DLL_ALL SUBJECTS GRADE 6_Q1_W5.docx

GRADES1 to 12
DAILY LESSON LOG
School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
Teaching Dates and
Time: September 19-23, 2022 (WEEK 5) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
July 3, 2017 July 4, 2017 July 5, 2017 July 6, 2017 July 7, 2017
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
B. Performance Standards
The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real – life
situations.
C. Learning Competencies/
Objectives
M6NS-Ie-111.3
The learner multiplies decimals
and mixed decimals with factors
up to 2 decimal places
M6NS-Ie-111.3
The learner multiplies decimals
and mixed decimals
with factors up to 2 decimal
places
M6NS-Ie-111.4
The learner multiplies mentally
decimals up to 2 decimal places
by 0.1, 0.01,10, and 100.
M6NS-Ie-113.2
The learner solves routine
problems involving
multiplication of decimals and
mixed decimals includingmoney
usingappropriateproblem
solvingstrategies.
M6NS-Ie-113.2
The learner solves non routine
problems involving
multiplication of decimals and
mixed decimals includingmoney
usingappropriateproblem
solvingstrategies
II. CONTENT
MultiplyingDecimalsand Mixed
Decimals with Factors Up to 2
Decimal Places
MultiplyingDecimalsand Mixed
Decimals with Factors Up to 2
Decimal Places
MultiplyingDecimalsUp to 2
Decimal Places by 0.1, 0.01, 10
and 100 Mentally
SolvingRoutine Problems
InvolvingMultiplication of
Decimals and Mixed Decimals
IncludingMoney Using
Appropriate Problem
SolvingNon-Routine Problems
InvolvingMultiplication of
Decimals and Mixed Decimals
IncludingMoney Using
Appropriate Problem Solving
Strategies
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resources (LR)
Portal
MISOSA Module Gr. 5 –
Multiplication of Mixed Decimals;
Proded Math 36-C: Multiplying
Mixed Decimals
MISOSA Module Gr. 5 -
Multiplication of Mixed
Decimals;Proded Math 36-C:
MultiplyingMixed Decimals
NFE A&E Learning Material:
Multiplication and Division of
Decimals (2001), pp. 17-21
B. Other Learning Resources
IV. PROCEDURE

A. Reviewing previous lessons or
presenting the new lesson
The school hosted a singing
contest. The scores of two
contestants in the Finals are
shown in the table below:
Answer the following
Questions.
1) What is Jo's total score? What
is Jen's total score?
2) Who won between Jo and
Jen?
3) Flow many more points
should the non-winner have
scored to tie with the winner?
Flash the following and let each
pair show their answers using
their drill boards.
Ask:
How do we multiply decimals and
mixed decimals?
How do you know where to place
the decimal pointinthe product?
Revisitthe previous lesson by
givingsome examples for the
learners to work on. Then ask
them to explain how to multiply
decimals and mixed decimals.
Then, flash the followingand let
them show their answers using
their drill
23 x 1 23 x 10
23 x 100 23 x 1000
23 x 10 000
Ask: Whatisaquickway to get the
answer when awhole number is
multiplied by 10,100,or 1000 (or
even 10 000)?
Flash the followingand let them
show their answers usingtheir
drill boards.
10 x 0.56= 4.63 x 0.1
2.36 x 0 .01 0.36 x 0.001
Ask:
mixed decimals by 10and 100? How
do we multiply decimalsand mixed
decimals by 0.1 and 0.01?
Let the learners revisittheir
experiences in the previous
lesson.
Ask:
How do you know ifagiven word
problem involves multiplying
decimals andmixed decimals?
How do we solvesuch word
problems?
B. Establishing a purpose for the
lesson
Ask:
Do you know how much we weigh
on the Moon? To find out, we need to
multiply our weight on Earth by
approximately 0.17 sowe would
know our weight on the Moon
Inform the learners that today
they will be learninghowto
multiply decimals and mixed
decimals by whole numbers.
Ask:
Who among you do alot of exercise?
What activities do you engage in
to make yourself physically fit?
Why isit important for usto
exercise? What benefits do weget
from it?
Inform the learners that today's
lesson will help them improve
their skills further in
multiplying decimals and
mixed decimals
Ask: Have you tried selling items to a
junkshop before? Whatitems have
you sold? Is itgood that we sell items
to junkshops? Why?
Inform the learners that the target
for this lesson isfor them to multiply
decimals mentally notonly by 10and
100,but also by 0.1 and0.01.
Ask: Do your parents sometimes
ask you to buy goods in a
market? What items do you
usually buy? How do you feel
when your parents ask you to
buy something in market? Why
is it important to help your
parents?
Original FileSubmitted and
Formatted by DepEd Club
Member - visitdepedclub.com
for more
Ask:
Do you find the problem, in the
previous lesson interesting and
challenging? Have you experienced
similar situations in real life?
Inform the class that the target in this
lesson isfo them to develop their
skills further in solving word problems
involving multiplication of decimal;
and mixed decimals
C. Presenting
examples/instances of the
new lesson
Present this problem. "Louis, an
astronaut, will travel to the moon to
do some explorations on its surface.
He weighs 63 kg here on Earth. What
would be his weight when he lands on
the moon?"
Check if they understand the
problem (e.g., What ishis weight
here on Earth? What isthe problem
Present this problem.
"Lola Patring keeps her body healthy
by walking everyday. She walks ata
rate of 25.4 meters per minute. How
far can she walk in 4.75 minutes?"
problem.
(What does Lola Patring do to make
Present this situation. Mang
Ambo sold copper wire to the nearest
junkshop. The table below shows the
packs ofcopper wires hesold.
Present the following problem
to the class:
"Joan went to the market to buy fish
to be cooked by her mother for
lunch. She bought 2.5 kilos of tilapia
atP110 per kilo. How much did she
pay for it?"
Present the followingproblem
to the class:
The area of a rectangular room is 24
square metres. Whatcould bethe
possible dimensions of the room?
Length Width Area
problem. Ask for clarifications

asking usto do?).
Ask for an estimate of the
answer.
Do you think his weight on the moon
ismore than 10 kg? What isthe most
it could be? Could it be12kg?
her body healthy? How far can she
walk in a minute? Whatis the
problem asking usto do?)
Ask for an estimate of the
answer. Then, let them think
about how they can arriveat
the exact answer.
situation.
(How much is1 kg ofcopper wire?
How will Mang Ambo find the
amount hewill be paid for each
pack?)
problem. Ask for clarifications
about it.
Let them think about how they
can arrive at the exact answer.
Then, ask for an estimate of the
answer
about it
D. Discussing new concepts and
practicing new skills #1
Think-Pair-ShareOncean
estimate is decided on, give each
pair time to think about and solve
the problem. Then, let them
sharetheir solutions with
another pair.
63 x0.17 = 10.71 kg
Usingonly the resultof this
computation and estimation, let
them give the exact answer to
each of the following:
6.3 x 0.17 63 x 1.7
0.63 x 0.17 6.3 x 1.7
Ask: How did you know where to
placethe decimal pointin each
product?
Think-Pair-ShareOncean
estimate is decided on, let them
solvethe problem with a
partner. Then, let them share
their solutions with the class.
25.4 x 4.75 =120.65 mAsk:
What doyou notice between the
number of decimal places in the
factors and the number of decimal
places in the product?
When doyou drop zeros in a decimal
product?
Let them find how much Mang
Ambo will be paid for each pack.
Focus on Packs C and D. Ask if
they see any pattern.
45.75 x10 =457.5
45.75 x100 =4 575
Ask: When you multiply adecimal
by 10 or100, what do you notice
about the multiplicand and the
product? Whatdo you observe
about their digits?
Provide more examples of
multiplying decimals by 10 and
100.
Ask: When you multiply a
decimal by 10 or 100,what is a
quick way to get the answer?
Let them work on this problem
in pairs. Emphasize the use of
Polya's 4 steps: Understand
Plan, Solve, and Check.
Encourage them to use any
appropriate strategy that will
help them solve the problem.
Afterwards, let them display and
explain their solutions to the
class
Let them work on this problem
in small groups.Emphasizethe
use of Polya's 4 steps:
Understand, Plan,Solve, and
Check. Encourage them to use
any appropriatestrategy that
will help them solvethe
problem. Afterwards, let them
display and explain their
solutions to the class.
Some possibleanswers:
Length Width Area
3 m 8 m 24 m
2.4 m 10 m 24 m
7.5 m 3.2 m 24 m
E. Discussing new concepts and
Find each product. Example: 3.04
x 0.6 (see also Proded Math 36-
C, pp. 5-7)
Ask: How does multiplying decimals
compare with multiplying whole
numbers?
Post the following
situation.
Fred and Perry areshown the
followingstatement: 308x 10.25 =
______________________
Fred thinks that the exact answer
can be read up to the ten
thousandths place. But, Perry thinks
it would be easier to read it until the
hundredths place only. Which of
them iscorrect? Why?
Focus on Packs A and B. Ask if
they see any pattern.
45.75x 01 =4.575
45.75 x 001 =0.4575
Ask: When you multiply a decimal by
0.1 or 0.01, what do you notice about
the multiplicand and the product?
What doyou observe about their
digits?
Providemore examples of
multiplyingdecimalsby 0.1 and
0.01.
Read, analyze and solve. Mother
bought 15.75 kilos of flour for
making trays of polvoron. If each kilo
of flour costs P45.50, how much did
she pay for it?
Let them present their solutions
and explain why they think their
answer is accurate.
Pointout the importance of
followingthe four steps when
solvingword problems.
. Ask:
How isthis problem similar
to/different from the problems we
solved yesterday?
What makes this problem
challenging?
F. Developing Mastery
Encircle the statement that
gives the greater product.
In this number puzzle, the
number in each squareis the
Complete the following puzzle. Read, analyze,and solvethis
problem.
Replace each letter with a
numeral that will makethe

Examples:
1) 0.29 x 0.8 0.92 x 0.08
2) 5.4 x 0.17 0.45 x 7.1
product of the numbers in the
circles on either sideof the
square.Complete the puzzle
.
ACROSS
1) 1.436 x 100
2) 45.38 x 10
DOWN 1) 164 x 0.1
3) 10 x 3.83
4) 62.8 x 0.1
The classroom is12.5 meters long
and 7.25 meters wide. What isits
area?
[You may add more word problems.
See NFE A&ELearning Material:
Decimals (2001), pp.17-18]
followingcomputation true.
3 . A 4
x B . C
C . A B
G. Finding practical applications
of concepts and skills in daily
living
Astudent assistant in auniversity
earns P35 per hour. The table below
shows the number of hours she
worked each day during a certain
week.
Mother bought 10.5 kilos ofsugar at
P52.95 akilo. How much did she pay
for it?
Ask the learners to think of
other situations wherein
multiplyingdecimalswould be
useful to them.
Mang Ambo found out that another
junkshop buys copper wireatP48.5
per kg. How much more couldhe
have earned if hesoldhis4packs of
copper wire to this junkshop than
the other one?
Ask: When isituseful to compute
products mentally?
Ask the learners to think of
situations outside the school
wherein multiplying decimals
would be useful to them
Pointout that there areproblem
situations in thereal world that
they will find to have no clear
pat to an answer. Ask them why
it is importantfor them to be
capableof solvingdifferent
types of problems.
H. Making generalizations and
abstractions about the lesson
mixed decimals?
How do you know where to placethe
decimal point inthe product?
mixed decimals?
How do you know when to annex or
drop zeros inthe decimal product?
How do we multiply a decimal
by 10 or 100? What is a quick
way to get the answer mentally?
How do we multiply adecimal by 0.1
or 0.01? Whatisaquickway to get
the answer mentally?
How do we solveword problems
involvingmultiplication of decimals
and mixed decimals?
(Referring to Polya's 4steps) Why is
each step important in problem
solving?
How do we solveword problems
involvingmultiplication of decimals
and mixed decimals?
(Referring to Polya's 4steps) Why is
each step important in problem
solving?
I. Evaluating learning
Complete each statement.
1) ______________ The
product of 2.5 and 3.45 is
________________ .
2) 18.72 times 2.9 is ___ .
3) 2.35 x 1.6 = _______ .
4) 24.56 multiplied by 3.5
A swimmer can swim 50.2
meters in 1 minute. How far can
he swimin:
1) 0.5 minute?
2) 1.25 minutes?
3) 3.75 minutes?
4) 10.25 minutes?
Find the product mentally.
1) 8.4 x 10
2) 4.35 x 0.1
3) 134.23 x 0.01
4) 0.24 x 100
5) 1.23 x 0.1
Read, analyze and solve. Show
your complete and neat
solution.
Jason earns P380.65 daily. His sister
earns 1.5 times what heearns daily.
How much doeshis sister earn in a
day?
Read, analyze and solve. Show
your complete and neat
solution.
Emily plans to make a 4.5m-by-
4.5m square garden in her
backyard. But due to lack of

is equal to .
5) When 3.57 is multiplied by
14.2, the number of decimal
places in the product is
because
1) half an hour (You may add more.) space, she decides to make it
rectangular instead, whil
covering the same area. What
could be the possible
dimensions of hergarden?
J. Additional activities for
application or remediation
(Assignment)
Put the decimal point in the
correct place in the product.
1) 1.2 x 6 = 7 2
2) 12.4 x 0.78 = 9 6 7 2
3) 3.34 x 1.4 = 4 6 7 6
4) 2.3 x 12.3 = 2 8 2 9
5) 2.34 x 1.23 = 2 8 7 8 2
Use the table below to find the
amount to be paid for the given
number of each item.
Read, analyze,and solveeach
problem. Show your complete
and neat solution.
1) In April,a small business
establishmentspent an average
of P175.25 daily on electricity.
How much did it pay for
electricity duringthat month?
2) A carpenter is computingfor
the area of each room in the
house that they are
constructing.Help him
complete the table below.
length width Area
5.45 m 3.2 m
10.2 m 4.1 m
6.75 m 5.61 m
10.75 m 6.32 m
4.32 m 3.12 m
Complete each table by
following the rule.
Rule: Multiply by 0.1
Input Output
0.5
7.12
6.3
48.9
19.07
(Do this also for multiplying by 0.01,
10 and100.)
[See NFE A&E Learning Material:
Decimals (2001),pp. 19-21]
Luis has P25,made up o' 10-
centavo and 25- centavo coins.
How man' of each kind could he
possibly have?
V. REMARKS
VI. REFLECTION
A. No.of learners who
earned 80% of the
formativeassessment
B. No.of learners who
require additional
activities for remediation
C. Did the remedial lessons
work?No.of learners who
havecaughtup with the
lesson.
D. No.of learners who
continueto require

remediation.
E. Which of my teaching
strategiesworkedwell?
Why did these work?
F. Whatdifficulties did I
encounterwhichmy
principal or supervisorcan
help me solve?
G. Whatinnovationor
localized materialsdid I
use/discoverwhichIwish
to sharewith other
teachers?

GRADES1 to 12
DAILY LESSON LOG
Teacher: Learning Area: ENGLISH
Teaching Dates and
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding...
• of various verbal elements in orally communicatinginformation
• of various non-verbal elements in orally communicatinginformation
• that English languageis stress timed to supportcomprehension
• of text types to listen for different purposes from a variety of texts
• of figurativelanguage,word relationshipsand nuances in word meanings to develop word consciousness
• of various linguistics nodes to comprehend various texts
• of writingstyles to comprehend the author’s message
• of the conventions of standard English grammar and usagewhen writingor speaking
• of the forms and conventions of print,non-print, and digital materialsto understand various viewingtexts
B. Performance Standards
The learner ...
• orally communicates information,opinions,and ideas effectively to different audiences usinga variety of literary activities
• reads with sufficientaccuracy and fluency to support comprehension
• uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
• uses literal information fromtexts heard to constructan appropriatefeedback
• uses linguistic cues to appropriately constructmeaningfrom a variety of texts for a variety of purposes
• uses diction (choiceof words) to accurately analyzeauthor’s tone, mood, and point of view
• uses the correct function of nouns, pronouns,verbs, adjectives,and adverbs in general and their functions in various discourse(oral and written) speaks and
writes usinggood command of the conventions of standard English
• applies knowledge of non-verbal skillsto respectfully givethe speaker undivided attention and acknowledge the message
• applies knowledge of the various forms and conventions of print,non-print, and digital materialsto appropriately comprehend print, non-print,filmand moving
texts

C. Learning Competencies/Objectives
Write the LC code for each.
EN6LC-Ie-2.11.1
EN6LC-Ie-2.11.2
EN6LC-Ie-2.11.3
Infer the speaker’s tone,
mood and purpose
EN6V-Ie-12.3.2
EN6V-Ie-12.4.1.2
EN6V-Ie-12.4.2.2
Infer meaning of figurative
language using -context
clues
-affixes and roots
EN6RC-Ie-6.10
EN6RC-Ie-6.11
Analyze figures of speech
(hyperbole, irony)
EN6F-Ie-1.8.1
Read with automaticity grade
level frequently occurring
content area words
EN6F-Ie-1.8.1
content area words
EN6G-Ie-3.6
Compose clear and coherent
sentences usingappropriate
grammatical structures:
-modals
EN6F-Ie-1.8.1
content area
words
EN6G-Ie-3.6 Compose clear
and coherent sentences
usingappropriate
grammatical structures:
-modals
EN6VC-Ie-5.1.5
Describedifferent forms and
conventions of filmand
moving pictures (acting)
for more
-other strategies
EN6A-Ie-16
Observe politeness atall
times
EN6A-Ie-17
Show tactfulness when
communicatingwith others
EN6A-Ie-18
Show openness to criticism
II. CONTENT
Speaker’s Tone, Mood and
Purpose
Meaning of Figurative
Language; Idioms
Story: “Cloudy With a
Chance of Meatball” by Judy
Barret
Figures of Speech: Hyperbole
and Irony
Modals:Can, Could,May, Might Modals:Must, Should Different Forms and
Conventions of Filmand
Moving Pictures (acting)
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Activity Sheet in English 6
(Quarter 1 Week 5-Day 1)
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
Let’s Recall pp. 1-2
Let’s Practicep. 1 Let’s
Recall p.2
Recall p.2
Recall p.2
Let’s Recall p. 1
B. Establishinga purposefor the
lesson
Let’s Try This (A) p. 2
C. Presenting examples/instances
of the new lesson
Let’s Try This (B, C & D) p. 3 Let’s Try This p. 3 Let’s Try This pp. 2-3 Let’s Try This p. 2 Let’s Try This pp. 1-2
D. Discussing new concepts and
Let’s Study This pp. 3-4 Let’s Study This pp. 4-5 Let’s Study This pp. 3-4 Let’s Study This p. 3 Let’s Study This pp. 2-4
E. Discussing new concepts and
Let’s Do This p. 5 Let’s Do This p. 5 Let’s Do This p. 5 Let’s Do This p. 4 Let’s Do This pp. 4-5
F. Developingmastery (leads to
Formative Assessment 3)
Let’s Do More p. 6 Let’s Do More pp. 6-7 Let’s Do More pp. 5-6 Let’s Do More p. 4 Let’s Do More pp. 5-6
G. Findingpractical applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Let’s Remember pp. 6-7 Let’s Remember p. 7 Let’s Remember p. 6 Let’s Remember p. 5 Let’s Remember p. 6
I. Evaluatinglearning
Let’s Test Ourselves p.7 Let’s Test Ourselves pp. 7-8 Let’s Test Ourselves p. 6 Lets’ Test Ourselves p. 5 Let’s Test Ourselves pp. 6-7
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. Whatdifficulties 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?

GRADES1 to 12
DAILY LESSON LOG
Teacher: Learning Area: SCIENCE
Teaching Dates and
I. OBJECTIVES
A. Content Standards The learners demonstrate understandingof different techniques to separate mixtures.
B. Performance Standards The learners should beable to separatedesired materials fromcommon and local products.
C. Learning Competencies/ Objectives
Write the LC code for each
Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and evaporation.
(S6MT-Id-f-2)
Separate the components of common solid mixtures containingmagnetic and non-magnetic
materials.
Separate insolublesolid froma liquid usingfiltration.
II. CONTENT
SeparatingMixtures: Magnetic materials SeparatingMixtures: Filtration
A. References
2. Learner’s Materials pages
3. Textbook pages
4. Additional MaterialsfromLearning
Resource (LR) portal
1. BEAM 4. 5 Explain whathappens after MixingMaterials.LearningGuides.Mix itUp. July 2009. pp. 5-7.
2. EASE Science II.Chemistry Module 4. Lesson 2.
3. Chemistry III Textbook. Mapa,Amelia P., Ph.D., et al.2001.pp. 42-45.
4. Science and Technology I: Integrated Science Textbook. NISMED. 2012.pp. 57-58.
B. Other LearningResources TeacherEngineering.n.d.https://www.teachengineering.org/activities/view/van_cleanupmess_act1 (accessed May52007)
IV. PROCEDURES

Quick Draw.
The teacher asks the
students to drawany of the
previous methods of
separatingmixtures
discussed in the lastweek.
Thumbs up or down.
The teacher shows pictures
of various objects then
students will showthumbs
up if magnetic and thumbs
down if non-magnetic.
The teacher asks aboutthe
part of the activity the
students performed the other
day.
JigsawPuzzle
The teacher will givecut-out
pictures of methods of
separatingmixtures which
the students will put
together and explain after.
The teacher asks aboutthe partof
the activity the students
performed the other day.
B. Establishinga purposefor the lesson The teacher asks about
students’ prior idea about
magnetic object.
The teacher asks students
how they can separate
magnetic materials from
non-magnetic materials in a
junk yard.
The teacher showpicture of
filtration devicefor water in
the faucet and ask how it
works.
C. Presenting examples/instances of the
new lesson
Do Activity 5.1 Magnetic or
Not?
Teacher gives initial
instructions aboutthe
activity.
Do Activity 5.2 Clean this
Mess!
activity.
Do Activity 5.3 Filtration
Challenge.
activity.
D. Discussingnewconcepts and
practicingnewskills#1
Students present their
output on the activity. The
teacher will givefeedback
about the result.
Note that not all metals are
attracted to magnet, only
iron and steel.
Students present their output
on the activity. The teacher
will givefeedback about the
result.
Note: Water standards "A,"
"B" and "C" (C is filtered
through some grass,Bis
filtered through a coffee
filter,and A is filtered
through 2 coffee filters with
a paper towel in the
middle).
Students present their output on
the activity. The teacher will give
feedback about the result.
E. Discussingnewconcepts and
Answer the Guide
Questions.
Discuss thedifference
between magnetic and non-
magnetic materials.
Answer the Guide Questions.
Discuss Magnetic Separation
as a method of separating
mixtures.
Answer the Guide Questions.
Discuss Filtration as a method of
separatingmixtures.
F. Developing mastery (leads to
Formative Assessment 3)
Formatted by DepEd Club Member
- visitdepedclub.com for more
G. Findingpractical applicationsof
concepts and skillsin daily living
The teacher asks the
importance of magnetic and
non-magnetic objects used
in home, schools and
industries.
Show video on Magnetic
Separation used in industries.
https://www.youtube.com
/watch?v=2jfAnGA40NE
Show video on water filtration
technology.
https://www.youtube.com/
watch?v=31ZUXx6NXDA

H. Makinggeneralizations and
abstractions aboutthe lesson
I. Evaluatinglearning Answer the Evaluation in
the Activity.
The teacher will ensurethat
the students were ableto
come up with their output.
The students will peer-
evaluate their presentation
based on criteria.
The teacher will ensurethat
the students were ableto
come up with their
output/worksheet.
The teacher gives five-question
quizabout filtration.
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 require additional
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
sharewith other teachers?

GRADES1 to 12
DAILY LESSON LOG
Teacher: Learning Area: FILIPINO
Teaching Dates and
LUNES MARTES MIYERKULES HUWEBES BIYERNES
I. LAYUNIN
A. Pamantayang
Pangnilalaman
Naipamamalasangkakayahan samapanuringpakikinigatpag-unawa sa napakinggan
Naipamamalasangkakayahan attatas sa pagsasalita atpagpapahayagngsarilingideya,kaisipan,karanasan atdamdamin
Naisasagawa angmapanuringpagbasa saiba’tibanguri ngteksto at napalalawak angtalasalitaan
Naipamamalasangiba’tibangkasanayan upangmaunawaan angiba’tibangteksto
Napauunlad angkasanayan sa pagsulatngiba’t ibanguri ngsulatin
Naipamamalasangkakayahan samapanuringpanood ng iba’tibanguri ng media
Naipamamalasangpagpapahalaga atkasanayan sapaggamitngwika sa komunikasyon atpagbasa ngiba’t ibanguri ngpanitikan
B. Pamantayan sa
Pagganap
Nasasaulo angisangtula/awitna napakinggan atnaisasadula angisangisyu o paksa mula sa tekstongnapakinggan
Nakasasali saisangusapan tungkol sa isyu
Nakabubuo ng sarilingdiksiyonaryo ngmga bagong salitamula sa mga binasa;naisasadulaangmga maaaringmangyari sa nabasang teksto Nagagamitang nakalimbagatdi-
nakalimbagna mga kagamitan sa pagsasaliksik
Nakasusulatngreaksyon sa isangisyu
Nakagagawa ng isangblogentry tungkol sa napanood
Naisasagawa angpagsali sa mga usapan attalakayan,pagkukuwento, pagtula,pagsulatngsarilingtula atkuwento
C. Mga Kasanayan sa
Pagkatuto
Nakapagbibigay ng hinuha sa
kalalabasan ng mga pangyayari sa
kwentong napakinggan F6PN-Id-e-12
Nagagamit ang iba’t ibang uri ng
panghalip sa iba’t ibang sitwasyon
F6WG-Ie-g-3
Naibibigay angkahulugan ngpamilyar
at di kilalangsalita sa pamamagitan
ng sitwasyong pinaggamitan
F6PT.Ie.1.8
Nasasagot ang mga
tanong tungkol sa
tekstong
pangimpormasyon
F6PB –Ic-e- 3.1.2
Napupunan nang wasto
ang kard na pang-aklatan
F6EP-Ic-13
II. NILALAMAN
Paghihinuha sa kinalabasan ng mga
pangyayari sa alamatna napakinggan
Paggamitng iba’t ibanguri ng panghalip
sa iba’t ibang
sitwasyon
Pagbibigay ngkahulugan ngpamilyar
at di kilalang salita sa pamamagitan
ng
sitwasyongpinaggamitan
Pagsagot sa mga tanong
tungkol sa tekstong
pangimpormasyon
Pagpuno nangwasto
sa kard na pang-
aklatan
III. MGA
KAGAMITANG
PANTURO
A. Sanggunian
1. Pahina sa Gabay ng
Guro

2. Pahina sa Kagamitang
ng Mag-aaral
3. Pahina sa Batayang
Aklat
Rondon, Amorfina G. et al.,“
Filipino sa BagongSiglo”DepEd
Papa, Nenita P. et. al. “ Bagong Filipino
sa Salita at Gawa
4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource (LR)
B. Iba pangmga
KagamitangPanturo
IV. PAMAMARAAN
A. Balik-Aral saNakaraang
Aralin at/o Pagsisimula
ng
Bagong Aralin
Papaghandain ang bawat mag-
aaral ngdalawang flash card na
may nakasulatna ALAM KO! at
AALAMIN KO PA LANG!.
Ipakita ang mga flashcard na
may impormasyon. Kuhanin ang
sagot ng mag-aaral sa
pamamagitan ng pagtataas ng
flashcard na umaayon sa
kanilang tugon.
1. Pinanggalingan ngkanilang
apelyido
2. Sinaunangkuwento ng kanilang
pamilya
3. Kuwento ng pagiibigan ng
kanilangmga magulang
4. Alamat ng kanilanglugar/
baryo/ lungsod
Original FileSubmitted and Formatted
by DepEd Club Member - visit
depedclub.com for more
Balikan ang alamat ng lansones.
Isa-isahin ang mga pangyayaring
naganap sa alamat.
Ano ang dapat gawin kung
may hindi maunnawaan sa
isang tekstong binabasa?
Ano-ano ang natatandaan
tungkol sa:
 Alamat
ng lansones
 Walong
Taong
Gulang
 Mga Uri
ng Panghalip
Maghanda ng isang
kahon na naglalaman
ng mga piling salita
na ginamit noong
nakaraang aralin.
Pabunutin ang mag-
aaral ngisangkard na
may nakasulat na
salita.
Ipatukoy ang
kahulugan nito.
5. Mga sinaunangkuwento ng mga
nakatatandangtao sa kanilang
lugar

B. Paghahabi sa
Layunin ng Aralin
Gawin at ipagawa ang
Tuklasin Mo sa pahina 1
Magpakita ng larawan ng ilang mga
prutas. Itanong sa mag-aaral kung
may alam ba silang kuwento
tungkol dito.
Ipatukoy ang kahulugan ng mga
salitang may guhit sa pahina 1
Basahin angisanguri ngalamat
na pinamagatang “Noon…
Lason pa ang Lansones”.
Pagkatapos nito, magkaroon ng
maiklingtalakayan sapamamagitan
ng tanong at sagot.
Ipagawa ang Tuklasin Mo sa pahina 5 Ipagawa angTuklasin Mo
sa pahina 6
Ipagawa ang Tuklasin
Mo sa pahina 8
C. Pag-uugnay ng
mga Halimbawa sa Bagong
Aralin
D. Pagtalakay sa
Bagong Konsepto
at Paglalahad ng
Bagong Kasanayan
#1
Ipagawa ang Gawin Mo sa
pahina 3
Gawin ito nang isahan. Muling pag-
isipan ang huling
tanong sa
Ipagawa angGawin mo sa
pahina 7
Ipagawa ang Gawin Mo sa
pahina 10
Ipagawa ang Gawin mo sa
pahina 14
Ipagawa angGawin Mo sa
pahina 17-18
E. Pagtalakay sa
Bagong Konsepto
at Paglalahad ng
Bagong Kasanayan
#2
Ipasagot ang Gawin
Ninyo sa pahina 3
Ipasagot ang Gawin Ninyo sa pahina
6-7
Ipasagot ang Gawin Ninyo sa pahina
10
Ipagawa ang Gawin Ninyo
sa pahina 13
Ipasagot ang
Gawin Ninyo sa pahina 17
F. Paglinangsa Kabihasaan
(tungo sa Pormatibong
Pagtataya)
IsulatMo p. 4 IsulatMo,p. 7 IsulatMo,p. 11 IsulatMo,p. 14 IsulatMo,p. 18

G. Paglalapatng
Aralin sa Pang-araw-araw
na Buhay
Isapuso Mo,p. 4 Isapuso Mo,p. 7 Isapuso Mo,p. 11 Isapuso Mo,p. 14 Isapuso Mo, p. 18
H. PaglalahatngAralin Isaisip Mo,p. 4 Isaisip Mo,p.7 Isaisip Mo,p. 11 Isaisip Mo,p.1 4 Isaisip Mo,p. 18
I. Pagtataya ng Aralin
J. KaragdagangGawain para sa
takdang-aralin at
remediation
V. MGA TALÂ
VI. PAGNINILAY
A.Bilangng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Blgng mag-aaral na
nangangailangan ngiba pang
gawain para sa remediation
C. Nakatulong ba ang
remedial? Bilangng mag-
aaral na nakaunawa sa
aralin?
D. Bilangngmga mag-aaral
na magpatuloy sa
remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulongng
lubos? Paano ito nakatulong?
F. Anong suliranin angaking
naranasan na solusyonan sa
tulong ng akingpunongguro
at superbisor?
G.Anong kagamitang
panturo angakingna dibuho
na naiskongibahagi samga
kapwa ko guro?

GRADES1 to 12
DAILY LESSON LOG
Teacher: Learning Area: ARALING PANLIPUNAN
Teaching Dates and
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 Pagaganap Naipamamalas ang pagmamalaki sa nabuong kabihasnan ng mga sinaunang Pilipinogamit 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 (Isulat ang code
ng bawat kasanayan)
Nakabubuo ng pansariling paninindigan sa pinakapanipaniwalang teorya ng pinagmulan ng lahing Pilipino batay sa mga ebidensiya
Natatalakay ang teorya ng pandarayuhan ng tao mula sa rehiyong Austronesyano
Natatalakay ang iba pang mga teorya tungkol sa pinagmulan ng mga unang tao sa Pilipinas
Nakasusulat ng maikling sanaysay (1-3 talata) ukol sa mga teoryang natutunan
AP5PLP-Ie-5
II. NILALAMAN Teorya ng Austronesian Migration Teorya ng Core Population Teorya ng Wave Migration
KAGAMITANG PANTURO
A. Sanggunian
1.Mga pahina sa Gabay ng
Guro
p.19-22
2.Mga pahina sa
Kagamitang Pang-Mag-
aaral
p.50-61
3.Mga pahina sa Teksbuk
4.Karagdagang Kagamitan
mula sa portal ng
Learning Resource

B. Iba pang Kagamitang
Panturo
Larawan ng mga pangkatng tao na nanirahan saPilipinas,tsart
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
Ibigay angmga teorya tungkol sa
pagkabuo ng kapuluan ng
Pilipinas?
Ano angnaging batayan ng
teorya ng Austronesian
Migration?
Ipaliiwanagangteorya ng
Austronesian Migration ang
pinagmulan ngninuno ng mga
Pilipino.
Ano angnaging batayan ng
teorya ng Core Population?
Ano ang teorya ng Core
Population? Paano ito nabuo?
B. Paghahabi sa layunin ng
aralin
Pagpapakita nglarawan ng mga
pangkat mg tao na nanirahan sa
Pilipinas.
Tungkol saan anglarawan na
ipinakita?
May alamba kayo tungkol sa
kanila? Magbigay ngilangbagay
tungkol sa kanila.
Ipakita anglarawan ngmga
nahukay na buto sa kuweba ng
Tabon.
Saan makikita angkuweba ng
Tabon?
Pagpapakita nglarawan ng
mga Negrito.
C. Pag-uugnay ng mga
halimbawa sa bagong aralin
Iugnay ito sa ibatibangTeoryang
nagpapaliwanagsa mga unang
panirahan ngmga tao sa
Pilipinas.
Ano angkauganayan ng mga
buto sa teorya ng Core
Population?
Paano mo masasabi na
naunangnakaratingsa
Pilipinasay mga Negrito?
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
Ipabasa ngtahimik angp.50-53
ng KM Unawain Natin.
Magkaroon ng malayang
talakayan ukol sa binasa.
Ipabasa ng tahimik angp.53-55
talakayan ukol sa binasa
Ipabasa ngtahimik angp.55
talakayan ukol sa binasa
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Pagpapalawak ngtalakayan ukol
sa teorya ng Austronesian
Migration.
Paano nabuo ang teorya ng
Austonesian Migration.
Hayaan angmga mag-aaral
magbigay ng opinion ukol dito.
Magbigay pa ng ibang
impormasyon ukol sa teorya ng
Core Population upanglalo pang
mapalawak angtalakayan.
Ano angginamitna batayan ukol
teoryang ito.Ipaliwanag.
Sino si Henry Otley Beyer?
Paano mo masasabi na
naunangnakaratingsa
Pilipinasay mga Negrito?

F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
Ano angteorya na
nagpapaliwanagngunang
panirahan ngmga tao sa
Pilipinas?
Sino ang may akda nito?
Saan lugar nila ito natagpuan?
Paano nabuo ang teorya ng Core
Population? Ipaliwanag.
Igrupo sa tatlo ang mga bata
at ipaliwanagkungano ang
higitn pinaniniwalaan nilang
mga teorya.
G. Paglalapat ng aralin sa
pang-araw-araw na buhay
Ipagawa angpagpapayamang
Gawain sa p. 60 ng KM.
Sumulat ng talata kung paano
nabuo ang teorya ng Core
Population.
Ipasagotangtanong sa May
Palagay Ko sa p.58 ng KM.
H. Paglalahat ng Arallin Paano ipinaliliwanagngteorya ng
Austronesian Migration ang
pinagmulan ngninuno ng mga
Pilipino.
Ano ang teorya ng Core
Population? Paano ito nabuo?
Paano nabuo ang teorya ng
Wave Migration? Ipaliwanag
I Pagtataya ng Aralin
Sagutin ang tanong sa p 56 ng
Isip,Hamunin Ang KM.
Sagutin ang tanong sa p 56 ng
Isip,Hamunin Bng KM.
Gumawa ng talata kungpaano
nakaratingangmga Negrito sa
Pilipinas.Ano angnaging
batayan
J Karagdagang gawain para sa
takdang-aralin at remediation
Ipaliwanagbakitmahalaga
maunawaan an gating
pinagmulan.
Magdala ngmga larawAn ng mga
sinaunangPilipino.
Gumawa ng sanaysay ukol sa
teorya ng Core Population.
Paghambingingangdalawang
teoryang napag-aralan.
Paano nabuo ang tatlong
teorya at sino sino angmga
tao na nagpatunay sa mga
teorya na ito. Anong teorya
ang inyongpinaniniwalaan.
Isulatito sa papel.
III. Mga Tala
IV. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa

remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa
ko guro?

GRADES1 to 12
DAILY LESSON LOG
Teacher: Learning Area: TLE
Teaching Dates and
Time: SEPTEMBER 19-23, 2022 (WEEK 5) Quarter: 2ND QUARTER
I. OBJECTIVES Perform propagation of Trees and Fruittrees following agricultural standardssetin the industry.
A. Content Standard
Demonstrates an understandingof scientific practices in plantingtrees and fruittrees
B. Performance Standard Applies knowledge and skillsin plantingtrees and fruittrees
C. Learning
Competencies/Objectives
Write the LC code for each.
TLE6AG0d-5
5 Propagates trees and fruittrees using
scientific processes
5.1 Identify the functions of
different tools and equipment
used in plantpropagations
5.2.Demonstrate scientific ways
of propagatingtrees and fruit
trees
5.3 Observed health and safety
in propagatingtrees and fruit
trees
5.4 Clean and Healthy
WorkingEnvironment
5.5 Proper waste disposal
II. CONTENT
Needs/reasons why plants propagate.
propagation techniques.
5.1.1. Different tools , supplies
and materials in performing
plantpropagations and their
purpose.
5.2.1PlantPropagation
Strategies and Techniques
1. Wrappingand Waxing
2. Budding
3. Grafting
4. Marcotting
5. Pruning
5.2.2 Steps and procedures in
performing plantpropagation.
5.2.3 Health and safety in
5.3.1 Different ways of caring
for and maintainingpropagated
plant.
5.4.1 A visitto a nearby
orchard to analyze
propagated plants.
5.4.2 Analyzingpropagated
plants.
A. References CurriculumGuidefor Grade VI-
Agriculturep.32
CurriculumGuidefor Grade VI-
Agriculturep.32
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
Agricultural Crops Production,
Teachers Guide
Agricultural Crops Production,
Teachers Guide
WastongPagtatanim
B. Other Learning Resources Charts,Pictures,Video, Actual
object, Guidebook, Internet
Charts,Pictures,Video, Actual
object, Guidebook, Internet
Charts,Pictures,Video, Actual
object, Guidebook,

IV. PROCEDURES
presenting the new lesson.
Importance of Orchards. the trees and fruittrees that
grow in their orchard.
different design and lay out of
an orchard.
resentation sampleof
different orchard lay outand
design.
ways on how to care for and
maintain the orchard.
orchard production
B. Establishinga purposefor the
lesson
from plantpropagation. needed in performing plant
propagation.
different tools and materials
used in an orchard.
safety in performing plant
propagation.
monitor the day-to-day
status of a propagated plant.
C. Presenting Examples/
instances of the new lesson
Present actual sampleof trees and fruit
trees propagated usingdifferent
techniques.
Video Presentation in
preparingfor actual plant
propagation for trees and fruit
trees.
Video presentation of the step-
by-step procedures in
Usingpersonal protective
equipment in performing plant
propagation.
Present charts/video showing
proper waste disposal after
plantpropagation
D. Discussingnew concepts and
Storing and caringfor propagated plant. Proper use of tools and
equipment in performing plant
propagation.
Document the steps and
procedures in performing plant
propagation.
Proper wearingof Personal
Protective Equipment.
Analyzingfailed or un-
successful plantpropagation.
E. Discussing newconcepts and
Safety practices in performing
plantpropagation.
Proper procedures in preparing
the cuttings for plant
propagation.
for more
F. Developingmastery
(Leads to Formative Assessment propagation? and procedures in performing
different plantpropagation.
propagation techniques used. performing plantpropagation. propagated plants
G. Findingpractical applications
of concepts and skillsin daily
living
What benefits can we derived from
plantpropagation? trees and fruittrees that grow
in the orchard duringboth
rainy days and summer.
pictures of matured trees and
fruittrees from budding,
graftingmarcotting and
pruning.
scientific way of trans-planting
propagated plants.
ways of supportingdamaged
trees and fruittrees.
H. Makinggeneralizations and
abstractions aboutthe lesson
Importance of plantpropagation and
the benefit derived from it.
Functional tools used in
performing plantpropagation
The different method of
Health and safety procedures in
Proper monitoringof
propagated plan
I. Evaluatinglearning Written examination
Demonstrations
Role Play
Oral recitation
Demonstrations
Reporting and presentation
skills
Demonstration
Ocular Inspection
Group presentation
Role Play
Direct Observation
Written examination
Word Puzzle

Video coverages of some resortwith
orchard
Create a data baseof Trees
and fruit trees and their
plantingseason
Invite atleaston practitioner
who can sharehis/her
experienced in putting up an
orchard
Develop flip chartof different
systematic and scientific ways
of caringand maintainingan
orchard
Video shoot of different ways
of caringtrees and fruittrees
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned
80% in the
evaluation
___ of Learners who earned 80% above
___ of Learners who earned
80% above
80% above
80% above
80% above
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
___ of Learners who require additional
___ of Learners who require
additional activities for
remediation
remediation
remediation
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught
up the lesson
___Yes ___No
up the lesson
___Yes ___No
up the lesson
___Yes ___No
up the lesson
D. No. of learners
who continue
to require
remediation
___ of Learners who continue to
require remediation
___ of Learners who continue
to requireremediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
Strategies used that work well:
___ Group collaboration
___ Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion
___ CaseMethod
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Games
___ Discussion
___ CaseMethod
Poems/Stories
___ Games
___ Discussion
___ CaseMethod
Poems/Stories
___ Games
___ Discussion
___ CaseMethod
Poems/Stories
Strategies used that work
well:
___ Games
___ Discussion
___ CaseMethod
Poems/Stories

___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’eagerness to learn
___ Group member’s Cooperation in
doing their tasks
___ Lecture Method
Why?
___ Complete IMs
___ Group member’s
Cooperation in doing their
tasks
___ Lecture Method
Why?
___ Complete IMs
tasks
___ Lecture Method
Why?
___ Complete IMs
tasks
___ Lecture Method
Why?
___ Complete IMs
tasks
F. What
difficultiesdid I
encounter
which my
principal or
supervisor can
help me solve?
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__ Bullying amongpupils
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
G. What
innovation or
localized
materials did I
use/discover
which I wish to
sharewith
other
teachers?
Planned Innovations:
__ Localized Videos
__ Making usebig books from
views of the locality
__ Recyclingof plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Localized Videos
__ Recyclingof plastics to be
used as Instructional Materials
__Fashcards
__Pictures
__ Localized Videos
__Fashcards
__Pictures
__ Localized Videos
__Fashcards
__Pictures
__ Localized Videos
used as Instructional
Materials
__Fashcards
__Pictures

GRADES1 to 12
DAILY LESSON LOG
Teacher: Learning Area: ESP
Teaching Dates and
I.LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalasangpag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbangbago makagawa ng isangdesisyon parasa ikabubuti nglahat.
B.Pamantayan sa Pagganap Naisasagawa angtamangdesisyon nangmay katatagan ng loob para sa ikabubuti nglahat.
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
1. Naisasagawa angmga tamang hakbangna mkatutulong sa pagbuo ng isangdesisyon na makabubuti sa pamilya.
1.1. Pagsusuri nangmabuti sa mga bagay na may kinalaman sa pangyayari
1.2. Pagsang-ayon sa pasya ngnakararami kungnakabubuti ito.
1.3. Paggamit ng impormasyon
EsP6PKP-Ia-i-37
II.NILALAMAN Paksa:Katatagan ng loob sa responsablengpagdedesisyon Kaugnay na Pagpapahalaga:Katatagan ng Loob (Forttitude)
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
K to 12 Gabay Pangkurikulum,Edukasyon sa Pagpapakatao May 2016,pahina 81
B.Iba pang Kagamitang Panturo 1. EsP DLP, Unang Markahan, Ikalimang Linggo - Aralin 5: Tibay ng Iyong Kalooban Aking Susubukin, pahina 1-10 2. Maaaring gamitin ang sumusunod na videos:
a. https://www.youtube.com/watch?v=AJ1LHw8dt84
b. https://www.youtube.com/watch?v=JMPEbx4kMkg
c. https://www.youtube.com/watch?v=ZdMOqT3qjoY
3. https://prezi.com/kz1kbhdevo3l/katatagan-ng-kaloobannasusubok-sa-pagharap-sa-hamon/
laptop,projector, video clips ngmga awit na “Pagsubok” ng OrientPearl,at "Liwanag sa Dilim”ngRivermaya, video clip na hango sa palatuntunang"Kapuso Mo,
Jessica Soho”, powerpointpresentation na nagpapakita ngmga sitwasyon,manila paper,gunting, permanent marker, maskingtape, graphic organizers
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o
pagsisimula ng aralin
Batiin angmga mag- aaral atitala
ang bilangngmga pumasok at
lumiban.
Sa pagsisimula ngaralin,itanongsa
mga mag-aaral:Bilangmag- aaral,
paano nakakaapekto angpagiging
bukas ng inyongisipan sa pagbuo at
pagbibigay ngdesisyon o pasya na
makabubuti sa inyongsarili at
Batiin angmga mag- aaral
at itala angbilangngmga
pumasok at lumiban.
Magkaroon nang maikling
balik-aral sa ginawang
nakaraangaraw.
Batiin angmga mag- aaral
at itala angbilangngmga
pumasok at lumiban.
nakaraangaraw.
Batiin angmga mag- aaral at
itala angbilangngmga
pumasok at lumiban.
nakaraangaraw.
Batiin angmga mag- aaral at
itala angbilangngmga
pumasok at lumiban.
nakaraangaraw.

pamilya?
B. Paghahabi sa layunin ng aralin Itanong sa mga mag- aaral:
1. Ano angkaraniwan ninyong
ginagawa kapagmay mga
suliraningdumaratingsa inyong
pamilya?
Paano ninyo nabigyangsolusyon
ang mga suliraningito?
C. Pag-uugnay ng mga halimbawa sa
bagong aralin
Gamit ang powerpoint
presentation, ipapakita ngguro
ang iba’tibangsitwasyon na
sasagutin ngmga mag-aaral ngOO
o HINDI.
Sumangguni sa EsP DLP,
Unang Markahan,Ikalimang Linggo -
Aralin 5,pahina 2-3 para sa mga
sitwasyon atmga tanong sa
pagtatalakay.
D. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#1
Ipapakinigsa mga magaaral
ang awitin na may pamagat
na "Pagsubok”.
Tandaan:
Maaaringgumamitng ibang
awitin na may kaugnayan sa
aralin.
Sumangguni sa pahina 3 ng
EsP DLP, Unang Markahan,
Ikalimang
Linggo - Aralin 5,para sa
patnubay na mga tanong.
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
Member - visit
depedclub.com for more
Pangkatin angklasesa apat
(4).
Ipabasa sabawatpangkat
ang kwento na may pamagat
na "IsangHamon sa Buhay ni
Joel”, na makikita sa EsP DLP,
Unang Markahan,Ikalimang
Linggo - Aralin 5,pahina 4.

Sumangguni sa pahina 4 ng
EsP DLP, Unang Markahan,
IkalimangLinggo - Aralin 5
para sa iba panggawain at
mga gabay na tanong sa
talakayan.
F. Paglinang sa Kabihasaan (Tungo sa
Formative Assesment 3)
Unang Markahan, Ikalimang
Linggo - Aralin5,pahina 5-6 para
sa Gawain 1 at 2
G. Paglalapat ng aralin sa pang araw-
araw na buhay
Linggo - Aralin 5,pahina 6-7
para sa pangkatanggawain
H. Paglalahat ng Aralin Bigyan ang bawat lider ng
pangkat ng graphic organizer
at ipagawa anggawain.
Linggo - Aralin 5,pahina 7-8
para sa gawain atpagtalakay.
I. Pagtataya ng Aralin Sumangguni sa pahina 8-10 ng
EsP DLP, Unang
Markahan,IkalimangLinggo -
Aralin 5,para sa pagtataya at
pagninilay/ repleksyon.
J. Karagdagang gawain para sa
takdang-aralin at remediation
Ipagawa angkaragdagang
gawain na makikita sa EsP
DLP, Unang Markahan,
IkalimangLinggo - Aralin 5:
pahina 10.
V.MGA TALA
VI. PAGNINILAY
A.Bilangng mag-aaral na nakakuha ng
80% sa pagtataya
B. Blgng mag-aaral na nangangailangan
ng iba panggawain para sa
remediation
C. Nakatulong ba ang remedial? Bilang
ng mag-aaral na nakaunawa sa aralin?

D. Bilangngmga mag-aaral na
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulongng lubos? Paano
ito nakatulong?
F. Anong suliranin angakingnaranasan
na solusyonan sa tulongngaking
punongguro at superbisor?
G.Anong kagamitangpanturo ang
akingna dibuho na naiskongibahagi sa
mga kapwa ko guro?

GRADES1 to 12
DAILY LESSON LOG
School: Grade Level: 6
Teacher: Learning Area: MAPEH
Teaching Dates and
Time: September19-23, 2022 (WEEK 5) Quarter: 1ST QUARTER
I. LAYUNIN
A. Pamantayang
Pangnilalaman
The learner...
demonstrates basic understanding
of sound, silenceand rhythm
The learner...
demonstrates basic understanding
of sound, silenceand rhythm
The learner…
demonstrates understanding
of lines,shapes,colors and
texture, and principles of
balance,proportion and
variety through drawing
The learner…
understands the importanceof
good eating habits and behavior
The learner . . .
demonstrates understanding
awareness of body parts in
preparation for participation
in physical activities.
B. Pamantayan sa Pagganap
The learner...
responds appropriately to the pulse
of the sounds heard and performs
with accuracy the rhythmic patterns
The learner...
responds appropriately to the pulse
of the sounds heard and performs
with accuracy the rhythmic patterns
The learner…
creates a portraitof himself
and his family which shows the
elements and principles of art
by drawing
The learner…
practices healthful eatinghabits
daily
The learner . . .
performs with coordination
enjoyablemovements on
body awareness .
C. Mga Kasanayan sa
Pagkakatuto
Isulat ang code ng bawat
kasanayan
relates images to sound and silence
within a rhythmic pattern
MU1RH-Ib-2
relates images to sound and silence
within a rhythmic pattern
MU1RH-Ib-2
distinguishes and identifies the
different kinds of drawings:
2.1 portraits
2.2 family portraits
A1EL-Ib-1
The learner…
practices good decision-making
skill in food choices
H1N-Ie-f-3
recognizes the importanceof
participatingin fun and
enjoyablephysical activities
PE1PF-Ia-h-1
II. NILALAMAN RHYTHM RHYTHM ELEMENTS NUTRITION BODY AWARENESS
III. KAGAMITANG PANTURO krayola,bond paper Larawan ng ibatibangpagkain
A. Sanggunian
1. Mga Pahina sa Gabay
ng Guro 14-17 18-20
16 69-70 6-7
2. Mga Pahina sa
KagamitangPang-
Mag-aaral
21-22 12-17 103-105 208 160--162
3. Mga Pahina sa Teksbuk
4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource
B. Iba PangKagamitang
Panturo
Larawan ng ibatibang
pagkainpara saagahan

IV. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o
pagsisimulang
bagong aralin
Nakasakay ka na ba sa duyan? Naaalala mo pa ba nang iguhit
ang iyongsarili atangiyong
buong katawan?
Anu-anong mga linya athugis
ang ginamitmo?
Anu-ano ang naidudulotsa atin
ng pagkain ng prutas atgulay?
Awit: Fly, Fly, Fly the Butterfly
B. Paghahabi sa layunin
ng aralin
Iparinig; “Ang Duyan”
Duyan, umiimbay
Pataas atpababa.(2x)
Tayo nang Maghanap:
Hanapin angsalitangmay mahaba at
maiklingtunogsa awiting“Duyan”.
Shape – ang mga tao ay may
iba-ibanghugis
Shape, Line, Texture, Color
Awit: Mangga, Mangga, Saging,
Saging
Papaya,papaya,
paghaluhaluin,paghaluhaluin,
gilingin,gilingin.(Lagyan ng
ankop na kilos)
Nais ba ninyongmaglaro?
Ipaalalaangmga pamantayang
dapatsundin bago maglaro.
C. Pag-uugnay ng mga
halimbawa sa bagong
aralin
Bilugan angsalitanginawitnang
mahaba.
Shape – ang mga tao ay may
iba-ibanghugis
Shape, Line, Texture, Color
Magpakita ng larawan ngmga
batang kumakain
ng agahan: kanin,
itlog,gatas,isda sa
mesa.
PangkatangGawain
D. Pagtalakay ngbagong
konsepto at
paglalahad ngbagong
kasanayan #1
Pangkatangpag-awit Lagyan ng kahon angsalitanginawit
nang maikli.
Du yan u- mim – bay
Pa – ta -as atpa – ba -ba
Ipakilala angbagongsalita
texture o hipo.
Nagsasabi ngkiniso gaspang.
Ipakita anghayop na may
balahibo. Ipaliwanagna ito ay
nagapapakita ngtekstura o
hipo dahil ito ay
nasasalat.Ipakilala angmga
linya na maaringgamitin sa
paggawa ng ibatibang
tekstura:
Mahaba attuwid na linya para
sa makinis,maikli atkurba-
kurba para sa malambotna
hipo,atbp.
Dapatbang mag-almusal ang
lahatng tao?
Magpalabunutan angbawat
pangkat kung anong hayop ang
isasakilos
Ang bawat kasapi ngpangkatay
gagayahin angkilos nghayop
mula sa panimulangguhitpaikot
sa poste
E. Pagtalakay ngbagong
konsepto at
paglalahad ngbagong
kasanayan #2
Pangkatangpag-awit Paggawa ng Mahaba at Maikling
Tunog
Makikita sa kahon angmahaba at
maiklingguhit. Ito angnaglalarawan
sa mahaba atmaiklingtunog ng
unang linya ngawitna “Tulog Na”.
Lagyan ng mahaba at maiklingguhit
ang pangalawanglinyangawit
Hayaangpumili angbata ng
hayop na ibigniyangiguhit.
Talakayin angkahalagahan ng
agahan.
for more
PangkatangGawain

upang maipakita angmahaba at
maiklingtunog.
____ ___ _______ __ __
___________
F. Paglinangsa
kabihasnan
(Tungo sa Formative
Assessment)
Pumalakpak nangmahaba at
maiklingtunoghabang inaawitang
tulog na.
Ipalitangsalitangmahaba atmaikli
sa mga titik na awitna “Tulog Na”
Pumalakpak habangumaawit.
Pagguhit Mag-unahan sa pagkuha ng mga
masustansiyangpagkain sa
paskilan.
PangkatangGawain
G. Pag-uugnay sa pang
araw-arawna buhay
Mulingipaawitangduyan.
Pakinggan kung alingbahagi ngawit
ang may mahaba at maiklingtunog.
Mulingipaawitang“Tulog Na”
Pakinggan kung alingbahagi ng awit
ang may mahaba at maiklingtunog.
1. Pagguhit ng mga bata.
2. Ilarawan angmga linya at
guhit na ginamit.
3. Ilarawan din anglinyaat
hugis na ginamitpara sa
balahibo o balat.
4. Piliin angpinakamagandang
gawa atipaskil sa paskilan.
Piliin angmga pagkain mabuti
para sa almusal.. Ilagay sa
plato..
PangkatangGawain
H. PaglalahatngAralin
Tandaan:
May mahaba at maiklingtunogng
musika.
Ano kaya angmagigingtunog ng
awitin kung maiklingtunoglamang
ang gagamitin?
Ano naman ang magigingtunog
kung mahabang tunog lamangang
gagamitin
Ano angmasasabi mo sa iyong
iginuhit?
5- nakasunod sa panuto
4- hindi nakasunod sa panuto
3- Hindi pantay angkulay
2- Lumagpas sa itinakdangoras
1-Hindi natugunan lahat
5- Nagawa lahat
4- May 2 na hindi nagawa
1-May 5 na hindi nagawa
I. Pagtataya ng Aralin
Lagyan ng / ang mga pagkaing
mabuti para sa agahan.X ang
hindi.
___1. Champorado
___2. Pritong itlog
___3. Chiz curl
___4. Sopas
___5. Kanin atpritong isda
J. Karagdaganggawain
para sa takdang
aralin atremediation
Gumawa ng talaan ngmga
pagkain na pang-agahan para sa
isanglinggo.
V. MGA TALA
VI. PAGNINILAY
A. BilangngMag-aaral na
nakakuha ng 80% sa
pagtataya

B. BilangngMag-aaral na
nangangailangan ng
iba panggawain para
sa remediation
C. Nakatulongba ang
remedial? Bilangng
mga mag-aaral na
nakaunawa sa aralin
D. Bilangngmga mag-
aaral na
magpapatuloy sa
remediation
E. Alin sa mga
istratehiyang
pagtuturo ang
nakatulongng lubos?
Paano ito
nakatulong?
___ Games
___ SolvingPuzzles/Jigsaw
___ Carousel
___ Diads
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
doing their tasks
___ Games
___ Carousel
___ Diads
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
doing their tasks
___ Games
___ Carousel
___ Diads
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Cooperation in
doing their tasks
___ Games
___ Carousel
___ Diads
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Cooperation in
doing their tasks
___ Games
___ Carousel
___ Diads
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Cooperation in
doing their tasks
F. Anong suliranin ang
akingnararanasan na
nasulusyunan sa
tulong ng punong
guro at superbisor?
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab
__ Colorful IMs
Equipment (AVR/LCD)
Internet Lab

__ Localized Videos
__ Making bigbooks from
__ Recyclingof plastics to be used
as Instructional Materials
__ Localized Videos
__ Recyclingof plastics to be used
as Instructional Materials
__ Localized Videos
__ Localized Videos
__ Localized Videos
G. Anong kagamitang
panturo angaking
nadibuho na nais
kong ibahagi sa
kapwa ko guro?
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
___ Games
___ Carousel
___ Diads
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
doing their tasks
delivered due to:
___ worksheets
___ Games
___ Carousel
___ Diads
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
doing their tasks
delivered due to:
___ worksheets
___ Games
___ Carousel
___ Diads
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Cooperation in
doing their tasks
delivered due to:
___ worksheets
___ Games
___ Carousel
___ Diads
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Cooperation in
doing their tasks
delivered due to:
___ worksheets
___ Games
___ Carousel
___ Diads
Poems/Stories
___ Lecture Method
Why?
___ Complete IMs
Cooperation in
doing their tasks

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