GRADES 1 to 12 School: CAMAMAN-AN ELEMENTARY SCHOOL Grade Level: V

Teacher: CHARISSE A. ANDOY Learning Area: ARALING PANLIPUNAN

DAILY LESSON LOG
Teaching Dates and
Time: SEPTEMBER 16 - 20, 2024 (WEEK 8) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman naipamamalas ang mapanuring pag-unawa at kaalaman sa kasanayang pangheograpiya, ang mga teorya sa pinagmulan ng lahing Pilipino upang
mapahahalagahan ang konteksto ng lipunan/pamayanan ng mga sinaunang Pilipino at ang kanilang ambag sa pagbuo ng kasaysayan ng
Pilipinas
B.Pamantayan sa Pagganap naipamamalas ang pagmamalaki sa nabuong kabihasnan ng mga sinaunang Pilipino gamit ang kaalaman sa kasanayang pangheograpikal at
mahahalagang konteksto ng kasaysayan ng Lipunan at bansa kabilang ang mga teorya ng pinagmulan at pagkabuo ng kapuluan ng Pilipinas at
ng lahing Pilipino
C.Mga Kasanayan sa Pagkatuto Napahahalagahan ang kontribusyon ng sinaunang kabihasnang Asyano sa pagkabuo ng lipunang at pagkakakilanlang Pilipino

Kontribusyon ng Sinaunang Kabihasnan sa

II.NILALAMAN

Pagkabuo ng Lipunang at Pagkakakilanlang

Pilipino
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo AP 5 MODYULS
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin Panuto: Tukuyin ang inilalarawan sa sumusunod:
1. Isang mahabang berso na binibigkas nang paawit at hinaharana ng mga sinaunang Ilocano ang kanilang iniirog naipapakita nila ang isang awit
at sayaw sa isang pagdiriwang. _________
2. Naging inspirasyon din ng mga sinaunang Filipino ang kalikasan, tulad ng mga kilos ng hayop, sa paggawa ng mga sayaw, halimbawa nito ay
__________
3. Dalawang anyo ng panitikan ang mga sinaunang Filipino. __________ at__________
4. Maipagmamalaki din ang kahusayan ng mga katutubong Filipino sa paggawa ng mga kasangkapan at palamuting yari sa___________.
5. Isa sa pinakamahalagang kalakal ng bansa mula sinaunang panahon __________.
C.Pag-uugnay ng mga halimbawa sa Pagsasalin ng Kultura
bagong ralin Iba’t ibang uri ng sining at panitikan ang nabuo noong sinaunang panahon. Sa pamamagitan ng mga ito, hindi lamang naipahayag ng mga
sinaunang Filipino ang kanilang damdamin, paniniwala, at mga karanasan; naisalin din nila sa mga sumunod na henerasyon ang mayaman
nilang kultura sa pamamagitan ng musika, awit, sayaw, at panitikan. Ilan sa mga ito ay nanatiling bahagi ng modernong kultura ng Pilipinas.
Musika at Sayaw
Isinaliw nila ang musika sa kanilang pagsayaw at ibang gawain tulad ng pagsasaka at pag-aani, gayundin sa mahahalagang pagdiriwang at
rituwal sa kanilang pamayanan. Halimbawa ng kanilang instrumento ay ang tambuli ng mga Tagalog na yari sa sungay ng kalabaw. Sa
pamamagitan ng Dallot isang mahabang berso na binibigkas nang paawit at hinaharana ng mga sinaunang Ilocano ang kanilang iniirog
naipapakita nila ang isang awit at sayaw sa isang pagdiriwang. Naging inspirasyon din ng mga sinaunang Filipino ang kalikasan, tulad ng mga
kilos ng hayop, sa paggawa ng mga sayaw, halimbawa nito ay ang Tinikling.
Panitikan
May dalawang anyo ng panitikan ang mga sinaunang Filipino ang pasalita (sabi, sawikain, bugtong, awiting kalye, awit sa bangka, hele at awit
ng pagsasagwan) pasulat (Darangan ng mga Maranao at Ibalon ng mga Bicolano). Ginagamit ng mga sinaunang Filipino ang panitikan upang
maipaliwanag kung paano nilalang ang daigdig at ang tao, at upang maisalaysay ang kabayanihan ng mga pambihirang tao o diyos.
Sining
Makikita sa mga kasangkapan at kagamitang pandigma ng mga sinaunang Filipino ang kanilang pagiging malikhain at ang angking husay sa
sining. Patunay nito ang mga nahukay na kagamitang bato, mga palamuting yari sa kabibe at luwad, mga tapayan na ginamit sa paglilibing, at
mga larawang guhit na natagpuan sa loob ng yungib sa Angono Palawan. Maipagmamalaki din ang kahusayan ng mga katutubong Filipino sa
paggawa ng mga kasangkapan at palamuting yari sa ginto, ang isa sa pinakamahalagang kalakal ng bansa mula sinaunang panahon. Liban sa
ginto, nahukay din ang hindi mabilang na banga, palayok at tapayan na may iba’t ibang disenyo, ukit, kulay, hubog, at laki. Ipinakikita nito ang
mayaman at magkakaibang kultura ng mga lalawigan sa Pilipinas gayundin ang magkakaiba nilang istilo sa paggawa ng palayok. Ang mga ito ay
naging mahalagang bakas ng sinaunang sining ng mga Filipino.
D.Pagtalakay ng bagong konspto at Paano isinalin ng mga sinaunang Filipino ang kanilang kultura sa mga sumusunod na henerasyon?
paglalahad ng bagong kasanayan #1
 Anu-ano ang nabuo na naging kontribusyon ng sinaunang panahon sa pagkakakilanlan ng Pilipino?
Paano naipahayag ng mga sinaunang Pilipino ang kanilang damdamin, paniniwala, at mga karanasan?
E. Pagtalakay ng bagong konsepto A. Story Board Ko. Sa mga natutuhan mo sa pag-aaral ng paksa ay isagawa mo ito sa pamamagitan ng isang presentasyon na magpapaliwanag
at paglalahad ng bagong kasanayan at magpapakita ng naging kontribusyon ng sinaunang Filipino sa pagkabuo ng lipunang at pagkakakilanlang Pilipino.
#2

1. Gumawa ng sarili mong paglikha o drawing ng halimbawa ng sining o panitikan na nabuo noong sinaunang paanahon gamit ang isang long
bondpaper.
2. Gamitin mo ang iyong pagiging malikhain sa pagpapaliwang nito.
3. Kapag natapos mo na ang iyong paglikha, ihanda ito para sa pagwawasto.
Post It. Gumupit o gumuhit ng mga larawang gamit noong sinaunang panahon at mga gamit sa kasalukuyan tulad ng mga kasuotan,
instrumento, kagamitan at iba pang may kinalaman sa kultura. Uriin ang mga ito sa gamit noon at gamit ngayon.
B. Sumulat ng talata na nagpapahayag ng kahalagahan ng kontribusyon ng sinaunang kabihasnang Asyano sa pagkabuo ng lipunan at
pagkakilanlang Pilipino.

F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin TANDAAN MO!
 Iba’t ibang uri ng sining at panitikan ang nabuo noong sinaunang panahon.
 Naisalin din nila sa mga sumunod na henerasyon ang mayaman nilang kultura sa pamamagitan ng musika, awit, sayaw, at panitikan.
 Ang mga ito ay naging mahalagang bakas at kontribusyon ng sinaunang panahon ng mga Filipino sa pagkabuo ng lipunang at pagkakakilanlang
Pilipino.
J.Karagdagang Gawain para sa Data Retrieval Chart. Punan ang ikalawang hanay ng tsart ng mga datos mula sa aralin. Sa ikatlong hanay naman, isulat ang kalagayan ng
takdang aralin at remediation kultura ng mga Filipino sa kasalukuyan.

V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
ng 80% sa pagtatayao. next objective. next objective. the next objective. to the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.Bilang ng mag-aaralna ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
nangangailangan ng iba pang answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
Gawain para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. in answering their lesson.
because of lack of knowledge, because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
skills and interest about the skills and interest about the lesson. knowledge, skills and interest lesson because of lack of lesson because of lack of
lesson. ___Pupils were interested on the about the lesson. knowledge, skills and interest knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties ___Pupils were interested on about the lesson. interest about the lesson.
lesson, despite of some difficulties encountered in answering the the lesson, despite of some ___Pupils were interested on ___Pupils were interested
encountered in answering the questions asked by the teacher. difficulties encountered in the lesson, despite of some on the lesson, despite of
questions asked by the teacher. ___Pupils mastered the lesson answering the questions asked by difficulties encountered in some difficulties
___Pupils mastered the lesson despite of limited resources used by the teacher. answering the questions encountered in answering
despite of limited resources used the teacher. ___Pupils mastered the lesson asked by the teacher. the questions asked by the
by the teacher. ___Majority of the pupils finished despite of limited resources used ___Pupils mastered the lesson teacher.
___Majority of the pupils finished their work on time. by the teacher. despite of limited resources ___Pupils mastered the
their work on time. ___Some pupils did not finish their ___Majority of the pupils finished used by the teacher. lesson despite of limited
___Some pupils did not finish their work on time due to unnecessary their work on time. ___Majority of the pupils resources used by the
work on time due to unnecessary behavior. ___Some pupils did not finish finished their work on time. teacher.
behavior. their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. their work on time due to finished their work on time.
unnecessary behavior. ___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
Bilang ng mag-aaral na nakaunawa above above above 80% above 80% above
sa aralin.
D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
magpapatuloy sa remediation additional activities for additional activities for remediation additional activities for additional activities for additional activities for
remediation remediation remediation remediation

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