GRADE 6
DAILY LESSON LOG
WEEK 7
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
School Grade level VI
Teacher Learning area EPP - AGRICULTURE
Teaching dates and time SEPTEMBER 24-28, 2018 (WEEK 7) Quarter 2nd QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.
Demonstrates an understanding of scientific practices in planting trees and fruit trees
Applies knowledge and skills in planting trees and fruit trees Markets Fruits and
Seedlings
TLE6AG0f-7
7 Market fruits and seedlings 7.1 Applies scientific knowledge 7.2.Keep updated 7.3 marketing 7.4 Uses of on line
and skills in identifying fruits and records of strategy to be used in marketing of orchard
seedlings ready for sale trees/seedlings for selling trees and seedlings
sale 7.5 Prepares flyers and
Brochures
• How to sell your crop 7.2.1Proper record 7.3.1Marketing 7.1.4 Benefits of on line
Wholesale and retail keeping of events, strategy marketing
Marketing of fruits and seedlings expenses, sales Transactiona Advantages and
• The Farmers Market and improvement of l dis advantages of
orchards • Word of Mouth on line marketing 7.1.5
• Personalized Design and lay out of
7.2.2 Maintaining records • Free sample flyers and brochures for
• Tree map marketing marketing fruits and
• Tree growth • Telemarketing seedlings
• Seedlings growth • Community
marketing
 A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Curriculum Guide for Curriculum Guide for Grade Curriculum Guide for Curriculum Guide for Curriculum Guide for
Grade VI-Agriculture p.32 VIAgriculture p.32 Grade VI-Agriculture p.32 Grade VI-Agriculture Grade VI-Agriculture p.32
p.32
Agricultural Crops Agricultural Crops Production, Agricultural Crops Wastong Pagtatanim Wastong Pagtatanim
Production, Teachers Teachers Guide Production, Teachers
Guide Guide
Charts, Pictures, Video, Actual object, Charts, Pictures, Video, Actual Charts, Pictures, Video, Charts, Pictures, Video, Charts, Pictures, Video,
Guidebook, internet object, Guidebook, internet Actual object, Actual object, Actual object,
Guidebook, internet Guidebook, internet Guidebook, internet
Assign groups to report on the Perform systematic and .Perform proper Demonstrate the Observe healthy and
systematic and scientific way of scientific ways of caring procedures in proper ways of safety measures in
caring for seedlings, trees and seedlings, propagated trees preparing organic applying organic formulating organic
fruit trees and fruit trees fertilizer and fertilizer and fertilizer and pest
• Cultivating organic pest/insect organic pest/insect /insect control
• Transplanting control control to
• Watering seedlings and
• Applying organic propagated plants
fertilizer
Apply entrepreneurial skills in Scientific knowledge Skills and Maintaining record Choosing the best Practice marketing
marketing and selling fruits, in identifying fruits and and keeping all data in marketing strategy strategy through
seedlings seedlings for sale tact in selling fruits and advertising and on
and cuttings seedlings line techniques
C. Presenting examples/instances of Proper selection and harvesting of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
fruits, and proper selection of
seedlings for sale
Environmental and community
scanning in marketing fruits and
seedling
Practice.Scientific
knowledge/skills in identifying
fruits and seedlings for sale
Ripeness
Physiological maturity
Colouring
Organoleptic quality
Commercial maturity
Analyzing your orchard s and
plantation status
Safety practices in transplanting
seedlings and propagated plants
Proper maintenance of Presentation of Practice advertising
records and Books, different Marketing techniques in marketing
ledger for marketing strategies in marketing fruits and seedlings
fruits and seedlings fruits and seedlings
Bookkeeping techniques Proper wearing of Analyzing failed or un-
Personal protective successful formulation of
equipment organic fertilizer and
organic pest/insect
control
Introduction to Organic Ideal marketing Advertise your product
concoctions strategy applied for
fruits and seedlings
F. Developing mastery (leads to Discussed Applies scientific knowledge Proper record Discuss the different Lay out and design
Formative Assessment 3) entrepreneurial skills and skills in identifying fruits keeping of events, marketing advertisement for
in marketing and selling fruits, and seedlings ready for sale expenses, sales and strategies in fruits and seedlings for
seedlings and cuttings improvement of selling fruit and sale
orchards seedlings

G. Finding practical applications of Knowing your market and Proper analysis of fruits and Develop proper Selection and best Practice on-line
concepts and skills in daily living customer seedlings ready for records and books marketing strategy marketing strategy
market intended for for
marketing fruits and seedlings

H. Making generalizations and Entrepreneurial skills in Marketing Scientific way and skills in Record keeping and Scope and Present different way of
abstractions about the lesson fruits and seedlings identifying fruit and seedlings for maintenance of data for characteristics of advertising your product
sale marketing different marketing
techniques
I. Evaluating learning Written examination Oral recitation Demonstrations Reporting and Group presentation Written examination
Demonstrations presentation skills Role Play Word Puzzle
Role Play Demonstration Direct Observation
Ocular Inspection

J. Additional activities for application Video presentation of some best Video presentation of scientific Present ideal existing Invite speaker who is Video presentation in
or remediation practices in marketing fruits and skills in identifying fruits and actual records of books an authority in developing
seedlings seedlings for sale and ledger intended for marketing fruits and advertisement like
fruits and seedling sale seedling and who will brochure, leaflets and
sand market talked on marketing posters for marketing
strategies

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
 B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-I.A.
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in making simple electrical gadgets.
B. Performance Standards Constructs simple electrical gadgets with ease and dexterity
C. Learning Competencies / Objectives Explains the protocols (processes) in making electrical gadgets (TLE6IA-0g-9)
Write the LC code for each

II. CONTENT
Production/ repair of simple electrical gadgets.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resources
IV. PROCEDURES
Give me an example of Rearrange the following The teacher will show the work of
different simple steps to each group done yesterday about
A. Reviewing previous lesson or electrical gadgets: make it correct the
presenting the new lesson Extensions cord, Refer to activity 2 protocol or a process in making a
Door bell Continue the group electrical gadgets.
Plugs, presentation from
lampshades yesterday activities
Group activity: Why is it necessary to Why is it dangerous to The will show a diagram of the
The teacher will ask the strictly make an correct process of making a
B. Establishing a purpose for the pupils to list down follow the steps/ electrical gadget dorrbell. The teacher will ask: will
lesson the steps in constructing direction in without the doorbell function? Why?
an extension msking simple elecrical following the concise
cord in a manila paper and gadgets? direction?
post it on the Sample anwers:
 board. The first group to To avoid accidents,
complete the task To produce an output
will be declared as a with good
winner. quality

Classify the things is it a The teacher will prepare

Group activities:
furniture or a strips of Divide the class into 4
gadget? flashcards with different
groups
Television steps in Each group will be
Cellphone making an extension given an
Laptop cord. envelope with strips of
C. Presenting examples/ instances of Sofa Ask the pupils to post it
cartolina
the new lesson Cabinet on the with different correct
Table board accordingly. processes of
Doorbell making an specific
electrical
gadget. The pupils will
rearrange
it and post it on the
board.
Teacher will present at Group work: Each group will present The teacher and the Ask the pupls to give some reactions
least 3 different Based on the information their class will give on the diagram presented.
videos showing the they output to the class for comments and
protocols in making watched yesterday, the confirmation or suggestions regarding
electrical gadgets. group will suggestions by their group
D. Discussing new concepts and
The teacher will instruct assess the their classmates. presentation and the
practicing new skills #1
the group to protocol/process in teacher
observe and take note of making an electrical will give additional
the processes in gadgets. List information about the
making the electrical the step by step protocol protocol in making an
gadgets. in electrical
making electrical gadgets. gadgets.
The group will list down Group reporting. Pupils What is the importance
and summarize will give of
E. Discussing new concepts and
what they have observed their reactions and the following the correct
practicing new skills#2
while watching teacher will protocol/
the video. (panel be the facilitator process in making
discussion of a group) electrical
 gadgets?

F. Developing mastery Refer to Activity 1 What is the importance What is the importance of following
(Leads to Formative Assessment 3) “Completing the Process What is the importance of following the the correct protocol/ process in
Ladder” of following correct protocol/ making electrical gadgets?
the correct protocol/ process in making
process in electrical gadgets?
making electrical
gadgets?

G. Finding practical applications of Why is it important to Why is constructing When does short
concepts and skills in daily living know how to make At home, you noticed octopus circuit happen?
an electrical gadgets? that your electrical extension
How will it be usefulat brother is having a hard dangerous?
home and in your time fixing
daily life? an extension cord. What
will you
do?
H. Making generalizations and What is the importance of What is the importance What is the importance What is the importance
abstractions about the lesson remembering of of of
the different protocol/ remembering the remembering the remembering the
processes/ steps in different different different protocol/
making electrical gadgets? protocol/ processes/ protocol/ processes/ processes/ steps in
steps in steps in making electrical
making electrical making electrical gadgets?
gadgets? gadgets?
I. Evaluating learning True Or false
Give the different What will you do if your Why is constructing 1. Do not check the wirings in
protocol/ processes/ steps extension cord is not octopus making
in working, Considering the electrical extension an extension cord.
making electrical gadgets. safetyness in fixing? dangerous? 2. Operate any electrical appliances
1. with wet hands.
2. 3. Never use temporary jumpers.
3. 4. Never construct octopus
4. extension
5. cord.
5. Don’t attempt to check or repair
some electrical gadgets if you do not
have the right knowledge to do it.
J. Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION
A. No.oflearnerswho
earned80%onthe formative assessment
B.No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
D. No.oflearnerswho
continuetorequire remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan helpmesolve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 School Grade Level VI
GRADE 6 Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time SEPTEMBER 24-28, 2018 (WEEK 7) Quarter 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
I. OBJECTIVES
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 and skills in using audio, video conferencing tools, and e-group
B. Performance Standard communicates and collaborates online through audio, video conferencing, and e-group
C.Learning  Give steps in signing  Give steps in  Sign up for a skype  Make a group video  Use
Competency/Objectives up for a skype importing facebook account. call or video skype/google
Write the LC code for each. account. contacts to skype  Follow steps in signing conferencing. hangouts in
 Enumerate steps in  Call someone using up, adding and  Make a group call or video call.
adding a skype skype. importing contacts. audio conferencing.  Conduct a
contact. TLEIE6-0g-13  Make a call using TLEIE6-0g-13 skype/google
TLEIE6-0g-13 skype. hangouts in
TLEIE6-0g-13 video or audio
conference.
TLEIE6-0g-13
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
COMMUNICATING AND
COLLABORATING USING ICT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 90-96 pp. 97-99 pp. 90-99 pp. 99-100 Entrepreneurship
pp. 101
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Developing mastery
(leads to Formative Assessment
3)
F. Finding practical application
of concepts and skills in daily
living
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 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.
Present “Let’s Study” on Review on steps in signing up Review on steps in importing Review on Review on how to make
page 90. for a skype account and steps facebook contacts to skype and  Steps in signing up an audio and video
in adding skype contacts. Call someone using skype. for a skype account conference using skype.
 Steps in aading skype
contacts
 How to import
facebook contacts to
skype
 Call someone using
skype
Introduce skype to the
learners and give some
background about the
application.
Discuss the steps in signing Group Activity:
up for a skype account and  Create a skype account
steps in adding skype following the steps in
contacts on pp. 90-96 of TX making a skype
Discuss Importing Facebook account. Discuss the steps on how to Group Activity:
Contacts to skype and calling  Add contact list in their start a Group video call Let each group do
someone in contact list on skype account. (Video Conferencing using “Acvtivity 5.1: Catching
pp. 97-99 of TX  Import contacts skype and Making a Group Up!” on page 101 of TX.
 Make a video call. Call (Audio Conferencing)
using skype on pp. 99-100 of
TX
Let each group
collaborate with each
other using skype or
google hangouts.
G. Making generalizations and Group Activity:
abstractions about the lesson Let each Group discuss the
following in the class
Group 1 - Creating a skype
account following the
steps in making a skype
account.
Group 2 - Adding contact
list in their skype
account.
Group 3 - Importing
contacts
Group 4 - Making a video
call.
Group 5 - Making a group
call.
H. Evaluating learning 20 item quiz
I. Additional activities for
application or remediation

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
VI. REFLECTION 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
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-H.E.
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
VII. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance an d joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
D. Content Standards Demonstrates an understanding of and skills into the basics of food preservation
E. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food
TLE6HE-Og-11 3.2.1 Identifies the tools/utensils and equipment
F. Learning Competencies / Objectives 3.2 Uses the tools/utensils and 3.2.1 Prepares plan on preserving/processing food
Write the LC code for each equipment and their substitutes in
food preservation / processing.
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.
VIII. 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
IX. LEARNING RESOURCES
and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
K. References
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages
8. Additional Materials from Learning
Resource (LR)portal
Bantigue, R.M. and Pangilinan, J.P. https://food-
(2014) Growing up with Home hacks.wonderhowto.com/h
Economics and Livelihood Education. ow-to/10-brilliant-
FNB Educational, Inc. QC. substitutions-for-
specialized-kitchen-tools-
0150526/

L. Other Learning Resources https://www.youtube.com/

watch?v=N0Y2QlMO4Uw

https://www.youtube.com/
watch?v=KjG28t1iGQI
 X. PROCEDURES
Recap of previous lesson
Last week, the discussion was on food
preservation, the benefits derived
from it as well as its different types.
We also conducted an inventory of
food that can be preserved and
processed.
A. Reviewing previous lesson or
This week’s lesson is on the
presenting the new lesson tools/instruments/utensils and
equipment that we use for food
preservation.
Ask the learners on the importance
of familiarizing the learners with the
tools/utensils and equipment in food
preservation.
B. Establishing a purpose for the
lesson
Ask the difference between
tools/instruments and equipment.
M. Presenting examples/ instances of Before the difference is determined,
the new lesson ask the learners to give examples of
tools / instruments and equipment.
Recap of previous lesson
Yesterday, the class was
able to identify different
tools/instruments and
equipment used in food
preservation.
The class was able to
distinguish the difference
between tool/instruments
and equipment.
Our lesson for today is a
continuation of the
discussion yesterday
because the class will be
asked to present the recipes
of preserved
foods/processed foods and
identify the
tools/instruments and
equipment used to complete
the process.
Individual class presentation. With reference to the
The other members of the the teacher will call on
class will provide feedback learners to provide examples
on the presentation.
Recap of previous lesson.
There were exercises or
activities on the use of the
different tools/instruments
and equipment in food
preservation / food
processing,.
The class was asked if they
could think of possible
substitute/s for
tools//instruments.
Ask the learners why there
is a need to think of
substitutes for
instruments/tools in the
kitchen.
Emphasize the need to be
resourceful for the learners
assigned task to the learners,
of substitutes.
Show photos to the class.
Recap of previous lesson.
There were presentation of
possible substitutes for
kitchen tools/instruments.
There was a video
presentation of these
substitutes and how they can
be used.
The class was also informed
that they willl present by
group processed/preserved
food next week.
The class started with their
planning for the project and
the first step was to identify
a food item.
The eight (8) groups will
present their plans.
There is emphasis on non-
duplication of food items
with the same mode of food
preservation.
After presentation, the
teacher will ask the class to
group themselves again
then discuss the following:
 Choosing a recipe.
 Identifying tools and
equipment that will be
used in completing the
process
Mention that yesterday,
the class started with the
planning for the
presentation of
preserved/processed food.
Today, they will continue
to prepare for the
assignment next week.
Continue with group
discussion on project.
The class discussed with
their individuall group their
chosen recipe, tools and
equipment, tasks for each
member of the group,
workplan, and the budget
for the project.
The group representative
will check with the HE room
if the tools and equipment
needed are available.
If the tools are not
available, the learners will
bring them to class.
 Knife sharpener - sharpen
your knife with a ceramic
bowl or mug
Egg separator – water bottle
Jar opener – duct tape
Burger press – measuring
cup, jar lids
 Listing the steps in Bring the needed
preserving/processing of ingredients for the project..
food
 Assigning tasks for each
group member
 Designing a work plan
 Preparing a budget
 Documenting photos

Double boiler – two

saucepans or one pan and a
mixing bowl
Ask the learners examples of these Play a video clip on food The teacher will explain each The eight (8) groups will
tools/instruments: preservation / food Show a video on substitute of the items that will be provide updates on the
processing. The video for kitchen included in the presentation: status of preparation for
Response may include knives, fork, contains the specific steps tools/instruments. their assignment.
spoon, whisk, spatulas, graters, undertaken for the  Recipe of the
wooden mallets, containers, plastic completion of the process. https://www.youtube.com/ preserved/processed
bins with airtight lids, ceramic dishes The use of the tools / watch?v=N0Y2QlMO4Uw food
with plastic lids and foil containers, utensils/ instruments and
jars, bag, food brushes, measuring equipment are very evident
https://www.youtube.com/  Tools / instruments used
cups, colander, strainer, timer, in the video.
watch?v=KjG28t1iGQI in the activity
weighing scale, measuring spoons,
handheld can opener, cooking
N. Discussing new concepts and Think of other substitute for  Equipment used in the
thermometer, etc.
practicing new skills #1 tools/iinstrument. activity

Ask the learners examples of

equipment used in food preservation:  Steps in
juicer, mixer, electric can opener, preserving/processing of
blender, refrigerator, stove, oven. food

What then is the difference between  Role of each member of

tools and equipment? the group

One major difference is the use of

electricity.
 The teacher will show photos or
drawings of examples of
tools/instruments and equipment.
The teacher will ask the learners the
use of each tool/instrument and
equipment.
The teacher will then present a photo
where the specific tool or equipment
is used or being used.
O. Discussing new concepts and
practicing new skills#2
The contents of the video
will be processed by the
class.
The teacher will inform the Tell the class that it might be
class that by next week, they the first time that they have
will be bringing heard of the following:
preserved/processed foods  Work plan
which they themselves will  Budget
prepare.  Photo Documentation
(not included in the CG)
The class will be divided into
eight (8). With reference to
the lessons last week on the
methods of food
preservation, assign two
groups per method.

Group 1 - Drying
Group 2 - Salting
Group 3 - Freezing
Group 4 –Processing
Group 5 – Drying
Group 6 – Salting
Group 7 - Freezing
Group 8 - Processing

P. Developing mastery
(Leads to Formative Assessment 3)
The class will prepare Pickled Papaya. Presentation of another Each group will identify what Define, explain and provide
What tools/utensils/instruments will video clip on food item they will work on. examples.
be used? processing/preservation of There should be no
 Grater food. duplication of food items for Workplan – is the list of tasks
 Bowl groups who will be working that need to be done for a
 Jar Midway in the presentation, on the same method. specific activity. It indicates
the day and time and the task
 Teaspoon the teacher will pause the
that will be done.
 Cup video then ask the class
 Muslin bag what the next steps will be. The individual group will
plan on the Budget – is the list of the
 Squeezer
preserved/processed food expenses or costs of items
 Collander The video presentation will
which they will prepare. used in the activity.
 Tray or bilao be played again.
 Sauce pan Photo Documentation – are
 Knife pictures taken before, during
 Slicer and after the activity. These
are action shots e.g.
 discussing, marketing, food
preparation, of cooking until
the final product is ready for
presentation.

Q. Finding practical applications of
concepts and skills in daily living
Describe how the above
tools//instruments will be used?
Ask the class what equipment will be
used in the preparation of Pickled
Papaya?
The teacher will ask the
learners what process in the
video is very important in
food preservation / food
processing. Ask them why.

Answer: Gas stove or gas range

Ask the class when it will be used.

R. Making generalizations and
abstractions about the lesson
S. Evaluating learning
Remember the difference between The class continue with
tools/instruments and equipment. their planning for next
week’s presentation
Familiarize yourselves with the
tools/instruments used in the
preservation of food.
Present a situation wherein The teacher will go around The teacher will go around The teacher will advise the
the tools/instruments the eight (8) groups to the eight (8) groups to group on how to better
needed for a specific recipe ensure that they are on the ensure that they are on the prepare for their
are not available. right track. right track. presentation next week.

Ask the learners to think of a Clarifications by the learners Clarifications by the learners Clarifications by the
substitute. will be addressed by the will be addressed by the learners will be addressed
teacher. teacher. by the teacher.
T. Additional activities for application or Bring recipes on preserved foods. Submit photos of possible
remediation Identify the equipment and substitutes for kitchen .
tools/instruments that will be used to tools/instruments.
complete the process.
XI. 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
XII. REFLECTION
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H.No.oflearnerswho earned80%onthe
formative assessment
I. No.oflearnerswho
requireadditionalactivities
forremediation.
J. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
K. No.oflearnerswho continuetorequire
remediation
L. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
M. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan helpmesolve?
N.What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 7
I. Layunin
Pamantayang Nilalaman
(Content Standard)
Pamantayan sa Pagganap
(Performance Standard)
Pamantayan sa Pagkatuto
(Learning Competencies)
Layunin (Lesson Objectives)
Paksang Aralin
(Subject Matter)
Gamitang Panturo
(Learning Resources)
Pamamaraan
Teaching Dates and Time: SEPTEMBER 24 – 28, 2018 (WEEK 7)
LUNES
Naipamamalas ang mapanuring pag-unawa sa sistema ng pamamahala sa panahon ng mga Hapones
Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto, dahlan, epekto at pagbabago sa lipunan ng panahon ng mga Hapones.
Nasusuri ang sistema ng pamamahala sa panahon ng mga Hapones
1. Natutukoy ang uri ng
Pamamahala sa panahon ng
Hapon
2.Natatalakay ang paraan ng
Pamamahala ng mga
Hapones sa Pilipinas
3.Naiisa-isa ang kahalagahan
ng Pamamahala ng Hapones
sa Pilipinas
Ang Pamamahala ng mga
Hapones sa Pilipinas
A.P. 6 Book (AP6KDP-IIG-7);
EASE I Modyul 15:MISOSA
Lessons- 30-32 (Gr.5)
School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
Quarter: 2ND QUARTER
MARTES MIYERKULES HUWEBES BIYERNES
1. Nasusuri ang mga
1. Nasisiayasat ng pagtatag Pagbabagong
ng Ikalawang Republika Panlipunan at
2. Nailalarawan ang Pangkultura sa 1. Natatalakay ang mga
1.Natatalakay ang sistema at
pangyayari sa Ikalawang Panahon ng Hapones Pagbabagong Pang-
balangkas ng Pamahalaang
Republika 2. Napapahalagahan Edukasyon at Pang-
Hapones
3. Napapahalagahan ang ang mga ekonomiya
Ikalawang Republikasa Pagbabagong 2. Nailalarawan ang mga
2.Nasisiyasat ang mga mabuti
pamamagitan ng isang Panlipunan at Pagbabagong Pang-
at di-mabuting bunga ng
Jingle Pangkultura sa edukasyon at Pang-
Sistema at balangkas ng
Panahon ng mga ekonomiya
Pamahalaang Hapones
Hapones 3. Naipahayag ang
3. Nakapagsasagawa ng kahalagahan ng epekto
3.Naipahayag ang kahalagahan
collage ng ng mga Pagbabagong
ng Sistema ate balangkas ng
nagpapakita ng mga Pang-edukasyon at
Pamahalaang Hapones
Pagbabagong Pang-ekonomiya
Panlipunan at
Pangkultura sa
Panahon ng Hapones
Ang Pagtatag ng Ikawalang
Sistema at Balangkas ng Republika Mga Pagbabagong Panlipunan at Mga Pagbabagong Pang-
Pamahalaang Hapones Pangkultura sa Panahon ng edukasyon at Pang-ekonomiya
Hapones
A.P. 6 Book (AP6KDP-IIG-7); A.P. 6 Book (AP6KDP-IIG-7); EASE A.P. 6 Book (AP6KDP-IIG-7); EASE I A.P. 6 Book (AP6KDP-IIG-7); EASE
EASE I Modyul 15:MISOSA I Modyul 15:MISOSA Lessons- 30- Modyul 15:MISOSA Lessons- 30-32 I Modyul 15:MISOSA Lessons- 30-
Lessons- 30-32 (Gr.5) 32 (Gr.5) (Gr.5) 32 (Gr.5)
(Procedure)
a. Balik-Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin (Reviewing
previous lesson/s or presenting
the new lesson)
Talakayin muli ang nakaraang
paksang aralin
Ipaliwanag ang Pamamahala
ng mga Hapones sa Pilipinas
Magpapakita ng video tungkol sa
pangyayari ng Ikalawang
Republika
Ano ang kahalagaha ng pagtatag
Talakayin muli ang nakaraang
ng Ikalawang Republika?
paksang -aralin

b. Paghahabi sa layunin ng
aralin (Establishing a purpose
for the lesson)
c. Pag-uugnay ng mga
halimbawa sa bagong aralin
(Presenting examples/
instances of the new lesson)
a. Magpakita ng mga larawan
ng mga kagamitan ng mga
Hapones na kanilang ginamit
sa Pamamahala nila sa
Pilipinas.
Pag-usapan ang mga ito.
Pangkatang Gawain
Buuin ang mga titik sa loob ng
envelop upang makabuo ng
salita.
(Maaring magbigay ng ‘clue’)
Tanong:
Makatwiran ba ang
pamamahala ng mga Hapones
sa Pilipinas?
Magpaskil ng mga larawan na
nagpapakita ng Sistema ng
Pamahalaang Hapones.
Pag-uusapan ang video na nakita.
Magpapalitan ng ideya ang guro
at mga bata.
Magpaskil ng mga larawan ng
mga pangyayari o kaganapan
noong panahon ng Ikalawang
Republika
Maglahad ng isang word puzzle
hinggil sa mga pagbabagong
Game:Paint Me A Picture
Panlipunan at pang-kultura
Pag-usapan ang kaisipan na nabuo
sa isang word puzzle tungkol sa
panlipunan at pang-kultura.
Talakayin ang kanilang ideya sa
mga nagawa sa

Ang bawat grupo ay Tanungin ang mga bata:

magtalakayan sa kanilang
ideya tungkol sa nabuong
salita. Ipepresenta nila ito sa
d. Pagtalakay ng bagong
malikhaing pamamaraan
konsepto at paglalahad ng
bagong kasanayan #1
a.Ibigay ang kahulugan ng
(Discussing new concept)
salitang nabuo.
Tanungin ang mga bata kung
ano ang ipinapakita sa bawat
larawan.
Ipasabi sa mga bata kung ano ang
ipinapakita sa bawat larawan.
Ano ang ibig sabahin ng salitang
kanilang nabuo.
Ipamalas ang art of questioning
upang maipalabas mula sa mga
bata ang mga Pagbabagong Pang-
edukasyon at Pang-ekonomiya

b. Magbigay ng sariling ideya

sa salitang nabuo.

e. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
(Continuation of the discussion
of new concept)
f. Paglinang sa Kabihasaan
(Tungo sa Formative
Assessment) (Developing
Mastery)
Sa pamamagitan ng mga
presentasyon ng mga bata,
kukuha ng ideya ang guro
upang maging gabay sa
pagtalakay tungkol sa
Pamamahala ng Hapones sa
Pilipinas. (Art of Questioning
– HOTS)
Strategy: Carousel
Ipapaskil ng guro ang mga
paraan sa pamamahala ng
mga Hapones sa Pilipinas at
Talakayin ang nabuong ideya
base sa larawang ipinakita.
Gamitin ang Arts of
Questioning – HOTS)
Sa pamamagitan ng isang
Poster, siyasatin ang Sistema
at Balangkas ng Pamahalaang
Hapon
Talakayin ang mga kaisipan na
nakita sa larawan ipinaskil.
Strategy: Gallery Walk
Tanong: Base sa mga larawang
nakita, paano naitatag ang
Ikalawang Republika?
Talakayin ang mga kaisipan na
nabuo. Gamitin ang Arts of
Questioning –HOTS.
Collage Making:
Gumawa ng isang collage na
nagpapakita ng pagbabagong
Magbigay ng karagdagang
kaalaman tungkol sa
Pagbabagong Pang-edukayon at
Pang-ekonomiya
Kilalanin kung ang mga
sumusunod na mga pangungusap
ay Pagbabagong Pang-edukasyon
o Pagbabagong Pan-ekonomiya

g. Paglalapat ng aralin sa pang-
araw-araw na buhay (Finding
practical application of
concepts and skills in daily
living)
h. Paglalahat ng Aralin (Making
generalizations and
abstractions about the lesson)
i. Pagtataya ng Aralin
(Evaluating learning)
j. Karagdagang gawain para sa
takdang-aralin at remediation
(Additional Activities for
application or remediation)
Remarks
Reflection
a. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya.
b. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation.
c. Nakatulong ba ang
remedial? Bilang ng mag-aaral
na nakaunawa sa aralin.
bibigyang pagkakataon ang
bawat pangkat nag pag-
usapan ang tugnkol dito.
Pagkatapos, iikot ang mga
bata hangang mapag-usapan
ang mga paraan nakapaskil sa
bubong.
Tanong:
Sa inyong palagay,
nakabubuti ba ito sa mga
Pilipino? Ipaliwanag ang
sagot.
Ano ang naidudulot nito sa
mga Pilipino?
Gagawa ng balangkas o chart
tungkol sa epekto ng
Pamamahala ng Hapones sa
Pilipinas. (Maganda at Di-
magandang epekto)
Ipagpalagay mo na nabuhay
ka sa panahon ng Hapon.
Batay sa iyong napag-aralan,
maituturing mo bang tapat
ang kanilang layunin sa ating
bansa.
Pangatwiranan ang iyong
sagot.
Sa iyong palagay ano ang
mabuting naidudulot ng
Pamamahala ng Hapones sa
Pilipinas.
Ano ang naging malaking
impluwensiya nito sa Pilipinas?
Sa pamamagitan ng isang Talk
Show, ilahad ang Sistema at
Balangkas ng Pamahalaang
Hapon
Gumawa ng isang “Graphic
Oraganizer” na nagpapakita ng
mabuti at di-mabuting bunga
ng Sistema at Balangkas ng
Pamahalaang Hapones.
Ano ang magandang naidulot
Ng Ikalawang Republika sa
bansa?
Ano ang pinakamahalagang
pangyayari sa panahon ng
Ikalawang Reublika
Magkakaroon ng isang Balitaan.
Topic: Ang Pagtatag ng
Ikalawang Republika
Worksheet:
Lagyan ng tsek kung alin sa mga
sumusunod na pangyayari ang
naganap sa Ikalawang Republika
Pangkultura at Panlipunan sa
panahon ng Hapon
Paano nabago ang mga kalagayang
panlipunan at pangkultura ng mga
Pilipino sa panahon ng mga
Hapones?
Anu-ano ang mga pagbabago sa
larangan ng Panlipunan at
Pangkultura sa panahon ng
Hapones
Pagbibigay pasulit.
Lagyan ng bituin kung ang
pangungusap ay tumutukoy sa
pagbabagong panlipunan at puso
kung ito ay tumutukoy sa
pagbabagong pangkultura.
Sumulat ng isang sanaysay tungkol
sa mga pagbabagong panlipunan
atpangkultura sa panahon ng
Hapones.
Paano nabago ang mga
sistemang pang-edukasyon at
pang-ekonomiya ng mga Pilipino
sa panahon ng mga Hapones.
Anu-ano ang mga pagbabago sa
larangan ng Pang-edukasyon at
Pang-ekonomiya.
Completing table.
Isulat sa tamang hanay ang mga
pangungusap.
Mabuti Di-mabuti
Gagawa ng Journal tungkol sa
mabuti at di mabuting dulot na
mga Pagbabagong Pang-
edukasyon at Pang-ekonomiya
 d. Bilang ng mga mag-aaral
na magpapatuloy sa
remediation.
e. Alin sa mga istratehyang
pagtuturo nakatulong ng
lubos? Paano ito nakatulong?
f. Anong suliranin ang
aking naranasan na solusyunan
sa tulong ang aking
punungguro at superbisor?
g. Anong kagamitang
panturo ang aking nadibuho na
nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

The learner demonstrates understanding...

 of various elements in orally communicating information
 of various non-verbal elements in orally communicating information
 of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience)
 that the English language is stress timed to support comprehension
A. Content Standards  that a change in stress entails a change of meaning to evaluate the speaker’s / author’s purpose and meaning
 of the command of the conventions of standard English grammar and usage when writing or speaking
 of different formats to write for a variety of audiences and purposes
 to express ideas effectively in formal and informal compositions to fulfill their own purposes for writing
 of non-verbal communication to communicate with others
 of verbal and non-verbal elements of communication to respond back

The learner...
B. Performance Standards
 orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities and purposes
 prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their
own clearly and persuasively
 reads with sufficient accuracy and fluency to support comprehension
 uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
 speaks and writes using good command of the conventions of standard English
 drafts texts using appropriate text types for a variety of audiences and purposes
 edits, rewrites/ revises and publishes texts using appropriate text types for a variety of audiences and purposes
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 uses paralanguage and non-verbal cues to respond appropriately
 uses a variety of strategies to provide appropriate feedback

EN6F-IIg-1.6; EN6F-IIg-1.3; EN6F-IIg-1.7

C. Learning Competencies EN6F-IIg-1.6; EN6F-IIg-1.3; Read grade level text with accuracy, appropriate rate, and proper expression. EN6G-IIg-7.3.1; EN6G-IIg-
EN6F-IIg-1.7 EN6G-IIg-7.3.1; EN6G-IIg-7.3.2 7.3.2
 Read grade level text with Compose clear and coherent sentences using appropriate grammatical structures: Preposition and Compose clear and
accuracy, appropriate rate, and prepositional phrases coherent sentences using
proper expression. EN6A-IIg-17 appropriate grammatical
EN6OL- IIg-5 Show tactfulness when communicating with others structures: Preposition and
Share brief impromptu remarks EN46A-IIg-18 prepositional phrases
about topics of interest Show openness to criticism EN46A-IIg-18
EN6G-IIg-7.3.1; EN6G-IIg- 7.3.2 Show openness to criticism
Compose clear and coherent
sentences using appropriate
grammatical structures:
Preposition and prepositional
phrases
EN6A-IIg-17
Show tactfulness when
communicating with others
EN46A-IIg-18
Show openness to criticism

II. CONTENT Prepositions Prepositional Phrases

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages

English for You and Me 6 (Language). 2011. pp 152-153

3. Textbook pages
New Horizons in Learning English I. 1999. P.165
English Arts I. 2000. pp.251-252
4. Additional Materials from Activity Sheet in English 6
Learning Resource (LR) portal (Quarter 2: Week 7)

*BEAM-DLP5 Module 40 and 57- *BEAM-DLP5 Module 40 and 57- *http://www.flyingwords.com/preposition-poem.html

BEAM-DLP5 Module 40 and 57-
Using Prepositions and
Prepositional Phrases
* MISOSA 5 Module 6- Using
B. Other Learning Resources
Prepositions and Prepositional
Phrases
* EN4LM pp.332
* EN4TG pp.352-353
Using
* Prepositions and Prepositional
Phrases
* MISOSA 5 Module 6- Using
Prepositions and Prepositional
Phrases
*https://freestoriesforkids.co
m/ children/stories-and-
Using "Preposition Poem." Flying Words. Accessed July 28, 2017.
* Prepositions and Prepositional http://www.flyingwords.com/preposition-poem.html.
Phrases *BEAM-DLP5 Module 40 and 57- Using
* MISOSA 5 Module 6- Using * Prepositions and Prepositional Phrases
Prepositions and Prepositional * MISOSA 5 Module 6- Using Prepositions and Prepositional
Phrases Phrases
* EN4TG pp. 374-375 * EN4TG pp. 374-375
*EN4LM pp. *EN4LM pp. 358-360;366-369

IV. PROCEDURES
A. Review/Presenting New Show some sentences on the
Lesson board and ask the learners to
identify the adverbs of time
learned from last week’s lesson.
Ask them to circle the adverbs
used.
Read “To the Learner” and
B. Establishing a purpose for “Let’s Learn This”
the lesson Activity Sheet in English 6
(Quarter 2: Week 7-Day 1 p.1)
C. Presenting examples/ Do “Let’s Try This” Task 1:
instances of the new Picture Analysis
lesson Activity Sheet in English 6
(Quarter 2: Week 7-Day 1 p.1)
Do “Let’s Try This” Task 2: Read
Along.
D. Discussing new concepts After reading it to the learners,
and practicing new skills let them read it aloud, observing
#1 accuracy, appropriate rate, and
proper expression.
Activity Sheet in English 6
(Quarter 2: Week 7-Day 1 p.2)
Discuss “Let’s Study This”
E. Discussing new concepts Activity Sheet in English 6
and practicing new skills (Quarter 2: Week 7-Day 1 p.2)
#2
Do “Let’s Do This” Task 3:
F. Developing mastery (leads Choosy Me!
to Formative Assessment Activity Sheet in English 6
3) (Quarter 2: Week 7-Day 1 p.3)
tales/poor-bunnys-magic-
present
* Sacristan, Pedro Pablo. "The
Poor Bunny's Magic Present."
www.freestoriesforkids.com.
Accessed July 28, 2017.
* EN4LM pp.349
* EN4TG pp.364-365
Read “To the Learner” and
“Let’s Learn This”
Activity Sheet in English 6
(Quarter 2: Week 7-Day 2 p.1)
Do “Let’s Try This” Task 1: To
the Principal’s Office
Activity Sheet in English 6
(Quarter 2: Week 7-Day 2 p.1)
Do “Let’s Try This” Task 2: Talk
About It
Activity Sheet in English 6
(Quarter 2: Week 7-Day 2 p.1)
Read and discuss “Let’s Study
This”
Activity Sheet in English 6
(Quarter 2: Week 7-Day 2
p.1-2)
Do “Let’s Do This” Task 3:
Choosy Me!
Activity Sheet in English 6
(Quarter 2: Week 7-Day 2 p.3)
https://www.youtube.com/wat
ch?v=eF6LE4P_bEU
Preposition Sing Along Song.
Produced by Jason Smith and
Adam Smith. Youtube.
January 20, 2015. Accessed July
28, 2017.
https://www.youtube.com/wat
ch?v=eF6LE4P_bEU. .
Check the previous day’s task Do “Let’s Try This” Task 1: Looking Back
given to the learners. Call on Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.1)
them to share their answers to
class.
Read “To the Learner” and “Let’s Do “Let’s Try This” Task 2: Talk About It
Learn This” Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.2)
Activity Sheet in English 6
(Quarter 2: Week 7-Day 3 p.1)
Do “Let’s Try This” Task 1: Read “Let’s Read This”
Looking Back Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.3)
Activity Sheet in English 6
(Quarter 2: Week 7-Day 3 p.1)
Watch the film clip on “Let’s Discuss “Let’s Study This”
Study This” Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.3)
Activity Sheet in English 6
(Quarter 2: Week 7-Day 3 p.2)
Do “Let’s Do This” Task 3: Try This
Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.4)
Do “Let’s Do This” Task 3: Choosy Do “Let’s Do More” Task 4: Charades!
Me! Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.4)
Activity Sheet in English 6
(Quarter 2: Week 7-Day 3 p.2)

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in
evaluation.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
Do “Let’s Do More” Task 4: Pair
Up
Activity Sheet in English 6
(Quarter 2: Week 7-Day 1 p.3)
Read “Let’s Remember This”
Activity Sheet in English 6
(Quarter 2: Week 7-Day 1 p.3)
Do “Let’s Test Ourselves” Task 5:
Testing…1,2,3!
Activity Sheet in English 6
(Quarter 2: Week 7-Day 1&2
p.3)
Use the emergency exit route
that you have in your classroom.
Write the directions going to
your Principals office using the
different prepositions that
we’ve learned. Take note that
the starting point is your
classroom.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
Do “Let’s Do More” Task 4: Pair
Up!
Activity Sheet in English 6
(Quarter 2: Week 7-Day 2 p.3)
Read “Let’s Remember This”
Activity Sheet in English 6
(Quarter 2: Week 7-Day 2 p.3)
Do “Let’s Test Ourselves” Task 5:
Testing…1,2,3!
Activity Sheet in English 6
(Quarter 2: Week 7-Day 2 p.3)
Choose any of the following
topics or you can think of your
own:
 favorite pet
 dream job
 favorite drama
 favorite artist/singer
Be ready to tell something
about it using to and from.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
Do “Let’s Do More” Task 4:
Groupfie!
Activity Sheet in English 6
(Quarter 2: Week 7-Day 3 p.3)
Read “Let’s Remember This”
Activity Sheet in English 6
(Quarter 2: Week 7-Day 3 p.3)
Do “Let’s Test Ourselves” Task 5:
Testing…1,2,3!
Activity Sheet in English 6
(Quarter 2: Week 7-Day 3 p.3)
Think of a song or any poem that
uses prepositional phrase. Sing or
read it for the class tomorrow.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
Read “Let’s Remember This”
Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.4)
Do “Let’s Test Ourselves” Task 5: Testing...1.2.3!
Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.5)
Do “Let’s Test Ourselves” Task 6: Groupfie!
Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.5)
___Lesson carried. Move on to the next ___Lesson carried. Move on to
objective. the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
___ of Learners who require additional ___ of Learners who require
activities for remediation additional activities for
remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught
lesson up the lesson
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
___ of Learners who require
additional activities for remediation
Strategies used that work well:
___ Group collaboration ___
Games
___ Power PointPresentation ___
Answering preliminary
activities/exercises
___ Discussion ___ Case
Method
___ Think-Pair-Share (TPS) ___
Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction ___
Role Playing/Drama ___
Discovery Method ___ Lecture
Method
Why?
___ Complete Ims
___ Availability of Materials ___
Pupils’ eagerness to learn ___
Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful Ims
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer Internet Lab
__ Additional Clerical works
__Reading Readiness __Lack of
Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Flashcards
___ of Learners who require
additional activities for remediation
Strategies used that work well:
___ Group collaboration ___
Games
___ Power PointPresentation ___
Answering preliminary
activities/exercises
___ Discussion ___ Case
Method
___ Think-Pair-Share (TPS) ___
Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction ___
Role Playing/Drama ___
Discovery Method ___ Lecture
Method
Why?
___ Complete Ims
___ Availability of Materials ___
Pupils’ eagerness to learn ___
Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful Ims
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer Internet Lab
__ Additional Clerical works
__Reading Readiness __Lack of
Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Flashcards
___ of Learners who require ___ of Learners who require additional ___ of Learners who require
additional activities for remediation activities for remediation additional activities for
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work
___ Group collaboration ___ ___ Group collaboration ___ Games well:
Games ___ Power PointPresentation ___ ___ Group collaboration
___ Power PointPresentation ___ Answering preliminary ___ Games
Answering preliminary activities/exercises ___ Power PointPresentation
activities/exercises ___ Discussion ___ Case ___ Answering preliminary
___ Discussion ___ Case Method activities/exercises
Method ___ Think-Pair-Share (TPS) ___ ___ Discussion ___
___ Think-Pair-Share (TPS) ___ Rereading of Case Method
Rereading of Paragraphs/Poems/Stories ___ Think-Pair-Share (TPS)
Paragraphs/Poems/Stories ___ Differentiated Instruction ___ ___ Rereading of
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Paragraphs/Poems/Stories
Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Differentiated Instruction
Method ___ Lecture Method Why? ___ Role Playing/Drama
Why? ___ Complete Ims ___ Discovery Method ___
___ Complete Ims ___ Availability of Materials ___ Lecture Method
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group Why?
Pupils’ eagerness to learn ___ member’s Cooperation in doing their ___ Complete Ims
Group member’s Cooperation in tasks ___ Availability of Materials
doing their tasks ___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful Ims __ Colorful Ims __ Colorful Ims
__ Unavailable Technology __ Unavailable Technology Equipment __ Unavailable Technology
Equipment (AVR/LCD) (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet
__ Additional Clerical works __ Additional Clerical works Lab
__Reading Readiness __Lack of __Reading Readiness __Lack of __ Additional Clerical works
Interest of pupils Interest of pupils __Reading Readiness
__Lack of Interest of pupils
Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos
__ Making use big books from views __ Making use big books from views __ Making use big books from
of the locality of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be
Instructional Materials Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition
__Flashcards __Flashcards __Flashcards
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A. Pamantayang Naipamamalas ang pag-unawa sa kahagalahan ng pakikipagkapwa-tao na may kaakibat na paggalang at responsibilidad
Pangnilalaman
B. Pamantayan sa Pagganap Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at kapwa
Alamin: . Nakapagpapakita ng Isagawa: . Nakapagpapakita ng Isapuso: . Nakapagpapakita ng Isabuhay: Nakapagpapakita ng Subukin: Nakapagpapakita
C. Mga Kasanayan sa paggalang sa ideya o suhestyon ng paggalang sa ideya o suhestyon ng paggalang sa ideya o suhestyon ng paggalang sa ideya o suhestyon ng paggalang sa ideya o
Pagkatuto kapwa kapwa kapwa ng kapwa suhestyon ng kapwa
Isulat ang code ng bawat 3. 1 Pagkakawanggawa 3. 1 Pagkakawanggawa 3. 1 Pagkakawanggawa 3. 1 Pagkakawanggawa
3. 1 Pagkakawanggawa
kasanayan Code: EsP6P-IId-i-31 Code: EsP6P-IId-i-31 Code: EsP6P-IId-i-31 Code: EsP6P-IId-i-31
Code: EsP6P-IId-i-31

II.NILALAMAN Paksa: Pagpapakita ng Paksa: “ Pagpapakita ng Paksa: “ Pagpapakita ng Paksa: “ Pagpapakita ng Paksa:“ Pagpapakita ng
Pagmamalasakit sa kapuwa Pagmamalasakit sa kapuwa” Pagmamalasakit sa kapuwa” Pagmamalasakit sa kapuwa “ Pagmamalasakit sa
kapuwa.”
III. KAGAMITANG PANTURO
A. Sanggunian
1.Mga pahina sa Gabay ng Dapat Isaisip. P.158. EsP – Fl-EP Grade 6
Guro .https://www.youtube.com/watch?v=H1Dsik6Q2,https://www.youtube.com/watch?v=WMbXcO6QDSg
2.Mga Pahina sa Kagamitang
Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan EsP6 DLP, Ikalawang Markahan, EsP6 DLP, Ikalawang EsP6 DLP, Ikalawang EsP6 DLP, Ikalawang EsP6 DLP, Ikalawang
mula sa portal ng Learning Ikapitong Linggo Aralin14: Markahan,Ikapitong Linggo Markahan,Ikapitong Linggo - Aralin Markahan,Ikapitong Linggo - Markahan, Ikapitong Linggo
Resource Pagpapakita ng Pagmamalasakit Aralin 14:“ Pagpapakita ng 14: “ Pagpapakita ng Aralin 14: “ Pagpapakita ng Aralin 14: “Pagpapakita ng
sa kapuwa.” Pagmamalasakit sa kapuwa.” Pagmamalasakit sa kapuwa.” Pagmamalasakit sa kapuwa.” Pagmamalasakit sa
kapuwa.”
B. Iba pang Kagamitang powerpoint presention, metacards, permanent marker at masking tape, Short video, show me board.
Panturo
IV.PAMAMARAAN
A. Balik-Aral sa nakaraang Pagbati ng guro ng magandang a.Pagbati sa mag-aaral. Magandang Buhay mga bata! Sino Magandang Umaga sa inyong Pagbati ng guro ng
aralin at/o pagsisimula ng buhay sa mga mag-aaral. b.Balik-aral. Itanong : sino ang mga lumiban sa klase? lahat mga bata! magandang buhay sa mag-
aralin Pagtitsek kung sinong lumiban sa 1.Tungkol saan ang ating talakayan Balik-aral sa nakaraang talakayan. May mga lumiban ba sa ating aaral.
klase. kahapon? klase? Pagtitsek kung sinong
Ipabasa: “ Pagpapakita ng 2.Anong pagpagpapahalaga ang Itanong. Bilang isang mag-aaral, lumiban sa klase.
Pagmamalasakit sa kapuwa ” iyong natutuhan tungkol sa aralin paano mo maipapakita ang iyong
kahapon? pagmamalasakit sa iyong kapwa?
 Ano ang mahalagang kaisipan ang
nalalaman tungkol dito.
B. Paghahabi sa layunin ng Film viewing; a.
aralin Panonood ng video clip
presentation
(Nagpapakita ng pagmamalasakit
sa kapuwa.)
https://www.youtube.com/watch?
v=WMbXcO6QDSg
C. Pag-uugnay ng mga Mga tanong:
halimbawa sa bagong a. Ano ang iyong nakita sa Video
aralin clip na napanood?
3.Paano ito nakaimpluwensiya sa
iyong sarili bilang miyembro ng
lipunang iyong ginagalawan?
Picture clues: Bilang isang mag-aaral,
Ipakita ang mga larawan na may paano mo ipapakita ang
mga magkakahalong letra sa gitna pagmamalasakit sa
ng mga larawan. kapuwa?
Mula sa pinaghalo-halong letra, Ipabuo ang mga pahayag
bumuo ng mga salitang may batay sa napag-aralan.
kaugnay sa larawan.
SGPIAGPA
YNAIBANAH
GUPNOATGNL
Ano anong mga salita ang nabuo
batay sa larawan?
Anong mahalagang katangian ang
ipinapakita sa bawat larawan?
Ipakita ang rubrics na gagamitin sa ( Talakayin ang mga ginawa ng Panuto: Basahin ang sitwasyon. Pangkatin ang mag-aaral
pangkatang Gawain mga mag-aaral sa kanilang Pagkatapos, isulat sa kwaderno sa lima at ipakita ang
Tema: pangkatang Gawain.) kanilang gagawin.
 b. Ano ang ginawa ng bata habang
tumatawid ang matanda sa kalye?
c. Bakit tinulungan ng bata ang
matanda na makatawid sa kalye?
d. Sa daloy ng pangyayari sa Video
clip na napanood ano ang
naramdaman mo habang
pinapanood ito?
D. Pagtatalakay ng bagong Anong pagpapahalaga ang
konsepto at paglalahad ng mabubuo sa mga jumbled letters
bagong kasanayan #1 na nasa pisara?
KAGPAAMSLAIMAT AS PAWKA
E. Pagtatalakay ng bagong Ipaliwanag ang pagkakaintindi sa
konsepto at paglalahad ng nabuong salita.
bagong kasanayan #2 “Pagmamalasakit sa Kapwa”
Kailan ninyo ipinapakita ang
pagmamalasakit sa kapwa? Paano?
“Pagmamalasakit sa Kapuwa” kung dapat gawin ang isinasaad Ibahagi ang mga
sa bawat bilang at bakit. kagamitang gagamitin sa
Pangkat Gawain 1. May isa kang kapitbahay paggawa ng poster
na madalas na pumupunta sa
Magpapakita inyo upang humingi ng pagkain. Bawat pangkat ay gagawa
Unang ng dula- Ngunit madalas, nakikita mo ng poster tungkol sa
pangkat siyang umuupo lang sa kanilang pagmamalasakit sa kapwa
dulaan
sala at walang ginagawa.
2. Isang programa ang
Ikalawang Paggawa ng
inihahanda para sa matatanda na
pangkat Akrostik nakatira sa Salvacion River Side.
Ito ay bilang pagtatapos ng
Paggawa ng gawain ng inyong barangay.
Ikatlong
pangkat Poster Iniimbitahan ka ng iyong mga
kaibigan
Ikaapat na Paggawa ng na sumama.
pangkat tula
Ikalimang Paggawa ng
pangkat jingle
Bigyan sila ng limang minuto para
sa preparasyon at karagdagang
dalawang minuto sa presentasyon.
Talakayin ang ginawa ng mga mag- Itanong: Tumawag ng dalawang boluntir Pakitang gilas ng bawat
aaral. Bilang mag-aaral, ano ano ang mga na maglalahad ng kanilang pangkat sa pagpapahayag
gagawin mo upang makatulong sa ginawa. sa kanilang likhang poster.
kapwa? May kabutihan ba itong
maidudulot sa lipunan? Tama ba ang naging pasya ninyo
Paano ito makaaapekto sa iyong sa bawat sitwasyon? Bakit?
pakikipagkapuwa-tao?
Magkaroon ng dula-dulaan Ano ang iyong isinaalang-alang sa Balitaktakan
tungkol sa pagmamalasakit sa pagbuo ng iyong desisyon o
kapwabatay sa larawang nasa gagawin sa bawat sitwasyon?
ibaba.

F. Paglinang sa Kabihasaan Bakit kailangang magmalasakit sa
(Tungo sa Formative kapwa?
Assesment )
G. Paglalapat ng aralin sa Kung ikaw ay nasa katayuan ng bata
pang araw-araw na buhay tutulungan mo ba ang matanda sa
pagtawid sa kalye? Bakit?
H. Paglalahat ng Aralin Ano ang dapat gawin kapag
nagmamalasakit sa kapwa?
I. Pagtataya ng Aralin Ipaliwanag sa sariling salita ang
salitang pagmamalasakit.
J. Karagdagang gawain para Bumuo ng maikling tula tungkol sa
sa takdang-aralin at pagmamalasakit sa kapwa.
remediation
Bakit kailangang matuto na maging
mapagkawanggawa sa kapwa?
Paano ipinapakita ang
pagmamalasakit sa kapwa?.
Gumawa ng slogan na may temang
“pagmamalasakit sa kapwa”
Bumuo ng maikling ngunit
makabuluhang Akrostic ukol sa
pagmamalasakit sa kapwa
Mayroon ka bang naging
karanasan na katulad sa ginawa ng
mga bata?
Saan ito nangyari? Anong tulong
ang iyong ginawa?
Ano ang naidulot nito sa iyo?
Sa inyong palagay, bakit mahalaga Sa iyong journal, sumulat ng tatlo Muling itanong ang nasa
ang pagmamalasakit sa ating hanggang apat na pangungusap Isabuhay at tumawag ng
kapwa? sa iyong realisasyon o pag-unawa ilang mag-aaral upang
sa ating paksang pinag-aralan. magbahagi.
“Bilang isang mag-aaral,
paano mo ipapakita ang
pagmamalasakit sa
kapuwa?”
Ipabasa sa mga mag-aaral ang
Tandaan Natin. Ipaulit ng
dalawang beses upang tumimo sa
isipan ng mag-aaral. Matapos
maipabasa ay tumawag na mag-
aaral na kung saan ay magbibigay
siya ng kanya idelohiya batay sa
tandaan natin.
TANDAAN:
“Ang pagmamalasakit sa kapwa ay
nagpapatibay ng pagsasamahan at
pagkakaibigan.”
Magkaroon ng maikling paglalahat Para sa iyo ano aang kahalagahan Bumuo ng paglalahat ukol
sa nakaraang gawain. ng pagiging mapagmalasakit sa sa paksang napag-aralan
kapwa?? sa buong lingo.
Magtala ng limang sitwasyon na Bigyan ng kaukulang puntos ang Sumulat ng maikling talata
nagpapakita ng iyong ginawan nang mga bata batay sa tungkol sa kahalagahan ng
pagmamalasakit sa iyong kapwa. napagkasunduang rubric. pagmamalasakit sa iyong
kapwa.
Magsaliksik ng isang awit
tungkol sa pagkakaibigan.
Isulat ang liriko nito sa
 iyong journal. Humandang
ibahagi ito sa klase.
V.MGA TALA Natapos mong muli ang
isang aralin.Naniniwala
akong kaya mong
“ Magmalasakit sa
kapuwa at maging
mabuting tao.”
Ipagpatuloy mo ang
mabuting gawain.
Pagpalain ka ng Diyos!
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80%
sapagtataya
B. Bilang 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 Cooperative grouping, picture Clues, ICT Integration, Differentiated instruction
pagtuturo ang nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro
at superbisor?
G.Anong kagamitang Power Point making,
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. I. LAYUNIN
B. A. Pamantayang Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Pangnilalaman 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
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
C. B. Pamantayan sa Pagganap Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
D. C. Mga Kasanayan sa Nasasagot ang mga tanong tungkol Nakapagbibigay ng panuto na may Nagagamit nang wasto ang Naibibigay ang kahulugan ng Nakasusulat ng sulating
Pagkatuto. Isulat and code sa napakinggang higit sa limang hakbang. pandiwa sa pakikipag-usap sa pamilyar at di- kilalang salita sa pormal.
ng bawat kasanayan usapan. F6PS-IIg-8.7 iba’t ibang sitwasyon. pamamagitan ng kayarian. F6WC-IIf-2.9
F6PN-IIa-g-3.1 F60L-IIf-j-5 F6V-IIg-1.17

E. II. NILALAMAN Pagsagot sa mga tanong tungkol sa Kasanayan: Pagbibigay ng Panuto Paggamit ng mga Pandiwa sa iba’t Pagbibigay ng kahulugan ng Sulating pormal
napakinggang usapan na may Higit sa Limang Hakbang ibang pokus sa pagsasalaysay pamilyar at di- kilalang salita sa
pamamagitan ng kayarian
F. III. KAGAMITANG PANTURO
A. A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk Landas sa Wika pp.125-130 Landas sa Wika pah 114-119 Landas sa Wika pah 206-
210
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resources (LR)
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Pagsunod sa panuto
aralin at/o pagsisimula ng Kumuha ng pambura at burahin ang
bagong aralin mga nakasulat sa pisara.
Isulat ang buong pangalan
ng guro sa Filipino.
B. Paghahabi sa layunin ng Ipasuri sa mga mag-aaral ang
aralin larawan.Itanong: Ano ang masasabi
ninyo sa larawan?
Tungkol saan ang kanilang pinag
usapan?
C. Pag-uugnay ng mga Ngayon ay makinig tayo ng
halimbawa sa bagong aralin usapan,ating sasagutin ang mga
tanong tungkol sa pakikingan nating
usapan.
Ano ang kanilang ginawa?
Bakit sila nag uusap?
Tungkol saan ang kanilang
pinag uusapan?
Alin ang mas gusto mong panahon,
maaraw o maulan? Bakit?
Alin ang higit na mahalaga:Ang
araw o ulan?
Sino sa inyo dito ang nauutusan na
magluto o magsaing? Ano ang
una mong ginagawang
paghahanda/ hakbang pag ika’y
nagsasaing?
Mahalagang tanong:
Gaano kahalaga ang pagbibigay ng
panuto sa isang gawain?
Paano ito makatutulong sa
pagsunod ng isang gawain?
Magiging maayos ba ang iyong
paggawa pag may sinusunod na
hakbang?
Pagbibigay pamantayan / hakbang
sa pagbasa
Ipabasa ang kuwento
“Pakinabang sa Basura”
Nagkalat ang basura sa paligid.
Nagdadala ito ng sakit at
mabahong amoy.
Nakapagpaparumi pa ito ng
kapaligiran. Ngunit alam ba
ninyong ngayon ay may
pakinabang na sa basura?
Ginagamit na ngayon ang mga
basura tulad ng mga bulok na
gulay, prutas, dumi ng mga hayop,
at iba pang natutunaw na bagay
Aspekto ng Pandiwa
Nakasama ka na bas a isang field
trip? Anu-ano an naging karanasan
mo?
Basahin ang usapan sa pahina 114
ng Landas sa Wika.
Magsulat ng inyong sariling Ano ano ang mga
talaarawan at ibigay ang impormasyong makukuha
mahahalagang pangyayari sa bawat bahagi ng
pahayagan.
Panuto: Isulat sa loob ng bilog ang Matagal nang nag-iisip si
titik ng salitang binigyang Celia ay wala pa ring
kahulugan sa pangungusap. pumapasok sa kanyang
1. Pahiwatig ito ng di-pagsang- isipan tungkol sa paksang
ayon. nais niyang isulat.
2. Walang mukhang iharap si Sagutin:
Dave sa kanyang sinuway na ama. Ano ang problema ni
3. Buong tatag niyang Celia? Tama ba ang naisip
ipinagtapat ang mga pangyayari. niyang gawin?
4. Panlipunan ang ayos at kilos
niya.
5. Hindi kaaya-aya ang amoy ng
patay na daga.
Piliin ang sagot:
A. Sosyal C. Isiniwalat
E. Nahihiya
B. Mabaho D. Pagtutol
Basahin mabuti ang isang talata. Basahin ang Tuklasin
“ Ang Patatas na Masustansya” pah.205 ng Landas sa
Ang patatas ay isang gulay na hindi Wika
pa lubos na kilala sa Pilipinas. Para
sa Pilipino, ito ay isa lamang
pansahog sa ulam, tulad ng nilaga,
mitsado, menudo at putsero. Ayon
sa magasing National Geographic,
ang patatas ay pagkaing
nagpapalusog. Mayaman ito sa
Bitamina C, B at iron. Halos walang
taba ito at mababa lamang ang
taglay nitong calorie, kaya
mahusay ang pagkaing ito sa mga
nagdidyeta. Higit pa ang protina
ng patatas kaysa soybean. Ang

D. Pagtalakay ng bagong Alamin natin ngayon sa
konsepto at paglalahad ng pamamagitan ng pakikinig sa
bagong kasanayan #1 usapan kung paano nakakatulong
ang araw at ulan sa tao.
Pumili ng tatlong bata at ipabasa
ang balagtasan
Ipasagot ang mga tanong sa
talakayan
Itanong: Ano ang paksa ng pag
uusap sa balagtasan?
Patula baa ng paraan ng akda?
May paksa bang
pinagtatalunan?Ano ito?
Ilan ang nagsasalita?
Sino-sino sila?
Ano sa palagay moa ng nais ng
bawat panig?
E. Pagtalakay ng bagong Pangkatin ang mga mag aaral sa
konsepto at paglalahad ng tatlo.Itanghal sa klase ang binasang
bagong kasanayan #2 balagtasan ‘Alin ang Higit na
Mahalaga :Ang Araw o ang
Ulan?Ang mga kaklase ang
magsisilbing tagapakinig o
tagahatol.
paggawa ng isang uri ng
panggatong. Ito ay ang bio-gas.
Paano ba nagiging bio-gas ang
mga basurang ito? Madali lang. Sa
planta ng bio-gas dinadala ang
mga dumi at basura. Dalawa ang
bahagi ng planta. Sa isang bahagi
inilalagay ang mga basura at
hinahayaang mangasim at
matunaw ang mga ito sa loob ng
ilang araw sa tulong ng
mikrobyong anaerobic. Ito ang
mikrobyong nabubuhay kahit
walang hangin. Ang likido na
nakukuha sa pagtunaw ng mga
basura ay ang bio-gas. Sa isa pang
bahagi ng planta inililipat ang bio-
gas at dito iniimbak nang ilang
araw bago gamitin. (Landas sa
Pagbasa 6 pp.152-154.)
Gawin Ninyo/ Gawin Mo
Pagkatapos basahin ang
kuwento, tulung-tulong ang klase
sa pagbuo ng panuto/ direksiyon
kung paano ang paggawa ng
biogas.
Ipasusulat ito sa strips ng cartolina
at ipadidikit sa pisara ayon sa
wastong pagkakasunud-sunod.
Tungkol saan ang inyong ibinibigay
na panuto o direksiyon? Malinaw
ba ang pagkakabigay nito?
Sabihin: Sa araw-araw na
pakikipag-ugnayan natin, naririnig
natin ang ibat-ibang direksiyon sa
minasang patatas na nilagyan ng
gatas ay nakapagpalusog ng mga
sanggol na isa o mahigit pang
taong gulang. May naiulat na isang
Scandinavian na nabuhay nang
may 300 taon sa pamamagitan ng
patatas at margarina lamang. Sa
Rusya ay pangalawang tinapay ang
patatas at sa maraming bansa ito
ang pangunahing pagkain ng mga
tao.
Basahin at pag-aralan ang Tuklasin 1. Ano ang pamagat ng talata? Talakayin ang mga
pah 115-116 2. Tungkol saan ang talata? halimbawang sulatin o
3. Ibigay ang paksang talata talata pah. 206
binasa. Sagutin ang mga tanong:
Ano ang paksa ng bawat
sulatin?
Gawin Sa sulating pormal, ang
paksa ay may kalaliman.
Sagutan ang Gawin A pah 117 Ang mga salita ay pinipili
at masining ang
pagpapahayag. Sa
katunaya,mayroon
tayong mga isinasaalang-

F. Paglinang ng Kabihasaan Basahin ang diyalogo.
( tungo sa Formative Sagutin ang mga tanong tungkol
Assessment ) dito
G. Paglalapat ng aralin sa Tumawag ng dalawang bata para
pang-araw-araw na buhay mag usap tungkol sa oplan tokhang
Ang ilang batang lalaki ang
magtatanong na sasagutin naman
ng mga babae.
paggawa ng mga bagay. Gayundin, alang sa paggawa ng
nagbibigay tayo ng panuto sa sulating pormal.
paggawa ng mga bagay.
Sa pagbibigay ng panuto,
gumamit ng eksakto at tiyak na
salita. Iwasan ang salitang maligoy.
Ito’y nagdudulot ng pagkalito.
Gawing malinaw at maikli ang
bawat hakbang na babanggitin.
Pagsunud-sunurin sa maayos at
sistematikong paraan ang mga
hakbang na isasagawa. Sikaping
ang mahahalaga at kailangang
impormasyon lamang ang ibibigay.
Kung ang panuto ay ibinibigay
nang pasalita , ibigay ito sa
katamtamang lakas ng tinig at
karaniwang bilis ng pagsasalita.
Magbigay nang panuto upang Paunlarin A pah. 118 Paunto: Ibigay ang kahulugan ng Sagutan ang Paunlarin
maisagawa ang sumusunod na bawat salita. Ilagay sa patlang ang pah.209-210
proyekto. Isulat sa manila paper P kung Payak ang salita, M kung
ang mabubuong hakbang. Maylapi, I kung Inuulit at T naman
Paggawa ng Pataba o Abono sa kung Tambalan.
Halama ___ 1. ama
Paggawa ng Parol ___ 2. kabaitan
Paggawa ng Teleponong Lata ___ 3. tatlo-tatlo
Paggawa ng Saranggola ___ 4. pangalawa
___ 5. tama
___ 6. pag-alipusta
___ 7. aping-api
___ 8. kapitbahay
___ 9. kayamanan
___ 10. Anakpawis
Magbigay ng isang malinaw na Isulat ang sarili mong karanasan sa Isapuso Mo Bumuo ng sulating
panuto na may higit sa limang pagpunta sa isang lugar. Gumamit Panuto: Ibigay ang kahulagan ng pormal batay sa paksang
hakbang. ng mga pandiwa. mga salitang pamilyar at di Buhay - Estudyante
Nais mong ituro ang tamang daan pamilyar. Ibigay ang kayarian nito.
papunta sa inyong tahanan mula 1. mahirap
sa iyong paaralan. (Ang guro ay 2. damit
malayang magbigay ng sariling 3. inaanak
sitwasyon) 4. pag-ikot

H. Paglalahat ng Aralin Tungkol saan ang mga tanong na
inyong sasagutin?
I. Pagtataya ng Aralin Tingnan at basahin ang
usapan.Sagutin ang mga tanong
pagkatapos Pahina 132 Landas sa
Wika 6
1.___________________________
____
2.___________________________
____
3.___________________________
____
4.___________________________
____
5.___________________________
____
6.___________________________
____
Ano ang kahalagahan ng
pagbibigay ng panuto?
Ang pagbibigay ng panuto sa
bawat gawain ay nakatutulong
upang makamit at maging mas
mabilis ang paggawa. Nagreresulta
rin ito nang maayos, maganda ang
mga proyekto o gawain.
Magbigay o gawan ng panuto na
may 5 o higit pang hakbang ang
sumusunod na sitwasyon.
Nais mong ipaliwanag ang
mga dapat gawin para ikaw ay
matagumpay na makapasa sa
inyong mga asignatura.
(Ang guro ay malayang magbigay
ng kaniyang sariling sitwasyon.)
Anu-ano ang mga Pokus ng
Pandiwa
Ibigay ang angkop na pandiwa ayon
sa pokus o paksa ng pangungusap.
1. _________ (kain) ng mangga’t
suman si Lita.
2. _________ (kain) ni Lana ang
suman at manga.
3. _________ (hingi) ng donasyon
ang mga bata para sa palaro.
4. _________ (hingi) ng mga bata
ang donasyon para sa palaro.
_________ (sama) ng loob ng nana
yang katigasan ng ulo ng anak.
5. hampaslupa
Isaisip Mo Sa pagsusulat ng
Tandaan: Paano naibibigay ang anumang sulatin,
paksa ng isang talata? Ang paksa kailangang isaalang-alang
ay sentro o pangunahing ang mga sumusunod:
tema/pokus. 1.Kaalaman sa paksa
Ano ang ibat-ibang klase ng 2.Organisasyon o
kayarian ng salita? pagkakaugnay-ugnay ng
Apat na kayarian ng salita: Payak- mga ilalahad na ideya.
salitang uagat lamang, Inuulit- 3.Magandang simula at
inuuliy ang kabuuan nito o ang isa wakas.
o higit pang pantig nito, Maylapi- 4.Kaisahan ng mga ideya.
binubuo ng salitang ugat at isa o 5. Wastong gamit ng mga
higit pang panlapi, at Tambalan- bantas.
dalawang salitang pinagsasama
para makabuo ng isang salita.
Isulat Mo Bumuo ng sulating
Panuto: Kopyahin ang isang talata. pormal batay sa napiling
Ibigay ang paksa nito. paksa sa ibaba.
“ Ang Batang matulungin at 1. Kahulugan ng Pag-
masunurin”. ibig
Si Paul ay nagmamadaling 2. Ang Pagtatapos –
lumabas sa paaralan upang Isang Hakbang
umuwi. Pagagalitan siya ng ina 3. Hamon sa
kapag mahuli siya sa pag-uwi. Kinabukasa
Habang naghihintay siya ng Pilipino – Saan
sasakyan may lumabas na mag-ina Patutungo?
sa paaralan. Sa unang tingin
palang niya, kitang-kita na
masama ang pakiramdam ng bata.
Tumayo ang mga ito sa tabi niya
upang mag abang din ng sasakyan,
 Saan gustong pumunta niAlex?
Ano ang katangian ng mga Igorot
? Sasakay n asana siya subalit
Talaga bang matataas ang
palayan doon?
Mahirap bang puntahan ang
hagdan hagdang palayan?
Gusto mo rin bang makapunta
doon?
J. Karagdagang Gawain para
sa takdang aralin at
remediation
maya may may humintong
sasakyan sa harapan ni Paul.
nakiyta na namimilipit sasakit ng
tiyan ang bata. Nagmamadali siya
sa pag-uwi dahil pagagalitan siya
ng kanyang nanay kapag nahuli sa
pag-uwi subalit naawa siya sa
bata.
Alam niyang mas kailangan ng
mag-ina na sumakay kaagad sa,
kaya ipinaubaya nalang niya ang
sasakyan sa kanila.
Nagpapasalamat ang ina ng bata.
Naghintay muli si Paul ng susunod
na sasakyan na Masaya dahil
nakatulong siya sa kapawa kahit sa
munting paraan lang.

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng 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 mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong
ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro
at superbisor?
G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C. Learning Competencies
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
The learner understands the Demonstrates understanding of
importance of keeping the school shapes, space, colors, and the
and community environments principles of emphasis, harmony
healthy. and contrast in digital painting
and poster design using new
technologies.
The learner demonstrates Applies concepts on the use of
practices for building and software in creating digital
maintaining healthy school and paintings and graphic design.
community environments.
Identifies things that can be Applies skills in layouting and
recycled in school and in the photo editing using new
community technologies(Hardware and
H6CMH-IIg-7 Software) in making a poster
A6PL-IIg
Proper Waste Management Digital Painting Graphic
Design(Poster)
Enjoying Life trhough Music, Arts, Enjoying Life trhough Music,
Physical education and Health 6 Arts, Physical education and
pp.50-53 Health 6 pp. 55-61
K to 12 basic education curriculum Guide 6, p57 for Health, p. 50 for Arts p.
Demonstrates understanding of
shapes, space, colors, and the
principles of emphasis, harmony
and contrast in digital painting
and poster design using new
technologies.
Applies concepts on the use of
software in creating digital
paintings and graphic design.
Applies skills in layouting and
photo editing using new
technologies(Hardware and
Software) in making a poster
A6PL-IIg
Digital Painting Graphic
Design(Poster)
Enjoying Life trhough Music,
Arts, Physical education and
Health 6 pp. 55-61
Demonstrates understanding of
participation in and assessment
of physical activities and physical
fitness.
Participates and assess
performance in physical
activities.
Assesses physical fitness
Assesses regularly in physical
activites based on the Philippines
Physical activity pyramid
PE6-11b-h-1
Describe the skills involved in the
games
PE6GS-IIb-2
Executes the different skills
involved in the games
PE6GS-IIc-h-4
Recognizes the value of
participation in physical activities
PE6PF-IIb-h-19
Assessment of Physical Activities
and Physical Fitness
Enjoying Life trhough Music, Arts,
Physical education and Health6
pp.40-45
Demonstrates the concept of
melody by using intervals in
the major scale and in the
minor scale.
Applies learned concepts of
melody and other elements
to composition and
performance.
Creates simple melodies in
4.1 Key of C Major
MU6ME-IIa-4
-
Melody
Enjoying Life trhough Music,
Arts, Physical education and
Health 6 pp.34-37
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
LCD Projector, Netbook,
Powerpoint, cut-outs, lapel
Let the pupils sing the song
“Waste Disposal Method” with
the tune of Are You Sleeping
Ask the students:
1. What is the waste disposal
methods mentioned in the song?
2. Which of these methods is
applicable in your place? Why?
1. Lead the class in searching for
garbage/trash/waste that can be
found inside the school.
2. Tell the students to list these
(garbage/trash/waste) down.
Projector, Powerpoint
presentation, netbook, gadgets,
coupon bond, ruler, paint, paint
brushes
What are posters?
Why are posters created?
Do you like to create your own
poster and be publish?
What is MS Publisher?
Have you encountered it? Would
you like to know about MS
Publisher?
Projector, Powerpoint
presentation, netbook, gadgets,
coupon bond, paint, brushes
What is MS Publisher?
What are the uses of MS
Publisher learned yesterday?
Did you brimng the materials I
ask you?
Call on a learner to open the
laptop and proceed to MS
Publisher.
Allow also other learners to
open their gadgets.
LCD Projector, lapel, Netbook,
Powerpoint
Present the picture
What game is being played by the
girls?
Are you familiar with this game?
List down atleast five skills
involved in the game.
Powerpoint presentation, LCD
projector, speaker
What key signature if there is
one sharp? I flat?
Let them study the staff then
ask them to tell the key by
naming the letter names
where the pitches are written
on the staff.
What key is shown in the
staff? Why?

C.Presenting Examples/
instances of the new lesson
Activity:
Guessing Games
The teacher will give clues that
the pupils will answer.
Directions: Guess the
items/wastes using the given
clues.
1. Clue: containers of
soft drinks, milk and
fruit cocktails Answer:
Tin cans/ Cans
2. Clue: newspapers and
magazines are made of
it. Answer: Paper
Present samples of a poster.
Present to them a product you
wanted to sell. Let them create
its advertisement poster.
Title, save, display their poster
and say something about it.
Let the pupils read some Present the song “Ang
information about the game Alibangbang”
volleyball.
Volleyball is one of the most
popular game in our country. It
helps improve muscular strength,
hand and eye coordination,
reflexes and helps burn body fat
it also help an individual to be
engaged in a physical activity that
is fun and interesting as it
provides opportunity to connect What is the key signature of
with other people. It was the song?
originally called “Mintonette” What is the time signature?
and was invented in 1895 by How many clap are there in
William G. Morgan and designed one measure? Why?
the game to be a combination of
basketball, baseball, tennis and
handball.
 What is the poster no 1 alll
about/ how about poster no 2
and 3?
D.Discussing new concepts and Group Activity Let the pupils open MS How did you come up with your Inform the learners that Allow trhe pupils to clap the
practicing new skills #1 Group the pupils into 4. Publisher and discuss to them output? volleyball is an example of a net rhythmic pattern while
Each group must have a leader how to open and operate, click What skills did you applied? and Wall games wherein the reciting the syllables
and a reporter the following team players score by hitting or
The reporter will explain to the 1. Start button striking a ball into a court space Recite the words of the song
class the output of the group 2. All programs with enough accuracy and power in rhythm
Role card may be used if 3. Microsoft office that the opponent cannot hit it Sing the words of the song in
appropriate 4. MS Publisher back and make a return. accurate pitch and rhytm
Role Cards 2010 versuion of MS Let them identify different skills
Leader Encourager Publisherlooks like this. To involved in the game
Leads the Ensure create a poster: -Forearm pass
group in the everyone is 1. Click more blanks pages -Overhead passing
given tasks participating 2. Scroll down until you -Overarm serve
Invites see publication Types, -Underarm serve
everyone to click on the posters -Spiking
join in folder
Time Keeper Reporter 3. Choose the size of the
Keeps an eye Shares the poster
to the allotted consolidated 4. Click create
time si that ideas
the assigned generated Discuss further how to edit
tasks wii be during the photos in MS Publisher.
finished on or discussion/
before time brainstorming

a. The teacher will provide

a box with diffferent
recyclable materials
inside.
b. Each group will get 2
materials in the box.

E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding Practical application
of concepts and skills in daily
living
H.Making generalization and
abstraction about the lesson
c. The group will be given
time to explain how
these things can be
useful again.
Ask the pupils:
Is recycling important? Why?
How can we benefit from
recycling wastes? What other
ways can we do to lessen our
wastes?
Directions: List the recyclable
items that can be found in the
picture.
Your mother asks you to throw
your wastes on the trash bin, but
you notice that there are objects
that can be used again, what will
you do?
How do you define recycle?
How can you help in diminishing
waste products in your school
and community?
How is MS Publisher open?
How can you edit photos in MS
Publisher?
Why should you use it when you
need to layout a poster?
What skills did you developed
using the new technologies?
Let the pupils master symbols
on how to operate the MS
publisher
Why do you need to learner
how to make a poster? Can you
help your parents to advertise
their product using what you
learned in making a poster using
the MS Publisher?
Poster is to communicate a
message It is powerful tool to
inform, persuade or promote.
MS Publisher helps use crearte
professional-looking
publications easily and quickly.
Allow the pupils to create a
poster informing their
schoolmates that there will be
an upcoming school activity
regarding waste management
and not everybody is informed
about the important details. As
a graphic artist you will make a
poster series for this event. You
will apply emphasis and create
multiple copies of it then
display.
Hands on activity of the
learners.
Teacher supervises
You are expert in using MS
Publisher especially in layouting
and photo editing. Your
mother’s friend is looking for
someone to make the Birthday
Tarp of his son, What can you do
to help her?
How can you create relevant
posters?
Little Teacher strategy:
( fast learner teaches the slow
learner)
Executing the different skills
involved in the game
-pass and throw
-alphabetical pass
-keep it high
-Spike and hit
Individual performance of the
learners in the different skills in
volleyball
Why do you need to participate
in a physical activitiy?
What instances at home can you
apply the skills in volleyball?
Net Wall games are games
wherein the team players score
by hitting or striking ball into a
court space with enough
accuracy and power that the
opponent cannot hit it back and
make a return.
Write out the melodies on the
staff in the key of C the first
few notes are done for you.
Let the learners create their
own simple melodies in Key
of C Major.
Let them perform their
outputs.
The key of the song is named
after the letter name where
the home tone is
The key tells us the place of
the home tone on the staff
and opens up the places of
the rest of the other pitches
on the staff
 Skills in layouting and photo Example; volleyball, tennis and
editing are learned through new badminton
technologies.
I.Evaluating learning Identify the wastes that can be Let the learners create a simple Check(/ 1. What are the different Create your own simple
recycled by putting a check (/) on design of a poster using the MS ) the skills involved in melodies
the blank and mark X if not. Publisher box of volleyball? Describe
___1. Tin cans your each.
___2. Boxes answer
___3. Plastic bottles I can
___4. Paper create
___5. Harmful chemicals poster
using
MS
Publish
er
I can
create
an
effectiv
e
poster
series
I can
apply
emphas
isi on
my
poster
I can
share
importa
nt
informa
tion or
advocat
e
causes
using
my
poster
I can
pass my
 poster
on time
J.additional activities for Think of your design for Practice the skills learned in
application or remediation tommorow’s layouting and playing volleyball with your
photo editing for poster making. friends, brother, sisters and
Bring your gadgets. relatives.
V.MGA TALA

VI.PAGNINILAY

A.Bilang ng mag-aaral na
nakauha ng 80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang
Gawain para sa remediation
C.Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin.
D.Bilang ng mag-aaral na
magpapatuloy sa remediation
E.Alin sa mga estratehiyang Cooperative grouping, think pair share
pagtuturo ang nakatulong ng
lubos?Paano ito nakatulong?
F.Anong suliranin ang aking
naranasan na solusyunansa
tulong ng aking punungguro at
superbisor?
G.Anong kagamitang panturo Powerpoint making
ang aking nadibuho nanais kong
ibahagi sa kapwa ko guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER

WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
C. Learning Competencies / Describe the set of Integers Compare integers with other Describe and Interpret addition of Describe and Interpret addition
Objectives (M6NS-IIg-151 numbers such as whole integers using materials such as of integers using materials such
Identify real-life situations that numbers, fractions, and algebra tiles, counters, chips, and as algebra tiles, counters, chips,
make use of integers decimals cards (M6NS-IIh-155) and cards (M6NS-IIh-155)
(MGNS-IIg-150 ( M6NS-IIg-152) Perform addition on integers Perform addition on integers
Compare and Arrange integers (M6NS-Iii-156) (M6NS-Iii-156)
from least to greatest and vice Solve routine and non-routine Solve routine and non-routine
versa ( MGNS-IIh-154 problems involving addition of problems involving addition of
integers (M6NS-IIj- 157) integers (M6NS-IIj- 157)
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Weekly Test

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 50-53 21st Century Mathletes 6, pp.
47-50 47-50 50-53
21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 152- 21st Century Mathletes 6, pp.
144-149 144-151 157 152-157
Mathletes 6 textbook, video Mathletes 6 textbook, video Mathletes 6 textbook, video clip, Mathletes 6 textbook, video
clip, power point presentation clip, power point presentation power point presentation clip, power point presentation
Have a drill on comparing the Have a drill on comparing the Compare the following integers by Compare the following integers
following quantities by writing following quantities by writing the symbol > or on the line. by writing the symbol > or on
<or >. writing <or >. 1. +13 _____ +8 the line.
1. P2500.00 pesos savings 1. P2500.00 pesos 2. -6 _____ -2 1. +13 _____ +8
___ P1240.00 pesos savings ___ P1240.00 3. +7 _____ -15 2. -6 _____ -2
savings. pesos savings. 4. -1 _____ +9 3. +7 _____ -15
2. ½ meter of cloth_____ 2. ½ meter of 5. +4 _____ - 4 4. -1 _____ +9
2 meters of clothes. cloth_____ 2 meters 5. +4 _____ - 4
of clothes.

B. Establishing a purpose for
the lesson
C. Presenting
Examples/Instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
Review by arranging numbers
according to values. Start from
the one that is closest to zero.
1. 2, ¾, 1, 0.5, 7
2. ½, 3, 6, 2/5, 0.75
Activity Title: “How does your
mother budget your family
income?
Post the following Questions:
1. How much is your
family monthly
income?
Cont. See Guide p. 47
Using the data given by the
pupils, choose asset of integers
wherein the total amount of
expenses is greater than the
monthly income. From hence,
explain that such situation
requires the existence of
negative numbers.
 What are negative
numbers?
 What are positive
numbers?
Cont. See guide p. 48
Discuss that real-life situations
can be represented by integers.
See guide p.48
Review by arranging numbers
according to values. Start from
the one that is closest to zero.
3. 2, ¾, 1, 0.5, 7
4. ½, 3, 6, 2/5, 0.75
Activity Title: “How does your
mother budget your family
income?
Post the following Questions:
2. How much is your
family monthly
income?
Cont. See Guide p. 47
Using the data given by the
pupils, choose asset of
integers wherein the total
amount of expenses is greater
than the monthly income.
From hence, explain that such
situation requires the
existence of negative
numbers.
 What are negative
numbers?
 What are positive
numbers?
Cont. See guide p. 48
Discuss that real-life situations
can be represented by
integers. See guide p.48
Mrs. Reyes bought fruits that cost P
700.00 from a wholesaler and sold
them in her fruits stand. On Monday,
her sales is P800.00 and on Tuesday,
P500.00. But on Wednesday, she
lose P400.00 because some of the
fruits are already rotten. Considering
the sales of fruits for the three days,
did Mrs. Reyes gain or lose profit?
Considering the sales of Mrs. Reyes
on the three days, ask the pupils to
represent the gain and loss using
integers. To determine the total
sales means to combine the gains
and loss.
 How are we going to
combine the gain and loss?
 What is the total sale of
fruits of Mrs. Reyes?
 How can we determine if
Mrs. Reyes gained or lost
money from selling her
fruits?
Deepening
Let the pupils determine how to
combine integers by studying the
given examples below:
1. ( +4 ) + ( +3)= ( +7)
2. (-4) + ( -3)= ( -7)
See Guide Mathletes 6 p. 51-52
Mrs. Reyes bought fruits that
cost P 700.00 from a
wholesaler and sold them in
her fruits stand. On Monday,
her sales is P800.00 and on
Tuesday, P500.00. But on
Wednesday, she lose P400.00
because some of the fruits are
already rotten. Considering the
sales of fruits for the three
days, did Mrs. Reyes gain or
lose profit?
Considering the sales of Mrs.
Reyes on the three days, ask
the pupils to represent the gain
and loss using integers. To
determine the total sales
means to combine the gains
and loss.
 How are we going to
combine the gain and
loss?
 What is the total sale
of fruits of Mrs.
Reyes?
 How can we
determine if Mrs.
Reyes gained or lost
money from selling
her fruits?
Deepening
Let the pupils determine how
to combine integers by
studying the given examples
below:
3. ( +4 ) + ( +3)= ( +7)
4. (-4) + ( -3)= ( -7)

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating Learning
Explain the content in their
MAthletes textbook pp. 146-
149
Have a Pair Activity
Answer Mathletes textbook P.
149
See Teachers Guide p. 49
How can we describe the set of
integers using a number line?
A. Describe the following
set of integers. Write
Positive or negative
integers.
1. Moving steps forward
2. Going 3 km upstream
3. Going down 3 km
downstream
4. Losing weight of 3 kg.
5. Depositing 1000 pesos
B. Represent each real-
life situation with an
integer. See guide p. 49
Explain the content in their
MAthletes textbook pp. 146-
149
Have a group activity on
arranging integers from the
least to greatest and vice
versa.
Arrange the following integers
from the least to the greatest
and greatest to the least.
1. 2, -6, - 8, 5, -1, 7, -5
2. 25, -20, 18, 15, -15
3. 40, 41, -20, 25, 30
4. 40, 50, -40, -50, 10
How will you compare
integers?
How will you arrange integers
from the least to the greatest
or greatest to the least?
Arrange the following integers
from the least to the greatest.
1. -3, -8, 0, -5, 9, 6
2. -2, 5. 7, -8, -1, -5
3. -11, -5, 8, -1, -5
4. 15, -9, 12, -17, -8, 3
5. 13, 0, -13, 17, -8, 3
Cont. Mathletes Text book p.
150
See Guide Mathletes 6 p.
51-52
Discuss Explore in their 21st Century Discuss Explore in their 21st
Mathletes 6 Textbook pp. 152- 155. Century Mathletes 6 Textbook
pp. 152- 155.
Have a Pair Activity to answer the Have a Pair Activity to answer
following: the following:
1. 1. ( -21)+ ( +5) 1. 1. ( -21)+ ( +5)
2. (+47) + (+16) 2. (+47) + (+16)
3. (-72) + (- 38) 3. (-72) + (- 38)
4. (-10) + (+87) 4. (-10) + (+87)
5. (+15) + (-56) + (-9) 5. (+15) + (-56) + (-9)
Group Activity Group Activity
Use the 4 step plan to solve the Use the 4 step plan to solve the
problem. problem.
Mt. Everest, the highest elevation in Mt. Everest, the highest
Asia, is 29 028 feet above sea level. elevation in Asia, is 29 028 feet
The dead sea, the lowest elevation, I above sea level. The dead sea,
1 312 foot below sea level. What is the lowest elevation, I 1 312
the sum of these two elevations? foot below sea level. What is
the sum of these two
elevations?
How do we add integers with the How do we add integers with
same signs? the same signs?
How do add integers with different How do add integers with
signs? different signs?
Add the following integers. Add the following integers.
1. (-25) + ( +17) 1. (-25) + ( +17)
2. (+73) + (-29) 2. (+73) + (-29)
3. (-89) + ( -103) 3. (-89) + ( -103)
4. (+ 194) + (+57) 4. (+ 194) + (+57)
5. (-217)+ ( +104) 5. (-217)+ ( +104)
J. Additional activities for Give the opposite of the Write > or < to make ach Solve each problem. Solve each problem.
application and following: statement true. 1. Kris gets on the elevator on 1. Kris gets on the
remediation 1. 5 1. -5 ____ 0 the eleventh floor. The elevator on the eleventh
2. -75 2. 9 ____ -8 elevator goes down two floor. The elevator goes
3. -10 3. -7 ____ 7 floors and stops. It then down two floors and stops. It
4. 90 4. 55 ____ -75 continues to go down four then continues to go down
5. 60 5. -32 ____ -24 more floors where Kris got four more floors where Kris
off. In what floor did he get got off. In what floor did he
off the elevator? get off the elevator?
Cont. refer 21st Century Cont. refer 21st
Mathletes 6 textbook p. 156 Century Mathletes 6
textbook p. 156
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encountered which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
 GRADE 6
DAILY LESSON LOG
WEEK 7
I. OBJECTIVES
A.(Content Standards)
B. (Performance Standards)
C. ( Learning Competencies)
II. ( Content)
III. ( Learning Resources)
A. (References)
1. (Teacher’s Guide Pages)
2. (Learner’s Materials
pages)
3. (Textbook Pages)
4. ( Additional Materials
from LR Portal)
B. (Other Learning
Resources)
IV. (Procedures)
A. ( Review previous
Lesson)
B. (Establishing purpose for
the lesson/ Motivation)
School: Grade Level: VI
Teacher: Learning Area: SCIENCE
Teaching Dates and Time: SEPTEMBER 24-28, 2018 (WEEK 7) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate understanding of how non flowering plants reproduce
The learners should be able to make a multimedia presentation on how parts of the reproductive system of spore bearing and cone-bearing plants ensure their survival
Make a flyer on how plants can be propagated vegetative
Distinguish How spore bearing and non-cone bearing plants reproduce
S6LT-IIg-h-4
Describe the characteristics of Explain the life cycle of spore- Discuss the mechanism of reproduction among spore-bearing plants. Describe the characteristics of
spore-bearing plants bearing plants. cone-bearing plants
Reproduction of Non Flowering plants
The New Science Links 6 pp.226-234 , Science and Technology 11pp.143-152
K to 12 Basic Education Curriculum 6 p.91
Power point presentation, LCD Projector, Show me board, marking pen, pictures, sample cone, actual moss and fern
https://www.youtube.com/watch?v=bpYshQ7Ym_I, https://www.youtube.com/watch?v=eZ40LDWt678, https://www.youtube.com/watch?v=bYNiqAAuMnc,
https://www.youtube.com/watch?v=jlOPquKF4Mk, https://www.youtube.com/watch?v=TdiibRXXJ6g
What are vertebrate animals? What are spore-bearing plants? Who among in the class can What are the mechanism in How spore-bearing plants are
Invertebrate animals? Give the characteristics of explain briefly the life cycle of a producing spore-bearing plants? reproducing?
What are the different groups of spore-bearing plants. fern? Ask the pupils if they bring the
vertebrate animals? Invertebrate Identify examples of spore- materials assigned to them.
animals? Give examples of bearing plants.
animals that belong to each
group.
Have you visited a garden farm or Picture Loop: Present a picture of a plant Distributes to them the Activity Present /show a picture of a
a forest? Show an example of a life cycle cards. pine tree.
What do you see in these places? of a human being, animals, and Activity No.1
plants. Problem:
Let the pupils formed the jumbles How do plants reproduce without
letters. using seeds?
What is their work? Materials:
Mature stem cutting of
SONTABTI malunggay or gumamela
Sweet potato
Onion
Toothpick
Glass jar Where do you usually see this
Pot with soil tree? Why?
Procedure: What is produce by this tree
1. Prepare the different when it grows old?
materials. Label the jar
A, B and the pot of soil C
2. Have a fresh stem of
malunggay plant it in pot
C
3. Insert toothpick to the
sweet potato place tip in
the mouth of the jar
with water be sure that
the tip reach the water Let the pupils describe this
jar A plant. Until you come up with
How does this plant produce 4. Half fill jar B with water the term cone-bearing plants
itself? Place the onion bulb in
the jar use a stick to
support the bulb.
5. Observe the set up every
What is shown in the three day and write your
pictures? observation
Unlocking of Difficulties: Observation:
1.Sporophyte 1. In which plant part does
2.Gametophyte a new plant grow?
3.Archegonium ____________________
4. Antheridium __________________
2. What are the ways of
reproducing plants
without using seeds?
____________________
__________________
3. The activity is an
example of vegetative
propagation. How will
you describe it?

C. ( Presenting examples or
presentation/ instances of the
new lesson)
Present different pictures of
plants.
What are common in each group
of plants?
What do we call these plants that
do not make seeds and flowers?
Cooperative Grouping
(Differentiated instruction)
Group the class into 4
Group 1 – Explain the Life
cycle of a fern
Group 2 – Find a fern draw
identify the parts
Group 3 - – Explain the Life
cycle of a moss
Group 4 – Find a moss and
draw the parts
Distribution of materials per
group/ Setting of Standards/
rubrics
Allow the pupils to study the
life cycle of a fern/moss using
the actual materials, pictures
and through video viewing
Problems:
1. What are the
mechanisms of
reproduction among
spore-bearing plants?
Describe.
Giving of hypothesis
Maybe the mechanism of
reproduction among spore-
bearing plants are
___________________________
___________________________
__________________
Setting of Standards/Rubrics
group activity
- Note down important
details
- Keep quite
- Share your ideas
Video watching:
https://www.youtube.com/watc
h?v=jlOPquKF4Mk
____________________
__________________
Conclusion:
Make your conclusion based from
the given problem.
___________________________
___________________________
Video viewing:
https://www.youtube.com/watc
h?v=TdiibRXXJ6g
What does the video show to us?
Can you follow the steps shown
in the video?
Word Puzzle:
Present the jumbled letter
IEROFSCN
What word can you form out
of these letters?
Who can say something about
the word formed?
Think Pair Share:
Allow each pair of learner to
identify one(1) cone-bearing
plant and try to describe its
characteristics
Reporting:
Sharing of the learners about
their output
 https://www.youtube.com/w
atch?v=bpYshQ7Ym_I

D. ( Discussing new concepts and
practicing new skills)
https://www.youtube.com/w
atch?v=eZ40LDWt678
Unlocking of Science Vocabulary Group Activity
words: Each group will perform
their assign task as the teacher
Teacher use the words in a supervises.
sentence then pupils choose the
correct meaning from the given Reporting of Group outputs
definition. The reporter of the group
reads their outputs.
1.Rhizome
2. Bryophytes What is your activity all about?
3. Spore What is a life cycle?
4. Seedless
What is the video all about?
What are the different
mechanisms in reproducing
spore-bearing plants?
What is asexual reproduction?
How do they do it?
What other plants can be
reproduce using asexual
reproduction?
What does the video show to us?
Can you follow the steps shown
in the video?
Name some plants grown in this
steps
What are cone-bearing
plants?
Identify some samples.
Why seeds of conifers are
called “Naked Seeds?”
What are the different
characteristics of cone-
bearing plants?

Video Viewing:
https://www.youtube.com/watc
h?v=bYNiqAAuMnc

E. ( Discussing new concepts &
practicing new skills #2)
F. Developing Mastery
(Leads to Formative Assessment
3)
What are spore-bearing plants?
What are the different examples
of plants that belong to spore-
bearing plants?
What do we call the mature fern
leaf?
What are its characteristics?
What are known as terrestrial
plants?
Describe mosses and give
samples.
Identify the group of spore-
bearing plants and describe its
characteristics.
Ferns
It has roots, leaves,
and stem
It has split leaves
called fronts
Young ferns grow
from an underground
How do ferns and mosses
multiply?
What are fronds? Fiddleheads?
What is the first stage in the
life cycle of mosses?
How about the ferns?
What is form when the sperm
fertilizes the egg in a typical
mose?
Call on a pupil and allow
her/him to explain the life cycle
of spore-bearing plants using
the diagram
Let the pupils/learners draw the
method of asexual reproduction.
Let the pupils describe what they
have done.
Video viewing:
https://www.youtube.com/w
atch?v=TdiibRXXJ6g
What is the video all about?
What can you say about cone-
bearing plants?
Let the pupils identify the
characteristics of cone-
bearing plants.
Why are cone bearing plants
important?
G. ( Finding to Practical
Application of concepts and skills
in daily living/ Valuing)
H. ( Making Generalization &
Abstraction about the lessons)
How are we going to help in the
National Greening Program of the
Government in protecting
seedless plants or spore-bearing
plants?
Spore-bearing
Plants
We know that some ferns can
be serving as a viand. How can
we let them multiply?
Aside from source of food,
what are the other importance
of spore-bearing plants to us
and animals?
Let the pupils explain the life
cycle of spore-bearing plants.
With the guidance of the
teacher.
“Life Cycle of Ferns”
You have some potatoes at
home, how can you reproduce
some of it in your backyard?
Explain the mechanism of
reproducing spore-bearing plants
How can you help propagate You have pine tree at home
more plants at home? with lots of cone produce and
it’s nearly Christmas season
and you don’t have money to
buy decoration to submit to
your teacher for your project
in Arts.
What are you going to do
with it to save money?
Let the learners fill up the
semantic webbing about the
characteristics of Cone-
bearing plants
Sporangium releases its spores
and germinates in moist soil,
germinated spores usually give
rise to heart shaped
gametophyte the archegonium
and antheridium are found on
the lower surface of the
gametophyte and the fertilized
egg undergoes cell division. A
four-cell stage of embryo
develops into a separate
segment of the enlarging
embryo and each segment will
form a definite part of the
young sporophyte or a fern
plant.
 I. ( Evaluating Learning)
J. ( Additional activities for
application or remediation)
V. ( Remarks)
VI. ( Reflection)
Fill up the squares in the cross-
word puzzle with the correct
letters to give the correct answer
of the different questions.
Across:
1. Mature fern leaf
2. Rows of brown spots
underside the fern
fronds
3. Seedless plants
4. Spore-bearing plants do
not produce ____
5.
Down:
1. Sporophyte stage of a
fertilized egg
2. Ferns reproduce through
a____?
2 d. Surus
1 F R O N D S
1 P
Z O
Y 3 F E R N S
G E
2 S P O R E C A S E S
T
S E E D S
Research about the life cycle of
spore-bearing plants
Direction: Choose the letter of Differentiate the following 1.Explain what is asexual 1. Identify the different
the correct answer. 1. Vegetative reproduction propagation characteristic of
Use the concept map to 2. Naturally vegetative 2. List down 5 samples of plants cone-bearing plants
answer number 1 question reproduction that can be grown from asexual 2. Name 5 samples of
3. Directed vegetative propagation. cone-bearing plants
Seedle
Mosses reproduction
ss Liverworts
plants Hornworts
1. Which term correctly
completes the
concept map above?
a. Flowering
b. Vascular
c. Nonvascular
d. Seed-producing
2. Which is not a part of
a fern sporophyte?
a. Frond
b. Rhizomes
c. Rhizoid
3. What do we call the
young ferns stem?
a. Fiddleheads
b. Prothallus
c. Sporangium
d. Sori
Draw life cycle of the moss and Bring he following What are cone-bearing plants? Make / create an interactive
write simple explanation about 1.Malunggay cutting board game. It can be a jigsaw
how they reproduce. 2. sweet potato puzzle, word search, snake
3.onion bulb and ladder, and others, use
4. Toothpick or barbeque stick the concepts you learned in
5.2 glass jar the classifications of plants
6. pot with soil and animals.
A.( No. of learners who earned
80% in the evaluation)
B.( No. of learners who requires
additional acts for remediation
who scored below 80%)
C.( Did the remedial instruction
really work? No of learners who
caught up with the lesson)
D.( No. of learners who continue
to require remediation)
E. (Which of the strategies work
well? Why did this work?
F. (What difficulties did I
encounter which my principal/
supervisor can help me solve?)
G. ( What innovations or localized
materials did I used/ discover
which I wish to share with other
teacher?)