DLL g5 q1 Week 4 All Subjects (Mam Inkay Peralta)

GRADE 5 School: Grade Level: V
Teacher: Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: JUNE 24-28, 2019 (WEEK 4) Quarter: 1ST QUARTER
WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards demonstrates understanding of the various forms and conventions of
print, non-print, and digital materials
B. Performance Standards evaluates effectively the message constructed and conveyed in various
viewing texts
C. Learning 1.Identify the elements 1.Identify the elements of . Compose clear and coherent 1. Use formal and informal English 1. Infer the meaning of unfamiliar
Competencies/Objective of literary texts literary texts sentences using appropriate when appropriate to task and words (affixed) based on given
s 2. Summarize narrative 2. Summarize narrative texts grammatical structures: Modals situation context clues
Write the LC code for texts based on elements based on elements 2. Write two to three- paragraph . 2. Show tactfulness when (synonyms, antonyms, word parts)
each composition based on the prepared communicating with others. and other strategies
EN5LC-Id-2.17.3 EN5OL- EN5LC-Id-2.17.3 EN5OL-Id- outline EN5OL-Id-3.9/EN5WC-Id-2.2.4/ . 2. Read with automaticity grade
Id-2.23/Page 64 of 164 2.23/Page 64 of 164 EN5G-Id-3.6/EN5WC-Id- Page 64 of 164 level frequently occurring content
2.2.4/2.23/Page 64 of 164 area words (Art)
EN5V-Id-12 and 13 EN5F-Id-
1.8.1.1
II. CONTENT Identifying the Elements Identifying the Elements of Clear and Coherent Sentences using 1. Using Formal and Informal English Inferring Meaning of Unfamiliar
of Literary Texts Literary Texts Appropriate Grammatical 2. Showing Tactfulness when Words (Affixed)
Structures Modals: Can and May Communicating with Others Prefix re-, un- Suffix –able, -ment
2. Writing two to three-paragraph
composition
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG/Week 4 TG/Week 4 TG/Week 4 TG/Week 4 TG/Week 4
pages
2. Learner’s Material LM/Week4 LM/Week4 LM/Week4 LM/Week4 LM/Week4
pages
3. Textbook pages Joy in Learning English Joy in Learning English pp.7-9 Joy in Learning English pp.54-56 Joy in Learning English pp. Joy in Learning English pp.48-52
pp.7-9
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Power point Power point presentation, lap pictures, power point presentation, : power point presentation, lap top, power point presentation, lap top,
Resources presentation, lap top, top, projector, pictures, lap top, activity cards, metacards activity cards, puzzle, strip of papers activity cards, strip of papers
projector, pictures, activity cards, improvised
activity cards, improvised ball
ball
IV. PROCEDURES
A. Reviewing previous Review Review Review Review Review
lesson or presenting MODALS( used to, will, MODALS( used to, will, would) Elements of literary texts/Checking Checking of Using Formal and Informal English
the new lesson would) of assignment assignment/MODALS(Can ,May)
B. Establishing a purpose Setting the Stage Setting the Stage Setting the Stage Setting the Stage Setting the Stage
for the lesson (Picture talk- (Picture talk-Dyad) Picture clue and dialog Introduce to the class the Loop-the-
Dyad) (Refer to LM Think (Refer to LM Think and Tell) (Refer to LM Think and Tell) Word Game. (Refer to LM Think and Show picture of children giving gifts.
and Tell) Ask: Who among you Answer the questions Tell) Ask:Do you like giving gift?
Ask: Who among here know how to draw? orally. Say: Do you know the game What occasions do you give gift?
you here know how to What picture do you love to 1. What can Mark and Reiner Loop- the- Word? Do you give gift to your friend on
draw? What picture do make? When do you usually play this game? his/her birthday?
you love to draw? 2. Who helped Mark build the sand Ask pupils to find four words from Why do you give gift to your friends
castle? the puzzle that are written vertically, on his/her birthday?
draw? Say: This morning, we are 3. What may Jasmine be able to horizontally, diagonally or even
going to have an activity. do? backwards.
We are going to do this 4. What reminder did Reiner give Tell pupils to loop the words found
Say: This morning, activity in pairs. her? in the puzzle.
we are going to have an 5. Do you go to the beach? When Use the guide phrases in looking for
activity. do we usually spend time at the the words and tell the pupils the
We are going to do this beach? What can we make along connection of these words in the
activity in pairs. the seashore? If your brother or lesson for that day.
sister made a sandcastle, are you
going to break/destroy it? Why or
why not?
Values: What characteristics do the
children in the dialog possess?
How can you show your love to
your brother and sister?
C. Presenting . Explaining to students . Explaining to students what Explaining to students what to do Explaining to Students What to Do 2. Explaining to Students What to Do
examples/instances of what to do to do Say: Our lesson for today is Say: Whenever you meet
the new lesson Say: Listen to the Say: Listen to the story about modals can and may. friends, you are obliged to exchange Let the pupils read the story
story that I am going to that I am going to read. From greetings with them. orally. (Refer to Find Out and Learn)
read. From the story you the story you are going to This morning we are going to learn
are going to how to use formal and informal form
identify the elements of the of
identify the elements of story. English in such kind of instances.
the story.
D. Discussing new concepts The teacher will read the The teacher will read the story Modal verbs are used to express Read each pair of sentences. Take I have here a story about a girl who
and practicing new skills story to the pupils. to the pupils. (Teacher may two different types of ability: open note of the differences between is going to give gift for her friend’s
#1 (Teacher may use power use power point possibility, generally expressed by long/formal expressions and birthday.
point presentation) presentation) (Refer forms of the modal verb can, and short/informal expressions. Get a Read the story and answer
(Refer to LM Find out and to LM Find out and Learn). authority or potential ability, partner in reading the sentences. the comprehension question.
Learn). Use the questions in guiding generally expressed by Formal: May I introduce to you my
Use the questions in the students to identify the forms of the modal verb may. teacher, Mrs. Dela Cruz? Answer the questions:
guiding the students to elements of the literary Use of Can Informal: Please meet my teacher, 1. Who was the girl in the selection?
identify the elements of texts. Write 1. To talk about what you are able Mrs. Dela Cruz. 2. What was Sarah doing?
the literary the answer in the organizer. to do Formal: It was nice meeting you. 3. Did she wrap the gift neatly?
texts. 1. What is the theme of the 2. To talk about a general possibility Informal: Nice meeting you! 4. What did Sarah and her mother
Write the answer in the story? 3. To say that something is allowed Formal: Hi! I would like to join you do to make the gift looked good?
organizer. 2. Where does the story Use of May this Saturday. 5. What did Sarah realize after her
1. What is the theme of happen? 1. It is used for permissions. Informal: Hi! I’d like to join you this mother helped her?
the story? 3. Who are the characters in 2. It is used to express probability Saturday. Values: Are you like Sarah? Do you
2. Where does the story the story? or prediction. Formal: Was that not exciting? also give gift to your friends?
happen? 4. How does the story begin? Informal: Wasn’t that exciting? Aside from giving gift to your
3. Who are the What is the problem Ask:What did you notice in using friends, what other things you can
characters in the story? encountered in the story? formal and informal English in do to show that you value
4. How does the story How does the story writing sentences? friendship?
begin? What is the end? When should we use formal and You have to pick out the words
problem encountered in informal English? having prefixes and suffixes used in
the story? How are you going to use formal and the selection.
How does the informal English?
story end? Values: If you are about to meet
friends in a party, what will you use,
formal or informal English?
Why?
Why is it important to be
tactful/careful in saying words
whenever we communicate with
other people?
E. Discussing new concepts 3. Modelling 3. Modelling . Modelling Modelling 3. Modelling
and practicing new skills The organizer The organizer Read the sentences below. Read the sentences in the chart. Read the sentences and notice the
#2 explains the content of explains the content of the Explain how the modals can and Formal English underlined word.
the elements of literary elements of literary text based may used in sentences. May I introduce to you my teacher? a. In her disappointment she
text based on the on the selection that you (Refer to LM Find out and It was nice meeting you. wanted to throw everything and
selection that have read. Learn) I would like to join you this Saturday. forget what she was
you have read. Was that not exciting? doing.
Ask: Informal English b. She swallowed her pride, but still
a. What Mother can do? Please meet my teacher. undecided, called for her mother.
b. What Mark can do? Nice meeting you! c. “Look like it’s time for a redo!”
c. What Jasmine may build? I’d like to join you this Saturday. d. Sarah slowly rewrapped each
d. What she may use for drinking? Wasn’t that exciting? present and retied each bow
e. What are the modal verbs used listening carefully to
in sentences? Formal English each direction.
f. When do we use can?
g. When do we use may? -it is signalled by complex and e. Her mother even helped her
h. What do these two modals complete sentence. It avoids slang remake the card.
express? vocabulary and written in a f. Sarah rewrote the message and
long form. added sparkly stickers to the paper.
-it is used during business meetings, g. You are such an adorable friend.
while giving public announcements,
or while presenting a report or Read the underlined words
delivering a speech. in the sentences.
What do you call the
Informal English underlined words?
-it is characterized by a What prefix or suffix is
simpler grammatical structures, added to each word?
personal expression and Pr
slang vocabulary. Wor Meani Suffi
efi Words
-in using informal, ds ng x
x
combining words will require
knowledge of contractions. und not -
un
-is used when you are ecid decide men disappointmen
-
around people you know, ones that ed d t
you are close to, such as friends or
-to do
persons you regularly speak with.
redo again
, -to
rewr wrap
appe again
d, -to tie
re
retie again -able adorable
-
d, -to
rem make
These elements of the literary
ake, again
These elements of the texts are helpful in
rewr -to
literary texts are helpful summarizing a story or
ote write
in summarizing a story or narrative text.
again
narrative text. The elements of
Prefix- is an affix placed before a
The elements of literary texts are:
root word or base word to form a
literary texts are: • Theme- is a central
new word. When you add prefix
• Theme- is a message or purpose of a story.
to the root word, you change the
central message or The theme of a story is the
word’s meaning.
purpose of a story. The message or the lesson given by
The prefix -un means “not”
theme of a story is the the story to its readers.
(unhappy), “opposite”
message or the lesson • Setting- tells where
(unwholesome); “to reverse” or
given by the story to its and when the story happens
“undo the result of a
readers. and how the story begins.
specified action” (unbind); “to
• Setting- tells
where and when the story
happens and how the • Characters (Heroes release, free, or remove from”
story begins. and Villains) - are the people or (untie).
• Characters animated objects that
(Heroes and Villains) - are interact in the story. The prefix -re means “to do
the people or animated • Plot- tells the order of again” (retell)
objects that events
interact in the story. Plot has three important parts: Suffix- is an affix placed after a root
• Plot- tells the 1. Beginning- is where word to form a new word.
order of events the characters and setting are
Plot has three important established The suffix –ment means “state of
parts: 2. Middle- being” (treatment); “result of n
1. Beginning- is introduction of the problem or action” (development)
where the characters and conflict, the high point and the The suffix –able means
setting are established “capable or worthy of” (lovable)
2. Middle- winding point When you add prefix or suffix to the
introduction of the 3. End- it is the root word, you change the word’s
problem or conflict, the conclusion of the story, the meaning
high point and the conflicts are resolved
Give important
winding point discussion on the sequence of
3. End- it is the these elements.
conclusion of the story, Values: Do you also
the conflicts are resolved make promise to your mother
Give important or father? Do you fulfil what
discussion on the you have
sequence of these promised to them? Is
elements. it important that we should
Values: Do you fulfil our promise? Why do you
also make promise to
your mother or father? say so?
Do you fulfil what you
have
promised to
them? Is it important that
we should fulfil our
promise? Why do you
say so?
F. Developing mastery Guided Practice Guided Practice Guided Practice . Guided Practice . Guided Practice
(Leads to Formative The teacher will present The teacher will present Teacher will provide pictures and Group Activity (Refer to LM Find Group Activity (Refer to LM Try and
Assessment 3) another story. (Refer to another story. (Refer to LM activity cards for group activity. Out and Learn) Learn)
LM Try and Learn) Try and Learn) (Refer to LM, Try and Learn) 1. Group the class into 4. 1. Group the class into 4.
Group 1
Read the story. Identify Read the story. Identify the 1. Look at the pictures below. The 2. Each group has the same copy of 2. Give each group activity card with
the elements of the elements of the story. pictures are activities that a grade paragraph. directions on what to do with the
story. Group Activity five can do in school. 3. Read the paragraph then identify activity.
Group Activity 1. Group the pupils into 4. 2. Name other things that you can the formal and informal English 3. Activity proper.
1. Group the pupils into Distribute to each group the do in school. used. 4. Present the group output before
4. Distribute to each photocopy of the story. 3. Write your sentences on strips of 4. Write your answer in the the class.
group the photocopy of 2. Summarize the story by paper. organizer.
the story. writing the elements of the 4. Read the sentences in front of Formal and Informal English
2. Summarize the story story in the semantic web the class.
by writing the elements Group 2 Formal Informal
of the story in the 3. Report the group output to 1. The diagram is the activities a
semantic web the class. child in grade five may do at home.
2. Write sentences of other
3. Report the group activities that you may do at home.
output to the class. 3. Write your answer on a manila
paper.
Group 3
1. Look at the picture below.
2. Write two to three paragraphs
using modal can and may about the
activities the
children do.
3. Write your answer in a manila
paper.
G. Finding practical Independent practice Independent practice 5. Independent Practice . Independent Practice . Independent Practice
applications of concepts Read each Read each sentence. Write sentences about the Study each expression Choose from the letter of the correct
and skills in daily living sentence. Write Th on Write Th on the blank for pictures using modals can or may. below and tell whether it is formal word to complete the sentences.
the blank for setting of setting of the story, Se for (Refer to Do and Learn) and informal. Write your answer on 1. At my house, we play Scrabble,
the story, Se for setting, setting, Ch for characters and the line. and I always win because I can
Ch for Pl for plot. Do this on a piece _______1. Do you understand what __________ words quickly.
characters and Pl for plot. of paper. to do?
Do this on a piece of ______1. As Jimmy waved _______2. Anybody in here? A. unlock B. unusual
paper. goodbye he knew that he _______3. I would like to have a C. unfamiliar D.
______1. As Jimmy wouldn’t want to miss this hamburger and a soda. unpleasant
waved goodbye he knew swamp adventure for _______4. I am afraid I will not be
that he wouldn’t want to anything. able to attend. 2. Mom said I had to wait until my
miss this swamp ______2. The night _______5. Sorry, I can’t make it. birthday to _________ my presents.
adventure for anything. was pitching dark, and Jimmy
______2. The was sure that he was lost in t A. unable B. untied
night was pitching dark, swamp. C. unwrap D. unhappy
and Jimmy was sure that ______3. Jimmy had been so
he was lost in t swamp. pleased with his catch that he 3. Jon forgot his backpack and had to
had lost track of time. ________ home to get it.
______3. Jimmy had ______4. Jimmy was the lost A. replace B. return
been so pleased with his boy in the swamp and the kind C. resend D. retell
catch that he had lost man helped him find his way
track of time. home. 4. Babies need ________ to grow up
______4. Jimmy was the ______5. Chills chased each smart and strong.
lost boy in the swamp other up and down Jimmy’s A. development B. instalment
and the kind man helped spine when he remembered C. management D.
him find his way home. about the strange events nourishment
______5. Chills chased happened in the swamp.
each other up and down 5. Mario’s new cell phone is
Jimmy’s spine when he _____________ in two months.
remembered about the A. breakable B. payable
strange events happened C. lovable D. doable
in the swamp.
H. Making generalizations Closure/Assessment Closure/Assessment Closure/Assessment Closure/Assessment Closure/Assessment
and abstractions about The teacher will provide a ball, Ask: Use a Venn diagram to
the lesson The teacher will provide wrapped in it are strips of What did you learn today? illustrate important details in using Place stars with questions under the
a ball, wrapped in it are paper with questions. The When do we use the modal can? formal and informal English. In pupils’ table/chairs. (This should be
strips of paper with pupils will play “Pass When do we use the modal may? the overlapping circle at the middle done before the class starts).
questions. The pupils the Ball”. They may sing, or When do we sue the modals can their similarities and in the outer are Instruct the pupils to check if their
will play “Pass the Ball”. recite a poem while passing and may? their differences. tables have stars. If it has, he/she
They may sing, or recite a the ball to each will answer the question.
poem while passing the classmate. When the teacher
ball to each tells the pupils to stop,
classmate. When the whoever holding the ball
teacher tells the pupils to he/she will answer the
stop, whoever holding question.
the ball he/she will Answer the following:
answer the question. 1. What are the elements of
Answer the following: the literary texts?
1. What are the elements 2. What is a theme?
of the literary texts? 3. What is a setting?
2. What is a theme? 4. Give examples of
3. What is a setting? characters.
4. Give examples of 5. What is a plot? What are
characters. the parts of a plot?
5. What is a plot? What
are the parts of a plot?
I. Evaluating learning Evaluation Evaluation Evaluation Evaluation Evaluation
The teacher The teacher reads the Study each expression. Put a check
reads the short story and short story and instructs the Look at each picture. (/) in the column whether the Choose from the tree the correct
instructs the pupils to fill pupils to fill in the blanks to Complete each sentence by writing expression is formal or informal. word to complete the sentences.
in the blanks to complete the may or can on each blank. Sentence Forma
Informal
complete the statement. (Refer in LM Do and s l
statement. (Refer in LM Learn) 1. I
Do and Learn) would be
The theme of the story is grateful
The theme of the story is ______________________ 1. Carlo ________ write a letter to if you
_____________________ The story happened in his friend. could
_ _________________________ reply
The story happened in ____. early.
_____________________ The characters 2. Nice to
________. were_____________________ meet
The characters ___. 2. You ________ go home now. you. See
were________________ The problem started when ya.
________. _________________________ 3. Please 1. Jacob almost fell down because
____. let me his shoelaces were _____________.
The problem started It was solved when know 2. My dad was not able to fit the
when _________________________ when entire luggage into the truck of our
3. Susie ________ help her teacher.
_____________________ ______. you will car so he had to
________. be ________ it.
It was solved when 3. Monica was a _____________
_____________________ available. child, always helpful and kind.
__________. 4. The schoolchildren ___________ 4. I’ll see 4. A sudden __________ in the far
sing our national anthem. you corner of the room made her turn in
soon. that direction.
5. Don’t 5. The burnt pot roast had a very
forget to ___________ odor.
call me.
5. A dog ________ barks if it sees a
stranger.
J. Additional activities for Assignment Assignment Assignment Assignment Assignment

application or Present the Present the details of Cut a picture or draw your answers Pretend that a friend and you are
remediation details of your favorite your favorite fairy tale using in each circle. Then use it in your attending to a birthday party. Write Pref Root
fairy tale using the the elements of the literary own sentence. a dialog between the two of you New Word Meaning
ix Word
elements of the literary texts. Write your 1. Something you can do on a about the event in the party. Use
un-
texts. Write work in your notebook. weekday formal and informal English in your
re-
your work in your dialog.
notebook. Complete the table below.
Root New
2. Something you may do on Prefix Meaning
Word Word
weekends. un-
re-
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
80% above ___ of Learners who earned 80%
earned 80% in the above
evaluation
B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for additional activities for remediation activities for remediation activities for remediation activities for remediation
require additional
remediation
activities for remediation
who scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
work? No. of learners
the lesson lesson
who have caught up with
the lesson
D. No. of learners who ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
to require remediation require remediation remediation remediation remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies worked well?
___ Games ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized materials did I
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
use/discover which I views of the locality views of the locality views of the locality views of the locality views of the locality
wish to share with other __ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? used as Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
School: Grade Level: V
GRADES 1 to 12 Teacher: ROSA HILDA P. SANTOS Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: JUNE 25-29, 2018 (WEEK 4) Quarter: 1ST QUARTER
WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

June 25, 2018 June 26, 2018 June 27, 2018 June 28, 2018 June 29, 2018
VII. OBJECTIVES
D. Content Standards
1.understanding of whole numbers up to 10 000 000.
2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions
E. Performance Standards
1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.
2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical
problems and real-life situations.
F. Learning a.Find the common factors and the GCF of two – four numbers using continuous a.Identify the multiples of a given number
Competencies/Objective division b.Find the common multiples and LCM of two – four numbers
s b.Compute the GCF of the given numbers using continuous division using continuous division
Write the LC code for M5NS-Id-68.2/Page 54 of 109 c.Write the LCM of the given numbers using continuous division
each M5NS-Id-69.2/ Page 54 of 109
VIII. CONTENT Finds the common factors and the GCF of two - four numbers using continuous Finds the common multiples and LCM of two - four numbers using
division continuous division
IX. LEARNING
RESOURCES
C. References
5. Teacher’s Guide
pages
6. Learner’s Material DLP Gr. 5 Module 9 DLP Gr. 5 Module 11
pages BEAM LG Gr. 6 – NumberTheory BEAM LG Gr. 6 – NumberTheory
Lesson Guide in Elem.Math Gr. 5 p.33, Gr. 6 p.148 Lesson Guide in Elem.Math Gr. 5 p.44, Gr. 6 p.151
7. Textbook pages
8. Additional Materials
from Learning
Resource (LR) portal
D. Other Learning strips of cartolina, boxes, Flaglets, flash cards flashcards, strips of cartolina, coins, boxes, ruler
Resources
X. PROCEDURES
K. Reviewing previous A.Preliminary Activities 1.Drill
lesson or presenting Game – Skip Counting
1.Drill
the new lesson Mechanics:
Game – Flaglets Race a.Divide the pupils into 4 groups.
b.Flash the cards one at a time and say,
Have a drill on the basic multiplication facts
“Give the next three numbers in the
using the game “Flaglets Race” sequence.”
Example:
Mechanics:
a.Divide the class into four groups. The 0, 3, 6, 9, ___, ____
leader gets the flags.
The first group, who can give the correct
b.The teacher will flash the number written answer, earns a point.
c.The game continues until all cards
in the cartolina strips.
have been flashed. The group with the
c.Ask the first member of each group to most number of points wins the game.
Review
give the factors of the number.
Review how to use the listing method to
d.The pupil who raises the flag first, gives
get the LCM of the given number.
the answer. The team gets the point if the
List some multiplies of two given
answer is correct. For every correct
numbers.
answer, a flag is attached to a maze until a
Write the common multiplies.
team reaches the finish line. If the answer
The smallest common multiple is the
is incorrect, the pupil from the other team
LCM
will give his/her answer.
3 6 9 12 15 21 24 27
e.The team whose flaglets reach the finish 4 8 12 16 20 24 28 32
line first wins the contest.
Divide the class into 4 groups. Let each
group get the strip of cartolina and
2.Review
complete the given chart. Get the LCM
Game – Climbing the Ladder “Reach for the
using Listing method.
Star”
Numbers LCM
Mechanics:
a.Divide the pupils into 2 groups. 1) 6
b.Flash the cards with numbers. 10
c.The pupils identify the number whether it
2) 10
is prime or composite numbers. The first
21
pupil who answers correctly climbs one
3) 9
step of the ladder.
12
d.The group who first reaches the top is the
4) 8
winner.
40
L. Establishing a purpose 3.Motivation 3.Motivation

for the lesson Show a picture of a girl helping her
Show a picture of a boy and a girl
mother in their garden. Ask the pupils to
tell something about the picture. Elicit the collecting used plastic bottles. Ask the
value of helpfulness.
pupils to tell something about the
Ask: how do you show helpfulness at
home? In school? Is it good to be helpful? picture. Elicit the value of recycling used
Why?
objects.
Ask: What are the objects that can be
recycle? What do you do in the used
objects like plastic bottles, used papers,
glass bottles etc,. What are the good
effects of recycling in our environment?
M. Presenting 1.Presentation 1.Presentation
examples/instances of Present this problem to the class.
Present this problem to the class.
the new lesson Have the pupils read the problem. Then
ask: What did Richard and Francis
collected? What does the problem ask
for? How will you solve for the answer
to the problem? Can you think of ways
to solve it?
Have the pupils read the problem.

Then ask: How many bougainvillea plants
were sold? How many rose plants were
sold? What do Kendra and her mother
needs to do with the bougainvillea plants
and rose plants? How will you solve for the
answer to the problem?
a.Using the same given numbers 36 and 60,
find the GCF by using continuous division.
b.Guide the pupils to get the GCF of the
given numbers.
•Ask the pupil to write the number
horizontally.
36 60
•What prime number can divide 36 and
60? (12)
2 36 60
•Ask the pupils to divide the numbers by
the given prime number. Write the
quotients below the dividends.
2 36 60
18 30
•Continue the process until none of the
numbers have a common divisor.
2 36 60
2 18 30
3 9 15
3 5
Therefore the GCF is 2 x 2 x 3 = 12.
•What is the GCF of 36 and 60?
•How did you get the GCF of 36 and 60?
By getting the product of all the prime
divisor or the common factors, we obtain
the GCF of the given numbers.
N. Discussing new concepts Performing the Activities 2.Performing the Activities
and practicing new skills Group the pupils into 4 working teams and Group the pupils into 5 groups. Give
#1 have them perform the task using each group a Manila paper and pentel
continuous division. pen for their solutions and answer s.
1.Richard bakes 42 cupcakes and 54 Tell the pupils that there are three ways
cookies. He plans to pack them separately of getting the LCM the listing, prime
in small boxes. What is the biggest factorization and the continuous
number of cupcakes and cookies that can division.
be placed in boxes if these are ofPrime divisors
the same
number? are (2 x 3) 8 1 2 3 4 4 5 6 7 8 8 9
Solution: 2 42 54 GCF is 6
6 4 2 0 8 6 4 2 0 8 6
3 21 27
7 9
1 2 3 4 6 7 8 9 1 1 1 1
2.There are 12 grade V and 18 grade VI 2 4 6 8 0 2 4 6 0 2 3 4
pupils who will join the basketball team.
8 0 2 4
What is the greatest number of Grade V
and Grade VI pupils that can be grouped
Prime divisors
together if all pupils are to be included?
Solution: 2 12 18 are (2 x 3) 1.By Listing Method
3 4 6 GCF is 6
2 3 2.By Prime Factorization
8 =2x2x2
1. If the numbers are 12 = 2 x 2 x 3
81 and 99, what is LCM = 2 x 2 x 2 x 3
the GCF?
Solution: 3 81 99 3.Using the same given numbers 8 and
Prime divisors
3 9 33 12, find the multiples and the LCM by
are (3 x 3)
using continuous division.
3 11
GCF is 9 Guide the pupils to get the multiples
and the LCM of the given numbers.
3Name the common factors of 39, 65, 2 8 12
117 2 4 6 Therefore the LCM is 2
Solution: x 2 x 2 x 3 =.24
13 39 65 117 Prime 2 3
13 5 9 divisor is 13 •What is the LCM of 8 and 12?
GCF is 13 •How did you get the LCM of 8 and 12?
By getting the product of all the prime
divisor and the last set of quotients we
4.Find the GCF of 25 75 105 120 get the Least Common Multiples (LCM).
Solution: 5 25 75 105 120
Prime
divisor is 5
5 15 21 2 GCF is 5
O. Discussing new concepts 3.Processing the Activities 3.Processing the Activities

and practicing new skills Ask the groups to present and discuss their Let the groups present their outputs.
#2 answers on the board. Ask: How did you solve the correct
Expected answer: answer? Which multiples are common
• We solved problem by continuous to 8 and 12? What is the smallest
division, we multiply the prime divisors to multiple common to 8 and 12?
get the GCF. Expected answer:
•We solved problem by listing method
•We get the LCM using prime
factorization
•We solved problem using continuous
division; getting the product of all the
prime divisor and the last set of
quotients we get the Least Common
Multiples (LCM).
P. Developing mastery 4.Reinforcing the 4.Reinforcing the
(Leads to Formative Concepts/Lesson
Concepts/Lesson
Assessment 3) Discuss the
A.Discuss the presentation on top presentation on page 4
of LM Math Grade 5,
of page 1 of LM Math Grade 5.
and then give the
B.Have the pupils do the following following exercises.
A. Find the least
activities.
common multiples of
the following pairs of
C.Find the common factors and the numbers using
continuous division.
GCF of the following pairs of
a)25 and 50
numbers using continuous division. b)b) 7 and 14
c)c) 4, 6, 8, and 9
a)50 and 100
d)6 , 9 and 18
b) 66 and 99 c)
e)e) 3, 8 and 15
9, 27 and 81
f)f) 7, 9, 21 and 63
d)12 , 16 and 24 Ask pupils to work on
exercises A and B under
Get Moving on pages 4
e) 18, 30 and 42 and 5 LM Math Grade
5. Check the pupils’
Ask pupils to work on exercises A
answers. For mastery,
and B under Get Moving on pages have them answer the
exercises under Keep
1 and 2 LM Math Grade 5. Check
Moving on page 5 of
the pupils’ answers. For mastery, LM Math Grade 5.
Check on the pupils’
have them answer the exercises A
answers.
and B under Keep Moving on page
2 and 3 of LM Math Grade 5. Check
on the pupils’ answers.
Q. Finding practical 6.Applying to New and Other 6.Applying to New and
applications of concepts Other Situations
Situations
and skills in daily living Have the pupils do the
Have the pupils do the exercises exercises under Apply
Your Skills on page 5,
under Apply Your Skills on page 3
LM Math Grade 5.
LM Math Grade 5. Encourage Encourage some pupils
to show and discuss
some pupils to show and discuss
their answers.
their answers.
60 90 105 195
R. Making generalizations 5.Summarizing the Lesson 5.Summarizing the
and abstractions about Lesson
Summarize the lesson by asking:
the lesson Summarize the lesson
What is Greatest Common Factor by asking:
(GCF) of two given number?
How do we find the Greatest What is Least Common
Multiple (LCM) of two
Common Factor (GCF) of two given
given number?
numbers using continuous How do we find the
Least Common Multiple
division?
(LCM) of two given
•Greatest Common Factor or GCF numbers using
continuous division?
is the biggest factor common to
•Least Common
two numbers. Multiple (LCM) is the
smallest non-zero
Continuous division is done
number that is a
following the steps below: multiple of all the
numbers in the set.
•Write the number horizontally
Continuous division in
and find a prime number that will finding the LCM is done
following the steps
divide the numbers, if possible.
below:
•Divide by that prime number and •Write the number
horizontally and find a
write the quotients below the
prime number that will
dividends. Copy any numbers not divide the numbers, if
possible.
divided below them.
•Divide by that prime
•Continue the process until no two number and write the
quotients below the
numbers have a common prime
dividends. Copy any
divisor. numbers not divided
below the dividend.
•Multiply all the prime divisors
•Continue the process
common to the given numbers to until no two numbers
have a common prime
get the GCF.
divisor.
•Multiply all the prime
divisors and the last set
of quotients to get the
LCM
S. Evaluating learning 1. C.Assessment C.Assessment
Find the Greatest Common Factor Find the Least Common
(GCF) of the given pairs of numbrs Multiple (LCM) of the
by continuous division. given pairs of numbers
1)16 and 24 by continuous division.
5) 18, 27 and 36 1)12 and 18
2)11 and 99
9) 48, 56, 64 and 72 3)5, 10 and 30
2)20 and 30 4)4, 5 and 16
6) 36, 45 and 66 10) 5)9, 54, 90 and 108
27, 45, 63, and 81
3)21 and 35/7) 36, 60, 84 and 108
4)32 and 40 / 8) 12, 16, 24 and 36
T. Additional activities for D. Home Activity Provide the following

application or Remediation exercise. You may give
remediation Provide the following exercise. more.
You may give more. Find the LCM of the
Find the GCF of the following following numbers.
numbers. 1) 3 4 6
1) 9 12/ 3) 18 24 32 3) 4 6
5) 21 28 12
35 42 2 2 3 5 4) 3 6 15
2) 15 20
4) 13 39 52
6) 10 12 14 18
XI. REMARKS
XII. REFLECTION
H. No. of learners who ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned
80% above ___ of Learners who earned 80% above 80% above
earned 80% in the
evaluation
I. No. of learners who ___ of Learners who require ___ of Learners who require additional activities for ___ of Learners who require additional ___ of Learners who require additional activities for ___ of Learners who require
additional activities for remediation activities for remediation remediation additional activities for
require additional
remediation remediation
activities for remediation
who scored below 80%
J. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught
work? No. of learners
up the lesson lesson up the lesson
who have caught up with
the lesson
K. No. of learners who ___ of Learners who continue ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who
to require remediation remediation remediation remediation continue to require
continue to require
remediation
remediation
L. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration well:
strategies worked well?
___ Games ___ Games ___ Games ___ Games ___ Group collaboration
Why did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Power Point Presentation
activities/exercises activities/exercises activities/exercises activities/exercises ___ Answering preliminary
___ Discussion ___ Discussion ___ Discussion ___ Discussion activities/exercises
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Discussion
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Case Method
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
Poems/Stories Poems/Stories Poems/Stories Poems/Stories ___ Rereading of Paragraphs/
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Discovery Method
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Lecture Method Why?
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn
Cooperation in doing their Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks ___ Group member’s
tasks Cooperation in doing their
tasks
M. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my
principal or supervisor __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
N. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books
use/discover which I views of the locality views of the locality views of the locality views of the locality from
wish to share with other __ Recycling of plastics to be __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as __ Recycling of plastics to be used as Instructional views of the locality
teachers? used as Instructional Materials Materials Instructional Materials Materials __ Recycling of plastics to be
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition used as Instructional
__Fashcards __Fashcards __Fashcards __Fashcards Materials
__Pictures __Pictures __Pictures __Pictures __ local poetical composition
__Fashcards
__Pictures
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Materials undergo changes due Materials undergo changes due Materials undergo changes due Materials undergo changes Materials undergo changes
to oxygen and heat to oxygen and heat to oxygen and heat due to oxygen and heat due to oxygen and heat
B.Performance Standards Uses local, recyclable solod Uses local, recyclable solod Uses local, recyclable solod Uses local, recyclable solod Uses local, recyclable solod
and/or liquid materials in and/or liquid materials in making and/or liquid materials in making and/or liquid materials in and/or liquid materials in
making useful products useful products useful products making useful products making useful products
C.Learning Competencies/Objectives Investigate changes that happen Enumerate signs when material Enumerate signs when materials Classify changes that occur as Explain specific changes
in materials due to application undergo physical and chemical undergo physical and chemical to physical and chemical that occur as to physical
of change change due to application of changes and chemical
heat due to presence/lack of oxygen. heat. change
II.CONTENT Changes that materials undergo Changes that materials undergo Changes that materials undergo Changes that materials Changes that materials
undergo undergo
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Curriculum Guide S5MT-Ic-d-2 Curriculum Guide S5MT-Ic-d-2 Curriculum Guide: S5MT-Ic-d-2 Curriculum Guide for Grade 5 Curriculum Guide S5MT–
S5MT-Ic-d-2 Ic-d-2
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource matchstick clay pot candle, candle holder, Pictures. Flashcards, Worksheet, table, activity sheet activity sheet
scratch paper bond paper matchstick, glass, apple matchstick iron nail with rust, metacards video clip
2 tablespoons of white or candles, an empty tin can, ice,
refined sugar light bulb graphic organizer
Stove calamansi juice
IV.PROCEDURES
A.Reviewing previous lesson or Review Let pupils sing the song: G. Review G. Review Review
presenting the new lesson Distribute the pieces of scratch Let pupils give examples of Signs of physical and chemical Jumbled words. Write “P” for Physical or a
paper to the class. Ask them to changes that happen in materials change due to presence and (Teacher will distribute the “C” for Chemical, to
manipulate it to show physical due to application of heat. absence of oxygen envelope containing indicate the type of
change through metacards) change that is taking place.
Arrange the jumbled phrase 1. ___ digestion of food
to form the science ideas. 2. ___ cutting of wood
Paste 3. ___ melting of butter
your work on the manila 4. ___ ripening of fruits
paper. 5. ___ water evaporating
B.Establishing a purpose for the lesson The teacher will perform a What chemical changes do you Activity: Word Wizard! FACT or BLUFF. What physical or chemical
simple demonstration of always eat? Say: I have here words 5 sets of Say: I am going to give change do you like most?
burning paper. jumbled letters. Arrange the statements about properties
jumbled letters to form the of materials.
words which we will be using in Direction: Raise the word
out activity later. The meaning of FACT if the statement is
the words serves as your correct and
clue. BLUFF if it is not.
OUBTSINCOIN – igniting or fire FACT 1. Liquid freezes into
ERETUTMEPRA – hotness or solid such that you can hold
coldness water.
OOTS- dirt BLUFF 2. Due to physical
PERISPIATTE – to become change, the sweet sugar may
separated from a liquid turn
EVERRISLEB – able to be changed sour or bitter.
back to original form FACT 3. To dry clothes, liquid
evaporates into gas called
water
vapor.
BLUFF 4. There is no new
substance formed when
carbon
dioxide and water become
food in the leaves of a
plant.
FACT 5. Melting of candle is a
change from solid to liquid.
C.Presenting Examples/ instances of Predict what will happen if we 1. Divide the class into four Exploration: Present the new lesson: 1. Divide the class into five
the new lesson heat white sugar in a pot. groups. 1. Preparation Say: Today, we are going to groups.
2. Recall the standards in doing a. Setting of standards. categorize changes that occur 2. Have the group
the activity. b. Group the pupils into 5 and in materials. representative present the
3. Let the pupils do the activity. distribute the activity sheets. result of the activity.
4. Instruct them to answer the c. Check for the completeness of 3. Let the pupils explain
guide questions after the activity the materials brought by the and understand the
5. Activity Proper pupils for the activity. specific changes occur in
d. Explain the directions in doing physical and chemical
the activity. change.
2. Introduce the lesson: signs 4. Clarify misconceptions
when materials undergo physical when needed
and chemical change due to
application of heat.
3. Activity Proper (Group Activity)
a. Supervise the pupils while they
are doing the activity
D.Discussing new concepts and 1. Ask the group to share some G. Presentation of group Group activity A. Preparation 1. Let the learners report
practicing new skills #1 of their predictions and outputs. Let each group 1. Gather the materials their output
observations regarding the present their work in needed for the activity.
activity Class 2. Distribute the materials to
the group.
B. Group Activity
1. Setting activity standards.
2. Performing the activity.
E. Discussing new concepts and 2. Answer the follow up a. What have you observed from Have the group representative A. Group reporting and How does physical and
practicing new skills #2 questions: the burning candle when it is present the results of the presentation chemical change differ?
a. Did the sugar change its a. uncovered? activity. Two (2) minutes may be b. From the activity what
color? Describe it. b. covered? given to each group materials underwent
b. Did its phase change? b. What helps the candle presentation. physical change? Chemical
c. What are the indications that continue burning? Explain change
the sugar really underwent c. What changes took place in the
chemical change? candle?
d. Is there a new product d. What happened to the sliced
formed? apple exposed to the air and
e. What were the changes that soaked
occur in sugar due to application in water?
of heat? e. What changes took place in
f. Are your predictions correct? both of the halves of the sliced
apple?
f. What physical change(s) occur?
g. What chemical change(s)
occur?
h. What condition contribute to
these changes?
i. Have you observed rusting of
iron window grills, why do you
think
this change occur?
j. To what elements are iron
window grills exposed to?
k. What do you think are the
reasons of rusting?
Ask pupils their knowledge on
the following
a. camote turns brown after
peeling and exposing it to air.
b. Plants wilted when left inside
the room
c. milk sours after a period of
times
F.Developing Mastery Performing the activity Can you enumerate signs when What caused the materials to What changes took place in What are the specific
materials undergo physical change? the materials during physical changes manifested by the
and chemical change due What happened to the change? materials during physical
presence of oxygen? matchstick when rubbed on a How will you describe and chemical change?
How about the signs when rough materials in chemical change?
materials undergo changes surface? What are the evidences that
due to lack of oxygen? What made the material chemical change takes place?
continue burning? How do you differentiate
Was there an energy released physical from chemical
while the matchstick is change?
burning?
What energy was released?
Is there a new material
formed? Can it be brought back
to
its original form?
What was formed at the
bottom of the can?
What changes happened to the
candle?
Materials
What causes the materials to
change?
What is produced?
What are the signs that the
materials undergo change?
Can it be brought back to its
original form?
Matchstick
Burning candle and tin can
Ice
Can it be brought back to its
original form?
How would you describe the ice
before placing outside?
What happened to the after
placing outside?
Was there a change in taste
and color?
What change took place? Can it
be brought back to its
original form?
G.Finding Practical application of 1. Is formation of bubbles an a. How will you prevent the Ask: What are the signs of For five minutes, observe Draw Changes in materials.
concepts and skills in daily living indication of chemical change? rusting of iron grills? Explain physical and chemical change some changes that take place Identify the type of change
2. When burning a paper, what b. You are planning to grill tilapia when heat is applied? in our and
are the new products formed? and 25osit what will you do to Say: Let us summarize the things school ground. Record it then the properties that
speed that you learned by completing classify as to physical change changed based on your
the burning of charcoal? Why? this graphic organizer. and drawing.
chemical change. Write the procedure or
process on how change
occurs.
H.Making generalization and A chemical change occurs to Background Information for What are the two types of What are the specific
abstraction about the lesson materials when heat is applied. How do materials undergo Teachers: changes that materials changes that happen to
Change in color, taste and odor, chemical change? When a matchstick is rubbed undergo? physical and chemical
production of smoke, ash, against a rough surface, friction is change?
bubbles, fire, new products and produced. The matchstick is
even heat are the indications of kindled. Its color
chemical change. SIGNS OF CHANGES IN
MATERIALS
PHYSICAL
CHEMICAL
Application
What is the importance of
burning charcoal to a barbeque
vendor?
5. Evaluation
Identify the signs of change that
are evident in each picture.
G. Roug h wood 2. Finished
wood
changes into black. Smoke, heat
and ashes are produced. These
are new substances formed
during combustion. They become
irreversible. Soot or dirt is formed
under the can when it is placed
over the lighted candle. Heat is
also transferred through
conduction. Both the burned
matchstick and ash on the heated
tin can are products of chemical
change.
In placing the ice outside, its solid
phase and shape becomes liquid.
But no new material is formed. It
is physical change.
When heat is applied to materials
that undergo physical change,
they change in shape, texture,
phase and temperature. On the
other hand, when heat is applied
to materials that undergo
chemical change, color, odor and
temperature also change
I.Evaluating learning Encircle the letter of the correct Identify the sign when materials Identify the signs of change that Classify the following changes Below is a list of changes in
answer undergo change in each of the are evident in each picture in materials as to chemical or matter. Under the Physical
following physical. Change or Chemical
situation below: 1. Fruit juice becomes Change, write PC if the
alcoholic drinks. material underwent
2. A liquid turns into gas when Physical Change and CC if
it is heated. Chemical Change in each
Changes in Materials of the item listed. Identify
Chemical Change the specific change and
Physical Change write it in column under
3. Banana turns sweet. Specific Change
4. Mother bakes your favorite
cookies.
5. Plastics and nylon stockings
are made from organic
materials
J.additional activities for application or Home Connection: Answer the following questions: Draw pictures that exhibit signs Observe ten (10) changes that Answer the following
remediation Materials: cotton, calamansi 1. Aside from camote, what other of physical and chemical change took place in your community. questions
juice, bond paper, light bulb/ foods turns brown when exposed Record G. What benefit can
fluorescent to air? them, then classify as to people get from
bulb/emergency light 2. What will you do to leftover physical or chemical change. the following
What to do: foods to avoid spoilage? situations?
1. Use calamansi juice and swab evaporation of water
of cotton to write words or draw burning of wood
pictures on a bond paper. Etc.
2. Hold the paper near a light
bulb for 3-5 minutes.
Safety Note: Be sure not to hold
the paper too near the heat
source (light bulb), as the paper
may burn.
Question: What changes happen
to the materials?
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
___ of Learners who earned 80% above above above
the evaluation
B.No.of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
activities for remediation activities for remediation activities for remediation additional activities for remediation additional activities for
additional activities for remediation
remediation
C.Did the remedial work? No.of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
learners who have caught up with the
lesson lesson lesson lesson the lesson
lesson
D.No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
remediation remediation remediation require remediation require remediation
require remediation
E.Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why did these work?
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F.What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can
helpme solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did used/discover which I
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
wish to share with other teachers? views of the locality views of the locality views of the locality views 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 used as __ Recycling of plastics to be used as __ Recycling of plastics to be
Instructional Materials Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
Teacher: Learning Area: MAPEH
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards recognizes the musical symbols recognizes the musical symbols The learner… The learner… The learner . . .
and demonstrates understanding and demonstrates understanding
of concepts pertaining to rhythm of concepts pertaining to rhythm demonstrates understanding of demonstrates understanding demonstrates
lines, shapes, and space; and the of mental emotional, and understanding of
principles of rhythm and balance social health concerns participation and
through drawing of archeological assessment of physical
artifacts, houses, buildings, and activity and physical
churches from historical periods fitness
using crosshatching technique to
simulate 3-dimensional and
geometric effects of an artwork.
B. Performance Standards performs with a conductor, a performs with a conductor, a The learner… The learner… The learner . . .
speech chorus in simple time speech chorus in simple time
signatures signatures creates different artifacts and practices skills in managing participates and assesses
1. choral 1. choral architectural buildings in the mental, emotional and social performance in physical
2. instrumental 2. instrumental Philippines and in the locality health concerns activities.
using crosshatching technique, assesses physical fitness
geometric shapes, and space,
with rhythm and balance as
principles of design.
puts up an exhibit on Philippine
artifacts and houses from
different historical periods
(miniature or replica).
C. Learning responds to metric pulses of responds to metric pulses of creates illusion of space in 3- recognizes signs of healthy describes the skills involved
Competencies/Objectives music heard with appropriate music heard with appropriate dimensional drawings of and unhealthy relationships in the games
Write the LC code for each conducting gestures conducting gestures important archeological artifacts
seen in books, museums H5PH-Id-12 P5GS-Ib-2
MU5RH-Ih-5 MU5RH-Ih-5 (National Museum and its
branches in the Philippines, and
in old buildings or churches in
the community.
A5PR-If
II. CONTENT Musical Symbols and Concepts Musical Symbols and Concepts Pagguhit ng 3 dimensiyonal na Mga Palatandaan ng Mabuti at Paglinang ng Power
1. Notes and Rests 1. Notes and Rests imahen ng mga gusali, lumang Di-Mabuting Pakikipag-
2. Meters 2. Meters bahay at simbahan sa ating ugnayan sa Iba
3. Rhythmic Patterns 3. Rhythmic Patterns bansa.
4. Simple Time Signatures 4. Simple Time Signatures
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Umawit at Gumuhit 5
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources lapis at bond paper
IV. PROCEDURES
A. Reviewing previous lesson Pangkatin ang mga note at rest Pangkatin ang mga note at rest Ang mga sinaunang bagay o Ayusin ang mga pantig na nasa Pagpapakita ng larawan
or presenting the new gusali ay bahagi ng kultura ng card at buuin ang salita. Ipaskil
upang makabuo ng rhythm ayon upang makabuo ng rhythm ayon
lesson ating bansa. Kabilang dito ang ang mga ito sa pisara.
sa time signature sa time signature mga mosque at ang simbahan,
mga lumang bahay, pati na rin
ang mga museo at ilang
tanggapan.
B. Establishing a purpose for the Pagkilala sa time signature. Pagkilala sa time signature. Nakagagawa ng 3 dimensyonal na Ibigay ang mga palatandaan ng mapaunlad ang kalusugan sa
lesson pamamagitan ng paglahok sa
imahe ng mga gusali sa ating mabuti at di-mabuting
mga gawaing sumusubok
bansa noong unang panahon. pakikipag-ugnayan sa iba. dito tulad ng paglalaro.
(A5PR-If)
C. Presenting examples/instances Suriin ang iskor ng awiting “Baby Suriin ang iskor ng awiting “Baby Pagpapakita ng mga larawan ng Tignan at suriin ang mga Paglaro ng bandera
of the new lesson Seeds”. Seeds”. mga sinaunang gusali sa bansa. larawan. Sagutin ang kasunod challenge
na mga tanong.
Basahin ang titik ng awit. Basahin ang titik ng awit.
Tungkol saan ang awit? Tungkol saan ang awit?
D. Discussing new concepts and 1. Ang museo ay isang lugar o Ang pakikipag-ugnayan ay Ang power ay ang
practicing new skills #1 gusali na pinaglalagakan ng mga maaaring mabuti o di-mabuti. kakayahang makapagpalabas
Ang ay may time Ang ay may time bagay na may kinalaman sa Ang mabuting pakikipag- ng lakas nang mabilisan base
signature na dalawahan ang signature na dalawahan ang kasaysayan at mga bagay na may ugnayan/pakikisalamuha sa sa kombinasyon ng lakas at
bilang ng kumpas. Ito ay bilang ng kumpas. Ito ay kinalaman sa sining at siyensiya. iba ay nagdudulot ng bilis ng pagkilos. Maaari
karaniwang iniuugnay sa kilos o karaniwang iniuugnay sa kilos o Kabilang na sa mga museo sa kasiyahan itong maipalabas ng mga
galaw na pang martsa. Ang galaw na pang martsa. Ang Pilipinas ay ang “National samantalang ang di-mabuting kalamnan (muscles) sa iba’t
bilang nito ay 1-2│1-2│1-2│. bilang nito ay 1-2│1-2│1-2│. Museum” o Pambansang Museo pakikipag-ugnayan ay ibang parte ng katawan tulad
Napapangkat ang mga bilang na Napapangkat ang mga bilang na na itinakda ng pamahalaan nagdadala ng kalungkutan. ng mga kamay, braso, hita,
ito sa pamamagitan ng ito sa pamamagitan ng bilang espesyal na lagakan ng binti, paa, at iba pa.
paglalagay ng barline. paglalagay ng barline. mga pamana ng bansa. Dito Naipakikita ito sa mga
nakatago ang mahalagang gawain tulad ng pagtalon
kagamitan na ginamit ng mga nang mataas, pagpukol sa
unang Pilipino at mga dakilang bola ng baseball, paghagis ng
bayani ng bansa. bola nang malayuan, pagsipa
2. Mga lumang bahay na ginawa nang malakas, pagtulak o
daang taon na ang nakalilipas sa paghila sa isang bagay, at iba
ibat-ibang dako ng Pilipinas ay pa. Ang madalas na
karaniwang yari sa bato at pakikilahok sa ganitong tipo
adobe. Ang mga bintana ay ng mga gawain ay mainam
malalaki at pinapa lamutian ng na paraan upang mapaunlad
kapis.Malalaki ang mga pinto. ang power ng kalamnan. Mas
Maluluwang ang mga silid magiging maigi ang
kabilang dito ay lumang bahay ni pagpapalabas ng power kung
Heneral Emilio Aguinaldo sa ito ay gagawin nang
Kawit Cavite. mabilisan. Ang bilis ng
3. Lumang simbahan at mosque. pagkilos kasama ng lakas na
Ang unang simbahan o parokya ibubuhos dito ay maaaring
sa Maynila ay ang ‘Manila magresulta sa malakas na
Metropolitan Cathedral” na power.
itinatag noong 1571. Ang mga pagsubok sa
(Sumangguni sa LM, Alamin) sangkap (component) ng
physical fitness na ito ay
kinabibilangan ng mga
kilalang pagsubok tulad ng
Standing Long Jump, Vertical
Jump, at iba pa. Sa mga
ganitong pagsubok
nalalaman kung ang estado
ng mga kalamnan (muscles)
ay naaayon sa itinakda. Mas
mabuti para sa kalusugan
kung ang resulta o iskor na
iyong makukuha ay mataas o
may kataasan.
E. Discussing new concepts and Pangkatang Gawain Pangkatang Gawain Magpabuo sa bata sa Laruin ang larong “Raise a Red Ang ibig sabihin ng mataas o
practicing new skills #2 pamamagitan ng karton o Flag”. may kataasang resulta o
popsicle sticks ng isang gusali na Makinig ng mabuti sa mga iskor sa pagsubok sa
nagustuhan upang maipakita ang kaisipang babasahin ng guro. puwersa ay mas maiging
tatlong dimensiyonal na imahe. Ibigay ang mga paraan at paggawa ng mga
(Sumangguni sa LM, Gawain) panuntunan sa paglalaro. gawaingnangangailangan
nito. Kung mas maigi mong
magagawa ang mga gawaing
nangangailangan ng power,
nangangahulugang mas
mahusay ang lagay ng iyong
kalusugan pagdating sa
sangkap (component) ng
physical fitness.
Kailangang masanay ang
iyong katawan sa mga
gawaing lilinang o
magpapaunlad sa iyong
muscular power upang
maging handa sa mga
pangangailangan ng
anumang gawain. Sa iyong
Physical Fitness Passport
Card, ang layunin mo ay
mapaunlad ang markang
iyong nakuha sa Vertical
Jump. Sa pamamagitan ng
pakikilahok sa mga gawain sa
mga aralin sa yunit na ito
hanggang sa huling yunit,
maaaring malinang o
mapaunlad ang power.
F. Developing mastery Pangkatang Gawain Pangkatang Gawain 1. Paano mo ilalarawan ang Pagmasdan ang mga larawan Alamin ang mga bagay na
(Leads to Formative Assessment panuntunan sa pangangalaga ng at alamin ang mensaheng kailangan sa paglalaro ng
3) mga antigo at sinaunang gusali? ipinararating nito. Isulat sa kickball.
2. Bakit dapat pangalagaan ang notebook ang iyong sagot.
mga antigo o sinaunang
gusali?
G. Finding practical applications of Ano-anong mga gawain ang higit Ano-anong mga gawain ang higit Paano mo mapapangalagaan ang Pangkatang Gawain Pangkatang Gawain
concepts and skills in daily living na nakatulong sa pag-unawa ng na nakatulong sa pag-unawa ng mga antigo o sinaunang gusali sa
aralin? aralin? ating bansa?
H. Making generalizations and Ang rhythmic pattern ay ang Ang rhythmic pattern ay ang (Sumangguni sa LM, Tandaan) Ilahad ang mga natutunan sa Ang paglinang ng power ay
abstractions about the lesson pinagsama-samang mga note at pinagsama-samang mga note at mahalaga para mas maiging
aralin.
rest na naaayon sa isang rest na naaayon sa isang magawa ang mga gawaing
nakatakdang time signature. nakatakdang time signature. nangangailangan nito. Ang
mga gawain tulad ng
pagtalon nang mataas,
pagpapagulong, pagsipa, at
paghagis sa bola sa kickball
ay mainam na mga paraan
upang malinang o
mapaunlad ang power. Mas
mainam kung madalas na
gagawin ang mga gawaing
tulad nito. Malalaman ang
pag-unlad ng power sa
pamamagitan ng post-test.
I. Evaluating learning Buuin ang sumusunod na Buuin ang sumusunod na (Sumangguni sa LM,Suriin) Paano ka magkakaroon ng Suriin ang iyong pakikilahok
hulwaran at lagyan ng kaukulang hulwaran at lagyan ng kaukulang mabuting pakikipag- sa kickball. Lagyan ng tsek (/)
note o rest ang bawat puwang. note o rest ang bawat puwang. ugnayan/pakikisalamuha sa kung Oo at ekis (x) kung
iba? Hindi.
Ilagay sa loob ng organizer ang
iyong sagot.
J. Additional activities for Gumuhit ng nota gamit ang time Gumuhit ng nota gamit ang time Magdala ng mga sumusunod. Sumangguni sa LM ______. Sumangguni sa LM ______.
application or remediation signature. signature. 1. Manila Paper
2. Krayon
3. Lapis
V. REMARKS
VI. REFLECTION
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 Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
worked well? Why did these __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
work? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. What difficulties did I encounter Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking
which my principal or __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong naranasan:
supervisor can help me solve? kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo. __Kakulangan sa makabagong
__Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng kagamitang panturo.
bata. bata. bata. mga bata. __Di-magandang pag-uugali ng
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga mga bata.
bata bata bata bata __Mapanupil/mapang-aping
__Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga bata
bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng
__Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa mga bata lalo na sa pagbabasa.
ng makabagong teknolohiya ng makabagong teknolohiya ng makabagong teknolohiya kaalaman ng makabagong __Kakulangan ng guro sa
__Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan teknolohiya kaalaman ng makabagong
__Kamalayang makadayuhan teknolohiya
__Kamalayang makadayuhan
G. What innovation or localized __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
materials did I use/discover presentation presentation presentation presentation presentation
which I wish to share with other __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
__Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning __Community Language
teachers?
__Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” Learning
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Ang “Suggestopedia”
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task Based
__Instraksyunal na material
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG

I. LAYUNIN
A. Pamantayang Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…
Pangnilalaman naipamamalas ang naipamamalas ang mapanuring naipamamalas ang mapanuring naipamamalas ang mapanuring naipamamalas ang
mapanuring pag-unawa at pag-unawa at kaalaman sa pag-unawa at kaalaman sa pag-unawa at kaalaman sa mapanuring pag-unawa at
kaalaman sa kasanayang kasanayang pangheograpiya, ang kasanayang pangheograpiya, kasanayang pangheograpiya, ang kaalaman sa kasanayang
pangheograpiya, ang mga mga teorya sa pinagmulan ng ang mga teorya sa pinagmulan mga teorya sa pinagmulan ng pangheograpiya, ang mga
teorya sa pinagmulan ng lahing Pilipino upang ng lahing Pilipino upang lahing Pilipino upang teorya sa pinagmulan ng
lahing Pilipino upang mapahahalagahan ang konteksto mapahahalagahan ang mapahahalagahan ang konteksto lahing Pilipino upang
mapahahalagahan ang ng lipunan/ pamayanan ng mga konteksto ng lipunan/ ng lipunan/ pamayanan ng mga mapahahalagahan ang
konteksto ng lipunan/ sinaunang Pilipino at ang pamayanan ng mga sinaunang sinaunang Pilipino at ang kanilang konteksto ng lipunan/
pamayanan ng mga sinaunang kanilang ambag sa pagbuo ng Pilipino at ang kanilang ambag ambag sa pagbuo ng kasaysayan pamayanan ng mga
Pilipino at ang kanilang ambag kasaysayan ng Pilipinas sa pagbuo ng kasaysayan ng ng Pilipinas sinaunang Pilipino at ang
sa pagbuo ng kasaysayan ng Pilipinas kanilang ambag sa pagbuo ng
Pilipinas kasaysayan ng Pilipinas
B. Pamantayan sa Pagaganap Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…
naipamamalas ang naipamamalas ang pagmamalaki naipamamalas ang pagmamalaki naipamamalas ang pagmamalaki naipamamalas ang
pagmamalaki sa nabuong sa nabuong kabihasnan ng mga sa nabuong kabihasnan ng mga sa nabuong kabihasnan ng mga pagmamalaki sa nabuong
kabihasnan ng mga sinaunang sinaunang Pilipinogamit ang sinaunang Pilipinogamit ang sinaunang Pilipinogamit ang kabihasnan ng mga
Pilipinogamit ang kaalaman sa kaalaman sa kasanayang kaalaman sa kasanayang kaalaman sa kasanayang sinaunang Pilipinogamit ang
kasanayang pangheograpikal pangheograpikal at pangheograpikal at pangheograpikal at mahahalagang kaalaman sa kasanayang
at mahahalagang konteksto ng mahahalagang konteksto ng mahahalagang konteksto ng konteksto ng kasaysayan ng pangheograpikal at
kasaysayan ng lipunan at kasaysayan ng lipunan at bansa kasaysayan ng lipunan at bansa lipunan at bansa kabilang ang mga mahahalagang konteksto ng
bansa kabilang ang mga kabilang ang mga teorya ng kabilang ang mga teorya ng teorya ng pinagmulan at pagkabuo kasaysayan ng lipunan at
teorya ng pinagmulan at pinagmulan at pagkabuo ng pinagmulan at pagkabuo ng ng kapuluan ng Pilipinas at ng bansa kabilang ang mga
pagkabuo ng kapuluan ng kapuluan ng Pilipinas at ng lahing kapuluan ng Pilipinas at ng lahing Pilipino teorya ng pinagmulan at
Pilipinas at ng lahing Pilipino Pilipino lahing Pilipino pagkabuo ng kapuluan ng
Pilipinas at ng lahing Pilipino
C. Mga Kasanayan sa Pagkatuto NO CLASS ( HOLIDAY) Naipaliliwanag ang teorya sa Naipaliliwanag ang teorya sa Naipaliliwanag ang teorya sa SUMMATIVE TEST
(Isulat ang code ng bawat EDIL’FTR pagkakabuo ng kapuluan at pagkakabuo ng kapuluan at pagkakabuo ng kapuluan at
kasanayan) pinagmulan ng Pilipinas batay sa pinagmulan ng Pilipinas batay sa pinagmulan ng Pilipinas batay sa
teoryang Bulkanismo at teoryang Bulkanismo at teoryang Bulkanismo at
“Continental Shelf” “Continental Shelf” “Continental Shelf”
AP5PLP-Id-4 AP5PLP-Id-4 AP5PLP-Id-4

II. NILALAMAN Pinagmulan ng Pilipinas at mga Pinagmulan ng Pilipinas at mga Pinagmulan ng Pilipinas at mga
Sinaunang Kabihasnan Sinaunang Kabihasnan Sinaunang Kabihasnan
Mga teorya sa Pagkabuo ng Mga teorya sa Pagkabuo ng Mga teorya sa Pagkabuo ng
Kapuluan ng Pilipinas Kapuluan ng Pilipinas Kapuluan ng Pilipinas
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng p. 14-17 p. 14-7 p. 14-17
Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk Pilipinas Bilang Isang Bansa p. Pilipinas Bilang Isang Bansa p. Pilipinas Bilang Isang Bansa p. 38-
38-42 38-42 42
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo Laptop, batayang aklat, larawan Laptop, batayang aklat, larawan Laptop, batayang aklat, larawan ng
ng bulkan at tulay na lupa, mapa ng bulkan at tulay na lupa, mapa bulkan at tulay na lupa, mapa ng
ng daigdig ng daigdig daigdig
III. PAMAMARAAN
A. Balik-aral sa nakaraang Pagbabalik aral tungkol sa Pagbabalik aral tungkol sa Pagbabalik aral tungkol sa Pilipinas
aralin at/o pagsisimula ng Pilipinas biang isang Pilipinas biang isang biang isang archiepelago
bagong aralin archiepelago archiepelago
B. Paghahabi sa layunin ng aralin Sa aralling ito at natatalakay ang Sa aralling ito at natatalakay ang Sa aralling ito at natatalakay ang
mga teorya ukol sa pagkabuo ng mga teorya ukol sa pagkabuo ng mga teorya ukol sa pagkabuo ng
kapuluan ng Pilipinas at kapuluan ng Pilipinas at kapuluan ng Pilipinas at mababatid
mababatid din ang mga mababatid din ang mga din ang mga paliwanang ng
paliwanang ng siyentipiko paliwanang ng siyentipiko siyentipiko tungkol sa pagkabuo
tungkol sa pagkabuo ng Pilipinas tungkol sa pagkabuo ng Pilipinas ng Pilipinas sa kasalukuyan nitong
sa kasalukuyan nitong anyo sa kasalukuyan nitong anyo anyo
C. Pag-uugnay ng mga halimbawa Magpakita ng larawan tugkol sa Magpakita ng larawan tugkol sa Magpakita ng larawan tugkol sa
sa bagong aralin mga pinagulan ng kapuluan ng mga pinagulan ng kapuluan ng mga pinagulan ng kapuluan ng
Pilipinas Pilipinas
Pilipinas
D. Pagtatalakay ng bagong Magpakita at ipabasa sa mga Magpakita at ipabasa sa mga Magpakita at ipabasa sa mga bata
konsepto at paglalahad ng bata ang isang alamat na bata ang isang alamat na ang isang alamat na pinagmulan
bagong kasanayan #1 pinagmulan ng Pilipinasa at pinagmulan ng Pilipinasa at ng Pilipinasa at ipasagot ang ilan
sa mga tanong kaugnay rito
ipasagot ang ilan sa mga tanong ipasagot ang ilan sa mga tanong 1. Ano ang iyong masasabi
kaugnay rito kaugnay rito tungkol sa alamat?
1. Ano ang iyong masasabi 1. Ano ang iyong 2. Kapanipaniwala baa ng
tungkol sa alamat? masasabi tungkol sa mga alamat tungkol sa
2. Kapanipaniwala baa ng alamat? pinagmulan ng Piliinas?
mga alamat tungkol sa 2. Kapanipaniwala baa ng a. lupa
pinagmulan ng Piliinas? mga alamat tungkol sa
pinagmulan ng Piliinas?
E. Pagtatalakay ng bagong Magpakita ng mga larawan Ipanood sa mga bata ang aktwal
konsepto at paglalahad ng tungkol sa mga teorya sa na pagputok ng
bagong kasanayan #2 pagkabuo ng kapuluan ng bulkanhttps://youtu.be/-6G-
Pilipinas. nHlPvHc
Halimbawa: mapa ng daigdig, - Ilahad ang mga teorya:
bulkan, siyentista at tulay na lupa Continental drift
theory, bulkanismo at
tulay na lupa
- Ipakita ang mga
larawan nito
F. Paglinang sa Kabihasan Talakayin ang 3 teorya na Talakayin ang 3 teorya na Talakayin ang 3 teorya na
(Tungo sa Formative nagpapaliwanag sa pinagmulan nagpapaliwanag sa pinagmulan nagpapaliwanag sa pinagmulan ng
Assessment) ng kapuluan ng Pilipinas ng kapuluan ng Pilipinas kapuluan ng Pilipinas
a. Teoryang continental d. Teoryang continental g. Teoryang continental drift
drift drift h. Teoryang bulkanismo
b. Teoryang bulkanismo e. Teoryang bulkanismo i. Teorya ng tulay na lupa
c. Teorya ng tulay na lupa f. Teorya ng tulay na lupa Ipabasasa mga bata ang
Ipabasasa mga bata ang mga teorya ukol sa
mga teorya ukol sa Ipabasasa mga bata pagbuo ng kapuluan ng
pagbuo ng kapuluan ng ang mga teorya ukol sa Pilipinas sa pahina 40-41
Pilipinas sa pahina 40- pagbuo ng kapuluan ng sa batayang aklat
41 sa batayang aklat
- Pilipinas sa pahina 40-
41 sa batayang aklat
G. Paglalaapat ng aralin sa pang- Hatiin ang mga bata sa tatlong Hatiin ang mga bata sa tatlong Hatiin ang mga bata sa tatlong
araw-araw na buhay grupo. Bawat pangkat ay bubuo grupo. Bawat pangkat ay bubuo grupo. Bawat pangkat ay bubuo ng
ng Tsart ng Paghahambing na ng Tsart ng Paghahambing na Tsart ng Paghahambing na kung
kung saan ipaliliwanag ang kung saan ipaliliwanag ang saan ipaliliwanag ang tatlong
tatlong teorya batay sa hiningi ng tatlong teorya batay sa hiningi teorya batay sa hiningi ng
talahanayan. Isulat nila sa mga ng talahanayan. Isulat nila sa talahanayan. Isulat nila sa mga
meta strip na ibibigay ng guro. mga meta strip na ibibigay ng meta strip na ibibigay ng guro.
Bago magsimula ay ilahad muna guro. Bago magsimula ay ilahad Bago magsimula ay ilahad muna
ang rubriks sa pagmamarka ng muna ang rubriks sa ang rubriks sa pagmamarka ng
paghahambing pagmamarka ng paghahambing paghahambing
Pangkat 1 – teoryang continental Pangkat 1 – teoryang Pangkat 1 – teoryang continental
drift continental drift drift
Pangkat 2 – teoryang bulkanismo Pangkat 2 – teoryang Pangkat 2 – teoryang bulkanismo
o pacific theory bulkanismo o pacific theory o pacific theory
Pangkat 3 – Teoryang tulay na Pangkat 3 – Teoryang tulay na Pangkat 3 – Teoryang tulay na lupa
lupa lupa Teorya paliwan patunay
Teorya paliwan patunay Teorya paliwan patunay at ag
at ag at ag siyentist
siyentist siyentist ang
ang ang naghain
naghain naghain ng
ng ng teorya
teorya teorya
H. Paglalahat ng Arallin Itanong sa mga bata: Itanong sa mga bata: Itanong sa mga bata:
1. Ano ang mga kaalaman 4. Ano ang mga kaalaman 6. Ano ang mga kaalaman at
at kasanayan ang madali at kasanayan ang kasanayan ang madali
mong natutuhan mula madali mong mong natutuhan mula sa
sa aralin? natutuhan mula sa aralin?
2. Anong mga kaalaman at aralin? 7. Anong mga kaalaman at
kasanayan mula sa 5. Anong mga kaalaman kasanayan mula sa aralin
aralin ang nahihirapan at kasanayan mula sa ang nahihirapan kang
kang matutuhan? aralin ang nahihirapan matutuhan?
3. May pinaniniwalaan k kang matutuhan? May pinaniniwalaan k aba sa mga
aba sa mga tinalakay na May pinaniniwalaan k aba sa tinalakay na teroya tungkol sa
teroya tungkol sa mga tinalakay na teroya tungkol pinagmula ng Pilipinas?Ipaliwanag
pinagmula ng sa pinagmulan ng Pilipinas? ang sagot
Pilipinas?Ipaliwanag ang Ipaliwanang ang sagot
sagot
I. Pagtataya ng Aralin Pagtukoy sa konsepto. Pagtukoy sa konsepto. Pagtukoy sa konsepto.
Isulat sa ¼ na papel ang Isulat sa ¼ na papel ang Isulat sa ¼ na papel ang
konseptong hinihingi sa konseptong hinihingi sa konseptong hinihingi sa
bawat bilang. bawat bilang. bawat bilang.
______1. Tawag sa ______1. Tawag sa ______1. Tawag sa
supercontinent sa supercontinent sa supercontinent sa
sinasabing pinagmulan sinasabing pinagmulan sinasabing pinagmulan ng
ng Pilipinas. ng Pilipinas. Pilipinas.
_____ 2. Teoryang
tungkol sa unti-unting _____ 2. Teoryang tungkol sa _____ 2. Teoryang tungkol sa unti-
unti-unting paggalaw ng mga unting paggalaw ng mga kalupaan
paggalaw ng mga
kalupaan mula sa isang mula sa isang supercontinent.
kalupaan mula sa isang supercontinent.
supercontinent.
J. Karagdagang gawain para sa Suriin ang mga pares ng Suriin ang mga pares ng Suriin ang mga pares ng
takdang-aralin at remediation pangungusap. Isulat ang S kung pangungusap. Isulat ang S kung pangungusap. Isulat ang S kung ito
ito ay nagsasaad ng sanhi at B ito ay nagsasaad ng sanhi at B ay nagsasaad ng sanhi at B kung
kung ito ay bunga. Isulat ang kung ito ay bunga. Isulat ang ito ay bunga. Isulat ang inyong
inyong sagot sa kwaderno. inyong sagot sa kwaderno. sagot sa kwaderno.
1. ________ Patuloy ang 1. ________ Patuloy ang 1. ________ Patuloy
pagtambak ng mga pagtambak ng mga ang pagtambak ng
volcanic na material sa volcanic na material sa mga volcanic na
ilalaim ng karagatan ilalaim ng karagatan material sa ilalaim ng
_______ Unti –unting _______ Unti –unting lumitaw karagatan
lumitaw ang mga pulo ang mga pulo sa karagatan na
sa karagatan na siyang siyang bumuo ng kapuluan. _______ Unti –unting lumitaw ang
mga pulo sa karagatan na siyang
bumuo ng kapuluan.
bumuo ng kapuluan.
IV. Mga Tala
V. Pagninilay
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
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
pagtuturo nakatulong ng __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
lubos? Paano ito nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
F. Anong suliranin ang aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking
naranasan na solusyunan sa __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong naranasan:
tulong ng aking punungguro at kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo. __Kakulangan sa makabagong
__Di-magandang pag-uugali ng __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga kagamitang panturo.
superbisor?
mga bata. bata. bata. bata. __Di-magandang pag-uugali ng
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga bata mga bata.
bata bata bata __Kakulangan sa Kahandaan ng mga __Mapanupil/mapang-aping
__Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. mga bata
mga bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng __Kakulangan sa Kahandaan ng
__Kakulangan ng guro sa __Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman makabagong teknolohiya mga bata lalo na sa pagbabasa.
kaalaman ng makabagong ng makabagong teknolohiya ng makabagong teknolohiya __Kamalayang makadayuhan __Kakulangan ng guro sa
teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan kaalaman ng makabagong
__Kamalayang makadayuhan teknolohiya
G. Anong kagamitang panturo __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video
ang aking nadibuho na nais presentation presentation presentation __Paggamit ng Big Book presentation
kong ibahagi sa mga kapwa ko __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Paggamit ng Big Book
__Community Language Learning __Community Language Learning __Community Language Learning __Ang “Suggestopedia” __Community Language
guro?
__Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __ Ang pagkatutong Task Based Learning
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Instraksyunal na material __Ang “Suggestopedia”
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task Based
Teacher: Learning Area: EPP – H.E.
DAILY LESSON LOG

I. LAYUNIN
A. Pamantayang Pangnilalaman naipamamalas ang pang-unawa sa kaalaman at kasanayan sa mga “gawaing pantahanan” at Weekly Test
tungkulin at pangangalaga sa sarili
B. Pamantayan sa Pagaganap naisasagawa ang kasanayan sa pangangalaga sa sarili at gawaing pantahanan na nakatutulong sa
pagsasaayos ng tahanan
C. Mga Kasanayan sa Pagkatuto 1.Nasusunod ang batayan 1.Nasusunod ang batayan ng 1.Naipapakita ang maayos na Natutupad ang mga tungkulin sap
(Isulat ang code ng bawat ng tamang pamamalantsa. tamang pamamalantsa. pag-upo, pagtayo, at paglakad, ag-aayos ng tahanan
kasanayan) 2.Naipapakita ang wastong 2.Naipapakita ang wastong wastong pananamit, at magalang EPP5 HE-0d-10
paraan ng pamamalantsa at paraan ng pamamalantsa at na pananalita
wastong paggamit ng wastong paggamit ng plantsa 2.Naisasaugali ang pagkain ng
plantsa EPP5HE-0d-8/ Page 22 of 41 mga masustansyang pagkain,
EPP5HE-0d-8/ Page 22 of 41 pag-iwas sa sakit
at di mabuting mga gawain sa
kalusugan
EPP5HE-0d-9/ Page 22 of 41
II. NILALAMAN Ang Pamamalantsa ng Ang Pamamalantsa ng Damit Pagpapanatiling Maayos na Tindig Tungkulin sa Pag-aayos ng
Damit Tahanan
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
Pang-Mag-aaral
3. Mga pahina sa Teksbuk Makabuluhang Gawaing Makabuluhang Gawaing
Pantahanan at Pantahanan at Pangkabuhayan
Pangkabuhayan V Texbook: V Texbook: Umunlad
Umunlad sa Paggawa V
sa Paggawa V
4. Karagdagang Kagamitan mula
sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo : Plaskards, larawan ng mga : Plaskards, larawan ng mga Larawan ng batang maayos ang tsart, larawan ng maayos at
kagamitan sa kagamitan sa pamamalantsa, tindig, kumakain ng malinis na bahay larawan ng
pamamalantsa, masustansyang isang makalat
Pagkain, nag-eehersisyo At maruming tahanan
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Panimulang Pagtatasa Panimulang Pagtatasa Panimulang Pagtatasa PANIMULANG PAGTATASA
at/o pagsisimula ng bagong Ipasagot sa mga mag-aaral ang Ipasagot sa mga mag-aaral ang
aralin Panimulang Panimulang sumusunod: mga sumusunod:
Pagtatasa Pagtatasa Lagyan ng tsek ( / ) kung tama 1. Bakit kailangan maging
ang isinasaad ng pangungusap, at maayos at maganda ang ating
Panimulang Pagtatasa Panimulang Pagtatasa ekis ( x ) kung mali. tahanan?
Ipasagot sa mga mag-aaral Ipasagot sa mga mag-aaral ang _____1. Ugaliing umupo at 2. Sino-sino ang dapat
ang sumusunod na sumusunod na tumayo nang maayos. gumanap sa mga tahanan?
tanong tanong _____2 Walang halaga ang tubig
sa kalusugan ng isang tao.
1. Anong G ang inaalis sa 1. Anong G ang inaalis sa _____3.Ang pag-eehersisyo ay
pamamalantsa?__________ pamamalantsa?_____________ nakatutulong sa kalusugan kung
_______ ____ isinasagawa nang
2.Anong K ang ibang tawag 2.Anong K ang ibang tawag sa Regular.
sa plantsahan?________________ _____4. Higit na mahabang oras
plantsahan?_____________ 3.Saang O dapat alisin ang plug ng pahinga ang kailangan ng mga
___ ng plantsa?_______________ lumalaking mga
3.Saang O dapat alisin ang 4.Anong B ang nagpapainit ng Bata.
plug ng lumang plantsa?_____________ _____5. Ang grow foods ay
plantsa?_______________ 5.Anong T ang tinitiyak sa nagbibigay ng init at lakas sa
4.Anong B ang nagpapainit plantsa bago katawan.
ng lumang magsimula?_________
plantsa?_____________
5.Anong T ang tinitiyak sa Anong G ang inaalis sa
plantsa bago pamamalantsa?_____________
magsimula?_________ ____
.
Anong G ang inaalis sa
pamamalantsa?__________ Anong T ang tinitiyak sa plantsa
_______ bago magsimula?_________
.
Anong T ang tinitiyak sa

plantsa bago
magsimula?_________
B. Paghahabi sa layunin ng aralin A.Pangganyak A.Pangganyak A. APagganyak.
1.Ganyakin ang mga mag- 1.Ganyakin ang mga mag-aaral .Pangganyak
aaral sa pamamagitan ng sa pamamagitan ng pagpapakita Pangganyak
pagpapakita ng larawan ng ng larawan ng isang batang Pangganyak Pagpapakita ng dalawang
isang batang nakasuot ng nakasuot ng lukot o gusot na Magpakita ng dalawang larawan: larawan.
lukot o gusot na damit. damit. isang batang kaaya-aya ang tindig a.a Isang maayos at malinis na
Itanong: Paano ang Itanong: Paano ang gagawin at tuwid na nakatayo at isang bahay
gagawin upang maging upang maging maganda sa mag-aaral na hukot ang tayo. b.Isang makalat at maruming
maganda sa paningin ng iba Bigyan ng pagkakataon ang mga tahanan
at maginhawa ang isusuot paningin ng iba at maginhawa bata na pag-aralan ang mga .
nating damit? ang isusuot nating damit? larawan. Kung handa na, papiliin
ang mga bata ng larawang gusto Isang maayos at malinis na
nilang talakayin. bahay
Isang makalat at maruming

tahanan
Isang maayos at malinis na

baha.
Isang makalat at maruming

tahanan
Itanong: Alin sa dalawang
larawan ang nagustuhan ninyo?
Bakit?
C. Pag-uugnay ng mga halimbawa B.Paglalahad B.Paglalahad B.Paglalahad Paglalahad

sa bagong aralin .Ipakilala ang kahulugan ng .Ipakilala ang kahulugan ng Ipabasa ang Alamin Natin sa LM Ipabasa ang Alamin Natin sa LM
pamamaplantsa bilang isang pamamaplantsa bilang isang
paraan ng pag-aalis sa mga paraan ng pag-aalis sa mga lukot
lukot sa damit na dulot ng sa damit na dulot ng paglalaba
paglalaba upang maibalik upang maibalik ito sa dating
ito sa dating hugis at anyo hugis at anyo na matatagpuan
na matatagpuan sa Alamin sa Alamin Natin sa LM
Natin sa LM
D. Pagtatalakay ng bagong Talakayin ang wastong Talakayin ang wastong Talakayin ang tamang ayos ng .Magtalakayan sa tulong ng mga
konsepto at paglalahad ng pamamalantsa na nasa pamamalantsa na nasa Linangin sarilin tindig sumusunod:
bagong kasanayan #1 Linangin Natin sa LM Natin sa LM 1.Anu-ano ang naidudulot ng
. . pagsasagawa ng kusang-loob sa
anumang tungkulin ng mag-aral
Anu-ano ang mga tuntuning Anu-ano ang mga tuntuning sa pag-aayos ng tahanan?
dapat sundin sa dapat sundin sa pamamalantsa 2.Matiwasay ba ang pamumuhay
pamamalantsa upang higit upang higit na mapabuti ang kung ang bawat tungkulin sa pag-
na mapabuti ang mga damit mga damit na pinalantsa? aayos ng tahanan ay natutupad
na pinalantsa? ng bawat miyembro ng pamilya?
Bakit?
E. Pagtatalakay ng bagong Pagpapalalim ng kaalaman Pagpapalalim ng kaalaman C.Pagpapalalim ng Kaalaman C.Pagpapalalim ng Kaalaman
konsepto at paglalahad ng 1.Pumili ng tatlong mag- 1.Pumili ng tatlong mag-aaral na Ipagawa ang Linanagin Natin sa a.Ipabasa ang Linangin Natin sa
bagong kasanayan #2 aaral na magpapakita ng magpapakita ng wastong LM LM
wastong hakbang sa hakbang sa pamamalantsa at b.Magtalakayan sa tulong ng mga
pamamalantsa at ang ibang ang ibang mag-aaral ay sumusunod:
mag-aaral ay masusing masusing magmamasid.
magmamasid.
2.Pagkatapos gamitin ng 2.Pagkatapos gamitin ng mga 1.Ano ang kahalagahan ng
mga mag-aaral ang mga mag-aaral ang mga wastong pagtupad sa tungkulin ng bawat
wastong hakbang sa hakbang sa pamamalantsa, kasapi ng mag-anak?
pamamalantsa, maghanap maghanap sila ng partner upang 2.Anu-ano ang mga tungkulin ng
sila ng partner upang ipakita ipakita ang nayaring Gawain. bawat kasapi ng mag-anak?
ang nayaring Gawain. 3.Alamin kung naunawaan ang 3.Anu-ano ang tungkulin ng
3.Alamin kung naunawaan aralin. Sagutin ang mga magulang sa kaniyang mag-anak?
ang aralin. Sagutin ang mga sumusunod na tanong.
sumusunod na tanong. a.Anu-ano ang mga kagamitang
a.Anu-ano ang mga kailangang gamitin sa
kagamitang kailangang pamamalantsa?
gamitin sa pamamalantsa? b.Anu-ano ang mga wastong
b.Anu-ano ang mga hakbang sa pamamalantsa?
wastong hakbang sa Anu-ano ang mga tuntuning
pamamalantsa? dapat sundin sa pamamalantsa
Anu-ano ang mga tuntuning upang higit na mapabuti ang
dapat sundin sa mga damit na pinalantsa
pamamalantsa upang higit
na mapabuti ang mga damit
na pinalantsa
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang- Pagsasanib Pagsasanib
araw-araw na buhay Pagsasanib Pagsasanib MAPEH Edukasyong Pagkakatao
Edukasyong Edukasyong Pagpapakatao Isa-isahin ang mga ehersisyong Ano ang nadarama mo
Pagpapakatao Anong pag-uugali ang ginagawa sa asignaturang pagkatapos magampanan ang
Anong pag-uugali ang ipinakikita sa ginawang pagpapalakas ng katawan. Alin sa mga tungkulin sa pag-aayos ng
ipinakikita sa ginawang pamamalantsa? mga ito ang sa palagay ninyo ay tahanan?
pamamalantsa? nakapagpapanatili ng maayos na
tindig?
H. Paglalahat ng Arallin E.Paglalahat E.Paglalahat E.Paglalahat Paglalahat
Bakit mahalagang Bakit mahalagang matutong Ano ang maidudulot ng wastong Ipabasa ang Tandaan Natin sa LM
matutong mamalantsa ng mamalantsa ng damit o pagtayo,pag-upo at paglakad?
damit o kasuotan? kasuotan? Ano ang kauganayan ng
masustansyang pagkain sa
pagpapanatili ng maayos na
tindig?
I. Pagtataya ng Aralin Pangwakas na Pangwakas na Pangwakas na Pagtataya PANGWAKAS NA PAGTATAYA
Pagtataya Pagtataya Ipagawa ang Gawin Natin sa Ipasagot ang Gawin Natin sa LM
LM
Pangwakas na Pagtataya Pangwakas na Pagtataya
Sagutan ang Gawin Natin sa LM
Sagutan ang Gawin Natin sa
LM
J. Karagdagang gawain para sa Pagpapayamang Gawain Pagpapayamang Gawain Pagpapayaman ng Gawain: PAGPAPAYAMANG GAWAIN
takdang-aralin at remediation Ipagawa ang Pagyamanin Ipagawa ang Pagyamanin Natin Ipagawa ang Pagyamanin Natin Ipagawa ang Pagyamanin Natin
Natin sa LM sa LM sa LM sa LM
IV. Mga Tala
V. Pagninilay
nakakuha ng 80% sa pagtataya
nakaunawa sa aralin
pagtuturo nakatulong ng lubos? __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
Paano ito nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
F. Anong suliranin ang aking Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
naranasan na solusyunan sa naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong
tulong ng aking punungguro at __Kakulangan sa makabagong kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo.
kagamitang panturo. __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng
superbisor?
__Di-magandang pag-uugali ng bata. bata. bata. mga bata.
mga bata. __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga
__Mapanupil/mapang-aping bata bata bata bata
mga bata __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng
__Kakulangan sa Kahandaan ng bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa.
mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman
__Kakulangan ng guro sa ng makabagong teknolohiya ng makabagong teknolohiya ng makabagong teknolohiya ng makabagong teknolohiya
kaalaman ng makabagong __Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan
teknolohiya
G. Anong kagamitang panturo ang __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
aking nadibuho na nais kong presentation presentation presentation presentation presentation
ibahagi sa mga kapwa ko guro? __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
__Community Language __Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning
Learning __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
__Ang “Suggestopedia” __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
Teacher: Learning Area: ESP
DAILY LESSON LOG

I. LAYUNIN
A. Pamantayang Naipamamalas ang pagunawa sa kahalagahan ng pagkakaroon ngmapanuring pag-iisip sa pagpapahayag at pagganap ng anumang gawain na may
Pangnilalaman kinalaman sa sarili at sa pamilyang kinabibilangan
B. Pamantayan sa Pagaganap Naisasabuhay ang pagkakaroon ng tamang pag-uugali sa pagpapahayag at pagganap ng anumang gawain.
C. Mga Kasanayan sa Pagkatuto Nakapagpapakita ng kawilihan at positibong saloobin sa pag-aaral; pakikinig, pakikilahok sa pangkatang gawain, pakikipagtalakayan at pagtatanong. (EsP5PKP-Ic-d-29)
(Isulat ang code ng bawat
Pahina 26 ng 79
kasanayan)
pakikinig pakikilahok sa pangatang Gawain pakikipagtalakayan pagtatanong
II. NILALAMAN Pagkabukas ng Isipan (Open-mindedness)

KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
Pang-Mag-aaral
3. Mga pahina sa Teksbuk
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo aklat, sagutang papel, lapis,
tsart, activity cards
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga AlaminNatin (Day 1)
halimbawa sa bagong aralin
1.Ihanda ang mga mag-aaral
sa pamantayan sa pagbasa at
pakikinig.
D. Pagtatalakay ng bagong 2.Ipabasa at ipaunawa ang
konsepto at paglalahad ng
isang alamat sa Alamin Natin
bagong kasanayan #1
na nasa Kagamitan ng Mag-
aaral.
E. Pagtatalakay ng bagong 3.Ipasagot ang mga tanong sa
konsepto at paglalahad ng Alamin Natin na nasa
bagong kasanayan #2 Kagamitan ng Mag-aaral.
Magkaroon ng talakayan sa
sagot ng mga mag-aaral.
F. Paglinang sa Kabihasan Isagawa Natin(Day 2)
(Tungo sa Formative 1.Ipasagot sa mga mag-aaral
Assessment) ang Gawain 1 sa Isagawa Natin
sa Kagamitan ng Mag-aaral.
Talakayin ang mga kasagutan.
Subuking palabasin mula sa
mga mag-aaral ang kawilihan
at positibong saloobin sa pag-
aral.
G. Paglalapat ng aralin sa pang- 2.Sa Gawain 2, tulungan ang Isapuso Natin (Day 3) Isabuhay Natin (Day 4)
araw-araw na buhay mga mag-aaral na bumuo ng 1.Magkaroon ng maikling pagbabalik-
tatlong pangkat. Ibigay ang aral ng mga gawain. Sa tulong ng guro, 1.Sabihin sa mga mag-aaral ,
panuto o sitwasyon at hayaang ipakita ng mga mag-aaral “Bilang mag-aaral, paano mo
ipaliwanag ang gawain ng kung ano ang tumimo sa kanilang puso maipapakita sa ang kawilihan at
bawat pangkat. Bigyan ng at isip. positibong saloobin sa pag-aaral?
sapat na oras ang bawat Ipatala ang mga sagot sa kanilang
pangkat na maisagawa ang 2.Pagkatapos ng gawain isulat sa kwaderno.
gawain. kanilang Reflection Booklet ang
Sa bahaging ito, kinakailangan kanilang mga natutunan. 2.Iproseso ang sagot ng mag-
mong tulungan ang mga mag- aaral sa paraan ng pag-uusap sa
aaral gamit ang karanasan at harap ng klase.
kaalaman at ilapat ito sa
pamamagitan ng dula-dulaan. 3.Ipapaliwanag ng mga mag-aaral
Kakailanganing gamitin ng sa harap ng klase ang kaniyang
mga mag-aaral ang kanilang sagot upang mabigyang
creative thinking upang pagpapahalaga ang kawilihan at
makabuo o makalikha ng positibong saloobin sa pag-aaral
isang dula-dulaan, balitaan at
rap. Ipatanghal ito sa klase.
Unang Pangkat -Pagsasagawa
ng pamantayan sa pakikinig
sapamamagitan ng rap.
Ikalawang Pangkat - Ipakita
ang tamang gawi sa
pakikilahok sa pangkatang
gawain sa pamamagitan ng
dula-dulaan.
Ikatlong Pangkat -
Pagpapakita o pagsasagawa
ng tamang pakikipagtalakayan
at pagtatanong sa
pamamagitan ng pagbabalita.
H. Paglalahat ng Arallin Isapuso Natin (Day 3)
1.Magkaroon ng maikling pagbabalik-
aral ng mga gawain. Sa tulong ng guro,
hayaang ipakita ng mga mag-aaral
kung ano ang tumimo sa kanilang puso
at isip.
2.Pagkatapos ng gawain isulat sa

kanilang Reflection Booklet ang
kanilang mga natutunan.
3.Ipabasa at ipaliwanag ang Tandaan
Natin. Bigyang-diin at pahalagahan sa
talakayan ang kawilihan at positibong
saloobin sa pag-aaral.
I. Pagtataya ng Aralin Subukin

1.Ipahanda ang papel na sagutan.
2.Ipasagot ang Subukin Natin na

makikita sa Kagamitan ng Mag-
aaral.
3.Iwasto ang maling sagot ng mga

mag-aaral at ito ay talakayin upg
maintindihan nilang mabuti.
4.Bigyang papuri ang mga mag-

aaral na nakakuha ng may apat at
limang sagot dahil sila ay
nagpapatunay na naunawaan o
nagkaroon ng kasanayan sa
pagpapahalagang pinag-usapan.
J. Karagdagang gawain para sa
takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
nakakuha ng 80% sa
pagtataya
nakaunawa sa aralin
pagtuturo nakatulong ng __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
lubos? Paano ito nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
F. Anong suliranin ang aking Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking
naranasan na solusyunan sa naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong naranasan:
tulong ng aking punungguro __Kakulangan sa makabagong kagamitang panturo. panturo. kagamitang panturo. __Kakulangan sa makabagong
kagamitang panturo. __Di-magandang pag-uugali ng __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga kagamitang panturo.
at superbisor?
__Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata bata. __Di-magandang pag-uugali ng
mga bata. __Mapanupil/mapang-aping mga __Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping mga mga bata.
__Mapanupil/mapang-aping bata lalo na sa pagbabasa. bata __Mapanupil/mapang-aping
mga bata __Kakulangan sa Kahandaan ng __Kakulangan ng guro sa kaalaman ng __Kakulangan sa Kahandaan ng mga mga bata
__Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. makabagong teknolohiya bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa __Kamalayang makadayuhan __Kakulangan ng guro sa kaalaman mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng makabagong ng makabagong teknolohiya __Kakulangan ng guro sa
kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan kaalaman ng makabagong
teknolohiya __Kamalayang makadayuhan teknolohiya
__Kamalayang makadayuhan __Kamalayang makadayuhan
G. Anong kagamitang panturo __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video __Pagpapanuod ng video
ang aking nadibuho na nais presentation presentation __Paggamit ng Big Book presentation presentation
kong ibahagi sa mga kapwa ko __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Paggamit ng Big Book __Paggamit ng Big Book
__Community Language __Community Language Learning __Ang “Suggestopedia” __Community Language Learning __Community Language
guro?
Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Ang “Suggestopedia” Learning
__Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material __ Ang pagkatutong Task Based __Ang “Suggestopedia”
__ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task Based
__Instraksyunal na material __Instraksyunal na material
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG

I. Layunin
Naipamamalas ang kakayahan Naipamamalas ang kakayahan at tatas Naipamamalas ang kakayahan sa
Naipamamalas ang iba’t
at tatas sa pagsasalita at sa pagsasalita at pagpapahayag ng mapanuring panood ng iba’t ibang uri
ibang kasanayan upang
A. Pamantayang Pangnilalaman pagpapahayag ng sariling sariling ideya, kaisipan, karanasan at ng media
maunawaan ang iba’t
ideya, kaisipan, karanasan at damdamin
ibang teksto
damdamin
Nakapagtatala ng mga Nakasasali sa isang usapan Nakasasali sa isang usapan tungkol sa Nakagagawa ng movie trailer para sa
B. Pamantayan sa Pagganap kailangang impormasyon o tungkol sa isang paksa isang paksa maikling pelikulang napanood
datos
Nagagamit ang Nagagamit nang wasto ang - Nagagamit nang wasto ang mga Nailalarawan ang tagpuan at tauhan
pangkalahatang mga pangngalan at panghalip pangngalan at panghalip sa pagtalakay ng napanood na pelikula
sanggunian sa pagtatala ng sa pagtalakay tungkol sa tungkol sa sarili,sa mga tao,hayop, (F5PD-Id-g-11)
C. Mga Kasanayan sa Pagkatuto mga mahahalagang sarili,sa mga tao,hayop, lugar,bagay at pangyayari sa paligid
(CODE) impormasyon tungkol sa lugar,bagay at pangyayari sa (F5WG-Ia-e-2)
isang paksa(F5EP-Id-6) paligid (F5WG-Ia-e-2) -Naibabahagi ang isang pangyayaring
nasaksihan o naobserbahan(F5PS-Id-
3.1_
Kailanan ng Pangngalan Kailanan ng Pangngalan Paglalarawan sa mga tauhan at
1. NILALAMAN Masipag na Bata, Isang
Pagbabahagi ng pangyayaring nasaksiha tagpuan ng napanuod na pelikula
Biyaya
o naobserbahan
2. KAGAMITANG PANTURO Aklat,PPT, larawan, metacards
A. Sanggunian
Alab Fil. Manwal ng Guro Alab Fil. Manwal ng Guro pp. Alab Fil. Manwal ng Guro pp. 20 Alab Fil. Manwal ng Guro pp. 16-17
1. Gabay ng Guro (pahina)
pp. 17-18 18
2. Kagamitang Pangmag- Alab Fil. Batayang Akkat Alab Fil. Batayang Akkat pp. Alab Fil. Batayang Akkat pp. 22 Alab Fil. Batayang Akkat pp. 17
aaral pp. 18-20 20-21
3. Teksbuk (pahina)
(LR portal)
https://www.youtube.com/watch?v=
B. Iba Pang Kagamitang Panturo Rz4-EpN-884
Si Buboy ang Masipag na Bubuyog
I. PAMAMARAAN
Ano-ano ang mga kasarian Ano ang naging bunga ng Ano-ano ang tatlong uri ng kailanan ng Ano ang panghalip panaklaw?
ng pangngalan? pagiging masipag ng isang pangngalan? Magbigay ng halimbawa ng
A. Balik-Aral sa Nakaraang
Magbigay ng halimbawa bata? Magbigay ng halimbawa ng bawat isa. pangungusap na may gamit na
Aralin at/o Pagsisimula ng
ng bawat isa. Paano nakamit ni Michael ang Ano ang kahulugan ng panghalip panghalip panaklaw.
Bagong Aralin
kanyang pangarap na makasali panaklaw?
sa Sochi Olympics?
Magpakita ng larawan ng Magsagawa ng laro na “The Bilang pangganyak na gawain, basahin Ano ang pinakapaborito mong
isang bansang may niyebe. boat is sinking” sa klase ang sumusunod na pelikula?
Itanong: Ano kaya ang Ipakita o ipapangkat ang sarili pangungusap, saka sila mag-uunahan Bakit mo ito paborito?
maaring gawing libangan ayon sa sasabihing bilang. sagutin ang amga ito sa kanilang show Ano ang nagustuhan mo sa pelikulang
sa mga bansang may me board. ito?
B. Paghahabi sa Layunin ng
niyebe? 1.Masayang nagkukuwentuhan ang Hingan ang mga mag-aaral ng
Aralin
magkakaklase sa loob ng kanilang silid- kanilang kasagutan upang makuha
aralan. ang interes nila sa aralin.
2.Si Maria ay mabuting ina.
3.Nagtungo kahapon sa bukid ang mag-
pinsan upang magtanim ng palay.
Ipabasa ang Paghandaan Talakayin ang tatlong uri ng Talakayin ang mga sagot ng mag-aaral. Magpanood ng isang maikling
Natin at magkaroon ng kailanan ng pangngalan sa Ipasulat sa pisara ang mga tamang pelikula sa mga bata.
malayang talakayan PAG-ARALAN NATIN sa pahina sagot. Ipanood ang “Si Buboy ang Masipag
tungkol dito. 20.” Mula sa kasagutan ng mga mag-aaral ay na Bubuyog”
talakayin na rin ang mga kailanan ng
Ipakita ang larawan ni pangngalang ginamit at papunan ang
-Ipaskel sa pisara ang pamagat ng
Michael Christian Martinez talahanayan. bilang halimbawa sa
pelikulang panonuorin
susunod na gawain.
Isaha Dalawa Maramih -Pag-usapan ang pamagat
n han an
magkakak -Ano ang pamagat ng pelikula
C. Pag-uugnay ng mga lase
Halimbawa sa Bagong Aralin -Gamit ang prediction chart, ano ang
ina mga tanong na nais ninyong masagot
magpins sa pelikulang papanuorin?
an
Tanon Huling Tunay
g sagot na
sagot
Ano ang inyong natutuhan sa

kuwento?
D. Pagtalakay ng Bagong Ipabasa ang “Karangalan Magbigay ng mga halimbawa Gawin ang PAGSIKAPAN NATIN C. PAGNILAYAN NATIN:
Konsepto at Paglalahad ng Mula sa Niyebe” sa mga ng bawat isa at hayaang Talakayin ang kasagutan ng mga mag-
Bagong Kasanayan #1 pahina 18-19 ng batayang magbigay din ng halimbawa aaral matapos nilang sagutan ang Magbigay ng halimbawa upang higit
(Modelling) aklat ng Alab Filipino. ang mga mag-aaral. gawain. na mapatunayan ang kahalagahan ng
kasipagan sa buhay ng isang tao.
Itanong: Ano ang panghalip panaklaw? Magsagawa ng pangkatang Gawain Tumawag ng mga mag-aaral na
Naniniwala ba kayo na ang Talakayin ito at magbigay ng bilang pangganyak sa aralin. magbahagi ng kanilang sagot.
masipag na bata, ay isang mga halimbawa ng Basahin ang pangungusap at ipatukoy
biyaya? pangungusap gamit ang mga kung anong uri ng kailanan ng
E. Pagtalakay ng Bagong
panghalip panaklaw at pangngalan o panghalip panaklaw na
Konsepto at Paglalahad ng
ipatukoy ang ginamit sa mga ginamit sa pangungusap. Mag-uunahan
Bagong Kasanayan # 2
mag-aaral. ang bawat pangkat na maisulat ito sa
(Guided Practice)
Hal. Nagdiwang ang madla kanilang show me board.
dahil sa nakamit na tagumpay
ni Kyrie Verzosa sa ginanap na
Miss International sa Japan.
Talakayin ang Pag-usapan Pasagutan ang PAGSIKAPAN Gawin ang PAGSIKAPAN NATIN D. PAG-ALABIN NATIN
Natin NATIN A sa pahina 21. Sipiin sa iyong kuwaderno ang Gabayan ang mga mag-aaral upang
Talasalitaan: Ibigay ang talahanayan sa ibaba. Pagkatapos, makagawa ng islogan na nagpapakita
kahulugan ng mga salita at punan ito ng kailanan ng pangngalan. ng pagmamalasakit sa pamayanan.
gamitin ito sa Isahan Dalawa Marami Gamitin ang rubrik sa pagmamarka
F. Paglinang sa Kabihasaan pangungusap. han han ng natapos na islogan.
(Independent) 1. skating 1.ama
(Tungo sa Formative 2. niyebe 2.kapati
Assessment 3) 3. namangha d
4. palaisipan 3.bata
5. suporta 4.guro
6. ibuhos 5.kalaro
7. isasanla
8. sponsor
9. matutubos
10. determinasyon
Ano ang magandang dulot Ano ang kahalagahan ng Sa iyong palagay, bakit mahalaga na Ano ang magadang naidudulot ng
ng pagiging masipag, wastong paggamit ng mga matukoy ang bawat kailanan ng pagiging masipag na bata?
G. Paglalapat ng Aralin sa Pang-
matiyaga, masigasig at kailanan ng pangngalan at pangngalan na ginagamit sa
araw-araw na Buhay
pagkakaroon ng panghalip panaklaw sa pagbuo pangungusap?
(Aplication/Valuing)
determinasyon sa buhay? ng isang pangungusap?
Paano mo ipakikita ang Ano-ano ang tatlong uri ng Ano-ano ang mga kailanan ng Paano mailalarawan ng wasto ang
iyong pagmamalasakit sa kailanan ng pangngalan? pangngalan? mga tauhan at tagpuan?
bansa? Magbigay ng halimbaw ng mga Ano ang panghalip panaklaw?
ito. Sagot:
Upang mailarawan ng wasto ang mga
H. Paglalahat ng Aralin
tauhan at tagpuan, kailangan ng
(Generalization)
masusing panonood sa pelikulang
pinapanood at upang lubos din
maunawaan ang kuwentong
pinapanood.
Pasagutan ang Pag-unawa Piliin ang kailanan ng Ipagawa ang PAGTULUNGAN NATIN sa
sa Binasa. Buuin ang pangngalang may salungguhit. Alab Filipino Batayang Aklat pahina 22.
pangungusap sa bawat Isulat ang sagot sa iyong Gawin Natin 1
bilang. Punan ang patlang kuwaderno. a.Sinu-sino ang mga tauhan sa
ng angkop na salita. Isalat 1.Matapat na naglilingkod ang napanuod ninyo sa pelikula?
ang mga sagot sa iyong dama sa palasyo. b.Ilarawan ang mga tauhan.
I. Pagtataya ng Aralin kuwaderno. 2. Mahal na mahal siya ng
magkapatid na prinsesa. c.Saan ang tagpuan ng pelikula?
1. Bata pa si Michael nang 3. Maging ang hukbo ng mga
makahiligan niya ang kawal ay labis ang paggalang d.Ilarawan ang tagpuan.
________ sa damang ito.
2.Kahit na nakararanas ng 4. May isa pang kapatid ang
______________ daman a kasingbait din niya.
3. Nakabuti sa _________ 5. Naglilingkod naman ito sa
ni Michael ang lamig ng kabataan bilang guro.
skating rink. 6. Ang mga mag-aaral na
4. Ang ___________ ay tinuturuan niya ay masisisgasig
ang kompetisyong na mag-aaral.
itinuring ni Michael na 7. Ang kambal na anak ng
pinakamalaking laban niya kapatid ng dama ay maliliit pa.
bilang skater. 8. Inaalagan ito ng kanilang
5. Kayang-kayang mga magulang.
makipagtagisan ng Pilipino 9. May magandang samahan at
kapag ___________, pagsusunuran ang
________, ____________, sambayanan.
at 10. Labis itong ikinatuwa ng
_____________________. hari at reyna.
J. Karagdagang Gawain Para sa

Takdang-Aralin at
Remediation
II. MGA TALA
III. PAGNINILAY
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 baa ng
remediation? Bilang ng Mag-
aaral na Nakaunawa sa
Aralin.
D. Bilang ng Mag-aaral na
Magpapatuloy sa
Remediation
Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
E. Alin sa mga istratehiyang __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
pagtuturo ang nakatulong ng __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
lubos? Paano ito __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
nakatulong? __Event Map __Event Map __Event Map __Event Map __Event Map
Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
naranasan: naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong
__Kakulangan sa __Kakulangan sa makabagong kagamitang panturo. panturo. kagamitang panturo.
makabagong kagamitang kagamitang panturo. __Di-magandang pag-uugali ng __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata.
panturo. __Di-magandang pag-uugali mga bata. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata
__Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata
F. Anong suliranin ang aking ng mga bata. __Mapanupil/mapang-aping bata lalo na sa pagbabasa. lalo na sa pagbabasa.
__Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng
naranasan na solusyunan sa
mga bata __Kakulangan sa Kahandaan mga bata lalo na sa pagbabasa. makabagong teknolohiya makabagong teknolohiya
tulong ng aking punungguro __Kakulangan sa Kahandaan ng mga bata lalo na sa __Kakulangan ng guro sa __Kamalayang makadayuhan __Kamalayang makadayuhan
at superbisor? ng mga bata lalo na sa pagbabasa. kaalaman ng makabagong
pagbabasa. __Kakulangan ng guro sa teknolohiya
__Kakulangan ng guro sa kaalaman ng makabagong __Kamalayang makadayuhan
kaalaman ng makabagong teknolohiya
teknolohiya __Kamalayang makadayuhan
__Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
presentation presentation presentation __Paggamit ng Big Book __Paggamit ng Big Book
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G. Anong Kagamitang panturo __Community Language __Community Language __Community Language Learning __Ang “Suggestopedia” __Ang “Suggestopedia”
ang aking nadibuho na nais Learning Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
kong ibahagi sa mga kapwa __Ang “Suggestopedia” __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material
ko guro? __ Ang pagkatutong Task __ Ang pagkatutong Task __Instraksyunal na material
Based Based
__Instraksyunal na material __Instraksyunal na material

DLL g5 q1 Week 4 All Subjects (Mam Inkay Peralta)

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DLL g5 q1 Week 4 All Subjects (Mam Inkay Peralta)

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GRADE 5 School: Grade Level: V

Teacher: Learning Area: ENGLISH

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

J. Additional activities for Assignment Assignment Assignment Assignment Assignment

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

L. Establishing a purpose 3.Motivation 3.Motivation

Have the pupils read the problem.

O. Discussing new concepts 3.Processing the Activities 3.Processing the Activities

T. Additional activities for D. Home Activity Provide the following

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

III. LEARNING RESOURCES

Tungkol saan ang awit? Tungkol saan ang awit?

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

AP5PLP-Id-4 AP5PLP-Id-4 AP5PLP-Id-4

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Anong T ang tinitiyak sa

Isang makalat at maruming

Isang maayos at malinis na

Isang makalat at maruming

C. Pag-uugnay ng mga halimbawa B.Paglalahad B.Paglalahad B.Paglalahad Paglalahad

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

II. NILALAMAN Pagkabukas ng Isipan (Open-mindedness)

2.Pagkatapos ng gawain isulat sa

I. Pagtataya ng Aralin Subukin

2.Ipasagot ang Subukin Natin na

3.Iwasto ang maling sagot ng mga

4.Bigyang papuri ang mga mag-

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Ano ang inyong natutuhan sa

J. Karagdagang Gawain Para sa

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