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GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: TLE-AGRICULTURE Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY OBJECTIVES A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees B. Performance Standards Applies knowledge and skills in planting trees and fruit trees C. Learning Competencies / Objectives Write the LC code for each TLE6AG0g-8 8 Develops plan for expansion of planting trees and seedling production 8.1 Identify other varieties of trees and seedlings available for planting expansion 8.2.design and lay out of possible plantation expansion 8.3 Identification of plantation requirement of additional plants and seedlings ready for expansions 8.4 discussion on proper care of additional trees and seedlings for expansion III. CONTENT Multi-cropping Plan/lay out for plantation expansion 8.1.1. Varieties of tress, fruit trees and seedling for plantation expansion 8.2.1 Design/lay out options for plantation expansion 8.3.1 Identifying plantation requirements for expansion 8.4.1 Proper caring techniques for additional trees , fruit trees and seedling IV. LEARNING RESOURCES 1. References 2. Teacher’s Guide Pages Curriculum Guide for Grade VI- Agriculture p.32 Curriculum Guide for Grade VI- Agriculture p.32 Curriculum Guide for Grade VI- Agriculture p.32 Curriculum Guide for Grade VI- Agriculture p.32 Curriculum Guide for Grade VI- Agriculture p.32 3. Learner’s Materials Pages MISOSA VI: ASEKSWAL/ARTIPISYAL NA PAGPAPARAMI NG HALAMAN 4. Textbook Pages MGA GAWAIN SA PAGPAPAUNLAD NG BUHAY pp. 137-144. 5. Additional Materials from Learning Resource (LR) Portal Agricultural Crops Production, Teachers Guide Agricultural Crops Production, Teachers Guide Agricultural Crops Production, Teachers Guide Wastong Pagtatanim Wastong Pagtatanim 6. Other Learning Resources Charts, Pictures, Video, Actual object, Guidebook, internet Structural plans Charts, Pictures, Video, Actual object, Guidebook, internet Charts, Pictures, Video, Actual object, Guidebook, internet , Structural plans Charts, Pictures, Video, Actual object, Guidebook, internet Charts, Pictures, Video, Actual object, Guidebook 7. PROCEDURES A. Reviewing previous lesson Discuss before the class the different strategies in marketing trees and fruit trees Demonstrate some Scientific knowledge/skills in identifying fruits and seedlings for sale Ripeness Physiological maturity . Proper record keeping of events, expenses, sales and improvement of orchards Discuss the different Marketing strategy as follows: Transactional Word of Mouth Personalized Advantages of on-line marketing strategy
Colouring Organoleptic quality Commercial maturity Free sample marketing Telemarketing Community marketing B. B. Establishing a purpose for the lesson Evaluate orchard area for possible plantation expansion Analyze other variety of trees and fruit trees for possible multi cropping Develop design and plans for plantation expansion Identify some plantation requirements needed for expansion List down proper caring techniques applied to additional trees and fruit trees needed for expansion C. Presenting examples / instances of the new lesson Practice alternate planting in orchard plantation Characteristics of trees and fruit trees for multi cropping Develop new design and plans for plantation expansion Identification of additional plantation requirements Analyze other way in caring for trees and fruit trees during plantation expansion D. Discussing new concepts and practicing new skills #1 Perform multi cropping Study varieties and characteristic of trees and fruit trees for multi cropping Design proper lay out of orchard for expansion Presentation of Modern orchard plantation lay out and design Scientific and modern way of caring for additional trees and fruit trees for plantation expansion E. Discussing new concepts and practicing new skills #2 Introduction to Green House technology Applying Proper Watering and irrigation of Orchard Application of sprinkler inside the orchard F. Developing Mastery (Leads to Formative Assessment 3) Discuss multi cropping techniques in orchard plantation Classification of crops applicable to multi cropping Identification of facilities and amenities of modern orchard plantation Discuss the advantages of a fully equipped orchard plantation Discuss the importance of applying proper care for trees and fruit trees during plantation expansion G. Finding Practical applications of concepts and skills Explain the principles of multi cropping Present some photos of orchard practicing multi cropping Develop proper records and inventories of standard amenities for modern orchard plantation Perform an interview to an orchard owner who is applying modern techniques in maintaining an orchard plantation Practice modern approach in caring for additional trees and fruit trees inside the orchard A. H. Making generalizations and abstractions about the lesson Identify some benefit derived from multi cropping Be able to present pictures of different multi crops for orchard expansion Take video footages of an ideal orchard practicing multi cropping Present before the class the video footages of an interview to an orchard owner applying modern techniques in maintaining orchard. Benefit derived from modern approach in caring for orchard plantation I. Evaluating Learning Written examination Demonstrations Role Play Oral recitation Demonstrations Reporting and presentation skills Demonstration Ocular Inspection Group presentation Role Play Direct Observation Written examination Word Puzzle J. Additional activities for application or remediation multi cropping orchard plantation Make your own design/plan of an ideal orchard plantation specifying expansion Present pictures of orchard design and plans practicing plantation expansion Invite speaker who is an authority in orchard plantation expansion Video presentation of an orchard practicing modern strategy in caring for trees and fruit trees
V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above B. No. of learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson D. No. of learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Carousel ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. What difficulties did I encounter which my principal or supervisor can help me solve? __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works G. What innovative or localized materials did I use/discover which I wish to share with other teachers? Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standard demonstrates knowledge and skills in using audio, video conferencing tools, and e-group B. Performance Standard communicates and collaborates online through audio, video conferencing, and e-group C.Learning Competency/Objectives Write the LC code for each.  Create a Google Group  Give steps in creating a Google Group. TLEIE6-0h-14  Identify the steps on how to invite others in joining the Google groups.  Give steps in sending a post to a google group. TLEIE6-0h-14  Site ways on finding and joining a Group. TLEIE6-0h-14  Create a Google Group  Invite friends in Google Group.  Post message in Google Group. TLEIE6-0h-14  Anticipate the use of Gogle Groups in school.  Create a google group and invite friends. TLEIE6-0h-14 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. COMMUNICATING AND COLLABORATING USING ICT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages ICT and Entrepreneurship pp. 102-104 ICT and Entrepreneurship pp. 104-107 ICT and Entrepreneurship pp. 108-109 ICT and Entrepreneurship pp. 102-109 ICT and Entrepreneurship pp. 110 4. Additional Materials from Learning Resource (LR)portal B. Other Learning Resource GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: TLE-ENTREP & ICT Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous lesson or presenting the new lesson Review of previous lesson about using skype in collaboration. Review previous lesson about creating a Google Group. Review previous lesson about steps in inviting others in joining a google group and steps in sending a post to a google group. B. Establishing a purpose for the lesson C. Presenting examples/Instances of the new lesson Present “Let’s Study” on page 102. D. Discussing new concepts and practicing new skills # 1 Discuss Discovering Google Groups “Creating a Google Group” on pages 102-104 of TX Discuss the steps on how to invite others in joining the Google groups. Give steps in sending a post to a google group on pages 104-107 of TX Discuss the ways on finding and joining a Group on pages 108-109 of TX. GROUP ACTIVITY:  Create a Google Group  Invite friends in Google Group. E. Discussing new concepts and practicing new skills # 2 GROUP ACTIVITY:  Post message in Google Group.  Send file on google group. F. Developing mastery (leads to Formative Assessment 3) GROUP ACTIVITY: Let each group work on Activity 5.2 on page 110 of TX. G. Finding practical application of concepts and skills in daily living H. Making generalizations and abstractions about the lesson  What is Google Group?  What are the steps in creating a Google Group?
 How do we invite friend and send post in a google group? I. Evaluating learning 20 item quiz on Microsoft Excel. J. Additional activities for application or remediation Let each Group finish/finalize their Google Group at home if unfinished. 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. of learners who earned 80% in the evaluation ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above B. No. of learners who require additional activities for remediation who scored below 80% ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson D. No. of learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Carousel ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Why? ___ Complete IMs ___ Availability of Materials ___ 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? __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: TLE-H.E. Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,necessary procedures must be followed and if needed, additional lessons,exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.Weekly objectives shall be derived from the curriculum guides. A. Content Standards Demonstrates an understandiing of and skills in the basics of food preservation B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation C. Learning Competencies / Objectives Write the LC code for each TLE6HE-Oh-12 3.3 preserves food applying principles and skills in food preservation/processing 3.3.1. selects food to be preserved/processed based on availability of raw materials, market demands, and trends in the community 3.3.2 observes safety rules in food preservation/processing 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. Food Preservation III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and 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 MISOSA-VI Pagimbak at Preserbatiba (not accessible) B. Other Learning Resources Preservation of Fruits and Vegetables (1977) Bureau of Plant Industry IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Recap of previous lesson. Last week, the class prepared for the presentation of processed/preserved products. Today, the class will present by group. As mentioned, the presentation will contain the following:  Recipe of the preserved/processed food  Tools / instruments used in the activity. Recap of what happened the previous day. Mention the names of the group who completed their presentation. The presentation of the rest of the groups willl continue (Groups 5-8). Recap of the previous lesson. The teacher again congratulates the class for a job well done. The teacher underscores the importance of food preservation. Recap of the previous lesson. The teacher mentions that yesterday, they discussed the several factors that need to be considered in the selection of food items to be processed:  Raw materials Recap of the previous lesson. The teacher mentions that yesterday the class discussed the practices to ensure sanitation and safety of processed/preserved foods. The class was asked to bring photos or drawing illustrating
 Equipment used in the activity  Steps in preserving/processing of food  Name and role of each member of the group The teacher suggested the inclusion of a workplan, cost estimates, photo documentation. This is optional. .  Market Demands  Trends in the Community. The class also has learned that if the three factors were considered this would be a good source of income for the learners. . measures to ensure safety and sanitation in food processing/preservation. B. Establishing a purpose for the lesson Tell the class that on one hand through the activity, each learner will gain insights from each group. On the other hand, the members of the group continue to learn from each other through collaborating and working with one another. Can you identify the processed/preserved food items that were presented during the last two days? The possible answers are fish, meat, fruits, vegetables etc. How about the rest of the ingredients that were used? Today’s lesson will be on observing safety rules in food preservation / processing. The teacher asks the class: “What did they do to observe safety rules in food processing while working on their project?” The teacher will emphasize that if the learners fail to practice safety and sanitation in food preparation, all the efforts will be in vain because it often leads to food spoilage or food contamination. C. Presenting examples/ instances of the new lesson The teacher requests the class to give each of their group a name. The following are the 8 groups who will present Group 1 - Drying Group 2 - Salting Ask the class if it is easy for them to come up with the needed food items for their project. If the answer is either yes or no, request the Based on the response of the learners, provide a segue to the following:  Did you use caps or head bands? The class will bring out their assignments. The teacher will call some learners to tell something about the pictures or drawings they have brought to class.
Group 3 - Freezing Group 4 –Processing Group 5 – Drying Group 6 – Salting Group 7 - Freezing Group 8 – Processing Order of presentation will be agreed by the class. learners to explain why. Is there a demand for the food items? Why or why not? What preserved food items do you think are in demand? In your respective community, what are the food trends?  Did you wash your hands properly before and after working?  Did you refrain from talking while working?  Did you wash the tools and equipment properly?  Did you properly wash the ingredients before they were used? D. Discussing new concepts and practicing new skills #1 The teacher presents the mechanics of the presentation: Each group will present for a maximum of 8 minutes. After every presentation, clarifications may be raised by the rest of the group (3 minutes) The teacher explains that there are several factors that need, to be considered in the selection of food items to be processed:  Raw materials  Market Demands  Trends in the Community. The teacher will provide the definition and give examples as well. The teacher will call learners to answer the question. If the answer of the learner is yes, ask him/her to explain why? The teacher will play a video on the safe preparation of processed and/or preserved food. E.Discussing new concepts and practicing new skills#2 Actual group presentation Groups 1 -4 Mention that food preservation/food processing can be a Food for human consumption should be produced under conditions of cleanliness and The teacher will ask the learners to comment on the video.
source of additional income, if the above factors are considered. hygienic decency. No consumer would knowingly wish to consume food prepared in unhygienic environment. What part in the video is the most significant to the learner? Does the video manifest safety and sanitation in food preservation/food processing? How? F. Developing mastery (Leads to Formative Assessment 3) The teacher explains that in our country, there are provinces which have abundance of food items. The teacher gives examples: General Santos City in Mindanao – tuna Guimaras in the Visayas – mangoes Pangasinan in Luzon – milkfish Cebu in the Visayas - Rabbit fish with white dots (danggit) Ask the learners how the above food items can be preserved/processed. At your own level, how will you ensure safety and sanitation in food preservation/food processing? G. Finding practical applications of concepts and skills in daily living Engage the learners in the discussion by asking them, “ when you go to the province during Cleanliness and sanitation not only includes maintenance of clean and well-sanitized surfaces of all equipment, but also proper disposal of wastes.
summer, what foods are abundant in their areas? What are done by their relatives/friends in order to preserve them? H.Making generalizations and abstractions about the lesson Mention that food preservation/food processing can be a source of additional income, if the above factors are considered. Think of other ways to ensure that processed foods are prepared observing the principles of sanitation and safety. Underscore the importance of sanitation and safety in food processing / food preservation. I. Evaluating learning True or False 1. The tools and equipment stored in the cabinet need not be washed after storage for a long time. 2. The harvested fruits and vegetables in your own backyard are clean; hence, they need not be washed. 3. The wearing of hairnet during cooking of food to be sold is optional because of the climate in the Philippines. 4. Safety and sanitation in food includes proper waste disposal. 5. The use of plastic kitchen gloves is advisable in the preparation of food.
J. Additional activities for application or remediation Completion of presentation. The teacher thanks the members of the class for the effort they have exerted. The teacher mentions that he/she was impressed with all of the presentation. (if applicable) Remember that if a group was not able to deliver well, it may reflect on the guidance provided by the teacher during the preparation. Think of food items which the learner wants to preserve and possibly provide a source of income for them. Bring photos or drawing of measures to ensure safety and sanitation in food processing/preservation. 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 who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above B.No.oflearnerswho requireadditionalactivities forremediation. ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation C.Didtheremediallessons work? No.oflearnerswho havecaughtupwiththe lesson. ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson D.No.oflearnerswho continuetorequire remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation E. Whichofmyteaching strategiesworkedwell?Why didthesework? Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion
___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. WhatdifficultiesdidI encounterwhichmy principalorsupervisorcan helpmesolve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils G.What innovation or localized materials did I use/discover which I wish to share with other teachers? Planned Innovations: __ Localized Videos __ Making use big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: TLE-I.A. Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A. Content Standards Demonstrates an understanding of and skills in repairing simple gadgets/ furniture/furnishing/ furnishings at home and school B. Performance Standards Makes simple repairs with ease and dexterity or manipulative skill C. Learning Competencies / Objectives Write the LC code for each Gathers data on how to do simple repairs using technology or other data TLE6IA‐oh‐10 Repairs broken furniture ( chairs, cabinet and table) door knobs, extensions cords, lampshades, and other products TLE6IA‐oh‐10 Assesses repaired gadgets /furniture/furnishing as to its reusability and functionality using of rubrics TLE6IA‐oh‐10 Improve repairs undertaken TLE6IA‐oh‐10 II. CONTENT Repair simple gadget s/ furniture / furnishing at home and school III. LEARNING RESOURCES A. References 1.Teacher’s Guide pages 2.Learner’s Materials pages 3.Textbook pages 4.Additional Materials from Learning Resource (LR)portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Ask the pupils: What furniture do you have at home that needs to be repaired? The teachers call each group and instruct them to look for a broken appliances or furniture inside their classroom or outside their classroom. The teacher gives at least 10 minutes. The teacher will ask the pupils common problems at home that needs simple repairs Why is assessment important in any task you are going to perform? B. Establishing a purpose for the lesson The teacher will ask the pupils some of their experiences on how they managed or planned to repair broken furniture. The teacher will write on the board the pupils’ answers. The teacher will ask the pupils some of their experiences about repairing some of the broken furniture at home by themselves. The teacher will ask the pupils to give 5 very “very good clap” for those pupils who made the fixing by themselves. Teacher will assess the work of each group After assessing your work and you found out that it needs improvement, what will you do? C. Presenting examples/ instances of the new lesson In repairing, why is planning or gathering data important? The teacher will present examples of different hand tools for The teacher will present examples of simple home Each group will present their work to the class. The teacher Each group will present the assessment given by the other group.
home repairs. Refer to appendix 1 The teacher will present examples of simple home repairs: 1. Plumbing Repairs (refer to appendix 2) repairs: 2. Electrical Repairs 3. Placing hinges (refer to appendix2) and the other group will assess the presented output D. Discussing new concepts and practicing new skills #1 The teacher and the pupils will have interaction on the different data needed in simple home repairs The teacher and the pupils will talk about the different hand tools needed for home repairs The teacher and the pupils will have cooperative discussion on the lessons presented The teacher will ask the following question to each group: 1. What method did you use in repairing the assigned task? 2. Can you tell the steps you did in repairing the assigned task? 3. What different tools did you use? 4. Are you sure that you follow the steps carefully? 5. In a rate of 1‐5, 5 is the excellent how will you rate your work? The group who will make some improvements and remediation will be taken care of with the teacher’s supervision E.Discussing new concepts and practicing new skills#2 Each group will present their output and the teacher will commend or evaluate them. F. Developing mastery (Leads to Formative Assessment 3) The teacher will tell the pupils to look around their room and find out which one needs repair. Example: door knob, broken chair, broken table, and door hinges. Pupils will write their assessment the damage that needs to be repaired and the tools needed. Guessing game Refer to activity 1 Divide the pupils into 4 groups. Distribute the activity sheets with a situation that needs simple repair Example: leaking faucet, broken armchair etc. Checking and Evaluating of the work of each group using the rubrics. The teacher might praise or give commendation and suggestions to those The teacher will rate their improved work using rubrics
output that needs further improvement. G. Finding practical applications of concepts and skills in daily living What is the importance of having some hand tools for home repairs at home? How can you help your family save financially by having the knowledge in simple home repairs? Why is proper assessment in doing any task necessary for a good quality of work or output? Being a member of a team, what should be your attitude for a fast performance on an assigned task? H.Making generalizations and abstractions about the lesson Why is planning and Why is planning and gathering data important in making simple home repairs? What are the different hand tools you should have at home ready for home repairs? How is having a full knowledge of simple home repairs can help you and other people/ community make life easier? In this lesson what did you gain? Why is it important? What is the importance of producing a good quality of work? I. Evaluating learning Show a broken chair. Tell the pupils to write necessary datas needed for repairing. Complete the table Refer to activity 2 Divide the class into 4 groups. Ask the pupils to repair a broken furniture presented to each group (the teacher will provide the broken furnitures for each group) Ask the pupils to exchange their work to other group and ask for an assessment Write a short insight on the importance of being a good team member in doing an assigned task. V. REMARKS VI. REFLECTION A.No .of learners who earned80%onthe formative assessment ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above B.No. of learners who require additional activities for remediation. ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation C.Did the remedial lessons work? No. of learners who have caught up with the lesson. ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson D.No .of learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? Strategies used that work well: ___ Group collaboration Strategies used that work well: ___ Group collaboration ___ Games Strategies used that work well: Strategies used that work well: ___ Group collaboration Strategies used that work well: ___ Group collaboration ___ Games
___ Games ___ Answering preliminary activities/exercises ___ Carousel ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. What difficulties did I encounter which my principal or supervisor can help me solve? __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works G.What innovation or localized materials did I use/discover which I wish to share with other teachers? Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: ARALING PANLIPUNAN Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Pamantayang Pangnilalaman Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan Pamantayan sa Pagaganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan Mga Kasanayan sa Pagkatuto (Isulat ang code ng bawat kasanayan) Nakapagbibigay ng sariling pananaw tungkol sa mga pagtugon ng mga Pilipino sa patuloy na mga suliranin, isyu at hamon ng kasarinlan sa kasalukuyan (AP6SHK-IIIh-7) I. Layunin Cognitive Nakakilala sa mga suliranin at hamon ng kasarinlan sa kasalukuyan Nakapagbubuod sa paksang tinalakay sa mga pagtugon ng Pilipino sa patuloy sa suliranin, isyu at hamon ng kasarinlan sa kasalukuyan Affective Nakapagsisiyasat sa mga suliranin at hamon ng kasarinlan sa kasalukuyan Nakapagpapahalaga sa mga pagtugon ng mga Pilipino sa patuloy sa suliranin, isyu at hamon ng kasarinlan sa kasalukuyan Psychomotor Nakagawa ng story map tungkol sa mga suliranin at hamo ng kasarinlan at iuugnay ito sa mga hamon sa kasalukuyan Makagagawa ng concept map bilang paliwanag sa pagtugon ng mga Pilipino sa suliraning pangkabuhayan pagkatapos ng digmaan. II. NILALAMAN KAGAMITANG PANTURO
A. Paksa Mga Suliranin at Hamon ng Kasarinlan sa Kasalukuyan Mga Pagtugon ng Pilipino sa Patuloy na Suliranin, Isyu at Hamon ng Kasarinlan sa Kasalukuyan B. Sanggunian Aklat sa AP6, TG, CG Aklat sa AP6, TG, CG III. PAMAMARAAN A. Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin Anu-ano ang mga isyu ng kasarinlan sa kasalukuyan Anu-ano ang gimawa ng mga Pilipino sa suliranin at hamon ng kasarinlan sa kasalukuyan. B. Paghahabi sa layunin ng aralin Ipakita ang iba’t ibang isyu ng kasarinlan sa kasalukuyan Magpakita ng larawan ng nagpapahayag ng isang suliranin. C. Pag-uugnay ng mga halimbawa sa bagong aralin Ilahad muli ang mga isyu ng kasarinlan sa kasalukuyan Pag-usapan ang larawan. D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1 Pangkatang Gawain: Pangkat 1: Tula Pangkat 2: Jingle Pangkat 3: Drama Pangkatang Gawain: Pangkat 1: Paggawa ng Concept Map Pangkat 2: Broad Casting Pangkat 3: talk Show E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2 Pag-uulat at pagtatalakayan ng bawat grupo Ipepresenta sa klase ang Gawain ng bawat pangkat. Suriin ng guro at magbigay ng karagdagang impormasyon. F. Paglinang sa Kabihasan (Tungo sa Formative Assessment) Anu-ano ang mga suliranin at hamon ng kasarinlan sa kasaysayan? Paano natutugunan ng mga Pilipino ang isyu at kasarinlan sa kasalukuyan. G. Paglalapat ng aralin sa pang-araw- araw na buhay Pagpapakita ng iba’t-ibang isyu ng kasarinlan Sa palagay ninyo, Lubos na bang Malaya ang Pilipinas? H. Paglalahat ng Aralin Paano mabigyang sulosyon ang mga isyu ng kasarinlan? Paano natin haharapin ang mga isyu at suliranin at hamon sa kasalukuyan ng kasarinlan sa kasalukuyan I. Pagtataya ng Aralin Pumili ng isang isyu ng kasarinlan at ipaliwanag. Naagagawa ng buod sa tulong ng GO sa mga pagtugon sa mga suliranin,isyu at hamon ng kasarinlan sa kasalukuyan.
J. Karagdagang gawain para sa takdang-aralin at remediation Ano ang mabigat na isyu sa kasalukuyan ? Ipaliwanag.. Magtala ng 3 pruweba na nagpapakiat ng kasarinlan ng bansa. IV. Mga Tala V. Pagninilay A. No. of learners who earned 80% on this formative assessment B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor help me solve? G. What innovation or localized materials did I used/discover which I wish to share with other teacher?
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: ENGLISH Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A .Content Standards  Demonstrates understanding of various non-verbal elements in orally communicating information  Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context  Demonstrated understanding of writing styles to comprehend the author’s message  Demonstrates understanding of the research process to write a variety of texts  Demonstrates understanding of verbal and non-verbal elements of communication to respond back B. Performance Standards  Orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities.  Uses strategies to decode correctly the meaning of words in isolation and in context  Uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view  Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes  Uses a variety of strategies to provide appropriate feedback C. Learning Competencies/ Objectives Write the LC code for each Oral Language Present a coherent , comprehensive report on differing viewpoints on an issue Vocabulary Infer meaning of content specific terms using context clues-affixes and roots and other strategies Fluency Observe accuracy, appropriate rate and proper expressions in a dialogs Study Strategies/ Research Organize information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration with others Attitude Show tactfulness when communicating with others Write for the LC code for each EN6OL-IIIh-1.9 EN6V-IIIh-12.4.2.3 EN6F-IIIh-3.2, EN6F-IIIh-3.6 EN6SS-IIIh-4 EN6A-IIIh-17 II. CONTENT Composing clear and coherent report on differing viewpoints on an issue Inferring meaning of content specific terms using context clues- affixes and roots and other strategies Observing accuracy, appropriate rate and proper expressions in a dialogs Organizing information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration with others Showing tactfulness when communicating with others III. LEARNING RESOURCES A. References 1.Teacher’s Guide/Pages 2.Learner’s Materials Pages
3.Textbook Pages English for You and Me reading textbook pp.37 Lesson Guide in Elementary English Grade 6 pp.134 English for You and Me reading textbook pp.106 English for You and Me reading textbook Reading textbook pp.181 4.Additional Materials from Learning Resource(LR)portal http://www.pennlive.com https://www.google.com/search https://www.google.com/searc h www.youtube.com/watch? v=gEOFWD#E https://www.youtube.com/watc h ?v=XvK8tBs7Dgo : http://business.inquirer.ne t/217120/what-does- separation-from-us-mean : http://newsinfo.inquirer.net https://www.google.c om/search B. Other Learning Resources Charts/paragraph Charts, pictures Charts, pictures Charts,newspaper,strips of cartolina Charts, IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Read the following sentences. Then, pick out all the words with prefix. How do we compose clear and coherent report on differing viewpoint? How do we infer meaning of content specific terms using context clues-affixes and roots and other strategies? How will you observe accuracy, appropriate rate and proper expressions in Dialog? How do we organize information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration with others? B. Establishing a purpose for the lesson Setting the stage. Look at the picture. Describe it. If you belong to a family that plays favouritism, what would you feel? Why would you feel that way? . What is your favourite teleserye in the evening? How do the actresses and actors deliver their dialog? What reading material do you have at home? -newspapers -magazine -books Are newspapers good to read? -a serial publication containing news, other informative articles Setting the stage Read the sentence below. I didn’t mean it. My mistake oops...that’s not what i mean, I’m sorry ... My fault..... I didn’t mean it What comes into your mind when you read this messages?
C. Presenting examples / instances of the new lesson Explaining the Student What to Do? Say: Class our lesson for today is about Composing clear and coherent report on differing viewpoints on an issue Explaining the Student What to Do? Present the “Parable of Division” in a Manila Paper Vocabulary Words Evolved guarantee equitable appellation disappointed eddied out accosted Explaining the Student What to Do? Today, we will learn how to observe accurate, appropriate rate and proper expressions in dialog Fur Coat for Sale Adapted from messenger of St. Anthony The two were surprised were surprised to see other animals coming from different directions. They met, faced each and talked about their skin being made into fur coats. “Nenita, turn on the lights outside”her sister summoned.Lights were turn on and every animal walked towards the gate.People from the apartment were now awaken there was a commotion in their store and Mr. De Vera came out with his gun on his hand. “Shut the gate, they are leaving”he cried out loud. “Ana the animals took on the coat s on display!” he said.Mr. de Vera said”Look at what they’re doing !They got back their own skins!People were shouting. “My tiger Skin!” “My wolf blanket!” “My leopard Coat! Explaining the Student What to Do? The teacher will group the class into 4;each group will read an article and they will write the important facts from it which will be use for writing or reporting. Class this activity has something to do with our lesson for today which is organizing information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration with others. Explaining the Student What to Do? Class our lesson for today is about showing tactfulness when communicating with others
My mink coat!”The animals wore back their skin and slowly walked down the street. D. Discussing new concepts and practicing new skills #1 Modeling Read the paragraph below and answer the questions after the paragraph Let us read the selection about the lentent season .Ash Wednesday: Marks the beginning of the Lenten season. Palm Sunday: The Sunday before Easter, Palm Sunday commemorates Jesus's triumphant entrance into Jerusalem. On that day the crowd put palm branches on the ground beneath the feet of the donkey Jesus was riding. . Maundy Thursday: Also known as Holy Thursday, this day focuses on the last supper Jesus had with his disciples, before he was arrested. Good Friday: Also known as Black Friday, this day commemorates the crucifixion and Jesus's death. On this day, many Christians will also do the Stations of the Cross, which includes 14 prayers and moments of reflection regarding 14 events leading up to Jesus's death. Easter Sunday: This day recognizes the resurrection of Jesus Christ and is a triumphant day for Christians, serving as a reminder of the Christ's conquering of death and the forgiveness of sins. Modeling “The Parable of Division “The young boy and his older brother were taught by their parents to divide materials things equally and fairly. This they tried to follow . A system was evolved, in which one does the dividing and the other gets the selecting first. This guaranteed an equitable cutting. Otherwise, the one who divided would be in the losing end. One day the two boys had a pair of fish for lunch. One big fish and the other a small one. The young boy thought that his older brother will give in. “magparaya”to him a younger and weaker brother, please go ahead and make a best choice”. The older brother got the bigger fish . The younger boy was disappointed to get the smaller fish.” If I were you said the older brother, I would have taken the smaller fish. What are you complaining about?” answered the old boy. “You got what you want”. Next time around the two boys had to share a bottle of soft drink. They were in the rice field with no glasses or containers available. “Let us just drink directly from the bottle”Be sure it is exactly half. Questions Modeling Jesus, you startled me. I wasn’t expecting you here. It’s been a real day for expectations. Where were you? I’ve been waiting here for an hour. You didn’t leave a note or— I wasn’t planning on going anywhere— I can see that. Where’s your coat? I left the house in a hurry. I… um… my mother… The hospital reached you? God, I’m sorry. That’s why— The hospital? They called me when they couldn’t get you. I don’t understand. Your mother. You said — I ran out to buy some flowers for her. She’s been so down. For three hours you’ve been buying flowers? And then I drove around. I’ve had… a lot on my mind. But I’m fine now. Fine. You didn’t go by the hospital? No. Look, I’m freezing. Let’s go inside. Why did the hospital call? Does the doctor need my signature for more tests? We have to go to the hospital. I’ve had a terrible— Modeling The teacher will show the class on how to get the important points in writing report. Got to be in Adapted from Ambato Magazine Rally, the boy who is used to watch to watch TV every hour of the day felt very disappointed when he woke up one Saturday morning and there was no electric power. He could not listen to the musical radio program or watch his favourite TV program. “Rally, eat breakfast here in the kitchen” his mother said .He saw breakfast on the table but he was looking for some fruits. He opened the refrigerator and found a slice of papaya. He smiled pulled the chair and sat quietly. He ate fast and got ready to bathe. He hoped that after an hour the power would be back. Modeling Read the tactless blunt and more tactful in the graphic organizer. Tactless: -stupid! Later. I can’t understand! It’s your fault, you did not proper read my latest text Tactful _I should understand it, as there is no confusing word in this letter, could you explain it once again? -Sometimes my words are not precise can you explain it once again? Ask: 1. What is the difference between tactless and tactful communicat or? 2. Do you think there is a
. Questions: What marks the beginning of Lenten season? What prayer reflects regarding the suffering and death of Jesus? What is the report all about? 1. What good value have the parents of the two boys taught? 2. Why did the younger brother drink all the contents of the whole bottle? 3. Would you agree with what the younger brother did? We have to go to the hospital. Now. The rest of your family is already there. Oh. Oh, God. Mom’s all right, isn’t she? Oh, Christ, she isn’t. I’m being punished… she’s dead. 1. Who was in the hurry to reach the hospital? 2. Who were already in the hospital before he came? 3. Who died in the hospital? The teacher will explain how the words are properly pronounced, read. She will also explain the proper and accurate expression when reading the dialog. The teacher will group the class into Group1. –choral singing Group 2-speech Group 3-poem recitation careful consideratio n of the feelings and values of another in a tactful communicati on? E. Discussing new concepts and practicing new skills #2 Guided Practice Draw a if you agree and if you disagree Exercise1 1. Early pregnancy is one of the problems we have in our country. 2. Women and children are not court the man. Guided Practice Draw a happy face if it gives the correct meaning and sad face if it’s not. 1. Evolved means produced by natural means. Guided Practice The teacher will show a video clip showing choral recitation and guides the pupil to make their own critic https://www.youtube.com/watc h ?v=XvK8tBs7Dgo Guided Practice Arrange the ff. Sentences to form a report. Follow the format below. 1. Residents in Antipolice City, Rizal on Thursday (Sept.10) expressed concern over the Guided Practice ”Think before you speak “your friend need to go home early for some appointment. How will you answer your
3. The stability peso will depend on the president only. 4. A political leader of our country is Mr. Rodrigo Road Deterge. 5. Drug free country is the dream of every Filipino. 2. Guarantee means to answer for something as in loan or pledge. 3. Equitable would mean fair and equal. 4. An appellation is a title. 5. To be disappointed means to fall in expectation. possible effects of an oil spill in Teresa-Morongo River channel. 2. They said that the oil spill which happened on Tuesday (September 8) is causing fears over the hazardous effects on people's health and adverse effect on their livelihood. 3. Oil slicks on the riverbank are seen as traces of the 2,000 liters of bunker oil that spilled from a fuel storage tank owned by a cement company in Antipolice City. 4. Solid Cement Corporation, the company allegedly responsible for the oil spill, said the bunker oil spilled into the Teresa-Morongo river system that leads to Laguna Lake 5.The possible effects of an oil spill in Rizal friend in a positive way? Choose you answer and explain. 1. We need to work as team shall nobody go home early. 2. Ok you may go. 3. Let us finish the task and later let’s go home together. Title_________________ ___________ Introduction:___________ ____________ Main Points:_______________ ___ 1.___________________ ___ 2.___________________ 3.__________________ Conclusion 1.______________ 2._______________ .
F. Developing Mastery (Leads to Formative Assessment) Exercise II. (Group Work) From the picture below share your feelings/reactions about it. Write a report on your own point of view. EXERCISE II. Choose the correct meaning of suffixes and prefixes. Match column A with Column B. 1. Repaint a. Not like 2. rewrite b. Not happy 3. unhappy c. worthy of loving 4. lovable d. Write again 5.dislike e. paint again Independent Practice One a whole sheet of paper arrange the sentence into a news report. 1.In re-establishing a region of peace in Asia, many are more optimistic in seeing trade and investment levels soar to greater heights.” 2. For China alone, they continue to be the Philippines’ second major trading partner with $17 billion value in total trade. 3. Another promising area again is investment from China. Their investment to the Philippines (Investment Promotion Agency- approved) dropped to only $32 million in 2015. 4. We will maintain relations with our other partners but we would revive the stronger integration with our neighbours. 5.“The president just gave a very important speech. The cabinet will move strongly and swiftly towards regional economic integration. . Independent Practice What can you say about this situation? One of your team member is regularly late for sport dance practice for school intramurals competitions and it affects her performance. After another missed deadline you’re tempted to call her Out of the team meeting. Although this might make you feel better in the short term, it’s insensitive –a more tactful approach would be to speak with her privately about her tardiness.
G. Finding practical application of concepts and skills in daily living Practice Independent As shown in the picture, what happened in the environment? Why is it important to be prepared during the typhoon? Practice Independent Pupils will be asked to complete the table below. Word with prefix Base Word Meanin g Sentenc e Independent Practice Teacher will post chart on the board with dialog and each group will be asked to read the designated story with dialog Let pupils group organize the given ideas from news clippings. 1.The NDRRMC reported that 113 houses were damaged by Lawin, including six houses that were totally damaged and 107 others that were partially damaged. 2.At a press briefing, NDRRMC spokesperson Romina Marasigan said electric companies are doubling its efforts to restore power in these areas immediately. 3. Regions I, III, Calabarzon, and the whole of CAR are experiencing brownouts due to broken power lines. 4. At its peak on Wednesday, the supertyphoon had reached a level of "Category 5" in some areas including Cagayan, Isabela, Kalinga, and Apayao. 5. A total of 38 passengers were also stranded due to impassable roads in Aparri and canceled sea trips in Cagayan. Independent Practice How tactful are you? Use this scale to describe your tactfulness. 5-I always do this 4-I often do this 3-I sometimes do this 2-I seldom do this 1-I never do this a. I recognize that how I say something is just as important as what I say b. I analyze my communicati on style to determine what non verbal message I send c. I make a genuine effort to listen to ideas with which I don’t agree d. I look for ways to improve my listening skills e. I always listen to the
person I talk with H. Making generalizations and abstractions about the lesson How to compose clear and coherent report on differing viewpoints on an issue? 1. The report must have a single generalization that serves as the focus of attention, that is, a topic sentence. 2. A writer must control the content of every other sentence in the report's body such that (a) it contains more specific information than the topic sentence and (b) it maintains the same focus of attention as the topic sentence. How are you going to decode or deduce the meaning of unfamiliar word? Context clues-the meaning of a new word can often be found in other parts of the sentence Prefix-is an affix placed before a root word or base form to form a new meaning. Suffixes –is an affix placed after a root word to form a new word. Closure . Observe accuracy, appropriate rate and proper expressions in a dialogs Closure What are the points to remember in writing reports? 1. Understanding the report 2. Gathering and selecting information 3. Organizing materials 4. Analyzing your materials Closure What is the meaning of the word tact? Tact is the ability to deliver a difficult message in a way that considers other people’s feelings and preserves relationships. It encompasses many things such as emotional intelligence, discretion, compassion, honesty and courtesy. I. Evaluating learning Arrange the following sentences to make a coherent report. 1.Even small animals as bear, cats, and skunks have a difficult time finding homes. 2. Everyday there is more people on earth. 3. They are building more and more homes. 4. Thousand of kilometers of roads are being built. 5.Trees are cut in the forest. Determine the meaning of each word. 1.uncomfortable 2. irregular 3.unconfident The teacher will give an envelope to each group containing task card and the student will present it in given situation. Group1-Choral singing Group II-Reader theatre Group III-Echo Reading On one whole sheet of paper arrange and write the sentences into news report. 1.President Rodrigo Duterte wants the fight with the Abu Sayyaf to end in the bandit group’s annihilation that he is even willing to hire fearless hatchet men or mercenaries to make this happen, according to a ranking Cabinet official. 2. Agriculture Secretary Emmanuel Piñol said in a Facebook post on Sunday that during a meeting with security officials and some Cabinet Identify the sentences whether tactful or tactless. 1. Corner them later and tell them off 2. I apologizeand set a reminder on my phine 3. Change the subject. Maybe I’ve bored her. 4. It”s fine were friend right? 5. I don’t like it!
4.disrespect 5.respectfully members that started Saturday evening and ended about 4 a.m. on 3.Sunday, Duterte was so furious at the Abu Sayyaf’s terror attacks, especially in the wake of the bomb attack here on Friday. 4. There’s no other option. These people are like germs, which must be eliminated,” 5.Piñol quoted the President as saying about the Abu Sayyaf. J. Additional activities for application or remediation Make 2 sentences using prefix,3 sentences using suffix and 1 sentence using the context clue. Read a newspaper Write a brief report about what you read from the article. V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on this formative assessment B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor help me solve? G. What innovation or localized materials did I used/discover which I wish to share with other teacher?
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: ESP Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I.LAYUNIN A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa maunlad, mapayapa at mapagkalingang pamayanan. B.Pamantayan sa Pagganap Naipakikita ang wastong pangangalaga sa kapaligiran para sa kasalukuyan at susunod na henerasyon. C. Mga Kasanayan sa Pagkatuto Isulat ang code ng bawat kasanayan Nakapagpapakita ng tapat na pagsunod sa mga batas pambansa at pandaigdigan tungkol sa pangangalaga sa kapaligiran EsP6PPP-IIIf-37 II.NILALAMAN Pagsunod sa Batas Pambansa at Pandaigdigan Tungo sa Pangangalaga ng Kapaligiran III. KAGAMITANG PANTURO A.Sanggunian EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 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 videoclip, laptop, manila paper, permanent marker, masking tape at meta kard https://www.youtube.com/watch?v=3EKSKMwHMy https://www.youtube.com/watch?v=3EKSKMwHMy B.Iba pang Kagamitang Panturo IV.PAMAMARAAN A.Balik-Aral sa nakaraang aralin at/o pagsisimula ng aralin 1. Pagbati ng guro ng magandang buhay sa mag-aaral at pag-aayos ng kwarto. 2. Pagtitsek kung sinong liban sa klase. 1. Pagbati sa mag-aaral. 2. Balik-aral. Itanong : a. Ano ang tinalakay natin kahapon? b. Anong pagpapahalaga ang napulot mo tungkol sa kapaligiran? c. Paano ito nakaiimpluwensya sa iyo bilang mag-aaral. Ipaliwanag. 1. Pagbati sa mga-aaral 2. Balik-aral sa nakaraang talakayan. 1. Pagbati sa mga-aaral 2. Magbalik-aral sa nakaraang talakayan. 1. Magkaroon ng balik-aral sa mga nakaraang araw. 2. Ihanda ang mag-aaral sa isang pagsusulit. B. Paghahabi sa layunin ng aralin Pagpapakita ng larawan ng magagandang kapaligiran at mga likas na yaman. Halimbawa ng mgalarawan
C. Pag-uugnay ng mga halimbawa sa bagong aralin Ipasagot ang mga tanong: a. Ano ang nakikita ninyo sa larawan? b. Ano ang naramdaman mo sa ipinakitang larawan? Bakit? c. Sa kasalukuyan, ganito pa rin ba kaganda ang mga ito? Ipaliwanag. d. Sa iyong palagay, ano ang kahalagahan na naidudulot ng magandang kapaligiran? Bakit? D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1 1. Sabihin na ang mga larawang ipinakita ay may kinalaman sa babasahing batas tungkol sa pangangalaga ng kapaligiran upang manatiling maganda at lalong kapakipakinabang ang mga ito. 2. Ipabasa ng artikulo tungkol sa pangangalaga ng kalikasan Alamin Natin
PD 705 o “Revised Forestry Code” 3. Magtanong tungkol sa binasang artikulo: a. Tungkol saan ang binasa? b. Ano ang gustong ipahiwatig ng PD 705 o Revised Forestry Code? c. Sa inyong palagay, bakit nagtakda ang pamahalaan ng mga batas hinggil sa pangangalaga sa kapaligiran? d. Bilang isang mag-aaral, sang- ayon ka ba sa batas na ito? Bakit? e. Ano kaya ang mangyayari sa ating kapaligiran kung hindi natin pinahalagahan ang ating kalikasan? f. Anong pagpapahalaga ang inyong natutunan sa araw na ito? E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2 1. Pagpaparinig ng awiting “Masdan Mo Ang Kapaligiran”. https://www.youtube.com/wat ch?v=3EKSKMwHMy 2. Hatiian ang klase sa apat. (Pangkatang Gawain). Pangkat I: Gumawa ng isang skit na nagpapakita kung ano ang Kasalukuyang nangyayari sa kapaligiran Pangkat II: Gumawa ng poster kung paan mapangangalagaan ang kalikasan Pangkat III: Maglista ng mga bagay na nagpapakita ng pagmamahal sa kapaligiran. Pangkat IV: Gumawa ng isang sulat para sa mga kabataan na Isagawa Natin
naglalayong hikayatin ang kanilang kapwa para makiisa sa mga programang pangkalikasan. 3. Ipakita ang mungkahing rubric na maaring mapagkasunduan ng guro at mag-aaral para sa pamantayan sa pagbibigay ng puntos sa kanilang gagawin. 4. Iproseso ang ginawa ng bawat grupo. Magkaroon ng talakayan a. Ano ang naramdaman ninyo pagkatapos ng inyong gawain? b. Ano ang nais ipahiwatig ng Pangkat I? Pangkat II, Pangkat III? Pangkat IV? c. Ano ano ang epekto ng mga ito sa iyong lipunang ginagalawan? Magbigay ng halimbawa. d. Papaano ninyo susundin ang mga batas pangkalikasan? F. Paglinang sa Kabihasaan (Tungo sa Formative Assesment 3) 1. Magpakita ng video clip ng balita https://www.youtube.com/wat ch?v=T-M68bKOZQw 2. Talakayinangnapanood a. Tungkol saan ang video clip na iyong napanood? b. Pagkatapos mong mapanood ang balita, ano ang naramdaman mo? c. Ano ang naging bunga ng paglilinis ng mga kabataan sa ilog? d. Kung bibigyan ka ng pagkakataon, gagawin mo rin ba ng ginawa ng mga kabataan Isapuso Natin
katulad ng iyong napanood? Bakit? e. Mahalaga ba na sundin ang mga batas pangkalikasan? Bakit? f. Ipabasa ang bahaging Tandaan. g. Maaaring magbigay ng takdang aralin: Kapanayamin ang isang opisyal ng inyong barangay ukol sa pagpapatupad ng batas sa pangangalaga ng kapaligiran. G. Paglalapat ng aralin sa pang araw-araw na buhay 1. Maghanda para sa isahang gawain Sabihin: Gamit ang inyong papel, gumawa ng pangako sa pagsunod sa batas para sa pangangalaga sa kalikasan. Ako si _______________________ nasa ika-anim na baiting. Nakatira sa __________________ ay nangangakong tutupad sa batas pangkalikasan upang _________________________ _____________ _________________________ _________________________ __________. 4. Tumawag ng ilang mag-aaral upang ibahagi ang kanilang ginawang pangako. 5. Iproseso ang kanilang ginawa. 6. Ipapaskil ang lahat ng kanilang ginawa sa paskilan ng Edukasyon sa Pagpapakatao Isabuhay Natin
upang palagi nilang maalala ang kanilang pangako. H. Paglalahat ng Aralin Hayaang magbigay ang mga bata ng kahulugan nito: “Kalikasan ay Ating Pag-ingatan Upang Kalamidad ay Maiwasan” I. Pagtataya ng Aralin Maglagay ng salita o mga salitang naaangkop upang magkaroon ng isang maayos at naaayon na pangungusap. 1. Ang pagputol ng mga maliliit na puno ay nagpapakita ng isang __________________. 2. Ang _______________ ay isang paraan ng pagmamahal sa kapaligiran. 3. Upang hindi masira ang ozone layer, ang mga tao ay nararapat lamang na tumigil sa _______________. 4. Ang pangingisda ay dapat ginagamitan ng __________________. 5. Ang mga puno ay nakakabawas ng polusyon sa hangin, kung kayat ________________. J. Karagdagang gawain para sa takdang-aralin at remediation V.MGA TALA VI. PAGNINILAY A.Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya B. Blgng mag-aaral na nangangailangan ng iba pang gawain para sa remediation
C. Nakatulong ba ang remedial? Bilang ng mag-aaral na nakaunawa sa aralin? D. Bilang ng mga mag-aaral na magpatuloy sa remediation? E. Alin sa mga istrateheya ng Patuturo nakatulong ng lubos? Paano ito nakatulong? F. Anong suliranin ang aking naranasan na solusyonan sa tulong ng aking punongguro at superbisor? G.Anong kagamitang panturo ang aking na dibuho na naiskong ibahagi sa mga kapwa ko guro?
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: FILIPINO Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES I. LAYUNIN A. Pamantayang Pangnilalaman Pakikinig Naipapamalas ang kakayahan sa mapanuring pakikinig at pag- unawa sa napakinggan. Pagsasalita Naipapamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin. Pagbasa  Naisasagawa ang isang mapanuring pagbasa sa iba’t ibang uri ng teksto at napapalawak ang talasalitaan.  Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto. Pagsulat Napauunlad ang kasanyan sa pagsulat ng iba’t ibang uri ng sulatin. B. Pamantayan sa Pagganap Naisasagawa ang mga hakbang panutong napakinggan. Nakapagbibigay ng isang panuto.  Nakabubuo ng isang nakalarawang balangkas.  Nakagagawa ng nakalarawang balangkas upang maipakita ang nakalap na datos o impormasyon. Nakasusulat ng isang talambuhay at orihinal na tula. C. Mga Kasanayan sa Pagkatuto (Isulat ang code ng bawat kasanayan) F6PN-IIIh-8.4 Napagsusunod-sunod na kronolohikal ang mga pangyayari sa napakinggang teksto. F6PS-IIIh-6.6 Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita. F6WG-IIIh-11 Nagagamit nang wasto ang mga pangatnig sa pakikipagtalastasan. F6PT-IIIh-1.10 Naibibigay ang kahulugan ng pamilyar at di-pamilyar na salita sa pamamagitan ng pormal na depinisyon. F6PB-IIIh-5.5 Napagsusunod-sunos ang mga pangyayari sa kuwento sa pamamagitan ng dugtungan. F6PL-0a-j-3 Naipamamalas ang paggalang sa ideya, damdamin at kultura ng may akda ng tekstong napakinggan o nabasa. F6PD-IIIfh-16 Nasusuri ang tauhan at tagpuan sa napanood na maikling pelikula. (Panonood) 80-100% ng mga tanong sa lingguhang pagsusulit/ kasanayan sa pagganap ay nasasagot/ naisasagawa ng mga mag-aaral. II. NILALAMAN Pagsusunod-sunod na kronolohikal ang mga pangyayari sa napakinggang teksto. Paggamit nang wasto ang mga pangatnig sa pakikipagtalastasan. Pagbibigay ng kahulugan ng pamilyar at di-pamilyar na salita sa pamamagitan ng pormal na depinisyon. Pagsusuri ng tauhan at tagpuan sa napanood na maikling pelikula. (Panonood) Lingguhang Pagtataya
Kuwento: May Mali bas a Pagsasaayos kay Mali? Pagsusunod-sunod ng mga pangyayari sa kuwento sa pamamagitan ng dugtungan. III. KAGAMITANG PANTURO A. Sanggunian 1. Mga pahina sa Gabay ng Guro 2. Mga pahina sa Gabay ng Pang-mag-aaral 3. Mga pahina Teksbuk 4. Karagdagang Kagamitan mula sa portal ng Learning Resource B. Iba pang Kagamitang pangturo Ugnayan 5 pah. 20-23, Baybayin 6 , pah.225-226 Show me board, metacard, larawan, video ni Mali (youtube) Yaman ng Pamana 6 pah.304, Baybayin 6 pah.218, Alab ng Wikang Filipino 6 pah. 314-315 Bulaklak na gawa sa cardboard, Baybayin 6 pah. 225-226 Show-me-board, larawan ng elepante, youtube (Ako’y Pilipino) Baybayin 6 pah.226, https://www.youtube.com/ watch?v=9R59gMsTEr0 Test Notebook, papel, ballpen at test paper IV. PAMAMARAAN A. Balik –Aral sa nakaraang aralin at/o pagsisimula ng bagong aralin (Panimulang Gawain) Paunang Pagtataya: Ibigay ang paunang pagtataya sa ibaba upang malaman ang kahandaan ng mag-aaral para sa aralin. Lagyan ng tsek (/) kung magagawa mo nang tama ang pahayag at ekis (x) kung hindi. _____1. Kaya kong gawin ang mga tungkuling iniatas sa akin. _____2. Makikipagtulungan ako sa aking kagrupo. _____3. Makikinig ako nang mabuti sa aking guro. _____4. Matatapos ko ang mga gawain ng aming guro. Balik-aral: Ano ang mga dapat tandaan sa pagsususnod-sunod ng kronolohikal na pangyayari sa napakinggang kuwento? Ano ang pamagat ng kuwento natin kahapon? Maaari mo bang isalaysay muli ito na gamit ang inyong sariling salita? Balik-aral: Ano ang pangatnig? Magbigay ng pangungusap na may pangatnig. Gamitin ang vocabulary knowledge scale sa pagtatasa sa talasalitaang gagamitin para sa aralin sa pakikinig. Vocabulary Knowledge Scale Sa bawat salitang ipapakita ng guro na nakasulat sa bituin, isusulat nila sa papel ang bilang kung 5-1 kung saan nag-uugnay ang kanilang nararamdaman o naiisip.  5-alam ko ang salita/parirala at kaya kong gamitin sa pangungusap Balik-aral: -Paano ang pagsusunod ng pangayayari ng kuwento/tula/awitin sa pamamagitan ng dugtungan? Pamantayan sa panonood ng maikling palabas: -Ano ang dapat tandaan sa kapag kayo ay nanonood ng palabas? Pagbabalik-aral: Sabihin: Balikan natin ang ating nakarang mga aralin. Ano-ano ang mga nakaraang aralin natin? Pamantayan sa Pagsusulit (Magtatanong ang guro) Ano ang mga dapat tandaan kapag kayo ay kumukuha ng pagsusulit?
_____5. Makasusunod ako sa mga panuto ng aming guro. Gamitin ang vocabulary knowledge scale sa pagtatasa sa talasalitaang gagamitin para sa aralin sa pakikinig. Vocabulary Knowledge Scale Sa bawat salitang ipapakita ng guro na nakasulat sa bituin, isusulat nila sa papel ang bilang kung 5-1 kung saan nag-uugnay ang kanilang nararamdaman o naiisip.  5-alam ko ang salita/parirala at kaya kong gamitin sa pangungusap  4- alam ko ang salita/parirala at maibibigay ko ang kahulugan  3-nakita ko na dati itong salita/parirala. Sa palagay ko maibibigay ko ang kahulugan.  2-Nakita ko na dati ang salita/parirala ngunit di ko alam ang kahulugan.  1-hindi ko pa nakikita ang salita/parirala.  4- alam ko ang salita/parirala at maibibigay ko ang kahulugan  3-nakita ko na dati itong salita/parirala. Sa palagay ko maibibigay ko ang kahulugan.  2-Nakita ko na dati ang salita/parirala ngunit di ko alam ang kahulugan.  1-hindi ko pa nakikita ang salita/parirala. Pagpapaunlad ng Talasalitaan: Hanapin ang kahulugan ng salitang naka-bold gamit ang diksyunaryo. Isulat ang sagot sa patlang. _____1. Ano ang trabaho ng isang beterinaryo? _____2. Ano ang ginagawa kapag nangangampanya ang isang tao o grupo ng tao? _____3. Ano ang dapat gawin kapag binalangkas ang isang gawain? _____4. Ano ang ginagawa ng alkalde sa isang bayan? _____5. Ano ang bahagi ng probisyon ng isang batas? Pamantayan sa pagbasa nang pasalita: beterinaryo nangangampanya binalangkas alkalde alkalbin alangka s probisyon alkalbinal angkas makapamuha y palayai n naaayo n
(Pagkatapos ng guro na maipakita ang mga salita, gawin ang talasalitaan) Talasalitaan: Ibigay ang kasingkahulugan ng mga salitang nakasalungguhit. 1. Nais dalhin si Mali sa Thailand upang doon makapamuhay na naaayon sa kanyang kapaligiran. 2. Ayon sa PETA, dapat palayain na si Mali sa kagubatan. 3. Sanhi ng limitadong espasyo, hindi makapaglakad si Mali na siya ring dahilan ng hindi naaayong timbang ng elepante. Pamantayan sa pakikinig ng kuwento: Ano ang dapat tandaan kapag ang guro ay nagbabasa kuwento sa inyo? -Ano ang mga dapat tandaan kapag may nagbabasa sa inyong harapan? B. Paghahabi ng layunin ng aralin at paglalahat (Pagmomodelo at Paglalahat) Pagganyak: -Pagpapakita ng larawan ng elepante. -Ano ang masasabi nyo sa larawan? -Pakinggan ang kuwentong babasahin ng guro (May Mali ba sa Pagsasaayos kay Mali?). Pagbasa ng kuwento ng guro. Handa na ba kayong makinig? Tanong na Pang-unawa: Paglalahad/Pagmomodelo: Basahin at pag-aralan ang mga pangungusap hango sa kuwento. 1. Samantala, ayon sa mayor ng Lungsod ng Manila, hindi niya pinayagan si Mali na mailipat sa ibang bansa. 2. Kailangang malinis ang pasilidad ng mga hayop upang hindi sila madapuan ng sakit. 3. Kapag inilipat si Mali sa ibang bansa, ibig sabihin ay hindi kaya ng Pilipinas na alagaan siya. Paganyak: -Kayo ba ay may alagang hayop? Anong uri ng hayop ang inyong inaalagaan? -Paano ninyo ito inaalagaan? -Saan natin nakikita ang elepanteng ito? Pangganyak na Tanong: -Ano ang problemang kinahaharap ni Mali? Pagganyak: -Mahilig ba kayong manood ng pelikula? -Sa inyong pinapanood, ano-ano ang mayroon sa pelikula? Panonood ng maikling palabas: - Panonoorin ng mga bata ang tungkol sa wastong pag-aalaga ng hayop. Paglalahad/Pagmomodelo: Pagsasagawa ng gawain sa pagsusulit/pagganap A. Paghahanda B. Pagbibigay ng panuto ng pagsusulit. C. Pagsusulit ng mga bata D. Pagwawasto ng pagsusulit E. Pagtatala ng iskor
1. Ano ang isyu tungkol kay Mali? 2. Ano ang nais mangyari ng mga PETA kay Mali? 3. Bakit nagkaroon ng sugat si Mali? Paglalahad/Pagmomodelo: Pagsunud-sunurin ang pangyayari sa kuwento. (Ang pangungusap ay nakasulat sa metacard na ididkit ng guro sa pisara. Gagabayan ng guro ang mga bata sa pagsunod-sunod ng pangyayari.) Paglalahat: Ang pagkakasunod-sunod ng kronolohikal: 4. Nagkaroon ng sugat ang mga paa ni Mali dahil sa bigat ng kanyang katawan. - Ano ang mga salitang nakasalungguhit? - Alam mo ba kung ano ang salita sa mga salitang ito? - Ano ang tawag sa mga katagang pinag-ugnay? - Natalakay na natin kung ano ang pangatnig. - Paano ginagamit ang pangatnig sa pangungusap o talata? -Ang mga salitang nakakahon ay pangatnig ngunit may gamit ang mga yan. Paano kaya ginamit ang subalit, ngunit…? -Gamitin mo nga sa pangungusap ang mga pangatnig na ito? Pumili lamang ng isa. Paglalahat: May mga gamit ang pangatnig: 1. Pangatnig na Pamukod- nag- uugnay sa magkatulad na kaisipan o ideya. ( o, at, ni, maging, saka ) 2. Pangatnig na Panalungat- nag- uugnay sa magkasalungat na ideya ( gayon, ngunit, subalit, datapwat, bagama’t) 3.Pangatnig na Panubali- kapag, kung 4. Pangatnig na Pananhi- nag- uugnay ng dahilan at bunga ng pangyayari ( dahil sa, sapagkat, palibhasa, upang, kaya ) Pagbasa nang Pasalita -Tatawag ang guro ng isang mag-aaral upang basahin ang kuwento. Tanong na Pang-unawa: Pagsagot sa Pangganyak na tanong a. Ano-anong impormasyon ang narinig ninyo tungkol sa Manila Zoo? b. Paano nalutas ang problemang kinahaharap ng elepante? c. Kung kayo ang may-ari ng Manila Zoo, ano-anong hakbang ang gagawin ninyo para matiyak ang kaligtasan ng pamumuhay ng mga hayop dito? d. Sa inyong palagay, dapat bang pakawalan na si Mali? Bakit? Paglalahad/Pagmomodelo Basahin ang pangungusap. Hanapin sa ibaba ang karugtong nito. 1. Ayon kay Mayor Estrada hindi niya papayagan ang _______________________ Ano ang karugtong ng pangungusap na ito? 2. Sanhi ng limitadong lugar _______________________ Dugtungan ang pangungusap. Paglalahat: -Sino ang tauhan sa inyong pinanood? -Saan ito naganap? -Ano ano ang nalalaman mong pamamaraan ng pangangalaga ng hayop? -Ngayon alam mo na kung paano ang wastong pangangalaga ng mga hayop? Bakit kailangang alagaang mabuti ang mga hayop? Paglalahat: Ang pinakapundasyon sa pagsusuri ng pelikula ay nagsasad ng pinakapaksa, layunin o mensahe, ang mga tauhan at mga pinagganapan nito. Dapat ding nailalarawan ng mga manonood ang tauhan at kung ano ang ginagampanan nila sa pelikula. Pagbibigay ng komento o suhestiyon Magbibigay ng dalawang elepante upang magkaroon ng kasama si Mali. Nitong nakaraang taon, nasa ilalim ang Manila Zoo sa matinding isyu. Mula sa pag-aaral ng isang beterinaryo, nagkaroon ng sugat ang elepante. Kinakailangang magkaroon ng sapat, malinis at naaayong pasilidad ang anumang lugar na pinapangalagaan upang mamuhay ang mga hayop sa pinakaakmang kondisyon. hindi makapaglakad si Mali na siya ring dahilan nang hindi naaayong timbang ng elepante. paglipat ni Mali sa ibang bansa.
 Ang paksa nito ay tao o kung ano pa mang bagay na inilalahad sa isang paraan batay sa isang tiyak na baryabol  Impormasyon at mahahalagang pangyayari  Ginagamit ayon sa petsa gaya ng araw at tiyak na taon 5. Pangatnig na Panlinaw- nag- uugnay sa panahong ikinaganap ang kilos ( kaya, kung gayon, sana, habang, nang, samantalang) Paano ang pagsusunod-sunurin ang pangyayari sa kuwento sa pamamagitan ng dugtungan? -Kailangang unawaing mabuti ang kuwentong inyong binabasa. -Dapat ay natatandaan din ang mga pangyayari sa teksto upang madali na itong madugtungan. C.Pag-uugnay ng mga halimbawa sa bagong aralin (Pinatnubayang Pagsasanay) Gawin Natin 1: (Ipapagawa ng guro ang pangkatang gawain) Pangkatang-gawain: Sa loob ng envelop ay may mga larawan ng mga pangulo ng Pilipinas. Pagsunud-sunurin ang mga larawan ng pangulo ayon sa kanilang panunungkulan. (Tingnan sa LM) Gawin Natin 1: (Ipapagawa ng guro ang pangkatang gawain) Pangkatang-gawain: Pangkatin sa apat ang klase. Bawat pangkat ay may lider. Pumunta ang lider sa guro. Bibigyan ng guro ng gagawin ang bawat pangkat. Babalik sa bawat pangkat ang mga lider at pag-usapan ang gagawin ninyo. Gawain: (Round-Table Discussion) Susulat ang bawat pangkat ng isang usapan na may paksa na gagamitan nila ng pangatnig ang usapan. Ipapakita ang usapan sa harap ng klase. Pangkat I- Pangangalaga sa Likas na Yaman Pangkat II- Paghahanda sa Kalamidad Pangkat III- Pagtulong sa Kapwa Pangkat IV- Paggalang sa Nakatatanda Gawin Natin 1: (Ipapagawa ng guro ang pangkatang gawain) Pangkatang-gawain: -Ano ang mga dapat tandaan sa pangkatang-gawain? -Alam ninyo ba ang awit na “Ako’y Pilipino”? Pakinggang mabuti ang awitin. Tandaan ang liriko ng awit. Ngayon wala ng tugtog inyong dudugtungan ang linya ng awit kung saan tumigil ang bawat pangkat. Ang pangkat na mali ang liriko ay di na kasali sa laro. Ang pangkat na natira ang siyang panalo. Naiintindihan ninyo ba? Handa na ba kayo? Gawin Natin 1: (Ipapagawa ng guro ang pangkatang gawain) Pangkatang-gawain: Panoorin ninyo si Mali sa Manila Zoo. https://www.youtube.com/watch ?v=Yy0DwWnhBco Sagutin ang mga sumusunod na tanong: 1. Sino ang tauhan sa palabas? 2. Ilarawan mo nga ang elepanteng inyong pinanood? 3. Ano ang pangalan ng elepante? 4. Ilang taon na siya? 5. Saan ninyo siya makikita? 6. Ano ang balak ng pamahalaang lokal ng Maynila kay Mali? (Gagabayan ng guro ang mga bata)
D. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan # 1 (Pinatnubayang Pagsasanay) Gawin Natin 2: (Ipapagawa ng guro ang pangkatang gawain) Panuto: Pangkatin sa apat ang mga bata. Babasahin ng kuwentong Singapore ang guro. Pagsusunud- sunurin ang mga pangyayari na nakasulat sa metacard. Idikit ito sa manila paper. Gawin Natin 2: (Ipapagawa ng guro ang pangkatang gawain) Think-Pair-Share Lumapit ang batang nasa unahan ng upuan. Bibigyan kayo ng gawain ng inyong guro. Pagkatapos mong basahin sa iyong sarili ipakita mo sa kaklase mong nasa likuran ang mga pangungusap. Pag-usapan ninyo ang inyong gagawain. Pagkatapos, i-share ninyo sa kaklase ninyong nasa likod. Ibigay ang gamit ng pangatnig. Buuin ang mga pangungusap. Dugtungan lamang ito ng angkop na salita. Gumamit ng mga pangatnig sa pagdurugtong. 1. Naging hamon ang paggawa niya ng anunsyo ________________________ Gawin Natin 2: (Ipapagawa ng guro ang pangkatang gawain) Basahin ang kuwento. Dugtungan ang pangungusap at isulat sa show-me- board ang sagot. 1. Ang mga Dumagat sa Tanay, Rizal _____________________. 2. Umiigib siya ng tubig, nangangahoy at _______________________. 3. Sa panahon ng panunuyo, _______________________. 4. Kapag nagkasundo na ang binata at dalaga, __________ _______________________. 5. Sa sandaling pumayag ang mga magulang ng dalaga,___ ______________________. 6. Ang hitso ay pinapalitan naman ng salapi _______________________. Gawin Natin 2: (Ipapagawa ng guro ang pangkatang gawain) Pangkatang Gawain: Manonood uli kayo ng palabas. Ibang hayop naman ito. -Panooring mabuti ang maikling palabas at itala sa manila paper ang mga tauhan at katungkulan nila sa palabas. Saan ito ginanap? Nainggit si Kikang Kalabaw https://www.youtube.com/ watch?v=IlvT__0ZQUY Ika – 3 ng Hunyo, 1959 nang magsarili ang Singapore. Batay sa mga ulat ng Malay, noong 1160 A.D. matapos ang isang bagyo, si Utama ay napagawi sa isang bayan na kung tawagin ay Temasek.
2. Hindi naman nabigo ang pangkat ng mga advertisers ________________________ 3. Bilang mga kabataan sa kasalukuyan, ipakita ang pagtulong sa pag-unlad ng ekonomiya _____________ _______________________ 4. Dapat na tugunan ng pamahalaan ang mga suliraning pang-ekonomiya ________________________ 5. Hindi dapat umasa lamang sa pamahalaan ang mga mamamayan sa paglutas ng ekonomiya ng bansa ________________________ E. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan # 2 (Pagpapalawak ng Kasanayan) Gawin Ninyo 1: (Ipapagawa ng guro ang pangkatang gawain) Panuto: Tatawag ang guro ng batang magbabasa ng teksto. (Ang Tipaklong at ang Paru-paro). Pagkatapos basahin, ibibigay ng guro ang envelop na may metacard sa loob. Unahang isaayos ang inyong pangkat ayon sa pagkakasunud-sunod ng mga pangyayari sa kuwento. Gawin Ninyo 1: (Ipapagawa ng guro ang pangkatang gawain) Panuto: Tatawag ang guro ng bata para magbigay ng pangungusap na may pangatnig. Siya naman ang tatawag sa kaklase niya para magbigay ng pangungusap at ibigay ang uri ng pangatnig na kanyang ginamit sa pangungusap. Gawin Ninyo 1: (Ipapagawa ng guro ang pangkatang gawain) Panuto: Alam ninyo ba ang awit na Pilipinas Kong Mahal. Sisimulan ng guro ang pag-awit pagkatapos ay ituturo ng guro ang isa sa pangkat para dugtungan ang awit. Tatawag naman ang grupong nakaawit na ng ibang grupo para dugtungan ang sunod na linya ng awit. Pag di alam ang liriko ng awit talo na sila. Gawin Ninyo 1: Panoorin ninyo ang maikling pelikula na may pamagat na “Yapak” https://www.youtube.com /watch?v=zXOH1TL-Qhs Panonood ng pelikula. Sagutin ang mga sumusunod na pagsasanay. Pangkat I – Itala ang pangalan ng bawat tauhan at ibigay ang katangian ng bawat isa. Pangkat II – Ilarawan ang tagpuan sa pelikulang napanood. Pangkat III – Itala ang mga pangyayaring naibigan ninyo at ipaliwanag kung bakit ninyo ito naibigan. Pangkat IV – Itala ang di – kanais – nais na pangyayari sa pelikulang napanood at ipaliwanag kung bakit. . Noong 1819, itinatag ni Sir Thomas Stamford Raffles ang makabagong Singapore. Patuloy na pag-ihip ng malakas na hangin. Sabay na lumapit sa bulaklak ang magkaibigang paruparo at tipaklong. Nadarama ang lamig ng hangin, ng mga nababasang bulaklak. Nahawakan ang dulas ng mga dahon at halaman.
F. Paglinang sa kabihasaan (Tungo sa Formative Assessment) Gawin Ninyo 2! (Ipapagawa ng guro ang laro sa mga bata.) Maglaro Tayo: Panuto: Unahang pagsunud-sunurin ang inyong mga miyembro ayon sa kanilang: 1. petsa ng kaarawan 2. edad 3. pangalan Sabihin: Ang unang pangkat na makakuha ng 3 puntos ang mananalo. Gawin Ninyo 2! (Ipapagawa ng guro ang laro sa mga bata.) Maglaro Tayo: IPASA MO Panuto: Mayroon akong bulaklak na hawak. Sa talulot ng bulaklak ay may mga pangatnig na nakasulat. Pag tumigil ang tugtog at kung sino ang may hawak kukuha siya ng isang talulot ng bulaklak at gagamitin niya ang pangatnig sa pangungusap. Sabihin ang uri ng pangatnig na ginamit. Naiintindihan ninyo ba? Handa na ba kayo? Gawin Ninyo 2! (Ipapagawa ng guro ang laro sa mga bata.) Humanap ng kapareha. Ilabas ang show-me-board. Basahin muna ang tula sa pisara. Pagkatapos, tatakpan ng guro ang ilang bahagi ng tulang inyong binasa. Hanapin ninyo ang karugtong ng linyang nawawala sa tula. Isusulat ang sagot sa show-me-board. Kapag ang sagot ninyo ay mali talo na kayo. Tingnan natin kung sino sa inyo ang magaling ang magaling magdugtong ng tula. Ang matira ang siyang panalo. -Nauunawaan ninyo ba ang panuto? -Handa na ba kayo? (nasa LM ang tula A. Sa pagdapo, paglipad, pag-usbong at paglago B. Sa sangang malalabay walang makasusukat. C. yaong mga mata D. espesya sa paningin E. Puno’t halaman masdan sa parang F. Tutubi’t ttipaklong G. kanina pa nagliliparan. H. sa dahon panay ang buklat Gawin Ninyo 2! (Ipapagawa ng guro ang laro sa mga bata.) May mga pelikula na ba kayong naalala? Humanap ng kapareha at mag-isip ng pelikulang kanilang napanood. Maaari bang ikuwento ninyo ang pinakamahalagang pangyayari sa pelikula? Ibigay ninyo ang pamagat, mga tauhan at saan ito nangyari? Isulat ang sagot sa isang malinis na papel. May bagyo nang umagang iyon. Malakas ang ulan at hangin. Nagtago sa ilalim bulaklak ang paruparo at binantayan siya ni Tipaklong.
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DLL-G6-Q3-WEEK-8-ALL-SUBJECTS-Mam-Inkay-Peralta.docx

  • 1. GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: TLE-AGRICULTURE Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY OBJECTIVES A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees B. Performance Standards Applies knowledge and skills in planting trees and fruit trees C. Learning Competencies / Objectives Write the LC code for each TLE6AG0g-8 8 Develops plan for expansion of planting trees and seedling production 8.1 Identify other varieties of trees and seedlings available for planting expansion 8.2.design and lay out of possible plantation expansion 8.3 Identification of plantation requirement of additional plants and seedlings ready for expansions 8.4 discussion on proper care of additional trees and seedlings for expansion III. CONTENT Multi-cropping Plan/lay out for plantation expansion 8.1.1. Varieties of tress, fruit trees and seedling for plantation expansion 8.2.1 Design/lay out options for plantation expansion 8.3.1 Identifying plantation requirements for expansion 8.4.1 Proper caring techniques for additional trees , fruit trees and seedling IV. LEARNING RESOURCES 1. References 2. Teacher’s Guide Pages Curriculum Guide for Grade VI- Agriculture p.32 Curriculum Guide for Grade VI- Agriculture p.32 Curriculum Guide for Grade VI- Agriculture p.32 Curriculum Guide for Grade VI- Agriculture p.32 Curriculum Guide for Grade VI- Agriculture p.32 3. Learner’s Materials Pages MISOSA VI: ASEKSWAL/ARTIPISYAL NA PAGPAPARAMI NG HALAMAN 4. Textbook Pages MGA GAWAIN SA PAGPAPAUNLAD NG BUHAY pp. 137-144. 5. Additional Materials from Learning Resource (LR) Portal Agricultural Crops Production, Teachers Guide Agricultural Crops Production, Teachers Guide Agricultural Crops Production, Teachers Guide Wastong Pagtatanim Wastong Pagtatanim 6. Other Learning Resources Charts, Pictures, Video, Actual object, Guidebook, internet Structural plans Charts, Pictures, Video, Actual object, Guidebook, internet Charts, Pictures, Video, Actual object, Guidebook, internet , Structural plans Charts, Pictures, Video, Actual object, Guidebook, internet Charts, Pictures, Video, Actual object, Guidebook 7. PROCEDURES A. Reviewing previous lesson Discuss before the class the different strategies in marketing trees and fruit trees Demonstrate some Scientific knowledge/skills in identifying fruits and seedlings for sale Ripeness Physiological maturity . Proper record keeping of events, expenses, sales and improvement of orchards Discuss the different Marketing strategy as follows: Transactional Word of Mouth Personalized Advantages of on-line marketing strategy
  • 2. Colouring Organoleptic quality Commercial maturity Free sample marketing Telemarketing Community marketing B. B. Establishing a purpose for the lesson Evaluate orchard area for possible plantation expansion Analyze other variety of trees and fruit trees for possible multi cropping Develop design and plans for plantation expansion Identify some plantation requirements needed for expansion List down proper caring techniques applied to additional trees and fruit trees needed for expansion C. Presenting examples / instances of the new lesson Practice alternate planting in orchard plantation Characteristics of trees and fruit trees for multi cropping Develop new design and plans for plantation expansion Identification of additional plantation requirements Analyze other way in caring for trees and fruit trees during plantation expansion D. Discussing new concepts and practicing new skills #1 Perform multi cropping Study varieties and characteristic of trees and fruit trees for multi cropping Design proper lay out of orchard for expansion Presentation of Modern orchard plantation lay out and design Scientific and modern way of caring for additional trees and fruit trees for plantation expansion E. Discussing new concepts and practicing new skills #2 Introduction to Green House technology Applying Proper Watering and irrigation of Orchard Application of sprinkler inside the orchard F. Developing Mastery (Leads to Formative Assessment 3) Discuss multi cropping techniques in orchard plantation Classification of crops applicable to multi cropping Identification of facilities and amenities of modern orchard plantation Discuss the advantages of a fully equipped orchard plantation Discuss the importance of applying proper care for trees and fruit trees during plantation expansion G. Finding Practical applications of concepts and skills Explain the principles of multi cropping Present some photos of orchard practicing multi cropping Develop proper records and inventories of standard amenities for modern orchard plantation Perform an interview to an orchard owner who is applying modern techniques in maintaining an orchard plantation Practice modern approach in caring for additional trees and fruit trees inside the orchard A. H. Making generalizations and abstractions about the lesson Identify some benefit derived from multi cropping Be able to present pictures of different multi crops for orchard expansion Take video footages of an ideal orchard practicing multi cropping Present before the class the video footages of an interview to an orchard owner applying modern techniques in maintaining orchard. Benefit derived from modern approach in caring for orchard plantation I. Evaluating Learning Written examination Demonstrations Role Play Oral recitation Demonstrations Reporting and presentation skills Demonstration Ocular Inspection Group presentation Role Play Direct Observation Written examination Word Puzzle J. Additional activities for application or remediation multi cropping orchard plantation Make your own design/plan of an ideal orchard plantation specifying expansion Present pictures of orchard design and plans practicing plantation expansion Invite speaker who is an authority in orchard plantation expansion Video presentation of an orchard practicing modern strategy in caring for trees and fruit trees
  • 3. V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above B. No. of learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson D. No. of learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Carousel ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. What difficulties did I encounter which my principal or supervisor can help me solve? __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works G. What innovative or localized materials did I use/discover which I wish to share with other teachers? Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
  • 4. WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standard demonstrates knowledge and skills in using audio, video conferencing tools, and e-group B. Performance Standard communicates and collaborates online through audio, video conferencing, and e-group C.Learning Competency/Objectives Write the LC code for each.  Create a Google Group  Give steps in creating a Google Group. TLEIE6-0h-14  Identify the steps on how to invite others in joining the Google groups.  Give steps in sending a post to a google group. TLEIE6-0h-14  Site ways on finding and joining a Group. TLEIE6-0h-14  Create a Google Group  Invite friends in Google Group.  Post message in Google Group. TLEIE6-0h-14  Anticipate the use of Gogle Groups in school.  Create a google group and invite friends. TLEIE6-0h-14 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. COMMUNICATING AND COLLABORATING USING ICT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages ICT and Entrepreneurship pp. 102-104 ICT and Entrepreneurship pp. 104-107 ICT and Entrepreneurship pp. 108-109 ICT and Entrepreneurship pp. 102-109 ICT and Entrepreneurship pp. 110 4. Additional Materials from Learning Resource (LR)portal B. Other Learning Resource GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: TLE-ENTREP & ICT Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER
  • 5. IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous lesson or presenting the new lesson Review of previous lesson about using skype in collaboration. Review previous lesson about creating a Google Group. Review previous lesson about steps in inviting others in joining a google group and steps in sending a post to a google group. B. Establishing a purpose for the lesson C. Presenting examples/Instances of the new lesson Present “Let’s Study” on page 102. D. Discussing new concepts and practicing new skills # 1 Discuss Discovering Google Groups “Creating a Google Group” on pages 102-104 of TX Discuss the steps on how to invite others in joining the Google groups. Give steps in sending a post to a google group on pages 104-107 of TX Discuss the ways on finding and joining a Group on pages 108-109 of TX. GROUP ACTIVITY:  Create a Google Group  Invite friends in Google Group. E. Discussing new concepts and practicing new skills # 2 GROUP ACTIVITY:  Post message in Google Group.  Send file on google group. F. Developing mastery (leads to Formative Assessment 3) GROUP ACTIVITY: Let each group work on Activity 5.2 on page 110 of TX. G. Finding practical application of concepts and skills in daily living H. Making generalizations and abstractions about the lesson  What is Google Group?  What are the steps in creating a Google Group?
  • 6.  How do we invite friend and send post in a google group? I. Evaluating learning 20 item quiz on Microsoft Excel. J. Additional activities for application or remediation Let each Group finish/finalize their Google Group at home if unfinished. 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. of learners who earned 80% in the evaluation ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above B. No. of learners who require additional activities for remediation who scored below 80% ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson D. No. of learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Carousel ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs Strategies used that work well: ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method
  • 7. ___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks Why? ___ Complete IMs ___ Availability of Materials ___ 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? __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
  • 8. GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: TLE-H.E. Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,necessary procedures must be followed and if needed, additional lessons,exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.Weekly objectives shall be derived from the curriculum guides. A. Content Standards Demonstrates an understandiing of and skills in the basics of food preservation B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation C. Learning Competencies / Objectives Write the LC code for each TLE6HE-Oh-12 3.3 preserves food applying principles and skills in food preservation/processing 3.3.1. selects food to be preserved/processed based on availability of raw materials, market demands, and trends in the community 3.3.2 observes safety rules in food preservation/processing 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. Food Preservation III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and 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 MISOSA-VI Pagimbak at Preserbatiba (not accessible) B. Other Learning Resources Preservation of Fruits and Vegetables (1977) Bureau of Plant Industry IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Recap of previous lesson. Last week, the class prepared for the presentation of processed/preserved products. Today, the class will present by group. As mentioned, the presentation will contain the following:  Recipe of the preserved/processed food  Tools / instruments used in the activity. Recap of what happened the previous day. Mention the names of the group who completed their presentation. The presentation of the rest of the groups willl continue (Groups 5-8). Recap of the previous lesson. The teacher again congratulates the class for a job well done. The teacher underscores the importance of food preservation. Recap of the previous lesson. The teacher mentions that yesterday, they discussed the several factors that need to be considered in the selection of food items to be processed:  Raw materials Recap of the previous lesson. The teacher mentions that yesterday the class discussed the practices to ensure sanitation and safety of processed/preserved foods. The class was asked to bring photos or drawing illustrating
  • 9.  Equipment used in the activity  Steps in preserving/processing of food  Name and role of each member of the group The teacher suggested the inclusion of a workplan, cost estimates, photo documentation. This is optional. .  Market Demands  Trends in the Community. The class also has learned that if the three factors were considered this would be a good source of income for the learners. . measures to ensure safety and sanitation in food processing/preservation. B. Establishing a purpose for the lesson Tell the class that on one hand through the activity, each learner will gain insights from each group. On the other hand, the members of the group continue to learn from each other through collaborating and working with one another. Can you identify the processed/preserved food items that were presented during the last two days? The possible answers are fish, meat, fruits, vegetables etc. How about the rest of the ingredients that were used? Today’s lesson will be on observing safety rules in food preservation / processing. The teacher asks the class: “What did they do to observe safety rules in food processing while working on their project?” The teacher will emphasize that if the learners fail to practice safety and sanitation in food preparation, all the efforts will be in vain because it often leads to food spoilage or food contamination. C. Presenting examples/ instances of the new lesson The teacher requests the class to give each of their group a name. The following are the 8 groups who will present Group 1 - Drying Group 2 - Salting Ask the class if it is easy for them to come up with the needed food items for their project. If the answer is either yes or no, request the Based on the response of the learners, provide a segue to the following:  Did you use caps or head bands? The class will bring out their assignments. The teacher will call some learners to tell something about the pictures or drawings they have brought to class.
  • 10. Group 3 - Freezing Group 4 –Processing Group 5 – Drying Group 6 – Salting Group 7 - Freezing Group 8 – Processing Order of presentation will be agreed by the class. learners to explain why. Is there a demand for the food items? Why or why not? What preserved food items do you think are in demand? In your respective community, what are the food trends?  Did you wash your hands properly before and after working?  Did you refrain from talking while working?  Did you wash the tools and equipment properly?  Did you properly wash the ingredients before they were used? D. Discussing new concepts and practicing new skills #1 The teacher presents the mechanics of the presentation: Each group will present for a maximum of 8 minutes. After every presentation, clarifications may be raised by the rest of the group (3 minutes) The teacher explains that there are several factors that need, to be considered in the selection of food items to be processed:  Raw materials  Market Demands  Trends in the Community. The teacher will provide the definition and give examples as well. The teacher will call learners to answer the question. If the answer of the learner is yes, ask him/her to explain why? The teacher will play a video on the safe preparation of processed and/or preserved food. E.Discussing new concepts and practicing new skills#2 Actual group presentation Groups 1 -4 Mention that food preservation/food processing can be a Food for human consumption should be produced under conditions of cleanliness and The teacher will ask the learners to comment on the video.
  • 11. source of additional income, if the above factors are considered. hygienic decency. No consumer would knowingly wish to consume food prepared in unhygienic environment. What part in the video is the most significant to the learner? Does the video manifest safety and sanitation in food preservation/food processing? How? F. Developing mastery (Leads to Formative Assessment 3) The teacher explains that in our country, there are provinces which have abundance of food items. The teacher gives examples: General Santos City in Mindanao – tuna Guimaras in the Visayas – mangoes Pangasinan in Luzon – milkfish Cebu in the Visayas - Rabbit fish with white dots (danggit) Ask the learners how the above food items can be preserved/processed. At your own level, how will you ensure safety and sanitation in food preservation/food processing? G. Finding practical applications of concepts and skills in daily living Engage the learners in the discussion by asking them, “ when you go to the province during Cleanliness and sanitation not only includes maintenance of clean and well-sanitized surfaces of all equipment, but also proper disposal of wastes.
  • 12. summer, what foods are abundant in their areas? What are done by their relatives/friends in order to preserve them? H.Making generalizations and abstractions about the lesson Mention that food preservation/food processing can be a source of additional income, if the above factors are considered. Think of other ways to ensure that processed foods are prepared observing the principles of sanitation and safety. Underscore the importance of sanitation and safety in food processing / food preservation. I. Evaluating learning True or False 1. The tools and equipment stored in the cabinet need not be washed after storage for a long time. 2. The harvested fruits and vegetables in your own backyard are clean; hence, they need not be washed. 3. The wearing of hairnet during cooking of food to be sold is optional because of the climate in the Philippines. 4. Safety and sanitation in food includes proper waste disposal. 5. The use of plastic kitchen gloves is advisable in the preparation of food.
  • 13. J. Additional activities for application or remediation Completion of presentation. The teacher thanks the members of the class for the effort they have exerted. The teacher mentions that he/she was impressed with all of the presentation. (if applicable) Remember that if a group was not able to deliver well, it may reflect on the guidance provided by the teacher during the preparation. Think of food items which the learner wants to preserve and possibly provide a source of income for them. Bring photos or drawing of measures to ensure safety and sanitation in food processing/preservation. 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 who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above B.No.oflearnerswho requireadditionalactivities forremediation. ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation C.Didtheremediallessons work? No.oflearnerswho havecaughtupwiththe lesson. ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson D.No.oflearnerswho continuetorequire remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation E. Whichofmyteaching strategiesworkedwell?Why didthesework? Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises Strategies used that work well: ___ Group collaboration ___ Games ___ Power Point Presentation ___ Answering preliminary activities/exercises ___ Discussion
  • 14. ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Answering preliminary activities/exercises ___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Discussion ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Case Method ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. WhatdifficultiesdidI encounterwhichmy principalorsupervisorcan helpmesolve? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __Reading Readiness __Lack of Interest of pupils G.What innovation or localized materials did I use/discover which I wish to share with other teachers? Planned Innovations: __ Localized Videos __ Making use big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures Planned Innovations: __ Localized Videos __ Making use big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __Fashcards __Pictures
  • 15.
  • 16. GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: TLE-I.A. Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A. Content Standards Demonstrates an understanding of and skills in repairing simple gadgets/ furniture/furnishing/ furnishings at home and school B. Performance Standards Makes simple repairs with ease and dexterity or manipulative skill C. Learning Competencies / Objectives Write the LC code for each Gathers data on how to do simple repairs using technology or other data TLE6IA‐oh‐10 Repairs broken furniture ( chairs, cabinet and table) door knobs, extensions cords, lampshades, and other products TLE6IA‐oh‐10 Assesses repaired gadgets /furniture/furnishing as to its reusability and functionality using of rubrics TLE6IA‐oh‐10 Improve repairs undertaken TLE6IA‐oh‐10 II. CONTENT Repair simple gadget s/ furniture / furnishing at home and school III. LEARNING RESOURCES A. References 1.Teacher’s Guide pages 2.Learner’s Materials pages 3.Textbook pages 4.Additional Materials from Learning Resource (LR)portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Ask the pupils: What furniture do you have at home that needs to be repaired? The teachers call each group and instruct them to look for a broken appliances or furniture inside their classroom or outside their classroom. The teacher gives at least 10 minutes. The teacher will ask the pupils common problems at home that needs simple repairs Why is assessment important in any task you are going to perform? B. Establishing a purpose for the lesson The teacher will ask the pupils some of their experiences on how they managed or planned to repair broken furniture. The teacher will write on the board the pupils’ answers. The teacher will ask the pupils some of their experiences about repairing some of the broken furniture at home by themselves. The teacher will ask the pupils to give 5 very “very good clap” for those pupils who made the fixing by themselves. Teacher will assess the work of each group After assessing your work and you found out that it needs improvement, what will you do? C. Presenting examples/ instances of the new lesson In repairing, why is planning or gathering data important? The teacher will present examples of different hand tools for The teacher will present examples of simple home Each group will present their work to the class. The teacher Each group will present the assessment given by the other group.
  • 17. home repairs. Refer to appendix 1 The teacher will present examples of simple home repairs: 1. Plumbing Repairs (refer to appendix 2) repairs: 2. Electrical Repairs 3. Placing hinges (refer to appendix2) and the other group will assess the presented output D. Discussing new concepts and practicing new skills #1 The teacher and the pupils will have interaction on the different data needed in simple home repairs The teacher and the pupils will talk about the different hand tools needed for home repairs The teacher and the pupils will have cooperative discussion on the lessons presented The teacher will ask the following question to each group: 1. What method did you use in repairing the assigned task? 2. Can you tell the steps you did in repairing the assigned task? 3. What different tools did you use? 4. Are you sure that you follow the steps carefully? 5. In a rate of 1‐5, 5 is the excellent how will you rate your work? The group who will make some improvements and remediation will be taken care of with the teacher’s supervision E.Discussing new concepts and practicing new skills#2 Each group will present their output and the teacher will commend or evaluate them. F. Developing mastery (Leads to Formative Assessment 3) The teacher will tell the pupils to look around their room and find out which one needs repair. Example: door knob, broken chair, broken table, and door hinges. Pupils will write their assessment the damage that needs to be repaired and the tools needed. Guessing game Refer to activity 1 Divide the pupils into 4 groups. Distribute the activity sheets with a situation that needs simple repair Example: leaking faucet, broken armchair etc. Checking and Evaluating of the work of each group using the rubrics. The teacher might praise or give commendation and suggestions to those The teacher will rate their improved work using rubrics
  • 18. output that needs further improvement. G. Finding practical applications of concepts and skills in daily living What is the importance of having some hand tools for home repairs at home? How can you help your family save financially by having the knowledge in simple home repairs? Why is proper assessment in doing any task necessary for a good quality of work or output? Being a member of a team, what should be your attitude for a fast performance on an assigned task? H.Making generalizations and abstractions about the lesson Why is planning and Why is planning and gathering data important in making simple home repairs? What are the different hand tools you should have at home ready for home repairs? How is having a full knowledge of simple home repairs can help you and other people/ community make life easier? In this lesson what did you gain? Why is it important? What is the importance of producing a good quality of work? I. Evaluating learning Show a broken chair. Tell the pupils to write necessary datas needed for repairing. Complete the table Refer to activity 2 Divide the class into 4 groups. Ask the pupils to repair a broken furniture presented to each group (the teacher will provide the broken furnitures for each group) Ask the pupils to exchange their work to other group and ask for an assessment Write a short insight on the importance of being a good team member in doing an assigned task. V. REMARKS VI. REFLECTION A.No .of learners who earned80%onthe formative assessment ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above B.No. of learners who require additional activities for remediation. ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation C.Did the remedial lessons work? No. of learners who have caught up with the lesson. ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson ___Yes ___No ____ of Learners who caught up the lesson D.No .of learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? Strategies used that work well: ___ Group collaboration Strategies used that work well: ___ Group collaboration ___ Games Strategies used that work well: Strategies used that work well: ___ Group collaboration Strategies used that work well: ___ Group collaboration ___ Games
  • 19. ___ Games ___ Answering preliminary activities/exercises ___ Carousel ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Group collaboration ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Games ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Answering preliminary activities/exercises ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks F. What difficulties did I encounter which my principal or supervisor can help me solve? __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Additional Clerical works G.What innovation or localized materials did I use/discover which I wish to share with other teachers? Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
  • 20. GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: ARALING PANLIPUNAN Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Pamantayang Pangnilalaman Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin , isyu at hamon ng kasarinlan Pamantayan sa Pagaganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan Mga Kasanayan sa Pagkatuto (Isulat ang code ng bawat kasanayan) Nakapagbibigay ng sariling pananaw tungkol sa mga pagtugon ng mga Pilipino sa patuloy na mga suliranin, isyu at hamon ng kasarinlan sa kasalukuyan (AP6SHK-IIIh-7) I. Layunin Cognitive Nakakilala sa mga suliranin at hamon ng kasarinlan sa kasalukuyan Nakapagbubuod sa paksang tinalakay sa mga pagtugon ng Pilipino sa patuloy sa suliranin, isyu at hamon ng kasarinlan sa kasalukuyan Affective Nakapagsisiyasat sa mga suliranin at hamon ng kasarinlan sa kasalukuyan Nakapagpapahalaga sa mga pagtugon ng mga Pilipino sa patuloy sa suliranin, isyu at hamon ng kasarinlan sa kasalukuyan Psychomotor Nakagawa ng story map tungkol sa mga suliranin at hamo ng kasarinlan at iuugnay ito sa mga hamon sa kasalukuyan Makagagawa ng concept map bilang paliwanag sa pagtugon ng mga Pilipino sa suliraning pangkabuhayan pagkatapos ng digmaan. II. NILALAMAN KAGAMITANG PANTURO
  • 21. A. Paksa Mga Suliranin at Hamon ng Kasarinlan sa Kasalukuyan Mga Pagtugon ng Pilipino sa Patuloy na Suliranin, Isyu at Hamon ng Kasarinlan sa Kasalukuyan B. Sanggunian Aklat sa AP6, TG, CG Aklat sa AP6, TG, CG III. PAMAMARAAN A. Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin Anu-ano ang mga isyu ng kasarinlan sa kasalukuyan Anu-ano ang gimawa ng mga Pilipino sa suliranin at hamon ng kasarinlan sa kasalukuyan. B. Paghahabi sa layunin ng aralin Ipakita ang iba’t ibang isyu ng kasarinlan sa kasalukuyan Magpakita ng larawan ng nagpapahayag ng isang suliranin. C. Pag-uugnay ng mga halimbawa sa bagong aralin Ilahad muli ang mga isyu ng kasarinlan sa kasalukuyan Pag-usapan ang larawan. D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1 Pangkatang Gawain: Pangkat 1: Tula Pangkat 2: Jingle Pangkat 3: Drama Pangkatang Gawain: Pangkat 1: Paggawa ng Concept Map Pangkat 2: Broad Casting Pangkat 3: talk Show E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2 Pag-uulat at pagtatalakayan ng bawat grupo Ipepresenta sa klase ang Gawain ng bawat pangkat. Suriin ng guro at magbigay ng karagdagang impormasyon. F. Paglinang sa Kabihasan (Tungo sa Formative Assessment) Anu-ano ang mga suliranin at hamon ng kasarinlan sa kasaysayan? Paano natutugunan ng mga Pilipino ang isyu at kasarinlan sa kasalukuyan. G. Paglalapat ng aralin sa pang-araw- araw na buhay Pagpapakita ng iba’t-ibang isyu ng kasarinlan Sa palagay ninyo, Lubos na bang Malaya ang Pilipinas? H. Paglalahat ng Aralin Paano mabigyang sulosyon ang mga isyu ng kasarinlan? Paano natin haharapin ang mga isyu at suliranin at hamon sa kasalukuyan ng kasarinlan sa kasalukuyan I. Pagtataya ng Aralin Pumili ng isang isyu ng kasarinlan at ipaliwanag. Naagagawa ng buod sa tulong ng GO sa mga pagtugon sa mga suliranin,isyu at hamon ng kasarinlan sa kasalukuyan.
  • 22. J. Karagdagang gawain para sa takdang-aralin at remediation Ano ang mabigat na isyu sa kasalukuyan ? Ipaliwanag.. Magtala ng 3 pruweba na nagpapakiat ng kasarinlan ng bansa. IV. Mga Tala V. Pagninilay A. No. of learners who earned 80% on this formative assessment B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor help me solve? G. What innovation or localized materials did I used/discover which I wish to share with other teacher?
  • 23. GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: ENGLISH Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A .Content Standards  Demonstrates understanding of various non-verbal elements in orally communicating information  Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context  Demonstrated understanding of writing styles to comprehend the author’s message  Demonstrates understanding of the research process to write a variety of texts  Demonstrates understanding of verbal and non-verbal elements of communication to respond back B. Performance Standards  Orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities.  Uses strategies to decode correctly the meaning of words in isolation and in context  Uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view  Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes  Uses a variety of strategies to provide appropriate feedback C. Learning Competencies/ Objectives Write the LC code for each Oral Language Present a coherent , comprehensive report on differing viewpoints on an issue Vocabulary Infer meaning of content specific terms using context clues-affixes and roots and other strategies Fluency Observe accuracy, appropriate rate and proper expressions in a dialogs Study Strategies/ Research Organize information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration with others Attitude Show tactfulness when communicating with others Write for the LC code for each EN6OL-IIIh-1.9 EN6V-IIIh-12.4.2.3 EN6F-IIIh-3.2, EN6F-IIIh-3.6 EN6SS-IIIh-4 EN6A-IIIh-17 II. CONTENT Composing clear and coherent report on differing viewpoints on an issue Inferring meaning of content specific terms using context clues- affixes and roots and other strategies Observing accuracy, appropriate rate and proper expressions in a dialogs Organizing information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration with others Showing tactfulness when communicating with others III. LEARNING RESOURCES A. References 1.Teacher’s Guide/Pages 2.Learner’s Materials Pages
  • 24. 3.Textbook Pages English for You and Me reading textbook pp.37 Lesson Guide in Elementary English Grade 6 pp.134 English for You and Me reading textbook pp.106 English for You and Me reading textbook Reading textbook pp.181 4.Additional Materials from Learning Resource(LR)portal http://www.pennlive.com https://www.google.com/search https://www.google.com/searc h www.youtube.com/watch? v=gEOFWD#E https://www.youtube.com/watc h ?v=XvK8tBs7Dgo : http://business.inquirer.ne t/217120/what-does- separation-from-us-mean : http://newsinfo.inquirer.net https://www.google.c om/search B. Other Learning Resources Charts/paragraph Charts, pictures Charts, pictures Charts,newspaper,strips of cartolina Charts, IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Read the following sentences. Then, pick out all the words with prefix. How do we compose clear and coherent report on differing viewpoint? How do we infer meaning of content specific terms using context clues-affixes and roots and other strategies? How will you observe accuracy, appropriate rate and proper expressions in Dialog? How do we organize information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration with others? B. Establishing a purpose for the lesson Setting the stage. Look at the picture. Describe it. If you belong to a family that plays favouritism, what would you feel? Why would you feel that way? . What is your favourite teleserye in the evening? How do the actresses and actors deliver their dialog? What reading material do you have at home? -newspapers -magazine -books Are newspapers good to read? -a serial publication containing news, other informative articles Setting the stage Read the sentence below. I didn’t mean it. My mistake oops...that’s not what i mean, I’m sorry ... My fault..... I didn’t mean it What comes into your mind when you read this messages?
  • 25. C. Presenting examples / instances of the new lesson Explaining the Student What to Do? Say: Class our lesson for today is about Composing clear and coherent report on differing viewpoints on an issue Explaining the Student What to Do? Present the “Parable of Division” in a Manila Paper Vocabulary Words Evolved guarantee equitable appellation disappointed eddied out accosted Explaining the Student What to Do? Today, we will learn how to observe accurate, appropriate rate and proper expressions in dialog Fur Coat for Sale Adapted from messenger of St. Anthony The two were surprised were surprised to see other animals coming from different directions. They met, faced each and talked about their skin being made into fur coats. “Nenita, turn on the lights outside”her sister summoned.Lights were turn on and every animal walked towards the gate.People from the apartment were now awaken there was a commotion in their store and Mr. De Vera came out with his gun on his hand. “Shut the gate, they are leaving”he cried out loud. “Ana the animals took on the coat s on display!” he said.Mr. de Vera said”Look at what they’re doing !They got back their own skins!People were shouting. “My tiger Skin!” “My wolf blanket!” “My leopard Coat! Explaining the Student What to Do? The teacher will group the class into 4;each group will read an article and they will write the important facts from it which will be use for writing or reporting. Class this activity has something to do with our lesson for today which is organizing information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration with others. Explaining the Student What to Do? Class our lesson for today is about showing tactfulness when communicating with others
  • 26. My mink coat!”The animals wore back their skin and slowly walked down the street. D. Discussing new concepts and practicing new skills #1 Modeling Read the paragraph below and answer the questions after the paragraph Let us read the selection about the lentent season .Ash Wednesday: Marks the beginning of the Lenten season. Palm Sunday: The Sunday before Easter, Palm Sunday commemorates Jesus's triumphant entrance into Jerusalem. On that day the crowd put palm branches on the ground beneath the feet of the donkey Jesus was riding. . Maundy Thursday: Also known as Holy Thursday, this day focuses on the last supper Jesus had with his disciples, before he was arrested. Good Friday: Also known as Black Friday, this day commemorates the crucifixion and Jesus's death. On this day, many Christians will also do the Stations of the Cross, which includes 14 prayers and moments of reflection regarding 14 events leading up to Jesus's death. Easter Sunday: This day recognizes the resurrection of Jesus Christ and is a triumphant day for Christians, serving as a reminder of the Christ's conquering of death and the forgiveness of sins. Modeling “The Parable of Division “The young boy and his older brother were taught by their parents to divide materials things equally and fairly. This they tried to follow . A system was evolved, in which one does the dividing and the other gets the selecting first. This guaranteed an equitable cutting. Otherwise, the one who divided would be in the losing end. One day the two boys had a pair of fish for lunch. One big fish and the other a small one. The young boy thought that his older brother will give in. “magparaya”to him a younger and weaker brother, please go ahead and make a best choice”. The older brother got the bigger fish . The younger boy was disappointed to get the smaller fish.” If I were you said the older brother, I would have taken the smaller fish. What are you complaining about?” answered the old boy. “You got what you want”. Next time around the two boys had to share a bottle of soft drink. They were in the rice field with no glasses or containers available. “Let us just drink directly from the bottle”Be sure it is exactly half. Questions Modeling Jesus, you startled me. I wasn’t expecting you here. It’s been a real day for expectations. Where were you? I’ve been waiting here for an hour. You didn’t leave a note or— I wasn’t planning on going anywhere— I can see that. Where’s your coat? I left the house in a hurry. I… um… my mother… The hospital reached you? God, I’m sorry. That’s why— The hospital? They called me when they couldn’t get you. I don’t understand. Your mother. You said — I ran out to buy some flowers for her. She’s been so down. For three hours you’ve been buying flowers? And then I drove around. I’ve had… a lot on my mind. But I’m fine now. Fine. You didn’t go by the hospital? No. Look, I’m freezing. Let’s go inside. Why did the hospital call? Does the doctor need my signature for more tests? We have to go to the hospital. I’ve had a terrible— Modeling The teacher will show the class on how to get the important points in writing report. Got to be in Adapted from Ambato Magazine Rally, the boy who is used to watch to watch TV every hour of the day felt very disappointed when he woke up one Saturday morning and there was no electric power. He could not listen to the musical radio program or watch his favourite TV program. “Rally, eat breakfast here in the kitchen” his mother said .He saw breakfast on the table but he was looking for some fruits. He opened the refrigerator and found a slice of papaya. He smiled pulled the chair and sat quietly. He ate fast and got ready to bathe. He hoped that after an hour the power would be back. Modeling Read the tactless blunt and more tactful in the graphic organizer. Tactless: -stupid! Later. I can’t understand! It’s your fault, you did not proper read my latest text Tactful _I should understand it, as there is no confusing word in this letter, could you explain it once again? -Sometimes my words are not precise can you explain it once again? Ask: 1. What is the difference between tactless and tactful communicat or? 2. Do you think there is a
  • 27. . Questions: What marks the beginning of Lenten season? What prayer reflects regarding the suffering and death of Jesus? What is the report all about? 1. What good value have the parents of the two boys taught? 2. Why did the younger brother drink all the contents of the whole bottle? 3. Would you agree with what the younger brother did? We have to go to the hospital. Now. The rest of your family is already there. Oh. Oh, God. Mom’s all right, isn’t she? Oh, Christ, she isn’t. I’m being punished… she’s dead. 1. Who was in the hurry to reach the hospital? 2. Who were already in the hospital before he came? 3. Who died in the hospital? The teacher will explain how the words are properly pronounced, read. She will also explain the proper and accurate expression when reading the dialog. The teacher will group the class into Group1. –choral singing Group 2-speech Group 3-poem recitation careful consideratio n of the feelings and values of another in a tactful communicati on? E. Discussing new concepts and practicing new skills #2 Guided Practice Draw a if you agree and if you disagree Exercise1 1. Early pregnancy is one of the problems we have in our country. 2. Women and children are not court the man. Guided Practice Draw a happy face if it gives the correct meaning and sad face if it’s not. 1. Evolved means produced by natural means. Guided Practice The teacher will show a video clip showing choral recitation and guides the pupil to make their own critic https://www.youtube.com/watc h ?v=XvK8tBs7Dgo Guided Practice Arrange the ff. Sentences to form a report. Follow the format below. 1. Residents in Antipolice City, Rizal on Thursday (Sept.10) expressed concern over the Guided Practice ”Think before you speak “your friend need to go home early for some appointment. How will you answer your
  • 28. 3. The stability peso will depend on the president only. 4. A political leader of our country is Mr. Rodrigo Road Deterge. 5. Drug free country is the dream of every Filipino. 2. Guarantee means to answer for something as in loan or pledge. 3. Equitable would mean fair and equal. 4. An appellation is a title. 5. To be disappointed means to fall in expectation. possible effects of an oil spill in Teresa-Morongo River channel. 2. They said that the oil spill which happened on Tuesday (September 8) is causing fears over the hazardous effects on people's health and adverse effect on their livelihood. 3. Oil slicks on the riverbank are seen as traces of the 2,000 liters of bunker oil that spilled from a fuel storage tank owned by a cement company in Antipolice City. 4. Solid Cement Corporation, the company allegedly responsible for the oil spill, said the bunker oil spilled into the Teresa-Morongo river system that leads to Laguna Lake 5.The possible effects of an oil spill in Rizal friend in a positive way? Choose you answer and explain. 1. We need to work as team shall nobody go home early. 2. Ok you may go. 3. Let us finish the task and later let’s go home together. Title_________________ ___________ Introduction:___________ ____________ Main Points:_______________ ___ 1.___________________ ___ 2.___________________ 3.__________________ Conclusion 1.______________ 2._______________ .
  • 29. F. Developing Mastery (Leads to Formative Assessment) Exercise II. (Group Work) From the picture below share your feelings/reactions about it. Write a report on your own point of view. EXERCISE II. Choose the correct meaning of suffixes and prefixes. Match column A with Column B. 1. Repaint a. Not like 2. rewrite b. Not happy 3. unhappy c. worthy of loving 4. lovable d. Write again 5.dislike e. paint again Independent Practice One a whole sheet of paper arrange the sentence into a news report. 1.In re-establishing a region of peace in Asia, many are more optimistic in seeing trade and investment levels soar to greater heights.” 2. For China alone, they continue to be the Philippines’ second major trading partner with $17 billion value in total trade. 3. Another promising area again is investment from China. Their investment to the Philippines (Investment Promotion Agency- approved) dropped to only $32 million in 2015. 4. We will maintain relations with our other partners but we would revive the stronger integration with our neighbours. 5.“The president just gave a very important speech. The cabinet will move strongly and swiftly towards regional economic integration. . Independent Practice What can you say about this situation? One of your team member is regularly late for sport dance practice for school intramurals competitions and it affects her performance. After another missed deadline you’re tempted to call her Out of the team meeting. Although this might make you feel better in the short term, it’s insensitive –a more tactful approach would be to speak with her privately about her tardiness.
  • 30. G. Finding practical application of concepts and skills in daily living Practice Independent As shown in the picture, what happened in the environment? Why is it important to be prepared during the typhoon? Practice Independent Pupils will be asked to complete the table below. Word with prefix Base Word Meanin g Sentenc e Independent Practice Teacher will post chart on the board with dialog and each group will be asked to read the designated story with dialog Let pupils group organize the given ideas from news clippings. 1.The NDRRMC reported that 113 houses were damaged by Lawin, including six houses that were totally damaged and 107 others that were partially damaged. 2.At a press briefing, NDRRMC spokesperson Romina Marasigan said electric companies are doubling its efforts to restore power in these areas immediately. 3. Regions I, III, Calabarzon, and the whole of CAR are experiencing brownouts due to broken power lines. 4. At its peak on Wednesday, the supertyphoon had reached a level of "Category 5" in some areas including Cagayan, Isabela, Kalinga, and Apayao. 5. A total of 38 passengers were also stranded due to impassable roads in Aparri and canceled sea trips in Cagayan. Independent Practice How tactful are you? Use this scale to describe your tactfulness. 5-I always do this 4-I often do this 3-I sometimes do this 2-I seldom do this 1-I never do this a. I recognize that how I say something is just as important as what I say b. I analyze my communicati on style to determine what non verbal message I send c. I make a genuine effort to listen to ideas with which I don’t agree d. I look for ways to improve my listening skills e. I always listen to the
  • 31. person I talk with H. Making generalizations and abstractions about the lesson How to compose clear and coherent report on differing viewpoints on an issue? 1. The report must have a single generalization that serves as the focus of attention, that is, a topic sentence. 2. A writer must control the content of every other sentence in the report's body such that (a) it contains more specific information than the topic sentence and (b) it maintains the same focus of attention as the topic sentence. How are you going to decode or deduce the meaning of unfamiliar word? Context clues-the meaning of a new word can often be found in other parts of the sentence Prefix-is an affix placed before a root word or base form to form a new meaning. Suffixes –is an affix placed after a root word to form a new word. Closure . Observe accuracy, appropriate rate and proper expressions in a dialogs Closure What are the points to remember in writing reports? 1. Understanding the report 2. Gathering and selecting information 3. Organizing materials 4. Analyzing your materials Closure What is the meaning of the word tact? Tact is the ability to deliver a difficult message in a way that considers other people’s feelings and preserves relationships. It encompasses many things such as emotional intelligence, discretion, compassion, honesty and courtesy. I. Evaluating learning Arrange the following sentences to make a coherent report. 1.Even small animals as bear, cats, and skunks have a difficult time finding homes. 2. Everyday there is more people on earth. 3. They are building more and more homes. 4. Thousand of kilometers of roads are being built. 5.Trees are cut in the forest. Determine the meaning of each word. 1.uncomfortable 2. irregular 3.unconfident The teacher will give an envelope to each group containing task card and the student will present it in given situation. Group1-Choral singing Group II-Reader theatre Group III-Echo Reading On one whole sheet of paper arrange and write the sentences into news report. 1.President Rodrigo Duterte wants the fight with the Abu Sayyaf to end in the bandit group’s annihilation that he is even willing to hire fearless hatchet men or mercenaries to make this happen, according to a ranking Cabinet official. 2. Agriculture Secretary Emmanuel Piñol said in a Facebook post on Sunday that during a meeting with security officials and some Cabinet Identify the sentences whether tactful or tactless. 1. Corner them later and tell them off 2. I apologizeand set a reminder on my phine 3. Change the subject. Maybe I’ve bored her. 4. It”s fine were friend right? 5. I don’t like it!
  • 32. 4.disrespect 5.respectfully members that started Saturday evening and ended about 4 a.m. on 3.Sunday, Duterte was so furious at the Abu Sayyaf’s terror attacks, especially in the wake of the bomb attack here on Friday. 4. There’s no other option. These people are like germs, which must be eliminated,” 5.Piñol quoted the President as saying about the Abu Sayyaf. J. Additional activities for application or remediation Make 2 sentences using prefix,3 sentences using suffix and 1 sentence using the context clue. Read a newspaper Write a brief report about what you read from the article. V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on this formative assessment B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor help me solve? G. What innovation or localized materials did I used/discover which I wish to share with other teacher?
  • 33. GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: ESP Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I.LAYUNIN A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa maunlad, mapayapa at mapagkalingang pamayanan. B.Pamantayan sa Pagganap Naipakikita ang wastong pangangalaga sa kapaligiran para sa kasalukuyan at susunod na henerasyon. C. Mga Kasanayan sa Pagkatuto Isulat ang code ng bawat kasanayan Nakapagpapakita ng tapat na pagsunod sa mga batas pambansa at pandaigdigan tungkol sa pangangalaga sa kapaligiran EsP6PPP-IIIf-37 II.NILALAMAN Pagsunod sa Batas Pambansa at Pandaigdigan Tungo sa Pangangalaga ng Kapaligiran III. KAGAMITANG PANTURO A.Sanggunian EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 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 videoclip, laptop, manila paper, permanent marker, masking tape at meta kard https://www.youtube.com/watch?v=3EKSKMwHMy https://www.youtube.com/watch?v=3EKSKMwHMy B.Iba pang Kagamitang Panturo IV.PAMAMARAAN A.Balik-Aral sa nakaraang aralin at/o pagsisimula ng aralin 1. Pagbati ng guro ng magandang buhay sa mag-aaral at pag-aayos ng kwarto. 2. Pagtitsek kung sinong liban sa klase. 1. Pagbati sa mag-aaral. 2. Balik-aral. Itanong : a. Ano ang tinalakay natin kahapon? b. Anong pagpapahalaga ang napulot mo tungkol sa kapaligiran? c. Paano ito nakaiimpluwensya sa iyo bilang mag-aaral. Ipaliwanag. 1. Pagbati sa mga-aaral 2. Balik-aral sa nakaraang talakayan. 1. Pagbati sa mga-aaral 2. Magbalik-aral sa nakaraang talakayan. 1. Magkaroon ng balik-aral sa mga nakaraang araw. 2. Ihanda ang mag-aaral sa isang pagsusulit. B. Paghahabi sa layunin ng aralin Pagpapakita ng larawan ng magagandang kapaligiran at mga likas na yaman. Halimbawa ng mgalarawan
  • 34. C. Pag-uugnay ng mga halimbawa sa bagong aralin Ipasagot ang mga tanong: a. Ano ang nakikita ninyo sa larawan? b. Ano ang naramdaman mo sa ipinakitang larawan? Bakit? c. Sa kasalukuyan, ganito pa rin ba kaganda ang mga ito? Ipaliwanag. d. Sa iyong palagay, ano ang kahalagahan na naidudulot ng magandang kapaligiran? Bakit? D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1 1. Sabihin na ang mga larawang ipinakita ay may kinalaman sa babasahing batas tungkol sa pangangalaga ng kapaligiran upang manatiling maganda at lalong kapakipakinabang ang mga ito. 2. Ipabasa ng artikulo tungkol sa pangangalaga ng kalikasan Alamin Natin
  • 35. PD 705 o “Revised Forestry Code” 3. Magtanong tungkol sa binasang artikulo: a. Tungkol saan ang binasa? b. Ano ang gustong ipahiwatig ng PD 705 o Revised Forestry Code? c. Sa inyong palagay, bakit nagtakda ang pamahalaan ng mga batas hinggil sa pangangalaga sa kapaligiran? d. Bilang isang mag-aaral, sang- ayon ka ba sa batas na ito? Bakit? e. Ano kaya ang mangyayari sa ating kapaligiran kung hindi natin pinahalagahan ang ating kalikasan? f. Anong pagpapahalaga ang inyong natutunan sa araw na ito? E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2 1. Pagpaparinig ng awiting “Masdan Mo Ang Kapaligiran”. https://www.youtube.com/wat ch?v=3EKSKMwHMy 2. Hatiian ang klase sa apat. (Pangkatang Gawain). Pangkat I: Gumawa ng isang skit na nagpapakita kung ano ang Kasalukuyang nangyayari sa kapaligiran Pangkat II: Gumawa ng poster kung paan mapangangalagaan ang kalikasan Pangkat III: Maglista ng mga bagay na nagpapakita ng pagmamahal sa kapaligiran. Pangkat IV: Gumawa ng isang sulat para sa mga kabataan na Isagawa Natin
  • 36. naglalayong hikayatin ang kanilang kapwa para makiisa sa mga programang pangkalikasan. 3. Ipakita ang mungkahing rubric na maaring mapagkasunduan ng guro at mag-aaral para sa pamantayan sa pagbibigay ng puntos sa kanilang gagawin. 4. Iproseso ang ginawa ng bawat grupo. Magkaroon ng talakayan a. Ano ang naramdaman ninyo pagkatapos ng inyong gawain? b. Ano ang nais ipahiwatig ng Pangkat I? Pangkat II, Pangkat III? Pangkat IV? c. Ano ano ang epekto ng mga ito sa iyong lipunang ginagalawan? Magbigay ng halimbawa. d. Papaano ninyo susundin ang mga batas pangkalikasan? F. Paglinang sa Kabihasaan (Tungo sa Formative Assesment 3) 1. Magpakita ng video clip ng balita https://www.youtube.com/wat ch?v=T-M68bKOZQw 2. Talakayinangnapanood a. Tungkol saan ang video clip na iyong napanood? b. Pagkatapos mong mapanood ang balita, ano ang naramdaman mo? c. Ano ang naging bunga ng paglilinis ng mga kabataan sa ilog? d. Kung bibigyan ka ng pagkakataon, gagawin mo rin ba ng ginawa ng mga kabataan Isapuso Natin
  • 37. katulad ng iyong napanood? Bakit? e. Mahalaga ba na sundin ang mga batas pangkalikasan? Bakit? f. Ipabasa ang bahaging Tandaan. g. Maaaring magbigay ng takdang aralin: Kapanayamin ang isang opisyal ng inyong barangay ukol sa pagpapatupad ng batas sa pangangalaga ng kapaligiran. G. Paglalapat ng aralin sa pang araw-araw na buhay 1. Maghanda para sa isahang gawain Sabihin: Gamit ang inyong papel, gumawa ng pangako sa pagsunod sa batas para sa pangangalaga sa kalikasan. Ako si _______________________ nasa ika-anim na baiting. Nakatira sa __________________ ay nangangakong tutupad sa batas pangkalikasan upang _________________________ _____________ _________________________ _________________________ __________. 4. Tumawag ng ilang mag-aaral upang ibahagi ang kanilang ginawang pangako. 5. Iproseso ang kanilang ginawa. 6. Ipapaskil ang lahat ng kanilang ginawa sa paskilan ng Edukasyon sa Pagpapakatao Isabuhay Natin
  • 38. upang palagi nilang maalala ang kanilang pangako. H. Paglalahat ng Aralin Hayaang magbigay ang mga bata ng kahulugan nito: “Kalikasan ay Ating Pag-ingatan Upang Kalamidad ay Maiwasan” I. Pagtataya ng Aralin Maglagay ng salita o mga salitang naaangkop upang magkaroon ng isang maayos at naaayon na pangungusap. 1. Ang pagputol ng mga maliliit na puno ay nagpapakita ng isang __________________. 2. Ang _______________ ay isang paraan ng pagmamahal sa kapaligiran. 3. Upang hindi masira ang ozone layer, ang mga tao ay nararapat lamang na tumigil sa _______________. 4. Ang pangingisda ay dapat ginagamitan ng __________________. 5. Ang mga puno ay nakakabawas ng polusyon sa hangin, kung kayat ________________. J. Karagdagang gawain para sa takdang-aralin at remediation V.MGA TALA VI. PAGNINILAY A.Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya B. Blgng mag-aaral na nangangailangan ng iba pang gawain para sa remediation
  • 39. C. Nakatulong ba ang remedial? Bilang ng mag-aaral na nakaunawa sa aralin? D. Bilang ng mga mag-aaral na magpatuloy sa remediation? E. Alin sa mga istrateheya ng Patuturo nakatulong ng lubos? Paano ito nakatulong? F. Anong suliranin ang aking naranasan na solusyonan sa tulong ng aking punongguro at superbisor? G.Anong kagamitang panturo ang aking na dibuho na naiskong ibahagi sa mga kapwa ko guro?
  • 40. GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: Learning Area: FILIPINO Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES I. LAYUNIN A. Pamantayang Pangnilalaman Pakikinig Naipapamalas ang kakayahan sa mapanuring pakikinig at pag- unawa sa napakinggan. Pagsasalita Naipapamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin. Pagbasa  Naisasagawa ang isang mapanuring pagbasa sa iba’t ibang uri ng teksto at napapalawak ang talasalitaan.  Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto. Pagsulat Napauunlad ang kasanyan sa pagsulat ng iba’t ibang uri ng sulatin. B. Pamantayan sa Pagganap Naisasagawa ang mga hakbang panutong napakinggan. Nakapagbibigay ng isang panuto.  Nakabubuo ng isang nakalarawang balangkas.  Nakagagawa ng nakalarawang balangkas upang maipakita ang nakalap na datos o impormasyon. Nakasusulat ng isang talambuhay at orihinal na tula. C. Mga Kasanayan sa Pagkatuto (Isulat ang code ng bawat kasanayan) F6PN-IIIh-8.4 Napagsusunod-sunod na kronolohikal ang mga pangyayari sa napakinggang teksto. F6PS-IIIh-6.6 Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita. F6WG-IIIh-11 Nagagamit nang wasto ang mga pangatnig sa pakikipagtalastasan. F6PT-IIIh-1.10 Naibibigay ang kahulugan ng pamilyar at di-pamilyar na salita sa pamamagitan ng pormal na depinisyon. F6PB-IIIh-5.5 Napagsusunod-sunos ang mga pangyayari sa kuwento sa pamamagitan ng dugtungan. F6PL-0a-j-3 Naipamamalas ang paggalang sa ideya, damdamin at kultura ng may akda ng tekstong napakinggan o nabasa. F6PD-IIIfh-16 Nasusuri ang tauhan at tagpuan sa napanood na maikling pelikula. (Panonood) 80-100% ng mga tanong sa lingguhang pagsusulit/ kasanayan sa pagganap ay nasasagot/ naisasagawa ng mga mag-aaral. II. NILALAMAN Pagsusunod-sunod na kronolohikal ang mga pangyayari sa napakinggang teksto. Paggamit nang wasto ang mga pangatnig sa pakikipagtalastasan. Pagbibigay ng kahulugan ng pamilyar at di-pamilyar na salita sa pamamagitan ng pormal na depinisyon. Pagsusuri ng tauhan at tagpuan sa napanood na maikling pelikula. (Panonood) Lingguhang Pagtataya
  • 41. Kuwento: May Mali bas a Pagsasaayos kay Mali? Pagsusunod-sunod ng mga pangyayari sa kuwento sa pamamagitan ng dugtungan. III. KAGAMITANG PANTURO A. Sanggunian 1. Mga pahina sa Gabay ng Guro 2. Mga pahina sa Gabay ng Pang-mag-aaral 3. Mga pahina Teksbuk 4. Karagdagang Kagamitan mula sa portal ng Learning Resource B. Iba pang Kagamitang pangturo Ugnayan 5 pah. 20-23, Baybayin 6 , pah.225-226 Show me board, metacard, larawan, video ni Mali (youtube) Yaman ng Pamana 6 pah.304, Baybayin 6 pah.218, Alab ng Wikang Filipino 6 pah. 314-315 Bulaklak na gawa sa cardboard, Baybayin 6 pah. 225-226 Show-me-board, larawan ng elepante, youtube (Ako’y Pilipino) Baybayin 6 pah.226, https://www.youtube.com/ watch?v=9R59gMsTEr0 Test Notebook, papel, ballpen at test paper IV. PAMAMARAAN A. Balik –Aral sa nakaraang aralin at/o pagsisimula ng bagong aralin (Panimulang Gawain) Paunang Pagtataya: Ibigay ang paunang pagtataya sa ibaba upang malaman ang kahandaan ng mag-aaral para sa aralin. Lagyan ng tsek (/) kung magagawa mo nang tama ang pahayag at ekis (x) kung hindi. _____1. Kaya kong gawin ang mga tungkuling iniatas sa akin. _____2. Makikipagtulungan ako sa aking kagrupo. _____3. Makikinig ako nang mabuti sa aking guro. _____4. Matatapos ko ang mga gawain ng aming guro. Balik-aral: Ano ang mga dapat tandaan sa pagsususnod-sunod ng kronolohikal na pangyayari sa napakinggang kuwento? Ano ang pamagat ng kuwento natin kahapon? Maaari mo bang isalaysay muli ito na gamit ang inyong sariling salita? Balik-aral: Ano ang pangatnig? Magbigay ng pangungusap na may pangatnig. Gamitin ang vocabulary knowledge scale sa pagtatasa sa talasalitaang gagamitin para sa aralin sa pakikinig. Vocabulary Knowledge Scale Sa bawat salitang ipapakita ng guro na nakasulat sa bituin, isusulat nila sa papel ang bilang kung 5-1 kung saan nag-uugnay ang kanilang nararamdaman o naiisip.  5-alam ko ang salita/parirala at kaya kong gamitin sa pangungusap Balik-aral: -Paano ang pagsusunod ng pangayayari ng kuwento/tula/awitin sa pamamagitan ng dugtungan? Pamantayan sa panonood ng maikling palabas: -Ano ang dapat tandaan sa kapag kayo ay nanonood ng palabas? Pagbabalik-aral: Sabihin: Balikan natin ang ating nakarang mga aralin. Ano-ano ang mga nakaraang aralin natin? Pamantayan sa Pagsusulit (Magtatanong ang guro) Ano ang mga dapat tandaan kapag kayo ay kumukuha ng pagsusulit?
  • 42. _____5. Makasusunod ako sa mga panuto ng aming guro. Gamitin ang vocabulary knowledge scale sa pagtatasa sa talasalitaang gagamitin para sa aralin sa pakikinig. Vocabulary Knowledge Scale Sa bawat salitang ipapakita ng guro na nakasulat sa bituin, isusulat nila sa papel ang bilang kung 5-1 kung saan nag-uugnay ang kanilang nararamdaman o naiisip.  5-alam ko ang salita/parirala at kaya kong gamitin sa pangungusap  4- alam ko ang salita/parirala at maibibigay ko ang kahulugan  3-nakita ko na dati itong salita/parirala. Sa palagay ko maibibigay ko ang kahulugan.  2-Nakita ko na dati ang salita/parirala ngunit di ko alam ang kahulugan.  1-hindi ko pa nakikita ang salita/parirala.  4- alam ko ang salita/parirala at maibibigay ko ang kahulugan  3-nakita ko na dati itong salita/parirala. Sa palagay ko maibibigay ko ang kahulugan.  2-Nakita ko na dati ang salita/parirala ngunit di ko alam ang kahulugan.  1-hindi ko pa nakikita ang salita/parirala. Pagpapaunlad ng Talasalitaan: Hanapin ang kahulugan ng salitang naka-bold gamit ang diksyunaryo. Isulat ang sagot sa patlang. _____1. Ano ang trabaho ng isang beterinaryo? _____2. Ano ang ginagawa kapag nangangampanya ang isang tao o grupo ng tao? _____3. Ano ang dapat gawin kapag binalangkas ang isang gawain? _____4. Ano ang ginagawa ng alkalde sa isang bayan? _____5. Ano ang bahagi ng probisyon ng isang batas? Pamantayan sa pagbasa nang pasalita: beterinaryo nangangampanya binalangkas alkalde alkalbin alangka s probisyon alkalbinal angkas makapamuha y palayai n naaayo n
  • 43. (Pagkatapos ng guro na maipakita ang mga salita, gawin ang talasalitaan) Talasalitaan: Ibigay ang kasingkahulugan ng mga salitang nakasalungguhit. 1. Nais dalhin si Mali sa Thailand upang doon makapamuhay na naaayon sa kanyang kapaligiran. 2. Ayon sa PETA, dapat palayain na si Mali sa kagubatan. 3. Sanhi ng limitadong espasyo, hindi makapaglakad si Mali na siya ring dahilan ng hindi naaayong timbang ng elepante. Pamantayan sa pakikinig ng kuwento: Ano ang dapat tandaan kapag ang guro ay nagbabasa kuwento sa inyo? -Ano ang mga dapat tandaan kapag may nagbabasa sa inyong harapan? B. Paghahabi ng layunin ng aralin at paglalahat (Pagmomodelo at Paglalahat) Pagganyak: -Pagpapakita ng larawan ng elepante. -Ano ang masasabi nyo sa larawan? -Pakinggan ang kuwentong babasahin ng guro (May Mali ba sa Pagsasaayos kay Mali?). Pagbasa ng kuwento ng guro. Handa na ba kayong makinig? Tanong na Pang-unawa: Paglalahad/Pagmomodelo: Basahin at pag-aralan ang mga pangungusap hango sa kuwento. 1. Samantala, ayon sa mayor ng Lungsod ng Manila, hindi niya pinayagan si Mali na mailipat sa ibang bansa. 2. Kailangang malinis ang pasilidad ng mga hayop upang hindi sila madapuan ng sakit. 3. Kapag inilipat si Mali sa ibang bansa, ibig sabihin ay hindi kaya ng Pilipinas na alagaan siya. Paganyak: -Kayo ba ay may alagang hayop? Anong uri ng hayop ang inyong inaalagaan? -Paano ninyo ito inaalagaan? -Saan natin nakikita ang elepanteng ito? Pangganyak na Tanong: -Ano ang problemang kinahaharap ni Mali? Pagganyak: -Mahilig ba kayong manood ng pelikula? -Sa inyong pinapanood, ano-ano ang mayroon sa pelikula? Panonood ng maikling palabas: - Panonoorin ng mga bata ang tungkol sa wastong pag-aalaga ng hayop. Paglalahad/Pagmomodelo: Pagsasagawa ng gawain sa pagsusulit/pagganap A. Paghahanda B. Pagbibigay ng panuto ng pagsusulit. C. Pagsusulit ng mga bata D. Pagwawasto ng pagsusulit E. Pagtatala ng iskor
  • 44. 1. Ano ang isyu tungkol kay Mali? 2. Ano ang nais mangyari ng mga PETA kay Mali? 3. Bakit nagkaroon ng sugat si Mali? Paglalahad/Pagmomodelo: Pagsunud-sunurin ang pangyayari sa kuwento. (Ang pangungusap ay nakasulat sa metacard na ididkit ng guro sa pisara. Gagabayan ng guro ang mga bata sa pagsunod-sunod ng pangyayari.) Paglalahat: Ang pagkakasunod-sunod ng kronolohikal: 4. Nagkaroon ng sugat ang mga paa ni Mali dahil sa bigat ng kanyang katawan. - Ano ang mga salitang nakasalungguhit? - Alam mo ba kung ano ang salita sa mga salitang ito? - Ano ang tawag sa mga katagang pinag-ugnay? - Natalakay na natin kung ano ang pangatnig. - Paano ginagamit ang pangatnig sa pangungusap o talata? -Ang mga salitang nakakahon ay pangatnig ngunit may gamit ang mga yan. Paano kaya ginamit ang subalit, ngunit…? -Gamitin mo nga sa pangungusap ang mga pangatnig na ito? Pumili lamang ng isa. Paglalahat: May mga gamit ang pangatnig: 1. Pangatnig na Pamukod- nag- uugnay sa magkatulad na kaisipan o ideya. ( o, at, ni, maging, saka ) 2. Pangatnig na Panalungat- nag- uugnay sa magkasalungat na ideya ( gayon, ngunit, subalit, datapwat, bagama’t) 3.Pangatnig na Panubali- kapag, kung 4. Pangatnig na Pananhi- nag- uugnay ng dahilan at bunga ng pangyayari ( dahil sa, sapagkat, palibhasa, upang, kaya ) Pagbasa nang Pasalita -Tatawag ang guro ng isang mag-aaral upang basahin ang kuwento. Tanong na Pang-unawa: Pagsagot sa Pangganyak na tanong a. Ano-anong impormasyon ang narinig ninyo tungkol sa Manila Zoo? b. Paano nalutas ang problemang kinahaharap ng elepante? c. Kung kayo ang may-ari ng Manila Zoo, ano-anong hakbang ang gagawin ninyo para matiyak ang kaligtasan ng pamumuhay ng mga hayop dito? d. Sa inyong palagay, dapat bang pakawalan na si Mali? Bakit? Paglalahad/Pagmomodelo Basahin ang pangungusap. Hanapin sa ibaba ang karugtong nito. 1. Ayon kay Mayor Estrada hindi niya papayagan ang _______________________ Ano ang karugtong ng pangungusap na ito? 2. Sanhi ng limitadong lugar _______________________ Dugtungan ang pangungusap. Paglalahat: -Sino ang tauhan sa inyong pinanood? -Saan ito naganap? -Ano ano ang nalalaman mong pamamaraan ng pangangalaga ng hayop? -Ngayon alam mo na kung paano ang wastong pangangalaga ng mga hayop? Bakit kailangang alagaang mabuti ang mga hayop? Paglalahat: Ang pinakapundasyon sa pagsusuri ng pelikula ay nagsasad ng pinakapaksa, layunin o mensahe, ang mga tauhan at mga pinagganapan nito. Dapat ding nailalarawan ng mga manonood ang tauhan at kung ano ang ginagampanan nila sa pelikula. Pagbibigay ng komento o suhestiyon Magbibigay ng dalawang elepante upang magkaroon ng kasama si Mali. Nitong nakaraang taon, nasa ilalim ang Manila Zoo sa matinding isyu. Mula sa pag-aaral ng isang beterinaryo, nagkaroon ng sugat ang elepante. Kinakailangang magkaroon ng sapat, malinis at naaayong pasilidad ang anumang lugar na pinapangalagaan upang mamuhay ang mga hayop sa pinakaakmang kondisyon. hindi makapaglakad si Mali na siya ring dahilan nang hindi naaayong timbang ng elepante. paglipat ni Mali sa ibang bansa.
  • 45.  Ang paksa nito ay tao o kung ano pa mang bagay na inilalahad sa isang paraan batay sa isang tiyak na baryabol  Impormasyon at mahahalagang pangyayari  Ginagamit ayon sa petsa gaya ng araw at tiyak na taon 5. Pangatnig na Panlinaw- nag- uugnay sa panahong ikinaganap ang kilos ( kaya, kung gayon, sana, habang, nang, samantalang) Paano ang pagsusunod-sunurin ang pangyayari sa kuwento sa pamamagitan ng dugtungan? -Kailangang unawaing mabuti ang kuwentong inyong binabasa. -Dapat ay natatandaan din ang mga pangyayari sa teksto upang madali na itong madugtungan. C.Pag-uugnay ng mga halimbawa sa bagong aralin (Pinatnubayang Pagsasanay) Gawin Natin 1: (Ipapagawa ng guro ang pangkatang gawain) Pangkatang-gawain: Sa loob ng envelop ay may mga larawan ng mga pangulo ng Pilipinas. Pagsunud-sunurin ang mga larawan ng pangulo ayon sa kanilang panunungkulan. (Tingnan sa LM) Gawin Natin 1: (Ipapagawa ng guro ang pangkatang gawain) Pangkatang-gawain: Pangkatin sa apat ang klase. Bawat pangkat ay may lider. Pumunta ang lider sa guro. Bibigyan ng guro ng gagawin ang bawat pangkat. Babalik sa bawat pangkat ang mga lider at pag-usapan ang gagawin ninyo. Gawain: (Round-Table Discussion) Susulat ang bawat pangkat ng isang usapan na may paksa na gagamitan nila ng pangatnig ang usapan. Ipapakita ang usapan sa harap ng klase. Pangkat I- Pangangalaga sa Likas na Yaman Pangkat II- Paghahanda sa Kalamidad Pangkat III- Pagtulong sa Kapwa Pangkat IV- Paggalang sa Nakatatanda Gawin Natin 1: (Ipapagawa ng guro ang pangkatang gawain) Pangkatang-gawain: -Ano ang mga dapat tandaan sa pangkatang-gawain? -Alam ninyo ba ang awit na “Ako’y Pilipino”? Pakinggang mabuti ang awitin. Tandaan ang liriko ng awit. Ngayon wala ng tugtog inyong dudugtungan ang linya ng awit kung saan tumigil ang bawat pangkat. Ang pangkat na mali ang liriko ay di na kasali sa laro. Ang pangkat na natira ang siyang panalo. Naiintindihan ninyo ba? Handa na ba kayo? Gawin Natin 1: (Ipapagawa ng guro ang pangkatang gawain) Pangkatang-gawain: Panoorin ninyo si Mali sa Manila Zoo. https://www.youtube.com/watch ?v=Yy0DwWnhBco Sagutin ang mga sumusunod na tanong: 1. Sino ang tauhan sa palabas? 2. Ilarawan mo nga ang elepanteng inyong pinanood? 3. Ano ang pangalan ng elepante? 4. Ilang taon na siya? 5. Saan ninyo siya makikita? 6. Ano ang balak ng pamahalaang lokal ng Maynila kay Mali? (Gagabayan ng guro ang mga bata)
  • 46. D. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan # 1 (Pinatnubayang Pagsasanay) Gawin Natin 2: (Ipapagawa ng guro ang pangkatang gawain) Panuto: Pangkatin sa apat ang mga bata. Babasahin ng kuwentong Singapore ang guro. Pagsusunud- sunurin ang mga pangyayari na nakasulat sa metacard. Idikit ito sa manila paper. Gawin Natin 2: (Ipapagawa ng guro ang pangkatang gawain) Think-Pair-Share Lumapit ang batang nasa unahan ng upuan. Bibigyan kayo ng gawain ng inyong guro. Pagkatapos mong basahin sa iyong sarili ipakita mo sa kaklase mong nasa likuran ang mga pangungusap. Pag-usapan ninyo ang inyong gagawain. Pagkatapos, i-share ninyo sa kaklase ninyong nasa likod. Ibigay ang gamit ng pangatnig. Buuin ang mga pangungusap. Dugtungan lamang ito ng angkop na salita. Gumamit ng mga pangatnig sa pagdurugtong. 1. Naging hamon ang paggawa niya ng anunsyo ________________________ Gawin Natin 2: (Ipapagawa ng guro ang pangkatang gawain) Basahin ang kuwento. Dugtungan ang pangungusap at isulat sa show-me- board ang sagot. 1. Ang mga Dumagat sa Tanay, Rizal _____________________. 2. Umiigib siya ng tubig, nangangahoy at _______________________. 3. Sa panahon ng panunuyo, _______________________. 4. Kapag nagkasundo na ang binata at dalaga, __________ _______________________. 5. Sa sandaling pumayag ang mga magulang ng dalaga,___ ______________________. 6. Ang hitso ay pinapalitan naman ng salapi _______________________. Gawin Natin 2: (Ipapagawa ng guro ang pangkatang gawain) Pangkatang Gawain: Manonood uli kayo ng palabas. Ibang hayop naman ito. -Panooring mabuti ang maikling palabas at itala sa manila paper ang mga tauhan at katungkulan nila sa palabas. Saan ito ginanap? Nainggit si Kikang Kalabaw https://www.youtube.com/ watch?v=IlvT__0ZQUY Ika – 3 ng Hunyo, 1959 nang magsarili ang Singapore. Batay sa mga ulat ng Malay, noong 1160 A.D. matapos ang isang bagyo, si Utama ay napagawi sa isang bayan na kung tawagin ay Temasek.
  • 47. 2. Hindi naman nabigo ang pangkat ng mga advertisers ________________________ 3. Bilang mga kabataan sa kasalukuyan, ipakita ang pagtulong sa pag-unlad ng ekonomiya _____________ _______________________ 4. Dapat na tugunan ng pamahalaan ang mga suliraning pang-ekonomiya ________________________ 5. Hindi dapat umasa lamang sa pamahalaan ang mga mamamayan sa paglutas ng ekonomiya ng bansa ________________________ E. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan # 2 (Pagpapalawak ng Kasanayan) Gawin Ninyo 1: (Ipapagawa ng guro ang pangkatang gawain) Panuto: Tatawag ang guro ng batang magbabasa ng teksto. (Ang Tipaklong at ang Paru-paro). Pagkatapos basahin, ibibigay ng guro ang envelop na may metacard sa loob. Unahang isaayos ang inyong pangkat ayon sa pagkakasunud-sunod ng mga pangyayari sa kuwento. Gawin Ninyo 1: (Ipapagawa ng guro ang pangkatang gawain) Panuto: Tatawag ang guro ng bata para magbigay ng pangungusap na may pangatnig. Siya naman ang tatawag sa kaklase niya para magbigay ng pangungusap at ibigay ang uri ng pangatnig na kanyang ginamit sa pangungusap. Gawin Ninyo 1: (Ipapagawa ng guro ang pangkatang gawain) Panuto: Alam ninyo ba ang awit na Pilipinas Kong Mahal. Sisimulan ng guro ang pag-awit pagkatapos ay ituturo ng guro ang isa sa pangkat para dugtungan ang awit. Tatawag naman ang grupong nakaawit na ng ibang grupo para dugtungan ang sunod na linya ng awit. Pag di alam ang liriko ng awit talo na sila. Gawin Ninyo 1: Panoorin ninyo ang maikling pelikula na may pamagat na “Yapak” https://www.youtube.com /watch?v=zXOH1TL-Qhs Panonood ng pelikula. Sagutin ang mga sumusunod na pagsasanay. Pangkat I – Itala ang pangalan ng bawat tauhan at ibigay ang katangian ng bawat isa. Pangkat II – Ilarawan ang tagpuan sa pelikulang napanood. Pangkat III – Itala ang mga pangyayaring naibigan ninyo at ipaliwanag kung bakit ninyo ito naibigan. Pangkat IV – Itala ang di – kanais – nais na pangyayari sa pelikulang napanood at ipaliwanag kung bakit. . Noong 1819, itinatag ni Sir Thomas Stamford Raffles ang makabagong Singapore. Patuloy na pag-ihip ng malakas na hangin. Sabay na lumapit sa bulaklak ang magkaibigang paruparo at tipaklong. Nadarama ang lamig ng hangin, ng mga nababasang bulaklak. Nahawakan ang dulas ng mga dahon at halaman.
  • 48. F. Paglinang sa kabihasaan (Tungo sa Formative Assessment) Gawin Ninyo 2! (Ipapagawa ng guro ang laro sa mga bata.) Maglaro Tayo: Panuto: Unahang pagsunud-sunurin ang inyong mga miyembro ayon sa kanilang: 1. petsa ng kaarawan 2. edad 3. pangalan Sabihin: Ang unang pangkat na makakuha ng 3 puntos ang mananalo. Gawin Ninyo 2! (Ipapagawa ng guro ang laro sa mga bata.) Maglaro Tayo: IPASA MO Panuto: Mayroon akong bulaklak na hawak. Sa talulot ng bulaklak ay may mga pangatnig na nakasulat. Pag tumigil ang tugtog at kung sino ang may hawak kukuha siya ng isang talulot ng bulaklak at gagamitin niya ang pangatnig sa pangungusap. Sabihin ang uri ng pangatnig na ginamit. Naiintindihan ninyo ba? Handa na ba kayo? Gawin Ninyo 2! (Ipapagawa ng guro ang laro sa mga bata.) Humanap ng kapareha. Ilabas ang show-me-board. Basahin muna ang tula sa pisara. Pagkatapos, tatakpan ng guro ang ilang bahagi ng tulang inyong binasa. Hanapin ninyo ang karugtong ng linyang nawawala sa tula. Isusulat ang sagot sa show-me-board. Kapag ang sagot ninyo ay mali talo na kayo. Tingnan natin kung sino sa inyo ang magaling ang magaling magdugtong ng tula. Ang matira ang siyang panalo. -Nauunawaan ninyo ba ang panuto? -Handa na ba kayo? (nasa LM ang tula A. Sa pagdapo, paglipad, pag-usbong at paglago B. Sa sangang malalabay walang makasusukat. C. yaong mga mata D. espesya sa paningin E. Puno’t halaman masdan sa parang F. Tutubi’t ttipaklong G. kanina pa nagliliparan. H. sa dahon panay ang buklat Gawin Ninyo 2! (Ipapagawa ng guro ang laro sa mga bata.) May mga pelikula na ba kayong naalala? Humanap ng kapareha at mag-isip ng pelikulang kanilang napanood. Maaari bang ikuwento ninyo ang pinakamahalagang pangyayari sa pelikula? Ibigay ninyo ang pamagat, mga tauhan at saan ito nangyari? Isulat ang sagot sa isang malinis na papel. May bagyo nang umagang iyon. Malakas ang ulan at hangin. Nagtago sa ilalim bulaklak ang paruparo at binantayan siya ni Tipaklong.