School:
GRADES 1 to 12
DAILY LESSON LOG
WEEK 8
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
Teacher:
Teaching Dates and Time: JULY 23-27, 2018 (WEEK 8)
MONDAY
Listening
Distinguish reality from fantasy
EN5LC-Ih-2.3
CG p.70
charts, pictures, tarpapel for
exercises
Unlocking of Difficulties
Give the synonym of the
underlined words.
a. It is hard to swallow food when
there is a sorethroat.
(reject, take through the mouth,
throwaway)
b. We used to hook our clothes at
the back of the door.
(catch, get off, close)
c. The performance of the pupils
really struck the fancy of the
spectators.
(thrifty, extravagant, simple)
Grade Level: V
TUESDAY
Oral Language
Recount events effectively from the
selection listened to EN5OL-Ih-1.8
Infer the meaning of unfamiliar
words based on the context
clues(synonyms-antonyms) EN5V-
Ih-12-13
CG p.70
Charts,
Look Back!
Read the sentences. Clap once, if
the sentence uses simile and twice
if it uses metaphor.
1. Loneliness is like a candle in the
dark.
2. Happiness is the laughter of a
little child at play.
3. Ella is a dazzling firework.
4. Johnny is as calm as a waveless
ocean.
5. Bethany sings like a nightingale.
WEDNESDAY
Reading Comprehension
Analyze figures of speech
(hyperbole and personification)
in a given text
EN5RC-Ih-2.3
CG p.70
charts
Drill: Read the following
sentences with fluency.
1. I waited a long time to be
picked up from school.
2. I waited an eternity to be
picked up from school.
3. Waiting is as boring as a
speech.
Learning Area: ENGLISH
Quarter: 1ST QUARTER
THURSDAY FRIDAY
Grammar/Language Vocabulary development
Compose clear and coherent
sentences using appropriate
grammatical structures-
(correlative conjunctions)
EN5G-Ih-8.3/8.4
CG p.70 CG p.70
harts
Review: Unlocking of Difficulties
What are conjunctions? Let’s Play
What are the different kinds
of conjunctions that we have
learned?
When do we use and? or?
but?
a. F U L E A B U T I
b. G E E L T A N
c. L I A P N T
d. T R A N F R A G
e. P A R K I N G L S
B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances of
the new lesson
(Picture Analysis)
The teacher shows picture.
What can you say about the
picture presented?
What idea comes to your mind
upon seeing this picture?
Most of us have read stories about
fairies or fantasy stories. Class, do
you really believe that there are
certain things that are impossible
to happen?
Today, you are going to listen to a
poem about the old woman who
swallowed the fly. Do you think it
could really happen? What other
things would you like to find out in
the poem?
The teacher presents the rhymes
and have the pupils read it with
proper phrasing and intonation.
a. Humpty Dumpty
Sat on a wall
Humpty Dumpty
Had a great fall.
b. Three little kittens
They lost their mittens
And they began to cry.
I noticed that you are very
interested to know more about
figurative language. Today, you will
find it more enjoyable to read
poems with another figurative
language.
Go over with the poem read in
the previous day.
Teacher models in reading the
lines from the poem “The Old
Woman Who Swallowed a Fly”
Unlocking of Difficulties
Identify whether the pair of
words is synonym or
antonym.
a. clever - dull
b. remove - take off
c. funny - humourless
d. shut - open
The teacher presents the
following sentences. Let the
pupils read the
sentences correctly.
1.I am removing both your
gun and your permit.
2. It was neither clever nor
funny.
3.Either go home or shut up
Use a topic wheel.
Answer the question at
the center.
When the pupils are done
answering the activity, let
them read orally all the
answers they have
written
Presentation
The pupils read the poem
orally with the guidance
of the teacher
MY NATIVE LAND
How beautiful are her
mountains grand
The peaceful valleys
between
Her sparkling sun and
cooling rains
That bathe the fertile
plains
How graceful are her
stately plains
Her towering emerald
trees
How pliant her rustling
bamboos green
Dancing blissfully in the
breeze
What are the beautiful
scenic spots found in our
country?

D.Discussing new concepts and
practicing new skills #1
Present the poem to the pupils
entitled” The Old Woman Who
Swallowed a Fly”
“The Old Woman Who Swallowed
a Fly”
There was an old woman who
swallowed a fly
Oh! My! Swallowed a fly?
Poor old woman, I’ll think she’ll
die
There was an old woman
Who swallowed a spider.
Right down inside her,
She swallowed a spider
She swallowed a spider to hook
the fly
Oh! My! Swallowed a fly
Poor old woman, I think she’ll die
There was an old woman who
swallowed a cat.
Fancy that! Swallowed a cat!
She swallowed the cat to hook the
bird
She swallowed the bird to hook
the spider,
She swallowed the spider to catch
the fly
Let the pupils read the following
lines from some poems.
Slowly, silently now the moon
Walks the night in her silver shoes;
This way and that, she peers and
sees
Silver fruits upon silver trees.
The birds have washed their faces
And cuddle in a row
Upon a little frosty bush
That twinkles in the snow.
Let us study the lines from the
poems.
(Teacher models reading the poem)
Engagement Activities.
Divide the class into groups
DAY 3
Reading Comprehension
Group 1: “The Poets”
Choral Reading of the poem
The group will choose a leader to
lead the group
Group 2: “The Painters”
Illustrate what the poem tells
you.
Group 3: “The Writers”
Pick out one phrase or one
sentence from the poem above
which you think is unbelievable.
In one or two sentences, explain
why you think it is impossible to
happen?
1. What are the two elements
being linked in the first
sentence?
(The equivalent elements
being linked are your gun and
your permit)
DAY 4
Grammar / Vocabulary
Development
What do you call these
phrases?(They are both noun
phrases.)
What words are used to link
these two phrases?(
both…and)
2.In the second sentence,
what are the equivalent
elements being linked?
(The equivalent elements
being linked are clever and
funny .They are both
adjectives.)
What words are used to link
these phrases? (neither…nor)
3.In the last sentence, what
are the equivalent elements
being linked?
How pretty her white
sampaguitas
And fragrant orchids so
rare
How modest and sweet
her children
Who harvest the golden
grain
How I love her rainbow
birds
Her blue skies and shining
waves
How I love this dear
Philippines
Home on this troubled
earth.
By: Esmeraldo B. Pascua
Comprehension Check-Up
a. What are found
between grand
mountains?
b. How will you describe
the plains? the
sampaguita?
c. Explain why bamboos
are pliant?
d. What is meant by
pliant?
e. Can you name three
scenic spots you love
most in our country?
f. What are the ways of
appreciating the beauty
of our land? How can we
help maintain the beauty
of these places?

E. Discussing new concepts and
practicing new skills #2
There was an old woman who
swallowed a horse
She died of course!
1. Go back to the motive question.
Have the pupils answer them
clearly.
2. Comprehension Check
a. What are the animals
mentioned in the poem?
b. What did the old woman do?
c. Do you believe that there is such
an old woman who can swallow
animals like spider, cat, horse?
d. Was the poem believable?
e. Do these really happen in real
life?
Groups 1 and 2: Choral Reading of
the poem
The group will choose a leader to
lead the group
Groups 3 and 4: Drawing some of
the things mentioned in the
poem.
Questions:
What is the poem all about?
What message does the poem try
to convey?
Discussion Questions
(Call group 1 to do the choral
reading)
Let us see how good you are in
reciting a poem
How did you recite the poem?
What does the poem tell us?
(Ask group 2 to present their
drawing)
Ask: What did the oldwoman
swallow?
Why did she swallow the cat? the
bird? the spider?
What happened to the
oldwoman when she swallowed
the horse?
Do you think it could really
happen?
(Call group 3 to present their
written output)
(The equivalent elements
being linked are go home and
shut up. They are both
imperative verbs.)
What words are used to
connect two phrases?(
either…or)
4.What do you call these
words that linked two
equivalent elements?
(They are called correlative
conjunctions.)
The key learning point in
these examples is that
correlative
conjunctions link equivalent
elements. The most
commonly used
correlative conjunctions are
both…and, either…or,
neither…nor, not
only…but also)
The teacher will further Teaching Modeling
explain to the pupils the rules Read the following
in using these phrases
correlative conjunctions beautiful mountains
pretty white sampaguitas
graceful plains
Ask: What can you say
about the underlined
words?
Do they show same or
different meanings?
What do you call these
words that show similar
or same meanings?
What other pair of words
can you find in the poem
that you have read a
while ago?
Say: These pair of words
have the same meaning.
These are synonyms.

F.Developing Mastery Engagement Activities
Teacher will record another story.
Pupils will listen to the story and
do the necessary activities
Skill Development: Figurative
Language-Personification
Go over with the lines of the poem.
a. In the first example of the
poem,what is the inanimate object?
What human qualities are given to
the moon?
(The moon can walk in her silver
shoes and can peer and see.)
b. On the second example, what is
the inanimate object mentioned in
the poem?
c. What human qualities are given
to the birds in the second example?
(washed their faces and cuddle in a
row)
Say: These lines show another kind
of figurative language. Inanimate
objects like moon and birds are
given characteristics like a
person.This figurative language is
Which among those sentences or
phrases from the poem seemto
be unbelievable?
What does it tell us?
Why do you say so?
Teacher asks the pupils to read
this part of the poem
There was an old woman who
swallowed a cat.
There was an old woman who
swallowed a horse.
How did the poet express his
thoughts ?
Do you think an old woman could
really swallow a cat or a horse?
What do these lines express?
Did the poet exaggerate his
ideas?
This is an exaggeration because
nobody can eat a cat or a horse.
The poet tells something that is
greater than to what it really is.
This is another kind of figurative
language which is called
hyperbole.
These correlative conjunctions
connect two balanced clauses,
phrases, or words.The two
elements that correlative
conjunctions connect are
usually similar in length and
grammatical structure. They
are used in pairs to join
sentences or phrases that
carry the same general
meaning and tone. They are
called correlative conjunctions
because they are always used
together and convey the same
relative meaning. The most
commonly used correlative
conjunctions are both…and,
either…or, neither…nor, not
only…but also .We use
both…and if both ideas are
true, either…or if only one
Let’s recall the story of an
old woman who
swallowed the fly.
An old woman swallowed
the fly.
She rejected it out of her
mouth.
An old woman swallowed
the cat to hook the bird.
She swallowed the bird to
catch the spider.
Ask: Look at the first two
underlined words. Do the
pair of words tell the
same meaning or
different meaning?
How about the second
pair of words? Are the
meaning similar or
different?
Say: Words that have
different or opposite
meanings are antonyms.
Here are some lines taken
from the poem that you
have read. Let me see if
you can identify the
meaning of the
underlined word.
1. The grand mountain
are beautiful.
attractive radiant
marvelous
2. How graceful are her
stately plains!
willowy
obedient
charming
3. How pliant are her
bamboos green.
wavering
elastic
obedient

G.Finding Practical application of
concepts and skills in daily living
Write It
With your group members, talk
about the story listened to. Select
the event that may happen and
event that would be impossible to
happen in real life. Write your
answer in a chart form
Act it Out
Select the part of the story which
you think is impossible to happen.
Make a role play of it
Draw It
Make an illustration of the events
that happened in the story.
Identify whether it is a fantasy or
reality.
called personification. It brings to
life an inanimate object by giving to
it the qualities of a person.
Read the personifications below.
Encircle the inanimate object/thing
and underline the action each does.
a. The morning air bites our faces
and hands.
b. The train flew at lightning speed.
c. The bird cautiously tiptoed in the
hall.
d. The stars veil their glow.
e. It is the jolliest house I’ve seen.
Let’s go over with these
sentences that you have read a
while ago.
I waited a long time to be picked
up from school.
I waited an eternity to be picked
up from school.
Waiting is as boring as a speech.
Which among these lines show
exaggeration? The second
sentence is an exaggeration.
Someone can't "wait an eternity."
This is an exaggeration. What
does waiting for an eternity
imply? Waiting for an eternity
implies that one waited for a long
time. So,this type of statement is
called hyperbole.
Read the followingsentences.
Which among these sentences
use hyperbole?
1. I am so hungry I could eat a
horse.
2. These are the worst pancakes I
have ever eaten.
3. I like my teacher a lot. 4. It's
taking you a million years to get
ready. 5. I am so hungry I could
eat a horse.
idea is tru or will happen, and 4. How pretty are her
neither…nor, if both ideas are white sampaguitas.
untrue lovely
cheerful
ample
5.How sweet and modest
are her daughters who
harvest the
golden grain.
darling
pure
fragrant
1. Use the appropriate Identify the antonym of
correlative conjunctions to each underlined word.
complete each sentence. a. 1. How peaceful the
She is____ intelligent___ valleys between her
beautiful. b. I will ___ go for a sparkling sun and cooling
hike ____ stay home and rains.
watch TV. c. Jerry is ____ a. violent
rich____ famous. d. He b. disturbed
is____intelligent,____very c. noisy
funny. e. Would you____ go 2. How graceful are her
shopping_____spend the day towering emerald trees.
at the beach? a. brief
b. low
c. little
3. How pretty are her
fragrant orchids so rare.
a. frequent
b. repeated
c. common
4. How sweet and modest
her daughters are!
a. unchaste
b. boastful
c. shy

H.Making generalization and
abstraction about the lesson
I.Evaluating learning
J.additional activities for application
or remediation
How will you distinguish
reality?Fantasy?
Identify if the following is fantasy
or reality.
Write five examples of fantasy and
reality
Personification is a figure of speech
which brings to life an inanimate
object by giving it the qualities of a
person. Personification is the giving
of human qualities to animal,
objects and ideas.
Read the following phrases. Think
of appropriate word that will fit the
sentence toshow personification.
a. Slowed to crawl
b. A friend who protects me
c. Yells at me every morning
d. Danced across the sky
e. Grumbling like it was angry
Read the following sentences.
Underline the object personified
and encircle the word which tells
what the object does.
a. Hail pounded the houses and
streets.
A hyperbole is a figurative
language that describes
something as better or worse
than it really is. It is a figure of
speech, which involves an
exaggeration of ideas for the sake
of emphasis. Hyperbole is a
figurative language technique
where exaggeration is used to
create a strong effect. With
hyperbole, the notion of the
speaker is greatly exaggerated to
emphasize the point.
Find the specific part of the
sentence that makes it an
exaggeration.
1. This is the best pizza in the
whole wide world.
2. This suitcase weighs a ton. 3.
The baby's smile was a mile wide.
4. He is older than the hills. 5. She
nearly drowned in her tears.
Write phrases or sentences that
use hyperbole. Underline the part
that shows exaggeration.
Construct clear and
meaningful sentences using
the following conjunctions:
both…and, either…or,
neither…nor, not only...but
also
Write the appropriate
correlative conjunctions to
complete the sentence. 1.
____Alex _____Carlos applied
for the job. ( both…and, either
or) 2. I found ____my
homework ____my textbook
under my bed. ( both…and,
either or) 3. I can’t decide
_____I should take a French
next year____take Korean.
(either…or, whether or) 4.
____my brother____my sister
can go to the game.
(whether…or, neither…nor) 5.
___you clean your
room_____you will stay home
this weekend. (either…or,
neither…or)
Rewrite the sentences.
Construct new one using
both…and, neither…nor,
either…or, not only...but also
Ex: I like classical music and I
also like pop music. I like both
5. How I love dear
Philippines, home on this
troubled earth.
a. peaceful
b. restful
c. dignified
We infer the meaning of
unfamiliar words through
synonyms and antonyms.
Synonyms are pair of
words that are similar in
meaning. Antonyms are
pair of words that are
opposite in meaning
A. From the word list,
select the synonyms of
the underlined word in
each sentence.
1. Our ancestors fought
valiantly for our freedom.
2. The victorious team
was recognized during
the assembly.
3. The players’ faces
blushed with the
unexpected recognition.
4. The injured climber
was saved by his
companions.
5. The water vapor
disappeared in the air
Write the antonym of the
following words.
Construct sentences
using the following pairs
of words.
1. victorious

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
in the evaluation
B.No.of learners who require
additional activities for remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
b. Midnight hears me cry.
c. The tall trees moaned.
d. The moon faithfully controls the
tide’s ebb and flow.
e. My flowers were begging for
water.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
classical and pop music. a. Jj
does not speak French and
L.A. does not speak French.
________________________
______________________ b.
Krizzy speaks Filipino and she
also speaks English.
________________________
______________________
c. Mary is not tall and she is
not thin.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
2. saved
3. disappeared
4.unseen
5. gradually
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were
interested on the lesson,
despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
 due to unnecessary
behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
learners who have caught up with above above above 80% above earned 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation additional activities for additional activities for remediation additional activities for additional activities for require additional
remediation remediation remediation activities for remediation

E.Which of my teaching strategies ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up
the lesson
F.What difficulties did I encounter ___ of Learners who continue to
which my principal or supervisor require remediation
can helpme solve?
G.What innovation or localized Strategies used that work well:
materials did used/discover whichI ___Metacognitive Development:  ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
 ___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
 
 
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student 
created
drawings, videos, and games.
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
lesson the lesson up the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
require remediation require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
 ___Metacognitive Development:  ___Metacognitive well:
Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, and taking and studying techniques, assessments, note taking and Development: Examples:
vocabulary assignments. and vocabulary assignments. studying techniques, and Self assessments, note
___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think- vocabulary assignments. taking and studying
share, quick-writes, and anticipatory pair-share, quick-writes, and  ___Bridging: Examples: Think- techniques, and
charts. anticipatory charts. pair-share, quick-writes, and vocabulary assignments.
 anticipatory charts.  ___Bridging:Examples:
 Think-pair-share,quick-
___Schema-Building: 
Examples: ___Schema-Building: Examples:
writes,andanticipatorych
Compare and contrast, jigsaw 
Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and learning, peer teaching, and Examples: Compare and arts.
projects. projects. 
contrast, jigsaw learning, peer __Schema-Building:
teaching, and projects. Examples: Compare and

contrast, jigsaw learning,
 ___Contextualization: 
peer teaching, and
Examples: Demonstrations, media,  Examples: 
Demonstrations, ___Contextualization:
projects.
manipulatives, repetition, and local 
media, manipulatives, repetition, Examples: Demonstrations,
 ___Contextualization:
opportunities. and local opportunities. media, manipulatives,
repetition, and 
local Examples:
 Demonstrations, media,
opportunities.
 ___Text Representation: manipulatives, repetition,
Examples: Student 
created Examples: Student 
created and local opportunities.
drawings, videos, and games. drawings, videos, and games.  ___Text Representation:
 ___Text Representation:
 Examples: Student created
drawings, videos, and games.
 ___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Modeling: Examples:  ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
 Examples: Student
Speaking slowly and clearly, created drawings, videos,
modeling the language you and games.
want students to use, and  ___Modeling: Examples:
providing samples of student Speaking slowly and
work. clearly, modeling the
language you want
Other Techniques and students to use, and
Strategies used: providing samples of
___ Explicit Teaching student work.
___ Group collaboration Other Techniques and
___Gamification/Learning Strategies used:
throuh play ___ Explicit Teaching
___ Answering preliminary ___ Group collaboration
activities/exercises ___Gamification/Learning
___ Carousel throuh play
___ Diads ___ Answering
___ Differentiated Instruction preliminary
___ Role Playing/Drama activities/exercises
___ Discovery Method ___ Carousel
___ Lecture Method ___ Diads
Why? ___ Differentiated
___ Complete IMs Instruction
___ Availability of Materials ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Discovery Method
___ Group member’s ___ Lecture Method
collaboration/cooperation Why?
in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Availability of
of the lesson Materials
___ Pupils’ eagerness to
learn
___ Group member’s

collaboration/cooperatio
n
in doing their tasks
___Audio Visual
Presentation
of the lesson
 School:
GRADES 1 to 12 Teacher:
DAILY LESSON LOG Teaching Dates and Time: JULY 23-27, 2018 (WEEK 8)
WEEK 8 MONDAY
I.OBJECTIVES
A.Content Standards *Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fraction
B.Performance Standards *The learner is able to recognize
and represent whole numbers up
to 10 000 000 in various forms and
contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fractions in mathematical
problems and real-life situations
C.Learning Solves routine and non-routine
Competencies/Objectives problems involving multiplication
without
addition or subtraction of fractions
and whole numbers using
appropriate
problem solving strategies and
tools
M5NS –Ih-92.1
II.CONTENT Number and number sense
III.LEARNING RESOURCES
TUESDAY
*Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fraction
*The learner is able to recognize
and represent whole numbers up to
10 000 000 in various forms and
contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the four
fundamental operations involving
fractions in mathematical problems
and real-life situations
Solves routine or non-routine
problems involving multiplication
with addition
or subtraction of fractions and
whole numbers using appropriate
problem
solving strategies and tools
M5NS-Ih-92.1
Number and number sense
WEDNESDAY
*Demonstrates understanding of
whole numbers up to 10 000 000
*Demonstrates understanding of
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fraction
*The learner is able to recognize
and represent whole numbers up
to 10 000 000 in various forms
and contexts.
*The learner is able to apply
divisibility, order of operations,
factors and multiples and the
four fundamental operations
involving fractions in
mathematical problems and real-
life situations
Create Problem (with reasonable
answers) involving multiplication
of
Fraction
M5NS-Ih-93.1
Number and number sense
Grade Level: V
Learning Area: MATHEMATICS
Quarter: 1ST QUARTER
THURSDAY
*Demonstrates understanding
of whole numbers up to 10
000 000
*Demonstrates understanding
of divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fraction
*The learner is able to
recognize and represent
whole numbers up to 10 000
000 in various forms and
contexts.
*The learner is able to apply
divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations
Create problems (with
reasonable answers) involving
division or with any of the
other operations of fractions
and whole numbers
M5NS-Ih-93.1
Number and number sense
FRIDAY
*Demonstrates
understanding of whole
numbers up to 10 000
000
*Demonstrates
understanding of
divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fraction
*The learner is able to
recognize and represent
whole numbers up to 10
000 000 in various forms
and contexts.
*The learner is able to
apply divisibility, order of
operations, factors and
multiples and the four
fundamental operations
involving fractions in
mathematical problems
and real-life situations
Shows that multiplying
fraction by its reciprocal
is equal to 1
M5NS-Ih-94
Number and number
sense
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
CG p.54
metacards, pocket chart
Drill
Directions: Change these fractions
to lowest terms
Directions: Give the product of
these fractions
(Show a different of pictures of a
boy selling newspaper)
Class, this is Marlon. He helps his
parents earn money by
selling newspaper in their
neighborhood during Saturday and
Sunday.
Presentation
Problem
Marlon earns Php150 by selling
newspapers. He sets aside 25 of it
CG p.54 CG p. 54 CG p.54
flash cards, chart fraction cards, picture, activity Power point presentation, Charts, flash cards,
sheet, power point presentation activity sheets activity cards
Drill Drill Drill Drill
Directions: Perform the indicated Strategy: “Agawan Bola” Strategy: Show-Me-Game Directions: Have a drill on
operations. Reduce to lowest Materials: One medium-sized basic multiplication and
terms if possible ball, Flash Cards addition facts
a. 12 ×12 b. 415+ 78 c. 45−13 Review using flash cards.
d. 49×34 e. 4−16 Strategy: “The Weakest Link” 8 X 9 4X6 7 X 5 4 + 9 5 + 8
What are the steps in solving Solving word problems involving 2. Review
routine problems? How about non Multiplication of Fractions Strategy: Cooperative
routine problems? Learning
Multiplying Fraction by
Another Fraction
For today we are going to Who can give me some Garbage is one of the most How many of you already
Solve mathematical problem involving multiplication characteristics of a Filipino? prevalent problems that we heard the word
of fraction How about you, what positive have now. reciprocal?
characteristic do you possess? What are the most common Do you have an idea of
household waste materials? what is it? Let us see.
What can we do with those
wastes to lessen our problem
on garbage? (Introduce the
3Rs- Reduce, Reuse and
Recycle)
The Grade Five Class initiated
a project to minimize the
problem on waste products in
their community.
Let us find out what it is.
What are the sources of the
income of your family?
Do your parents attend livelihood
trainings and seminars?
Problem Problem Problem Study the table of
Mrs. Luna gives 4 hours seminar A farmer plowed 3/4 of his land. In a newspaper drive, 3 equation given below
and 34 hours livelihood training to He planted rice to 1/2 of the classes collected 20 23 kg, 25 (see powerpoint)
the parents of Barangay Prenza on 12kg and 3513 of newspapers

E. Discussing new concepts and
practicing new skills #2
F.Developing Mastery
as his savings. How much does
Marlon save from his earnings?
Performing Activities
Answer the following questions:
Questions
a. What are given?
b. What is being asked?
c. What is the number sentence?
d. How will you solve the
problem?
e. If you were Marlon, what will
you do with your savings?
Performing Activities
Answer the following questions:
Questions
a. What are given?
b. What is being asked?
c. What is the number sentence?
d. How will you solve the
problem?
e. If you were Marlon, what will
you do with your savings?
Mondays and Thursday. How many
hours of seminar and training did
she give them at the end of the 4th
week?
Give some comprehension
questions and valuing
Divide the class into group of 5s.
The task of the pupils is to help
each other to solve the problem.
Give them enough time to perform
the task.
After all groups have finished,
asked them to post their output on
the board and let them discuss
their solutions.
Questions to answer:
What is asked?
plowed part. What part of his
field was planted with rice?
Discuss the problem to the
class.
How will you solve the problem?
Emphasize that the problem
involves multiplication of
fraction.
Can you create problems similar
to the problem
presented?
Group the pupils into four
working teams. Ask the groups to
create a problem using the
information below
Let the group present and discuss
the problem they have created.
How did you create a problem
using the given information?
respectively. What was the
average collection per class?
What was the project Questions:
initiated by the Grade Five a. How many columns of
pupils? numbers are there?
How many classes joined in b. What can you say
the newspaper drive? about the numbers in
How can such project help each column?
lessen our widespread c. What kind of numbers
problem on garbage? ( Cite are in column A? B? C?
other ways on how pupils like d. Have you seen any
you can help solve the pattern in each column?
problems on garbage) e. What mathematical
What facts are given? term is shown in the
What operations are equation given?
needed to solve the problem/
In a newspaper drive, 3
classes collected 20 23 kg, 25
12kg and 3513 of newspapers
respectively. What was the
average collection per class?
What is the number
sentence that fits the
problem?
What is the answer to the
problem?
Guide the pupils in solving the
problem.
Let them create another
problem similar to the given
one.
the pupils into four. Let the Group the pupils into four
groups work cooperatively on learning teams. Let them
station 1 for group 1, station 2 answer the given
for group 2, station 3 for questions.
group 3 and station 4 for Give them ample time to
group 4. Let them present do the task.
their output one at a time. After all groups have
Direction: Create a 2 to-3-step finished, let them display
word problem involving their output and
division of fractions with any let them explain.
of the other operations of

G.Finding Parctical application of
concepts and skills in daily living
Group Work
Provide each group with a
problem to solve. Let them post
their answers on the board. .
Group 1- During a three-day
camping, a Boy Scout troop
consumes 58 of the 50-kg sack of
rice. How many kilograms of rice
were consumed?
What are given? fractions and whole numbers
How will you solve the problem? based on the given data.
After the activity, ask the pupils to
explain their answers.
What is asked? (Understand)
Expected Answer : numbers of
hours of seminar and
Mrs. Luna gives 4 hours seminar
and 34 hours livelihood training to
the parents of Barangay Prenza on
Mondays and Thursday. How many
hours of seminar and training did
she give them at the end of the 4th
week?
.
training did she give them at the
end of the 4th week
What are given? (Understand)
Expected Answer : 4 hours and 34
hours of seminar and
training on Mondays and Thursdays
What operations will you use?
(Plan)
Expected Answer : addition and
multiplication
What is the number sentence?
(Plan)
Expected Answer : (4+34) ×4 =𝑁
How did you solve the problem?
Expected Answer : (4+34) ×4 =𝑁
434 ×4=194 ×4=191=19 ℎ𝑜𝑢𝑟𝑠
What is the final answer?
Expected Answer : She had given 19
hours of seminar and and training
at the end of the 4th week
Group the pupils into five learning Create a problem using the data Create a problem involving Put a check on the blank
teams. Ask the group to work below division of fractions with any if the first number is a
together in solving for the answer of the other operations of reciprocal of the second
to each problem. Give the learning fractions out of the given column.
teams enough time to do the task. situations.
a. Lilia spends 34 of her weekly (Let the pupils work by pair)
allowance for lunch and 15for
snacks. How much does she save if
her weekly allowance 50 kg.

H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Group 2- Many jogs 5 35 kilometer
each day. How many kilometers
does in jog in 3 weeks?
Group 3 - A Metro Aide can clean
10 23 meters of the lawn per hour.
How many meters of lawn can he
clean in 4 13 hours?
To solve routine and non-routine
problems involving factors,
multiples and divisibility rules, we
are guided by the following:
Understand
Know what is asked in the
problem
Know the hidden questions
Know what are the given facts
Plan
Determine the operation to be
used
Write the number sentence
Solve
Show the solution
Check and Look Back
Check your answers
State the complete answer
Directions: Solve the following
problems.
a. Jose harvested 15 kilograms of
guavas from the orchard. He gave
25 of them to his neighbors. How
many kilograms of guavas were
given to the neighbors?
Julius sold 3 12 sacks of rice? Each
sack weigh 50 kilograms. How
many kilograms of rice did Julius
sell?
To solve routine and non-routine
problems involving factors,
multiples and divisibility rules, we
are guided by the following:
Understand
is Php 500.
b. Six- sevenths of a 49-meter long
cord was used for the
project. How many meters of cord
were not used?
To solve routine problems involving
multiplication with addition or
subtraction of fractions and whole
numbers using appropriate
strategies and tools, follow these
steps:
Understand
Know what is asked
Know the given facts
If any, determine the hidden
questions
Plan
Determine the operations to be
used
Write the number sentence
Solve
Use the operation solve
Check and Look Back
Write the correct answer
Directions: Read, analyze and solve
the following problems.
a. Mr. Carino spent 12 of his salary
for food, 15for miscellaneous, and
310 for education. How much
money was allotted for each item if
his
monthly salary was Php 46,000.
b. It takes 25 yards of material to
make a skirt and 34 to make a
dress.
How many yards will it take to
make 6 skirts and 3 dresses?
sold 4/5
? kg
How will you create a problem
involving Least Common Multiple In creating a problem, we do
(LCM) given the following the following:
information? Familiarize ourselves with
the concept and its
application to real-life
situations.
Think of the type of
problems we want to create
Read some problems and
study their solutions.
Create problems involving multiplication of fraction Create a problem involving
based on division of fractions with any
the information given below of the other operations of
1. Mr. Roxas gathered 100 eggs from his fractions out of the given
poultry. situations. Write your answers
He gave 48 to his friend. on your answer sheet
2. Geward had 2 1/ 2 litres of paint.
Used 2 /3 of it to paint their dining room
How will you show that
when you multiply a
fraction by its reciprocal
is equal to 1?
Using equation, we can
show that multiplying a
fraction by its reciprocal
is equal to 1. And there is
a rule that says that when
product of two numbers
is 1, they are reciprocal to
each other or
multiplicative inverse.
Write “YES” if the second
number is the reciprocal
of the first. If not, write
the reciprocal of the first
number
1) 1 ½ x 23=
2) 8 25x 542=
3) 2 38x 810=
4) 4 16x 624=
5) 3 23 x 112

J.additional activities for application
or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
in the evaluation
B.No.of learners who require
additional activities for remediation
Know what is asked in the
problem
Know the hidden questions
Know what are the given facts
Plan
Determine the operation to be
used
Write the number sentence
Solve
Show the solution
Check and Look Back
Check your answers
State the complete answer
A man owned a parcel of land that
was 2 58 hectares in area. He used
23 of it for a garden. What
fractions of the land is the garden?
b. A car travels at a speed of 2 14
kph. How far can it go in 3 13
hours?
Solve the problem below. Read, analyze and solve the Create problem involving Give the reciprocal of
Nelia sold 5 12 sacks of calamansi. following problem. Multiplication of Fraction using Directions: Write a question each of the following,
How many kilograms of calamansi A scoutmaster bought 35 m of the for the given situations. then show your solution.
did she sell if a sack weighed 4 rope. He used 47 of the information given below. Solve 1. Allan and his father can 1) 8
12kilograms assuming that the Roper for knot tying. How many for the answer repair one desk in 13 hour. 2) 1/5
sacks have the same weight? meters of rope were not used for They worked for 3 hours. 3) 3/7
knot tying? Problem: 4) 8/10
________________________
_______
Solution:
________________________
_______
___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move
next objective. next objective. the next objective. the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
answering their lesson. answering their lesson. answering their lesson.

C.Did the remedial work? No.of
learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can helpme solve?
G.What innovation or localized
materials did used/discover whichI
wish to share with other teachers?
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:  ___Metacognitive Development:
Examples: Self assessments, note
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
 ___Metacognitive
Examples: Self assessments, note
___Pupils found difficulties in ___Pupils found
answering their lesson. difficulties in answering
___Pupils did not enjoy the their lesson.
lesson because of lack of ___Pupils did not enjoy
knowledge, skills and interest the lesson because of lack
about the lesson. of knowledge, skills and
___Pupils were interested on interest about the lesson.
the lesson, despite of some ___Pupils were
difficulties encountered in interested on the lesson,
answering the questions asked despite of some
by the teacher. difficulties encountered in
___Pupils mastered the lesson answering the questions
despite of limited resources asked by the teacher.
used by the teacher. ___Pupils mastered the
___Majority of the pupils lesson despite of limited
finished their work on time. resources used by the
___Some pupils did not finish teacher.
their work on time due to ___Majority of the pupils
unnecessary behavior. finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned ___ of Learners who
80% above earned 80% above
___ of Learners who require ___ of Learners who
additional activities for require additional
remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who
up the lesson caught up the lesson
___ of Learners who continue ___ of Learners who
to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work
well:
Development: Examples: Self
 taking and studying techniques,
and vocabulary assignments.
 
___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
 
 
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student 
created
drawings, videos, and games.
 ___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 anticipatory charts.
___Schema-Building: 
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 teaching, and projects.
 ___Contextualization:
Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.

 ___Text Representation:
Examples: Student 
created
drawings, videos, and games.
___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.

___Schema-Building: Examples:

Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
Examples: 
Demonstrations,

media, manipulatives, repetition,
and local opportunities.
 
Examples: Student created
drawings, videos, and games. 
___Modeling: Examples:  Examples: Student created
Speaking slowly and clearly,
modeling the language you want 
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
assessments, note taking and 
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
 ___Bridging: Examples:
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer

___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities. 
___Text Representation:  Examples:
drawings, videos, and games.
___Modeling: Examples:

Speaking slowly and clearly,
modeling the language you 
want students to use, and 
providing samples of student
work.
 ___Modeling: Examples:
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___Metacognitive
Development: Examples:
Self assessments, note
taking and studying
techniques, and
vocabulary assignments.
Think-pair-share, quick-
writes, and anticipatory
charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning,
peer teaching, and
projects.
___Contextualization:
Demonstrations, media,
manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student
created drawings, videos,
and games.
Speaking slowly and
clearly, modeling the
language you want
students to use, and
providing samples of
student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Pupils’ eagerness to learn Why? ___ Answering
___ Group member’s ___ Complete IMs preliminary
collaboration/cooperation ___ Availability of Materials activities/exercises
in doing their tasks ___ Pupils’ eagerness to learn ___ Carousel
___ Audio Visual Presentation ___ Group member’s ___ Diads
of the lesson collaboration/cooperation ___ Differentiated
in doing their tasks Instruction
___ Audio Visual Presentation ___ Role Playing/Drama
of the lesson ___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s

collaboration/cooperatio
n
in doing their tasks
___ Audio Visual
Presentation
of the lesson

GRADES 1 to 12
DAILY LESSON LOG
WEEK 8
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
Teacher:
Teaching Dates and Time: JULY 23-27, 2018 (WEEK 8)
MONDAY
Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya, ang
mga teorya sa pinagmulan ng
lahing Pilipino upang
mapahalagahan ang konteksto ng
lipunan/pamayanan ng mga
sinaunang Pilipino at ang kanilang
ambag sa pagbuo ng kasaysayan
ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga
Pilipino gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng lahing
Pilipino
8.1.a. Nailalarawan ang relihiyong
Paganismo
8.1.b. Naisasadula ang ilang
gawaing may kaugnayan sa
relihiyong Paganismo
School:
TUESDAY
Ang mga mag-aaral ay
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya, ang
mga teorya sa pinagmulan ng lahing
Pilipino upang mapahalagahan ang
konteksto ng lipunan/pamayanan
ng mga sinaunang Pilipino at ang
kanilang ambag sa pagbuo ng
kasaysayan ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang pagmamalaki sa
nabuong kabihasnan ng mga
Pilipino gamit ang kaalaman sa
kasanayang pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng lahing
Pilipino
8.2.a. Nailalarawan ang iba pang
sinaunang paniniwala,tradisyon at
ang impluwensya ng mga ito sa
araw-araw na pamumuhay
Grade Level: V
Learning Area: ARALING PANLIPUNAN
Quarter: 1ST QUARTER
WEDNESDAY THURSDAY
Ang mga mag-aaral ay
naipamamalas ang
mapanuring pag-unawa at
kaalaman sa kasanayang
pangheograpiya, ang mga
teorya sa pinagmulan ng
lahing Pilipino upang
mapahalagahan ang
konteksto ng
lipunan/pamayanan ng mga
sinaunang Pilipino at ang
kanilang ambag sa pagbuo ng
kasaysayan ng Pilipinas
Ang mga mag-aaralay
naipamamalas ang
pagmamalaki sa nabuong
kabihasnan ng mga Pilipino
gamit ang kaalaman sa
kasanayang pangheograpikal
at mahalagang konteksto ng
kasaysayan ng lipunan at
bansa kabilang ang mga
teorya ng pinagmulan at
pagkabuo ng kapuluan ng
Pilipinas at ng lahing Pilipino
Summative Test 9.1.a. Natutukoy ang mga
paniniwala noon na
nagpatuloy hanggan ngayon
9.1.b. Naitatala ang mga
paniniwala noon na
nagpatuloy hanggang ngayon
FRIDAY
Ang mga mag-aaral ay
naipamamalas ang
mapanuring pag-unawa
at kaalaman sa
kasanayang
pangheograpiya, ang mga
teorya sa pinagmulan ng
lahing Pilipino upang
mapahalagahan ang
konteksto ng
lipunan/pamayanan ng
mga sinaunang Pilipino
at ang kanilang ambag sa
pagbuo ng kasaysayan ng
Pilipinas
Ang mga mag-aaralay
naipamamalas ang
pagmamalaki sa nabuong
kabihasnan ng mga
Pilipino gamit ang
kaalaman sa kasanayang
pangheograpikal at
mahalagang konteksto ng
kasaysayan ng lipunan at
bansa kabilang ang mga
teorya ng pinagmulan at
pagkabuo ng kapuluan ng
Pilipinas at ng lahing
Pilipino
9.2.a. Napaghahambing
ang mga paniniwala noon
at ngayon upang
maipaliwanag ang mga
nagbago at nagpatuloy
hanggang sa kasalukuyan

II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
8.1.c. Naipapahayag ang reaksyon
ukol sa relihiyong Paganismo
AP5PLP-Ig-8
CG p.49
Makabayan,Kasaysayang Pilipino
p.25-26
aklat,larawan,slide
presentation,plaskard
1. Balitaan
2. Panimulang Pagsasanay
Panuto: Basahing mabuti ang
bawat sitwasyon /pangungusap.
Tukuyin ang tamang sagot.Isulat sa
sagutang papel.
1. Ang pagsamba ng ating mga
ninuno sa isang kataas-taasang
Diyos ay masasabing hindi lubos
dahil sa iba pa nilang
paniniwala.Naniniwala sila sa
espiritung tinatawag
na_____________.
A. anito B. babaylan C. pari
D.madre
2. Pinangungunahan ng paring
babae ang kanilang pagsamba.
8.2.b. Naisasadula ang ilang
paniniwala at tradisyon noong
unang panahon
8.2.c. Naipapahayag ang reaksyon
sa mga sinaunang paniniwala at
tradisyon
AP5PLP-Ig-8
CG p. 49
Ang Pilipinas sa Iba‟t ibang
Panahon p.23, Pamana p.35,
Kasaysayan ng Pilipinas p.23
aklat,larawan,tsart,power point
presentation
1. Balitaan
2. Panimulang Pagsasanay
Panuto: Basahin ang isinasaad sa
pangungusap.Isulat ang titik T kung
ito ay nagpapahayag ng
katotohanan at titik H kung hindi.
1. Naniniwala ang mga unang
Pilipino sa mga hula at pangitain.
Hinuhulaan nila ang mabuti at
masamang kapalaran sa
pamamagitan ng huni ng ibon.
2. Ayon pa rin sa mga unang
Pilipino,ang paghihilamos ng pusa
ay nagpapahayag ng pagdating ng
isang panauhin.
3. Pinaniniwalaan din ng ating mga
ninuno na ang bawat tao ay may
9.1.c. Naipahahalagahan ang
mga paniniwala noon na
nagpatuloy hanggang sa
kasalukuyan
AP5 PLP-Ih-a
CGp.49 CG.p.49
Pamana p.23,Ang Pilipinas sa
Ibat-ibang Panahon, Ang
Kasaysayan ng Pilipinas p.23
aklat,larawan, power point
presentation, tsart
1. Balitaan
2. Panimulang Pagsasanay
Panuto: Lagyan ng tsek / ang
patlang kung tama ang
isinasaad sa nakatalang
paniniwala at x kung hindi
tama.
1. Ang buntis ay magkakaanak
ng kambal kung kakain ng
kambal na saging.
2. Ang pag-alulong ng aso sa
hatinggabi ay masamang
pangitain.
3. Masama daw managinip ng
nabunutan ng ngipin dahil
may mamamatay na kaanak.
9.2.b. Nakabubuo ng tsart
na nagpapakita ng
paghahambing ng mga
paniniwala noon at
ngayon
9.2.c. Napahahalagahan
ang mga paniniwala noon
at ngayon na nagbago at
nagpatuloy hanggang sa
kasalukuyan
AP5 PLP-Ih-a
CG p. 49
Pilipinas: Bansang
Papaunlad 6 pp.44-45
Google
Laptop, Powerpoint
presentation, activity
sheet, marker, cartolina,
larawan
1. Balitaan
2. Balik-aral
Piliin at isulat ang titik ng
tamang sagot. (Maaring
basahin ng guro ang mga
tanong )
1. Bawat kapuluan ay
may sari-sariling
paniniwala. Iba-iba ang
mga katawagan nila sa
kanilang mga Diyos. Ano
ang tawag sa Diyos ng
mga Tagalog?
A. Abba B. Bathala C.
Laon D. Babaylon
2. Ang pagiging mabuti ay
isang katangiang
Ang mga paring babae ay kilala sa
tawag na ___
A. misyonero B.babaylan C.
muslim D.rebulto
3. Ang mga sinaunang Pilipino ay
nagsasagawa ng mga ritwal upang
makuha ang tulong at pagsang-
ayon ng mga anito.Ano ang tawag
sa ritwal na ito?
Paniniwala sa Panginoon
A. mag-anito B. padasal C. kultura
D. tradisyon
4. Sumasampalataya rin an gating
mga ninuno sa mga mabababang
diyos at diyosa.Ano ang tawag nila
sa diyos sa pagsasaka?
A. Sidap B. Madarangan C. Lalahon
D. Idianalo
5. Ito ay isang uri ng
pananampalatayang hindi
kumikilala sa Panginoong
Diyos,kay Kristo Hesus at sa Banal
na Espiritu.
A. islam B. katoliko C. paganismo
D.Allah
3. Balik-aral
Batay sa ating nakaraang aralin,
paano nakapagmay-ari ng lupa ang
ating mga ninuno?
Ano ang kanilang naging mga
saloobin sa pagmamay-ari nila ng
lupa?
kaluluwa na pupunta sa kabilang
mundo kapag ito‟y namatay.
4. May pinaniwalaan din ang mga
unang Pilipino tungkol sa
kometa.Ang pagpapakita ng kometa
ay nangangahulugan ng
digmaan,hirap,sakit at gutom.
5. Isa sa mga tradisyon na
pinahalagahan ng ating mga
ninunong Pilipino ay ang hindi
pagbibigay halaga sa patay.
Balik-aral
Sabihin ang tamang sagot sa mga
sumusunod na tanong:
Anong P ang tumutukoy sa
pananampalataya mayroon ang
mga sinaunang Pilipino kung saan
naniniwala sila sa mga espiritung
tinatawag na anito?
Ang B tawag sa mga paring babae
na nangunguna sa pagsasagawa ng
mga ritwal ng mga pagano?
4. Ayon sa ating mga ninuno
kapag nagwalis ng gabi ay
dadating o papasok ang
maraming grasya.
5. May paniniwalang ang mga
buntis ay lapitin daw o
hinahanap ng aswang kung
gabi.
maipagmamalaki nating
mga Pilipino. Ang
pagdadamayan ay
naipakikita lalo na sa
panahon ng kagipitan o
kalamidad. Ano ang
tradisyong ipinapakita
nito?
A. Pagtutulungan C.
Pakikiramay
B. Pagbabayanihan D.
Pagkakaisa
3. Ano ang iniaalay ng
mga tao sa kanilang
yumaong mahal sa
buhay?
A. Pagkain at panalangin
C. Pera
B. Karunungan D.
Kagamitan sa bahay
4. Ito ay ang pag-uugali
ng tao na kung saan ay
nagkakaroon ng
paninirang puri.
Tinatawag ding ugaling
talangka. Ano ito?
A. bayanihan C. crab
mentality
B. kasipagan D.
katamaran
5. Isa sa mga
pinaniniwalaan ng mga
sinaunang Pilipino. Ano
ito?
A. Paniniwala sa
pagyaman sa
pamamagitan ng
pagtatrabaho.
B. Paniniwala sa pagkain
ng sariwang pagkain.
C. Paniniwala sa
pagnanakaw ng iba‟t
ibang kagamitan.

B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
Magpapakita ng mga larawan ng
ibat-ibang relihiyon/ Magpapakita
ng video clips ng relihiyong
Paganismo. Susuriin at pag-
uusapan ito bilang paghahanda sa
tatalakaying aralin
Pangkatang Gawain:
a. Papangkatin sa tatlong pangkat
ang klase sa paraang nais ng guro.
b. Ipaliliwanag ang gawaing
isasagawa ng bawat pangkat.
c. Ipapaalala ang mga
pamantayang dapat sundin.
d. Pag-uulat ng bawat pangkat.
Bibigyan ng pagkakataon na
makapagtanungan ang bawat
pangkat sa pamamatnubay ng
guro.
Mga karagdagang tanong na
sasagutin:
i. Ano ang masasabi ninyo sa
paraan ng pananampalataya ng
mga sinaunang Pilipino?
ii. Nakabuti ba ang mga paniniwala
ng mga paniniwala ng mga Unang
Pilipino sa kanilang paniniwala?
Ipaliwanag.
iii. Paano nila ipinakita ang
kanilang pananampalataya sa
kanilang pinaniniwalaang
panginoon / diyos?
iv. Ano ang naging reaksyon nila sa
pananampalatayang paganismo?
Hanapin ang mga salitang
nakapaloob sa mga titik na nasa
parisukat na naglalarawan ng
sinaunang paniniwala, tradisyon
noong unang panahon at magbigay
ng ideya o kaisipan tungkol dito.
Pangkatang Gawain
Hahatiin sa apat na pangkat ang
klase.
Bibigyan sila ng activity cards
kung saan nakatala ang kanilang
gagawin.
Ipapaalala ang mga pamantayang
dapat sundin
Magkakaroon ng pagtatalakayan
tungkol sa isinagawang pangkatang
gawain.
Ano sa palagay ninyo ang tawag
sa mga ipinaliwag ninyo, isinadula
at mga nasa larawan?
Isinasagawa pa rin ba ang mga ito
sa kasalukuyan?
Ano ang masasabi ninyo sa mga
kaugalian o paniniwala na
ipinakilala sa atin ng ating mga
ninuno?
Ipaliliwanag pa ng guro ang iba
pang mga paniniwala na
pinaniniwalaan n gating mga
ninuno.
Punan nang tamang salita ang
bawat patlang upang mabuo
ang mga sumusunod na
paniniwala:
Sa pamamagitan ng slides
presentation,ilalahad sa klase
ang ilan sa mga paniniwa /
pamahiin ng mga sinaunang
Pilipino na hanggang sa
kasalukuyan ay
pinaniniwalaan pa rin.
Iisa-isahin ang mga ito at
ipaliliwanag sa mga bata.
Hihingin din ang kanilang
mga opinyon tungkol dito.
Ano ang tawag sa lahat ng
inyong mga binasa at
inunawa?
Ano ang masasabi ninyo
dito?
Sa palagay ba ninyo
hanggang sa kasalukuyan ay
pinaniniwalaan ang mga ito?
Alin sa mga ang
pinaniniwalaan pa at
isinasagawa pa sa kaslukuyan?
Bakit kaya sa palagay ninyo
ay patuloy pa rin itong
pinaniniwalaan hanggang
ngayon?
D. Paniniwala sa kabilang
buhay.
Ano ang naging
paniniwala noon at
ngayon na nagbago at
nagpatuloy hanggang sa
kasalukuyan
Panimulang Pagtataya
Sagutin ang mga
sumusunod na tanong.
Pangkatang Gawain
Pagpapakita ng mga
larawan
a. Anu-anong paniniwala
at pagpapahalagang
Pilipino ang natuklasan
ninyo sa mga larawang
pinag-aralan ninyo?
b. Paano nabubuklod ang
mga Pilipino ng
bayanihan o
pagtutulungan? Kasalan?
Pagdiriwang ng araw ng
mga patay, ng pasko at
iba pa? pananalig sa
Panginoon? ng matibay
na pagbubuklod ng
pamilya? Ng matapat na
paglilingkod ng mga
pinuno at kawani ng
pamahalaan?
c. Alin sa mga
pagpapahalaga‟t
paniniwalang nakilala

F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
Anong pananampalataya mayroon
ang ating mga sinaunang Pilipino?
Panuto: Basahin at unawain ang
tanong,ipaliwanag ang iyong
sagot.
“ Kung ikaw ay nabibilang sa mga
sinaunang Pilipino noon, alin sa
mga pananampalataya at
paniniwala noon ang nais mong
panatilihin at isagawa sa
kasalukyan? Bakit?
Ano ang masasabimosa
pananampalataya ng mga unang
Pilipno?
Panuto: Basahin at unawain ang
mga tanong sa ibaba. Piliin at
isulat ang titik ng tamang
sagot.Isulat sa sagutang papel.
Ano anong mga paniniwala at
tradisyon ang natutuhan ngayon?
Tandaan:
Maraming mga paniniwala at
tradisyon ang mga sinaunang
Pilipino na nagkaroon ng
impluwensya sa atin sa kasalukuyan
tulad ng paggalang sa nakatatanda,
mga pamahiin at pagdaraos ng ibat
ibang okasyon
Sa iyong palagay, alin sa mga
tradisyong ipinakilala sa atin n
gating mga ninuno ang nagdulot ng
kabutihan sa ating pamumuhay
ngayon?
Ano anong mga paniniwala at
tradisyon ang natutuhan ngayon?
Panuto: Isulat kung Tama o Mali
ang isinasaad ng bawat
pangungusap na naglalarawan sa
mga paniniwala at tradisyon na
nagmula sa mga sinaunang Pilipino.
1. Naniniwala sa mga pamahiin ang
mga unang Pilipino. Ang pag-
alulong ng aso sa hatinggabi ay
masamang pangitain ayon sa kanila.
2. Ang mga Pilipino noon ay
naniniwala rin sa mga aswang,
tiyanak, tikbalang, manananggal at
mangkukulam.
3. Malakas din ang paniniwala nila
sa kabilang buhay kaya gayon na
Ano sa palagay ninyo ang
nararapat nating
maramdaman sa mga
paniniwalang ipinakilala sa
atin ng ating mga ninuno?
Bakit?
Para sa iyo, alin sa mga
paniniwala o pamahiin ng
ating mga ninuno na
hanggang sa kasalukuyan ay
patuloy pa ring isinasagawa at
pinaniniwalaan ang higit
mong pinahahalagahan at
pinaniniwalaan? Bakit?
Ano ano ang mga
paniniwala o pamahiin na
patuloy nating isinasagawa at
pinaniniwalaan hanggang
ngayon?
Isa-isahin ang mga ito.
Panuto: Basahin ang bawat
paniniwala / pamahiin.Pillin
ang kahulugan o ibig sabihin
ng nasabing paniniwala.Piliin
at isulat ang titik nang tamang
sagot.
1. Ilagay ang libro sa ilalim ng
unan bago matulog.
A. para hindi raw malimutan
ang pinag-aralan
B. para magising nang maaga
C. para hindi masira ang libro
o aklat
ninyo ang ginagawa ng
inyong pamilya? Alin ang
hindi pa? Bakit?
Sa palagay ninyo, alin sa
mga paniniwalang
nalaman natin ngayon
ang dapat panitilihin
nating mga Pilipino?
Bakit?
Lumikha ng maikling
usapan tungkol sa
napiling paniniwala at
ipakilos ito.
Ano-ano Sinaunang
Paniniwala at Tradisyon
ng mga Unang Pilipino
Basahing mabuti ang
bawat tanong , piliin at
isulat ang titik ng tamang
sagot
1. Nang si Roy ay
nakaangat na sa buhay,
bigla na lamang siyang
nagbago at pinag-iisipan
na niya ng masama ang
kanyang kapwa at pilit
niya itong pinapabagsak
upang siya lamang ang
nakakaangat. Sa inyong
palagay, ano kayang pag-
uugali mayroon si Roy?
lamang ang pagpapahalaga nila sa
patay.
4. Naniniwala rin sila na digmaan,
paghihirap, gutom, at sakit ang
kasunod ng pagpapakita ng isang
kometa.
5. Ang mga unang Pilipino ay
naniniwala din sa hula, mabuti at
masamang kapalaran sa
pamamagitan ng huni ng ibon at
mga lamang-loob ng kinatay na
hayop.
D. para maala-alang dalhin
ang aklat sa paaralan
kinabukasan
2. Baligtarin ang suot na damit
kung ikaw ay naligaw ng daan.
A. para hindi agad marumihan
ang suot na damit
B. pinaglalaruan ka daw ng
tikbalang
C. para makita ang tamang
daan
D. para makarating nang
mabilis sa lugar na
pupuntahan
3. Huwag papaswit o sisipol sa
gabi
A. tumatawag ka daw ng
dalaga
B. tumatawag ka daw ng
aswang
C. tumatawag ka daw ng ahas
D. tumatawag ka daw ng
panauhin
4. Masama daw
makasalubong ng itim na pusa
A. senyales daw ito ng
masamang pangyayari
B. senyales daw ito na
kakagatin ka nito
C. senyales daw ito na may
hinahabol na daga
D. senyales daw ito na
uumagahin ka ng uwi
5. Kapag may paru-paro na
lumilipad sa isang lamay,
huwag papatayin
A. yun daw ang bisita nung
namatay
B. yun daw ay naghahanap ng
bulaklak
C. yun daw ay naligaw lang
D. yun daw ay hinuli nung
namatay
A. Crab mentality C.
Balat-sibuyas
B. Palaasa D. Manloloko
2. Isa sa mga Diyos na
sinasamba at kilala sa
tawag na “Mayari.” Ano
ito?
A. Tala B. Buwan C. Adlaw
D. Ulap
3. Ang karamihan sa
kanila ay itinuturing na
babaylan? Sino/Sino-sino
sila?
A. Kababaihan C. Lahat ng
tao
B. Kalalakihan D. Mga
magulang
4. Ito ay ay isang pista
opisyal na malawakang
ipinagdiriwang sa
Pilipinas upang magbigay
galang at pugay sa mga
yumaong kamag-anak.
Tinatawag din itong
undas. Ano ito?
A. Pista C. Araw ng mga
Patay
B. Bagong Taon D. Pasko
5. Tinalakay sa inyo ng
inyong guro ang
patungkol sa mga kilalang
Diyos. Isa rito ay si
Lakampati. Saan kilala
ang Diyos na ito?
A. Diyos ng mga
Karunungan C. Diyos ng
mga Diyos
B. Diyos ng mga Pananim
D. Diyos ng mga Espiritu
J.Karagdagang Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha
ng 80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang
Gawain para sa remediation
Magtala ng ilang mga tradisyon na
isinasagawa inyong lugar.
Pumili ng isang tradisyon na
isinasagawa sa inyong lugar. Ano
ang kabutihan at di-kabutihang
dulot nito?
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
Sumulat ng isang kwento na
nagsasaad ng paniniwala o
tradisyon na nagkaroon ng
impluwensya sa inyong
pamumuhay
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
Magtala ng iba pang mga
paniniwala na isinasagawa sa
inyong tahanan o barangay
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
Mangalap ng larawang
nagpapakilala ng mga
pagpapahalaga o
paniniwalang nagbuklod
sa mga Pilipino
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were
interested on the lesson,
despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C.Nakatulong ba ang remedial? ___ of Learners who earned 80%
Bilang ng mag-aaral na nakaunawa above
sa aralin.
D.Bilang ng mag-aaral na ___ of Learners who require
magpapatuloy sa remediation additional activities for
remediation
E.Alin sa mga estratehiyang ___Yes ___No
pagtuturo ang nakatulong ng ____ of Learners who caught up
lubos?Paano ito nakatulong? the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to
naranasan na solusyunansa tulong require remediation
ng aking punungguro at superbisor?
G.Anong kagamitang panturo ang Strategies used that work well:
aking nadibuho nanais kong  ___Metacognitive Development:  ___Metacognitive Development:
ibahagi sa kapwa ko guro? Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
 ___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
 
 ___Schema-Building: Examples:  ___Schema-Building:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student 
created
drawings, videos, and games.
 ___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to use,
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 anticipatory charts.
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 teaching, and projects.
 ___Contextualization:
Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.

 ___Text Representation:
Examples: Student 
created
drawings, videos, and games.
___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to use,
___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
above 80% above earned 80% above
___ of Learners who require ___ of Learners who require ___ of Learners who
additional activities for additional activities for require additional
remediation remediation activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson up the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue ___ of Learners who
require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work
 ___Metacognitive well:
Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, assessments, note taking and Development: Examples:
and vocabulary assignments. studying techniques, and Self assessments, note
___Bridging: Examples: Think- vocabulary assignments. taking and studying
pair-share, quick-writes, and  ___Bridging: Examples: Think- techniques, and
anticipatory charts. pair-share, quick-writes, and vocabulary assignments.
 ___Bridging: Examples:
 Think-pair-share, quick-
___Schema-Building: Examples:
writes, and anticipatory

Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and Examples: Compare and charts.
projects. 
contrast, jigsaw learning, peer
 ___Schema-Building:
 Examples: Compare and
contrast, jigsaw learning,
Examples: 
Demonstrations, ___Contextualization:
peer teaching, and

media, manipulatives, repetition, Examples: Demonstrations,
projects.
and local opportunities. media, manipulatives,
repetition, and 
local
opportunities.  ___Contextualization:
  Examples:
Examples: Student created
Demonstrations, media,
drawings, videos, and games.  ___Text Representation:
manipulatives, repetition,
___Modeling: Examples:  Examples: Student created
and local opportunities.
Speaking slowly and clearly, drawings, videos, and games.
___Text Representation:
modeling the language you want  ___Modeling: Examples:
Speaking slowly and clearly,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
students to use, and providing modeling the language you  Examples: Student
samples of student work. want students to use, and created drawings, videos,
providing samples of student and games.
Other Techniques and Strategies work.
 ___Modeling: Examples:
used: Speaking slowly and
___ Explicit Teaching Other Techniques and clearly, modeling the
___ Group collaboration Strategies used: language you want
___Gamification/Learning throuh ___ Explicit Teaching students to use, and
play ___ Group collaboration providing samples of
___ Answering preliminary ___Gamification/Learning student work.
activities/exercises throuh play Other Techniques and
___ Carousel ___ Answering preliminary Strategies used:
___ Diads activities/exercises ___ Explicit Teaching
___ Differentiated Instruction ___ Carousel ___ Group collaboration
___ Role Playing/Drama ___ Diads ___Gamification/Learning
___ Discovery Method ___ Differentiated Instruction throuh play
___ Lecture Method ___ Role Playing/Drama ___ Answering
Why? ___ Discovery Method preliminary
___ Complete IMs ___ Lecture Method activities/exercises
___ Availability of Materials Why? ___ Carousel
___ Pupils’ eagerness to learn ___ Complete IMs ___ Diads
___ Group member’s ___ Availability of Materials ___ Differentiated
collaboration/cooperation ___ Pupils’ eagerness to learn Instruction
in doing their tasks ___ Group member’s ___ Role Playing/Drama
___ Audio Visual Presentation collaboration/cooperation ___ Discovery Method
of the lesson in doing their tasks ___ Lecture Method
___ Audio Visual Presentation Why?
of the lesson ___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperatio
n
in doing their tasks
___ AudioVisual
Presentation
of the lesson
 School: Grade Level: V
GRADES 1 to 12 Teacher: Learning Area: EPP - AGRICULTURE
DAILY LESSON LOG Teaching Dates and Time: JULY 23-27, 2018 (WEEK 8) Quarter: 1ST QUARTER

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-
mag-aaral
Naipamamalas ang pang-unawa sa
kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop[ bilang
gawaing mapagkakakitaan
1. Natutukoy ang iba’t ibang
paraan sa pagkalap ng
impormasyon gamit ang internet
2. Nagagamit ang teknolohiya o
internet sa pagkalap ng
impormasyon sa pagpili ng
hayop/isdang aalagaan
3. Naisasagawa nang may
kawilihan ang pagkalap ng
impormasyon sa pagpili
ng hayop/isdang aalagaan gamit
ang internet K-12 CG EPP5 AG-Of-
13
Pag-aalaga ng hayop
CG p.19
Makabuhang Gawaing Pantahanan
at Pangkabuhayan 6 pp.230-232
Makabuhang Gawaing Pantahanan
at Pangkabuhayan 5 p.162, 164
EPP 4 Learning Materials p. 52
Agap at Sikap 6 p. 102, 106,108,
119
Naipamamalas ang pang-unawa sa
kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop[ bilang
gawaing mapagkakakitaan
1. Nakagagawa ng plano sa pag-
aalaga ng poltri o isda bilang
mapagkakakitaang
gawain.
2. Naiisa-isa ang salik sa
pagpaplano sa pag-aalaga ng poltri
o isda bilang
mapagkakakitaang gawain
3. Naisasagawa nang may
kawilihan ang wastong pag-aalaga
ng poltri o isda
bilang mapagkakakitaang Gawain
K12 CG EPP5 AG-Og-14 LC 2.5
Pag-aalaga ng hayop
CG p.19
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
p. 174
Internet (www.youtube.com :
Plano sa pag-aalaga ng poltri o
isda)
Agap at Sikap 6 pp. 96-97
Naipamamalas ang pang-unawa
sa kaalaman at kasanayan sa pag-
aalaga ng hayop bilang gawaing
mapagkakakitaan
Naisasagawa nang may kawilihan
ang pag-aalaga ng hayop[ bilang
gawaing mapagkakakitaan
1. Natutukoy ang mga hayop na
maaaring alagaan gaya ng manok,
pato, itik,
pugo o tilapia
2. Naipakikita ang kasiyahan sa
pagtukoy ng hayop na aalagaan
gaya ng
manok, pato, itik, pugo at tilapia
EPP5 AG-Of-15, LC 2.6
Pag-aalaga ng hayop
CG p.19
Agap at sikap 6 pp. 103-104, 108-
109, 119-120,
Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5
p 162
Agap at Sikap 5 pp.134, 144,146
Naipamamalas ang pang- Naipamamalas ang pang-
unawa sa kaalaman at unawa sa kaalaman at
kasanayan sa pag-aalaga ng kasanayan sa pag-aalaga
hayop bilang gawaing ng hayop bilang gawaing
mapagkakakitaan mapagkakakitaan
Naisasagawa nang may Naisasagawa nang may
kawilihan ang pag-aalaga ng kawilihan ang pag-aalaga
hayop[ bilang gawaing ng hayop[ bilang gawaing
mapagkakakitaan mapagkakakitaan
1.Nakagagawa ng talaan ng Natataya ang kaalaman
mga kagamitan at ng mga bata sa
kasangkapan na dapat ihanda kasanayang tinalakay
upang makapagsimula ng pag-
aalaga ng poltri at isda .
2. Natatalakay ang talaan ng
mga kasangkapan at
kagamitan na dapat ihanda
upang makapagsimula ng pag-
aalaga ng poltri at isda.
3. Naipakikita ang pagiging
maingat sa pagtatala ng mga
kasangkapan at kaga-
mitan na dapat ihanda upang
makapagsimula ng pag-aalaga
ng poltri at isda.
EPP5 AG-Of-16,
Pag-aalaga ng hayop Pag-aalaga ng hayop
CG p.19 CG p.19
Agap at Sikap 6 pp. 109 at
118-119
Umunlad sa Paggawa 5 pp.
134-136 at 146-148
internet
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
Internet ( www. Youtube. Com.
Pag-aalaga ng mga hayop at isda)
larawan, laptop, DLP
Balik-aral:
Paano nakatutulong ang
pagsasaliksik sa pagpili ng hayop
na aalagaan?
Lakbay-aral: Pagtungo sa
computer laboratory para
magmasid.
a. Anong teknolohiya ang nakita
ninyo?
b . Paano iyon ginagamit?
Panimulang Pagtatasa:
a. Pagpapataas ng kamay sa mga
batang may kaalaman sa
kompyuter.
b. Paano ginagamit ang
kompyuter?
c. Panuto: Sagutin ng Oo o Hindi
1. Nakaranas ka na bang kumalap
ng impormasyon sa computer?
2. Nasubukan mo na bang kumuha
ng impormasyon gamit ang
internet?
3. Madali ba itong gawin? Bakit?
Paglalahad: Pangkatang Gawain
(HOMO-Hands On Minds On)
Pangkat I - IV - Gamit ang
teknolohiya kumalap ng
impormasyon
batay sa sumusunod na gabay na
tanong:
Balik-aral:
Ano ang pagsasaliksik gamit ang
teknolohiya?
Paano nakatutulong ang survey sa
wastong pagpili ng hayop na
aalagaan?
Panuto: Ayusin ang mga letra para
makabuo ng salita.
YOSOLAKN __________
LNPNAAGGIA ________
AAPNHNO ___________
NAKAPI ____________
Anong konsepto ang maaaring
iugnay sa mga salitang nabuo?
Panimulang Pagtatasa:
Anong dapat mong isaalang-alang
sa pagbuo ng plano sa pag-aalaga
ng hayop? Bakit?
Paglalahad: Pangkatang Gawain
Gumawa ng plano ng pag-aalaga
ng manok. Bigyang pansin sa plano
ang mga salitang nabuo sa
naunang gawain.
Balik-aral:
Paano ka makagagawa ng isang
magandang plano sa pag-aalaga
ng mga
hayop o isda?
Pagganyak
Panuto: Hanapin sa puzzle ang
mga hayop at isda na maaaring
alagaan
Panuto: Sagutin ang mga tanong
sa paraang pasalita.
a. Kung kayo’y bibigyan ng
pagkakataon na mag-alaga ng
poltri o isda, , alin ang pipiliin
ninyo? Bakit?
b. Kaya mo rin kayang
magtagumpay sa pag-aalaga ng
poltri o isda? Pangatwiranan?
Paglalahad: ( Maglaro Tayo:
Pahulaan)
Panuto: Pumili sa pangkat ng
dalawang bata. Ang isa ay siyang
huhula at magbibigay ng clue sa
pamamagitan ng kilos. Ang
makahula sa pinakamabilis na
oras ang siyang mananalo. Nasa
Balik-aral:
Paano mo matutukoy ang
poltri o isda na maaaring
alagaan sa tahanan?
Pagsasabi ng mga bata ng
poltri na maaaring alagaan at
ang mga kata-
ngian nito.
Pagpapakita ng mga larawan
ng mga kagamitan at
kasangkapan sa
pamamagitan ng projector
Alin sa mga larawang nakita
ninyo ang maaaring gamitin sa
pagsisi-
mula ng pag-aalaga ng poltri
at isda?
Panimulang Pagtatasa
. Dapat bang gumamit ng
angkop na kagamitan at
kasangkapan sa
pagsisimula ng pag-aalaga ng
poltri at isda? Bakit?
Anu-ano ang mga
kasangkapan at kagamitan na
maaaring gamitin
upang makapagsimula ng pag-
aalaga ng poltri at isda?
Pangkatang Gawain
Hahatiin ang klase sa apat na
grupo.
Mag-uunahan ang bawat
kasapi na magsulat ng mga
kagamitan at kasangkapan sa
pag-aalaga ng poltri at isda.

E. Pagtalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
F.Paglinang na Kabihasaan
A. Anong hayop ang mainam
alagaan at pagkakitaan sa
Probinsiya ng
Batangas?
B. Ano ang nagiging batayan ng
isang tao sa pagpili ng hayop na
aalagaan?
C. Ano-ano ang mga salik na dapat
isaalang-alang sa pagtatag ng
ng poltri?
D. Paano ka matutulungan ng
teknolohiya sa pagtatag ng poltri?
Pagtalakay sa natapos na Gawain
Anong masasabi ninyo sa ginawa
ninyong pagsasaliksik gamit ang
internet?
Anong karaniwang hayop ang
maaaring alagaan batay sa inyong
pagsasaliksik?
Nakatulong ba sa inyo ang
paggamit ng teknolohiya sa
pagkalap ng impormasyon?
Paano?
Pagpapalalim ng Kaalaman
Malaking tulong sa pangangalap
ng impormasyon ang paggamit ng
teknolohiya. Nagiging batayan ito
sa pagdedesisyon tungkol sa kung
anong hayop ang aalagaan, paano
ito palalakihin at kung paano
magtatagumpay sa napiling hayop
na aalagaan. Bukod dito, ito ay
nagsisilbing sanggunian ng mga
tagapag-alaga ng hayop sa tuwing
nangangailangan sila ng
impormasyon
Paglinang sa natapos na gawain
Ano ang binigyang - pansin ng
bawat pangkat sa pagpaplano
Pagpapalalim ng Kaalaman
Ang pagpaplano ay isang
mahalagang elemento na
maaaring maging dahilan ng
pagtatagumpay sa napiling
gawain. Sa pagpaplano ng
aalagaang hayop, kailangang
isaalang-alang ang sumusunod na
salik
ulo ng isang bata ang huhulaang
pangalan ng hayop na nakasulat
sa maliit na kard.
Manok Bibe Pugo kalapati itik
tilapiya karpa hito
Paglinang sa natapos na gawain
Ayon sa ginawa nating pahulaan,
ano-anong hayop ang madaling
natukoy?
Bakit madali ninyong natukoy ang
mga ito?
Masaya ba kayo sa ating ginawa?
Bakit?
Pagpapalalim ng Kaalaman:
Ang mga Hayop na maaaring
alagaan sa tahanan o bakuran ay
ang manok, bibe, pato, Itik,
kalapati o pugo.
Ang karpa, tilapia, hito, bangus o
dalag ang mga uri ng isdang
nabubuhay sa tubig na maalat o
tubig dagat. Mayroon din
namang nabubuhay sa tubig
tabang nabubuhay. May mga
isdang maaaring alagaan nang
maramihan upang maipagbili o
kaya’y pambakuran lamang tulad
ng tilapiya, karpa, hito at iba pang
kauri. Ang mga isdang ito ay
madaling alagaan sapagkat
maaari silang mabuhay sa iba’t
Ang may pinakamaraming
maitatalang tamang salita ang
tatanghaling panalo sa
gawaing ito
Paglinang sa natapos na
gawain
Sa palagay ninyo angkop ba
ang mga kagamitan at
kasangkapang
naitala para sa pag-aalaga ng
poltri o isda?
Ano ang naramdaman ninyo
sa gawain?
Madali ba ninyong natukoy
ang mga kagamitan at
kasangkapan sa pag-aalaga ng
poltri o isda?
Ang kulungan ng poltri ay
maaaring yari sa katutubong
materyales tulad ng pawid at
kugon para sa bubong, at mga
patpat na kawayan ang
dingding at sahig. Maaari ring
gamitin ang chicken wire sa
paggawa ng kulungan ng
poltri…………….

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
Pangkatin ang klase sa dalawa.
Magdedebate ukol sa pananaliksik
ng impormasyon ukol sa mga
hayop na maaring alagaan gamit
ang internet vs. sa paggamit ng iba
pang mga referens.
1. Paano kayo natulungan ng
teknolohiya sa pangangalap ng
datos?
2. Paano kayo natulungan ng
teknolohiya sa pagpili ng hayop na
aalagaan?
Paglalapat: (Pangkatang Gawain)
Paggawa ng plano ng pag-aalaga
ng isda at hayop
Pangkat 1- Manok
Pangkat 2- Pugo
Pangkat 3- Itik o Bibe
Pangkat 4- Isda
Ano-ano ang mga hakbang sa
wastong pagpaplano ng gawain sa
pag-aalaga ng hayop?
Paano makagagawa ng isang
plano?
ibang antas ng temperatura sa
tubig.
Ang mga manok ay inaalagaan
dahil sa kanyang karne at itlog.
Layer ang tawag sa manok na
inaalagaan upang magdulot ng
sariwang itlog. Broiler naman ang
tawag sa manok na inaalagaan
upang patabain at gawing
pagkain. Pinakakilalang uri ng
manok sa produksiyon ng itlog
ang Single Comb White Leghorn.
Sa broiler naman, kilala ang mga
kasta na Cornish, plymouth rocky
at new hampshire. Nakikilala ang
mga manok na ito sa kanilang
manilaw-nilaw na balat at
mapuputing pakpak. Kasama rin
dito ang mga pugo, bibe at itik sa
mga poltring mainam alagaan
dahil rin sa karne at itlog nito.
Tukuyin ang mga hayop/isda sa Pangkatang Gawain
ibaba sa pamamagitan ng Gumawa ang bawat pangkat
paglalagay ng kanilang pangkat. ng talaan ng mga
a. Maaaring alagaan sa kasangkapan at kagamitang
tahanan/bakuran: na magagamit upang
b. Di maaaring alagaan sa makapagsimula ng pag-aalaga
tahanan/bakuran: ng mga hayop at isda. Gamitin
Manok kuwago itik agila lawin ang talaang nasa ibaba
kalaw ostrich
pugo bibe pato
tulingan tuna hasa-hasa lapu-lapu
karpa tilapya hito
galunggong biya bangus dilis
lagidlid bisugo
Ano-ano ang mga hayop na Ano-ano ang mga
maaaring alagaan? kasangkapan at kagamitan na
.Bakit maaari alagaan sa tahanan maaaring gamitin sa
o sa bakuran ang napili ninyong pagsisimula ng pag-aalaga ng
uri ng poltri o isda? poltri at isda?
Paano ninyo naitala ang mga
kasangkapan at kagamitan na
maaring magamit sa pag-
aalaga ng poltri at isda?

I.Pagtataya ng aralin Basahin ang sumusunod at piliin
ang titik ng wastong sagot.
1. Nais ni Ben na hanapin ang uri
ng hayop na may dalawang paa at
pakpak o isda na maaaring
alagaan. Paano niya ito hahanapin
sa internet?
A. I-type ang uri ng hayop na may
dalawang paa at pakpak o isda sa
search bar ng computer
B. Hanapin sa computer ang
larawan ng hayop
C. I-print ang larawan ng hayop
D. Kuhanan ng picture ang mga
hayop
2. Sa pamamagitan ng internet
mahahanap ba ang impormasyon
tungkol sa
mga hayop o isda?
A. Oo B. Hindi C. Marahil D. Hindi
sigurado
3. Nahihirapan si Joel na hanapin
sa mga aklat ng Edukasyong
Pantahanan at Pangkabuhayan
ang tungkol sa mga hayop na may
dalawang paa at pakpak o isda na
aalagaan. Ano ang kanyang
gagawin?
A. Kung may internet access sa
bahay gamitin ito upang kumalap
ng
impormasyon ukol sa mga hayop.
B. Pumunta sa munisipyo at
magpaseroks ng data tungkol sa
hayop.
C. Pumunta sa Barangay Hall at
doon maghanap ng data ng mga
hayop.
D. Pumunta sa computer shop at
maghanap doon mag-scan ng
mgapicture
ng hayop.
Basahin ang sumusunod na mga
tanong. Piliin ang titik ng wastong
sagot.
1. Nais magtayo ng poltri nina
Nikko. Saan nila dapat ilagay iyon?
A. Sa mataas na lugar na may
punongkahoy
B. Mababang lugar na tinitigilan ng
tubig
C. Pook na maraming bato
D. Pook na maraming damo
2. Ano anong dapat isaalang-alang
sa paggawa ng kulungan ng manok
o pugo?
A. Tubig na malinis at ligtas sa
sakit B. Klima sa lugar at
kapaligiran
C. Malayo sa bahay D. Pagkain at
pagsasapamilihan nito
3. Anong dapat tandaan sa
pagpapakain sa mga alagang
manok, itik o bibe at
pugo?
A. Panatilihing malinis ang kainan
B. Bigyan ng marami at labis na
patuka
C. Bantayan ang patukaan at
kulungan sa lahat nang oras
D. Bigyan ang alagang hayop ng
pagkaing komersyal at
mamahaling uri
4. Saan dapat itayo ang
palaisdaan?
A. Harap ng bahay B. Sa likod
bahay na hindi nababahaan
C. Sa mabatong lugar at palusong
D. Sa magubat na lugar
5. Kailan ang tamang oras ng
pagbibigay ng pakain sa mga
alagang isda?
A. Sa umaga B. Tanghali
C. Hapon D. Kahit anong oras
Basahin ang sumusunod at piliin
ang titik ng tamang sagot.
1. Aling uri ng isda ang maaaring
alagaan sa panloobang
palaisdaan?
A. Tilapya B. Hasa-hasa
C. Lapu-lapo D. Bangus
2. Nais makatipid sa pagbili ng
itlog at karne ni Ruben, ano ang
kanyang
aalagaan?
A. Manok at bibe B. Ibon at
tandang C. Maya at pipit D. Pugo
at Pabo
3. Anong hayop ang mainam
alagaan malapit sa daluyan ng
tubig?
A. Bibe B. Manok C. Kalapati D.
Pabo
4. Alin sa mga hayop ang mainam
pagkunan ng itlog?.
A. Broiler B. Stag C. White
leghorn D. Cobb
5. Anong isda ang angkop alagaan
sa likod-bahay?
A. Tulingan B. Galunggong .
C. Tilapiya D. Bangus
Maingat ba ninyo itong pinag-
isipan? Bakit?
Basahin ang sumusunod. Piliin
ang tiitik ng tamang sagot.
1. Mainam gamitin sa
paggawa ng kulungan ng
poltri ang _______ bilang
bakod, upang madaling
makapasok ang hangin.
A. chicken wire B. alambre
C. lambat D. cyclone wire
2. Gamiting bubong ang
_______ upang hindi
masyadong mainitan ang
alagang poltri, lalo na kapag
matindi ang init ng araw.
A. yero B. Kawayan
C. kugon at pawid D. makapal
na karton
3. Kapag malilit pa ang
alagang poltri lagyan ng latag
ang sahig ng _____ upang dito
ilagay ang patuka.
A. diyaryo B. sako
C. duyong dahon D. karton
4. Ang mga ipa,dayami o
buhangin ay inilalagay sa sahig
ng kulunngan upang dito
mangitlog ang alagang poltri.
Bukod sa mga nabanggit na
panlatag sa sahig ng kulungan,
ano pa ang maaaring gawing
sapin?
A. Kusot B. Lupa
C. Apog D. Sariwang damo
5. Sa pagtatala ng mga
kagamitan at kasangkapan sa
pag-aalaga ng poltri at isda,
ano ang dapat mong ugaliin?
A. Pagiging maingat sa
pagtatala B. Maging mabilis sa
pagtatala

J.Karagdagang Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha
ng 80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang
Gawain para sa remediation
Gamit ang teknolohiya mangalap
ng impormasyon tungkol sa
wastong pagpapalaki ng pugo.
Itala sa notebook ang nakalap na
kaalaman
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
Kung ang plano mong alagaan ay
bibe, anong dapat mong bigyang-
pansin
sa sumusunod na salik?
a.Panahon ______________
b. Lokasyon ____________
c. Pakain ______________
d. Pangangailangan _______
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
Gumupit ng larawan ng hayop o
isda na maaaring pagkakitaan.
Idikit sa notebook at tukuyin ang
ngalan
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C. Maging matanong sa
kasamahan D. Maging
matiyaga sa pagtatala
Panuto: Sagutin sa paraang
pasalita ang katanungan:
Sa paggawa ng talaan ng mga
kasangkapan at kagamitan,
kailangan ba
ng masusing pag-aaral kung
angkop ba ito o hindi? Bakit?
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were
interested on the lesson,
despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
 due to unnecessary
behavior.
C.Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
Bilang ng mag-aaral na nakaunawa above above above 80% above earned 80% above
sa aralin.
D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
magpapatuloy sa remediation additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation activities for remediation

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

collaboration/cooperatio
n
in doing their tasks
___ Audio Visual
Presentation
of the lesson
 GRADES 1 to 12 Paaralan Baitang/Antas V
DAILY LESSON LOG Guro Asignatura EPP – I.A.
Petsa/Oras JULY 23-27, 2018 (WEEK 8) Markahan 1ST QUARTER

WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Naisasagawa ang payak na pagkukumpuni ng sirang kagamitan at kasangkapan sa tahanan at paaralan.
A. Pamantayang naipamamalas ang pagkatuto sa naipamamalas ang pagkatuto sa naipamamalas ang naipamamalas ang pagkatuto sa Lingguhang Pagsusulit
Pangnilalaman mga kaalaman at kasanayan sa mga kaalaman at kasanayan sa pagkatuto sa mga mga kaalaman at kasanayan sa
mga gawaing pang-industriya mga gawaing pang-industriya kaalaman at kasanayan sa mga gawaing pang-industriya tulad
tulad ng gawaing kahoy, metal, tulad ng gawaing kahoy, metal, mga gawaing pang- ng gawaing kahoy, metal, kawayan,
kawayan, elektrisidad at iba pa kawayan, elektrisidad at iba pa industriya tulad ng elektrisidad at iba pa
gawaing kahoy, metal,
kawayan, elektrisidad at
iba pa

B. Pamantayan sa Pagaganap
naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa
gawaing kahoy, metal, kawayan,
elektrisidad, at iba pa
naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa
gawaing kahoy, metal, kawayan,
elektrisidad, at iba pa
naisasagawa ng may naisasagawa ng may kawiliha ng
kawiliha ng pagbuo ng pagbuo ng mga proyekto sa
mga proyekto sa gawaing gawaing kahoy, metal, kawayan,
kahoy, metal, kawayan, elektrisidad, at iba pa
elektrisidad, at iba pa

C. Mga Kasanayan sa Pagkatuto 5.3 naisasagawa ang payak na
(Isulat ang code ng bawat pagkukumpuni ng mga sirang
kasanayan) kagamitan at kasangkapan sa
tahanan o sa paaralan
5.3.1 natatalakay ang
kahalagahan ng kaalaman at
kasanayan sa pagkukumpuni ng
mga sirang kagamitan sa
tahanan o paaralan
5.3.2 naipaliliwanag ang mga
hakbang sa pagkukumpuni.
(sirang silya, bintana, door
knob, sirang gripo, maluwag/
natanggal na screw ng takip,
extension cord, lamp shade at
iba pa)
5.3.3 natutukoy ang mga
kasangkapan/kagamitan sa
pagkukumpuni at ang wastong
paraan ng paggamit nito
5.3 naisasagawa ang payak na
pagkukumpuni ng mga sirang
kagamitan at kasangkapan sa
tahanan o sa paaralan
5.3.1 natatalakay ang
kahalagahan ng kaalaman at
kasanayan sa pagkukumpuni ng
mga sirang kagamitan sa
tahanan o paaralan
5.3.2 naipaliliwanag ang mga
hakbang sa pagkukumpuni.
(sirang silya, bintana, door
knob, sirang gripo, maluwag/
natanggal na screw ng takip,
extension cord, lamp shade at
iba pa)
5.3.3 natutukoy ang mga
kasangkapan/kagamitan sa
pagkukumpuni at ang wastong
paraan ng paggamit nito
5.3 naisasagawa ang 5.3 naisasagawa ang payak na
payak na pagkukumpuni pagkukumpuni ng mga sirang
ng mga sirang kagamitan kagamitan at kasangkapan sa
at kasangkapan sa tahanan o sa paaralan
tahanan o sa paaralan 5.3.1 natatalakay ang kahalagahan
5.3.1 natatalakay ang ng kaalaman at kasanayan sa
kahalagahan ng kaalaman pagkukumpuni ng mga sirang
at kasanayan sa kagamitan sa tahanan o paaralan
pagkukumpuni ng mga 5.3.2 naipaliliwanag ang mga
sirang kagamitan sa hakbang sa pagkukumpuni. (sirang
tahanan o paaralan silya, bintana, door knob, sirang
5.3.2 naipaliliwanag ang gripo, maluwag/ natanggal na
mga hakbang sa screw ng takip, extension cord,
pagkukumpuni. (sirang lamp shade at iba pa)
silya, bintana, door knob, 5.3.3 natutukoy ang mga
sirang gripo, maluwag/ kasangkapan/kagamitan sa
natanggal na screw ng pagkukumpuni at ang wastong
takip, extension cord, paraan ng paggamit nito
lamp shade at iba pa)

II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng aralin
EPP5IA-0i-9
Sa araling ito tatalakayin kung
ano ang kahalagahan ng
pagkukumpuni at kung paano
ang isang mag-aaral ay
makakatulong sa pagsasa-ayos
ng mga sirang kagamitan sa
tahanan sa wastong
pamamaraan.
EPPIA-0i-9
Mga Kasangkapan sa
pagkukumpuni, mga Sirang
kasangkapan, larawan, at iba pa.
Ipasagot sa mag-aaral ang
katanungan sa ibaba: Lahat ng
sagot ay tatanggapin.
Natatalakay ang kahalagahan ng
mga kaalaman at kasanayan sa
EPP5IA-0i-9
Sa araling ito tatalakayin kung
ano ang kahalagahan ng
pagkukumpuni at kung paano
ang isang mag-aaral ay
makakatulong sa pagsasa-ayos
ng mga sirang kagamitan sa
tahanan sa wastong
pamamaraan.
EPPIA-0i-9
Mga Kasangkapan sa
pagkukumpuni, mga Sirang
kasangkapan, larawan, at iba pa.
Ipasagot sa mag-aaral ang
katanungan sa ibaba: Lahat ng
sagot ay tatanggapin.
Natatalakay ang kahalagahan ng
mga kaalaman at kasanayan sa
5.3.3 natutukoy ang mga EPP5IA-0i-9
kasangkapan/kagamitan
sa pagkukumpuni at ang
wastong paraan ng
paggamit nito
EPP5IA-0i-9
Sa araling ito tatalakayin Sa araling ito tatalakayin kung ano
kung ano ang kahalagahan ang kahalagahan ng pagkukumpuni
ng pagkukumpuni at kung at kung paano ang isang mag-aaral
paano ang isang mag-aaral ay makakatulong sa pagsasa-ayos
ay makakatulong sa ng mga sirang kagamitan sa
pagsasa-ayos ng mga tahanan sa wastong pamamaraan.
sirang kagamitan sa
tahanan sa wastong
pamamaraan.
EPPIA-0i-9 EPPIA-0i-9
Mga Kasangkapan sa Mga Kasangkapan sa
pagkukumpuni, mga pagkukumpuni, mga Sirang
Sirang kasangkapan, kasangkapan, larawan, at iba pa.
larawan, at iba pa.
Ipasagot sa mag-aaral ang Ipasagot sa mag-aaral ang
katanungan sa ibaba: katanungan sa ibaba: Lahat ng
Lahat ng sagot ay sagot ay tatanggapin.
tatanggapin.
Natatalakay ang Natatalakay ang kahalagahan ng
kahalagahan ng mga mga kaalaman at kasanayan sa mga
kaalaman at kasanayan sa

C. Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
mga payak na pagkukumpuni sa
tahanan at paaralan.
Ipapanood ang isang video
presentation “The Tool Story”
by Witono Halin. Ipatukoy ang
mga ngalan ng mga kagamitang
nakita sa kanilang napanood .
Itanong kung meron sila nito sa
tahanan? Saan at paano ito
ginagamit?
Magpakita ng larawan ng mga di-
inaasahang pangyayari sa loob
ng tahanan o paaralan tulad ng
maluwag na screw ng takip ng
switch.
Ipakitang turo ang
pagkukumpuni ng maluwag at
tangggal na screw sa takip ng
switch gamit ang mga
kasangkapang matatagpuan sa
toolbox.
Talakayin ang mga kagamitang
ginamit sa pagkukumpuni at ang
gamit nito.
Pangkatin ang klase sa lima at
hayaang gawin ang itatalagang
gawain ng guro sa bawat grupo
na nangangailangan ng
pagkukumpuni batay sa wastong
mga paraan ng pagkukumpuni.(
Gamit ang Activity Card)
mga payak na pagkukumpuni sa
tahanan at paaralan.
Ipapanood ang isang video
presentation “The Tool Story”
by Witono Halin. Ipatukoy ang
mga ngalan ng mga kagamitang
nakita sa kanilang napanood .
Itanong kung meron sila nito sa
tahanan? Saan at paano ito
ginagamit?
Magpakita ng larawan ng mga di-
inaasahang pangyayari sa loob
ng tahanan o paaralan tulad ng
maluwag na screw ng takip ng
switch.
Ipakitang turo ang
pagkukumpuni ng maluwag at
tangggal na screw sa takip ng
switch gamit ang mga
kasangkapang matatagpuan sa
toolbox.
Talakayin ang mga kagamitang
ginamit sa pagkukumpuni at ang
gamit nito.
Pangkatin ang klase sa lima at
hayaang gawin ang itatalagang
gawain ng guro sa bawat grupo
na nangangailangan ng
pagkukumpuni batay sa wastong
mga paraan ng pagkukumpuni.(
Gamit ang Activity Card)
mga payak na payak na pagkukumpuni sa tahanan
pagkukumpuni sa tahanan at paaralan.
at paaralan.
Ipapanood ang isang video Ipapanood ang isang video
presentation “The Tool presentation “The Tool Story” by
Story” by Witono Halin. Witono Halin. Ipatukoy ang mga
Ipatukoy ang mga ngalan ngalan ng mga kagamitang nakita
ng mga kagamitang nakita sa kanilang napanood . Itanong
sa kanilang napanood . kung meron sila nito sa tahanan?
Itanong kung meron sila Saan at paano ito ginagamit?
nito sa tahanan? Saan at
paano ito ginagamit?
Magpakita ng larawan ng Magpakita ng larawan ng mga di-
mga di-inaasahang inaasahang pangyayari sa loob ng
pangyayari sa loob ng tahanan o paaralan tulad ng
tahanan o paaralan tulad maluwag na screw ng takip ng
ng maluwag na screw ng switch.
takip ng switch.
Ipakitang turo ang Ipakitang turo ang pagkukumpuni
pagkukumpuni ng ng maluwag at tangggal na screw sa
maluwag at tangggal na takip ng switch gamit ang mga
screw sa takip ng switch kasangkapang matatagpuan sa
gamit ang mga toolbox.
kasangkapang
matatagpuan sa toolbox. Talakayin ang mga kagamitang
ginamit sa pagkukumpuni at ang
Talakayin ang mga gamit nito.
kagamitang ginamit sa
pagkukumpuni at ang
gamit nito.
Pangkatin ang klase sa Pangkatin ang klase sa lima at
lima at hayaang gawin ang hayaang gawin ang itatalagang
itatalagang gawain ng gawain ng guro sa bawat grupo na
guro sa bawat grupo na nangangailangan ng pagkukumpuni
nangangailangan ng batay sa wastong mga paraan ng
pagkukumpuni batay sa pagkukumpuni.( Gamit ang Activity
wastong mga paraan ng Card)
pagkukumpuni.( Gamit
ang Activity Card)
G. Paglalapat ng aralin sa pang- Itala ang mga panuntunang Itala ang mga panuntunang Itala ang mga Itala ang mga panuntunang
araw-araw na buhay pangkalusugan at pangkalusugan at panuntunang pangkalusugan at pangkaligtasan
pangkaligtasan ginamit upang pangkaligtasan ginamit upang pangkalusugan at ginamit upang maiwasan ang
maiwasan ang anumang sakuna. maiwasan ang anumang sakuna. pangkaligtasan ginamit anumang sakuna.
upang maiwasan ang
anumang sakuna.
H. Paglalahat ng Arallin Ipabasa at ipasaulo ang Tandaan Ipabasa at ipasaulo ang Tandaan Ipabasa at ipasaulo ang Ipabasa at ipasaulo ang Tandaan
Mo sa LM. Mo sa LM. Tandaan Mo sa LM. Mo sa LM.
I. Pagtataya ng Aralin Sagutan ang GAWIN NATIN sa Sagutan ang GAWIN NATIN sa Sagutan ang GAWIN Sagutan ang GAWIN NATIN sa LM
LM LM NATIN sa LM
J. Karagdagang gawain para sa Ipagawa ang PAGYAMANIN Ipagawa ang PAGYAMANIN Ipagawa ang Ipagawa ang PAGYAMANIN NATIN
takdang-aralin at remediation NATIN sa LM. NATIN sa LM. PAGYAMANIN NATIN sa sa LM.
LM.

IV. Mga Tala

V. Pagninilay

A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
pagtuturo nakatulong ng lubos? __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
Paano ito nakatulong? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
naranasan na solusyunan sa __Kakulangan sa makabagong __Kakulangan sa makabagong naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong
tulong ng aking punungguro at kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo.
superbisor?

G. Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Kakulangan sa
makabagong kagamitang
panturo.
__Di-magandang pag-uugali
ng mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan
ng mga bata lalo na sa
pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task
Based
__Instraksyunal na material
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng
makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
 GRADES 1 to 12 Paaralan
DAILY LESSON LOG Guro
Petsa/Oras JULY 23-27, 2018 (Week 8)
WEEK 8 LUNES
I. LAYUNIN Nagagamit ang advanced features ng isang search engine sa pangangalap ng impormasyon.
A. Pamantayang naipamamalas ang kaalaman at
Pangnilalaman kasanayan upang maging
matagumpay na entrepreneur
B. Pamantayan sa Pagaganap mapahusay ang isang produkto
upang maging iba sa iba
C. Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat 1.1 natutukoy ang mga
kasanayan) oportunidad na maaaring
mapagkakitaan (products and
services) sa tahanan at
pamayanan
EPP5IE-0a-1
II. NILALAMAN Sa araling ito, ay tatalakayin
ang paggamit ng advanced
features ng isang search
engine sa pangangalap ng
impormasyon. Magiging madali
ang ating paghahanap sa
internet ng mga impormasyong
nais natin makuha sa
pamamagitan ng paggamit ng
advanced feature ng search
engine. Bilang isang mag-aaral,
mahalagang aralin natin ito
sapagkat maaari natin itong
MARTES
naipamamalas ang kaalaman at
kasanayan upang maging
matagumpay na entrepreneur
mapahusay ang isang produkto
upang maging iba sa iba
EPP5IE-0a-1
1.1 natutukoy ang mga
oportunidad na maaaring
mapagkakitaan (products and
services) sa tahanan at
pamayanan
EPP5IE-0a-2
EPP5IE
EPP5IE-0a-1
-0a-3
EPP5IE-0b-4
EPP5IE-0b-5
Sa araling ito, ay tatalakayin
ang paggamit ng advanced
features ng isang search
engine sa pangangalap ng
impormasyon. Magiging madali
ang ating paghahanap sa
internet ng mga impormasyong
nais natin makuha sa
pamamagitan ng paggamit ng
advanced feature ng search
engine. Bilang isang mag-aaral,
mahalagang aralin natin ito
sapagkat maaari natin itong
Baitang/Antas V
Asignatura EPP – ICT
Markahan 1ST QUARTER
MIYERKULES HUWEBES BIYERNES
naipamamalas ang naipamamalas ang kaalaman at Lingguhang Pagsusulit
kaalaman at kasanayan kasanayan upang maging
upang maging matagumpay na entrepreneur
matagumpay na
entrepreneur
mapahusay ang isang mapahusay ang isang produkto
produkto upang maging upang maging iba sa iba
iba sa iba
EPP5IE-0a-1 EPP5IE-0a-1 EPP5IE-0a-1
1.1 natutukoy ang mga 1.1 natutukoy ang mga
oportunidad na maaaring oportunidad na maaaring
mapagkakitaan (products andmapagkakitaan (products and
services) sa tahanan at services) sa tahanan at
pamayanan pamayanan
EPP5IE-0a-2 EPP5IE-0a-2 EPP5IE-0a-2
EPP5IE
EPP5IE-0a-1
-0a-3 EPP5IE-0a-1
EPP5IE -0a-3 EPP5IE -0a-3
EPP5IE-0b-4 EPP5IE-0b-4 EPP5IE-0b-4
EPP5IE-0b-5 EPP5IE-0b-5 EPP5IE-0b-5
Sa araling ito matutukoy Sa araling ito matutukoy ang
ang angkop na search angkop na search engine sa
engine sa pangangalap ng pangangalap ng impormasyon.
impormasyon. Maraming Maraming mga search engine ang
mga search engine ang maaaring gamitin kung nais
maaaring gamitin kung mangalap ng mga impormasyon o
nais mangalap ng mga datos mula sa internet. Ganun pa
impormasyon o datos man, may iba’t-ibang kakayahan
mula sa internet. Ganun ang mga search engine na ito na
pa man, may iba’t-ibang dapat nating alamin.
kakayahan ang mga

KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
magamit kapag tayo ay gagawa
ng takdang aralin o proyekto.
EPP5IE-Od-10
powerpoint presentation,
kartolina, computer at internet
Ipasagot sa mga mag- aaral ang
( Taglay mo na ba?) sa LM.
Napahahalagahan ang ICT sa
pangangalap ng mga
impormasyon
Pasagutan ang Gawain A sa LM.
Pagsasaayos ng mga ginulong
mga salita.
Magkaroon ng pahapyaw na
talakayan ang mga mag-aaral
tungkol sa mga salitang nabuo.
Sa iyong palagay, mahalaga
bang matutuhan ang paggamit
magamit kapag tayo ay gagawa
ng takdang aralin o proyekto.
EPP5IE-Od-10
powerpoint presentation,
kartolina, computer at internet
Ipasagot sa mga mag- aaral ang
( Taglay mo na ba?) sa LM.
Napahahalagahan ang ICT sa
pangangalap ng mga
impormasyon
Pasagutan ang Gawain A sa LM.
Pagsasaayos ng mga ginulong
mga salita.
Magkaroon ng pahapyaw na
talakayan ang mga mag-aaral
tungkol sa mga salitang nabuo.
Sa iyong palagay, mahalaga
bang matutuhan ang paggamit
search engine na ito na
dapat nating alamin.
EPP5IEOd-11 EPP5IE-Od-11
powerpoint presentation, powerpoint presentation,
computer, at internet computer, at internet
Ipasagot sa mga mag- Ipasagot sa mga mag-aaral ang
aaral ang Panimulang Panimulang Pagtatasa sa LM
Pagtatasa sa LM
Natutukoy ang angkop na Natutukoy ang angkop na search
search engine sa engine sa pangangalap ng
pangangalap ng impormasyon
impormasyon
Pagpapangkat sa klase Pagpapangkat sa klase Gawain A :
Gawain A : “ TAYO NANG “ TAYO NANG MAG-EXPLORE !”
MAG-EXPLORE !” a. Pagtukoy sa mga search engine
a. Pagtukoy sa mga sa pagkalap ng mga kaalaman o
search engine sa pagkalap impormasyon.
ng mga kaalaman o
impormasyon.
Ilahad ang aralin sa Ilahad ang aralin sa pamamagitan
pamamagitan ng mga ng mga susing tanong.
susing tanong.
Anu-anong mga search engine ang
Anu-anong mga search karaniwang ginagamit sa pagkalap
engine ang karaniwang
ginagamit sa pagkalap ng

E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
ng makabagong teknolohiya?
Bakit?
Sa tingin mo ba maiiwasan pa
natin ang paggamit ng ICT tools
sa kasalukuyang
panahon?Bakit?
Nasubukan mo na bang
magsaliksik gamit ang computer
at internet?
Gusto mo ba itong masubukan?
Bakit kailangang matutuhan ang
kasanayan sa pangangalap ng
impormasyon gamit ang
computer at internet sa tulong
ng mga search engines?
Ilahad ang aralin sa
pamamagitan ng mga
sumusunod na tanong LM. Ano
ang search engine?.
Paano ang paggamit ng mga ito
sa pagkalap ng mga
impormasyon?
Pagtalakay sa advanced
features ng google at mga
hakbang na maaaring
gawin kapag gagamitin ang
Advanced Features ng search
engine.
Pagsasagawa ng Linangin Natin
bilang Gawain B: Aksyon! (LM)
a. Pangkatin ang klase sa apat .
- Gamit ang meta cards
bubunot ang bawat lider ng
grupo ng isang
katanungan at sasagutin nila ito
sa pamamagitan ng paggamit ng
ng makabagong teknolohiya?
Bakit?
Sa tingin mo ba maiiwasan pa
natin ang paggamit ng ICT tools
sa kasalukuyang
panahon?Bakit?
Nasubukan mo na bang
magsaliksik gamit ang computer
at internet?
Gusto mo ba itong masubukan?
Bakit kailangang matutuhan ang
kasanayan sa pangangalap ng
impormasyon gamit ang
computer at internet sa tulong
ng mga search engines?
Ilahad ang aralin sa
pamamagitan ng mga
sumusunod na tanong LM. Ano
ang search engine?.
Paano ang paggamit ng mga ito
sa pagkalap ng mga
impormasyon?
Pagtalakay sa advanced
features ng google at mga
hakbang na maaaring
gawin kapag gagamitin ang
Advanced Features ng search
engine.
Pagsasagawa ng Linangin Natin
bilang Gawain B: Aksyon! (LM)
a. Pangkatin ang klase sa apat .
- Gamit ang meta cards
bubunot ang bawat lider ng
grupo ng isang
katanungan at sasagutin nila ito
sa pamamagitan ng paggamit ng
mga kinakailangan nating ng mga kinakailangan nating mga
mga impormasyon? impormasyon?
Paano natin masasabi na Paano natin masasabi na angkop
angkop ang mga ito sa ang mga ito sa atin?
atin?
Pagtalakay sa ibat-ibang Pagtalakay sa ibat-ibang
kakayahan at katangian ng kakayahan at katangian ng ilang
ilang kilalang search kilalang search engine na
engine na maaaring maaaring makatulong sa mas
makatulong sa mas mabisang pangangalap ng
mabisang pangangalap ng impormasyon.
impormasyon.
Pagkakaroon ng malayang
Pagkakaroon ng talakayan tungkol paggamit ng
malayang talakayan angkop na website o search
tungkol paggamit ng engine sa pangangalap ng
angkop na website o impormasyon.
search engine sa
pangangalap ng
impormasyon.
Ipagawa ang Gawain B: Ipagawa ang Gawain B: LINANGIN
LINANGIN NATIN sa LM NATIN sa LM
Pagtukoy sa angkop na Pagtukoy sa angkop na search
search engine sa pagkuha engine sa pagkuha ng mga
ng mga impormasyon impormasyon

H. Paglalahat ng Arallin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
ng isang search engine gamit
ang internet .
b. Iuulat ng bawat grupo ang
kanilang mga naging kasagutan
batay sa kanilang nakalap na
impormasyon.
c. Pagkakaroon ng malayang
tanungan/talakayan.
. Bigyang diin ang kaisipan sa
Tandaan Natin sa LM.
Ipasagot sa mga mag-aaral ang
Subukin Mo sa LM.
Ipagawa ang karagdagang
Gawain sa LM
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
ng isang search engine gamit
ang internet .
b. Iuulat ng bawat grupo ang
kanilang mga naging kasagutan
batay sa kanilang nakalap na
impormasyon.
c. Pagkakaroon ng malayang
tanungan/talakayan.
. Bigyang diin ang kaisipan sa
Tandaan Natin sa LM.
Ipasagot sa mga mag-aaral ang
Subukin Mo sa LM.
Ipagawa ang karagdagang
Gawain sa LM
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
Basahin at bigyang diin
ang Tandaan Natin sa LM.
Ipasagot sa mga mag-
aaral ang Pagtataya sa LM.
Pasagutan ang Pangwakas
na Pagtatasa sa LM.
Pagbisita sa mga kilalang
search engine at
pagpapasagot sa mga
tanong sa LM.
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
Basahin at bigyang diin ang
Tandaan Natin sa LM.
Ipasagot sa mga mag-aaral ang
Pagtataya sa LM.
Pasagutan ang Pangwakas na
Pagtatasa sa LM.
Pagbisita sa mga kilalang search
engine at pagpapasagot sa mga
tanong sa LM.
Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture

F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking
naranasan:
__Kakulangan sa
makabagong kagamitang
panturo.
__Di-magandang pag-uugali
ng mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan
ng mga bata lalo na sa
pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task
Based
__Instraksyunal na material
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng
makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
 GRADES 1 to 12 Paaralan
DAILY LESSON LOG Guro
Petsa/Oras JULY 23-27, 2018 (WEEK 8)
WEEK 8 LUNES
I. LAYUNIN
A. Pamantayang Pangnilalaman naipamamalas ang kaalaman at
kasanayan upang maging
matagumpay na entrepreneur
B. Pamantayan sa Pagaganap mapahusay ang isang produkto
upang maging iba sa iba
C. Mga Kasanayan sa Pagkatuto nakagagawa ng menu para sa
(Isulat ang code ng bawat isang araw batay sa “food
kasanayan) pyramid”/ pangkat ng pagkain
EPP5HE-0i-26
II. NILALAMAN Sa araling ito matutuhan natin
ang paggawa ng menu.
Magplano ng menu na madaling
baguhin kung kinakailangan.
Iwasang magdulot ng iisang uri
ng pagkain sa isang hain o
katulad na uri sa paghahain.
Kailangan din sa paggawa ng
menu ay lagi nating isasama ang
tatlong pangunahing pagkain.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
MARTES
naipamamalas ang kaalaman
at kasanayan upang maging
matagumpay na entrepreneur
mapahusay ang isang
produkto upang maging iba sa
iba
nakagagawa ng menu para sa
isang araw batay sa “food
pyramid”/ pangkat ng pagkain
EPP5HE-0i-26
Sa araling ito matutuhan natin
ang paggawa ng menu.
Magplano ng menu na
madaling baguhin kung
kinakailangan. Iwasang
magdulot ng iisang uri ng
pagkain sa isang hain o
katulad na uri sa paghahain.
Kailangan din sa paggawa ng
menu ay lagi nating isasama
ang tatlong pangunahing
pagkain.
MIYERKULES
naipamamalas ang
kaalaman at kasanayan
upang maging matagumpay
na entrepreneur
mapahusay ang isang
produkto upang maging iba
sa iba
nakagagawa ng menu para
sa isang araw batay sa “food
pyramid”/ pangkat ng
pagkain
EPP5HE-0i-26
Sa araling ito matutuhan
natin ang paggawa ng
menu. Magplano ng menu
na madaling baguhin kung
kinakailangan. Iwasang
magdulot ng iisang uri ng
pagkain sa isang hain o
katulad na uri sa paghahain.
Kailangan din sa paggawa ng
menu ay lagi nating isasama
ang tatlong pangunahing
pagkain.
Baitang/Antas V
Asignatura EPP – H.E
Markahan 1ST QUARTER
HUWEBES BIYERNES
naipamamalas ang kaalaman at Lingguhang Pagsusulit
kasanayan upang maging
matagumpay na entrepreneur
mapahusay ang isang produkto
upang maging iba sa iba
nakagagawa ng menu para sa isang
araw batay sa “food pyramid”/
pangkat ng pagkain
EPP5HE-0i-26
Sa araling ito matutuhan natin ang
paggawa ng menu. Magplano ng
menu na madaling baguhin kung
kinakailangan. Iwasang magdulot
ng iisang uri ng pagkain sa isang
hain o katulad na uri sa paghahain.
Kailangan din sa paggawa ng menu
ay lagi nating isasama ang tatlong
pangunahing pagkain.
 2. Mga pahina sa Kagamitang Pang-
Mag-aaral
3. Mga pahina sa Teksbuk K12 EPP5 HE-Oi-26 K12 EPP5 HE-Oi-26 K12 EPP5 HE-Oi-26 K12 EPP5 HE-Oi-26

4. Karagdagang Kagamitan mula sa

portal ng Learning Resource
B. Iba pang Kagamitang Panturo Mga larawan ng pagkain, manila Mga larawan ng pagkain, Mga larawan ng pagkain, Mga larawan ng pagkain, manila
paper, pentel pen manila paper, pentel pen manila paper, pentel pen paper, pentel pen
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Ano-ano ang tatlong Ano-ano ang tatlong Ano-ano ang tatlong Ano-ano ang tatlong pangunahing
at/o pagsisimula ng bagong pangunahing pagkain? pangunahing pagkain? pangunahing pagkain? pagkain?
aralin
Anong mga sustansiya ang Anong mga sustansiya ang Anong mga sustansiya ang Anong mga sustansiya ang
nakukuha natin sa tatlong nakukuha natin sa tatlong nakukuha natin sa tatlong nakukuha natin sa tatlong
pangunahing pagkain? pangunahing pagkain? pangunahing pagkain? pangunahing pagkain?

B. Paghahabi sa layunin ng aralin Nakagagawa ng menu para sa Nakagagawa ng menu para sa Nakagagawa ng menu para Nakagagawa ng menu para sa
isang araw batay sa “food isang araw batay sa “food sa isang araw batay sa “food isang araw batay sa “food
pyramid”/ pangkat ng pagkain. pyramid”/ pangkat ng pyramid”/ pangkat ng pyramid”/ pangkat ng pagkain.
pagkain. pagkain.

C. Pag-uugnay ng mga halimbawa sa Pagpapakita ng larawan ng Pagpapakita ng larawan ng Pagpapakita ng larawan Pagpapakita ng larawan ng
bagong aralin tatlong pangkat ng pagkain tatlong pangkat ng pagkain ng tatlong pangkat ng tatlong pangkat ng pagkain
pagkain
D. Pagtatalakay ng bagong konsepto Ipabasa ang Alamin Natin sa Ipabasa ang Alamin Natin sa Ipabasa ang Alamin Natin sa Ipabasa ang Alamin Natin sa L.M.
at paglalahad ng bagong kasanayan L.M. L.M. L.M.
#1

E. Pagtatalakay ng bagong konsepto Talakayain ang mga Talakayain ang mga Talakayain ang mga Talakayain ang mga
at paglalahad ng bagong kasanayan sumusunod: sumusunod: sumusunod: sumusunod:
#2

a. Anu-ano ang mga d. Anu-ano ang mga g. Anu-ano ang mga j. Anu-ano ang mga
alituntunin sa paggawa alituntunin sa alituntunin sa alituntunin sa paggawa ng
ng menu? paggawa ng menu? paggawa ng menu? menu?
b. Bakit kailangan e. Bakit kailangan h. Bakit kailangan k. Bakit kailangan magplano
magplano ng menu sa magplano ng menu magplano ng menu ng menu sa isang araw o
isang araw o sa isang sa isang araw o sa sa isang araw o sa sa isang lingo?
lingo? isang lingo? isang lingo? l. Mahalaga ba ang paggawa
c. Mahalaga ba ang f. Mahalaga ba ang i. Mahalaga ba ang ng menu?
paggawa ng menu? paggawa ng menu? paggawa ng menu?
F. Paglinang sa Kabihasan Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
(Tungo sa Formative Assessment)

G. Paglalapat ng aralin sa pang-araw- Ipaliwanag kung bakit mahalaga
araw na buhay ang tatlong pangkat ng pagkain
sa paggawa ng menu.
H. Paglalahat ng Arallin Ang paggawa ng menu ay
mahalaga sa pang araw-araw ng
isang pamilya. Gawing batayan
ang tatlong pangunahing
pagkain. Gamitin ang pagkain
nasa panahon. Ang mga ito’y
mura at sariwa pa. Bigyang
halaga ang mga kagustuhan at
pagkaing kailangan ng mag
anak.
I. Pagtataya ng Aralin Ipaliwanag ang sagot sa mga
tanong
Ipaliwanag kung bakit
mahalaga ang tatlong pangkat
ng pagkain sa paggawa ng
menu.
Ang paggawa ng menu ay
mahalaga sa pang araw-araw
ng isang pamilya. Gawing
batayan ang tatlong
pangunahing pagkain. Gamitin
ang pagkain nasa panahon.
Ang mga ito’y mura at sariwa
pa. Bigyang halaga ang mga
kagustuhan at pagkaing
kailangan ng mag anak.
Ipaliwanag ang sagot sa mga
tanong
Ipaliwanag kung bakit
mahalaga ang tatlong
pangkat ng pagkain sa
paggawa ng menu.
Ang paggawa ng menu ay
mahalaga sa pang araw-
araw ng isang pamilya.
Gawing batayan ang tatlong
pangunahing pagkain.
Gamitin ang pagkain nasa
panahon. Ang mga ito’y
mura at sariwa pa. Bigyang
halaga ang mga kagustuhan
at pagkaing kailangan ng
mag anak.
Ipaliwanag ang sagot sa mga
tanong
Ipaliwanag kung bakit mahalaga
ang tatlong pangkat ng pagkain sa
paggawa ng menu.
Ang paggawa ng menu ay
mahalaga sa pang araw-araw ng
isang pamilya. Gawing batayan ang
tatlong pangunahing pagkain.
Gamitin ang pagkain nasa
panahon. Ang mga ito’y mura at
sariwa pa. Bigyang halaga ang mga
kagustuhan at pagkaing kailangan
ng mag anak.
Ipaliwanag ang sagot sa mga
tanong

J. Karagdagang gawain para sa
takdang-aralin at remediation
Paano ang paggagawa ng
menu?
Magbigay ng limang alituntunin
sa paggawa ng menu?
Gumawa ng isang menu para sa
iyong pamilya para sa araw ng
Sabado at Linggo.
Paano ang paggagawa ng
menu?
Magbigay ng limang
alituntunin sa paggawa ng
menu?
Gumawa ng isang menu para
sa iyong pamilya para sa araw
ng Sabado at Linggo.
Paano ang paggagawa ng
menu?
Magbigay ng limang
alituntunin sa paggawa ng
menu?
Gumawa ng isang menu
para sa iyong pamilya para
sa araw ng Sabado at
Linggo.
Paano ang paggagawa ng menu?
Magbigay ng limang alituntunin sa
paggawa ng menu?
Gumawa ng isang menu para sa
iyong pamilya para sa araw ng
Sabado at Linggo.

IV. Mga Tala

V. Pagninilay

A. Bilang ng mag-aaral na nakakuha ng

80% sa pagtataya

B. Bilang ng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking naranasan na
solusyunan sa tulong ng aking
punungguro at superbisor?
G. Anong kagamitang panturo ang aking
nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking
naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng
makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material

GRADES 1 to 12
DAILY LESSON LOG
WEEK 8
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
Teacher:
Teaching Dates and Time: JULY 23-27, 2018 (WEEK 8)
MONDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapahayag nang may
katapatan ng sariling
opinyon/ideya at saloobin tungkol
sa mga sitwasyong may kinalaman
sa sarili at pamilyang
kinabibilangan
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.27
activity cards, powerpoint
presentation, tsart, rubrics
Pagwawasto ng takdang aralin.
School:
TUESDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon ng
tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapahayag nang may
katapatan ng sariling opinyon/ideya
at saloobin tungkol sa mga
sitwasyong may kinalaman sa sarili
at pamilyang kinabibilangan
Pananagutang Pansarili at mabuting
kasapi ng pamilya
CG p.27
powerpoint presentation/ tsart ng
mga sitwasyon
Pagwawasto ng takdang aralin
WEDNESDAY
Naipapamalas ang pag-unawa sa
kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa
pagpapahayag at pagganap ng
anumang Gawain na may
kinalaman sa sarili at pamilyang
kinabibilangan
Naisasabuhay ang pagkakaaroon
ng tamang pag-uugali sa
pagpapahayag at pagganap ng
anumang gawain
Nakapagpapahayag nang may
katapatan ng sariling
opinyon/ideya at saloobin
tungkol sa mga sitwasyong may
kinalaman sa sarili at pamilyang
kinabibilangan
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.,27
MISOSA Baitang 5, Katapatan sa
Pakikitungo sa Kapwa)
Pagwawasto ng takdang aralin
Grade Level: V
Learning Area: ESP
Quarter: 1ST QUARTER
THURSDAY FRIDAY
Naipapamalas ang pag-unawa
sa kahalagahan ng
pagkakaroon ng mapanuring
pag-iisip sa pagpapahayag at
pagganap ng anumang
Gawain na may kinalaman sa
sarili at pamilyang
kinabibilangan
Naisasabuhay ang
pagkakaaroon ng tamang pag-
uugali sa pagpapahayag at
pagganap ng anumang gawain
Nakapagpapahayag nang may Natataya Ang kaalaman
katapatan ng sariling ng mga bata sa
opinyon/ideya at saloobin kasanayang tinalakay
tungkol sa mga sitwasyong
may kinalaman sa sarili at
pamilyang kinabibilangan
Pananagutang Pansarili at
mabuting kasapi ng pamilya
CG p.,27
Pagwawasto ng takdang aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
Magpakita ng isang larawan.
Hikayating magbigay ng reaksiyon
ang mga bata tungkol sa larawan
Ipabasa sa mga bata ang tulang
“Sa Totoo Lang Po!” na naka tsart
o naka- powerpoint.
Sa Totoo Lang Po!
ni: Dr. Erico M. Habijan et.al.
(Wastong Pag-uugali sa
Makabagong Panahon V)
Kung nais mong maging isang
mabuting bata
Magkaroon ng maikling talakayan
tungkol sa tula na tinalakay nang
nakaraang araw
Iugnay ang nakaraang aralin sa mga
gawain na gagawin ng mga bata.
Ipabasa ang sitwasyon na naka-
tsart o naka-powerpoint tungkol sa
pagiging matapat sa pagpapahayag
ng sariling opinyon at saloobin.
Suriin itong mabuti.
Bago simulan ang gawain, Magbalik-aral sa mga natapos
magkakaroon ng maikling na gawain ng nakaraang araw.
talakayan tungkol sa nakaraang Itanong sa mga bata kung ano
aralin. Muling ipaunawa sa mga ang kanilang naramdaman sa
bata na ang pagiging tapat sa natapos na gawain.
pagpapahayag ng saloobin o
opinyon sa ating kapwa ay
nakatutulong upang magkaroon
tayo nang mas malalim na
ugnayan sa ating pamilya at sa
ating kapwa
Bilang mag-aaral, ano ang
kahalagahan sa inyo ng
pagsasabi ng totoong saloobin
sa kapwa kahit may panganib
na masaktan ang kausap?
Basahin ang sumusunod na Itala ang sagot ng mga bata
sitwasyon. Sagutin ang mga
tanong tungkol ditto
1. Nasisiyahan ka ba kapag
nakakikita ka ng tao na
pinagtatanungan ng estranghero
ngunit ang ibinibigay namang
impormasyon ay mali at naiiba sa

E. Pagtalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
Maging tapat sa lahat ng ginagawa
Ipaalam at sabihin ang mga
inaakala
Sa mga magulang at nakatatanda.
Sa totoo lang ang kasinungalingan
Ay isang kasalanan na di
nahuhugasan
Nagsisilbing batik kahit kanino
man
Kaya’t katahimikan ay di
makakamtan.
Sa totoo lang dapat kahit masakit
Sabihin natin ang dapat ipilit
Pagsasabi ng totoo ay isang
prinsipyo
Na di mababayaran ng kahit na
sino.
Sa totoo lang di dapat manloko
Pagkat tiwala ng tao ay walang
presyo
Ang katapatan tuwina’y isapuso
Sa lahat ng oras at saan mang
dako
Ipakita ang katapatan sa lahat ng
bagay
Sa isip, sa salita at maging sa gawa
Maging bahagi ng buhay kahit
ikaw ay bata
Upang sa paglaki, kamtin ay
gantimpala
Talakayin ang nilalaman ng tula.
Ipasagot sa mga bata ang mga
sumusunod na tanong:
a. Ano ang tinutukoy sa tula? Sa
inyong palagay bakit ito ang
ipinamagat ng manunulat sa tula?
Sa Totoo Lang Po!
ni: Dr. Erico M. Habijan et.al.
(Wastong Pag-uugali sa
Makabagong Panahon V)
Kung nais mong maging isang
mabuting bata
Maging tapat sa lahat ng ginagawa
Hikayatin ang mga bata na
magbigay ng kanilang sariling
opinyon at saloobin tungkol sa
binasang sitwasyon
totoo? Ano ang nararapat mong
gawin?
2. Noong maliit ka pa, ang buong
akala mo ay anak ka ng magulang
mo. Ngunit pagdating mo ng
grade I, natuklasan mong ampon
ka lamang pala. Walang
nakakaalam sa iyong mga
kaibigan na ikaw ay ampon
lamang. Ano ang gagawin mo?
3. May nagawa kang pagkakamali
sa klase na hindi mo alam. Paulit-
ulit mo itong nagagawa hanggang
kausapin ka ng isang kaibigan at
sabihin sa iyo ang iyong
pagkakamali at sabihan kang
huwag nang gawin ang dati mong
ginagawa. Ano ang magiging
reaksiyon mo?
4. Malakas ang loob ng isa sa
iyong mga kaklase na manggulo
kapag wala ang guro.
Nangunguha rin siya ng
naiibigang gamit na hindi kanya.
Alam mong mali ang kanyang
ginagawa ngunit takot kang
ipaalam ito sa iba. Isa ka sa
pinagkakatiwalaan ng guro. Ano
ang magagawa mo para matigil
na ito?
Hikayating ibahagi ng mga bata
ang kanilang mga kasagutan
 Ipaalam at sabihin ang mga
inaakala
Sa mga magulang at nakatatanda.
Sa totoo lang ang kasinungalingan
Ay isang kasalanan na di
nahuhugasan
Nagsisilbing batik kahit kanino
man
Kaya’t katahimikan ay di
makakamtan.
Sa totoo lang dapat kahit masakit
Sabihin natin ang dapat ipilit
Pagsasabi ng totoo ay isang
prinsipyo
Na di mababayaran ng kahit na
sino.
Sa totoo lang di dapat manloko
Pagkat tiwala ng tao ay walang
presyo
Ang katapatan tuwina’y isapuso
Sa lahat ng oras at saan mang
dako
Ipakita ang katapatan sa lahat ng
bagay
Sa isip, sa salita at maging sa gawa
Maging bahagi ng buhay kahit
ikaw ay bata
Upang sa paglaki, kamtin ay
gantimpala
b. Ipaliwanag ang isinasaad ng
bawat saknong ng tula.
c. Alin sa mga saknong ng tula ang
higit na nakaagaw ng iyong
pansin? Ipaliwanag ang sagot.
d. Ano ang mensahe ng tula na
nais iparating ng manunulat?
e. Bilang mga mag-aaral, ano ang
naging epekto ng tulang ito sa
inyo?
f. Magbahagi ng mga gawaing
nagpapakita ng katapatan sa
kapwa tao.
F.Paglinang na Kabihasaan Gawain 2 Iproseso ang sagot ng mga bata. Iproseso ang sagot ng mga
bata at magkakaroon ng

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
H.Paglalahat ng aralin
I.Pagtataya ng aralin
Sa pagtalakay ng nilalaman ng
tula, bigyang diin na ang katapatan
sa pagpapahayag ng opinyon at
saloobin ay susi sa pagkakaroon ng
magandang pakikipag-ugnayan sa
mga tao sa ating paligid lalo’t higit
sa ating pamilya
Hikayating magbahagi ang mga
bata ng sariling karanasan na
nagpapakita ng katapatan sa
pagpapahayag ng kanilang
saloobin aa opinyon sa iba
Kagamitan: activity card, activity kit
(manila paper, pentel pen)
1. Pangkatin ang mga bata sa lima.
Pumili ng lider.
2. Bigyan ang bawat pangkat ng
activity card na naglalaman ng mga
sitwasyon na susuriin ng mga bata
at bibigyan ng sariling kuru-kuro o
reaksiyon. Kakalapin ng lider ang
mga sagot ng mga miyembro at
isusulat sa manila paper. Tandaan
na ang sitwasyon na ibibigay sa mga
bata ay may kaugnayan sa matapat
na pagpapahayag ng saloobin o
opinyon sa kapwa.
Iproseso ang mga nakuhang
kasagutan sa mga bata. Bigyang diin
na hindi maiiwasang magkaroon ng
hindi pagkakaunawaan dahil sa
pagsasabi ng katotohanan subalit
dapat pa ding ipahayag ang
saloobin o opinyon upang
makatulong sa pag-unlad ng isang
tao
Magpalitan ng kuru-kuro tungkol sa
mga naging reaksiyon ng bawat
miyembro ng pangkat. Bigyang-diin
na ang pagsasabi ng tapat ay
nakapagpapatibay ng samahan ng
mga tao
Tandaan Natin
Ang pagsasabi ng totoo, kahit
masaktan ang sasabihan, ay
nagpapakita ng matapat na
pakikitungo sa kapwa. Hindi
nararapat na manloko ng tao sa
pamamagitan ng pagsisinungaling
upang pagtakpan ang
katotohanan
palitan ng opinyon upang
magkaroon ng mas malalim
na pagkaunawa sa tinalakay
na aralin.
Gabayan ang mga bata sa
pagsasagawa ng pangkatang
gawain.
Pangkat 1- Sumulat ng islogan
na may kaugnayan sa
pagpapahayag ng saloobing
ng may katapatan
Pangkat 2- Kumatha ng isang
rap na nagpapahiwatig na
pagiging matapat ay
kinalulugdan ng Diyos at ng
kapwa
Pangkat 3- Gumawa ng isang
dayalogo na ang tema ay may
kaugnayan sa pagsasabi ng
katotohanan
Hikayatin ang mga bata na
magbahagi ng kanilang naging
kasagutan sa harap ng klase.
J.Karagdagang Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha
ng 80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang
Gawain para sa remediation
C.Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin.
Gumawa / Sumulat ng isang talata
na nagpapakita na ang katapatan
ay kayamanan
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
Sumulat ng 3 pangungusap ayon sa
ginawang pangkatang gawain
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
Gumupit ng mga larawan na
nagpapakita ng katapatan at
idikit ito sa malinis na papel
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were
interested on the lesson,
despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
D.Bilang ng mag-aaral na ___ of Learners who require
magpapatuloy sa remediation additional activities for
remediation
E.Alin sa mga estratehiyang ___Yes ___No
pagtuturo ang nakatulong ng ____ of Learners who caught up
lubos?Paano ito nakatulong? the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to
naranasan na solusyunansa tulong require remediation
ng aking punungguro at superbisor?
G.Anong kagamitang panturo ang Strategies used that work well:
aking nadibuho nanais kong  ___Metacognitive Development:  ___Metacognitive Development:
ibahagi sa kapwa ko guro? Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
 ___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
 
 ___Schema-Building: Examples:  ___Schema-Building:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student 
created
drawings, videos, and games.
 ___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
additional activities for remediation additional activities for additional activities for require additional
remediation remediation activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
lesson the lesson up the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
require remediation require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
 ___Metacognitive Development:  ___Metacognitive well:
Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, and taking and studying techniques, assessments, note taking and Development: Examples:
vocabulary assignments. and vocabulary assignments. studying techniques, and Self assessments, note
___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think- vocabulary assignments. taking and studying
share, quick-writes, and anticipatory pair-share, quick-writes, and  ___Bridging: Examples: Think- techniques, and
charts. anticipatory charts. pair-share, quick-writes, and vocabulary assignments.
 anticipatory charts.  ___Bridging: Examples:
 Think-pair-share, quick-

Examples: ___Schema-Building: Examples:
writes, and anticipatory
Compare and contrast, jigsaw 
Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and learning, peer teaching, and Examples: Compare and charts.
projects. projects. 
contrast, jigsaw learning, peer ___Schema-Building:
 teaching, and projects. Examples: Compare and
contrast, jigsaw learning,
 ___Contextualization: 
peer teaching, and
Examples: Demonstrations, media,  Examples: 
Demonstrations, ___Contextualization:
projects.
manipulatives, repetition, and local 
media, manipulatives, repetition, Examples: Demonstrations,
 ___Contextualization:
opportunities. and local opportunities. media, manipulatives,
repetition, and 
local Examples:Demonstration
 s, media,manipulatives,
 ___Text Representation: opportunities.
repetition,andlocal
Examples: Student 
created Examples: Student 
created opportunities.
drawings, videos, and games. drawings, videos, and games.  ___Text Representation:
 ___Text Representation:
___Modeling: Examples: Speaking  ___Modeling: Examples:  Examples: Student created
 Examples: Student
slowly and clearly, modeling the Speaking slowly and clearly, drawings, videos, and games.
created drawings, videos,
language you want students to use, modeling the language you want  ___Modeling: Examples: and games.
and providing samples of student students to use, and providing Speaking slowly and clearly,
 ___Modeling: Examples:
work. samples of student work. modeling the language you
Speaking slowly and
want students to use, and
clearly, modeling the
language you want
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and Strategies providing samples of student students to use, and
used: work. providing samples of
___ Explicit Teaching student work.
___ Group collaboration Other Techniques and Other Techniques and
___Gamification/Learning throuh Strategies used: Strategies used:
play ___ Explicit Teaching ___ Explicit Teaching
___ Answering preliminary ___ Group collaboration ___ Group collaboration
activities/exercises ___Gamification/Learning ___Gamification/Learning
___ Carousel throuh play throuh play
___ Diads ___ Answering preliminary ___ Answering
___ Differentiated Instruction activities/exercises preliminary
___ Role Playing/Drama ___ Carousel activities/exercises
___ Discovery Method ___ Diads ___ Carousel
___ Lecture Method ___ Differentiated Instruction ___ Diads
Why? ___ Role Playing/Drama ___ Differentiated
___ Complete IMs ___ Discovery Method Instruction
___ Availability of Materials ___ Lecture Method ___ Role Playing/Drama
___ Pupils’ eagerness to learn Why? ___ Discovery Method
___ Group member’s ___ Complete IMs ___ Lecture Method
collaboration/cooperation ___ Availability of Materials Why?
in doing their tasks ___ Pupils’ eagerness to learn ___ Complete IMs
___ Audio Visual Presentation ___ Group member’s ___ Availability of
of the lesson collaboration/cooperation Materials
in doing their tasks ___ Pupils’ eagerness to
___ Audio Visual Presentation learn
of the lesson ___ Group member’s
collaboration/cooperatio
n
in doing their tasks
___ AudioVisual
Presentation
of the lesson
 School: Grade Level: V
GRADES 1 to 12 Teacher: Learning Area: FILIPINO
DAILY LESSON LOG Teaching Dates and Time: JULY 23-27, 2018 (WEEK 8) Quarter: 1ST QUARTER

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
Pakikinig
A. Nakapagbibigay ng angkop na
pamagat sa tekstong napakinggan
F5PN-Ih-17
B. Naipamamalas ang paggalang sa
ideya, damdamin at kultura ng
may
akda ng tekstong napakinggan o
nabasa F4PL-oa-j-3
CG p.66
Pagdiriwang ng Wikang Filipino V,
Pagbasa pp.53-55
aklat, DLP (kuwento)
Paghahawan ng Balakid
Basahin ang mga pangungusap,
piliin ang kahulugan ng mga
salitang may salungguhit.
1. Katulong si Ben ng kanyang ama
sa bukid, kaya wala siyang
panahong lumaboy tulad ng ibang
bata.
(maglakad, gumala, tumakbo)
2. Pangarap ni Dan na makagawa
ng kabutihan sa lahat ng tao at
tanghaling bayani ng lahi.
Wikang Binibigkas/ pagpapaunlad
ng talasalitaan
Nakapagbibigay ng panuto F5PS-Ih-
8 panghalip sa usapan at pagsasabi
CG p.66
Filipino Wika V, pp.154-156
aklat, DLP (kuwento)
Paghahawan ng Balakid
Basahin ang mga pangungusap.
Ibigay ang kahulugan ng mga
salitang may salungguhit.
1. Maraming naakit na
magbakasyon sa Maynila dahil sa
malalaking hotel na tinutuluyan
dito.
2. May naglalakihang mall na
napakaraming display ng mga
paninda na nakakaakit sa mga tao.
Gramatika
Nagagamit ang iba’t ibang uri ng
tungkol
sa sariling karanasan F5WG-If-j-3
CG p.66
Filipino Wika V, pp.154-156
aklat, DLP (kuwento)
Balik-aral
Recess, ang mga bata ay unahan
sa pagtakbo papunta sa kantina.
Pagdating dito nagtutulakan sila
sa pagbili, kung ikaw ang canteen
manager anong panuto ang
ipatutupad mo sa mga bata?
Estratehiya sa pag-aaral Pagsulat
A. Naibibigay. ang Nakasusulat ng balangkas
mahahalagang pangyayari sa sa anyong pangungusap o
nabasang talambuhay paksa sa
F5PB-If-h-11 binasang teksto F5EP-Ih-
B. Naibibigay ang kahulugan 11
ng salitang pamilyar at di-
pamilyar sa
pamamagitan ng kasalungat
F5PT-lh-i-1.5
CG p.66 CG p.66
aklat, DLP (kuwento) aklat, DLP (kuwento)
Balik-aral
Gamitin sa sariling
pangungusap ang mga
panghalip pananong
1. Sino-sino
2. Alin
3. Saan-saan
4. Kailan
5. Ano

B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa
bagong ralin
(kilalang tao, tanyag na tao,
dakilang tao)
3. Halos hindi maabot ng mga tao
ang liblib na baryong San Vicente.
(tago, malayo, masukal)
4. Isa-isang kinaladkad ng mga tao
ang sako ng palay upang itago sa
imbakan.
(isa-isang hinila, isa-isang binuhat,
isa-isang dinala)
5. Paran hindi na humihinga at
walang malay ang lalaking
nabundol ng kotse.
(tulog, patay, walang ulirat)
Kilala ba ninyo sina Dr. Jose Rizal,
Apolinario Mabini at Andres
Bonifacio? Ano ang tawag natin sa
kanila? Sa inyong palagay, bakit
sila tinawag na bayani?
Pangganyak na Tanong
1. Alam ba ninyo na sa murang
gulang ninyo ay maari kayong
tanghaling bayani?
2. Sa araw na ito makakarinig kayo
ng kuwento tungkol sa
isang batang bayani. Nais ba
ninyong marinig ang kuwento
tungkol sa kanya?
3. Ang aking bunsong kapatid ay
tuwang-tuwang sumakay sa
elevator.
Pumikit kayo at isiping kayo ay nasa
lugar na maraming laruan, damit,
sapatos, bag at magagandang
gamit. Ano ang inyong
nararamdaman kung nasa ganito
kayong lugar?
Saan lugar kayo pumupunta kapag
gusto ninyong bumili ng
magandang damit? Bakit
1. Ano ang naganap sa buong
bansa noong Mayo 9, 2016?
2. May malinaw na bang resulta
ang nangyaring botohan?
1. Ano ang naganap sa buong
bansa noong Mayo 9, 2016?
2. May malinaw na bang resulta
ang nangyaring botohan?
Paghawan ng Balakid
Basahin ang
pangungusap.Ibigay ang Pagganyak
kasalungat ng mga salitang 1. Ano ang kahulugan ng
may salungguhit. talambuhay?
1. Mabilis na pinalaya si 2. Sino sa inyo ang
Apolinario nang malamang makapagbabahagi ng
siya ay maysakit. sariling talambuhay?
2. Ang mga papeles na
importante ay dapat na
ingatan.
3. Sa pagpupulong,
iminungkahi ng pangulo na
magkaroon ng proyekto ang
kanilang samahan.
4. Nang sumiklab ang
digmaan, maraming Pilipino
ang nasawi.
5. Dinakip ng pulis ang
magnanakaw.
Pagganyak
“Ang hindi magmahal sa
sariling wika,
Ay daig pa ang hayop at
malansang isda”.
1. Kaninong salawikain ang
inyong nabasa?
2. Ano ang tawag natin kay Dr.
Jose Rizal?
Pangganyak na Tanong

D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#2
Iparinig sa mga bata ang
kuwentong “Walong Taong
Gulang,
Naging Bayani”. Ipaalala sa mga
mag-aaral na pakikinggang mabuti
ang
ang kuwento para sa susunod na
gawain sa klase.
1. Sino-sino ang mga pangunahing
tauhan sa kuwento? Iba pang mga
tauhan
2. Ano ang nangyari sa bahay nina
Rona habang ang kanyang mga
magulang ay nasa palengke?
3. Paano naging bayani si Rona
Mahilum? Ibigay ang katangiang
ipinakita niya.
4. Sa inyong palagay, masaya ba
ang nagkukuwento?Bakit?
5. Kung ikaw si Rona, gagawin mo
rin ba ang ginawa niya?
6. Sa iyong palagay, bakit si G.
Alfredo Lim ang tumulong sa
pagpapagamot kay Rona?
7. Sa may akda ng kuwentong ito,
ano ang maipapakita mong
damdamin para sa kanya?
8. Bukod sa pamagat na bigay ng
may-akda, magbigay
Gusto ba ninyong mamasyal sa
mall? May iparirinig ako sa
inyong kuwento na may pamagat
na “Shangri-la Plaza”.
1. Anong lugar ang tinutukoy sa
kuwento?
2. Saan ito matatagpuan?
3. Ano-anong mga bagay ang
makikita sa lugar na ito?
4. Sa inyong palagay, masaya ba
ang nagkukuwento?Bakit?
5. Kapag napapunta ka sa ganitong
lugar, anong ugali ang dapat mong
ipakita?
6. Sa ganitong lugar, magbigay nga
kayo ng mga panuto na dapat
makita ng mga tao.
Gawin Natin
Gusto ba ninyong malaman ang
mga bagay na may kaugnayan sa
naganap na botohan sa ating
lugar? Basahin ang usapan ng
mga tao tungkol dito.
Itanong:
1. Ano ang nilalaman ng usapan?
2. Bakit iba-iba ang opinyon ng
mga tao sa darating na botohan?
3. Sino kaya ang tama ang
pananaw ukol sa kanilang
kandidato?
4. Anong mga salita ang ginamit
sa usapan na nagtatanong?
5. Ano ang tawag natin sa mga
salitang sino, ano, saan, kailan,
bakit at ilan? Kapag ito ang
ginamit sa pagtatanong, ilan ang
tinatanong?
6. Kapag marami ang tinatanong,
magbigay nga ng halimbawa ng
tanong na dapat gamitin?
1. May kilala ba kayong
Batangueńo na naging
bayani?
2. Sino siya?
3. Ano ang katangian niya na
wala ang iba?
Ngayon ay babasahin natin
ang “Talambuhay ni
Apolinario Mabini”. (Tatawag
ang guro ng batang
magbabasa habang
sinasabayan nang mahinang
pagbasa ng ibang bata )
Itanong:
1. Kaninong talambuhay ang
inyong binasa?
2. Sino ang kanyang mga
magulang?
3. Ano ang kanyang natapos?
4. Ano ang nangyari sa kanya?
5. Nang siya ay lumaya, ano
ang naging papel niya kay
Aguinaldo?
6. Ano-ano ang magagandang
bagay na ginawa niya sa ating
bayan?
7. Ano ang naging sanhi ng
kanyang pagkamatay?
8. Sa inyong palagay, si Mabini
ba ay nakatulong upang
makamit natin ang kalayaan
ng bansa? Ipaliwanag.
9. Anong katangian ang taglay
ni Mabini sa talambuhay?
Natatandaan pa ba ninyo
ang talambuhay ni
Apolinario Mabini?
Sa anong bansag siya
nakilala? Ngayon ay
babasahin uli natin ang
“Talambuhay ni
Apolinario Mabini”.
(Babasahin nang tahimik
ng mga bata ang
talambuhay .
Paalalahanan ang mga
bata ng mga pamantayan
na dapat sundin sa
pagbasa nang tahimik. )
Itanong:
1. Ano ang pamagat ng
binasa mong teksto?
2. Saan at kailan siya
ipinanganak?
3. Sino ang kanyang mga
magulang?
4. Ano ang kanyang
katangian noong bata pa
siya?
5. Ano-ano ang natapos
niya?
6. Ano-ano ang mga
mahahalagang bagay ang
nagawa niya sa ating
bansa?
7. Kailan siya namatay?
8. Ano ang naging sanhi
ng kanyang pagkamatay?
9. Dapat bang tularan ang
kanyang kabayanihan?
Bakit?

F.Paglinang na Kabihasaan Pangkatin ang mga bata sa tatlo at
ibibigay nila ang angkop na
Pamagat ng gawaing nakatakda sa
kanilang pangkat
Pangkatin ang mga bata sa tatlo,
bawat pangkat ay magbibigay ng
panuto sa mga sumusunod na
gawain
Pangkatin ang mga bata sa tatlo,
bawat pangkat ay isasagawa ang
gawain na gamit ang panghalip
pananong.
Pangkat 1 – Awitin Mo
Bumuo ng isang awit gamit ang
panghalip pananong.
Pangkat 2 – Isadula Mo
Isinama ka ng Nanay mo sa
palengke, bibili kayo ng pagkain
ninyo sa loob ng isang
linggo.Gawan ng usapan ang
Nanay at tindera gamit ang
panghalip pananong at isadula ito
Pangkat 3 – Tulain Mo
Bumuo ng dalawang taludtod ng
tula gamit ang panghalip
pananong
Pangkatin ang mga bata sa
tatlo. Bawat pangkat ay
isasagawa ang gawain sa
pamamagitan ng pagbibigay
ng mahahalagang pangyayari
sa talambuhay.
Pangkat 1 – Isulat Mo
Batay sa talambuhay na
inyong nabasa, isulat ang
mahahalagang pangyayari
tungkol sa edukasyon ni
Apolinario Mabini
Pangkat 2 – I Rap Mo
Sa nabasang talambuhay
igawa ng rap ang
mahahalagang pangyayari sa
buhay niya simula noong 1893
hanggang sa siya ay namatay.
Pangkat 3 – Awitin Mo
Gumawa ng maikling awit
tungkol sa mahahalagang tao
sa buhay ni Apolinario Mabini.
10. Ano ang tawag natin
sa nabuong porma?
11. Ano-ano ang
nakasulat sa Roman
Numeral?
12. Alin ang mga
napapaloob sa malalaking
titik ng alpabeto?
13. Sa mga bilang, ano-
ano ang ating isinulat?
Habang sinasagot ng mga
bata ang mga tanong,
isusulat ng guro ang sagot
ng mga bata sa anyong
papaksa
Ang Talambuhay ni
Apolinario Mabini
I. Pagsilang
A. Lugar
1. ___________________
B. Petsa
2. ___________________
C. Mga Magulang
1. __________________
2. __________________
II. Edukasyon
A.
_____________________
B.
_____________________
C.
_____________________
D.
_____________________
III. Mga Mahahalagang
Bagay na Nagawa sa
Bansa
A.
____________________
B.
____________________
C.
____________________

G.Paglalapat ng aralin sa pangaraw-
araw na buhay
D.
____________________
E.
____________________
IV. Kamatayan
A. Petsa
1. _________________
B. Sanhi
1. _________________
Pakinggang mabuti ang tekstong Pakinggang mabuti ang sitwasyong Kumuha ng kapareha, gumawa Ibigay ang mahahalagang Bawat pangkat ay isusulat
iparirinig at ibigay ang angkop na iparirinig at pagkatapos ay kayo ng usapan tungkol sa inyong pangyayari sa iyong sa anyong pangungusap
pamagat nito. isagawa ng bawat pangkat ang karanasan gamit ang panghalip talambuhay. Isulat muna sa ang
1. Ang Puerto Prinsesa ang kapital ibibigay nilang panuto. pananong.(Bibigyan ng guro ang isang pirasong papel at balangkas na nabuo ng
ng Palawan. Dati itong kilala sa Unang Pangkat – Pantomina mga bata ng oras sa pagbuo ng tatawag ako ng bata na guro. Pagkatapos ay
pangalang Puero de la Asuncion. Ikalawang Pangkat – Paggawa ng usapan.) maglalahad ng sarili niyang ipababasa sa mga
Ito ang pangunahing sentro ng slogan talambuhay lider ang nabuong
kalakalan sa lalawigan dahil sa pangungusap
lokasyon nito. Mayroon ditong
paliparan at daungan ng mga
barko na regular na may biyaheng
Maynila at sa malalaking pulo sa
lalawigan. Sa kasalukuyan, ang
Puerto Prinsesa ay isang
paboritong pasyalan ng mga
turista.
Sanggunian: Likha 5, Wika at
Pagbasa p. 319
2. Ang barangay Palahanan 2.0,
San Juan, Batangas ay nagdaraos
ng kapistahan tuwing ika-1 ng
Hunyo. Ito ay dalawampu’t walong
taon
nang ipinagdiriwang. Tuwing
kapistahan maraming bisita ang
dumarating sa lahat ng bahay.
May banda ng musiko na lumilibot
sa bawat bahay at tinutugtugan.
Kung gabi naman ay nagdaraos ng
prusisyon kung saan ang mga
dalaga at binate ay nagsusuot ng
Barong Tagalog at Saya. Talagang
napakasaya ng pagdiriwang ng
kapistahan sa lugar na ito.
H.Paglalahat ng aralin
I.Pagtataya ng aralin
J.Karagdagang Gawain para sa
takdang aralin at remediation
V.MGA TALA
VI.PAGNINILAY
Pakinggang mabuti ang
babasahing kuwento at ibigay ang
angkop
na pamagat nito. Isulat ang sagot
sa inyong sagutang papel.
Makinig sa isang maikling kuwento
at ibigay ang angkop na pamagat
Bilang bata nakakasunod ka ba ng
maayos sa mga panuto? Sa
paanong paraan?
Magbigay ng panuto sa mga
sumusunod:
1. May bisitang dumating sa inyong
paaralan, nakita mo ang maliliit na
bata na nagtatakbuhan sa labas,
ano ang ibibigay mong panuto sa
kanila?
2. Nasa ospital ka, nakita mo na
may naninigarilyo at may katabing
babae na ubo ng ubo, kung ikaw
ang tagapamahala ng ospital, ano
ang ibibigay mong panuto sa
sitwasyong ito?
3. Nasa istasyon kayo ng bus, nag-
uunahan sa pagsakay ang mga
pasahero, sa sitwasyong ito anong
panuto ang dapat sundin?
4. Ikaw ang tagapamahala ng silid-
aklatan, may limang batang
dumating at walang ginawa kundi
mag-ingay, ano ang ibibigay mong
panuto sa kanila?
5. Maraming dumadaang sasakyan,
marami ding mga tao ang
naglalakad na hindi magkamayaw,
may paroo’t parine, hindi iniintindi
ang ilaw trapiko, kaya ang
kinalabasan nagkabuhol-buhol ang
trapik, kung ikaw ang pulis, ano ang
ibibigay mong panuto sa kanila?
Magbigay ng limang panuto na
dapat sundin ng mga bata kapag
nasa
silid-aralan
Ano-anong mga panghalip na
isahan at maramihan ang
gagamitin kapag magtatanong?
Gamitin ang tamang panghalip
pananong sa usapan.
Sitwasyon: Araw ng Sabado,
maagang nagkita-kita ang
magkakaibigan. May usapan sila
na mamamasyal sila sa bukid.
Cora: 1. (Alin-alin,Sino-sino) pa ba
ang hinihintay natin?
Amy: Sina Lita at Lorna. 2. (Bakit,
Sino) kaya wala pa sila?
Merly: Tumawag na medyo
mahuhuli sila at tanghali nang
nagising. Alam ba nila kung
3.(saan, kailan) tayo
magkikita-kita?
Rose: Oo naman, teka nga pala,
4. (sino, ano) ga nga ang may
dala ng meryenda natin?
Mariz: Sila nga dalawa ang
magdadala. Kaya siguro sila
tinanghali ng gising eh naghanda
pa sila kagabi.
Ana: (Ilang,Kaninong) kilo ng mais
ang nabili mo Merly?
Pagdating natin sa bukid ay
ilalabon agad natin lahat.
Gamitin ang limang panghalip
pananong sa pagsulat ng talata
tungkol
sa inyong sariling karanasan
Basahin ang maikling
talambuhay. Ibigay ang
mahahalagang pangyayari sa
pamamagitan ng pagsagot sa
tanong.
Ibigay ang angkop na sagot sa
mga sumusunod na tanong.
1. Kailan nakitaan ng galling sa
volleyball si Alyzza?
2. Paano nagging sikat si
Alyzza sa mga bata at
matatanda?
3. Saan siya nagtapos ng
elementarya, haiskul at
kolehiyo, ano ang kanyang
kurso?
4. Bakit siya higit na
hinangaan sa kolehiyo?
5. Ano ang pinakamahalagang
parangal na kaniyang
natanggap?
Magbigay ng mahahalagang
pangyayari sa iyong
talambuhay. Isulat
ang sagot sa iyong kuwaderno
Basahin ang maikling
kuwento. Punan ang
balangkas at pagkatapos
isulat ito sa anyong
pangungusap
Ang Pamilya Bueno
I. Katangian ng pamilya
Bueno
A.
_____________________
B.___________________
_
C.
_____________________
II. Paraan ng maayos na
pamamalakad ng pamilya
A.
_____________________
B.
_____________________
C.
____________________
III. Maidudulot sa
pamayanan ng ulirang
pamamalakad ng pamilya
Bueno
A. _________________
B.
_____________________
C.
_____________________
Magbasa ng isang
maikling kuwento.
Sumulat ng balangkas
nito sa
anyong pangungusap o
paksa
A.Bilang ng mag-aaral na nakauha
ng 80% sa pagtatayao.
B.Bilang ng mag-aaralna
nangangailangan ng iba pang
Gawain para sa remediation
C.Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin.
D.Bilang ng mag-aaral na
magpapatuloy sa remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were
interested on the lesson,
despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional
activities for remediation
E.Alin sa mga estratehiyang ___Yes ___No
pagtuturo ang nakatulong ng ____ of Learners who caught up
lubos?Paano ito nakatulong? the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to
naranasan na solusyunansa tulong require remediation
ng aking punungguro at superbisor?
G.Anong kagamitang panturo ang Strategies used that work well:
aking nadibuho nanais kong  ___Metacognitive Development:  ___Metacognitive Development:
ibahagi sa kapwa ko guro? Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
 ___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
 
 ___Schema-Building: Examples:  ___Schema-Building:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student 
created
drawings, videos, and games.
 ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 anticipatory charts.
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 teaching, and projects.
 ___Contextualization:
Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.

 ___Text Representation:
Examples: Student 
created
drawings, videos, and games.
 ___Modeling: Examples:
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson up the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue ___ of Learners who
require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work
 ___Metacognitive well:
Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, assessments, note taking and Development: Examples:
and vocabulary assignments. studying techniques, and Self assessments, note
___Bridging: Examples: Think- vocabulary assignments. taking and studying
pair-share, quick-writes, and  ___Bridging: Examples: Think- techniques, and
anticipatory charts. pair-share, quick-writes, and vocabulary assignments.
 ___Bridging: Examples:
 Think-pair-share, quick-
___Schema-Building: Examples:
writes, and anticipatory

Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and Examples: Compare and charts.
projects. 
contrast, jigsaw learning, peer
 ___Schema-Building:
 Examples: Compare and
contrast, jigsaw learning,
Examples: 
Demonstrations, ___Contextualization:
peer teaching, and

media, manipulatives, repetition, Examples: Demonstrations,
projects.
and local opportunities. media, manipulatives,
repetition, and 
local
opportunities.  ___Contextualization:
  Examples:
Examples: Student created
Demonstrations, media,
drawings, videos, and games.  ___Text Representation:
manipulatives, repetition,
 Examples: Student created
and local opportunities.
Speaking slowly and clearly, drawings, videos, and games.

modeling the language you want  ___Modeling: Examples:
students to use, and providing 
Speaking slowly and clearly, ___Text Representation:
samples of student work. modeling the language you  Examples: Student
want students to use, and created drawings, videos,
Other Techniques and Strategies providing samples of student and games.
used: work.  ___Modeling: Examples:
___ Explicit Teaching Speaking slowly and
___ Group collaboration Other Techniques and clearly, modeling the
___Gamification/Learning throuh Strategies used: language you want
play ___ Explicit Teaching students to use, and
___ Answering preliminary ___ Group collaboration providing samples of
activities/exercises student work.
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Gamification/Learning
throuh play Other Techniques and
___ Answering preliminary Strategies used:
activities/exercises ___ Explicit Teaching
___ Carousel ___ Group collaboration
___ Diads ___Gamification/Learning
___ Differentiated Instruction throuh play
___ Role Playing/Drama ___ Answering
___ Discovery Method preliminary
___ Lecture Method activities/exercises
Why? ___ Carousel
___ Complete IMs ___ Diads
___ Availability of Materials ___ Differentiated
___ Pupils’ eagerness to learn Instruction
___ Group member’s ___ Role Playing/Drama
collaboration/cooperation ___ Discovery Method
in doing their tasks ___ Lecture Method
___ Audio Visual Presentation Why?
of the lesson ___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s

collaboration/cooperatio
n
in doing their tasks
___ Audio Visual
Presentation
of the lesson

GRADES 1 to 12
DAILY LESSON LOG
WEEK 8
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
School:
Teacher:
Teaching Dates and Time: JULY 23-27, 2018 (WEEK 8)
MONDAY
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and /or liquid materials in
making useful products
Identify local, recyclable materials
found in the community
S5MT-Ih-i-4
Changes that materials undergo
CG p.30
Science Spectrum Work Text in
Science and Health for Elementary
6, Rebecca R. Fallaria, pp. 133-135
activity sheets, shoe or cereal box,
glue, paper towel roll, scissors
Review about recyclable liquid
material
TUESDAY
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and /or liquid materials in
making useful products
Infer useful products that can be
formed out of local, recyclable
solid/liquid materials.
S5MT-Ih-i-4
Changes that materials undergo
CG p.30
Science Epectrum 6, Rebecca R.
Fallaria et.al pages 135-136
Real /pictures of products out of
recyclable materials.
marking pen, manila paper
powerpoint presentation
Review
Name examples of recyclable
materials that can be found in
school and community
WEDNESDAY
Materials undergo changes due
to oxygen and heat
The learner uses local, recyclable
solid and /or liquid materials in
making useful products
Collect local, recyclable solid/or
liquid materials
S5MT-Ih-i-4
Changes that materials undergo
CG p.30
Cut-out of pictures
Real Objects
powerpoint presentation
Prior Knowledge(APK)/Review
Distribute a cut out of trash can
to each learner.
Say: In two minutes, write, as
many as you can,
examples of solid/liquid
recyclable materials
Grade Level: V
Learning Area: SCIENCE
Quarter: 1ST QUARTER
THURSDAY
Materials undergo changes
due to oxygen and heat
The learner uses local,
recyclable solid and /or liquid
materials in making useful
products
Organize the
steps/procedures in designing
a product
S5MT-Ih-i4
Changes that materials
undergo
CG p.30
copy of the project template
and the steps
powerpoint presentation
Review about the past lesson
FRIDAY
Materials undergo
changes due to oxygen
and heat
The learner uses local,
recyclable solid and /or
liquid materials in making
useful products
Design a product out of
local, recyclable solid and
/or liquid materials in
making useful products
S5MT-Ih-i4
Changes that materials
undergo
CG p.30
flashcards, pictures of
recyclable products, copy
of the template
Checking of Assignment
2. Review
Arrange the steps in
designing a product. Drag
them from top to bottom.
B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
Motivation
The pupils will play Minute to Win
It
Divide the class into five groups.
Provide each group with set of
jumbled letters of recyclable
material. Give one minute to
arrange the jumbled letters. The
group who can form the letters of
recyclable materials will be
declared as the winner.
Preparation
a. Group the pupils into five.
b. Recall the norms to be followed
in performing the activity.
c. Say: The materials you brought
are needed for the activity we will
be performing today.
d. Remind the pupils to take
necessary precaution in handling
the materials
e. Go around and inspect what the
pupils are doing. Ask or answer
question if necessary.
Let the pupils do the activity
Show a sample product out of local,
recyclable solid/liquid materials
Preparation
a. Group pupils into 4 groups.
b. Set the standard in doing a group
activity.
c. Give pupils the activity sheets to
be used.
Activity Proper
Activity Proper
Trash to Cash
1. Talk about the common local
recyclable solid materials that are
common in your community. Then
think of other products that can be
made out of these materials.
2. Record these on the table.
Prepare the class for a trip within
the school premises
Activity
1. Materials: local waste
materials in school
2. What to do:
a. Collect waste materials found
in school.
b. Classify the collected materials
and show their abundance by
making a pictograph
Learners will show the waste
products that they have gathered
Guide questions:
a. Do you need them?
b. Are they useful?
c. Can you reuse them?
d. Can you recycle them?
e. Can you recover them?
f. Are these materials also
available in your community?
Providing Situation Show pictures of
Let the pupils think of products made out of
something or a situation recyclable materials
wherein they need something
to use or to have.
Say: I have a problem in
organizing my school supplies
like pencils, ball pens, scissors
and pins. Some of my things
are misplaced whenever I
need them. Can you help me
with my problem? What
would be your suggestions to
keep my things in order?
Guide the pupils to select a What recyclable materials
good project based on their were used to produce
objective (what they need) these
What materials are you products?
interested to collect?
What do you want to
create?
What can you do?
1. Setting of standards. Now that you already
Time management and know how to organize the
resourcefulness steps or procedures in
2. Tell the pupils to listen designing a product, it’s
attentively to the PowerPoint about time for you to
presentation. design your own product
3. Give them guide questions out of recyclable
to be answered while having materials in
the powerpoint presentation making useful products.
a. What are the 1. Let the pupils bring out
steps/procedures in designing the copy of your template
a product? with answers A-E.
b. Describe the content of
each step.
4. Let the pupils jot down
important details and be able
to ask questions regarding the

E. Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding Parctical application of
concepts and skills in daily living
1. Discuss group outputs. Let each
group present their work in class.
2. Give feedback on the results of
the activity.
How did you feel in doing the
activity?
What are the materials did you
used to come up with an output?
What did you do to have an
output?
How did you follow the
procedures?
What is the importance of
recycling in the community?
The pupils will go outside the
classroom and look for materials
that can be recycled.
Identify materials that can be
found inside the school premise.
Complete the chart below and
write what could you do out of
those materials
slides presented so that the
teacher can tell whether the
pupils are listening attentively
of not.
5. Using the sample template,
discuss the content of each
procedure through
brainstorming, question and
answer and show and tell.
1. What local recyclable materials Planning 1. Let the pupils explain
did you consider on your list? The pupils should do the their designed product
2. Why are these material common planning with the teacher as 2. Let them enumerate
to your place? guide. the steps/procedure in
3. Can these materials be turned or Discuss the steps and making their
made to other useful products? procedure in designing a designed product as
How? product by showing the written in the template.
4. Do you think is it possible to turn sample template 3. Make revisions if
these trash to cash? How? necessary.
4. Teachers will check the
content of the template
1. Report the output by group. Presentation of group work
2. Guided Questions:
What local recyclable materials did
you consider on your list?
Why are these material common to
your place?
Can these materials be turned or
made to other useful products?
How?
What other useful products can be
made out of those materials
aside from
the one given or inferred
Do you think is it possible to turn
these trash to cash? How?
Is recycling important/ Why?
Application Group Activity:
Your family’s business is bakery. List down at least 5
You have observed that many products that can be
flour sacks and lard containers are made out of the following
used. How are these materials can recyclable materials:
be recycled?
Why is recycling very important?
3. Pinoy Henyo

H.Making generalization and
abstraction about the lesson
I.Evaluating learning
J.additional activities for application
or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
in the evaluation
What are the local recyclable
materials that can be found in the
community?
What other materials can we used
in order to recycle?
Directions: Complete the table
below. Put a check mark ( / ) if the
material is common in the
community and ( x ) if not. Write
the possible product if it will be
recycled
Observe the materials at your
home. List down at least five (5)
items that
need to be recycle. Opposite the
item, write the way how you could
recycle it.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
Play a game by guessing the recycle
material
Have pupils generalized by asking:
What did you learn from the
activity?
Identify useful products that can be
made out of the given
recyclable materials. Write you
answer opposite each.
1. empty milk box
2 . old junk food canister
3. lotion/shampoo bottle
4. old newspaper/magazine
5. disposable plastic glass
1. Observe common recyclable
materials you have at home/
community. Infer other products
that can be formed out of these.
Record them.
2. Write a three to five sentence
paragraph about the topic- cash for
every trash. Give your own title of
the paragraph
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
To get 100% involvement in
waste management we should
include the learners’
participation. We may ask them
to collect the materials and
identify if they can use the 5Rs to
manage them.
Use your pictograph to answer
the questions:
1. What are the kinds of waste
materials that you have
collected?
2. What is the most numbered
materials have you collected?
3. What is the least numbered
materials have you collected?
4. Which of these materials are
not found in your community?
5. What do you usually do with
the materials that you have
collected?
Think of useful product that you
make out of local recyclable
materials. Draw your design,
write the steps and the materials
to be used even the expenses.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
Ask the pupils to conclude the
day’s lesson by saying:
The steps in designing a
product are:
1. Project Objective
2. Title of the Product
3. Materials Needed
4. Time Needed to Finish the
Product
5. Methodology/Procedure
6. Results and Discussion
7. Conclusion and
Recommendation
Directions: Read each item
and choose the correct step in
designing a product being
described by each statement.
Choose the answer from the
word bank.
1. Think of something you
need for a project. Collect the
materials you need.
2. Copy the template and fill
up A-E.
State your product objective
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
Ask the pupils to
complete the phrases
below:
1. My product
is____________________
__________.
2. I feel ______________
while designing the
product.
3. I felt ______________
after finishing the
designed product
Write 2 products that can
be made out of recyclable
solid materials such as
plastic, paper, metal,
glass, metals and cartons
Collect and bring the
materials you will be
needing in constructing
your designed product.
___Lesson carried. Move
on to the next objective.
___Lesson not carried.

B.No.of learners who require
additional activities for remediation
C.Did the remedial work? No.of
learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found
difficulties in answering
their lesson.
___Pupils did not enjoy
the lesson because of lack
of knowledge, skills and
interest about the lesson.
___Pupils were
interested on the lesson,
despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional
activities for remediation
___Yes ___No
____ of Learners who
caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to
which my principal or supervisor require remediation
can helpme solve?
G.What innovation or localized Strategies used that work well:
materials did used/discover whichI ___Metacognitive Development:  ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
 ___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
 
 
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student 
created
drawings, videos, and games.
 ___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ of Learners who continue to
require remediation
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 anticipatory charts.
___Schema-Building: 
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 teaching, and projects.
 ___Contextualization:
Examples: Demonstrations, media, 
manipulatives, repetition, and local
opportunities.

 ___Text Representation:
Examples: Student 
created
drawings, videos, and games.
___Modeling: Examples: Speaking 
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ of Learners who continue to ___ of Learners who continue ___ of Learners who
require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work
 ___Metacognitive well:
Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, assessments, note taking and Development: Examples:
and vocabulary assignments. studying techniques, and Self assessments, note
___Bridging: Examples: Think- vocabulary assignments. taking and studying
pair-share, quick-writes, and  ___Bridging: Examples: Think- techniques, and
anticipatory charts. pair-share, quick-writes, and vocabulary assignments.
 ___Bridging: Examples:
 Think-pair-share, quick-
___Schema-Building: Examples:
writes, and anticipatory

Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and Examples: Compare and charts.
projects. 
contrast, jigsaw learning, peer
 ___Schema-Building:
 Examples: Compare and
contrast, jigsaw learning,
Examples: 
Demonstrations, ___Contextualization:
peer teaching, and

media, manipulatives, repetition, Examples: Demonstrations,
projects.
and local opportunities. media, manipulatives,
repetition, and 
local
opportunities.  ___Contextualization:
  Examples:
Examples: Student created
Demonstrations, media,
drawings, videos, and games.  ___Text Representation:
manipulatives, repetition,
___Modeling: Examples:  Examples: Student created
and local opportunities.
Speaking slowly and clearly, drawings, videos, and games.

modeling the language you want  ___Modeling: Examples:
students to use, and providing 
Speaking slowly and clearly, ___Text Representation:
samples of student work. modeling the language you  Examples: Student
want students to use, and created drawings, videos,
Other Techniques and Strategies providing samples of student and games.
used: work.  ___Modeling: Examples:
___ Explicit Teaching Speaking slowly and
___ Group collaboration Other Techniques and clearly, modeling the
___Gamification/Learning throuh Strategies used: language you want
play ___ Explicit Teaching students to use, and
___ Answering preliminary ___ Group collaboration providing samples of
activities/exercises ___Gamification/Learning student work.
___ Carousel throuh play
___ Diads ___ Answering preliminary Other Techniques and
___ Differentiated Instruction activities/exercises Strategies used:
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Role Playing/Drama ___ Carousel ___ Explicit Teaching
___ Discovery Method ___ Diads ___ Group collaboration
___ Lecture Method ___ Differentiated Instruction ___Gamification/Learning
Why? ___ Role Playing/Drama throuh play
___ Complete IMs ___ Discovery Method ___ Answering
___ Availability of Materials ___ Lecture Method preliminary
___ Pupils’ eagerness to learn Why? activities/exercises
___ Group member’s ___ Complete IMs ___ Carousel
collaboration/cooperation ___ Availability of Materials ___ Diads
in doing their tasks ___ Pupils’ eagerness to learn ___ Differentiated
___ Audio Visual Presentation ___ Group member’s Instruction
of the lesson collaboration/cooperation ___ Role Playing/Drama
in doing their tasks ___ Discovery Method
___ Audio Visual Presentation ___ Lecture Method
of the lesson Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperatio
n
in doing their tasks
___ Audio Visual
Presentation
of the lesson
 GRADES 1 to 12 School Grade Level V
DAILY LESSON LOG Teacher Learning Areas MAPEH
Teaching Dates and Time July 23-27, 2018 (WEEK 8) Quarter 1ST QUARTER

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner… The learner… The learner . . .
demonstrates
recognizes the musical recognizes the musical demonstrates understanding of demonstrates understanding of understanding of
symbols and symbols and lines, colors, space, and the different changes, health participation in and
demonstrates demonstrates harmony through painting and concerns and management assessment of physical
understanding of understanding of concepts explains/illustrates landscapes strategies during puberty activities and physical
concepts pertaining to pertaining to melody of important historical places in Understands basic concepts fitness.
melody the community (natural or regarding sex and gender
man-made)using one-point
perspective in landscape
drawing, complementary
colors, and the right
proportions of parts.
B. Performance Standards The learner… The learner… The learner… The learner... The learner . . .
participates and assesses
accurate performance of accurate performance of sketches natural or man-made demonstrates health practices performance in physical
songs following the songs following the places in the community with for self-care during puberty activities .assesses physical
musical symbols musical symbols the use of complementary based on accurate and scientific fitness
pertaining to melody pertaining to melody colors. information
indicated in the piece indicated in the piece draws/paints significant or The learner...
important historical places. Demonstrates respect for the
decisions that people make
with regards to gender identity
and gender roles.
C. Learning identifies the importance of Describe the Philippines
Competencies/Objectives recognizes the meaning recognizes the meaning natural and historical places in describes the physical, physical activity pyramid
Write the LC code for each and uses of and uses of the community that have been emotional and social changes
designated as World Heritage during puberty PE5PF-IIa-16
F-Clef on the staff F-Clef on the staff Site (e.g., rice terraces in
Banawe, Batad; Paoay Church; H5GD-Ia-b-1
Miag-ao Church; landscape of
Batanes, Callao Caves in
MU5ME-IIa-1 MU5ME-IIa-1 Cagayan; old houses inVigan,
 Ilocos Norte; and the torogan in
Marawi)

A5EL-IIa

II. CONTENT Pagkilala sa kahulugan at Pagkilala sa kahulugan at Arkitektura o Natural na Likas Mga Pagbabagong Nagaganap Pagpapatatag ng Kalamnan
kahalagahan ng F-Clef sa kahalagahan ng F-Clef sa na Ganda ng mga Tanawin sa Panahon ng Pagdadalaga at
staff staff Pagbibinata

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Panuto: Gamit ang mga Panuto: Gamit ang mga Magbigay kayo ng mga Magpakita ng larawan ng Tingnan muli ang larawan ng
lesson or presenting the kamay, ipalakpak ang mga magagandang tanawin na nagdadalaga at nagbibinata Physical Activity Pyramid
kamay, ipalakpak ang mga
new lesson sumusunod na rhythmic makikita sa ating bansa. Guide para sa Batang
patters. sumusunod na rhythmic Pilipino. Suriing muli at
alamin kung aling mga
patters.
gawain ang dapat gawin
araw-araw, 3-5 beses sa
isang linggo, 2-3 beses sa
isang linggo at minsan lang
sa isang linggo.
B. Establishing a purpose for Makilala ang F-Clef Makilala ang F-Clef identifies the importance of describes the physical, pagyamanin natin ang ating
the lesson natural and historical places in emotional and social changes kaalaman sa Pagpapalakas
the community that have been during puberty at
designated as World Heritage pagpapatatag ng Kalamnan.
Site (e.g., rice terraces in
Banawe, Batad; Paoay Church;
Miag-ao Church; landscape of
Batanes, Callao Caves in

C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
Cagayan; old houses inVigan,
Ilocos Norte; and the torogan in
Marawi)
Panuto: Gamit ang Kodaly Panuto: Gamit ang Kodaly Magpakita ng mga larawan ng
Hand Signals, gawin ang Hand Signals, gawin ang magagandang tanawin. Ilawan
mga sumusunod habang mga sumusunod habang ang mga ito.
inaawit ito. inaawit ito.
Gawing drill ang Kodaly Gawing drill ang Kodaly Ang bansang Pilipinas ay
Method. Method. mayaman sa magaganda nitong
tanawin kaya naman maraming
mga dayuhan ang na
nahuhumaling sa taglay nitong
ganda.
(Sumangguni sa LM, Alamin).
Basahin ang artikulo Isulat sa tsart ang mga
gawaing makikita sa Physical
Activity Pyramid Guide para
sa Batang Pilipino na
kaugnay sa lakas at tatag ng
kalamnan
Bumuo ng apat na pangkat.
Ang pagbibinata o pagdadalaga Bawat pangkat ay
ay ang proseso ng pagkakaroon magsisimula sa estasyon ng
ng mga pisikal na pagbabago kanilang bilang. Pumili ng
kung saan ang batang lider at gawin ang mga
gawain sa bawat estasyon.
pangangatawan ay magiging Ang pagpito ng guro ay
ganap na may kakayahang hudyat na lilipat na kayo sa
magparami nang sekswal. Ito ay kasunod na estasyon.
pinasisimulan ng mga hudyat ng
hormones mula sa utak patungo
sa gonad: ang mga obaryo para
sa mga babae at testes naman
para sa mga lalaki. Bilang tugon
sa mga hudyat, ang gonads ay
maglalabas ng hormones na
maguudyok ng libido at ng
paglaki, gampanin at ang
pagbabago ng utak, mga buto,
kalamnan, dugo, balat, buhok,
dibdib, at ari. Ang pisikal na
paglaki—taas at timbang—ay
bumibilis sa unang hati ng
pagbibinata o pagdadalaga at

E. Discussing new concepts and
practicing new skills #2
Ang F-Clef ay kilala rin sa
tawag na Bass Clef.
Mahalaga ang F Clef dahil
ito ay karaniwang
ginagamit para sa range
ng boses ng mga lalaki. Ito
ay ang mga boses na Bass
o Baho para sa mababang
tono at Tenor naman para
sa mataas na tono ng
boses lalaki.
Kaya ito tinawag na F-Clef
ay dahil ang pagguhit o
pagsulat ng simbolong ito
ay nagsisimula sa notang
F o sa 4th line.
Samantalang ang C o Do
ng F-Clef ay nagsisimula
naman sa pangalawang
puwang o 2nd space.
Tingnan ang illustrasyon
ng F-Clef Staff sa ibaba.
nabubuo lamang kung ang bata
ay nagtataglay ng hustong
katawan.
Ang F-Clef ay kilala rin sa (Sumangguni sa LM, Gawin)
tawag na Bass Clef. Karaniwan, ang mga babae ay
Mahalaga ang F Clef dahil nagsisimulang magdalaga sa
ito ay karaniwang gulang na 10 hanggang 11.
ginagamit para sa range Samantala ang mga lalaki ay
ng boses ng mga lalaki. Ito
nagsisimula naman sa gulang na
ay ang mga boses na Bass
o Baho para sa mababang 11 hanggang 12. Ang mga babae
tono at Tenor naman para ay karaniwan ring dumadaan sa
sa mataas na tono ng ganap na pagdadalaga sa gulang
boses lalaki.
na 15-17, habang ang mga lalaki
Kaya ito tinawag na F-Clef
ay dahil ang pagguhit o ay ganap na nagbibinata sa
pagsulat ng simbolong ito gulang na 16-17. Isang
ay nagsisimula sa notang F mahalagang hudyat ng
o sa 4th line. Samantalang
pagdadalaga ang menarche,
ang C o Do ng F-Clef ay
nagsisimula naman sa ang panimulang regla, na
pangalawang puwang o karaniwang sumisibol sa gulang
2nd space. na 12-13; para sa kalalakihan,
Tingnan ang illustrasyon ito ay ang pangunahing
ng F-Clef Staff sa ibaba
pagpapalabas ng semilya na
karaniwang nagaganap sa
gulang na 13. Noong ika-21 na
siglo, ang karaniwang gulang
kung saan ang mga bata, lalo na
sa kababaihan, na dumadaan sa
pagdadalaga o pagbibinata ay
mababa kung ihahambing sa
ika-19 na siglo, kung saan 15
ang gulang ng mga babae at 16
Ano-anong mga kilos ang
ginawa ninyo sa bawat
estasyon?
Alin sa mga gawain ang
nagpapaunlad ng malakas
na kalamnan? Alin naman
angnagpapaunlad ng
matatag na kalamnan?
Ang lakas ng kalamnan ay
pagtataglay ng kakayahang
makahila o makatulak ng
mabigat na bagay o power.
Halimbawa nito ay ang
pagbuhat ng mabigat na
bagay o kasangkapan sa
bahay tulad ng malaking
timba ng tubig.
Ang tatag ng kalamnan
naman ay pagtataglay ng
kakayahang makahila o
makatulak ng mas magaang
na bagay o power ng paulit-
ulit, o mas matagal na
panahon
 sa mga lalaki. Ito ay maaaring
dulot ng ilang salik, kasama na
ang pinabuting nutrisyon na
humahantong sa matuling
paglaki ng katawan, pagtaas ng
timbang at deposisyon ng mga
taba, o di kaya’y pagkakababad
sa endocrine disruptors tulad ng
xenoestrogens, na maaaring
dahil sa pagkonsumo ng pagkain
o iba pang pangkapaligirang
salik. Ang pagdadalaga o
pagbibintang na mas maagang
nagsisimula ay tinatawag ding
precocious puberty. Ang
pagdadalaga o pagbibinatang
nahuhuli ay delayed puberty.

F. Developing mastery Pangkatang Gawain Pangkatang Gawain Kung ikaw ay bibigyan ng Mga Tanong:
(Leads to Formative pagkakataon na mapasyalan 1. Ano ano ang mga
Assessment 3) ang magandang tanawin dito sa pagbabagong pisikal
ating bansa ano ang un among nagaganap sa panahon
pupuntahan? ng pagdadalaga?
2. Ano ano ang mga
pagbabagong pisikal na
nagaganap sa panahon
ng pagbibinata?
3. Normal ba na
makaranas ka ng
ganitong pagbabago?
Bakit?
Magsama-sama ang
magkaparehas at gawin ang
sumusunod:
A. Pagtulak sa
kapareha
a. Tumayo na nakaharap sa
kaparehas.
b. Paglapatin ang kamay ng
kapares. Itulak ang bawat
isa gamit ang puwersa ng
braso.
c. Gawin ito sa loob ng 30
segundo.

B. Paghila sa kapareha
a. Tumayo na nakaharap ang
kaparehas.
b. Hawakan ang kamay ng
kaparehas. Maghilahan ang
bawat isa sa loob ng 30
segundo.

C. Relay ng Pagbuhat
a. Humanay ang apat na
pangkat.
b. Tumayo ang bawat
pangkat sa
harap ng starting line.
c. Sa hudyat, bubuhatin ng
unang
manlalaro ang sako o bag na
may lamang damit. Lalakad
siya patungo sa end line,
iikot
at babalik sa starting line.
d. Uulitin ang gawain ng
mga
susunod na manlalaro at
ang
pangkat na unang
makatapos
ay siyang nanalo.
May iba’t ibang gawain na
nagdudulot ng lakas at tatag
ng kalamnan katulad ng
pagtulak o paghila ng mga
bagay,pagbubuhat at iba pa.
Ang lakas ng kalamnan ay
pagtataglay ng kakayahang
makahila o makatulak ng
mabigat na bagay o pwersa.
Ang tatag ng kalamnan
naman ay pagtataglay ng
kakayahang makahila o
makatulak ng mas magaang

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
bagay o puwersa nang
paulit-ulit, o mas matagal na
panahon.
Pangkatang Gawain Pangkatang Gawain Sa paanong paraan mo Gumawa ng isang scapbook ng Ano ang naramdaman ninyo
maipagmamalaki ang natural pagkatapos ng gawain?
iyong sarili mula sa pagiging
na ganda ng tanawin ng ating Anong kinakailangan upang
bansa? sanggol sa hanggang sa paglki. maitulak at mahila mo ang
iyong kapareha?
Ano naman ang kinailangan
mo upang mabuhat at
manguna sa laro ninyo
kanina?
Alin ang mas kinailangan mo
sa mga nakaraang gawain?
Ang lakas ng kalamnan o
tatag ng kalamnan?
Ang F clef ay simbolo ng Ang F clef ay simbolo ng Sa pamamagitan ng pagpipinta Ano-ano ang mga pagbabagong May iba’t ibang gawain na
notasyon. Ang aralin sa F notasyon. Ang aralin sa F ng magandang tanawin nagdudulot ng lakas at tatag
pisikla na makikita sa
clef ay nagpapahiwatig na clef ay nagpapahiwatig na maipapakita natin at ng kalamnan katulad ng
ang bawat isa dito sa ang bawat isa dito sa maipagmamalaki sa natural na nagdadalaga at nagbibinata? pagtulak o paghila ng mga
mundo ay may kaniya- mundo ay may kaniya- likas na ganda n gating bansa. bagay,pagbubuhat at iba pa.
kaniyang mahahalagang kaniyang mahahalagang
bahaging ginagampanan bahaging ginagampanan Ang lakas ng kalamnan ay
upang maging kapaki- upang maging kapaki- pagtataglay ng kakayahang
pakinabang hindi lamang pakinabang hindi lamang makahila o makatulak ng
sa sarili kundi maging sa sa sarili kundi maging sa mabigat na bagay o pwersa.
kapwa. kapwa. Ang tatag ng kalamnan
naman ay pagtataglay ng
kakayahang makahila o
makatulak ng mas magaang
bagay o puwersa nang
paulit-ulit, o mas matagal na
panahon.
Sa isang buong papel, Sa isang buong papel, Ipaskil ang ipinintang larawan Sumangguni sa LM_______. Lagyan ng tsek (√ ) ang
gumuhit ng staff, iguhit gumuhit ng staff, iguhit ng mga nag-aaral (Sumangguni kolum ng tamang sagot.
ang simbolo ng F clef, at ang simbolo ng F clef, at sa Suriin)
ang mga pitch names ang mga pitch names
gamit ang whole note. gamit ang whole note.
J. Additional activities for Sumangguni sa Sumangguni sa Sumangguni sa LM_______. Sumangguni sa LM_______. Sumangguni sa LM_____.
application or remediation LM_______. LM_______.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?