in English 6 (Quarter 1:
Sheets in English 6 for (Quarter
#1 (Quarter 1: Week 6-Day1, pp. 2-4) (Quarter 1: Week 6-Day2, p.2) Week 6-Day3, pp.2-3) 1: Week 6-Day 4, p.3)
E. Discussing new concepts and Answer “Let’s Do This” Answer “Let’s Do More” Answer “Let’s Do More” Answer “Let’s Do More”
practicing new skills #2 Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 for
Activity Sheets in English 6
(Quarter 1: Week 6-Day1, p.4) (Quarter 1: Week 6-Day 2, p.3) (Quarter 1: Week 6-Day3, p.3) (Quarter 1: Week 6-Day 4,
pp.3-4)
F. Developing mastery Answer “Let’s Do More” Answer “Let’s Enrich Ourselves” Answer “Let’s Enrich Answer “Let’s Enrich
(leads to Formative Activity Sheets in English 6 Activity Sheets in English 6 Ourselves” Activity Sheets in Ourselves” Activity Sheets in
Assessment 3) (Quarter 1: Week 6-Day1, p. (Quarter 1: Week 6-Day2, p.4) English 6 (Quarter 1: Week English 6 (Quarter 1: Week 6-
5) 6Day3, p.3) Day 4, p. 4)
G. Finding practical Answer “Let’s Enrich Answer “Let’s Enrich Ourselves”
applications of concepts Ourselves” Activity Sheets in Activity Sheets in English 6
and skills in daily living English 6 (Quarter 1: Week 6Day1, (Quarter 1: Week 6-Day 5, pp. 3-
p.6) 5)
H. Making generalizations Why is it important that you can When do you use pronouns in
and abstractions about infer speaker’s tone, mood, and masculine, feminine, and neuter
the lesson purpose? gender?
I. Evaluating learning Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves”
Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6
(Quarter 1: Week 6-Day1, p.6) (Quarter 1: Week 6-Day2, p.4) (Quarter 1: Week 6-Day3, p.4) (Quarter 1: Week 6-Day 4, p.4) (Quarter 1: Week 6-Day 5, p. 5)
J.Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
the evaluation
No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
additional activities for remediation
Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
of learners who have caught up with
lesson lesson lesson lesson
the lesson
No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation remediation
require remediation
Checked by: Noted by:

AILEEN B. BAGUIYON NARCISA W. BAWALAN
Master teacher II Principal 1
Teacher: VICTORIA B. MALAGGAY Grade Level: VI

GRADES 1 to 12 School: CAGALUAN ES Learning Area: ESP

I.LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat
B. Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat
C. Mga Kasanayan sa Pagkatuto EsP6PKP-Ia-i-37
(Isulat ang code ng bawat 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya
Kasanayan) 1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito
II. NILALAMAN Pagtanggap sa mga tungkulin nang maluwag sa kalooban
III. KAGAMITANG PANTURO
A.Sanggunian
1. Mga Pahina sa Gabay ng Wastong Pag-uugali sa
Guro Makabagong Panahon 6 Weekly Test
57 58 58-59 60-61
2.Mga Pahina sa Kagamitang
Pang-mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa Portal ng Learning
Resource
5. Iba pang Kagamitang
Panturo
6. Curriculum Guide 61 61 61 61
IV. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Balik-aral sa nakaraang aralin Pag-usapan ang iba’t-ibang paraang Balik-aral sa nakaraang aralin Balik-aral sa nakaraang aralin
at/o pagsisimula ng bagong magagawa upang maisakatuparan
aralin ang isang gawain na iniatas sa iyo.
B. Paghahabi sa layunin ng aralin Pansaloobing Pagsasanay: Ano ang kahalagahan ng pag- Talakayin ang kalalabasan na Sumagot ng OPO kung ang
sasagawa ng gawain nang bukal sa kung magtutulungan ang bawat isinasaad sa pangungusap ay
Pumalakpak ng isang beses kung kalooban? isa ay malulutas natin ang isa sa tama at HINDI PO kung ang
tama at pumadyak kung mali. mga suliraning ito. isinasaad ay mali.
1. Ang kusang-loob na
1. Alagaan ang nakababatang paggawa ay isang
kapatid. magandang katangiang
2. Mahalin at paglingkuran ang dapat nating taglayin.
iyong mga magulang. 2. Kikilos ka lamang kung
3. Ipagwalang bahala ang mga inuutusan.
pangaral ng mga magulang 3. Maging bukas ang puso’t
isipan sa pagtanggap ng
iniatas na gawain.
C. Pag-uugnay ng mga Bawat isa sa atin ay may
halimbawa sa bagong aralin kanya-kanyang angking
talino na ti-nanggap o
pinagkaloob sa atin ng Diyos.
Paano natn pauunlarin ang mga
talinong bigay sa atin ng Poong
Maykapal?
D. Pagtatalakay ng bagong Kapag iniatas sa iyo ng magu-lang Pag-usapan ang sitwasyon.
konseptoat paglalahad ng ang gawaing paglilinis sa inyong
bagong kasanayan #1 tahanan, paano mo ito isasakatu-
paran?
E. Pagtatalakay ng bagong Pangkatang Gawain.
konseptoat paglalahad ng Itala ang mga hakbang na
bagong kasanayan #2 makakatulong sa pagpapaunlad
ng kakayahang igay ng
Maykapal.
F. Paglinang sa Kabihasaan Bumuo ng isang komitment ukol
(Tungo sa Formative sa pagsasagawa ng mga gawain
Assessment) nang maluwag sa kalooban at
kung paano maisasakatuparan
ang kusang pagtulong sa
kapwa.
G. Paglalapat ng aralin sa pang- Bilang isang anak at mag-aaral,
araw araw na buhay paano maipapakita ang iyong
kusang loob na paggawa sa mga
gawaing iniatas sa iyo?
H. Paglalahat ng Aralin Ang paggawa nang bukal sa Gawain mo, gawain ko, gawin natin Kusang-loob na paggawa, Talino;y ipinagkaloob ng Diyos
kalooban ay nagdudulot ng nang may kaluwagan Kariwasaan ang mahihita. sa atin, dapat na pagyamanin.
kaginha- wahan. Tulong na kinakailangan sa kapwa Ibahagi sa kapwa at huwag
natin iparamdam. sarilinin upang matuwa ang
Diyos na nagkaloob ng talino sa
atin.
I. Pagtataya ng Aralin Lagyan ng tsek o ekis. Isulat ang tama o mali. Gawin ang tsekls. Sabihin kung Tama o Mali.
___ 1. Sumunod kahit labag sa ___ 1. Tumulong sa mga 1. Gamitin ang talino sa
kalooban ang gawaing bahay nang makabuluhang bagay.
ipinagagawa ng mga bukal sa kalooban. 2. Ipagkait ang talinong
magulang. ___ 2. Magtrabaho lamang kung ipinagkaloob sa iyo ng Diyos
___ 2. Tumulong sa mga may nakamasid na tao. sa iyong kapwa.
gawaing pampaaralan. ___ 3. Pinagbubuti ang mga 3. Maging matulungin sa iyong
___ 3. Gumawa nang tapat at gawaing iniatas sa iyo. kamag-aral an mahina sa
bukal sa kalooban. ___ 4. Gawin ang takdang-aralin Matematika.
___ 4. Makiisa sa mga minsan sa isang lingo. 4. Ipakopya ang lahat ng iyong
proyektong ___ 5. Tuparin at unawain ang sagotsa iyong kaibigan sa
pampaaralan. mga pangaral ng mga oras ng pagsusulit.
___ 5. Gawin agad ang magulang at guro. 5. Paliligayahin ang mga
gawaing iniatas ng tagapakinig kapag may
guro. angking talino sa pag- awit.
J. Karagdagang gawain para sa Ilista ang mga nagawang Bakit kailangang matuto ng mga Magtala ng gawain na ginagawa
takdang-aralin at remediation pagtulong sa gawain? ng kusang-loob sa:
kapwa. 1. Paaralan
2. Tahanan
3. Simbahan
4. Komunidad
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?


GRADES 1 to 12 School: CAGALUAN ES Learning Area: FILIPINO
WEEK 6 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
A. Pamantayang Pangnilalaman Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
Nasasaulo ang isang tula/awit na napakinggan at naisasadula ang isang isyu o paksa mula sa tekstong napakinggan
B. Pamantayan sa Nakasasali sa isang usapan tungkol sa isyu
Pagganap Nakabubuo ng sariling diksiyonaryo ng mga bagong salita mula sa mga binasa; naisasadula ang mga maaaring mangyari sa nabasang teksto
Nagagamit ang nakalimbag at di-nakalimbag na mga kagamitan sa pagsasaliksik
Nakasusulat ng reaksyon sa isang isyu
Nakagagawa ng isang blog entry tungkol sa napanood
Naisasagawa ang pagsali sa mga usapan at talakayan, pagkukuwento, pagtula, pagsulat ng sariling tula at kuwento
Nasasagot ang mga mga tanong Nagagamit ang iba’t ibang uri ng Nakasusulat ng talatang Nasusuri ang mga kaisipan at Nagagamit ang
na bakit at paano sa kuwento panghalip sa iba’t ibang sitwasyon nagpapaliwanag pagpapahalagang nakapaloob sa pangkalahatang sanggunian sa
C. Mga Kasanayan sa Pagkatuto F6PB-If-3.2.1 F6WG-Ie-g-3 F6PU-If-2.1 napanood na maikling pagsasaliksik
Naisasalaysay muli ang Nagagamit ang wika bilang pelikula
napakinggang kuwento F6PS- tugon sa sariling F6PD-IF-10 F6EP-Ib-d-c
If-6.1 pangangailangan at sitwasyon
F6PL-0a-j-2
Pagsagot sa mga tanong na Paggamit ng iba’ t ibang uri ng Pagsulat ng talatang Pagsusuri ng mga kaisipan at Paggamit ng
II. NILALAMAN bakit at paano sa kuwento panghalip sa iba’t ibang nagpapaliwanag pagpapahalagang nakapaloob sa pangkalahatang
sitwasyon napanood na maikling pelikula sanggunian sa
pagsasaliksik
III. MGA KAGAMITANG PANTURO

A. Sanggunian
1. Pahina sa Gabay ng Guro
2. Pahina sa Kagamitang ng
Mag-aaral
3. Pahina sa Batayang Aklat
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource (LR)
B. Iba pang mga Kagamitang
Panturo
IV. PAMAMARAAN
A. Balik-Aral sa Nakaraang Ano-ano ang alam mong laro sa Balikan ang kuwentong “Anong Sa saliw ng awiting “Leron Ipapanood ang maikling
Aralin at/o Pagsisimula ng computer? Oras na?” Leron Sinta” ipapasa ng pelikulang “Footbridge” na nasa
Bagong Aralin Isa-isahin ang mga guro ang korona sa mga https://www.yout
pangyayaring naganap sa mag-aaral. Kapag tumigil ube.com/watch?v =VkDDyt7NlUk.
kuwento. ang awit, maglalahad ang Ang maikling bidyong ito ay
mga mag-aaral ng kaniyang tungkol sa isang estudyante na
natutuhan sa nakaraang si Kyle na walang pakialam sa
aralin mga nangyayari sa kaniyang
paligid ngunit nagkaroon ng
malaking pagbabago sa
kaniyang pananaw nang
naranasan ang kalamidad sa
kanilang lugar
B. Paghahabi sa Layunin ng Aralin Tuklasin Mo, p. 1 Tuklasin Mo, p. 3 Tuklasin Mo, p. 7 Tuklasin Mo p. 9 Tuklasin Mo, p. 11
C. Pag-uugnay ng mg Halimbawa Ano ang kinahuhumalingan

sa Bagong Aralin ngayon ng kabataan?
D. Pagtalakay sa Bagong Konsepto Alamin Mo, p. 2 Alamin Mo, p. 4-5 Alamin Mo, p. 7 Alamin Mo p. 9-10 Alamin Mo p. 1112
at Paglalahad ng Bagong Basahin nang malakas ang “Anong
Kasanayan #1 Oras Na? sa Para sa Guro Activity
Sheet Filipino 6 Q1W6
E. Pagtalakay sa Bagong Konsepto Gawin Ninyo p. 2 Gawin Ninyo p. 6 Gawin Ninyo p. 8 Gawin Ninyo, p. 10 Gawin Ninyo p.
at Paglalahad ng Bagong 12
Kasanayan #2
F. Paglinang sa Kabihasaan Gawin Mo, p. 3 Gawin Mo, p. 6 Gawin Mo, p. 8 Gawin Mo p. 10 Gawin Mo p. 12
(tungo sa Pormatibong agtataya)
G. Paglalapat ng Aralin sa Pang- Isapuso Mo, p. 3 Isapuso Mo, p. 6 Isapuso Mo p 9 Isapuso Mo, p. 11 Isapuso Mo, p. 13
araw-araw na Buhay
H. Paglalahat ng Aralin Isaisip Mo, p. 3 Isaisip Mo, p. 6 Isaisip Mo p. 8 Isaisip Mo, p. 11 Isaisip Mo p. 12
I. Pagtataya ng Aralin
J. Karagdagang Gawain para sa Isulat Mo, p. 3 Isulat Mo, p. 7 Isulat Mo p. 9 Isulat Mo, p. 11 Isulat Mo, p. 13
takdang-aralin at remediation
V. MGA TALÂ
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakakuha
ng 80% sa pagtataya
B. Blgng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin?
D. Bilang ng mga mag-aaral na
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa tulong
ng aking punongguro at
superbisor?


GRADES 1 to 12 School: CAGALUAN ES Learning Area: MAPEH-ARTS

I. OBJECTIVE/S
A. Content Standard Demonstrates understanding of the use of lines, shapes, colors, texture, and the principles of emphasis and contrast in drawing a logo and own cartoon character using
newt technologies in drawing
B. Performance Standard Relates concepts through art processes, elements, and principles using new technologies (hardware and software) to create personal or class logo.designs cartoon
character on the spot using new technologies
C. Learning Competencies 1.Realizes that art processes, elements, and principles still apply even with the use of technologies.A6EL-Ie
(write the LC Code 2. appreciates the elements and principles applied in comic art.A6PL-Ie
Elements:
1. LINE
II. CONTENT 2. SHAPE
3. COLOR
4. TEXTURE
5. Producing these using Technology
A. References
1. TG/CG pages
3. Textbook pages
4. Materials downloaded from
LRMDS
B. Other Learning Materials
IV. PROCEDURES
A. Reviewing previous lesson Review past lessons about digital Review of the past lesson Review past lessons on the first Review the past lesson on cartoon
and presenting new lesson logo. What are the different types of and second drawing challenge character made
Ask: what are logos? What do logos cartoons? Which is the Sketch n’ Draw
do?
B. Establishing a purpose for the Today, you will realize that art Today, you are going to do some Today we are going to do the Tell the pupils:
lesson processes, elements, and principles challenges on making a cartoon third challenge on cartoon face Today, we are going to do the
still apply even with the use of face drawing challenge challenge. Activity 2- Cosplay
technologies.
C. Presenting For the second part of our lesson, Tell and ask the pupils: Tell the pupils that they are Tell the pupils:
examples/instances of the we will study cartoon character How can one be a successful in going to do the third challenge Cosplay is short for “costume play”
lesson making and study ther following: creating cartoon character? which is all about Sketch n’ It involves creating costumes,
1. Origin and Nature of Creating cartoon character is fun. Draw and Inkscape. styling a dress, and mimicking a
Cartoons This takes practice and patience. favorite cartoon, movie or video
2. Types of Cartoons Tell the Procedures: game character. Cosplay is
3. The art of cartoon 1.Scan and and save your art as commonly seen at shopping mall,
character making a digital file as you did in making parks, science fiction conventions
4. Methods and Principles of your digital logo. and book fairs.
Cartoon Charatcer Making 2.Search the internet for various
5. Digital Cartoon website video tutorials on how
Character Making to create cartoon characters
using software programs,
The third challenge is all about
Sketch n’ Draw and Inkscape.
Procedures:
1.Scan and and save your art as
a digital file as you did in making
your digital logo.
2.Search the internet for various
website video tutorials on how
to create cartoon characters
using software programs
D. Discussing new concepts and Show pictures of different cartoons Discuss about the physical 3.Download any of these image Discussion on cosplay a well-
practicing new skills #1 character like Mickey Mouse, features, facial character, facial programs for final character designed costume cosplay
Pinocchio etc.. expression, hands, and the feet layout using a tablet and digital costume relies on the creativity
pen. and skills of the cosplayer.
Print out and copy
E. Discussing new concepts and Discuss what are cartoons and how Talk about the recent Find out who is the best A role playing complete an
practicing new skills #2 cartoons evolve developments in cartoon making invention and best cartoon effective cosplay costume
What are the different types of character is most interesting
cartoons in Editorial cartoon, strip and funniest?
cartoon, and caricature
F. Developing mastery (lead to Activity to try: Have you ever tried Do the activity: Group activity:
formative assessment 3) drawing a caricature? Cartoon Face Drawing challenge: A. Creation
Choose anyone who likes to have Materials: Procedures:
fun, ask yourself what is special to Pencils, oslo paper, crayons, felt 1. Choose a character to cosplay,
them? Are they tall and skinny? Do tip pen or marker. choose a cartoon character that
they smile a lot? Do their ears stick Procedures: fits a model’s general appearance ,
out? Draw a cartoon character of such as height and weight.
yourself, inventing a cartoon 2.Take into consideration your
character and drawing a cartoon group’s skills and limitations
character digitally before choosing a character
1. Study yourself in a 3.Choose an outfit
mirror 4.Search materials
2. See what your eyes and 5.Visualize your own ideas
mouth are up to when 6.Look for recycle materials to
you are sleepy, shocked, transform
Does the finished picture make you angry naughty etc.. 7.Apply make up for the costume
3. Sketch the result. 8.Presentation of the group
laugh?
G. Finding practical application Where do cartoonist get their ideas Let the pupils Invent their own Give a suitable name of the Taking a mold of a body part
of concepts and skills in daily to create them cartoon character based on their cartoon character you made and special effects manipulation is part
living image, and let them tell their what is applied to you as your of cartoon character-making
character to their classmates. own image?
H. Making generalization and Cartoonist has been creating Cartoonist has been creating Cartoonist has been creating Cartoonist has been creating
abstractions about the lesson amusing characters and fantasy amusing characters and fantasy amusing characters and fantasy amusing characters and fantasy
creatures for a long time. Many creatures for a long time. Many creatures for a long time. Many creatures for a long time. Many
ideas come from their life. ideas come from their life. ideas come from their life ideas come from their
I. Evaluating learning Prepare learning logs Prepare learning logs Prepare learning logs Prepare learning logs
Learning logs help you integrate the Learning logs help you integrate Learning logs help you integrate Learning logs help you integrate
art content, art process, and the art content, art process, and the art content, art process, and the art content, art process, and
personal feelings that you personal feelings that you personal feelings that you personal feelings that you
experience in our lesson, experience in our lesson, experience in our lesson, experience in our lesson,
1. What did I do in my art class 1. What did I do in my art class 1. What did I do in my art class 1. What did I do in my art class
today? today? today? today?
2. What did I learn? 2. What did I learn? 2. What did I learn? 2. What did I learn?
3. What did I find interesting about 3. What did I find interesting 3. What did I find interesting 3. What did I find interesting
the art? about the art? about the art? about the art?
4.What questions do I have 4.What questions do I have 4.What questions do I have 4.What questions do I have
about what I learned about what I learned about what I learned about what I learned
5. What was the point of today’s 5. What was the point of today’s 5. What was the point of today’s 5. What was the point of today’s
lesson? lesson? lesson? lesson?
J. Additional activities for

V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.

GRADES 1 to 12 School: CAGALUAN ES Learning Area: MATHEMATICS
WEEK 6
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental operations involving decimals
B. Performance The learner is able to apply the four fundamental operations involving decimals in mathematical problems and real-life situations.
Standards
C. Learning Competencies/ M6NS-If-113.3
Objectives The learner solves multi-step problems involving multiplication and addition or subtraction of decimalsand whole numbers including money using appropriate problem solving
strategies and tools.
II. CONTENT Solving Multi-Step Problems Solving Multi-Step Problems Solving Multi-Step Problems Creating problems (with Creating problems (with
Involving Multiplication and Involving Multiplication and Involving Multiplication and reasonable answers) involving reasonable answers)
Addition or Subtraction of Addition or Subtraction of Addition or Subtraction of multiplication without addition or involving multiplication with
Decimals and WholeNumbers Decimals, Mixed Decimals and Decimals, Mixed Decimals and subtraction of decimals, mixed addition or subtraction of
Including Money Using Whole NumbersIncluding Money Whole Numbers Including Money decimals and whole numbers decimals, mixed decimals
Appropriate Problem-Solving Using Appropriate Problem- Solving Using Appropriate Problem- including money. and whole numbersincluding
Strategies and Tools Strategies and Tools Solving Strategies and Tools money.
LEARNING RESOURCES
A. References
1.Teacher’s Guides
2.Learner’s Material pages
3.Textbook Pages
4.Additional Reference from
Learning Resource
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous Review previous lesson on Let the learners revisit their Review the steps in solving word Encourage the learners to hare Ask the learners to show the
lesson or presenting the addition, subtraction and experiences in the previous lesson. problems. Let the learners explain their problem solving experiences word problem they created to
new lesson why each step is important.
multiplication of decimals. How do you know if multiple steps are in the previous lessons. Let them a partner. Let the partner
required to solve a given word point out the importance of evaluate their work using a
problem? Do you find the problems learning how to solve word rubric, and suggest revision/s,
in the previous lesson interesting problems. if necessary.
and challenging? Have you
experienced similar situations in
real life?
B. Establishing a purpose Ask: How much allowance do you Ask: Have you tried buying fruits Inform the class that the target in Inform the class that one way to Inform the class that they will
for the lesson get from your parents daily? from a vendor? What fruits do this lesson is for them to develop further develop their problem - again be creating word
What do you usually buy out of it? you usually buy? Is it important for their skills further in solving word solving skills is to create their own problems in the lesson, but
When you have extra money left us to eat fruits? Why? problems involving multiplication word problems. this time combining
from your allowance, what do you and addition or subtraction of Ask: How often do you spend time multiplication with
do with it? Is it necessary for us to decimals, mixed decimals and with your family? Where do you addition and/or subtraction of
save money? Why? whole numbers. usually go? What activities do you decimals, mixed decimals, and
do together? Is it important whole numbers.
that we spend quality time with
our family? Why?
C. Presenting Present the following problem to Present the following problem to Present the following problems to Present the following
examples/instances of the class: the class: the class. problems to the class.
the new lesson “Ronald counted seventeen 25- “A vendor bought three “The Perez Family will spend their “Laure bought 2 shirts at
centavo coins from his coin purse watermelons weighing 2.8 kg, 3.2 vacation in Baguio City. How much ₱199.75 each and 3
this week. If he had a savings of kg, and 2.9 kg to be sold in the did he pay in all?” “The Perez Family handkerchiefs at ₱49.95 each.
₱25.00 the previous week, how much will spend their vacation in Baguio City. How much did she pay for the
nearby community. If each
Mr. Perez loaded 40 liters gasoline
money does he have in two kilogram costs ₱28.00, how much five items?”
at ₱40.15 per liter.”
weeks?” did he pay in all?” Ask: Can you solve the problems? Let the learners analyze and
Let the learners analyze and make Let the learners analyze and make Why or why not? solve this problem. Then,
clarifications regarding the clarifications regarding the divide the class into groups
problem. problem. and instruct them to create a
word problem similar to this.
D. Discussing new Divide the class into groups. Divide the class into groups. Divide the class into groups. After all the groups have
concepts and practicing Emphasize the use of Polya’s 4 Emphasize the use of Polya’s 4 Distribute paper strips with the finished creating their word
new skill #1 steps: steps: following statements. problems, let them exchange
Understand, Plan, Solve, and How much did he pay in all? their work with another group
Understand, Plan, Solve, and Check. Encourage them to use any and solve the problem
Check. Encourage them to use any appropriate strategy that Mr. Perez loaded 40 liters of assigned to them.
appropriate strategy that will help them solve the problem. gasoline.
will help them solve the problem. Afterwards, let them display and The Perez Family will spend
Afterwards, let them display and explain their solutions to the their vacation in Baguio City.
explain their solutions to the class. Each liter of costs ₱40.15
class. Ask: Is there any hidden question Instruct the groups to form a word
that you need to answer first problem out of the given
before arriving at the final answer? statements. Then, let them solve
How do you know that your answer it.
is correct?
E. Practicing new skills. Think-Pair-Share Think-Pair-Share Process the activity by asking: Think-Pair-Share
“Ronald has twenty 25 centavo Another vendor bought three What were your thoughts while Create a word problem using
coins, while Marvin has ₱6.00. watermelons weighing 2.9 kg, 3.15 doing the activity? the following information:
Marvin says he has more money What did you find
kg and 3.25 kg at P35.00 a
than Ronald. Is this true? Why or easy/challenging in doing the 5.5 kilos of bananas
why not? kilogram. How much change did he activity? ₱45 per kilo
get from ₱500.00? What parts should a word problem 3.25 kilos of mangoes
Let them explain how they arrived Ask: How is this problem similar have? (set-up, given, question) ₱80 per kilo
at their answers. to/different from the previous Group Activity: ₱500.00
problem? What information do we Create another word problem supermarket
Point out the importance of know about this problem? What similar to this. Then solve.
identifying any hidden question/s are we looking for? What “Perez family spend vacation in
in a given mathematical problem. operation/s do we need to Baguio City. Mr. Perez loaded 40 Give each group time to
Is there a question asking you to perform? liters of gasoline. Each liter costs present their word problem.
solve for the amount Ronald has? Let them explain how they arrived ₱40.15. How much did he pay in Provide assistance in
Why do we need to solve for it at their answers. all?” evaluating their own work.
even if it is not
being asked?
F. Developing mastery Tier 1 Read, analyze and solve. Tier 1 (Structured) Tier 1 (Structured)
(Leads to Formative Mother has fifty 25-centavo coins. Create a similar word problem to Create a similar word problem
Assessment) She bought a cup of buko juice for “A store owner paid ₱180.00 for a this: to this:
₱6.00. How much does she have tray of 30 eggs. At the end of the “Gino earns ₱20.50 for selling
left? “Joan bought 5 notebooks at newspapers and ₱25.00 for
day, she sold all the eggs at ₱6.50
₱12.75 each. How much did she selling plastic bottles. If he
each. How much profit did she get earns this amount everyday,
Tier 2 pay in all?”
for selling all the eggs?” how much would he earn in 5
Ana gathered thirty 25- centavo
coins and forty-five 10-centavo Tier 2 (Semi-Structured) days?”
coins whilecleaning their house. Create a word problem that can Tier 2 (Semi-Structured)
How much money did she gather be solved by the following Create a word problem using
altogether? statement: the given information:
₱6.50 x 24= N 50 candies; 75¢ each; 25
Tier 3 sheets of paper; 50¢ each
Tier 3 (Free) Tier 3 (Free)
Leo sold 50 pieces of candies at 75
Create a word problem about your Create a word problem set
centavos each and 25 pieces of
experience in a store involving bookstore and involves
bond paper at 50 centavos each.
multiplication of decimals, mixed multiplication with addition or
How much is his total sale?
subtraction of decimals,
decimals and whole numbers,
mixed decimals and whole
including money.
decimals, including money.
G. Finding practical Ask the learners to think of Ask the learners to think of Task: As a sari-sari store owner, Let each group present their Let each group present their
applications of concepts situations at home wherein situations in a market wherein you must go to the supermarket output. Ask the other groups to output. Ask the other groups
and skills in daily living adding, subtracting and adding, subtracting and to buy evaluate their work using a rubric. to evaluate their work using a
multiplying decimals would be multiplying decimals would be goods you need for your store. Suggest revision/s, if necessary. rubric. Suggest revision/s, if
useful to them. useful to them. Here is the pricelist from a necessary.
supermarket: Let them point out how being able
to construct their own Let them reflect on how being
Items Price mathematical able to create their own word
Sardines 12.45 word problems helps them to problems is useful in real life.
Biscuit 43.75 further develop their problem
Detergent 5.30 solving skills.
Powder
Toothpaste 31.70
Dishwashing 4.25
liquid
Loaf of bread 27.80
Shampoo 57.20
Meatloaf 17.45
Refined sugar(kg) 51.95
Coffee 37.50
If you have ₱5,000 and you must

buy at least 5 of each item, what
is the greatest number of each
item that you can buy so that you
get as little change as possible?
H. Making generalizations How do we solve word problems How do we solve word problems If a certain task involves How can we create word How can we create word
and abstractions about involving multiplication and involving multiplication and multiplying and adding or problems? What things do we problems? What things do we
the lesson addition or subtraction of addition or subtraction of subtracting decimals and whole need to consider? need to consider?
decimals? decimals? numbers, how would you go
about it?
I. Evaluating learning Read, analyze and solve. Read, analyze, and solve. Suppose you have ₱20.00 with Create a word problem using the Create a word problem using
you. What are the things that you given information. Then, solve the given information. Then,
“Racquel has seventy-five 10- “Susan bought 3.5 kilos of sugar at can buy and how much change it. solve it.
centavo coins, while Kaye has one ₱40.75 a kilo and a dozen eggs at will you still get?
hundred 5- centavo coins. Who ₱4.90 each for the cake she will Item Price ₱72.95 a box of milk
has more money and by how bake. She gave the cashier Banan ₱7.50 6.5 meters ₱1300.00
much?” ₱500.00. How much change did she cue department store 48 cans
receive?” Candy ₱0.75 blue cloth ₱32.00 each
Buko juice ₱6.00
Pugo ₱1.50
Lumpia ₱5.25
J. Additional activities for Read and analyze the problem. Read and analyze the problem. You have 10 pieces of coins. Find Tier 1 (Structured) Tier 1 (Structured)
application or Then solve. Then solve. at least 3 possible coin Create a word problem similar to Create a word problem similar
remediation “Mario needs to buy a notebook “Ana rides a jeepney to a town 15 combinations with a total of: this: to this:
that costs ₱12.00. He already has kilometres away. The fare is ₱8.00 a. ₱50.00 “A balut vendor bought 120 new “Ana rides a jeepney. Thefare
one 5-peso coin, twenty 25- for the first 4 kilometers and b. ₱110.00 duck eggs at P6.75 each. How is ₱8.00 for the first 4
centavo coins, and thirty 10- charges an additional ₱1.50 for c. ₱152.75 much did he pay for all the kilometers and charges
centavo coins. eggs?” additional ₱1.50 for every
every kilometer in excess of 4
Does he have enough money to kilometer in excess of 4
kilometers. How much change will Tier 2 (Semi-Structured)
kilometers. How much will she
buy the notebook? Why?” she get if she gives the driver a Create a word problem that can pay if she travels a total of 12
₱50.00 bill?” be solved by the following kilometers?”
statement: Tier 2 (Semi-Structured)
₱400 x 6.5 = ___ Create a word problem that
can be shown by the following
statement:
500.00 – (3 x ₱35.75 + 5
x₱14.95)
IV. REMARKS
V. REFLECTION
1. No. of learners who ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
___ of Learners who earned 80% above above
earned 80% on the
formative assessment
2. No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
require additional
activities for
remediation
3. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the
lesson lesson
who have caught up
with the lesson
4. No. of learners who ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
remediation remediation remediation remediation require remediation
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did these work?


GRADES 1 to 12 School: CAGALUAN ES Learning Area: SCIENCE

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of different techniques to separate mixtures
B. Performance Standards
The learners should be able to separate desired materials from common and local products.
Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and evaporation. S6MT-Id-f-2
C. Learning Competencies/ Demonstrate how a soluble Differentiate Distillation and Demonstrate how simple mixtures of fine and coarse particles of Summative Test
Objectives solid is separated from a liquid Crystallization of separating solid materials are separated.
Write the LC code for each using evaporation. mixtures
Separating Mixtures: Separating Mixtures: Distillation Various methods of Separating

II. CONTENT Evaporation and Crystallization Separating Mixtures Mixtures
A. References
3. Textbook pages
4. Additional Materials from 1. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009. pp. 5-7.
Learning Resource (LR) portal 2. EASE Science II. Chemistry Module 4. Lesson 2.
3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
B. Other Learning Resources RCS.n.d. http://www.rsc.org/le arn-chemistry/resource/res00000386/separating-sand-and-salt?cmpid=CMP00005908 (accessed May52007)
IV. PROCEDURES
A. Reviewing previous lesson or Find Your Match. Jumbled word: Venn Diagram: The teacher recalls the activity The teacher could give 20 to 30
presenting the new lesson Teacher gives metacards with Show students jumbled words The teacher asks the students to during the other day. items quiz and a concept
questions and answers to each about methods of separating compare and contrast mapping activity of all the
learner. The learners need to mixtures. Students must be able distillation and crystallization. methods of separating mixtures
find his/her match with correct to arrange the letters correctly discussed.
question-answer pair. and explain the method.
B. Establishing a purpose for the The teacher asks about how The teacher shows bottle of The teacher shows picture
lesson rock salts are made. distilled water and ask how to puzzle of polluted water and
purify water of this kind asks the cause of it after.
C. Presenting Present other method of The teacher asks on how to
examples/instances of the separating mixtures. clean polluted water.
new lesson
D. Discussing new concepts and Do Activity 6.1 Dry it Up. Let the students watch video on Do Activity 6.2 Go and Separate.
practicing new skills #1 simple Distillation and ask
Teacher gives initial instructions questions. Teacher gives initial instructions
about the activity. https://www.youtube.com about the activity.
/watch?v=V5ep0-ojPGw
E. Discussing new concepts and Students present their output Let the students watch video on Original File Submitted and Students present their output
practicing new skills #2 on the activity. The teacher will simple Crystallization and ask Formatted by DepEd Club on the activity. The teacher
give feedback about the result. questions. Member - visit depedclub.com will give feedback about the
https://www.youtube.com for more result.
/watch?v=nztV4w0DtOo
F. Developing mastery (leads to Answer the Guide Questions. Discuss the similarities and Answer the Guide Questions.
Formative Assessment 3) differences of distillation and
crystallization.
G. Finding practical applications Video can be shown and Discuss about fractional
of concepts and skills in daily discussed. distillation of crude oil into
living https://www.youtube.com/ various products.
watch?v=-idA73uFso8
H. Making generalizations and Teacher asks about the video. Ask the students to write down
abstractions about the lesson the similarities and differences
of the three methods of
I. Evaluating learning Answer the Evaluation question. separating mixtures presented. The students should be able to Answer the Evaluation
submit the output of the question.
activity.
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above
evaluation
No. of learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation additional activities for remediation activities for remediation
activities for remediation
Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
learners who have caught up with the
lesson lesson lesson lesson lesson
lesson
No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require
remediation remediation remediation require remediation remediation
require remediation


GRADES 1 to 12 School: CAGALUAN ES Learning Area: ARALING PANLIPUNAN
DETAILED LESSON PLAN Teaching Dates and Time: October 9-13, 2023 (WEEK 6) Quarter: 1ST QUARTER

Pamantayang Nilalaman Naipapamalas ng mapanuring pag-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang pangheograpiya at ang
(Content Standard) ambag ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipino.
Pamantayan sa Pagganap Naipapamalas ang pagpapahalaga sa kontribusyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo
(Performance Standard)
Pamantayan sa Pagkatuto
9. Napapahalagahan ang pagkakatatag ng Kongreso ng Malolos at ang deklarasyon ng Kasarainlan ng mga Pilipino
(Learning Competencies)
Layunin (Lesson Objectives) 1.Napapahalagahan ang 1.Napapahalagahan ang pamana 1.Napapahalagahan ang 1.Naisasagawa unang markahang 1.Nasasagot nang tama ang
pagkakatatag ng Kongreso ng ng Rebolusyong Pilipino ng 1896 Napapahalagahan ang pamana ng performance test mga tanong
Malolos at ang deklarasyon ng Rebolusyong Pilipino ng 1896
Kasarainlan ng mga Pilipino. 2.Naipakikita ang kaahalagahan ng 2.Naipakikita ang isang 2.Nasasagot nang tama ang
2.Nakaguguhit ng isang obra pamana ng Rebolusyong Pilipino 2.Naisasaga ang isang debte ukol pagtatanghal ukol sa mga nagging mga sagot.
ukol sa kahalagahan ng ng 1896 sa paksa, paksa ng unang markahan
deklarasyon ng kasarinlan. 3.Naipakikita ang pakikiisa sa 3.Naipakikita ang katapaatan
3.Naipapahayag ang damdamin 3.Nakikiisa nang buong sigla sa pangkatang gawain 3.3.Naipakikita ang kasiyahan sa sa pagsusulit
ukol sa kahalagahan ng pangkatang gawain mga gawain
deklarasyon ng kasarinlan., .
Kongreso ng Malolos at ang

Paksang Aralin Mga Pamana ng Rebolusyong Mga pamantayan sa pagpili ng
deklarasyon ng Kasarinlan ng Performance Test Lagumang Pagsusulit
(Subject Matter) Pilipino ng 1896 Pambansang Bayani
mga Filipino
Gamitang Panturo
(Learning Resources)
Pamamaraan(Procedure)
Ano ang naging epekto ng Paano itinatag ang Malolos Ilahad ang mga pamana ng Ano ang dapat tandaan tuwing Ano ang dapat gawin habang
a. Reviewing previous
alitang US at Spain sa Congress? rebolusyong Pilipino ng 1896 magkakaroon ng performance nagsasagot sa isang
lesson/s or presenting the
pakikibaka ng Pilipinas para sa test? pagsusulit?
new lesson
kalayaan?
Tanong: Kapag narinig mo ang Buuin ang larawan. Pagpapakita ng larawan nina Pagbibigaay ng mga pamantayan Pagbibigaay ng mga
b. Establishing a purpose for
salitang kasarinlan, ano ang Ano ang ipinahahyag nito? Andres Bonifacio at Dr. Jose Rizal. habang ginagawa ang pamantayan habang ginagawa
the lesson
sumasagi sa iyong isipan? performance test ang pagsusulit
Basahin ang teksto ukol sa Basahin ang teksto ukol sa mga Pagkukuwento ukol sa Pagbibigay ng panuto ukol sa
c. Presenting
Kongreso ng Malolos at ang pamana ng Rebolusyong Pilipino pamantayan sa pagpili ng gagawing Performance Test Pagbibigay ng panuto ukol sa
examples/instances of the
deklarasyon ng kasarinlan ng ng 1896. pambansang bayani. gagawing pagsusulit
new lesson
Pilipinas
Isulat sa pisara ang mga bagong Talakayin ang mga konseptong Ilahad ang rubrics na gagamitin sa
d. Discussing new concept
konseptong nasa sa teksto. nabasa sa teksto. pagnonota.
Ipaliliwanag ng guro ang mga Sa binasang teksto, ano ano ang Pagpapaliwanag ng guro ukol sa
e. Continuation of the bagong konseptong isinulat ng bagong konseptong natutunan? isyu ng pagpili ng pambansang
discussion of new concept mga bata sa pisara. bayani.
f. Developing Mastery PINTA HUSAY LIGHTS, CAMERA ACTION! BALITAKTAKAN

Nakakalikha ng isang obra ukol Pagtatanghal sa pamana ng lahi Sino ang dapat naging bayani ng
sa kahalagahan ng deklarasyon Group 1-Pag-awit ng Lupang Pilipinas: Dr. Jose Rizal o Andres
ng kasarinlan Hinirang Bonifacio?
Group 2-Paggalang sa Watawat
ng Pilipinas
Group 3-Pahulaan ang katangian
ng limang pambansang bayani
Tanong: Sa kasalukuyan, paano Tanong: Paano natin Bilang isang bata, magbigay ng
g. Finding practical application
ipinakikita ng mga Pilipino ang pahahalagahan ang mga pamana isang simpleng sitwasyon kung
of concepts and skills in daily
kasarinlan ng bansa? ng mga sinaunang Pilipino? paano mo maipakikita ang iyong
living
pagkabayani.
Sa inyong palagay, naging Ano ano ang pamana ng Bakit mahalagang malaman
h. Making generalizations and mabuti ba ang ginawa ni Emilio Rebolusyong Pilipino ng 1896? natin ang naaging pamantayan
abstractions about the lesson Aguinaldo upang makamit ang sa pagpili ng pambansang
kasarinlan ng bansa? baayani?
Formative Test: Sagutin: Alin sa mga pamana ng Sa iyong pananaw, sumulat ng Performance Test Lagumang Pagsusulit
1. Kailan idineklara ang Rebolusyong Pilipino ng 1896 ang limang karagdagang pamantayan
kasarinlan ng Pilipinas? mahalaga para sa yo? Ipaliwanag. ng pagpili ng pambansang bayani. Note: Depende sa kagustuhaan
i.Evaluating learning 2. Saan ito naganap? at pasya ng guro.
3. Bakit ipinatawa ni Emilio
Aguinaldo si Apolinario
Mabini?
j.Additional Activities for
Remarks
Reflection
a. No. of learners for
b. No. of learners who require
additional activities for
remediation who scored below
80%


GRADES 1 to 12 School: CAGALUAN ES Learning Area: TLE-HE

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills into basics of food preservation
B. Performance Standards Preserves food using appropriate tools and materials and applying the basics of food preservation
TLE6HE-0f-10 3.1.1 conducts an inventory of foods that can be 3.1.3 explains the benefits derived from food
C. Learning Competencies / 3.1 Explains different ways of preserved/processed using any of the processes on food preservation/processing
Objectives food preservation (drying, preservation
Write the LC code for each salting, freezing and 3.1.2 discusses the processes in each of the food preservation
processing) /processing methods
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
3. Textbook pages
4. Additional Materials from MISOSA-V Iba’t-ibang
Learning Pamamaraan ng Pagiimbak (not
Resource(LR)portal accessible)
B. Other Learning Resources
IV. PROCEDURES
If there is abundance for a Recap of the previous lesson. Recap of the previous lesson. Recap of the previous lesson. Recap of the lesson of the
certain period or even the whole Yesterday, food preservation was Yesterday, the discussion was Food preservation was previous day.
year round what needs to be defined and we learned its on drying and salting as a discussed and we learned about
A. Reviewing previous importance. the definition of
done in order to ensure that means of preserving food. Yesterday, we discussed the
lesson or presenting the new  Drying
there is no wastage ? Today we will learn about processes in food
lesson For today’s lesson, we will be freezing and processing.  Salting preservation. We also
One of the answers may be food identifying the four (4) ways of  Freezing conducted an inventory of
preservation preserving food:  Processing food that can be
preserved/processed
B. Establishing a purpose Ask the learners why food Ask the learner to bring out the Ask the class if there are cases Today, we will learn the process Ask the learners to bring out
for the lesson preservation is important – the photos or drawings of preserved when their mother, aunt or for each type. samples of preserved food.
benefits derived from food food. grandmother comes from the The teacher will play a video
preservation/processing market , “What is the usual clip of the four types of food Prepare to share to the class
So we learned that food Group the class by row. The class scenario?” preservation. how it was preserved; and why
preservation is important as one will share how the food they that method was used.
of the ways to ensure that there brought was preserved. There will Ask the learners to identify the
is no food wastage. We increase be reporting of the group steps or the process followed
the life of certain food items discussion . for each way of food
because of preservation. preservation, based on the
video.
Process the results of the
discussion by going through the
process for each type of food
preservation.
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Define food preservation. Ask the learners of what they think The purpose of freezing Bring out the photos of food Each learner will present to the
Food preservation is the process are the different types of food storage is to retain to as great items which you were asked to class the preserved foods they
of preparing food for future preservation based on what was as degree as possible the bring. brought in class.
consumption by preventing its discussed properties of the fresh fruit,
spoilage. vegetable or other food Group the class per row. The learner will identify the
C. Presenting examples/ There are other types of food products. Each row will form a collage method of food preservation,
instances of the new preservation but for this lesson, of the photos based on the as well as the process
lesson the focus is on the following: However, during freezing and type of food preservation.
 Drying thawing certain irreversible There will be a reporter for
 Salting, changes occur that render the each row.
 Freezing frozen and thawed product
 Processing quite different from the
freshness in texture and
general appearance.
D. Discussing new concepts Tips for freezing: E.Discussing new concepts and
and practicing new skills #1 Ask the learners further why we Discuss Drying. Provide examples. From the presentation, the practicing new skills #1
preserve food: Meat, poultry and fish should teacher will ask the learners if
 To prevent spoilage Drying – is one of the man’s oldest be placed in moisture-vapor they agree or if they want to
 To prevent wastage methods of preserviing food. proof packages so that remove or add a food item to
 To retain the nutritive value, Drying preserves food by lowering moisture is maintained and the presentation of their group
natural color and texture of the moisture content below at discoloration is prevented members.
the food which microorganisms can grow because of oxygen in the air.
 To maintain the sanitary and reproduce.
quality of food Most fruits have to be packed
 To contribute to better Drying can be accomplished with syrup or sugar.
nutrition for the family through:
 To help increase family Sun - drying – utilizes the solar Vegetables need blanching
income with the excess energy that circulates around food (brief heating in boiling water
products that can be materials laid out on trays and or in a steam) to kill the
preserved and sold racks. bacteria and stop enzyme
 To help in the economic There is also drying during action which can cause
development of the country smoking. Smoking with warm spoilage.
because the farmers are fumes at 69 °C from burning wood
encouraged to produce more results in drying besides imparting
for others the desired color and flavor effect
To make food available on cured meat and fish.
throughout the year which may
be used for events, like town
fiestas and other occasions.
Discuss Salting. Provide examples. Discuss processing. Provide Ask them to comment on the The other members of the
Provide example for each of the examples. appropriateness of the method class will comment on the
above items. Salting is the preservation of food Processing – transformation of to the food. presentation.
with dry edible salt. It is related to raw ingredients, by physical or
pickliing in general and more chemical means into food, or
specifically in brining (preparing of food into other forms.
food with brine, that is salty water) Food processing combines raw
and is one form of curing. food ingredients to produce
E.Discussing new concepts and marketable food products that
practicing new skills#2 Pickling is the preservation of food can be easily prepared and
in brine or vinegar with or without served by the consumer.
bacterial fermentation. Food processing is any method
used to turn fresh foods into
The three important constituents food producs. This can involve
are: salt, vinegar and lactic acid. one or a combination of the
following: washing, chopping,
pasteurising, freezing,
fermenting, packaging and
many more.
F.Developing mastery Is it possible to use two ways of Give examples of processed
(Leads to Formative preservation in certain food items? foods.
Assessment 3) Provide examples.
G.Finding practical applications
living
H.Making generalizations and Mention the concept of food Mention that what they have Mention that what was
abstractions about the lesson preservation and its benefits. discussed are the four ways of discussed this week was food
food preservation. preservation, its importance,
the ways of preserving food
and inventory of foods that
can be preserved.
I. Evaluating learning .
D. Additional activities for Bring at least ten (10) photos Bring actual samples of
application or remediation Bring photos of the preserved Read on the process of Drying and of foods which can be preserved food. Prepare to
foods. Provide a caption for each Salting. preserved. Also, bring share to the class how it was
of the photo. cartolina, scissors and paste. preserved, and why that
method was used.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No.oflearnerswho ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
___ of Learners who earned 80% above above above
earned80%onthe formative
assessment
B. No.oflearnerswho ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
activities for remediation activities for remediation additional activities for remediation additional activities for remediation activities for remediation
requireadditionalactivities
forremediation.
C. Didtheremediallessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson
work? No.oflearnerswho lesson lesson lesson
havecaughtupwiththe
lesson.
D.No.oflearnerswho ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
remediation remediation require remediation require remediation remediation
continuetorequire
remediation
GRADE 1 to 12 School Grade Level VI

DAILY LESSON LOG Teacher Learning Area EPP 6 – ENTREPRENEURSHIP & ICT
Teaching Dates and Time JULY 9-13, 2018 Quarter FIRST

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and
if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard Demonstrates knowledge Demonstrates knowledge and skills in performing advanced calculations on numerical data using an electronic
and skills in using online spreadsheet tool.
survey tools.
B. Performance Standard Conducts a survey using Processes and summarizes numerical data using advanced functions and formulas in an electronic spreadsheet
online tools. tool.
C.Learning  Process an online  Identify selected  Identify selected text  Identify selected  Create a
Competency/Objectives survey data. Math functions in and logical functions statistical functions spreadsheet
Write the LC code for each.  View and manage Excel. in Microsoft Excel. in Microsoft Excel.  Design
responses on an  Use selected math  Use selected text and  Use selected Spreadsheet.
online survey data functions in Excel. logical functions in statistical functions  Apply basic
TLEIE6-0f-11 TLEIE6-0f-11 Microsoft Excel. in Microsoft Excel. formulas on
TLEIE6-0f-11 TLEIE6-0f-11 spreadsheet.
TLEIE6-0f-11
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a
week or two.
II. CONTENT SELECTED TEXT AND SELECTED STATISTICAL
PROCESSING AN SELECTED MATH FREE GUIDED
LOGICAL FUNCTIONS IN FUNCTIONS IN
ONLINE SURVEY DATA FUNCTIONS IN EXCEL ACTIVITY
MICROSOFT EXCEL MICROSOFT EXCEL
A. References
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 60-63 pp. 66-73 pp. 74-79 pp. 81-88 Entrepreneurship
pp. 66-88
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Review on how to create Review on the previous Review on the previous Review on the previous
presenting the new lesson and disseminate an online lesson about “Selected Math lesson about “Selected lesson about
survey form. Functions in Excel”. Text and Logical Functions  “Selected Math
in Microsoft Excel”.
Functions in Excel”
 “Selected Text and
Logical Functions in
Microsoft Excel”.
 “Selected Statistical
Functions in
Microsoft Excel”
B. Establishing a purpose for the This is a free guided
lesson activity and let the
learners work and finish
their spreadsheets on
their previous lesson on
spreasheets.
C. Presenting Present “Let’s” Study on Present “Let’s Study” on Present “Let’s Study” on Present “Let’s Study” on
examples/Instances of the page 60 of TX. page 66 of TX. page 74 of TX. page 81 of TX.
new lesson
D. Discussing new concepts and Discuss “Processing Discuss “Selected Math Discuss “Selected Text and Discuss “Selected
practicing new skills # 1 Online Survey Data” on Functions in Excel” on pp. Logical Functions in Statistical Functions in
pp. 60-63 of TX. 66-71. Microsoft Excel” on pp. 74- Microsoft Excel” on pp. 81-
79. 88.
E. Discussing new concepts and Group Activity: Let the Group Activity: Let the Group Activity: Group Activity:
practicing new skills # 2 learners View and learners do “Activity 4.1 I’m Let the learners do “Activity Let the learners do “Activity
Manage the responses of a Store Manager!” on page 4.2 I’m a Teacher!” on page 4.3 I’m a Statistician!” on
the Online Survey Form 72 of TX. 79 of TX. page 87-88 of TX.
that they have made from
the previous lesson.
F. Developing mastery Group Activity: Let the
(leads to Formative Assessment learners work on the
3) spreadsheets they
made on the previous
lesson. Let them
manage and design
their spreadsheets with
the correct formula in
excel.
G. Finding practical application
living
H. Making generalizations and Let the groups tell what
abstractions about the lesson they have learned in this
week’s lesson and let
them have a reflection
on about their learnings
I. Evaluating learning 20 item quiz on
Microsoft Excel.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned ___ of Learners who earned 80%
___ of Learners who earned 80%
___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
above above above above
80% in the evaluation above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
remediation who scored
below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
work? No. of learners who lesson lesson lesson lesson the lesson
have caught up with the
lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: TLE-I.A.
DAILY LESSON LOG Teaching Dates and Time: (WEEK 6) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of and skills in making electrical gadgets
B. Performance Constructs simple electrical gadgets with ease and dexterity.
Standards
C. Learning Identify materials and tools Identify materials and tools Identify the different electrical Discuss the health and safety Explain the processes in making
Competencies / needed in making simple gadgets and their uses. practices in making electrical electrical gadgets.
needed in making simple
Objectives gadgets.
electrical gadgets. electrical gadgets.
Write the LC code for
each
II. CONTENT
Production/Repair of Simple Electrical Gadgets
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 88-90
pages
2. Learner’s Materials
pages
-Technology and Livelihood Education pp. 219-223
3. Textbook pages
(Author: Susana V. Guinea , Ma. Gilmina G. Sotoya , Randy R. Emen)
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning Pictures and charts Pictures and charts Pictures and charts Pictures and charts Pictures and charts
Resources
IV. PROCEDURES
How do we compute our 1. What are the different  Give an example of Enumerate the safety and health
A. Reviewing business income? Show sample tools and materials needed in different electrical gadgets that 1. What are the health practices in making electrical gadgets.
previous lesson or making electrical gadgets?
of computation of income from we are using at home and in the and safety practices in making
presenting the new
sales. 2. What are their uses? school? electrical gadgets?
lesson
 What is the use of each 2. Why are these
gadget? important?
B. Establishing a Do you have appliances at home? 1. What electrical gadgets 1. Showing pictures of How do you interpret this 1. Showing a video doing simple
purpose for the lesson How does it function? are we going to use when we health and safety practices. statement? repair.
Where is it connected? want to get electricity in a “Hav 
What electrical materials were distance? e a place for everything and
used? everything in its proper place” http://www.youtube.com/watch?
What kind of tools do we used in Listen to the pupil’s v=MspNVXPUKR8&t=52s
fixing those electrical materials? interpretation of the 
statement.
http://www.youtube.cm/watch?
v=qmQxQ1v85e0
 Can you say something about
the video?
2, Inspect the following furniture
fixtures found in the practice house or
classroom for broken parts: chair
and table legs, hinges of cabinet doors,
extension cord, and sink.
What can you say about the
chairs, tables etc?
1. Prepare videos and 1. Show picture or chart 1. What can you say about 1. Show videos or  Present a situational
picture from the different tools of the different electrical the picture? pictures showing safety problem about the effects of broken
and materials. gadgets. (Extension cord, lamp measures in making electrical furniture and fixtures at home and in
2. Real objects found in shades, door bell, bulb tester). gadgets. school.
C. Presenting
the industrial arts room. 2. List down the protocol.  What will happen if
examples/ we ignore broken furniture and other
instances of the gadgets?
new lesson
D. Discussing new Activity 1: 1.What electrical gadgets have 1. What are the health Safety and health measures  What are the parts of the table
concepts and practicing you seen in the picture? and safety practices in making that should be observed while that need repair?
Discuss the importance of using
new skills #1 working any electrical project
tools and materials in making 2.What are the uses of these electrical gadgets.  What are the materials
simple electrical gadget. electrical gadgets? to avoid accidents. needed?
Activity 2: Activity 1: Group Activity 1. Avoid contact with  What are the tools needed?
energized electrical circuits.
Identifying tools and materials Group 1 – Give an electrical  What are the procedures in
2. Treat all electrical
needed in making simple gadget and their uses at home. repairing broken table?
devices as if they are live or
electrical gadget. Group 2 – Give an electrical
energized.
TOOLS gadgets and their uses in school. Procedure for repairing broken table
3. Disconnect the power
Combination pliers Group 3 – Give an electrical source before servicing or
Side cutter pliers gadget and their uses inside the repairing electrical equipment. Usual defects of table are loosening of
Long-nose pliers room. 4. Use only tools and its fixing materials such as nails, screws
Tester equipment with non- and bolts. This is caused by either loose
Screw drivers conducting handles when of nail’s hole or the fixing material
Hammer working on electrical devices. itself. Here’s how to fix it
Electrical knife 5. Never use metallic . 1. Prepare all the materials and tools.
pencil or rulers, when working 2. Identify the materials and tools.
Wire stripper
with electrical equipment. 3. Find the loose part where fixing
Soldering gun 6. Wear non-conductive materials are placed or lost screws.
MATERIALS gloves, protective clothes and 4. Either replace the broken part of the
Lamp receptacle shoes with insulated soles. table or transfer where to fasten.
Convenience outlet 7. Never handle electrical 5. To fasten the part or parts
Male plug equipment when hands, feet or thoroughly, place a brace to support
body are wet or perspiring or the loosen
Female plug
when standing on a wet floor. legs.
Flexible pipe
8. Do not store highly
Plastic conduct pipe flammable liquids near
G.I. conduct pipe electrical equipments.
PVC connectors 9. Never touch another
C clamp person’s equipment or
Plastic molding electrical control devices unless
Fluorescent lamp instructed to do so.
Incandescent bulb 10. When it is necessary to
touch electrical equipment ( for
Starter
example, when checking over
Ballast heated motors or heating flat
Battery (Dry cell, wet cell) iron) use the back of the hand.
Lamp holder
Electrical wires
Junction box
Utility box
Switch
Push Button
Nails
Screws
E. Discussing new concepts 1. How are these materials Activity 2: Group Reporting Group Activity: 1. What are the safety Activity 1: Group Activity
and practicing new skills#2
and tools used? Group 1 – electrical gadget and 1. Why is it important to measures to observe while Gather data of the following:
Uses of tools: their uses at home. follow the health and safety making an extension cord, Group1 – Broken chair
a. Combination Pliers – Group 2 – an electrical gadget practices in making electrical electric buzzer? Group 2 – Broken table
these are use to twist, cut, hold and their uses in school. gadgets. Connect the wires on the Group 3 – Loose Cabinet door
and pick electrical wire or tie Group 3 – an electrical gadget terminal of the CO first, then to
Group 4 – Plug Cord of Flat
wires. and their uses inside the room. the terminal of the male plug. If
Iron
b. Side cutter Pliers –use to we connect the wire to the
cut electrical wires or tie wires, male plug first, maybe
also use in skinning small wires. somebody will plug in and we Activity 2: Reporting
c. Long Nose Pliers – use might get electrocuted.
to hold, cut, twist or pick up 2. What are the safety
small objects in a limited space. precautions when doing
d. Tester – an instrument electrical repair at home?
used to test if there is a flow of Turn off the main switch first,
electricity in the connection then proceed to the repair.
a made.
e. Screw Drivers – tools
used in tightening and loosening
screws. It has 2 kinds: flat and
Philips.
f. Wire strippers/splicer –
use to take off a portion at the
end of the wire before it is
connected to terminals of other
electrical materials.
g. Soldering gun/iron - this
is used to join two tiny metallic
parts such as television and radio
spare parts.
h. Hammer – used to
fasten nail through the wood,
bamboo or concrete wall.
F. Developing mastery 1. What electrical tools I Matching type. Match column A 1. We have a newly- Write True if the statement is about
(Leads to Formative
am going to use when I want to with column B 1. What will you do first made extension cord, what will gathering data and False if it is not.
Assessment 3)
remove the plate of the A when you replace a blown out you do before using it?
convenience outlet or switch? _____ 1. Extension cord fuse? Check the first by using tester if 1. Inspect the table.
2. I want to make an _____ 2. Lamp shade 2. What is the first thing the connection is correct. 2. Knowing the tools needed.
extension cord, what electrical _____ 3. Bulb tester to do before you replace 2. You are going to 3. Hammer and saw are not
materials I am going to buy? _____ 4. Door bell tumbler switch? replace a simple pole switch, needed.
3. You are washing your what will you do first?
B 4. Measurement must be
clothes, and you need to plug in Turn off the main switch before
a. Gadget use to call the the washing machine, what is considered.
attention of the owner of the replacing the switch. 5. Ignore the loose part of the
the best thing to do first?
house. table.
b. Use in testing an
incandescent bulb, starter,
ballast.
c. Use as decoration lamp
inside the room.
d. A gadget use to access
electricity in our appliances are
far from the convenient outlet.
G. Finding practical 1. Demonstrate the uses of 1. We have school Write C if the statement is What will you do when you observed
applications of the different tolls and materials. program outside, but there is no correct and write W if the one of your furniture at home has
concepts and skills in 2. How do we take good available convenience outlet. statement is wrong. damage?
daily living
care of them? 2. What electrical gadget _____1. Always use tools with
are we going to use? non-conducting handles when
working on electrical devices.
_____2. An experienced
electrician can do some
repairs of electrical appliances
even with wet hands.
_____3. To test the hotness of
an electric iron, you can use
back part of your hand.
_____4. Unplug the
equipment if water spilled
into it.
_____5. An electrical current
passes to the person as you
touch a live wire
H. Making generalizations 1. What are the tools and 1. What are the How do you gather the data in
and abstractions about materials needed in making 1. What are the benefits importances of following the What are the protocols in repairing furniture?
the lesson simple electrical gadgets? of using different electrical health and safety practices in making electrical gadget? What are the importance of gathering
2. What are the gadgets? making electrical gadget? data before repairing?
importance in using tools and
materials in making electrical
gadgets?
I. Evaluating learning Choose the correct answer inside Identify the electrical gadgets Write S if the situation shows as Fill in the blanks with the Complete the diagram.
the box. that are commonly used at safe practice, writes U if it is an correct answer.
home and school. unsafe practice. 1. Provide a
Tester male _____1. This is used to get ______1. Never use equipment _____________________ for
plug electricity in a distance. with frayed cords, damaged the tools.
Combination pliers _____2. It has two kinds, the insulation or broken plugs. 2. Carefulness prevents
screw driver male and female plug with two ______2. Avoid water at all ____________________.
Electrical wires terminals times when working with 3. Turn off the
holder _____3. Gadget used to give electricity. ______________ before doing
light or decoration in a room. ______3. Never touch or try electrical repairs.
_____4. It is used to call repairing any electrical 4. Work in place where
attention of an individual inside equipment or circuits with wet there is enough
the house. hands. _______________ to avoid eye
_____1. An electrical tool which _____5. It is used to test any of ______4. If you are working on strain.
is used to twist or splice an the electrical gadgets if it is any receptacle at your home 5. Be sure to
electrical wire. functioning or not. then always turn off the main ______________ your hands
_____2. An instrument used to switch. after working.
test if the gadget is functioning ______5. Always use
or there is a flow of electricity appropriate insulated rubber
in the connection made? gloves and goggles while
_____3. A part of a lamp that working on any electrical circuit.
holds the fluorescent tube.
_____4. Tools used in tightening
and loosening screws.
_____5. An electrical material
which is used as a connector or
path where electricity flows. It
can be duplex, solid or stranded.
_____6 . It is used to connect to
wire into the convenience outlet.
J. Additional activities for List down the tools and materials List down some electrical 1. Make a project plan for Give the steps in replacing a Do the simple repair at home. Share
application or used in making bulb tester. gadgets and their uses. lampshade. blown out fuse. your experience tomorrow.
remediation 2. Make a project plan for bulb
tester.
3. Make a plan for a buzzer
circuit.
V. REMARKS
VI. REFLECTION
A. No.oflearnerswho ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80% above
earned80%onthe formative
assessment
B. No.oflearnerswho ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
requireadditionalactivitie activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
s forremediation.
C. Didtheremediallessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the
No.oflearnerswho lesson
havecaughtupwiththe
lesson.
D. No.oflearnerswho ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
continuetorequire remediation remediation remediation remediation remediation
remediation
E. Whichofmyteaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategiesworkedwell? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why didthesework? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. WhatdifficultiesdidI __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounterwhichmy __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principalorsupervisorcan __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
helpmesolve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils

GRADES 1 to 12 School: CAGALUAN ES Learning Area: TLE - AGRICULTURE

OBJECTIVES Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Applies knowledge and skills in planting trees and fruit trees
Standards Perform plant propagation techniques based on scientific processes
C. Learning Competencies / TLE6AG0e-6 6.1 Perform systematic and 6.2.Perform proper procedures 6.3 Identify and explain the  Observe healthy and safety
Objectives 6 Identify systematic and scientific ways of caring seedlings, in preparing organic fertilizer importance and benefit of measures in formulating organic
Write the LC code for each scientific ways of caring trees and fruit trees and organic pest/insect control using organic fertilizer and fertilizer and pest /insect control
seedlings and orchard trees and  Cultivating pest/insect control towards
fruit trees  Transplanting sustainable development
 Watering
 Applying organic fertilizer
II. CONTENT  Systematic and scientific ways 6.1.1. Perform systematic and 6.2.1Introduction to Organic 6.3.1Advantages of organic 6.4.1 Proper labeling of prepared
of caring seedlings and orchard scientific ways of caring seedlings, Agriculture fertilizer and pest/insect organic concoction
trees and fruit trees propagated trees and fruit trees 6.2.2 Procedures in making control
 Cultivating organic fertilizer
 Transplanting 6.2.3Steps and procedures in
 Watering making organic pest and insect
 Applying organic fertilizer control
6.1.2 Maintenance plan and
schedule in caring seedlings and
propagated plants
A.References Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6
agricultue pp 32 agriculturepp 32 agriculture pp 32 agriculture pp 32 agriculture pp 32
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Agricultural Crops Production, Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim Wastong Pagtatanim
Learning Resource (LR) Portal Teachers Guide Teachers Guide Teachers Guide
B. Other Learning Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual
Resources object, Guidebook, Internet object, Guidebook, Internet object, Guidebook, Internet object, Guidebook, Internet object, Guidebook, Internet
IV. PROCEDURES
A. Reviewing previous lesson  Assign groups to report on the  Identify the proper ways of  Students will report on Identification of different  Processes involved in producing
characteristics of seedlings caring for propagated trees and different design and lay out of ways on how to care and orchard products
fruit trees in the orchard an Orchard maintain the orchard farm
 Presentation sample of
different Orchard lay out and
design
B. Establishing a purpose for the  Identify the systematic and  Perform the systematic and  Apply proper use of organic  Demonstrate health and  Provide documentation
lesson scientific ways of caring for scientific ways of caring for fertilizer and organic pest/insect safety in handling organic monitoring the day to day status
seedlings, trees and fruit trees seedlings and propagated plants control products of propagated plant with organic
fertilizer and pest/insect control
C. Presenting examples / Present actual sample of Video Presentation in Systematic Video presentation of the step Benefits derived from organic Present charts/video showing
instances of the new lesson seedlings, trees and Fruit trees and scientific ways of caring for by step procedures in fertilizer and organic proper storages of organic
done with different plant seedlings propagated trees and formulating organic fertilizer pest/insect control products
propagation techniques fruit trees and organic pest/insect control
D.Discussing new concepts and Storing and caring for seedlings, Proper use of tools and Document the steps and Proper wearing of Personal Analyzing failed or un- successful
practicing new skills #1 propagated plant equipment in caring for seedlings, procedures in performing protective equipment formulation of organic fertilizer
propagated plants organic fertilizer and other and organic pest/insect control
organic concoctions
E. Discussing new concepts and Safety practices in transplanting Introduction to Organic Proper ways in handling Proper ways of storing organic
practicing new skills #2 seedlings and propagated plants concoctions organic concoction concoctions
F. Developing Mastery  Identification of systematic  Write down the proper steps  Identify the proper  Do’s and Don’t while  Proper Labeling and storing of
(Leads to Formative and scientific ways of caring and procedures in caring for procedures in formulating formulation of organic organic products .
Assessment 3) seedling and orchard trees and seedlings and orchard trees and organic fertilizer and organic fertilizer and organic .
fruit trees . fruit trees . pest/insect control .
G. Finding Practical applications  When is the proper time to  Bring samples/cuttings of trees  Present before the class  Demonstrate the proper  Present before the class what
of concepts and skills transplant seedling and and fruit trees and seedlings Pictures of transplanted ways of applying organic are the ways of disposing waste
propagated trees and fruit trees? ready for transplanting seedlings, trees and fruit trees fertilizer and organic materials in the orchard
that came from budding, pest/insect control to
grafting, marcotting, pruning seedlings and propagated
plants
H. Making generalizations and Importance of caring seedling, Functional tools used in caring for The different procedures in Health and safety procedures Proper storage and labeling of
abstractions about the lesson plant propagation in the orchard seedlings and propagated plants formulating organic fertilizer in formulating organic organic concoctions
and organic pest/insect control fertilizer and organic pest and
insect control
I. Evaluating Learning Written examination. . Oral recitations. Reporting and presentation Group Presentation. Written Examination.
Demonstrations. Demonstrations. skills Role Play. Word Puzzle
Role Play Demonstration Direct Observation.
Ocular Inspection
J. Additional activities for Video presentation of some best Create a data base of seedlings, Invite at least on practitioner Develop a documentation Video presentation of proper
application or remediation practices in caring for seedlings trees and fruit trees and their who can share his/her about different systematic and storages and labeling of organic
and orchard care & maintenance schedule organic agriculture scientific ways of formulating concoctions
organic products and
concoctions.
B. REMARKS
C. REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above
80% in the evaluation
B. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation additional activities for remediation activities for remediation
remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson
work? No. of learners who
lesson lesson lesson lesson
have caught up with the
lesson
D. No. of learners who ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
remediation remediation require remediation require remediation remediation
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor can
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovative or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized materials did I
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
use/discover which I wish views of the locality views of the locality views of the locality views of the locality views of the locality
to share with other __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures

DLL Grade 6 Q1 Week 6 July 9-13, 2018 All Subjects

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Teacher: VICTORIA B.

MALAGGAY Grade Level: VI

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

J.Additional activities for

Checked by: Noted by:

Teacher: VICTORIA B. MALAGGAY Grade Level: VI

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Checked by: Noted by:

Teacher: VICTORIA B. MALAGGAY Grade Level: VI

WEEK 6 LUNES MARTES MIYERKULES HUWEBES BIYERNES

III. MGA KAGAMITANG PANTURO

C. Pag-uugnay ng mg Halimbawa Ano ang kinahuhumalingan

Checked by: Noted by:

Teacher: VICTORIA B. MALAGGAY Grade Level: VI

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

J. Additional activities for

Checked by: Noted by:

If you have ₱5,000 and you must

Checked by: Noted by:

Teacher: VICTORIA B. MALAGGAY Grade Level: VI

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Separating Mixtures: Separating Mixtures: Distillation Various methods of Separating

Checked by: Noted by:

Teacher: VICTORIA B. MALAGGAY Grade Level: VI

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Kongreso ng Malolos at ang

f. Developing Mastery PINTA HUSAY LIGHTS, CAMERA ACTION! BALITAKTAKAN

Checked by: Noted by:

Teacher: VICTORIA B. MALAGGAY Grade Level: VI

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

GRADE 1 to 12 School Grade Level VI

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Teacher: VICTORIA B. MALAGGAY Grade Level: VI

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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