School: Kulaman Central ELemnebtary School Grade Level: V

GRADES 1 to 12 Teacher: CHARLITA L. HEREZO Learning Area: ESP

DAILY LESSON LOG Teaching Dates and
Time: Nov 21-25, 2022(WEEK 4) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao at pagganap ng mga inaasahang hakbang, pahayag at kilos para sa
kapakanan ng pamilya at kapwa
B.Pamantayan sa Pagganap Naisasagawa ang inaasahang hakbang, kilos at pahayag na may paggalang at pagmamalasakit para sa kapakanan at kabutihan ng pamilya at
kapwa
C.Mga Kasanayan sa Pagkatuto Nakabubuo at nakapagpapahayag nang may paggalang sa anumang ideya/opinyon ( EsP5P-IId-e-25) Lingguhang
Pagsusulit
II.NILALAMAN Paggalang sa Anumang Ideya/Opinyon
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG ph. CG ph. CG ph. CG ph. CG ph.
2.Mga pahina sa kagamitang pang-mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo tsart o tarpapel ng kwento, tsart o tarpapel ng kwento, activity tsart o tarpapel ng kwento, tsart o tarpapel ng
activity sheets, manila paper, sheets, manila paper, pentel pen, activity sheets, manila paper, kwento, activity
pentel pen, flaglets na may flaglets na may iba’t ibang kulay pentel pen, flaglets na may sheets, manila
iba’t ibang kulay iba’t ibang kulay paper, pentel pen,
flaglets na may
iba’t ibang kulay
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o Paano naipapakita ang Magbalik-aral sa
pagsisimula ng bagong aralin paggalang sa mga dayuhan? nakaraang gawain.
Paano ang mabuting Linangin ang mga
pagtanggap o pagtrato sa mga dapat gawin sa
katutubo at mga dayuhan? pagbubuo at
Paano ninyo maipapakita ang pagpapahayag sa
paggalang sa natatanging anumang ideya o
kaugalian o paniniwala ng mga opinyon. Hikayatin
katutubo at dayuhan na iba sa ang bawat isa na
atin ang kinagisnan? makapagbigay ng
kani-kanilang
kasagutan sa
 pamamagitan ng
iba’t ibang
pamamaraan ng
pagpapahayag.
Ibigay ang mga
gagawin ng bawat
pangkat
B.Paghahabi sa layunin ng aralin Bawat isa sa atin ay may
karapatang magpahayag ng
ideya. Ang lahat ng tao, bata
man o matanda, lalaki man o
babae ay may iba’t ibang
opinyon. Malaya natin itong
masasabi ngunit dapat tandaan
na ito ay dapat ipahayag sa
isang wastong paraan.
Anuman ang ating nais
ipahayag ay nararapat isaalang-
alang ang damdamin ng ibang
tao sa ating paligid.
C.Pag-uugnay ng mga halimbawa sa bagong Hikayatin ang mga mag-aaral
ralin na basahin ang usapan sa
kwento na nakasulat sa
tsart/tarpapel o sa
pamamagitan ng powerpoint
presentation
Tulong-tulong sa Paaralan
Nagdaos ng pulong ang
pangulo ng Sanggunian ng mga
mag-aaral. Tatalakayin nila ang
ilang pamamaraan kung
paano makatutulong ang
bawat mag-aaral sa
pagpapanatili ng kalinisan ng
paaralan
D.Pagtalakay ng bagong konspto at Sagutin ang mga tanong:
paglalahad ng bagong kasanayan #1 1. Ano ang pinag-uusapan ng
mga mag-aaral sa kwento?
2. Ano ang opinyon ng unang
mag-aaral?
3. Sinang-ayunan ba ito ng
ikalawang mag-aaral? Bakit?
 Ano naman ang kanyang
mungkahi?
4. Malaya bang naipapahayag
ng mga bata ang kanilang
opinyon o kuro-kuro sa mga
ganitong pagpupulong?
Magbigay ng patunay.
E.Pagtalakay ng bagong konsepto at Talakayin ang mga paraan kung
paglalahad ng bagong kasanayan #2 paano makabubuo at
makapagpapahayag nang may
paggalang sa anumang ideya o
opinyon.
Isa-isahing ipaliwanag ang mga
dapat isaalang-alang sa
pagpapahayag ng mga opinyon
na nais sabihin sa ating kapwa.
 Mag-isip nang mabuti bago
magbigay ng isang ideya.
 Sumangguni sa mas
nakatatanda o sa mas may
karanasan.
 Alamin ang mga benepisyo at
maaaring maging kapalit nito
bago ipahayag ang isang ideya
o opinyon.
 Alamin ang maaaring maging
epekto nito sa iyong sarili at sa
ibang tao.
 Magpahayag sa maayos na
paraan nang may paggalang at
pagsasaalang-alang sa
damdamin ng iba.
 Tanggapin nang maluwag sa
kalooban ang anumang
opinyon ng ibang tao.

F.Paglinang na Kabihasaan Magtanong tungkol sa araling Mga kagamitan:

tinalakay kahapon. Talakayin ang tsart o tarpapel na
mga dapat gawin sa mga naglalaman ng
 sumusunod na Mga kagamitan: Tandaan Natin
 radyo o anumang gadyet na Magbalik-aral sa
maaaring patugtugin nakaraang gawain.
Linangin ang mga
 flaglets na kulay pula, puti, asul,
dapat gawin sa
at dilaw (hatiin ang bilang ng mga
pagbubuo at
ihahandang flaglets sa bilang ng
pagpapahayag sa
mga mag-aaral sa loob ng isang
anumang ideya o
klase)
opinyon. Hikayatin
 activity cards na naglalaman ng ang bawat isa na
gawain ng bawat pangkat makapagbigay ng
kani-kanilang
 manila paper, pentel pen, papel kasagutan sa
at bolpen pamamagitan ng
iba’t ibang
Mga hakbang sa pagsasagawa: pamamaraan ng
1. Ipaliwanag sa mga bata na may pagpapahayag.
ipamimigay na flaglets habang Ibigay ang mga
ipinaririnig ang isang masayang gagawin ng bawat
tugtugin. Kinakailangan na bawat pangkat
isang bata ay may isang flaglet na Original File
matatanggap at makabubuo ng Submitted and
apat na pangkat. Formatted by
2. Magpapatugtog ng isang DepEd Club
masayang awitin gamit ang radyo Member - visit
o anumang uri ng gadyet na depedclub.com for
maaaring patugtugin. more
3. Papuntahin ang mga bata sa
kani-kanilang pangkat batay sa
kulay ng flaglet na kanilang
natanggap.
4. Bigyan ng kani-kanilang activity
cards ang bawat pangkat batay sa
iba’t ibang paraan ng paglinang sa
pangkatang gawain.
5. Bigyan ng sapat na oras ang
mga bata sa pagsasagawa ng
bawat gawain. Iproseso ito
pagkatapos at bigyang-halaga
gamit ang Rubrics sa pangkatang
gawain.
G.Paglalapat ng aralin sa pangaraw-araw na Constructivism Approach a. Ipapanood sa mga a. Ano ano
buhay Pangkat I – Halina’t Magtala! bata ang balita sa ang mga
 Itala ang mga opinyon ng bawat telebisyon tungkol sa dapat
isa sa pangkat sa sitwasyong ito: “Special Report: K to nating
Paggamit ng internet sa pag-aaral 12 Prog., naglalayong isaalang-
ng mga mag-aaral bigyan ng dekalidad alang sa
Constructivism Approach na edukasyon ang pagbuo at
Pangkat I – Halina’t Magtala! mga batang Pilipino”. pagpapah
Itala ang mga opinyon ng bawat b. b. Ipagawa ito sa mga ayag ng
isa sa pangkat sa sitwasyong ito: bata sa isang malinis isang
Paggamit ng internet sa pag-aaral na papel. Ipaliwanag ideya o
ng mga mag-aaral ang kanilang gagawin opinyon?
Inquiry-based Approach gabay ang mga Ipahayag
Pangkat III – Halina’t Alamin! pamantayan sa sa
Kapanayamin ang bawat-isa sa pagsulat ng talata sa pamamagi
pangkat kung ano ang kanilang Filipino. Bigyang- tan ng
opinyon tungkol sa halaga ang kanilang mga
pagpapalaganap ng K to 12 Basic kasagutan gamit ang sumusuno
Education Program sa Rubics d
pangkasalukuyang panahon ng b. Ipabasa ang mga
kanilang pag-aaral. sumusunod na
Integrative Approach pahayag na
Pangkat IV – Eksibit, Isabit! nakasulat sa tsart o
Magkaroon ng eksibit ng mga tarpapel
larawan na nagpapakita ng
pagpapahayag nang may
paggalang sa pagbibigay ng ideya
o opinion
H.Paglalahat ng aralin Itanong sa mga bata ang Tayo’y Magnilay!
kanilang mga natutunan sa Isulat ang inyong
mga isinagawang gawain kasagutan sa mga
kahapon. Linangin ang mga sumusunod na
sumusunod na gawain. tanong sa
pamamagitan ng
isang personal na
repleksyon.
Ano ang masasabi
ninyo sa napanood
na balita? Sang-
ayon ba kayo rito?
Bakit?
Pangatwiranan
Paano ninyo
maipapakita sa
 kapwa ang
wastong paraan ng
pagbibigay opinyon
sa anumang
sitwasyon? Ano
ang nararapat
ninyong gawin?
I.Pagtataya ng aralin
J.Karagdagang Gawain para sa takdang aralin
at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. ___Lesson
pagtatayao. the next objective. next objective. the next objective. Move on to the carried. Move
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. next objective. on to the next
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% ___Lesson not objective.
mastery mastery mastery carried. ___Lesson not
_____% of the carried.
pupils got 80% _____% of the
mastery pupils got 80%
mastery
B.Bilang ng mag-aaralna nangangailangan ng ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not ___Pupils did
iba pang Gawain para sa remediation difficulties in answering their in answering their lesson. difficulties in answering their find difficulties in not find
lesson. ___Pupils found difficulties in lesson. answering their difficulties in
___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in lesson. answering their
answering their lesson. ___Pupils did not enjoy the lesson answering their lesson. ___Pupils found lesson.
___Pupils did not enjoy the because of lack of knowledge, ___Pupils did not enjoy the difficulties in ___Pupils found
lesson because of lack of skills and interest about the lesson because of lack of answering their difficulties in
knowledge, skills and interest lesson. knowledge, skills and interest lesson. answering their
about the lesson. ___Pupils were interested on the about the lesson. ___Pupils did not lesson.
___Pupils were interested on lesson, despite of some difficulties ___Pupils were interested on enjoy the lesson ___Pupils did
the lesson, despite of some encountered in answering the the lesson, despite of some because of lack of not enjoy the
difficulties encountered in questions asked by the teacher. difficulties encountered in knowledge, skills lesson because
answering the questions asked ___Pupils mastered the lesson answering the questions asked and interest about of lack of
by the teacher. despite of limited resources used by the teacher. the lesson. knowledge,
___Pupils mastered the lesson by the teacher. ___Pupils mastered the lesson ___Pupils were skills and
despite of limited resources ___Majority of the pupils finished despite of limited resources interested on the interest about
used by the teacher. their work on time. used by the teacher. lesson, despite of the lesson.
___Majority of the pupils ___Some pupils did not finish their ___Majority of the pupils some difficulties ___Pupils were
finished their work on time. work on time due to unnecessary finished their work on time. encountered in interested on
___Some pupils did not finish behavior. ___Some pupils did not finish answering the the lesson,
their work on time due to their work on time due to questions asked by despite of
 unnecessary behavior. unnecessary behavior. the teacher. some difficulties
___Pupils encountered in
mastered the answering the
lesson despite of questions asked
limited resources by the teacher.
used by the ___Pupils
teacher. mastered the
___Majority of the lesson despite
pupils finished of limited
their work on time. resources used
___Some pupils did by the teacher.
not finish their ___Majority of
work on time due the pupils
to unnecessary finished their
behavior. work on time.
___Some pupils
did not finish
their work on
time due to
unnecessary
behavior.

C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners ___ of Learners
mag-aaral na nakaunawa sa aralin. 80% above above 80% above who earned 80% who earned
above 80% above

D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners ___ of Learners
remediation additional activities for additional activities for additional activities for who require who require
remediation remediation remediation additional activities additional
for remediation activities for
remediation

E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners ____ of
up the lesson the lesson up the lesson who caught up the Learners who
lesson caught up the
lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners ___of Learners
solusyunansa tulong ng aking punungguro at to require remediation require remediation to require remediation who continue to who continue to
superbisor? require require
remediation remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used Strategies used
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive ___Metacognitive Development: ___Metacognitive that work well: that work well:
guro? Development: Examples: Self Examples: Self assessments, note Development: Examples: Self ___Metacognitive ___Metacogniti
assessments, note taking and taking and studying techniques, assessments, note taking and Development: ve
studying techniques, and and vocabulary assignments. studying techniques, and Examples: Self Development:
vocabulary assignments. ___Bridging: Examples: Think- vocabulary assignments. assessments, note Examples: Self
___Bridging: Examples: Think- pair-share, quick-writes, and ___Bridging: Examples: Think- taking and studying assessments,
pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and techniques, and note taking and
anticipatory charts. anticipatory charts. vocabulary studying
assignments. techniques, and
___Schema-Building: Examples: vocabulary
___Bridging:
___Schema-Building: Compare and contrast, jigsaw ___Schema-Building: assignments.
Examples: Think-
Examples: Compare and learning, peer teaching, and Examples: Compare and
pair-share, quick- ___Bridging:
contrast, jigsaw learning, peer projects. contrast, jigsaw learning, peer
writes, and Examples:
teaching, and projects. teaching, and projects.
anticipatory charts. Think-pair-
___Contextualization: share, quick-
___Contextualization: Examples: Demonstrations, media, ___Contextualization: writes, and
___Schema-
Examples: Demonstrations, manipulatives, repetition, and Examples: Demonstrations, anticipatory
Building:
media, manipulatives, local opportunities. media, manipulatives, charts.
Examples:
repetition, and local repetition, and local Compare and ___Schema-
opportunities. opportunities. contrast, jigsaw Building:
___Text Representation:
learning, peer Examples:
Examples: Student created Compare and
___Text Representation: ___Text Representation: teaching, and
drawings, videos, and games. contrast, jigsaw
projects.
Examples: Student created ___Modeling: Examples: Speaking Examples: Student created learning, peer
drawings, videos, and games. slowly and clearly, modeling the drawings, videos, and games. teaching, and
___Modeling: Examples: language you want students to ___Modeling: Examples: ___Contextualizati projects.
Speaking slowly and clearly, use, and providing samples of Speaking slowly and clearly, on: ___Contextualiz
modeling the language you student work. modeling the language you Examples: ation:
want students to use, and want students to use, and Demonstrations, Examples:Demo
providing samples of student Other Techniques and Strategies providing samples of student media,
nstrations,
work. used: work. manipulatives,
media,manipula
___ Explicit Teaching repetition, and
tives,
Other Techniques and ___ Group collaboration Other Techniques and local opportunities.
repetition,andlo
Strategies used: ___Gamification/Learning throuh Strategies used: cal
___ Explicit Teaching play ___ Explicit Teaching opportunities.
___Text
___ Group collaboration ___ Answering preliminary ___ Group collaboration
Representation: ___Text
___Gamification/Learning activities/exercises ___Gamification/Learning
throuh play ___ Carousel throuh play Examples: Student Representation:
___ Answering preliminary ___ Diads ___ Answering preliminary created drawings, Examples:
activities/exercises ___ Differentiated Instruction activities/exercises videos, and games. Student created
___ Carousel ___ Role Playing/Drama ___ Carousel ___Modeling: Exa drawings,
___ Diads ___ Discovery Method ___ Diads mples: Speaking videos, and
___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction slowly and clearly, games.
___ Role Playing/Drama Why? ___ Role Playing/Drama modeling the ___Modeling: E
___ Discovery Method ___ Complete IMs ___ Discovery Method language you want xamples:
___ Lecture Method ___ Availability of Materials ___ Lecture Method students to use, Speaking slowly
Why? ___ Pupils’ eagerness to learn Why? and providing and clearly,
___ Complete IMs ___ Group member’s ___ Complete IMs samples of student modeling the
___ Availability of Materials collaboration/cooperation ___ Availability of Materials work. language you
___ Pupils’ eagerness to learn in doing their tasks ___ Pupils’ eagerness to learn want students
___ Group member’s ___ Audio Visual Presentation ___ Group member’s Other Techniques to use, and
collaboration/cooperation of the lesson collaboration/cooperation and Strategies providing
in doing their tasks in doing their tasks used: samples of
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Explicit student work.
of the lesson of the lesson Teaching Other
___ Group Techniques and
collaboration Strategies used:
___Gamification/ ___ Explicit
Learning throuh Teaching
play ___ Group
___ Answering collaboration
preliminary ___Gamification
activities/exercises /Learning
___ Carousel throuh play
___ Diads ___Answering
___ Differentiated preliminary
Instruction activities/
___ Role exercises
Playing/Drama ___ Carousel
___ Discovery ___ Diads
Method ___Differentiate
___ Lecture d Instruction
Method ___ Role
Why? Playing/Drama
___ Complete IMs ___ Discovery
___ Availability of Method
Materials ___ Lecture
___ Pupils’ Method
eagerness to learn Why?
___ Group ___ Complete
member’s IMs
collaboration/c ___ Availability
ooperation of Materials
 in doing their ___ Pupils’
tasks eagerness to
___ Audio Visual learn
Presentation ___ Group
of the lesson member’s
collaboration/
cooperation
in doing
their tasks
___AudioVisual
Presentationof
the lesson

Prepared By:

CHARLITA L. HEREZO
Class Adviser

Noted:

REBECCA A. EVIOTA, MAT

School Principal