Uploaded byArleneHernandezMaibo
DOCX, PPTX545 views

DLL-G6-Q1-WEEK-2.docx

This document provides details of an English lesson plan for a Grade 6 class. The objectives are to analyze sound devices like personification, compose sentences using correct grammar structures, describe film techniques, and practice politeness. Throughout the week, students will analyze texts, discuss idioms and irregular nouns, describe elements of filmmaking, and role play polite scenarios. The teacher will use group work, videos, readings, exercises and discussions to engage students and assess learning. Strategies that worked well included collaborative activities and student eagerness. The teacher seeks help addressing issues like unavailable technology or lack of student interest.

Embed presentation

Download as DOCX, PPTX
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: ENGLISH Teaching Dates and Time: (Week2) Quarter: 1st Quarter WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A. Content Standards Analyze sound devices (personification ) In a text heard Infer meaning of idiomatic expressions usingaffixes Compose clear and coherent sentences usingappropriate grammatical structures: Pluralization of irregular nouns Describedifferent forms and conventions of filmand moving pictures (blocking) Observe politeness atall times B. Performance Standards C. Learning Competencies) ENG. LC-Ib-2-3-6 Analyze sound devices (personification ) In a text heard ENG. 6V-Ib-12.4.2.1 Infer meaning of idiomatic expressions using affixes EN6G-Ib-2.3.2 Compose clear and coherent sentences usingappropriate grammatical structures: Pluralization of irregular nouns EN6VC-Ib-5.1.2 Describedifferent forms and conventions of filmand moving pictures (blocking) ENG. 6-Ib-5.1.2 Observe politeness atall times II. Content Analyzingsound devices (personification) in a text heard Inferringmeaning of idiomatic expressions usingaffixes Composingclear and coherent sentences usingappropriate grammatical structures: Pluralization of irregular nouns Describingdifferentforms and conventions of filmand moving pictures (blocking) Observingpoliteness atall times III. (Learning Resources) A. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages ELC Study Zone: Irregular Plural of Nouns www.brightubeducation. com 3. Textbook Pages Fun in Eng. Reading p. 158 READING p.212 Fun in Eng. Lang. p.112 Fun in English Readingpp.215- 218 4. Additional Materials from Learning Resources (LR) Portal B.Other Learning Resources IV.Procedures A.Review Previous Lessons Introduced the lesson with identifyingOnomatopic sounds p. 158 Fun in Eng. Reading Some idiomatic expressions www.english grammar/idiomatic expression Pluralization of Regular Nouns Different forms and conventions of filmand moving pictures (lights) Review: Observingpoliteness at all time 6 minutes video Character Builders
B. Establishing purpose for the Lesson Let pupils identify the figure of speech use in a text www.ereadingfigurative language 1. Discuss thetitle of the story. 2. Allow children to ask questions. . Listening to a poem THE PLURAL POEM Internet search Ask a question: Have you ever wondered how a filmis made? Who are the people behind the scenes? Have the pupils givetheir reactions aboutthe video C. Presenting examples /instances of the new lessons Show examples of figurative language www.ereadingfigurative language Personification Read the story John’s Keys to Success esl.com advance reading John’s Keys to Success Choose the correct form of plural for each noun ELC Study Zone Read the story: Movie in the Making pp. 214-216 Fun in Eng. Reading Video Presentation: Be Politeat all Times internet search D. Discussing new concepts and practicing new skills #1. Allowpupils to read the list of figurativelanguage Personification Ask pupils to give some idioms and write them on the board. Allowpupils to answer activity 2 A p. 112 Fun in Eng. Lang Answer the question orally “After You Read” p. 216 Fun in Eng. Reading Role- Playing:have the pupils roleplayed a different scenarios that shows politeness www. brightubeducation E. Discussing new concepts & practicing new skills #2 Give a listof Figurative languagePersonification www.ereadingfigurative language Let them give the meaning of idiomatic expression Pronunciation: 1. Ask pupils to read the poem orally by group. THE PLURAL POEM What is blocking? Internet search www.elements of cinema( blocking) Answer Activity 1 p. 217 Fun in Eng. Reading Ask the pupils to tell what they already knew about usingpolite words. Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more F. Leads to Formative Assessment 3) Let them analyzesound devices usingpersonification in a text heard www.ereadingfigurative language Answer Exercise1 pp. 212-213 Fun in Eng. Reading Ask pupils to use the plural of irregular nouns in a clear and coherent sentences Ask the pupils:Whatis the importance of blockings in a film? Let the pupil’s answer 1-5 Scenario on what are they going to do on the ff. scenes. Internet search www. brightubeducation G. Finding Practical Applications of concepts and skills in daily living What benefits can you get from this lesson? John’s Keys to Success What values haveyou learned from the story? What you have learned about “PLURAL POEM” FilmMakingTips (blockings) Internet search What is the importance of being politeat all times?
H. Making Generalizations & Abstractions about the lessons A. Let them read and analyzed sound devices usingpersonification in a text heard www.ereadingfigurative language Work on Exercise2 on p. 213 Fun in Eng. Reading What benefits can we get from the PLURAL POEM Lesson about movie blocking Videos Internet search Why is beingpolite atall times important? I. Evaluating Learning Answer p. 52 English For You And Me Reading Pen Power: Have the pupils write some idiomatic expressionsand give its meaning Spell It Right, ELC Study Zone Internet search Role-PlayingaboutMovie Blockings Read some of pupils answer on the given scenario. J. Additional activities for application or remediation Let pupils understand the use of affixes in an idiomatic expression Answer ELC Study Zone 330 grammar Write a Movie Review about your favoritefilm Listdown all the polite expression you have known. V.Remarks VI. Reflection A .No.of learners whoearned80% in the evaluation ___ of Learners whoearned80% above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80%above B. No.of learners whorequires additional acts.for remediationwho scored below80% ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation C. Did the remedial lessons work? No.of learners who caught up with the lessons ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthelesson ___Yes ___No ____ ofLearners who caught upthelesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson D. No.of learners who continue to require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation E. Which ofmyteaching strategies worked well?Whydidthis work?) Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks
F. What difficultiesdid I encounter which myprincipal/supervisor can helpme solve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils G. What innovations or localized materialsdid I used/discover whichI wishto share withother teachers? Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as InstructionalMaterials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: FILIPINO Teaching Dates and Time: (Week2) Quarter: 1st Quarter MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES I. Layunin A. Pamantayang Pangnilalaman Naipamamalasang kakayahan 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 atksanayan sa paggamitngwika sa komunikasyob atpagbasa ngiba’tibanguri ng panitikan B. Pamantayan sa Pagganap Nasasaulo angisangtula/awitna napakinggan atnaisasadula angisangisyu o paksa mula sa tekstong napakinggan 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 Nasasagot ang mga tanong tungkol sa napakinggang kuwento F6PN-Ia-g-3.1 Nakapagbibigay ngpanuto na may higitsa limang hakbang F6PS-Ib-8 Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’tibang sitwasyon F6WG-Ia-d-2 Napagsunod-sunod angmga pangyayari sa kuwento sa tulong ng nakalarawang balangkas F6PB-Ib-5.4 Nakasusulatngidiniktangtalata F6PU-Ib-2.8 Nagagamit angpangkalahatang sanggunian F6EP-Ib-d-6 II. NILALAMAN Pagsagotsa mga Tanong Tungkol sa Napakinggang Kuwento Pagbibigay ngPanuto Paggamitng Panghalip Pagsusunod-sunod ngmga Pangyayari sa Kuwento Paggamitng Pangkalahatang Sanggunian
III. KAGAMITANG PANTURO A. Sanggunian 1. Pahina sa Gabay ng Guro 2. Pahina sa Kagamitan ng Mag-aaral 3. Pahina sa Batayang Aklat 4. Karagdagang Kagamitan mula sa Learning Resource (LR) portal B. Iba pangkagamitang panturo Nakalarawangbalangkas IV. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o pagsisimulangbagong aralin Ipatukoy sa mag-aaral ang ngalan ngsumusunod na larawan atkung saan ito ginagamit. Dugtungan Mo Simulan ang pagbabahagi ng unang pangyayari sa napakinggangkuwento nang nagdaangaraw. Tumawag ng mag-aaral upangsundan ang pangyayaringibinigay. Gawin ito hanggangsa matapos ang kuwento. Igagalawko,Pangalanan Mo Magpatukoy ng isangbagay sa loob ng silid-aralan. Pahulaan ang inisip sa mga kaklasesa pamamagitan ng paggawa ng mga kilos upangmasabi kung ano ang bagay na ito. Itala sa pisaraangsagotng magaaral. Ipabasa angginawangtalaan. Ano ang tawag sa mga ito? Ano ang pangngalan? Sabihin angkahulugan ng salitangmay salungguhitsa bawat pangungusap. 1. Dumungaw si Angela nang marinigangmalakas na tahol ng aso. 2. Nakita niya angdalawang pulis atmga tsuper ng jeep na may nilulutas na problema sa banggaang naganap. 3. Naroon din ang kaniyang lolo,mahiligkasi itong maglagi sa may bakuran kaya kitang-kita niya ang pangyayari. Hayaang magbahagi ng karanasan angmagaaral tungkol sa pagganit ng silidaklatan. Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more B. Paghahabi sa layunin ng aralin Hayaangmagbahagi angmag- aaral ngkanilangkaranasan na may kaugnayan sa mga larawang ipinakilala sanatapos na gawain. Ano ang nilaro ng magkakaibigan sa ilog? Ipabasa nang malakas ang sumusunod na pangungusap. 1. Nagpunta sina Juan sa ilog. 2. Gumawa sila ngbalsa gamit ang pinagtabitabing katawan ng puno ng saging. 3. Habangnaglalaro ang magkakaibigan,natulog naman si Juan sa isang balsa. Paano mo ipinapakita ang pagmamahal mo sa mga kaibigan? Ano-ano ang gamit na makikita sa silidaklatan?
C. Pag-uugnay ng mga halimbawa sa bagong aralin Ano ang nangyari kay Juan Tamad nang magpunta silang magkakaibigan sa ilog? Alamin ang mga hinuha ng mag-aaral. Isulatito sa pisara. Pakuhanin angmag-aaral ng kalahatingpapel. Bigyan sila ngmga panuto sa paggawa ng bangkangpapel. Ibigay nangisa-isaangmga hakbang. Tingnan kung nasusundan ito ng mag-aaral. Hayaang ipakita ng magaaral ang kanilang natapos na bangkang papel. Ano-ano ang pangngalan sa bawat pangungusap? Ipagamit sa sariling pangungusap ang mga natukoy na pangngalan. Ipabasa: Tanda ng Pagmamahalan Mga Diptonggo sa Tula at MahahalagangPangyayari sa Kuwento 1268 Ano-ano ang mga pangkalahatang sanggunian na makikita sa silid-aklatan? Kailan ginagamit ang bawat isa? D. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1 Basahin nangmalakasang“Juan Tamad” sa pp. 7-8 ng Mga Diptonggo sa Tula at Mahahalagang Pangyayari sa Kuwento 1268. Tungkol saaan ang napakinggang kuwento? Nasunod mo ba nang wasto ang mga panuto na ibinigay? Bakit? Bakit hindi? Ano ang ginawa mo upang makasunod nang wasto sa panutong ibinigay? Ano ang napansin ninyo nang magbigay ako ng panuto? Nakatulong ba ang aking ginawa upang makasunod ka nang wasto? Balikan ang usapan sa kuwento ni Juan Tamad. Ano-ano ang pangngalang ginamit sa usapan? Ipangkatang mag-aaral. Pagawain angbawatpangkat ng komik istrip upangipakita ang pagkakasunod ngmga pangyayari sa binasangkuwento. Dalhin angmag- aaral sa silid-aklatan. Papiliin ang bawat isa ng gagamiting pangkalahatangsanggunian upang makapagsaliksik paksang nais. - E. Pagtalakay ng bagong konsepto at Balikan ang mga hinuha ng mag-aaral bago basahin ang Ipangkat ang mag-aaral. Bawat pangkat ay maghahanda ng panuto Kung makakausap mo si Juan Tamad, ano ang nais mong sabihin sa kaniya? Pasagutan ang ibinigay na balangkas upang maipakita ang pagkakasunod-sunod ng mga
paglalahad ngbagong kasanayan #2 kuwento. Isa-isahin angmga ito at sabihin kungnangyari ba ang mga ito sa kuwento o hindi. tungkol sa paggawa ng isang laruan. Matapos ang laangoras, pagparehasin angbawatpangkat. Sasabihin ngPangkatA ang kanilangmga inihandangpanuto sa Pangkat B. Matapos ang gawain na ito, magpapalitnaman angbawat pangkat sa pagbibigay ngpanuto. Matapos anggawain, nagawa mo ba nang maayos ang mga gawaing ibinigay ng ibang pangkat? Bakit? Bakit hindi? Gumamit ng pangngalan. Ano-ano ang pangngalang ginamit? Tama ba ang pagkakagamit ng bawat pangkat? pangyayari sa binasangkuwento. F. Paglinang sa Kabihasaan (Tungo sa formative Assessment) Sino-sino ang tauhan sa napakinggang kuwento? Saan nagpunta ang magkaibigan? Ano ang ginawa nila sa kanilang pinuntahan? Ano ang ginawa ni Juan? Ano ang ginawa ng kaniyang mga kaibigan? Ano ang nangyari kay Juan? Bigyan ng sapatna oras angmag- aaral na makapaghandangpanuto na nais nilangipagawa sa kanilang kaklaseupangmakabuo ng isang bagay mula sa isangpapel. Matapos ang inilaangoras,sabihin sa mag-aaral na humanap ng kapareha. Bawat isa ay magbibigay ng kani-kanilanginihandang panuto. Umikot at tingnan kung tama at maayos ang pagbibigay ng bawat isa ng panuto. Magpagupitsa mag-aaral nglarawan sa lumang diyaryo o magasin.(Kungwala, maaaringmaghanda na angguro ng mga larawan na gagamitin. Siguraduhin na sapatsa lahatngmag- aaral anglarawangihahanda. Pakuhanin angbawatmag-aaral ng isanglarawan.) Gamitang larawang ginupit/napili,pagawain angmag-aaral ng isangmaiklingsalaysay/talata na may 4 – 5 pangungusap.Ipasulatito sa isangpapel.Pabilugan angmga pangngalan na ginamit. Ano-ano ang dapat tandaan upang maisulat muli ang ididiktang talata ng guro? Ipasulatangididiktangtalata. Matapos ang gawain,kuhanin ang papel upang bigyang-puna. Ipasulatmuli ito ayon sa ibinigay na puna. Pasulatin ngisangtalata na may lima (5) hanggang (10) sampung pangungusap tungkol sa paksangsinaliksik. Matapos ang inilaang oras,tumawag ng ilan upang ibahagi ang kanilangnatapos. G. Paglalapat ng Aralin sa Pangaraw-araw na buhay Anong bahagi ang nagustuhan mo sa kuwentong napakinggan? Bigyang-katwiran ang sagot na ibibigay. Ano-ano ang panuto na lagi mong naririnig sa bahay? Sa paaralan? Sa kalsada? Sa mga pampublikong lugar? Sa pagsagot sa pagsusulit, ano ang mangyayari kung hindi mo susundin nang maayos ang mga Paano mo pahahalagahan ang iyong kaibigan? Paano makatutulong sa iyo ang pagkaalam sa paggamit ng mga pangkalahatang sanggunian sa pagsasaliksik na gagawin? Ano ang unang pangyayari? Ano ang sumunod na pangyayari? Ano ang suliranin? Ano ang naging katapusan ng kuwento?
panutong ibinigay? H. Paglalahat ng Aralin Ano ang natutuhan mo sa kuwentong napakinggan? Paano mo ito maisasabuhay? Ano ang dapat tandaan sa pagbibigay ng panuto? Ano ang pangngalan? Ano ang dapat tandaan upang matukoy muli ang mga pangyayari sa binasang kuwento? Ano-ano ang dapat tandaan upang maisulat nang wasto ang talatang ididikta ng guro? Ano-ano ang pangkalahatang sanggunian at kalian ginagamit ang bawat isa? I. Pagtataya ng Aralin Kung bibigyan mo ng marka ang iyong kapareha sa natapos na gawain, ano ang ibibigay mo?Bigyang-katwiran ang ibinigay na marka. 5 – pinakamataas 4- mataas 3- mataas--taas 2- mababa 1- pinakamababa Ipabuod ang kuwento ni Juan Tamad. Pabilugan angmga pangngalang ginamit. J. Karagdagang gawain para sa takdang- aralin at remediation V. MGA TALA VI. PAGNINILAY A. Bilan ng mag- aaral na nakakuhang 80% sa pagtataya B. Bilang ngmag- aaral na nangangailangan ng iba panggawain para sa remediation
C. Nakatulong ba ang remedial? Bilangng magaaral na nakaunawa sa aralin. D. Bilangngmga mag- aaral na magpapatuloy sa remediation. E. Alin sa mga istratehiyang pagtuturo nakatulong ng lubos? Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion F. Anong suliranin ang akingnaranasan na solusyunan sa tulong ng aking punongguro at superbisor? MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalonasa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan G. Anong kagamitang panturo angaking nadibuho na nais kong ibahagi sa mga kapwa ko guro? __Pagpapanuodng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: SCIENCE Teaching Dates and Time: (Week2) Quarter: 1st Quarter WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A. Content Standards The learners demonstrate understandingof different types of mixtures and their characteristics B. Performance Standards The learners should beable to prepare beneficial and useful mixtures such as drinks,food,and herbal medicines. C. Learning Competencies/ Objectives Write the LC code for each Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1 Recall of Homogeneous and Heterogeneous Mixture Describe solutions as homogeneous mixture and its uses Perform Experiments affecting Solubility Describe characteristics and uses of suspensions II. CONTENT Review of Heterogeneous and Homogeneous Mixtures Solutions Solutions : Experimentation Suspensions III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materialsfrom Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Teacher’s Instruction Game: Pera o Bayong. The teacher should prepare 4 choices for every question. Teacher’s Instruction Yes or No. The teacher should ask the students to prepare yes and no cards.The teacher asks a Teacher’s Instruction Flashcards. The teacher should prepare terms such as solutions, solid,liquid,solute, dissolution, Teacher’s Instruction Pass the ball. The small ball will bepassed whilethe music is playing.When the
When a question is asked,the students will lineup to the choices. question answerableby yes or no. The teacher should lead the discussion to homogeneous mixtures. solventand other related terms. Show the cards and ask students what they recall. music stops,the one holding the ball gives an insightor learningfrom yesterday’s activity. B. Establishinga purpose for the lesson Question of the day: Based from lastweek’s activity,what are mixture? Heterogeneous and homogeneous mixtures? Question of the day: What happens when solids are mixed with water? Situation Analysis: If you were to drink coffee, will you choose granules or powder? Why? If you were to drink chocolate, what will you choose tablea or powder and why? Question of the day: Why do some solidsmixed with water do not dissolve? C. Presenting examples/instances of the new lesson Teacher’s Instruction Activity 2.2 Mysterious Water. The teacher will usethe activity as guide. Teacher’s Instruction Activity 2.3 Speed Up My Solutions.The teacher will usethe activity as guide. Teacher’s Instruction Activity 2.4 Are you suspended?.The teacher will use the activity as guide. D. Discussingnewconcepts and practicingnew skills #1 Teacher’s Instruction Direct Instruction. The teacher should identify soluteand solvent in his/her discussion. Teacher’s Instruction Group Presentation of Data. The teacher may useRubric on Presentation. Teacher’s Instruction Direct Instruction. The teacher should guide the students to the concept of suspension. Original FileSubmitted and Formatted by DepEd Club Member - visit depedclub.com for more E. Discussingnewconcepts and practicingnew skills #2 F. Developing mastery (leads to Formative Assessment 3) Teacher’s Instruction Activity 2.1 Mixture Foldables. The teacher will usethe activity as guide. G. Findingpractical applicationsof concepts and skillsin daily living
H. Making generalizations and abstractions about the lesson Note: The activity has the summary/generalization of the lesson. Teacher’s Instruction One sentence summary. The teacher asks the students what they have learned. Teacher’s Instruction Cause and Effect. The teacher should showa graphic organizer of causeand effect likefishbone. Teacher’s Instruction Suspension Glass. The teacher should show a graphic organizer of suspension glass. Example, The bottom partshould contain things you have learned about suspension. The top partshould contain things you want to know more about suspension. I. Evaluatinglearning Pleasesee Rubrics on Making Foldables. Note: The teacher may use the evaluation in the activity. The evaluation scoreis based on the rubrics used. Short Quiz. Possiblequestion: What is suspension? What are the characteristicsof suspension? Whatarethe uses of suspension? J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation ___ of Learners whoearned80% above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80% above
B. No. of learners who require additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation C. Did the remedial lessons work? No. of learners who have caughtup with the lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthelesson ___Yes ___No ____ ofLearners who caught upthelesson ___Yes ___No ____ ofLearners who caught upthelesson ___Yes ___No ____ ofLearners who caught upthe lesson D. No. of learners who continue to require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation 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 ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperationin doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. What difficulties did I encounter which my principal or supervisor can help me solve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils G. What innovation or localized materials did I use/discover which I wish to sharewith other teachers? Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as InstructionalMaterials __ local poetical composition __Fashcards __Pictures
GRADE 6 DETAILED LESSON PLAN School: Grade Level: VI Teacher: Learning Area: T.L.E- AGRICULTURE Teaching Dates and Time: (Week2) Quarter: 1st Quarter A. Content Standards Demonstrates an understanding of and skills in managing family resources B. Performance Standards Manages family resources applying the principles of home management C. Learning Competencies / Objectives Write the LC code for each 1.3 Allocates budget for basic and social needs such as: 1.3.1 food and clothing 1.3.2 shelter and education 1.3.3 social needs: social,and moral obligations (birthdays,baptisms,etc.), family activities,school affairs 1.3.4 savings/emergency budget (health, house, repair) II. CONTENT 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. Management of family resources III. LEARNING RESOURCES Listthe materials to be used in different days.Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure thatthere is a mix of concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development. A. References 1.Teacher’s Guide pages 2.Learner’s Materials pages 3.Textbook pages 4.Additional Materials from Learning Resource (LR)portal THE II Teacher’s Manual.1991. Pp. 23-24 THE II Teacher’s Manual. 1991.pp. 23-24 B. Other Learning Resources Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economicsand Livelihood Education. FNB Educational, Inc. QC. https://www.google.com.ph/ search?q=needs+versus+wan ts+activities&oq=needs+vers us+wants&aqs=chrome.2.69i 59j69i57j69i59j0l3.6406j0j7& Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economics and Livelihood Education. FNB Educational, Inc. QC. Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economics and Livelihood Education. FNB Educational, Inc. QC. Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economicsand Livelihood Education. FNB Educational, Inc. QC. http://www.watchknowlearn. org/Video.aspx?VideoID=4473 8&CategoryID=4959 Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economicsand Livelihood Education. FNB Educational, Inc. QC. WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES
sourceid=chrome&ie=UTF- 8#q=needs+versus+wants+ IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Last week, there was a discussion on management of the family income. Management of family income means allocating it to provide for the basic needs of members and for comfortable living. Recap of the lesson the previous day As a segue, mention that the day before, the classlearned the factors that should be considered in budgeting. Recap of the lesson the previous day Yesterday, we discussed the principlesthatneed to be applied to make family budgeting a successful and fulfillingtask. Ask the class to identify some of the priniciples. We also identified items that were included in the family budget. Recap of the lesson of the previous day Yesterday, we learned budgeting and how itcan be applied to the family. Budgeting is critical becauseitis oftentimes difficult to ensure that we will beableto make both ends meet when times are hard. Recap of the lesson of the previous day B. Establishing a purpose for the lesson Ask the class about the relationship between management and budgeting of family income. For the day’s lesson, the class will identify where the income goes or what the family includes in the budget. Aside from the knowledge of what comprises a family budget, the class needs to be aware of certain principles to be applied effectively in order to make family budgeting a successful and fulfilling task. According to Bantigue and Pangilinan (2014), the summary of the principles that should be applied to make family budgetinga 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.  Allocatean amount for savings. Ask what items areincluded in the budget. Then, present the followinglist culled from the book:  Food and clothing  Shelter and education  Social needs  social and moral obligations  family activities  school affairs  Savings/emergency budget  health  house repair How can we prudently manage the financial resources of the family? Group the class into four (4). Each group will answer the question. “How can we make both ends meet?” Reporting per group follows. The results of the discussion will be processed by the teachers. Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more
C. Presenting examples/ instances of the new lesson By means of budgeting, the family can properly allot the income. A family should have a knowledge of family budgeting to know how much is spent for family needs and where the income goes. Through family budgeting, the members will learn to spend wisely, save regularly, participate in family matters more actively with the maximum benefit from the wise use of resources, like time, energy, and abilities. Ask the class to bring out the photos they were asked to bring. Group the class into 4 (four). Let the class identify where or what the family includes in the budget. Prioritize the items. The class will be given ten minutes to complete the activity. Reporting follows. Tell the learners that items 1 and 2 are basic needs and are familiar to them. Mention something about food and clothing, shelter and education. Ask them to give examples of the items under social needs, and savings/emergency budget. These are the following: a. Social and moral obligations – birthdays, baptisms, etc.; b. family activities; c. school affairs. Show photos of different items/situations. Ask the learners if they are needs or wants. Ask why they think it is a need or want. Divide the class into four (4) groups. Using the concepts learned yesterday, come up with an activity thatwill demonstrate the difference between needs and wants. Think of activities outside the box. D. Discussing new concepts and practicing new skills #1 Ask: What are the factors that need to be considered when budgeting?  Size of the family  Family income  Kind of work each family member does  Talents and abilities of each member  Locality where the family lives SHORT SKIT Using the previous group assignment, discuss among the group the principles in making family budgeting a successful and fullfillingtask. Thetwist is this will be presented in a short skit. The group will be given five(5) minutes to present the short skit. Mention that a family budget also provides for the followingneeds: Refer to the examples given by the learners. If it was already mentioned, do not includein the list. Food, shelter, clothing,education, household operations, maintenance/repair,utilities (water, electricity,telephone, transportation,medical and dental care,rest and recreation, stipend, savings. The teacher writes two columns on the board. One column has the heading NEEDS. The other column has the heading WANTS. Randomly distributemetacards containinga listof needs and wants. Ask the learners to post the metacards on the board. Ask the learner to explain/defend his/her choice. Presentation per group. E.Discussing new concepts and practicing new skills#2 . Presentations  Group 1  Group 2  Group 3  Group 4 Divide the class into four groups Provide situations wherein the group will preparea budget for the entire family for one week. Note that there are four types of situation. The group have the option on how they will present it Based on the activity that was conducted ask the learners to differentiate needs from wants. A need is a requirement for survival,e.g. breathable air. A want is a desire.It may be the
in a most creative and innovative way. desirefor a need (e.g. a choking person generally wants to be ableto breathe) or for something not needed for survival,such as chocolateor a new car. F. Developing mastery (Leads to Formative Assessment 3) Let the learnerscite examples of the factors that need to be considered when budgeting. Comments on group presentations:  Group 4 will comment on Group 1  Group 3 will comment on Group 2  Group 2 will comment on Group 3  Group 1 will comment on Group 4 Limit the comments on the contents of the presentation. Does the presentation manifests the principles in makingfamily budgeting a successful and fulfillingtask? Reporting of results of group work. Show a short clip on managing money: Needs versus Wants Analyze the movie and relate it to needs versus wants. Note that some of the contents of the video may be debatablee.g. chocolates is needed by soldiers for endurance in the middleof a war whilein a normal situation itis a wantfor another individual. Givingfeedback on presentations. Examples of guide questiona: Was the group effective in emphasizingthe difference between needs and wants? If yes, How? What concepts in the presentation had an impact on you? Why? Do you think the presentations can further be improved? In what way? G. Finding practical applications of concepts and skills in daily living Aside from what was mentioned, can you think of other factors that need to be considered when budgeting? Explain. -do- Ask the class on their comments on the output of the groups. Consider the factors that need to be considered in budgeting and principles to make budgeting a successful and fullfilling task. -do- H.Making generalizations and abstractions about the lesson Today we determine the relationships between management and budgeting of family income. We also looked into the factors that need to be considered when budgeting. Synthesize the discussion on what and where the family budget is allotted, as well as the principles to take into consideration to make family budgeting successful and fulfilling. There is a need to distinguish between need and want . This will enableus to prioritize needs over wants, hence ensuringthat the budget is enough to make both ends meet moreso when times are hard. I. Evaluating learning Ask the learners to share their insights on the lesson for the day .If you were to make a personal budget, what would you include? Why? J. Additional activities for application or remediation Bring photos or drawing where family budget is spent If you were given a personal budget by your parents
more than what you really need, how will you spend it? V. REMARKS VI. REFLECTION 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? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A.No.oflearnerswho earned80%onthe formative assessment ___ of Learners whoearned80%above ___ of Learners whoearned80% above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80%above B.No.oflearnerswho requireadditionalactivities forremediation. ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation C.Didtheremediallessons work? No.oflearnerswho havecaughtupwiththe lesson. ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson D.No.oflearnerswho continuetorequire remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation E. Whichofmyteaching strategiesworkedwell?Why didthesework? Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperationin doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. WhatdifficultiesdidI encounterwhichmy principalorsupervisorcan helpmesolve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness
__Lack ofInterestofpupils __Lack ofInterestofpupils __Lack ofInterestofpupils __Lack ofInterestofpupils __Lack ofInterestofpupils G.What innovation or localized materials did I use/discover which I wish to sharewith other teachers? Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures
GRADE 6 DETAILED LESSON PLAN School: Grade Level: VI Teacher: Learning Area: ARALING PANLIPUNAN Teaching Dates and Time: (Week2) Quarter: 1st Quarter WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Pamantayang Pangnilalaman (Content Standards) Naipamamalasang mapanuringpag-unawa atkaalaman sabahagi ngPilipinas saglobalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayangpangheogr apiya at ang ambagng malayangkaisipan sa pag-usbongngnasyonalismongPilipino. Pamantayan sa Pagganap (Performance Standards Naipamamalasangpagpapahalaga sa kontribosyon ngPilipinassa isyungpandaigdigbatay sa lokasyon nito sa mundo. Pamantayan sa Pagkatuto (Learning Competencies) 4. Nasusuri angkonteksto ng pag- usbong ng liberal na ideya tungo sa pagbuo ng kamalayangnasyonalismo 4.1 Natatalakay angepekto ng pagbubukas ngmgadaungan ng bansa sa pandaigdigangkalakalan 4.2 Naipaliliwanagangambagng pag-usbongng uringmestizo at ang pagpapatibay ngdekretong edukasyon ng 1863 Layunin (Lesson Objectives) 1.Naipapaliwanagang kahulugan ng pagbubukas ng Suez Canal sa pandaigidigangkalakalan 2. Masigasigna makakasali sa brainstormingattalakayan tungkol sa mga epekto ng pagbubukas ng Suez Canal 3. Nakakagawa ng alin man sa sumusunod: a. Nakakaguhitng Poster na nagpapakita ngepekto o impluwensiya ngpabubukas ng Suez Canal b. Nakakagawa at nakakaawitngjingletungkol sa epekto o impluwensiya ng pagbubukas ng Suez Canal 1.Natatalakay angepekto ng pagbubukas ng mga daungan sa bansa. 2.Napapahalagahan angepekto ng pagbubuakas ngmga daungan ng bansa sa pandaigdigang kalakalan. 3. Nakakalikha ngposter tungkol sa epekto ng pagbubukas ng mga daungan ng bansa sa pandaigdigangkalakalan. 1. Naipapaliwanagkungpaano umusbong ang gitnanguri sa lipunan sa Pilipinas. 2.Napahahalagahan angepekto ng pag-usbongang gitnang uri sa lipunangPilipino. 3. Nakakagawa ng isangconcept map na napag-ugnay ugnay ang dahilan sa pag-usbongnggitnang uri 1.Nakapagtatala ngmga dahilan sa pagsasabatasng Dekretong Edukasyon ng 1863 at mga nagingepekto nito; 2.Nakapagpapahalaga samga kabutihangdala ngedukasyon. 3. Nakakagawa ng poster na may bisaya slogan na nagpapakita ngkahalagahan ng edukasyon 1.Naipapaliwanagang kahulugan ng pagbubukas ng Suez Canal sa pandaigidigang kalakalan. 2.Napapahalagahan angepekto ng mga pagbubukas ngmga daungan ng bnsa sa pandaigdigangkalakalan. 3. Nakakagawa ng poster na may na Slogan na nagpapakita ng kahalagahan ngEdukasyon Paksang-Aralin (Subject- Matter) Pagbubukas ng Pilipinassa pandaigdigangkalakalan “Pagbubukas ng Suez Canal: Epekto ng Pagbubukas ng mga Daungan sa Bansa sa PandaigdigangKalakalan Pag-usbong ng gitnang uri Pagpapatibay ngDekretong Edukasyon ng 1863 Lingguhang Pagsusulit Kagamitang Panturo (Learning Resources) TM, TG, CurriculumGuide6, MG BOW 2016,Others TM, TG, CurriculumGuide6, MG BOW 2016,Others TM, TG, CurriculumGuide6, MG BOW 2016,Others TM, TG, CurriculumGuide6, MG BOW 2016,Others Test Papers
Pamamaraan (Procedure) a. A. Reviewing Previous lesson/s or presenting the new lesson Bilangbahagi ngpagbabalik- aral ngmga bata: (Q and A) Ngayong arawna ito pag- aralan natin angtungkol sa pagbubukas ng Suez Canal sa PandaigdigangKalakalan. Mahalagangmalaman natin ang pagbukas sa Suez Canal sa pandaigdigang kalakalan upangmalaman natin ang sanhi atbunga sa pagbubukas ng Suez Canal Pagkatapos ng leksyon susukatin anginyong kaalaman sa pamamagitan ng pagsulat. Pagpapakita ngtalaan tungkol sa sanhi atbunga ng pagbubukas ng Suez Canal. Punan ang tsartng mga impormasyon na nagsasaad ng mga sanhi atbunga ng pagbukas ng Suez Canal Gamit ang Semantic Web Anu-ano ang naganap na pagbabago sa Pilipinassa pagbubukas ng Suez Canal? TAMA o MALI: Magkaroon ng review sa nakaraangleksyon sa pamamagitan ng pagtatanong ng mga katanungangsasagutin ng Tama o Mali.Kung ang sasagotngTama ang mga mag- aaral,silaay tatayo.Kung Mali naman ang kanilangsasagot,sila ay uupo sa kanilangupuan. b. B. Establishing a Purpose for the Lesson Malalaman angkahalagahan ng pagbubukas ng Suez Canal sa pandaigdigangkalakalan (Basahin atipaliwanagni titser angpagbubukas ng Suez Canal sa pandaigdigang Kalakalan) Pagpapakita nglarawan ng pinakamalapitatpinakakilalang daungan sa kanilanglugar. Ipalarawan sa mga bata ang ipinakitangmga daungan Paglalahad sa mga bata ng kanilangpangkatanggawain. Pass the ball:Itanongsa mga mag-aaral kungbakitmahalaga ang kanilangpag-aaral dito sa paaralan.Magpapaikotat magpapasa ngisangBola ang mga mag-aaral habang tumutugtog angmusika.Ang sino mang may hawak ng bola sa paghinto ng musika angsiyang sasagotsa tanong c. C. Presenting Examples/Instances Maipapaliwanagang kahalagahan ngpagbubukas ng Suez Canal Pagpapakita ngvideo ng mga sinaunangdaungan sa Pilipinas PangkatangGawain gamit ang Concept Map: Pangangalap ng datos gamit ang aklat Group 1 – Isulatangmga pagpababago sa pangkabuhayan noong umusbong anggitnang uri. Group 2 - Isulatangmga pagpababago sa larangan ng edukasyon noong umusbong ang gitnang uri. Ilahad sa mga mag-aaral ang nagingadhikain ngpamahalaang Espanyol sa pagtatagng Sistema ng edukasyon sa atingbansa upang tugunan ang mabilisna paglaganap ngkaisipangliberal. Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more
Gamit ang Radio Broadcasting: Group 3: Ipahayagsa kaklaseang kinahihinatnan sa pag-usbongng gitnang uri d. D. Discussing New Concepts Modelling: Concept Mapping Magpapakita angteacher ng concept mapping at ipapaskil niya ito sa pisara Ano-ano ang pangyayaring nagbunsod sa pagbukas ng Suez Canal? Bakitmahalaga sa mga mamamayang Europeo at Pilipino angpagbukas ngSuez Canal? Ano-ano ang mga sanhi at bunga ng pagbukas ng mga Pilipino sa pandaigdigang kalakalan? Pangkating-Gawain (5 grupo) Bigyan ng larawan angbawat pangkat Larawan ng KalakalangGalyon ( silbi nggalyon sa panahon ng Espanyol Think-Pair-Share Pagpapalitan ngkuro-kuro ukol sa mga pagbabagongnaganap sa larangan ngpangkabuhayan at edukasyon batay sa nakalap na datos. Focused Group Discussion: Pangkatin angklasesa 5-8 grupo. Bigyan sila nghand-outs na naglalaman sa paksang aralin.Hayaan silangpag-usapan ang ito. e. E. Continuation of the Discussion of New Concepts Pair Group- Cooperative Learning Ipaliwanagkungpaano nakapaglakbay angmga tao noong hindi pa naimbento ng mga barko, erplano at iba pang sasakyan. Paano nila naibenta ang kanilangprodukto? Sa anong taong binuksan ang pandaigdigangkalakalan? Ipaliwanagangkahalagahan ng pagbukas ng Suez Canal sa pandaigdigangkalakalan Pagbibigay ngkaragdagang impormasyon tungkol sa paksa: Epekto ng pagbukas ng mga daungan sa bansa Data Retrieval Chart: Magbigay ng Blank Chart sa bawat pangkat. Ipatala sa mga mag- aaral angmga dahilan sa pagsasabatasngDekretong Edukasyon ng 1863 at angmga naggingepekto nito sa bayan. f. F. Developing Mastery Independent Practice Pagpapaliwanagsa kahalagahan ngpagbukas sa Suez Canal Paggawa ng concept map tungkol sa mga epekto sa pagbukas ng daungan sa bansa Magtalakayan,Buuin o Lagumin ang mga natapos na mga Data Retrieval Chart ng mga mag- aaral.
g. G. Finding Practical Applications of Concepts and Skills in Daily Living Application: Napapahalagahan ang kaalaman sa pagbubukasng Suez Canal sa pandaigdigang kalakalan Pagsulatngsanaysay tungkol sa kahalagahan ngmga daungan at epekto nito sa ekonomiya ng bansa.Lagyan ng pamagat ang iyongnagawang sanaysay. Pass the ball:Itanongsa mga mag-aaral kungpaano nila mapapahalagahan ang edukasyon. Magpapaikotat magpapasa ngisangBola ang mga mag-aaral habang tumutugtog angmusika.Ang sino mang may hawak ng bola sa paghinto ng musika angsiyang sasagotsa tanong h. H. Making Generalizations and Abstractions about the Lesson Ano-ano ang mga sanhi at bunga sa pagbukas ngSuez Canal sa pandaigdigang kalakalan? Ano-ano ang epekto sa pagbukas ng daungan sa bansa? Ang pag-usbongng gitnanguri ay nagdulotng positibongresulta sa larangan ngedukasyon at kabuhayan Poster/Slogan Making: Pagawain angbawatpangkat ng Bisaya Slogan na nagpapakita ng kahalagahan ngedukasyon.Sa baba ng slogan,magpasulatsa kanila ang5 – 10 impormasyong kanilangnatutunan o naintindihan sa pagsasabatas ng Dekretong Edukasyon ng 1863. i. I. Evaluating Learning PagsulatngJournal Ipaliwanagangkahalagahan ng pagbukas ng Suez Canal Ipasadula angmga pangyayaring naganap sa daungan. Gumawa ng sanaysay tungkol sa kahalagahan ngpag-usbongng gitnang uri sa larangan ng edukasyon at kabuhayan. Sagutin ang mga tanong: 1-2. Magbigay ng dalawang dahilan kungbakititinatago isinabatasangDekretong Edukasyon ng 1863. 3-5. Magbigay ng limangepekto sa pagkakatatagng Dekretong Edukasyon ng 1863. j. J. Additional Activities for Application or Remediation Maliban sa mga daungan,sa anong paraan pa naiaangkatng mga tao ang kanilangmga produkto? k. Remarks l. Reflection m. A. No. of learners who earned 80% in the evaluation B. No. of Learners who require additional activities for
remediation who scored below 80% n. C. Did the remedial lessons work? o. No. of learners who have caught up with the lesson p. D. No. of learners who continue to require remediation q. E. Which of my teaching strategies worked well? Why did these work? Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion r. F. What difficulties did I encounter which my principal or supervisor can help me solve? MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan s. G. What innovation or localized materials did I use/discover which I wish to share with other teachers? __Pagpapanuodng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: MAPEH Teaching Dates and Time: (Week2) Quarter: 1st Quarter WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVE/S P.E HEALTH MUSIC ARTS P.E. A. Content Standard demonstrates understanding of participation and assessment of physical activity and physical fitness Demonstrates understandingof personal health issues and concerns and the importance of health appraisal procedures and community resources in preventing or managingthem demonstrates understanding of the concept of rhythm by applyingnotes and rests, rhythmic patterns, and time signatures demonstrates understandingof the use of lines,shapes, colors,texture, and the principlesof emphasis and contrastin drawing a logo and own cartoon character usingnew technologies in drawing demonstrates understanding of participation and assessment of physical activity and physical fitness B. Performance Standard participates and assesses performance in physical activities.assesses physical fitness practices selfmanagement skills to prevent and control personal health issues and concerns responds to beats in music heard with appropriate conductingpatterns of 2 3 4 and 6 4 4 4 8 creates concepts through art processes,elements, and principlesusingnew technologies (hardwareand software) to create personal or classlogo. designs cartoon character onthe spot usingnew technologies participates and assesses performance in physical activities.assesses physical fitness C. Learning Competencies (write the LC Code) . explains thenature/background of the games PE6GS-Ib-1 describes the skillsinvolved in the games PE6GS-Ib-2 observes safety precautions PE6GS-Ib-h- recognizes the valueof participation in physical activities PE6PF-Ib-h-19 assesses regularly describes personal health issues and concerns H6PHIab-18 demonstrates self management skills H6PHIab-19 Differentiates among 2 3 4 4 4 4 And 6 time signatures 8 MU6RH-Ib-e-2 • Describes the 2 4 time signature applies concepts on the use of the software (commands, menu, etc.) A6PR-Ib Explains the nature/background of the games PE6GS-Ib-1 describes the skills involved in the games PE6GS-Ib-2 observes safety precautions PE6GS-Ib-h- recognizes the valueof participation in physical activities PE6PF-Ib-h-19 assesses regularly participation in physical activities based on the
participation in physical activities based on the Philippines physical activity pyramid PE6PF-Ib-h-18 displaysjoy of effort, respect for others and fair play during participation in physical activities PE6PF-Ib-h-20 identifies areas for improvement PE6PF-Ib-h-22 Philippines physical activity pyramid PE6PF-Ib-h-18 displaysjoy of effort, respect for others and fair play during participation in physical activities PE6PF-Ib-h-20 identifies areas for improvement PE6PF-Ib-h-22 II. CONTENT Assessment of physical activities and physical fitness Target games (Tumbangpreso) Personal Health -Issues and Concerns 1. height and weight(stunted growth, underweight, overweight, obesity) 2. hearing(impacted cerumen, swimmer’s ear, otitis media) 3. vision 4. (astigmatism,myopia, hyperopia,xerophthalmia, strabismus) 5. skin,hair and and nail 6. (sunburn,dandruff ,corns, blisters and calluses,ingrown toenails) 7. posture and spinedisorders (scoliosis,lordosis,kyphosis) 8. oral/dental problems (cavities,gingivitis, periodontitis,malocclusion, halitosis) RHYTHM Musical Symbols and Concepts: 1. Notes and Rests 2. Meters 3. Rhythmic Patterns Principles: 6. CONTRAST 7. EMPHASIS Assessment of physical activities and physical fitness Target games ( batuhang Bola/ Tamaangtao Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more III. LEARNING RESOURCES A. References 1. TG/CG pages 2. Learner’s Materials pages 3. Textbook pages ASE P.E Module 2 pp.6-7,12- 13 1. OHSP Health 1 Q1 Module 1, Reading 2 MISOSA5-module6 Musika at Sining6. Sunico,Raul ASE P.E Module 2 pp.6-7,12- 13
21st Century MAPEH in Action Gerardo C. Lacia pp. Copyright 2016,pp126 2. OHSP Health 1 Q2 Module 1 pp.10-13 3. EdukasyongPangkatawan, kalusugan,at Musika I.DepED. Abejo, Mary Placid Sr. et.al. 1991.pp.46-52, 69-7 M. et al,2000. Projector, laptop, musical scaleof the songs HaranasaBukid,HimigPasko and other folk songs pp.8-10 *Umawit at Gumuhit 6.Valdecantos, Emelita C. 1999. pp.5-20 21stCentury MAPEH in Action Gerardo C. Lacia pp. Copyright 2016,pp126 4. Materials downloaded from LRMDS B. Other Learning Materials Lata ng gatas/evap , tsinelas Laptop, PC desktop Palayok, IV. PROCEDURES A. Reviewing previous lesson and presenting new lesson Describethe Philippine Physical activity pyramid Review the previous lesson Let the pupils singthesong “ Tao, taopo “. Let the pupils clap/ tap the rhythm of the song . Review the previous lesson How is Tumbangpresoplayed ? What skills aredevelop by playingthe game ? B. Establishing a purpose for the lesson Would you liketo play a game ? Establish thepurpose for the lesson Today, we aregoing to describe the 2 4 time signature Today, we aregoing to apply concepts on the use of software. Would you liketo play a game again ? C. Presenting examples/instances of the lesson Fill thepride of being a Filipino with Tumbangpreso. This game promote healthful lifestyle.Furthermore,they promote: patriotism( to feel the pride of being Filipino) Bonding( to build bridgeof fun and closeness among neighborhood to develop camaraderiewith peers) and sportsmanship ( to build a positiveoutlook on acceptanceof winningand being defeated Group the class in four Give them topics to research and to talk /sharewith the group and shareto the whole class.Provide them with readings downloaded from LRMDS Group 1. skin,hair and and nail Group 2. (sunburn, dandruff ,corns, blisters and calluses, ingrown toenails) Group 3. posture and spine disorders (scoliosis,lordosis,kyphosis) Group 4. oral/dental problems (cavities,gingivitis, periodontitis,malocclusion, halitosis) *Includepersonal hygiene to be observe to prevent or control personal health issues Present again the song“ Tao, taopo “. Analyze the song. Give the value of each note find in the song and relate the valueof the notes to the time signatureof the song. Review the meaning of the numbers in the time signature. Discuss thevalueof the song in the lifeof Filipino. ( This lesson should bedone in the E-classroom.In the absence of technology, the teacher may prepare visualsthatwould help the pupils visualizeand conceptualizethe concepts on the use of software ) Fill thepride of being a Filipino with Tumbangpreso. This game promote healthful lifestyle.Furthermore,they promote: patriotism( to feel the pride of being Filipino) Bonding( to build bridgeof fun and closeness among neighborhood to develop camaraderiewith peers) and sportsmanship ( to build a positiveoutlook on acceptanceof winningand being defeated
D. Discussing new concepts and practicing new skills #1 Remind the pupils on the precautionary measures that they should do to avoid being hurt whileplaying Bringthem to the playground and let them play TumbangPreso Big group sharing Play the songand then the pupils will do the following: 1.Tap the rhythm of the song 2.Clap the rhythmic pattern of the song 3.Create an action of the song The pupils will singthesong ,too. Each pupil should hands on/ or manipulatethe computer while the teacher showingthe commands and menu Those pupils who are already literatein the useof computer may serve as tutors to their peers. Any applications in the computer may be use. Would it be photoshop, publisher,my drawingdesk etc.. Remind the pupils on the precautionary measures that they should do to avoid being hurt whileplaying Bringthem to the playground and let them play BasagangPalayok MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY E. Discussing new concepts and practicing new skills #2 After the play,ask them How is Tumbangpreso played Play the songand then the pupils will do the following: 1. Tap the rhythm of the song 2. Clap the rhythmic pattern of the song 3. Create an action of the song The pupils will singthesong ,too. Basagangpalayok is a Filipino game played by children duringbirthday parties and town fiestas. The goal of the game is for a blind-folded player to hit and break the clay pot into pieces. Discuss with the pupils the rules of the game. F. Developing mastery (lead to formative assessment 3) G. Finding practical application of concepts and skills in daily living Providethe pupil activity to apply the concept Have a classroomsetting portrayingfiesta or birthday party. Provideeach pupil with a party hat to wear duringthe game to create a birthday party atmosphere in the classroom. Assign one of the pupil to play/ be blind-folded H. Making generalization and abstractions about the lesson What arepersonal health issues? How to handle it How would you describethe 2 4 time signature? What arethe commands and menu in the useof software I. Evaluating learning Self-assessment. Use rubrics 1.Did you enjoy the game ? 2. Describethe skillsinvolved in the game ? Do you practicepersonal hygiene to prevent and control personal health concerns.? What arethese ? Sample questions for assessment: 1.What is the valueof quarter note in the 2/4 time signature? Use rubrics to assess pupils performance Theory 50% Self-assessment. Use rubrics 1.Did you enjoy the game ?
3.Did you observe safety precautions ? 4. Did you display joy of effort, respect for others and fair play during your participation to the game ? 5.Do you feel proud being Filipino whileplayingthe game ? 2.How many beats are there in every measure in 2/4 time signature? 3.What is the valueof eight note in 2/4 time signature? 4.Can we use the whole note in 2/4 time signature? Why? Application 5% 2. Describethe skillsinvolved in the game ? 3.Did you observe safety precautions ? 4. Did you display joy of effort, respect for others and fair play during your participation to the game ? 5.Do you feel proud being Filipino whileplayingthe game? J. Additional activities for application or remediation Share your inputs to your family and friends V. REMARKS VI. REFLECTION Assessingyourself as a teacher and analyzingthe students’ progress this week. A. No. of learners whoearned 80% in the evaluation ___ of Learners whoearned80%above ___ of Learners whoearned80% above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80%above B. No. of learners who acquired additionalactivities for remediationwho scored below 80% ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation C. Did the remediallessons work? No. of learners who have caught up withthe lesson. ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthelesson D. No. of learners who continue to require remediation. ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continue to require remediation E. Which of myteaching strategies workedwell? Whydid these work? Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method
Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperationin doing their tasks Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. What difficultiesdidI encountered which my principal canhelpme solve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils G. What innovation or localized materialsdid I used/discover whichI wish to share withother teachers? Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures
GRADE 6 DAILY LESSON LOG Paaralan: Baitang / Antas: VI Guro: Asignatura: ESP Petsa / Oras: (Week2) Markahan: 1st Quarter WEEK 2 LUNES MARTES MIYERKULES HUWEBES BIYERNES I. LAYUNIN A. Pamantayang Pangnilalaman Naipamamalasangpag-unawa sa kahalagahan ngpagsunod 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 Isulatang code sa bawat kasanayan 1. Naisasagawa angmga tamang hakbangna makatutulong 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 Code: EsP6PKP-Ia-i-37 II. NILALAMAN Paksa: Minamahal angtaongmakatotohanan Kaugnay na Pagpapahalaga: Pagmamahal sa katotohanan (Love of truth) III. KAGAMITANG PANTURO Itala angmga KagamitangPanturo gagamitin sa bawataraw.Gumamit ng iba’t-ibangkagamitan upanghigitna mapukaw ang interes at pagkatuto ng mga mag-aaral. 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,IkalawangLinggo - Aralin 2:Minamahal angTaongMakatotohanan, pahina 1-6 2. Maaaringgamitin angmga videos sa: https://www.youtube.com/watch?v=Fzn_AKN67oI https://www.youtube.com/watch?v=GENxFiRBiBA 3. https://tl.wikipedia.org/wiki/Katotohanan
4. laptop, projector, powerpoint presentation na inihanda ngguro,mga larawan para sa picture analysis IV. PAMAMARAAN A. Balik-Aral sa Nakaraang Aralin at/o Pagsisimula ng Bagong Aralin Batiin angmga mag-aaral at itala angbilangngmga pumasok at lumiban Gumamit ng action songbilang pagganyak Magkaroon ng pagbabalikaral sa natutunan ng mga mag- aaral sa nakaraangaralin (Aralin 1).Sumangguni sa EsP DLP, Unang Markahan, IkalawangLinggo - Aralin 2, pahina 2 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. Magkaroon nang maikling balik-aral sa ginawang nakaraangaraw. 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. Magkaroon nang maikling balik-aral sa ginawang nakaraangaraw. B. Paghahabi sa Layunin ng Aralin Sumangguni sa EsP DLP, Unang Markahan, IkalawangLinggo - Aralin 2, pahina 2 C. Pag-uugnay ng mga Halimbawa sa Bagong Aralin Ipaanalisaangmga larawan (Picture Analysis) na nakatala sa pahina 2 ng EsP DLP, Unang Markahan,IkalawangLinggo - Aralin 2 at gamitin ang patnubay na mga tanong para sa talakayan Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more D. Pagtalakay ng Bagong Konsepto at Paglalahad ng Bagong Kasanayan #1 Ipagawa angPangkatang Gawain na makikita sa EsP DLP, Unang Markahan,Ikalawang Linggo - Aralin 2,pahina 23,at ipasagotangtanong sa pahina 4.
IV. PAMAMARAAN E. Pagtalakay ng Bagong Konsepto at Paglalahad ng Bagong Kasanayan #2 Ipapanood angmungkahing video clip/s na nakasaad sa pahina 4 ng EsP DLP, Unang Markahan,IkalawangLinggo - Aralin 2. Ipasagotangmga tanong na may kaugnayan sa pinanood na video clip/s at magkaroon ng pagpoproseso sa mga sagot. Tandaan: Maaari dinggumamitng ibang video clip/s na may kahalintulad na paksa. F. Paglinang sa Kabiihasaan (Tungo sa Formative Assessment) Ipagawa angPangkatang Gawain (paglikha ngiba’t ibanguri ng awit) na makikita sa EsP DLP, Unang Markahan, IkalawangLinggo - Aralin 2, pahina 4. Gamitin ang patnubay na mga tanong sa pahina 4 ng DLP. Magkaroon ng pagpoproseso ng karanasan sapamamagitan ng pagsagotsa tanong na: “Paano mo maisasabuhay ang pagmamahal sa katotohanan sa kabila ngmga tukso?” G. Paglalapat ng Aralin sa Pang-Araw- araw na Buhay Pasagutanang pagtataya/ maikling pagsusulit na makikita sa EsPDLP, Unang Markahan, Ikalawang Linggo - Aralin2, pahina 4-5.
IV. PAMAMARAAN H. Paglalahat ng Aralin Magkaroon ng malalimna talakayan sa mga naging kasagutan ng mga magaaral sa pagtataya,lalo na sa mga malingsitwasyon na nakasulat at kung paano nila ito itinama. Itanong: Bilangisangbata,ano ang iyongpagkaunawa sa pagmamahal sa katotohanan? Paano mo ito maipapakita sa anumang sitwasyon o pagsubok na iyong mararanasan? Magbigay ng mas malawak na impormasyon tungkol pagpapahalagang pagmamahal sa katotohanan Maaaringgawinggabay ang nakasulatsa EsP DLP,Unang Markahan,IkalawangLinggo - Aralin 2:pahina 5-6. I. Pagtataya ng Aralin Magpagawa sa mga mag- aaral ng poster, tula,o awit tungkol sa pagmamahal sa katotohanan. J. Karagdagang Gawain para sa Takdang-Aralin at Remediation Ipasulatsa TALAARAWAN ng mga mag-aaral ang mahalagangaral na kanilang natutuhan sa aralingito atang kanilangnaisgawin upangito ay mas malinangpa.
VI. PAGNINILAY A. Bilangngmag-aaral na nakakuha ng 80% sa pagtataya B. Bilangngmag-aaral na nangangailangan ngiba panggawain para sa remediation C. Nakatulongba ang remedial? Bilangngmag-aaral na nakaunawa sa aralin. D. Bilangngmag-aaral na magpapatuloy sa remediation E. Alin sa mga istratehiyangpagtuturo ang nakatulongng lubos? Paano ito nakatulong? Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion F. Anong suliranin angakingnaranasan na solusyunan sa tulongngaking punongguro at superbisor? MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan V. MGA TALA
G. Anong kagamitangpanturo angaking nadibuho na nais kongibahagi sa mga kapwa ko guro? __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: MATHEMATICS Teaching Dates and Time: (Week2) Quarter: 1st Quarter WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY V. OBJECTIVES D. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions. E. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real - life situations. F. Learning Competencies/Objectives: Write the LC Code for each M6NS-Ib-90.2 The learner multiplies simple fractions and mixed fractions. M6NS-Ib-92.2 The learner solves routine problems involving multiplication with or without addition or subtraction of fractions and mixed fractions using appropriate problem solving strategies and tools correctly. M6NS-Ib-92.2 The learner solves non- routine problems involving multiplication with or without addition or subtraction of fractions and mixed fractions using appropriate problem solving strategies and tools correctly. M6NS-Ib-93.2 The learner creates problems (with reasonable answers) involving multiplication without or with addition or subtraction of fractions and mixed numbers. VI. CONTENT Content is whatthe lesson is all about.Itpertains to the subjectmatter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Multiplying Simple Fractions and Mixed Fractions Solving Routine Problems Involving Multiplication with or without Addition or Subtraction of Fractions and Mixed Fractions Using Appropriate Problem Solving Strategies and Tools Solves Non-Routine Problems Involving Multiplication with or without Addition or Subtraction of Fractions and Mixed Fractions Using Appropriate Problem Solving Strategies and Tools Creating Problems (With Reasonable Answers) Involving Multiplication Without or With Addition or Subtraction of Fractions and Mixed Fractions VII. LEARNING RESOURCES Lists the materials to be used in different days.Varied sources of materials sustain children’s interestin the lesson and i n learning.Ensurethat there is a mix of concrete and manipulativematerialsas well as paper-based materials.Hands-on learningpromotes concept development. C. References 5. Teacher’s Guide Pages 6. Learner’s Materials Pages 7. Textbook Pages
8. Additional Materials from Learning Resource (LR) portal MISOSA Module Grade 5 and 6 - Multiplication of Mixed Numbers and Fractions MISOSA Module Grade 6 - Solving one-step word problems on multiplication of Fractions DLP Grade 5 Module 27 Lesson Guide in Elementary Mathematics 5 p217 MISOSA Module Grade 6 - Solving two-step word problems on multiplication of Fractions DLP Grade 5 Module 27 Lesson Guide in Elementary Mathematics 5 p217 D. Other Learning Resources Flash Cards Powerpoint Presentation Flash Cards Powerpoint Presentation Flash Cards Powerpoint Presentation VIII.PROCEDURES K. Reviewing Previous Lesson or Presenting the New Lesson Review: (Using flash cards) Complete the table below Review game (charade) Call 4 volunteers who will serve as the actors. The pupils will act to show the following words without saying any words. Check Plan Solve Understand The pupils will guess the word. After all the words are revealed, ask another pupil to arrange the words in order. Let the pupils explain the importance of each step. Let them state what will happen if they missed any of the steps. Divide the class into 5 groups. Ask each group to write as many words as they can, related to the following. a) Addition (e.g. sum of, total, added to, in all) b) Subtraction (e.g. less, diminished, deducted, difference) Multiplication product, twice, times) d) Division (e.g. quotient, divided by) All common answers will be eliminated. The group with the most number of correct answers remain will be the winner. Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more
L. Establishing a Purpose for the Lesson Show a picture of a man harvestingfruits from a farm. Ask pupils whatare the things they can see in a farm. Ask the characteristics of the man. Show a picture of kids jogging in a track oval Ask: exercise? Show a picture of a mother preparinga chicken dish for lunch. Ask: dish? Why? will cook for lunch? Show a picture of a girl who is baking. Ask: Whatcan you say about the picture? What do you think is the girl doing? M.Presenting Examples/Instances of the Lesson Problem Opener: Mang Emong harvests crates of mangoes each day. The table shows the record of his harvest. How many crates of mangoes can Mang Emong harvestin half an hour? In 4 hours? In 4 12 hours? What operation can we use in solvingthe problem? Elicitfromthe learners how to multiply mixed numbers and fractions. Let the pupils observewhat happened in every step of the solution. Problem Opener: Carlo can jog4 23 km in one hour. How far can he jogin 12 hour? Let the pupils discuss thesteps in solvingword problems. Understand you to find? information that will help us solvethe problem? Plan through the problem? suggest to solvethis problem? Solve Check calculations? important data provided? sense? to solvethe problem to find out if your answer is correct? Problem Opener: Michael saved 200 pesos.He used 12 of itto buy a bag and 12 of his remainingmoney to buy a book. What fraction of his money was left? How much was left? Let the pupils discuss thesteps in solvingword problems. Understand problem? Plan be used? sentence? Solve ion. Check calculations? important data provided? sense? to solvethe problem to find out if your answer is correct? Let the pupils givea name for the girl in the picture. Ask them to make a scenario/situation. Ask: Whatare the needed ingredients in making a cake? Out of the given situation,let the pupils createan interesting word problem. Let them discuss.Whatarethe things they should consider in creatinga word problem?
N. Discussing New Concepts and Practicing New Skills #1 Pair work Find the product of the following.Reduce the answer to simplestform, whenever possible. Group work Groups 1 and 2 (usingany strategy): “A garden plot is 5 1/2 meters longand 2/3 meter wide. What is the area of the garden plot?” Groups 3 and 4 (usingany strategy): “How many cubic meters of water can a tank 1/2 meter long, 1/3 meter wide, and 2 2/3 meters high hold?” Each group will presenttheir output in class. Group work Answer the following problems. What comes next in the given set of number Group work (5 groups) Make another interesting problem out of the previous situation. Ask: Whatif the girl will bake2 cakes? 3 cakes? How are we going to adjustthe ingredients? O. Discussing New Concepts and Practicing New Skills #2 Solve the following.Writethe answer in simplestform, whenever possible. 1) Multiply 2 1//3 by 3/5 . 2) What is 4/5 of 2 1/8 ? 3) Find the product of 1 1/3 x 2 1/2 x 3/5 . Think-pair-share Answer the problem below. Use different strategies in solving. 1) A truck was 78 filled with grocery items for delivery.The driver delivered 23 of this to supermarket. What partof the truckload of grocery items was delivered? What partof the truck load was not delivered? Encourage the pupils to use different strategies in solving. Let the pupils sharewhat strategy they used in solving. Let each group exchange the problems they made. Group 1 will answer the work of group 2, Group 2 will answer the work of group 3, and so on. P. Developing Mastery (Leads to Formative Assessment 3) Assign a number to every student in the class. Randomly select a pupil or group of pupils to answer a question. Say: All even numbers please stand up Only pupils assigned to an even number will stand up and Solve: Mang Celso caught 40 1/2 kilograms of fish.He sold 3/4 of it. How many kilograms of fish did he sell all in all? Pair work Solve: Ken planted a mongo seed. He noticed that the seed grew 1/5 times larger than the previous week. This week, he measured the plantand found out that it is 10 cm tall.How tall will the plantbe two weeks from now? Make a meaningful problem of the given problem and solve. 1)
answer a question on their show-me-board. a) All even numbers b) All multiples of 3 c) Numbers divisibleby 4 d) Numbers between 20 and 30 e) Numbers divisibleby 5 *Make it surethat all pupils will becalled. Answer the following.Reduce the answer in simplestform. 1) 5 14 x 27 2) 29 x 7 78 3) What is 12 of 9 13 ? 4) What is the product of 4 and 3 25? 5) What is 34 x 12? Add more if necessary. The teacher will guidethe pupils in answeringthe problem. The plantwill grow2 cm taller, so it will become 12cm. 10 X 1/5 = 2 Duringthe second week, it will grow 2 25 cm. After the second week, the height of the plantwill be14 25 cm. 12 X 1/5 = 12/5 = 2 2/5 The teacher may extend the problem until the 10th week. Q. Finding Practical Applications of Concepts and Skills in Daily Living Read, analyze,and solvethe problem below. Mang Jess used 3/4 liters of paintto cover 10 1/2 square meters of wall.How many liters of paintis needed to cover 12 1/4 squaremeters of wall? Read, analyzeand solvethe followingproblems. Show your neat and complete solution. 1) AlingMaria has 6 2/3 kilograms of malagkitrice.She used 3/4 of itand made biko. How many kilograms of rice did she use in makingbiko? 2) Josephine’s house is 2 1/4 kilometers away from school. Carlo’s houseis 2/3 as far as Josephine. How far is Carlo’s house from the school? Read and solvethe following problems. Show your neat and complete solution. 1) Mang Daniel had 4 3/4 hectares of land.He used 3/5 in plantingmango trees, and 14 in plantingsantol trees. What fraction of Mang Daniel’s land is planted with trees? 1) Rowena has 1/2 meter of red ribbon,1 2/3 meters of yellowribbon. She used 2/5 of it for her project. How much ribbon did she use for her project? Act out. The class will bedivided into 4 groups. Each group will be given time to create their word problem. After the time, they will actout their problem. The remaining groups will guess the problem by writingit on their white boards.
R. Making Generalizations and Abstractions about the Lesson How do we multiply mixed numbers and fractions? Why is itimportant to change the mixed number to improper form before multiplying? In what real-lifesituationscan we apply the concept of multiplyingmixed numbers and fractions? What arethe steps in solving word problems? Why is each step important in problem solving? What arethe steps in solving word problems? Why is itimportant to check your answer? How do we create word problems? What arethe things to consider in makingmeaningful mathematical word problems? S. Evaluating Learning Answer the questions below. Write the answer in simplest form, whenever possible. 1) If you multiply 5/6 and 3 4/5, what will you get? 2) Find the valueof N in the statement: 4/7 x 6 3/5 = N 3) If 2/9 x 4 5/8 are multiplied, the product is _____. Solve the followingproblems. 1) A street sweeper can clean 10 2/3 meters of street in half an hour. How many meters of street can he clean if he works for only 3/4 of an hour? 2) Jules can run 5 2/3 kilometers in one hour. How far can he go if he runs for only 3/8 of an hour? Solve the followingproblems. 1) Rica can drink 3 1/2 liters of water in a day. How many liters of water can she drink in 5 days if on the 5th day she drank 1/4 liters more? 2) The laborers can finish cementing 4/5 kilometer of road in a day.How many kilometers of road can they finish if they work for 10 1/2 days? Group evaluation. Let each member of the group evaluate their own work based on the rubric given. Let them discusshowto improve their work. After the each group’s discussion,letthe pupils rewrite their work. T. Additional Activities for Application or Remediation Pleaserefer to Lesson Guide in Elementary Mathematics 5, pp. 208- 209 Solve the followingproblems. Show your neat and complete solution. 1) A jugcontains 4 1/2 liters of water. How many liters can it hold if it is 2/3 full? 2) Mang Mariano harvested 25 1/2 sacks of palay.He saved 2 /17 of the sacks.How many sacks of palay did Mang Mariano save? Solve the followingproblems. Show your neat and complete solution. 1) A rectangular lotis 10 2/3 meters longand 5 3/8 meters wide. If ½ meters wide pavement is place around the lot, what is the area of the lot not covered by the pavement? Create your own interesting and challengingword problem. Rubrics 5: Creates a problem clearly with complete data. 4: Creates unclear problem with complete data. 3: Creates a problem with incomplete data. 2: Attempts to create a problem. 1: No work at all. IV. REMARKS V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned 80% in the evaluation ___ of Learners whoearned80% above ___ of Learners whoearned80% above ___ of Learners whoearned80% above ___ of Learners whoearned80% above ___ of Learners whoearned80% above I. No. of learners who require additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation J. Did the remedial lessons work? No. of learners who have caught up with the lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ of Learners who caught upthe lesson K. No. of learners who continue to require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ of Learners who continueto require remediation ___ ofLearners who continueto require remediation L. Which of my teaching strategies work well? Why did these work? Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperationin doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks M. What difficulties did I encounter which my principal or supervisor can help me solve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils N. What innovations or localized materials did I used/discover which I wish to sharewith other teachers? Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures
DLL-G6-Q1-WEEK-2.docx

More Related Content

DOCX
DLL_ENGLISH 6_Q1_W2.docx
byNymfredaLequip2
 
DOCX
DAILY LESSON LOG WEEK1-dll-ENGLISH.docx
byFejjEli
 
DOCX
DLL_ENGLISH 6_Q1_W4.docx
byAnaMarieManuel2
 
PPTX
Methodology information, about university students
byErvinBerisha
 
DOCX
Dll eng8-2 ndq-7th-week edited
bygerdapepito2
 
DOCX
Daily Lesson Log in English for Quarter 1
byMeaGuiller
 
DOC
19 7-11
byBruce Carl Jaminih
 
DOCX
English DLP for quarte 2 week 1 a short dlp
byMaryAppleCastro2
 
DLL_ENGLISH 6_Q1_W2.docx
byNymfredaLequip2
 
DAILY LESSON LOG WEEK1-dll-ENGLISH.docx
byFejjEli
 
DLL_ENGLISH 6_Q1_W4.docx
byAnaMarieManuel2
 
Methodology information, about university students
byErvinBerisha
 
Dll eng8-2 ndq-7th-week edited
bygerdapepito2
 
Daily Lesson Log in English for Quarter 1
byMeaGuiller
 
19 7-11
byBruce Carl Jaminih
 
English DLP for quarte 2 week 1 a short dlp
byMaryAppleCastro2
 

Similar to DLL-G6-Q1-WEEK-2.docx

PDF
First Grade Unit Three 2011 2012
byIsaac_Schools_5
 
PDF
First Grade Unit Three 2011 2012
byIsaac_Schools_5
 
DOCX
1.docx
byAnamieDelaCruzParo
 
DOCX
Medina pd iii - lesson plan- lesson 4 - passed
byKei Medina
 
DOCX
Daily Lesson Log _ ENGLISH 3_Q3_W7.docx
byRENEGIELOBO
 
DOCX
week-11_compress (1). Oral Communication
byDaniloYacap
 
DOCX
ENGLISH 6_Q1_W3 DLL.docx lesson plan math
byGlycelinePascual1
 
DOCX
English 9 Q1 Week 2
byVince Cailing
 
DOCX
DAILY LESOON LOG_ENGLISH 6_Q1_W3 v2.docx
byMelgeneCercadoDalipe
 
PDF
Oral Communication In Context. Daily Lesson Log
byDaniloYacap
 
DOCX
sample multi grade lesson plan for Grade 5 and 6 english subject
byGrezalynLontocoSator
 
DOCX
Week 5.docx
byVINCENTCAILING1
 
DOCX
DLL_ENGLISH 6_Q1_W1.docx
byBenedictLumague2
 
DOCX
DLL_ENGLISH 5_Q4_ddaaaaaaaaaaaaaaaaaaaaaaaaaaaW5.docx
bydarlenegallenta
 
DOCX
Week 4.docx
byVINCENTCAILING1
 
DOCX
DLL_ENGLISH_4_Q2_W3.docx referrence for teachers
byJenelynLinasGoco
 
DOCX
Individual-Learning-Plan.docx STUDENTS ANECDOTAL RECORD
byMARIADELCORTEZ
 
DOCX
Lesson plan in ENGLISH 7 DLL_2nd Quarter_wk8.docx
byVioletaMalanog1
 
DOC
Sample lesson plan 2010 2011[1st]
bygnonewleaders
 
DOCX
DAILY LESSON LOG L_ENGLISH 2_QUARTER 4 WEEEK 44_WEEK 3
byErlinMaePicante
 
First Grade Unit Three 2011 2012
byIsaac_Schools_5
 
First Grade Unit Three 2011 2012
byIsaac_Schools_5
 
1.docx
byAnamieDelaCruzParo
 
Medina pd iii - lesson plan- lesson 4 - passed
byKei Medina
 
Daily Lesson Log _ ENGLISH 3_Q3_W7.docx
byRENEGIELOBO
 
week-11_compress (1). Oral Communication
byDaniloYacap
 
ENGLISH 6_Q1_W3 DLL.docx lesson plan math
byGlycelinePascual1
 
English 9 Q1 Week 2
byVince Cailing
 
DAILY LESOON LOG_ENGLISH 6_Q1_W3 v2.docx
byMelgeneCercadoDalipe
 
Oral Communication In Context. Daily Lesson Log
byDaniloYacap
 
sample multi grade lesson plan for Grade 5 and 6 english subject
byGrezalynLontocoSator
 
Week 5.docx
byVINCENTCAILING1
 
DLL_ENGLISH 6_Q1_W1.docx
byBenedictLumague2
 
DLL_ENGLISH 5_Q4_ddaaaaaaaaaaaaaaaaaaaaaaaaaaaW5.docx
bydarlenegallenta
 
Week 4.docx
byVINCENTCAILING1
 
DLL_ENGLISH_4_Q2_W3.docx referrence for teachers
byJenelynLinasGoco
 
Individual-Learning-Plan.docx STUDENTS ANECDOTAL RECORD
byMARIADELCORTEZ
 
Lesson plan in ENGLISH 7 DLL_2nd Quarter_wk8.docx
byVioletaMalanog1
 
Sample lesson plan 2010 2011[1st]
bygnonewleaders
 
DAILY LESSON LOG L_ENGLISH 2_QUARTER 4 WEEEK 44_WEEK 3
byErlinMaePicante
 

Recently uploaded

PDF
IoT communication protocols and Cloud Platforms.pdf
byharshil60
 
PDF
Digital_Empathy_Toolkit_Netiquette_and_Responsible_Communication
byNidhi Pandya
 
PPTX
What’s a Milestone in a Sales Order in Odoo 18
byCeline George
 
PPTX
What are the Different Types of Models in Odoo 18
byCeline George
 
PDF
ADIEU, BRIGITTE BARDOT - THE ACTRESS WHO CHANGED THE WORLD.pdf
byMilanStankovic19
 
PPTX
Non aqueous titration First Year B. Pharm.pptx
byMs. Ashatai Patil
 
PDF
syllabus for mca regulation 2025 anna university
bySASIDHARANMURUGAN
 
PPTX
CHAPTER 4. Size Reduction, Size Separation, Mixing, Filtration, Drying, Extra...
bySharibJamal
 
PDF
Teaching and Learning (BD1TL) - B.Ed TNTEU
byDr Raja Mohammed T
 
PPTX
Salesforce Spring 26` Release Key Features.pptx
byMehediHasan939830
 
PPTX
Open to All Quiz Final Bagula Pathbhabana.pptx
bySourav Kr Podder
 
PPTX
Introduction to Mendelian inheritance.pptx
bypramodphirke1
 
PDF
BÀI TẬP TEST BỔ TRỢ THEO TỪNG CHỦ ĐỀ CỦA TỪNG UNIT KÈM BÀI TẬP NGHE - TIẾNG A...
byNguyen Thanh Tu Collection
 
PPTX
What are the Custom lot_serial number in Odoo 19
byCeline George
 
PDF
• Reinforcing the Human Firewall: Moving From Awareness to Applied Skill
byAdityarajsinh Gohil
 
PPTX
Shaping Tomorrow: The Next Chapter for Irish Research Libraries
byCONUL Conference
 
PPTX
All Things 2025 - A Year in Review Quiz!
byShashank Jogani
 
PDF
Road Safety Calendar-2026 Courtesy - IYSO Team India - Safer Indian Roads
byIndian Youth Secured Organisation
 
PPTX
PixelX : Think Design Experience powerpoint presentation
byVinaySiddha
 
PDF
Harmonising Tertiary Education through XR and AI: Innovative approach in the ...
byTorrens University Australia
 
IoT communication protocols and Cloud Platforms.pdf
byharshil60
 
Digital_Empathy_Toolkit_Netiquette_and_Responsible_Communication
byNidhi Pandya
 
What’s a Milestone in a Sales Order in Odoo 18
byCeline George
 
What are the Different Types of Models in Odoo 18
byCeline George
 
ADIEU, BRIGITTE BARDOT - THE ACTRESS WHO CHANGED THE WORLD.pdf
byMilanStankovic19
 
Non aqueous titration First Year B. Pharm.pptx
byMs. Ashatai Patil
 
syllabus for mca regulation 2025 anna university
bySASIDHARANMURUGAN
 
CHAPTER 4. Size Reduction, Size Separation, Mixing, Filtration, Drying, Extra...
bySharibJamal
 
Teaching and Learning (BD1TL) - B.Ed TNTEU
byDr Raja Mohammed T
 
Salesforce Spring 26` Release Key Features.pptx
byMehediHasan939830
 
Open to All Quiz Final Bagula Pathbhabana.pptx
bySourav Kr Podder
 
Introduction to Mendelian inheritance.pptx
bypramodphirke1
 
BÀI TẬP TEST BỔ TRỢ THEO TỪNG CHỦ ĐỀ CỦA TỪNG UNIT KÈM BÀI TẬP NGHE - TIẾNG A...
byNguyen Thanh Tu Collection
 
What are the Custom lot_serial number in Odoo 19
byCeline George
 
• Reinforcing the Human Firewall: Moving From Awareness to Applied Skill
byAdityarajsinh Gohil
 
Shaping Tomorrow: The Next Chapter for Irish Research Libraries
byCONUL Conference
 
All Things 2025 - A Year in Review Quiz!
byShashank Jogani
 
Road Safety Calendar-2026 Courtesy - IYSO Team India - Safer Indian Roads
byIndian Youth Secured Organisation
 
PixelX : Think Design Experience powerpoint presentation
byVinaySiddha
 
Harmonising Tertiary Education through XR and AI: Innovative approach in the ...
byTorrens University Australia
 

DLL-G6-Q1-WEEK-2.docx

  • 1.
    GRADE 6 DAILY LESSONLOG School: Grade Level: VI Teacher: Learning Area: ENGLISH Teaching Dates and Time: (Week2) Quarter: 1st Quarter WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A. Content Standards Analyze sound devices (personification ) In a text heard Infer meaning of idiomatic expressions usingaffixes Compose clear and coherent sentences usingappropriate grammatical structures: Pluralization of irregular nouns Describedifferent forms and conventions of filmand moving pictures (blocking) Observe politeness atall times B. Performance Standards C. Learning Competencies) ENG. LC-Ib-2-3-6 Analyze sound devices (personification ) In a text heard ENG. 6V-Ib-12.4.2.1 Infer meaning of idiomatic expressions using affixes EN6G-Ib-2.3.2 Compose clear and coherent sentences usingappropriate grammatical structures: Pluralization of irregular nouns EN6VC-Ib-5.1.2 Describedifferent forms and conventions of filmand moving pictures (blocking) ENG. 6-Ib-5.1.2 Observe politeness atall times II. Content Analyzingsound devices (personification) in a text heard Inferringmeaning of idiomatic expressions usingaffixes Composingclear and coherent sentences usingappropriate grammatical structures: Pluralization of irregular nouns Describingdifferentforms and conventions of filmand moving pictures (blocking) Observingpoliteness atall times III. (Learning Resources) A. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages ELC Study Zone: Irregular Plural of Nouns www.brightubeducation. com 3. Textbook Pages Fun in Eng. Reading p. 158 READING p.212 Fun in Eng. Lang. p.112 Fun in English Readingpp.215- 218 4. Additional Materials from Learning Resources (LR) Portal B.Other Learning Resources IV.Procedures A.Review Previous Lessons Introduced the lesson with identifyingOnomatopic sounds p. 158 Fun in Eng. Reading Some idiomatic expressions www.english grammar/idiomatic expression Pluralization of Regular Nouns Different forms and conventions of filmand moving pictures (lights) Review: Observingpoliteness at all time 6 minutes video Character Builders
  • 2.
    B. Establishing purposefor the Lesson Let pupils identify the figure of speech use in a text www.ereadingfigurative language 1. Discuss thetitle of the story. 2. Allow children to ask questions. . Listening to a poem THE PLURAL POEM Internet search Ask a question: Have you ever wondered how a filmis made? Who are the people behind the scenes? Have the pupils givetheir reactions aboutthe video C. Presenting examples /instances of the new lessons Show examples of figurative language www.ereadingfigurative language Personification Read the story John’s Keys to Success esl.com advance reading John’s Keys to Success Choose the correct form of plural for each noun ELC Study Zone Read the story: Movie in the Making pp. 214-216 Fun in Eng. Reading Video Presentation: Be Politeat all Times internet search D. Discussing new concepts and practicing new skills #1. Allowpupils to read the list of figurativelanguage Personification Ask pupils to give some idioms and write them on the board. Allowpupils to answer activity 2 A p. 112 Fun in Eng. Lang Answer the question orally “After You Read” p. 216 Fun in Eng. Reading Role- Playing:have the pupils roleplayed a different scenarios that shows politeness www. brightubeducation E. Discussing new concepts & practicing new skills #2 Give a listof Figurative languagePersonification www.ereadingfigurative language Let them give the meaning of idiomatic expression Pronunciation: 1. Ask pupils to read the poem orally by group. THE PLURAL POEM What is blocking? Internet search www.elements of cinema( blocking) Answer Activity 1 p. 217 Fun in Eng. Reading Ask the pupils to tell what they already knew about usingpolite words. Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more F. Leads to Formative Assessment 3) Let them analyzesound devices usingpersonification in a text heard www.ereadingfigurative language Answer Exercise1 pp. 212-213 Fun in Eng. Reading Ask pupils to use the plural of irregular nouns in a clear and coherent sentences Ask the pupils:Whatis the importance of blockings in a film? Let the pupil’s answer 1-5 Scenario on what are they going to do on the ff. scenes. Internet search www. brightubeducation G. Finding Practical Applications of concepts and skills in daily living What benefits can you get from this lesson? John’s Keys to Success What values haveyou learned from the story? What you have learned about “PLURAL POEM” FilmMakingTips (blockings) Internet search What is the importance of being politeat all times?
  • 3.
    H. Making Generalizations& Abstractions about the lessons A. Let them read and analyzed sound devices usingpersonification in a text heard www.ereadingfigurative language Work on Exercise2 on p. 213 Fun in Eng. Reading What benefits can we get from the PLURAL POEM Lesson about movie blocking Videos Internet search Why is beingpolite atall times important? I. Evaluating Learning Answer p. 52 English For You And Me Reading Pen Power: Have the pupils write some idiomatic expressionsand give its meaning Spell It Right, ELC Study Zone Internet search Role-PlayingaboutMovie Blockings Read some of pupils answer on the given scenario. J. Additional activities for application or remediation Let pupils understand the use of affixes in an idiomatic expression Answer ELC Study Zone 330 grammar Write a Movie Review about your favoritefilm Listdown all the polite expression you have known. V.Remarks VI. Reflection A .No.of learners whoearned80% in the evaluation ___ of Learners whoearned80% above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80%above B. No.of learners whorequires additional acts.for remediationwho scored below80% ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation C. Did the remedial lessons work? No.of learners who caught up with the lessons ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthelesson ___Yes ___No ____ ofLearners who caught upthelesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson D. No.of learners who continue to require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation E. Which ofmyteaching strategies worked well?Whydidthis work?) Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks
  • 4.
    F. What difficultiesdidI encounter which myprincipal/supervisor can helpme solve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils G. What innovations or localized materialsdid I used/discover whichI wishto share withother teachers? Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as InstructionalMaterials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures
  • 5.
    GRADE 6 DAILY LESSONLOG School: Grade Level: VI Teacher: Learning Area: FILIPINO Teaching Dates and Time: (Week2) Quarter: 1st Quarter MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES I. Layunin A. Pamantayang Pangnilalaman Naipamamalasang kakayahan 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 atksanayan sa paggamitngwika sa komunikasyob atpagbasa ngiba’tibanguri ng panitikan B. Pamantayan sa Pagganap Nasasaulo angisangtula/awitna napakinggan atnaisasadula angisangisyu o paksa mula sa tekstong napakinggan 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 Nasasagot ang mga tanong tungkol sa napakinggang kuwento F6PN-Ia-g-3.1 Nakapagbibigay ngpanuto na may higitsa limang hakbang F6PS-Ib-8 Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’tibang sitwasyon F6WG-Ia-d-2 Napagsunod-sunod angmga pangyayari sa kuwento sa tulong ng nakalarawang balangkas F6PB-Ib-5.4 Nakasusulatngidiniktangtalata F6PU-Ib-2.8 Nagagamit angpangkalahatang sanggunian F6EP-Ib-d-6 II. NILALAMAN Pagsagotsa mga Tanong Tungkol sa Napakinggang Kuwento Pagbibigay ngPanuto Paggamitng Panghalip Pagsusunod-sunod ngmga Pangyayari sa Kuwento Paggamitng Pangkalahatang Sanggunian
  • 6.
    III. KAGAMITANG PANTURO A. Sanggunian 1.Pahina sa Gabay ng Guro 2. Pahina sa Kagamitan ng Mag-aaral 3. Pahina sa Batayang Aklat 4. Karagdagang Kagamitan mula sa Learning Resource (LR) portal B. Iba pangkagamitang panturo Nakalarawangbalangkas IV. PAMAMARAAN
  • 7.
    A. Balik-aral sanakaraang aralin at/o pagsisimulangbagong aralin Ipatukoy sa mag-aaral ang ngalan ngsumusunod na larawan atkung saan ito ginagamit. Dugtungan Mo Simulan ang pagbabahagi ng unang pangyayari sa napakinggangkuwento nang nagdaangaraw. Tumawag ng mag-aaral upangsundan ang pangyayaringibinigay. Gawin ito hanggangsa matapos ang kuwento. Igagalawko,Pangalanan Mo Magpatukoy ng isangbagay sa loob ng silid-aralan. Pahulaan ang inisip sa mga kaklasesa pamamagitan ng paggawa ng mga kilos upangmasabi kung ano ang bagay na ito. Itala sa pisaraangsagotng magaaral. Ipabasa angginawangtalaan. Ano ang tawag sa mga ito? Ano ang pangngalan? Sabihin angkahulugan ng salitangmay salungguhitsa bawat pangungusap. 1. Dumungaw si Angela nang marinigangmalakas na tahol ng aso. 2. Nakita niya angdalawang pulis atmga tsuper ng jeep na may nilulutas na problema sa banggaang naganap. 3. Naroon din ang kaniyang lolo,mahiligkasi itong maglagi sa may bakuran kaya kitang-kita niya ang pangyayari. Hayaang magbahagi ng karanasan angmagaaral tungkol sa pagganit ng silidaklatan. Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more B. Paghahabi sa layunin ng aralin Hayaangmagbahagi angmag- aaral ngkanilangkaranasan na may kaugnayan sa mga larawang ipinakilala sanatapos na gawain. Ano ang nilaro ng magkakaibigan sa ilog? Ipabasa nang malakas ang sumusunod na pangungusap. 1. Nagpunta sina Juan sa ilog. 2. Gumawa sila ngbalsa gamit ang pinagtabitabing katawan ng puno ng saging. 3. Habangnaglalaro ang magkakaibigan,natulog naman si Juan sa isang balsa. Paano mo ipinapakita ang pagmamahal mo sa mga kaibigan? Ano-ano ang gamit na makikita sa silidaklatan?
  • 8.
    C. Pag-uugnay ngmga halimbawa sa bagong aralin Ano ang nangyari kay Juan Tamad nang magpunta silang magkakaibigan sa ilog? Alamin ang mga hinuha ng mag-aaral. Isulatito sa pisara. Pakuhanin angmag-aaral ng kalahatingpapel. Bigyan sila ngmga panuto sa paggawa ng bangkangpapel. Ibigay nangisa-isaangmga hakbang. Tingnan kung nasusundan ito ng mag-aaral. Hayaang ipakita ng magaaral ang kanilang natapos na bangkang papel. Ano-ano ang pangngalan sa bawat pangungusap? Ipagamit sa sariling pangungusap ang mga natukoy na pangngalan. Ipabasa: Tanda ng Pagmamahalan Mga Diptonggo sa Tula at MahahalagangPangyayari sa Kuwento 1268 Ano-ano ang mga pangkalahatang sanggunian na makikita sa silid-aklatan? Kailan ginagamit ang bawat isa? D. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1 Basahin nangmalakasang“Juan Tamad” sa pp. 7-8 ng Mga Diptonggo sa Tula at Mahahalagang Pangyayari sa Kuwento 1268. Tungkol saaan ang napakinggang kuwento? Nasunod mo ba nang wasto ang mga panuto na ibinigay? Bakit? Bakit hindi? Ano ang ginawa mo upang makasunod nang wasto sa panutong ibinigay? Ano ang napansin ninyo nang magbigay ako ng panuto? Nakatulong ba ang aking ginawa upang makasunod ka nang wasto? Balikan ang usapan sa kuwento ni Juan Tamad. Ano-ano ang pangngalang ginamit sa usapan? Ipangkatang mag-aaral. Pagawain angbawatpangkat ng komik istrip upangipakita ang pagkakasunod ngmga pangyayari sa binasangkuwento. Dalhin angmag- aaral sa silid-aklatan. Papiliin ang bawat isa ng gagamiting pangkalahatangsanggunian upang makapagsaliksik paksang nais. - E. Pagtalakay ng bagong konsepto at Balikan ang mga hinuha ng mag-aaral bago basahin ang Ipangkat ang mag-aaral. Bawat pangkat ay maghahanda ng panuto Kung makakausap mo si Juan Tamad, ano ang nais mong sabihin sa kaniya? Pasagutan ang ibinigay na balangkas upang maipakita ang pagkakasunod-sunod ng mga
  • 9.
    paglalahad ngbagong kasanayan #2 kuwento. Isa-isahinangmga ito at sabihin kungnangyari ba ang mga ito sa kuwento o hindi. tungkol sa paggawa ng isang laruan. Matapos ang laangoras, pagparehasin angbawatpangkat. Sasabihin ngPangkatA ang kanilangmga inihandangpanuto sa Pangkat B. Matapos ang gawain na ito, magpapalitnaman angbawat pangkat sa pagbibigay ngpanuto. Matapos anggawain, nagawa mo ba nang maayos ang mga gawaing ibinigay ng ibang pangkat? Bakit? Bakit hindi? Gumamit ng pangngalan. Ano-ano ang pangngalang ginamit? Tama ba ang pagkakagamit ng bawat pangkat? pangyayari sa binasangkuwento. F. Paglinang sa Kabihasaan (Tungo sa formative Assessment) Sino-sino ang tauhan sa napakinggang kuwento? Saan nagpunta ang magkaibigan? Ano ang ginawa nila sa kanilang pinuntahan? Ano ang ginawa ni Juan? Ano ang ginawa ng kaniyang mga kaibigan? Ano ang nangyari kay Juan? Bigyan ng sapatna oras angmag- aaral na makapaghandangpanuto na nais nilangipagawa sa kanilang kaklaseupangmakabuo ng isang bagay mula sa isangpapel. Matapos ang inilaangoras,sabihin sa mag-aaral na humanap ng kapareha. Bawat isa ay magbibigay ng kani-kanilanginihandang panuto. Umikot at tingnan kung tama at maayos ang pagbibigay ng bawat isa ng panuto. Magpagupitsa mag-aaral nglarawan sa lumang diyaryo o magasin.(Kungwala, maaaringmaghanda na angguro ng mga larawan na gagamitin. Siguraduhin na sapatsa lahatngmag- aaral anglarawangihahanda. Pakuhanin angbawatmag-aaral ng isanglarawan.) Gamitang larawang ginupit/napili,pagawain angmag-aaral ng isangmaiklingsalaysay/talata na may 4 – 5 pangungusap.Ipasulatito sa isangpapel.Pabilugan angmga pangngalan na ginamit. Ano-ano ang dapat tandaan upang maisulat muli ang ididiktang talata ng guro? Ipasulatangididiktangtalata. Matapos ang gawain,kuhanin ang papel upang bigyang-puna. Ipasulatmuli ito ayon sa ibinigay na puna. Pasulatin ngisangtalata na may lima (5) hanggang (10) sampung pangungusap tungkol sa paksangsinaliksik. Matapos ang inilaang oras,tumawag ng ilan upang ibahagi ang kanilangnatapos. G. Paglalapat ng Aralin sa Pangaraw-araw na buhay Anong bahagi ang nagustuhan mo sa kuwentong napakinggan? Bigyang-katwiran ang sagot na ibibigay. Ano-ano ang panuto na lagi mong naririnig sa bahay? Sa paaralan? Sa kalsada? Sa mga pampublikong lugar? Sa pagsagot sa pagsusulit, ano ang mangyayari kung hindi mo susundin nang maayos ang mga Paano mo pahahalagahan ang iyong kaibigan? Paano makatutulong sa iyo ang pagkaalam sa paggamit ng mga pangkalahatang sanggunian sa pagsasaliksik na gagawin? Ano ang unang pangyayari? Ano ang sumunod na pangyayari? Ano ang suliranin? Ano ang naging katapusan ng kuwento?
  • 10.
    panutong ibinigay? H. Paglalahatng Aralin Ano ang natutuhan mo sa kuwentong napakinggan? Paano mo ito maisasabuhay? Ano ang dapat tandaan sa pagbibigay ng panuto? Ano ang pangngalan? Ano ang dapat tandaan upang matukoy muli ang mga pangyayari sa binasang kuwento? Ano-ano ang dapat tandaan upang maisulat nang wasto ang talatang ididikta ng guro? Ano-ano ang pangkalahatang sanggunian at kalian ginagamit ang bawat isa? I. Pagtataya ng Aralin Kung bibigyan mo ng marka ang iyong kapareha sa natapos na gawain, ano ang ibibigay mo?Bigyang-katwiran ang ibinigay na marka. 5 – pinakamataas 4- mataas 3- mataas--taas 2- mababa 1- pinakamababa Ipabuod ang kuwento ni Juan Tamad. Pabilugan angmga pangngalang ginamit. J. Karagdagang gawain para sa takdang- aralin at remediation V. MGA TALA VI. PAGNINILAY A. Bilan ng mag- aaral na nakakuhang 80% sa pagtataya B. Bilang ngmag- aaral na nangangailangan ng iba panggawain para sa remediation
  • 11.
    C. Nakatulong baang remedial? Bilangng magaaral na nakaunawa sa aralin. D. Bilangngmga mag- aaral na magpapatuloy sa remediation. E. Alin sa mga istratehiyang pagtuturo nakatulong ng lubos? Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion F. Anong suliranin ang akingnaranasan na solusyunan sa tulong ng aking punongguro at superbisor? MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalonasa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan G. Anong kagamitang panturo angaking nadibuho na nais kong ibahagi sa mga kapwa ko guro? __Pagpapanuodng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material
  • 12.
    GRADE 6 DAILY LESSONLOG School: Grade Level: VI Teacher: Learning Area: SCIENCE Teaching Dates and Time: (Week2) Quarter: 1st Quarter WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A. Content Standards The learners demonstrate understandingof different types of mixtures and their characteristics B. Performance Standards The learners should beable to prepare beneficial and useful mixtures such as drinks,food,and herbal medicines. C. Learning Competencies/ Objectives Write the LC code for each Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1 Recall of Homogeneous and Heterogeneous Mixture Describe solutions as homogeneous mixture and its uses Perform Experiments affecting Solubility Describe characteristics and uses of suspensions II. CONTENT Review of Heterogeneous and Homogeneous Mixtures Solutions Solutions : Experimentation Suspensions III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materialsfrom Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Teacher’s Instruction Game: Pera o Bayong. The teacher should prepare 4 choices for every question. Teacher’s Instruction Yes or No. The teacher should ask the students to prepare yes and no cards.The teacher asks a Teacher’s Instruction Flashcards. The teacher should prepare terms such as solutions, solid,liquid,solute, dissolution, Teacher’s Instruction Pass the ball. The small ball will bepassed whilethe music is playing.When the
  • 13.
    When a questionis asked,the students will lineup to the choices. question answerableby yes or no. The teacher should lead the discussion to homogeneous mixtures. solventand other related terms. Show the cards and ask students what they recall. music stops,the one holding the ball gives an insightor learningfrom yesterday’s activity. B. Establishinga purpose for the lesson Question of the day: Based from lastweek’s activity,what are mixture? Heterogeneous and homogeneous mixtures? Question of the day: What happens when solids are mixed with water? Situation Analysis: If you were to drink coffee, will you choose granules or powder? Why? If you were to drink chocolate, what will you choose tablea or powder and why? Question of the day: Why do some solidsmixed with water do not dissolve? C. Presenting examples/instances of the new lesson Teacher’s Instruction Activity 2.2 Mysterious Water. The teacher will usethe activity as guide. Teacher’s Instruction Activity 2.3 Speed Up My Solutions.The teacher will usethe activity as guide. Teacher’s Instruction Activity 2.4 Are you suspended?.The teacher will use the activity as guide. D. Discussingnewconcepts and practicingnew skills #1 Teacher’s Instruction Direct Instruction. The teacher should identify soluteand solvent in his/her discussion. Teacher’s Instruction Group Presentation of Data. The teacher may useRubric on Presentation. Teacher’s Instruction Direct Instruction. The teacher should guide the students to the concept of suspension. Original FileSubmitted and Formatted by DepEd Club Member - visit depedclub.com for more E. Discussingnewconcepts and practicingnew skills #2 F. Developing mastery (leads to Formative Assessment 3) Teacher’s Instruction Activity 2.1 Mixture Foldables. The teacher will usethe activity as guide. G. Findingpractical applicationsof concepts and skillsin daily living
  • 14.
    H. Making generalizations andabstractions about the lesson Note: The activity has the summary/generalization of the lesson. Teacher’s Instruction One sentence summary. The teacher asks the students what they have learned. Teacher’s Instruction Cause and Effect. The teacher should showa graphic organizer of causeand effect likefishbone. Teacher’s Instruction Suspension Glass. The teacher should show a graphic organizer of suspension glass. Example, The bottom partshould contain things you have learned about suspension. The top partshould contain things you want to know more about suspension. I. Evaluatinglearning Pleasesee Rubrics on Making Foldables. Note: The teacher may use the evaluation in the activity. The evaluation scoreis based on the rubrics used. Short Quiz. Possiblequestion: What is suspension? What are the characteristicsof suspension? Whatarethe uses of suspension? J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation ___ of Learners whoearned80% above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80% above
  • 15.
    B. No. oflearners who require additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation C. Did the remedial lessons work? No. of learners who have caughtup with the lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthelesson ___Yes ___No ____ ofLearners who caught upthelesson ___Yes ___No ____ ofLearners who caught upthelesson ___Yes ___No ____ ofLearners who caught upthe lesson D. No. of learners who continue to require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation 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 ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperationin doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. What difficulties did I encounter which my principal or supervisor can help me solve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils G. What innovation or localized materials did I use/discover which I wish to sharewith other teachers? Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as InstructionalMaterials __ local poetical composition __Fashcards __Pictures
  • 16.
    GRADE 6 DETAILED LESSONPLAN School: Grade Level: VI Teacher: Learning Area: T.L.E- AGRICULTURE Teaching Dates and Time: (Week2) Quarter: 1st Quarter A. Content Standards Demonstrates an understanding of and skills in managing family resources B. Performance Standards Manages family resources applying the principles of home management C. Learning Competencies / Objectives Write the LC code for each 1.3 Allocates budget for basic and social needs such as: 1.3.1 food and clothing 1.3.2 shelter and education 1.3.3 social needs: social,and moral obligations (birthdays,baptisms,etc.), family activities,school affairs 1.3.4 savings/emergency budget (health, house, repair) II. CONTENT 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. Management of family resources III. LEARNING RESOURCES Listthe materials to be used in different days.Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure thatthere is a mix of concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development. A. References 1.Teacher’s Guide pages 2.Learner’s Materials pages 3.Textbook pages 4.Additional Materials from Learning Resource (LR)portal THE II Teacher’s Manual.1991. Pp. 23-24 THE II Teacher’s Manual. 1991.pp. 23-24 B. Other Learning Resources Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economicsand Livelihood Education. FNB Educational, Inc. QC. https://www.google.com.ph/ search?q=needs+versus+wan ts+activities&oq=needs+vers us+wants&aqs=chrome.2.69i 59j69i57j69i59j0l3.6406j0j7& Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economics and Livelihood Education. FNB Educational, Inc. QC. Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economics and Livelihood Education. FNB Educational, Inc. QC. Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economicsand Livelihood Education. FNB Educational, Inc. QC. http://www.watchknowlearn. org/Video.aspx?VideoID=4473 8&CategoryID=4959 Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economicsand Livelihood Education. FNB Educational, Inc. QC. WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES
  • 17.
    sourceid=chrome&ie=UTF- 8#q=needs+versus+wants+ IV. PROCEDURES A. Reviewingprevious lesson or presenting the new lesson Last week, there was a discussion on management of the family income. Management of family income means allocating it to provide for the basic needs of members and for comfortable living. Recap of the lesson the previous day As a segue, mention that the day before, the classlearned the factors that should be considered in budgeting. Recap of the lesson the previous day Yesterday, we discussed the principlesthatneed to be applied to make family budgeting a successful and fulfillingtask. Ask the class to identify some of the priniciples. We also identified items that were included in the family budget. Recap of the lesson of the previous day Yesterday, we learned budgeting and how itcan be applied to the family. Budgeting is critical becauseitis oftentimes difficult to ensure that we will beableto make both ends meet when times are hard. Recap of the lesson of the previous day B. Establishing a purpose for the lesson Ask the class about the relationship between management and budgeting of family income. For the day’s lesson, the class will identify where the income goes or what the family includes in the budget. Aside from the knowledge of what comprises a family budget, the class needs to be aware of certain principles to be applied effectively in order to make family budgeting a successful and fulfilling task. According to Bantigue and Pangilinan (2014), the summary of the principles that should be applied to make family budgetinga 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.  Allocatean amount for savings. Ask what items areincluded in the budget. Then, present the followinglist culled from the book:  Food and clothing  Shelter and education  Social needs  social and moral obligations  family activities  school affairs  Savings/emergency budget  health  house repair How can we prudently manage the financial resources of the family? Group the class into four (4). Each group will answer the question. “How can we make both ends meet?” Reporting per group follows. The results of the discussion will be processed by the teachers. Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more
  • 18.
    C. Presenting examples/ instancesof the new lesson By means of budgeting, the family can properly allot the income. A family should have a knowledge of family budgeting to know how much is spent for family needs and where the income goes. Through family budgeting, the members will learn to spend wisely, save regularly, participate in family matters more actively with the maximum benefit from the wise use of resources, like time, energy, and abilities. Ask the class to bring out the photos they were asked to bring. Group the class into 4 (four). Let the class identify where or what the family includes in the budget. Prioritize the items. The class will be given ten minutes to complete the activity. Reporting follows. Tell the learners that items 1 and 2 are basic needs and are familiar to them. Mention something about food and clothing, shelter and education. Ask them to give examples of the items under social needs, and savings/emergency budget. These are the following: a. Social and moral obligations – birthdays, baptisms, etc.; b. family activities; c. school affairs. Show photos of different items/situations. Ask the learners if they are needs or wants. Ask why they think it is a need or want. Divide the class into four (4) groups. Using the concepts learned yesterday, come up with an activity thatwill demonstrate the difference between needs and wants. Think of activities outside the box. D. Discussing new concepts and practicing new skills #1 Ask: What are the factors that need to be considered when budgeting?  Size of the family  Family income  Kind of work each family member does  Talents and abilities of each member  Locality where the family lives SHORT SKIT Using the previous group assignment, discuss among the group the principles in making family budgeting a successful and fullfillingtask. Thetwist is this will be presented in a short skit. The group will be given five(5) minutes to present the short skit. Mention that a family budget also provides for the followingneeds: Refer to the examples given by the learners. If it was already mentioned, do not includein the list. Food, shelter, clothing,education, household operations, maintenance/repair,utilities (water, electricity,telephone, transportation,medical and dental care,rest and recreation, stipend, savings. The teacher writes two columns on the board. One column has the heading NEEDS. The other column has the heading WANTS. Randomly distributemetacards containinga listof needs and wants. Ask the learners to post the metacards on the board. Ask the learner to explain/defend his/her choice. Presentation per group. E.Discussing new concepts and practicing new skills#2 . Presentations  Group 1  Group 2  Group 3  Group 4 Divide the class into four groups Provide situations wherein the group will preparea budget for the entire family for one week. Note that there are four types of situation. The group have the option on how they will present it Based on the activity that was conducted ask the learners to differentiate needs from wants. A need is a requirement for survival,e.g. breathable air. A want is a desire.It may be the
  • 19.
    in a mostcreative and innovative way. desirefor a need (e.g. a choking person generally wants to be ableto breathe) or for something not needed for survival,such as chocolateor a new car. F. Developing mastery (Leads to Formative Assessment 3) Let the learnerscite examples of the factors that need to be considered when budgeting. Comments on group presentations:  Group 4 will comment on Group 1  Group 3 will comment on Group 2  Group 2 will comment on Group 3  Group 1 will comment on Group 4 Limit the comments on the contents of the presentation. Does the presentation manifests the principles in makingfamily budgeting a successful and fulfillingtask? Reporting of results of group work. Show a short clip on managing money: Needs versus Wants Analyze the movie and relate it to needs versus wants. Note that some of the contents of the video may be debatablee.g. chocolates is needed by soldiers for endurance in the middleof a war whilein a normal situation itis a wantfor another individual. Givingfeedback on presentations. Examples of guide questiona: Was the group effective in emphasizingthe difference between needs and wants? If yes, How? What concepts in the presentation had an impact on you? Why? Do you think the presentations can further be improved? In what way? G. Finding practical applications of concepts and skills in daily living Aside from what was mentioned, can you think of other factors that need to be considered when budgeting? Explain. -do- Ask the class on their comments on the output of the groups. Consider the factors that need to be considered in budgeting and principles to make budgeting a successful and fullfilling task. -do- H.Making generalizations and abstractions about the lesson Today we determine the relationships between management and budgeting of family income. We also looked into the factors that need to be considered when budgeting. Synthesize the discussion on what and where the family budget is allotted, as well as the principles to take into consideration to make family budgeting successful and fulfilling. There is a need to distinguish between need and want . This will enableus to prioritize needs over wants, hence ensuringthat the budget is enough to make both ends meet moreso when times are hard. I. Evaluating learning Ask the learners to share their insights on the lesson for the day .If you were to make a personal budget, what would you include? Why? J. Additional activities for application or remediation Bring photos or drawing where family budget is spent If you were given a personal budget by your parents
  • 20.
    more than whatyou really need, how will you spend it? V. REMARKS VI. REFLECTION 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? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A.No.oflearnerswho earned80%onthe formative assessment ___ of Learners whoearned80%above ___ of Learners whoearned80% above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80%above B.No.oflearnerswho requireadditionalactivities forremediation. ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation C.Didtheremediallessons work? No.oflearnerswho havecaughtupwiththe lesson. ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson D.No.oflearnerswho continuetorequire remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation E. Whichofmyteaching strategiesworkedwell?Why didthesework? Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperationin doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. WhatdifficultiesdidI encounterwhichmy principalorsupervisorcan helpmesolve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness
  • 21.
    __Lack ofInterestofpupils __LackofInterestofpupils __Lack ofInterestofpupils __Lack ofInterestofpupils __Lack ofInterestofpupils G.What innovation or localized materials did I use/discover which I wish to sharewith other teachers? Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures
  • 22.
    GRADE 6 DETAILED LESSONPLAN School: Grade Level: VI Teacher: Learning Area: ARALING PANLIPUNAN Teaching Dates and Time: (Week2) Quarter: 1st Quarter WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Pamantayang Pangnilalaman (Content Standards) Naipamamalasang mapanuringpag-unawa atkaalaman sabahagi ngPilipinas saglobalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayangpangheogr apiya at ang ambagng malayangkaisipan sa pag-usbongngnasyonalismongPilipino. Pamantayan sa Pagganap (Performance Standards Naipamamalasangpagpapahalaga sa kontribosyon ngPilipinassa isyungpandaigdigbatay sa lokasyon nito sa mundo. Pamantayan sa Pagkatuto (Learning Competencies) 4. Nasusuri angkonteksto ng pag- usbong ng liberal na ideya tungo sa pagbuo ng kamalayangnasyonalismo 4.1 Natatalakay angepekto ng pagbubukas ngmgadaungan ng bansa sa pandaigdigangkalakalan 4.2 Naipaliliwanagangambagng pag-usbongng uringmestizo at ang pagpapatibay ngdekretong edukasyon ng 1863 Layunin (Lesson Objectives) 1.Naipapaliwanagang kahulugan ng pagbubukas ng Suez Canal sa pandaigidigangkalakalan 2. Masigasigna makakasali sa brainstormingattalakayan tungkol sa mga epekto ng pagbubukas ng Suez Canal 3. Nakakagawa ng alin man sa sumusunod: a. Nakakaguhitng Poster na nagpapakita ngepekto o impluwensiya ngpabubukas ng Suez Canal b. Nakakagawa at nakakaawitngjingletungkol sa epekto o impluwensiya ng pagbubukas ng Suez Canal 1.Natatalakay angepekto ng pagbubukas ng mga daungan sa bansa. 2.Napapahalagahan angepekto ng pagbubuakas ngmga daungan ng bansa sa pandaigdigang kalakalan. 3. Nakakalikha ngposter tungkol sa epekto ng pagbubukas ng mga daungan ng bansa sa pandaigdigangkalakalan. 1. Naipapaliwanagkungpaano umusbong ang gitnanguri sa lipunan sa Pilipinas. 2.Napahahalagahan angepekto ng pag-usbongang gitnang uri sa lipunangPilipino. 3. Nakakagawa ng isangconcept map na napag-ugnay ugnay ang dahilan sa pag-usbongnggitnang uri 1.Nakapagtatala ngmga dahilan sa pagsasabatasng Dekretong Edukasyon ng 1863 at mga nagingepekto nito; 2.Nakapagpapahalaga samga kabutihangdala ngedukasyon. 3. Nakakagawa ng poster na may bisaya slogan na nagpapakita ngkahalagahan ng edukasyon 1.Naipapaliwanagang kahulugan ng pagbubukas ng Suez Canal sa pandaigidigang kalakalan. 2.Napapahalagahan angepekto ng mga pagbubukas ngmga daungan ng bnsa sa pandaigdigangkalakalan. 3. Nakakagawa ng poster na may na Slogan na nagpapakita ng kahalagahan ngEdukasyon Paksang-Aralin (Subject- Matter) Pagbubukas ng Pilipinassa pandaigdigangkalakalan “Pagbubukas ng Suez Canal: Epekto ng Pagbubukas ng mga Daungan sa Bansa sa PandaigdigangKalakalan Pag-usbong ng gitnang uri Pagpapatibay ngDekretong Edukasyon ng 1863 Lingguhang Pagsusulit Kagamitang Panturo (Learning Resources) TM, TG, CurriculumGuide6, MG BOW 2016,Others TM, TG, CurriculumGuide6, MG BOW 2016,Others TM, TG, CurriculumGuide6, MG BOW 2016,Others TM, TG, CurriculumGuide6, MG BOW 2016,Others Test Papers
  • 23.
    Pamamaraan (Procedure) a. A.Reviewing Previous lesson/s or presenting the new lesson Bilangbahagi ngpagbabalik- aral ngmga bata: (Q and A) Ngayong arawna ito pag- aralan natin angtungkol sa pagbubukas ng Suez Canal sa PandaigdigangKalakalan. Mahalagangmalaman natin ang pagbukas sa Suez Canal sa pandaigdigang kalakalan upangmalaman natin ang sanhi atbunga sa pagbubukas ng Suez Canal Pagkatapos ng leksyon susukatin anginyong kaalaman sa pamamagitan ng pagsulat. Pagpapakita ngtalaan tungkol sa sanhi atbunga ng pagbubukas ng Suez Canal. Punan ang tsartng mga impormasyon na nagsasaad ng mga sanhi atbunga ng pagbukas ng Suez Canal Gamit ang Semantic Web Anu-ano ang naganap na pagbabago sa Pilipinassa pagbubukas ng Suez Canal? TAMA o MALI: Magkaroon ng review sa nakaraangleksyon sa pamamagitan ng pagtatanong ng mga katanungangsasagutin ng Tama o Mali.Kung ang sasagotngTama ang mga mag- aaral,silaay tatayo.Kung Mali naman ang kanilangsasagot,sila ay uupo sa kanilangupuan. b. B. Establishing a Purpose for the Lesson Malalaman angkahalagahan ng pagbubukas ng Suez Canal sa pandaigdigangkalakalan (Basahin atipaliwanagni titser angpagbubukas ng Suez Canal sa pandaigdigang Kalakalan) Pagpapakita nglarawan ng pinakamalapitatpinakakilalang daungan sa kanilanglugar. Ipalarawan sa mga bata ang ipinakitangmga daungan Paglalahad sa mga bata ng kanilangpangkatanggawain. Pass the ball:Itanongsa mga mag-aaral kungbakitmahalaga ang kanilangpag-aaral dito sa paaralan.Magpapaikotat magpapasa ngisangBola ang mga mag-aaral habang tumutugtog angmusika.Ang sino mang may hawak ng bola sa paghinto ng musika angsiyang sasagotsa tanong c. C. Presenting Examples/Instances Maipapaliwanagang kahalagahan ngpagbubukas ng Suez Canal Pagpapakita ngvideo ng mga sinaunangdaungan sa Pilipinas PangkatangGawain gamit ang Concept Map: Pangangalap ng datos gamit ang aklat Group 1 – Isulatangmga pagpababago sa pangkabuhayan noong umusbong anggitnang uri. Group 2 - Isulatangmga pagpababago sa larangan ng edukasyon noong umusbong ang gitnang uri. Ilahad sa mga mag-aaral ang nagingadhikain ngpamahalaang Espanyol sa pagtatagng Sistema ng edukasyon sa atingbansa upang tugunan ang mabilisna paglaganap ngkaisipangliberal. Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more
  • 24.
    Gamit ang RadioBroadcasting: Group 3: Ipahayagsa kaklaseang kinahihinatnan sa pag-usbongng gitnang uri d. D. Discussing New Concepts Modelling: Concept Mapping Magpapakita angteacher ng concept mapping at ipapaskil niya ito sa pisara Ano-ano ang pangyayaring nagbunsod sa pagbukas ng Suez Canal? Bakitmahalaga sa mga mamamayang Europeo at Pilipino angpagbukas ngSuez Canal? Ano-ano ang mga sanhi at bunga ng pagbukas ng mga Pilipino sa pandaigdigang kalakalan? Pangkating-Gawain (5 grupo) Bigyan ng larawan angbawat pangkat Larawan ng KalakalangGalyon ( silbi nggalyon sa panahon ng Espanyol Think-Pair-Share Pagpapalitan ngkuro-kuro ukol sa mga pagbabagongnaganap sa larangan ngpangkabuhayan at edukasyon batay sa nakalap na datos. Focused Group Discussion: Pangkatin angklasesa 5-8 grupo. Bigyan sila nghand-outs na naglalaman sa paksang aralin.Hayaan silangpag-usapan ang ito. e. E. Continuation of the Discussion of New Concepts Pair Group- Cooperative Learning Ipaliwanagkungpaano nakapaglakbay angmga tao noong hindi pa naimbento ng mga barko, erplano at iba pang sasakyan. Paano nila naibenta ang kanilangprodukto? Sa anong taong binuksan ang pandaigdigangkalakalan? Ipaliwanagangkahalagahan ng pagbukas ng Suez Canal sa pandaigdigangkalakalan Pagbibigay ngkaragdagang impormasyon tungkol sa paksa: Epekto ng pagbukas ng mga daungan sa bansa Data Retrieval Chart: Magbigay ng Blank Chart sa bawat pangkat. Ipatala sa mga mag- aaral angmga dahilan sa pagsasabatasngDekretong Edukasyon ng 1863 at angmga naggingepekto nito sa bayan. f. F. Developing Mastery Independent Practice Pagpapaliwanagsa kahalagahan ngpagbukas sa Suez Canal Paggawa ng concept map tungkol sa mga epekto sa pagbukas ng daungan sa bansa Magtalakayan,Buuin o Lagumin ang mga natapos na mga Data Retrieval Chart ng mga mag- aaral.
  • 25.
    g. G. FindingPractical Applications of Concepts and Skills in Daily Living Application: Napapahalagahan ang kaalaman sa pagbubukasng Suez Canal sa pandaigdigang kalakalan Pagsulatngsanaysay tungkol sa kahalagahan ngmga daungan at epekto nito sa ekonomiya ng bansa.Lagyan ng pamagat ang iyongnagawang sanaysay. Pass the ball:Itanongsa mga mag-aaral kungpaano nila mapapahalagahan ang edukasyon. Magpapaikotat magpapasa ngisangBola ang mga mag-aaral habang tumutugtog angmusika.Ang sino mang may hawak ng bola sa paghinto ng musika angsiyang sasagotsa tanong h. H. Making Generalizations and Abstractions about the Lesson Ano-ano ang mga sanhi at bunga sa pagbukas ngSuez Canal sa pandaigdigang kalakalan? Ano-ano ang epekto sa pagbukas ng daungan sa bansa? Ang pag-usbongng gitnanguri ay nagdulotng positibongresulta sa larangan ngedukasyon at kabuhayan Poster/Slogan Making: Pagawain angbawatpangkat ng Bisaya Slogan na nagpapakita ng kahalagahan ngedukasyon.Sa baba ng slogan,magpasulatsa kanila ang5 – 10 impormasyong kanilangnatutunan o naintindihan sa pagsasabatas ng Dekretong Edukasyon ng 1863. i. I. Evaluating Learning PagsulatngJournal Ipaliwanagangkahalagahan ng pagbukas ng Suez Canal Ipasadula angmga pangyayaring naganap sa daungan. Gumawa ng sanaysay tungkol sa kahalagahan ngpag-usbongng gitnang uri sa larangan ng edukasyon at kabuhayan. Sagutin ang mga tanong: 1-2. Magbigay ng dalawang dahilan kungbakititinatago isinabatasangDekretong Edukasyon ng 1863. 3-5. Magbigay ng limangepekto sa pagkakatatagng Dekretong Edukasyon ng 1863. j. J. Additional Activities for Application or Remediation Maliban sa mga daungan,sa anong paraan pa naiaangkatng mga tao ang kanilangmga produkto? k. Remarks l. Reflection m. A. No. of learners who earned 80% in the evaluation B. No. of Learners who require additional activities for
  • 26.
    remediation who scored below80% n. C. Did the remedial lessons work? o. No. of learners who have caught up with the lesson p. D. No. of learners who continue to require remediation q. E. Which of my teaching strategies worked well? Why did these work? Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion r. F. What difficulties did I encounter which my principal or supervisor can help me solve? MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan s. G. What innovation or localized materials did I use/discover which I wish to share with other teachers? __Pagpapanuodng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material
  • 27.
    GRADE 6 DAILY LESSONLOG School: Grade Level: VI Teacher: Learning Area: MAPEH Teaching Dates and Time: (Week2) Quarter: 1st Quarter WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVE/S P.E HEALTH MUSIC ARTS P.E. A. Content Standard demonstrates understanding of participation and assessment of physical activity and physical fitness Demonstrates understandingof personal health issues and concerns and the importance of health appraisal procedures and community resources in preventing or managingthem demonstrates understanding of the concept of rhythm by applyingnotes and rests, rhythmic patterns, and time signatures demonstrates understandingof the use of lines,shapes, colors,texture, and the principlesof emphasis and contrastin drawing a logo and own cartoon character usingnew technologies in drawing demonstrates understanding of participation and assessment of physical activity and physical fitness B. Performance Standard participates and assesses performance in physical activities.assesses physical fitness practices selfmanagement skills to prevent and control personal health issues and concerns responds to beats in music heard with appropriate conductingpatterns of 2 3 4 and 6 4 4 4 8 creates concepts through art processes,elements, and principlesusingnew technologies (hardwareand software) to create personal or classlogo. designs cartoon character onthe spot usingnew technologies participates and assesses performance in physical activities.assesses physical fitness C. Learning Competencies (write the LC Code) . explains thenature/background of the games PE6GS-Ib-1 describes the skillsinvolved in the games PE6GS-Ib-2 observes safety precautions PE6GS-Ib-h- recognizes the valueof participation in physical activities PE6PF-Ib-h-19 assesses regularly describes personal health issues and concerns H6PHIab-18 demonstrates self management skills H6PHIab-19 Differentiates among 2 3 4 4 4 4 And 6 time signatures 8 MU6RH-Ib-e-2 • Describes the 2 4 time signature applies concepts on the use of the software (commands, menu, etc.) A6PR-Ib Explains the nature/background of the games PE6GS-Ib-1 describes the skills involved in the games PE6GS-Ib-2 observes safety precautions PE6GS-Ib-h- recognizes the valueof participation in physical activities PE6PF-Ib-h-19 assesses regularly participation in physical activities based on the
  • 28.
    participation in physical activitiesbased on the Philippines physical activity pyramid PE6PF-Ib-h-18 displaysjoy of effort, respect for others and fair play during participation in physical activities PE6PF-Ib-h-20 identifies areas for improvement PE6PF-Ib-h-22 Philippines physical activity pyramid PE6PF-Ib-h-18 displaysjoy of effort, respect for others and fair play during participation in physical activities PE6PF-Ib-h-20 identifies areas for improvement PE6PF-Ib-h-22 II. CONTENT Assessment of physical activities and physical fitness Target games (Tumbangpreso) Personal Health -Issues and Concerns 1. height and weight(stunted growth, underweight, overweight, obesity) 2. hearing(impacted cerumen, swimmer’s ear, otitis media) 3. vision 4. (astigmatism,myopia, hyperopia,xerophthalmia, strabismus) 5. skin,hair and and nail 6. (sunburn,dandruff ,corns, blisters and calluses,ingrown toenails) 7. posture and spinedisorders (scoliosis,lordosis,kyphosis) 8. oral/dental problems (cavities,gingivitis, periodontitis,malocclusion, halitosis) RHYTHM Musical Symbols and Concepts: 1. Notes and Rests 2. Meters 3. Rhythmic Patterns Principles: 6. CONTRAST 7. EMPHASIS Assessment of physical activities and physical fitness Target games ( batuhang Bola/ Tamaangtao Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more III. LEARNING RESOURCES A. References 1. TG/CG pages 2. Learner’s Materials pages 3. Textbook pages ASE P.E Module 2 pp.6-7,12- 13 1. OHSP Health 1 Q1 Module 1, Reading 2 MISOSA5-module6 Musika at Sining6. Sunico,Raul ASE P.E Module 2 pp.6-7,12- 13
  • 29.
    21st Century MAPEHin Action Gerardo C. Lacia pp. Copyright 2016,pp126 2. OHSP Health 1 Q2 Module 1 pp.10-13 3. EdukasyongPangkatawan, kalusugan,at Musika I.DepED. Abejo, Mary Placid Sr. et.al. 1991.pp.46-52, 69-7 M. et al,2000. Projector, laptop, musical scaleof the songs HaranasaBukid,HimigPasko and other folk songs pp.8-10 *Umawit at Gumuhit 6.Valdecantos, Emelita C. 1999. pp.5-20 21stCentury MAPEH in Action Gerardo C. Lacia pp. Copyright 2016,pp126 4. Materials downloaded from LRMDS B. Other Learning Materials Lata ng gatas/evap , tsinelas Laptop, PC desktop Palayok, IV. PROCEDURES A. Reviewing previous lesson and presenting new lesson Describethe Philippine Physical activity pyramid Review the previous lesson Let the pupils singthesong “ Tao, taopo “. Let the pupils clap/ tap the rhythm of the song . Review the previous lesson How is Tumbangpresoplayed ? What skills aredevelop by playingthe game ? B. Establishing a purpose for the lesson Would you liketo play a game ? Establish thepurpose for the lesson Today, we aregoing to describe the 2 4 time signature Today, we aregoing to apply concepts on the use of software. Would you liketo play a game again ? C. Presenting examples/instances of the lesson Fill thepride of being a Filipino with Tumbangpreso. This game promote healthful lifestyle.Furthermore,they promote: patriotism( to feel the pride of being Filipino) Bonding( to build bridgeof fun and closeness among neighborhood to develop camaraderiewith peers) and sportsmanship ( to build a positiveoutlook on acceptanceof winningand being defeated Group the class in four Give them topics to research and to talk /sharewith the group and shareto the whole class.Provide them with readings downloaded from LRMDS Group 1. skin,hair and and nail Group 2. (sunburn, dandruff ,corns, blisters and calluses, ingrown toenails) Group 3. posture and spine disorders (scoliosis,lordosis,kyphosis) Group 4. oral/dental problems (cavities,gingivitis, periodontitis,malocclusion, halitosis) *Includepersonal hygiene to be observe to prevent or control personal health issues Present again the song“ Tao, taopo “. Analyze the song. Give the value of each note find in the song and relate the valueof the notes to the time signatureof the song. Review the meaning of the numbers in the time signature. Discuss thevalueof the song in the lifeof Filipino. ( This lesson should bedone in the E-classroom.In the absence of technology, the teacher may prepare visualsthatwould help the pupils visualizeand conceptualizethe concepts on the use of software ) Fill thepride of being a Filipino with Tumbangpreso. This game promote healthful lifestyle.Furthermore,they promote: patriotism( to feel the pride of being Filipino) Bonding( to build bridgeof fun and closeness among neighborhood to develop camaraderiewith peers) and sportsmanship ( to build a positiveoutlook on acceptanceof winningand being defeated
  • 30.
    D. Discussing newconcepts and practicing new skills #1 Remind the pupils on the precautionary measures that they should do to avoid being hurt whileplaying Bringthem to the playground and let them play TumbangPreso Big group sharing Play the songand then the pupils will do the following: 1.Tap the rhythm of the song 2.Clap the rhythmic pattern of the song 3.Create an action of the song The pupils will singthesong ,too. Each pupil should hands on/ or manipulatethe computer while the teacher showingthe commands and menu Those pupils who are already literatein the useof computer may serve as tutors to their peers. Any applications in the computer may be use. Would it be photoshop, publisher,my drawingdesk etc.. Remind the pupils on the precautionary measures that they should do to avoid being hurt whileplaying Bringthem to the playground and let them play BasagangPalayok MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY E. Discussing new concepts and practicing new skills #2 After the play,ask them How is Tumbangpreso played Play the songand then the pupils will do the following: 1. Tap the rhythm of the song 2. Clap the rhythmic pattern of the song 3. Create an action of the song The pupils will singthesong ,too. Basagangpalayok is a Filipino game played by children duringbirthday parties and town fiestas. The goal of the game is for a blind-folded player to hit and break the clay pot into pieces. Discuss with the pupils the rules of the game. F. Developing mastery (lead to formative assessment 3) G. Finding practical application of concepts and skills in daily living Providethe pupil activity to apply the concept Have a classroomsetting portrayingfiesta or birthday party. Provideeach pupil with a party hat to wear duringthe game to create a birthday party atmosphere in the classroom. Assign one of the pupil to play/ be blind-folded H. Making generalization and abstractions about the lesson What arepersonal health issues? How to handle it How would you describethe 2 4 time signature? What arethe commands and menu in the useof software I. Evaluating learning Self-assessment. Use rubrics 1.Did you enjoy the game ? 2. Describethe skillsinvolved in the game ? Do you practicepersonal hygiene to prevent and control personal health concerns.? What arethese ? Sample questions for assessment: 1.What is the valueof quarter note in the 2/4 time signature? Use rubrics to assess pupils performance Theory 50% Self-assessment. Use rubrics 1.Did you enjoy the game ?
  • 31.
    3.Did you observesafety precautions ? 4. Did you display joy of effort, respect for others and fair play during your participation to the game ? 5.Do you feel proud being Filipino whileplayingthe game ? 2.How many beats are there in every measure in 2/4 time signature? 3.What is the valueof eight note in 2/4 time signature? 4.Can we use the whole note in 2/4 time signature? Why? Application 5% 2. Describethe skillsinvolved in the game ? 3.Did you observe safety precautions ? 4. Did you display joy of effort, respect for others and fair play during your participation to the game ? 5.Do you feel proud being Filipino whileplayingthe game? J. Additional activities for application or remediation Share your inputs to your family and friends V. REMARKS VI. REFLECTION Assessingyourself as a teacher and analyzingthe students’ progress this week. A. No. of learners whoearned 80% in the evaluation ___ of Learners whoearned80%above ___ of Learners whoearned80% above ___ of Learners whoearned80%above ___ of Learners whoearned80%above ___ of Learners whoearned80%above B. No. of learners who acquired additionalactivities for remediationwho scored below 80% ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation C. Did the remediallessons work? No. of learners who have caught up withthe lesson. ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthelesson D. No. of learners who continue to require remediation. ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continue to require remediation E. Which of myteaching strategies workedwell? Whydid these work? Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method
  • 32.
    Why? ___ CompleteIMs ___ AvailabilityofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperationin doing their tasks Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. What difficultiesdidI encountered which my principal canhelpme solve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils G. What innovation or localized materialsdid I used/discover whichI wish to share withother teachers? Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures
  • 33.
    GRADE 6 DAILY LESSONLOG Paaralan: Baitang / Antas: VI Guro: Asignatura: ESP Petsa / Oras: (Week2) Markahan: 1st Quarter WEEK 2 LUNES MARTES MIYERKULES HUWEBES BIYERNES I. LAYUNIN A. Pamantayang Pangnilalaman Naipamamalasangpag-unawa sa kahalagahan ngpagsunod 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 Isulatang code sa bawat kasanayan 1. Naisasagawa angmga tamang hakbangna makatutulong 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 Code: EsP6PKP-Ia-i-37 II. NILALAMAN Paksa: Minamahal angtaongmakatotohanan Kaugnay na Pagpapahalaga: Pagmamahal sa katotohanan (Love of truth) III. KAGAMITANG PANTURO Itala angmga KagamitangPanturo gagamitin sa bawataraw.Gumamit ng iba’t-ibangkagamitan upanghigitna mapukaw ang interes at pagkatuto ng mga mag-aaral. 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,IkalawangLinggo - Aralin 2:Minamahal angTaongMakatotohanan, pahina 1-6 2. Maaaringgamitin angmga videos sa: https://www.youtube.com/watch?v=Fzn_AKN67oI https://www.youtube.com/watch?v=GENxFiRBiBA 3. https://tl.wikipedia.org/wiki/Katotohanan
  • 34.
    4. laptop, projector,powerpoint presentation na inihanda ngguro,mga larawan para sa picture analysis IV. PAMAMARAAN A. Balik-Aral sa Nakaraang Aralin at/o Pagsisimula ng Bagong Aralin Batiin angmga mag-aaral at itala angbilangngmga pumasok at lumiban Gumamit ng action songbilang pagganyak Magkaroon ng pagbabalikaral sa natutunan ng mga mag- aaral sa nakaraangaralin (Aralin 1).Sumangguni sa EsP DLP, Unang Markahan, IkalawangLinggo - Aralin 2, pahina 2 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. Magkaroon nang maikling balik-aral sa ginawang nakaraangaraw. 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. Magkaroon nang maikling balik-aral sa ginawang nakaraangaraw. B. Paghahabi sa Layunin ng Aralin Sumangguni sa EsP DLP, Unang Markahan, IkalawangLinggo - Aralin 2, pahina 2 C. Pag-uugnay ng mga Halimbawa sa Bagong Aralin Ipaanalisaangmga larawan (Picture Analysis) na nakatala sa pahina 2 ng EsP DLP, Unang Markahan,IkalawangLinggo - Aralin 2 at gamitin ang patnubay na mga tanong para sa talakayan Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more D. Pagtalakay ng Bagong Konsepto at Paglalahad ng Bagong Kasanayan #1 Ipagawa angPangkatang Gawain na makikita sa EsP DLP, Unang Markahan,Ikalawang Linggo - Aralin 2,pahina 23,at ipasagotangtanong sa pahina 4.
  • 35.
    IV. PAMAMARAAN E. Pagtalakayng Bagong Konsepto at Paglalahad ng Bagong Kasanayan #2 Ipapanood angmungkahing video clip/s na nakasaad sa pahina 4 ng EsP DLP, Unang Markahan,IkalawangLinggo - Aralin 2. Ipasagotangmga tanong na may kaugnayan sa pinanood na video clip/s at magkaroon ng pagpoproseso sa mga sagot. Tandaan: Maaari dinggumamitng ibang video clip/s na may kahalintulad na paksa. F. Paglinang sa Kabiihasaan (Tungo sa Formative Assessment) Ipagawa angPangkatang Gawain (paglikha ngiba’t ibanguri ng awit) na makikita sa EsP DLP, Unang Markahan, IkalawangLinggo - Aralin 2, pahina 4. Gamitin ang patnubay na mga tanong sa pahina 4 ng DLP. Magkaroon ng pagpoproseso ng karanasan sapamamagitan ng pagsagotsa tanong na: “Paano mo maisasabuhay ang pagmamahal sa katotohanan sa kabila ngmga tukso?” G. Paglalapat ng Aralin sa Pang-Araw- araw na Buhay Pasagutanang pagtataya/ maikling pagsusulit na makikita sa EsPDLP, Unang Markahan, Ikalawang Linggo - Aralin2, pahina 4-5.
  • 36.
    IV. PAMAMARAAN H. Paglalahatng Aralin Magkaroon ng malalimna talakayan sa mga naging kasagutan ng mga magaaral sa pagtataya,lalo na sa mga malingsitwasyon na nakasulat at kung paano nila ito itinama. Itanong: Bilangisangbata,ano ang iyongpagkaunawa sa pagmamahal sa katotohanan? Paano mo ito maipapakita sa anumang sitwasyon o pagsubok na iyong mararanasan? Magbigay ng mas malawak na impormasyon tungkol pagpapahalagang pagmamahal sa katotohanan Maaaringgawinggabay ang nakasulatsa EsP DLP,Unang Markahan,IkalawangLinggo - Aralin 2:pahina 5-6. I. Pagtataya ng Aralin Magpagawa sa mga mag- aaral ng poster, tula,o awit tungkol sa pagmamahal sa katotohanan. J. Karagdagang Gawain para sa Takdang-Aralin at Remediation Ipasulatsa TALAARAWAN ng mga mag-aaral ang mahalagangaral na kanilang natutuhan sa aralingito atang kanilangnaisgawin upangito ay mas malinangpa.
  • 37.
    VI. PAGNINILAY A. Bilangngmag-aaralna nakakuha ng 80% sa pagtataya B. Bilangngmag-aaral na nangangailangan ngiba panggawain para sa remediation C. Nakatulongba ang remedial? Bilangngmag-aaral na nakaunawa sa aralin. D. Bilangngmag-aaral na magpapatuloy sa remediation E. Alin sa mga istratehiyangpagtuturo ang nakatulongng lubos? Paano ito nakatulong? Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me APicture __Event Map __DecisionChart __Data Retrieval Chart __I –Search __Discussion F. Anong suliranin angakingnaranasan na solusyunan sa tulongngaking punongguro at superbisor? MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan MgaSuliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugaling mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaanng mga bata lalona sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan V. MGA TALA
  • 38.
    G. Anong kagamitangpanturoangaking nadibuho na nais kongibahagi sa mga kapwa ko guro? __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material __Pagpapanuodng videopresentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunalna material
  • 39.
    GRADE 6 DAILY LESSONLOG School: Grade Level: VI Teacher: Learning Area: MATHEMATICS Teaching Dates and Time: (Week2) Quarter: 1st Quarter WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY V. OBJECTIVES D. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions. E. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real - life situations. F. Learning Competencies/Objectives: Write the LC Code for each M6NS-Ib-90.2 The learner multiplies simple fractions and mixed fractions. M6NS-Ib-92.2 The learner solves routine problems involving multiplication with or without addition or subtraction of fractions and mixed fractions using appropriate problem solving strategies and tools correctly. M6NS-Ib-92.2 The learner solves non- routine problems involving multiplication with or without addition or subtraction of fractions and mixed fractions using appropriate problem solving strategies and tools correctly. M6NS-Ib-93.2 The learner creates problems (with reasonable answers) involving multiplication without or with addition or subtraction of fractions and mixed numbers. VI. CONTENT Content is whatthe lesson is all about.Itpertains to the subjectmatter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Multiplying Simple Fractions and Mixed Fractions Solving Routine Problems Involving Multiplication with or without Addition or Subtraction of Fractions and Mixed Fractions Using Appropriate Problem Solving Strategies and Tools Solves Non-Routine Problems Involving Multiplication with or without Addition or Subtraction of Fractions and Mixed Fractions Using Appropriate Problem Solving Strategies and Tools Creating Problems (With Reasonable Answers) Involving Multiplication Without or With Addition or Subtraction of Fractions and Mixed Fractions VII. LEARNING RESOURCES Lists the materials to be used in different days.Varied sources of materials sustain children’s interestin the lesson and i n learning.Ensurethat there is a mix of concrete and manipulativematerialsas well as paper-based materials.Hands-on learningpromotes concept development. C. References 5. Teacher’s Guide Pages 6. Learner’s Materials Pages 7. Textbook Pages
  • 40.
    8. Additional Materialsfrom Learning Resource (LR) portal MISOSA Module Grade 5 and 6 - Multiplication of Mixed Numbers and Fractions MISOSA Module Grade 6 - Solving one-step word problems on multiplication of Fractions DLP Grade 5 Module 27 Lesson Guide in Elementary Mathematics 5 p217 MISOSA Module Grade 6 - Solving two-step word problems on multiplication of Fractions DLP Grade 5 Module 27 Lesson Guide in Elementary Mathematics 5 p217 D. Other Learning Resources Flash Cards Powerpoint Presentation Flash Cards Powerpoint Presentation Flash Cards Powerpoint Presentation VIII.PROCEDURES K. Reviewing Previous Lesson or Presenting the New Lesson Review: (Using flash cards) Complete the table below Review game (charade) Call 4 volunteers who will serve as the actors. The pupils will act to show the following words without saying any words. Check Plan Solve Understand The pupils will guess the word. After all the words are revealed, ask another pupil to arrange the words in order. Let the pupils explain the importance of each step. Let them state what will happen if they missed any of the steps. Divide the class into 5 groups. Ask each group to write as many words as they can, related to the following. a) Addition (e.g. sum of, total, added to, in all) b) Subtraction (e.g. less, diminished, deducted, difference) Multiplication product, twice, times) d) Division (e.g. quotient, divided by) All common answers will be eliminated. The group with the most number of correct answers remain will be the winner. Original FileSubmitted and Formatted by DepEd Club Member - visitdepedclub.com for more
  • 41.
    L. Establishing aPurpose for the Lesson Show a picture of a man harvestingfruits from a farm. Ask pupils whatare the things they can see in a farm. Ask the characteristics of the man. Show a picture of kids jogging in a track oval Ask: exercise? Show a picture of a mother preparinga chicken dish for lunch. Ask: dish? Why? will cook for lunch? Show a picture of a girl who is baking. Ask: Whatcan you say about the picture? What do you think is the girl doing? M.Presenting Examples/Instances of the Lesson Problem Opener: Mang Emong harvests crates of mangoes each day. The table shows the record of his harvest. How many crates of mangoes can Mang Emong harvestin half an hour? In 4 hours? In 4 12 hours? What operation can we use in solvingthe problem? Elicitfromthe learners how to multiply mixed numbers and fractions. Let the pupils observewhat happened in every step of the solution. Problem Opener: Carlo can jog4 23 km in one hour. How far can he jogin 12 hour? Let the pupils discuss thesteps in solvingword problems. Understand you to find? information that will help us solvethe problem? Plan through the problem? suggest to solvethis problem? Solve Check calculations? important data provided? sense? to solvethe problem to find out if your answer is correct? Problem Opener: Michael saved 200 pesos.He used 12 of itto buy a bag and 12 of his remainingmoney to buy a book. What fraction of his money was left? How much was left? Let the pupils discuss thesteps in solvingword problems. Understand problem? Plan be used? sentence? Solve ion. Check calculations? important data provided? sense? to solvethe problem to find out if your answer is correct? Let the pupils givea name for the girl in the picture. Ask them to make a scenario/situation. Ask: Whatare the needed ingredients in making a cake? Out of the given situation,let the pupils createan interesting word problem. Let them discuss.Whatarethe things they should consider in creatinga word problem?
  • 42.
    N. Discussing NewConcepts and Practicing New Skills #1 Pair work Find the product of the following.Reduce the answer to simplestform, whenever possible. Group work Groups 1 and 2 (usingany strategy): “A garden plot is 5 1/2 meters longand 2/3 meter wide. What is the area of the garden plot?” Groups 3 and 4 (usingany strategy): “How many cubic meters of water can a tank 1/2 meter long, 1/3 meter wide, and 2 2/3 meters high hold?” Each group will presenttheir output in class. Group work Answer the following problems. What comes next in the given set of number Group work (5 groups) Make another interesting problem out of the previous situation. Ask: Whatif the girl will bake2 cakes? 3 cakes? How are we going to adjustthe ingredients? O. Discussing New Concepts and Practicing New Skills #2 Solve the following.Writethe answer in simplestform, whenever possible. 1) Multiply 2 1//3 by 3/5 . 2) What is 4/5 of 2 1/8 ? 3) Find the product of 1 1/3 x 2 1/2 x 3/5 . Think-pair-share Answer the problem below. Use different strategies in solving. 1) A truck was 78 filled with grocery items for delivery.The driver delivered 23 of this to supermarket. What partof the truckload of grocery items was delivered? What partof the truck load was not delivered? Encourage the pupils to use different strategies in solving. Let the pupils sharewhat strategy they used in solving. Let each group exchange the problems they made. Group 1 will answer the work of group 2, Group 2 will answer the work of group 3, and so on. P. Developing Mastery (Leads to Formative Assessment 3) Assign a number to every student in the class. Randomly select a pupil or group of pupils to answer a question. Say: All even numbers please stand up Only pupils assigned to an even number will stand up and Solve: Mang Celso caught 40 1/2 kilograms of fish.He sold 3/4 of it. How many kilograms of fish did he sell all in all? Pair work Solve: Ken planted a mongo seed. He noticed that the seed grew 1/5 times larger than the previous week. This week, he measured the plantand found out that it is 10 cm tall.How tall will the plantbe two weeks from now? Make a meaningful problem of the given problem and solve. 1)
  • 43.
    answer a questionon their show-me-board. a) All even numbers b) All multiples of 3 c) Numbers divisibleby 4 d) Numbers between 20 and 30 e) Numbers divisibleby 5 *Make it surethat all pupils will becalled. Answer the following.Reduce the answer in simplestform. 1) 5 14 x 27 2) 29 x 7 78 3) What is 12 of 9 13 ? 4) What is the product of 4 and 3 25? 5) What is 34 x 12? Add more if necessary. The teacher will guidethe pupils in answeringthe problem. The plantwill grow2 cm taller, so it will become 12cm. 10 X 1/5 = 2 Duringthe second week, it will grow 2 25 cm. After the second week, the height of the plantwill be14 25 cm. 12 X 1/5 = 12/5 = 2 2/5 The teacher may extend the problem until the 10th week. Q. Finding Practical Applications of Concepts and Skills in Daily Living Read, analyze,and solvethe problem below. Mang Jess used 3/4 liters of paintto cover 10 1/2 square meters of wall.How many liters of paintis needed to cover 12 1/4 squaremeters of wall? Read, analyzeand solvethe followingproblems. Show your neat and complete solution. 1) AlingMaria has 6 2/3 kilograms of malagkitrice.She used 3/4 of itand made biko. How many kilograms of rice did she use in makingbiko? 2) Josephine’s house is 2 1/4 kilometers away from school. Carlo’s houseis 2/3 as far as Josephine. How far is Carlo’s house from the school? Read and solvethe following problems. Show your neat and complete solution. 1) Mang Daniel had 4 3/4 hectares of land.He used 3/5 in plantingmango trees, and 14 in plantingsantol trees. What fraction of Mang Daniel’s land is planted with trees? 1) Rowena has 1/2 meter of red ribbon,1 2/3 meters of yellowribbon. She used 2/5 of it for her project. How much ribbon did she use for her project? Act out. The class will bedivided into 4 groups. Each group will be given time to create their word problem. After the time, they will actout their problem. The remaining groups will guess the problem by writingit on their white boards.
  • 44.
    R. Making Generalizationsand Abstractions about the Lesson How do we multiply mixed numbers and fractions? Why is itimportant to change the mixed number to improper form before multiplying? In what real-lifesituationscan we apply the concept of multiplyingmixed numbers and fractions? What arethe steps in solving word problems? Why is each step important in problem solving? What arethe steps in solving word problems? Why is itimportant to check your answer? How do we create word problems? What arethe things to consider in makingmeaningful mathematical word problems? S. Evaluating Learning Answer the questions below. Write the answer in simplest form, whenever possible. 1) If you multiply 5/6 and 3 4/5, what will you get? 2) Find the valueof N in the statement: 4/7 x 6 3/5 = N 3) If 2/9 x 4 5/8 are multiplied, the product is _____. Solve the followingproblems. 1) A street sweeper can clean 10 2/3 meters of street in half an hour. How many meters of street can he clean if he works for only 3/4 of an hour? 2) Jules can run 5 2/3 kilometers in one hour. How far can he go if he runs for only 3/8 of an hour? Solve the followingproblems. 1) Rica can drink 3 1/2 liters of water in a day. How many liters of water can she drink in 5 days if on the 5th day she drank 1/4 liters more? 2) The laborers can finish cementing 4/5 kilometer of road in a day.How many kilometers of road can they finish if they work for 10 1/2 days? Group evaluation. Let each member of the group evaluate their own work based on the rubric given. Let them discusshowto improve their work. After the each group’s discussion,letthe pupils rewrite their work. T. Additional Activities for Application or Remediation Pleaserefer to Lesson Guide in Elementary Mathematics 5, pp. 208- 209 Solve the followingproblems. Show your neat and complete solution. 1) A jugcontains 4 1/2 liters of water. How many liters can it hold if it is 2/3 full? 2) Mang Mariano harvested 25 1/2 sacks of palay.He saved 2 /17 of the sacks.How many sacks of palay did Mang Mariano save? Solve the followingproblems. Show your neat and complete solution. 1) A rectangular lotis 10 2/3 meters longand 5 3/8 meters wide. If ½ meters wide pavement is place around the lot, what is the area of the lot not covered by the pavement? Create your own interesting and challengingword problem. Rubrics 5: Creates a problem clearly with complete data. 4: Creates unclear problem with complete data. 3: Creates a problem with incomplete data. 2: Attempts to create a problem. 1: No work at all. IV. REMARKS V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
  • 45.
    H. No. oflearners who earned 80% in the evaluation ___ of Learners whoearned80% above ___ of Learners whoearned80% above ___ of Learners whoearned80% above ___ of Learners whoearned80% above ___ of Learners whoearned80% above I. No. of learners who require additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation ___ of Learners whorequire additional activities for remediation J. Did the remedial lessons work? No. of learners who have caught up with the lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ ofLearners who caught upthe lesson ___Yes ___No ____ of Learners who caught upthe lesson K. No. of learners who continue to require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ ofLearners who continueto require remediation ___ of Learners who continueto require remediation ___ ofLearners who continueto require remediation L. Which of my teaching strategies work well? Why did these work? Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperationin doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Power PointPresentation ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share(TPS) ___ Rereading ofParagraphs/ Poems/Stories ___ DifferentiatedInstruction ___ Role Playing/Drama ___ DiscoveryMethod ___ Lecture Method Why? ___ CompleteIMs ___ Availability ofMaterials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks M. What difficulties did I encounter which my principal or supervisor can help me solve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ UnavailableTechnology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack ofInterestofpupils N. What innovations or localized materials did I used/discover which I wish to sharewith other teachers? Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views ofthe locality __ Recycling ofplastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures