School: Dagohoy Elementary School
GRADES 1 to 12
DAILY LESSON LOG
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal
ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
Grade Level: V
Teacher: Marie Lee M. Bautista Learning Area: FILIPINO
Teaching Dates and Time: April ______, 2024 @ 10:50-11:40 Quarter: 3RD QUARTER- Week 8
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag -unawa sa napakinggan
Nakapag-uulat ng impormasyon g napakinggan at nakabubuo ng balangkas ukol dito.
Nasasabi kung ano ang simuno at panaguri
INDICATOR NO. 4 Displayed proficient use of Mother Tongue, Filipino, and English to facilitate teaching and learning.
Simuno at Panaguri sa Pangungusap
CG, MELC
Tanyag 5 p. 21
Pluma 6, 212-215
Downloaded na kuwento
Larawan, Powerpoint, TV, Tsart, Diagram
INDICATOR NO. 5 Established safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures.
INDICATOR NO. 2 Used a range of teaching strategies that enhance learner achievement in literacy and numeracy.
Ano ang tinalakay natin kahapon?
Ang Salitang Hiram ay mga salitang nanggaling sa iba’t-ibang mga dayuhang pumunta dito sa ating bansa na kalimitan na nating nagagamit sa pang araw-araw na nating pakikipag-usap o talakayan.
Bigyan natin ng wastong kahulugan ang mga salita upang hindi tayo mahihirapan sa ating talakayan at mapupunan pa ang ating bokabolaryo.
Tingnan ninyo ang mga salita sa Hanay A at ang kahulugan nito sa Hanay B.
Hanay A
Hanay B
_________1. Simuno a. nakasama sa isang grupo
_________2. Panaguri b. salita o lipon ng mga salita na nagsasaad ng isang buong diwa
_________3. Pangungusap c. bahaging nagsasabi tungkol sa simuno
_________4. Bahagi d. bahaging pinag-uusapan sa pangungusap
_________5. Salamangkero e. tao o nilalang na gumagamit ng mahika

B. Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong aralin
D.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
Talasalitaan
1. Simuno ay bahaging pinag-uusapan sa pangungusap.
2. Panaguri ay bahaging nagsasabi tungkol sa simuno.
3. Pangungusap ay salita o lipon ng mga salita na nagsasaad ng isang buong diwa.
4. Bahagi ay nakasama sa grupo.
5. Salamangkero ay tao o nilalang na gumagamit ng mahika
1. Ilang pantig ang salitang simuno?
2. Ilang pantig ang salitang panaguri?
3. Ilang pantig ang salitang pangungusap?
4. Ilang pantig ang salitang bahagi?
5. Ilang pantig ang salitang Salamangkero?
Lagi ninyong tandan ang 5 na salita na nadagdag sa inyong bokabolaryo.
Sa pag uugnay natin sa nakaraang aralin na Salitang Hiram at sa paksa natin ngayon na simuno at panaguri. Narito ang dalawang pangungusap.
Narito ang dalawang halimbawa. Suriin ninyong Mabuti upang malalaman Ninyo ang simuno, panaguri at salitang hiram.
1. Ang “chef” ay nagluto ng masarap na pagkain.
Simuno: Ang “chef”
Panaguri: ay nagluto ng masarap na pagkain
Salitang Hiram: “Chef” (mula sa French na chef”)
2. Ang “albularyo” ay nagreseta ng gamot na herbal.
Simuno: Ang albularyo
Panaguri ay nagreseta ng gamot na herbal
Salitang Hiram: “Albularyo” (mula sa sa Espanyol na “albulario”)
I DO
INDICATOR No. 1. Applied knowledge of content within and across
curriculum teaching areas.
Bukod sa 2 halimbawa na pinag uugnay natin ang nakraang aralin at
ang paksa natin ngayon ay may inihahanda akong maikling kuwento sa
inyo na naaayon sa ating paksa at higit sa lahat kapupulutan ninyo ng
magandang-aral.
Ano ang nakikita ninyo sa larawan?
Basahin ko ang kuwento. Makinig kayong mabuti dahil pagkatapos kong basahin ang kwento ay inyong sasagutin ang motive question at ilang mga comprehension questions.
Narito ang motive question na iyong sasagutin.

Motive Question: Ano ang kinahihinatnan sa katamaran ni Pedrito?

Nakapagtataka kung bakit may pulang palong ang mga tandang. Kapansin-pansin din na kapag pulang-pula ang palong ng tandang ay
magilas na magilas ito. Para bang binata na nagpapa-ibig sa mga dalaga.

Ayon sa kuwento, may mag-ama raw napadpad ng bagyo sa isang baryo sa pulo ng Masbate. Ang ama ay nakilala ng mga tao sa
nayon dahil sa kawili-wiling mga palabas nito na mga salamangka o mahika. Tinawag nilang Iskong Salamangkero ang kanilang
bagong kanayon.

Bukod sa pagiging magalang, masipag, mapagkumbaba ay mabuting makisama sa mga taga nayon si Iskong Salamangkero. Madali
siyang nakapaghanap ng masasakang lupa na siyang pinagmulan ng kanilang ikinabubuhay na mag-ama.

Kung anong buti ng ama ay siya namang kabaliktaran ng anak nitong si Pedrito. Siya ay tamad at palabihis.

Ibig ni Pedrito na matawag pansin ang atensyon ng mga dalagita. Lagi na lamang siyang nasa harap ng salamin at nag-aayos ng
katawan.

Ang paglilinis ng bahay at pagluluto ng pagkain na siya lamang takdang gawain ni Pedrito ay higit pa rin niya pinagkakaabalahan ang
pag-aayos ng sarili.
Kapag siya ay pinagsasabihan at pinangangaralan ng ama ay nagagalit siya at sinagot-sagot niya ito.

Isang tanghali, dumating sa bahay si Iskong Salamangkero mula sa sinasakang bukid na pagod na pagod at gutom na gutom.
Dinatnan niya na wala pang sinaing at lutong ulam si Pedrito.

Tinawag niya ang anak ngunit walang sumasagot kaya pinuntahan niya ito sa silid. Nakita niya sa harap ng salamin ang anak na
hawak ang pulang-pulang suklay at nagsusuklay ng buhok.

“Pedrito, magsaing ka na nga at magluto ng ulam. Gutom na gutom na ako, anak”, wika ni Iskong Salamangkero.

Padabog na hinarap ni Pedrito ang ama at kanyang sinagot ito.

“Kung kayo ay nagugutom, kayo na lamang ang magluto. Ako ay hindi pa nagugutom.” At nagpatuloy ng pagsusuklay si Pedrito ng
kanyang buhok.

Nagsiklab ang galit na si Iskong Salamangkero sa anak. Sinugod niya si Pedrito at kinuha ang pulang suklay. Inihampas niya ito sa ulo
ng anak at malakas niyang sinabi:

“Mabuti pang wala na akong anak kung tulad mong tamad at lapastangan. Sapagkat lagi ka na lamang nagsusuklay ang pulang suklay
na ito ay mananatili sana iyan sa tuktok ng iyong ulo.” At idiniin ni Iskong Salamangkero ang pulang suklay sa ulo ni Pedrito.

Dahil sa kapangyarihang taglay ni Isko bilang magaling na salamangkero, biglang naging tandang ang anak na tamad at lapastangan.
At ang suklay sa ulo ni Pedrito ay naging pulang palong. Hanggang sa ngayon ay makikita pa natin ang mapupulang palong sa ulo ng
mga tandang.

Pagsasagot ng mga bata sa Motive Question:

Ano ang kinahihinatnan sa katamaran ni Pedrito?

Mga Tanong:

1. Ano ang pamagat sa kuwento?

2. Sino-sino ang mga tauhan sa kuwento?
 3. Bakit may pulang palong ang mga tandang?
4. Kung ikaw si Pedrito, gagawin mo ba ang kanyang ginawa? Bakit?
5. Ibigay ang aral sa kuwento.

Values Integration
Aral:

 Huwag maging tamad. Ang pagtulong sa magulang sa mga gawaing bahay ay nararapat lamang na gawin ng mga anak.
 Laging makinig at sumunod sa ipinag-uutos ng magulang upang hindi maparusahan.
 Maraming nalulugod sa batang magalang. Huwag kalimutang gumamit ng “po” at “opo” sa nakatatandang kausap

E.Pagtalakay ng bagong konsepto at

paglalahad ng bagong kasanayan #2 I DO
INDICATOR NO. 3 Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.

Bahagi ng Pangungusap

Paksa o Simuno ay bahaging pinag- Panaguri Panaguri ay bahaging

nagsasabi tungkol sa simuno.
uusapan sa pangungusap.

Ang dalawang bahagi ng pangungusap ay simuno at panaguri.

Paksa o Simuno ay bahaging pinag-uusapan sa pangungusap.

Halimbawa:
1. Si Iskong Salamangkero ay magalang, masipag, mapagkumbaba at mabuting makisama sa taga nayon.
2. Si Pedrito naman ay tamad at palabihis.
 Panaguri ay bahaging nagsasabi tungkol sa simuno.

Halimbawa:

1. Ang suklay sa ulo ni Pedrito ay naging pulang palong.

2. Ang mapupulang palong ay makikita pa natin sa ulo ng mga tandang.

HOTS:
1. Paano mo malalaman kung ang bahagi ng pangungusap ay simuno o panaguri?
2. Gumawa ng isang pangungusap na may simuno at panaguri. (any volunteer)
F.Paglinang na Kabihasaan
WE DO
INDICATOR NO. 5 Maintained learning
environments that promote fairness, respect
and care to encourage learning.

Differentiated Instruction

Grupo sa DAYALOGO (INTERVENTION group)

Basahin ng dalawang mag-aaral sa harap ng
klase ang dayalogo ng Ama at Anak. At sagutin
sa lider o miyembro ng grupo ang dalawang
katanungan sa ibaba ng dayalogo.

G.Paglalapat ng aralin sa pang-araw-araw
na buhay
H.Paglalahat ng aralin
Grupo sa PAGSUSULAT at PAG-UULAT (ENHANCEMENT group)
Gumawa ng 2 pangungusap na may simuno at panaguri na wasto ang pagkakagamit nito. Bilugan ang simuno at salungguhitan ang panaguri sa pangungusap. E uulat sa klase ng lider o miyembro
ng pangkat ang ginawa. Ipaliwanag kung bakit ito ang napiling simuno at panaguri.
INDICATOR NO. 7 Established a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds.
Ang mga pangungusap ay nakabase sa araw araw ninyong ginagawa bilang mag aaaral. Sabihin kung simuno o panaguri ang initiman at nakahirig na salita o mga salita.
1. Ang mga mag-aaral sa Ikalimang Baitang ay maagang dumating sa paaralan. ______________
2. Sina Ernesto, Jerom at Nino Jay ay naglilinis ng compost pit araw-araw. ___________
3. Si Dion ay nagdidilig ng halaman. _______________
4. Ang ibang mag-aaral sa Ikalimang Baitang ay gumagawa rin sa mga gawaing nakaatang sa kanila. ____________
(isang lider o miyembro ng ENHANCEMENT group) ay gagawa ng isang pangungusap tungkol sa pang araw araw ninyong ginagawa sa buhay dito sa paaralan. Isulat ang pangungusap sa pisara.
(isang lider o miyembro ng Intervention Group) Bilugan ang paksa o simuno at salungguhitan ang panaguri sa pangungusap na ginawa.
INDICATOR NO. 8 Adapted and used culturally appropriate teaching strategies to address the needs of learners from
indigenous groups.
Sa kabuuan na ating tinalakay ngayon?
Ano ang dalawang bahagi ng pangungusap?
Ano ang simuno?
Ano ang panaguri?

I.Pagtataya ng aralin
J.Karagdagang Gawain para sa takdang
aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80%
sa pagtatayao.
B.Bilang ng mag-aaralna nangangailangan
ng iba pang Gawain para sa remediation
Paksa o Simuno- bahaging pinag-uusapan sa pangungusap.
Panaguri- bahaging nagsasabi tungkol sa simuno.
YOU DO
INDICATOR NO. 9 Used strategies for providing timely, accurate and constructive feedback to improve learner performance.
Sagutin kung simuno o panaguri ang salitang initiman at may salungguhit.
________1. Masayang namasyal ang mga tao.
________2. Napakahusay umawit ng bata.
________3. Matamis ang bunga ng mangga.
________4. Ang mag-aaral ay masiglang nag-aaral.
________5. Mabuti ang kapitbahay namin.
Bilugan ang simuno at salungguhitan ang panaguri sa bawat pangungusap.
1. Ang responsableng bata sa binasa ay si Adel.
2. Ang mabuting pamamahala sa oras ay tama.
3. Ang disiplina at tiyaga ay nagdadala ng tagumpay.
4. Ikaw at Ako ay makatutulong sa bansa.
5. Ang batang Mabuti ay kinatutuwaan.
___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to ___Lesson carried. Move on to
next objective. objective. objective. the next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery
___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties
answering their lesson. answering their lesson. answering their lesson. in answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on

C.Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
D.Bilang ng mag-aaral na magpapatuloy
sa remediation
E.Alin sa mga estratehiyang pagtuturo ang
nakatulong ng lubos?Paano ito
nakatulong?
F.Anong sulioranin ang aking naranasan
na solusyunansa tulong ng aking
punungguro at superbisor?
G.Anong kagamitang panturo ang aking
nadibuho nanais kong ibahagi sa kapwa
ko guro?
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Text Representation: repetition, and local repetition, and local
Examples: Student created drawings, opportunities. opportunities.
videos, and games. ___Text Representation:
___Modeling: Examples: Speaking ___Text Representation: Examples: Student created
slowly and clearly, modeling the Examples: Student created drawings, videos, and games.
language you want students to use, and drawings, videos, and games. ___Modeling: Examples:
providing samples of student work. Speaking slowly and clearly,
___Modeling: Examples:
modeling the language you want
Speaking slowly and clearly,
Other Techniques and Strategies used: students to use, and providing
modeling the language you want
___ Explicit Teaching samples of student work.
students to use, and providing
___ Group collaboration Other Techniques and
samples of student work.
___Gamification/Learning throuh play Strategies used:
___ Answering preliminary ___ Explicit Teaching
Other Techniques and
activities/exercises ___ Group collaboration
Strategies used:
___ Carousel ___Gamification/Learning
___ Explicit Teaching
___ Diads throuh play
___ Group collaboration
___ Differentiated Instruction ___ Answering preliminary
___Gamification/Learning
___ Role Playing/Drama activities/exercises
throuh play
___ Discovery Method ___ Carousel
___ Answering preliminary
___ Lecture Method ___ Diads
activities/exercises
Why? ___ Differentiated Instruction
___ Carousel
___ Complete IMs ___ Role Playing/Drama
___ Diads
___ Availability of Materials ___ Discovery Method
___ Differentiated Instruction
___ Pupils’ eagerness to learn ___ Lecture Method
___ Role Playing/Drama
___ Group member’s Why?
___ Discovery Method
collaboration/cooperation ___ Complete IMs
___ Lecture Method
in doing their tasks ___ Availability of Materials
Why?
___ Audio Visual Presentation ___ Pupils’ eagerness to learn
___ Complete IMs
of the lesson ___ Group member’s
___ Availability of Materials
collaboration/cooperation
___ Pupils’ eagerness to learn
in doing their tasks
___ Group member’s
___AudioVisual Presentation
collaboration/cooperation
of the lesson
in doing their tasks
___ Audio Visual Presentation
of the lesson