DLL G5 Q2 WEEK 1 ALL SUBJECTS (Mam Inkay Peralta)

GRADE 5 Paaralan Baitang/Antas V
DAILY LESSON LOG Guro Asignatura EPP – ENTREP AND ICT

Petsa/Oras AUGUST 12-16, 2019 (WEEK 1) Markahan 2ND QUARTER
WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Natututukoy ang mga oportunidad na maaaring mapagkakitaan ( products and services) sa tahanan at pamayanan.
A. Pamantayang Pangnilalaman naipamamalas ang kaalaman at naipamamalas ang kaalaman at naipamamalas ang naipamamalas ang kaalaman at Lingguhang Pagsusulit
kasanayan upang maging kasanayan upang maging kaalaman at kasanayan kasanayan upang maging
matagumpay na entrepreneur matagumpay na entrepreneur upang maging matagumpay na entrepreneur
matagumpay na
entrepreneur
B. Pamantayan sa Pagaganap mapahusay ang isang produkto mapahusay ang isang produkto mapahusay ang isang mapahusay ang isang produkto
upang maging iba sa iba upang maging iba sa iba produkto upang maging upang maging iba sa iba
iba sa iba
C. Mga Kasanayan sa Pagkatuto EPP5IE-0a-1 EPP5IE-0a-1 EPP5IE-0a-1 EPP5IE-0a-1
(Isulat ang code ng bawat 1.1 natutukoy ang mga 1.1 natutukoy ang mga 1.1 natutukoy ang mga 1.1 natutukoy ang mga
kasanayan) oportunidad na maaaring oportunidad na maaaring oportunidad na maaaring oportunidad na maaaring
mapagkakitaan (products and mapagkakitaan (products and mapagkakitaan (products andmapagkakitaan (products and
services) sa tahanan at services) sa tahanan at services) sa tahanan at services) sa tahanan at
pamayanan pamayanan pamayanan pamayanan
EPP5IE-0a-2 EPP5IE-0a-2 EPP5IE-0a-2 EPP5IE-0a-2

EPP5IE-0a-1 EPP5IE
EPP5IE-0a-1
-0a-3 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-4

EPP5IE-0b-5 EPP5IE-0b-5 EPP5IE-0b-5 EPP5IE-0b-5
II. NILALAMAN Sa araling ito, matutukoy natin Sa araling ito, matutukoy natin Tatalakayin natin sa Tatalakayin natin sa araling ito ang
ang mga oportunidad na ang mga oportunidad na araling ito ang kahulugan kahulugan at pagkakaiba ng
maaaring pagkakitaan at mga maaaring pagkakitaan at mga at pagkakaiba ng produkto at serbisyo na
kaalaman at kasanayan na kaalaman at kasanayan na produkto at makakatulong sa atin na makapili o
dapat taglayin upang maging dapat taglayin upang maging serbisyo na makakatulong makabili ng may kalidad na
matagumpay na entrepreneur matagumpay na entrepreneur sa atin na makapili o produkto at ay tamang serbisyo.
at mapahusay ang isang at mapahusay ang isang makabili ng may kalidad
produkto upang maging iba sa produkto upang maging iba sa na produkto at ay tamang
iba. iba. serbisyo.
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk K to 12 – EPP5IE-a-1, TG. dd. K to 12 – EPP5IE-a-1, TG. dd. K to 12 – EPP5IE-a-1, TG. K to 12 – EPP5IE-a-1, TG. dd.
_____, LM. dd .______ _____, LM. dd .______ dd. _____, LM. dd _____, LM. dd .______
.______
4. Karagdagang Kagamitan mula
sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo larawan ng mga matagumpay larawan ng mga matagumpay larawan ng mga produkto larawan ng mga produkto , tsart,
na entrepreneur at mga tingiang na entrepreneur at mga tingiang , tsart, manila paper, manila paper, tarpapel, pentel pen
tindahan, tsart, tarpapel, pentel tindahan, tsart, tarpapel, pentel tarpapel, pentel pen
pen, manila paper pen, manila paper
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Itanong sa mga bata kung ano Itanong sa mga bata kung ano Paano ka pumipili ng Paano ka pumipili ng produkto na
at/o pagsisimula ng bagong ang pinagkakakitaan ng kanilang ang pinagkakakitaan ng kanilang produkto na iyong iyong bibilhin?
aralin mga magulang. mga magulang. bibilhin? Ano-ano kaya ang dapat
Ano-ano kaya ang dapat isaalang-alang sa pagpili ng
isaalang-alang sa pagpili produkto at serbisyo?
ng produkto at serbisyo?
B. Paghahabi sa layunin ng aralin Napahahalagahan ang wastong Napahahalagahan ang wastong Naipapaliwanag ang Naipapaliwanag ang kahulugan at
paggamit ng pera o kinita. paggamit ng pera o kinita. kahulugan at pagkakaiba pagkakaiba ng produkto at
ng produkto at serbisyo. serbisyo.
C. Pag-uugnay ng mga halimbawa Pagmasdang mabuti ang mga Pagmasdang mabuti ang mga Naghahanap ng mahusay Naghahanap ng mahusay na
sa bagong aralin larawan sa puno. Piliin kung alin larawan sa puno. Piliin kung alin na manggagawa ng manggagawa ng kalamay ang isang
sa mga larawan ang mga sa mga larawan ang mga kalamay ang isang malaking karinderya sa Siniloan.
malaking karinderya sa Dalawang aplikante ang
pwedeng pagkakitaan sa pwedeng pagkakitaan sa
Siniloan. Dalawang nagprisinta, si Rina at Tina. Sino
tahanan o pamayanan. tahanan o pamayanan. aplikante ang nagprisinta, kaya sa kanila ang matatangap?
si Rina at Tina. Sino kaya Sinubukan silang pagawain ng
sa kanila ang matatangap? kalamay.
Pumili ng larawan at sabihin Pumili ng larawan at sabihin Sinubukan silang (Ipakita ang larawan)
kung bakit ito ang napili na kung bakit ito ang napili na pagawain ng kalamay.
pwedeng pagkakiktaan. pwedeng pagkakiktaan. (Ipakita ang larawan)
D. Pagtatalakay ng bagong Alam mo ba ang mga kasanayan Alam mo ba ang mga kasanayan Magbigay ng mga salita na Magbigay ng mga salita na
konsepto at paglalahad ng at kaalaman na dapat taglayin at kaalaman na dapat taglayin tumukoy sa produkto at tumukoy sa produkto at serbisyo
bagong kasanayan #1 upang upang serbisyo gamit ang gamit ang spider web.
maging matagumpay na maging matagumpay na spider web.
entrepreneur? entrepreneur?
E. Pagtatalakay ng bagong Ano-ano ang mga maaaring Ano-ano ang mga maaaring Base sa mga salita na Base sa mga salita na ibinigay sa
konsepto at paglalahad ng pagkakitaan kahit nasa tahanan pagkakitaan kahit nasa tahanan ibinigay sa spider web. spider web. Ano ang ibig sabihin
bagong kasanayan #2 o pamayanan? o pamayanan? Ano ang ibig sabihin ng ng produkto?
produkto? Serbisyo? Kalidad?
Serbisyo? Kalidad? Ano-ano ang pagkakaiba ng
Ano-ano ang pagkakaiba produkto at serbisyo? Ano-ano ang
ng produkto at serbisyo? mga dapat
Ano-ano ang mga dapat Isaalang-alang sa pagpili ng
Isaalang-alang sa pagpili produktong may kalidad?
ng produktong may
kalidad?
F. Paglinang sa Kabihasan Tukuyin at suriin ang mga Tukuyin at suriin ang mga Punan ang ven diagram Punan ang ven diagram
(Tungo sa Formative negosyo o pinagkakakitaan. negosyo o pinagkakakitaan.
Assessment) Isulat ang mga kasanayan o Isulat ang mga kasanayan o
kaalaman na dapat isagawa kaalaman na dapat isagawa
upang maging matagumpay na upang maging matagumpay na
entrepreneur. entrepreneur.
G. Paglalapat ng aralin sa pang- Pangkatang Gawain Pangkatang Gawain Mga dapat isaalang-alang Mga dapat isaalang-alang sa pagpili
araw-araw na buhay sa pagpili ng may kalidad ng may kalidad na produkto at
na produkto at serbisyo. serbisyo.
1. kapaki-pakinanaban 1. kapaki-pakinanaban
2. mapagkakatiwalaan 2. mapagkakatiwalaan
3. maaasahan 3. maaasahan
4. nagbibigay saya 4. nagbibigay saya
5. pangmatagalan 5. pangmatagalan
6. ligtas 6. ligtas
7. matatag 7. matatag
8. maganda 8. maganda
9. epektibo 9. epektibo
H. Paglalahat ng Arallin Ano-ano ang mga oportunidad Ano-ano ang mga oportunidad Ipaliwananag ang Ipaliwananag ang pagkakaiba ng
na maaaring mapagkakitaan sa na maaaring mapagkakitaan sa pagkakaiba ng produkto produkto at serbisyo?
tahanan at tahanan at at serbisyo?
pamayanan? Paano kaya ito pamayanan? Paano kaya ito
Ano-ano ang mga dapat isaalang-
magtatagumpay? Ano ang magtatagumpay? Ano ang
Ano-ano ang mga dapat alang sa pagpili ng may kalidad na
dapat gawin sa mga kita o dapat gawin sa mga kita o
isaalang-alang sa pagpili produkto at
kinita? kinita?
ng may kalidad na Serbisyo.
produkto at
Serbisyo.
I. Pagtataya ng Aralin Masdan ang mga larawan sa Masdan ang mga larawan sa Tukuyin kung alin ang Tukuyin kung alin ang produkto at
ibaba. Tukuyin ang mga ibaba. Tukuyin ang mga produkto at serbisyo. serbisyo. Ipaliwanag ang kanilang
larawan na maaaring larawan na maaaring Ipaliwanag ang kanilang pagkakaiba.
pagkakitaan. Lagyan ng tsek. pagkakitaan. Lagyan ng tsek. pagkakaiba.
Pumili ng isang pagkakakitaan at Pumili ng isang pagkakakitaan at 1. Gumagawa ng sapatos si Mang

sabihin ang mga kaalaman at sabihin ang mga kaalaman at 1. Gumagawa ng sapatos Jose sa buong maghapon.
kasanayan kasanayan si Mang Jose sa buong
Upang maging matagumpay na Upang maging matagumpay na maghapon.
entrepreneur. entrepreneur. 2. Gumagawa ng kaaya-ayang at
maraming disenyong sapatos si
2. Gumagawa ng kaaya- Aling Maria.
ayang at maraming
disenyong sapatos si Aling
Maria.
J. Karagdagang gawain para sa Sa inyong barangay, Sa inyong barangay, maghanap ng

takdang-aralin at remediation Magmasid sa inyong barangay. Magmasid sa inyong barangay. maghanap ng taong taong gumagawa ng kakanin at
Kapanayamin ang isang Kapanayamin ang isang gumagawa ng kakanin at kapanayamin ito.
entrepreneur kung paano nila entrepreneur kung paano nila kapanayamin ito. Itanong kung ano-ano ang kanilang
napagyaman at napagyaman at Itanong kung ano-ano ang produkto at serbisyo na kanilang
nagpagtagumpayan ang nagpagtagumpayan ang kanilang produkto at ginagawa. Iulat ito sa klase.
kanilang tingiang tindihan. kanilang tingiang tindihan. serbisyo na kanilang
Iulat ito sa klase. Iulat ito sa klase. ginagawa. Iulat ito sa
klase.
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?
GRADE 5 Paaralan Baitang/Antas V
Guro Asignatura EPP - AGRICULTURE
DAILY LESSON LOG

VI. LAYUNIN Natatalakay ang pakinabang sa pagtatanim ng halamang gulay sa sarili.
D. Pamantayang Pangnilalaman naipamamalas ang pang-unawa naipamamalas ang pang-unawa naipamamalas ang pang- naipamamalas ang pang-unawa sa Lingguhang Pagsusulit
sa panimulang kaalaman at sa panimulang kaalaman at unawa sa panimulang panimulang kaalaman at
kasanayan sa pagtatanim ng kasanayan sa pagtatanim ng kaalaman at kasanayan sa kasanayan sa pagtatanim ng gulay
gulay at ang maitutulong nito sa gulay at ang maitutulong nito sa pagtatanim ng gulay at at ang maitutulong nito sa pag-
pag-unlad ng pamumuhay pag-unlad ng pamumuhay ang maitutulong nito sa unlad ng pamumuhay
pag-unlad ng pamumuhay
E. Pamantayan sa Pagaganap naisasagawa nang maayos ang naisasagawa nang maayos ang naisasagawa nang maayos naisasagawa nang maayos ang
pagtatanim, pag-aani, at pagtatanim, pag-aani, at ang pagtatanim, pag-aani, pagtatanim, pag-aani, at
pagsasapamilihan ng gulay sa pagsasapamilihan ng gulay sa at pagsasapamilihan ng pagsasapamilihan ng gulay sa
masistemang pamamaraan masistemang pamamaraan gulay sa masistemang masistemang pamamaraan
pamamaraan
F. Mga Kasanayan sa Pagkatuto natatalakay ang pakinabang sa natatalakay ang pakinabang sa nakapagsasagawa ng nakapagsasagawa ng survey upang
(Isulat ang code ng bawat pagtatanim ng halamang gulay pagtatanim ng halamang gulay survey upang malaman malaman ang mga halamang gulay
kasanassyan) sa sarili, pamilya, at pamayanan sa sarili, pamilya, at pamayanan ang mga halamang gulay na maaaring itanim:
na maaaring itanim:
EPP5AG-0a-1 EPP5AG-0a-1 ii. ayon sa lugar, panahon,
i. ayon sa lugar, pangangailangan, at
panahon, gusto ng mga mamimili
pangangailanga na maaaring pagkakitaan
n, at gusto ng
mga mamimili EPP5AG-0a-2
na maaaring
pagkakitaan
EPP5AG-0a-2
VII. NILALAMAN Pagtatanim ng halamang Pagtatanim ng halamang Pagtatanim ng halamang Pagtatanim ng halamang
gulay gulay gulay gulay
KAGAMITANG PANTURO
C. Sanggunian
Pang-Mag-aaral
7. Mga pahina sa Teksbuk K to 12 CG EPP5AG-Oa-1 K to 12 CG EPP5AG-Oa-1 K to 12 CG EPP5AG-Oa-1 k to 12 CG EPP5AG-OA-2
MGPP 5 EPP 5 Series Manual ng MGPP 5 EPP 5 Series Manual ng MGPP 5 EPP Series
guro EPP Edition 1991 guro EPP Edition 1991
sa portal ng Learning
Resource
D. Iba pang Kagamitang Panturo Larawan ng Original Larawan ng Original Larawan ng pagtatanim ng Tsart, tunay na bagay
Na halamang gulay,nagtatanim Na halamang gulay,nagtatanim halamang gulay.
o naghahalaman. o naghahalaman.
VIII. PAMAMARAAN
K. Balik-aral sa nakaraang aralin Ano-ano ang mga halamang Ano-ano ang mga halamang Ano-ano ang pakinabang Ipasagot sa mga mag-aaral ang
at/o pagsisimula ng bagong gulay na pinagkukunan at gulay na pinagkukunan at sa pagtatanim ng sumusunod na katanungan.
aralin nakapagdudulot ng nakapagdudulot ng halamang gulay sa 1. Magbigay ng ibat-ibang uri ng
masustansyang pagkain sa sarili. masustansyang pagkain sa sarili. gulay na itinatanim ayon sa lugar at
pamilya at pamayanan.
panahon (Planting Calendar)
L. Paghahabi sa layunin ng aralin Natatalakay ang pakinabang sa Natatalakay ang pakinabang sa Naisa-isa ang pakinabang Naisasagawa ang survey upang
pagtatanim ng halamang gulay pagtatanim ng halamang gulay sa pagtatanim ng malaman ang mga halamang gulay
sa sarili. sa sarili. halamang gulay sa na maaring itanim ayon sa lugar at
panahon.
pamilya at pamayanan.
M. Pag-uugnay ng mga halimbawa Pagpapakita ng larawan Pagpapakita ng larawan Paggamit ng tunay na Pag-aral ang tsart, Tunay na Bagay,
sa bagong aralin nagtatanim o halamang gulay. nagtatanim o halamang gulay. bagay o halamang gulay Taong sanggunian
N. Pagtatalakay ng bagong 1.Paano natin malalaman ang 1.Paano natin malalaman ang Bago mag umpisa ang Sagutin ang mga sumusunod na
konsepto at paglalahad ng masustansyang halamang gulay masustansyang halamang gulay klase sa agrikultura ang katanungan.
bagong kasanayan #1 na ating kinakain sa araw-araw. na ating kinakain sa araw-araw. mag- aaralna mag survey Ano-anong halamng gulay ang
2.Magpakita ng larawan ng ibat 2.Magpakita ng larawan ng ibat sa pamayanan.Magtanong maaring itanim sa mataas na lugar?
ibang uri ng halamang gulay ibang uri ng halamang gulay ang mga ito sa nagtatanim
itanong- anong sustansya ng itanong- anong sustansya ng ng mga halaman sa
halamang gulay mayroon ang halamang gulay mayroon ang bakuran at mga
halamang gulay. halamang gulay. nagtatrabaho sa
halamanan o gulayan.
Ipatanong sa kanila kung
ano ang kapakinabangan
sa pamilya at pamayanan.
O. Pagtatalakay ng bagong Mga bata narito ang larawan ng Mga bata narito ang larawan ng Ipangkat at gabayan ang Anong panahon maaring magtanim
konsepto at paglalahad ng ibat ibang uri ng gulay ibat ibang uri ng gulay mga mag-aaral pagusapan sa mababang lugar?
bagong kasanayan #2 .Tatalakayin natin ang mga .Tatalakayin natin ang mga ang kapakinabangan ng
benipisyo at sustansya benipisyo at sustansya pagtatanim ng halaman sa
nito.Ipangkat kung anong uri ng nito.Ipangkat kung anong uri ng pamilya at pamayanan.
sustansya mayroon ang mga sustansya mayroon ang mga
nasabing gulay batay sa nasabing gulay batay sa
larawan. larawan.
P. Paglinang sa Kabihasan Pangkatang Gawain Pangkatang Gawain Pangkatang gawain Pangkatang Gawain
(Tungo sa Formative
Assessment)
Q. Paglalapat ng aralin sa pang- Ipagawa ang mga sumusunod. Ipagawa ang mga sumusunod. Magbigay ng isang Ipagawa sa mag-aaral ang mga
araw-araw na buhay 1.Ano-ano ang kabutihang dulot 1.Ano-ano ang kabutihang dulot suhestyon kung papaano sumusunod:
ng paghahalaman ng gulay sa ng paghahalaman ng gulay sa mapapalago ang Bakit Kailangan malamn ang klase
ating pamilya at pamayanan. ating pamilya at pamayanan. halamang gulay sa ng lugar o lupa na halamang gulay
pamilya at pamayanan. na ating itatanim?
g
Ano-anong halamang gulay ang
g
naayong sa panahon o planting
calendar?
R. Paglalahat ng Arallin Ano-ano ang kabutihang dulot Ano-ano ang kabutihang dulot Sa lahat ng lugar may mga Magpakita ng lugar na ibat-ibang
ng halamang gulay o sustanya ng halamang gulay o sustanya taong ang hanapbuhay ay klase ng lupang taniman.
ng ating makukuha na ng ating makukuha na paghahalaman o
makapagbibigay ng wastong makapagbibigay ng wastong pagtatanim ng halamang Ipakita ang ibat-ibang larawan ng
nutrisyon sa ating sarili. nutrisyon sa ating sarili. gulay. mataas na lugar at halamang gulay
na nakatanim dito.g gulay na
Paano nakatutulong sa itinatanim na naayon sa lugar at
pamilya at pamayanan panahon o planting calendar.
ang pagtatanim ng
halamanggulay. Mga larawan ng ibat-ibang halaman
S. Pagtataya ng Aralin Ipasagot sa mag-aaral ang mga Ipasagot sa mag-aaral ang mga Tingnansa L.M. pahina----- Panuto. Piliin at itala sa bawat
sumusunod: sumusunod: - patlang ang titik ng mga halamang
Tingnansa L.M. Pahina. Tingnansa L.M. Pahina. napagkukunan ng mga sustansyang
kailangan na ayin sa lugar at
panahon. Tignan at pasagutan sa
L.M pahina____.
T. Karagdagang gawain para sa Magbigay ng halimbawa ng ibat Magbigay ng halimbawa ng ibat 1.Ano-ano ang mga Magbigay ng paliwanag o opinion
takdang-aralin at remediation ibang uri ng trabaho sa ibang uri ng trabaho sa kabutihang naidudulot sa sa sumusunod:
halamang gulayan na halamang gulayan na sarili pamilya at Ano-anong halamang gulay ang
inyong itatanim sa inyong lugar na
makapagbibigay ng pakinabang makapagbibigay ng pakinabang pamayanan ng
kailangan ng inyong pamayanan?
o benipisyo sa ating pamilya at o benipisyo sa ating pamilya at pagtatanim ng halamang Alin-alin ang halamang gulay na
pamayanan. pamayanan. gulay. inyong itatanim ang maaring
pagkakitan ng inyong pamilya?
IX. Mga Tala
X. Pagninilay
H. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
I. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
J. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
K. Bilang ng mga mag-aaral na
L. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
M. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
N. Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
Paaralan Baitang/Antas V
GRADE 5 Guro Asignatura EPP – INDUSTRIAL ARTS
DAILY LESSON LOG

XI. LAYUNIN Natatalakay ang mga mahalagang kaalaman at kasanayan sa gawaing kahoy,
G. Pamantayang Pangnilalaman naipamamalas ang pagkatuto sa naipamamalas ang pagkatuto sa naipamamalas ang pagkatuto naipamamalas ang pagkatuto sa mga Lingguhang Pagsusulit
mga kaalaman at kasanayan sa mga mga kaalaman at kasanayan sa mga sa mga kaalaman at kaalaman at kasanayan sa mga
gawaing pang-industriya tulad ng gawaing pang-industriya tulad ng kasanayan sa mga gawaing gawaing pang-industriya tulad ng
gawaing kahoy, metal, kawayan, gawaing kahoy, metal, kawayan, pang-industriya tulad ng gawaing kahoy, metal, kawayan,
elektrisidad at iba pa elektrisidad at iba pa gawaing kahoy, metal, elektrisidad at iba pa
kawayan, elektrisidad at iba
pa
H. Pamantayan sa Pagaganap naisasagawa ng may kawiliha ng naisasagawa ng may kawiliha ng naisasagawa ng may kawiliha naisasagawa ng may kawiliha ng
pagbuo ng mga proyekto sa pagbuo ng mga proyekto sa ng pagbuo ng mga proyekto pagbuo ng mga proyekto sa gawaing
gawaing kahoy, metal, kawayan, gawaing kahoy, metal, kawayan, sa gawaing kahoy, metal, kahoy, metal, kawayan, elektrisidad, at
elektrisidad, at iba pa elektrisidad, at iba pa kawayan, elektrisidad, at iba iba pa
pa
I. Mga Kasanayan sa Pagkatuto

(Isulat ang code ng bawat natatalakay ang mga mahalagang natatalakay ang mga mahalagang natatalakay ang mga natatalakay ang mga mahalagang
kasanayan) kaalaman at kasanayan sa gawaing kaalaman at kasanayan sa gawaing mahalagang kaalaman at kaalaman at kasanayan sa gawaing
kahoy, metal, kawayan at iba pang kahoy, metal, kawayan at iba pang kasanayan sa gawaing kahoy, kahoy, metal, kawayan at iba pang
lokal na materyalessa pamayanan lokal na materyalessa pamayanan metal, kawayan at iba pang lokal na materyalessa pamayanan
lokal na materyalessa
pamayanan
EPP5IA-0a-1 EPP5IA-0a-1 EPP5IA-0a-1
EPP5IA-0a-1
XII. NILALAMAN Naipamamalas ang pagkatuto sa Naipamamalas ang pagkatuto sa Naipamamalas ang pagkatuto Naipamamalas ang pagkatuto sa mga
mga kaalaman at kasanayan sa mga mga kaalaman at kasanayan sa mga sa mga kaalaman at kaalaman at kasanayan sa mga gawaing
gawaing pang-industriya tulad ng gawaing pang-industriya tulad ng kasanayan sa mga gawaing pang-industriya tulad ng gawaing
gawaing kahoy, metal, kawayan at gawaing kahoy, metal, kawayan at pang-industriya tulad ng kahoy, metal, kawayan at iba pa. Ang
iba pa. Ang araling ito ay iba pa. Ang araling ito ay gawaing kahoy, metal, araling ito ay makatutulong upang
makatutulong upang mapalawak makatutulong upang mapalawak kawayan at iba pa. Ang mapalawak ang kaalaman at kahusayan
ang kaalaman at kahusayan sa ang kaalaman at kahusayan sa araling ito ay makatutulong sa paggawa.
paggawa. paggawa. upang mapalawak ang
kaalaman at kahusayan sa
paggawa.
KAGAMITANG PANTURO
E. Sanggunian

Pang-Mag-aaral
11. Mga pahina sa Teksbuk EPP5IA-0a-1 EPP5IA-0a-1 EPP5IA-0a-1, EPP5IA-0a-1,

sa portal ng Learning Resource
F. Iba pang Kagamitang Panturo tsart, mga larawan tsart, mga larawan tsart, mga larawan, mga tsart, mga larawan, mga bagay o
bagay o kagamitan na yari kagamitan na yari sa metal
sa metal
XIII. PAMAMARAAN
U. Balik-aral sa nakaraang aralin at/o Ipasagot sa mga mag- aaral ang Ipasagot sa mga mag- aaral ang Ipasagot sa mga mag- Ipasagot sa mga mag- aaral ang
pagsisimula ng bagong aralin mga sumusunod na tanong. mga sumusunod na tanong. aaral ang mga sumusunod mga sumusunod na tanong.
na tanong.
Itanong sa mga bata kung may Itanong sa mga bata kung may Itanong sa mga bata kung may alam
alam silang mga kagamitan na alam silang mga kagamitan na Itanong sa mga bata kung silang mga patapong bagay na yari
yari sa kahoy (Halimbawa: Kahoy yari sa kahoy (Halimbawa: Kahoy may alam silang mga sa metal.
na sandok, mesa, bangko.) na sandok, mesa, bangko.) patapong bagay na yari sa Itanong kung ano ang mga bagay na
Itanong sa mga bata kung sila ay Itanong sa mga bata kung sila ay metal. maaring mabuo sa mga patapong
may kaalaman at kasanayan sa may kaalaman at kasanayan sa Itanong kung ano ang mga kagamitang ito
mga bagay na ito. mga bagay na ito. bagay na maaring mabuo Itanong sa mga bata kung sila ay
sa mga patapong may kaalaman at kasanayan sa mga
kagamitang ito bagay na ito.
Itanong sa mga bata kung
sila ay may kaalaman at
kasanayan sa mga bagay
na ito.
V. Paghahabi sa layunin ng aralin Naiisa-isa ang mga halimbawa Naiisa-isa ang mga halimbawa Natatalakay ang mga Natatalakay ang mga mahalagang
ng gawaing kahoy na makikita sa ng gawaing kahoy na makikita sa mahalagang kaalaman at kaalaman at kasanayan sa gawaing
pamayanan. pamayanan. kasanayan sa gawaing metal.
metal.
Natutukoy ang mga kabutihang Natutukoy ang mga kabutihang Naiisa-isa ang mga halimbawa ng
dulot ng gawaing kahoy sa pag- dulot ng gawaing kahoy sa pag- Naiisa-isa ang mga gawaing metal na makikita sa
unlad ng kabuhayan ng pamilya. unlad ng kabuhayan ng pamilya. halimbawa ng gawaing pamayanan.
metal na makikita sa
pamayanan.
W. Pag-uugnay ng mga halimbawa sa Pagmasdan ang mga larawan na Pagmasdan ang mga larawan na Ipasagot sa mga mag- Ipasagot sa mga mag- aaral ang
bagong aralin nasa ALAMIN NATIN sa LM. nasa ALAMIN NATIN sa LM. aaral ang mga sumusunod mga sumusunod na tanong.
Piliin kung alin sa mga larawan Piliin kung alin sa mga larawan na tanong.
ang yari sa kahoy. ang yari sa kahoy.
Tanungin ang mga bata kung ano Tanungin ang mga bata kung ano Itanong sa mga bata kung Itanong sa mga bata kung may alam
ang naging batayan nila sa ang naging batayan nila sa may alam silang mga silang mga patapong bagay na yari
pagpili ng mga larawang gawa sa pagpili ng mga larawang gawa sa patapong bagay na yari sa sa metal.
kahoy. kahoy. metal.
X. Pagtatalakay ng bagong konsepto Talakayin ang mahahalagang Talakayin ang mahahalagang Magpakita ng mga bagay Magpakita ng mga bagay o
at paglalahad ng bagong kasanayan kaalaman at kasanayan sa kaalaman at kasanayan sa o kagamitan na yari sa kagamitan na yari sa metal.
#1 gawaing kahoy na matatagpuan gawaing kahoy na matatagpuan metal.
Itanong sa mga mag-aaral kung
sa pamayanan na nasa Linangin sa pamayanan na nasa Linangin
Itanong sa mga mag-aaral ano ang nakikita nila sa larawan.
Natin sa letrang A ng LM. Natin sa letrang A ng LM. kung ano ang nakikita nila
sa larawan. Tanungin kung saan yari ang mga
bagay o kagamita na nasa larawan.
Tanungin kung saan yari
ang mga bagay o Itanong sa mga bata kung paano
kagamita na nasa larawan. nila mapagkakakitaan ang mga
bagay.
Itanong sa mga bata kung
paano nila
mapagkakakitaan ang mga
bagay.
Y. Pagtatalakay ng bagong konsepto Isagawa ang pagsasanay na Isagawa ang pagsasanay na Talakayin ang Talakayin ang mahahalagang
at paglalahad ng bagong kasanayan nasa Linangin Natin sa letrang B, nasa Linangin Natin sa letrang B, mahahalagang kaalaman kaalaman at kasanayan sa gawaing
#2 C, at D ng LM. C, at D ng LM. at kasanayan sa gawaing metal na mat
metal na mat
Z. Paglinang sa Kabihasan Tanungin ang mga mag-aaral Tanungin ang mga mag-aaral Isagawa ang pagsasanay Isagawa ang pagsasanay na nasa
(Tungo sa Formative Assessment) kung bakit mahalagang makilala kung bakit mahalagang makilala na nasa Linangin Natin sa Linangin Natin sa letrag B na
ang mga likas na yamang ang mga likas na yamang letrag B na matatagpuan sa matatagpuan sa LM.
LM.
matatagpuan sa ating matatagpuan sa ating
kapaligiran kapaligiran
AA. Paglalapat ng aralin sa pang-araw- Sa inyong buong kabahayan Sa inyong buong kabahayan Tanungin ang mga mag-aaral Tanungin ang mga mag-aaral bakit
araw na buhay tingnan at iguhit ang mga bagay tingnan at iguhit ang mga bagay bakit kailangang pagyamanin kailangang pagyamanin ang mga
at kagamitan na yari sa kahoy na at kagamitan na yari sa kahoy na ang mga produktong nasa produktong nasa kapaligiran
nasa Pagyamanin Natin sa LM. nasa Pagyamanin Natin sa LM. kapaligiran
BB. Paglalahat ng Arallin Ipabasa sa mga mag-aaral ang Ipabasa sa mga mag-aaral ang Ipabasa sa mga mag-aaral Ipabasa sa mga mag-aaral ang
Tandaan Mo sa LM. Tandaan Mo sa LM. ang Tandaan Mo sa LM. Tandaan Mo sa LM.
CC. Pagtataya ng Aralin Sagutan ang Gawin Natin na Sagutan ang Gawin Natin na Sagutan ang Gawin Natin Sagutan ang Gawin Natin na
matatagpuan sa LM. matatagpuan sa LM. na matatagpuan sa LM. matatagpuan sa LM.
DD. Karagdagang gawain para sa Magkapanayam sa inyong Magkapanayam sa inyong Isagawa ang Pagyamanin Isagawa ang Pagyamanin Natin na
takdang-aralin at remediation komunidad ng mga kagamitang komunidad ng mga kagamitang Natin na matatagpuan sa matatagpuan sa LM
kahoy medaling makita. kahoy medaling makita. LM
XIV. Mga Tala
XV. Pagninilay
O. Bilang ng mag-aaral na nakakuha ng
80% sa pagtataya
P. Bilang ng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
Q. Nakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin
R. Bilang ng mga mag-aaral na
S. Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito
nakatulong?
T. Anong suliranin ang aking naranasan na

solusyunan sa tulong ng aking
punungguro at superbisor?
U. Anong kagamitang panturo ang aking

nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
GRADE 5 School: Grade Level: V
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: AUGUST 12-16, 2019 (WEEK 1) Quarter: 2ND QUARTER
WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao at pagganap ng mga inaasahang hakbang, pahayag at kilos para sa kapakanan ng pamilya at
kapwa.
B.Pamantayan sa Pagganap Naisasagawa ang inaasahang hakbang, kilos at pahayag na may paggalang at pagmmalasakit para sa kapakanan at kabutihan ng pamilya at kapwa
C.Mga Kasanayan sa Pagkatuto Nakapagsisimula ng pamumuno para makapagbigay ng kanyang tulong para sa nangangailangan
11.1 biktima ng kalamidad
11.2 pagbibigay ng babala / impormasyon kung may bagyo, baha, sunog, lindol at iba pa
(EsP5P-IIa-22)
II.NILALAMAN Pagtulong sa Nangangailangan, Isasabuhay Ko!
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p.
2.Mga pahina sa kagamitang pang-mag-aaral
3.Mga pahina sa teksbuk Wastong Pag-uugali sa Wastong Pag-uugali sa Wastong Pag-uugali sa Wastong Pag-uugali sa Lingguhang pagsusulit
Makabagong Panahon p. 79-80 Makabagong Panahon p. 79-80 Makabagong Panahon p. 79-80 Makabagong Panahon p.
79-80
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo larawan, Powerpoint Presentation larawan, Powerpoint larawan, Powerpoint larawan,Powerpoint
Presentation Presentation Presentation
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o Paano nakabubuti sa inyong Ano-anoang epekto ng pagdaan Ano ang masasabi ninyo sa Ano ang mga
pagsisimula ng bagong aralin pagsasama ang pagsasabi nang ng bagyo sa ating bansa? gawaing ating isinagawa pangkaligtasang Gawain
tapat? kahapon? ang isinasagawa
ngpamahalaan para maging
ligtas ang mga mamamayan
sa hagupit ng kalamidad?
B.Paghahabi sa layunin ng aralin Ang pagtutulungan ay kaugaliang Anong kaugaliana ang dapat Ano ang kahalagahan ng Ano ang kahalagahan ng
tinataglay ng bawat mamamayang taglayin ng bawat isa sa wastong paghahanda sa wastong paghahanda sa
Pilipino. Lalong magiging panahon ng kalamidad? panahon ng kalamidad? panahon ng kalamidad?
matagumpay ang pagtulong at
pagkalinga sa mga
nangangailangan kung may mga
taong laang manguna sa nasabing
mga gawain. Anumang kalamidad
ang dumating sa ating bayan kapit-
bisig tayong nagtutulungan at
handang tumulong sa oras ng
kagipitan
C.Pag-uugnay ng mga halimbawa sa bagong Ipabasa sa mga bata ang I-recallang binasang kwento Magbigay ng programa ng
ralin kuwentong Hagupit ng Bagyong kahapon pamahalaan sa panahon ng
Florida na nakapowerpoint kalamidad.
presentation
D.Pagtalakay ng bagong konspto at Mga tanong : Ngayon ay magsasagawa tayo
paglalahad ng bagong kasanayan #1 1. Ano ang naging epekto ng ng pangkatang Gawain na may
pagdaan ng bagyo sa lalawigan ng kinalaman sa paghahanda sa
Batanes? darating na kalamidad
2. Ano ang ginawang hakbang ng
kongresista ng Batanes upang
makatulong sa nasalanta ng
bagyong Florida?
3. Paano ipinakita ng kongresista
ang kanyang malasakit sa kanyang
nasasakupan?
4. Ganito din ba ang inyong
nasasaksihan sa inyong
pamayanan sa oras ng
pangangailangan?
E.Pagtalakay ng bagong konsepto at Mga katanungan : Anoang dapat tandaan sa
paglalahad ng bagong kasanayan #2 Ano ang ipinahihiwatig ng bawat pagsasagawa ng pangkatang
larawan? Gawain?
Paano makatutulong sa kaligtasan
ng bawat mamamayan ang
pamumuno ng isang tao upang
maipaalam sa kapwa ang mga
babala na dapat gawin sa panahon
ng kalamidad?
F.Paglinang na Kabihasaan Pangkatin ang mga bata sa tatlo.
Bawat pangkat ay bibigyan ng
sitwasyon na nakasulat sa
cartolina at hayaan itong
isagawa ng mga bata.
Pangkat I- Operasyong
Pagpapabatid
Ipakita sa pamamagitan ng dula-
dulaan ang gagawing pagbibigay
ng babala sa mga mamamayan
lalo na ang nakatira sa mga
delikadong lugar hinggil sa
paparating na malakas na
bagyo. Bigyang diin ang
kahalagahan ng pamumuno sa
gawaing ito.
Pangkat II- Operasyon Sagip-
Buhay
Isa sa mga kaklase mo ay naging
biktima ng nagdaang bagyo.
Nabalitaan mo na nasira ang
kanilang bahay at sa
kasalukuyan ay talagang
kailangan nila agad ang tulong
upang muling maitayo ang
kanilang tahanan. Ikaw ang
pangulo ng inyong klase, sa
pamamagitan mo paano ninyo
sila matutulungan. Ipakita kung
paano mo mahihikayat ang
iyong kaklase sa boluntaryong
tulong na kanilang maibibigay.
Pangkat III- Ipabatid Mo!
Kumatha ng isang “jingle“ na
naglalaman ng pamumuno para
makapagbigay ng kayang tulong
para sa mga nangangailangan
lalo na ang biktima ng
kalamidad. Awitin ito.
G.Paglalapat ng aralin sa pangaraw-araw na Pagbibigay ng sitwasyon Pangkatin ang mga bata sa tatlo.
buhay Bawat pangkat ay bibigyanng
mga gawain o activity card na
naglalaman ng mga sitwasyong
may kaugnayan sa paksa
Pangkat I- Alamin Natin !
Magtala ng mga pangyayaring
naganap sa mga kabarangay
ninyo na nangangailangan ng
tulong. Sa pamamagitan ng
napili ninyong lider ng pangkat
iplano kung paano ninyo
maibibigay ang inyong kayang
tulong para sa kanila. Iulat sa
klase ang inyong napag-usapan
Pangkat II- Ipaalam Natin!
Isulat sa metacards ang mga
pamamaraan ng pagbibigay ng
babala/impormasyon kung may
bagyo, baha, lindol at
makapagbigay ng kayang tulong
para sa mga nasalanta ng
kalamidad. Pagsunod-sunurin
ang inyong mga naisulat ayon sa
inyong kakayahan.
Pangatwiranan ito at iulat
Pangkat III- Ipahayag Mo!
Sumulat ng isang patalastas na
humihikayat sa bawat
mamamayan na mamuno sa
isang gawain hinggil sa
pagtulong sa mga kababayang
nasalanta o biktima ng
kalamidad o dili kaya naman ay
magpaabot ng impormasyon sa
pamamagitan ng pagbibigay ng
babala sa mga paparating na
bagyo, lindol, pagbaha, sunog at
iba pa. Isulat ito sa cartolina
H.Paglalahat ng aralin Sa panahon ngkalamidad paano ka 1. Gawain A
makakatulong sa iyong kapwa? Gawain B
2. Ipabasa ang Tandaan
Natin
Tandaan Natin
Isang magandang katangian
na dapat taglayin ng bawat
mamamayang Pilipino ay
ang pagsisimulang
pamumuno sa pagbibigay
ng kayang tulong sa mga
nangangailangan lalo na ang
mga biktima ng kalamidad.
Ang pangunguna sa
pagbibigay ng babala/
impormasyon kung may
bagyo, baha, sunog, lindol
at iba pa ay magdudulot ng
kaligtasan sa bawat isa.
.Ang pagiging responsable
sa mga gawaing pampubliko
ay susi sa matahimik at
ligtas na komunidad.
Pangkat III- Ipahayag Mo!
Sumulat ng isang patalastas
na humihikayat sa bawat
mamamayan na mamuno sa
isang gawain hinggil sa
pagtulong sa mga
kababayang nasalanta o
biktima ng kalamidad o dili
kaya naman ay magpaabot
ng impormasyon sa
pamamagitan ng pagbibigay
ng babala sa mga
paparating na bagyo, lindol,
pagbaha, sunog at iba pa.
Isulat ito sa cartolina.
1. Hatiin sa dalawang
pangkat ang mga mag-aaral.
2. Ang unang pangkat ay
magpapakitang kilos ng mga
dapat gawin sa panahon ng
kalamidad.
3. Huhulaan ng ikalawang
pangkat kung anong kilos
ang isinasagawa ng unang
pangkat at kung kailan ito
isinasagawa.
Kumatha ng isang yell na
nagpapakita ng pamumuno
sa pagbibigay ng babala /
impormasyon kung may
bagyo, baha, sunog, lindol
at iba pa. Isagawa ito sa
klase.
I.Pagtataya ng aralin Subukin Natin (Ikalimang
Araw)
I. Pagtataya ng Aralin
Muling pagbalik-aralan ang
kahalagahan ng pagsisimula
sa pamumuno para
makapagbigay ng kayang
tulong sa mga
nangangailangan ganoon
din ang pagbibigay ng
babala/ impormasyon kung
may bagyo, baha, sunog,
lindol at iba pa.
A.Pagbibigay ng guro ng
mga pagsasanay sa mga
bata.
Panuto: Basahin ang mga
sumusunod na sitwasyon.
Iguhit sa puwang ang kung
wasto ang isinasaad ng
bawat kalagayan at kung di
wasto.
_______1. Nasunugan ang
kapitbahay nina Cindy at
Cathy kaya’t kaagad silang
nakipag-ugnayan sa
kanilang kamag-anak na
nagtatrabaho sa ibang
bansa upang humingi ng
tulong pinansiyal.
_______2. Bilang pangulo
ng Samahan ng Kabataan sa
kanilang pamayanan,
binalewala ni Zoren ang
takdang gawain niya, ang
pangangalat ng babala
hinggil sa napipintong
pagbaha dulot ng
paparating na malakas na
bagyo.
________ 3. Nabalitaan ni
Anna na kabilang ang lugar
nila sa makakaranas ng
mahabang tagtuyot. Kaagad
pinulong ni Anna ang
kanilang mga kapitbahay
upang maiwasan ang sunog
sa panahon ng tag-init
________ 4. Nasalanta ng
bagyo ang inyong karatig
pook. Nangalap ka ng
tulong sa mga kakilala mo
upang maipamahagi sa
kanila.
________ 5. Unahin ang
sariling kapakanan sa
panahon ng kalamidad bago
isipin ang kapakanan ng iba.
________ 6. Pangunahan
ang pagtitipon ng mga
patapong bagay na maari
pang maipagbili upang
makakalap ng pondo na
gagamiting pambili ng mga
gamot na kilangan ng mga
taong nasa evacuation
centers na biktima ng lindol.
_________ 7. Maging bukas
ang isipan sa pagtulong sa
mga nangangailangan sa
pamamagitan ng
pangunguna sa pagbibigay
ng mga babala.
_________ 8. Ang pag-
iingat ay tungkulin ng bawat
tao kaya’t di na kailangan
ang tulong ng iba para sa
kanilang kaligtasan.
_________ 9. Maging
halimbawa sa mga gawaing
kinapapalooban ng
kawanggawa.
__________ 10. Ang
pagsisimula ng pamumuno
sa isang mahalaga at
kapaki- pakinabang na
gawain ay tungkulin lamang
ng mga taong nasa wastong
gulang na.
J.Karagdagang Gawain para sa takdang aralin Makipanayam sa Punong
at remediation Barangay at alamin ang mga
taong nangangailangan ng
tulong. Iplano kung
papaano ninyo sila
matutulungan sa abot ng
inyong makakaya. Iulat ito
sa klase
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% sa ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried.
pagtatayao. next objective. the next objective. the next objective. to the next objective. Move on to the next
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. objective.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got ___Lesson not carried.
mastery mastery mastery 80% mastery _____% of the pupils
got 80% mastery
B.Bilang ng mag-aaralna nangangailangan ng ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
iba pang Gawain para sa remediation answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering difficulties in
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson. answering their
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the in answering their lesson. ___Pupils found
because of lack of knowledge, lesson because of lack of lesson because of lack of ___Pupils did not enjoy the difficulties in
skills and interest about the lesson. knowledge, skills and interest knowledge, skills and interest lesson because of lack of answering their
___Pupils were interested on the about the lesson. about the lesson. knowledge, skills and lesson.
lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on interest about the lesson. ___Pupils did not
encountered in answering the the lesson, despite of some the lesson, despite of some ___Pupils were interested enjoy the lesson
questions asked by the teacher. difficulties encountered in difficulties encountered in on the lesson, despite of because of lack of
___Pupils mastered the lesson answering the questions asked answering the questions asked some difficulties knowledge, skills and
despite of limited resources used by the teacher. by the teacher. encountered in answering interest about the
by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson the questions asked by the lesson.
___Majority of the pupils finished despite of limited resources used despite of limited resources used teacher. ___Pupils were
their work on time. by the teacher. by the teacher. ___Pupils mastered the interested on the
___Some pupils did not finish their ___Majority of the pupils ___Majority of the pupils lesson despite of limited lesson, despite of
work on time due to unnecessary finished their work on time. finished their work on time. resources used by the some difficulties
behavior. ___Some pupils did not finish ___Some pupils did not finish teacher. encountered in
their work on time due to their work on time due to ___Majority of the pupils answering the
unnecessary behavior. unnecessary behavior. finished their work on time. questions asked by the
___Some pupils did not teacher.
finish their work on time due ___Pupils mastered
to unnecessary behavior. 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? Bilang ng ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
mag-aaral na nakaunawa sa aralin. above above above 80% above earned 80% above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
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 pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who ____ of Learners who
the lesson the lesson the lesson caught up the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
solusyunansa tulong ng aking punungguro at require remediation require remediation require remediation continue to require continue to require
superbisor? remediation remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that
nadibuho nanais kong ibahagi sa kapwa ko  ___Metacognitive Development:  ___Metacognitive  ___Metacognitive well: work
guro? Examples: Self assessments, note Development: Examples: Self Development: Examples: Self  ___Metacognitive well:___Metacognitiv
taking and studying techniques, assessments, note taking and assessments, note taking and Development: Examples: e Development:
and vocabulary assignments. studying techniques, and studying techniques, and Self assessments, note Examples: Self
vocabulary assignments. vocabulary assignments. taking and studying assessments, note
 ___Bridging: Examples: Think-pair-
techniques, and vocabulary taking and studying
share, quick-writes, 
and ___Bridging: Examples: Think-  ___Bridging: Examples: Think-
anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and assignments. techniques, and
vocabulary
 anticipatory charts. anticipatory charts.  ___Bridging: Examples:
Think-pair-share, quick- assignments.
 
___Schema-Building: Examples: 
writes, and anticipatory  ___Bridging:

Compare and contrast, jigsaw 
___Schema-Building: Examples: ___Schema-Building: Examples:
Examples: Think-pair-
learning, peer teaching, and Compare and contrast, jigsaw Compare and contrast, jigsaw charts.
share, quick-writes,
projects. learning, peer teaching, and 
learning, peer teaching, and
and anticipatory
 projects. projects.  ___Schema-Building:
charts.
  Examples: Compare and
 ___Contextualization:  ___Schema-Building:
contrast, jigsaw learning,
 Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization: Examples: Compare
peer teaching, and projects.

manipulatives, repetition, and local Examples: Demonstrations, Examples: Demonstrations, and contrast, jigsaw
opportunities. media, manipulatives, media, 
manipulatives, learning, peer
 repetition, and local repetition, and 
local ___Contextualization: teaching, and projects.
 ___Text Representation: opportunities. opportunities.  Examples: Demonstrations, ___Contextualization:
  media, manipulatives,
 Examples: Student created
repetition, and local
drawings, videos, and games.  ___Text Representation:  ___Text Representation:  Examples:Demonstrat
opportunities.
 ___Modeling: Examples: Speaking  Examples: Student created  Examples: Student created ions,
slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games.  media,manipulatives,

language you want students to use, ___Modeling: Examples:  ___Modeling: Examples:  ___Text Representation: repetition,andlocal
and providing samples of student Speaking slowly and clearly, Speaking slowly and clearly,  Examples: Student created opportunities.
work. modeling the language you want modeling the language you want drawings, videos, 
and ___Text
students to use, and providing students to use, and providing games. Representation:
samples of student work. samples of student work.
Other Techniques and Strategies  ___Modeling: Examples:  Examples: Student
used: Other Techniques and Strategies Other Techniques and Strategies Speaking slowly and clearly, created drawings,
___ Explicit Teaching used: used: modeling the language you videos, and games.
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching want students to use, and  ___Modeling: Exampl
___Gamification/Learning throuh ___ Group collaboration ___ Group collaboration providing samples of es: Speaking slowly
play ___Gamification/Learning ___Gamification/Learning student work. and clearly, modeling
___ Answering preliminary throuh play throuh play the language you want
activities/exercises ___ Answering preliminary ___ Answering preliminary Other Techniques and students to use, and
___ Carousel activities/exercises activities/exercises Strategies used: providing samples of
___ Diads ___ Carousel ___ Carousel ___ Explicit Teaching student work.
___ Differentiated Instruction ___ Diads ___ Diads ___ Group collaboration Other Techniques and
___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___Gamification/Learning Strategies used:
___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama throuh play ___ Explicit Teaching
___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Answering preliminary ___ Group
Why? ___ Lecture Method ___ Lecture Method activities/exercises collaboration
___ Complete IMs Why? Why? ___ Carousel ___Gamification/Lear
___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Diads ning throuh play
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Differentiated ___ Answering
___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Instruction preliminary
collaboration/cooperation ___ Group member’s ___ Group member’s ___ Role Playing/Drama activities/exercises
in doing their tasks collaboration/cooperation collaboration/cooperation ___ Discovery Method ___ Carousel
___ Audio Visual Presentation in doing their tasks in doing their tasks ___ Lecture Method ___ Diads
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation Why? ___ Differentiated
of the lesson of the lesson ___ Complete IMs Instruction
___ Availability of Materials ___ Role
___ Pupils’ eagerness to Playing/Drama
learn ___ Discovery Method
___ Group member’s ___ Lecture Method
Why?
collaboration/cooperation ___ Complete IMs
in doing their tasks ___ Availability of
___ Audio Visual Materials
Presentation ___ Pupils’ eagerness
of the lesson to learn
___ Group member’s
collaboration/coopera
tion
in doing their
tasks
___ AudioVisual
Presentation
of the lesson
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG

I.OBJECTIVES
A.Content Standards Demonstrates understanding of Demonstrates command of Demonstrate understanding of Demonstrates understanding Demonstrates
various linguistics nodes to the conventions of standard text elements to comprehend of different formats to write understanding of the
comprehend various texts English grammar and usage various text for a variety of audiences various forms and
Demonstrates understanding of when writing or speaking and purposes convention materials to
various verbal elements in oral critically analyze the
communication of information meaning constructed in
print, non-print and digital
materials
B.Performance Standards Analyzes text types to effectively Uses the correct function of Uses literal information from text Drafts texts using Applies different views of
understand nouns, pronouns, verbs, to aptly infer and predict appropriate text types for a the real world to effectively
information/message(s) adjectives and adverbs in outcomes variety of audiences and interpret (deconstruct)
Prepares and participates general and their functions in purposes constructed meaning in
effectively in a range of various discourse (oral and print, non-print and digital
conversations and collaboration written) materials
with diverse partners
C.Learning Competencies/Objectives Identify signal words from text Compose clear and coherent Identify main idea, key sentence Plan a two to three- Determine images/ideas
heard sentences using appropriate and supporting details of the paragraph composition using that are explicitly used to
Provide accurate instructions grammatical structures: given paragraph an outline /other graphic influence viewers;
EN5LC-IIa-4 subject-verb agreement EN5RC-IIa-2.21 organizers EN5WC-IIa-1.1.6.1 stereotypes (racial
EN5OL-IIa1.13.1 (inverted sentences) EN5G-IIa- stereotyping) EN5VC-IIa-7.2
3.9
II.CONTENT Signal Words from Text Heard Subject-Verb Agreement: Main Idea, Key Sentence and Two to Three-Paragraph Images/Ideas used to
Accurate Instructions Inverted Sentences Supporting Details of the Composition Using Influence Viewers:
Paragraph Outline/Other Graphic Stereotypes
Organizers
III.LEARNING RESOURCES
A.References CG, Print Materials,Worksheets
1.Teacher’s Guide pages CG p.71/TG p.227 CG p.71/TG p.229 CG p.71 CG p.71 CG p.71
2.Learners’s Materials pages
3.Textbook pages Joy in Learning p.105 Joy in Learning p.102 Developing my English Power
Developing my English Power 5, pp.60 & 64
5, pp.60 & 64
4.Additional materials from learning http://englishforeveryone.org www.edhelper.com https://www.youtube.com/
resource (LR) portal watch?v=D501Mnyg8IU
https://ca.answers.yahoo.c
om/question/index?qid=20
100125210346AA2xuNK
https://www.youtube.com/
watch?v=wCgx8zM3woQ
watch?v=fS3e-n8Mj7I
B.Other Learning Resource Picture, chart Printed materials, worksheets, charts Printed materials, Printed materials, video
graphic organizer worksheets, graphic clips
organizer
IV.PROCEDURES
A.Reviewing previous lesson or presenting Clarifying meaning of words using Identify the word or phrase The pupils will watch a short clip. Review on identifying main Game : Viewing Devices
the new lesson dictionaries which has the same meaning Then, they will identify the idea, key sentence and (Pinoy Henyo version)
Have a contest in getting the as the underlined word. setting, characters, beginning, supporting details of the DAY 5
meaning of words using a. Naughty kids tease the middle and ending of the story. paragraph Writing/
dictionary. The first group that street children. They always Water is used for drinking. Composition
can post the correct meaning on make fun of their dirty We also use it for bathing. It
the board wins clothes. is used for cooking and
b. Sarina defends herself washing dirty clothes. Water
against bad people. She has many uses.
protects herself from harm Main Idea:_______________
and danger. Key
c. A brave boy is not afraid of Sentence:_______________
the dark. He feels fearless in Supporting
watching horror films. Details:____________
B.Establishing a purpose for the lesson Read the sentences. Select the The pupils will watch a short Unlocking of Difficulty Do you have classroom rules Whose families are from
meaning of the underlined words video clip about bullying Read the sentences. Select the to follow? Bicol? Quezon Province?
from the box. meaning of the underlined words What do you feel when you Mindoro?
a. One way of cooking tilapia is to from the box. follow them? What are the customs and
steam it. a. Trees protect us from rain and traditions that you practice
b. She sliced the bread into three sun. in your province?
pieces. b. A good chef cooks nutritious
c. Sift the dry and wet and delicious foods.
ingredients. c. Trees beautify our
cut surroundings
separate to make something look more
to cook through boiling water beautiful
keep somebody or something
safe
delightful, good to eat
Using semantic web, ask the
pupils to enumerate why trees
are important to us
C.Presenting Examples/ instances of the What do you see in the picture? You will read a short story, Today you will read the selection, You will watch a short video You will watch a video clip,
new lesson Do you also cook at home? “Samboy, the Bully Fighter”. Let Us Plant Trees. From the clip, “Understand the Basic “Are Ilocanos Stingy?”.
Do you follow the right From the story, you will selection, you will enumerate the Rule”. From that video clip, From this video, you will
procedures in cooking your discover how the character importance of trees in our you will find the main idea, find out what are the usual
favorite defends his classmate against surroundings, especially in our key sentence and supporting impressions of other people
food? bully. You will also discover lives. details to Ilocanos
the inverted order of
sentences used in the story.
Samboy, the Bully Fighter
Samboy is a grade five pupil.
He is tall and brave. Every
time he goes to school, all
pupils greet him. With his
friends, he goes to the park to
Today you will listen to a play.
selection on how to make puto At the other side of the park is
with cheese. From the selection, Ana. She is very shy. She
you will enumerate the steps of doesn’t play with other
cooking puto by using signal children. Rico, Samboy’s
words as first, second, next, then, friend, always teases Ana.
and finally or lastly. Inside Ana’s bag are glittered
pens. Rico always gets Ana’s
pens and passes it on with his
other friends.
Samboy defends Ana. He asks
his friend to stop making fun
of her. To tease other pupils is
not a good habit. To stop
bullying is the good thing to
do. Those are the ideas of
Samboy that he shares with
Rico. Rico feels enlightened.
He stops mocking others.
D.Discussing new concepts and practicing Read the selection to the pupils. What is the selection about? Let the pupils read the story. Let the pupils watch the Let the pupils watch the
new skills #1 Stop/Pause at some parts and ask How will you describe Why TREES are important? video clip. video clip.“Are Ilocanos
predicting questions. Samboy? to make something look more Understand the Basic School Stingy?”
How to Cook Puto with Cheese What can you say about the beautiful Rules https://www.youtube.com/
First, we prepare steamer with attitude of Rico? keep somebody or something https://www.youtube.com/ watch?v=srx5j3qaNes
water and greased individual Do you think Rico shows good safe watch?v=RyLzsQKFpB0 2. Discussion
molds. Second, mix well the flour, conduct? delightful, good to eat What is the selection about? What is the video about?
sugar and baking powder in a How did Samboy fight the 235 What are the basic What are the common
bowl. Next, add butter, bully? Let us Plant Trees classroom rules mentioned impressions about Ilocanos?
evaporated milk, egg and water. Is it good to make fun of other Trees are our friends. They give in the story?
When it is already mixed, pour it people? Why? Why not? us shade. They protect
into individual molds. Then, us from rain and the sun. Why is it important to follow Do you believe that Ilocanos
arrange molds in the steamer and Many trees give us fruits to eat. rules in school or in are very thrifty? Why? Why
top each puto with slices of Some of them are mango, santol anywhere you are? not?
cheese. Steam it for about 20 and durian. Others are caimito,
minutes. Finally, remove puto mabolo and chico. Still others are
from steamer, unmold and duhat, orange, pomelo and
arrange in a serving platter. lanzones. These fruits are
-www.filipinorecipesite.com delicious. They make us healthy
What is the first step in cooking and strong, too.
puto with cheese? Some trees have flowers. They
After mixing the flour, sugar and come in many colors—red, white,
baking powder in a bowl, what violet and yellow. All of these are
will you do next? pretty colors. They beautify our
What will you do with mixed surroundings.
ingredients? Trees give us wood. Wood can be
How long will you steam the made into chairs, tables, desks
mixture of ingredients? and cabinets. Wood is all around
What is the last step? us. We find it at home, in school,
What should we do to cook food on the playground and in the
safely? church.
How did you know the correct Let us plant trees. Trees give us
steps in making puto? many things.
What are the signal words used What is the selection about?
in the selection that help you Why do we say that trees are our
share the right steps in cooking friends?
puto with cheese? What different things do trees
Expected Answer: first, second, give us?
next, then, lastly In what ways do trees make us
healthy and strong?
How do trees beautify our
surroundings?
Why do we plant trees?
E.Discussing new concepts and practicing Now, we will make your Family Present the following From the story that you read, Using the video clip, help the 1. Present the
new skills #2 Hand Canvass on a sheet of sentences: which sentence tells what the pupils to fill in the missing sentences/ideas to be
paper. Follow the directions a. With his friends he goes to story is about? Where do you ideas in the given analyzed
correctly . the park to play. find it? Is it at the beginning, outline/graphic organizer a. Ilocanos are known for
First, get a whole sheet of paper. b. At the other side of the middle or ending of the story? I. Main being thrifty.
Next, trace your right hand at the park is Ana. Which sentences best support Idea:___________________ b. Cavite os are brave.
middle of the paper. Then, write c. Inside Ana’s bag are the main idea of the story? _______________ c. Bicolanos like spicy foods.
the name of each member of the glittered pens. Give another paragraph to A. Key d. Igorots are said to be
family on each traced finger. At Which comes first in the analyze. Sentence:_______________ headhunters.
the center of the traced hand, inverted order of a sentence? 1. Most boys like to spin tops. ______________ e. Batangueños are fearless
write a message for your family. Sometimes they have a contest 1. ____________________ (barako).
with their tops. They spin their
Finally, share your output with What happens to the verb tops at the same time. The last to 2. ____________________ f. Pampagueños are good
your seatmate. when the subject is singular? stop spinning wins the contest. Supporting cooks.
Ask: When the subject is plural? What is the main idea of the 3. ____________________ 2. Discussion
“What can you say about your paragraph? Details Is it true that all Caviteños
artwork?” What is the key sentence? are brave?
“How did you do it correctly?” What are the supporting details Do all Bicolanos like spicy
Expected Answer: Follow the in the paragraph? foods?
directions in correct order or 3. Sam collects stamps. He What are the bases of the
sequence compiles his stamp collection in a given sentences?
big clear book. He collects toys (Explain the concept of
like Voltes V robots. He also stereotyping
collects memorabilia of Michael
Jackson. He displays his
collections in his room. Sam is a
collector.
What is the main idea of the
paragraph?
What is the key sentence?
What are the supporting details
in the paragraph?
F.Developing Mastery 1. The 3A’s Activity: Dyad (Picture 1. Think-Pair –Share 1. (Carousel) 1. Group Activity 1. Group Activity
Dictation) Discuss the inverted sentence Each group will roam around the The class will be divided into Group I – Make a
Ask the pupils to look for a with your partner. Then, room and see the posted manila four groups. Each group will commercial about the food
partner. Each pair should compose coherent sentences papers with selections. The group make an outline from the interest of Bicolanos (refer
have a piece of paper and a in the inverted order using the will look for the main idea, key given set of sentences. to the commercial, Lucky
pencil/pen. Pupil A will give the given verbs that agree with sentence and supporting details a. Needs nourishment Me Spicy Pancit Canton)
directions and pupil B will the subjects in each item. in the given paragraphs. Then, b. Requires adequate Group II - Create a poster
follow.Then, they will take turns a. live four horses in the barn they will share their answers to amount of nutrients about the common qualities
a. Directions for Pupil B: Draw a b. the haunted house down the class. c. A healthy looking body of Batangueños
big circle. Then, draw a horizontal that dark path sits Paragraph 1 doesn’t just happen Group III – Present a short
below the circle. Write the word c. was the tranquil garden There are different steps in d. Proteins, fats, talk show/interview
HELLO in capital letters inside the untouched solving a problem in carbohydrates, minerals showing the stereotyping
circle. Put an exclamation point 2. Independent Practice Mathematics. First, read the e. The human body both about Aetas
after the word. Write coherent inverted problem carefully and find out needs rest and exercise. 2. The teacher will present a
b. Directions for Pupil A: Draw a sentences using the words what is asked. Next, look for the f. The body needs food as video clip. Then, the pupils
small circle. Then, draw a bigger written on each cake. given facts, then think of the the machine needs fuel as will identify the part of the
circle around it. Draw two small process to be used. Finally solve oil. video that shows
circles below the bigger circle. for the answer. g. A good deed of care is stereotyping.
Then write the word HI in capital Paragraph 2 given to it https://www.youtube.com/
letters on top of the circle. Put an Water is used for drinking. We I. Main watch?v=wCgx8zM3woQ
exclamation point after the word. also use it for bathing. It is used Idea:___________________
2. Game on Following Directions: for cooking and washing dirty _______________
Simon Says clothes. Water has many uses.
Paragraph 3
The teacher will ask a volunteer The second month of the year, A. Key
leader to give directions. which is February, was named Sentence:_______________
The rest of the pupils will follow after Februalia, The Roman ______________
what the leader will say. The festival of purification. February, 1. ____________________
pupil who can follow the as we all know, is the month of 2. ____________________
directions correctly will get the love. It is in this month that Supporting
point. Valentine’s Day or heart’s day is 3. ____________________
Examples: Simon says, raise your celebrated. On this day, we Details
right foot. express our love to our loved II. Main
Simon says, touch your left ear ones. We can show our love not Idea:___________________
with your right hand only during this month but also in _______________
all months and days of the year. A. Key
2. Read the given paragraphs. Put Sentence:_______________
a check on the sentence which ______________
tells the main idea of the 1. ____________________
paragraph. 2. ____________________
a. Many boys and girls like to play Supporting
sipa. They use a ball made of 3. ____________________
rattan. One player kicks the ball Details
and the other player kicks it back. 2. Individual Activity
_____Boys and girls like to kick. Choose a topic from the list
_____Boys and girls like to play. then, make an outline of it.
_____Boys and girls like to play a. Summer is fun!
sipa. b. My Hobbies
b. In times of disaster such as c. My
fires, floods and hurricanes, the Responsibilities
Red Cross shelters, feeds and
clothes the victims and cares for
sick and the injured. Later, the
Red Cross helps build or rebuild,
repair and refurnish the homes of
the needy victims.
_____How the Red Cross helps
_____The victims of disasters
_____The repair of homes
3. When an advertiser decides to
sponsor a television program, he
looks for one that he and his
advertising agency think will
appeal to a large number of
people. Some products are
bought mostly by men and boys,
others mostly by women and
girls. Some appeal to the whole
family. So the advertiser chooses
a program that will appeal to the
group that is most likely to be
interested in the product.
_____TV programs that appeal to
people
_____Sponsors of TV Programs
_____How TV programs are
chosen and sponsored
G.Finding Practical application of concepts Your Science teacher asked you What will you do if you are The teacher reads the selection Ask a volunteer to make an How does stereotyping
and skills in daily living to have an observation about the being bullied? and asks the pupils to identify the outline of community affect people?
properties of matter through an sentence that gives the main rules. Is it advantageous to
experiment. Will you follow the idea, key sentence and consider stereotyping when
correct steps in doing your supporting details. mingling with other people?
experiment? Why? Why not? There are different steps in Why? Why not?
solving a problem in
Mathematics. First, read the
problem carefully and find out
what is asked. Next, look for the
given facts then think of the
process to be used. Finally, solve
for the answer.
H.Making generalization and abstraction What are the signal words? When do we use the s-form of The sentence that tells what the REMEMBER Stereotypes are results of
about the lesson the verb?the basd form? paragraph or selection is all Outlining is arranging notes incomplete or distorted
about is called the main idea. so that important ideas information accepted as
The key sentence is the sentence stand out and make clear fact without question. A
which states the topic of the which point supports each of stereotype is simply a
paragraph. the important ideas. widely held belief that an
Supporting details are the Main ideas are those individual is a member of a
sentences in the paragraph which numbered in Roman certain group based on
give information related to the Numerals I,II , III, etc. The key characteristics.
topic sentences are indicated in
capital letters A, B, C, D. The
supporting details are those
numbered in Arabic
numerals 1, 2, 3. By
connecting the details in the
outline, one can form a
paragraph
I.Evaluating learning Read the directions carefully. Using the following pictures Identify the main idea of the Make an outline using the Write the message of the
Then do it correctly. compose a sentence using the following paragraphs. given sentences. following picture that
1. First, write your name, grade correct subject-verb 1. The root is an important part a. They seek to introduce shows stereotyping.
and section at the top of your agreement. of the plant. It is responsible for new quality such as early
paper. getting water and minerals from ripening, greater size, better
2. Next, think of what you want the soil for the plant to grow. It flavor and resistance to
to become when you grow up. also holds the plant in position. If disease.
3. Then, write it on your paper. roots are cut off from the plant, it b. Thousands of men are
4. After that, write the steps that would die. constantly working to
you will do to achieve your Main improve the plants.
ambition. Idea:_____________________ c. Men breed plants just as
5. Lastly, let your seatmate check Key Sentence:____________ they do to animals.
your work Supporting d. They seek new colors in
Details:______________ flowers, different shapes or
2. Jose sometimes sees cloud greater size. Mexicans love ______.
shaped like a horse. Sometimes e. These methods may also
he sees one that looks like a improve animals.
sailboat floating in the sky. He f. Cultivation, selection,
also even sees one shaped like a preservation and crossing or
giant robot. Jose loves to look at hybridization
different cloud formations. g. There are four significant
Main methods by which man may
Idea:___________________ improve plants. Indians are good in ____.
Key Sentence:______________
Supporting
Details:______________
3. When an animal is threatened
with extinction or disappearance,
we say it is an endangered
animal. We must take care of
animals to protect them from
becoming extinct. Some Americans are fond
endangered species are of eating ______.
Philippine eagle, Palawan
hornbill, Mindoro forest mouse,
kuwago and many more.
Main
Idea:_____________________
Key
Filipinos are _______.
Sentence:__________________
Supporting
Details:_______________
4. Salih eats foods cooked in
vegetable oil. This is because
pork and lard are strictly
forbidden among Muslims. He
Filipino women are
eats the meat from a goat, sheep,
______________.
cow or fowl, only when the
animals are slaughtered with
necessary rites. He does not eat
the blood or the intestines of
these animals. As a Muslim boy,
Salih observes some customs and
traditions of the people from
Sulu.
Main
Idea:____________________
Key
Sentence:__________________
Supporting
Details:______________
5. Durian is the most popular
fruit in Jolo. A durian fruit looks
ugly on the outside but it is very
delicious and nutritious. The
durian tree grows very tall. When
the fruit is already ripe and ready
to be eaten, it just drops to the
ground.
Main
Idea:_______________________
_
Key
Sentence:___________________
SupportingDetails:____________
___
J.additional activities for application or Write a short paragraph using the Answer Independent practice Answer JLE p.103 Complete the flower Identify the racial
remediation signal words. on p. 106 organizer with related ideas stereotyping shown in the
video.
watch?v=fS3e-n8Mj7I
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
evaluation the next objective. the next objective. the next objective. to the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
activities for remediation in answering their lesson. difficulties in answering their in answering their lesson. difficulties in answering their difficulties in answering
___Pupils found difficulties in lesson. ___Pupils found difficulties in lesson. their lesson.
answering their lesson. ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson answering their lesson. in answering their lesson.
because of lack of knowledge, ___Pupils did not enjoy the because of lack of knowledge, ___Pupils did not enjoy the ___Pupils did not enjoy the
skills and interest about the lesson because of lack of skills and interest about the lesson because of lack of lesson because of lack of
lesson. knowledge, skills and interest lesson. knowledge, skills and interest knowledge, skills and
___Pupils were interested on the about the lesson. ___Pupils were interested on the about the lesson. interest about the lesson.
lesson, despite of some ___Pupils were interested on lesson, despite of some ___Pupils were interested ___Pupils were interested
difficulties encountered in the lesson, despite of some difficulties encountered in on the lesson, despite of on the lesson, despite of
answering the questions asked by difficulties encountered in answering the questions asked by some difficulties some difficulties
the teacher. answering the questions asked the teacher. encountered in answering encountered in answering
___Pupils mastered the lesson by the teacher. ___Pupils mastered the lesson the questions asked by the the questions asked by the
despite of limited resources used ___Pupils mastered the lesson despite of limited resources used teacher. teacher.
by the teacher. despite of limited resources by the teacher. ___Pupils mastered the ___Pupils mastered the
___Majority of the pupils finished used by the teacher. ___Majority of the pupils finished lesson despite of limited lesson despite of limited
their work on time. ___Majority of the pupils their work on time. resources used by the resources used by the
___Some pupils did not finish finished their work on time. ___Some pupils did not finish teacher. teacher.
their work on time due to ___Some pupils did not finish their work on time due to ___Majority of the pupils ___Majority of the pupils
unnecessary behavior. their work on time due to unnecessary behavior. finished their work on time. finished their work on time.
unnecessary behavior. ___Some pupils did not finish ___Some pupils did not
their work on time due to finish their work on time due
unnecessary behavior. to unnecessary behavior.
C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
who have caught up with the lesson above 80% above above 80% above 80% above
D.No. of learners who continue to require ___ 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 additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson up the lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter which ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who ___ of Learners who
my principal or supervisor can helpme require remediation to require remediation require remediation continue to require continue to require
solve? remediation remediation
G.What innovation or localized materials Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
did used/discover which I wish to share  ___Metacognitive Development:  ___Metacognitive  ___Metacognitive Development: well: well:
with other teachers? Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note ___Metacognitive  ___Metacognitive
taking and studying techniques, assessments, note taking and taking and studying techniques, Development: Examples: Self Development: Examples:
and vocabulary assignments. studying techniques, and and vocabulary assignments. assessments, note taking and Self assessments, note
 ___Bridging: Examples: Think- vocabulary assignments.  ___Bridging: Examples: Think- studying techniques, and taking and studying
pair-share, quick-writes, and  ___Bridging: Examples: Think- pair-share, quick-writes, and vocabulary assignments. techniques, and vocabulary
anticipatory charts. pair-share, quick-writes, and anticipatory charts.  ___Bridging: Examples: assignments.
 anticipatory charts.  Think-pair-share, 
quick- ___Bridging:Examples:Thin
 
___Schema-Building: Examples:  ___Schema-Building: Examples: writes, and anticipatory k-pair-share,quick-
charts. writes,andanticipatorychart

Compare and contrast, jigsaw ___Schema-Building: Compare and contrast, jigsaw
learning, peer teaching, and Examples: Compare and 
learning, peer teaching, and s.
projects. contrast, jigsaw learning, peer projects.  ___Schema-Building:  __Schema-Building:
teaching, and projects. Examples: Compare and Examples: Compare and
 
contrast, jigsaw learning, contrast, jigsaw learning,
 ___Contextualization:   ___Contextualization:
peer teaching, and projects. peer teaching, and projects.
 Examples: 
Demonstrations, ___Contextualization:  Examples: Demonstrations,
  ___Contextualization:

media, manipulatives, repetition, Examples: Demonstrations, media, manipulatives, repetition,
and local opportunities. media, manipulatives, and local opportunities.  ___Contextualization:  Examples: Demonstrations,
media, manipulatives,
 repetition, and local
  Examples: Demonstrations,
opportunities. media, manipulatives, repetition, and local
 ___Text Representation:  ___Text Representation: opportunities.
 repetition, and local
 Examples: Student created  Examples: Student created
opportunities.  ___Text Representation:
drawings, videos, and games.  ___Text Representation: drawings, videos, and games.
  Examples: Student created
 ___Modeling: Examples:  Examples: Student created  ___Modeling: Examples: drawings, videos, and
Speaking slowly and clearly, drawings, videos, and games. Speaking slowly and clearly,  ___Text Representation:
games.
modeling the language you want  ___Modeling: Examples: modeling the language you want  Examples: Student created

drawings, videos, and games. ___Modeling: Examples:
students to use, and providing Speaking slowly and clearly, students to use, and providing
Speaking slowly and clearly,
samples of student work. modeling the language you samples of student work.  ___Modeling: Examples:
modeling the language you
want students to use, and Speaking slowly and clearly,
want students to use, and
Other Techniques and Strategies providing samples of student Other Techniques and Strategies modeling the language you
providing samples of
used: work. used: want students to use, and
student work.
___ Explicit Teaching ___ Explicit Teaching providing samples of student
Other Techniques and
___ Group collaboration Other Techniques and ___ Group collaboration work.
Strategies used:
___Gamification/Learning throuh Strategies used: ___Gamification/Learning throuh
___ Explicit Teaching
play ___ Explicit Teaching play Other Techniques and
___ Group collaboration
___ Answering preliminary ___ Group collaboration ___ Answering preliminary Strategies used:
___Gamification/Learning
activities/exercises ___Gamification/Learning activities/exercises ___ Explicit Teaching
throuh play
___ Carousel throuh play ___ Carousel ___ Group collaboration
___Answering preliminary
___ Diads ___ Answering preliminary ___ Diads ___Gamification/Learning
activities/exercises
___ Differentiated Instruction activities/exercises ___ Differentiated Instruction throuh play
___ Carousel
___ Role Playing/Drama ___ Carousel ___ Role Playing/Drama ___ Answering preliminary
___ Diads
___ Discovery Method ___ Diads ___ Discovery Method activities/exercises
___ Lecture Method ___ Differentiated Instruction ___ Lecture Method ___ Carousel
Why? ___ Role Playing/Drama Why? ___ Diads ___ Differentiated
___ Complete IMs ___ Discovery Method ___ Complete IMs ___ Differentiated Instruction
___ Availability of Materials ___ Lecture Method ___ Availability of Materials Instruction ___ Role Playing/Drama
___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Discovery Method
___ Group member’s ___ Complete IMs ___ Group member’s ___ Discovery Method ___ Lecture Method
collaboration/cooperation ___ Availability of Materials collaboration/cooperation ___ Lecture Method Why?
in doing their tasks ___ Pupils’ eagerness to learn in doing their tasks Why? ___ Complete IMs
___ Audio Visual Presentation ___ Group member’s ___ Audio Visual Presentation ___ Complete IMs ___Availability of Materials
of the lesson collaboration/cooperation of the lesson ___ Availability of Materials ___ Pupils’ eagerness to
in doing their tasks ___ Pupils’ eagerness to learn learn
___ Audio Visual Presentation ___ Group member’s ___ Group member’s
of the lesson collaboration/cooperation
collaboration/cooperation in doing their tasks
in doing their tasks ___Audio Visual Presentatio
___ Audio Visual of the lesson
Presentation
of the lesson
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN
A. Pamantayang Naipamamalas ang mapanuring Naipamamalas ang mapanuring Naipamamalas ang mapanuring Naipamamalas ang mapanuring pag-
Pangnilalaman pag- unawa sa konteksto ang pag- unawa sa konteksto ang pag- unawa sa konteksto ang unawa sa konteksto ang bahaging
bahaging ginagampanan ng bahaging ginagampanan ng bahaging ginagampanan ng ginagampanan ng simbahan sa
simbahan sa layunin at mga simbahan sa layunin at mga simbahan sa layunin at mga layunin at mga paraan ng
paraan ng pananakop ng paraan ng pananakop ng paraan ng pananakop ng pananakop ng Espanyol sa Pilipinas
Espanyol sa Pilipinas at ang Espanyol sa Pilipinas at ang Espanyol sa Pilipinas at ang at ang epekto ng mga ito sa lipunan.
epekto ng mga ito sa lipunan. epekto ng mga ito sa lipunan. epekto ng mga ito sa lipunan.
B. Pamantayan sa pagganap Nakapagpapahayag ng kritikal na Nakapagpapahayag ng kritikal na Nakapagpapahayag ng kritikal na Nakapagpapahayag ng kritikal na
pagsusuri at pagpapahalaga sa pagsusuri at pagpapahalaga sa pagsusuri at pagpapahalaga sa pagsusuri at pagpapahalaga sa
konteksto at dahilan ng konteksto at dahilan ng konteksto at dahilan ng konteksto at dahilan ng
kolonyalismong Espanyol at ang kolonyalismong Espanyol at ang kolonyalismong Espanyol at ang kolonyalismong Espanyol at ang
epekto ng mga paraang epekto ng mga paraang epekto ng mga paraang epekto ng mga paraang pananakop
pananakop sa katutubong pananakop sa katutubong pananakop sa katutubong sa katutubong populasyon.
populasyon. populasyon. populasyon.
C. Mga Kasanayan sa Natatalakay ang kahulugan ng Natatalakay ang kahulugan ng Natatalakay ang kahulugan ng Natatalakay ang kahulugan ng Lingguhang Pagsusulit
Pagkatuto kolonyalismo at ang konteksto kolonyalismo at ang konteksto kolonyalismo at ang konteksto kolonyalismo at ang konteksto nito
Isulat ang code ng bawat nito kaugnay sa pananakop ng nito kaugnay sa pananakop ng nito kaugnay sa pananakop ng kaugnay sa pananakop ng Espanya
kasanayan Espanya sa Pilipinas Espanya sa Pilipinas Espanya sa Pilipinas sa Pilipinas
AP5PKE-IIa-1 AP5PKE-IIa-1 AP5PKE-IIa-1 AP5PKE-IIa-1
II. Nilalaman Konteksto at Dahilan ng Konteksto at Dahilan ng Konteksto at Dahilan ng Konteksto at Dahilan ng Pananakop
Pananakop sa Bansa Pananakop sa Bansa Pananakop sa Bansa sa Bansa
1. Kahulugan at layunin ng 1. Kahulugan at layunin ng 1. Kahulugan at layunin ng 1. Kahulugan at layunin ng

kolonyalismo kolonyalismo kolonyalismo kolonyalismo
III. KAGAMITANG PANTURO Video Clips tungkol sa Video Clips tungkol sa Video Clips tungkol sa Video Clips tungkol sa pananakop sa
pananakop sa bansa ng mga pananakop sa bansa ng mga pananakop sa bansa ng mga bansa ng mga Espanyol
Espanyol Espanyol Espanyol
A. Sanggunian
1. Mga Pahina sa Gabay ng
Guro
2. Mga Pahina sa Kagamitang
Pang-
Mag-aaral
3. Mga Pahina sa Teksbuk AP ph.104-105 Kasaysayang Pilipino 5 Kasaysayang Pilipino 5 Kasaysayang Pilipino 5
Bigkis ng Lahi 5 Bigkis ng Lahi 5 Bigkis ng Lahi 5
4. Karagdagang Kagamitan
mula sa
portal ng Learning
Resource
B. Iba pang Kagamitang Tsart, manila paper, pentel pen Tsart, manila paper, pentel pen Tsart, manila paper, pentel pen Tsart, manila paper, pentel pen
Panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang Pagbabalik aral ukol sa Ano ang Kolonyalismo? Bakit ang Pilipinas ang sinakop
aralin at/o kabihasnan/kultura ng ng mga Espanyol?
pagsisimula ng bagong sinaunang Pilipino
aralin
B. Paghahabi sa layunin ng Pag-usapan ang napapanahong Magkaroon ng dugtungan Magkaroon ng dugtungan Magkaroon ng dugtungan tanungan
aralin isyu. tanungan ukol sa nakaraang tanungan ukol sa nakaraang ukol sa nakaraang aralin
aralin aralin
C. Pag-uugnay ng mga Magpanood ng video tungkol sa Magpanood ng video tungkol sa Magpanood ng video tungkol sa Magpanood ng video tungkol sa
halimbawa sa Pananakop ng Espanyol sa Pananakop ng Espanyol sa Pananakop ng Espanyol sa Pananakop ng Espanyol sa Pilipinas
bagong aralin Pilipinas Pilipinas Pilipinas
D. Pagtatalakay ng bagong Pagtalakay sa napanood na Ipabasa at ipaunawa ukol sa Pag-usapan ang mga layunin ng Ipabasa sa mga bata ang mga
konsepto at paglalahad ng video pagsakoip ng Espanya sa Espanyol sa pananakop sa dahilan o layunin ng mga Espanyol
bagong kasanayan #1 Pilipinas Pilipinas. sa Pagsakop sa bansa.
E. Pagtalakay ng bagong Ano ang Kolonyalismo? Pag-usapan ang mga layunin ng Magkaroon ng kuro- kuro ukol Pag- usapan at magkaroon ng kuro-
konsepto at pananakop ng mga Espanyol sa sa aralin kuro tungkol sa aralin
paglalahad ng bagong Pilipinas
kasanayan #2
F. Paglinang sa Kabihasnan Magkaroon ng pangkatang Magkaroon ng pangkatang Magkaroon ng pangkatang Magkaroon ng pangkatang Gawain
(Tungo sa Formative Gawain Gawain Gawain
Assessment)
G. Paglalapat ng aralin sa
pang-araw-
araw na buhay
H. Paglalahat ng Aralin Magkaroon ng pagbubuod sa Hayaan ang mga bata na Magkaroon ng pagbubuod ukol Hayaan ang mga bata na
napag- usapang aralin. magkaroon ng pagbubuod ukol sa aralin magkaroon ng pagbubuod ukol sa
sa aralin aralin
I. Pagtataya ng Aralin Tukuyin ang inilalarawan sa Sagutin ang Tanong: Kumuha ng kapareha. Sagutin sa sariling opinyon o
bawat bilang. Magsaliksik kung paano ginamit pangungusap ang sumusunod na
__________1. Ito ang sistemang Sa iyong palagay, alin sa tatlong ng mga Espanyol ang mga tanong.
pangkabuhayan tungkol sa dahilan o layunin ng pananakop Kristiyanismo sa kanilang
akumulasyon ng ginto at pilak, ng mga Espanyol sa Pilipinas ang pananakop sa Pilipinas at ang
pagtatatag ng kolonya, at matagumpay nilang naging epekto nito sa buhay ng 1. Makatuwiran ba o di-
regulasyon ng kalakalang naisakatuparan? mga Pilipino. Iulat sa klase ang makatuwiran ang ginawang
panlabas upang pakinabangan Bakit? Ipaliwanag sa sariling mga impormasyong nakalakap. pananakop ng mga Espanyol sa
ng bansang mananakop. pangungusap ang sagot. Pilipinas?
__________2. Ito ay tuwirang 2. Nakatulong ba o di- nakatulong
pananakop ng isang bnasa sa ang pangyayaring ito sa kasaysayan
ibang bansa o lugar upang sa buhay ng mga Pilipino?
makakuha ng kagamitan at likas
na yaman o makuha ang iba pa
nitong pangangailangan.
__________3. Ang mga bansa sa

bahaging ito ng mundo ay naging
tanyag noon sa mga taga- Europa
dahil sa saganang mga likas na
yaman.
______4. Nais na Espanya na

palaganapin ang
pananampalatayang ito upang
matiyak ang paglakas ng
kapangyarihan ng Imperyong
Espanya.
________5. Ito ang tawag sa

bansang nasakop ng isang malaki
at malakas na bansa.
J. Karagdagang Gawain para Buuin ang Graphic Organizer.

sa takdang- aralin at Tukuyin at ilarawan ang mga
remediation layunin at dahilan ng Espanya ng
pananakop ng ibang bansa.
V. MGA TALA
VI. PAGNINILAY .
A. Bilang ng mag-aaral na ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the
nakakuha ng 80% sa the next objective. the next objective. the next objective. the next objective. next objective.
pagtataya. ___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 80%
mastery mastery mastery mastery mastery
B. Bilang ng mga-aaral na ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties in
nangangailangan ng iba pang in answering their lesson. in answering their lesson. in answering their lesson. in answering their lesson. answering their lesson.
gawain para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the lesson
lesson because of lack of lesson because of lack of lesson because of lack of lesson because of lack of because of lack of knowledge, skills
knowledge, skills and interest knowledge, skills and interest knowledge, skills and interest knowledge, skills and interest and interest about the lesson.
about the lesson. about the lesson. about the lesson. about the lesson. ___Pupils were interested on the
___Pupils were interested on ___Pupils were interested on ___Pupils were interested on ___Pupils were interested on lesson, despite of some difficulties
the lesson, despite of some the lesson, despite of some the lesson, despite of some the lesson, despite of some encountered in answering the
difficulties encountered in difficulties encountered in difficulties encountered in difficulties encountered in questions asked by the teacher.
answering the questions asked answering the questions asked answering the questions asked answering the questions asked ___Pupils mastered the lesson
by the teacher. by the teacher. by the teacher. by the teacher. despite of limited resources used by
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson the teacher.
despite of limited resources used despite of limited resources used despite of limited resources used despite of limited resources used ___Majority of the pupils finished
by the teacher. by the teacher. by the teacher. by the teacher. their work on time.
___Majority of the pupils ___Majority of the pupils ___Majority of the pupils ___Majority of the pupils ___Some pupils did not finish their
finished their work on time. finished their work on time. finished their work on time. finished their work on time. work on time due to unnecessary
___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish behavior.
their work on time due to their work on time due to their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior. unnecessary behavior. unnecessary behavior.
C. Nakatulong ba ang ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
remediation? Bilang ng mag- above above above above above
aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
magpapatuloy sa remediation additional activities for additional activities for additional activities for additional activities for additional activities for remediation
remediation remediation remediation remediation
E. Alin sa mga istratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the
lubos? Paano ito nakatulong? the lesson the lesson the lesson the lesson lesson
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
naranasan na nasolusyunan sa require remediation require remediation require remediation require remediation require remediation
tulong ng aking punungguro
at superbisor?
G. Anong kagamitan ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nadibuho na nais kong ibahagi
 ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive Development:
sa mga kapwa ko guro? Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self Examples: Self assessments, note
assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and taking and studying techniques, and
studying techniques, and studying techniques, and studying techniques, and studying techniques, and vocabulary assignments.
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.  ___Bridging: Examples: Think-pair-
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-  ___Bridging: Examples: Think- share, quick-writes, and anticipatory
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and charts.
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. 
     ___Schema-Building: Examples:
 ___Schema-Building: Examples:  ___Schema-Building: Examples:  ___Schema-Building: Examples:  ___Schema-Building: Compare and contrast, jigsaw
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Examples:Compare and learning, peer teaching, and projects.
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and contrast, jigsaw learning, peer

projects. projects. projects. teaching, and projects.
 ___Contextualization:
     Examples: Demonstrations, media,
 ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: manipulatives, repetition, and local
 Examples: 
Demonstrations, Examples: 
Demonstrations, Examples: 
Demonstrations, Examples: Demonstrations, opportunities.
media, manipulatives, media, manipulatives, media, manipulatives, media, manipulatives,

repetition, and local repetition, and local repetition, and local repetition, and local
 ___Text Representation:
opportunities. opportunities. opportunities. opportunities.
 Examples: Student created drawings,
    videos, and games.
 ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:
 ___Modeling: Examples: Speaking
 Examples: Student created  Examples: Student created  Examples: Student created  Examples: Student created slowly and clearly, modeling the
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. language you want students to use,
 ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples: and providing samples of student
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, work.
modeling the language you want modeling the language you want modeling the language you want modeling the language you want
students to use, and providing students to use, and providing students to use, and providing students to use, and providing Other Techniques and Strategies
samples of student work. samples of student work. samples of student work. samples of student work. used:
___ Explicit Teaching
Other Techniques and Other Techniques and Other Techniques and Other Techniques and ___ Group collaboration
Strategies used: Strategies used: Strategies used: Strategies used: ___Gamification/Learning throuh
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching play
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Answering preliminary
___Gamification/Learning ___Gamification/Learning ___Gamification/Learning ___Gamification/Learning activities/exercises
throuh play throuh play throuh play throuh play ___ Carousel
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Diads
activities/exercises activities/exercises activities/exercises activities/exercises ___ Differentiated Instruction
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Role Playing/Drama
___ Diads ___ Diads ___ Diads ___ Diads ___ Discovery Method
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Lecture Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama Why?
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Complete IMs
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Availability of Materials
Why? Why? Why? Why? ___ Pupils’ eagerness to learn
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Group member’s
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials collaboration/cooperation
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn in doing their tasks
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Audio Visual Presentation
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation of the lesson
in doing their tasks in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson
Teacher: Learning Area: EPP – H.E.
DAILY LESSON LOG

I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang pang-unawa sa kaalaman at kaayusan sa mga gawaing pantahanan at tungkulin sa pangangalaga sa sarili
B.Pamantayan sa Pagganap Naisasagawa ang kasanayan sa pangangalaga sa sarili at sa gawaing pantahanan na nakatutulong sa pagsasaayos ng tahanan
C.Mga Kasanayan sa Pagkatuto 1. Natatalakay ang mga 1. Natatalakay ang mga tungkulin 1. Natutukoy ang mga 1. Natutukoy ang mga Lingguhang pagsusulit
tungkulin sa sarili sa panahon ng sa sarili sa panahon ng pagbabagong pisikal sa sarili pagbabagong pisikal sa sarili
pagdadalaga o pagbibinata. pagdadalaga o pagbibinata. tulad ng pagkakaroon tulad ng pagkakaroon
2. Nagagampanan ang mga 2. Nagagampanan ang mga ng tagihawat, pagtubo ng buhok ng tagihawat, pagtubo ng
tungkulin sa sarili sa panahon ng tungkulin sa sarili sa panahon ng sa iba’t ibang bahagi ng katawan buhok sa iba’t ibang bahagi ng
pagdadalaga o pagbibinata. pagdadalaga o pagbibinata. at katawan at
3. Napahahalagahan ang 3. Napahahalagahan ang wastong labis na pagpapawis. labis na pagpapawis.
wastong pangangalaga ng pangangalaga ng katawan sa 2. Natatalakay ang mga paraang 2. Natatalakay ang mga
katawan sa panahon ng panahon ng pagdadalaga o dapat isagawa sa panahon ng paraang dapat isagawa sa
pagdadalaga o pagbibinata pagbibinata pagbabagong pisikal (paliligo at panahon ng
paglilinis ng katawan) pagbabagong pisikal (paliligo
3. Napahahalagahan ang at paglilinis ng katawan)
pagbabagong pisikal na 3. Napahahalagahan ang
nagaganap sa sariling pagbabagong pisikal na
katawan nagaganap sa sariling
katawan
II.NILALAMAN Tungkulin sa sarili sa panahon Pagbabagong Pisikal na Pagbabagong Pisikal na Pagbabagong Pisikal na
ng pagdadalaga o Nagaganap sa Isang Nagaganap sa Isang Nagaganap sa Isang
pagbibinata Nagdadalaga/ Nagdadalaga/ Nagdadalaga/
Nagbibinata Nagbibinata Nagbibinata
A.Sanggunian
1.Mga pahina sa Gabay ng Guro K-12 Curriculum Guide 2013 K-12 Curriculum Guide 2013 K-12 Curriculum Guide 2013 K-12 Curriculum Guide 2013
EPP5HE 1.1 p.20 of 41 EPP5HE 1.1 p.20 of 41 EPP5HE 1.2.1 p 21 of 41, EPP5HE 1.2.1 p 21 of 41,
1.2.2 p. 21 of 41 1.2.2 p. 21 of 41
2.Mga pahina sa kagamitang pang-mag- p.101 p.101 p. 104 p.104
aaral
3.Mga pahina sa teksbuk Kaalaman at kasanayan tungo Kaalaman at kasanayan tungo Kaalaman at kasanayan tungo Kaalaman at kasanayan tungo
saKaunlaran ph.101 saKaunlaran ph.101 saKaunlaran ph.104 saKaunlaran ph.104
Makabuluhang Gawaing Makabuluhang Gawaing Makabuluhang Gawaing
Pantahanan at Pangkabuhayan 5 Pantahanan at Pangkabuhayan 5 Pantahanan at
p.1 p.1 Pangkabuhayan 5 p 2-3
4.Karagdagang kagamitan mula sa portal LM MISOSA V LM MISOSA V LM MISOSA V LM MISOSA V
ng Learning Resource
B.Iba pang kagamitang panturo Kagamitan:Tunay na Kagamitan:Tunay na Tsart,scrapbook
bagay/kagamitan ng mga babae bagay/kagamitan ng mga babae
at lalaki sa at lalaki sa
pag-aayos ng sarili. pag-aayos ng sarili.
Larawan ng babae at lalaki na Larawan ng babae at lalaki na
naglilinis ng katawan at nag- naglilinis ng katawan at nag-
aayos aayos
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o Pagsasanay Paghahawan ng Pagsasanay Paghahawan ng Ang mga bata ay maaaring Ang mga bata ay maaaring
pagsisimula ng bagong aralin sagabal (Pagsagot ng word sagabal (Pagsagot ng word finder pasayawin sa saliw ng masayang pasayawin sa saliw ng
finder puzzle) puzzle) tugtugin masayang tugtugin
Hanapin ang mga salitang nasa Hanapin ang mga salitang nasa Balik-Aral
ibaba. Maaaring ito ay nakasulat ibaba. Maaaring ito ay nakasulat Magbigay ng ilang alituntunin na
ng pahalang o patayo. ng pahalang o patayo. dapat sundin sa pangangalaga
Regla Tuli Regla Tuli ng katawan sa panahon ng
Pituitary Gland Adams apple Pituitary Gland Adams apple pagdadalaga at pagbibinata.
Puberty Stage Puberty Stage c. Panimulang Pagtatasa
Panimulang Pagtatasa Panimulang Pagtatasa Lagyan ng (/) kung ang mga
(Constructivist Approach) (Constructivist Approach) sumusunod ay para sa isang
Sagutin ang mga sumusunod na Sagutin ang mga sumusunod na nagdadalaga; (X) kung sa
tanong. tanong. nagbibinata; at (O) kung kapwa
a. Ano ano ang mga gawaing a. Ano ano ang mga gawaing nagaganap sa babae at lalaki.
dapat isagawa upang dapat isagawa upang _______1.Lumalaki ang boses
mapanatiling malinis, maayos at mapanatiling malinis, maayos at _______2.Nagkakaroon ng regla
malusog ang katawan? malusog ang katawan? _______3.Nagkakaroon ng
b. Paano ninyo isinasagawa ang b. Paano ninyo isinasagawa ang bigote
mga gawain sa paglilinis at mga gawain sa paglilinis at _______4.Nagkakahugis ang
pagsasaayos ng inyong pagsasaayos ng inyong katawan
sarili/katawan? atbp. sarili/katawan? atbp. _______5.Nagiging palaayos sa
sarili
B.Paghahabi sa layunin ng aralin Pagpapakita ng larawan ng Pagpapakita ng larawan ng Magbigay ng ilang alituntunin na Pagpapakita ng isang
lalake/babae ng naglilinis ng lalake/babae ng naglilinis ng dapat sundin sa pangangalaga scrapbook ng isang bata na
katawan at nag-aayos ng sarili. katawan at nag-aayos ng sarili. ng katawan sa panahon ng nagpapakita ng larawan mula
Itanong: Itanong: pagdadalaga at pagbibinata. noong siya’y sanggol pa
a. Ano ang nakikita ninyo sa a. Ano ang nakikita ninyo sa Lagyan ng (/) kung ang mga hanggang sa lumaki na.
larawan? Ano ang kanilang larawan? Ano ang kanilang sumusunod ay para sa isang Paghambingin ang kaibahan
ginagawa? ginagawa? nagdadalaga; (X) kung sa ng isang sanggol sa bata;
b. Ano ang mga gawain ng b. Ano ang mga gawain ng nagbibinata; at (O) kung kapwa nagdadalaga/nagbibinata.
babae? mga lalaki? babae? mga lalaki? nagaganap sa babae at lalaki.
_______1.Lumalaki ang boses
_______2.Nagkakaroon ng regla
_______3.Nagkakaroon ng
bigote
_______4.Nagkakahugis ang
katawan
_______5.Nagiging palaayos sa
sarili
C.Pag-uugnay ng mga halimbawa sa 1. Gawain (Pangkatan) 1. Gawain (Pangkatan) Pagpapakita ng isang scrapbook Gawain (Constructivism
bagong ralin Pangkatin ang mga bata sa lima. Pangkatin ang mga bata sa lima. ng isang bata na nagpapakita ng Approach)
Bawat pangkat ay bibigyan ng Bawat pangkat ay bibigyan ng larawan mula noong siya’y Pangkatin ang klase sa apat.
gawaing nakatala sa ibaba. gawaing nakatala sa ibaba. sanggol pa hanggang sa lumaki Ang unang dalawang pangkat
Gawain 1 Live interview Gawain 1 Live interview na. Paghambingin ang kaibahan ay binubuo ng mga lalaki at
(Collaborative Approach) (Collaborative Approach) ng isang sanggol sa bata; ang natitirang dalawang
Makipanayam sa isang clinic Makipanayam sa isang clinic nagdadalaga/nagbibinata pangkat ay mga babae. Ang
teacher ukol sa mga nararapat teacher ukol sa mga nararapat mga pangkat ng mag-aaral ay
gawin ng isang batang lalaki at gawin ng isang batang lalaki at bibigyan ng takdang gawain.
babae sa panahon ng babae sa panahon ng pagbibinata Pangkat A (mga lalaki)
pagbibinata o pagdadalaga. o pagdadalaga. Bahagi ang Sa pamamagitan ng isang
Bahagi ang nilalaman ng nilalaman ng panaym sa klase. collage ay ipakikita at
panaym sa klase. Mga gabay na tanong sa talakayin ang mga
Mga gabay na tanong sa panayam. pagbabagong pisikal na
panayam. 1. Ano- ano ang mga kasanayan nagaganap sa mga
1. Ano- ano ang mga kasanayan dapat matutunan sa pag- nagbibinata.
dapat matutunan sa pagsasaayos ng sarili? Pangkat C (mga babae)
sasaayos ng sarili? 2. Bakit mahalagang matutunang Sa pamamagitan ng isang
2. Bakit mahalagang ang tamang pagsasaayos ng collage ay tutukuyin, ipakikita
matutunang ang tamang pag- sarili? at tatalakayin ang mga
sasaayos ng sarili? Gawain 2 Tayo ay Gumuhit pagbabagong pisikal na
Gawain 2 Tayo ay Gumuhit Iguhit sa manila paper ang inyong nagaganap sa mga
Iguhit sa manila paper ang sarili na nagpapakita ng wastong nagdadalaga.
inyong sarili na nagpapakita ng pag-aayos ng katawan sa Pangkat B at D
wastong pag-aayos ng katawan panahon ng pagdadalaga o Ang mga mag-aaral sa
sa panahon ng pagdadalaga o pagbibinata. pangkat na ito ay
pagbibinata. Gawain 3 Awitin Mo magsasagawa ng gallery walk
Gawain 3 Awitin Mo Bumuo ng isang maikling jingle o sa mga collage na ginawa ng
Bumuo ng isang maikling jingle o awit tungkol sa wastong pag- Pangkat A at C. Ang mga puna
awit tungkol sa wastong pag- aayos ng sarili sa panahon ng at konseptong nakuha sa mga
aayos ng sarili sa panahon ng pagdadalaga o pagbibinata. collage ay isusulat nila sa
pagdadalaga o pagbibinata. Awitin ito sa klase. meta cards at ididikit sa pisara
Awitin ito sa klase. Gawain 4 Kathain Mo….Itutula para sa talakayan.
Gawain 4 Kathain Mo….Itutula Ko!!!
Ko!!! Kumatha ng isang maikling tula
Kumatha ng isang maikling tula tungkol sa wastong pag-aayos ng
tungkol sa wastong pag-aayos sarili. Tulain ito sa klase
ng sarili. Tulain ito sa klase
D.Pagtalakay ng bagong konspto at Pag-uulat ng ginawa ng bawat Pag-uulat ng ginawa ng bawat 1. Gawain (Constructivism Pag-uulat ng bawat pangkat
paglalahad ng bagong kasanayan #1 pangkat pangkat Approach) sa ginawa nilang output
Pangkatin ang klase sa apat. Ang
unang dalawang pangkat ay
binubuo ng mga lalaki at ang
natitirang dalawang pangkat ay
mga babae. Ang mga pangkat ng
mag-aaral ay bibigyan ng
takdang gawain.
Pangkat A (mga lalaki)
Sa pamamagitan ng isang
collage ay ipakikita at talakayin
ang mga pagbabagong pisikal na
nagaganap sa mga nagbibinata.
Pangkat C (mga babae)
Sa pamamagitan ng isang
collage ay tutukuyin, ipakikita at
tatalakayin ang mga
pagbabagong pisikal na
nagaganap sa mga nagdadalaga.
Pangkat B at D
Ang mga mag-aaral sa pangkat
na ito ay magsasagawa ng
gallery walk sa mga collage na
ginawa ng Pangkat A at C. Ang
mga puna at konseptong nakuha
sa mga collage ay isusulat nila sa
meta cards at ididikit sa pisara
para sa talakayan
E.Pagtalakay ng bagong konsepto at a. Ano ang naramdaman nyo a. Ano ang naramdaman nyo Pag-uulat ng bawat pangkat sa Ano-ano ang mga
paglalahad ng bagong kasanayan #2 habang isinasagawa ang inyong habang isinasagawa ang inyong ginawa nilang output. pagbabagong pisikal na
pangkatang gawain? pangkatang gawain? 2.1. Pagtalakay sa natapos na nagaganap sa isang
b. Batay sa mga ibinahagi ng b. Batay sa mga ibinahagi ng Gawain. nagdadalaga? Nagbibinata?
inyong mga kamag- aaral sa inyong mga kamag- aaral sa a. Ano-ano ang mga Alin ang kapwa nagaganap?
natapos na gawain, Ano- ano natapos na gawain, Ano- ano ang pagbabagong pisikal na (Habang tinatalakay ang mga
ang mga tungkulin ninyo sa sarili mga tungkulin ninyo sa sarili sa nagaganap sa isang pagbabagong pisikal isusulat n
sa panahon ng pagdadalaga o panahon ng pagdadalaga o nagdadalaga? Nagbibinata? Alin lider ang mga sagot sa loob ng
pagbibinata? pagbibinata? ang kapwa nagaganap? Venn Diagram
c. Paano ninyo isasagawa ang c. Paano ninyo isasagawa ang (Habang tinatalakay ang mga g. Ano-ano ang mga naitala
mga pamamaraang mga pamamaraang pangkalinisan pagbabagong pisikal isusulat n ninyong puna at konsepto
pangkalinisan at pangkalusugan at pangkalusugan sa panahon ng lider ang mga sagot sa loob ng buhat sa mga collage?
sa panahon ng pagdadalaga o pagdadalaga o pagbibinata? Venn Diagram h. Sino ang mas halata ang
pagbibinata? d. Bakit mahalaga na pagtangkad, babae o lalaki?
d. Bakit mahalaga na magampanan natin ang mga i. Bakit sila nagkakaroon ng
magampanan natin ang mga tungkulin sa sarili sa panahon ng tagihawat?
pagdadalaga o pagbibinata?
tungkulin sa sarili sa panahon ng e. Sa inyong palagay, ano ang j. Bakit sobra ang kanilang
pagdadalaga o pagbibinata? kahalagahan ng wastong pagpapawis?
e. Sa inyong palagay, ano ang pangangalaga sa katawan sa
kahalagahan ng wastong panahon ng pagdadalaga at
pangangalaga sa katawan sa pagbibinata?
panahon ng pagdadalaga at
pagbibinata?
F.Paglinang na Kabihasaan Ano-anoang mga pagbabagong Ano-anoang mga pagbabagong Itanong sa mga bata ang Pabuuin angklase ng awit na
nagaganap sa isang nagbibinata nagaganap sa isang nagbibinata pagbabagobg nagaganap sa may kinalaman sa
at nagdadalaga? at nagdadalaga? nagbibinata at nagdadalaga pagbabagong nagaganap sa
nagbibinata at nagdadalaga
G.Paglalapat ng aralin sa pangaraw-araw Pagsasadula ng mga bata ng Pagsasadula ng mga bata ng mga Sina Linda at Ador ay sumulat sa Sina Linda at Ador ay sumulat
na buhay mga wastong wastong kanilang ina upang humingi ng sa kanilang ina upang humingi
pamamaraan/pangangalaga sa pamamaraan/pangangalaga sa payo sa kanilang nararamdang ng payo sa kanilang
sarili batay sa paksang sarili batay sa paksang pagbabago sa sarili.Kung ikaw si nararamdang pagbabago sa
natutunan. Matapos malaman natutunan. Matapos malaman Linda at Ador, gagawin mo rin sarili.Kung ikaw si Linda at
ang aralin hinggil sa wastong ang aralin hinggil sa wastong ba ang ginawa nila? Bakit? Ador, gagawin mo rin ba ang
pangangala sa sarili, paano nyo pangangala sa sarili, paano nyo ginawa nila? Bakit?
mapapanatiling malinis, maayos mapapanatiling malinis, maayos
at malusog ang inyong at malusog ang inyong
pangangatawan? pangangatawan?
H.Paglalahat ng aralin a. Ano ano ang inyong mga a. Ano ano ang inyong mga a. Ano-ano ang palatandaan na B. Ano-ano ang palatandaan
tungkulin sa sarili sa panahon ng tungkulin sa sarili sa panahon ng malapit nang dumating ang na malapit nang dumating ang
pagdadalaga o pagbibinata? pagdadalaga o pagbibinata? regla ng isang babae. regla ng isang babae.
b. Bakit mahalaga ang wastong b. Bakit mahalaga ang wastong b. Ano ang palatandaan ng C. Ano ang palatandaan ng
panganaglaga sa katawan sa panganaglaga sa katawan sa pagbibinata? pagbibinata?
panahon ng pagdadalaga o panahon ng pagdadalaga o c. Bakit nagaganap ang D. Bakit nagaganap ang
pagbibinata? pagbibinata? pagbabago sa katawan ng isang pagbabago sa katawan ng
c. Paano ninyo ipakikita o c. Paano ninyo ipakikita o nagdadalaga at nagbibinata? isang nagdadalaga at
isasagawa ang mga isasagawa ang mga d. Ano-ano ang mga nagbibinata?
pamamaraang pangkalinisan at pamamaraang pangkalinisan at pagbabagong pisikal na E. Ano-ano ang mga
pangkalusugan sa panahon ng pangkalusugan sa panahon ng nagaganap sa mga nagdadalaga pagbabagong pisikal na
pagdadalaga o pagbibinata? pagdadalaga o pagbibinata? o nagbibinata? nagaganap sa mga
nagdadalaga o nagbibinata
I.Pagtataya ng aralin Panuto: Piliin ang titik ng Panuto: Piliin ang titik ng tamang Panuto: Tukuyin ang Sa isang talata isulat angmga
tamang sagot at isulat ito sa sagot at isulat ito sa sagutang pagbabagong pisikal sa panahon pagbabagong nagaganap sa
sagutang papel. papel. ng pagdadalaga at pagbibinata. nagdadalaga at nagbibinata
1. Bakit dapat hugasan ng sabon 1. Bakit dapat hugasan ng sabon Piliin ang titik ng tamang sagot.
at tubig ang ari tuwing at tubig ang ari tuwing _________A. Pagtubo ng bigote
magpapalit ng pasador ang magpapalit ng pasador ang at balbas.
babaing may regla? babaing may regla? _________B. Nagkakaroon ng
A. Upang hindi tumigil ang daloy A. Upang hindi tumigil ang daloy buwanang daloy.
ng dugo ng dugo
B. Upang maiwasan ang di B. Upang maiwasan ang di kanais- _________C. Nakakahugis ang
kanais-nais na amoy. nais na amoy. katawan
C. Upang hindi maging palaktaw C. Upang hindi maging palaktaw _________D. Lumalaki ang
laktaw ang dating nito. laktaw ang dating nito. boses.
D. Upang maging malinis at D. Upang maging malinis at _________E. Nagiging palaayos
maayos ang daloy ng dugo maayos ang daloy ng dugo sa sarili.
2. Bakit kailangang kumain ng 2. Bakit kailangang kumain ng _________F. Pagiging
sapat na dami ng sapat na dami ng masustansiyang Maramdamin
masustansiyang pagkain lalo na pagkain lalo na kung may regla o _________G. Sumpungin at
kung may regla o bagong tuli? bagong tuli? Mapangarapin
A. Ito ay nagpapapula ng dugo A. Ito ay nagpapapula ng dugo ng _________H. Epekto sa pag-
ng katawan katawan uugali
B. Ito ay nagbibigay ng maayos B. Ito ay nagbibigay ng maayos na
na amoy amoy
C. Ito ay nagpapalakas ng C. Ito ay nagpapalakas ng
resistensya resistensya
24 24
D. Ito ay nagpapalakas ng dugo. D. Ito ay nagpapalakas ng dugo.
3. Ang paliligo araw araw ay 3. Ang paliligo araw araw ay
dapat nating ginagawa kapag dapat nating ginagawa kapag
may buwanang daloy upang may buwanang daloy upang
A. maiwasan ang pagkakasakit . A. maiwasan ang pagkakasakit .
B. lalong lumabas ang dugo. B. lalong lumabas ang dugo.
C. maging masigla at malinis. C. maging masigla at malinis.
D. lalong pumuti. D. lalong pumuti.
4. Ang mga sumusunod ay mga 4. Ang mga sumusunod ay mga
paraan upang maiiwasan ang paraan upang maiiwasan ang
pagkaimpeksiyon ng bagong tuli pagkaimpeksiyon ng bagong tuli
maliban sa isa. Alin ito? maliban sa isa. Alin ito?
A. Hugasan ng pinakuluang A. Hugasan ng pinakuluang
dahon ng bayabas dahon ng bayabas
B. Kumain ng masustansiyang B. Kumain ng masustansiyang
pagkain pagkain
C. Magsuot ng masikip na C. Magsuot ng masikip na salwal.
salwal. D. Maligo araw-araw
D. Maligo araw-araw 5. Ang pagtutuli ay isang
5. Ang pagtutuli ay isang simpleng operasyon kung saan
simpleng operasyon kung saan inaalis ang sobrang balat na
inaalis ang sobrang balat na bumabalot sa glans o ulo ng
bumabalot sa glans o ulo ng tunod. Ito ay ginagawa upang
tunod. Ito ay ginagawa upang A. hindi imaging kulubot ang
A. hindi imaging kulubot ang balat ng tunod.
balat ng tunod. B. manatiling malinis ang ulo ng
tunod.
B. manatiling malinis ang ulo ng C. maging mabilis ang pagtangkad
tunod. D. maging binata ang isang lalaki.
C. maging mabilis ang
pagtangkad
D. maging binata ang isang
lalaki.
J.Karagdagang Gawain para sa takdang Makipanayam sa mga magulang Makipanayam sa mga magulang , 1. Gumawa ng isang scrapbook
aralin at remediation , kapatid o kamag- anak ukol sa kapatid o kamag- anak ukol sa iba ng iyong sarili mula sa pagiging
iba pang paraan ng pang paraan ng pangangalaga ng sanggol hanggang sa iyong
pangangalaga ng sarili kapag sarili kapag may regla at bagong paglaki.
may regla at bagong tuli. Iulat tuli. Iulat ito sa klase 2. Lagyan ng makabuluhang
ito sa klase salita ang bawat pagbabagong
nagaganap sa iyo.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move
80% sa pagtatayao. the next objective. the next objective. the next objective. the next objective. on to the next objective.
B.Bilang ng mag-aaralna nangangailangan ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
ng iba pang Gawain para sa remediation in answering their lesson. in 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. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. in answering their lesson.
lesson because of lack of because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
knowledge, skills and interest skills and interest about the knowledge, skills and interest lesson because of lack of lesson because of lack of
about the lesson. lesson. about the lesson. knowledge, skills and interest knowledge, skills and
___Pupils were interested on ___Pupils were interested on the ___Pupils were interested on about the lesson. interest about the lesson.
the lesson, despite of some lesson, despite of some the lesson, despite of some ___Pupils were interested on ___Pupils were interested
difficulties encountered in difficulties encountered in difficulties encountered in the lesson, despite of some on the lesson, despite of
answering the questions asked answering the questions asked by answering the questions asked difficulties encountered in some difficulties
by the teacher. the teacher. by the teacher. answering the questions asked encountered in answering
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson by the teacher. the questions asked by the
despite of limited resources used despite of limited resources used despite of limited resources used ___Pupils mastered the lesson teacher.
by the teacher. by the teacher. by the teacher. despite of limited resources ___Pupils mastered the
___Majority of the pupils ___Majority of the pupils finished ___Majority of the pupils used by the teacher. lesson despite of limited
finished their work on time. their work on time. finished their work on time. ___Majority of the pupils resources used by the
___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish finished their work on time. teacher.
their work on time due to their work on time due to their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. unnecessary behavior. unnecessary behavior. their work on time due to finished their work on time.
unnecessary behavior. ___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
mag-aaral na nakaunawa sa aralin. above above above 80% above earned 80% above
D.Bilang ng mag-aaral na magpapatuloy ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
sa remediation additional activities for additional activities for additional activities for additional activities for require additional activities
remediation remediation remediation remediation for remediation
E.Alin sa mga estratehiyang pagtuturo ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
nakatulong? the lesson the lesson the lesson up the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
na solusyunansa tulong ng aking require remediation require remediation require remediation to require remediation continue to require
punungguro at superbisor? remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive  ___Metacognitive Development:  ___Metacognitive  ___Metacognitive well:
ko guro? Development: Examples: Self Examples: Self assessments, note Development: Examples: Self Development: Examples: Self  ___Metacognitive
assessments, note taking and taking and studying techniques, assessments, note taking and assessments, note taking and Development: Examples:
studying techniques, and and vocabulary assignments. studying techniques, and studying techniques, and Self assessments, note
vocabulary assignments.  ___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments. taking and studying
 ___Bridging: Examples: Think- pair-share, quick-writes, and  ___Bridging: Examples: Think-  ___Bridging: Examples: Think- techniques, and vocabulary
pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and assignments.
anticipatory charts.  anticipatory charts. anticipatory charts.  ___Bridging: Examples:
   Think-pair-share, quick-
 ___Schema-Building: Examples:
writes, and anticipatory
 ___Schema-Building: Examples: 
Compare and contrast, jigsaw 
___Schema-Building: Examples: ___Schema-Building:
Compare and contrast, jigsaw learning, peer teaching, and Compare and contrast, jigsaw Examples: Compare and charts.
learning, peer teaching, and projects. learning, peer teaching, and 
contrast, jigsaw learning, peer ___Schema-Building:
projects. projects. teaching, and projects. Examples: Compare and

  ___Contextualization:  
peer teaching, and
 ___Contextualization:  Examples: 
Demonstrations, ___Contextualization:  ___Contextualization:
projects.
 Examples: Demonstrations, 
media, manipulatives, repetition, Examples: 
Demonstrations, Examples: Demonstrations,
 ___Contextualization:
media, manipulatives, and local opportunities. media, manipulatives, media, manipulatives,
repetition, and local repetition, and local repetition, and 
local Examples:
 Demonstrations, media,
opportunities. opportunities. opportunities.
 ___Text Representation: manipulatives, repetition,
  Examples: Student 
created  and local opportunities.
 ___Text Representation: drawings, videos, and games.  ___Text Representation:  ___Text Representation:
 Examples: Student created  ___Modeling: Examples:  Examples: Student created  Examples: Student created
drawings, videos, and games. Speaking slowly and clearly, drawings, videos, and games. drawings, videos, and games.
 ___Modeling: Examples: modeling the language you want
 ___Modeling: Examples:  ___Modeling: Examples:  Examples: Student created
Speaking slowly and clearly, students to use, and providing Speaking slowly and clearly, Speaking slowly and clearly, drawings, videos, and
modeling the language you want samples of student work. modeling the language you want modeling the language you games.
students to use, and providing students to use, and providing want students to use, and  ___Modeling: Examples:
samples of student work. Other Techniques and Strategies samples of student work. providing samples of student Speaking slowly and
used: work. clearly, modeling the
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies language you want
used: ___ Group collaboration used: Other Techniques and students to use, and
___ Explicit Teaching ___Gamification/Learning throuh ___ Explicit Teaching Strategies used: providing samples of
___ Group collaboration play ___ Group collaboration ___ Explicit Teaching student work.
___Gamification/Learning ___ Answering preliminary ___Gamification/Learning ___ Group collaboration Other Techniques and
throuh play activities/exercises throuh play ___Gamification/Learning Strategies used:
___ Answering preliminary ___ Carousel ___ Answering preliminary throuh play ___ Explicit Teaching
activities/exercises ___ Diads activities/exercises ___ Answering preliminary ___ Group collaboration
___ Carousel ___ Differentiated Instruction ___ Carousel activities/exercises ___Gamification/Learning
___ Diads ___ Role Playing/Drama ___ Diads ___ Carousel throuh play
___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Diads ___ Answering preliminary
___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama ___ Differentiated Instruction activities/exercises
___ Discovery Method Why? ___ Discovery Method ___ Role Playing/Drama ___ Carousel
___ Lecture Method ___ Complete IMs ___ Lecture Method ___ Discovery Method ___ Diads
Why? ___ Availability of Materials Why? ___ Lecture Method ___ Differentiated
___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs Why? Instruction
___ Availability of Materials ___ Group member’s ___ Availability of Materials ___ Complete IMs ___ Role Playing/Drama
___ Pupils’ eagerness to learn collaboration/cooperation ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Discovery Method
___ Group member’s in doing their tasks ___ Group member’s ___ Pupils’ eagerness to learn ___ Lecture Method
collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation ___ Group member’s Why?
in doing their tasks of the lesson in doing their tasks collaboration/cooperation ___ Complete IMs
___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks ___ Availability of
of the lesson of the lesson ___ Audio Visual Presentation Materials
of the lesson ___ Pupils’ eagerness to
learn
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Recognizes the musical symbols Demonstrates understanding of Demonstrates understanding of Demonstrates
and demonstrates lines, colors, space, and the different changes, health understanding of
understanding of concepts harmony through painting and concerns and management participation in and
pertaining to melody explains/illustrates landscapes strategies during puberty assessment of physical
of important historical places in activity and physical
the community (natural or man- fitness
made)using one-point
perspective in landscape
drawing, complementary colors,
and the right proportions of
parts
B. Performance Standards Accurate performance of songs Sketches natural or man-made Demonstrates health practices Participates and assesses
following the musical symbols places in the community with for self-care during puberty performance in physical
pertaining to melody indicated the use of complementary based on accurate and scientific activities.
in the piece colors. information
draws/paints significant or
important historical places
C. Learning Competencies/ 1. recognizes the meaning and 1. identifies the importance of Describes the physical, Describes the Philippines
Objectives Write the LC code uses of natural and historical places in emotional and social changes physical activity pyramid
for each F-Clef on the staff the community that have been during puberty
designated as World Heritage PE5PF-IIa-16
Site (e.g., rice terraces in H5GD-Ia-b-1
MU5ME-IIa-1 Banawe, Batad; Paoay Church;
Miag-ao Church; landscape of
Batanes, Callao Caves in
Cagayan; old houses inVigan,
Ilocos Norte; and the torogan in
Marawi)
A5EL-IIa
II. CONTENT MELODY I. Elements: Changes during Puberty Assessment of
1. LINE physical
1.1 straight and curved activities and
2. COLOR physical fitness
2.1 complementary Invasion games
3. SPACE (agawan base, lawin at sisiw,
3.1 one-point perspective In laglag panyo
landscape drawing
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K TO 12 TG pp. K TO 12 TG pp K TO 12 TG pp K TO 12 TG pp
2. Learner’s Material pages K TO 12 LM pp. K TO 12 LM pp. K TO 12 LM pp. K TO 12 LM pp.
3. Textbook pages
4. Additional Materials for Mp3 player, speakers Posters of tourist spot in the Posters of a child and teenagers Mp3 player, speakers
Learning Resource Portal Philippines
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Show a rhythmic pattern on the What are the old buildings What is emotional health? Ask pupil to give examples of larong
or presenting the new lesson board. Let the pupil clap their found in the Philippines? mental health? social health? Pinoy
hands for each note.
B. Establishing a purpose for Play a song on the MP3 player. Introduce about straight and Tell the objective of the new Play the song “Sabay-sabay tayo by
the lesson Allow pupils to listen to it curve line lesson Marian Rivera and ask pupil to do 2
thoroughly minutes fitness exercise/ warm up
C. Presenting examples/ Show the symbol of a F-clef Show pictures of different Show a picture of a child and a Demonstrate some movement
instances of the new lesson tourist attraction in the country teenager. performed in work or at play
like Banaue Rice terraces
D. Discussing new concepts Discuss the meaning and uses of Demonstrate how to sketch Ask pupil to say what they Discuss the Philippines physical
and practicing new skills #1 F-clef observe from the pictures activity pyramid
E. Discussing new concepts In a cartolina, show a staff with Apply the straight and curve Explain about Puberty Demonstrate the movement
and practicing new skills #2 a missing F-clef. Allow pupils to lines in sketching
draw the F-clef
F. Developing mastery Group the class into four. Tell Ask what is the importance of Ask pupil to get a partner. List Ask pupil to imitate the movement
(Leads to Formative pupils to write down the use of historical places in the counry? down the changes of the body shown
Assessment 3) F-clef in a metacard. during puberty
G. Finding practical Let the pupil identify the F-clef Skills demonstration; Let pupils Group the pupil. Let them Group the pupil to play agawan
application of concepts and in the staff sketch the rice terraces Roleplay on taking care of their base. Explain the mechanics of the
skills in daily living body during puberty game
H. Making generalizations and What is a F-clef? What are the lines used in our What are the changes in your What is a Physical activity pyramid?
abstractions about the lesson sketch? body during puberty?
I. Evaluating learning Complete the sentence. Today I Let pupil draw using straight and Give 5 items seatwork Ask pupil to sight 5 examples given
learnt about ________. curve line in the physical activity pyramid
J. Additional activities for Draw a F-clef in a given staff Pupils will draw the old houses Essay: Describe the changes Group the pupils. Let them create
application or remediation in Vigan during puberty their own exercise movement
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
lessons
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
encountered 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?
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of decimals
B.Performance Standards The learner is able to recognize and represents decimals in various forms and texts
C.Learning Competencies/Objectives Gives the places value and value Gives the value of a digit of a given Reads and writes decimal numbers Rounds decimal numbers to Compares decimal
of a digit of a given decimal decimal number though ten through ten thousandths the nearest hundredths numbers
numbers thousandths Code: M5NS-II a-102.2 Code: M5NS-IIa-103.2 Code: M5NS-IIb-104.2
through ten thousandths Code: M5NS –IIa-101.2
Code: M5NS – IIa.101.2
II.CONTENT Giving the place value and value Giving the value of a digit of a Reading and Writing Decimal Rounding decimal numbers to Comparing Decimal
of a digit of a given decimal given decimal number through ten Numbers Through Ten the nearest hundredths Numbers
numbers thousandths Thousandths
through ten thousandths
A.References
1.Teacher’s Guide pages Curriculum Guide page 57 of Curriculum Guide page 57 of 109 Curriculum Guide page 57 of 109 Curriculum Guide page 57 of Curriculum Guide page 57
109 Lesson Guide in Elementary Page 241 of Lesson Guide in Elem 109 of 109
Lesson Guide in Elementary Mathematics 5, pp. 237-241 Math 5 Mathematics for a Better Life Lesson Guide in Elem.
Mathematics 5 pp. 237-241 pp. 130-133 Math Grade 6 p. 46
Lesson Guide in Elementary
Mathematics pp. 248-251
2.Learners’s Materials pages BEAM LG Gr. 6 Module 2
3.Textbook pages Mathematics for Better Life, pp Growing Up With Math 5 pp. 148- Mathematics for Better Life 5, Mathematics for a Better Life
136-137 149 page 138-139 pp. 138-139
4.Additional materials from learning DepEd Learning Portal, Math 5 – DepEd Learning Portal, Math 5 – MISOSA Module Gr. 6- Read and MISOSA Module Grade 5- DLP Gr. 6 Module 7
resource (LR) portal Place Value of Decimals (1325) Value of Decimals (1325) Write Decimals Rounding Off Decimals
MISOSA Module Grade 6 – Place
Value of Decimals
B.Other Learning Resource Place Value Chart for Decimals, Place Value Chart, metacards Place value chart, metacards, Flashcards,number line chart, Flashcards, place value
metacards, charts activity sheets powerpoint presentations chart
IV.PROCEDURES
A.Reviewing previous lesson or Drill - expressing fractions as
presenting the new lesson 1. Drill 1. Drill (Expressing fractions with a decimals 1. Oral Drill Drill
Directions: Express the following denominator of 10, 100 and 1000 Directions: Express the following Game: Relay Have a game on reading
fractions in decimals. in a decimal form) fractions as decimals. Materials: flashcards decimals using flashcards
12 3100 Activity: Mix and Match 1). 23/100 5). 32/1 000 Mechanics: Review
510 Mechanics: 2). 4 5/10 1. The class will be divided Have a review on rounding
3). 17 3/100 into two groups off decimal numbers to the
4 65100 1. Teacher will divide the 4). 26 15/10 000 nearest hundredths and
89100 pupils into 4 groups Review 2. Have each group hold cars thousandths.
2. Groups A and B will be given Review reading and writing whole such as a. Have groups of five.
34 2910000 metacards with numbers in numbers by presenting b. Provide a card with a
fraction form while group C and D some statistics. 3. Give directions such as: decimal number to each
2. Review will receive metacards Read the numbers and write them Form the greatest two-digit group
Directions: Give the place value with numbers in decimal form. in words (cartolina strips) decimal number with 2 in the c. Instruct the pupils to
of the underlined digit. 3. As the teacher say MIX , Group Use the following facts about the hundredths place. round each decimal
973 A, B, C and D will go around and Philippines: number on blue
4. The first group to form the
find the equivalent fraction cards Total land area: 299 404 square correct number earns a point. card to the nearest
5 306
with the decimal number that kilometres hundredths and the yellow
2 410 each member of the group are Total Water Area (within territorial 5. Continue asking questions card to the
holding. limits):150 759 282 ha. on place value of decimals nearest thousandths.
16 874 Population (2002 census): 76 971 until one group earns 3 points d. The group with the most
4. As the teacher say MATCH 000 out of 5 rounds. number of correct
1 235 members of group will find their Foreign debt (1999): 28 380 700 2. Review answers, wins
match and partner will go in front 000 dollars (US) Directions: Read and give the Original File Submitted and
together. place value of the underlined Formatted by DepEd Club
5. Group with the most number of digit. Member - visit
perfect match will win the game. 1) 0.43 depedclub.com for more
2) 5.638
0.19 3) 0.754
0.020 4) 11.081
0.14 5) 54.635
0.2
0.180
0.16
0.025
0.005
0.12
Review (Review on Place value of
whole numbers)
Strategy: Place Value Game
Mechanics:
1. Form 2 Groups. One group of
Boys with 5 players and one group
of Girls with 5 members and asked
them to form lines.
2. Teacher will show cards with

written decimals. Pupils will
identify the place value of the
underlined digit on the cards
shown. The first player of each
group will write the answer on the
board as fast as they can.
3. The group with the most

number of point wins.
B.Establishing a purpose for the What is a heat conductor? Give Look closely at this number 4. Is it Ask the following questions: Who among your familes have Have you experienced
lesson examples of heat conductors. a whole number or decimals? Are you all aware of what is cars? Why is it important to hiking?
How about 0.4, how do we read happening in our country? fill the gas Ask some pupils to relate
it? What is the correct way of Are you aware of the economic tank of cars? Can we do their experiences. Lead
reading it? situation in the Philippines? something on how to save them to
What is the implication of the gasolines? the discussion that hiking
peso-dollar exchange rate to our is a good form of exercise
economy? and it
develops a sense of
brotherhood/sisterhood.
C.Presenting Examples/ instances of Copper is a very good conductor Donna, a Grade V pupil walks a. Present the following problem Mr. Catinoy had his car’s tank Two Girl Scout Patrols
the new lesson of heat. It is the element made 0.5208 kilometer a day to reach Every morning Atty. Castillo reads filled with gasoline. The went hiking. Sampaguita
of electric wires. The atomic the school. a newspaper. He takes note gasoline meter registered Patrol hiked 0.75 km while
weight of copper is 63.546 Mechanics: of the peso-dollar exchange. One 10.468 litres. Round off the Gumamela Patrol hiked 0.9
grams (g). 1. Distribute pupils the place value morning, he reads that the number of litres of gasoline to km. Which patrol hiked
chart exchange rate of a US ($) dollar is the nearest hundredths. farther?
P54.5960 How do we read this
2. Let each group complete the number?
place value chart by putting on the b. Present the decimal number on
digit on the correct column based the problem in a place value
on their place value chart
D.Discussing new concepts and Strategy: Direct Instruction Group the class into four teams.
practicing new skills #1 What kind of number is Using the place value chart, a. Have the pupils work in What did the Girl Scout
63.5460? What is the place value of 5, the pupils by group will enter the their group. Have them draw Patrol do?
first digit right after the decimal decimal number given in the a number line
Let us put 63.546 in the Place point? problem. Ask them to post their up to thousandths place to How far did Sampaguita
Value Chart for Decimals output and do the reporting show their answer to the Patrol hike?
What is the place value of 2, the afterwards problem.
next digit to the right of the tenths How about Gumamela
Give them time to do this. Patrol?
place? What is its value? Have them present their
output.
What is the digit in hundredths
place? What is its value? b. Processed the outputs by
asking the following questions
Which digit is in the thousandths What digit did you round off?
place? What is its value? How did you round off the
digit?
What did you do with the
other digit/s?
Which digit is in the ten
thousandths place? What is its
value?
Let the pupils focus on the place

value chart presented. Let them
understand that 5 is under the
tenths column, the place with the
value of 0.1, meaning 5 has the
value of 510 or 0.5. The next digit
is 2 which is under the hundredths
column, the place with the value
of 0.01, meaning 2 has a value of
0.02.
E.Discussing new concepts and What separates 63 and 546? Have the pupils work on Give other examples Give other examples Direct Instruction
practicing new skills #2 At what column can we find 3? determining the place value and Let us compare the
the value of a digit in the following decimals using a place
Then, the place value of 3 is decimal numbers. Group the class value chart
ones. into four (4) groups. Each group One Tent Hun
What is the position of 5 in the works in every station s hs dred
Place Value Chart? simultaneously. Each of them ths
presents their group’s output. 0 . 7 5
So, the place value of 5 is Station 1:
tenths. Directions: Study the numeral 0 . 9
Therefore, the place value is 0.378 and answer the following
the position of a digit in the questions
place value chart.
F.Developing Mastery Thinking Skills How did you find the activity? Complete the table by Let us line up all the digits
Use the Place Value Chart below 1. What digit is immediately right What fact is given in the problem? rounding off the given according to their place
to give the place value of the after the decimal point? What kind of number is 54.9600? numbers to the Complete the values, then start
underlined digit in each decimal Can we express it as fraction? table by rounding off the comparing from the
number. 2. What is its value? How? given numbers to the nearest leftmost digits
Station 2: How do you read 54 9 60010 000? hundreths
23.642 Directions: Using the decimal How were you able to read and Number Round Off
0.126, perform the following: write decimal number? to the
6.049 1. Write the digit placed in the How do you read 54.9600 and Nearest
thousandths place. how it is written in words? Hundredths
25.571
2. What is its value? Other decimal numbers will be 1) 91.937
7.203 provided for the pupils to read and 2) 72.553
Station 3: write. Let them express these 3) 817.093
124.435 decimals also in fractions. 4) 423.729
Directions: Study the decimal
number 0.915. 1). 37. 1430 5) 236.153
1. What is the position of one? 2). 1. 3250
3). 98. 4510
2. What is its value? 4). 0. 3451
5). 76. 2340
Station 4:
Directions: Using the decimal
2.136, perform the following:
1. What digit is in the lowest place
value?
2. What is its value?
G.Finding Parctical application of Directions: Write the place value Directions: Directions: Read then give the Directions: Read and answer Read and solve the
concepts and skills in daily living of the digit 6 in each decimal Group 1-Give the value of each answer: the following problems. problem.
number. digit in the given number During the Palarong Pambansa 1. Joshua and Marcus are Aling Lourdes went to the
1). 89.146 4). 7.063 GROUP II 2015, Alvin Reyes ran the 100 playing a number game. They market. While in a tricycle,
2). 10.612 5). 9.846 Directions: Give the value of the meter try to round 213.432 to the she noticed that she
3). 68.425 underlined digit. dash in 12. 8420 seconds. John nearest hundredths. What is received a change of Php
Santos ran the same event in 12. the answer? 3.50 while one of the
4630 passesngers was gven Php
seconds. Write the 2. Rina was task to round off 2.00. Whose change was
decimal number in words. 85.81267 to the nearest smaller?
____________________ hundredths. Her answer was Aling Lourdes dropped by
85.800. Is she correct? Why? a meat shop and bought
the following: 0.75 kg beef,
0.8 kg chicken, 1.25 kg
lean meat. Which meat did
Aling Esther buy the most?
the least?
H.Making generalization and How do we give the place value How can you give the value of the How do we read and write decimal How do we round off decimal How do we compare
abstraction about the lesson of a digit in a decimal number? decimal digits? numbers? numbers to the nearest decimal numbers?
hundredths?
I.Evaluating learning Directions: Give the place value Directions: Write the value of the Directions: Write the following as Directions: Round off the Directions: Compare the
of the underlined digit. underlined digit. fractions and then as decimals. following decimals to the decimals. Use >, < or =.
1) 89.345 1) 0.48 4) 3.762 1. One hundred twenty-five and nearest hundredths. 1). 0.070 ____ 0.007
one hundredths 1) 5.348 4). 12.183 2). 0.305 ____ 0.350
2) 46.036 2) 0.037 5) 9.504 2. Sixty-four and two thousand 3). 5.177 ____ 5.107
three hundred ten thousandths 2) 0.917 5). 8.529 4). 0.841 ____ 0.8395
3) 19.346 3) 2.6985
3. Four and nine hundredths 3) 3.052 5). 7490.003 ____74.03
4) 32.075 4. Twelve and two ten
thousandths
5) 90.637 5. Seven and fifteen thousandths
J.additional activities for application Directions: Write the digit in Give the value of digits 5, 6, 7, 8, Directions: Write the following Directions: Round off each Directions: Compare the
or remediation each place value identified. and 9 . decimals in words. decimal to the nearest decimals Write >, < or = in
A. 89.846 Decimal Value 1). 2. 0012 - hundredths. the blanks.
Number ____________________________ 1) 0.064 5) 6.437 1). 0.06241 _____ 0.0641
1) _____ hundredths 0.2306 ___________ 2). 0.40 _____ 0.4000
3.271 2). 0. 9160 - 2) 5.256 3). 90.09 _____ 90.029
2) _____ tenths
1.039 ____________________________ 3) 0.843 4). 13.57 _____ 13.571
3) _____ thousandths 0.8134 ___________ 5). 8.040 _____ 8.04
0.4125 3). 56. 145 - 4) 7.934
B. 6.329
____________________________
4) _____ ones ___________
4). 9. 0346 -
5) _____ hundredths ____________________________
___________
5). 4. 0987 -
____________________________
___________
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to ___Lesson carried. Move on to
evaluation next objective. objective. objective. the next objective. the next objective.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson.
answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. and interest about the lesson. skills and interest about the lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson. knowledge, skills and interest
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the about the lesson.
encountered in answering the encountered in answering the encountered in answering the lesson, despite of some ___Pupils were interested on
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in the lesson, despite of some
___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite answering the questions asked by difficulties encountered in
despite of limited resources used by of limited resources used by the of limited resources used by the the teacher. answering the questions
the teacher. teacher. teacher. ___Pupils mastered the lesson asked by the teacher.
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished their despite of limited resources used ___Pupils mastered the lesson
their work on time. work on time. work on time. by the teacher. despite of limited resources
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished used by the teacher.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. ___Majority of the pupils
behavior. behavior. behavior. ___Some pupils did not finish finished their work on time.
their work on time due to ___Some pupils did not finish
unnecessary behavior. their work on time due to
unnecessary behavior.
C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned
who have caught up with the lesson above above 80% above
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation activities for remediation activities for remediation additional activities for additional activities for
remediation remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
lesson lesson lesson the lesson up the lesson
F.What difficulties did I encounter which ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
my principal or supervisor can helpme require remediation require remediation require remediation require remediation to require remediation
solve?
G.What innovation or localized materials Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
did used/discover which I wish to share ___Metacognitive Development:  ___Metacognitive 
Development: ___Metacognitive 
Development: ___Metacognitive Development:  ___Metacognitive
with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think- vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory 
pair-share, quick-writes, and ___Bridging: Examples: Think-
charts. charts. charts. anticipatory charts. pair-share, quick-writes, and
    anticipatory charts.
 ___Schema-Building: 
Examples: ___Schema-Building: 
Examples: ___Schema-Building: 
Examples: 
___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, 
Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and Examples: Compare and
projects.   projects. contrast, jigsaw learning, peer
  teaching, and projects.
 ___Contextualization:  ___Contextualization:
 ___Contextualization:  ___Contextualization: 
 
Examples: Demonstrations, media, Examples: Demonstrations, media,
 Examples: Demonstrations, media, manipulatives, repetition, and local 
manipulatives, repetition, and local Examples: Demonstrations,  ___Contextualization:
manipulatives, repetition, and local opportunities. opportunities. 
media, manipulatives, repetition, Examples: Demonstrations,
opportunities.   and local opportunities. media, manipulatives,
  repetition, and local
 ___Text Representation:  ___Text Representation:
opportunities.
 ___Text Representation:  
Examples: Student created drawings, 
Examples: Student created drawings, ___Text Representation:

 Examples: Student created videos, and games. videos, and games.  Examples: Student created
drawings, videos, and games.  ___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking drawings, videos, and games.  ___Text Representation:
 ___Modeling: Examples: Speaking slowly and clearly, modeling the slowly and clearly, modeling the  ___Modeling: Examples:  Examples: Student created
slowly and clearly, modeling the language you want students to use, language you want students to use, Speaking slowly and clearly, drawings, videos, and games.
language you want students to use, and providing samples of student work. and providing samples of student work. 
modeling the language you want ___Modeling: Examples:
and providing samples of student students to use, and providing Speaking slowly and clearly,
work. Other Techniques and Strategies used: Other Techniques and Strategies used: samples of student work. modeling the language you
___ Explicit Teaching ___ Explicit Teaching want students to use, and
___ Group collaboration ___ Group collaboration
Other Techniques and Strategies ___Gamification/Learning throuh play ___Gamification/Learning throuh play Other Techniques and Strategies providing samples of student
used: ___ Answering preliminary ___ Answering preliminary used: work.
___ Explicit Teaching activities/exercises activities/exercises ___ Explicit Teaching
___ Group collaboration ___ Carousel ___ Carousel ___ Group collaboration Other Techniques and
___Gamification/Learning throuh ___ Diads ___ Diads ___Gamification/Learning throuh Strategies used:
play ___ Differentiated Instruction ___ Differentiated Instruction play ___ Explicit Teaching
___ Answering preliminary ___ Role Playing/Drama ___ Role Playing/Drama ___ Answering preliminary ___ Group collaboration
activities/exercises ___ Discovery Method ___ Discovery Method activities/exercises ___Gamification/Learning
___ Carousel ___ Lecture Method ___ Lecture Method ___ Carousel throuh play
___ Diads Why? Why? ___ Diads ___ Answering preliminary
___ Differentiated Instruction ___ Complete IMs ___ Complete IMs ___ Differentiated Instruction activities/exercises
___ Role Playing/Drama ___ Availability of Materials ___ Availability of Materials ___ Role Playing/Drama ___ Carousel
___ Discovery Method ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Discovery Method ___ Diads
___ Lecture Method ___ Group member’s ___ Group member’s ___ Lecture Method ___ Differentiated Instruction
Why? collaboration/cooperation collaboration/cooperation Why? ___ Role Playing/Drama
___ Complete IMs in doing their tasks in doing their tasks ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn of the lesson of the lesson ___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Group member’s ___ Complete IMs
collaboration/cooperation collaboration/cooperation ___ Availability of Materials
in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s
of the lesson of the lesson collaboration/cooperation
___ Audio Visual Presentation
of the lesson
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG

I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang kakayahan sa Naipamamalas ang kakayahan at Naisasagawa ang mapanuring Naisasagawa ang mapanuring Naipamamalas ang iba‘t
mapanuring pakikinig at pag- tatas sa pagsasalita sa pagbabasa sa iba‘t ibang uri ng pagbasa sa iba‘t ibang uri ng ibang kasanayan upang
unawa sa napakinggan pagpapahayag ng sariling ideya, teksto at napapalawak ang teksto at napapalawak ang maunawaan ang iba‘t
Naipamamalas ang kakayahan at kaisipan, karanasan at damdamin talasalitaan talasalitaan ibang teksto
tatas sa pagsasalita sa
pagpapahayag ng sariling ideya,
kaisipan, karanasan at damdamin
B.Pamantayan sa Pagganap Naisasakilos ang maaaring Nakagagawa ng isang travelogue o Naisasakilos ang katangian ng Naisasakilos ang katangian ng Nakabubuo ng dayagram
mangyari sa napakinggang kuwento na maibabahagi sa iba mga tauhan sa kuwentong mga tauhan kuwentong binasa; upang maipakita ang
kuwento at naibibigay ang binasa;nakapagsasadula ng nakapagsasadula ng maaring nakalap na impormasyon o
tamang pagkakasunod-sunod ng maaring maging wakas ng maging wakas ng kuwentong datos
mga hakbang sa pagsasagawa ng kuwentong binasa at binasa at nakapagsasagawa ng
isang proseso nakapagsasagawa ng charades ng charades ng mga tauhan
Nakagagawa ng isang travelogue mga tauhan
o kuwento na maibabahagi sa iba
C.Mga Kasanayan sa Pagkatuto Nakapagbibigay ng panuto na Nagagamit nang wasto ang Nagagamit ang mga bagong Nailalarawan ang mga tauhan Naitatala ang mga
may 3 – 5 hakbang F5PS-IIa-e-8.7 pandiwa ayon sa panahunan sa salitang natutunan sa usapan at tagpuan ng tesktoF5PB-IIa-4 impormasyon mula sa
1.1 Nakasusunod sa hakbang ng pagsasalaysay tungkol sa F5PT-IIa-b-8 binasang teksto F5EP-IIa-f-
isang gawain F5PN-IIa-1.2 mahahalagang pangyayari F5WG- 3.1 Naipagmamalaki ang sariling 10
IIa-c-5.1 wika sa pamamagitan ng
paggamit nito F5PL-0a-j-1
II.NILALAMAN Pagbibigay ng panuto na may 3-5 Wastong Gamit ng Pandiwa Ayon Paggamit ng mga Bagong Salitang Paglalarawan ng mga Tauhan Pagtatala ng Impormasyon
hakbang sa Panahunan (Pangnagdaan) Natutuhan at Tagpuan Mula sa Binasang Teksto
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro Curriculum Guidepp.70 Curriculum Guidepp.70 Curriculum Guidepp.70 Curriculum Guidepp.70 Curriculum Guidepp.70
2.Mga pahina sa kagamitang pang-
mag-aaral
3.Mga pahina sa teksbuk Alab ph.
4.Karagdagang kagamitan mula sa http://www..info/forum/viewtop
portal ng Learning Resource ic.php?p=1287990
B.Iba pang kagamitang panturo LED TV, Powerpoint LED TV, Powerpoint LED TV, Powerpoint LED TV, Powerpoint LED TV, Powerpoint
presentation,strips of cartolina presentation,strips of cartolina presentation,strips of cartolina presentation,strips of cartolina, presentation,plashcar
metacards
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o Pag-usapan ang kahalagahan ng Ano ang dapat isaalang-alang sa Isulat ang tamang panauhang Piliin ang kaugnay ng bagong Ibigay ang iba‘t ibang
pagsisimula ng bagong aralin matapat na pagsunod sa mga pagtatala ng mga panuto o pangnagdaan para mabuo ang salitang natutuhan salitang na aspekto ng pandiwa
panuto ng matalinong direksyong binasa? diwa ng pangunguasap. may salungguhit sa
mamamayan para sa (matapos) 1._______kahapon pangungusap.
matagumpay na pagsasagawa ng ang pagpipinta ng kanilang 1. Si Nelson ay nanghahagilap
anumang bagay o gawain. bahay. ng sasabihin. (Alam na alam,
(bayad) 2. ______ni Nana yang Hindi alam) ng bata ang
matrikula ko noong isang lingo. ibibigay na dahilan ng kanyang
(alis) 3. ______ang mag-anak ina.
noong Linggo. 2. Ang kanyang tinig ay may
(abuloy) 4. Ang mga bata ay pagsusumamo. Siya ay
_______para sa kawanggawa (humihingi ng tulong,
kahapon. nagagalit) sa
(hanap) 5. Nagdudumaling kausap.
_______ ng sastre ang 3. Nabagabag ang damdamin ni
nawawalang karayom. Raul sa mga nakita niya. Siya‘y
(tuwang-tuwa,
alalang-alala).
4. Siya ay tungung-tungo
habang aking kinakausap.
Nakatingin siya sa (ibaba,
malayo)
kaya hindi nakita ang nandidilat
kong mga mata.
5. Nangangapos ang kanyang
hininga. (Kulang, Sobra) ang
hanging pumapasok sa
kanyang katawan.
B.Paghahabi sa layunin ng aralin Mahalaga ang disiplina sa isang Aksiyon Ko, Hulaan Mo… Ipakuha ang diksyunaryo ng mga Maglalaro tayo ng BATANG Pagsagot sa Puzzle
paaralan at ito‘y matatamo Maghanda ng isang maikling mag-aaral at ipahanap ang HENYO. Huhulaan ng kabilang Pagkatapos ay ipabasa ang
lamang kung ang mga mag-aaral pagsasakilos ng nais mong maging kahulugan ng mg salita. pangkat ang mga salitang isang alamat sa Batayang
na tulad mo ay marunong paglaki mo. -mapunit ibibigay ng inyong pangkat. Aklat
sumunod sa mga panuto at Pahulaan ito sa iyong mga kaklase. -tinabig Tandaan na ang tanong na Pahalang
alituntunin sa paaralan. Kung tama ang sagot ng tinawag -mapatid ibibigay upang mahulaan ang babaing kabilang sa
Bakit kailangang sundin ang mga mo, siya naman ang susunod na Original File Submitted and salita ay dapat masasagot maharlikang angkan o
panuto o tagubilin? Sa araling magpapahula. Formatted by DepEd Club lamang ng hindi,oo at puwede. anak ng isang hari
ating tatalakayin makakatulong Ano-ano ang nakita mong kilos na Member - visit depedclub.com Umisip ng limang salitang tuwa
ito para makasunod ka sa panuto isinagawa ng iyong kaklase? for more pahuhulaan sa ibang pangkat. Pababa
o tagubilin. Ang mga salitang ito ay dapat hayop na karaniwang
may kaugnayan sa kuwentong inaalagaan sa tahanan na
babasahin. namumuksa ng mga daga
handog
C.Pag-uugnay ng mga halimbawa sa Basahin ang usapang ibibigay ng Pagbasa ng isang diary. Sino-sino sa inyo mga bata ang Mga bata ano ang ating Pagbibigay ng salitang
bagong ralin guro at humanda sa talakayan. (Tingnan ang diary sa kalakip na humihingi ng paumanhin sa pambansang bulaklak? tinutukoy ng katuturan.
Pagsunod sa Panuto papel) wastong paraan? Nakakita na ba kayo ng Piliin ang salitang
Mag-aaral: Magandang umaga po Ano-ano ang inyong mga paraang bulaklak ng sampagita? tinutukoy ng mga pahayag.
Gng. Mendoza? ginagawa upang maipakita na Paano ninyo mailalarawan ang Hindi totoo, hindi orihinal
Gng. Mendoza: Magandang kayo‘y humihingi ng paumanhin? kaanyuan ng bulaklak na ito? Malakas na iyak na parang
umaga naman. Mabuti at Pagpapakita ng guro ng hayop
naparito ka sa ating aklatan. larawan ng sampagita.
Mag-aaral: Baguhan po ako sa
paaralan na ito. Maaari po bang
malaman kung
paano ako makagagamit ng
aklatan.
Gng. Mendoza: O sige, basahin
mo ang mga nakasulat sa
kartolinang ito. Iyon ang
tagubilin sa ating silid-aklatan.
Mag-aaral: (Binasa nang mahina
ang nakatala sa kartolina)
Mga Tagubilin sa Loob ng Silid-
Aklatan
1. Kailangan ang sariling ID.
2. Ibigay ang ID sa gurong nasa
gawing pintuan ng aklatan.
3. Iwanan ang mga gamit sa
dapat kalagyan nito malapit sa
pintuan.
4. Tahimik na humanap ng
mauupuan.
5. Hanapin ang aklat, magasin o
pahayagang kailangan.
6. Makipag-usap nang tahimik.
7. Umupo nang maayos sa
pagbabasa at pagsusulat.
8. Pag-ingatan ang aklat, magasin
o pahayagan.
9. Isauli nang maayos ang aklat sa
pinagkunang lugar.
10. Huwag ilalabas sa aklatan ang
libro, magasin, o pahayagan nang
walang paalam.
11.Huwag kumain sa silid-
aklatan.
D.Pagtalakay ng bagong konspto at 1. Sino ang katiwala sa silid- Pagtalakay ng nilalaman ng diary. Tatawag ang guro ng mag-aaral Pagbasa ng kuwento ng Matapos ninyong basahin
paglalahad ng bagong kasanayan #1 aklatan? Ano-ano ang mga salitang kilos na upang basahin ang usapan. ―Alamat ng Sampagita‖. ang isang alamat, sagutin
2. Bakit nagtanong ang mag-aaral ginamit sa tekstong binasa? Cherry : Sori, Sonia. Hindi ko Pagtalakay ng kuwentong ang mga tanong na
sa katiwala? Alin sa mga ito ang nangyari na? sinasadyang mapunit ang aklat binasa. makikita sa mga kuwadro
3. Buuin ang kaisipan ng teksto sa Paano mo nasabi na nangyari na mo. Sino ang dalawang tauhan sa
pamamagitan ng pagdurugtong ang mga ito? Alpha : Pinakakaingatan ko pa kuwento na sobrang
ng mga salitang ―Ang Ano ang tawag dito? naman ang aklat ko kasi binili nagmamahalan?
mabuting tagasunod………..‖ Ano ang idinadagdag sa salitang yaon sa akin ni Itay. Saan ang tagpuan ng kuwento?
4. Agad mo bang naunawaan ang ugat upang maipakita na Cherry : Pasensiya na ulit! Huwag Ano-anong mga katangian ang
tagubilin sa aklatan? naisagawa na ang kilos?atbp ka nang mag-alaala sabi ni Inay ay taglay ni Nita sa kuwento?
5. Mainam bang magkaroon ng huhublian na Paano mo ilalarawan si Destor
mga tuntunin sa aklatan? Bakit? lang niya ung aklat mo para sa ating kuwento?
6. Magtatanong ka rin kaya sa makabili ka ng panibago.
katiwala ng aklatan kung bago ka Bing Bing : Frida, hindi ko
sa isang paaralan? ginugustong mapatid ka sa paa ko
7. Anong kabutihan ang nagalit lang
maidudulot sa iyo ng ako sa nagawa mo kay Alpha.
pagtatanong? Humihingi ako ng paumanhin
Cherry : Ipagpaumanhin mo rin
Bing Bing kung nabali ko ang lapis
mo kanina ng
nadulas ako.
Bing Bing : Ayos lang un ang
importante ay bati-bati na tayo.
Cherry : Oo naman ganan talaga
magkakaibigan palagin
nagmamahalan.
Talakayin ng usapan at bigyang
pansin ang mga bagong salita na
narinig sa usapan at ipabigay ang
kahulugan ng bawat isa.
E.Pagtalakay ng bagong konsepto at Pangkatang Gawain Pangkatan Gawain Pangkatang Gawain Pangkatang Gawain Pagsagot sa mga tanong
paglalahad ng bagong kasanayan #2 Ano-ano ang mga hakbang o Bawat pangkat ay bibigyan ng Bumuo ng limang pangkat. Bawat Pangkat I - Isulat Mo!
panuto na dapat gawin sa bawat isang malaking sobre para sa pangkat ay bibigyan ng kani- Ipakita sa pamamagitan ng
sitwasyon. Isulat ito sa isang gawain ng bawat pangkat. kanilang manila paper upang isang slogan ang paglalarawan
manila paper at humandang Gamitin ang tsart sa pagbabahagi pagsulatan ng natapos na gawain ng tauhan at
talakayin sa buong klase. ng mga ginawa, ginagawa at at ipaliwanag ito. tagpuan sa kuwento
Pangkat I- habang makikinig ng gagawin mo pa lamang upang Pangkat II – Ikilos Mo!
klase sa loob ng silid-aralan maging isang tunay na katuwang Isadula ang kuwentong binasa
Pangkat II- habang nagmimisa ng pamayanang kinabibilangan. Sa sa pamamagitang ng masining
ang pari sa simbahan ilalim ng bawat isa, isulat naman na
Pangkat III-sa pagtawid sa kalsada ang sanhi at bunga ng mga kilos na paglalarawan sa tauhan at
Pangkat IV-habang kumakain isinulat. Talalakayin ng bawat tagpuan sa kuwento
grupo ang kanilang ginawa. Pangkat III – Iguhit Mo!
Pangkat V- may dumating na Gumawa ng isang poster na
bisita ang iyong magulang naglalarawan sa tauhan at
tagpuan sa
kuwentong binasa
Pangkat IV – Awitin Mo!
Ipakita sa pamamagitan ng
isang awit ang paglalarawan sa
tauhan at tagpuan
sa kuwento
F.Paglinang na Kabihasaan Sundin ang ipinapagawa ng Kailan ginagamit ang panahunang Tapusin ang pangungusap. Isulat Tukuyin ang tauhan at tagpuan Pangkatatang Gawain
bawat panuto. pangnagdaan ang kahulugan ng mga bagong na inilalarawan sa bawat Bumuo ng limang pangkat.
1. Gumuhit ng isang puso. Isulat salitang natutuhan sa bilang. Isulat ang sagot sa Bawat pangkat ay bibigyan
sa loob nito sa loob nito ang pamamagitan ng pag-ayos ng patlang ng activity card batay sa
pangalan ng matalik o ginulong mga titik. _______1. Ang lalaking labis na kuwentong nabasa.
pinakamalapit mong kaibigan. M A I A H P R 1. Sinasabing ang iniibig ni Nita. Natatandaan mob a ang
2. Isulat sa loob ng isang parihaba (patay-gutom)_________ ay _______2. Lugar na madalas mga pangyayari sa
ang pinakagusto mong katangian kinalulugdan ng Diyos puntahan nina Nita at Destor. ―Hardonerong
ng iyong matalik o dahil sa kanilang _______3. Kapwa lumaki si Tipaklong?‖ Sino-sino ang
pinakamalapit na kaibigan. pananampalataya. Nita at Destor sa isang lugar na mga tauhan dito?
Gumuhit ng isang bituin sa bawat K A H A M 2. Ang mga (aba) lubhang minahal ng bawat Pangalan ng
kanto ng parihaba. _______ ay itataas pagdating ng isa. Tauhan________________
3. Pareho ba ang buwan ng iyong takdang-oras. _______4. Dahil sa matinding ______________________
bertday ng matalik o AOKNSEYNIS 3. Sumuko ang kalungkutan nasambit niya ang _
pinakamalapit mong kaibigan? magnanakaw sa pulis sapagkat salitang ―Sumpa Kita‖. Ano ang ginawa
Kung oo, gumuhit ng masayang (inusig)_________siya ng _______5. Nagsumpaan na di niya?_________________
mukha. Kung hindi, gumuhit ng kanyang budhi. sila maghihiwalay anuman ang ____________________
malungkot na mukha. M M A T A A Y 4. Nanghihina si mangyari _Una
Kawayan hanggang (bawian ng Gitnang Bahagi
buhay)____________. Katapusan
I O T N S 5. May napansing Ano ang damdamin
halaman sa ( puntod)________ ni niya?_________________
Kawayan. ______________________
_
G.Paglalapat ng aralin sa pangaraw- Nagbabadya ang malakas na ulan, Sa ating pang-araw-araw na Narinig mong nag-uusap ang Umalis ang iyong mga Balikan ang kwentong
araw na buhay ayon sa PAGASA mayroong gawain sa tahanan, paano natin iyong kamag-aaral tungkol sa magulang, mag-isa ka lang binasa. Punan ang tsart ng
namumuong bagyo na maaring maipapakita ang mga bagay na paggamit ng ating sariling wika, naiwan sa inyong tahanan at tauhan at katangian nito.
pumasok sa ating bansa. Bilang maaring gawin ngayon na di natin isang bata ang ayaw gamitin ang pinagbilinan na huwag aalis ng Mga Tauhan
isang bata ano-anong mga kailangang ipagpabukas pa? Wikang Filipino bagkus mas bahay, ngunit nainip ka sa loob Mga Katangian
paghahanda ang maaaring gawin pinahahalagahan niyang gamitin ng bahay kaya minabuti mong Prinsesa Alindog
sa paparating na bagyo? ang wikang banyaga. Paano mo makipaglaro sa iyong mga Prinsipe Baldo
siya papaliwanagan?Bakit? kaibigan sa labas. Tama ba ang Prinsipe Makisig
iyong ginawa? Bakit? Paano mo
ito iuugnay sa kuwentong ating
binasa?
H.Paglalahat ng aralin Ano-ano ang mga dapat tandaan Paano mo masasabi na nangyari Paano magagamit ang mga Ang tauhan ng isang akda ay Nasusukat ang lubos na
sa pagsunod sa hakbang ng isang na ang isang kilos? bagong salitang natutunan? nakikilala batay sa kanyang pagkaunawa sa anumang
gawain? sinasabi at ikinikilos. Sa binasa kapag natugunan
1. Sa pagtatala ng mga panutong pamamagitan ng pagsasalita at ang mga batayang
napakinggan, kailangang makinig pagkilos matutukoy at katanungan. Sa tulong ng
na mabuti upang mailalarawan mo ang mga tagpuan at tauhan
maunawaan ang pinakikinggan o katangian ng tauhan. nailalarawan ang
binabasa. Tagpuan tumutukoy sa lugar at nilalaman ng teksto.
2. Sundin nang wasto ang panuto oras ng pinangyarihan ng
upang maisagawa ang anumang kwento.
pagsasanay nang
maayos, mabilis at tama.
3. Ang pagsunod sa panuto ay
nakatutulong sa ikatatagumpay
ng isang gawain.
I.Pagtataya ng aralin Sundin ang ipinapagawa ng Bilugan ang pandiwang angkop sa Piliin ang pinakamalapit na Tukuyin ang tauhan at tagpuan Basahin ang alamat at
bawat bilang. panauhang ipinahihiwatig sa kahulugan ng bagong salitang batay sa inilalarawanng bawat punan ng sagot sa angkop
1. Gumuhit ng isang bilog. Isulat pangungusap. may salungguhit. Piliin ang bilang. Piliin ang tamang sagot na kolum ng tsart.
sa loob ng bilog ang pangalan ng 1. (Inaalagaan, Inalagaan, tamang sagot sa loob ng kahon. sa loob ng kahon. (Tingnan ang kuwento ng
iyong guro sa Filipino. Aalagaan) ng kaniyang ina ang Inabot hindi nagsasalita Pag-aalaala Pagkahiya Malibay ―Alamat ng Sampalok‖ sa
Gumuhit ng isang tatsuok sa kanilang taniman kamakalawa. Instrumentong pangmusika Restawrant ibang pahina ng papel)
ilalim ng bilog. Isulat sa loob ng 2. (Bumibili, Bumili, Bibili) siya ng tunog na nilikha ng paa Evacuation Center
tatsulok ang bilang ng titik pataba upang lumusog ang mga Kilalang-kilala Panghihinayang Paghanga
na bumuo sa pangalan ng guro. tanim. 1. Walang imik na pumasok sa 1. Ayaw kumanta ni Alex sa
2. Kahunan ang inuuga-uga ni 3. Masaya silang (nagkuwentuhan, silid si Lolo Felix. harapan kaya siya napayuko ng
Lolo Rene habang nakaupo at nagkukuwentuhan, 2. Hinihipan niyang ubos-lakas tawagin ng guro.
nagpapahingan. magkukuwentuhan) habang ang trumpeta. 2. ―Dapat nag-aral ako ng
naglalakad. 3. Ginagap nang matanda ang maaga para hindi ako
4. (Pumitas, Pumipitas, Pipitas) sila mga kamay ng apo. magmamadali ngayong gabi‖
ng mga gulay kahapon upang 4. Narinig nila ang yabag ng wika ni
maiuuwi sa kanyang higante. Gerric
lola. 5. Bantog ang panauhing mang- 3. Nagdala ng pagkain si
5. Kahapon (dumalaw, aawit. Aubrey para sa nasalanta ng
dumadalaw, dadalaw) ang bagyo.
kanyang mga kaibigan. 4. ―Buong araw nakabukas
ang aircon kahit walang tao!
3. Isulat ang petsa ng iyong Sayang ang kuryente!‖
kaarawan sa loob ng tatsulok. 5. ―Hindi masarap ang
Gumuhit ng tig-isang bilog pagkain, ang bagal ng mga
nanakadikit sa kanto ng tatsulok. waiter at madumi ang
4. Gumuhit ng dalawang restawrant,
magkatapat na parihaba. Isulat hindi na ako babalik sa
ang pangalan ng iyong ama at restawrant na ito
ina. Gumuhit ng puso sa pagitan
ng dalawang magkatapat na
parihaba.
5. Gumuhit ng isang bilog. Ikabit
ito ng linya sa isang tatsulok na
ikinabit din ng isang linya
sa isang parihaba. Isulat sa loob
ng mga hugis na nakakabit ang
pangalan ng iyong
paboritong artista at sa loob ng
bilog ang iyong mararamdaman
kung sakaling makita
J.Karagdagang Gawain para sa Gumawa ng limang panuto kung Gamitin ang salitang-ugat sa Magsulat ng 5 bagong salitang Anong katangian ng tauhan ang Magsaliksik ng mga
takdang aralin at remediation paano dapat mag-ingat at panaklong sa pagbubuo ng mga inyong naririnig sa inyong ipinakikita batay sa kanyang kwentong bayan. Kilalanin
magpahalaga sa kapaligiran pandiwa sa iba‘t ibang panahunan tahanan at ibigay ang kahulugan pahayag o ikinikilos? Lagyan ng at suriin ang mga tauhan
upang maiwasan ang na angkop sa puwang upang ng mga ito. / ang patlang na katapat ng at tagpuan sa kwento.
pagkakasakit. mabuo ang diwa ng talata. sagot.
Naku!______(ulan) na naman 1. ―Ricky, halika. Sabay-sabay
nang malakas sa labas. Sana‘y tayong magtanghalian ng iba
______(tigil) na ito. Wala akong pa nating mga kamag-aral.‖
dalang payong. _______(bilin) sa ______pautos _______palabati
akin ni Inay iyon kahapon ______palakain
pero________(limot) ko. Paano ba _______palakaibigan
ang aking _______(gawin)? 2. ―Alam kong ginagawa mo
ang iyong makakayanan.
Huwag kang mag-alala.‖
______maunawain
________matapang
______matampuhin
________mainipin
3. ―Baka hindi ako matanggap.
Hindi na lang kaya ako mag-
aaplay sa trabahong iyon‖.
______mapagmalaki
________mapagpasensiya
______matatakutin
________makasarili
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move
80% sa pagtatayao. the next objective. next objective. the next objective. the next objective. on to the next objective.
B.Bilang ng mag-aaralna ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
nangangailangan ng iba pang Gawain in answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson. in answering their lesson.
because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, ___Pupils did not enjoy the ___Pupils did not enjoy the
skills and interest about the skills and interest about the lesson. skills and interest about the lesson because of lack of lesson because of lack of
lesson. ___Pupils were interested on the lesson. knowledge, skills and interest knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties ___Pupils were interested on the about the lesson. interest about the lesson.
lesson, despite of some encountered in answering the lesson, despite of some ___Pupils were interested on ___Pupils were interested
difficulties encountered in questions asked by the teacher. difficulties encountered in the lesson, despite of some on the lesson, despite of
answering the questions asked by ___Pupils mastered the lesson answering the questions asked by difficulties encountered in some difficulties
the teacher. despite of limited resources used the teacher. answering the questions asked encountered in answering
___Pupils mastered the lesson by the teacher. ___Pupils mastered the lesson by the teacher. the questions asked by the
despite of limited resources used ___Majority of the pupils finished despite of limited resources used ___Pupils mastered the lesson teacher.
by the teacher. their work on time. by the teacher. despite of limited resources ___Pupils mastered the
___Majority of the pupils finished ___Some pupils did not finish their ___Majority of the pupils finished used by the teacher. lesson despite of limited
their work on time. work on time due to unnecessary their work on time. ___Majority of the pupils resources used by the
___Some pupils did not finish behavior. ___Some pupils did not finish finished their work on time. teacher.
their work on time due to their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. unnecessary behavior. their work on time due to finished 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 activities
E.Alin sa mga estratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
lubos?Paano ito nakatulong? the lesson the lesson the lesson the lesson caught up the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
naranasan na solusyunansa tulong require remediation require remediation require remediation to require remediation continue to require
ng aking punungguro at superbisor? remediation
G.Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
aking nadibuho nanais kong ibahagi ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive well:
sa kapwa ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, taking and studying techniques, taking and studying techniques, assessments, note taking and Development: Examples:
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. studying techniques, and Self assessments, note
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- vocabulary assignments. taking and studying
pair-share, quick-writes, and share, quick-writes, and pair-share, quick-writes, and  ___Bridging: Examples: Think- techniques, and vocabulary
anticipatory charts. anticipatory charts. anticipatory charts. pair-share, quick-writes, and assignments.
   anticipatory charts.  ___Bridging: Examples:
 ___Schema-Building: Examples:  ___Schema-Building: Examples:  
___Schema-Building: Examples: Think-pair-share, quick-
Compare and contrast, jigsaw Compare and contrast, jigsaw 
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and Examples: Compare and charts.
projects. projects. projects. 
contrast, jigsaw learning, peer
   teaching, and projects.  ___Schema-Building:
 Examples: Compare and
 ___Contextualization:  ___Contextualization:  ___Contextualization:
 Examples: 
Demonstrations, Examples: Demonstrations, media,  Examples: 
Demonstrations, ___Contextualization:
peer teaching, and
media, manipulatives, repetition, manipulatives, repetition, and local 
media, manipulatives, repetition, Examples: Demonstrations,
projects.
and local opportunities. opportunities. and local opportunities. media, manipulatives,
repetition, and 
local
  
opportunities.  ___Contextualization:
 ___Text Representation:  ___Text Representation:  ___Text Representation:
  Examples:
 Examples: Student 
created Examples: Student 
created Examples: Student created
Demonstrations, media,
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.  ___Text Representation:
manipulatives, repetition,
 ___Modeling: Examples:  ___Modeling: Examples: Speaking  ___Modeling: Examples:  Examples: Student created
and local opportunities.
Speaking slowly and clearly, slowly and clearly, modeling the Speaking slowly and clearly, drawings, videos, and games.
___Text Representation:
modeling the language you want language you want students to use, modeling the language you want  ___Modeling: Examples:
students to use, and providing and providing samples of student students to use, and providing Speaking slowly and clearly,  Examples: Student created
samples of student work. work. samples of student work. modeling the language you drawings, videos, and
want students to use, and games.
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies providing samples of student  ___Modeling: Examples:
used: used: used: work. Speaking slowly and
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching clearly, modeling the
___ Group collaboration ___ Group collaboration ___ Group collaboration Other Techniques and language you want
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Strategies used: students to use, and
play play play ___ Explicit Teaching providing samples of
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Group collaboration student work.
activities/exercises activities/exercises activities/exercises ___Gamification/Learning Other Techniques and
___ Carousel ___ Carousel ___ Carousel throuh play Strategies used:
___ Diads ___ Diads ___ Diads ___ Answering preliminary ___ Explicit Teaching
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction activities/exercises ___ Group collaboration
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel ___Gamification/Learning
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Diads throuh play
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Differentiated Instruction ___ Answering preliminary
Why? Why? Why? ___ Role Playing/Drama activities/exercises
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Carousel
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Diads
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? ___ Differentiated
___ Group member’s ___ Group member’s ___ Group member’s ___ Complete IMs Instruction
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Availability of Materials ___ Role Playing/Drama
in doing their tasks in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn ___ Discovery Method
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s ___ Lecture Method
of the lesson of the lesson of the lesson collaboration/cooperation Why?
in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Availability of
of the lesson Materials
___ Pupils’ eagerness to
learn
___AudioVisual
Presentation
of the lesson
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG

I.OBJECTIVES
A.Content Standards The learners demonstrate understanding on how the parts of the human
reproductive system work
B.Performance Standards The learners should be able to practice proper hygiene to care of the
reproductive system
C.Learning identify the parts of the female describe function of each parts of identify the parts of the male describe function of each to compare the function of
Competencies/Objectives reproductive system. thefemale reproductive system. reproductive system. parts of the male reproductive each parts of the
S5LT-IIa-1 S5LT-IIa-1 S5LT-IIa-1 system. S5LT-IIa-1 human female and male
reproductive system. S5LT-
IIa-1
II.CONTENT Parts and Functions of the Parts and Functions of the Human Parts and Functions of the Human Parts and Functions of the Parts and Functions of the
Human Reproductive System Reproductive System Reproductive System Human Male Reproductive Human Female and Male
System Reproductive System
A.References 1. Textbook pages a. Science for Daily Use , pp. 2-4 Science for Daily Use , pp. 2-4 a. Science for Daily Use , pp.2-
a. Science for Daily Use , pp. 2-4 b. Science Spectrum 5, pp. 1-4 b. Science Spectrum 5, pp1-4 4 a. Science for Daily Use ,
b. Science Spectrum 5, pp. 1-4 c. Science for Daily Use , pages. 2-4 c. Science for Daily Use , pp. 2-4 b. Science Spectrum 5, pp. 1-4 pp. 2-4
c. Science for Daily Use, pp. 2-4 d. Science and Health 5 by d. Science and Health 5 by c. Science for Daily Use , pp. 2- b. Science Spectrum 5, pp.
d. Science and Health 5 by Natividad Alegre-Del Prado, pp. 1- Natividad Alegre-Del Prado, pp. 1- 4 1-4
Natividad Alegre-Del Prado, pp. 5 5 d. Science and Health 5 by c. Science for Daily Use ,
1-5 Natividad Alegre-Del Prado, pp. 2-4
pp. 1-5 d. Science and Health 5 by
Natividad Alegre-Del
Prado, pp. 1-5
1.Teacher’s Guide pages

2.Learners’s Materials pages CG p.30 of 66 CG p.30 of 66 CG p.30 of 66 CG p.30 of 66 CG p.30 of 66
3.Textbook pages
4.Additional materials from learning http://kidshealth.org/misc/movie https://www.youtube.com/watch https://www.youtube.com/w
resource (LR) portal /bodybasics/female_repro.html ?v=5xfa9IK-UX8&spfreload=10 atch?v=5xfa9IK-
www.pppst.com5 http://www.eschooltoday.com/hu UX8&spfreload=10
https://www.youtube.com/watc man-reproduction/the-female- http://www.eschooltoday.co
h?v=5xfa9IK-UX8&spfreload=10 reproductive- m/human-reproduction/the-
http://www.eschooltoday.com/h organ.html male-reproductive-
uman-reproduction/the-female- http://kidshealth.org/en/teens/fe organ.html
male-repro.html# http://kidshealth.org/en/teen
s/male-repro.html#
http://patient.info/health/the- http://patient.info/health/the
female-reproductive-system -male-reproductive-system
Teaching Support Materials for https://www.youtube.com/w
Elementary Science, pp. atch?v=zF1oXOitedE&spfreloa
d=10
https://www.youtube.com/w
atch?v=Nq_rYGxKG3c&spfrelo
ad=10
B.Other Learning Resource Picture, PowerPoint presentation, activity pictures PowerPoint presentation,
sheet, chart, pictures activity sheet, pictures
IV.PROCEDURES
A.Reviewing previous lesson or Which comes first? Direction: Activity: YES or NO. Activity: Fish Bowl Activity: Picture Perfect! Arrange the jumbled
presenting the new lesson Arrange the following words from Say YES if the statement is correct Fish a word related to the parts of Direction: Describe the male letters to form the organs
TISSUE CELL and NO if it is incorrect and the female reproductive system reproductive organ presented of the male
SYSTEM ORGAN change the underlined word to from in each and female reproductive
make it correct. the bowl. picture. system.
Ovaries are oblong-shaped and The words left in the fish bowl are TERUSU INAVAG PESNI
located on the left and right side organs of the male reproductive SCTUMRO
of the uterus. system SVA DEFNSERE CIXERV
Vagina is a hallow, pear-shaped Let us identify them in the VAORY
organ with a muscular wall and a diagram and be able to describe EPYMISIDID
lining. each part. LLOPFAIAN TBEU
Fallopian tubes are thick, hard STATPROE GANDL
tubes extending from the uterus
to the ovaries
Cervix is located in the lower
portion of the uterus that opens
into the vagina.
Vagina is called as the” birth
canal”.
B.Establishing a purpose for the Activity: Word Hunt You have already learned the parts Show diagram of a female and Group Activity Activity: Reproductive
lesson Try to find all 5 words from the of the female reproductive male reproductive system. 1. Distribute the envelopes Organ Game
letter board. They may go system. Now, we will be describing Activity: Think Pair Share: containing picture pieces of Direction: Tell whether the
downward, the function of each part as we Question: What difference do you the male reproductive organs. reproductive organ
upward, or from left to right. will notice between the female and 2. Connect the parts of the mentioned in the activity is
Cervix be viewing tBut before that, what male jigsaw puzzle by connecting for a male or female. Or
Fallopian tube are the standards to follow in reproductive system? the parts. list them down on the
Vagina viewing Give students at least 30 3. Label each organ to boxes provided.
Ovary activity? seconds to think prior to illustrate the male
Uterus 1. Setting standards in viewing. responding to reproductive system.
a. Listen and watch attentively.
b. Write down important details a question or prompt you give
from the video. them.
c. Answer the given questions Then have students turn to a
correctly. partner and share their responses.
2. Distribute the worksheets.he Teacher leads the class sharing
video of thoughts.
C.Presenting Examples/ instances of Activity Proper: Group Activity Playing of the video- The Female C. Presenting examples/ instances Video-Based Instruction C. Presenting examples/
the new lesson Group the class with 6 members Reproductive System of the lesson https://www.youtube.com/w instances of the lesson
each. https://www.youtube.com/watch Activity Proper: Let’s Investigate! atch?v=zF1oXOitedE&spfreloa Activity: What’s the
Objective: Identify the parts of ?v=5xfa9IK-UX8&spfreload=10 Form groups with 6 members d=10 Difference? Group Activity
the female reproductive system Note: Play only the part that each. https://www.youtube.com/w Objective: Compare the
I. Problem: What are the parts of pertains to the functions of each TDAR Activity (Think Discuss Act atch?v=Nq_rYGxKG3c&spfrelo function of each part of
the female reproductive system? external Reflect) ad=10 the male and female
II. Materials: chart/ illustration of part of the female reproductive Objective: Identify and describe Objective: Describe the reproductive system.
the female reproductive system system the parts of the male reproductive function of each part of the I. Problem: Which organs
III. Procedure Activity Proper: Video Viewing system through a research work. male reproductive system of the male and female
with Interactive Activity I. Problem: What do you know I. Problem: How do organs of reproductive system
Objective: Describe the function of about the male reproductive the male reproductive system
each part of the female system? work? are similar in function?
reproductive system II. Materials: Science books for II. Materials: video of the II. Materials: chart/
I. Problem: What are the functions research, manila paper, pencil, sperms’ journey from the illustrations of the male
of each part of the female testes and out of and female reproductive
reproductive coloring materials, pentel
III. Procedure system? pen/marker, timer the penis, storyboard system
1. Study the illustration of the II. Materials: video of the female III. Procedure: template, worksheets, chart/ III. Procedure:
female reproductive system. reproductive system, worksheets, 1. Organize your group and choose illustration of the male 1. Work with your group.
2. Discuss with your group chart/ illustration of the female a leader. reproductive system 2. Study the illustrations of
members the different parts of reproductive system 2. The leader will assign roles of III. Procedure: the male and female
the female each group according to 1. Watch and listen to the reproductive
reproductive system. video presentation.
3. List down the part of each members preference and assigns 2. Write down important system.
reproductive system below. other members for their details about the topic 3. Discuss with your group
IV. Data and Observation: specific roles. presented in the members the different
1. Enter you observation here. The Leader The Recorder parts of the
Parts Of The Female The Summarizer The Presenter video.
Reproductive System The Time-Keeper The errand 3. Recall important shots and reproductive systems.
1. Monitor complete the storyboard 4. Complete the table
2. The Artist template by below about the structures
3. 3. Assign the Artist to draw the and functions of
III. Procedure:
4. male reproductive system. writing the details of what
1. Watch and listen to the video –
5. happened in each indicated the Human Reproductive
The Reproductive System.
2. Label the parts of the episode. System.
https://www.youtube.com/watch
reproductive system IV. Data and Observation: IV. Data and Analysis
?v=5xfa9IK-UX8&spfreload=10
2. Take down notes or important 4. Assign the Recorder with the
details from the video help of other members to label Complete the storyboard Enter your data here. Ma
presentation. template below. the blanks Function
3. Answer the following guide the parts of the male reproductive can be Type of sex cell Spe
questions while viewing the video. system used in order for the pupils to Organs that produce the Tes
a. Why is vagina called as the birth 5. Have other members note down be guided in completing the sex cell and hormones
canal? and describe each part. template. Hormones produced which Tes
b. What is the function of the 6. Share ideas on how to answer Note: In lower section, f determine the secondary
uterus? the problem/question. V. Conclusion: sex characteristics
c. What are produced in the I learned that…. Tube through which sex Vas
ovaries of the female reproductive Talk about your research work to I therefore conclude that… cells travel once produced
system? come up with a
V: Conclusion: d. How many egg does a woman presentation.
I learned that…. releases every month? 7. Prepare for a group
I therefore conclude that… e. What is the role of the fallopian presentation.
tube in the female reproductive
system? IV. Data and Analysis:
f. What organ is located at the
1. List down and describe the
lower portion of the uterus that
organs of the male reproductive
expands
system.
to allow the baby to pass through
the vagina 2. Enter your data by completing
IV. Data and Observation: the table
Based on the discussion, complete PARTS OF THE MALE DESCRIPTION
the table below. REPRODUCTIVE SYSTEM
Parts Of The Female Reproductive
System
Function
1. Vagina
2. Uterus
3. Ovaries
4. Fallopian tube
5. Cervix
V. Conclusion:
I learned that….
I therefore conclude that…
D.Discussing new concepts and 1. Group reporting Checking of individual worksheets
practicing new skills #1 2. Sharing of results of the by answering the guide questions. 1. Group presentation and 1. Peer sharing of answers 1. Group presentation and
activity. 1. Why is vagina called as the birth reporting 2. Checking of worksheets reporting
canal? 2. Sharing of results of the activity 3. Verifying the results by 2. Sharing of results of the
Vagina is called as birth canal replaying the video and pause activity.
3. Completion of the cooperative
because it is the passage way for in each shot Completion of the
learning template
childbirth. (episode) cooperative learning
template
2. What is the function of the
uterus?
The uterus holds fertilized egg and
nurtures until the baby is fully
developed.
3. What are produced in the
ovaries in the female reproductive
system?
Egg cells and hormones
4. How many eggs does a woman
release every month?
A woman releases an egg every
month.
5. What is the role of the fallopian
tube in the female reproductive
system?
The fallopian tube connects the
ovaries to the uterus.
6. What organ is located at the
lower portion of the uterus that
expands to
allow the baby to pass through the
vagina?
E.Discussing new concepts and Discussing new concepts and Verifying and explaining the 1. Teacher’s Input: The teacher leads the pupils Discuss the similarities of
practicing new skills #2 practicing new skills #2 answers for each question by Interactive discussion through to summarize their answers in the functions of male and
1. Teacher’s Input: replaying animation showing the parts of the table female
Interactive discussion through the female reproductive animation the reproductive organs using
animation showing the parts of male reproductive system {Male the illustrations/diagrams.
the Reproductive System Animation} a. Which organs both
female reproductive system 2. Answer these questions: produce the sex cells?
{Female Reproductive System a. How many sperm cells does a Testes and Ovaries
Animation} human male have? Billions b. Which are both external
2. Answer these questions: b. What are the organs of the male organs of male and
Which parts are oblong-shaped reproductive system? female? Penis and
and located on the left and right The organs are scrotum, testes
side and penis, vas deferens, urethra, Vagina
of the uterus? OVARIES prostate gland and seminal c. These organs are tubes
Which part is a hallow, pear- vesicles wherein the sex cells travel
shaped organ with a muscular c. What are the oval-shaped once
wall and a organs contained in the scrotum?
lining? UTERUS Testes produced. Sperm duct or
Which are the thin, soft tubes d. How does the scrotum look vas deferens and oviduct
extending from the uterus to the like? or fallopian
ovaries? tube
FALLOPIAN TUBE The scrotum looks like a sac that d. Both males and females
What part is located in the lower hangs behind the penis. have this organ that carry
portion of the uterus that opens e. Which part is the elongated urine. Urethra
into muscular organ full of blood e. Aside from sex cells,
the vagina? CERVIX vessels and what other components
Which part is the outside passage sensitive nerves? Penis are produced in the
way of the baby? VAGINA f. Which connects the testes and
the vas deferens? Epididymis testes and ovaries? Sex
g. What is semen? Semen is the hormones
whitish fluid that nourishes the
sperm.
F.Developing Mastery Study the diagram of the female Match each part of the female Complete the graphic organizers. EPISO ORGA HOW Draw a line to connect the
reproductive system describe reproductive organ its function DES N DOES organs of the male and
each part by completing the table INVOL IT female with similar
below. VE WORK functions.
?
Shot Testes Produc
#1 e the
sperm
cells
Shot Epidid Storag
#2 ymis e for
the
sperm
cells
Shot Scrotu Protec
#3 m ts the
testes
Shot Prosta Secret
#4 te es
gland fluid
that
nouris
hes
the
sperm
s
Shot Penis Transp
#5 orts
the
sperm
cells
out of
the
body
Shot Urethr Carries
#6 a urine
and
semen
out of
the
body
G.Finding Parctical application of You’ve just learned the different Activity: Body Songfest: (Group Now that you are very familiar Circumcision is a Filipino Drag the organs with
concepts and skills in daily living parts of the female reproductive Activity) with the parts of the male family tradition wherein the similar functions in each
system. Pupils need to work with reproductive system, let us now foreskin of the male’s penis is end of the line to show its
You should not make fun of the respective members. expand our knowledge by sharing removed. counterpart in male and
terms that refer to your Each group chooses a familiar tune ideas regarding some Why do males need to female reproductive
reproductivesystem. such as: misconceptions that involve the undergo circumcision? system.
PART OF THE REPRODUCTIVE ‘Mary Had A Little Lamb” male reproductive system. (Males undergo circumcision
SYSTEM “The Farmer in the Dell” Activity: React on These! for personal hygiene and
DESCRIPTION Twinkle, Twinkle Little Star” Tell whether you agree or disagree preventive health
1. Ovaries “The wheels on the Bus” and justify you answer. care.)
2. Fallopian tube “Bah, bah, Black Sheep” 1. Circumcision increases the
3. Uterus Each group writes a song about sexual power of a man.
4. Cervix the parts and functions of 2. If a man is not circumcised, he is
5. Vagina The reproductive system. The a gay or worst he will have a child
Why do you think it is important group members will present the who will suffer with rheum (a
to use the right terms in referring song in class watery discharge from the eye or
to the muta).
female reproductive parts?
3. The size of the penis symbolizes
the masculinity of a male.
H.Making generalization and What are the parts of the human How does each part of the female What are the parts of the human How does each part of the Compare the function of
abstraction about the lesson female reproductive system? reproductive system work? male reproductive system? female reproductive system male and female
work? reproductive organs.
Which reproductive organs
have similar functions?
I.Evaluating learning Directions: Read each item Evaluating learning Study the diagram. Answer the Directions: Study the Analogy: Analyze each pair
carefully. Choose the letter of the Directions: Match the part of the questions below by writing the illustration below to answer of words and supply the
correct female reproductive system in word or letter of the correct the following missing word.
Answer column A answer questions: Study the illustration
1. What are the female with its function in column B. 1. What are produced in below to answer the
reproductive organs? Write the letter before the 1. What organ is represented by structure A? Sperm cells following questions
A. egg cells B. ovaries C. sperms number. letter A? _____________ 2. Which organ transport 1. Penis: Male 3. Female
D. testes A B sperm cells into the female’s sex cell: Egg
vagina? Penis
2. Why is the vagina called the 1. Cervix a. holds the fertilized egg 2. _________ is an elongated 3. What organ is protected by ________: Female Male
birth canal? and nurtures until muscular organ full of blood structure F? Testes or organ E sex cell: ________
A. It is pyramid in shape. C. It is the baby is fully developed vessels and 4. If sperm duct or vas 2. Progesterone: Female
where the urine passes 2. Vagina b. release the egg cell sensitive nerves. deferens is cut, can sperm cell hormone 4. External male
B. It receives the sperm D. The and the hormones 3. The scrotum looks like a sac that be transported to females? organ: Testes
new born baby passes estrogen and progesterone hangs behind the penis. What No
out from it. 3. Fallopian tube c. serves as the letter represents the scrotum? 5. Organ B carries __________: Male
3. Which is not a part of the birth canal or the ____________ _______and sperm cells to hormone External female
female reproductive system? passageway of the baby about to 4. Organ A, B, C and F are the outside of the body. Urine organ:________
A. cervix B. epididymis C. be born ____________parts of the male 5. ____________: Sperm
fallopian tube D. uterus 4. Uterus d. connect the ovaries to reproductive system. duct
4. Which best describe the the uterus 5. Semen and urine are released Fallopian tube: Oviduct
ovaries? 5. Ovaries e. expands and allow from the urethra. Which letter
A. oblong-shaped and located on the baby to pass through the represents the urethra?_________
the left and right side of the vagina
uterus
B. the outside passage way of the
baby
C. located in lower portion of the
uterus that opens into the
vagina
D. hallow, pear-shaped organ
with a muscular wall and a lining
5. What do ovaries produce?
A. sperm cells B. egg cells C.
zygote D. fertilized egg
J.additional activities for application Create a three-dimensional Output Making: Output: Flashcard Making: Draw and label the parts of a. Study lesson 1-5 Parts
or remediation foldable graphic organizer that Make a foldable with written parts Objective: Make flashcards of the the male reproductive system and Functions of the Male
will contain and functions of the female parts of the male reproductive and female
important concepts about the reproductive system Reproductive System.
female reproductive system using system. Materials: used cigarette b. Be ready for a short quiz
colored cardboard or old folder, scissors, next meeting.
paper, coloring materials, marker ruler, pentel
and scissors. pen, coloring materials
Directions:
1. Measure and cut 4x6 inches
flashcards. Make sure that both
sides of the cards are clean and
free from any marks.
2. Write the organs of the male
reproductive system on each card.
3. Write the description of each
organ on the other side of the card
like this.
Front side Back side

4. Make your work creative by
adding graphics, colors and
designs.
5. Post your work on the bulletin
board.
.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move
the evaluation the next objective. next objective. next objective. the next objective. on to the next objective.
B.No.of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find
additional activities for remediation in answering their lesson. answering their lesson. 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.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson. in answering their lesson.
because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, ___Pupils did not enjoy the ___Pupils did not enjoy the
skills and interest about the skills and interest about the lesson. skills and interest about the lesson. lesson because of lack of lesson because of lack of
lesson. ___Pupils were interested on the ___Pupils were interested on the knowledge, skills and interest knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties lesson, despite of some difficulties about the lesson. interest about the lesson.
lesson, despite of some encountered in answering the encountered in answering the ___Pupils were interested on ___Pupils were interested
difficulties encountered in questions asked by the teacher. questions asked by the teacher. the lesson, despite of some on the lesson, despite of
answering the questions asked by ___Pupils mastered the lesson ___Pupils mastered the lesson difficulties encountered in some difficulties
the teacher. despite of limited resources used despite of limited resources used answering the questions asked encountered in answering
___Pupils mastered the lesson by the teacher. by the teacher. by the teacher. the questions asked by the
despite of limited resources used ___Majority of the pupils finished ___Majority of the pupils finished ___Pupils mastered the lesson teacher.
by the teacher. their work on time. their work on time. despite of limited resources ___Pupils mastered the
___Majority of the pupils finished ___Some pupils did not finish their ___Some pupils did not finish their used by the teacher. lesson despite of limited
their work on time. work on time due to unnecessary work on time due to unnecessary ___Majority of the pupils resources used by the
___Some pupils did not finish behavior. behavior. finished their work on time. teacher.
their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. their work on time due to finished their work on time.
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 additional activities for additional activities for require additional activities
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson the lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
which my principal or supervisor can require remediation require remediation require remediation to require remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did used/discover which I ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, taking and studying techniques, taking and studying techniques, assessments, note taking and Development: Examples:
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. studying techniques, and Self assessments, note
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- vocabulary assignments. taking and studying
pair-share, quick-writes, and share, quick-writes, and share, quick-writes, 
and ___Bridging: Examples: Think- techniques, and vocabulary
anticipatory charts. anticipatory charts. anticipatory charts. pair-share, quick-writes, and assignments.
   anticipatory charts.  ___Bridging: Examples:
 Think-pair-share, quick-
 ___Schema-Building: Examples:  ___Schema-Building: Examples:  ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw 
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and Examples:Compare and charts.
projects. projects. projects. 
contrast, jigsaw learning, peer
   teaching, and projects.  ___Schema-Building:
 Examples: Compare and
 ___Contextualization:  ___Contextualization:  ___Contextualization:
 Examples: 
Demonstrations, Examples: Demonstrations, media,  Examples: Demonstrations, media,  ___Contextualization:
peer teaching, and
media, manipulatives, repetition, manipulatives, repetition, and local 
manipulatives, repetition, and local Examples: Demonstrations,
projects.
and local opportunities. opportunities. opportunities. media, manipulatives,
repetition, and 
local
  
opportunities.  ___Contextualization:
 ___Text Representation:  ___Text Representation:  ___Text Representation:
  Examples:
 Examples: Student 
created Examples: Student 
created Examples: Student created
Demonstrations, media,
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.  ___Text Representation:
manipulatives, repetition,
 ___Modeling: Examples:  ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking  Examples: Student created
and local opportunities.
Speaking slowly and clearly, slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games.

modeling the language you want language you want students to use, language you want students to use,
students to use, and providing and providing samples of student and providing samples of student
 ___Modeling: Examples:  Examples: Student created
samples of student work. work. work. Speaking slowly and clearly, drawings, videos, and
modeling the language you games.
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies want students to use, and  ___Modeling: Examples:
used: used: used: providing samples of student Speaking slowly and
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching work. clearly, modeling the
___ Group collaboration ___ Group collaboration ___ Group collaboration language you want
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Other Techniques and students to use, and
play play play Strategies used: providing samples of
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching student work.
activities/exercises activities/exercises activities/exercises ___ Group collaboration
___ Carousel ___ Carousel ___ Carousel ___Gamification/Learning Other Techniques and
___ Diads ___ Diads ___ Diads throuh play Strategies used:
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary ___ Explicit Teaching
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Group collaboration
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Carousel ___Gamification/Learning
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Diads throuh play
Why? Why? Why? ___ Differentiated Instruction ___ Answering preliminary
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Role Playing/Drama activities/exercises
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Carousel
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Diads
___ Group member’s ___ Group member’s ___ Group member’s Why? ___ Differentiated
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Complete IMs Instruction
in doing their tasks in doing their tasks in doing their tasks ___ Availability of Materials ___ Role Playing/Drama
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Discovery Method
of the lesson of the lesson of the lesson ___ 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
___ Audio Visual
Presentation
of the lesson

DLL G5 Q2 WEEK 1 ALL SUBJECTS (Mam Inkay Peralta)

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GRADE 5 Paaralan Baitang/Antas V

DAILY LESSON LOG Guro Asignatura EPP – ENTREP AND ICT

WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

EPP5IE-0a-2 EPP5IE-0a-2 EPP5IE-0a-2 EPP5IE-0a-2

EPP5IE-0b-4 EPP5IE-0b-4 EPP5IE-0b-4 EPP5IE-0b-4

Pumili ng isang pagkakakitaan at Pumili ng isang pagkakakitaan at 1. Gumagawa ng sapatos si Mang

J. Karagdagang gawain para sa Sa inyong barangay, Sa inyong barangay, maghanap ng

IV. Mga Tala

WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. Mga Kasanayan sa Pagkatuto

10. Mga pahina sa Kagamitang

12. Karagdagang Kagamitan mula

XIV. Mga Tala

T. Anong suliranin ang aking naranasan na

U. Anong kagamitang panturo ang aking

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Kahulugan at layunin ng 1. Kahulugan at layunin ng 1. Kahulugan at layunin ng 1. Kahulugan at layunin ng

__________3. Ang mga bansa sa

______4. Nais na Espanya na

________5. Ito ang tawag sa

J. Karagdagang Gawain para Buuin ang Graphic Organizer.

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Teacher will show cards with

3. The group with the most

Let the pupils focus on the place

2. What is its value?

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1.Teacher’s Guide pages

Front side Back side

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