GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE-AGRI

DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RDQUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.

A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
Applies knowledge and skills in planting trees and fruit trees
B. Performance Standards
TLE6AG0b-2
C. Learning Competencies/ 2. Uses technology in 2.1 Conduct a survey/interview 2.2 Conduct a survey/interview 2.3 Conduct a survey/interview 2.4 Conduct a survey/interview of
Objectives gathering information about for the following: for the following: of the following the following
trees and fruit trees.  elements to be observed in  market demands for fruit  sources of trees and fruit  famous orchard, farm in the
Write the LC code for each  data preparation planting trees and fruit bearing trees. trees. country.
 use of survey trees.
 use of interview

II. CONTENT 2a. Discuss the different 2.1.1. Elements to be observed 2.2.1 Identify different market 2.3.1 Present data regarding 2.4.1 Present data regarding
tools/instruments in gathering in planting trees and fruit trees demands for trees and fruit different sources of trees and famous orchards and farmlands
data for trees and fruit trees.  Be able to present data using trees fruit trees within the community in the
 Interview interview or a survey.  Be able to present data using  Be able to present data using different provinces in the country.
 Survey interview or a survey. interview or a survey.  Be able to present data using
interview or a survey.

III. LEARNING RESOURCES

Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI-
A. References Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Agricultural Crops Production, Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim Wastong Pagtatanim
Learning Resource (LR) portal Teachers Guide Teachers Guide Teachers Guide
Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual
B. Other Learning Resources Object, Guidebook, Internet. Object, Guidebook, Internet. Object, Guidebook, Internet. Object, Guidebook, Internet. Object, Guidebook, Internet.

IV. PROCEDURES

A. Reviewing previous lesson or  Ask any one from the class  Identification of the different  Report on market demands  Discussion on the different  Presentation of the different
presenting the new lesson to report about trees and fruit elements to be observed in for trees and fruit trees. sources of trees and fruit trees. well-known orchard/farm in the
trees. planting trees and fruit trees. country.
  Importance and the benefits
we can derive from planting
trees and fruit trees.

B. Establishing a purpose for the  Be able to discuss before the  Present the different  Learners will identify the  Present before the class some  Learners will be able to gain
lesson class the use of interview and elements to be observed in different market demands for sources of trees and fruit trees. information about the success
survey in gathering data and planting trees and fruit trees. trees and fruit trees. story of some well-known
other information about trees orchards/farms in the country.
and fruit trees.

Presentation of Show data regarding the Identify market demands for Using a developed data base, Presentation of the different well-
C. Presenting data/information on the different elements to be trees and fruit trees. present before the class the known orchards/farms with
examples/instances of the new different trees and fruit trees practiced in planting trees and different sources of trees and exemplary characteristics and
lesson grown in the different fruit trees. fruit trees as follows: awards.
provinces with focused on its  Commercial Nursery
Ordinary name and its  Agricultural Institutions
scientific name  Department of Agriculture
 Bureau of Plant Industry

Present data gathering Present charts/pictures Interviewing skills on market Presentation skills using video Video presentation featuring the
D. Discussing new concepts and instrument using Interview showing the different elements demands for trees and fruit footages on the different outstanding orchards/farms in the
practicing new skills #1 and Survey. practiced in planting trees and trees. sources of trees and fruit trees. country.
fruit trees.

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery (leads to  Discussions on the use of  List down different elements  Identify some market  Presentation skills on the  Video coverage presentation of
Formative Assessment 3) technology in gathering data involved in planting trees and demands related to trees and different agencies, partners some well-known orchard farm in
on trees and fruit trees. fruit trees. fruit trees. being the source of trees and the country.
fruit trees.

G. Finding practical applications  Present before the class the  Demonstrate the different  Present before the class  Show some footages of  Present data of some
of concepts and skills in daily scientific practices in gathering practices in planting trees and videos, film clips of different different government, non- outstanding orchards/farms in the
living data about the trees and fruit fruit trees. products that serve as a market government as well as private country.
trees. demand for trees and fruit trees entities, where trees and fruit  Present their sample proposals or
trees are obtained from. project study.
(ex: foods: fruits, candies, jams,
vegetables,
non-food: furnitures, energy
source, infrastructure, etc.
 The importance of scientific The different elements in Some products derived from Sources of trees and fruit trees. Qualities and characteristics of an
H. Making generalizations and tools in data gatherings. planting trees and fruit trees. trees and fruit trees that will ideal orchard.
abstractions about the lesson provide for a market demand.
Written examination Oral recitation Reporting and presentation Group presentation. Written examination.
I. Evaluating learning Demonstrations. Demonstrations skills. Video presentation. Word Game.
Brainstorming. Role Play. Quiz. Direct Observation.
Present documentaries and Demonstration on the different Invite at least one practitioner Develop flip chart on the Video shoot of different types of
J. Additional activities for some data about trees and practices in planting trees and who can share his/her different sources of trees and orchard.
application or remediation fruit trees that are gathered fruit trees. expertise/experiences in fruit trees.
through surveys and marketing products out of trees
interviews. and fruit trees.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 School Grade Level VI
Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time NOVEMBER 5-9, 2018 (WEEK 2) Quarter 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard Demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
B. Performance Standard Sells products based on needs and demands.
C.Learning  Identify the buying  Plan to make a  Identify the different  Identify common
Competency/Objectives process. product/service steps in selling techniques that
Write the LC code for  Illustrate the buying available. process. advertisers use to
each. process.  Create a sketch of a  Describe the different convince customers to
TLEIE6-0b-3 product advertisement. steps in selling buy their product.
TLEIE6-0b-3 process.  Act that they are
TLEIE6-0b-4 selling
product/service to
somebody.
II. CONTENT
THE BUYING PROCESS PRODUCT ON THE GO! THE SELLING PROCESS ADD AN AD!
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 14-16 page 17 pp. 18-19 Entrepreneurship
pp. 7
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
IV. PROCEDURES
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous Review the following: Review the Buying Process. How can you promote your
lesson or presenting  Values and Qualities product?
the new lesson of a successful
Entrepreneur.
 Types of
Entrepreneur
 The buyer and seller
relations.
 Steps or guides in
making simple
products.
B. Establishing a purpose In order to effectively For you to make more sales
for the lesson promote your product, you follow this traditional 7-step
should first understand the Selling Process given in figure
buying decision process and 2.
later prepare for selling
strategies.
C. Presenting Show/Illustrate the Buying Show/Illustrate the Selling
examples/Instances of Decision Steps Involved in Process Figure 2 on page 18.
the new lesson the Process Figure 1 on page
14.
D. Discussing new Discuss the Buying Process GROUP ACTIVITY: Discuss the Selling Process on
concepts and on page 14-15. Let the pupils do Activity 1.3 page18-19
practicing new skills # Product on the Go! On Page 17.
1
E. Discussing new Discuss the most common GROUP ACTIVITY:
concepts and techniques advertisers use to Let the pupils do the
practicing new skills # convince customers to buy activity on “Let’s do
2 their product. this!” Act it Out on page
21.
F. Developing mastery Give a 20 item Quiz
(leads to Formative about the Ideal
Assessment 3) Entrepreneur from Week
1 to 2.
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations  What is the
and abstractions about Buying Process?
 the lesson  What is the
Selling Process?
 How can you
promote your
product?
I. Evaluating learning Evaluate the pupil’s
performance in doing the
Group Activity.
J. Additional activities for Make an
application or Advertisement/Poster of your
remediation product in a Cartolina.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-IA
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
B.Performance Standards Performs necessary skill in enhancing/ decorating finished products
C.Learning - Determine market trends on - Identify the types/sources of innovative finishing materials. 1.Discusses the effect of innovative finishing materials and creative
Competencies products made of bamboo, wood Discuss the types/sources of innovative finishing materials. accessories on the marketability of products.
and metal using technology. Cooperate actively in doing activity. 2.Give the effects of innovative finishing materials and creative
- Identify customer’s preference of accessories on the marketability of products.
products. - 3.Appreciates the effects of innovative finishing materials
Cooperate actively in group works. Identify the process in enhancing/decorating finished products made accessories on the marketability of products.
TLE6IA-Ob-3 of bamboo.
Enumerate the fundamental process in handicrafts in treating TLE6 IA OC-4
bamboo.
Appreciate one’s work.

TLE6IA-Ob-3
II.Content Enhancing/ decorating finished products
III. Learning Resources
A.References Curriculum Guide Pages- K-12 TLE6IA-Ob-3, p. 39
1.Teacher’s Guide
Pages
2.Learner’s Materials
Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal)
B.Other Learning
Resources
IV.Procedures
A.Review Previous Give the different methods in Give example of activities to What are the different sources of What are the market trends should What are the finishing materials
Lessons enhancing/decorating finished determine market trends of finishing materials, accessories and be done in marketing products to enhance finished products?
products. finished products. design? made of bamboo, wood and
metal?
B.Establishing purpose - Do you have any finished - Our country has vast Show some pictures of finished 1. Showing some pictures of Have them share/show the
for the Lesson product or handicraft made of natural resources where products finishing products. given assignment
bamboo, wood or metal in useful products are
your home? Where did you derived. The different kind What finishing materials did they
buy it? of finishing materials like use to beautify it?
varnish, paint, lacquer, - Finishing- is the method of
enamel shellac and many beautifying the project. It is
more had their sources. the last step in the completion
of a project.
- In this lesson we are going
to discuss the sources of
finishing materials,
accessories and designs.

C.Presenting One of the steps to ensure the Show some pictures of finishing There are processes and treatments . Show pictures of unfinished and Have them discuss what the
examples success of the products is materials, accessories and done on some materials before finished products .Let the pupils finishing materials they used on
/instances of the marketing. designs. making them into articles. describe and compare the their finished products.
new lessons - Product marketing is the set Treating Bamboos pictures.
of activities one should be - What are the finishing 1. Preserving and Treating Bamboos
aware in order to know more materials you can see in the There are various ways of treating
about the products that made pictures? bamboo to preserve its natural
of bamboo, wood and metal. beauty. It is called the resin-oil
extraction method. It is done by
either wet or dry process. In the wet
process, the bamboo is soaked
overnight in a solution of 0.1% to
1.2% caustic soda or carbonate of
soda or boiled in this solution for 10-
15 minutes. In the dry process,
bamboo poles are evenly heated
over charcoal at a temperature of 49
C to 54 C for 20-30 minutes.
2. Bleaching
Bleaching is the process of whitening
or removing the colour by sunlight
exposure, air ventilation or by the
use of chemical solutions.
3. Dyeing Bamboo Poles and Splints
Dyeing is the process of applying
colour into the materials. The direct
dyeing or reactive dyeing method
may be used. In direct dyeing,
bamboo splints make sure of
 vegetable dye. It is done by boiling
water with dye and immersing the
bamboo splints until the desired
colour is achieved. They are dried
under the sun. In reactive dyeing, the
following materials are used: 30% of
dye; salt is 30 grams per liquid and
fixing agent is 30 grams per liquid.
The dye is dissolved in water and is
diluted to the final volume. The
bamboo splints are soaked for10
minutes then salt is added and
dyeing is continued for an hour.
4. Pyrography
Pyrography is the process of burning
designs of bamboo with hot wire.
The electric soldering iron is
considered the best tool in
pyrography.
D.Discussing new Here are some activities to There are sources of finishing Enumerate the fundamental Why is it important to paint Why is it important to paint
concepts and determine market trends on materials like: processes in treating bamboos. materials made of wood? materials made of wood?
practicing new products made of bamboo, wood or 1. Shellac – it is a good Discuss the following processes in How finishing
skills #1. metal. finish for many projects. It treating bamboos. materials helps your -discuss/review all the previous
1. Direct Marketing – through comes from the excreta of project/product more attractive lesson you taught for the week.
demonstrations, trade exhibits and insects called a luc bug. The and saleable
other public venues. This is popular colour is yellow and appears like Have them share their learnings
activity being done by the small pieces of cellophane. on the previous lessons.
producers to motivate consumers Before it is used, it is mixed with
or buyers about the products. denatured alcohol.
2. Advertising in Print Media – 2. Varnish – it is another
these activities is done through finishing material that beautifies
advertisements in newspapers, and preserves a project. It is
magazines and flyers about the made from copal gum dissolved
product. in pure boiled linseed oil. Copal
3. Radio, Television and gum comes from resin of pine
Internet Advertising – it is a modern trees buried several feet below
ways of endorsing product. the ground. Linseed oil comes
4. Distributing Products via from oil of cotton seed. When
Transport System – Products varnish becomes sticky and
reached the consumers faster hard, add turpentine to make it
through the means of land, air and thin and usable again. Varnish
sea transportation spreading and turpentine are sold in cans
promotion, feedbacks even in the and bottles.
farthest region of the country. 3. Paint – it is another
• What is direct marketing? finishing material that is always
• Explain what advertising in used because of its beautiful
print media is. colour and a good protector of
materials. The body of paint is a
• Discuss the modern ways of mixture of four elements:
endorsing products. pigment, vehicle, thinner, and
• Give an example of drier. It comes in cans of
distributing products via transport different sizes. When the paint
system. gets sticky or hard, add paint
thinner. If thinner is not
available, use gasoline or
petroleum as a substitute.
4. Lacquer – this is a
synthetic product which is
largely used in all manufactured
articles. This finishing material
could retain the natural colour
of the material to which it is
applied. Like varnish and shellac
it is sold in cans and bottles. The
solvent used is lacquer thinner.
5. Stain (Tina) – stain is
colouring material which is
applied to the surface of a wood
to improve its appearance.
There are three kinds of stain:
oil stain, water stain, and spirit
stain.
When you mix the dye (tina)
with petroleum, the result is oil
stain. When the dye is mixed
with water, it is now water stain.
When the dye is mixed with
alcohol, the mixture is called
spirit stain.
The dye is sold in boxes or in
kilos. Spirit stain is ready mixed.
It is sold in cans and bottles. All
of these stains are applied by
means of brush, spray, or cotton
cloth.
6. Sandpaper – it is made
grits, usually ground silica, flint,
quartz, or emery glued to thick
 paper or cloth. Sandpaper for
wood is called flint paper and for
metal it is called emery cloth at
present we have water proof
abrasive for metal. Both are
used for smoothing rough
surface of objects.
7. Glue – glue is a paste for
wood materials. It is in powder
or in cake form. It is
manufactured from fish,
animals, and plastic resin.
-

- What are the different kinds

of finishing materials?
E.Discussing new If you are going to buy some Let the pupils identify the sources How do you preserve and treat Give instruction to answer the
concepts & finished products which do you of the following finishing bamboos? given activity.
practicing new prefer? Why? materials: What is bleaching? What are the effects of finishing
skills #2 • Bamboo product? - Choose your answer in the What are the two methods in materials used in decorating Determine the types/sources of
• Wood product? box. dyeing bamboos? wood, metal and bamboo? innovative finishing materials,
• Metal product? What is pyrography? accessories, and designs.

Activity No. 1
Direction: Draw smiling
face if the sentence
is correct and sad face if it
is wrong.
__________ 1. When you mixed
the dye (tina) with Petroleum
the result is oil stain.
__________ 2. When varnish
becomes sticky and hard, add
water to make it usable again.
__________ 3. The body of paint
is a mixture of four elements.
__________ 4. When the dye
(tina) is mixed with alcohol, the
mixture is called spirit stain.
__________ 5. When the dye
(tina) is mixed with water, the
mixture is called water stain.
 F.Developing Mastery
(Leads to Formative
Assessment 3)
G.Finding Practical Why is having the
Applications of knowledge of conducting
concepts and skills survey using technology
in daily living important in your future
alternative plans?
H.Making Generalizations &
Abstractions about
the lessons

I.Evaluating Learning

J.Additional activities for

application or
remediation
V.Remarks
VI. Reflection
A. No.of learners who earned 80%
in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons work?
No.of learners who caught up
with the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor
can help me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
 GRADE 6 School Grade Level VI
Teacher Learning Area TLE – H.E.
DAILY LESSON LOG
Teaching Dates and Time NOVEMBER 5-9, 2018 (WEEK 2) Quarter 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VII. OBJECTIVES
D.E. Content Standard Demonstrates an understanding of and skills in managing family resources
F. G. Performance Standard Manages family resources applying the principles of home management
H.I. Learning a. Allocates budget for basic and social needs such 
Competency/Objectives as:
Write the LC code for i. food and clothing
each. ii.shelter and education
iii. social needs: social, and moral obligations (birthdays,
baptisms, etc.), family activities, school affairs
iv. savings/emergency budget (health, house, repair)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
IX. CONTENT
Management of family resources
XI. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
C. D. References
6. Teacher’s Guide
pages
8. Learner’s Materials
pages
10. Textbook pages
12. Additional Materials THE II Teacher’s Manual. 1991. Pp. THE II Teacher’s Manual.
from Learning 23-24 1991.pp. 23-24
Resource (LR)portal
E. F. Other Learning Resource Bantigue, R.M. and Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, J.P. Bantigue, R.M. and Pangilinan, Bantigue, R.M. and
Pangilinan, J.P. (2014) (2014) Growing up with Home (2014) Growing up with Home J.P. (2014) Growing up with Pangilinan, J.P. (2014)
Growing up with Home Economics and Livelihood Education. Economics and Livelihood Home Economics and Livelihood Growing up with Home
Economics and Livelihood FNB Educational, Inc. QC. Education. FNB Educational, Inc. Education. FNB Educational, Inc. Economics and Livelihood
Education. FNB Educational, V QC. QC. Education. FNB
Inc. QC. Educational, Inc. QC.

XIII.PROCEDURES
K. L. Reviewing previous Last week, there was a Recap of the lesson the previous day Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
lesson or presenting the discussion on management day previous day previous day
 new lesson of the family income. As a segue, mention that the day
Management of family before, the class learned the factors Yesterday, we discussed the Yesterday, we learned
income means allocating it that should be considered in principles that need to be applied budgeting and how it can be
to provide for the basic
budgeting. to make family budgeting a applied to the family.
needs of members and for
comfortable living. successful and fulfilling task.
Budgeting is critical because it is
Ask the class to identify some of the oftentimes difficult to ensure
priniciples. that we will be able to make
both ends meet when times are
We also identified items that were hard.
included in the family budget.
M.N. Establishing a purpose Ask the class about the For the day’s lesson, the class will Ask what items are included in the How can we prudently manage Ask the class about the
for the lesson relationship between identify where the income goes or budget. the financial resources of the relationship between
management and budgeting what the family includes in the family? management and
of family income. budget. Then, present the following list budgeting of family
culled from the book: Group the class into four (4). income.
Aside from the knowledge of what  Food and clothing Each group will answer the
comprises a family budget, the class  Shelter and education question. “How can we make
needs to be aware of certain  Social needs both ends meet?”
principles to be applied effectively in  social and moral obligations
 family activities
order to make family budgeting a Reporting per group follows.
 school affairs
successful and fulfilling task.
 Savings/emergency budget
 health The results of the discussion will
According to Bantigue and Pangilinan  house repair
be processed by the teachers.
(2014), the summary of the
principles that should be applied to
make family budgeting a successful
and fulfilling task are as follows:
 Know the family’s income.
 List your expenses. Know which
components are fixed and which
are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for savings.
O.P. Presenting By means of budgeting, the Ask the class to bring out the photos Tell the learners that items 1 and 2 Show photos of different Divide the class into four (4)
examples/Instances of family can properly allot the they were asked to bring. Group the are basic needs and are familiar to items/situations. groups.
the new lesson income. A family should class into 4 (four). Let the class them. Mention something about
have a knowledge of family
identify where or what the family food and clothing, shelter and Ask the learners if they are needs Using the concepts learned
budgeting to know how
includes in the budget. Prioritize the education. or wants. yesterday, come up with an
much is spent for family
needs and where the income items. The class will be given ten activity that will
goes. Through family minutes to complete the activity. Ask them to give examples of the demonstrate the difference
Ask why they think it is a need or
budgeting, the members will Reporting follows. items under social needs, and between needs and wants.
learn to spend wisely, save want.
savings/emergency budget. Think of activities outside
regularly, participate in
family matters more actively the box.
with the maximum benefit These are the following:
from the wise use of
a. Social and moral obligations –
resources, like time, energy,
birthdays, baptisms, etc.;
and abilities.

b. family activities;

c. school affairs.

Q.R. Discussing new concepts Ask: What are the factors SHORT SKIT Mention that a family budget also The teacher writes two columns Presentation per group.
and practicing new skills that need to be considered Using the previous group provides for the following needs: on the board. One column has
#1 when budgeting? assignment, discuss among the the heading NEEDS. The other
Refer to the examples given by the
group the principles in making family
 Size of the family learners. If it was already column has the heading WANTS.
budgeting a successful and fullfilling
 Family income task. The twist is this will be mentioned, do not include in the
 Kind of work each presented in a short skit. list. Randomly distribute metacards
family member
containing a list of needs and
does
The group will be given five (5) Food, shelter, clothing, education, wants.
 Talents and abilities
of each member minutes to present the short skit. household operations,
 Locality where the maintenance/repair, utilities Ask the learners to post the
family lives (water, electricity, telephone, metacards on the board.
transportation, medical and dental
care, rest and recreation, stipend,
Ask the learner to explain/defend
savings.
his/her choice.
S. T. Discussing new concepts . Presentations Divide the class into four groups Based on the activity that was
and practicing new skills  Group 1 Provide situations wherein the conducted ask the learners to
#2  Group 2 group will prepare a budget for the differentiate needs from wants.
 Group 3 entire family for one week.
  Group 4 Note that there are four types of A need is a requirement for
situation. The group have the survival, e.g. breathable air.
option on how they will present it in A want is a desire. It may be the
a most creative and innovative way. desire for a need (e.g. a choking
person generally wants to be able
to breathe) or for something not
needed for survival, such as
chocolate or a new car.
U.V. Developing mastery Let the learners cite Comments on group presentations: Reporting of results of group work. Show a short clip on managing Giving feedback on
(leads to Formative examples of the factors that  Group 4 will comment on Group 1 money: Needs versus Wants presentations.
Assessment 3) need to be considered when  Group 3 will comment on Group 2
budgeting. Analyze the movie and relate it to Examples of guide
 Group 2 will comment on Group 3
 Group 1 will comment on Group 4 needs versus wants. Note that questiona:
some of the contents of the video
may be debatable e.g. chocolates
Limit the comments on the contents is needed by soldiers for Was the group effective in
of the presentation. Does the endurance in the middle of a war emphasizing the difference
presentation manifests the while in a normal situation it is a between needs and wants?
principles in making family want for another individual. If yes, How?
budgeting a successful and fulfilling
task? What concepts in the
presentation had an impact
on you? Why?

Do you think the

presentations can further
be improved? In what way?
W.X. Finding practical Aside from what was -do- Ask the class on their comments -do-
application of concepts mentioned, can you think of on the output of the groups.
and skills in daily living other factors that need to be Consider the factors that need to
be considered in budgeting and
considered when budgeting?
principles to make budgeting a
Explain. successful and fullfilling task.
Y. Z. Making generalizations Today we determine the Synthesize the discussion on what There is a need to distinguish
and abstractions about relationships between and where the family budget is between need and want . This
the lesson management and budgeting allotted, as well as the principles to will enable us to prioritize needs
of family income. We also take into consideration to make over wants, hence ensuring that
looked into the factors that family budgeting successful and the budget is enough to make
 need to be considered when fulfilling. both ends meet moreso when
budgeting. times are hard.
AA.BB. Evaluating learning Ask the learners to share their .If you were to make a personal
insights on the lesson for the day budget, what would you include?
Why?
CC.DD. Additional activities for Bring photos or drawing If you were given a
application or where family budget is spent personal budget by your
remediation parents more than what
you really need, how will
you spend it?

XV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
I. No. of learners who
earned 80% in the
evaluation
K. No. of learners who
require additional
activities for remediation
M. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
O. No. of learners who
continue to require
remediation
Q. Which of my teaching
strategies worked well?
Why did these work?
S. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
U. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
School: Grade Level: VI
 GRADE 6 Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER

WEEK 2 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Pamantayang Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan
Pangnilalaman

Pamantayan sa Pagaganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan

1.Nasusuri ang mga pangunahing suliranin at hamon sa kasarinlan pagkatapos ng Ikalawang Digmaang Pandaigdig
Mga Kasanayan sa 1.1 Natalakay ang Suliraning Pangkabuhayan pagkatapos ng digmaan at ang naging pagtugon sa mga suliranin
Pagkatuto (Isulat ang 1.2 Natatalakay ang ugnayang Pilipino-Amerikano sa konteksto ng Kasunduang Militar na nagbigay daan sa pagtayo ng Base Militar ng Estados Unidos sa Pilipinas
code ng bawat kasanayan) 1.3 Natatalakay ang “Parity rights” at ang ugnayang kalakalan sa Estados Unidos
1.4 Naipaliliwanag ang epekto ng “Colonial Mentality” pagkatapos ng Ikalawang Digmaang Pandaigdig.
AP6SHK-IIIa-b-1
I. Layunin

Nailalahad sa pamamagitan ng Naipakikilala sa lahat ang isang Base Nasusuri ang iba’t ibang reaksiyon Nakapagbibigay kahulugan Naipapaliwanag ang
Film showing tungkol sa Base Militar ng Estados Unidos sa Pilipinas ng mga Pilipino tungkol sa Epekto kung ano ang colonial epekto ng “Colonial
Militar ng Estados Unidos sa –Clark Airfield ng Parity Rights at ugnayang mentality at Neocolonialism Mentality” pagkatapos ng
Cognitive
Pilipinas sa Subic Bay kalakaran Ikalawang Digmaang
Pandaigdig
Nakapagbibigay halaga sa Nakatatamo ng kasiyahan sa Nakapagpahayag ng saloobin Nakapagpapahalaga sa mga Nakapagtimbang-timbang
pagkatatag ng isang Base Militar sa kabutihang naidulot ng pagtatag ng tungkol sa epekto ng Parity Rights positibong diwa ng Colonial tungkol sa mabuti o
Pilipinas sa Subic Bay Base Militar ng Estados Unidos sa Mentality at Neocolonialism masamang epekto ng
Pilipinas –Clark Airfield Colonial Mentality
Affective

Nakabubuo ng isang Nakagagamit ng isang Semantic Web Nakakagawa ng Carousel Photo na Nakapagsusulat ng journal Nakakabuo ng Retrieval
konseptogamit ang concept map (Picture Smart) upang maipakita ang nagpapakita ng epekto ng Parity tungkol sa kahulugan ng Chart tungkol sa epekto ng
kung paano naitatag ang Base pagtatag ng Clark Airfield Rights sa panig ng mga Pilipino at colonial mentality at Colonial Mentality
Psychomotor
Militar sa Subic mga Amerikano Neocolonialism
II. NILALAMAN

KAGAMITANG PANTURO
A. Paksa Base Militar ng Estados Unidos sa Base Militar ng Estados Unidos sa Ang Epekto ng Parity Rights at ang Ang kahulugan ng Ang Epekto ng Colonial
 Pilipinas – Subic Bay Pilipinas – Clark Airfield Ugnayang Kalakalan a. Colonial – Mentality Mentality
b. NeoColonlialism
B. Sanggunian Batayang Aklat sa AP 6, TG, CG Batayang Aklat sa AP 6, TG, CG Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP 6, TG, CG, Batayang Aklat sa AP 6, TG,
Ang Bayan Kong Mahal 5, pp.184- Pilipinas: Ang Ating Bansa (5), CG, Pilipino Ako, Pilipinas
185, 1999 209-213 2000 pp. 197-204 Ang Bayan ko (Patnubay
ng Guro) 5 pp. 152-154
III. PAMAMARAAN

A. Balik-aral sa nakaraang Balitaan Paglalarawan sa Base Militar ng a. Balitaan a. Balitaan a. Balitaan

aralin at/o pagsisimula ng Ang mga bata any magkakaroon Estados Uidos sa Subic. b. Pagbabalik-aral tungkol sa Base b. Balik-aral: (Pass the ball) b. Balik-aral:
bagong aralin ng maikling pag babalitaan. Militar ng Estados Unidos sa Epekto ng Parity Rights Mga tanong:
Pilipinas sa pamamagitan ng Ano ang kahulugan ng
contest Colonial Mentality at
Neocolonialism?
B. Paghahabi sa layunin ng Film Showing tungkol sa Base Pagpapakita ng larawan sa Clark Air Suriin ang iba’t ibang reaksyon ng Ibigay ang kahulugan kung ano Ipaliwnag ang epekto ng
aralin Militar ng Estados Unidos sa Field. mga Pilipino tungkol sa epekto ng ang Colonial Mentality at “Colonial Mentality “
Pilipinas Parity Rights at Ugnayang Neocolonialism pagkatapos ng Ikalawang
Digmaang Pandaigdig
kalakaran

C. Pag-uugnay ng mga Paglalarawan ng mga bata sa “Data Retrieval Chart” Pagpapakita ng larawan na isang Pagpapakita ng larawan ng Pagbabasa ng mga mag-
halimbawa sa bagong nakitang “Film Showing” Tanong: Ano ang nasa loobng Clark bata ay inagawan ng bagay ng isa isang Filipino made products at aaral sa mga nakatalang
aralin Air Field? foreign made products iba’t ibang colonial
mentality/ Neocolonialism
D. Pagtatalakay ng bagong Mga Tanong: Bakit kaya Pagtatanong sa mga mag-aaral Hayaan ang mga mag-aaral na Batay sa lista ay
konsepto at paglalahad ng Ano ang itinayo sa itinayo ang Clark tungkol sa larawang nakita magbigay ng kumento tungkol magtatanong ang guro sa
bagong kasanayan #1 Subic Bay? Air Field ? sa larawang ipinakita epekto nito.
Bakit kaya itinayo
ito sa Pilipinas?

E. Pagtatalakay ng bagong Pagdedebate tugkol sa Ano kaya ang kabutihang Pagpapangkat: Hayaang basahin Hayaang basahin ng bawat Magbibigay ng listahan ng
konsepto at paglalahad ng kabutihan/kasamaang dulot dulot ng Clark Air Field sa Pilipinas? ng bawat grupo ang paksang grupo ang teksto ng paksa at epekto ang uro sa bawat
bagong kasanayan #2 ng Base Millitar ng Estados inatas at hayaan silang magbigay magtalakayan grupo at hayaan ang mga
Unidos sa Pilipinas. ng sariling kuro-kuro mag-aaral na talakayin ito

F. Paglinang sa Kabihasan Ang mga bata ay magbuo ng “Semantic Web” Ipaulat sa bawat grupo ang Ipasulat sa meta strips ang mga Pagtatalakayan ng mga
(Tungo sa Formative concept map kung paano naitatag Paano natatag ang Clark Air Field? kaalaman tungkol sa Parity Rights diwang natutunan sa paksang mag-aaral at guro
Assessment) ang Base Militar sa Subic. nabasa Halimbawa: Produkto ng
bansa
G. Paglalapat ng aralin sa Sa pamamagitan ng mga News Sa palagay ninyo, tama ban a pinaalis Ano ang naitulong ng Parity Rights Magsulalt ng 3 halimbawa ng Ano ang gagawin mo
pang-araw-araw na buhay Clippings,Ano ang naitulong ng ang mga Base Militar sa Pilipinas? sa pang araw-araw na colonial mentality na upang magkaroon ka ng
Base Militar sa pang araw-araw na pamumuhay ng mga Pilipino? karaniwang ginagawa n mga tiwala sa sarili?
pamumuhay ng mga Pilipino? Pilipino?
H. Paglalahat ng Aralin Ano ang naitulong ng Base Militar Sa pamamagitan ng Flip- Ano-anu ba ang naging epekto ng Ano ang kahulugan ng colonial Ano-anu ang mga epekto
ng estados Unidos sa Pilipinas Book,Ipalarawan sa mga bata ang Parity rights sa eknomiya ng Mentality at Neocolonialism? ng Colonial Mentality?
noong unang panahon? Clark Air Field? bansa?

I. Pagtataya ng Aralin Sa pamamagitan ng “Centers” “Talk Show” Pagpapagawa ng Carousel Photo Pagsusulat ng journal tungkol Pagsasagot ng maikling
papabigayin ang mga bata sa Kabutihang dulot ng Base Militar sa sa bawat grupo sa kahulugan ng colonial pasulit.
kahalagahan ng pagtatag ng Base Pilipinas sa Clark Air Field? Mentality at Neocolonialism
Militar sa Pillipinas sa Subic Bay.

J. Karagdagang gawain para Galing sa mga News Gumawa ng scrapbook tungkol sa Isulat ang aspeto ng Prity Rights sa Ipaliwanag ang mga Magbigay ng 5 halimbawa
sa takdang-aralin at Clippings,Magsulat ng Base Militar ng Pilipinas. panig ng mga Pilipino at sumusunod: na nagpapakita ng Colonial
remediation pinakamahalagang pangyayari sa Amerikano. 1. Colonial Menatality Mentality ng mga Pilipino.
Base Militar sa Subic. 2. 2. Neocolonialism

IV. Mga Tala

V. Pagninilay

A. No. of learners who

earned 80% on this
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work?
No. of learners who have
caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor help
me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teacher?
 GRADE 6 School HANGGA ELEMENTARY SCHOOL Grade Level IV
Teacher ESMERALDA R. FRANCISCO Learning Area ENGLISH
DAILY LESSON LOG
Teaching Dates And Time NOVEMBER 5-9, 2018 (WEEK 2) Quarter 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards  Demonstrates understanding of figurative language, word relationships and nuances in word meanings to develop word consciousness.
 Demonstrates understanding of text types in order construct feedback
 Demonstrates understanding of writing styles to comprehend the author’s message
 Demonstrates understanding that English language is stress timed to support comprehension
 Demonstrates understanding of the forms and conventions of print, non-print, and digital materials to understand various viewing text
 Demonstrates understanding of non-verbal communication to communicate with others
 Express ideas effectively in formal and informal compositions to fulfil their own purposes for writing
 Demonstrates understanding of the research process to write a variety of texts
 Demonstrates understanding of various verbal elements in orally communicating information
B.Performance Standards  Uses figurative language appropriately in various context
 Uses literal information from texts heard to construct an appropriate feedback
 Uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
 Reads with sufficient accuracy and fluency to support comprehension
 Applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print,
film and moving text
 Applies knowledge of non-verbal skills respectfully give the speaker undivided attention and acknowledge the message
 Rewrites/revises texts using appropriate text types for a variety of audiences and purposes.
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
 Orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
C.Learning Competencies/ Vocabulary Reading Comprehension Viewing Study Strategies/Research Oral Language
Objectives Listening Comprehension Fluency Writing Composition Attitude Attitude
Attitude
Clarify meaning of words Distinguish text-types Organize information from Make a stand based on
using online resources according to purpose and Identify real or make-believe, secondary sources in informed opinion
language features -Time- fact or non-fact images preparation for writing,
Detect biases and order (sequence, recounts, reporting and similar Show openness to criticism
propaganda devices used process) Observe politeness at all times academic tasks in Observe politeness at all
by speakers Write a 3- paragraph editorial collaboration with others times
Read grade level text with article
accuracy, appropriate rate Show tactfulness when
and proper expression Show tactfulness when communicating with others
communicating with others
K. Write the LC Code for each EN6V-III b 8.3 EN6RC-IIIb- 3.2.9 EN6VC-IIIb- 6.2 EN6SS-IIIb- 4 EN6OL-IIIc- 1.28
EN6LC-IIIb-3.1.12 EN6F-IIIb- 1.7 EN6A-IIIb-16 EN6A-IIIb-17 EN6A-IIIb-18
EN6WC-IIIb- 2.2.10 EN6A-IIIb-16
EN6A-IIIb-17
II. CONTENT Clarifying Meaning of Distinguishing Text-Types Identifying real or make Organizing Information from Making a Stand
Words Using Online According to Purpose believe fact or non-fact Secondary Sources
Resources images.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide/Pages

2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from Chart for Detecting bias- Chart - The Rio Grande- http://
Learning Resource (LR) portal (http://www.wikihow.com/ http://englishforeveryone.or On-line game: Encyclopaedia Britannica – informationliteracywactc.p
Recognize-Bias-in-a- g/PDFs/6_The_Rio_Grande_ http://pbskids.org/arthur/game on line reference bworks.com/f/
Newspaper-Article) Free_Sample.pdf s/factsopinions/factsopinions.ht Debate_Etiquettes_1_.doc
ml)
Chart for Different
Propaganda Techniques- or Encyclopaedia Britannica – on
Presentation line reference
https://chrisperleyblog.files
.wordpress.com/2015/09/
watch-for-7-types-of-
propaganda2-
e1425938094844.png
G. Other Learning Resource PowerPoint presentation, Short Article: The Rio Laptop, projector, pictures, on- Chart, picture, mini-board Chart for debate-rubrics,
laptop, projector Grande- Chart, picture line game, chart picture
Cardboards, picture, chart
III. PROCEDURES
EE. Reviewing previous lesson or Have you tried to convince Can anyone from the class Read your answers loudly about Read the editorial article How would you like others
presenting the new lesson someone to do something give the different techniques the facts you have learned from about the President of the to react on your opinions
for you or make someone in propaganda? the article, inquiries that you Philippines. and beliefs?
believe in you? How did are still interested to know and
you do it? state your opinion about the
article
FF. Establishing a purpose for the Drills. Do you know the importance Show the picture and let them Play a game: “Mini Me” Discuss shortly the rules on
lesson Unlocking of of water? analyze it by sharing their ideas. game the teacher will call debate.
difficulties. What are the uses of water? someone who will act in http://
Arranged the Ask the pupils: front of the class and the informationliteracywactc.p
jumbled letters (to Where do you think the shadow class shall imitate the actor bworks.com/f/
identify the came from? in front whatever it may act Debate_Etiquettes_1_.doc
different out.
techniques of http:// Points of information:
propaganda) vivifyphotography.com/wp- Etiquette:
beside the sample content/uploads/2014/09/ 1. Be respectful to
pictures. Fantasy-Self-Portrait-Reaching- the speaker
Arm-Vivify-Photography- 2. Rise calmly and
DARC GNIKCSTA – Focuses 1024x682.jpg) quietly
on the best features and 3. Wait patiently for a
leaves out or lies about response from the
problems speaker
LAINOMOTISET – a well- 4. Make sure your
known person endorses (POI) Points of
the product or service. Information does
GNIRETTILG SEITILARENEG not exceed 15
– uses words or ideas that Answer to the question: tree seconds
evoke an emotional (http://il3.picdn.net/shutterstoc How to answer:
response. k/videos/9573419/thumb/1.jpg 1. Be bold and
REFSNART – relates a ) concise
product to someone or 2. Use POI’s to your
something we like. advantage:
NIALP SKLOF – Uses regular  To advance
people to sell a product or more
a service. arguments
NOGAWDNAB – asks  Take away
people to join the crowd arguments
and take action because Possible answer: From the hand from the other
everyone is doing it. a monster outside the window. side
EMAN GNILLAC – connects 3. Do not let the POI
a person, product or idea distract you or get
to something negative. you off topic
4. If POI is not clear
or does not matter
in the debate, say
that.
 Planning Strategy:
1. Anticipate
opposing
arguments
2. Make your POI’s
witty and insightful
3. A POI can be new
argument, an
insightful
reference to an old
argument, or
evidence that
makes the
speaker’s points
invalid
GG. Presenting - Show different Identify the meaning of Is your answer correct? Create sentences based on What are the things you
examples/Instances of the advertisement to the the bold words using the pictures using past form must remember in stating
new lesson class. context clues. How would you react on the of regular verb. your opinion?
ideas you have stated just
1. He was furious when basing on the pictures
he found out his presented and not on the actual
girlfriend had scenario?
- Ask them if they will cheated on him.
buy the product. 2. The
- Ask them the reason of higher elevations ha
buying the product. ve a dry, temperate,
healthful climate. 1.
3. His life, as
they significantly cal
- Visualize: l it, was untouched
(add more)
You want to buy new set of
clothes, how will you
convince your parent to
buy it?
2.

HH. Discussing new concepts and Analyse the different Read aloud the text “The Rio Play on line – or create the A teacher support material State the ideas and
practicing new skills # 1 Propaganda Techniques- Grande” same idea: consisting of activities Let opinions of the group from
http:// Binky’s Fact and opinion. the pupils identify first the the chosen topic from the
englishforeveryone.org/ (http://pbskids.org/arthur/gam meaning then let the pupils list.
PDFs/ es/factsopinions/factsopinions. to use the appropriate past
6_The_Rio_Grande_Free_Sa html) form of regular and irregular
mple.pdf verb and to formulate Group 1:
Read the text with accuracy, dialogues based picture
appropriate rate and proper presented. Are Video Games Good for
expression. You?

The Rio Grande although not Group 2:

the longest river in America,
the Rio Grande is one of the Do you know the difference Which is better, television
most important. But, unlike between Facts and Opinions? or books?
other significant rivers, it is If I say “Pal has four legs,” that’s
not used for shipping. In a Fact. It’s a Fact because I can
fact, oceangoing ships show somebody else why it’s
cannot navigate the waters. true, and evidence can be
No, what makes the Rio proven.
Grande so important is its No matter who says it, it’s true:
location. Since 1846, it has Pal has four legs.
been the official border of
Texas and Mexico. Rio
Grande Geography The Rio
Grande is either the fourth
or fifth longest river system
in North America. It all
depends on how it is
measured. Because the river But if I say, “Pal is the best pet,”
twists so much, it that’s an Opinion.
occasionally changes course. It’s n opinion because I can’t
And these course shifts can show somebody else that it’s
cause it to be longer or true.
shorter. At its last official Somebody else might that
measure, the Rio Grande Nemo is the best pet.
clocked in at 1,896 miles. We would have different
The river starts in Colorado Opinion.
and extends downward to
the Gulf of Mexico.
Downward is the best way of
describing it too. Not only
does the river extend south,
but it also starts in the
mountains and gets lower
and lower in elevation as it
extends to the Gulf. Its name
is Spanish for the “Big River,”
but the Rio Grande is
actually known as Rio Bravo
in Mexico. “Bravo” translates
as “furious,” so the name
makes sense. Because of its
twists and turns, it certainly
does seem to be angrier
than most rivers! The Rio
Grande Today The Rio
Grande today is mostly used
as a source of drinking
water. Sadly, much of the
water has been drained from
the river. Parts of the river
are almost dry! This is
because people use more
water from the river than
the river can get back from
rain and other sources.
Experts are working to
correct this, though, with
hopes of restoring the river
to its past strength. Today,
the river is important as a
source of water for Texans
and Mexicans. More
important, it is a symbol of
cooperation between two
nations. Though borders like
the Rio Grande separate
nations, they are also shared
spaces. The Rio Grande is
therefore a symbol of
 friendship and peace
between two peoples.
II. Discussing new concepts and Show a picture, and then Group Activity: Divide the Show sample of an Editorial Discuss the Time Signals of Guided Debate.
practicing new skills # 2 let the pupils describe it. class into group and write Cartoon and let the pupils verb specifically irregular Based on the chart for
their answer in a manila discuss and state their opinions. verbs. rubrics.
paper. Identify the irregular verb of
the following pictures and
1st group: use it in a sentence.

Based on the Rio Grande

history identifies its events
Analyse and discuss the
using this diagram.
topic, different tips in Discuss partially, the
detecting Bias. Features of Editorial Article

1 Critical texts are edited

Research the according to conventions that .
newspaper. Some papers vary with the type of text .
have a reputation for giving (classical, medieval, and
a particular slant on the modern) but follow certain
news, in addition to the general principles.
news itself. But don't
assume that views Generally, however, the editor
expressed on the editorial constitutes his text in
pages have any influence accordance with his own
on coverage; reputable 2nd Group: Write the correct judgment on principles
newspapers strictly steps in preparing a explained in his introduction;
separate the news and sandwich. and he indicates his sources in
editorial staffs. Also, take critical notes.
note of how many ads the Editorial judgment will be
paper runs (not including influenced by the presumed
inserts which are often needs of readers.
added after the fact). If
there are large number of The two most interesting
printed ads that may 3rd group: features of cartoon and
indicate a paper is caricature in the first half of the Time signals.
beholden to numerous Draw the pictures and write 20th century were the rise of
entities such as special the description of it in a the one-line joke and of the Verbs tell the time when an
interest groups, local correct sequence. pictorial joke without words, action takes place. Any
and/or federal and the enormous diversity of action or condition may be in
governments, corporations Use this diagram to do this styles of drawing. The New
etc. for funding. activity: Yorker was probably the the past, present, or future:
inventor or reinvent or of the he was, he is, he will be.
2 one-line joke and certainly its Most common verbs simply
Take notes as you read the chief fomenter. add an -ed to form the past
article. Identify "who, time, or tense, as it is
what, when, where, why (Reference: Encyclopaedia normally called. Thus walk
and how" and make a note Britannica) becomes walked. Other
of any missing information verbs, sometimes called
or extra analysis. irregular verbs, do not add -
ed. Instead they undergo an
3 internal change: sing, sang,
See if you could rewrite the sung; fly, flew, flown; go,
article, using the same went, gone.
information, to tell a
completely different story. (Reference: Encyclopaedia
Britannica)
4
Look at how the writer
treats the people he is
writing about. Do some
sources or witnesses
"claim" their stories while
others "explain" them?
Make notes of language
that gives you a positive or
negative feeling about a
piece of information, but
which represents the
writer's opinion, and not a
verifiable truth.

5
Pay attention to the overall
tone of the article. Does
the feeling it gives you
relate to the information
given (e.g. murder makes
you feel sad) or to the
writer's opinion (e.g. a
 particular political party is
scary)?

JJ. Developing mastery(leads to Game: Group Presentation . Class Activity: play and discuss Using mini-board- Construct Share in the class your
Formative Assessment 3) Let us play the game “Hep, Let each member discuss the questions in the paper. sentences using a card, use conclusion based on the
hep, hooray “whoever got your written answer in a Turn the Question Around! Oral the appropriate past form of result of the debates.
it incorrect shall identify manila paper. Practice regular and irregular verb
the technique use in the Pass the ball to all pupils inside and to formulate dialogues
propaganda. the classroom while singing based picture presented.
“London Bridge is falling down”
then as the song ends whoever
holding the ball shall answer to
the question posted on the 1.
1. board.
2. 1. What is your favorite
food? Why?
2. Where would you like 2.
to go on vacation?
Why?
3. Who is your favorite
teacher? Why? 3.
4. Why do you like recess?
5. What is your favorite
3.
sport? Why?

4.

4.

5.

5.
KK. Finding practical application of How will you react in a If you’re going to write a Why is it important to identify What is the importance of It is important to respect
concepts and skills in daily simple statement that short story about yourself factual information to opinion? the correct usage of verb in others in their own opinion
living concerns you or your what will be the highlights Can it affect a person? In what expressing your thoughts, and beliefs? Why?
family? Will you analyze and sequences of your way? emotions etc?
and detect bias from the story?
statement or react easily?
 State your example of
simple statement.
LL. Making generalizations and What is Propaganda? What are the ways on how Differentiate real or make- How to use the appropriate What are the proper ways
abstractions about the lesson What are the techniques of to distinguish a story/article believe, fact or non-fact. past form of regular and on conducting a debate?
Propaganda? according to Time-order - irregular verb and to
How can you detect bias basing on sequence of formulate dialogues? What should you
and propaganda? events? remember in showing
evidences in a simple
debate?
MM. Evaluating learning Arrange the following Identify the statement if it is a Match each general action Using this form answer it in
Mark a check (/) in each pictures in its correct Fact, or Opinion. Write F for verb on the left column with your own opinionregarding
item that contains bias. sequence. By writing 1st – 6th. Fact, O for Opinion a more precise action verb the key points below:
1. Shoppers in the cat 1. The Sun is a tabloid on the right column.
food section at a newspaper.
supermarket are 2. I think the Sun is an
asked to choose entertaining read.
the best dog food. 3. KFC is all right once in a
2. Parents are asked, while.
“Should we 4. Diamonds are made
develop hand-eye from carbon.
coordination in our 5. Diamonds are most
children by expensive to buy.
teaching them how 6. Jollibee is a fast food.
to play computer 7. I have been to Mall of
games?” Asia and I think it’s
3. Should students lovely.
have fun walking 8. Ginebra Team is the
their dogs after best basketball team in
school or should the Philippines.
they be doing 9. Encantadia is a series
boring show at night.
assignments? 10. Encantadia is a boring
4. The city must show.
decide whether to
pass a leash law. It
Fact or Opinion: I think and
will survey some
I know Chart:
people who own
For each topic write one
dogs and some
opinion and one fact.
who doesn’t have a
1. My Hometown
pet.
 5. A random group of a. Opinion
families with b. Fact
children and 2. My House
random group of a. Opinion
people without b. Fact
children are asked 3. Fruit
of the town should a. Opinion
build a new b. Fact
playground. 4. Summer
a. Opinion
b. Fact
5. Lions/any animal
a. Opinion
b. Fact

NN. Additional activities for Cut and paste 10 different Take home activity: Identify Make a 3- paragraph editorial Group the class into 6 groups Make you own stand based
application or remediation kinds of advertisement and the facts you have learned article about the President of for the simple debate on the on informed opinion
identify techniques used in from the article, inquiries the Philippines. Read it in the next discussion. regarding on the picture
it. that you are still interested class tomorrow. Use this Other possible and statement below.
to know and state your diagram to answer your take- topics:http://webspace.ship.
opinion about the article. home activity. edu/hliu/347/12current/50t State your opinion in a
Hamburger Paragraph opics.pdf paragraph using compound
- Topic Sentence and complex sentences.
- 4 - Sentences Pros and Cons
- Concluding Sentences
Group 1: Are Video Games
Good for You?
Group 2: Which is better,
television or books?

Secure a copy of the rubrics

for debate.
 Eliza, 11 yrs. Old and 5th in
the ten children of Mang
Dolpo and Aling Iska. They
live beside the riverbanks.
Their source of living is
from the junk they collect.
Eliza works underpaid to
Mrs. Dalia as a vendor in
the market.

IV. REMARKS
V. 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 worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN

A. Pamantayang Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan

Pangnilalaman Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang kasanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
C. B. Pamantayan sa Naisasagawa ang mga hakbang o panutong napakinggan.
Pagganap Nakapagbibigay ng isang panuto.
Nakabubuo ng isang nakalarawang balangkas.
Nakagagawa ng nakalarawang balangkas upang maipakita ang nakalap na datos o impormasyon.
Nakasusulat ng isang talambuhay at orihinal na tula.
Nakagagawa ng isang suringpapel tungkol sa pinanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento , pagsulat ng tula at kuwento.
C. Mga Kasanayan sa Naisasagawa ang napakinggang Nagagamit ang pariralang pang- Nagmumungkahi ng iba pang Nagagamit ang nakalarawang
Pagkatuto. Isulat and code hakbang ng isang gawain. abay sa paglalarawan ng pangyayari na maaaring balangkas upang maipakita ang
ng bawat kasanayan F6PN-IIIa-1.2 paraan, panahon,lugar ng kilos at maganap sa binasang teksto. nakalap na impormasyon o datos.
damdamin.F6WG-IIIa-c-6 F6PB-IIIa-20 F6EP –IIIa-i-8
Nakapagbibigay ng panuto. F6PS-
IIIa-8
E. II. NILALAMAN Pagsunod sa Napakinggang Panuto Pariralang pang-abay sa Pagmungkahi ng iba pang Nagagamit ang nakalawang
paglalarawan ng pangyayaring maaaring maganap balangkas Upang Maipakita ang
paraan, panahon,lugar ng kilos at Nakalap na Impormasyon.
damdamin
Pagbibigay ng Panuto
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk Landas sa Pagbasa 6 pp. 134-137
 4. Karagdagang Kagamitan MISOSA 5
mula sa portal ng
Learning Resources (LR)
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN

A. Balik-Aral sa nakaraang Pagsasanay Piliin ang mga pandiwa sa Paano malalaman ang katangian ng Magbigay ng mga halimbawa ng
aralin at/o pagsisimula ng Isulat ang uri ng pangungusap pangungusap. Ilista sa inyong isang tao? pang-uri at pang-abay.Isulat sa
bagong aralin a.Nakatulog si Abby sagutang kuwaderno. Pagtsek ng takdang-aralin. loob ng hugis
habang nagbabasa. 1. Nahulog sa ilalim ng mesa ang
b.Hanapin ang mga nars. kutsara.
c.Saan ako naroroon? 2. Tumatakbo nang matulin ang
d.Aba, parang may mga sasakyan.
prusisyo! 3. Nakabili kahapon ng bagong TV
e.Sino ka? ang kapitbahay namin.
4. Tumakas noong nakaraang
linggo ang 7 bilanggo sa piitang
bayan.
5. Magagandang bulaklak ang
pinitas nila sa halamanan.
6. Masisipag lang ang tinatanggap
na manggagawa sa paggawaan ng
sapatos.
7. Lumipat na sila ng tirahan sa
San Pedro, Laguna.
8. Ang grupo nila ay sumasayaw sa
entablado.
9. Naglaro nang mahusay si
Jempot kaya sila nanalo.
10. Nagtanim maghapon ang mga
magsasaka.
B. Paghahabi sa layunin ng Ipaturo ang kaliwang kamay ng mga BASAHIN ANG BABALA Gaano ninyo kamahal ang inyong Pagbasa isang liham sa ph. 24-25
aralin bata sa kaliwang bahagi ng silid- INAALAGAANG MABUTI ANG MGA lolo? (Hiyas sa Pagbasa )
aralan. PUNUNGKAHOY SA GUBAT. May kasabihan na “ Matibay ang
Ano-anong mga bagay ang ITINANIM NANG MAAYOS ANG walis kung ito’y nakabigkis.”
nasa kaliwa mo? MGA PUNO RITO. PARURUSAHAN Binibigyang-diin nito ang
Ipaturo naman ang kanang NANG MABIGAT ANG MANINIRA kahalagahan ng pagkakaisa at
kamay ngmga bata sa kanang NG PUNUNGKAHOY. SUMUNOD pagtutulungan ng mga kasapi ng
bahagi ng silid-aralan. NANG MATAIMTIM SA BATAS NG pangkat. Hindi magtatagumpay ang
Ano-anong mga bagay ang KAGUBATAN. anumang gawain kapag watak-
nasa kanan mo? watak ang mga taong gagawa nito,
Alin sa mga larawang ito? tulad ng pangyayari sa susunod na
 Meron bas a mga bagay na ito? kuwento ni Lolo.

C. Pag-uugnay ng mga Pangkatin ang mga bata sa lima (5) Ano ang pandiwa sa unang Ibigay ang kahulugan ng salitang
halimbawa sa bagong aralin pangungusap? (Inaalagaan) Paano sinalungguhitan. Pagkatapos
Ipaguhit sa bawat pangkat ang inaalagaan? gamitin sa pangungusap.
mapa ng sariling silid-aralan gamit (Mabuti) Anong salita ang Abala ang isipan nina Bryan sa mga
ang manila paper. binibigyang turing ng salitang binabalak nilang gawin
mabuti? (Inaalagaan) kinabukasan. ( nahihibang, nag-
Anong bahagi ng pananalita ang iisip, gumugunita )
mabuti? (Pang-abay) Masaya na ang pananim sa hardin
makalipas lamang ang ilang araw.
Ang mga halaman ay
(nagtatawanan, nagsisisayaw,
nananariwa )
Kapag napabayaan pa, babagsak na
ang negosyo nila at wala na silang
hanapbuhay. (madudurog,
malulugi, mawawasak )
Sadyang nakikiisa ang lahat sa mga
gawain sa hardin. ( tumutulong,
naninisii, nagpapabaya )
Narinig ni Lolo Juan ang pagtuturo-
turuan ng mga apo sa mga gawain
sa poultry. ( pagsisihan,
pagtutulung-tulongan, pag-aaral)
D. Pagtalakay ng bagong Gamit ang mapang nabuo, ipagawa Ano ang pandiwa sa ikalawang Pagganyak sa Tanong Sino kaya si ate Lydia?
konsepto at paglalahad ng sa bawat pangkat ang sumusnod: pangungusap? (Itinanim) Paano Katulad ba kayo ng mga apo ni Lolo Ano ang suliranin ni Eunice?
bagong kasanayan #1 • Lagyan ng tsek (/) ang pintuan. itinanim? Juan kung nagtatrabaho? Ano ang pamilyar na salita?
Kulayan ito ng berde. (Maayos) Anong salita ang Pagbasa sa kuwento ng guro Magbigay ng mga halimbawa nito
• Lagyan ng ekis (X) ang bintana. binibigyang turing ng maayos? Paalala ang mga pamantayan sa batay sa nabasang liham.
Guhitan ito ng kurtinang kulay (Itinanim) Anong bahagi ng wastong pakikinig. Ano ang di pamilyar na salita?
berde. pananalita ang maayos? (Pang- Ano-ano ang mga di pamilyar na
 • Lagyan ng dalawang guhit ang abay) Ang mga salita at pariralang salita ang napapaloob sa liham?
cabinet ng aklat. Isulat ang naglalarawan o nagbibigay turing Ano ang maaaring mangyari sa
pangalan ng inyong guro sa ibabaw sa pandiwa ay tinatawag na pang- Madalas na pagshampoo ng
nito at kulayan ng dilaw. abay. buhok?sa
• Lagyan ng pahilis na guhit ang Sobrang init ng hair dryer?
pisara. Isulat din dito ang ngalan ng Ano-anong mahahalagang detalye
paaralan. ang iyong natutuhan sa binasa?
Ilahad ng bawat pangkat ang
natapos na gawain.
Nagawa ba ng maayos nang
bawat pangkat ang mga panutong
ibinigay?
Ano ang ginawa ng bawat
pangkat upang maayos at wastong
masunod ang mga napakinggang
panuto?
Bakit mahalaga ang pagsunod sa
panuto?
Kung sakaling liban ka ng araw na
ito na naituro ng guro ang
pagsunod sa hakbang sa paggawa
ng balulang,ano ang
mararamdaman mo?
Manghihinayang ka ba?Bakit
Ano-anong mga magagalang na
pananalita ang maari mong
magamit upang maipahayag ang
iyong panghihinayang?
E. Pagtalakay ng bagong Talakayin ang Pag-Aralan mo Paano nag-uusap ang mga apo ni Itala ang mga nakalap na
konsepto at paglalahad ng pah.2-5 Lolo Juan sa unang bahagi ng impormasyon sa pamamagitan ng
bagong kasanayan #2 kuwento? balangkas. Gamitin itong gabay.
Ano sa palagay mo ang gagawin ng
mga apo ni Lolo Juan sa poultry
farm kinabukasan?
Nag-usap nga kaya ang araro at
asarol sa kuwento ni Lolo Juan? Ano
sa palagay mo?
Mahal ba ni Lolo ang mga apo niya?
Bakit mo nasabi?
Mahal ba ng mga bata si Lolo Juan?
Patunayan ang iyong sagot.
 Bakit kailangan lumikha si
Lolo Juan ng kuwento para sa mga
apo?
F. Paglinang ng Kabihasaan Basahing mabuti ang Sagutin ang Subukin Mo pah 9-14 Gawin Natin
( tungo sa Formative panuto.Isagawa ang ibinigay na Panuto: Basahin ang bawat
Assessment ) panuto. kalagayan at piliin sa ibaba nito ang
1. Gumuhit ng maliit na maaaring mangyari. Bilugan ang
bilog.Pagkatapos ay gumuhit ng titik ng sagot.
mas malaking bilog sa ilalim ng 1.Kapag ang taoy mahilig sa
maliit na bilog at sa ibabang mabagi pagbabasa
ng malaking bilog ay gumawa ng masisiraan siya ng bait
tuldok at sundan ng pakurbang mahina siya sa pag-unawa
guhit.Gumuhit ng maliit na tatsulok hindi siya mahusay sa pagsusulat
sa gitna ng maliit na bilog at sa may malawak siyang kabatiran
magkabilang gilid nito ay gumuhit 2.Kapag ang mag-aaral ay masipag
ng kalahating bilog at matiyaga
hindi na dapat turuan ng guro
ang guro ay masisiyahan
hindi na nangangailangan ng tulong
maaari nang hindi pumasok sa klase
3.Kapag ang isang guro ay masipag
magturo
walang malalagpak na mag-aaral
maiinis ang mga bata sa kaniya
maraming matutuhan ang mga bata
wala na siyang panahong
magpahinga
4.Kapag ang isang tao ay nagpunla
ng kabaitan
marami ang kanyang magiging
kaibigan
maraming maiinggit sa kanya
lalayo ang kanyang mga kaibigan
iisipin nila na siya’y mayabang
5. Kapag ang mga mamamayan sa
isang bansa ay pawang masisipag
madali silang mapapagod sa
paggawa
mag-aaway-away sila sa kayamanan
ang mga tamad ay magiging
masipag din
ang bayan nila ay magiging
mariwasa
G. Paglalapat ng aralin sa Ano ang ginintuang aral ang Sagutin ang Pagsanayan Mo pah. Gawin Ninyo
pang-araw-araw na buhay nakukuha natin sa mga pabula na 7-8
napakinggan natin Panuto: Hanapin at isulat ang titik
ng pahayag sa Hanay B na
nagsasaad ng maaaring kalabasan
ng mga pangyayaring nakasaad sa
Hanay A.
A
B
1. Kapag hindi tumigil ng pag-ulan
sa A. Maiiwasan ang patayan
loob ng dalawang linggo
at digmaan
2. Kung susunding lahat ng mga
B. Lahat ng mga bagay na may
buhay aymamamatay magulang
ang nanaisin ng
kanilang mga anak
3. Kapag biglang nawala ang tubig
C. Magsisikip ang daigdig
dito sa mundo
sa dami ng naninirahan
4. Kung lahat lamang ng mga tao ay
D. Magiging mariwasa
pulos may salapi
ang kanilang bayan
5. Kapag nagtinginan na parang
E. Ito ay hindi na
tunay na magkakapatid ang lahat ng
tao mapaaandar
6. Kung ang lahat ng nilalang sa
mundo F. Malimit itong hihiramin
ay walang kamatayan
ng mga bata sa aklatan
7. Kapag naubusan ng gasoline ang
G. Malamang na bumaha
isang sasakyan
nang malaki
8. Kapag masisipag ang lahat ng
H. Siya ay kagigiliwan ng
mamamayan sa isang bansa
kanyang guro
9.Kapag maririkit ang nilalaman ng
I. Wala nang magiging
 isang aklat
manggagawa
10. Kung mabait at masipag mag-
aral J. Sila ay lalaking Malaki
ang isang mag-aaral
ang loob
H. Paglalahat ng Aralin Ano ang natutuhan mo sa aralin? - Na ang pariralang naglalarawan Sabihin: Nasagot ninyo ang mga Ano natutuhan ninyo sa aralin.
Ano ang kahalagahan ng pagsunod kung paano ginawa ang kilos ay katanungan dahil nahinuha ninyo Ipakita ang iyong sagot sa
sa panuto?Ano-ano ang mga mga ang pangyayari sa pinakinggang pamamagitan ng isang rap.
magagalang na pananalita na pariralang pang-abay na kuwento.
nagpapahayag ng panghihinayang? pamaraan. Pagbibigay Hinuha sa Pangyayari
- Na ang mga pariralang Makapagbibigay ng hinuha ang
tumutukoy kung saan ang pook o isang mambabasa sa paggamit ng
lunan na dati niyang kaalaman at sa mga
pinangyarihan ng kilos o gawa ay pahayag o nangyari sa
mga pariralang pang-abay na pangungusap. Makatutulong nang
panlunan. mabuti kung magiging mapanuri
- Na ang mga pariralang nagsasabi siya.
kung kailan ginawa, ginagawa o Halimbawa:
gagawin ang kilos o pangyayari ay Pangyayari: Natutuwa ang buong
mga pariralang pang-abay na bansa nang manalo ang tatlong
pamanahon. mag-aaral mula sa Manila Science
- Na ang mga panuto sa babala, High School sa International
patalastas pagsusulit at gawaing Competition. Itatala sa buong
pangupuan mundo ang pangalan ng tatlo at
ay mahahalagang bagay o ipapangalan pa sa kanila ang
impormasyon na dapat tatlong asteroid sa kalawakan.
maintindihan Hinuha: Karangalan ng bansang
upang maisagawa nang tama ang Pilipinas ang tatlong bata
nakasaad. Sa unang bahagi ng kuwento ay
hindi magkasundo ang mga apo ni
Lolo Juan. Pabulyaw kung sila ay
nag-uusap. Upang maiiwasan ang
hindi pagkakasundo, dapat
gumamit ng magagalang na
pananalita sa pagpapahayag ng
saloobin.

I. Pagtataya ng Aralin Babasahin ng guro ang Isulat kung ang mga pariralang Panuto: Basahin ang bawat B. Basahin ang talambuhay ni
panuto.Hayaan ang mga bata na pang-abay na may talataan. Ibigay ang maaaring Manuel L. Quezon at gumawa ng
isagawa ito salungguhit ay pamaraan, kalabasan ng mga pangyayari. balangkas upang maitala ang mga
A.Gumuhit ng isang parisukat. Isulat panlunan o pamanahon. Bilugan ang titik ng napiling sagot. mahahalagang impormasyon.
dito ang BAWAL MAGTAPON NG 1. Tulung-tulong na naglilinis ang Matalinong bata si Raul. Siya ang
BASURA mga tao bago magpiyesta. nangunguna sa klase subalit ang Manuel Roxas – Talambuhay Buod
Kulayan ito ng kulay dilaw 2. Umusad nang dahan-dahan ang hindi niya matutuhan ay ang sa Tagalog/Filipino (google)
B. Gumuhit ng malaking bilog. Sa mga sasakyan. dumating sa takdang-oras. Isang Huling Pangulo ng Komonwelt ng
kanang bahagi nito maglagay ng 3. Sila’y nagtatanim sa mga araw, mayroon silang pagsusulit sa Pilipinas
maliit na kamay. Sa gitna ng bilog bukiring may patubig. paaralan. Nag-aral siyang mabuti. Unang Pangulo ng Ikatlong
ay isulat ang salitang HELLO gamit 4. Nahuhuli sa dagat na malapit sa Kinabukasan, tinanghali siya ng Republika ng Pilipinas
ang malaking titik Estancia ang maraming isda. gising kaya nahuli sa pagpasok. Mayo 28, 1946 – Abril 5, 1948
5. Sa Linggo ng hapon Nang umuwi si Raul matapos ang Mga Personal na Tala sa Buhay ni
magpupulong ang mga magulang pagsusulit, mukha siyang Manuel Roxas
at guro. malungkot na malungkot. Araw ng pagkasilang: Enero 1,
6. Tuwang-tuwa at patalun-talon Ano sa palagay ninyo ang nangyari? 1892
na sumalubong ang kanyang aso. Maaaring sumakit ang ulo ni Raul Lugar na sinilangan: Capiz
7. Umalis siya na mabigat ang Maaaring may nawala si Raul Ama: Gerardo Roxas
damdamin. Maaaring pinagalitan ng guro si Ina: Rosario Acuña
8. Naglilinis sila ng silid aralan Raul Maybahay: Trinidad de Leon
pagkatapos ng pulong. Maaaring hindi natapos ni Raul Araw ng kamatayan: Abril 15, 1948
9. Iwinawagayway ang watawat ang pagsusulit Lugar kung saan namatay: Angeles
tuwing may pambansang Iniwan ni Aling Puring na nag-iisa sa City, Pampanga
pagdiriwang. bahay ang kanyang bunsong anak. Sanhi ng Kamatayan: Atake sa
10. Ang matitibay na kahoy ay Naisipan ng batang maglaro ng puso
matatagpuan sa kagubatan ng lutu-lutuan. Kinuha niya ang Edad nang mamatay: 56
Pilipinas. posporo at sinindihan ang kanilang Edukasyon
kalan. Biglang sumiklab ang apoy. Elementarya at Mataas na
Ano ang maaaring mangyari? Paaralan
Nasunog ang bahay nina Aling Pampublikong Paaralan ng Capiz
Puring. Kolehiyo ng Saint Joseph sa
Nakapaglaro ng lutu-lutuan ang Hongkong
bata. Mataas na Paaralan ng Maynila
Umiyak ang bunsong anak ni (1910)
Aling Puring. Kolehiyo
May mga bisitang dumating sa Batsilyer ng Abogasya,
kanilang bahay. Pamantasan ng Pilipinas
Isang araw, naisipang ayusin ni mga nagawa at mga programa
Flora ang kanilang altar. Hinugasan Tala sa Kasaysayan: Mga Nagawa
niya ang plorerang mahal na mahal at Programa na Naipatupad
ng kanyang ina, pinunasan at Naging topnotcher sa Bar
nilagyan ng magagandang bulaklak. examination noong 1913.
Ilalagay na lamang niya ito sa altar Nagtrabaho bilang personal na
nang dumating ang rumaragasang kalihim ng Kataas-taasang Hukom
pusang hinahabol ng aso. Cayetano Arellano.
Lumundag ang pusa sa kamay Naging pambayang konsehal ng
niyang may hawak na plorera. Capiz.
Nabitawan niya at nabasag ang Nagturo ng Abogasya sa Philippine
plorera. Law School at National University.
Ano kaya ang gagawin ni Flora? Nahalal na gobernador ng Capiz
Magwawalang bahala nong 1919.
Itatapon ang plorera Hinirang na chairman sa
Magsasabi ng totoo sa kanyang Kumbensiyon ng mga Gobernador-
ina panlalawigan.
Ilalagay sa altar ang basag na Kumandidato at nanalong
plorera. kongresista ng Capiz noong 1922.
Kaisa-isang anak ni Aling Perla si Naging ispiker ng Kapulungan ng
Ramil. Si Ramil ay laging malungkot, mga kinatawan noong 1935.
masakitin at mahinang kumain. Kasama si Osmeña ay nanguna
Isang araw, pinayuhan ni Aling Perla siya sa isang misyong ukol sa
ng kanyang kaibigan na pabayaan kasrinlan sa Estados Unidos at
niyang maglaro ang anak sa labas tinulungan din nina Jorge Jacobo,
ng bahay upang makalanghap ng jayme de Veyra at Catalino
sariwang hangin at mainitan ng Lavandia.
araw. Pinakain din siya ng mga Nakamit ng grupo ni Roxas mula sa
gulay at bungang-kahoy at kongeso ng Estados Unidos ang
pinainom ng sariwang gatas. Hare-Hawes-Cutting Act, ang batas
Sa palagay ninyo, pagkatapos na nagkakaloob ng kasarinlan ng
mapagpayuhan ng isang kaibigan Pilipinas sa loob ng 10 taon.
ang kanyang ina, ano ang Tinanghal na natatanging
mangyayari kay Ramil? kinatawan ng Kapulungang
Siya ay lalong pumayat. Konstitusyonal noong 1934-1935.
Siya’y nagging masaya at Hinirang ni Quezon na maging
malusog. Kalihim ng Pananalapi.
Lalo siyang naging masakitin. Naging Chairman of the Board of
Lalo siyang ikinulong ng ina. Directors ng National Economic
Malakas ang buhos ng ulan. Baha Council.
na sa mga daan. Inggit na inggit si Nanguna bilang senador sa halalan
Roberto sa mga batang noong 1941.
nagtatampisaw subalit kagagaling Naglingkod sa Hukbo ng Pilipinas
lamang niya sa sakit. Dumaan ang nang sumiklab ang Digmaang
kanyang mga kaibigan at niyaya Pandaigdig II.
siyang maligo sa ulan. Ayuda-de-Kampo kay Hen.
Ano kaya ang ginawa ni Roberto? Douglas McArthur sa corrigidor.
Hindi sumama si Roberto sa mga Naging Pangulo ng Komonwelt ng
kaibigan. Pilipinas noong Abril 23, 1946.
Sumama siya agad sa mga Naging Pangulo ng Pilipinas sa
kaibigan. Panahon ng Pananakop ng mga
Nagalit si Roberto sa mga Hapon.
kaibigan. Pinamunuan niya ang Preparatory
Nagtutulug-tulugan na Commission for Philippine
lamang si Roberto. Independence na may layuning
himukin ang mga Pilipino na
 sumuko na at makipagkaibigan na
lamng sa mga Hapones.
Katulong na bumuo ng Saligang
Batas ng Japanese-Sponsored-
Philippine Republic.
Tinangkang patayin noong Hulyo
5, 1943 ng mga taong galit sa
kanya dahil sa pakikipagkaibigan
niya sa mga Hapon.
Nahuli ng mga kalabang Hapon sa
Mindanao at ibinilanggo sa Camp
Caisag.
Nakipagtulungan sa Estados
Unidos para sa gawaing pang-
ekonomiya upang maiangat ang
kabuhayan ng bansa na sinalanta
ng digmaan.
Sa ilalim ng kanyang pamamahala
nagkarron ng kasunduan tungkol
sa Philippine Trade Act of 1946
kung saan nabuo ang malayang
pakikipag-kalakalan ng Amerika sa
Pilipinas.
Agarang nahirang sa tungkulin
sanhi ng pagpalit ng uri ng
pamamahala mula Komonwelt
tungo sa Republika.
J. Karagdagang Gawain
para sa takdang aralin at
remediation

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng nakakuha ng
80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang Gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mag-aaral na
magpapatuloy sa
remediation
E. Alin sa mga istratehiyang
pagtuturo ang nakatulong
ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang
aking naranasan na
solusyonan sa tulong ng
aking punongguro at
superbisor?
G. Anong kagamitang
panturo ang aking
nadibuho na nais kong
ibahagi sa mga kapwa ko
guro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3rd QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S MUSIC HEALTH ARTS PE
A. Content Standard Demonstrates understanding Demonstrates understanding of The learner demonstrates Demonstrates understanding of
of the concept of musical the health implications of poor understanding of shapes, participation and assessment of
forms and musical symbols environment sanitation colors, values, and the physical activity and physical
principles of emphasis, fitness.
contrast, and harmony in
printmaking and photography
using new technologies.

B. Performance Performs accurately the Consistently practices ways to "The learner creates simple Participates and assesses
Standard design of structure of a given maintain a healthy environment printmaking (silkscreen) performance in physical activities.
musical piece designs on t-shirts and posters.
The learner describes the basic
concepts and principles of
basic photography."

C. Learning Analyzes the musical forms of Describes diseases and disorders The learner knows that design Explains the background of dance
Competencies the following caused by poor environmental principles still apply for any PE6RD-III-B-1
(write the LC Code) 1. Leron Leron Sinta sanitation new design (contrast of colors,
2. Silent Night H6EH-IIIa-1 shapes, and lines produces
3. Happy Birthday harmony) whether done by
4. Joy to the world hand or machine (computer).
5. Bahay Kubo A6EL-III-A
6. Ili-Ili Tulog Anay
7. Paru-Parung Bukid
8. Ang Bayan Ko
9. Pamulinawen
10. Tinikling
11. Lupang Hinirang
MU6FO-IIIa-b-2
 Forms Poor Environmental Sanitation PRINT MAKING Finess Enhancement through Folk
Dances
II. CONTENT

III. LEARNING RESOURCES

A. References
1. TG/CG pages
2. Learner’s Materials pages
3. Textbook pages The 21st Century MAPEH in 21st century Mapeh in Action 6 21st century Mapeh in Action 6 21st century Mapeh in Action 6
Action p.44-47 pages 280-282 pages 150-152 pages
4. Materials downloaded MISOSA module 23
from LRMDS
A. Reviewing previous What is pollution? Let the student analyse the song What is the effect of poor What is silk screen printing? Administration of Summative
lesson and presenting Give the different types. Masdan mo ang Kapaligiran by environmental sanitation? Test
new lesson Asin..
What is the message of the song?
What did you learn from this
song?
B. Establishing a purpose Let the pupils identify the Give examples of environmental What is silk screen printing? Let the students give different
for the lesson different songs. problems that we are example of Philippine folk dances.
1. Happy birthday experiencing now a day.
2. Bahay Kubo Why do we experience it?

C. Presenting Let them identify the forms of Group pupils into 4. Show pictures of silk screen Show pictures o9f folk
examples/instances of the songs..How many times They will identify the different printing. dance and let them
the lesson did u sing it? diseases caused by poor Discuss ask about the materials identify each.’
environmental sanitation. needed.
1. Respiratory Diseases
2. Gastrointestinal
Diseases
3. Skin Diseases
4. Neurological Impairment
D. Discussing new concepts Form in music is the way a What are respiratory diseases? How can technology change
and practicing new skills musical composition is Gastrointestinal? Skin Diseases? silk screen printing? What is dance?
#1 arranged. This composition Give some examples. Let them see a picture of Dance is an activity where
colud be either any musical silkscreen printing machine. you move your body in
piece as sung by vocalists or Describe the machine. time with the music.
singers or the music created Dancing is a part of human
by means of musical expression. People dance
instruments. to celebrate, compete,
perform rituals, and enjoy.
Some to stay fit. You, as a
young person. Have all the
qualities to be involved in
dance. You should know
what dancing can do to
you. Dance, as s physical
activity, gives benefits to
young people like you.
E. Discussing new concepts Diff Kinds Of Forms: Identify the following diseases; Explain the ff materials in silk What are the skills needed in
and practicing new skills 1. Unitary Form- 1. Diarrhea screen printing dancing?
#2 contains only one section 2. Cholera 1. Mesh screen a. Social skills
which remains the same all 3. Dysentery 2. Liquid emulsifier b. Coordination
throughout the whole 3. Fabric paint c. Endurance
composition ex. Dandansoy 4. Squeegee
d. Motor fitness
2. Binary(AB)- made up 5. Design printed on
e. Lung condition
of two musical parts or has transparency
two different melodic ideas. f. Flexibility
Ex Paru-Parung Bukid g. Weight balance
3. Ternary- utilizes a
three-part form represented
by (ABC) and sometimes, third
part is a repititon of the first
part represented by (ABA) Ex.
Lupang Hinirang
4. Rondo (ABACA) is
made up five or more musical
parts with some repetitions.
Ex. Maligayang Araw
F. Developing mastery (lead What are the different forms? What are the three diseases How is silk screen printing What are the benefits do we get
to formative assessment Give examples for each. brought by poor environmental done? from dancing?
3) sanitation? 1. Prepare a design and 1. Immune system becomes
print on transparency stronger
2. Prepare the mesh 2. Bones and muscle are
screen. Coat it with
 light sensitive strengthened
3. Position the printed 3. Joints become more
film over the screen flexible
and expose it to a very 4. Entire body is toned.
bright light source 5. Balance and posture
4. Rinse off the excess improve
emulsion. Once you 6. Stamina and flexibility
have all the screens increase
exposed and cleaned, 7. Confidence is developed
you are ready to print 8. Social life may improve
5. Place screen over t-
shirt. Apply ink, any
color of you choice,
using a squeegee.
6. Using a blow dryer,
dry ink on t shirt. You
now have a finished
product.

G. Finding practical As a student how would you

application of concepts contribute in helping minimize
and skills in daily living the poor environmental
sanitation diseases?
H. Making generalization What are some diseases and What is silk screen printing? What is dance?
and abstractions about disorders caused by poor Its Benefits?
the lesson environmental sanitation?
I. Evaluating learning 1. Identify the musical True or False Enumerate the What benefit did you get from
forms of the 1. (T)Diarrhea is the materials need in silk dancing?
Following songs opposite of constipation and screen printing.
2. Happy Birthday sometimes called “intestinal flu”
Give its procedure.
3. Maligayang Araw 2. (T)Cold is the most
4. Leron Leron Sinta common respiratory disease due
5. Dandansoy to poor environmental sanitation.
6. Lupang Hinirang 3. (F)Cholera is a disease
involving gastrointestinal tract,
namely the esophagus, stomach,
small intestine, large intestine
and rectum.
4. (F) Dysentery is not an
infectious disease which is passed
through the ingestion of food and
 water that has beeb
contaminated.
5. (T) Overpopulation,
excessive urbanization,
environmental health

V. REMARKS

VI. REFLECTION
B. No. of learners who
earned 80% in the
evaluation
D. No. of learners who
require additional
activities for
remediation
F. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
H. No. of learners who
continue to require
remediation
J. Which of my teaching
strategies worked
well? Why did these
work?
L. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
 Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER
DAILY LESSON LOG
WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The Learner…………..

A. Content Standard demonstrates understanding of solid figures.
B. Performance Standard is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.
C. Learning Competencies / 49. visualizes and describes the 50. differentiates solid figures 51. illustrates the different solid 52. identifies the faces of a solid figure. M6GE-IIIb-30
Objectives different solid figures: cube, prism, from plane figures. M6GE-IIIa-28 figures using various concrete and
pyramid, cylinder, cone, and pictorial models.
sphere. M6GE-IIIb-29
M6GE-IIIa-27
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages  Lesson Guide in Elem. Math Gr. 21st Century Mathletes 6, pp. 56- 21st Century Mathletes 6, pp. 56-59 21st Century Mathletes 6, pp. 56-59
6 p.360, 363 59
2. Learner’s Materials pages
3. Textbook pages 21st Century Mathletes 6, pp166- 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 166- 21st Century Mathletes 6, pp. 166-199
199 166-199 199
4. Additional Materials from DLP 6 Mod 69
Learning Resource (LR) Portal
B. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power point
power point presentation power point presentation power point presentation presentation
IV. PROCEDURES
A. Reviewing previous lesson or Mental Computation: Solving for Mental Computation Drill: Solving Play the “Concentration Game.” Match column A w/
presenting the new lesson Perimeter and Area Drill: Group Activity: for Perimeter/Area of Plane Figures a)Teacher prepares 12 cards column B:
Traveling Game consecutively numbered. A
Game 1 1.Teacher shows a picture of a At the back of each number card 1.Sphere
a)Divide the class into 6 groups. plane figure with given dimensions. are the following: 2.Cone
(per column) cube 2. 3. 3. Pyramid
b)Teacher provides an illustration Ex.: 18 cm 4.Cylinder
board for each group. 12 cm 5. Prism
4. 5.cylin 6.
c)Teacher flashes a picture of a B
der pyra
plane figure with given P=? a.Has 2 bases, and
mid lateral faces made of
measurements of sides. A=?
14 cm 7. sphere 8. 9. rectangles
Ex.5 m 6 cm 8m 10. b.Has at least 3 lateral
faces, which are
2.The first two students from the
cone triangles and only 1
1st column solve mentally what is
d)The first student from each 11.rectan 12. base
being asked. The first to give the
group solves for the perimeter and c.Has 2 circular bases
correct answer with the proper gular
area of the given figure. He/she and no vertices
Review: label is challenged by the next prism
writes his/her answer on the d.Has 1 circular base
student in the column.
illustration board provided for and 1 vertex.
3.Continue the game until everyone b)Teacher divides the class into
each group. e.Has no faces, bases,
in class has participated. 2 groups.
e)The first to give the correct edges or vertices. A
4.The student who has beaten most c)A student from a group
answers (with the proper labels) solid figure that has
of his/her classmates is the winner. chooses 2 numbers, say 1 and 9.
and raises his/her board first, gets the same distance to
d)Teacher opens the number
2 points. any point from the
2.Review: Identifying Spatial Figures cards and finds out if the
f)Continue the game until center.
drawing and word match. If
everyone in the column has Answer:
What are the different spatial they match, another student
participated. from the same group chooses
figures?
g)The group with the most another pair of numbers and so
Give examples of real objects that
number of points wins. on.
are models of spatial figures.
2.Review the previous lesson. e)If the contents of the numbers
Original File Submitted and
Give 2 examples. don’t match, the teacher flips
Formatted by DepEd Club Member
- visit depedclub.com for more the cards again to show the
numbers (not the word or
drawing). Then a player from
another group chooses the next
pair of numbers, and so on.
f)The group with the most
Group Activity:
number of correctly matched
pairs wins.
Review:
B. Establishing a purpose for the Imagine that we have an aquarium Guessing Game: Illustrate the ff. figures. Cut out pictures of objects from 1.Group the pupils
lesson and a wooden box. If we will fill up 1. I have 0 sides. I have 0 Plane Figure Illustrati newspapers or magazines that into Learning
both of them with water until they vertices. I am round on are models of spatial figures. Barkadas.
become entirely full, which of 2. I have 4 sides. My sides 1.Circle Describe each 2.Provide each group
them will take more amount of are equal. I have 4 2.Rectangle pieces of used folders,
water? Explain. vertices. 3.Square pair of scissors, and
3. I have 3 sides. My sides paste.
4.Triangle
are not always the same. 3.Let them make
I have 3 vertices. Solid Figure Illustrati some spatial figures
4. I am a solid figure. I have on out of these
no faces or edges. I am 1.Sphere materials.
round. 2.Rectangul 4.The first to make 3
5. I am a solid figure. I have ar Prism will be declared
6 faces. 8 vertices and 3.Cube winner.
12 edges, all equal. 4.Triangular
6. I am a solid figure. I am pyramid
round and have 1 round Guide Questions:
Based on the illustration, the face. I have a point and 1.Is it possible to combine plane
aquarium will take a greater 1 round edge. figures to form solid figures?
amount of water as compared to 2. What is the corresponding solid
the wooden box because it has figure if circles & rectangles will be
more space to hold more amount combined? Circle triangle? Square
 of water. These objects are & triangles? Rectangle and triangle?
examples of solid figures. What else can you think of?
(Show the video of the song “3D 3. Can all plane figures be
shapes I know”) combined to one another to form
different kinds of solid figures? Give
example & explain.
C. Presenting Examples/Instances The big box below is another Present this problem: 1) Introduce the different Present the ff. figures. Present the lesson
of new lesson example of a solid figure. What A boy visited a toy store and he spatial figures. through this activity:
kind of solid figure is this? found the ff.: Let the students describe the
a.Call the winners.
characteristics of each figure.
2)Ask what is common among all 1.Let them show their
From the items that he found, the spatial figures? finished products to
identify which of them are plane 3)Present a paper robot whose the class.
Look at the illustration of the box
figures and which of them are parts are made up of spatial figures.
and try to answer the ff. question. 2.Have them describe
solid figures. each and identify its
Use the four-step plan to solve parts.
the problem.
Hint: (Recall the definition of 3. Have them identify
Guide questions: use the figures
plane figures.) its faces.
above.
(See txbook page 197 for the  How many parallel b.Call the 2nd placer.
answer to this problem.)
faces are there in figure 1.Let them show the
4)Ask the students to identify the 1? Name them. spatial figures they
What is the shape of the bottom spatial figures represented by each  Are all faces of figure 1 made that are
part of box? Is it the same with the part by completing the chart below. congruent? Explain. different from the first
shape of the top part? Parts of Spatial Figures  How many group.
What is the right side of the box? the Represented vertex/vertices can you 2.Have them describe
Does it have same shape with the Robot count in figure 1? each and identify its
one on the left side? Head Ex.: cube parts.
 Give at least 2 edges of
Do the back and front sides of the
Body Rectangular figure 1 3. Have them identify
box have the same shape?
Objects in the real world are called Arms prism  What kind of polygon its faces.
three-dimensional if they have Legs are the faces of the
length, width and height. In Feet second figure?
Mathematics, the three- Hands c.Do the same with
 How many faces do we
dimensional objects are known as the other group.
Mouth have in second figure?
solid figures.
Nose
Eyes
Ears
D. Discussing new concepts and Discuss the content on pages 189- Discuss how to compare plane b.Activity 2 – Use of Real Situation Group Activity: (Let the pupils watch
practicing new skills #1 193 of their Mathletes Textbook figures with solid figures to the Problem Answer deepening on page 74 the video of faces,
class. 1) Bring the students outside of TG. edges & vertices of
(You can also show a video on the classroom. solid figures)
differentiating plane and solid 2) Let them observe their
figures.) surroundings and jot down the
different spatial figures they see.
3) Let them tabulate the
answers.
4) Afterwards they go back to
the classroom and share what they
have listed on paper.
5) Discuss the importance of
being aware of different spatial
figures as seen and experienced
through the environment.
Object Spatial Ex.
Figure
Represe
nted
Basket Sphere
ball Cylinder
Water
jug
E. Discussing new concepts and Discuss the solid figures: Ask the ff. questions: Matching Game Tony bought a robot for his little Group Activity:
practicing new skills #2 What is a plane figure? 1)Blindfold a volunteer pupil. brother. He customized every
2)Let him/her hold a spatial figure. part of the robot by putting a
A plane figure is two dimensional ( Can use concrete objects) design on each part and the
figure which possesses an area 3)Let him/her identify and describe robot appears as shown below.
but the volume of this figure is it.
zero. The examples of plane
figures are square, circle,
rectangle, triangle etc. Plane
figures can be drawn on a paper.
The unit of area of a plane figure
is square of unit of length. The
study of plane figures is called
plane geometry.
2. What is a solid figure?
The three dimensional figures are He wants to challenge his little
called solid figures. These figures brother by asking him to identify
have an surface area as well as a the different solid figures in
volume. These figures cannot be each of the corresponding parts
drawn on a paper. The examples of the robot. What are the
of solid figures are cuboid, different solid figures that make
parallelepiped, football, solid up the robot?
sphere etc. The unit of area of a Let the pupils answer the
solid figure is square of unit of problem.
length. Similarly, the volume of (Discuss the answer on page
three dimensional figure is cube 194-195 of Textbook)
of unit of length
F. Developing mastery Identify the spatial figure Group Activity: Identify the following nets as cube, (Let the pupils watch the video Group Activity:
(Leads to Formative Assessment) represented by the following: 1.Divide the class into rectangular prism, cylinder, or a of faces, edges & vertices of Complete the table on
1. ball cooperative groups of five. pyramid. solid figures) the activity sheet
2. globe 2.Each group is assigned a solid Example: given by the teacher.
3. funnel figure and given their shape to
4. test tube examine .
5. tent 3.They draw a picture of their
6. dice shape, and list its characteristics,
including: the plane figure that = rectangular prism
creates its faces.
4. The leader of the group will
report the work of the group.
1. ________

2. ________

3._________

4._______

5._______
G. Finding practical applications of Group Activity: Give 5 objects that Pair-share: Cut the above Match Column A with column B
concepts and skills in daily living are models of the following spatial graphics and glue them under 1) The base is a polygon and its
figures: suitable categories. faces are triangles.
1.cone 2) A spatial figure with a polygonal
2.cylinder base whose edges meet at a
3.cube common vertex.
4.prism 3) A spatial figure having a circular
5. sphere base and one vertex.
4) A spatial figure with 2 parallel
congruent faces called bases and
the other faces are parallelograms.
5) A spatial figure with 2 circular
bases, no edge, and no vertex.
a. rectangular prism
b. cone
c. pyramid
d. cylinder
e. triangular prism

H. Making generalizations and What are the different spatial What is the difference between a What is a prism? What are the How do you identify the faces of a solid figure?
abstractions about the lesson figures. Describe each one. plane figure and a solid figure? kinds of prisms? Describe each.
What are their common ANSWER What is a pyramid? What are the A face is one of the flat surfaces on a solid figure. A
characteristics? The difference between plane kinds of pyramids? Describe each. planefigure is a flat, two-dimensional figure. A prism is a
Give examples of real life objects and solid figures is in their three-dimensional object with two congruent parallel
that represent each spatial figure. dimensions. Where a square is a bases that are polygons. A pyramid is a three-dimensional
plane figure, its 3D counterpart, object with a base that is a polygon and
the cube, is a solid figure. The triangular faces that meet at one vertex.
same comparison exists between
a circle, or plane figure, and a
sphere, a solid figure. Individuals
create plane figures by
connecting points on a grid to
create 2D geometrical shapes.
The same shape takes on extra
dimension by adding additional
points and lines to give the shape
height, width and depth.
I. Evaluating Learning A. Draw in your notebook Sort-out the figures into their Identify the spatial figure Complete the table: Complete the table:
objects that resemble the corresponding columns. represented by the following: Soli Dra No. No. No.
following space figures. d w of of of
Figu The Ver Fac edg
re Fig. tice es es
s
1.R
ecta
ngul
ar
pris
m
2.sq
uar
e
pyr
ami
d
3.cy
1) 2) 3) 4)
lind
er
4.co
ne
5.sp
5) her
e

B. Name the spatial figures

that resemble the following
objects below:
1) box
2) ball
3) dice
4) ice cream cone
5) globe
J. Additional activities for Construct each spatial figure using Answer Math
application and remediation art paper. Challenge on
1) blue pyramid 4) green page 199
2) black cone rectangular prism
3) yellow cube 5) red cylinder
6) violet sphere

V. Remarks
VI. REFLECTIONS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I
encountered which my principal
or supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 5-9, 2018 (WEEK 2) Quarter: 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of gravity and friction affect movement of objects.
A. Content Standards

B. Performance Standards The learners should be able to produce an advertisement demonstrates road safety
Describe gravity Describe gravity affects motion Describe how gravity
Cite situation which show the Cite situation which show the affects motion.
presence of gravity S6FE-IIIa-c-1 presence of gravity S6FE-IIIa-c-1 S6FE-IIIa-b-5
Infer how friction and gravity
Appreciate the importance of the Appreciate the importance of the -Show through group
C. Learning The learners should be able to affect movements of different
awareness on gravity awareness on gravity activity how gravity
Competencies/Objectives describe gravity. objects. S6FE-IIIa-c-1
affects motion
-Appreciate the
importance of gravity
and motion

II. CONTENT / TOPIC Gravity Gravity Gravity Gravitational Force How does Gravity
Affects Motion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages CG, pp 94
Cyber Science 6 pp.
2. Learner’s Materials pages
186-191
Science Links p.309-316 Science in Our World p. 189-193 The New Science Links 6 pp.
3. Textbook pages
309-316
http://www.kids-science- Test Papers
4. Additional materials from experiments.com/
LRMDS portal http://www.sciencefair-projects.org/ Activity Sheet Activity Sheet CG, pp 94
physics-projects/gravity-device.html
Explore and Experience Science 6, Video clip Video clip https://
B. Other Materials
Mercado et.al., pp.218 - 221 https://www.youtube.com/watch video.search.yahoo.co
?v=9gTfCgETDAw m/yhs/search?fr=yhs-
 blp-
default&hsimp=yhs-
default&hspart=blp&p
=video+how+gravity+a
ffects+motion#id=1&vi
d=
0b33064a785be3e841f
IV. PROCEDURES
Roll the ball. Pupils will pass the Roll the ball. Pupils will pass the What is gravity? Review:
ball while the music is playing. ball while the music is playing. Games
As the music stops, the pupil As the music stops, the pupil Identify the ways to
holding the ball will answer the holding the ball will answer the reduce friction by
questions to be asked by the questions to be asked by the arranging the jumbled
teacher. teacher. letter
Ask pupils about gravity. Ask pupils about gravity. .
To a applying surface
lubricants
A. Reviewing previous lesson or
Moving between
presenting the new lesson
contact reducing
surfaces
Contact between
minimizing the surfaces
rough
Shapes using
aerodynamic

Find out students' ideas about gravity. Show a video clip of a child Show a video clip of a car in a When you throw two objects Motivation
Ask: climbing up a tree steep road and a car running on with different weight, which will Gravity Song (video
What is gravity? What can you say about the child? the normal road fall first? Does weight affect Presentation)
B. Establishing a purpose for the Where is gravity? What may happen to him? What can you say about the the motion (speed) of the falling Ask what is about the
lesson What does gravity do? Have you experienced climbing a two cars? object? song?
tree? Which car runs fast? Describe the song in
Have you experienced riding in a one word.
car on o steep road?
C. Presenting examples/ EXPLORATION Teacher gives initial instruction Teacher gives initial instruction Setting of Standards . Instruct one pupil to
instances of the new lesson (COLLABORATIVE APPROACH) about the activity about the activity Small Group Activities throw the ball upward.
a. Setting of standard in performing See Activity Sheet Observing Ask: What did the boy
an activity Force of Gravity (Science Links 6 do?
b. Activity proper pp. 310) What happened to
the ball when it was
Activity 1. Materials: A Styrofoam thrown upward?
cup, a pencil, water, and a bucket. What is the
1. Poke a hole in the side of the cup movement of the ball
with the pencil. Make the hole about as it reaches the
2 inches above ground?
the bottom of the cup. The teacher will
2. Cover the hole with your thumb tell the pupils about
and fill the cup with water. that the lesson is about
3. Hold the cup up high and uncover How Gravity
the hole. Make sure the water flows affects motion.
into the bucket or 1.Group the class into
do this experiment outside. What two. .Each group will
happened to the water? Did it gush perform differentiated
out of the cup? activity
Cover the hole with your thumb again 2. Distributes the
and fill the cup. activity cards.
4. Now make a hypothesis: If you 3. Recall the standards
drop the cup into the bucket, would in doing the activity.
the water flow more
quickly or more slowly out of the hole
in the cup?

5. Hold the cup high and drop it into

the bucket. What happened to the
water coming out of
the hole?

Activity 2:
Materials:
Small dowel or stick
String
Paperclips
Scissors
Tape
Strong magnets (Use either
 neodymium magnets .5 inch or bigger
or ceramic magnets .75 inch or larger.
Regular craft magnets won’t work.)
Metal ruler (or wooden ruler with
tape)
Blocks, books, or other material for
stacking

1. Start by tying some paperclips to

pieces of string. Then tie the string
onto a small dowel rod or stick.
gravity experiment using paperclips

2. Lift up the dowel rod so the

paperclips hang from the string.
Which direction do the paperclips
point?
What happens if you tilt the stick?

3. Place three magnets along a metal

ruler. (If you’re using a wooden ruler,
you can tape the magnets to the top.)
Suspend the ruler from two stacks of
blocks, books, or other materials. Be
sure the magnets are facing down.

4. Take the paper clips and string off

your dowel rod.
Take one paperclip and hold it until
it’s just suspended below the first
magnet. Tape the string in place onto
the table (or whatever surface your
activity is on). Do this with the other
two paperclips.

D. Discussing new concepts and EXPLANATION See Activity Sheet Answer questions “What have
practicing new skills #1 (CONSTRUCTIVISM APPROACH) you find out: (1-5)
 a. Presentation/Reporting of Pupils
output

Students present their output on the See Activity Sheet

activity. The teacher will give
feedback about the result.
E. Discussing new concepts and  What happened to the water Group reporting or presentation allow the pupils to
practicing new skills #2 in activity 1? Did it gush out of their outputs through share their
of the cup? differentiated activities. understanding on what
G I-Newscasting is gravity and motion
 If you drop the cup into the G II- Interview
bucket, would the water G III-Rap Let them describe how
flow more quickly or more G. IV- Advertisement gravity affects motion
slowly out of the hole in the of a falling object?
cup?
 What happened to the water Let them give some
coming out of more examples of an
 the hole? object that falls down.
 Which direction do the And how this is
paperclips point? affected by motion.
 What happens if you tilt the
stick?
 Why the paperclips were not
going up into the air after we
removed the magnets.
 What things fall?
 What happened to each of
the objects as
they fell?
 Why do you think that
happened?
 Why is the statement “What
goes up, must come down”
usually true?
 What caused the paper to
fall downward?
 Why is gravity invisible?
 What causes gravity?
  Do all things have gravity?
ACTIVITY – PAIR OFF
Have kids pair off and make Have the pupils
predictions about what will happen strengthen their
when they drop various objects: understanding about
pencils, erasers, or any items that are the concepts by
safe to drop. They can write their answering the
predictions in a science notebook or following question
they can make a data chart with two
columns: predictions and results. What pulls the object
Then ask students to drop these to the ground?
items. One kid in each pair should do
F. Developing mastery the dropping and the other should How do the object falls
(leads to formative assessment ) observe. Then they can switch. towards the ground?

Why it is difficult to
upward a hill or to an
elevated placethan
going down?

How do air resistance

affects movement of a
falling object ?

How would you make use of your How would you make use of your
Imagine you throw a ball upward. knowledge about gravity on your knowledge about gravity on your Valuing
What happened to the ball? Why do everyday lives? everyday lives? To ensure safety
you think this happened? at home especially
during earthquake,
G. Finding practical applications
What
of concepts and skills in daily
precautionary measure
living
shall we follow using
our knowledge
About how gravity
affects motion?

H. Making generalization and What is gravity? Teacher will ask pupils to make a Teacher will ask pupils to make a How does gravity affects motion Generalization:
 Gravity is a force that tries to pull two generalization about today’s generalization about today’s
objects toward each other. Earth’s lesson lesson Describe how does
gravity is what keeps you on the gravity affects motion
abstraction about the lesson ground, what causes objects to fall, ? by making a concept
and is why the objects fall down map.
rather than up!

I. Evaluating learning QUIZ NO. 4 / GRAVITY QUIZ NO. 5 / GRAVITY QUIZ NO. 6 / GRAVITY QUIZ NO. 7 / GRAVITY QUIZ NO. 8 / GRAVITY

J. Additional activities for Make a poster on how gravity

Make a research about situations
application / remediation affects motion.
which show the presence of gravity.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued
Lesson done : Lesson done : Lesson done : Lesson done : :
Lesson done :
Pa Fail ML T Pa Fail ML T Pa Fail ML T Pa Fail ML T
sse ed sse ed sse ed sse ed Pa Fail ML
d d d d sse ed
V. REMARKS M M M M d
MR MR MR MR M
IAP IAP IAP IAP MR
GC GC GC GC IAP
S S S S GC
S

VI. REFLECTION
______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned ______ of Learners
A. No. of learners who earned
above 80% above 80% above 80% above who earned 80% above
80% in the evaluation

______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners
B. No. of learners who require
additional activities for remediation additional activities for additional activities for additional activities for who require additional
additional activities for
remediation remediation remediation activities for
remediation
remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
C. Did the remedial lessons work
______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught ______ of Learners who caught ______ of Learners
? No. of learners who have
the lesson the lesson up the lesson up the lesson who caught up the
caught up with the lesson
lesson
D. No. of learners who continue ______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue ______ of Learners who ______ of Learners
 require remediation to require remediation to require remediation continue to require remediation who continue to
to require remediation
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
strategies worked well ?Why ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning work well:
did this work ? ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Socratic
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Questioning
Demonstrations Demonstrations Demonstrations Demonstrations ___ Game-Based
The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a classroom Learning
experiment, a survey,a simulation or experiment, a survey, a simulation experiment, a survey, a experiment, a survey, a ___ Interactive Lecture
an analysis of secondary data. or an analysis of secondary data. simulation or an analysis of simulation or an analysis of Demonstrations
___Cooperative Learning ___Cooperative Learning secondary data. secondary data. The activity can be a
___Jigsaws ___Jigsaws ___Cooperative Learning ___Cooperative Learning classroom experiment,
___Gallery Walks ___Gallery Walks ___Jigsaws ___Jigsaws a survey, a simulation
___Fieldtrips ___Fieldtrips ___Gallery Walks ___Gallery Walks or an analysis of
___Making notes from book ___Making notes from book ___Fieldtrips ___Fieldtrips secondary data.
___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from book ___Making notes from book ___Cooperative
presentation presentation ___Use of internet/audio visual ___Use of internet/audio visual Learning
___Text books ___Text books presentation presentation ___Jigsaws
___Investigations ___Investigations ___Text books ___Text books ___Gallery Walks
___Models ___Models ___Investigations ___Investigations ___Fieldtrips
___Demonstrations ___Demonstrations ___Models ___Models ___Making notes from
Other Techniques and Strategies used: Other Techniques and Strategies ___Demonstrations ___Demonstrations book
___Manipulative Tools used: Other Techniques and Strategies Other Techniques and Strategies ___Use of
___Pair Work ___Manipulative Tools used: used: internet/audio visual
___ Explicit Teaching ___Pair Work ___Manipulative Tools ___Manipulative Tools presentation
___ Group collaboration ___ Explicit Teaching ___Pair Work ___Pair Work ___Text books
___ Carousel ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___Investigations
___ Diads ___ Carousel ___ Group collaboration ___ Group collaboration ___Models
___ Differentiated Instruction ___ Diads ___ Carousel ___ Carousel ___Demonstrations
___ Discovery Method ___ Differentiated Instruction ___ Diads ___ Diads Other Techniques and
___ Lecture Method ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction Strategies used:
Why? ___ Lecture Method ___ Discovery Method ___ Discovery Method ___Manipulative Tools
___ Complete IMs Why? ___ Lecture Method ___ Lecture Method ___Pair Work
___ Availability of Materials ___ Complete IMs Why? Why? ___ Explicit Teaching
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Group
___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials collaboration
collaboration/cooperation in doing ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Carousel
their tasks collaboration/cooperation in doing ___ Group member’s ___ Group member’s ___ Diads
 ___ Audio Visual Presentation of the their tasks collaboration/cooperation in collaboration/cooperation in ___ Differentiated
lesson ___ Audio Visual Presentation of doing their tasks doing their tasks Instruction
the lesson ___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Discovery Method
the lesson the lesson ___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness
to learn
___ Group member’s
collaboration/coopera
tion in doing their
tasks
___ Audio Visual
Presentation of the
lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude pupils
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Pupils’
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology behavior/attitude
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Colorful IMs
F. What difficulties did my __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Unavailable
principal or supervisor can help Internet Lab Internet Lab Internet Lab Internet Lab Technology
me solve ? __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Equipment
(AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works

G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/
which I wish to share with Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Localized and
other teachers ? __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos Indigenized IM’s
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Localized Videos
views of the locality views of the locality views of the locality views of the locality __ Making big books
__ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to from
be used as Instructional Materials be used as Instructional be used as Instructional be used as Instructional views of the locality
__ local poetical composition Materials Materials Materials __ Recycling of plastics
__ local poetical composition __ local poetical composition __ local poetical composition to
be used as
Instructional Materials
__ local poetical
composition